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The #1 foundational skill for the Science of Reading

The first of five: Phonemic and phonological awareness

Phonemic awareness and phonological awareness—together, they’re the first of the five foundational reading skills articulated by the Science of Reading. 

The two are intertwined, but not interchangeable. Even though they combine to form one skill, they have distinct meanings and play different roles in helping children become proficient readers.

 In the first of this five-part series on foundational skills, we’ll look at where the path to literacy begins—and why it all starts with sounds. 

What the Science of Reading tells us about the brain

First, an essential reminder: Our brains are not hard-wired for reading. They do not intrinsically know that marks on a page are designed to represent sounds, or meaning. That’s why reading must be taught, explicitly and systematically. 

But when we teach reading using what science tells us, the brain wires itself to start recognizing those letters, syllables, and words.  

“Reading comes through building new neural pathways,” says Alice Wiggins, vice president of instructional design and products at UnboundEd and our guest on Season 3, Episode 2 of Science of Reading: The Podcast. “That’s what happens,” she says, “when we’re taught to read.”  

Why it starts with sound

The Simple View of Reading establishes that if you can’t decode the symbols (letters and combinations of letters) that make up a sentence, you can’t read it—even if you know the language in which it’s written.

And when it comes to spoken language, those symbols were created to capture sounds. 

“Teaching kids that letters represent the sounds in speech has the most potent logic, because written language was invented to represent speech,” says Dr. Louisa Moats, an expert on how children learn to read and our guest on Season 3, Episode 3 of Science of Reading: The Podcast. “We don’t learn to talk from reading. We already know how to talk. We have to learn this system that is mapped onto speech.”

Phonemic awareness and phonological awareness form the building blocks for understanding the relationship between sounds and letters, paving the way for successful reading acquisition.

To understand how important they are, look no further than the Reading Rope, a visual representation of the key skills involved in reading. The strands of the rope represent various interconnected components, including phonological awareness, phonics, vocabulary, fluency, and comprehension.

Phonological awareness and phonemic awareness are positioned as the foundational strands.

To understand why, we’ll need to get more specific.

What is phonemic awareness?

Phonemes are the smallest units of sound that make up words. Phonemic awareness refers to the ability to identify and manipulate individual sounds (phonemes) in spoken words.

Phonemic awareness plays a vital role in the early stages of reading. By recognizing and manipulating individual sounds within spoken words, kids come to understand how sounds combine to form words.

This ability to segment and blend sounds lays the foundation for phonics, and the ability to decode and read unfamiliar words.

What is phonological awareness?

Phonological awareness encompasses a range of skills that go beyond manipulating individual phonemes. It includes abilities such as recognizing and manipulating larger units of sound, such as syllables, rhymes, onset and rime, and even entire words. It involves tasks like clapping out the syllables in a word, identifying words that rhyme, recognizing words with the same initial sound, and blending or segmenting words into syllables.

This awareness of larger sound units enhances readers’ ability to identify and manipulate individual phonemes. That, in turn, sets the stage for word recognition and decoding.

Phonology and equality

Alice Wiggins notes that just as reading skills start with sound, so does equality. It’s important to acknowledge that students speak and are exposed to a wide variety of pronunciations of English letters and words.

“Being explicit and systematic attends to those differences for all students,” she says. 

More ways to learn

Phonological awareness games

In Cut It Out, students isolate individual phonemes by listening to a beginning, middle, or ending sound and choosing a picture of the word containing the sound in that position.

Skills
Phonological awareness

  • Blending at the compound word, syllable, onset-rime, and phoneme level

Standards covered

  • CCSS.ELA-LITERACY.RF.1.2.C — Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
  • CCSS.ELA-LITERACY.RF.K.2.D — Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

In Gem & Nye, students blend sounds into words, starting with compound words and syllables and then moving to beginning (onset) and ending (rime) sounds and finally individual phonemes, to identify the picture of the word the Soundbots say when blended together.

Skills
Phonological awareness

  • Blending at the compound word, syllable, onset-rime, and phoneme level

Standards covered

  • CCSS.ELA-LITERACY.RF.1.2.B — Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
  • CCSS.ELA-LITERACY.RF.K.2.B — Count, pronounce, blend, and segment syllables in spoken words.
  • CCSS.ELA-LITERACY.RF.K.2.C — Blend and segment onsets and rimes of single-syllable spoken words.

In Wordbots, students practice segmenting words into their onsets and rimes to determine which Startbots and Endbots form a stimulus word.

Skills
Phonological awareness

  • Segment at the compound-word and onset-rime level

Standards covered

  • CCSS.ELA-LITERACY.RF.K.2.C — Blend and segment onsets and rimes of single-syllable spoken words.
  • CCSS.ELA-LITERACY.RF.K.2.B — Count, pronounce, blend, and segment syllables in spoken words.

In Zoom Boom, students practice rhyming by listening to a word and identifying the picture of the word that rhymes with it.

Skills
Phonological awareness

  • Rhyming

Standards covered

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

Phonics Games in Amplify Reading: K–2

In Curioso Crossing, students practice accurate and automatic word recognition by identifying the correct spoken word to guide their Curioso safely throughout the land.

Skills
Phonics – Early Decoding; Advanced Decoding

  • Read high-frequency irregular words, regular words, words with inflected endings, two-syllable words, words with prefixes and suffixes, and multi-syllable words

Standards Covered

  • CCSS.ELA-LITERACY.RF.K.3.B — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
  • CCSS.ELA-LITERACY.RF.1.3.B — Decode regularly spelled one-syllable words.
  • CCSS.ELA-LITERACY.RF.1.3.C — Know final -e and common vowel team conventions for representing long vowel sounds.
  • CCSS.ELA-LITERACY.RF.1.3.E — Decode two-syllable words following basic patterns by breaking the words into syllables.
  • CCSS.ELA-LITERACY.RF.1.3.F — Read words with inflectional endings.
  • CCSS.ELA-LITERACY.RF.2.3.A — Distinguish long and short vowels when reading regularly spelled one-syllable words.
  • CCSS.ELA-LITERACY.RF.2.3.C — Decode regularly spelled two-syllable words with long vowels.
  • CCSS.ELA-LITERACY.RF.2.3.D — Decode words with common prefixes and suffixes.
  • CCSS.ELA-LITERACY.RF.2.3.F — Recognize and read grade-appropriate irregularly spelled words.
  • CCSS.ELA-LITERACY.RF.K.3.C — Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
  • CCSS.ELA-LITERACY.RF.1.3.G — Recognize and read grade-appropriate irregularly spelled words.

In Food Truck, students practice “chopping” blends, ending sounds (rimes), and whole words into beginning sounds (onsets), ending sounds, and individual letters to create orders for their hungry goblin customers. The difficulty of words and segmenting tasks increases with each level as customers order more sophisticated “dishes.”

Skills
Phonics – Early Decoding

  • Decode and spell words with common rime families

Standards Covered

  • CCSS.ELA-LITERACY.RF.K.3.A — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
  • CCSS.ELA-LITERACY.RF.K.3.B — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
  • CCSS.ELA-LITERACY.RF.K.3.D — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
  • CCSS.ELA-LITERACY.RF.K.2.E — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
  • CCSS.ELA-LITERACY.RF.1.3.B — Decode regularly spelled one-syllable words.

In Grumpy Goblins, students learn sound-spelling correspondences for consonant digraphs and vowel teams by listening to a sound from a goblin and feeding it the piece of toast with the corresponding letter or combination.

Skills
Phonics – Letter Combinations

  • Sound-spelling correspondences for consonant digraphs and vowel teams

Standards Covered

  • CCSS.ELA-LITERACY.RF.K.3.B — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
  • CCSS.ELA-LITERACY.RF.1.3.A — Know the spelling-sound correspondences for common consonant digraphs.
  • CCSS.ELA-LITERACY.RF.2.3.B — Know spelling-sound correspondences for additional common vowel teams.

In Hangry Goblins, students practice letter-sound combinations by feeding individual letter sounds, consonant digraphs, blends, and vowel teams to goblins that become more and more “hangry” until they are given the letters that match their demands.

Skills
Phonics – Letter Sound Correspondence

  • Sound-spelling correspondences for individual letters and letter combinations

Standards covered

  • CCSS.ELA-LITERACY.RF.K.3.A — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
  • CCSS.ELA-LITERACY.RF.K.3.B — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
  • CCSS.ELA-LITERACY.RF.1.3.A — Know the spelling-sound correspondences for common consonant digraphs.
  • CCSS.ELA-LITERACY.RF.2.3.B — Know spelling-sound correspondences for additional common vowel teams.

In Picky Goblins, students practice sound-spelling correspondences for individual letters by listening to a sound from a goblin and feeding it the piece of toast with the corresponding.

Skills
Phonics – Letter-Sound Correspondence

  • Sound-Spelling Correspondences for single letters

Standards Covered

  • CCSS.ELA-LITERACY.RF.K.3.A — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
  • CCSS.ELA-LITERACY.RF.K.3.B — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

In Read All About It, students practice reading sentences with words that include the sound-spelling correspondences, word features (e.g., prefixes/suffixes), and phonics rules (e.g., vowel consonant long e, syllable patterns) they learned and practiced in other games.

Skills
Phonics – Early Decoding; Advanced Decoding

  • Read grade level text accurately

Standards Covered

  • CCSS.ELA-LITERACY.RF.K.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
  • CCSS.ELA-LITERACY.RF.K.4 — Read emergent-reader texts with purpose and understanding.
  • CCSS.ELA-LITERACY.RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
  • CCSS.ELA-LITERACY.RF.1.4 — Read with sufficient accuracy and fluency to support comprehension.
  • CCSS.ELA-LITERACY.RF.2.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
  • CCSS.ELA-LITERACY.RF.2.4 — Read with sufficient accuracy and fluency to support comprehension.

In Rhyme Time, students practice with different rime families (words that end with the same sounds and rhyme) and decode words in these families by swapping the first letter sounds of words while the ending sounds remain constant.

Skills
Phonics – Early Decoding

  • Decode words with common rime families

Standards Covered

  • CCSS.ELA-LITERACY.RF.K.3.A — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
  • CCSS.ELA-LITERACY.RF.K.3.B — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
  • CCSS.ELA-LITERACY.RF.K.3.D — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
  • CCSS.ELA-LITERACY.RF.K.2.E — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
  • CCSS.ELA-LITERACY.RF.1.3.B — Decode regularly spelled one-syllable words.

In Tongue Twist, students practice with different rime families (words that end with the same sounds and rhyme) and build words by changing the ending sound (rime) while the beginning (onset) sounds, consonant blends, and consonant digraphs remain constant.

Skills
Phonics – Early Decoding

  • Decode words with common rime families

Standards covered

  • CCSS.ELA-LITERACY.RF.K.3.A — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
  • CCSS.ELA-LITERACY.RF.K.3.B — Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
  • CCSS.ELA-LITERACY.RF.K.3.D — Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
  • CCSS.ELA-LITERACY.RF.K.2.E — Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
  • CCSS.ELA-LITERACY.RF.1.3.B — Decode regularly spelled one-syllable words.

In Word City, students identify and manipulate beginning, middle, and ending letter sounds to assemble word chains that form buildings.

Skills
Phonics – Early Decoding

  • Letter-sound correspondence
  • Decoding and spelling regular words

Standards Covered

  • CCSS.ELA-LITERACYRF.K.3.A — Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
  • CCSS.ELA-LITERACYRF.1.3.A — Know the spelling-sound correspondences for common consonant digraphs.
  • CCSS.ELA-LITERACYRF.1.3.B — Decode regularly spelled one-syllable words.
  • CCSS.ELA-LITERACYRF.1.3.C — Know final -e and common vowel team conventions for representing long vowel sounds.
  • CCSS.ELA-LITERACYRF.2.3.B — Know spelling-sound correspondences for additional common vowel teams.

Microcomprehension Games in Amplify Reading: K–2

In Because This, That, students learn how common text structures give clues to meaning by rearranging sentences to identify cause and effect or problem and solution.

Skills
Microcomprehension

  • Text Structure: Organize sentences using sequence/chronological order

Standards covered

  • CCSS.ELA-LITERACY.RI.1.3 — Describe the connection between two individuals, events, ideas, or pieces of information in a text.
  • CCSS.ELA-LITERACY.RI.1.8 — Identify the reasons an author gives to support points in a text.
  • CCSS.ELA-LITERACY.RI.2.3 — Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
  • CCSS.ELA-LITERACY.RI.2.8 — Describe how reasons support specific points the author makes in a text.

In Connect It!, students practice using different types of conjunctions (temporal and causal, for example) to combine two clauses into a coherent sentence.

Skills
Microcomprehension

  • Syntactic awareness – connectives

Standards covered

  • CCSS.ELA-LITERACY.L.2.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.

In Message in a Bottle, students build their awareness of syntax and the impact word order has on meaning by unscrambling scraps of lost messages to reconstruct sentences.

Skills
Microcomprehension

  • Syntactic awareness

Standards covered

  • CCSS.ELA-LITERACY.L.1.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • CCSS.ELA-LITERACY.L.2.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

In Mind the Gap, comprehension levels are assessed through a modified cloze exercise in which students make selections to fill in the blanks of a text where approximately every seventh word has been omitted.

Skills
Microcomprehension

  • Reading fluency
  • Syntactic awareness
  • Inference
  • Comprehension monitoring

Standards covered

  • CCSS.ELA-LITERACY.CCRA.R.1 — Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  • CCSS.ELA-LITERACY.CCRA.R.10 — Read and comprehend complex literary and informational texts independently and proficiently.

In Show Off, students learn how common text structures give clues to meaning, using cues from illustrations to rearrange sentences in the correct sequential or chronological order.
Skills
Microcomprehension

  • Text structure: Organize sentences using problem/solution and cause/effect

Standards covered

  • CCSS.ELA-LITERACY.RI.1.3 — Describe the connection between two individuals, events, ideas, or pieces of information in a text.
  • CCSS.ELA-LITERACY.RI.1.8 — Identify the reasons an author gives to support points in a text.
  • CCSS.ELA-LITERACY.RI.2.3 — Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
  • CCSS.ELA-LITERACY.RI.2.8 — Describe how reasons support specific points the author makes in a text.knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

In Sloppy Scrolls, students practice the art of comprehension monitoring, or ensuring that they continually build and check a mental model of what they read. In the game, students are introduced to a world of enchanted scrolls that have lost their magic: they contain inconsistencies, and no longer make sense. The students must attempt to identify the inconsistencies by tapping the sentences that don’t match the rest of the passage. To increase the challenge of the game, some of the passages are presented without errors.

Skills
Microcomprehension

  • Comprehension Monitoring

Standards Covered

  • CCSS.ELA-LITERACY.RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

In Storyboard, students practice making inferences by completing a storyboard that integrates relevant background knowledge missing from a given sentence.

Skills
Microcomprehension

  • Inference

Standards covered

  • CCSS.ELA-LITERACY.RL.K.1 — With prompting and support, ask and answer questions about key details in a text.
  • CCSS.ELA-LITERACY.RI.K.1 — With prompting and support, ask and answer questions about key details in a text.
  • CCSS.ELA-LITERACY.RL.1.1 — Ask and answer questions about key details in a text.
  • CCSS.ELA-LITERACY.RI.1.1 — Ask and answer questions about key details in a text.

In Super Match, students work on developing cognitive flexibility, or the ability to track multiple elements simultaneously, by completing interactive puzzles that associate pictures and words across multiple dimensions (e.g., color and category, or starting sounds and category).

Skills
Microcomprehension

  • Cognitive flexibility

Standards covered

  • CCSS.ELA-LITERACY.L.1.5.A — Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
  • CCSS.ELA-LITERACY.L.1.5.B — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
  • CCSS.ELA-LITERACY.RF.1.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

In Unmask That, students build their understanding of anaphora, a tool authors use to avoid repetition, by linking pronouns to their antecedents in text.

Skills
Microcomprehension

  • Syntactic awareness – anaphora

Standards covered

  • CCSS.ELA-LITERACY.L.1.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • CCSS.ELA-LITERACY.L.2.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Comprehension Games in Amplify Reading: K–2

In Best Buddy, students examine character traits to determine which school club provides the best fit for their fictional friends.

Skills
Comprehension – Key Ideas and Details

  • Character Traits

Standards Covered

  • CCSS.ELA-LITERACY.RL.1.3 — Describe characters, settings, and major events in a story, using key details.
  • CCSS.ELA-LITERACY.RL.2.3 — Describe how characters in a story respond to major events and challenges.

In Book Club, students compare and contrast two books on the same topic or theme to determine which book best meets the needs of a character in the game.

Skills
Comprehension – Integration of Knowledge and Ideas

  • Compare and Contrast Texts

Standards covered

  • CCSS.ELA-LITERACY.RI.1.9 — Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
  • CCSS.ELA-LITERACY.Rl.2.9 — Compare and contrast the most important points presented by two texts on the same topic.
  • CCSS.ELA-LITERACY.RL.2.9 — Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

In Debate-a-Ball, students practice identifying the best evidence to support a claim. Students pick an animal avatar to compete with an automated opponent in debates on familiar topics. To win, students must put forward the best evidence to support each claim more frequently than their opponents. They are taught to identify evidence that is factual and strongly related to the claim.

Skills
Comprehension – Integration of Knowledge and Ideas

  • Evaluate evidence

Standards covered

  • CSS.ELA-LITERACY.RI.2.8 — Describe how reasons support specific points the author makes in a text.

In Picture This, students complete the illustrations for a story by identifying words that describe its setting, characters, problems, and solutions.

Skills
Comprehension – Key Ideas and Details

  • Story Elements/Plot

Standards covered

  • CCSS.ELA-LITERACY.RL.1.1 — Ask and answer questions about key details in a text.
  • CCSS.ELA-LITERACY.RL.1.3 — Describe characters, settings, and major events in a story, using key details.
  • CCSS.ELA-LITERACY.RL.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • CCSS.ELA-LITERACY.RL.2.3 — Describe how characters in a story respond to major events and challenges.

In Storybox, students choose settings, situations, and solutions to send characters on different adventures, using details and context to help them resolve problems and complete the story.

Skills
Comprehension – Key Ideas and Details

  • Story Elements/Plot

Standards covered

  • CCSS.ELA-LITERACY.RL.K.3 — With prompting and support, identify characters, settings, and major events in a story.

In Tube Tales, students learn the attributes of different genres and practice identifying them in brief texts.

Skills
Comprehension – Craft and Structure

  • Text schema

Standards covered

  • CCSS.ELA-LITERACY.RL.2.10 — By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • CCSS.ELA-LITERACY.RI.2.5 — Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
  • CCSS.ELA-LITERACY.RI.2.10 — By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

In What’s the Big Idea, students examine pictures, picture sequences, and short passages to practice differentiating the main idea from story details.

Skills
Comprehension – Key Ideas and Details

  • Main idea

Standards covered

  • CCSS.ELA-LITERACY.RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.
  • CCSS.ELA-LITERACY.RI.1.2 — Identify the main topic and retell key details of a text.
  • CCSS.ELA-LITERACY.RI.2.2 — Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Vocabulary Games in Amplify Reading: K–2

In Punchline!, students learn how words can have multiple meanings by channeling their inner comedian to crack homonym-based jokes.

Skills
Vocabulary

  • Multiple-meaning words

Standards covered

  • CCSS.ELA-LITERACY.L.2.4.A — Use sentence-level context as a clue to the meaning of a word or phrase.

In Shades of Meaning, students differentiate the nuances in similar words — first by ordering them from weakest to strongest, largest to smallest, or least to greatest; then by putting them into sentences that further clarify their meaning.

Skills
Vocabulary

  • Shades of meaning

Standards covered

  • CCSS.ELA-LITERACY.L.1.5.D — Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
  • CCSS.ELA-LITERACY.L.2.5.B — Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Amplify Reading: K–2’s Integrated eReader

eReader Overview

Amplify Reading: K–2 has a new library of over 25 fiction and non-fiction ebooks and an adaptive algorithm that unlocks each book at the exact right point in a reader’s development. Moreover, they contain familiar interactions from the games so that students move seamlessly from text-embedded-in-games to games-embedded-in-text, maximizing their sense of growing competency.

The eReader also provides optional supports for its readers. From the settings icon on the title page of each book, students can turn on sentence numbering, read aloud functionality, and reveal words, as well as adjust the text size.

Student Experience
When students are ready for a text, it will appear as one of their quest steps.

When readers first unlock a new book, they read through it without interruption (with read-aloud support if appropriate).

In the second read, students discover embedded activities that repeat the familiar iconography of a game they previously mastered.

At the end of the book, additional activities evaluate students’ comprehension.

Achievements in books are part of the same overall reward system: helping your Curioso grow, just like achievement in skill-building games. Mastery of the content is reflected in the teacher dashboard within the given skill.

How teachers are using Amplify Reading

Independent study/rotation stations
Amplify Reading is a personalized, differentiated program designed to keep students engaged and on task in independent study. The program is most effective when used for a minimum of 45 minutes per week.

Other common uses
We designed the program to be flexible enough to fit any classroom model. Amplify Reading is browser-based, so it works on Chromebooks, iPads, laptops, desktops, and even iPhones. It can also be used at home to extend learning beyond the classroom.

The Reading Rope: Breaking it all down

What do pipe cleaners have to do with learning to read?

In the late 1990s, reading and literacy expert Hollis Scarborough, Ph. D., used pipe cleaners to create a model of the intertwined skills that make up the process of learning to read.

That model is the iconic Reading Rope, the visualization that helps us understand the essential strands of reading and how they work together.

In this post, we’ll examine the components of the Rope both individually and together, then explore how the Rope aligns with the Science of Reading and the five foundational reading skills.

What is the Reading Rope?

The human brain is wired to do many things, but reading is not one of them. The brain does not automatically know that certain marks on a page or screen are designed to represent sounds, or meaning. That’s why we have to teach reading, explicitly and systematically.

And when we teach reading using what science—the Science of Reading—tells us, the brain wires itself to start recognizing and understanding those letters, syllables, and words.

The Reading Rope provides a visual representation of that process and all its essential, interrelated components.

Why is the Reading Rope important for the Science of Reading?

The Reading Rope emphasizes the need for a comprehensive, deliberate approach to reading instruction. It recognizes that reading is not a singular skill, but rather a set of interwoven processes.

By understanding and addressing each of these processes (known in the Rope as strands), educators can provide the targeted instruction that helps readers succeed.

How does the Simple View of Reading connect to the Reading Rope?

One of the research-based frameworks used in the Science of Reading is the Simple View of Reading. 

According to the Simple View, two cognitive capacities are required for proficient reading: (1) word recognition and (2) language comprehension. 

“Reading comprehension is the product, not the sum, of those two components. If one of them is zero, then overall reading ability is going to be zero,” says Jane Oakhill, Ph.D., professor of experimental psychology at the University of Sussex.

Those two skills make up the two meta-strands of the Rope. But, as Oakhill explains further on her episode of Science of Reading: The Podcast, each strand contains its own subset of distinct skills and processes.

What are the strands of the Reading Rope?

Let’s take a look:

  1. Word recognition encompasses the ability to accurately and swiftly decode printed words. Phonological awareness, phonics, and sight word recognition contribute to this strand.
    1. Phonological awareness is the ability to recognize and manipulate the individual sounds (phonemes) within spoken words. It includes skills such as identifying rhymes, segmenting words into syllables, and manipulating sounds within words. Phonological awareness provides the foundation for phonics instruction.
    2. Phonics describes the systematic relationship between letters and the sounds they represent. It includes understanding letter-sound correspondences, decoding unfamiliar words by applying sound-symbol relationships, and blending sounds to form words. Phonics instruction gives students the tools to decode printed words.
    3. Sight word recognition is the ability to recognize and read words automatically, without decoding. Building a repertoire of sight words boosts fluency.
  2. Language comprehension is the understanding of spoken and written language, including vocabulary, grammar, syntax, and the ability to make inferences and draw conclusions. Language comprehension allows readers to extract meaning from text.
    1. Vocabulary refers to the words one knows and understands, both orally and in writing. A robust vocabulary enhances comprehension and communication.
    2. Grammar and syntax are the rules and structures that govern language. Understanding and applying grammatical rules helps students comprehend and construct sentences, enhancing their ability to make meaning from text.
    3. Inference and conclusion skills describe the abilities of drawing conclusions, making predictions, and deriving implicit meaning. These skills require readers to combine their background knowledge with information in the text to make guesses and reach conclusions.

How do the strands combine to form a process? 

These strands are interconnected and mutually supportive. Strong word recognition skills enable efficient decoding, which frees up cognitive resources for language comprehension. Similarly, robust language comprehension skills facilitate deeper word understanding and contextualized reading.

That’s how the Rope represents not just the elements of learning to read, but also the process toward fluency. As students progress, their word recognition becomes increasingly automatic, and their language comprehension becomes increasingly strategic.

  • In the word recognition strand, readers focus on decoding individual words, relying on phonological awareness and phonics. With practice and instruction, word recognition becomes more efficient and effortless. This automaticity frees up cognitive resources for comprehension and higher-level thinking.
  • In the language comprehension strand, readers learn to engage actively with the text, ask questions, make connections and predictions, and monitor understanding. Strategic readers use comprehension strategies—summarizing, visualizing, self-questioning, and more—to deepen their understanding of what’s on the page. 

Those two processes are intertwined and interdependent. The Rope shows that, as readers progress, they get better at combining automatic word recognition with strategic reading skills.

They can effortlessly recognize words, allowing them to focus on comprehending the text and performing higher-level thinking. By strategically applying language comprehension skills, readers construct meaning, make connections, and analyze the text.

This combination of automatic and strategic skills supports reading and facilitates engagement with more complex and challenging texts.

How does the Rope relate to the five foundational skills of reading? 

The Rope is made of a lot more than the five foundational skills of reading (phonics, phonemic awareness, vocabulary, fluency, and comprehension). How does it all add up?

While the Reading Rope does not explicitly mention these five skills as a distinct set, the strands do align with them. Here’s how:

  1. Phonological awareness (and phonemic awareness) is represented in the Rope’s word recognition strand.
  2. Phonics is also a critical aspect of word recognition.
  3. Fluency—often considered a combination of accuracy, rate, and prosody—is not represented as its own strand, but it’s closely related to the word recognition strand. As students develop automaticity in word recognition, their reading fluency improves.
  4. Vocabulary aligns with the language comprehension strand. The development of a robust vocabulary enhances reading comprehension by enabling students to understand and infer the meaning of words encountered in the text.
  5. Comprehension is built into the language comprehension strand. It includes skills such as understanding sentence structure, making inferences, drawing conclusions, and connecting prior knowledge. These skills help the reader get meaning from the text and connect to higher-level thinking.

The Reading Rope is a game-changing tool, clarifying a complex process and helping teachers target instruction. When the strands come together, they weave the strongest possible foundation for student reading success.

Amplify K–6 ELA programs for Fairfax County

Welcome, Fairfax County Reviewers! 

Thank you for exploring our evidence-based K–6 programs built on the Science of Reading and aligned to Virginia standards and Fairfax County’s learning model. 

Amplify CKLA for Grades K–5 and Amplify ELA for Grade 6 intentionally build knowledge alongside skills and are aligned within and across grades. Meaningful learning experiences for students pair with powerful instructional support for teachers to drive results. 

The following resources will support your review. These include clips of Amplify programs in action; details about key features of the curriculum; and research on the real-world successes of schools, districts, and states who’ve partnered with Amplify.

Amplify CKLA for Grades K–5

Introduction to Amplify CKLA

We’re excited for you to see how Amplify CKLA provides high-quality resources to support literacy instruction for all students! This program is flexible, offering stand-alone foundational skills instruction as well as the program core English Language Arts.

Amplify CKLA Skills is built on the latest reading science and provides comprehensive instruction in all foundational reading skills, featuring:

  • Phonological awareness, phonics, and word recognition.
  • Strong, systematic sound-first instruction to support students in learning to decode.
  • Language skills, including conventions, spelling, and grammar.
  • Reading comprehension.
  • Writing instruction.

CKLA for Grades K–2 provides a two-strand approach. The first is the Foundational Skills Strand (as described above) and the second is the Knowledge Strand, in which students build rich background knowledge through multidisciplinary read-alouds. CKLA takes an Integrated approach in Grades 3–5, in which lesson sequencing is especially focused on rich, worldly content. 

We encourage you to check out the K–2 Knowledge Strand and 3–5 Integrated approach sections of this site to explore the components further and gain access to the engaging and diverse texts students and teachers are using in their classrooms every day!

K–2 Skills Strand

In the CKLA classroom, students practice reading while stretching themselves toward higher goals. In K–2, daily dedicated skills time gives students a solid foundation, while the upper grades integrate this instruction with knowledge lessons in which students engage with increasingly complex, content-rich texts and writing activities.

Start with the sound

All instruction starts with phonological awareness, which research has shown to benefit the greatest number of students. Students begin by learning to recognize sounds, as well as to articulate them.

Build to the phoneme

Over time, students build up their awareness of phonemes. We give teachers a variety of tools, including multisensory gestures, to help kids develop this awareness.

Crack the code

Once students can recognize sounds, they learn to form the corresponding letter codes. CKLA starts by teaching the sound-spellings that appear most frequently in English, which lets your students read and write as many words as possible, as soon as possible.

Grow in complexity

The lessons continue to challenge students as they progress, introducing complications like multisyllabic words, “tricky words,” and homophones. In each case, students encounter more complicated words as they become ready for them.

K–2 Knowledge Strand

While students are learning how to read, Knowledge Domains give them authentic and engaging reasons to read. Students will 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. With these domains, you’ll bring the world to your students, showing them how reading can become an exciting, rewarding, and useful part of their lives.

Build connections and context

Each CKLA Knowledge Domain gives students a base of vocabulary and concepts, building on what they’ve learned in previous domains. This helps students make connections within and across grades, building a base of background knowledge that will help them navigate new and more complex texts.

Listen and understand

Students learn to listen and understand before they learn to read. By delivering knowledge through classroom read-alouds, Amplify CKLA teaches students the key comprehension skills they’ll use throughout their reading lives.

Emphasis on interactivity

Amplify CKLA prioritizes interactions between students, which challenge and encourage them to think about the material rather than simply receive it. Each lesson includes several opportunities and options for formative assessment and immediate adjustment to the needs of both the class and the individual students.

Assess what’s important

The end-of-domain digital assessments that follow Knowledge Domains are fully voice-acted, ensuring that each student’s comprehension skills are authentically tested. This not only builds students’ test-taking confidence, but gives you a more accurate picture of your class.

3–5 Integrated approach

By Grades 3–5, students have mastered the basics of decoding and are eager to use what they’ve learned to reach out to the world. Although read-alouds remain an important part of lessons, students are also encouraged to practice independent reading starting in Grade 3, developing their autonomy and confidence as readers alongside strong teacher support.

Writing and language

As students progress from K–2, writing activities start to emphasize analysis, creativity, and independent thinking about lesson materials.

Core Quests: Transforming the classroom

Each of the units in Grades 3–5 contain a Core Quest—a special unit in which all the rules of the classroom change as students engage with language in surprising new ways. In Grade 5, for example, students learn to love the dense Shakespearian language of “A Midsummer Night’s Dream” through imagery, close reading, and performance.

Key CKLA features

Built out of the latest research in the Science of Reading, Amplify CKLA 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.

Review this Science of Reading Toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

Great reading instruction starts with great decoding skills. When students build a solid foundation of phonological awareness and phonics, reading the words on the page becomes automatic so that comprehension and critical thinking can happen.

Our instruction is supported by:

  • Step-by-step lessons with multisensory approaches, clear lesson objectives, and embedded formative assessments.
  • Unmatched, 100% decodable books and student readers that feature engaging plots and relatable characters.
  • An engaging sound library with fun songs and videos that develop phonological awareness.

Students build 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.

Our instruction is supported by:

  • Knowledge builders that provide a quick overview of each domain with its key ideas.
  • Interactive read-alouds designed to build knowledge and vocabulary.
  • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.

From the printed page to the screen, we bring foundational skills and knowledge of the world to your young learners, and make the transition from classroom to home learning seamless.

Download the Amplify CKLA Components Guide to see components by grade.

Amplify Caminos is an equitable Spanish language arts program for Grades K–5 that will engage your students and inspire them to become confident readers, writers, and thinkers.

Designed to support any biliteracy model (including ESL, transitional bilingual, dual language, and Spanish immersion), Amplify Caminos can be used in tandem with Amplify CKLA to provide a fully equitable, one-to-one English and Spanish solution.

Amplify ELA for Grade 6

Amplify ELA is a blended English language arts curriculum designed specifically to prepare middle school students for high school and beyond. This interactive core curriculum brings complex texts to life with lively classroom discussions and meaningful digital experiences in which students grapple with interesting ideas and find relevance for themselves.

Amplify ELA’s built-in 100-Day Pathway outlines required content for each grade level, while providing teachers time and space to teach the supplemental lessons and activities they love.

The program has received an all-green rating on EdReports—read the review.

Amplify ELA 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 engages and inspires middle school students.

EdReports and Knowledge Matters Campaign

Amplify CKLA for Grades K–5 is among the few elementary core curricula to be both rated all green on EdReports (earning green scores across all gateways) and recognized by the Knowledge Matters Campaign for its excellence in intentionally building knowledge. Amplify ELA for grade 6 also earned all-green scores on EdReports.

Access FCPS reviewer platform

To experience Amplify’s K–6 ELA programs for FCPS, complete the following steps.

Access your teacher demo account:

  1. Access the reviewer site.
  2. Select Log in with Amplify.
  3. Enter your teacher username: t1.fcps-demo@demo.tryamplify.net  
  4. Enter your password: Amplify1-fcps-demo

Access your student demo account:

  1. Access the reviewer site.
  2. Select Log in with Amplify.
  3. Enter your student username: s1.fcps-demo@demo.tryamplify.net 
  4. Enter your password: Amplify1-fcps-demo

VA correlations

CKLA Kindergarten correlation
CKLA Grade 1 correlation
CKLA Grade 2 correlation
CKLA Grade 3 correlation
CKLA Grade 4 correlation
CKLA Grade 5 correlation

Additional reviewer resources

Amplify CKLA Program Guide (Grades K–5)
Amplify ELA Program Guide (Grade 6)
Amplify biliteracy and Science of Reading principles
Diversity, equity, inclusion, and accessibility
Text complexity
Trade books
Amplify CKLA meets Virginia Literacy Act (VLA) requirements

Get in touch

To learn more, contact Michael Kasloff at mkasloff@amplify.com.

Amplify K–3 CKLA resources for Georgia Department of Education

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Oregon Enhanced ELA State Review for K–5

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What’s included in our grades K–2 language arts curriculum

Amplify Core Knowledge Language Arts® (CKLA) is a comprehensive early literacy curriculum, grounded in the Science of Reading. The K–2 curriculum sequences deep content knowledge-building with research-based foundational skills. With Amplify CKLA, you’ll have the instruction and guidance of proven, evidence-based practices to help all of your students become strong readers, writers, and thinkers.

Choose Level

K–23–5PreK

Year at a glance

The Amplify CKLA curriculum is modeled after proven research in early literacy that supports a two-strand approach to literacy instruction in the early years. With this approach, students in Grades K–2 complete one full lesson per day that builds foundational reading skills in the Skills Strand, as well as one full lesson that builds background knowledge in the Knowledge Strand. The deep content knowledge is sequenced together with research-based foundational skills in Grades K–2 so that students develop the early literacy skills necessary to help them become confident readers, as well as build the context to understand what they’re reading. 

In Grades 3–5, lessons combine skills and knowledge with increasingly complex texts, close reading, and a greater emphasis on writing. Students start to use their skills to go on their own independent reading adventures, further opening up their worlds.

Units & domains at a glance

The number of days to complete each Skills Unit and Knowledge Domain varies based on instructional purpose.

Knowledge Domain 1

Nursery Rhymes and Fables

Well-known fables introduce students to new vocabulary, build phonological awareness, and prompt discussion of character, virtues, and behavior.

Number of Lessons: 12

Knowledge Domain 2

The Five Senses

Students explore how they learn about the world using their five senses: sight, hearing, smell, taste, and touch.

Number of Lessons: 8

Knowledge Domain 3

Stories

Students develop an awareness of language and recurring themes in children’s literature, including classic stories, trickster tales, and fiction from other cultures.

Number of Lessons: 10

Knowledge Domain 4

Plants

Read-aloud texts introduce students to basic knowledge of ecology, parts of plants, how plants grow, and the interdependence of all living things.

Number of Lessons: 11

Knowledge Domain 5

Farms

Students identify several farm animals and crops and contrast how plants make their food with how animals get their food.

Number of Lessons: 9

Knowledge Domain 6

Native Americans

Students explore cultures of three Native American groups, as well as how conditions in different geographical regions influence their ways of life.

Number of Lessons: 8

Knowledge Domain 7

Kings and Queens

Students listen to read-aloud texts, both fiction and nonfiction, about kings, queens, and royal families, which build students’ understanding of royal customs.

Number of Lessons: 8

Knowledge Domain 8

Seasons and Weather

This is an introduction to weather and the seasons, where students learn that regions of Earth experience different characteristic weather patterns throughout the year.

Number of Lessons: 8

Knowledge Domain 9

Columbus and the Pilgrims

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

Number of Lessons: 9

Knowledge Domain 10

Colonial Towns and Townspeople

Students are introduced to the early history of the United States as they explore what life was like for people in colonial times.

Number of Lessons: 10

Knowledge Domain 11

Taking Care of the Earth

Students are introduced to the importance of environmental awareness and conservation as they become familiar with the earth’s natural resources.

Number of Lessons: 10

Knowledge Domain 12

Presidents and American Symbols

Students learn about the legacies of five famous presidents, several national symbols, the branches of government, the role of the president, and elections.

Number of Lessons: 9

Skills Unit 1

Students build phonological awareness through environmental noises, words within sentences, and sounds within words. They learn basic strokes used to form letters.

Skills Unit 2

Students learn how to blend syllables together to form multisyllabic words. They orally produce two- and three-sound words by blending sounds.

Skills Unit 3

Students learn eight new sounds and practice blending them into words. They learn how to write letters that represent the new sounds.

Skills Unit 4

With oral language games, chaining exercises, and shared reading, students practice blending eight new sounds into words and writing the sound-letter correspondences.

Skills Unit 5

Eight new sounds are introduced, including a spelling alternative for /k/. Students continue to practice previously learned sound-letter correspondences.

Skills Unit 6

Students are introduced to consonant clusters, letter names, and rhyming words. Students begin to read text independently using decodable Student Readers.

Skills Unit 7

Students learn about various digraphs. Students practice blending and segmenting the sounds through phonemic awareness and phonics activities, chaining exercises, and reading.

Skills Unit 8

This unit introduces students to double-letter spellings for consonant sounds, as well as seven new high-frequency Tricky Words.

Skills Unit 9

Students practice writing uppercase letters and learn 17 new Tricky Words. Students answer comprehension questions about stories in the Student Reader.

Skills Unit 10

Students learn the basic code spelling for the five long vowel sounds. Students are administered a cumulative end-of-year assessment.

Knowledge Domain 1

Fables and Stories

Students are introduced to fables and stories, increase vocabulary and reading comprehension skills, and become familiar with the key elements of a story.

Number of Lessons: 10

Knowledge Domain 2

The Human Body

Students are introduced to the systems of the human body, care of the body, germs and disease, vaccines, and keys to good health.

Number of Lessons: 10

Knowledge Domain 3

Different Lands, Similar Stories

Students encounter cultures from around the world as they explore the ways in which folktales from different lands treat similar themes or characters.

Number of Lessons: 9

Knowledge Domain 4

Early World Civilizations

Students explore Mesopotamia and Egypt and learn about the importance of rivers, farming, writing, laws, art, and beliefs.

Number of Lessons: 16

Knowledge Domain 5

Early American Civilizations

Students compare and contrast key features of the early civilizations of the Maya, Aztec, and Inca, and explore the development of cities.

Number of Lessons: 11

Knowledge Domain 6

Astronomy

In this introduction to the solar system, students learn about Earth in relation to the moon, other planets, the sun, and the stars.

Number of Lessons: 9

Knowledge Domain 7

The History of the Earth

Students learn about the geographical features of Earth’s surface, the layers of the earth, rocks and minerals, volcanoes, geysers, fossils, and dinosaurs.

Number of Lessons: 8

Knowledge Domain 8

Animals and Habitats

Students focus on the interconnectedness of living things as they learn what a habitat is and explore specific types of habitats.

Number of Lessons: 9

Knowledge Domain 9

Fairy Tales

Students learn about the Brothers Grimm, identify common elements of fairy tales, make interpretations, and compare and contrast different tales.

Number of Lessons: 9

Knowledge Domain 10

A New Nation: American Independence

Students are introduced to important historical figures and events in the story of how the 13 colonies became an independent nation.

Number of Lessons: 12

Knowledge Domain 11

Frontier Explorers

Students are introduced to exploration of the American West, its key figures, and how colonists spread westward, including their interactions with native peoples.

Number of Lessons: 11

Skills Unit 1

Unit 1 provides a review of the sounds/spellings taught in the CKLA Kindergarten curriculum. Teachers administer the beginning-of-year assessment.

Skills Unit 2

Students read and write words with long vowel spellings and learn new Tricky Words. The unit also includes grammar lessons on nouns.

Skills Unit 3

Work continues on vowel sounds and their spellings. Grammar focus is on verbs and verb tense. Formal instruction in the writing process begins.

Skills Unit 4

Students work with /r/-controlled vowel sounds. Students practice segmenting two-syllable words. Adjectives are introduced as students practice descriptive writing.

Skills Unit 5

Students work with spelling alternatives for sounds. Students also learn to identify sentence types. They plan, draft, and edit opinion letters.

Skills Unit 6

Students continue to work with several spelling alternatives for sounds. Students review nouns and pronouns. They plan, draft, and edit personal narratives.

Skills Unit 7

Students focus on spelling alternatives for sounds. Students plan, draft, and edit an informative/explanatory text. Students are administered an end-of-year assessment.

Knowledge Domain 1

Fairy Tales and Tall Tales

Students consider characteristic elements of fairy tales and tall tales and consider problems faced by the characters and lessons each story conveys.

Number of Lessons: 8

Knowledge Domain 2

Early Asian Civilizations

Students are introduced to Asia, specifically India and China. In addition, students are introduced to related folktales and poetry.

Number of Lessons: 14

Knowledge Domain 3

Ancient Greek Civilization

Students explore the civilization of ancient Greece, which lives on in many ways—in our language, government, art, architecture, the Olympics, and more.

Number of Lessons: 12

Knowledge Domain 4

Greek Myths

Building on the Ancient Greek Civilization domain, students explore common characteristics and story elements of several well-known Greek myths and mythical characters.

Number of Lessons: 10

Knowledge Domain 5

The War of 1812

Students are introduced to major figures and events in the War of 1812, sometimes called America’s “second war for independence.”

Number of Lessons: 8

Knowledge Domain 6

Cycles in Nature

Students are introduced to natural cycles that make life on Earth possible, such as seasonal cycles, life cycles, and the water cycle.

Number of Lessons: 9

Knowledge Domain 7

Westward Expansion

Students are introduced to an important period in the history of the United States—the time of westward expansion during the 1800s.

Number of Lessons: 9

Knowledge Domain 8

Insects

Students learn about the helpful and harmful characteristics of insects, insect life cycles, and social insects such as bees and ants.

Number of Lessons: 8

Knowledge Domain 9

The U.S. Civil War

Students learn about the controversy between the North and the South over slavery and about key historical figures during that time.

Number of Lessons: 11

Knowledge Domain 10

Human Body: Building Blocks and Nutrition

Students learn about the human body, including body systems, good nutrition, keys to good health, and the advances in microbiology made by Anton van Leeuwenhoek.

Number of Lessons: 9

Knowledge Domain 11

Immigration

Students explore the idea of e pluribus unum and the importance of immigration in the history of the United States.

Number of Lessons: 10

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.

Knowledge Domain 12

Fighting for a Cause

Students explore the connection between ideas and actions, and see how people can do extraordinary things to change the dominant ideas and actions of an entire nation.

Number of Lessons: 9

Un contorno simplificado de un gato saltando para atrapar una mariposa, sobre un fondo verde con varias ilustraciones relacionadas con gatos y palabras como "saltar" y "leche".

Skills Unit 1

Sound-spellings with an emphasis on consonant sounds, one- and two-syllable words, and Tricky Words are reviewed. The beginning-of-year assessment is administered.

Ilustración de un animal verde sobre un fondo verde con varios objetos delineados como una cama, un conejo, una nube y sonidos fonéticos.

Skills Unit 2

The unit focus is on various sound-spellings and words with one- and two-syllables. Students begin the writing process, writing narratives and opinions.

Fondo verde con el contorno blanco de un birrete de graduación en el centro, rodeado de varios garabatos educativos y relacionados con logros, como un trofeo, una cinta y una portería de fútbol.

Skills Unit 3

Practice with spelling alternatives continues. Grammar focuses on capitalization, quotation marks, ending punctuation, and common and proper nouns. Students write personal narratives.

Ilustración de un paisaje urbano con varios símbolos que incluyen un tren subterráneo, una panadería, la Estatua de la Libertad y carteles que dicen "ahora contratando" y "ciudad/ee" sobre un fondo verde.

Skills Unit 4

Students practice a range of spelling alternatives. Students practice persuasive writing as part of a friendly letter. Students learn more about nouns and verbs.

Skills Unit 5

Students practice chunking sounds as they read multisyllabic words. Grammar work includes adjectives, subjects, and predicates. Writing includes rewriting a story ending.

Skills Unit 6

Students review advanced phonics and grammar skills. Students are introduced to expository/report writing. Students take an end-of-year assessment.

Program 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 Strand Teacher Guide

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 or digital

Knowledge classroom materials

Amplify CKLA includes oversized Flip Books and smaller Image Cards that bring each topic to life through vivid visuals.

Print or digital

Skills Strand Teacher Guide

Amplify CKLA Skills Strand Teacher Guides include comprehensive research-based instruction in phonological and phonemic awareness, phonics, print concepts, the alphabetic principle, grammar, writing mechanics, comprehension, spelling, and other critical foundational literacy skills.

Print or digital

Hands-on Skills ancillaries

Dynamic classroom materials include student Chaining Folders, Small and Large Letter Cards, Spelling Cards, Sound Cards, Big Books, Vowel and Consonant Code Flip Books, Code Charts, and more.

Print or digital

Assessment and Remediation Guide

The unit-by-unit Assessment and Remediation Guide provides thousands of pages of activities for reteaching, differentiation, and additional practice.

Print or digital

Digital experience

The Amplify CKLA digital experience delivers ready-made, customizable, slides-based lesson presentations to enhance instruction and save time. Everything needed to plan and present high-quality, engaging early literacy instruction is in one convenient place.

Digital

Component

FORMAT

Knowledge Strand Activity Books

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

Print

Skills Strand Student Reader

Unique decodable Student Readers provide direct practice with just-learned sound-spelling patterns, using compelling stories and characters to integrate phonics and comprehension.

Print

Skills Strand Activity book

Skills Strand Activity Books support the program’s connected approach to reading and writing, providing ample opportunities to respond to text while building core skills.

Print

Digital experience

The Amplify CKLA digital experience delivers ready-made, customizable, slides-based lesson presentations to enhance instruction and save time. Everything needed to plan and present high-quality, engaging early literacy instruction is in one convenient place.

Digital

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Connecticut K-5 ELA: Explore Amplify CKLA (English) and Caminos (Spanish)

Thank you for visiting Amplify’s Core Knowledge Language Arts (CKLA) and Caminos website designed exclusively for you. We are very excited for you to further explore Amplify CKLA and Amplify Caminos and discover more about our proven, phonics-based literacy programs in English and Spanish.  Begin your journey with the Introduction below and explore Amplify CKLA and Caminos.

Introduction

We are excited for you to see how Amplify CKLA and Amplify Caminos provide parallel, high-quality resources in both English and Spanish for all students and multilingual learners across NYC! Both programs are flexible, offering stand-alone foundational skills instruction as well as comprehensive core English Language Arts.

Amplify CKLA Skills and Caminos Lectoescritura are entirely built on the latest reading science and provide comprehensive instruction in all foundational reading skills. These programs feature:

  • Phonological awareness, phonics, and word recognition
  • Strong, systematic sound-first instruction to support students in learning to decode
  • Language skills, including conventions, spelling, and grammar
  • Reading comprehension
  • Writing instruction

CKLA and Caminos for grades K–2 provides a two-strand approach – the first strand is the Foundational Skills Strand (as described above) and the second is the Knowledge Strand, in which students build rich background knowledge through multidisciplinary Read-Alouds in both English and Spanish. Additionally, in Grades 3-5, CKLA and Caminos take an Integrated Approach, meaning everything is focused on rich worldly context. 

We highly encourage you to check out the Grades K-2 Knowledge Strand section of the website and the 3-5 Integrated Approach section to explore these components further, gain access to the engaging, worldly, and diverse texts students and teachers are using in their classrooms daily, and discover so much more!

Access the program

Every day in the CKLA/Caminos classroom, students will practice their existing reading skills while stretching themselves toward new goals. In K–2, each day includes dedicated skills time to help you give students a solid foundation. In the upper grades, skills instruction becomes integrated with Knowledge lessons, and students engage with increasingly complex content-rich texts and writing activities.

Start with the sound

All instruction starts with phonological awareness, which research has shown to benefit the greatest number of students.

Students begin by learning to recognize sounds, as well as to articulate them.

Build to the phoneme

All instruction starts with phonological awareness, which research has shown to benefit the greatest number of students. Students begin by learning to recognize sounds, as well as to articulate them.

Crack the code

Once students can recognize sounds, they learn to form the corresponding letter codes. CKLA starts by teaching the sound-spellings that appear most frequently in English, which lets your students read and write as many words as possible, as soon as possible.

Grow in complexity

The lessons continue to challenge students as they progress, introducing complications like multisyllabic words, “tricky words,” and homophones. In each case, students encounter complications as they become ready for them.

While students are learning how to read, Knowledge Domains give them authentic and engaging reasons to read. Students will 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. With these domains, you’ll bring the world to your students, showing them how reading can become an exciting, rewarding, and useful part of their lives.

Build connections and context

Each CKLA/Caminos Knowledge Domain gives students a base of vocabulary and concepts, building on what they’ve learned in previous domains. This helps students make connections within and across grades, building a base of background knowledge that will help them navigate new and more complex texts.

Listen and understand

Students learn to listen and understand before they learn to read. By delivering knowledge through classroom Read-Alouds, we teach students the key comprehension skills they’ll use throughout their reading lives.

Emphasis on interactivity

We emphasize interactions with students, challenging them and encouraging them to think about the material rather than simply receive it. Each lesson includes many options for formative assessment and immediate adjustment to your class’s needs.

Assess what’s important

End-of-domain digital assessments for Knowledge Domains are fully voice acted, ensuring that each student’s comprehension skills are being authentically tested. This not only helps build student test-taking confidence, but also gives you a more accurate picture of your class.

Step 1: Watch this video walkthrough of the CKLA/Caminos Teacher Resource Site.

Step 2: Explore the Teacher Resource Site.

  • Click the CKLA/Caminos Teacher Resource button below.
  • Select Log in with Amplify.
  • Enter your teacher username: t.nyc-ckla-caminosK2@tryamplify.net
  • Enter your password: AmplifyNumber1
  • Toggle to access either English and Spanish
Access CKLA/Caminos Teacher Resource Site

Step 3: Watch this video walkthrough of the CKLA/Caminos Student Hub.

Step 4: Explore the CKLA/Caminos Student Hub for Grades K-2.

  • Click the CKLA/Caminos Student Hub button below.
  • Select Log in with Amplify.
  • Enter your student username: s.nyc-ckla-caminosK2@tryamplify.net
  • Enter your password: AmplifyNumber1
  • Select a grade level.
Access CKLA/Caminos Student Hub

By grades 3–5, students have mastered the basics of decoding and are hungry to use what they’ve learned to reach out to the world. Although Read-Alouds remain an important part of lessons, students are also encouraged to practice independent reading starting in grade 3—striking a balance between strong teacher support and developing their autonomy and confidence as readers.

Writing and Language

As students progress from K–2, writing activities start to emphasize analysis, creativity, and independent thinking about the material students are learning.

Core Quests: Transforming the classroom

Each of the levels in grades 3–5 contains a Core Quest. In these special
units, all the normal rules of the classroom change, and students engage
with language in surprising new ways. Here in this grade 5 example, they
learn to love the dense Shakespearian language of A Midsummer Night’s
Dream through imagery, close reading, and performance.

Step 1: Watch this video walkthrough of the CKLA/Caminos Teacher Resource Site.

Step 2: Explore the CKLA/Caminos Teacher Resource Site for Grades 3-5.

  • Click the CKLA/Caminos Teacher Resource button below.
  • Select Log in with Amplify.
  • Enter your teacher username: t.nyc-ckla-caminos35@tryamplify.net
  • Enter your password: AmplifyNumber1
  • Toggle to access either English and Spanish
Access CKLA/Caminos Teacher Resource Site

Step 3: Watch this video walkthrough of the CKLA/Caminos Student Hub.

Step 4: Explore the CKLA/Caminos Student Hub for Grades 3-5.

  • Click the CKLA/Caminos Student Hub button below.
  • Select Log in with Amplify.
  • Enter your student username: s.nyc-ckla-caminos35@tryamplify.net
  • Enter your password: AmplifyNumber1
  • Select a grade level.
Access CKLA/Caminos Student Hub

Key program features

The student body of our country has been changing, and it’s changing fast. Over 10% K-12 students are english language learners who speak other languages. This skews heavily to primary grades with 15-16% in grades K-3.  In 2021-2022, New York City Public Schools enrolled over 147,000 English language learners across K-12 or about 14% of students.  Over 52% of those students are in elementary schools across the district with 23% in grades K-3. 

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.

Amplify Caminos al Conocimiento Esencial, a Spanish language arts program for Grades K–5 that will inspire and engage your students to become confident readers, writers, and thinkers.

It is designed to support any biliteracy model, including English as a Second Language (ESL), transitional bilingual programs, dual language strands, and Spanish immersion programs.

When used in tandem with Amplify CKLA, Amplify Caminos provides an one-to-one English and Spanish solution.

Built out of the latest research in the Science of Reading, Amplify CKLA 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.

Review this Science of Reading Toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

Great reading instruction starts with helping kids develop great decoding skills. By building a solid foundation of phonological awareness and phonics, reading the words on the page becomes automatic so that comprehension and critical thinking can happen.

Our instruction is supported by:

  • Step-by-step lessons with multisensory approaches, clear lesson objectives, and embedded formative assessments.
  • Decodable books and student readers with ebook and audiobook versions that feature engaging plots and relatable characters.
  • An engaging sound library with fun songs and videos that develop phonological awareness.
  • An interactive Vocab App featuring engaging activities with immediate feedback and automated, customized instruction based on student performance.

Students build 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.

Our instruction is supported by:

  • Knowledge builders that provide a quick overview of each domain with its key ideas.
  • Interactive read-alouds designed to build knowledge and vocabulary.
  • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.
  • Social and emotional learning paired with lessons in civic responsibility.

From the printed page to the screen, we bring foundational skills and knowledge of the world to your young learners, and make the transition from classroom to home learning seamless.

Download the Amplify CKLA Components Guide to see components by grade.

Additional materials to support your review

Achieve life-changing results with the
Science of Reading—we’ll show you how.

Watching students learn to read is magic. But knowing how they get there? That’s science.

Making the shift to the Science of Reading is commendable, but it is no small feat. Our extensive experience, field-tested resources, and stories of literacy success will help you deliver the true transformation you need in your district—and see the results your students deserve.

An illustration of a brain with superimposed images: handwriting, cursive letters, and the words "once upon a time" arranged in a sequence.

Exploring the Science of Writing

Discover the captivating journey of writing with our new guide, Science of Writing: A Primer. This resource delves into the history of writing, highlights the crucial link between combining reading and writing instruction, and reveals why handwriting still matters in today’s digital world. Designed to complement CKLA 3rd Edition and our other literacy tools, this primer is set to become a trusted companion, just like those before it.

Download now

MTSS Playbook

Explore our new ebook designed to help you build an evidence-based Multi-Tiered System of Supports (MTSS) tailored to diverse literacy goals. This resource provides actionable steps and essential questions to fortify your MTSS with the Science of Reading, enhancing its effectiveness and achieving better outcomes for your students.

Download the playbook
Woman and child smiling while reading a book, with colorful cartoon animals in the background.
Cover of a "Change Management Playbook" guide, featuring two women reviewing a tablet and a teacher in an orange sweater instructing a classroom—highlighting K–5 literacy instruction and effective science of reading resources.

The science of teaching reading, coupled with the art of change management

Shifting to the Science of Reading isn’t just an overnight curriculum swap—it’s a profound culture change with multiple stages and stakeholders. We’ve helped educators succeed in that shift for years, and now we’re here to guide you every step of the way. Through each stage of implementation, our Change Management Playbook will help you mobilize your practice, process, and people to make the shift that matters most.

Download the playbook

What is the Science of Reading?

Learning to read is not innate, but it can be taught—and science tells us how. The Science of Reading refers to the vast body of growing research that deconstructs how children learn to read, and the instructional practices that can get them there.

Reading fluency requires a complex combination of skills, taught explicitly and systematically. There are two main frameworks that can help us break it all down: The Simple View of Reading and Scarborough’s Rope.

Learn more
Two schoolgirls in green uniforms look at a notebook together in a classroom. Science of Reading and book icons are overlaid on the image.
Cover of a guide titled "Science of Reading: A New Teacher’s Guide" by Amplify, featuring a teacher with two children and educational icons.

Science of Reading starter kit for new teachers

New to the classroom? We’ve compiled a collection of resources and insights about the Science of Reading to help you acquire more knowledge and build confidence. You’ll find the tools, information, and support you need to foster successful readers and writers in your classroom this school year—and beyond.

Access your resources

The Simple View of Reading

The Simple View of Reading, formulated by Philip Gough and William Tunmer in 1986, is the theory that proficient reading requires two main components:

Flowchart illustrating skilled reading as the product of language comprehension and word recognition, grounded in the science of reading.
A diagram with intertwining orange, yellow, and blue lines converging and diverging, illustrating interconnected pathways on a black background—reflecting the dynamic flow of ideas found in Core Knowledge or Amplify CKLA curricula.

The Reading Rope

The Reading Rope, developed by Dr. Hollis Scarborough in 2001, helps us visualize the strands of specific skills and instruction that support students in decoding and comprehension.

Read more

Professional development to support your shift to the Science of Reading

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

  • Dive into a comprehensive overview with course one, Foundations to the Science of Reading.
  • Examine assessments and their roles in course two, Advanced Topics in the Science of Reading: Assessment and Reading Difficulties.
  • Apply effective literacy instruction to your classroom in course three, Applied Structured Literacy.

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

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

Illustration of a webpage titled "Science of Reading: The Learning Lab series" with icons of a book, paper, and other subjects below the title.

Learn more about the online courses or request a quote!

Explore the courses
Two labeled course cards: "Course 1: Foundations to the Science of Reading" and "Course 2: Advanced Topics in the Science of Reading," with a shopping cart icon in the top right.

Tap into individual online course seats.

Purchase a seat
Science of Reading podcast cover image open book

Science of Reading: The Podcast

Tune in to hear the latest insights and trends in early reading, right from leading literacy experts and practitioners.

Listen now

Build your background knowledge of the Science of Reading.

Our Science of Reading principles and primers explain the essentials: what the Science of Reading is, how it works, and why it matters for every student.

An infographic titled "Science of Reading principles" showcases ten evidence-based K–5 literacy instruction strategies, informed by interdisciplinary research, in color-coded boxes with a "NEW" badge in the top right corner.

New Science of Reading principles placemat!

Decades of research inform the updated Science of Reading principles placemat. Use these insights as a guide for evidence-based literacy instruction—perfect for committed educators aiming to achieve real improvements in student reading outcomes.

Download principles

An illustration of a girl running with a colorful kite, with text reading "Science of Reading: A Primer | Part One" and "Amplify" in the top left corner, highlighting K–5 literacy instruction.

Science of Reading
A Primer: Part 1

In part 1 of our definitive Science of Reading primer, we discuss literacy as a societal goal, walk you through how the brain learns to decode and comprehend text, and present the patterns that top-performing schools and districts follow to achieve early reading success.

Download primer 1

Illustration of two people atop a yellow pyramid, with text reading "Science of Reading: A Primer | Part Two"—an engaging look at K–5 literacy instruction. "Amplify" appears in the top left corner.

Science of Reading
A Primer: Part 2

In part 2 of our Science of Reading primer, we establish the importance of prior knowledge for comprehension, lay out the process of micro-comprehension, and demonstrate how literacy skills build on and accelerate themselves.

Download primer 2

A woman with long dark hair smiles in front of a plain background, reflecting the joy she finds in interdisciplinary research. She is wearing a dark green top and earrings.
“If you’re looking for a Science of Reading training, the [Science of Reading: Foundations to the Science of Reading] online course is great. It helps you build background knowledge on learning how students learn how to read, and then it goes deeper and it gives you strategies that correlate with those findings that you can implement right into your classroom.”

—Allie Appel, Instructional Coach

School District of Arcadia, WI

Why undertake this crucial change?

When we bring proven methods based on the Science of Reading into schools, we make sure kids are learning to read and help teachers and caregivers support a culture of reading. Together, we can solve the reading crisis and make literacy a reality everywhere.

You’ll change lives with literacy.

According to the National Assessment of Educational Progress (NAEP), only 35% of fourth graders in the United States are proficient in reading. But schools using a Science of Reading approach have seen significant improvements in literacy rates. Using research-based methods, educators can help give all children the chance to become successful readers.

See the report card
Young boy in a classroom sits at a desk and writes on a worksheet, with other children working at nearby desks in the background.
A laptop screen displaying a literacy intervention game with a cartoon llama in a desert setting and a word selection task presented to a child’s avatar in the corner.

You’ll build a foundation with explicit, systematic skills instruction.

Reading skills don’t come naturally. We actually need to rewire our brains with intentional, structured literacy instruction—starting with sounds.

Learn more

You’ll improve outcomes with knowledge building.

Longitudinal research shows that knowledge building doesn’t just happen as a result of reading, but is also a vital prerequisite for and component of it. And when delivered intentionally and systematically, knowledge delivers literacy results.

Read the research
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A person with long braided hair, wearing oversized glasses, earrings, a necklace, and a red top, smiles at the camera against a plain background.
“It’s not just about the curriculum. It’s about the science behind how people, how children, and how we as humans learn to read… It’s working. I wish I had this years ago. ”

—Javonna Mack, Lead Content Teacher

Caddo Parish Schools, Louisiana

Science of Reading & Early Literacy Resources FAQ

Amplify understands that making the shift to the Science of Reading is no small feat. Get some early literacy resources and guidance with our Science of Reading FAQ.

Learning to read is not innate. It needs to be taught intentionally and systematically—and science tells us how. The vast and growing body of research on early literacy is referred to as the Science of Reading. It draws on extensive research in cognitive science, linguistics, and neuroscience. It emphasizes the systematic teaching of foundational skills—such as phonics, phonological awareness, and decoding—in building vocabulary and comprehension. In other words, it deconstructs the processes behind how children learn to read, and provides evidence for the instructional practices and early literacy resources that can get them there.

Read more 

The Science of Reading refers to the pedagogy and practices proven by extensive research to effectively teach children how to read. It places a strong emphasis on both components of the Simple View of Reading, demonstrating that systematic and explicit instruction in phonics and and intentionally sequenced knowledge building are critical to reading success.

In a balanced literacy environment, learning happens through reading and writing immersion, where the need for explicit instruction in phonics is recognized but is not the primary focus.

The key difference between the approaches lies in their emphasis on foundational reading skills and a coherent approach to building language comprehension.

A balanced literacy approach typically includes a combination of whole language approaches (emphasizing meaning and context) and phonics instruction. Balanced literacy instruction is designed to be flexible and open to interpretation by the instructor. It may include the three-cueing system, which encourages students to rely on syntactic and semantic clues in a text to read an unfamiliar word, rather than decoding (Does it look right? Does it sound right? Does it make sense?). Balanced literacy practitioners may also use leveled reading to differentiate instruction, which can can limit vocabulary exposure, hinder in-depth comprehension skills, and further widen achievement gaps.

Balanced literacy has long been a popular approach to reading instruction, with educators appreciating its openness to variation. But advocates for the Science of Reading argue that an evidence-based approach aligned with known cognitive processes and a focus on foundational skills and language comprehension provides the most solid foundation for reading instruction—for confident and struggling readers alike.

Read more

According to our friends at The Reading League, the Science of Reading is important not because it gives us an effective way to teach reading, but because it gives us the most effective way to teach reading.

“The Science of Reading is critical because it emphasizes evidence-based instruction. Decades of scientific research on reading have consistently shown the most effective ways to teach reading. The Science of Reading incorporates this research, which includes phonemic awareness, phonics, fluency, vocabulary, and comprehension.”

The Reading League also takes it to the next level: What happens when all children have access to the most effective early literacy and reading education? “We believe in a future where a collective focus on applying the Science of Reading through teacher and leader preparation, classroom application, and community engagement will elevate and transform every community, every nation, through the power of literacy.”

The Science of Reading has identified five foundational reading skills that are considered crucial for early reading development. One of those skills is phonics. In other words, the Science of Reading has established that phonics are crucial, but the Science of Reading is not the same as phonics.

Phonics instruction helps students learn how to sound out and blend letters to read words accurately. As we know from the Simple View of Reading, two fundamental skills are required for reading with comprehension:

  1. Decoding—the ability to recognize written words (via phonics)
  2. Language comprehension—understanding what words mean

And the Science of Reading also reminds us that students do not have to learn phonics or decoding before knowledge comes into the equation. “The background knowledge that children bring to a text is also a contributor to language comprehension,” says Sonia Cabell, Ph.D., associate professor at Florida State University’s School of Teacher Education, on Science of Reading: The Podcast.

The Science of Reading is an evolving field built on decades of high-quality, evidence-based research that continually integrates new insights gathered from cognitive neuroscience, psychology, and linguistics. These ongoing studies constantly refine our understanding of how the human brain processes language and learning, enabling more personalized and effective teaching strategies that can adapt to the wide-ranging learning needs of students.

Like other sciences such as medicine, astronomy, or engineering – new advancements in reading technology allow us to understand how the brain works and refine our practices. Every scientific advancement in this field of reading science deepens our comprehension of reading-related challenges like dyslexia and informs the development of evidence-based interventions. We don’t believe that the Science of Reading can be reduced to a fad or trend. Rather, it is a continually evolving, enduringly effective discipline, grounded in rigorous research and driven by the quest for better comprehension of how we read and learn.

Assessment grounded in the Science of Reading can help identify children at risk of dyslexia at the earliest possible moments, creating the widest opportunity for intervention.

People with dyslexia often experience challenges in phonological awareness. They may struggle to break down words into their component sounds and to recognize the relationships between letters and sounds. Systematic and explicit instruction in phonics and phonological awareness can help individuals with dyslexia develop necessary phonological skills. This evidence-based instruction can also help students who have difficulty with decoding.

Further, evidence-based comprehension instruction, including explicit instruction in vocabulary and comprehension strategies, can support students with dyslexia in understanding and making meaning from text.

Download our free dyslexia toolkit

The Science of Reading can be integrated with a Multi-Tiered System of Supports (MTSS) to provide comprehensive and targeted reading instruction for all students. The Science of Reading aligns with a tiered model by providing evidence-based practices for instruction at each tier. An MTSS includes universal screening to identify students at risk of reading difficulties; the Science of Reading can also guide the selection of screening measures to assess specific foundational skills. Aligning the Science of Reading with an MTSS framework can also enhance instructional practices and interventions, ensure data-driven decision making, and help meet the needs of all students.

Read more

Integrating the Science of Reading and the Science of Writing strengthens our approach to teaching literacy. Reading and writing are interdependent. Understanding how sentences are built not only contributes to better reading comprehension, it also helps writers develop clear, logical text. As students grow as readers, they also grow as writers, leading to a comprehensive literacy education. Clear thinking and effective writing are crucial for expressing ideas. By fostering both skills, teachers better support students in becoming confident readers and writers, prepared for academic challenges and beyond.

One of the research-based frameworks used in the Science of Reading is the Simple View of Reading. According to the Simple View, two cognitive capacities are needed for proficient reading: (1) understanding the language (comprehension) and (2) recognizing words in print (decoding). A true Science of Reading program is designed from the start for students to build these skills, in a developmentally appropriate way.

It will also emphasize the importance of knowledge building by exposing students to a diverse array of new topics spanning history, science, and literature, organized intentionally and coherently within and across grades. Deep and intentionally sequenced knowledge domains will help build a student’s vocabulary and understanding of complex texts. And it will include instruction in  all five foundational skills: phonics, phonemic awareness, vocabulary, fluency, and comprehension.

Download our free ebook, Science of Reading: Making the Shift, which includes a checklist of what to look for in a curriculum based on the Science of Reading. Learn more from our friends at The Reading League.

Actually, we have a full literacy suite built on the Science of Reading! It includes:

  • mCLASS® assessment, powered by DIBELS® 8th Edition, a gold-standard universal and dyslexia screener, plus a progress monitoring tool, all in one.
  • Amplify Core Knowledge Language Arts (CKLA), which provides explicit, systematic foundational skills instruction combined with intentional knowledge building.
  • Boost Reading, a highly adaptive personalized reading program that reinforces the core curriculum and supports enrichment, remediation, and intervention for each student in your classroom.
  • mCLASS Intervention, a staff-led intervention program targeted to Tiers 2 and 3, made easy with automatic data-driven grouping and sequenced explicit, systematic skills lesson plans to support at-risk students.

Reading requires deliberate, systematic attention—and so does shifting to the Science of Reading in your school or district. It requires not only the right curriculum, but also all-new mindsets, metrics, and more. Reflecting years of experience supporting real educators, our resources will walk you through the process of change management in your community—and show you why the shift is worth it. View our Science of Reading change management playbook.

Survey

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Program overview

Boost Lectura is a high-quality, personalized Spanish literacy foundational skills program that complements Amplify Reading to build reading proficiency in both English and Spanish for grades K–2.

Student field study experience

Note: This is an early subset of the program experience. Some content may be appropriate for some students, but difficult for others. This is feedback we want to hear. The designs are also still in progress, with many aspects yet to be featured. Please email Aya Bukres with all suggestions!

Field study books and games

Below is a list of books and games (with associated skills) by grade level. Students will access these games and books through Quests.

Note: Books do not include voice-over at this time.

Kindergarten Books

¿Qué pasa con la gallina Tina?¿Qué puedes hacer con los 5 sentidos?¿Por qué croan las ranas?
Un festín de saboresUn ¡pop! en tiempoLos aluxes
El efecto mariposaLas estaciones del año

Kindergarten Games

Game NameBig IdeaSkill that will be practiced
Son sabrosónPhonological AwarenessRhyming
Alfa y betoPhonological AwarenessBlending
Jugando andoPhonological AwarenessSegmentation
Tragaletras exigentesPhonicsLetter-sound correspondences
Tragaletras gruñonesPhonicsLetter combinations
Tragaletras comelonesPhonicsReview of letter-sound correspondences and letter combinations
Investiga la escenaComprehension ProcessesGap-filling Inferences

Grade 1 Books

La leyenda de la colibríLa capibara: Un animal amigableMi ruidoso cuerpo
El zorro y el huaychaoDeseos al sol

Grade 1 Games

Game NameBig IdeaSkill that will be practiced
Alfa y betoPhonological AwarenessBlending
Jugando andoPhonological AwarenessSegmentation
Tragaletras exigentesPhonicsLetter-sound correspondences
Tragaletras gruñonesPhonicsLetter combinations
Tragaletras comelonesPhonicsReview of letter-sound correspondences and letter combinations
Silabalón: la copaPhonicsSyllable decoding
¿Aquí o alla?Phonics & Word RecognitionDecoding words with
y, g, and c
¿Esta o aquella?Phonics & Word RecognitionDecoding words with different graphemes to represent the same phoneme
¡Abra palabra!Phonics & Word RecognitionDecoding – syllable manipulation
Quita y ponPhonics & Word RecognitionDecoding – syllable manipulation
¡Conéctalo!Comprehension ProcessesUsing connectives
Investiga la escenaComprehension ProcessesGap-filling inferences

Grade 2 Books

La despedidaLa verdadera fortunaLa fascinante Ruta de la Seda
Bernardo de GálvezHormigas amigas

Grade 2 Games

Game NameBig IdeaSkill that will be practiced
¿Aquí o alla?Phonics & Word RecognitionDecoding words with y, g, and c
¿Esta o aquella?Phonics & Word RecognitionDecoding words with different graphemes to represent the same phoneme
¡Abra palabra!Phonics & Word RecognitionDecoding – syllable manipulation
Quita y ponPhonics & Word RecognitionDecoding – syllable manipulation
¡Conéctalo!Comprehension ProcessesUsing connectives
Investiga la escenaComprehension ProcessesGap-filling inferences

Consider using Boost Lectura during the following times:

  • Small group or center time
  • Choice time
  • During intervention blocks
  • After school
  • At home
  • Remote learning

Getting your students online

Amplify login page with options to log in using Google, Clever, Amplify, QR code, District SSO, or get help; a rocket illustration is on the left.

Instruct students to navigate to learning.amplify.com, and log in using the method you typically use when logging into Boost Reading.

A screen displays the question "Where are you headed?" with options "Reading" and "Lectura," and a purple "Go!" button at the bottom.

Find and click on the icon for Boost Lectura, as shown above.

At this time, students can begin playing games or reading books by clicking on “Iniciar.”

A large button labeled "INICIAR" is displayed in the center of a colorful, illustrated town map background.

Having students play games in Quests

Select a game from the list to play!

A woman smiles in a café with a blue creature beside her, a barista behind the counter, pastries on display, and three app icons with Spanish text on the right.

Students can play games in Quests by selecting the curioso icon.

A cartoon map shows various buildings, trees, and winding paths with a "Detour" sign and a blue character in the center marked by a location pin.

Students should hear quest narratives in Spanish.

The Automatic Placement Tool (APT)

The Automatic Placement Tool will be served when students first log in and choose the Lectura product. The Experience should take about 15–20 minutes total.

Students are greeted with a comical animation explaining we need their help with answering a few questions.

A concerned scientist stands in a control room surrounded by green goblin-like creatures, some using tools and wearing glasses, with a background of technological equipment.

Students are guided through a few short activities measuring different skills domains.

A digital quiz in Spanish asks, "¿Qué sílaba hace este sonido?" with a sound icon and three answer choices: "al," "en," and "ir.

Students receive closure to their experience via another short animation.

A scientist in a lab coat stands in a futuristic control room, surrounded by four small green creatures also wearing lab coats.

    Troubleshooting guide

    Please check to ensure “cookies” are accepted on your device.
    If you still receive an error message or blank screen when accessing an Amplify page, please email Aya Bukres.

    Please email Aya Bukres to confirm your login credentials.

    NEW AND NOTEWORTHY UPDATES

    mCLASS DIBELS 8th Edition, mCLASS Lectura, and mCLASS Intervention!

    mCLASS® DIBELS® 8th Edition, mCLASS Lectura, and mCLASS® Intervention are introducing enhancements for the next school year. Explore the following improvements designed to save you time, extend your reach, and support your efforts to deliver the learning experiences your students deserve.

    Updates

    mCLASS DIBELS 8th Edition expands to support grades 7–8.

    This expansion supports a full K–8 literacy model (alongside Amplify ELA), to help you identify where both elementary and middle school students need support and to guide you on the next steps. With mCLASS DIBELS 8th Edition for grades 7–8, you can support middle school students with reading fundamentals, monitor progress for grade-level and below-grade-level skills, and find instructional guidance based on best practices for middle school.

    mCLASS DIBELS 8th Edition Home Connect available in 15 additional languages

    Starting Sept. 1, all mCLASS DIBELS 8th Edition customers can generate Home Connect letters in 15 additional languages: Simplified Chinese (Mandarin), Traditional Chinese (Cantonese), Vietnamese, Russian, Punjabi, Filipino, Armenian, Korean, Hmong, Japanese, Ukrainian, Arabic, Farsi, Dari, and Pashto.

    These translated letters include all essential features of our English and Spanish versions, ensuring every family receives their student’s complete mCLASS DIBELS 8th Edition results, including: Vocabulary, Spelling, RAN, and Oral Language scores, plus targeted activities to support their child’s learning at home.

    A student progress report showing name, school, scores, and colored bar graphs for literacy skills: Letter Naming Fluency and Phonemic Awareness—including mCLASS Lectura—with some text in English and Persian. mCLASS coming soon.

    Enhanced district-level insights: New mCLASS DIBELS 8th Edition progress monitoring data columns launch July 1.

    Starting July 1, the mCLASS DIBELS 8th Edition Progress Monitoring Download Your Data (DYD) Report will include three new columns that bring student growth insights to school and district leadership:

    Aimline Status—Description of the progress monitoring result’s position in relation to the aimline

    Aimline Value By Date—Score on the aimline on the day that the progress monitoring test is administered

    Growth Goal Set—Score the student is striving to achieve by the start date of the next benchmark period

    School and district leaders will gain the same detailed progress monitoring visibility teachers have relied on, now scaled across the entire district. This means data-driven decisions can be made faster, and students who need additional support will be identified as soon as possible.

    A spreadsheet displays student assessment data with columns for score, aimline status, aimline value by date, growth goal set, and date of birth. Stay tuned—mCLASS coming soon will enhance these insights even further.

    mCLASS Reading becomes mCLASS Literacy.

    Starting July 10, 2026, the brand name in our platform will shift from mCLASS Reading to mCLASS Literacy. This change is intended to reflect the importance of both reading and comprehension.

    Screenshot of an educational dashboard showing recent activity, recommended tasks, and a navigation menu on the left side, with a highlight for mCLASS Lectura and an announcement that mCLASS coming soon.

    Updated Zones of Growth framework

    On Sept. 1, 2026, the Zones of Growth framework will be updated using a recent national data set. Predictive growth rates will be based on students with the exact same scores, ensuring prediction accuracy is even more precise. Zones of Growth will also be updated for DIBELS Data System users.

    A student performance report displays growth outcomes, benchmark scores, and progress monitoring data for Marco Acosta in multiple literacy skill areas using mCLASS Lectura.

    New mCLASS Intervention Demo Mode available

    We’ve also launched Demo Mode in mCLASS Intervention, which will help you explore the grouping and lesson generation platform through either self-guided exploration or a guided tour. To access the demo, log into your mCLASS program, navigate to the Intervention tab, and select “Try Demo.”

    A popup window explains how to create mCLASS Intervention groups with the "Create Groups" button, and notes that mCLASS Lectura integration is coming soon.

    mCLASS Lectura update: phonemic awareness measure option for kindergarten and grade 1

    Fluidez en la segmentación de fonemas (FSF) will be added to mCLASS Lectura as an optional measure for kindergarten and grade 1. FSF is a standardized, individually-administered phonemic awareness assessment that measures students’ ability to fluently segment words, a skill which is predictive of Spanish reading proficiency and is also transferable to support the development of English phonemic awareness.

    FSF does not impact the overall mCLASS Lectura Composite Score.

    Instructional card showing a speech bubble with a Spanish phonemic awareness activity from mCLASS Lectura, and "Incorrecto" and "Correcto" buttons at the bottom.

    Revised print materials for two mCLASS Lectura progress monitoring forms

    We’ve corrected typos in the print materials for two Fluidez en Palabras (FEP) student progress monitoring forms. Beginning July 1, 2026, you will see a pop-up when you begin assessing students for these two forms which will provide instructions on how to find and print updated student materials.

    Noteworthy features

    PD Library

    You’ll find helpful professional development (PD) resources in the PD Library to ensure your mCLASS implementation runs smoothly. When you’re logged into mCLASS, the PD Library can be accessed by clicking the PD Library button on the left navigation bar.

    A webpage introducing Amplify’s PD Library, with text describing its resources for educators and a video titled “Welcome educators!” on an orange background.

    Demo mode in English Classroom Reporting

    mCLASS English Classroom Reporting features a demo mode that guides teachers through sample classroom and student reports, highlighting realistic student data within the complete set of mCLASS instructional tools. This demo mode is especially helpful for onboarding purposes with teachers new to using mCLASS.

    A demo mode dashboard for a classroom report tool, with a yellow pop-up instruction and highlighted "Benchmark" tab at the bottom.

    What is mCLASS?

    mCLASS is a best-in-class assessment platform that houses a suite of proven, gold-standard assessment measures and tools that can be flexibly combined to meet the unique literacy needs of both teachers and students across grades K–6, including:

    • Universal screening
    • Diagnostic assessment
    • Dyslexia screening
    • Text Reading and Comprehension (a.k.a. running records via mCLASS: Reading 3D)
    • Progress monitoring
    • Dual language reporting
    • Targeted teacher-led instruction

    What is the DIBELS 8th Edition assessment?

    Developed by the University of Oregon, the DIBELS 8th Edition is the latest version of the DIBELS® (Dynamic Indicators of Basic Early Literacy Skills) assessment.

    With this latest version, the University of Oregon Center on Teaching and Learning (UO CTL) made significant efforts to ensure measures would meet state-level screening requirements for universal screening, diagnostic assessment, and dyslexia screening. To support this, measures were updated based on the latest research to meet increased standards of reliability and validity. In addition, adaptive procedures and discontinue rules focus on the assessment of priority skills and prevent over-testing.

    Summary of changes:

    • Consistent measures within grades will provide improved growth measurement.
    • All subtests have been revised to be grade-specific and to increase in difficulty, covering a full progression of skills and minimizing floor and ceiling effects. This provides the opportunity for students to demonstrate what they know and further pinpoint what they don’t know.
    • Phoneme Segmentation Fluency replaces First Sound Fluency. The expanded coverage minimizes floor effect and provides information about difficulty in Phonemic Awareness skills without the additional First Sound Fluency measure.
    • A new subtest, Word Reading Fluency, helps identify students with poor sight word reading skills that other subtests miss.
    • For all measures, the basic scoring procedures remain the same. For Nonsense Word Fluency, credit is given for recording words as whole words even if the student misses in the first attempt.
    • Oral Reading Fluency is now only one passage, instead of three. Retell has been removed. Thus, Oral Reading Fluency assessment will take a third of the time.
    Download UO’s explanation of measures

    Assessment measures by grade

    DIBELS measures at each grade level 
    Measure Grade K Grade 1 Grade 2 Grade 3 Grades 4–6
    Letter naming fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.      
    Phonemic segmentation fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.      
    Nonsense word fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
    Word reading fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Oral reading fluency   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Maze (basic comprehension)     A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Amplify measures at each grade level
    Oral language A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
    Vocabulary A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.

    Assessment measures sample videos

    DIBELS 8th Edition measure: Phonemic Segmentation Fluency (PSF)

    DIBELS 8th Edition measure: Nonsense Word Fluency (NWF)

    DIBELS 8th Edition measure: Letter Naming Fluency (LNF)

    DIBELS 8th Edition measure: Word Reading Fluency (WRF)

    DIBELS 8th Edition measure: Oral Reading Fluency (ORF)

    What makes mCLASS with DIBELS 8th Edition different?

    mCLASS with DIBELS 8th Edition combines the power of the mCLASS assessment platform and the effectiveness of the DIBELS 8th Edition assessment measures. As a result – educators are empowered with the latest and greatest assessment tool.

    More than a test, mCLASS with DIBELS 8th Edition is an integrated system that closes the knowing-doing gap by helping teachers take immediate instructional action that’s right for each and every student.

    Assessment systems must enable and compel educators to answer not just the “What” questions, but also the “So What” and “Now What” questions. These are the questions that are essential in transforming classroom instruction, and the questions that mCLASS with DIBELS 8th Edition helps teachers answer with confidence.

    What makes mCLASS with DIBELS 8th Edition different?

    1. It gives teachers access to the latest digital version of the DIBELS assessment. Amplify is the only licensed provider of the digital DIBELS 8th Edition assessment. As such, our solution is the only one to enhance the DIBELS 8th Edition assessment with the power, reliability, and quickness of the mCLASS system.
    2. It makes it faster and easier to understand where every student is in their early literacy journey. By combining 1:1 observational diagnostic assessments, dyslexia screening, progress monitoring, instant scoring, rigorous reporting, automatic student grouping, and targeted instruction all in one place, it reduces the instructional delays associated with manual scoring, manual data analysis, and manual lesson planning.
    3. It brings more equity to the classroom. When used in conjunction with mCLASS Lectura, teachers have access to dual language reports that highlight a student’s strengths and weaknesses in both English and Spanish.
    4. It makes every instructional minute count. In addition to one-minute measures that quickly gauge student progress toward reading proficiency, it leverages a teacher’s most powerful instructional tool — their own 1:1 observations.
    5. It drives growth more efficiently. Rather than relying on broad composite scores alone, granular data and in-depth insights for every student help teachers pinpoint exact skill gaps and areas of unfinished learning, making whole-group, small-group, and 1:1 instruction more targeted and effective.
    6. It saves teachers time. Instant reports, automatic student groups, and ready-to-teach lessons mean teachers spend less time cobbling together materials and more time working directly with students and responding to their needs.
    Download the mCLASS Program Guide

    How does mCLASS with DIBELS 8th Edition support screening for dyslexia risk?

    DIBELS 8th Edition measures have been updated based on the latest research. They now offer stronger measures of processing speed, phonological awareness, and alphabetic principles for dyslexia screening purposes.

    To support this, a new subtest in Word Reading Fluency was introduced and revisions were made to Letter Naming Fluency, Phonemic Segmentation Fluency, and Nonsense Fluency subtests to improve their ability to screen for deficits commonly associated with dyslexia risk, such as phonological awareness, rapid naming ability, and alphabetic principle. These measures provide early warning signs for neurological processing difficulties that contribute to risk for dyslexia (Wolf & Bowers, 1999; Denckla & Rudel, 1974).

    Moreover, measures in Oral Language and Vocabulary are included to provide additional information to help evaluate additional risk areas associated with dyslexia risk.

    Download our Dyslexia Toolkit

    How does mCLASS with DIBELS 8th Edition support the use of running records?

    Track your students’ reading progress from every angle with the Text Reading and Comprehension (TRC) assessment. When TRC is paired with the DIBELS 8th Edition assessment, classroom teachers unlock the ability to record reading behaviors through running digital records. Available in English and Spanish, it measures reading comprehension and provides insight into how each student finds meaning in text.

    A laptop screen displays an educational progress report for a student named Jon Smith, showing reading levels and benchmarks in three categories: BOY, MOY, and EOY.

    Measures include:

    • Lesson plans for whole class, small-group, and one-on-one instruction.
    • Small-group advisor, which organizes students into groups based on strengths and gaps.
    • Item-level advisor, which drills deep into student responses to uncover patterns, strengths, and gaps.
    • Instructional resources for each student’s parent/guardian(s).

    How does mCLASS with DIBELS 8th Edition turn data into instant action?

    mCLASS with DIBELS 8th Edition gives you instant results and clear next steps for each student.

    Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

    A tablet screen displays a student assessment summary table with color-coded categories for phonemic awareness, letter sounds, and decoding, comparing results from beginning to end of year.
    Download the mCLASS Reporting Guide

    Diagnostic assessment

    mCLASS with DIBELS 8th Edition analyzes individual student response data through a proprietary scoring algorithm that pinpoints a student’s specific area(s) of growth and improvement, providing classroom teachers in-depth insight into a students’ instructional needs.

    Ready-to-teach instruction

    Immediately following the analysis of individual student responses, mCLASS with DIBELS 8th Edition provides an in-depth diagnostic report complete with suggested next steps, also known as “mCLASS Instruction.”

    mCLASS Instruction evaluates each student’s responses on each individual subtest and instantly:

    • Provides a list of specific needs by student, such as struggling with medial vowel sounds or difficulty reading words with consonant blends.
    • Groups students automatically based on similar discrete skill needs, not simply composite scores like other assessment tools.
    • Recommends a variety of ready-to-teach lessons that specifically target each individual student’s areas of need or common areas of need for small-group instruction.

    Classroom skill and benchmark summary

    The Classroom Skill Summary report is a dashboard showing benchmark performance on each skill. Teachers can use it to determine which skill areas need instructional focus at a classroom level.

    The Classroom Benchmark Summary report is a classroom-wide view of overall reading performance. Teachers can use this report to determine if composite scores improved, declined, or remained the same each semester.

    Detailed benchmark performance

    Teachers can see each student’s performance during the current school year, on each subtest as well as the overall composite. The benchmark goal displays below the subtest name when applicable. The ability to sort the columns in this report gives teachers more flexibility to analyze data the way they prefer.

    Dyslexia screening

    Identify students who are at risk for reading difficulties, including dyslexia, based on their results from foundational skills measures and additional measures as needed by local policies.

    Progress monitoring summary

    See which subtests have been assessed since the most recent benchmark assessment, how students performed on the three most recent progress monitoring assessments for each measure, and which students have not been progress monitored since the benchmark assessment.

    Goal setting tool

    The Zones of Growth (ZoG) analysis uses a rich set of national data to determine student goals for the next benchmark period. Teachers can use the Goal Setting Tool to view these recommended goals or modify the default goals for individual students as they see fit, if the default goal is too challenging or not challenging enough.

    Growth outcomes

    Teachers and interventionists can see each student’s actual growth achieved and how it compares to the goal that was set for the student.

    Caregiver supports

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

    Screenshot of the mCLASS Home Connect webpage showing three phonological awareness activities for grades K-2 with brief descriptions and a PDF download button.

    Self-guided tour

    Our self-guided tour is a great way to orient yourself to the organization of our mCLASS platform. Click the button below to get started.

    A webpage titled "mCLASS overview" featuring text about the mCLASS early literacy suite for grades K-6. The page includes photos of children engaged in reading activities and navigation options on the left.
    Start self-guided tour

    Demo access

    Follow the instructions below to login to your demo account.

    • Click the mCLASS Demo button below.
    • Select Log in with Amplify.
    • Enter the username: d8demoD
    • Enter the password: 1234
    • Click the Reading tile.
    mCLASS Demo

     
    Once you are logged in:

    • Find the Class/Group dropdown field and select Grade 1.
    • Right above the Class Summary, click Beginning of Year or Middle of Year and explore the data.
    • Scroll down to the class list. Each column within the class list is sortable by clicking the double arrow in the column header.
    • Click on any score to see the measure transcript.
    • Click on a student’s name to see historical data and progress monitoring graphs.

    After exploring the Benchmark tab in the purple bar:

    • Click on the Instruction tab.
    • If you don’t see groups, click Updated recommendations.
    • Explore freely! The Groups, Students, and All Activities tabs have rich information.
    • Click the Progress tab.
    • Click on Home Connect to see a sample of our caregiver letters.

    About the program

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

    • Precise one-minute measures based on over three decades of predictive data.
    • Universal and Reading Difficulties screening in one tool.
    • Instruction that highlights observed patterns and recommends activities.
    • Robust reports for teachers, specialists, administrators, and parents.
    Table displaying student reading assessment data by skill area and benchmark status, based on universal screening, with percentages and student counts for each category across the year.

    The right measures at the right time

    With mCLASS DIBELS 8th Edition, you’ll assess students based on grade-specific curriculum and instructional standards, in accordance with International Dyslexia Association (IDA) guidelines.

    mCLASS DIBELS 8th Edition offers one-minute, easy-to-administer measures of processing speed, phonological awareness, alphabetic principle, and word reading.

    DIBELS® 8th Edition subtest alignment with SB 114 requirements
    RDRP Screening AreamCLASS DIBELS 8th Edition MeasureGrade KGrade 1Grade 2Grade 3Grade 4–6
    Rapid naming abilityLetter Naming Fluency (LNF)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    Phonological awarenessPhoneme Segmentation Fluency (PSF)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    Alphabetic principleNonsense Word Fluency (NWF)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    Word readingWord Reading Fluency (WRF)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    Word readingOral Reading Fluency (ORF)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    ComprehensionMazeA large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    Language ComprehensionOral LanguageA large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    VocabularyVocabularyA large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    RANRapid Automatized Naming (Numbers)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    EncodingSpellingOPTIONAL

    Validated as a universal screener and a dyslexia screener

    Strong reliability and validity evidence shows that DIBELS 8th Edition can effectively assess students in key skills linked to both dyslexia and broader reading difficulty. The research supporting DIBELS 8th Edition, conducted by the University of Oregon, is rigorous, meets high technical standards, and empowers educators to make well-informed decisions.

    Read the DIBELS 8th Edition Dyslexia White Paper.

    A document cover titled "Dyslexia Screening and DIBELS 8th Edition" by Christopher Ives, Gina Biancarosa, Hank Fien, and Patrick Kennedy from the University of Oregon College of Education. The cover has a PDF icon.

    A complete system for data-based decision making

    A flowchart illustrating a cyclical process: assess skills, identify risk, provide personalized instruction, progress monitor, and adjust instruction. Features images of people, charts, and a dyslexia assessment screen for comprehensive analysis.

    mCLASS DIBELS 8th Edition provides rich data that helps you make informed instructional decisions and seek out further dyslexia screening evaluation if needed:

    1. Assess skills: mCLASS DIBELS 8th Edition and optional dyslexia screenings in Rapid Automatized Naming (RAN), Spelling, Vocabulary, and Oral Language accurately assess students’ abilities.
    2. Identify risk: The DIBELS 8 composite score shows each student’s risk level, with ‘Well Below Benchmark’ indicating a need for intensive support. Students who are also ‘Well Below Benchmark’ in RAN and/or Spelling have an additional Risk Indicator icon next to their name.
    3. Provide instruction: The mCLASS Instruction feature analyzes student error patterns to key dyslexia-related subtests, then recommends small groups and explicit, multi-sensory activities for reinforcing skills.
    4. Progress monitor: mCLASS includes progress-monitoring measures to track student growth in letter sounds, alphabetic principle, word reading, oral reading fluency, and comprehension, so that informed instructional decisions can be made.
    5. Adapt instruction: mCLASS displays indicators based on progress monitoring performance that indicate when a change in instruction may be needed. It also updates instruction recommendations using the latest data.
    Request a demo

    Differentiated literacy instruction

    mCLASS DIBELS 8th Edition lays the groundwork for a strong Multi-Tiered System of Supports (MTSS).

    In addition to identifying students with symptoms of dyslexia, mCLASS DIBELS 8th Edition data recommends early intervention, personalized instruction, and core instruction within Amplify’s early literacy suite. Based on the Science of Reading, Amplify’s early literacy suite programs follow an explicit and systematic structure, build knowledge, and instruct on all of the foundational skills essential to literacy development.

    Diagram showcasing "Science of Reading Skill Development" with three branches: "Universal and Dyslexia screening," "Core instruction," "Personalized learning," and "Intervention," with accompanying photos of people interacting.

    Bilingual Reading Difficulties screening

    By assessing with mCLASS DIBELS 8th Edition and its Spanish counterpart, mCLASS Lectura, you’ll know with confidence whether a student truly shows signs of of reading difficulties or is experiencing difficulties learning a new language.

    When used together, mCLASS DIBELS 8th Edition and mCLASS Lectura feature a Dual Language Report that analyzes Reading Difficulties screening results in both languages. The report also details how each student can leverage their strengths from one language to support growth in the other.

    Student named Marisol Mejía is shown with her English and Spanish literacy scores. English scores are mostly Well Below and Below benchmark; Spanish scores are mostly at Benchmark except for one below.

    Equal skill coverage in English and Spanish

    mCLASS Lectura subtest alignment with SB114

    RDRP screening areasEnglish measureSpanish measureDescription*
    Letter Naming and RANLetter Naming Fluency (LNF)Fluidez in nombrar letras (FNL)Grades K–1: Naming letters in print. 1 minute, 1:1 administration.
    Phonological Awareness (Segmentation)Phonemic Segmentation Fluency (PSF)Fluidez en la segmentación de sílabas (FSS) & Fluidez en la segmentación de fonemas (FSF)Grades K–1: Hearing and using sounds or syllables in spoken words. 1 minute, 1:1 administration.
    Phonological Awareness (Elision) –¿Qué queda? (QQ)Grades K–2: Produce the part of a word that remains after deleting a syllable or phoneme. 1 minute, 1:1 administration.
    Letter Sound Correspondence KnowledgeNonsense Word Fluency Correct Letter Sounds(NWF-CLS)Fluidez en los sonidos de letras (FSL)English: Grades K–3: Identify letter-sound correspondences in the context of pseudo-words. Spanish: Grades K-1: Identify letter-sounds in isolation. 1 minute, 1:1 administration.
    Letter-Sound Knowledge (Receptive) –Fluidez en los sonidos de las letras K-Inicio (FSL K-Inicio)Grade K: Identify (point to) which letter makes a certain sound. Untimed, 1:1 administration.
    DecodingNonsense Word Fluency Words Recoded Correctly (NWF-WRC)Fluidez en los sonidos de las sílabas (FSL)Grades K–3: Identify letter-sound correspondences in the context of pseudo-words. Spanish: Grades K–1: Identify letter-sounds in isolation. 1 minute, 1:1 administration.
    Word ReadingWord-Reading Fluency (WRF)Fluidez en las palabras (FEP)Grades K–3: Reading common words easily, quickly and correctly.1 minute, 1:1 administration.
    FluencyOral Reading Fluency (ORF)Fluidez en la lectura oral (FLO)Grades 1–6: Reading connected text with accuracy and automaticity. 1 minute, 1:1 administration.
    Reading ComprehensionMaze¿Cuál palabra? (CP)Grades 2–6:  Understanding meaning from texts. 3 minutes, group administration.
    VocabularyVocabularyVocabularioGrades K–3: Arranging letters correctly to spell words with grade appropriate features. 15 minutes, group administration.
    EncodingSpellingOrtografíaGrades K–3: Arranging letters correctly to spell words with grade-appropriate features.
    15 minutes, group administration.
    RAN (Numbers)Rapid Automatized Naming–Grades K–3: Correctly and quickly naming visual symbols, such as numbers. 1-2 minutes, 1:1 administration.
    Language ComprehensionOral LanguageLenguaje oralGrades K–2: Demonstrate the ability to use words and phrases acquired through conversations, reading and being read to, and responding to texts. 5 minutes, 1:1 administration.

    *Students can be assessed using off-grade measures when information on specific skills is needed.

    Resources for families

    Welcome California Caregivers! Please click here to learn more about mCLASS assessments. 

    Families play a crucial role in helping children overcome reading challenges. mCLASS DIBELS 8th Edition and mCLASS Lectura provide a Home Connect letter after each screening to explain the results in family-friendly language, recommend activities, and direct families to a free website for additional at-home support.

    A woman helps a young girl work on a computer in a classroom setting. Both are smiling and focused on the screen. Background has soft shapes in yellow and blue.

    Developmentally appropriate

    Computer-based assessments that require students to complete tasks silently or independently may over-identify students for intervention services, especially young learners who are still developing focus and attention abilities.

    mCLASS requires students to actively demonstrate their proficiency in producing letter sounds, forming words, and reading texts. This approach to assessment aligns with IDA guidelines for effective screening of reading challenges. By choosing mCLASS for universal screening, you’ll gain accurate information about a student’s risk for reading difficulties, and gain the capability to monitor every student’s path to reading proficiency.

    Additional resources

    mCLASS Resources

    Dyslexia Resources

    Multilingual and English learners Resources

    Your California team

    Looking to speak directly with your local representative?
    Get in touch with a California team member to learn more about our early literacy suite or request a demo account.

    Dan Pier
    Vice President, West
    (415) 203-4810
    dpier@amplify.com

    Erin King
    Sales Director, CA
    (512) 736-3162
    eking@amplify.com

    NORTHERN CA
    Wendy Garcia
    Senior Account Executive
    (510) 368-7666
    wgarcia@amplify.com

    BAY AREA
    Lance Burbank
    Account Executive
    (415) 830-5348
    lburbank@amplify.com

    CENTRAL VALLEY and CENTRAL COAST
    Demitri Gonos
    Senior Account Executive
    (559) 355-3244
    dgonos@amplify.com

    VENTURA and L.A. COUNTY
    Jeff Sorenson
    Associate Account Executive
    (310) 902-1407
    jsorenson@amplify.com

    ORANGE and L.A. COUNTY
    Lauren Sherman
    Senior Account Executive
    (949) 397-5766
    lsherman@amplify.com

    SAN BERNARDINO and L.A. COUNTY
    Michael Gruber
    Senior Account Executive
    (951) 520-6542
    migruber@amplify.com

    RIVERSIDE AND L.A. COUNTY 
    Brian Roy
    Senior Account Executive
    (818)967-1674
    broy@amplify.com

    SAN DIEGO COUNTY
    Kirk Van Wagoner
    Senior Account Executive
    (760) 696-0709
    kvanwagoner@amplify.com

    BUTTE, DEL NORTE, HUMBOLDT, and SHASTA COUNTY and DISTRICTS UNDER 2250 ENROLLMENT
    Kevin Mauser 
    Lead Account Executive
    (815) 534-0148
    kmauser@amplify.com

    Learning to read is not innate. It needs to be taught intentionally and systematically—and science tells us how. The vast and growing body of research on early literacy is referred to as the Science of Reading. It draws on extensive research in cognitive science, linguistics, and neuroscience. It emphasizes the systematic teaching of foundational skills—such as phonics, phonological awareness, and decoding—in building vocabulary and comprehension. In other words, it deconstructs the processes behind how children learn to read, and provides evidence for the instructional practices and early literacy resources that can get them there.

    Read more 

    The Science of Reading refers to the pedagogy and practices proven by extensive research to effectively teach children how to read. It places a strong emphasis on both components of the Simple View of Reading, demonstrating that systematic and explicit instruction in phonics and and intentionally sequenced knowledge building are critical to reading success.

    In a balanced literacy environment, learning happens through reading and writing immersion, where the need for explicit instruction in phonics is recognized but is not the primary focus.

    The key difference between the approaches lies in their emphasis on foundational reading skills and a coherent approach to building language comprehension.

    A balanced literacy approach typically includes a combination of whole language approaches (emphasizing meaning and context) and phonics instruction. Balanced literacy instruction is designed to be flexible and open to interpretation by the instructor. It may include the three-cueing system, which encourages students to rely on syntactic and semantic clues in a text to read an unfamiliar word, rather than decoding (Does it look right? Does it sound right? Does it make sense?). Balanced literacy practitioners may also use leveled reading to differentiate instruction, which can can limit vocabulary exposure, hinder in-depth comprehension skills, and further widen achievement gaps.

    Balanced literacy has long been a popular approach to reading instruction, with educators appreciating its openness to variation. But advocates for the Science of Reading argue that an evidence-based approach aligned with known cognitive processes and a focus on foundational skills and language comprehension provides the most solid foundation for reading instruction—for confident and struggling readers alike.

    Read more

    According to our friends at The Reading League, the Science of Reading is important not because it gives us an effective way to teach reading, but because it gives us the most effective way to teach reading.

    “The Science of Reading is critical because it emphasizes evidence-based instruction. Decades of scientific research on reading have consistently shown the most effective ways to teach reading. The Science of Reading incorporates this research, which includes phonemic awareness, phonics, fluency, vocabulary, and comprehension.”

    The Reading League also takes it to the next level: What happens when all children have access to the most effective early literacy and reading education? “We believe in a future where a collective focus on applying the Science of Reading through teacher and leader preparation, classroom application, and community engagement will elevate and transform every community, every nation, through the power of literacy.”

    The Science of Reading has identified five foundational reading skills that are considered crucial for early reading development. One of those skills is phonics. In other words, the Science of Reading has established that phonics are crucial, but the Science of Reading is not the same as phonics.

    Phonics instruction helps students learn how to sound out and blend letters to read words accurately. As we know from the Simple View of Reading, two fundamental skills are required for reading with comprehension:

    1. Decoding—the ability to recognize written words (via phonics)
    2. Language comprehension—understanding what words mean

    And the Science of Reading also reminds us that students do not have to learn phonics or decoding before knowledge comes into the equation. “The background knowledge that children bring to a text is also a contributor to language comprehension,” says Sonia Cabell, Ph.D., associate professor at Florida State University’s School of Teacher Education, on Science of Reading: The Podcast.

    The Science of Reading is an evolving field built on decades of high-quality, evidence-based research that continually integrates new insights gathered from cognitive neuroscience, psychology, and linguistics. These ongoing studies constantly refine our understanding of how the human brain processes language and learning, enabling more personalized and effective teaching strategies that can adapt to the wide-ranging learning needs of students.

    Like other sciences such as medicine, astronomy, or engineering – new advancements in reading technology allow us to understand how the brain works and refine our practices. Every scientific advancement in this field of reading science deepens our comprehension of reading-related challenges like dyslexia and informs the development of evidence-based interventions. We don’t believe that the Science of Reading can be reduced to a fad or trend. Rather, it is a continually evolving, enduringly effective discipline, grounded in rigorous research and driven by the quest for better comprehension of how we read and learn.

    Assessment grounded in the Science of Reading can help identify children at risk of dyslexia at the earliest possible moments, creating the widest opportunity for intervention.

    People with dyslexia often experience challenges in phonological awareness. They may struggle to break down words into their component sounds and to recognize the relationships between letters and sounds. Systematic and explicit instruction in phonics and phonological awareness can help individuals with dyslexia develop necessary phonological skills. This evidence-based instruction can also help students who have difficulty with decoding.

    Further, evidence-based comprehension instruction, including explicit instruction in vocabulary and comprehension strategies, can support students with dyslexia in understanding and making meaning from text.

    Download our free dyslexia toolkit

    The Science of Reading can be integrated with a Multi-Tiered System of Supports (MTSS) to provide comprehensive and targeted reading instruction for all students. The Science of Reading aligns with a tiered model by providing evidence-based practices for instruction at each tier. An MTSS includes universal screening to identify students at risk of reading difficulties; the Science of Reading can also guide the selection of screening measures to assess specific foundational skills. Aligning the Science of Reading with an MTSS framework can also enhance instructional practices and interventions, ensure data-driven decision making, and help meet the needs of all students.

    Read more

    Integrating the Science of Reading and the Science of Writing strengthens our approach to teaching literacy. Reading and writing are interdependent. Understanding how sentences are built not only contributes to better reading comprehension, it also helps writers develop clear, logical text. As students grow as readers, they also grow as writers, leading to a comprehensive literacy education. Clear thinking and effective writing are crucial for expressing ideas. By fostering both skills, teachers better support students in becoming confident readers and writers, prepared for academic challenges and beyond.

    One of the research-based frameworks used in the Science of Reading is the Simple View of Reading. According to the Simple View, two cognitive capacities are needed for proficient reading: (1) understanding the language (comprehension) and (2) recognizing words in print (decoding). A true Science of Reading program is designed from the start for students to build these skills, in a developmentally appropriate way.

    It will also emphasize the importance of knowledge building by exposing students to a diverse array of new topics spanning history, science, and literature, organized intentionally and coherently within and across grades. Deep and intentionally sequenced knowledge domains will help build a student’s vocabulary and understanding of complex texts. And it will include instruction in  all five foundational skills: phonics, phonemic awareness, vocabulary, fluency, and comprehension.

    Download our free ebook, Science of Reading: Making the Shift, which includes a checklist of what to look for in a curriculum based on the Science of Reading. Learn more from our friends at The Reading League.

    Actually, we have a full literacy suite built on the Science of Reading! It includes:

    • mCLASS® assessment, powered by DIBELS® 8th Edition, a gold-standard universal and dyslexia screener, plus a progress monitoring tool, all in one.
    • Amplify Core Knowledge Language Arts (CKLA), which provides explicit, systematic foundational skills instruction combined with intentional knowledge building.
    • Boost Reading, a highly adaptive personalized reading program that reinforces the core curriculum and supports enrichment, remediation, and intervention for each student in your classroom.
    • mCLASS Intervention, a staff-led intervention program targeted to Tiers 2 and 3, made easy with automatic data-driven grouping and sequenced explicit, systematic skills lesson plans to support at-risk students.

    Reading requires deliberate, systematic attention—and so does shifting to the Science of Reading in your school or district. It requires not only the right curriculum, but also all-new mindsets, metrics, and more. Reflecting years of experience supporting real educators, our resources will walk you through the process of change management in your community—and show you why the shift is worth it. View our Science of Reading change management playbook.

    Explore Amplify CKLA K–5 Phonics

    Thank you for reviewing the top-rated Amplify CKLA for grades K-3 phonics instruction. Built on the Science of Reading, Amplify Core Knowledge Language Arts (CKLA) is a highly-effective, foundational phonics program that will give NYC teachers unmatched support in delivering systematic, explicit, and research-based phonics instruction.

    Amplify CKLA is systematic – built on a scope and sequence of sound-spelling patterns to ensure all students have access to the same instruction – and Amplify CKLA is explicit – delivering instruction with learning goals that are clear to teachers and students. Beginning with phonological awareness and progressing through phonemic awareness and phonics instruction, Amplify CKLA comprehensively covers foundational skills.

    As you explore the Amplify CKLA Grades K-3 phonics materials, you will see high-quality instructional support needed for every child to master the 44 sounds and 150 sound-spellings of the English language by the end of third grade.

    Illustration of a suspension bridge connecting a cityscape with both modern high-rises and traditional buildings in the foreground.
    Laptop screen displaying a login page for "amplify" with multiple sign-in options including google, clever, a qr code, and district sso.

    Access your demo account

    To explore the Amplify CKLA Skills digital experience and Boost Reading K-3, visit learning.amplify.com and select Log in with Amplify; using the credentials provided here:

    • Username: t.nyc-ckla-skills@tryamplify.net 
    • Password: AmplifyNumber1

    Click here for demo login and Amplify CKLA navigation support.

    Principles of Amplify CKLA phonics instruction

    Amplify CKLA phonics instruction ensures students learn to read words automatically and achieve complete coverage of the Reading Standards for Foundational Skills in the Common Core State Standards.

    Explicit instruction in the spelling patterns of the English language transitions students from spending excess mental energy on decoding (learning to read) to fluent automaticity so they can focus on comprehension and analysis (reading to learn).

    Amplify CKLA designs reading experiences to maximize practice in newly taught sound spellings, which is achieved in three ways:

    1. Organization of Instruction: CKLA teaches the most frequent sound spellings first in order to maximize the words students can read and move them into engaging, well-written, decodable texts halfway through Kindergarten. 
    2. Systematic Coverage: Students who master both the Basic and Advanced Code taught in CKLA Skills will have all the decoding skills necessary to succeed. Lessons teach print and phonological awareness, sound-letter patterns (or sound spellings), decoding and encoding, writing mechanics, and writing structure and processes for 60 minutes each day.
    3. Decodable Readers: CKLA Decodable Readers are uniquely designed to provide intensive practice with the CKLA code while engaging students with authentic, compelling, and varied stories.  
    Review the Amplify CKLA K-3 Foundational Skills Progression
    Educational timeline chart showing foundational skills development by year from kindergarten to grade 3, categorized into print concepts, phonological awareness, and phonics and word recognition.
    Cover of "amplify core knowledge language arts" teacher guide for grade 3 featuring a simple, stylized illustration of a ribbon badge.

    Grade 3 phonics support

    In grades K-2, Amplify CKLA Skills offers explicit and systematic foundational skills and language instruction. Explicitly teaching foundational skills from the early grades is essential to helping students master the code and learn to read words automatically and effortlessly. 

    In grade 3, CKLA recognizes that instructional needs will vary widely, particularly for students with gaps in code knowledge and fluency. Through a more integrated language arts approach, students have daily opportunities for ​explicit, teacher-led phonics instruction as they transition to developing and applying literacy skills and deepening background knowledge. 

    By the end of grade 2, Amplify CKLA has covered all basic and advanced code, while grade 3 provides differentiated instruction and assessment resources to best support all students in becoming fluent, automatic readers:

    • Unit 1 instruction reviews the phonics instruction from the previous year
    • The Assessment and Remediation Guide provides hundreds of activities and assessments to determine the ideal instructional path for each student
    • Fluency Packet supplements instruction with additional text selections and opportunities for students to practice reading with fluency and expression (prosody)
    • Spelling Cards support decoding and encoding lessons 
    • Individual Code Chart gives students practice recording the consonant and vowel sound-spelling correspondences they’ve learned

    If selected, Amplify would welcome the opportunity to partner with the New York City DOE on updating our program with a standalone skills program for grade 3.

    The Amplify CKLA digital experience

    Amplify CKLA offers an easy to use and interactive teaching and learning experience for grades K-3 that supports teachers with ready-made and student friendly lesson presentation slides.

    Everything needed to teach the lesson is included within the slides that teachers project and students access. Students engage directly with the slides via embedded Activity Pages. Students can respond in multiple ways, including drawing, writing, typing, audio recording, or uploading pictures. They can even engage with the sound library, with fun songs and videos that develop phonological awareness and the eReader library of decodable texts.

    The digital experience makes instruction easier, more immersive, and flexible for both students and teachers!

    Illustration of diverse children jumping rope in a park with a bridge in the background, displayed on a digital tablet.
    Eight illustrated book covers depicting diverse themes and characters, including family moments, job hunting, sports, and personal adventures.

    Instruction for students from all walks of life

    Our goal is to make education, and thereby the world, more accessible to all students, regardless of background.

    As part of our commitment to creating richer and more wide-ranging curricula, Amplify CKLA K-2 Skills Readers have been designed to increase student engagement and students’ sense of connection with the decodable stories and their characters. Stories with human characters introduce students to individuals with a broad range of identity factors, including socio-economic status, age, ability, race, ethnicity, country or origin, religion and more.  Other decodable stories have fantastical creatures to bring more excitement and whimsy to the tale. These readers reflect New York City classrooms, giving students windows and mirrors while they practice and apply their skills with 100% decodable texts.

    Learn more about the decodable readers here. 

    View the Amplify CKLA K-3 alignment to NYC Culturally Responsive-Sustaining Education Framework..

    The power of Amplify CKLA + Boost Reading

    Boost Reading is a student-driven skill practice program that pairs with Amplify CKLA, to provide differentiated, digital instruction in both foundational skills and comprehension strategies. Because Boost Reading is built on the same approach to reading as Amplify CKLA and shares an aligned scope and sequence, students are able to extend their learning from the core program, at their own pace. 

    In Boost Reading, students enter a captivating narrative where each storyline requires them to apply foundational skills to navigate a series of games. Each game focuses on a specific skill learned in CKLA, allowing students to practice that skill to mastery. Progression from game to game is based on individual student learning needs—a personalized path where they gain expertise by unlocking new quests at just the right time. This path ensures that each student gets the amount of practice they need to master foundational skills.

    Embedded benchmark and progress-monitoring assessments give educators actionable data insights on how their students are progressing through their literacy journey. Easy-to-use reports provide proficiency, growth and risk data individually and in aggregate to further drive classroom instruction.

    In a recent study, students who used Boost Reading outperformed non-Boost students on all DIBELS 8th Edition measures.

    Explore the Boost Reading teacher and student experience:

    • Visit learning.amplify.com and select Log in using the same Amplify credentials provided in the demo access section above:
      • Username:t.nyc-ckla-skills@tryamplify.net 
      • Password:AmplifyNumber1
    • Select the Reading icon; this will open the program without data as your class has not yet played Boost Reading. Select Explore Demo in the pop up.
    • In the navigation bar, choose the grade band and experience (Educator or Student) you wish to demo.
    • The Educator experience will show you the Teacher Dashboard with sample student data and a recommended guided tour.
    • The Student experience will bring you to a start screen; simply select PLAY to begin.
    A tablet screen displaying a children's educational game, focusing on spelling the word "farm," with cartoon-style graphics and a female character.
    Illustration of an astronaut in space, a traditional east asian building, a mexican sombrero-clad figure with a donkey, and various animals, against a backdrop of the earth and sun.

    New York City Review Materials

    The Amplify CKLA Grades K-2 Program Guide provides you with more details on how CKLA Skills works, how it is structured, and the need for explicit instruction in phonics in order to build strong readers in classrooms.

    Additional Review Materials:

    Amplify CKLA Skills K-2 One-Pager 

    Amplify CKLA Skills – Grade K Scope and Sequence

    Amplify CKLA Skills – Grade K Curriculum Map (pages 1-10) 

    Amplify CKLA Skills – Grade 1 Scope and Sequence

    Amplify CKLA Skills – Grade 1 Curriculum Map (pages 1-7)  

    Amplify CKLA Skills – Grade 2 Scope and Sequence

    Amplify CKLA Skills – Grade 2 Curriculum Map (pages 1-6)   

    Amplify CKLA – Grade 3 Unit 1 Teacher Guide

    Amplify CKLA decodable readers

    Amplify CKLA alignment to New York State Next Generation ELA Learning Standards

    CKLA Skills – Grade K; Unit 1 – Assessment and Remediation Guide (differentiation example) 

    Boost Reading alignment to New York State Next Generation ELA Learning Standards

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    Boost Reading sample site

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    Screen and intervene faster with mCLASS DIBELS 8th Edition: California SB 114 Approved

    California educators, Amplify’s mCLASS Assessment Suite is one of three approved screeners in California for Reading Difficulties at K–2. 

    mCLASS® DIBELS® 8th Edition is an all-in-one system for Science of Reading-based reading difficulties screening, progress monitoring, and instruction for grades K-6. Amplify’s Spanish language assessment, mCLASS Lectura, works in tandem with DIBELS 8th Edition’s English assessments to help teachers understand where their Spanish-speaking students are in their English and Spanish literacy paths.

    mCLASS_DyslexiaLP_M1

    About the program

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

    • Precise one-minute measures based on over three decades of predictive data.
    • Reading difficulties screening in one tool.
    • Instruction that highlights observed patterns and recommends activities.
    • Robust reports for teachers, specialists, administrators, and parents.
    A table shows class summary performance metrics in various literacy skills for beginning, middle, and end of the year, categorized into Well Below Benchmark, Below Benchmark, At Benchmark, and Above Benchmark.

    The right measures at the right time

    With mCLASS DIBELS 8th Edition, you’ll assess students based on grade-specific curriculum and instructional standards, in accordance with SB 114 guidelines.

    mCLASS DIBELS 8th Edition offers one-minute, easy-to-administer measures of processing speed, phonological awareness, alphabetic principle, and word reading.

    DIBELS® 8th Edition subtest alignment with SB 114
    Screening AreamCLASS DIBELS 8th Edition MeasureGrade KGrade 1Grade 2Grade 3Grade 4–6
    Rapid naming abilityLetter Naming Fluency (LNF)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    Phonological awarenessPhoneme Segmentation Fluency (PSF)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    Alphabetic principleNonsense Word Fluency (NWF)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    Word readingWord Reading Fluency (WRF)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    Word readingOral Reading Fluency (ORF)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    ComprehensionMazeA large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.

    Validated as a universal screener

    Strong reliability and validity evidence shows that DIBELS 8th Edition can effectively assess students in key skills linked reading difficulty. The research supporting DIBELS 8th Edition, conducted by the University of Oregon, is rigorous, meets high technical standards, and empowers educators to make well-informed decisions.

    Read the DIBELS 8th Edition Dyslexia White Paper.

    A document cover titled "Dyslexia Screening and DIBELS 8th Edition" by Christopher Ives, Gina Biancarosa, Hank Fien, and Patrick Kennedy from the University of Oregon College of Education. The cover has a PDF icon.

    A complete system for data-based decision making

    A circular flowchart with images of people tutoring, a line graph, a report card, and a score indicating "Composite Goal 330, Well Below" at the center.

    mCLASS DIBELS 8th Edition provides rich data that helps you make informed instructional decisions and seek out further dyslexia screening evaluation if needed:

    1. Assess skills: mCLASS DIBELS 8th Edition and additional measures in Rapid Automatized Naming (RAN), Spelling, Vocabulary, and Oral Language accurately assess students’ abilities.
    2. Identify risk: The DIBELS 8 composite score shows each student’s risk level, with ‘Well Below Benchmark’ indicating a need for intensive support. Students who are also ‘Well Below Benchmark’ in RAN and/or Spelling have an additional Risk Indicator icon next to their name.
    3. Provide instruction: The mCLASS Instruction feature analyzes student error patterns to key dyslexia-related subtests, then recommends small groups and explicit, multi-sensory activities for reinforcing skills.
    4. Progress monitor: mCLASS includes progress-monitoring measures to track student growth in letter sounds, alphabetic principle, word reading, oral reading fluency, and comprehension, so that informed instructional decisions can be made.
    5. Adapt instruction: mCLASS displays indicators based on progress monitoring performance that indicate when a change in instruction may be needed. It also updates instruction recommendations using the latest data.

    Differentiated literacy instruction

    mCLASS DIBELS 8th Edition lays the groundwork for a strong Multi-Tiered System of Supports (MTSS).

    In addition to identifying students with symptoms of dyslexia, mCLASS DIBELS 8th Edition data recommends early intervention, personalized instruction, and core instruction within Amplify’s early literacy suite. Based on the Science of Reading, Amplify’s early literacy suite programs follow an explicit and systematic structure, build knowledge, and instruct on all of the foundational skills essential to literacy development.

    Diagram showcasing "Science of Reading Skill Development" with three branches: "Universal and Dyslexia screening," "Core instruction," "Personalized learning," and "Intervention," with accompanying photos of people interacting.

    Bilingual dyslexia screening

    By assessing with mCLASS DIBELS 8th Edition and its Spanish counterpart, mCLASS Lectura, you’ll know with confidence whether a student truly shows signs of reading difficulties or is experiencing difficulties learning a new language.

    When used together, mCLASS DIBELS 8th Edition and mCLASS Lectura feature a Dual Language Report that analyzes screening results in both languages. The report also details how each student can leverage their strengths from one language to support growth in the other.

    Student named Marisol Mejía is shown with her English and Spanish literacy scores. English scores are mostly Well Below and Below benchmark; Spanish scores are mostly at Benchmark except for one below.

    Equal skill coverage in English and Spanish

    Screening areas English measure Spanish measure Description*
    Letter Naming and RAN Letter Naming Fluency (LNF) Fluidez en nombrar letras (FNL) Grades K–1: Naming letters in print. 1 minute, 1:1 administration.
    Phonological Awareness
    (Segmentation)    		 Phonemic Segmentation Fluency (PSF) Fluidez en la segmentación de sílabas (FSF) & Fluidez en la segmentación de fonemas (FSF) Grades K–1: Hearing and using sounds or syllables in spoken words. 1 minute, 1:1 administration.
    Phonological awareness (Elision)   ¿Qué queda? (QQ) Grades K–2: Produce the part of a word that remains after deleting a syllable or phoneme. 1 minute, 1:1 administration.
    Letter-Sound Knowledge Nonsense Word Fluency Correct Letter Sounds (NWF-CLS) Fluidez en los sonidos de letras (FSL) English: Grades K–3: Identify letter-sound correspondences in the context of pseudo-words. Spanish: Grades K-1: Identify letter-sounds in isolation. 1 minute, 1:1 administration.
    Letter-Sound Knowledge (Receptive)   Fluidez en los sonidos de las letras K-Inicio (FSL K-Inicio) Grade K: Identify (point to) which letter makes a certain sound. Untimed, 1:1 administration
    Decoding Nonsense Word Fluency Words Recoded Correctly (NWF-WRC) Fluidez en los sonidos de las sílabas (LSS) English: Grades K–3: Decode orthographically regular pseudo-words
    Spanish: Grades K-1: Decode orthographically regular syllables 1 minute, 1:1 administration
    Word Reading Word-Reading Fluency (WRF) Fluidez en la lectura de palabras (FEP) Grades K–3: Reading common words easily, quickly and correctly.1 minute, 1:1 administration.
    Fluency Oral Reading Fluency (ORF) Fluidez en la lectura oral (FLO) Grades 1–6: Reading connected text with accuracy and automaticity. 1 minute, 1:1 administration.
    Reading Comprehension Maze ¿Cuál palabra? (CP) Grades 2–6:  Understanding meaning from texts. 3 minutes, group administration.
    Vocabulary Vocabulary Vocabulario Grades K–3: Knowledge of grade-specific words. 15 minutes, group administration.
    Encoding Spelling Ortografía Grades K–3: Arranging letters correctly to spell words with grade appropriate features
    15 minutes, group administration.
    RAN (Numbers) Rapid Automatized Naming – Grades K–3: Correctly and quickly naming visual symbols, such as numbers. 3-4 minutes, 1:1 administration.
    Language Comprehension Oral Language Lenguaje oral Grades K–2: Demonstrate the ability to use words and phrases acquired through conversations, reading and being read to, and responding to texts. 5 minutes, 1:1 administration.

    *Students can be assessed using off-grade measures when information on specific skills is needed.

    Dyslexia resources for families

    Families play a crucial role in helping children overcome reading challenges. mCLASS DIBELS 8th Edition and mCLASS Lectura provide a Home Connect letter after each screening to explain the results in family-friendly language, recommend activities, and direct families to a free website for additional at-home support.

    A woman helps a young girl work on a computer in a classroom setting. Both are smiling and focused on the screen. Background has soft shapes in yellow and blue.

    Developmentally appropriate

    Computer-based assessments that require students to complete tasks silently or independently may over-identify students for intervention services, especially young learners who are still developing focus and attention abilities.

    mCLASS requires students to actively demonstrate their proficiency in producing letter sounds, forming words, and reading texts. This approach to assessment aligns with the California Reading Difficulties Risk Screener Selection Panel (RDRSSP) guidelines for effective screening of reading challenges. By choosing mCLASS for reading difficulties screening, you’ll gain accurate information about a student’s risk for dyslexia, and gain the capability to monitor every student’s path to reading proficiency.

    Additional resources

    Demo access

    Please watch the navigation video for a short overview of the mClass platform, and reach out to your Amplify Account Executive (contact information below) for demo access credentials.

    Questions?

    Looking to speak directly with your local representative?
    Get in touch with a California team member to learn more about our early literacy suite or request a demo account.

    Erin King
    Sales Director, CA
    (512) 736-3162
    eking@amplify.com

    NORTHERN CA
    Wendy Garcia
    Senior Account Executive
    (510) 368-7666
    wgarcia@amplify.com

    BAY AREA
    Lisa Marinovich
    Senior Account Executive
    (831) 461-4187
    lmarinovich@amplify.com

    CENTRAL VALLEY and CENTRAL COAST
    Demitri Gonos
    Senior Account Executive
    (559) 355-3244
    dgonos@amplify.com

    VENTURA and L.A. COUNTY
    Jeff Sorenson
    Associate Account Executive
    (310) 902-1407
    jsorenson@amplify.com

    ORANGE and L.A. COUNTY
    Lauren Sherman
    Senior Account Executive
    (949) 397-5766
    lsherman@amplify.com

    SAN BERNARDINO and L.A. COUNTY
    Michael Gruber
    Senior Account Executive
    (951) 520-6542
    migruber@amplify.com

    RIVERSIDE and L.A. COUNTY
    Erin King
    Sales Director, CA
    (512) 673-8526
    eking@amplify.com

    SAN DIEGO COUNTY
    Kirk Van Wagoner
    Senior Account Executive
    (760) 696-0709
    kvanwagoner@amplify.com

    BUTTE, DEL NORTE, HUMBOLDT, and SHASTA COUNTY

    DISTRICTS UNDER 2250 ENROLLMENT

    Kevin Mauser

    Lead Account Executive

    (815) 534-0148

    kmauser@amplify.com

    Amplify CKLA Review for Alabama

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    NEW AND NOTEWORTHY UPDATES

    mCLASS Texas Edition, mCLASS Lectura, and mCLASS Intervention!

    mCLASS® Texas Edition, mCLASS Lectura, and mCLASS® Intervention are introducing enhancements for the next school year. Explore the following improvements designed to save you time, extend your reach, and support your efforts to deliver the learning experiences your students deserve.

    Updates

    mCLASS Texas Edition expands to support grades 7–8.

    This expansion supports a full K–8 literacy model (alongside Amplify Texas ELAR 6–8), to help you identify where both elementary and middle school students need support and to guide you on the next steps. With mCLASS Texas Edition for grades 7–8, you can support middle school students with reading fundamentals, monitor progress for grade-level and below-grade-level skills, and find instructional guidance based on best practices for middle school.

    mCLASS Texas Edition Home Connect available in 15 additional languages

    Starting Sept. 1, all mCLASS Texas Edition customers can generate Home Connect letters in 15 additional languages: Simplified Chinese (Mandarin), Traditional Chinese (Cantonese), Vietnamese, Russian, Punjabi, Filipino, Armenian, Korean, Hmong, Japanese, Ukrainian, Arabic, Farsi, Dari, and Pashto.

    These translated letters include all essential features of our English and Spanish versions, ensuring every family receives their student’s complete mCLASS Texas Edition results, including: Vocabulary, Spelling, RAN, and Oral Language scores, plus targeted activities to support their child’s learning at home.

    A student reading assessment report for Alex Phan shows overall DIBELS score, test details, decoding accuracy and fluency scores, explanations of each reading skill assessed, and notes that mCLASS Lectura is coming soon.

    Enhanced district-level insights: New mCLASS Texas Edition progress monitoring data columns launch July 1.

    Starting July 1, the mCLASS Texas Edition Progress Monitoring Download Your Data (DYD) Report will include three new columns that bring student growth insights to school and district leadership:

    Aimline Status—Description of the progress monitoring result’s position in relation to the aimline

    Aimline Value By Date—Score on the aimline on the day that the progress monitoring test is administered

    Growth Goal Set—Score the student is striving to achieve by the start date of the next benchmark period

    School and district leaders will gain the same detailed progress monitoring visibility teachers have relied on, now scaled across the entire district. This means data-driven decisions can be made faster, and students who need additional support will be identified as soon as possible.

    A spreadsheet displays student assessment data with columns for score, aimline status, aimline value by date, growth goal set, and date of birth. Stay tuned—mCLASS coming soon will enhance these insights even further.

    mCLASS Reading becomes mCLASS Literacy.

    Starting July 10, 2026, the brand name in our platform will shift from mCLASS Reading to mCLASS Literacy. This change is intended to reflect the importance of both reading and comprehension.

    Dashboard interface showing a navigation menu on the left, user welcome message, recently visited modules, recommendations, and program options—including mCLASS Lectura and a preview of mCLASS coming soon—for an education platform.

    Updated Zones of Growth framework

    On Sept. 1, 2026, the Zones of Growth framework will be updated using a recent national data set. Predictive growth rates will be based on students with the exact same scores, ensuring prediction accuracy is even more precise. Zones of Growth will also be updated for DIBELS Data System users.

    A student performance report displays growth outcomes, benchmark scores, and progress monitoring data for Marco Acosta in multiple literacy skill areas using mCLASS Lectura.

    New mCLASS Intervention Demo Mode available

    We’ve also launched Demo Mode in mCLASS Intervention, which will help you explore the grouping and lesson generation platform through either self-guided exploration or a guided tour. To access the demo, log into your mCLASS program, navigate to the Intervention tab, and select “Try Demo.”

    A pop-up message explains how to start forming mCLASS Intervention groups, with a highlighted “Create Groups” button below it. Look out for mCLASS Lectura, coming soon to further enhance your intervention experience.

    mCLASS Lectura update: phonemic awareness measure option for kindergarten and grade 1

    Fluidez en la segmentación de fonemas (FSF) will be added to mCLASS Lectura as an optional measure for kindergarten and grade 1. FSF is a standardized, individually-administered phonemic awareness assessment that measures students’ ability to fluently segment words, a skill which is predictive of Spanish reading proficiency and is also transferable to support the development of English phonemic awareness.

    FSF does not impact the overall mCLASS Lectura Composite Score.

    Instructional card showing a speech bubble with a Spanish phonemic awareness activity from mCLASS Lectura, and "Incorrecto" and "Correcto" buttons at the bottom.

    Noteworthy features

    PD Library

    You’ll find helpful professional development (PD) resources in the PD Library to ensure your mCLASS implementation runs smoothly. When you’re logged into mCLASS, the PD Library can be accessed by clicking the PD Library button on the left navigation bar.

    A webpage introducing Amplify’s PD Library, with text describing its resources for educators and a video titled “Welcome educators!” on an orange background.

    Demo mode in English Classroom Reporting

    mCLASS English Classroom Reporting features a demo mode that guides teachers through sample classroom and student reports, highlighting realistic student data within the complete set of mCLASS instructional tools. This demo mode is especially helpful for onboarding purposes with teachers new to using mCLASS.

    A demo mode dashboard for a classroom report tool, with a yellow pop-up instruction and highlighted "Benchmark" tab at the bottom.

    What is mCLASS?

    mCLASS is a best-in-class assessment platform that houses a suite of proven, gold-standard assessment measures and tools that can be flexibly combined to meet the unique literacy needs of both teachers and students across grades K–6, including:

    • Universal screening
    • Diagnostic assessment
    • Dyslexia screening
    • Progress monitoring
    • Dual language reporting
    • Targeted teacher-led instruction

    What is the DIBELS 8th Edition assessment?

    Developed by the University of Oregon, the DIBELS 8th Edition is the latest version of the DIBELS® (Dynamic Indicators of Basic Early Literacy Skills) assessment.

    With this latest version, the University of Oregon Center on Teaching and Learning (UO CTL) made significant efforts to ensure measures would meet state-level screening requirements for universal screening, diagnostic assessment, and dyslexia screening. To support this, measures were updated based on the latest research to meet increased standards of reliability and validity. In addition, adaptive procedures and discontinue rules focus on the assessment of priority skills and prevent over-testing.

    Summary of changes:

    • Consistent measures within grades will provide improved growth measurement.
    • All subtests have been revised to be grade-specific and to increase in difficulty, covering a full progression of skills and minimizing floor and ceiling effects. This provides the opportunity for students to demonstrate what they know and further pinpoint what they don’t know.
    • Phoneme Segmentation Fluency replaces First Sound Fluency. The expanded coverage minimizes floor effect and provides information about difficulty in Phonemic Awareness skills without the additional First Sound Fluency measure.
    • A new subtest, Word Reading Fluency, helps identify students with poor sight word reading skills that other subtests miss.
    • For all measures, the basic scoring procedures remain the same. For Nonsense Word Fluency, credit is given for recording words as whole words even if the student misses in the first attempt.
    • Oral Reading Fluency is now only one passage, instead of three. Retell has been removed. Thus, Oral Reading Fluency assessment will take a third of the time.
    Download UO’s explanation of measures

    Assessment measures by grade

    DIBELS measures at each grade level 
    MeasureGrade KGrade 1Grade 2Grade 3
    Letter naming fluency
    Phonemic segmentation fluency
    Nonsense word fluency
    Word reading fluency
    Oral reading fluency
    Maze (basic comprehension)
    Amplify measures at each grade level
    Oral language
    Vocabulary

    Assessment measures sample videos

    DIBELS 8th Edition measure: Phonemic Segmentation Fluency (PSF)

    DIBELS 8th Edition measure: Nonsense Word Fluency (NWF)

    DIBELS 8th Edition measure: Letter Naming Fluency (LNF)

    DIBELS 8th Edition measure: Word Reading Fluency (WRF)

    DIBELS 8th Edition measure: Oral Reading Fluency (ORF)

    How is mCLASS with DIBELS 8th Edition different?

    mCLASS with DIBELS 8th Edition combines the power of the mCLASS assessment platform and the effectiveness of the DIBELS 8th Edition assessment measures. As a result – educators across the state are empowered with the latest and greatest assessment tool.

    More than a test, mCLASS with DIBELS 8th Edition is an integrated system that closes the knowing-doing gap by helping teachers take immediate instructional action that’s right for each and every student.

    Assessment systems must enable and compel educators to answer not just the “What” questions, but also the “So What” and “Now What” questions. These are the questions that are essential in transforming classroom instruction, and the questions that mCLASS with DIBELS 8th Edition helps teachers answer with confidence.

    How is mCLASS with DIBELS 8th Edition different?

    1. It gives teachers access to the latest digital version of the DIBELS assessment. Amplify is the only licensed provider of the digital DIBELS 8th Edition assessment. As such, our solution is the only one to enhance the DIBELS 8th Edition assessment with the power, reliability, and quickness of the mCLASS system.
    2. It makes it faster and easier to understand where every student is in their early literacy journey. By combining 1:1 observational diagnostic assessments, dyslexia screening, progress monitoring, instant scoring, rigorous reporting, automatic student grouping, and targeted instruction all in one place, it reduces the instructional delays associated with manual scoring, manual data analysis, and manual lesson planning.
    3. It brings more equity to the classroom. When used in conjunction with mCLASS Lectura, teachers have access to dual language reports that highlight a student’s strengths and weaknesses in both English and Spanish.
    4. It makes every instructional minute count. In addition to one-minute measures that quickly gauge student progress toward reading proficiency, it leverages a teacher’s most powerful instructional tool — their own 1:1 observations.
    5. It drives growth more efficiently. Rather than relying on broad composite scores alone, granular data and in-depth insights for every student help teachers pinpoint exact skill gaps and areas of unfinished learning, making whole-group, small-group, and 1:1 instruction more targeted and effective.
    6. It saves teachers time. Instant reports, automatic student groups, and ready-to-teach lessons mean teachers spend less time cobbling together materials and more time working directly with students and responding to their needs.
    Download the mCLASS Program Guide

    How does mCLASS with DIBELS 8th Edition support screening for dyslexia risk?

    DIBELS 8th Edition measures have been updated based on the latest research. They now offer stronger measures of processing speed, phonological awareness, and alphabetic principles for dyslexia screening purposes.

    To support this, a new subtest in Word Reading Fluency was introduced and revisions were made to Letter Naming Fluency, Phonemic Segmentation Fluency, and Nonsense Fluency subtests to improve their ability to screen for deficits commonly associated with dyslexia risk, such as phonological awareness, rapid naming ability, and alphabetic principle. These measures provide early warning signs for neurological processing difficulties that contribute to risk for dyslexia (Wolf & Bowers, 1999; Denckla & Rudel, 1974).

    Moreover, measures in Oral Language and Vocabulary are included to provide additional information to help evaluate additional risk areas associated with dyslexia risk.

    Download our Dyslexia Toolkit

    How does mCLASS with DIBELS 8th Edition turn data into instant action?

    mCLASS with DIBELS 8th Edition gives you instant results and clear next steps for each student.

    Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

    Chart comparing student assessment performance across the year in categories: beginning, middle, and end, with a breakout box summarizing results by percentage and student count.
    Download the mCLASS Reporting Guide

    Diagnostic assessment

    mCLASS with DIBELS 8th Edition analyzes individual student response data through a scoring algorithm which aligns to the Colorado Department of Education’s stated purpose of a diagnostic assessment.

    Our innovative approach to diagnostic assessment leverages an item-level evaluation of individual student responses in order to provide deeper insights into specific student weaknesses and areas of improvement. mCLASS with DIBELS 8th Edition analyzes individual student response data through a scoring algorithm which aligns to the Colorado Department of Education’s stated purpose of a diagnostic: “… to pinpoint a student’s specific area(s) of weakness and provide in-depth information about students’ skills and instructional needs.”

    Ready-to-teach instruction

    Immediately following the analysis of individual student responses, mCLASS with DIBELS 8th Edition provides an in-depth diagnostic report complete with suggested next steps, also known as “mCLASS Instruction.”

    mCLASS Instruction evaluates each student’s responses on each individual subtest and instantly:

    • Provides a list of specific needs by student, such as struggling with medial vowel sounds or difficulty reading words with consonant blends.
    • Groups students automatically based on similar discrete skill needs, not simply composite scores like other assessment tools.
    • Recommends a variety of ready-to-teach lessons that specifically target each individual student’s areas of need or common areas of need for small-group instruction.

    Classroom skill and benchmark summary

    The Classroom Skill Summary report is a dashboard showing benchmark performance on each skill. Teachers can use it to determine which skill areas need instructional focus at a classroom level.

    The Classroom Benchmark Summary report is a classroom-wide view of overall reading performance. Teachers can use this report to determine if composite scores improved, declined, or remained the same each semester.

    Detailed benchmark performance

    Teachers can see each student’s performance during the current school year, on each subtest as well as the overall composite. The benchmark goal displays below the subtest name when applicable. The ability to sort the columns in this report gives teachers more flexibility to analyze data the way they prefer.

    Dyslexia screening

    Identify students who are at risk for reading difficulties, including dyslexia, based on their results from foundational skills measures and additional measures as needed by local policies.

    Progress monitoring summary

    See which subtests have been assessed since the most recent benchmark assessment, how students performed on the three most recent progress monitoring assessments for each measure, and which students have not been progress monitored since the benchmark assessment.

    Goal setting tool

    The Zones of Growth (ZoG) analysis uses a rich set of national data to determine student goals for the next benchmark period. Teachers can use the Goal Setting Tool to view these recommended goals or modify the default goals for individual students as they see fit, if the default goal is too challenging or not challenging enough.

    Growth outcomes

    Teachers and interventionists can see each student’s actual growth achieved and how it compares to the goal that was set for the student.

    Colorado READ Plans

    Amplify recommends that a student who is categorized by the DIBELS 8th Edition composite score as “At High Risk” (denoted in all reports as “red”) be considered as potentially having a “Significant Reading Deficiency,” then further diagnosed using mCLASS’ Instruction diagnostics.

    When devising a READ Plan, teachers and instructional staff should first consider students at high risk on DIBELS 8th Edition as potentially having a “Significant Reading Deficiency,” and eligible for a READ Plan. Students are then further diagnosed using mCLASS’ Instruction diagnostics. When devising a READ Plan, teachers can rely on the relevant mCLASS Instruction and Reports to comply with the READ Act.

    Caregiver supports

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

    Screenshot of the mclass home awareness webpage displaying educational games and activities for children, categorized by setting and skill level.

    Explore our self-guided tour

    Our self-guided tour is a great way to orient yourself to the organization of our mCLASS platform. Click the button below to get started.

    Start self-guided tour

    Contact us

    Looking to speak directly with your Colorado representative? Get in touch with a team member by emailing HelloColorado@amplify.com or by calling us directly.

    Enrollment over 2,500 studentsEnrollment under 2,500 students
    Monty LammersSenior Account Executive(719) 964-4501mlammers@amplify.comVanessa ScottAccount Executive(602) 690-9216vscott@amplify.com

    Screen and intervene faster with mCLASS DIBELS 8th Edition.

    California educators, did you know mCLASS® DIBELS® 8th Edition is the industry’s first all-in-one universal and dyslexia screener? This means with just one screener, you’ll gain a complete picture of your students’ grade-level reading abilities and dyslexia risk factors. Our gold-standard assessment identifies students who need more support, then recommends targeted instruction they’ll love.

    About the program

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

    • Precise one-minute measures based on over three decades of predictive data.
    • Universal and dyslexia screening in one tool.
    • Instruction that highlights observed patterns and recommends activities.
    • Robust reports for teachers, specialists, administrators, and parents.
    A table shows class summary performance metrics in various literacy skills for beginning, middle, and end of the year, categorized into Well Below Benchmark, Below Benchmark, At Benchmark, and Above Benchmark.

    The right measures at the right time

    With mCLASS DIBELS 8th Edition, you’ll assess students based on grade-specific curriculum and instructional standards, in accordance with International Dyslexia Association (IDA) guidelines.

    mCLASS DIBELS 8th Edition offers one-minute, easy-to-administer measures of processing speed, phonological awareness, alphabetic principle, and word reading.

    DIBELS® 8th Edition subtest alignment with IDA Guidelines
    Dyslexia Screening AreamCLASS DIBELS 8th Edition MeasureGrade KGrade 1Grade 2Grade 3Grade 4–6
    Rapid naming abilityLetter Naming Fluency (LNF)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    Phonological awarenessPhoneme Segmentation Fluency (PSF)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    Alphabetic principleNonsense Word Fluency (NWF)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    Word readingWord Reading Fluency (WRF)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    Word readingOral Reading Fluency (ORF)A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.
    ComprehensionMazeA large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.A large, light peach-colored checkmark on a transparent background.

    Validated as a universal screener and a dyslexia screener

    Strong reliability and validity evidence shows that DIBELS 8th Edition can effectively assess students in key skills linked to both dyslexia and broader reading difficulty. The research supporting DIBELS 8th Edition, conducted by the University of Oregon, is rigorous, meets high technical standards, and empowers educators to make well-informed decisions.

    Read the DIBELS 8th Edition Dyslexia White Paper.

    A document cover titled "Dyslexia Screening and DIBELS 8th Edition" by Christopher Ives, Gina Biancarosa, Hank Fien, and Patrick Kennedy from the University of Oregon College of Education. The cover has a PDF icon.

    A complete system for data-based decision making

    A circular flowchart with images of people tutoring, a line graph, a report card, and a score indicating "Composite Goal 330, Well Below" at the center.

    mCLASS DIBELS 8th Edition provides rich data that helps you make informed instructional decisions and seek out further dyslexia screening evaluation if needed:

    1. Assess skills: mCLASS DIBELS 8th Edition and optional dyslexia screenings in Rapid Automatized Naming (RAN), Spelling, Vocabulary, and Oral Language accurately assess students’ abilities.
    2. Identify risk: The DIBELS 8 composite score shows each student’s risk level, with ‘Well Below Benchmark’ indicating a need for intensive support. Students who are also ‘Well Below Benchmark’ in RAN and/or Spelling have an additional Risk Indicator icon next to their name.
    3. Provide instruction: The mCLASS Instruction feature analyzes student error patterns to key dyslexia-related subtests, then recommends small groups and explicit, multi-sensory activities for reinforcing skills.
    4. Progress monitor: mCLASS includes progress-monitoring measures to track student growth in letter sounds, alphabetic principle, word reading, oral reading fluency, and comprehension, so that informed instructional decisions can be made.
    5. Adapt instruction: mCLASS displays indicators based on progress monitoring performance that indicate when a change in instruction may be needed. It also updates instruction recommendations using the latest data.

    Differentiated literacy instruction

    mCLASS DIBELS 8th Edition lays the groundwork for a strong Multi-Tiered System of Supports (MTSS).

    In addition to identifying students with symptoms of dyslexia, mCLASS DIBELS 8th Edition data recommends early intervention, personalized instruction, and core instruction within Amplify’s early literacy suite. Based on the Science of Reading, Amplify’s early literacy suite programs follow an explicit and systematic structure, build knowledge, and instruct on all of the foundational skills essential to literacy development.

    Diagram showcasing "Science of Reading Skill Development" with three branches: "Universal and Dyslexia screening," "Core instruction," "Personalized learning," and "Intervention," with accompanying photos of people interacting.

    Bilingual dyslexia screening

    By assessing with mCLASS DIBELS 8th Edition and its Spanish counterpart, mCLASS Lectura, you’ll know with confidence whether a student truly shows signs of dyslexia or is experiencing difficulties learning a new language.

    When used together, mCLASS DIBELS 8th Edition and mCLASS Lectura feature a Dual Language Report that analyzes dyslexia screening results in both languages. The report also details how each student can leverage their strengths from one language to support growth in the other.

    Student named Marisol Mejía is shown with her English and Spanish literacy scores. English scores are mostly Well Below and Below benchmark; Spanish scores are mostly at Benchmark except for one below.

    Equal skill coverage in English and Spanish

    Dyslexia screening areasEnglish measureSpanish measureDescription*
    Letter Naming and RANLetter Naming Fluency (LNF)Fluidez en nombrar letras (FNL)Grades K–1: Naming letters in print. 1 minute, 1:1 administration.
    Phonological Awareness
    (Segmentation)    		Phonemic Segmentation Fluency (PSF)Fluidez en la segmentación de sílabas (FSF) & Fluidez en la segmentación de fonemas (FSF)Grades K–1: Hearing and using sounds or syllables in spoken words. 1 minute, 1:1 administration.
    Phonological awareness (Elision)¿Qué queda? (QQ)Grades K–2: Produce the part of a word that remains after deleting a syllable or phoneme. 1 minute, 1:1 administration.
    Letter-Sound KnowledgeNonsense Word Fluency Correct Letter Sounds (NWF-CLS)Fluidez en los sonidos de letras (FSL)English: Grades K–3: Identify letter-sound correspondences in the context of pseudo-words. Spanish: Grades K-1: Identify letter-sounds in isolation. 1 minute, 1:1 administration.
    Letter-Sound Knowledge (Receptive)Fluidez en los sonidos de las letras K-Inicio (FSL K-Inicio)Grade K: Identify (point to) which letter makes a certain sound. Untimed, 1:1 administration
    DecodingNonsense Word Fluency Words Recoded Correctly (NWF-WRC)Fluidez en los sonidos de las sílabas (LSS)English: Grades K–3: Decode orthographically regular pseudo-words
    Spanish: Grades K-1: Decode orthographically regular syllables 1 minute, 1:1 administration
    Word ReadingWord-Reading Fluency (WRF)Fluidez en la lectura de palabras (FEP)Grades K–3: Reading common words easily, quickly and correctly.1 minute, 1:1 administration.
    FluencyOral Reading Fluency (ORF)Fluidez en la lectura oral (FLO)Grades 1–6: Reading connected text with accuracy and automaticity. 1 minute, 1:1 administration.
    Reading ComprehensionMaze¿Cuál palabra? (CP)Grades 2–6:  Understanding meaning from texts. 3 minutes, group administration.
    VocabularyVocabularyVocabularioGrades K–3: Knowledge of grade-specific words. 15 minutes, group administration.
    EncodingSpellingOrtografíaGrades K–3: Arranging letters correctly to spell words with grade appropriate features
    15 minutes, group administration.
    RAN (Numbers)Rapid Automatized Naming–Grades K–3: Correctly and quickly naming visual symbols, such as numbers. 3-4 minutes, 1:1 administration.
    Language ComprehensionOral LanguageLenguaje oralGrades K–2: Demonstrate the ability to use words and phrases acquired through conversations, reading and being read to, and responding to texts. 5 minutes, 1:1 administration.
    *Students can be assessed using off-grade measures when information on specific skills is needed.

    Dyslexia resources for families

    Families play a crucial role in helping children overcome reading challenges. mCLASS DIBELS 8th Edition and mCLASS Lectura provide a Home Connect letter after each dyslexia screening to explain the results in family-friendly language, recommend activities, and direct families to a free website for additional at-home support.

    A woman helps a young girl work on a computer in a classroom setting. Both are smiling and focused on the screen. Background has soft shapes in yellow and blue.

    Developmentally appropriate

    Computer-based assessments that require students to complete tasks silently or independently may over-identify students for intervention services, especially young learners who are still developing focus and attention abilities.

    mCLASS requires students to actively demonstrate their proficiency in producing letter sounds, forming words, and reading texts. This approach to assessment aligns with IDA guidelines for effective screening of reading challenges. By choosing mCLASS for dyslexia screening, you’ll gain accurate information about a student’s risk for dyslexia, and gain the capability to monitor every student’s path to reading proficiency.

    Additional resources

    Demo access

    Watch the navigation video above and then follow the instructions below to access your demo account.

    TEACHER ASSESSMENT LOGIN

    • Click the mCLASS Demo button below.
    • Select Log in with Amplify.
    • Enter this username and password:
      • Username: mflores1800
      • Password: 1234
    • For more demo teacher logins and for detailed navigation instructions, please click here and start at page 1.
    mCLASS Demo

    STUDENT ASSESSMENT LOGIN

    • Click the mCLASS Demo button below.
    • Select Log in with Amplify.
    • Enter the username and password for each particular grade:
      • Grade K username / password: mfloresk / matthew-k
      • Grade 1 username / password: mflores1807 / matthew-1
      • Grade 2 username / password: mflores1808 / matthew-2
    • For more demo student logins and for detailed navigation instructions, please click here and scroll to page 17.
    mCLASS Demo

    Questions?

    For questions about mCLASS or the CA RFP review, please contact:

    Erin King
    Sales Director, CA
    (512) 736-3162
    eking@amplify.com

    and CC: proposals@amplify.com

    What is mCLASS?

    mCLASS is a best-in-class assessment platform that houses a suite of proven, gold-standard assessment measures and tools that can be flexibly combined to meet the unique literacy needs of both teachers and students across grades K–6, including:

    • Universal screening
    • Diagnostic assessment
    • Text Reading and Comprehension (a.k.a. running records via Amplify Atlas Español)
    • Dyslexia screening
    • Progress monitoring
    • Dual language reporting
    • Targeted teacher-led instruction

    What is the Lectura assessment?

    The Lectura assessment is a brand-new interim and diagnostic assessment that consists of measures based on the latest research of how Spanish literacy develops.

    Co-developed with the Center on Teaching and Learning at the University of Oregon (UO CTL) and validated in partnership with Dr. Lillian Durán, the Lectura assessment was created to provide educators with a high-quality, evidence-based tool to support understanding of Spanish-speaking students’ biliteracy development, specifically foundational Spanish reading skills, which includes measures of phonological awareness, alphabetic understanding and decoding, reading fluency, and reading comprehension.

    The measures in Lectura were written from the ground-up to assess students’ literacy development based on how Spanish literacy develops. Measures explicitly account for the syllabic and morphological structures of Spanish, and connected text was written and calibrated with respect to syntactical, lexical, and grammatical rules of Spanish. For example, phonological awareness is measured using syllable segmentation, and letter sounds and syllable reading are included in the decoding subtests for greater face-validity (in lieu of pseudowords). Word choice reflects the multisyllabic word complexity and variety of Spanish, driven by how decoding skills develop in Spanish. As such, Lectura provides instructionally actionable data for all students, including those scoring below the benchmark and those who meet or exceed the benchmark.

    The Lectura assessment measures were purposefully designed, developed, field tested, and evaluated to address limitations that educators of Spanish speaking students have experienced in assessments. Specifically in these ways:

    • Assessment measures based on current research on how Spanish literacy is developed
    • Culturally responsive word choice and content reflecting the regional diversity of Spanish
    • Technical adequacy established through rigorous study
    • A sample size and geographic diversity reflecting the broad population of Spanish speakers across the U.S.
    • Complete parity with English solutions (instructional tools, skill coverage)
    Download research paper

    Assessment measures by grade

    Lectura measures at each grade level 
    Measure Grade K Grade 1 Grade 2 Grade 3 Grades 4–6
    Fluidez en nombrar letras A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    Fluidez en la segmentación de sílabas A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.      
    ¿Qué queda? A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    Fluidez en los sonidos de letras A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.      
    Fluidez en los sonidos de sílabas A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.      
    Fluidez en las palabras A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Fluidez en la lectura oral   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    ¿Cuál palabra?   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Amplify measures at each grade level
    Oral Language Español A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    Vocabulario A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.

    Assessment measures sample videos

    Please note that the videos below are intended for illustrative purposes only. Performance levels in mCLASS Lectura have yet to be finalized.

    mCLASS Lectura measure: Fluidez en nombrar letras (FNL)

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

    mCLASS Lectura measure: Fluidez en los sonidos de letras (FSL)

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

    mCLASS Lectura measure: Fluidez en los sonidos de sílabas (LSS)

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

    mCLASS Lectura measure: Fluidez en la lectura oral (FLO)

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

    mCLASS Lectura measure: ¿Qué Queda? (QQ)

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

    What makes mCLASS Lectura different?

    mCLASS Lectura combines the power of the mCLASS assessment platform and the effectiveness of the Lectura assessment measures. As a result – educators are empowered with latest and greatest assessment tool.

    More than a test, mCLASS Lectura is an integrated system that closes the knowing-doing gap by helping teachers take immediate instructional action that’s right for each and every student. What’s more, it addresses the classroom inequities Spanish-speaking students face along their early literacy journeys.

    Spanish-speaking students have been underserved and misclassified for decades. With mCLASS Lectura, teachers of Spanish-speaking students finally have access to the same robust assessment tools that have been available to teachers of English-speaking students for years.

    Plus! When mCLASS Lectura and DIBELS 8th Edition are used together, teachers are empowered with a more holistic view of their Spanish-speaking students abilities in both English and Spanish, making instructional next steps more targeted and effective.

    What makes mCLASS Lectura different?

    1. It gives teachers access to authentic Spanish measures. Amplify is the only provider of the Lectura assessment. Rather than a direct translation of an English assessment, our solution is the only one to provide teachers a research-based, authentic Spanish assessment that is both valid and reliable.
    2. It makes it faster and easier to understand where every student is in their early literacy journey. By combining 1:1 observational diagnostic assessments, dyslexia screening, progress monitoring, instant scoring, rigorous reporting, automatic student grouping, and targeted instruction all in one place, it reduces the instructional delays associated with manual scoring, manual data analysis, and manual lesson planning.
    3. It brings more equity to the classroom. When used in conjunction with mCLASS DIBELS 8th Edition, teachers have access to Dual Language Reports that highlight a students strengths and weaknesses in both English and Spanish.
    4. It makes every instructional minute count. In addition to one-minute measures that quickly gauge student progress toward reading proficiency, it leverages a teacher’s most powerful instructional tool — their own 1:1 observations.
    5. It drives growth more efficiently. Rather than relying on broad composite scores alone, granular data and in-depth insights for every student help teachers pinpoint exact skill gaps and areas of unfinished learning, making whole-group, small-group, and 1:1 instruction more targeted and effective.
    6. It saves teachers time. Instant reports, automatic student groups, and ready-to-teach lessons mean teachers spend less time cobbling together materials and more time working directly with students and responding to their needs.

    Assessment systems must enable and compel educators to answer not just the “What?” questions, but also the “So What?” and “Now What?” questions. These are the questions that are essential in transforming classroom instruction, and the questions that mCLASS Lectura helps teachers answer with confidence.

    Download the mCLASS Program Guide

    How does mCLASS Lectura support screening for dyslexia risk?

    mCLASS Lectura subtests have been specifically designed and validated to screen for dyslexia risks.

    mCLASS Lectura was specifically developed to ensure the measure is able to meet state-level screening requirements for both dyslexia and universal reading screening. The research and development of Lectura was designed with this use in mind to accurately identify reading difficulties, including difficulties related to risk for dyslexia.

    How does mCLASS Lectura support the use of running records?

    Track your students’ reading progress from every angle with the Text Reading and Comprehension (TRC) assessment. When TRC is paired with the Lectura assessment, classroom teachers unlock the ability to record reading behaviors through running digital records. Available in English and Spanish, it measures reading comprehension and provides insight into how each student finds meaning in text.

    Screenshot of a website feedback form with sections titled

    How does mCLASS Lectura turn data into instant action?

    mCLASS Lectura gives you instant results and clear next steps for each student.

    Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

    Screenshot of an educational software dashboard displaying student progress, with tabs for instruction and home connection in dual language.
    Download the mCLASS Reporting Guide

    Diagnostic assessment

    mCLASS Lectura analyzes individual student response data through a proprietary scoring algorithm that pinpoints a student’s specific area(s) of growth and improvement, providing classroom teachers in-depth insight into a students’ instructional needs.

    Ready-to-teach instruction

    Immediately following the analysis of individual student responses, mCLASS Lectura provides an in-depth diagnostic report complete with suggested next steps, also known as “mCLASS Instruction.”

    mCLASS Instruction evaluates each student’s responses on each individual subtest and instantly:

    • Provides a list of specific needs by student, such as struggling with medial vowel sounds or difficulty reading words with consonant blends.
    • Groups students automatically based on similar discrete skill needs, not simply composite scores like other assessment tools.
    • Recommends a variety of ready-to-teach lessons that specifically target each individual student’s areas of need or common areas of need for small-group instruction.

    Classroom skill and benchmark summary

    The Classroom Skill Summary report is a dashboard showing benchmark performance on each skill. Teachers can use it to determine which skill areas need instructional focus at a classroom level.

    The Classroom Benchmark Summary report is a classroom-wide view of overall reading performance. Teachers can use this report to determine if composite scores improved, declined, or remained the same each semester.

    Detailed benchmark performance

    Teachers can see each student’s performance during the current school year, on each subtest as well as the overall composite. The benchmark goal displays below the subtest name when applicable. The ability to sort the columns in this report gives teachers more flexibility to analyze data the way they prefer.

    Dual language reports

    When mCLASS Lectura and mCLASS with DIBELS 8th Edition are used together, teachers will receive an asset-based picture of a student’s biliteracy and instructional guidance on how to leverage literacy skills in one language to support literacy skill development in the second language.

    • Side-by-side view of foundational literacy skills in English and Spanish
    • Explicit guidance to teachers to support asset-based instruction using cross-linguistic transfer strategies
    Screenshot of a student's mCLASS Lectura literacy skills evaluation report detailing progress in English and Spanish reading abilities, with charts and textual information.

    Progress monitoring summary

    See which subtests have been assessed since the most recent benchmark assessment, how students performed on the three most recent progress monitoring assessments for each measure, and which students have not been progress monitored since the benchmark assessment.

    Caregiver supports

    The mCLASS Home Connect letter provides parent and caregivers information in English or Spanish about the student’s literacy and guidance on how to support their child at home.

    A student evaluation report for Gabriel Archuleta showing categories, descriptions, progress charts, and comments on reading abilities and areas for growth.

    Clickable demo

    Our clickable demo is a great way to orient yourself to the organization of our mCLASS platform and the mCLASS Lectura assessment. Click the button below to get started.

    Amplify Lectura clickable demo
    Explore clickable demo

    Here you will find 10 interactive screens:

    • Screen 2: Scroll down to the class list. Find Gabriel Archulata. Click on his score for “Decodificación”.
    • Screen 3: Explore Gabriel’s measure transcript. Then click on the gray arrow to the far right to advance to the next screen.
    • Screen 4: Click on the “Instruction” tab.
    • Screen 5: Scroll down to “Decoding Group 4” and click “See Activities”.
    • Screen 6: Click on the first activity called “Identificar y leer palabras con los dígrafos ch y ll.”
    • Screen 7: Click on the gray arrow to the far right to advance to the next screen.
    • Screen 8: Explore the detailed “Student” tab and then click the “Dual Language” tab.
    • Screen 9: Scroll down to the section about Gabriel’s phonological awareness skills. Click on the link called “Cross-Linguistic Transfer: Phonological Awareness”.
    • Screen 10: Click on the gray arrow to the far right to advance to the next screen. Explore the “Home Connect” letter.

    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

    What is mCLASS?

    mCLASS is a best-in-class assessment platform that houses a suite of proven, gold-standard assessment measures and tools that can be flexibly combined to meet the unique literacy needs of both teachers and students across grades K–6, including:

    • Universal screening
    • Diagnostic assessment
    • Text Reading and Comprehension (a.k.a. running records via Amplify Atlas Español)
    • Dyslexia screening
    • Progress monitoring
    • Dual language reporting
    • Targeted teacher-led instruction

    What is the Lectura assessment?

    The Lectura assessment is a brand-new interim and diagnostic assessment that consists of measures based on the latest research of how Spanish literacy develops.

    Co-developed with the Center on Teaching and Learning at the University of Oregon (UO CTL) and validated in partnership with Dr. Lillian Durán, the Lectura assessment was created to provide educators with a high-quality, evidence-based tool to support understanding of Spanish-speaking students’ biliteracy development, specifically foundational Spanish reading skills, which includes measures of phonological awareness, alphabetic understanding and decoding, reading fluency, and reading comprehension.

    The measures in Lectura were written from the ground-up to assess students’ literacy development based on how Spanish literacy develops. Measures explicitly account for the syllabic and morphological structures of Spanish, and connected text was written and calibrated with respect to syntactical, lexical, and grammatical rules of Spanish. For example, phonological awareness is measured using syllable segmentation, and letter sounds and syllable reading are included in the decoding subtests for greater face-validity (in lieu of pseudowords). Word choice reflects the multisyllabic word complexity and variety of Spanish, driven by how decoding skills develop in Spanish. As such, Lectura provides instructionally actionable data for all students, including those scoring below the benchmark and those who meet or exceed the benchmark.

    The Lectura assessment measures were purposefully designed, developed, field tested, and evaluated to address limitations that educators of Spanish speaking students have experienced in assessments. Specifically in these ways:

    • Assessment measures based on current research on how Spanish literacy is developed
    • Culturally responsive word choice and content reflecting the regional diversity of Spanish
    • Technical adequacy established through rigorous study
    • A sample size and geographic diversity reflecting the broad population of Spanish speakers across the U.S.
    • Complete parity with English solutions (instructional tools, skill coverage)
    Download research paper

    Assessment measures by grade

    Lectura measures at each grade level 
    Measure Grade K Grade 1 Grade 2 Grade 3 Grades 4–6
    Fluidez en nombrar letras A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    Fluidez en la segmentación de sílabas A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.      
    ¿Qué queda? A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    Fluidez en los sonidos de letras A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.      
    Fluidez en los sonidos de sílabas A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.      
    Fluidez en las palabras A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Fluidez en la lectura oral   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    ¿Cuál palabra?   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Amplify measures at each grade level
    Oral Language Español A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    Vocabulario A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.

    Assessment measures sample videos

    Please note that the videos below are intended for illustrative purposes only. Performance levels in mCLASS Lectura have yet to be finalized.

    mCLASS Lectura measure: Fluidez en nombrar letras (FNL)

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

    mCLASS Lectura measure: Fluidez en los sonidos de letras (FSL)

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

    mCLASS Lectura measure: Fluidez en los sonidos de sílabas (LSS)

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

    mCLASS Lectura measure: Fluidez en la lectura oral (FLO)

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

    mCLASS Lectura measure: ¿Qué Queda? (QQ)

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

    What makes mCLASS Lectura different?

    mCLASS Lectura combines the power of the mCLASS assessment platform and the effectiveness of the Lectura assessment measures. As a result – educators are empowered with latest and greatest assessment tool.

    More than a test, mCLASS Lectura is an integrated system that closes the knowing-doing gap by helping teachers take immediate instructional action that’s right for each and every student. What’s more, it addresses the classroom inequities Spanish-speaking students face along their early literacy journeys.

    Spanish-speaking students have been underserved and misclassified for decades. With mCLASS Lectura, teachers of Spanish-speaking students finally have access to the same robust assessment tools that have been available to teachers of English-speaking students for years.

    Plus! When mCLASS Lectura and DIBELS 8th Edition are used together, teachers are empowered with a more holistic view of their Spanish-speaking students abilities in both English and Spanish, making instructional next steps more targeted and effective.

    What makes mCLASS Lectura different?

    1. It gives teachers access to authentic Spanish measures. Amplify is the only provider of the Lectura assessment. Rather than a direct translation of an English assessment, our solution is the only one to provide teachers a research-based, authentic Spanish assessment that is both valid and reliable.
    2. It makes it faster and easier to understand where every student is in their early literacy journey. By combining 1:1 observational diagnostic assessments, dyslexia screening, progress monitoring, instant scoring, rigorous reporting, automatic student grouping, and targeted instruction all in one place, it reduces the instructional delays associated with manual scoring, manual data analysis, and manual lesson planning.
    3. It brings more equity to the classroom. When used in conjunction with mCLASS DIBELS 8th Edition, teachers have access to Dual Language Reports that highlight a students strengths and weaknesses in both English and Spanish.
    4. It makes every instructional minute count. In addition to one-minute measures that quickly gauge student progress toward reading proficiency, it leverages a teacher’s most powerful instructional tool — their own 1:1 observations.
    5. It drives growth more efficiently. Rather than relying on broad composite scores alone, granular data and in-depth insights for every student help teachers pinpoint exact skill gaps and areas of unfinished learning, making whole-group, small-group, and 1:1 instruction more targeted and effective.
    6. It saves teachers time. Instant reports, automatic student groups, and ready-to-teach lessons mean teachers spend less time cobbling together materials and more time working directly with students and responding to their needs.

    Assessment systems must enable and compel educators to answer not just the “What?” questions, but also the “So What?” and “Now What?” questions. These are the questions that are essential in transforming classroom instruction, and the questions that mCLASS Lectura helps teachers answer with confidence.

    Download the mCLASS Program Guide

    How does mCLASS Lectura support screening for dyslexia risk?

    mCLASS Lectura subtests have been specifically designed and validated to screen for dyslexia risks.

    mCLASS Lectura was specifically developed to ensure the measure is able to meet state-level screening requirements for both dyslexia and universal reading screening. The research and development of Lectura was designed with this use in mind to accurately identify reading difficulties, including difficulties related to risk for dyslexia.

    How does mCLASS Lectura support the use of running records?

    Track your students’ reading progress from every angle with the Text Reading and Comprehension (TRC) assessment. When TRC is paired with the Lectura assessment, classroom teachers unlock the ability to record reading behaviors through running digital records. Available in English and Spanish, it measures reading comprehension and provides insight into how each student finds meaning in text.

    Screenshot of a website feedback form with sections titled

    How does mCLASS Lectura turn data into instant action?

    mCLASS Lectura gives you instant results and clear next steps for each student.

    Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

    Screenshot of an educational software dashboard displaying student progress, with tabs for instruction and home connection in dual language.
    Download the mCLASS Reporting Guide

    Diagnostic assessment

    mCLASS Lectura analyzes individual student response data through a proprietary scoring algorithm that pinpoints a student’s specific area(s) of growth and improvement, providing classroom teachers in-depth insight into a students’ instructional needs.

    Ready-to-teach instruction

    Immediately following the analysis of individual student responses, mCLASS Lectura provides an in-depth diagnostic report complete with suggested next steps, also known as “mCLASS Instruction.”

    mCLASS Instruction evaluates each student’s responses on each individual subtest and instantly:

    • Provides a list of specific needs by student, such as struggling with medial vowel sounds or difficulty reading words with consonant blends.
    • Groups students automatically based on similar discrete skill needs, not simply composite scores like other assessment tools.
    • Recommends a variety of ready-to-teach lessons that specifically target each individual student’s areas of need or common areas of need for small-group instruction.

    Classroom skill and benchmark summary

    The Classroom Skill Summary report is a dashboard showing benchmark performance on each skill. Teachers can use it to determine which skill areas need instructional focus at a classroom level.

    The Classroom Benchmark Summary report is a classroom-wide view of overall reading performance. Teachers can use this report to determine if composite scores improved, declined, or remained the same each semester.

    Detailed benchmark performance

    Teachers can see each student’s performance during the current school year, on each subtest as well as the overall composite. The benchmark goal displays below the subtest name when applicable. The ability to sort the columns in this report gives teachers more flexibility to analyze data the way they prefer.

    Dual language reports

    When mCLASS Lectura and mCLASS with DIBELS 8th Edition are used together, teachers will receive an asset-based picture of a student’s biliteracy and instructional guidance on how to leverage literacy skills in one language to support literacy skill development in the second language.

    • Side-by-side view of foundational literacy skills in English and Spanish
    • Explicit guidance to teachers to support asset-based instruction using cross-linguistic transfer strategies
    Screenshot of a student's mCLASS Lectura literacy skills evaluation report detailing progress in English and Spanish reading abilities, with charts and textual information.

    Progress monitoring summary

    See which subtests have been assessed since the most recent benchmark assessment, how students performed on the three most recent progress monitoring assessments for each measure, and which students have not been progress monitored since the benchmark assessment.

    Caregiver supports

    The mCLASS Home Connect letter provides parent and caregivers information in English or Spanish about the student’s literacy and guidance on how to support their child at home.

    Screenshot of a digital document showing a student's performance evaluation, with text, tables, and color-coded performance ratings.

    Clickable demo

    Our clickable demo is a great way to orient yourself to the organization of our mCLASS platform and the mCLASS Lectura assessment. Click the button below to get started.

    Amplify Lectura clickable demo
    Explore clickable demo

    Here you will find 10 interactive screens:

    • Screen 2: Scroll down to the class list. Find Gabriel Archulata. Click on his score for “Decodificación”.
    • Screen 3: Explore Gabriel’s measure transcript. Then click on the gray arrow to the far right to advance to the next screen.
    • Screen 4: Click on the “Instruction” tab.
    • Screen 5: Scroll down to “Decoding Group 4” and click “See Activities”.
    • Screen 6: Click on the first activity called “Identificar y leer palabras con los dígrafos ch y ll.”
    • Screen 7: Click on the gray arrow to the far right to advance to the next screen.
    • Screen 8: Explore the detailed “Student” tab and then click the “Dual Language” tab.
    • Screen 9: Scroll down to the section about Gabriel’s phonological awareness skills. Click on the link called “Cross-Linguistic Transfer: Phonological Awareness”.
    • Screen 10: Click on the gray arrow to the far right to advance to the next screen. Explore the “Home Connect” letter.

    The science behind our skills instruction

    Every day in the Amplify CKLA K–2 classrooms, students practice their existing reading skills while stretching themselves toward new goals.

    Regardless their grade level, all students will experience Skills instruction that is:

    • Reserach-based: The program is built out of an exhaustive review of reading research, with special emphasis on the findings of the National Reading Panel, Diane McGuinness, Marilyn Jager Adams, and Louisa Moats.
    • Explicit: All 44 sounds and their 150 spellings in the English language are taught, practiced, and mastered in diverse settings.
    • Sequential: An intentional sequence of instruction that gradually builds in complexity ensures students master concepts and gain independence before moving forward.
    • Rewarding: Decodable chapter-books and engaging stories featuring dynamic plots and characters inspire kids to read more.

    In addition, Skills instruction within the program reflects four key principles.

    All Amplify CKLA skills instruction starts with phonological awareness, which research shows benefits the greatest number of students. Students begin by learning to recognize sounds, as well as to articulate them.

    Una guía detallada sobre la integración de habilidades, con aspectos destacados que incluyen oportunidades de evaluación, enfoque en la interacción profesor-alumno, sesiones de práctica y pasos para involucrar a los estudiantes en el aprendizaje.

    Sound Library
    The Sound Library provides additional digital support and practice. Sound videos show mouth movements to help students practice articulating new sounds, while sound songs have fun, catchy lyrics that help kids learn to recognize the sounds they’ve just learned.

    Once students are familiar with a sound, they’ll learn to analyze it in terms of phonemes, which begins to build the bridge between sounds and letter codes. We support you and your students with a variety of techniques and remediations designed to integrate well into your existing classroom.

    Once students can recognize sounds, they learn to form the corresponding letter codes. Amplify CKLA starts by teaching the sound-spellings that appear most frequently in English, which lets your students read and write as many words as possible, as soon as possible.

    Amplify CKLA lessons continue to challenge students as they progress, introducing complications like multisyllabic words, “tricky words,” and homophones. In each case, students encounter complications as they become ready for them.

    Una página de texto educativo con secciones sobre escritura, gestos multimodales y práctica de morfología. El cuadro "Verificar comprensión" y las páginas de actividades 6.2 y 5.4 están resaltados.

    In addition, as students progress through the grades, skills practice continues but becomes integrated with the overall curriculum.

    Proven resources for practicing skills

    Great reading instruction starts with helping kids develop great reading skills.

    In addition to separating skill development lessons from lessons that emphasize comprehension, Amplify CKLA utilizes carefully crafted resources that give kids confidence. As a result, the program helps student develop the foundational skills they need without delaying them from learning key vocabulary and critical thinking skills.

    As students move through the curriculum, their understanding of the code becomes more sophisticated. That’s in large part due to Amplify CKLA’s decodable readers that grow more advanced along with students’ skills.

    Un hombre sostiene un perro amarillo mientras una mula mira por la ventana. El texto narra los sentimientos de la mula al ser excluida porque el hombre trata mejor al perro.

    Throughout the K–2 Skills units, we ask students to practice their writing skills along with their reading. Student book reports on the readers and other reflective assignments help build good writing habits early and prepare students for the challenges ahead.

    Skills scopes and sequences by grade

    Download scopes and sequences for each grade below.

    Dyslexia supports within Amplify CKLA

    Amplify CKLA is based on decades of cognitive science and classroom-based research and includes phonological awareness, phonics, vocabulary, comprehension, and fluency as central literacy components.

    The International Dyslexia Association defines Structured Literacy as an approach that focuses on systematic and explicit instruction in word identification and decoding, and includes the following elements: phonology, sound-symbol association, syllables, morphology, syntax, semantics. Further, Structured Literacy calls for evidence-based teaching principles such as:

    • Systematic and cumulative instruction.
    • Explicit instruction that includes multisensory teaching.
    • A diagnostic element so teachers can use evidence from formal and informal assessments to make adjustments in the classroom.

    Amplify CKLA not only includes all of these elements, it was built on them.

    In Grades K–2, the program uses a unique two-strand instructional approach to target knowledge and skills. The scope and sequence intentionally builds foundational skills by:

    • Beginning with critical phonological awareness and phonemic awareness instruction before moving into letter-sound knowledge and basic and advanced decoding and encoding.
    • Giving students opportunities to practice decoding and word recognition skills both in isolation and in connected text using 100% decodable readers.
    • Ensuring new skills are taught explicitly, practiced and reviewed regularly, and assessed frequently with checks for understanding, formative assessments, and formal assessments, including diagnostic/placement assessments and benchmark assessments.

    For students who need more help with decoding and encoding words Amplify CKLA provides activities and materials for targeted reinforcement and intervention by way of two online resources:

    • Assessment and Remediation Guides for K-3
    • Intervention Toolkit

    Contact us

    Have a question about the program? Your Account Executive, Tommy Gearhart, is happy to help.

    Tommy Gearhart
    Senior Account Executive
    505-206-7661
    tgearhart@amplify.com

    Dyslexia toolkit for teachers

    What do students at risk for dyslexia struggle with?

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

    Supporting students with dyslexia: What can you do?

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

    1. Screen for dyslexia

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

    2. Dyslexia training for teachers and reading specialists

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

    3. Eligibility for accommodations and services for students with dyslexia

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

    4. Classroom instruction for students with dyslexia

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

    5. Dyslexia handbook

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

    6. Dyslexia awareness

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

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

    DIBELS 8th Edition Subtest Alignment with Dyslexia Screening Areas

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

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

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

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

    mCLASS® Lectura for SFUSD

    mCLASS® Lectura is the brand-new Spanish-language counterpart to the mCLASS® with DIBELS® 8th Edition comprehensive diagnostic assessment system. Its screening, diagnostic assessment, and progress monitoring measures gauge student progress toward reading proficiency, and helps identify students who may be at risk of future reading difficulties such as dyslexia.

    What is mCLASS?

    mCLASS is a best-in-class assessment platform that houses a suite of proven, gold-standard assessment measures and tools that can be flexibly combined to meet the unique literacy needs of both teachers and students across grades K–6, including:

    • Universal screening
    • Diagnostic assessment
    • Text Reading and Comprehension (a.k.a. running records via Amplify Atlas Español)
    • Dyslexia screening
    • Progress monitoring
    • Dual language reporting
    • Targeted teacher-led instruction

    What is the Lectura assessment?

    The Lectura assessment is a brand-new interim and diagnostic assessment that consists of measures based on the latest research of how Spanish literacy develops.

    Co-developed with the Center on Teaching and Learning at the University of Oregon (UO CTL) and validated in partnership with Dr. Lillian Durán, the Lectura assessment was created to provide educators with a high-quality, evidence-based tool to support understanding of Spanish-speaking students’ biliteracy development, specifically foundational Spanish reading skills, which includes measures of phonological awareness, alphabetic understanding and decoding, reading fluency, and reading comprehension.

    The measures in Lectura were written from the ground-up to assess students’ literacy development based on how Spanish literacy develops. Measures explicitly account for the syllabic and morphological structures of Spanish, and connected text was written and calibrated with respect to syntactical, lexical, and grammatical rules of Spanish. For example, phonological awareness is measured using syllable segmentation, and letter sounds and syllable reading are included in the decoding subtests for greater face-validity (in lieu of pseudowords). Word choice reflects the multisyllabic word complexity and variety of Spanish, driven by how decoding skills develop in Spanish. As such, Lectura provides instructionally actionable data for all students, including those scoring below the benchmark and those who meet or exceed the benchmark.

    The Lectura assessment measures were purposefully designed, developed, field tested, and evaluated to address limitations that educators of Spanish speaking students have experienced in assessments. Specifically in these ways:

    • Assessment measures based on current research on how Spanish literacy is developed
    • Culturally responsive word choice and content reflecting the regional diversity of Spanish
    • Technical adequacy established through rigorous study
    • A sample size and geographic diversity reflecting the broad population of Spanish speakers across the U.S.
    • Complete parity with English solutions (instructional tools, skill coverage)
    Download research paper

    Assessment measures by grade

    Lectura measures at each grade level 

    Measure

    		 Grade K Grade 1 Grade 2 Grade 3 Grades 4–6
    Fluidez en nombrar letras An orange check mark icon on a white background. An orange check mark icon on a white background.    
    Fluidez en la segmentación de sílabas An orange check mark icon on a white background. An orange check mark icon on a white background.      
    ¿Qué queda?    
    Fluidez en los sonidos de letras An orange check mark icon on a white background. An orange check mark icon on a white background.      
    Fluidez en los sonidos de sílabas An orange check mark icon on a white background. An orange check mark icon on a white background.      
    Fluidez en las palabras An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background.
    Fluidez en la lectura oral   An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background.
    ¿Cuál palabra?   An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background.
    Amplify measures at each grade level
    Oral Language Español An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background.    
    Vocabulario An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background.

    Assessment measures sample videos

    Please note that the videos below are intended for illustrative purposes only. Performance levels in mCLASS Lectura have yet to be finalized.

    mCLASS Lectura measure: Fluidez en nombrar letras (FNL)

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

    mCLASS Lectura measure: Fluidez en los sonidos de letras (FSL)

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

    mCLASS Lectura measure: Fluidez en los sonidos de sílabas (LSS)

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

    mCLASS Lectura measure: Fluidez en la lectura oral (FLO)

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

    mCLASS Lectura measure: ¿Qué Queda? (QQ)

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

    What makes mCLASS Lectura different?

    mCLASS Lectura combines the power of the mCLASS assessment platform and the effectiveness of the Lectura assessment measures. As a result – educators are empowered with latest and greatest assessment tool.

    More than a test, mCLASS Lectura is an integrated system that closes the knowing-doing gap by helping teachers take immediate instructional action that’s right for each and every student. What’s more, it addresses the classroom inequities Spanish-speaking students face along their early literacy journeys.

    Spanish-speaking students have been underserved and misclassified for decades. With mCLASS Lectura, teachers of Spanish-speaking students finally have access to the same robust assessment tools that have been available to teachers of English-speaking students for years.

    Plus! When mCLASS Lectura and DIBELS 8th Edition are used together, teachers are empowered with a more holistic view of their Spanish-speaking students abilities in both English and Spanish, making instructional next steps more targeted and effective.

    What makes mCLASS Lectura different?

    1. It gives teachers access to authentic Spanish measures. Amplify is the only provider of the Lectura assessment. Rather than a direct translation of an English assessment, our solution is the only one to provide teachers a research-based, authentic Spanish assessment that is both valid and reliable.
    2. It makes it faster and easier to understand where every student is in their early literacy journey. By combining 1:1 observational diagnostic assessments, dyslexia screening, progress monitoring, instant scoring, rigorous reporting, automatic student grouping, and targeted instruction all in one place, it reduces the instructional delays associated with manual scoring, manual data analysis, and manual lesson planning.
    3. It brings more equity to the classroom. When used in conjunction with mCLASS DIBELS 8th Edition, teachers have access to Dual Language Reports that highlight a students strengths and weaknesses in both English and Spanish.
    4. It makes every instructional minute count. In addition to one-minute measures that quickly gauge student progress toward reading proficiency, it leverages a teacher’s most powerful instructional tool — their own 1:1 observations.
    5. It drives growth more efficiently. Rather than relying on broad composite scores alone, granular data and in-depth insights for every student help teachers pinpoint exact skill gaps and areas of unfinished learning, making whole-group, small-group, and 1:1 instruction more targeted and effective.
    6. It saves teachers time. Instant reports, automatic student groups, and ready-to-teach lessons mean teachers spend less time cobbling together materials and more time working directly with students and responding to their needs.

    Assessment systems must enable and compel educators to answer not just the “What?” questions, but also the “So What?” and “Now What?” questions. These are the questions that are essential in transforming classroom instruction, and the questions that mCLASS Lectura helps teachers answer with confidence.

    Download the mCLASS Program Guide

    How does mCLASS Lectura support screening for dyslexia risk?

    mCLASS Lectura subtests have been specifically designed and validated to screen for dyslexia risks.

    mCLASS Lectura was specifically developed to ensure the measure is able to meet state-level screening requirements for both dyslexia and universal reading screening. The research and development of Lectura was designed with this use in mind to accurately identify reading difficulties, including difficulties related to risk for dyslexia.

    How does mCLASS Lectura support the use of running records?

    Track your students’ reading progress from every angle with the Text Reading and Comprehension (TRC) assessment. When TRC is paired with the Lectura assessment, classroom teachers unlock the ability to record reading behaviors through running digital records. Available in English and Spanish, it measures reading comprehension and provides insight into how each student finds meaning in text.

    A digital interface showing a step-by-step guide in Spanish for a language and oral class. The guide includes sections on content and organization with expandable details for each step.

    How does mCLASS Lectura turn data into instant action?

    mCLASS Lectura gives you instant results and clear next steps for each student.

    Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

    Screenshot of an educational software dashboard displaying student progress, with tabs for instruction and home connection in dual language.
    Download the mCLASS Reporting Guide

    Diagnostic assessment

    mCLASS Lectura analyzes individual student response data through a proprietary scoring algorithm that pinpoints a student’s specific area(s) of growth and improvement, providing classroom teachers in-depth insight into a students’ instructional needs.

    Ready-to-teach instruction

    Immediately following the analysis of individual student responses, mCLASS Lectura provides an in-depth diagnostic report complete with suggested next steps, also known as “mCLASS Instruction.”

    mCLASS Instruction evaluates each student’s responses on each individual subtest and instantly:

    • Provides a list of specific needs by student, such as struggling with medial vowel sounds or difficulty reading words with consonant blends.
    • Groups students automatically based on similar discrete skill needs, not simply composite scores like other assessment tools.
    • Recommends a variety of ready-to-teach lessons that specifically target each individual student’s areas of need or common areas of need for small-group instruction.

    Classroom skill and benchmark summary

    The Classroom Skill Summary report is a dashboard showing benchmark performance on each skill. Teachers can use it to determine which skill areas need instructional focus at a classroom level.

    The Classroom Benchmark Summary report is a classroom-wide view of overall reading performance. Teachers can use this report to determine if composite scores improved, declined, or remained the same each semester.

    Detailed benchmark performance

    Teachers can see each student’s performance during the current school year, on each subtest as well as the overall composite. The benchmark goal displays below the subtest name when applicable. The ability to sort the columns in this report gives teachers more flexibility to analyze data the way they prefer.

    Dual language reports

    When mCLASS Lectura and mCLASS with DIBELS 8th Edition are used together, teachers will receive an asset-based picture of a student’s biliteracy and instructional guidance on how to leverage literacy skills in one language to support literacy skill development in the second language.

    • Side-by-side view of foundational literacy skills in English and Spanish
    • Explicit guidance to teachers to support asset-based instruction using cross-linguistic transfer strategies
    Screenshot of a student's mCLASS Lectura literacy skills evaluation report detailing progress in English and Spanish reading abilities, with charts and textual information.

    Progress monitoring summary

    See which subtests have been assessed since the most recent benchmark assessment, how students performed on the three most recent progress monitoring assessments for each measure, and which students have not been progress monitored since the benchmark assessment.

    Caregiver supports

    The mCLASS Home Connect letter provides parent and caregivers information in English or Spanish about the student’s literacy and guidance on how to support their child at home.

    Screenshot of a digital document showing a student's performance evaluation, with text, tables, and color-coded performance ratings.

    Clickable demo

    Our clickable demo is a great way to orient yourself to the organization of our mCLASS platform and the mCLASS Lectura assessment. Click the button below to get started.

    Screenshot of an educational software dashboard displaying student progress, with tabs for instruction and home connection in dual language.
    Explore clickable demo

    Here you will find 10 interactive screens:

    • Screen 2: Scroll down to the class list. Find Gabriel Archulata. Click on his score for “Decodificación”.
    • Screen 3: Explore Gabriel’s measure transcript. Then click on the gray arrow to the far right to advance to the next screen.
    • Screen 4: Click on the “Instruction” tab.
    • Screen 5: Scroll down to “Decoding Group 4” and click “See Activities”.
    • Screen 6: Click on the first activity called “Identificar y leer palabras con los dígrafos ch y ll.”
    • Screen 7: Click on the gray arrow to the far right to advance to the next screen.
    • Screen 8: Explore the detailed “Student” tab and then click the “Dual Language” tab.
    • Screen 9: Scroll down to the section about Gabriel’s phonological awareness skills. Click on the link called “Cross-Linguistic Transfer: Phonological Awareness”.
    • Screen 10: Click on the gray arrow to the far right to advance to the next screen. Explore the “Home Connect” letter.

    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

    Crack the code with literacy skills instruction that works.

    The Amplify CKLA Skills program helps establish strong reading foundations in your K–2 classrooms. Students practice reading and communicating every day. Their literacy skills grow alongside their confidence.

    Amplify CKLA Skills is grounded in Science of Reading research and was the first foundational skills program to earn all-green scores on EdReports. Read the review.

    Request a sample
    Online educational content with unit overview and illustrated activity book for kids featuring playful animals.

    Perfect for any literacy block.

    Use the powerful foundational literacy skills in Amplify CKLA Skills to supplement your core English Language Arts (ELA) program with focused lessons that fit any literacy block.

    Interested in the full curriculum, including knowledge building? Explore the comprehensive Amplify CKLA program.

    “Amplify CKLA Skills helped us have systematic phonics so that we could make sure we were doing the direct teaching that our students needed. We’re seeing that, over time, we don’t have to fill in those gaps because they’re not actually created in the first place.”

    Heidi

    Academic Director, Exceed Charter School

    Our approach

    Starting with sounds, students practice their phonemic awareness, handwriting skills, vocabulary, spelling, and grammar. They become aware of the connection between reading and writing, building confidence along the way.

    Teacher assisting four young students with reading tasks at a table in a classroom with educational posters on the wall.
    Illustration showing the progression: start with sound "a," build to phoneme "/ae/," then crack the code with sounds schwa, /u/, /i/, growing in complexity. Word "bake" highlighted.

    Explicit, systematic instruction that works for students and teachers

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

    Daily 60-minute lessons cover all skills standards.

    Instruction includes print and phonological awareness, sound-letter patterns, decoding and encoding, writing mechanics, and writing structure and processes. Ready-made presentation slides help you effectively deliver each lesson.

    image of foundational literacy skills by year for CKLA Skills
    Four illustrated book covers: various animals at a zoo, a woman and child walking, two girls at a market, and a cat with a mask and sack. Titles: "The Green Fern Zoo," "The Job Hunt," "Kay and Martez," "The Cat Bandit.

    Decodable readers help students crack the code.

    Amplify CKLA readers are 100 percent decodable, which means they include only words with letter-sound correspondences that have been explicitly taught. The readers are colorful fiction and nonfiction chapter books that kids love! In Grades K–1, visual supports such as underlined and bolded text scaffold students, while Big Book versions may be used for teacher modeling. Readers are also available as audio-enhanced e-books.

    Learn more about the decodable readers here.

    Amplify CKLA Skills was the first foundational skills program to earn all-green scores on EdReports.

    Read the review

    What’s included

    Amplify CKLA Skills includes engaging print and digital materials for comprehensive and effective learning.

    Two children are sitting on the floor, reading books. One wears a red shirt, the other a colorful sweater. Other children are seated in the background.
    A tablet displaying a presentation titled "Let's Focus on Skills" with an illustration of books and icons. Behind it, partially visible screens with text and a graduation cap illustration.

    High-quality teacher materials

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

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

    Immersive student resources

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

    • Original decodables and read-aloud Big Books.
    • Student Activity Books with embedded assessments.
    • A digital Sound Library with recordings, animated videos, and fun karaoke-style songs.
    Educational materials with activities: a worksheet about "The Sweet Shop," a Skills booklet with a bicycle cover, Snap Shots reading material, and a digital phonics interface with a cartoon character.
    Person wearing an orange shirt speaking. Speech bubble in upper right corner reads, "Let's say it together!" Green section at bottom shows two stylized letter "O"s.

    Hands-on phonics materials

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

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

    Robust digital experience

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

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

    Explore more programs based on the Science of Reading.

    Our literacy suite programs are designed to support and complement each other. Learn more about our related programs.

    Amplify CKLA

    The leading K–5 Science of Reading literacy program that integrates foundational…

    Boost Reading

    Boost Reading provides your child with the opportunity to learn and practice lit…

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    Dyslexia and the Science of Reading: Finding kids at risk and helping them read

    The Science of Reading is also the science of reading struggles. Research helps us identify kids with challenges or at risk for learning disabilities, and helps us offer effective interventions that will make a difference.

    Amplify understands the power of early assessment and early intervention. mCLASS®, built on the Science of Reading, offers an evidence-based solution that can flag reading risk and difficulties associated with dyslexia. Getting students on the right track early is crucial to unlocking the potential of all students to read at their best.

    A teacher and a young student sit across from each other at a desk, talking, with a tablet on the table in a classroom setting.

    What is dyslexia?

    Here’s the definition of dyslexia developed by the International Dyslexia Association (IDA) and adopted by many state education codes: 

    “Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers.”

    Learn more
    A graphic titled "Dyslexia: Fact vs. Fiction" with a grid of random letters in colored and white squares below the title.

    Key signs of dyslexia

    Difficulties with phonological processing—such as phonemic awareness and decoding skills—are hallmark characteristics of dyslexia.

    Three colored squares display lowercase letters: "a" on an orange square, "c" on a blue square, and "g" on a yellow square—dyslexia-friendly design features each letter clearly arranged in a row with slight tilts.

    Key signs also include difficulty with: 

    • Understanding the sounds in words
    • Reading fluently
    • Spelling, rhyming, and sequencing information
    • Finding the right words when speaking

    Prevalence of dyslexia

    According to the IDA, between 15 and 20 percent of the U.S. population exhibits characteristics of dyslexia. With this in mind, it’s crucial educators have dyslexia resources that help all of their students be successful.

    A 3x3 grid of colored squares with the letters c, e, t, a, n, t, b, o, g in a typewriter font, each on a different colored background.

    Importance of early identification and early intervention

    Research shows that students who struggle to read in third grade are at high risk of continued struggle … and academic failure. And according to the National Assessment of Educational Progress (NAEP), only 33 percent of U.S. fourth graders are proficient in reading. We need to help students with dyslexia,  and we need to start early.

    Dyslexia can’t be “cured,” but it can be identified and successfully addressed, starting as early as kindergarten. Students with dyslexia do have the potential to read at grade level when they have access to early intervention, targeted supports, and a structured curriculum. A University of Washington study found that only eight weeks of specialized instruction strengthened students’ neural circuitry—and improved reading performance.

    Learn more

    Students establish reading trajectories early. Without intervention, readers on a low trajectory tend to stay on that trajectory or fall further behind. Being on grade level by the third grade is widely considered the most important predictor of high school graduation and college and career readiness. (Good, Guba, & Kaminski, 2001; Morgan, Farkas, & Wu, 2011; Shaywitz, Escobar, Shaywitz, Fletcher, & Makuch, 1992).

    The later the onset of intervention, the lower the odds that struggling readers will become proficient readers (Torgesen, 2000). Response to intervention (RTI) and Multi-Tiered Systems of Support (MTSS) are built on research in prevention and early intervention and designed to help educators implement strong literacy systems. The screening and progress-monitoring data they provide enable educators to design instruction and intervention that prevent difficulties and close skill gaps for students.

    Without early, intensive intervention, struggling readers won’t catch up to their average-performing peers. In fact, the gap between good and poor readers widens over time. (Adams, 1990; Good et al., 2001; National Research Council, 1998; Stanovich, 1986).

    What dyslexia looks like

    Signs of dyslexia may emerge before children start school, but they become more apparent in the classroom.

    Two young students sitting at desks in a classroom, focused on writing in notebooks with pencils. Other students are visible in the background.

    They may include the following:

    • Delay in learning tasks such as tying shoes and telling time
    • Difficulty expressing oneself
    • Inattentiveness, distractibility
    • Difficulty with following directions
    • Left-right confusion
    • Difficulty learning alphabet, times tables, song lyrics
    • Difficulty with rhyming
    • Poor playground skills
    • Difficulty learning to read
    • Mixing orders of letters or numbers when writing
    • Reversing letters or numbers
    Hear from a student with dyslexia

    Dyslexia legislation across the United States

    A map of the United States showing states with universal screening laws, dyslexia laws, both, or neither, using different shades of green and gray for each category.

    Recent efforts to increase awareness of and protections for those with dyslexia and other reading difficulties have triggered major shifts in state-level educational legislation. According to the National Center on Improving Literacy, 49 states have passed laws addressing dyslexia in public schools. Common themes in the legislation:

    • Increased emphasis on intervention
    • Dyslexia screening procedures
    • Adoption of multi-tiered systems of support (MTSS)
    • The use of explicit instruction
    • Changes to teacher preparation and training
    • Establishing rights for individuals with dyslexia (e.g., creating state task forces to study educational issues/needs)
    • Preventing the use of dyslexia screening requirements to supplant or postpone IDEA or Section 504 eligibility determination process.
    Learn more

    How does mCLASS help you screen for students at risk?

    Amplify’s mCLASS system includes DIBELS® 8th Edition’s teacher-administered one-minute measures and other built-in dyslexia screeners, as well as intervention and robust reports for teachers and administrators. It’s all you need to monitor and support every student in your classroom.

    DIBELS 8th Edition logo with University of Oregon College of Education text and a yellow arc above the letters.

    The most critical early reading skills—including phonemic awareness, the alphabetic principle, and oral reading fluency (Good, Simmons, & Kame’enui, 2001; National Reading Panel, 2000; Torgesen, 2002)—are best measured through direct observation. This is a key feature of mCLASS’s content validity. Early literacy skills, defined as the  ability to translate letters to sounds and combine sounds to read and comprehend, are directly measured in mCLASS through a student’s active production of sounds and words, ultimately followed by reading and demonstrating comprehension

    Learn more

    Groups driving change

    The following organizations advocate for dyslexia legislation, supports, and other early literacy efforts:

    Decoding Dyslexia is a national network of parent-led grassroots groups across the country, organized around the issue of equity and concerned about limited access to educational opportunities for all students, including those at risk for dyslexia in the public education system. Through Decoding Dyslexia’s 50 state chapters, tireless parent leaders work to share dyslexia resources, raise awareness, remediate and support students with dyslexia, inform policy makers on best practices to identify at-risk students, advocate for the drafting and passage of state policies, and empower families to support equity for all children.

    The International Dyslexia Association (IDA) is a non-profit education and advocacy organization devoted to issues surrounding dyslexia. Serving individuals with dyslexia, their families, and professionals in the field, the IDA provides information about dyslexia on its website, publishes a peer-reviewed scientific journal called Annals of Dyslexia, and provides referral services to individuals and professionals who use the federal legislative systems to advocate for individuals with dyslexia. 

    The University of Oregon Center on Teaching and Learning—a UO College of Education research and outreach center that develops educational interventions and assessment tools—developed DIBELS (Dynamic Indicators of Basic Early Literacy Skills). DIBELS is a research-backed instrument for evaluating reading in kindergarten through eighth grade classrooms. In developing DIBELS 8th Edition (University of Oregon, 2018), the Center on Teaching and Learning made significant efforts to ensure that the measures meet state-level dyslexia screening requirements and help maximize testing efficiencies for schools.

    The National Center on Improving Literacy (NCIL) is a partnership among literacy experts, university researchers, and technical assistance providers, with funding from the United States Department of Education. Its mission is to increase access to, and use of, evidence-based approaches to screen, identify, and teach students with literacy-related disabilities, including dyslexia.

    Crack the code with literacy skills instruction that works.

    The Amplify CKLA Skills program is grounded in Science of Reading research and helps establish strong reading foundations in your K–2 classrooms. Students practice reading and communicating every day. Their literacy skills grow alongside their confidence.

    Request a sample

    Perfect for any literacy block.

    Use the powerful foundational literacy skills in Amplify CKLA Skills to supplement your core English Language Arts (ELA) program with focused lessons that fit any literacy block.

    Interested in the full curriculum, including knowledge building? Explore the comprehensive Amplify CKLA program.

    “Amplify CKLA Skills helped us have systematic phonics so that we could make sure we were doing the direct teaching that our students needed. We’re seeing that, over time, we don’t have to fill in those gaps because they’re not actually created in the first place.”

    Heidi, Academic Director, Exceed Charter School

    Our approach

    Starting with sounds, students practice their phonemic awareness, handwriting skills, vocabulary, spelling, and grammar. They become aware of the connection between reading and writing, building confidence along the way.

    Explicit, systematic instruction that works for students and teachers

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

    Daily 60-minute lessons cover all skills standards.

    Instruction includes print and phonological awareness, sound-letter patterns, decoding and encoding, writing mechanics, and writing structure and processes. Ready-made presentation slides help you effectively deliver each lesson.

    Decodable readers help students crack the code.

    Amplify CKLA readers are 100 percent decodable, which means they include only words with letter-sound correspondences that have been explicitly taught. The readers are colorful fiction and nonfiction chapter books that kids love! In Grades K–1, visual supports such as underlined and bolded text scaffold students, while Big Book versions may be used for teacher modeling. Readers are also available as audio-enhanced e-books.

    Learn more about the decodable readers here.

    What’s included

    Amplify CKLA Skills includes a wide range of resources to support teaching and learning.

    High-quality teacher materials

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

    • Take-Home Pages to extend learning beyond the classroom.
    • Teacher Guides with embedded differentiation.
    • Formal and informal assessments.
    • Ready-made and customizable Teacher Presentation Screens for every lesson.
    • Teacher resources and on-demand professional development.

    Immersive student resources

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

    • A digital Sound Library with recordings, animated videos, and fun karaoke-style songs.
    • Original decodables and read-aloud Big Books, also available as audio-enhanced e-books.
    • Student Activity Books with embedded assessments.

    Hands-on phonics materials

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

    • Sound Library (K–2, digital)
    • Chaining Folder and Small Letter Cards (K)
    • Large Letter Cards (K–1)
    • Sound Posters and Cards (K)
    • Blending Picture Cards (K, digital only)
    • Code Posters and Spelling Cards (1–2)

    Robust digital experience

    Engage your students and save time with a comprehensive platform.

    • Assignable Practice Games
    • Real-time insights into your students’ progress
    • LMS integration
    • Professional development website
    • Support via email, live chat, and phone
    • eReaders
    • Sound Library

    Grades 3–5 Skills supplement

    Reinforce and build on K–2 instruction with the Grades 3–5 Skills supplement. This flexible resource comes included with the purchase of a core Amplify CKLA Complete Classroom Kit in Grades 3–5, and can be used to support core lessons or serve as an intervention, depending on your students’ needs. Instruction follows a familiar sequence and offers flexibility: It can be taught in two 15-minute sessions or one 30-minute session.

    Explore more programs based on the Science of Reading.

    Our literacy suite programs are designed to support and complement each other. Learn more about our related programs.

    Amplify CKLA

    The leading K–5 Science of Reading literacy program that integrates foundational…

    Boost Reading

    Boost Reading provides your child with the opportunity to learn and practice lit…

    mCLASS

    mCLASS is an assessment and instruction system that helps measure your child’s l…

    See All Programs

    Early literacy assessment and intervention, grounded in the Science of Reading

    mCLASS® is an all-in-one system for Science of Reading-based universal screening, dyslexia screening, progress monitoring, and instruction for grades K–8. Powered by DIBELS® 8th Edition, mCLASS helps you measure and strengthen the foundational skills that all students need to become confident readers.

    What is mCLASS?

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

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

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

    What educators say

    “If you’re trying to shift the balance and move into the Science of Reading, mCLASS is going to give you a great way to group kids by skill.”

    –Angela

    Lufkin Independent School District, Director of Early Childhood Education

    What educators say

    “Getting the human brain to read is very complex, and mCLASS has helped me problem-solve with my PLC and the strategies I’m using in the classroom.”

    Anne

    Teacher, Wake County School District, Oakview Elementary School

    What educators say

    “One of the things that I think the data dashboard has really helped us to do is to work smarter not harder.”

    Natalie

    Supervisor of Elementary Ed, K-12 Instructional Technology and K-12 ELL, Metuchen School District

    Valid and reliable DIBELS 8th Edition assessments

    Developed in partnership with the University of Oregon, mCLASS DIBELS 8th Edition is founded on the strongest-ever research base for predicting reading proficiency, including identifying those at risk for dyslexia.

    For more than 30 years, the University of Oregon has led the research behind DIBELS (Dynamic Indicators of Basic Early Literacy Skills). mCLASS is the only licensed digital provider of the evidence-based DIBELS 8th Edition assessment. See more of our research.

    Our approach

    mCLASS provides rich data to help you match Science of Reading-based instruction with your students’ precise needs. You’ll be able to monitor the effectiveness of instruction and make timely decisions when students or classrooms need extra support.

    Grounded in the Science of Reading

    From phonics to fluency and comprehension, mCLASS assesses the skills that are most critical for students to become successful readers. Once students are assessed, you’ll have the data you need to drive instructional decisions at the classroom, school, and district level.

    • Data you can trust, with teacher-administered assessments
    • Skill-level data aligned with the Science of Reading
    • Data-driven instructional recommendations to support intervention, remediation, and enrichment

    Precise, trustworthy data through direct observation

    Our approach to assessment is focused on providing you with immediate insights you can trust. Through direct observation of students and detailed reports, including assessment transcripts and diagnostic error patterns, you’ll have total transparency into each student’s performance.

    Instant analysis and next steps

    With mCLASS, you can interpret and act on data in real time with instant instructional guidance based on benchmark and progress-monitoring results. In one click, teachers can access differentiated skill-based groups and targeted resources to develop students’ foundational literacy skills.

    A complete picture of English and Spanish biliteracy

    Amplify’s Spanish language assessment, mCLASS Lectura (K–6), works in tandem with DIBELS 8th Edition’s English assessments to highlight areas of growth as students develop into bilingual readers. mCLASS Lectura provides complete parity with English mCLASS assessments, skill coverage, instructional tools, and reporting.

    Ready to continue your learning journey?

    Help build teacher confidence and improve effectiveness of intervention delivery with mCLASS professional development. Launch sessions help your team get up and running, while Strengthen sessions help teachers go beyond the basics.

    Explore Amplify PD

    Need evidence-based Tier 2 and 3 instruction?

    Explore mCLASS Intervention.

    Learn more

    What’s included

    The mCLASS program includes quick assessments of critical reading skills, real-time reporting, and data-driven instructional recommendations.

    Efficient one-minute measures

    DIBELS 8th Edition’s predictive one-minute assessments of phonemic awareness, phonics, fluency, and comprehension are proven to identify risk as early as possible.

    • Phonological awareness
    • Alphabetic principle/phonics
    • Reading fluency
    • Reading accuracy
    • Reading comprehension

    Early detection of dyslexia symptoms

    With mCLASS, you can efficiently screen students and assess the full range of skills linked to dyslexia risk factors at the same time. mCLASS DIBELS 8th Edition and mCLASS Lectura are both validated as dyslexia screeners for English and Spanish, with additional Vocabulary, Spelling, RAN, and Language Comprehension measures available at no additional cost.

    Learn more about mCLASS’s dyslexia screening.

    Progress monitoring and goal setting

    To help you target the right skills and areas of instruction, mCLASS recommends progress-monitoring measures and automatically sets meaningful, attainable goals for each student. Our Zones of Growth goal setting framework examines your student’s DIBELS scores to predict the rate of growth they need to reach end-of-year goals.

    • Automatic progress monitoring recommendations
    • Customizable goals
    • Semester and full-year growth reports

    Differentiated instruction for all students

    Our library of more than 500 evidence-based activities makes it easy to plan lessons that reinforce your core instruction. The embedded professional development supports consider the varied language backgrounds of all students and provide cross-linguistic transfer and language variety guidance to inform phonological awareness instruction.

    One-of-a-kind dual language reporting

    When you use mCLASS DIBELS 8th Edition with mCLASS Lectura, you can identify and develop students’ English and Spanish literacy skills regardless of your own Spanish-language proficiency. With the dual language report, you can see a side-by-side view of students’ assessment results and receive instructional guidance based on the data.

    Educator and caregiver reports

    Easy-to-use reports, ranging from classroom-level to school- and district-wide, help you evaluate each student’s reading skills over time and pinpoint exactly when a change in instruction is needed.

    To reinforce learning at home, the Home Connect feature provides letters to caregivers about their child’s reading development in English and Spanish, and includes activities for reinforcement at home or on the go.

    Learn more about mCLASS reporting.

    Instructional alignment across all tiers

    Amplify’s early literacy system ensures that you have all the core, intervention, and personalized instruction you need to support each stage of a student’s literacy journey. mCLASS data drives placement into mCLASS Intervention and Boost Reading personalized learning. It also recommends core instruction resources within Amplify CKLA core curriculum based on the skills in which students need additional practice.

    Program details

    Learn why dual language assessment is critical to your MTSS strategy.

    Download now

    Explore more programs based on the Science of Reading

    Our literacy programs are designed to support and complement each other. Learn more about our related programs.

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    Amplify CKLA

    The leading K–5 Science of Reading literacy program that integrates foundational…

    mCLASS Intervention

    mCLASS Intervention is a staff-led reading intervention that does the heavy lift…

    Illustration of a colorful, stylized map showing various buildings, roads, trees, and icons with people engaged in different reading activities or roles related to the science of reading.

    Boost Reading

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

    See all programs

    What is Amplify CKLA?

    Amplify CKLA is a core ELA program for grades PK–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.
    A colorful rope diagram shows strands for language comprehension and word recognition, with images of reading and phonics materials near respective strands.

    How does Amplify CKLA work?

    Daily instruction

    Grade PreK: Developmentally appropriate foundational knowledge

    Our PreK program delivers developmentally appropriate instruction and activities that do more than lay the groundwork for foundational skills—they offer content knowledge, incorporating research that shows true literacy requires background knowledge in history, science, art, and literature. Amplify CKLA PreK easily fits into any class routine, with 45 minutes of interactive instruction designed to accommodate full-day or half-day schedules.

    Grades K–2: Dedicated knowledge-building and explicit skills instruction
    Every day, students in Grades K–2 complete one full lesson that explicitly and systematically builds foundational reading skills in the Skills Strand, as well as one full lesson that builds robust background knowledge to access complex text in the Knowledge Strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.

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

    Formative and summative assessments

    A young boy in a light blue shirt writes in a notebook at his desk in a classroom, with other students working nearby.

    Amplify CKLA features a progression of moment-by-moment assessments to benchmark assessments. Assessment and feedback give teachers the information they need to differentiate instruction effectively.

    Checks for Understanding
    Each lesson segment incorporates checks for understanding to increase engagement and to let teachers make real-time adjustments to their instruction.

    Formative Assessment
    Each lesson goal is tied to a formative assessment opportunity, allowing teachers to see which students need more support with a benchmark.

    Mid- and End-of-Unit Assessments
    Mid-Unit and End-of-Unit Assessments provide valuable information on the skills and content students have mastered. Digital end-of-unit assessments are available on a variety of platforms.

    Benchmark and Placement Assessments
    Benchmark and Placement Assessments help teachers set goals and monitor the growth of each student, providing a baseline at the beginning of the year and ensuring students are advancing toward grade-level objectives.

    Download our CKLA Assessment Sampler

    What makes Amplify CKLA different?

    Integration with mCLASS DIBELS 8

    Amplify CKLA is the only core ELA program that integrates with mCLASS DIBELS 8th Edition.

    The CKLA Connect feature matches your students with targeted CKLA lessons based on their mCLASS DIBELS 8th Edition assessment data. In other words, it aligns your assessments more closely with your core curriculum while recommending effective differentiated instruction.

    Download this guide to connecting mCLASS DIBELS 8 with Amplify CKLA

    A digital dashboard displays lesson plans for CKLA Connect and a group labeled "Letter Sound Knowledge" with two students, showing progress and learning needs.

    Built on the Science of Reading

    Built out of the latest research in the Science of Reading, Amplify CKLA delivers explicit instruction in foundational knowledge in PreK, both foundational literacy skills (systematic phonics, decoding, and fluency) and background knowledge in grades K–2, and an integrated approach to explicit instruction in grades 3–5.

    Review this Science of Reading toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

    Explicit systematic skills instruction

    Great reading instruction starts with helping kids develop great decoding skills. By building a solid foundation of phonological awareness and phonics, reading the words on the page becomes automatic so that comprehension and critical thinking can happen. Our instruction is supported by:

    • Step-by-step lessons with multisensory approaches, clear lesson objectives, and embedded formative assessments.
    • Decodable books and student readers with ebook and audiobook versions that feature interesting plots and relatable characters.
    • An engaging sound library with fun songs and videos that develop phonological awareness.
    • An interactive Vocab App featuring engaging activities with immediate feedback and automated, customized instruction based on student performance.

    Coherent knowledge instruction

    Students build 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. Our instruction is supported by:

    • Knowledge builders that provide a quick overview of each domain with its key ideas.
    • Interactive Read-Alouds designed to build knowledge and vocabulary.
    • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.
    • Social and emotional learning paired with lessons in civic responsibility.
    Illustration montage featuring scenes of learning: a cartoon character with books, two people shoveling snow under the stars, and an astronaut on a lunar landscape, with educational interfaces.

    Embedded differentiation for all learners

    Amplify CKLA provides built-in differentiation strategies in every lesson for all students, including supports for English language learners and Standard English learners.

    • Access supports for ELLs: Integrated ELD supports in each lesson segment for English learners and Standard English learners are specific to students’ mastery of the lesson’s objectives.
    • Support and Challenge for all learners: Lessons include Support and Challenge suggestions that provide assistance or opportunities for more advanced work toward the goal of the lesson. These supports are suitable for all learners, including ELLs.
    • 30 minutes of Additional Support in every Skills lesson: In the Skills Strand, every lesson concludes with an Additional Support section of recommendations for 30 minutes of extended instruction and activities, directly aligned to the skills taught in the lesson to assist students who need more support in mastering the lesson’s objectives.
    • Intervention Toolkit: The Intervention Toolkit provides easy-to-use resources to assist teachers in filling gaps in students’ foundational skills. Teachers will find of hundreds of activities to support phonics, fluency, comprehension, handwriting, and other key skills.

    Designated ELD with Language Studio

    Amplify CKLA’s designated English Language Development (ELD) component—Language Studio—helps English learners preview and revisit key content within core instruction, building a foundation of academic vocabulary and background knowledge. Core instruction lessons include point-of-use supports for English learners and Support and Challenge strategies for all learners.

    Young boy with his hands over his mouth, looking up in wonder, beside a diagram labeled "language studio" with educational elements.

    This carefully developed program follows the CKLA Knowledge domains, previewing and reinforcing skills and content from core instruction using instruction specifically built for English learners. The program is also designed around frequent formative assessment, including assessment of language proficiency, giving you effective ways to guide and support your English learners.

    Language Studio supports teachers and English learners through the following:

    • 30 minutes of instruction with lesson segments are carefully designed around Content Knowledge, Meaning Making, Language Development, Effective Expression, and Foundational Skills.
    • Every Language Studio lesson accompanies a core lesson, helping English learners deepen domain and academic vocabulary that will help them access core content.
    • Culminating tasks support core projects and target the same skills as primary instruction.

    Writing emphasis with Writing Studio

    With Writing Studio, students in Grades K-5 focus deeply on the three key text types informative, narrative, and opinion–while applying both the skills and knowledge from the core program.

    Writing Studio supports students through:

    • Expanding on core writing instruction to develop analytical thinking through writing.
    • Lessons that focus on writing standards, providing intensive focus and application to strengthen skills.
    • Opportunities to apply knowledge in new contexts and deepen comprehension through writing.
    • Scaffolded writing projects to help all students find success within the stages of the writing process.
    Covers of four "Writing Studio Teacher Guide" books for different grades, featuring educational icons in orange, purple, blue, and teal color schemes.

    Writing Studio lessons:

    • Allow teachers to differentiate through Support and Challenge prompts for students at all levels, and Access Supports for ELLs.
    • Spark creativity with authentic writing projects that call on students to engage deeply with rich topics and sources.
    • Implement careful design and provide rubrics so that students’ writing skills can visibly grow throughout the year.

    A culminating project in each grade asks students to apply their knowledge and understanding of text types and to select the appropriate text type for a final piece of writing.

    Personalized practice with Boost Reading

    Boost Reading is the student-driven skill practice program within CKLA, providing differentiated, digital instruction in both foundational skills and comprehension strategies. Because Boost Reading is built on the same approach to reading as CKLA, students are able to extend their learning from the core program further, at their own pace.

    Amplify CKLA and Boost Reading reinforce each other through:

    • An aligned scope and sequence and instructional approach: In both programs, students get instruction and practice in phonological awareness and phonics, with the most common, least ambiguous spellings first.
    • Consistent vocabulary words: Many Amplify CKLA words are taught and practiced in Boost Reading vocabulary games.
    • Complementary texts: Fiction and nonfiction books within Boost Reading reinforce Amplify CKLA knowledge domains.
    • Seamless integrations between platforms: Students can easily access Boost Reading directly from the Amplify CKLA Student Hub.
    Educational website interface showing icons for theater, sounds, library, and activities with a greeting "hello student!" and a grade level indicator.

    Ready-to-go slides and all-in-one platform

    The slides-based Amplify CKLA digital experience enhances instruction while saving you time. Everything you need is all in one place, making it easier than ever to plan lessons, present digital content, and review student work.

    • Simplify planning and instruction: Teachers have access to ready-to-use and customizable lesson presentation slides, complete with all the prompts from the print Teacher Guide embedded in the teacher view. As teachers deliver each lesson, students can engage with the content in one cohesive
      experience—through Activity Books, slides, digital components, videos, Student Readers, and more.
    • Interactive student activities: Through the Student Home, students can easily access digital lessons with slides, Activity Pages, ebooks, videos, and other interactive resources from one simple dashboard.
    • Your teacher command center: You’re provided with the tools you need to ensure a productive digital experience that’s personalized to meet your students’ needs. This includes a teacher home from which to launch and track lessons, LMS integrations such as Google Classroom and Microsoft Teams, and other customizations based on classroom needs.
    • Get real-time insights into your students’ work: The innovative live review tool enables you to keep an eye on students drawing, recording audio, uploading and capturing images, and typing or writing in pre-placed text boxes in their Activity Pages.

    Navigating the program

    Digital navigation walkthrough

    Physical materials walkthrough

    Sample materials

    Knowledge Strand:

    Skills Strand:

    Knowledge Strand:

    Skills Strand:

    Integrated Strand

    Demo access

    A laptop screen displays the Amplify login page with options to log in using Google, Clever, Amplify, QR code, or District SSO. Help and sign-up links are also visible.

    Follow the instructions below to access your demo account.

    • Click the CKLA Demo button below.         s1.mcps2024@demo.tryamplify.net
      • Enter the password: Amplify1-mcps2024
      • Click the desired program on the left side of the page.

    Additional resources

    Amplify CKLA review resources:

    What is mCLASS?

    mCLASS is a best-in-class assessment platform that houses a suite of proven, gold-standard assessment measures and tools that can be flexibly combined to meet the unique literacy needs of both teachers and students across grades K–6, including:

    • Universal screening
    • Diagnostic assessment
    • Dyslexia screening
    • Text Reading and Comprehension (a.k.a. running records via mCLASS: Reading 3D)
    • Progress monitoring
    • Dual language reporting
    • Targeted teacher-led instruction

    What is the DIBELS 8th Edition assessment?

    Developed by the University of Oregon, the DIBELS 8th Edition is the latest version of the DIBELS® (Dynamic Indicators of Basic Early Literacy Skills) assessment.

    With this latest version, the University of Oregon Center on Teaching and Learning (UO CTL) made significant efforts to ensure measures would meet state-level screening requirements for universal screening, diagnostic assessment, and dyslexia screening. To support this, measures were updated based on the latest research to meet increased standards of reliability and validity. In addition, adaptive procedures and discontinue rules focus on the assessment of priority skills and prevent over-testing.

    Summary of changes:

    • Consistent measures within grades will provide improved growth measurement.
    • All subtests have been revised to be grade-specific and to increase in difficulty, covering a full progression of skills and minimizing floor and ceiling effects. This provides the opportunity for students to demonstrate what they know and further pinpoint what they don’t know.
    • Phoneme Segmentation Fluency replaces First Sound Fluency. The expanded coverage minimizes floor effect and provides information about difficulty in Phonemic Awareness skills without the additional First Sound Fluency measure.
    • A new subtest, Word Reading Fluency, helps identify students with poor sight word reading skills that other subtests miss.
    • For all measures, the basic scoring procedures remain the same. For Nonsense Word Fluency, credit is given for recording words as whole words even if the student misses in the first attempt.
    • Oral Reading Fluency is now only one passage, instead of three. Retell has been removed. Thus, Oral Reading Fluency assessment will take a third of the time.
    Download UO’s explanation of measures

    Assessment measures by grade

    DIBELS measures at each grade level 
    Measure Grade K Grade 1 Grade 2 Grade 3 Grades 4–6
    Letter naming fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.      
    Phonemic segmentation fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.      
    Nonsense word fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
    Word reading fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Oral reading fluency   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Maze (basic comprehension)     A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Amplify measures at each grade level
    Oral language A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
    Vocabulary A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.

    Assessment measures sample videos

    DIBELS 8th Edition measure: Phonemic Segmentation Fluency (PSF)

    DIBELS 8th Edition measure: Nonsense Word Fluency (NWF)

    DIBELS 8th Edition measure: Letter Naming Fluency (LNF)

    DIBELS 8th Edition measure: Word Reading Fluency (WRF)

    DIBELS 8th Edition measure: Oral Reading Fluency (ORF)

    What makes mCLASS with DIBELS 8th Edition different?

    mCLASS with DIBELS 8th Edition combines the power of the mCLASS assessment platform and the effectiveness of the DIBELS 8th Edition assessment measures. As a result – educators are empowered with the latest and greatest assessment tool.

    More than a test, mCLASS with DIBELS 8th Edition is an integrated system that closes the knowing-doing gap by helping teachers take immediate instructional action that’s right for each and every student.

    Assessment systems must enable and compel educators to answer not just the “What” questions, but also the “So What” and “Now What” questions. These are the questions that are essential in transforming classroom instruction, and the questions that mCLASS with DIBELS 8th Edition helps teachers answer with confidence.

    What makes mCLASS with DIBELS 8th Edition different?

    1. It gives teachers access to the latest digital version of the DIBELS assessment. Amplify is the only licensed provider of the digital DIBELS 8th Edition assessment. As such, our solution is the only one to enhance the DIBELS 8th Edition assessment with the power, reliability, and quickness of the mCLASS system.
    2. It makes it faster and easier to understand where every student is in their early literacy journey. By combining 1:1 observational diagnostic assessments, dyslexia screening, progress monitoring, instant scoring, rigorous reporting, automatic student grouping, and targeted instruction all in one place, it reduces the instructional delays associated with manual scoring, manual data analysis, and manual lesson planning.
    3. It makes every instructional minute count. In addition to one-minute measures that quickly gauge student progress toward reading proficiency, it leverages a teacher’s most powerful instructional tool — their own 1:1 observations.
    4. It drives growth more efficiently. Rather than relying on broad composite scores alone, granular data and in-depth insights for every student help teachers pinpoint exact skill gaps and areas of unfinished learning, making whole-group, small-group, and 1:1 instruction more targeted and effective.
    5. It saves teachers time. Instant reports, automatic student groups, and ready-to-teach lessons mean teachers spend less time cobbling together materials and more time working directly with students and responding to their needs.
    Download the mCLASS Program Guide

    How does mCLASS with DIBELS 8th Edition support screening for dyslexia risk?

    DIBELS 8th Edition measures have been updated based on the latest research. They now offer stronger measures of processing speed, phonological awareness, and alphabetic principles for dyslexia screening purposes.

    To support this, a new subtest in Word Reading Fluency was introduced and revisions were made to Letter Naming Fluency, Phonemic Segmentation Fluency, and Nonsense Fluency subtests to improve their ability to screen for deficits commonly associated with dyslexia risk, such as phonological awareness, rapid naming ability, and alphabetic principle. These measures provide early warning signs for neurological processing difficulties that contribute to risk for dyslexia (Wolf & Bowers, 1999; Denckla & Rudel, 1974).

    Moreover, measures in Oral Language and Vocabulary are included to provide additional information to help evaluate additional risk areas associated with dyslexia risk.

    Download our Dyslexia Toolkit

    How does mCLASS with DIBELS 8th Edition support the use of running records?

    Track your students’ reading progress from every angle with the Text Reading and Comprehension (TRC) assessment. When TRC is paired with the DIBELS 8th Edition assessment, classroom teachers unlock the ability to record reading behaviors through running digital records. Available in English and Spanish, it measures reading comprehension and provides insight into how each student finds meaning in text.

    A laptop screen displays a student reading assessment report with benchmark levels, progress data, and color-coded reading categories for Jon Smith in the mCLASS platform.

    Measures include:

    • Lesson plans for whole class, small-group, and one-on-one instruction.
    • Small-group advisor, which organizes students into groups based on strengths and gaps.
    • Item-level advisor, which drills deep into student responses to uncover patterns, strengths, and gaps.
    • Instructional resources for each student’s parent/guardian(s).

    How does mCLASS with DIBELS 8th Edition turn data into instant action?

    mCLASS with DIBELS 8th Edition gives you instant results and clear next steps for each student.

    Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

    Tablet displaying a student performance table. Columns for assessment times; rows for performance levels. Percentages and student counts are provided in each assessment area and level.
    Download the mCLASS Reporting Guide

    Diagnostic assessment

    mCLASS with DIBELS 8th Edition analyzes individual student response data through a proprietary scoring algorithm that pinpoints a student’s specific area(s) of growth and improvement, providing classroom teachers in-depth insight into a students’ instructional needs.

    Ready-to-teach instruction

    Immediately following the analysis of individual student responses, mCLASS with DIBELS 8th Edition provides an in-depth diagnostic report complete with suggested next steps, also known as “mCLASS Instruction.”

    mCLASS Instruction evaluates each student’s responses on each individual subtest and instantly:

    • Provides a list of specific needs by student, such as struggling with medial vowel sounds or difficulty reading words with consonant blends.
    • Groups students automatically based on similar discrete skill needs, not simply composite scores like other assessment tools.
    • Recommends a variety of ready-to-teach lessons that specifically target each individual student’s areas of need or common areas of need for small-group instruction.

    Classroom skill and benchmark summary

    The Classroom Skill Summary report is a dashboard showing benchmark performance on each skill. Teachers can use it to determine which skill areas need instructional focus at a classroom level.

    The Classroom Benchmark Summary report is a classroom-wide view of overall reading performance. Teachers can use this report to determine if composite scores improved, declined, or remained the same each semester.

    Detailed benchmark performance

    Teachers can see each student’s performance during the current school year, on each subtest as well as the overall composite. The benchmark goal displays below the subtest name when applicable. The ability to sort the columns in this report gives teachers more flexibility to analyze data the way they prefer.

    Dyslexia screening

    Identify students who are at risk for reading difficulties, including dyslexia, based on their results from foundational skills measures and additional measures as needed by local policies.

    Progress monitoring summary

    See which subtests have been assessed since the most recent benchmark assessment, how students performed on the three most recent progress monitoring assessments for each measure, and which students have not been progress monitored since the benchmark assessment.

    Goal setting tool

    The Zones of Growth (ZoG) analysis uses a rich set of national data to determine student goals for the next benchmark period. Teachers can use the Goal Setting Tool to view these recommended goals or modify the default goals for individual students as they see fit, if the default goal is too challenging or not challenging enough.

    Growth outcomes

    Teachers and interventionists can see each student’s actual growth achieved and how it compares to the goal that was set for the student.

    Caregiver supports

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

    Screenshot of the mclass home connect website showing educational activities in three categories: word race, count the ways, and mystery game, with navigation options at the top.

    Self-guided tour

    Our self-guided tour is a great way to orient yourself to the organization of our mCLASS platform. Click the button below to get started.

    A webpage titled "mCLASS overview" featuring text about the mCLASS early literacy suite for grades K-6. The page includes photos of children engaged in reading activities and navigation options on the left.
    Start self-guided tour

    Demo access

    Follow the instructions below to login to your demo account.

    • Click the mCLASS Demo button below.
    • Select Log in with Amplify.
    • Enter the username: d8demoD
    • Enter the password: 1234
    • Click the Reading tile.
    mCLASS Demo

     
    Once you are logged in:

    • Find the Class/Group dropdown field and select Grade 1.
    • Right above the Class Summary, click Beginning of Year or Middle of Year and explore the data.
    • Scroll down to the class list. Each column within the class list is sortable by clicking the double arrow in the column header.
    • Click on any score to see the measure transcript.
    • Click on a student’s name to see historical data and progress monitoring graphs.

    After exploring the Benchmark tab in the purple bar:

    • Click on the Instruction tab.
    • If you don’t see groups, click Updated recommendations.
    • Explore freely! The Groups, Students, and All Activities tabs have rich information.
    • Click the Progress tab.
    • Click on Home Connect to see a sample of our caregiver letters.

    What is Boost Reading?

    Boost Reading is a K–5 student-driven literacy program that provides both enrichment and remediation for all students, leveraging the power of compelling storytelling to engage students in personalized reading instruction and practice. It features:

    • High quality, research-based instruction based on the science of reading
    • Unparalleled personalized learning pathways
    • Compelling and imaginative storylines
    • Social and emotional learning
    • Insightful reports tied to actionable next steps
    Young girl reading a tablet intently with educational graphics and the text "built on the science of reading" around her.

    How does Boost Reading work?

    Boost Reading uses students’ latest reading assessment data to ensure they practice the right skills at the right time. In cases where no student assessment data is available, our embedded placement tool ensures students receive the content and skill practice most appropriate for their current reading level.

    From there, students move through our curriculum along their own learning pathway where they encounter personalized content tailored to their evolving skill and grade levels.

    Summary of games

    Four educational game screens featuring word and phonics activities for children, including character selection, word building, and answering questions.

    With over 40 adaptive games, Boost Reading helps students of all levels grow across 13 critical skills areas, including explicit instruction in comprehension processes.

    • Phonological awareness
    • Letter sound correspondence
    • Letter combinations
    • Early decoding
    • Advanced decoding
    • Comprehension processes
    • Key ideas and details
    • Craft and structure
    • Integration of knowledge and ideas
    • Vocabulary
    • Connected texts
    • Fluency
    • Close reading

    See pages 16-78 of this guide for a detailed explanation of every game in the program.

    How does Boost Reading integrate with the other parts of the literacy system?

    Boost Reading + mCLASS® with DIBELS® 8th Edition

    mCLASS automatically places students on an adaptive path within Boost Reading, which provides them the exact practice–both remediation and acceleration–that they need.

    Click here to learn more about how Boost Reading and the mCLASS Assessment System work together.

    Boost Reading + Amplify CKLA

    Boost Reading extends core instruction with Amplify CKLA with personalized practice that follows the same scope and sequence.

    Click here to learn more about how Boost Reading and Amplify CKLA work together.

    What makes Boost Reading different?

    Multiple dimensions

    Boost Reading features full adaptivity. That means students progress along a pathway that adapts on multiple dimensions, not just one. For example, a student can work on early first-grade decoding in one game while building more advanced vocabulary knowledge in another.

    Always-positive feedback

    Boost Reading supports positive participation by giving students immediate and clear feedback. These results are never punitive. Instead our always-positive feedback is delivered in the context of the game world and is designed to motivate students to keep trying.

    Focus on SEL

    Sustained academic success depends upon social and emotional learning (SEL) as well as the mastery of fundamental literacy skills. Consistent with the most widely-recognized framework and standards for SEL (from the CASEL consortium, which includes 25 states), Boost Reading also focuses on the five areas of social and emotional learning:

    • Self-awareness
    • Self-management
    • Social awareness
    • Relationship skills
    • Responsible decision-making

    Ready-to-teach mini-lessons

    Boost Reading turns data into action with reports that help educators know exactly who needs support and ready-to-teach mini-lessons that deliver targeted reinforcement and remediation.

    Accelerated growth

    Boost Reading accelerates student growth at all reading levels and reduces the number of students at risk of reading difficulty. In one study of 3rd graders in a large urban district who used Boost Reading for only one semester:

    • 54% of students who used Boost Reading made above average progress, whereas only 44% of students in the comparison group made above average progress.
    •  54% of English learners in that same study made above average growth, whereas only 45% of English learners in the comparison group made above average growth.

    Check out the above results and more in this efficacy paper.

    Demo access

    Follow the instructions below to login to your demo account.

    • Click the Boost Reading Demo button below.
    • Select Log in with Amplify.
    • Enter the username: atahan
    • Enter the password: Abcd1234
    • Click the mCLASS®: Boost Reading Edition tile.
    Boost Reading Demo

    Check out these additional resources

    Boost Reading review resources:

    What is Amplify CKLA?

    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.
    Reading rope showing knowledge-building and skill development strands, and the merging of language comprehension and word recognition

    How does Amplify CKLA work?

    Grades K–2: Dedicated knowledge-building and explicit skills instruction
    Every day, students in Grades K–2 complete one full lesson that explicitly and systematically builds foundational reading skills in the Skills Strand, as well as one full lesson that builds robust background knowledge to access complex text in the Knowledge Strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.

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

    How does Amplify CKLA integrate with the other parts of the literacy system?

    Amplify CKLA + mCLASS® with DIBELS® 8th Edition

    Amplify CKLA integrates with your mCLASS assessment through the CKLA Connect feature, which matches your students with targeted CKLA lessons based on their mCLASS assessment data. In other words, it aligns your assessments more closely with your core curriculum while recommending effective differentiated instruction.

    Screenshot of an educational platform. It shows lesson plans for a group on "Letter Sound Knowledge" under the heading "CKLA Connect." Group 2 has 2 students. Activities for phonics skills are listed below.

    Amplify CKLA + Amplify Reading

    Amplify Reading is the student-driven skill practice program within CKLA, providing differentiated, digital instruction in both foundational skills and comprehension strategies. Because Amplify Reading is built on the same approach to reading as CKLA, students are able to extend their learning from the core program further, at their own pace.

    Amplify CKLA and Amplify Reading reinforce each other through:

    • An aligned scope and sequence and instructional approach: In both programs, students get instruction and practice in phonological awareness and phonics, with the most common, least ambiguous spellings first.
    • Consistent vocabulary words: Many Amplify CKLA words are taught and practiced in Amplify Reading vocabulary games.
    • Complementary texts: Fiction and nonfiction books within Amplify Reading reinforce Amplify CKLA knowledge domains.
    • Seamless integrations between platforms: Students can easily access Amplify Reading directly from the Amplify CKLA Student Hub.
    Educational website interface showing icons for theater, sounds, library, and activities with a greeting "hello student!" and a grade level indicator.

    What makes Amplify CKLA different?

    Built on the Science of Reading

    Built out of the latest research in the Science of Reading, Amplify CKLA 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.

    Review this Science of Reading toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

    Explicit systematic skills instruction

    Great reading instruction starts with helping kids develop great decoding skills. By building a solid foundation of phonological awareness and phonics, reading the words on the page becomes automatic so that comprehension and critical thinking can happen. Our instruction is supported by:

    • Step-by-step lessons with multisensory approaches, clear lesson objectives, and embedded formative assessments.
    • Decodable books and student readers with ebook and audiobook versions that feature interesting plots and relatable characters.
    • An engaging sound library with fun songs and videos that develop phonological awareness.
    • An interactive Vocab App featuring engaging activities with immediate feedback and automated, customized instruction based on student performance.

    Coherent knowledge instruction

    Students build 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. Our instruction is supported by:

    • Knowledge builders that provide a quick overview of each domain with its key ideas.
    • Interactive Read-Alouds designed to build knowledge and vocabulary.
    • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.
    • Social and emotional learning paired with lessons in civic responsibility.
    Illustration montage featuring scenes of learning: a cartoon character with books, two people shoveling snow under the stars, and an astronaut on a lunar landscape, with educational interfaces.

    Embedded differentiation for all learners

    Amplify CKLA provides built-in differentiation strategies in every lesson for all students, including supports for English learners and Standard English learners.

    • Access supports for ELs: Integrated ELD supports in each lesson segment
      for English learners and Standard English learners are specific to students’ mastery of the lesson’s objectives.
    • Support and Challenge for all learners: Lessons include Support and Challenge suggestions that provide assistance or opportunities for more advanced work toward the goal of the lesson. These supports are suitable for all learners, including ELs.
    • 30 minutes of Additional Support in every Skills lesson: In the Skills Strand, every lesson concludes with an Additional Support section of recommendations for 30 minutes of extended instruction and activities, directly aligned to the skills taught in the lesson to assist students who need more support in mastering the lesson’s objectives.
    • Intervention Toolkit: The Intervention Toolkit provides easy-to-use resources to assist teachers in filling gaps in students’ foundational skills. Teachers will find of hundreds of activities to support phonics, fluency, comprehension, handwriting, and other key skills.

    Designated ELD

    Amplify CKLA’s designated English Language Development (ELD) component—Language Studio—helps English learners preview and revisit key content within core instruction, building a foundation of academic vocabulary and background knowledge. Core instruction lessons include point-of-use supports for English learners and Support and Challenge strategies for all learners.

    Young boy with his hands over his mouth, looking up in wonder, beside a diagram labeled "language studio" with educational elements.

    This carefully developed program follows the CKLA Knowledge domains, previewing and reinforcing skills and content from core instruction using instruction specifically built for English learners. The program is also designed around frequent formative assessment, including assessment of language proficiency, giving you effective ways to guide and support your English learners.

    Language Studio supports teachers and English learners through the following:

    • 30 minutes of instruction with lesson segments are carefully designed around Content Knowledge, Meaning Making, Language Development, Effective Expression, and Foundational Skills.
    • Every Language Studio lesson accompanies a core lesson, helping English learners deepen domain and academic vocabulary that will help them access core content.
    • Culminating tasks support core projects and target the same skills as primary instruction.

    Ready-to-go slides and all-in-one platform

    The slides-based Amplify CKLA digital experience enhances instruction while saving you time. Everything you need is all in one place, making it easier than ever to plan lessons, present digital content, and review student work.

    • Simplify planning and instruction: Teachers have access to ready-to-use and customizable lesson presentation slides, complete with all the prompts from the print Teacher Guide embedded in the teacher view. As teachers deliver each lesson, students can engage with the content in one cohesive
      experience—through Activity Books, slides, digital components, videos, Student Readers, and more.
    • Interactive student activities: Through the Student Home, students can easily access digital lessons with slides, Activity Pages, ebooks, videos, and other interactive resources from one simple dashboard.
    • Your teacher command center: You’re provided with the tools you need to ensure a productive digital experience that’s personalized to meet your students’ needs. This includes a teacher home from which to launch and track lessons, LMS integrations such as Google Classroom and Microsoft Teams, and other customizations based on classroom needs.
    • Get real-time insights into your students’ work: The innovative live review tool enables you to keep an eye on students drawing, recording audio, uploading and capturing images, and typing or writing in pre-placed text boxes in their Activity Pages.

    Navigating the program

    Digital navigation walkthrough

    Physical materials walkthrough

    Sample materials

    Knowledge Strand:

    Skills Strand:

    Knowledge Strand:

    Skills Strand:

    Integrated Strand

    Demo access

    Laptop screen displaying a login page for "amplify" with multiple sign-in options including google, clever, a qr code, and district sso.

    Follow the instructions below to access your demo account.

    • Click the CKLA Demo button below.
    • Select Log in with Amplify.
    • To explore as a teacher, enter this username: t1.alaskareads@demo.tryamplify.net
    • To explore as a student, enter this username: s1.alaskareads@demo.tryamplify.net
    • Enter the password: Amplify1-alaskareads
    • Click the Programs and apps menu
    • Select CKLA Teacher Resource Site
    • Select the desire grade level
    CKLA Demo

    Check out these additional resources

    Amplify CKLA review resources:

    Amplify Caminos

    Scope and Sequence for Lectoescritura

    Amplify Caminos is grounded in the Science of Reading and offers a powerful, evidence-based instructional approach.

    The new Lectoescritura Strand specifically teaches students the decoding skills needed for independent reading. Each lesson begins with a warm-up that reviews previously taught content in phonics, reading, grammar, writing, and spelling.

    A diagram showing "Language comprehension" times "Word recognition" equals "Skilled reading," with headings in Spanish above each term.

    Foundational skills year by year

    By building a solid foundation of phonological awareness and phonics, students will learn the sounds of vowels and common consonants first, and blend them to form syllables. Syllables will also be blended to form words. Less frequent consonants and other complex elements of the Spanish language will be presented at a later stage of the program.

    A chart shows language skill categories by grade, with dots indicating focus areas for each grade from Kindergarten to Grade 5 in four categories: Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Grammar.

    Kindergarten

    In Kindergarten, students develop reading comprehension, writing, listening and speaking, language, and foundational skills in the following ways:

    • Reading comprehension: Students answer literal, evaluative, and inferential story questions. Halfway through Kindergarten, students move from whole class reading instruction in Big Books to teacher guided independent and partner reading in decodable Student Readers, still using the Big Book as a model and support.
    • Writing: As students learn new sounds, they will also learn the phoneme to grapheme correspondence of each. The embedded activities and Activity Book provide a daily opportunity to practice the formation of individual letters, syllables, words and eventually sentences that contain the sound being taught in each lesson. In later units, students are guided through the Plan-Draft-Edit writing process.
    • Listening and speaking: Students engage in a range of whole group, small group, and partner discussions about text and daily lesson content.
    • Language: Students receive explicit instruction that introduces vocabulary and common words, or palabras comunes, to support decoding. Instruction also includes attention to the conventions of Spanish, including the use of question words, prepositions and plural nouns in oral speech, as well as capitalization and end punctuation in writing.
    • Foundational skills: Students begin with awareness of vowels and the most frequent consonant sounds, then practice blending those sounds into syllables, then blend those syllables into words with the ultimate goal of reading multisyllabic (2-3) words and complete sentences.

    Click to take a closer look at the Kindergarten Scope and Sequence.

    Grade 1

    In Grade 1, students develop reading comprehension, writing, listening and speaking, language, and foundational skills in the following ways:

    • Reading comprehension: Students answer literal, evaluative, and inferential questions, including textual citations, and read with increasing independence and expression of individual interpretation of text. Reading instruction utilizes both the Student Reader and Big Book until Unit 5 when students transition into solely using the Student Reader.
    • Listening and speaking: Students engage in a range of whole group, small group, and partner discussions about text and daily lesson content.
    • Language: Students receive explicit instruction that introduces vocabulary and common words, or palabras comunes, to support decoding. Students also work to increase the use of new vocabulary in their written responses. In addition, discussions require the use of words in context. Explicit grammar instruction includes using parts of speech, such as nouns and verbs, and different forms of sentences, tenses, and punctuation.
    • Foundational skills: Students review vowels and the most frequent consonant sounds and are introduced complications like multisyllabic words, digraphs, accents, diphthongs, and hiatus.

    Click to take a closer look at the Grade 1 Scope and Sequence.

    Grade 2

    In Grade 2, students develop reading comprehension, writing, listening and speaking, language, and foundational skills in the following ways:

    • Listening and speaking: Students engage in a range of whole group, small group, and partner discussions about text and daily lesson content.
    • Language: Students receive explicit instruction that introduces vocabulary and common words, or palabras comunes, to support decoding. Students also work to increase the nuanced use of new vocabulary in their written responses. In addition, discussions require the use of words in context in a range of settings. Explicit grammar instruction includes subjects and predicates, sentence expansion with adjectives and adverbs, and more advanced punctuation.
    • Foundational skills: Students continue to learn additional spelling complications as well as the tools needed to decode more challenging multi-syllable words; increasing emphasis on developing fluency, automaticity, and prosody in reading more complex texts.

    Click to take a closer look at the Grade 2 Scope and Sequence.

    What is Boost Reading?

    Boost Reading is a K–5 student-driven literacy program that provides both enrichment and remediation for all students, leveraging the power of compelling storytelling to engage students in personalized reading instruction and practice. It features:

    • High quality, research-based instruction based on the Science of Reading.
    • Unparalleled personalized learning pathways.
    • Compelling and imaginative storylines.
    • Social and emotional learning.
    • Insightful reports tied to actionable next steps.
    A young girl uses a tablet, surrounded by illustrated animals and books, with a badge reading "Built on the Science of Reading" in the top right corner.

    How does Boost Reading work?

    Boost Reading uses students’ latest reading assessment data to ensure they practice the right skills at the right time. In cases where no student assessment data is available, our embedded placement tool ensures students receive the content and skill practice most appropriate for their current reading level.

    From there, students move through our curriculum along their own learning pathway where they encounter personalized content tailored to their evolving skill and grade levels.

    Summary of games

    Four educational game screens featuring word and phonics activities for children, including character selection, word building, and answering questions.

    With over 40 adaptive games, Boost Reading helps students of all levels grow across 13 critical skills areas, including explicit instruction in comprehension processes.

    • Phonological awareness
    • Letter sound correspondence
    • Letter combinations
    • Early decoding
    • Advanced decoding
    • Comprehension processes
    • Key ideas and details
    • Craft and structure
    • Integration of knowledge and ideas
    • Vocabulary
    • Connected texts
    • Fluency
    • Close reading

    See pages 16-78 of this guide for a detailed explanation of every game in the program.

    What makes Boost Reading different?

    Multiple dimensions

    Boost Reading features full adaptivity. That means students progress along a pathway that adapts on multiple dimensions, not just one. For example, a student can work on early first-grade decoding in one game while building more advanced vocabulary knowledge in another.

    Always-positive feedback

    Boost Reading supports positive participation by giving students immediate and clear feedback. These results are never punitive. Instead our always-positive feedback is delivered in the context of the game world and is designed to motivate students to keep trying.

    Focus on SEL

    Sustained academic success depends upon social and emotional learning (SEL) as well as the mastery of fundamental literacy skills. Consistent with the most widely-recognized framework and standards for SEL (from the CASEL consortium, which includes 25 states), Boost Reading also focuses on the five areas of social and emotional learning:

    • Self-awareness
    • Self-management
    • Social awareness
    • Relationship skills
    • Responsible decision-making

    Ready-to-teach mini-lessons

    Boost Reading turns data into action with reports that help educators know exactly who needs support and ready-to-teach mini-lessons that deliver targeted reinforcement and remediation.

    Accelerated growth

    Boost Reading accelerates student growth at all reading levels and reduces the number of students at risk of reading difficulty. In one study of 3rd graders in a large urban district who used Boost Reading for only one semester:

    • 54% of students who used Boost Reading made above average progress, whereas only 44% of students in the comparison group made above average progress.
    •  54% of English learners in that same study made above average growth, whereas only 45% of English learners in the comparison group made above average growth.

    Check out the above results and more in this efficacy paper.

    How does Boost Reading integrate with the other parts of the literacy system?

    Boost Reading + mCLASS® with DIBELS® 8th Edition

    mCLASS automatically places students on an adaptive path within Boost Reading, which provides them the exact practice–both remediation and acceleration–that they need.

    Click here to learn more about how Boost Reading and the mCLASS Assessment System work together.

    Boost Reading + Amplify CKLA

    Boost Reading extends core instruction with Amplify CKLA with personalized practice that follows the same scope and sequence.

    Click here to learn more about how Boost Reading and Amplify CKLA work together.

    Check out these additional resources

    Boost Reading review resources:

    What is Amplify CKLA?

    Amplify CKLA is a core ELA program for grades TK–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.
    Reading rope showing knowledge-building and skill development strands, and the merging of language comprehension and word recognition

    How does Amplify CKLA work?

    Grades K–2: Dedicated knowledge-building and explicit skills instruction
    Every day, students in Grades K–2 complete one full lesson that explicitly and systematically builds foundational reading skills in the Skills Strand, as well as one full lesson that builds robust background knowledge to access complex text in the Knowledge Strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.

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

    What makes Amplify CKLA different?

    Built on the Science of Reading

    Built out of the latest research in the Science of Reading, Amplify CKLA 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.

    Review this Science of Reading toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

    Explicit systematic skills instruction

    Great reading instruction starts with helping kids develop great decoding skills. By building a solid foundation of phonological awareness and phonics, reading the words on the page becomes automatic so that comprehension and critical thinking can happen. Our instruction is supported by:

    • Step-by-step lessons with multisensory approaches, clear lesson objectives, and embedded formative assessments.
    • Decodable books and student readers with ebook and audiobook versions that feature interesting plots and relatable characters.
    • An engaging sound library with fun songs and videos that develop phonological awareness.
    • An interactive Vocab App featuring engaging activities with immediate feedback and automated, customized instruction based on student performance.

    Coherent knowledge instruction

    Students build 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. Our instruction is supported by:

    • Knowledge builders that provide a quick overview of each domain with its key ideas.
    • Interactive Read-Alouds designed to build knowledge and vocabulary.
    • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.
    • Social and emotional learning paired with lessons in civic responsibility.
    Illustration montage featuring scenes of learning: a cartoon character with books, two people shoveling snow under the stars, and an astronaut on a lunar landscape, with educational interfaces.

    Embedded differentiation for all learners

    Amplify CKLA provides built-in differentiation strategies in every lesson for all students, including supports for English learners and Standard English learners.

    • Access supports for ELs: Integrated ELD supports in each lesson segment
      for English learners and Standard English learners are specific to students’ mastery of the lesson’s objectives.
    • Support and Challenge for all learners: Lessons include Support and Challenge suggestions that provide assistance or opportunities for more advanced work toward the goal of the lesson. These supports are suitable for all learners, including ELs.
    • 30 minutes of Additional Support in every Skills lesson: In the Skills Strand, every lesson concludes with an Additional Support section of recommendations for 30 minutes of extended instruction and activities, directly aligned to the skills taught in the lesson to assist students who need more support in mastering the lesson’s objectives.
    • Intervention Toolkit: The Intervention Toolkit provides easy-to-use resources to assist teachers in filling gaps in students’ foundational skills. Teachers will find of hundreds of activities to support phonics, fluency, comprehension, handwriting, and other key skills.

    Designated ELD

    Amplify CKLA’s designated English Language Development (ELD) component—Language Studio— helps English learners preview and revisit key content within core instruction, building a foundation of academic vocabulary and background knowledge. Core instruction lessons include point-of-use supports for English learners and Support and Challenge strategies for all learners.

    Young boy with his hands over his mouth, looking up in wonder, beside a diagram labeled

    Built on the California ELA/ELD Framework, our carefully developed program follows the CKLA Knowledge domains, previewing and reinforcing skills and content from core instruction using instruction specifically built for English learners. The program is also designed around frequent formative assessment, including assessment of language proficiency, giving you effective ways to guide and support your English learners.

    Language Studio supports teachers and English learners through the following:

    • 30 minutes of instruction with lesson segments are carefully designed around Content Knowledge, Meaning Making, Language Development, Effective Expression, and Foundational Skills.
    • Every Language Studio lesson accompanies a core lesson, helping English learners deepen domain and academic vocabulary that will help them access core content.
    • Culminating tasks support core projects and target the same skills as primary instruction.

    Ready-to-go slides and all-in-one platform

    The slides-based Amplify CKLA digital experience enhances instruction while saving you time. Everything you need is all in one place, making it easier than ever to plan lessons, present digital content, and review student work.

    • Simplify planning and instruction: Teachers have access to ready-to-use and customizable lesson presentation slides, complete with all the prompts from the print Teacher Guide embedded in the teacher view. As teachers deliver each lesson, students can engage with the content in one cohesive
      experience—through Activity Books, slides, digital components, videos, Student Readers, and more.
    • Interactive student activities: Through the Student Home, students can easily access digital lessons with slides, Activity Pages, ebooks, videos, and other interactive resources from one simple dashboard.
    • Your teacher command center: You’re provided with the tools you need to ensure a productive digital experience that’s personalized to meet your students’ needs. This includes a teacher home from which to launch and track lessons, LMS integrations such as Google Classroom and Microsoft Teams, and other customizations based on classroom needs.
    • Get real-time insights into your students’ work: The innovative live review tool enables you to keep an eye on students drawing, recording audio, uploading and capturing images, and typing or writing in pre-placed text boxes in their Activity Pages.

    How does Amplify CKLA integrate with the other parts of the literacy system?

    Amplify CKLA + mCLASS® with DIBELS® 8th Edition

    Amplify CKLA integrates with your mCLASS assessment through the CKLA Connect feature, which matches your students with targeted CKLA lessons based on their mCLASS assessment data. In other words, it aligns your assessments more closely with your core curriculum while recommending effective differentiated instruction.

    Screenshot of an educational platform. It shows lesson plans for a group on "Letter Sound Knowledge" under the heading "CKLA Connect." Group 2 has 2 students. Activities for phonics skills are listed below.

    Amplify CKLA + Amplify Reading

    Amplify Reading is the student-driven skill practice program within CKLA, providing differentiated, digital instruction in both foundational skills and comprehension strategies. Because Amplify Reading is built on the same approach to reading as CKLA, students are able to extend their learning from the core program further, at their own pace.

    Amplify CKLA and Amplify Reading reinforce each other through:

    • An aligned scope and sequence and instructional approach: In both probrams, students get instruction and practice in phonological awareness and phonics, with the most common, least ambiguous spellings first.
    • Consistent vocabulary words: Many Amplify CKLA words are taught and practiced in Amplify Reading vocabulary games.
    • Complementary texts: Fiction and nonfiction books within Amplify Reading reinforce Amplify CKLA knowledge domains.
    • Seamless integrations between platforms: Students can easily access Amplify Reading directly from the Amplify CKLA Student Hub.
    Educational website interface showing icons for theater, sounds, library, and activities with a greeting "hello student!" and a grade level indicator.

    Navigating the program

    Digital navigation walkthrough

    Physical materials walkthrough

    Check out these additional resources

    Amplify CKLA review resources:

    What is mCLASS?

    mCLASS is a best-in-class assessment platform that houses a suite of proven, gold-standard assessment measures and tools that can be flexibly combined to meet the unique literacy needs of both teachers and students across grades K–6, including:

    • Universal screening
    • Diagnostic assessment
    • Dyslexia screening
    • Text Reading and Comprehension (a.k.a. running records via mCLASS: Reading 3D)
    • Progress monitoring
    • Dual language reporting
    • Targeted teacher-led instruction

    What is the DIBELS 8th Edition assessment?

    Developed by the University of Oregon, the DIBELS 8th Edition is the latest version of the DIBELS® (Dynamic Indicators of Basic Early Literacy Skills) assessment.

    With this latest version, the University of Oregon Center on Teaching and Learning (UO CTL) made significant efforts to ensure measures would meet state-level screening requirements for universal screening, diagnostic assessment, and dyslexia screening. To support this, measures were updated based on the latest research to meet increased standards of reliability and validity. In addition, adaptive procedures and discontinue rules focus on the assessment of priority skills and prevent over-testing.

    Summary of changes:

    • Consistent measures within grades will provide improved growth measurement.
    • All subtests have been revised to be grade-specific and to increase in difficulty, covering a full progression of skills and minimizing floor and ceiling effects. This provides the opportunity for students to demonstrate what they know and further pinpoint what they don’t know.
    • Phoneme Segmentation Fluency replaces First Sound Fluency. The expanded coverage minimizes floor effect and provides information about difficulty in Phonemic Awareness skills without the additional First Sound Fluency measure.
    • A new subtest, Word Reading Fluency, helps identify students with poor sight word reading skills that other subtests miss.
    • For all measures, the basic scoring procedures remain the same. For Nonsense Word Fluency, credit is given for recording words as whole words even if the student misses in the first attempt.
    • Oral Reading Fluency is now only one passage, instead of three. Retell has been removed. Thus, Oral Reading Fluency assessment will take a third of the time.
    Download UO’s explanation of measures

    Assessment measures by grade

    DIBELS measures at each grade level 
    Measure Grade K Grade 1 Grade 2 Grade 3 Grades 4–6
    Letter naming fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.      
    Phonemic segmentation fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.      
    Nonsense word fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
    Word reading fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Oral reading fluency   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Maze (basic comprehension)     A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Amplify measures at each grade level
    Oral language A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
    Vocabulary A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.

    Assessment measures sample videos

    DIBELS 8th Edition measure: Phonemic Segmentation Fluency (PSF)

    DIBELS 8th Edition measure: Nonsense Word Fluency (NWF)

    DIBELS 8th Edition measure: Letter Naming Fluency (LNF)

    DIBELS 8th Edition measure: Word Reading Fluency (WRF)

    DIBELS 8th Edition measure: Oral Reading Fluency (ORF)

    What makes mCLASS with DIBELS 8th Edition different?

    mCLASS with DIBELS 8th Edition combines the power of the mCLASS assessment platform and the effectiveness of the DIBELS 8th Edition assessment measures. As a result – educators are empowered with the latest and greatest assessment tool.

    More than a test, mCLASS with DIBELS 8th Edition is an integrated system that closes the knowing-doing gap by helping teachers take immediate instructional action that’s right for each and every student.

    Assessment systems must enable and compel educators to answer not just the “What” questions, but also the “So What” and “Now What” questions. These are the questions that are essential in transforming classroom instruction, and the questions that mCLASS with DIBELS 8th Edition helps teachers answer with confidence.

    What makes mCLASS with DIBELS 8th Edition different?

    1. It gives teachers access to the latest digital version of the DIBELS assessment. Amplify is the only licensed provider of the digital DIBELS 8th Edition assessment. As such, our solution is the only one to enhance the DIBELS 8th Edition assessment with the power, reliability, and quickness of the mCLASS system.
    2. It makes it faster and easier to understand where every student is in their early literacy journey. By combining 1:1 observational diagnostic assessments, dyslexia screening, progress monitoring, instant scoring, rigorous reporting, automatic student grouping, and targeted instruction all in one place, it reduces the instructional delays associated with manual scoring, manual data analysis, and manual lesson planning.
    3. It brings more equity to the classroom. When used in conjunction with mCLASS Lectura, teachers have access to dual language reports that highlight a student’s strengths and weaknesses in both English and Spanish.
    4. It makes every instructional minute count. In addition to one-minute measures that quickly gauge student progress toward reading proficiency, it leverages a teacher’s most powerful instructional tool — their own 1:1 observations.
    5. It drives growth more efficiently. Rather than relying on broad composite scores alone, granular data and in-depth insights for every student help teachers pinpoint exact skill gaps and areas of unfinished learning, making whole-group, small-group, and 1:1 instruction more targeted and effective.
    6. It saves teachers time. Instant reports, automatic student groups, and ready-to-teach lessons mean teachers spend less time cobbling together materials and more time working directly with students and responding to their needs.
    Download the mCLASS Program Guide

    How does mCLASS with DIBELS 8th Edition support screening for dyslexia risk?

    DIBELS 8th Edition measures have been updated based on the latest research. They now offer stronger measures of processing speed, phonological awareness, and alphabetic principles for dyslexia screening purposes.

    To support this, a new subtest in Word Reading Fluency was introduced and revisions were made to Letter Naming Fluency, Phonemic Segmentation Fluency, and Nonsense Fluency subtests to improve their ability to screen for deficits commonly associated with dyslexia risk, such as phonological awareness, rapid naming ability, and alphabetic principle. These measures provide early warning signs for neurological processing difficulties that contribute to risk for dyslexia (Wolf & Bowers, 1999; Denckla & Rudel, 1974).

    Moreover, measures in Oral Language and Vocabulary are included to provide additional information to help evaluate additional risk areas associated with dyslexia risk.

    Download our Dyslexia Toolkit

    How does mCLASS with DIBELS 8th Edition support the use of running records?

    Track your students’ reading progress from every angle with the Text Reading and Comprehension (TRC) assessment. When TRC is paired with the DIBELS 8th Edition assessment, classroom teachers unlock the ability to record reading behaviors through running digital records. Available in English and Spanish, it measures reading comprehension and provides insight into how each student finds meaning in text.

    A laptop screen displays the mCLASS report for a student named Jon Smith, showing his benchmark history and progress across different categories like reading levels and various assessments.

    Measures include:

    • Lesson plans for whole class, small-group, and one-on-one instruction.
    • Small-group advisor, which organizes students into groups based on strengths and gaps.
    • Item-level advisor, which drills deep into student responses to uncover patterns, strengths, and gaps.
    • Instructional resources for each student’s parent/guardian(s).

    How does mCLASS with DIBELS 8th Edition turn data into instant action?

    mCLASS with DIBELS 8th Edition gives you instant results and clear next steps for each student.

    Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

    Tablet displaying a student performance table. Columns for assessment times; rows for performance levels. Percentages and student counts are provided in each assessment area and level.
    Download the mCLASS Reporting Guide

    Diagnostic assessment

    mCLASS with DIBELS 8th Edition analyzes individual student response data through a proprietary scoring algorithm that pinpoints a student’s specific area(s) of growth and improvement, providing classroom teachers in-depth insight into a students’ instructional needs.

    Ready-to-teach instruction

    Immediately following the analysis of individual student responses, mCLASS with DIBELS 8th Edition provides an in-depth diagnostic report complete with suggested next steps, also known as “mCLASS Instruction.”

    mCLASS Instruction evaluates each student’s responses on each individual subtest and instantly:

    • Provides a list of specific needs by student, such as struggling with medial vowel sounds or difficulty reading words with consonant blends.
    • Groups students automatically based on similar discrete skill needs, not simply composite scores like other assessment tools.
    • Recommends a variety of ready-to-teach lessons that specifically target each individual student’s areas of need or common areas of need for small-group instruction.

    Classroom skill and benchmark summary

    The Classroom Skill Summary report is a dashboard showing benchmark performance on each skill. Teachers can use it to determine which skill areas need instructional focus at a classroom level.

    The Classroom Benchmark Summary report is a classroom-wide view of overall reading performance. Teachers can use this report to determine if composite scores improved, declined, or remained the same each semester.

    Detailed benchmark performance

    Teachers can see each student’s performance during the current school year, on each subtest as well as the overall composite. The benchmark goal displays below the subtest name when applicable. The ability to sort the columns in this report gives teachers more flexibility to analyze data the way they prefer.

    Dyslexia screening

    Identify students who are at risk for reading difficulties, including dyslexia, based on their results from foundational skills measures and additional measures as needed by local policies.

    Progress monitoring summary

    See which subtests have been assessed since the most recent benchmark assessment, how students performed on the three most recent progress monitoring assessments for each measure, and which students have not been progress monitored since the benchmark assessment.

    Goal setting tool

    The Zones of Growth (ZoG) analysis uses a rich set of national data to determine student goals for the next benchmark period. Teachers can use the Goal Setting Tool to view these recommended goals or modify the default goals for individual students as they see fit, if the default goal is too challenging or not challenging enough.

    Growth outcomes

    Teachers and interventionists can see each student’s actual growth achieved and how it compares to the goal that was set for the student.

    Caregiver supports

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

    Screenshot of the mclass home connect website showing educational activities in three categories: word race, count the ways, and mystery game, with navigation options at the top.

    What is Boost Reading?

    Boost Reading is a K–5 student-driven literacy program that provides both enrichment and remediation for all students, leveraging the power of compelling storytelling to engage students in personalized reading instruction and practice. It features:

    • High quality, research-based instruction based on the Science of Reading.
    • Unparalleled personalized learning pathways.
    • Compelling and imaginative storylines.
    • Social and emotional learning.
    • Insightful reports tied to actionable next steps.
    A young girl uses a laptop, surrounded by colorful illustrated animals and a bookshelf; a badge reads “Built on the Science of Reading.”.

    How does Boost Reading work?

    Boost Reading uses students’ latest reading assessment data to ensure they practice the right skills at the right time. In cases where no student assessment data is available, our embedded placement tool ensures students receive the content and skill practice most appropriate for their current reading level.

    From there, students move through our curriculum along their own learning pathway where they encounter personalized content tailored to their evolving skill and grade levels.

    Summary of games

    Four educational game screens featuring word and phonics activities for children, including character selection, word building, and answering questions.

    With over 40 adaptive games, Boost Reading helps students of all levels grow across 13 critical skills areas, including explicit instruction in comprehension processes.

    • Phonological awareness
    • Letter sound correspondence
    • Letter combinations
    • Early decoding
    • Advanced decoding
    • Comprehension processes
    • Key ideas and details
    • Craft and structure
    • Integration of knowledge and ideas
    • Vocabulary
    • Connected texts
    • Fluency
    • Close reading

    See pages 16-78 of this guide for a detailed explanation of every game in the program.

    What makes Boost Reading different?

    Multiple dimensions

    Boost Reading features full adaptivity. That means students progress along a pathway that adapts on multiple dimensions, not just one. For example, a student can work on early first-grade decoding in one game while building more advanced vocabulary knowledge in another.

    Always-positive feedback

    Boost Reading supports positive participation by giving students immediate and clear feedback. These results are never punitive. Instead our always-positive feedback is delivered in the context of the game world and is designed to motivate students to keep trying.

    Focus on SEL

    Sustained academic success depends upon social and emotional learning (SEL) as well as the mastery of fundamental literacy skills. Consistent with the most widely-recognized framework and standards for SEL (from the CASEL consortium, which includes 25 states), Boost Reading also focuses on the five areas of social and emotional learning:

    • Self-awareness
    • Self-management
    • Social awareness
    • Relationship skills
    • Responsible decision-making

    Ready-to-teach mini-lessons

    Boost Reading turns data into action with reports that help educators know exactly who needs support and ready-to-teach mini-lessons that deliver targeted reinforcement and remediation.

    Accelerated growth

    Boost Reading accelerates student growth at all reading levels and reduces the number of students at risk of reading difficulty. In one study of 3rd graders in a large urban district who used Boost Reading for only one semester:

    • 54% of students who used Boost Reading made above average progress, whereas only 44% of students in the comparison group made above average progress.
    •  54% of English learners in that same study made above average growth, whereas only 45% of English learners in the comparison group made above average growth.

    Check out the above results and more in this efficacy paper.

    How does Boost Reading integrate with the other parts of the literacy system?

    Boost Reading + mCLASS® with DIBELS® 8th Edition

    mCLASS automatically places students on an adaptive path within Boost Reading, which provides them the exact practice–both remediation and acceleration–that they need.

    Click here to learn more about how Boost Reading and the mCLASS Assessment System work together.

    Boost Reading + Amplify CKLA

    Boost Reading extends core instruction with Amplify CKLA with personalized practice that follows the same scope and sequence.

    Click here to learn more about how Boost Reading and Amplify CKLA work together.

    Demo access

    Follow the instructions below to login to your demo account.

    • Click the Boost Reading Demo button below.
    • Select Log in with Amplify.
    • Enter the username: atahan
    • Enter the password: Abcd1234
    • Click the mCLASS®: Boost Reading Edition tile.
    Boost Reading Demo

    Check out these additional resources

    Boost Reading review resources:

    What is Amplify CKLA?

    Amplify CKLA is a core ELA program for grades TK–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.
    A visual diagram shows strands for language comprehension and word recognition skills intertwining, with related educational materials pictured alongside each set of skills.

    How does Amplify CKLA work?

    Grades K–2: Dedicated knowledge-building and explicit skills instruction
    Every day, students in Grades K–2 complete one full lesson that explicitly and systematically builds foundational reading skills in the Skills Strand, as well as one full lesson that builds robust background knowledge to access complex text in the Knowledge Strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.

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

    What makes Amplify CKLA different?

    Built on the Science of Reading

    Built out of the latest research in the Science of Reading, Amplify CKLA 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.

    Review this Science of Reading toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

    Explicit systematic skills instruction

    Great reading instruction starts with helping kids develop great decoding skills. By building a solid foundation of phonological awareness and phonics, reading the words on the page becomes automatic so that comprehension and critical thinking can happen. Our instruction is supported by:

    • Step-by-step lessons with multisensory approaches, clear lesson objectives, and embedded formative assessments.
    • Decodable books and student readers with ebook and audiobook versions that feature interesting plots and relatable characters.
    • An engaging sound library with fun songs and videos that develop phonological awareness.
    • An interactive Vocab App featuring engaging activities with immediate feedback and automated, customized instruction based on student performance.

    Coherent knowledge instruction

    Students build 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. Our instruction is supported by:

    • Knowledge builders that provide a quick overview of each domain with its key ideas.
    • Interactive Read-Alouds designed to build knowledge and vocabulary.
    • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.
    • Social and emotional learning paired with lessons in civic responsibility.
    Illustration montage featuring scenes of learning: a cartoon character with books, two people shoveling snow under the stars, and an astronaut on a lunar landscape, with educational interfaces.

    Embedded differentiation for all learners

    Amplify CKLA provides built-in differentiation strategies in every lesson for all students, including supports for English learners and Standard English learners.

    • Access supports for ELs: Integrated ELD supports in each lesson segment
      for English learners and Standard English learners are specific to students’ mastery of the lesson’s objectives.
    • Support and Challenge for all learners: Lessons include Support and Challenge suggestions that provide assistance or opportunities for more advanced work toward the goal of the lesson. These supports are suitable for all learners, including ELs.
    • 30 minutes of Additional Support in every Skills lesson: In the Skills Strand, every lesson concludes with an Additional Support section of recommendations for 30 minutes of extended instruction and activities, directly aligned to the skills taught in the lesson to assist students who need more support in mastering the lesson’s objectives.
    • Intervention Toolkit: The Intervention Toolkit provides easy-to-use resources to assist teachers in filling gaps in students’ foundational skills. Teachers will find of hundreds of activities to support phonics, fluency, comprehension, handwriting, and other key skills.

    Designated ELD

    Amplify CKLA’s designated English Language Development (ELD) component—Language Studio— helps English learners preview and revisit key content within core instruction, building a foundation of academic vocabulary and background knowledge. Core instruction lessons include point-of-use supports for English learners and Support and Challenge strategies for all learners.

    Young boy with his hands over his mouth, looking up in wonder, beside a diagram labeled

    Built on the California ELA/ELD Framework, our carefully developed program follows the CKLA Knowledge domains, previewing and reinforcing skills and content from core instruction using instruction specifically built for English learners. The program is also designed around frequent formative assessment, including assessment of language proficiency, giving you effective ways to guide and support your English learners.

    Language Studio supports teachers and English learners through the following:

    • 30 minutes of instruction with lesson segments are carefully designed around Content Knowledge, Meaning Making, Language Development, Effective Expression, and Foundational Skills.
    • Every Language Studio lesson accompanies a core lesson, helping English learners deepen domain and academic vocabulary that will help them access core content.
    • Culminating tasks support core projects and target the same skills as primary instruction.

    Ready-to-go slides and all-in-one platform

    The slides-based Amplify CKLA digital experience enhances instruction while saving you time. Everything you need is all in one place, making it easier than ever to plan lessons, present digital content, and review student work.

    • Simplify planning and instruction: Teachers have access to ready-to-use and customizable lesson presentation slides, complete with all the prompts from the print Teacher Guide embedded in the teacher view. As teachers deliver each lesson, students can engage with the content in one cohesive
      experience—through Activity Books, slides, digital components, videos, Student Readers, and more.
    • Interactive student activities: Through the Student Home, students can easily access digital lessons with slides, Activity Pages, ebooks, videos, and other interactive resources from one simple dashboard.
    • Your teacher command center: You’re provided with the tools you need to ensure a productive digital experience that’s personalized to meet your students’ needs. This includes a teacher home from which to launch and track lessons, LMS integrations such as Google Classroom and Microsoft Teams, and other customizations based on classroom needs.
    • Get real-time insights into your students’ work: The innovative live review tool enables you to keep an eye on students drawing, recording audio, uploading and capturing images, and typing or writing in pre-placed text boxes in their Activity Pages.

    How does Amplify CKLA integrate with the other parts of the literacy system?

    Amplify CKLA + mCLASS® with DIBELS® 8th Edition

    Amplify CKLA integrates with your mCLASS assessment through the CKLA Connect feature, which matches your students with targeted CKLA lessons based on their mCLASS assessment data. In other words, it aligns your assessments more closely with your core curriculum while recommending effective differentiated instruction.

    A digital dashboard shows lesson summaries for CKLA Connect and a group of two students focusing on letter sound knowledge and related activities.

    Amplify CKLA + Amplify Reading

    Amplify Reading is the student-driven skill practice program within CKLA, providing differentiated, digital instruction in both foundational skills and comprehension strategies. Because Amplify Reading is built on the same approach to reading as CKLA, students are able to extend their learning from the core program further, at their own pace.

    Amplify CKLA and Amplify Reading reinforce each other through:

    • An aligned scope and sequence and instructional approach: In both probrams, students get instruction and practice in phonological awareness and phonics, with the most common, least ambiguous spellings first.
    • Consistent vocabulary words: Many Amplify CKLA words are taught and practiced in Amplify Reading vocabulary games.
    • Complementary texts: Fiction and nonfiction books within Amplify Reading reinforce Amplify CKLA knowledge domains.
    • Seamless integrations between platforms: Students can easily access Amplify Reading directly from the Amplify CKLA Student Hub.
    Screenshot of the CKLA Hub interface showing options for Theater, Sounds, Library, and Activities, with a note indicating access to Amplify Reading.

    Navigating the program

    Digital navigation walkthrough

    Physical materials walkthrough

    Sample materials

    Knowledge Strand:

    Skills Strand:

    Knowledge Strand:

    Skills Strand:

    Integrated Strand

    Demo access

    A laptop screen displays the Amplify login page with options to log in using Google, Clever, Amplify, QR code, or District SSO.

    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.westadackla@demo.tryamplify.net
    • To explore as a student, enter this username: s1.westadackla@demo.tryamplify.net
    • Enter the password: Amplify1-westadackla
    • 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.

    Note: Your demo account access expires on January 19, 2023.

    CKLA and Caminos Demo

    Check out these additional resources

    Amplify CKLA review resources:

    What is mCLASS?

    mCLASS is a best-in-class assessment platform that houses a suite of proven, gold-standard assessment measures and tools that can be flexibly combined to meet the unique literacy needs of both teachers and students across grades K–6, including:

    • Universal screening
    • Diagnostic assessment
    • Dyslexia screening
    • Text Reading and Comprehension (a.k.a. running records via mCLASS: Reading 3D)
    • Progress monitoring
    • Dual language reporting
    • Targeted teacher-led instruction

    What is the DIBELS 8th Edition assessment?

    Developed by the University of Oregon, the DIBELS 8th Edition is the latest version of the DIBELS® (Dynamic Indicators of Basic Early Literacy Skills) assessment.

    With this latest version, the University of Oregon Center on Teaching and Learning (UO CTL) made significant efforts to ensure measures would meet state-level screening requirements for universal screening, diagnostic assessment, and dyslexia screening. To support this, measures were updated based on the latest research to meet increased standards of reliability and validity. In addition, adaptive procedures and discontinue rules focus on the assessment of priority skills and prevent over-testing.

    Summary of changes:

    • Consistent measures within grades will provide improved growth measurement.
    • All subtests have been revised to be grade-specific and to increase in difficulty, covering a full progression of skills and minimizing floor and ceiling effects. This provides the opportunity for students to demonstrate what they know and further pinpoint what they don’t know.
    • Phoneme Segmentation Fluency replaces First Sound Fluency. The expanded coverage minimizes floor effect and provides information about difficulty in Phonemic Awareness skills without the additional First Sound Fluency measure.
    • A new subtest, Word Reading Fluency, helps identify students with poor sight word reading skills that other subtests miss.
    • For all measures, the basic scoring procedures remain the same. For Nonsense Word Fluency, credit is given for recording words as whole words even if the student misses in the first attempt.
    • Oral Reading Fluency is now only one passage, instead of three. Retell has been removed. Thus, Oral Reading Fluency assessment will take a third of the time.
    Download UO’s explanation of measures

    Assessment measures by grade

    DIBELS measures at each grade level 
    Measure Grade K Grade 1 Grade 2 Grade 3 Grades 4–6
    Letter naming fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.      
    Phonemic segmentation fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.      
    Nonsense word fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
    Word reading fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Oral reading fluency   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Maze (basic comprehension)     A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Amplify measures at each grade level
    Oral language A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
    Vocabulary A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.

    Assessment measures sample videos

    DIBELS 8th Edition measure: Phonemic Segmentation Fluency (PSF)

    DIBELS 8th Edition measure: Nonsense Word Fluency (NWF)

    DIBELS 8th Edition measure: Letter Naming Fluency (LNF)

    DIBELS 8th Edition measure: Word Reading Fluency (WRF)

    DIBELS 8th Edition measure: Oral Reading Fluency (ORF)

    What makes mCLASS with DIBELS 8th Edition different?

    mCLASS with DIBELS 8th Edition combines the power of the mCLASS assessment platform and the effectiveness of the DIBELS 8th Edition assessment measures. As a result – educators are empowered with the latest and greatest assessment tool.

    More than a test, mCLASS with DIBELS 8th Edition is an integrated system that closes the knowing-doing gap by helping teachers take immediate instructional action that’s right for each and every student.

    Assessment systems must enable and compel educators to answer not just the “What” questions, but also the “So What” and “Now What” questions. These are the questions that are essential in transforming classroom instruction, and the questions that mCLASS with DIBELS 8th Edition helps teachers answer with confidence.

    What makes mCLASS with DIBELS 8th Edition different?

    1. It gives teachers access to the latest digital version of the DIBELS assessment. Amplify is the only licensed provider of the digital DIBELS 8th Edition assessment. As such, our solution is the only one to enhance the DIBELS 8th Edition assessment with the power, reliability, and quickness of the mCLASS system.
    2. It makes it faster and easier to understand where every student is in their early literacy journey. By combining 1:1 observational diagnostic assessments, dyslexia screening, progress monitoring, instant scoring, rigorous reporting, automatic student grouping, and targeted instruction all in one place, it reduces the instructional delays associated with manual scoring, manual data analysis, and manual lesson planning.
    3. It brings more equity to the classroom. When used in conjunction with mCLASS Lectura, teachers have access to dual language reports that highlight a student’s strengths and weaknesses in both English and Spanish.
    4. It makes every instructional minute count. In addition to one-minute measures that quickly gauge student progress toward reading proficiency, it leverages a teacher’s most powerful instructional tool — their own 1:1 observations.
    5. It drives growth more efficiently. Rather than relying on broad composite scores alone, granular data and in-depth insights for every student help teachers pinpoint exact skill gaps and areas of unfinished learning, making whole-group, small-group, and 1:1 instruction more targeted and effective.
    6. It saves teachers time. Instant reports, automatic student groups, and ready-to-teach lessons mean teachers spend less time cobbling together materials and more time working directly with students and responding to their needs.
    Download the mCLASS Program Guide

    How does mCLASS with DIBELS 8th Edition support screening for dyslexia risk?

    DIBELS 8th Edition measures have been updated based on the latest research. They now offer stronger measures of processing speed, phonological awareness, and alphabetic principles for dyslexia screening purposes.

    To support this, a new subtest in Word Reading Fluency was introduced and revisions were made to Letter Naming Fluency, Phonemic Segmentation Fluency, and Nonsense Fluency subtests to improve their ability to screen for deficits commonly associated with dyslexia risk, such as phonological awareness, rapid naming ability, and alphabetic principle. These measures provide early warning signs for neurological processing difficulties that contribute to risk for dyslexia (Wolf & Bowers, 1999; Denckla & Rudel, 1974).

    Moreover, measures in Oral Language and Vocabulary are included to provide additional information to help evaluate additional risk areas associated with dyslexia risk.

    Download our Dyslexia Toolkit

    How does mCLASS with DIBELS 8th Edition support the use of running records?

    Track your students’ reading progress from every angle with the Text Reading and Comprehension (TRC) assessment. When TRC is paired with the DIBELS 8th Edition assessment, classroom teachers unlock the ability to record reading behaviors through running digital records. Available in English and Spanish, it measures reading comprehension and provides insight into how each student finds meaning in text.

    A laptop screen displays a student reading assessment report with benchmark levels, progress data, and color-coded reading categories for Jon Smith in the mCLASS platform.

    Measures include:

    • Lesson plans for whole class, small-group, and one-on-one instruction.
    • Small-group advisor, which organizes students into groups based on strengths and gaps.
    • Item-level advisor, which drills deep into student responses to uncover patterns, strengths, and gaps.
    • Instructional resources for each student’s parent/guardian(s).

    How does mCLASS with DIBELS 8th Edition turn data into instant action?

    mCLASS with DIBELS 8th Edition gives you instant results and clear next steps for each student.

    Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

    Tablet displaying a student performance table. Columns for assessment times; rows for performance levels. Percentages and student counts are provided in each assessment area and level.
    Download the mCLASS Reporting Guide

    Diagnostic assessment

    mCLASS with DIBELS 8th Edition analyzes individual student response data through a proprietary scoring algorithm that pinpoints a student’s specific area(s) of growth and improvement, providing classroom teachers in-depth insight into a students’ instructional needs.

    Ready-to-teach instruction

    Immediately following the analysis of individual student responses, mCLASS with DIBELS 8th Edition provides an in-depth diagnostic report complete with suggested next steps, also known as “mCLASS Instruction.”

    mCLASS Instruction evaluates each student’s responses on each individual subtest and instantly:

    • Provides a list of specific needs by student, such as struggling with medial vowel sounds or difficulty reading words with consonant blends.
    • Groups students automatically based on similar discrete skill needs, not simply composite scores like other assessment tools.
    • Recommends a variety of ready-to-teach lessons that specifically target each individual student’s areas of need or common areas of need for small-group instruction.

    Classroom skill and benchmark summary

    The Classroom Skill Summary report is a dashboard showing benchmark performance on each skill. Teachers can use it to determine which skill areas need instructional focus at a classroom level.

    The Classroom Benchmark Summary report is a classroom-wide view of overall reading performance. Teachers can use this report to determine if composite scores improved, declined, or remained the same each semester.

    Detailed benchmark performance

    Teachers can see each student’s performance during the current school year, on each subtest as well as the overall composite. The benchmark goal displays below the subtest name when applicable. The ability to sort the columns in this report gives teachers more flexibility to analyze data the way they prefer.

    Dyslexia screening

    Identify students who are at risk for reading difficulties, including dyslexia, based on their results from foundational skills measures and additional measures as needed by local policies.

    Progress monitoring summary

    See which subtests have been assessed since the most recent benchmark assessment, how students performed on the three most recent progress monitoring assessments for each measure, and which students have not been progress monitored since the benchmark assessment.

    Goal setting tool

    The Zones of Growth (ZoG) analysis uses a rich set of national data to determine student goals for the next benchmark period. Teachers can use the Goal Setting Tool to view these recommended goals or modify the default goals for individual students as they see fit, if the default goal is too challenging or not challenging enough.

    Growth outcomes

    Teachers and interventionists can see each student’s actual growth achieved and how it compares to the goal that was set for the student.

    Caregiver supports

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

    Screenshot of the mclass home connect website showing educational activities in three categories: word race, count the ways, and mystery game, with navigation options at the top.

    Self-guided tour

    Our self-guided tour is a great way to orient yourself to the organization of our mCLASS platform. Click the button below to get started.

    A webpage titled "mCLASS overview" featuring text about the mCLASS early literacy suite for grades K-6. The page includes photos of children engaged in reading activities and navigation options on the left.
    Start self-guided tour

    Demo access

    Follow the instructions below to login to your demo account.

    • Click the mCLASS Demo button below.
    • Select Log in with Amplify.
    • Enter the username: d8demoD
    • Enter the password: 1234
    • Click the Reading tile.
    mCLASS Demo

     
    Once you are logged in:

    • Find the Class/Group dropdown field and select Grade 1.
    • Right above the Class Summary, click Beginning of Year or Middle of Year and explore the data.
    • Scroll down to the class list. Each column within the class list is sortable by clicking the double arrow in the column header.
    • Click on any score to see the measure transcript.
    • Click on a student’s name to see historical data and progress monitoring graphs.

    After exploring the Benchmark tab in the purple bar:

    • Click on the Instruction tab.
    • If you don’t see groups, click Updated recommendations.
    • Explore freely! The Groups, Students, and All Activities tabs have rich information.
    • Click the Progress tab.
    • Click on Home Connect to see a sample of our caregiver letters.

    What is mCLASS?

    mCLASS is a best-in-class assessment platform that houses a suite of proven, gold-standard assessment measures and tools that can be flexibly combined to meet the unique literacy needs of both teachers and students across grades K–6, including:

    • Universal screening
    • Diagnostic assessment
    • Dyslexia screening
    • Progress monitoring
    • Dual language reporting
    • Quick 1-minute assessment measures
    • Real-time results, instant analysis, automatic student grouping
    • Targeted teacher-led instruction with ready-to-use mini-lessons

    What is the DIBELS 8th Edition assessment?

    Developed by the University of Oregon, the DIBELS 8th Edition is the latest version of the DIBELS® (Dynamic Indicators of Basic Early Literacy Skills) assessment.

    With this latest version, the University of Oregon Center on Teaching and Learning (UO CTL) made significant efforts to ensure measures would meet state-level screening requirements for universal screening, diagnostic assessment, and dyslexia screening. To support this, measures were updated based on the latest research to meet increased standards of reliability and validity. In addition, adaptive procedures and discontinue rules focus assessment on priority skills and prevent over-testing.

    Summary of changes:

    • Consistent measures within grades will provide improved growth measurement.
    • All subtests have been revised to be grade-specific and to increase in difficulty, covering a full progression of skills and minimizing floor and ceiling effects. This provides the opportunity for students to demonstrate what they know and further pinpoint what they don’t know.
    • Phoneme Segmentation Fluency replaces First Sound Fluency. The expanded coverage minimizes floor effect and provides information about difficulty in PA skills without the additional FSF measure.
    • A new subtest, Word Reading Fluency, helps identify students with poor sight word reading skills that other subtests miss.
    • For all measures, the basic scoring procedures remain the same. For NWF, credit is given for recording words as whole words even if the student misses in the first attempt.
    • Oral Reading Fluency is now only one passage, instead of three. Retell has been removed. Thus, ORF assessment will take a third of the time.
    Download UO’s explanation of measures

    Assessment measures by grade

    DIBELS measures at each grade level 
    Measure Grade K Grade 1 Grade 2 Grade 3
    Letter naming fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    Phonemic segmentation fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    Nonsense word fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Word reading fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Oral reading fluency   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Maze (basic comprehension)     A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Amplify measures at each grade level
    Oral language A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Vocabulary A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.

    Assessment measures sample videos

    DIBELS 8th Edition measure: Phonemic Segmentation Fluency (PSF)

    DIBELS 8th Edition measure: Nonsense Word Fluency (NWF)

    DIBELS 8th Edition measure: Letter Naming Fluency (LNF)

    DIBELS 8th Edition measure: Word Reading Fluency (WRF)

    DIBELS 8th Edition measure: Oral Reading Fluency (ORF)

    How is mCLASS with DIBELS 8th Edition different?

    mCLASS with DIBELS 8th Edition combines the power of the mCLASS assessment platform and the effectiveness of the DIBELS 8th Edition assessment measures. As a result – educators across the state are empowered with the latest and greatest assessment tool.

    More than a test, mCLASS with DIBELS 8th Edition is an integrated system that closes the knowing-doing gap by helping teachers take immediate instructional action that’s right for each and every student.

    Assessment systems must enable and compel educators to answer not just the “What” questions, but also the “So What” and “Now What” questions. These are the questions that are essential in transforming classroom instruction, and the questions that mCLASS with DIBELS 8th Edition helps teachers answer with confidence.

    How is mCLASS with DIBELS 8th Edition different?

    1. It gives teachers access to the latest digital version of the DIBELS assessment. Amplify is the only licensed provider of the digital DIBELS 8th Edition assessment. As such, our solution is the only one to enhance the DIBELS 8th Edition assessment with the power, reliability, and quickness of the mCLASS system.
    2. It makes it faster and easier to understand where every student is in their early literacy journey. By combining 1:1 observational diagnostic assessments, dyslexia screening, progress monitoring, instant scoring, rigorous reporting, automatic student grouping, and targeted instruction all in one place, it reduces the instructional delays associated with manual scoring, manual data analysis, and manual lesson planning.
    3. It brings more equity to the classroom. When used in conjunction with mCLASS Lectura, teachers have access to dual language reports that highlight a student’s strengths and weaknesses in both English and Spanish.
    4. It makes every instructional minute count. In addition to one-minute measures that quickly gauge student progress toward reading proficiency, it leverages a teacher’s most powerful instructional tool — their own 1:1 observations.
    5. It drives growth more efficiently. Rather than relying on broad composite scores alone, granular data and in-depth insights for every student help teachers pinpoint exact skill gaps and areas of unfinished learning, making whole-group, small-group, and 1:1 instruction more targeted and effective.
    6. It saves teachers time. Instant reports, automatic student groups, and ready-to-teach lessons mean teachers spend less time cobbling together materials and more time working directly with students and responding to their needs.
    Download the mCLASS Program Guide

    How does mCLASS with DIBELS 8th Edition support screening for dyslexia risk?

    DIBELS 8th Edition measures have been updated based on the latest research. They now offer stronger measures of processing speed, phonological awareness, and alphabetic principles for dyslexia screening purposes.

    To support this, a new subtest in Word Reading Fluency was introduced and revisions were made to Letter Naming Fluency, Phonemic Segmentation Fluency, and Nonsense Fluency subtests to improve their ability to screen for deficits commonly associated with dyslexia risk, such as phonological awareness, rapid naming ability, and alphabetic principle. These measures provide early warning signs for neurological processing difficulties that contribute to risk for dyslexia (Wolf & Bowers, 1999; Denckla & Rudel, 1974).

    Moreover, measures in Oral Language and Vocabulary are included to provide additional information to help evaluate additional risk areas associated with dyslexia risk.

    Download our Dyslexia Toolkit

    How does mCLASS with DIBELS 8th Edition turn data into instant action?

    mCLASS with DIBELS 8th Edition gives you instant results and clear next steps for each student.

    Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

    Chart comparing student assessment performance across the year in categories: beginning, middle, and end, with a breakout box summarizing results by percentage and student count.
    Download the mCLASS Reporting Guide

    Diagnostic assessment

    mCLASS with DIBELS 8th Edition analyzes individual student response data through a innovative scoring algorithm that leverages an item-level evaluation of individual student responses in order to provide deeper insights into specific student weaknesses and areas of improvement.

    Ready-to-teach instruction

    Immediately following the analysis of individual student responses, mCLASS with DIBELS 8th Edition provides an in-depth diagnostic report complete with suggested next steps, also known as “mCLASS Instruction.”

    mCLASS Instruction evaluates each student’s responses on each individual subtest and instantly:

    • Provides a list of specific needs by student, such as struggling with medial vowel sounds or difficulty reading words with consonant blends.
    • Groups students automatically based on similar discrete skill needs, not simply composite scores like other assessment tools.
    • Recommends a variety of ready-to-teach lessons that specifically target each individual student’s areas of need or common areas of need for small-group instruction.

    Classroom skill and benchmark summary

    The Classroom Skill Summary report is a dashboard showing benchmark performance on each skill. Teachers can use it to determine which skill areas need instructional focus at a classroom level.

    The Classroom Benchmark Summary report is a classroom-wide view of overall reading performance. Teachers can use this report to determine if composite scores improved, declined, or remained the same each semester.

    Detailed benchmark performance

    Teachers can see each student’s performance during the current school year, on each subtest as well as the overall composite. The benchmark goal displays below the subtest name when applicable. The ability to sort the columns in this report gives teachers more flexibility to analyze data the way they prefer.

    Dyslexia screening

    Identify students who are at risk for reading difficulties, including dyslexia, based on their results from foundational skills measures and additional measures as needed by local policies.

    Progress monitoring summary

    See which subtests have been assessed since the most recent benchmark assessment, how students performed on the three most recent progress monitoring assessments for each measure, and which students have not been progress monitored since the benchmark assessment.

    Goal setting tool

    The Zones of Growth (ZoG) analysis uses a rich set of national data to determine student goals for the next benchmark period. Teachers can use the Goal Setting Tool to view these recommended goals or modify the default goals for individual students as they see fit, if the default goal is too challenging or not challenging enough.

    Growth outcomes

    Teachers and interventionists can see each student’s actual growth achieved and how it compares to the goal that was set for the student.

    Caregiver supports

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

    Screenshot of the mclass home awareness webpage displaying educational games and activities for children, categorized by setting and skill level.

    Explore our self-guided tour

    Our self-guided tour is a great way to orient yourself to the organization of our mCLASS platform. Click the button below to get started.

    mCLASS self-guided tour
    Start self-guided tour

    What is mCLASS?

    mCLASS is a best-in-class assessment platform that houses a suite of proven, gold-standard assessment measures and tools that can be flexibly combined to meet the unique literacy needs of both teachers and students across grades K–6, including:

    • Universal screening
    • Diagnostic assessment
    • Dyslexia screening
    • Progress monitoring
    • Dual language reporting
    • Targeted teacher-led instruction

    What is the DIBELS 8th Edition assessment?

    Developed by the University of Oregon, the DIBELS 8th Edition is the latest version of the DIBELS® (Dynamic Indicators of Basic Early Literacy Skills) assessment.

    With this latest version, the University of Oregon Center on Teaching and Learning (UO CTL) made significant efforts to ensure measures would meet state-level screening requirements for universal screening, diagnostic assessment, and dyslexia screening. To support this, measures were updated based on the latest research to meet increased standards of reliability and validity. In addition, adaptive procedures and discontinue rules focus on the assessment of priority skills and prevent over-testing.

    Summary of changes:

    • Consistent measures within grades will provide improved growth measurement.
    • All subtests have been revised to be grade-specific and to increase in difficulty, covering a full progression of skills and minimizing floor and ceiling effects. This provides the opportunity for students to demonstrate what they know and further pinpoint what they don’t know.
    • Phoneme Segmentation Fluency replaces First Sound Fluency. The expanded coverage minimizes floor effect and provides information about difficulty in Phonemic Awareness skills without the additional First Sound Fluency measure.
    • A new subtest, Word Reading Fluency, helps identify students with poor sight word reading skills that other subtests miss.
    • For all measures, the basic scoring procedures remain the same. For Nonsense Word Fluency, credit is given for recording words as whole words even if the student misses in the first attempt.
    • Oral Reading Fluency is now only one passage, instead of three. Retell has been removed. Thus, Oral Reading Fluency assessment will take a third of the time.
    Download UO’s explanation of measures

    Assessment measures by grade

    DIBELS measures at each grade level 
    Measure Grade K Grade 1 Grade 2 Grade 3
    Letter naming fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    Phonemic segmentation fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    Nonsense word fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Word reading fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Oral reading fluency   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Maze (basic comprehension)     A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Amplify measures at each grade level
    Oral language A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Vocabulary A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.

    Assessment measures sample videos

    DIBELS 8th Edition measure: Phonemic Segmentation Fluency (PSF)

    DIBELS 8th Edition measure: Nonsense Word Fluency (NWF)

    DIBELS 8th Edition measure: Letter Naming Fluency (LNF)

    DIBELS 8th Edition measure: Word Reading Fluency (WRF)

    DIBELS 8th Edition measure: Oral Reading Fluency (ORF)

    How is mCLASS with DIBELS 8th Edition different?

    mCLASS with DIBELS 8th Edition combines the power of the mCLASS assessment platform and the effectiveness of the DIBELS 8th Edition assessment measures. As a result – educators across the state are empowered with the latest and greatest assessment tool.

    More than a test, mCLASS with DIBELS 8th Edition is an integrated system that closes the knowing-doing gap by helping teachers take immediate instructional action that’s right for each and every student.

    Assessment systems must enable and compel educators to answer not just the “What” questions, but also the “So What” and “Now What” questions. These are the questions that are essential in transforming classroom instruction, and the questions that mCLASS with DIBELS 8th Edition helps teachers answer with confidence.

    How is mCLASS with DIBELS 8th Edition different?

    1. It gives teachers access to the latest digital version of the DIBELS assessment. Amplify is the only licensed provider of the digital DIBELS 8th Edition assessment. As such, our solution is the only one to enhance the DIBELS 8th Edition assessment with the power, reliability, and quickness of the mCLASS system.
    2. It makes it faster and easier to understand where every student is in their early literacy journey. By combining 1:1 observational diagnostic assessments, dyslexia screening, progress monitoring, instant scoring, rigorous reporting, automatic student grouping, and targeted instruction all in one place, it reduces the instructional delays associated with manual scoring, manual data analysis, and manual lesson planning.
    3. It brings more equity to the classroom. When used in conjunction with mCLASS Lectura, teachers have access to dual language reports that highlight a student’s strengths and weaknesses in both English and Spanish.
    4. It makes every instructional minute count. In addition to one-minute measures that quickly gauge student progress toward reading proficiency, it leverages a teacher’s most powerful instructional tool — their own 1:1 observations.
    5. It drives growth more efficiently. Rather than relying on broad composite scores alone, granular data and in-depth insights for every student help teachers pinpoint exact skill gaps and areas of unfinished learning, making whole-group, small-group, and 1:1 instruction more targeted and effective.
    6. It saves teachers time. Instant reports, automatic student groups, and ready-to-teach lessons mean teachers spend less time cobbling together materials and more time working directly with students and responding to their needs.
    Download the mCLASS Program Guide

    How does mCLASS with DIBELS 8th Edition support screening for dyslexia risk?

    DIBELS 8th Edition measures have been updated based on the latest research. They now offer stronger measures of processing speed, phonological awareness, and alphabetic principles for dyslexia screening purposes.

    To support this, a new subtest in Word Reading Fluency was introduced and revisions were made to Letter Naming Fluency, Phonemic Segmentation Fluency, and Nonsense Fluency subtests to improve their ability to screen for deficits commonly associated with dyslexia risk, such as phonological awareness, rapid naming ability, and alphabetic principle. These measures provide early warning signs for neurological processing difficulties that contribute to risk for dyslexia (Wolf & Bowers, 1999; Denckla & Rudel, 1974).

    Moreover, measures in Oral Language and Vocabulary are included to provide additional information to help evaluate additional risk areas associated with dyslexia risk.

    Download our Dyslexia Toolkit

    How does mCLASS with DIBELS 8th Edition turn data into instant action?

    mCLASS with DIBELS 8th Edition gives you instant results and clear next steps for each student.

    Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

    Tablet displaying a student performance table. Columns for assessment times; rows for performance levels. Percentages and student counts are provided in each assessment area and level.
    Download the mCLASS Reporting Guide

    Diagnostic assessment

    mCLASS with DIBELS 8th Edition analyzes individual student response data through a scoring algorithm which aligns to the Colorado Department of Education’s stated purpose of a diagnostic assessment.

    Our innovative approach to diagnostic assessment leverages an item-level evaluation of individual student responses in order to provide deeper insights into specific student weaknesses and areas of improvement. mCLASS with DIBELS 8th Edition analyzes individual student response data through a scoring algorithm which aligns to the Colorado Department of Education’s stated purpose of a diagnostic: “… to pinpoint a student’s specific area(s) of weakness and provide in-depth information about students’ skills and instructional needs.”

    For a full list of diagnostic observations, click the button below to download the Digital Assessment Materials navigation guide.

    Download Digital Assessment Materials navigation guide

    Ready-to-teach instruction

    Immediately following the analysis of individual student responses, mCLASS with DIBELS 8th Edition provides an in-depth diagnostic report complete with suggested next steps, also known as “mCLASS Instruction.”

    mCLASS Instruction evaluates each student’s responses on each individual subtest and instantly:

    • Provides a list of specific needs by student, such as struggling with medial vowel sounds or difficulty reading words with consonant blends.
    • Groups students automatically based on similar discrete skill needs, not simply composite scores like other assessment tools.
    • Recommends a variety of ready-to-teach lessons that specifically target each individual student’s areas of need or common areas of need for small-group instruction.

    Classroom skill and benchmark summary

    The Classroom Skill Summary report is a dashboard showing benchmark performance on each skill. Teachers can use it to determine which skill areas need instructional focus at a classroom level.

    The Classroom Benchmark Summary report is a classroom-wide view of overall reading performance. Teachers can use this report to determine if composite scores improved, declined, or remained the same each semester.

    Detailed benchmark performance

    Teachers can see each student’s performance during the current school year, on each subtest as well as the overall composite. The benchmark goal displays below the subtest name when applicable. The ability to sort the columns in this report gives teachers more flexibility to analyze data the way they prefer.

    Dyslexia screening

    Identify students who are at risk for reading difficulties, including dyslexia, based on their results from foundational skills measures and additional measures as needed by local policies.

    Progress monitoring summary

    See which subtests have been assessed since the most recent benchmark assessment, how students performed on the three most recent progress monitoring assessments for each measure, and which students have not been progress monitored since the benchmark assessment.

    Goal setting tool

    The Zones of Growth (ZoG) analysis uses a rich set of national data to determine student goals for the next benchmark period. Teachers can use the Goal Setting Tool to view these recommended goals or modify the default goals for individual students as they see fit, if the default goal is too challenging or not challenging enough.

    Growth outcomes

    Teachers and interventionists can see each student’s actual growth achieved and how it compares to the goal that was set for the student.

    Colorado READ Plans

    Amplify recommends that a student who is categorized by the DIBELS 8th Edition composite score as “At High Risk” (denoted in all reports as “red”) be considered as potentially having a “Significant Reading Deficiency,” then further diagnosed using mCLASS’ Instruction diagnostics.

    When devising a READ Plan, teachers and instructional staff should first consider students at high risk on DIBELS 8th Edition as potentially having a “Significant Reading Deficiency,” and eligible for a READ Plan. Students are then further diagnosed using mCLASS’ Instruction diagnostics. When devising a READ Plan, teachers can rely on the relevant mCLASS Instruction and Reports to comply with the READ Act.

    Caregiver supports

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

    Screenshot of the mclass home connect website showing educational activities in three categories: word race, count the ways, and mystery game, with navigation options at the top.

    Explore our self-guided tour

    Our self-guided tour is a great way to orient yourself to the organization of our mCLASS platform. Click the button below to get started.

    A webpage titled "mCLASS overview" featuring text about the mCLASS early literacy suite for grades K-6. The page includes photos of children engaged in reading activities and navigation options on the left.
    Start self-guided tour

    Contact us

    Looking to speak directly with your Colorado representative? Get in touch with a team member by emailing HelloColorado@amplify.com or by calling us directly.

    Enrollment over 2,500 students

    Monty Lammers

    Senior Account Executive

    (719) 964-4501

    mlammers@amplify.com

    Enrollment over 2,500 students

    Vanessa Scott

    Account Executive

    (602) 690-9216

    vscott@amplify.com

    Welcome, Louisiana reviewers

    mCLASS Intervention is an evidence-based program for helping struggling K-6 readers catch up to grade level. Importantly, it:

    1. Uses data from the Louisiana state-approved early literacy screening assessment, DIBELS 8th Edition, when collected on the mCLASS platform.
    2. Aligns with CKLA, a Tier 1 K–5 Core Curriculum reviewed by the Louisiana Department of Education that uses similar approaches to teach reading skills.
    3. Gives teachers time back in the day by doing the heavy lifting of data analysis and lesson sequencing, helping make effective staff-led intervention a reality.

    A collaboration between Amplify, classroom practitioners, and leading researchers including Dr. Catherine Snow, mCLASS Intervention offers Louisiana schools a standards-aligned program grounded in the science of reading. As a trusted partner across the state, we look forward to working with you to ensure teachers and students have access to high-quality instructional materials.

    Program overview

    mCLASS Intervention is a staff-led, supplemental Tier 2/3 intervention program that covers the five big ideas of reading, using the continuum illustrated below. Each hexagon represents a skill taught in mCLASS Intervention. Skills to the left are generally precursors to skills on the right.

    The strength of mCLASS Intervention comes from its technology-powered algorithm. Using sophisticated software algorithms, mCLASS Intervention automatically:

    • Analyzes DIBELS 8th Edition and diagnostic measure results collected via the mCLASS platform.
    • Determines which skills each student already knows and which they are ready to learn next.
    • Puts students into small homogeneous groups of 4–6.
    • Compiles detailed lessons that target the specific needs of each group.

    Here is a brief example of how mCLASS Intervention identifies the right target for each student.  The image below shows the MOY Nonsense Word Fluency (NWF) results for two first-grade students—Student A and Student B.

    They both scored 29, which is Well Below Benchmark for this time of year. In spite of the students having the same score, mCLASS Intervention employs automatic analysis of item-level responses to detect that they are actually at different points in the continuum. For Student A, mCLASS Intervention recommends a focus on letter-sound knowledge, and sounding out and blending. For Student B,  mCLASS Intervention recommends a focus on Regular & Irregular Word recognition. (mCLASS Intervention spirals instruction by having students work in two strands at the same time.) Without mCLASS Intervention, this type of analysis would take educators hours to complete and, as a result, could only be completed sporadically. The automatic nature of mCLASS Intervention’s data analysis algorithm makes it possible for busy educators to complete this analysis regularly, which in turn enables them to continually target intervention instruction at students’ evolving needs, day after day. 

    The mCLASS Intervention algorithm not only determines the ideal instructional focus for each student, but also automatically forms small groups of 4–6 students who share the same instructional focus and builds a 10-day plan with detailed lessons that target the specific needs of each group.

    Each 10-day plan systematically builds skills. For example, in the 10-day plan below, mCLASS Intervention has a particular group of students work on phonological awareness and letter sound knowledge. And within phonological awareness, mCLASS Intervention first introduces the group to phoneme segmentation; moves students through phoneme identification and substitution in subsequent days; then finishes with first, last, and middle sound segmentation.

    This systematic move from less advanced to more advanced skills allows for spaced practice over time, which research has shown to have significant impact on student literacy growth. 

    In a Tier 2 intensity, mCLASS Intervention lessons last 30 minutes per day and are delivered daily in groups of 4–6 students. Each session has five activities and each activity is 5–8 minutes long. In a Tier 3 intensity, mCLASS Intervention lessons can be 30 or 60 minutes per day and are delivered daily in groups of 3–4 students. 

    Below is an example of a middle sound segmentation activity.

    We want to highlight two things from this example: 1) The instructional approach is explicit, and 2) the guidance provided is very detailed.

    Explicit instructional approach: All mCLASS Intervention activities begin with a Model (“I Do”) followed by a Practice (“You Do”). During the Model section, the instructor demonstrates how to do the activity. During the Practice section, the instructor has students practice. mCLASS Intervention uses subtle but impactful moves to maximize students’ independent thinking during the Practice portion of an activity. For example, in this activity, mCLASS Intervention has the instructor call on a student only after posing the question to all students in the group and giving the group 3–5 seconds of “think time.” This approach helps instructors keep all students mentally engaged because, should they take the opposite approach of calling on one student and then asking the question, the students who were not called on would tune out and inadvertently rob themselves of crucial practice opportunities they need to catch up to their grade-level peers.  

    Detailed guidance: Because mCLASS Intervention activities are detailed, both certified educators and paraprofessionals with little or no training in early elementary reading can deliver mCLASS Intervention with impact. This detailed guidance gives schools a range of options when it comes to staffing intervention, and that added flexibility is vital—especially for moderate and high need schools, which often struggle to provide intervention to all students in need.

    Keep in mind that an activity such as the one above represents just 1/5th of a lesson. The additional four activities that round out a 30-minute intervention lesson are short (5–8 minutes each) and varied. Some cover one skill of focus, while others cover the other skill of focus. mCLASS Intervention also regularly incorporates game-based, kinesthetic, peer-to-peer approaches to further increase student engagement and, as a result, educators often report that mCLASS Intervention is their students’ favorite part of the day.  We think this is because students get more attention in a small group; the instruction is targeted to their needs so they are neither bored nor overly frustrated; and the 30 minutes are filled with short, varying, fast-paced, high-energy activities.

    The swift pace of mCLASS Intervention is present in the activities that older students work on as well. These students often work on fluency and comprehension at the same time. In the 10-day plan below, you can see how their lessons include the same structure of short and varying activities.

    Program components

    Site License

    Each school needs a site license to the mCLASS Intervention software.  This provides access to the tools interventionists use throughout the year, such as:

    • An assessment app for conducting progress monitoring.
    • A grouping tool that forms small groups of 4–6 students with similar skill profiles.
    • A lesson builder that delivers customized 10-day lesson plans for groups.

    See sample 10-day lesson plans

    Phonological Awareness and Letter Sounds Fluency and Comprehension Skills (4th Grade)
    • Analytical reports for reviewing progress.
    • A practice app for K–2 students to use outside of intervention time.

    mCLASS Intervention Kit

    mCLASS Intervention kits are recommended, but optional. These kits include the following materials that interventionists bring to lessons:

    • Picture cards
    • Letter cards
    • Regular word cards
    • Irregular word cards
    • Letter combination cards
    • Vocabulary cards
    • Fluency cards
    • Puppet 
    • Resealable bags
    • Magnifying glass
    • Portable whiteboard
    • Dry-erase markers
    • Counting chips
    • Decoding assessment book
    • Vocabulary assessment books
    • Comprehension assessment book

    We recommend one mCLASS Intervention kit per interventionist serving K–3 and one mCLASS Intervention kit per interventionist serving 4–6. 

    If a school is not able to purchase one kit per interventionist, educators can assemble the materials themselves using our directions here.

    DIBELS 8th Edition Kit

    Educators administer DIBELS 8th Edition and proprietary diagnostic probes to place intervention students into the program.

    Schools can purchase DIBELS 8th Edition kits through Amplify or download forms from the University of Oregon’s site here. 

    For the proprietary diagnostic probes, educators can find the assessment forms in the mCLASS Intervention kit or download them from our teacher portal here. 

    Getting mCLASS Intervention up and running

    We have step-by-step guides with training videos and detailed FAQs to help educators get mCLASS Intervention running smoothly in their schools.

    • Schools that screen with DIBELS via mCLASS follow these steps to get Intervention up and running.
    • Schools that screen with another reading assessment (e.g., paper/pencil DIBELS, iReady, NWEA MAP) follow these steps to get Intervention up and running.

    Take a tour

    Find step-by-step instructions for reviewing lessons and placement materials in our navigation guide. 

    This short video below shows you what those steps look like.

    Professional development

    For more than a decade, Amplify has provided high-quality customized professional development to meet the specific needs of educators at all levels and improve student outcomes across multiple schools, districts, and states. Our professional development opportunities extend beyond initial product trainings and are proven to leverage data to support effective implementation, consistent administration, focused progress monitoring, skill-focused data analysis, and instructional planning.

    There are two distinct roles in mCLASS Intervention critical to ensuring its success at a school site. Professional development is designed to target these different roles:

    • Intervention Coordinator:
      Oversees the mCLASS Intervention program, groups students, determines group assignments, adjusts schedules, and works closely with Interventionists. 
    • Interventionists:
      Instructors who deliver the daily mCLASS Intervention program to small groups of students and monitor students’ progress every two weeks. 

    We deliver professional development sessions through multiple formats, including:

    • Onsite:
      Sessions are delivered in person (30 participants).
    • Virtual:
      Sessions are delivered remotely through webinars (15 participants).
    • On demand:
      Resources are posted on the training platform and can be accessed anytime (Individually).

    We offer two types of training to support implementation of mCLASS Intervention: Initial Training Sessions and Coaching Sessions.

    TRAINING TYPEPURPOSEDATE
    Initial Training SessionsIntroduce all stakeholders to mCLASS Intervention and the responsibilities of their individual roles.Beginning of year
    Coaching SessionsSupport Intervention Coordinators with data management and fidelity, and support teachers with lesson delivery, progress monitoring, and data analysis.As identified by school

    Initial Training Sessions

    Training title

    Modality

    Objectives

    Comprehensive Initial Training

    1.5 days

    Hybrid model*
    • ½-day remote webinar for Intervention Coordinators
    • 1-day onsite training for Interventionists

    Interventionist coordinator objectives:

    • Understand how mCLASS Intervention works and what is required to maximize student progress.
    • Learn how to optimize groups and staff schedules to serve all students in need of intervention.
    • Develop the implementation work plan for the school.

    Interventionist objectives:

    • Learn how mCLASS Intervention works.
    • Deliver lessons that maximize student progress.
    • Improve lesson delivery, with feedback from certified trainer.
    • Monitor progress with Intervention measures.
    • Increase accuracy of administration of measures.

    Comprehensive Initial Training

    1.5 days

    Remote model*
    • ½-day remote webinar for Intervention Coordinators
    • 1-day remote training for Interventionists
     

    *Depending on your needs, Amplify can also deliver these sessions in a Training of Trainers (TOT) model, where sessions are delivered to select leaders from each school, and participants will turn-key training content to their colleagues.

    Our Coaching Sessions are also offered in multiple formats, to include full- and half-day in-person sessions, and hourly remote sessions.

    Coaching Sessions

    Training title

    Modality

    Objectives
    One-day Coaching 1-day onsite

    Objectives for these sessions will depend on the content needs determined by the school. Topics can include but are not limited to:

    • Observing Intervention lessons and providing feedback.
    • Analyzing mCLASS Intervention data.
    • Reviewing student progress, and planning next steps.
    • Refining groups and schedules.
    • Co-planning and modeling Intervention lessons.
    Half-day Coaching ½-day onsite
    Hourly Coaching 1-hour remote

    FAQ’s

    Do schools need to screen with mCLASS DIBELS 8th Edition to use mCLASS Intervention?

    No. Amplify has an mCLASS Intervention offering designed for schools that use their own reading screener. These schools use the results from their own reading assessment to determine who’s at risk. Then they administer DIBELS 8th Edition and Amplify’s proprietary diagnostic measure via mCLASS to the students who will receive mCLASS Intervention. Of course, we highly recommend using mCLASS DIBELS 8th Edition for screening the entire class, as it would efficiently serve as both a screener and placement tool into mCLASS Intervention.

    How does placement into mCLASS Intervention work?

    You can learn on our teacher portal site. Here are the placement procedures for schools that:

    Screen with mCLASS DIBELS 8

    Screen with their own reading assessment

    Does mCLASS Intervention teach skills that are taught in previous grades?

    Yes, mCLASS Intervention was designed to detect students’ earliest skill gaps and provide teachers with high-quality resources for addressing them. 

    How do teachers set goals?

    mCLASS Intervention comes with a goal-setting tool that helps educators choose goals for students. It does this by providing score ranges that represent average, above average, and well above average growth in the skills being worked on.

    Using formative assessment to support literacy

    Learning to read is not linear. That’s because reading is not just one skill, but a bundle of skills, intertwined and supporting one another.

    In the late 1990s, reading and literacy expert Hollis Scarborough helped us visualize this complex process by creating a model that’s now known as the Reading Rope. Grounded in the Science of Reading, this now-iconic model emphasizes the need for a comprehensive, deliberate approach to reading instruction. It’s an approach that recognizes the importance of building both reading skills and the background knowledge that makes them even stronger.

    The Reading Rope model also connects educators to key strands of formative data that guide instruction and assessment.

    With data and information that support the relationship between language comprehension and word recognition skills, teachers can devise reading comprehension strategies and get a better idea of where to focus their instruction. And thanks to the Science of Reading, this data can also help you track what students know, and where they need to go.

    Let’s take a closer look to see how it all works.

    Reading comprehension and more: The strands of the Reading Rope

    The design of the Reading Rope shows that the two core components of reading are word recognition and language comprehension.

    Word recognition encompasses the ability to accurately, effortlessly, and rapidly decode printed words. Phonological awareness, phonics, and sight word recognition contribute to this strand.

    • Phonological awareness is the ability to recognize and manipulate the individual sounds (phonemes) within spoken words. It includes skills such as identifying rhymes, segmenting words into syllables, and manipulating sounds within words. Phonological awareness provides the foundation for phonics instruction.
    • Phonics involves the systematic relationship between letters and the sounds they represent. It includes understanding letter-sound correspondences, decoding unfamiliar words by applying sound-symbol relationships, and blending sounds to form words. Phonics instruction gives students the tools to decode printed words.
    • Sight word recognition happens when students have had enough practice decoding words that they can automatically recognize and apply sound-spelling patterns across words. Automaticity in word recognition allows students to shift their focus from decoding to comprehending texts.

    Language comprehension involves the understanding of spoken and written language. This includes vocabulary, grammar, syntax, and the ability to make inferences and draw conclusions. Language comprehension allows readers to extract meaning from and create meaning with text.

    • Vocabulary refers to the words one knows and understands, both orally and in writing. A robust vocabulary enhances comprehension and communication.
    • Grammar and syntax are the rules and structures that govern language. Understanding and applying grammatical rules help students comprehend and construct sentences, enhancing their ability to make meaning from and create meaning with text.
    • Inference skills involve the ability to draw conclusions, make predictions, and derive implicit meaning. With these skills, students are able to combine their background knowledge with information in the text to make guesses and reach conclusions.

    The importance of knowledge

    The Reading Rope affirms that readers use their existing knowledge and experiences to make sense of what they are reading. A student who brings relevant background knowledge to a text can understand it even better than a stronger reader who’s new to the topic.

    Background knowledge also helps readers navigate unfamiliar vocabulary or concepts. When readers encounter words or ideas they already have some familiarity with, they can make connections and use contextual clues to determine meaning, which contributes to reading fluency and comprehension.

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

    As educators Barbara Davidson and David Liben write: “Although students’ independent reading is often at lower complexity levels at the beginning of a unit, as they acquire knowledge about the core topic they are generally able to read texts on their related topic at complexity levels greater than their diagnosed grade level.”

    Putting it all together with formative assessment

    There are a variety of ways to gather information about your students’ skills and knowledge, using the Reading Rope as your guide. Here are just a few examples that correspond to its strands:

    Word recognition

    • Letters: See how students do with letter-sound correspondence tasks such as: matching graphemes to phonemes, writing letters that represent sounds, word-building activities, and sound sorts with word cards.
    • Words: Gauge students’ ability to apply sound-symbol correspondences by asking them to spell words with sound-spelling patterns they’ve already learned.

    Language comprehension

    • Knowledge: How much are students learning about a topic overall? Keep asking—through pre-reading tasks, discussions, and checks for understanding.
    • Vocabulary: Track students’ vocabulary growth with word-mapping, context-clue, and word-brainstorming tasks.

    Skilled reading

    Here’s where it all comes together. Many formative assessment activities will help you discover what your students know about the skills they’re using as readers. Here, we’ll focus on the power of students speaking and writing about what they’re reading.

    • Speaking: As children learn to speak, they develop vocabulary and knowledge of sentence structure, both of which support reading comprehension. Simply giving students the opportunity to talk about a topic can provide insight into their oral language development.
    • Writing: Challenge students to write summaries, critiques, and analyses of texts to see what they’re comprehending from what they’re reading.

    More to explore

    5 ways to boost biliteracy with the Science of Reading

    Research shows that bilingual instruction (including dual language instruction and dual language immersion) supports the long-term success of dual language learners—in both languages, and beyond.

    How do we best support those students?

    More precisely, how are we serving our emergent bilingual students so that they can develop their biliteracy? This is a question posed by biliteracy expert and Amplify product specialist Alestra Flores Menéndez. And in our recent webinar Leveraging the Science of Reading to Boost Biliteracy, she and other experts attempt to answer it.

    The power of biliteracy

    Knowing more than one language is a powerful tool for opening up new worlds, meeting different people—or even just asking directions in an unfamiliar place.

    But that’s not all. Bilingualism itself is a cognitive strength. Research conducted in 2015 by Claude Goldenberg and Kirstin Wagner links bilingualism to increased control over attention, improved working memory, greater awareness of the structure and form of language, and better abstract and symbolic representation skills.

    “Our multilingual learners really are using their brains differently,” says Flores Menéndez.

    And as with all students, we need to start early to make sure they’ve got their best shot at literacy.

    The number of emerging bilingual students in our classrooms is growing, with 15.5% of them in grades K–3. That group includes the key developmental year—third grade.

    Third grade is seen as the last year students learn to read before they start reading to learn. Without proficiency by fourth grade, they’re at risk of struggle across subjects.

    And for many students, literacy is biliteracy. So how to make sure they get there?

    Helping all multilingual learners succeed

    “Bilingual instruction has been proven to be the most effective,” says Amplify biliteracy specialist Ana Torres, M.Ed., citing research by Virginia Thomas and Wayne Collier.

    Other models (English immersion, transitional bilingual) are a fit for students with certain language profiles. As Torres notes, “We have to be intentional and purposeful to make sure there are positive outcomes for all students.”

    But the proven impact of the bilingual model shows this: Knowledge of, and in, a second language builds from the first.

    Foundational skills, vocabulary, and knowledge are essential, and all transfer to the second language—through explicit, research-based instruction.

    Key elements of that instruction:

    1. Assessing literacy in both languages. “Assessing what [students] know in their native language is crucial to their success in acquiring that second language,” says Torres. A 2019 study at the University of Oregon looked at phonological awareness among Spanish-speaking pre-K students. (Phonological awareness represents the understanding that words are made up of a series of discrete sounds.) When assessed in English, 63% of students needed Tier 2 or 3 intervention. But when assessed in Spanish, only 21% did. “We need to look at the overall picture of students’ literacy,” Torres says. “Otherwise they’re going to get the wrong instruction.”
    2. Deliberately bridging from the native language to the new one. Spanish and English share many elements, among them letter sounds. If students know the sounds of the letter m in Spanish, they’ll be able to map that sound onto the same letter in English.
    3. Grounding in the Science of Reading. The Simple View of Reading has been validated in more than 150 studies across multiple languages. Foundational skills, vocabulary, and knowledge can all transfer through explicit instruction.
    4. Honoring students’ home languages, cultures, and community experiences. “It’s well documented that when children feel a sense of belonging, they’re more motivated to learn and experience more success in school,” says Menéndez. “Students should see themselves reflected positively in any curricular material.”
    5. Emphasizing knowledge. Perhaps you’re familiar with the iconic baseball study. Students with prior knowledge of baseball greatly outperformed their peers on reading comprehension—even those peers who were stronger readers. “Building knowledge is absolutely essential for literacy development,” says Menéndez.

    Learn more

    Explore Amplify Caminos.

    Watch the full webinar: Leveraging the Science of Reading to Boost Biliteracy.

    Biliteracy and Science of Reading principles in English and Spanish.

    Read about The Importance of Dual Language Assessment in Early Literacy.

    Binge our biliteracy podcast playlist.

    Understanding dyslexia and the power of early intervention

    What do Albert Einstein, Whoopi Goldberg, and Percy Jackson have in common? 

    A diagnosis (albeit retroactive or speculative) of dyslexia. 

    Fortunately, our understanding of the condition has progressed since the days of Einstein—and it’s also more accurate than it’s portrayed in The Olympians. (Percy’s challenges in that beloved series are said to result from his brain being “hard-wired” for ancient Greek, which is…not really a thing.) 

    So what do we know now? “You can screen early, and you can intervene just as early,” says Emily Lutrick, a preK–5 curriculum and dyslexia coordinator with almost 20 years of experience in education (and a guest on Science of Reading: The Podcast). 

    Let’s take a look at more of what we know about what dyslexia is (and is not), what students with these challenges struggle with, and the importance—and power—of early intervention.

    What is dyslexia?

    Dyslexia is a neurological condition that affects the way a person’s brain processes written and spoken language—and thus their ability to read, write, and spell. It shows up as difficulties in accurate and fluent word recognition, spelling, and decoding. 

    More precisely, people with dyslexia often experience challenges in phonological awareness. They may struggle to break down words into their component sounds and to recognize the relationships between letters and sounds. These difficulties can make reading and writing laborious, and can—understandably—bring down a student’s performance and confidence. It’s a lifelong condition that requires (and responds to) specific research-based interventions.

    In the United States, the National Institutes of Health (NIH) estimates that about 15–20% of the population has symptoms indicating a risk of dyslexia or reading difficulty. The condition occurs across different cultures, languages, generations, and socioeconomic backgrounds.

    Common misconceptions about dyslexia

    Dyslexia is not a result of laziness, poor teaching, or lack of effort (or of being a demi-god).

    Let’s debunk some other misconceptions: 

    • Dyslexia is not a visual problem that causes readers to mix up letters like “b” and “d.” People with dyslexia struggle to match letters to sounds. (Confusing letters is actually common—lots of kids do it, and then move past it, as they learn to read.)
    • We don’t have to wait for students to “fail” in order to identify signs of dyslexia. Some clues and signs may emerge even before students start school, such as a delay in learning tasks like tying shoes and telling time, or difficulties with self-expression; following directions; or learning the alphabet, rhymes, or times tables.
    • Students with dyslexia do not just need more time to learn to read. Dyslexia is not something outgrown. Students who are at risk of developing dyslexia need consistent, high-quality, research-based instruction. 
    • People with dyslexia are slower / not as smart. On the contrary, people with dyslexia are able to think as quickly and creatively as others, and are just as intelligent.
    • Students with dyslexia need to use different materials than everyone else. Students with dyslexia can actually succeed using the same texts and curricula as their peers!
    • Students with dyslexia do have the potential to read at grade level when they have access to early intervention, targeted supports, and a flexible curriculum. In fact, a study at the University of Washington showed that only eight weeks of specialized instruction strengthened neural circuitry—and improved reading performance.

    Types of dyslexia

    Dyslexia is also not a one-size-fits-all condition. Some common types include:

    • Phonological dyslexia: This type of dyslexia primarily affects a person’s ability to decode words and recognize the sounds associated with letters and letter combinations.
    • Surface dyslexia: Students with surface dyslexia may struggle with irregular words that do not follow common phonetic rules but be able to read more regular words accurately.
    • Rapid naming deficit: This type of dyslexia is characterized by difficulty in rapidly naming familiar objects, colors, or symbols.
    • Double deficit dyslexia: Individuals with double deficit dyslexia exhibit both phonological and rapid naming deficits.

    The importance of early intervention

    Early intervention is key to helping students with dyslexia reach their full potential. Research has shown that identifying and addressing the condition in the earliest possible stages of education can significantly improve student reading and writing abilities—and so much more.

    Early intervention generally focuses on building foundational skills such as phonemic awareness, phonics, decoding, and reading fluency. It might include specialized instruction, assistive technology, and modifications to classroom materials and assessments. 

    Intervention has an emotional and social impact, too. Dyslexia can bring down a student’s confidence and even keep them on the social sidelines. By identifying and addressing dyslexia early, teachers can provide their students with access to emotional support and opportunities to catch and keep up with their peers, which helps them remain part of the classroom community. 

    Screening for dyslexia

    Before intervention comes identification. That’s why mCLASS® includes built-in dyslexia screening, with reliable tools such as: 

    • Phonological Awareness Assessment: Assesses a student’s ability to recognize and manipulate sounds in words.
    • Rapid Automatized Naming (RAN) Test: Evaluates how quickly a student can name. 

    And before all that, it’s important that teachers be the first eyes and ears. They may ask caregivers about any family history of reading difficulties, as the condition often has a genetic component. Lutrick watches for students who might be struggling to read fluently or think meta-cognitively about text. ”You know that they’ve got the ability but something is just blocking them,” she says. 

    One diagnostic tack she takes: Asking them to try to decode nonsense words. “For a child who is struggling and at risk of reading difficulty, every word may be a nonsense word,” she says. “Do they have the skills necessary to break it down? If not, I would like to try to help them fill those gaps as quickly as I can.” (mCLASS also includes a Nonsense Word Fluency assessment.)

    And it’s possible to intervene even before that, as podcast host Susan Lambert notes: “If we are not already doing systematic and explicit phonics in kindergarten and first grade, there is a possibility that we wouldn’t identify those kids.” 

    Lutrick also points out that dyslexia can be disguised in many different ways. “Look at every student and see if there is something behind the mask,” she says. “We need to task ourselves to really look at every individual student as if each one of them is critically important, which we all believe, or we wouldn’t be in this profession.”

    More to explore

    mCLASS® with DIBELS® 8th Edition for Colorado

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    Overview

    With the Science of Reading at its core, Boost Reading blends compelling storytelling with research-based instructional practices to offer:

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

    Engagement is in the DNA: Every lesson and activity engages students through compelling storytelling and powerful narrative. Students persist longer and learn more deeply than when they are working on repetitive worksheet-like programs.

    Instruction and practice: Boost Reading gives students practice as well as instruction in the key concepts they need to master. Our reading instruction and curriculum is interactive, not passive.

    Emphasizes deep conceptual understanding: Backed by the latest research and designed with experts, Boost Reading focuses on ensuring that students have a deep understanding of the concepts. And those skills transfer from the program to the real world.

    Boost Reading is a supplemental digital literacy instruction program that provides students with practice and explicit instruction in the underlying phonics, phonological awareness, vocabulary, and comprehension skills that are essential for fluent reading with good comprehension (e.g., Cartwright, 2010; NICHD, 2000; Oakhill, Cain, & Elbro, 2015).

    The overarching goal of the program is to provide engaging individualized instruction and practice in the skills and strategies that have the most impact on literacy, while making it explicit to students that the skills they are practicing are things that good readers do while they are reading. As repetition with variety is an essential part of effective literacy instruction (e.g., Schuele & Boudreau, 2008), after a brief introduction to each activity, students are given repeated opportunities to practice these skills with varied stimuli. They receive immediate feedback for their responses and are given more explicit instruction in areas that are challenging. The instruction provided incorporates documented principles of effective instructional delivery; the activities engage students in multiple opportunities to practice critical skills at an appropriate pace with consistent feedback and prioritize student engagement and motivation, helping students to see their own growth toward reading goals (Carnine, Silbert, Kame’enui, & Tarver, 2016; Gersten, et. al., 2009; Deci, & Ryan, 2012.).

    Activities build on an existing computer-based intervention that has been documented to improve the decoding skills of students in multiple experimental studies (Richardson & Lyytinen, 2014). Since learning is promoted when students use their knowledge across tasks (e.g., Merrill, 2002), generalization is encouraged through ebooks with embedded activities that reinforce skills recently practiced in related games.

    Instruction is closely aligned with the English Language Arts Common Core State Standards (CSSS) for literary and informational texts and the North Carolina English Language Arts standards. The program was designed to include content that is most effective at building the word reading and comprehension skills of elementary students (e.g., NICHD, 2000; NIFL, 2008), including at-risk and struggling readers (e.g., NICHD, 2000) and English language learners (e.g., August & Shanahan, 2006). The content focuses on foundational reading skills (i.e., phonological awareness and phonics) as well as vocabulary and reading comprehension.

    Research also shows that by providing students with contextualized learning experiences and rich engaging stories, narrative-centered interactive learning environments increase student interest, self-efficacy, and feelings of involvement and control in their learning  (McQuiggan, Rowe, Lee, & Lester, 2008).

    Over the course of our early efficacy study, kindergarteners using Boost Reading grew an average of 16% more than kindergarteners who didn’t use Boost Reading. First graders using Boost Reading grew 23% more than first graders who didn’t.

    We compared students in kindergarten through fifth grade who used Boost Reading during the 2019 fall semester to students from the same district who did not use Boost Reading, using Dynamic Indicators of Basic Early Literacy Skills, 8th Edition (DIBELS® 8th Edition) Composite Scores and Zones of Growth. We found K–5 students who used Boost Reading showed better growth on DIBELS 8th Edition Zones of Growth than those who did not use the product. Additionally, we found that the program was particularly effective for English Language Learners (ELLs). (DIBELS 8th Edition; University of Oregon, 2018)

    You can view the study here.

    Boost Reading allows younger students to progress through the curriculum along a pathway that best fits their developing abilities. Students are placed into the program based on prior data and the system maintains a rich profile for them as they master each skill level. Boost Reading also provides adaptive support, meaning that the degree of scaffolding, instruction, and practice adapts within each game based on student performance.

    Students are served up content that’s appropriate for them within each quest. If a student struggles with a particular content set (3 failed attempts), the set is removed from the quest and presented to the student in a later quest after they’ve had more practice with the prerequisite skills.

    When this happens, the teacher dashboard will indicate that the student is “stuck” through the class view and the student view.

    If the teacher taps on the student’s name, they can see the specific content that the student struggled with. This allows teachers to provide additional support for the student. The progress bar will go back to green when the student has mastered the content set at a later date.

    Classroom use

    For younger students

    Boost Reading is a supplemental reading curriculum designed to support a student’s development in key early literacy skills through play. The games in Boost Reading are meant to engage students individually on their own unique path. As a result, there are numerous ways you can use Boost Reading with your students.

    We recommend you allow students to play for 10–15 minutes per session, 2–3 times a week in some of the following ways:

    • As part of a work station or literacy center
    • During reading blocks or choice time
    • With students not in intervention groups during intervention time
    • During transitions between periods (or at the start or end of school)
    • In a computer lab
    • In after-school programs
    • At home (students may use logins to practice on Boost Reading at home)

    For younger students

    Students propel the storyline in Boost Reading forward as they take on quests in Bookerton. This narrative is available in both English and Spanish. Students can toggle between the two languages through their settings menu.

    In-Game Supports

    In addition to the overall narrative, many of the games have features that support ELL students and struggling readers:

    • Many of the games have read-aloud text or are picture-based so that students can work independently, whatever their level of language proficiency.
    • Supports such as cognates are provided for vocabulary words in Boost Reading interactive Reader.
    • Boost Reading has games that cover phonics and phonological awareness, including at the syllable level, to support pre-readers who need robust instruction in these areas.
    • Boost Reading has games that provide explicit language instruction, for example connectives and anaphora, as well as strategy instruction in comprehension monitoring and morphology.
    • Boost Reading’s instructional methods (e.g., providing clear models, multiple opportunities to practice skills, feedback, cumulative review) and the skills and strategies taught in phonics, morphology, and language leverage techniques proven to help ELs learn how to read in English. Coupled with progressing Spanish-language support, Boost Reading ensures that all students can succeed, no matter what their first language is. Read more here.

    Technology

    Supported Devices and Network Requirements

    To ensure that your hardware and network meet the minimum technical requirements for optimal performance and support of Boost Reading please see Amplify’s customer requirements page

    List of IP Addresses to Allow

    To make sure Boost Reading is accessible at your district, you can add the appropriate URLs to your district’s firewall allowlist. Visit the Amplify Network Access Validator to see the list of URLs and IP addresses.

    mCLASS K–8 Literacy & Math Assessment System | Amplify

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    Welcome, Seattle Public Schools, to the next chapter in the Science of Reading, with Amplify CKLA 3rd Edition!

    Amplify Core Knowledge Language Arts (CKLA) helps implement the Washington State K–12 Learning Standards for English Language Arts (Common Core State Standards) by translating the Science of Reading into manageable, engaging, and effective classroom practices. For more than a decade, Amplify CKLA has transformed classrooms nationwide with its intentional knowledge building and systematic skills instruction.

    Scroll down to learn how Amplify CKLA is uniquely designed to help all your students make learning leaps in literacy.

    Download Amplify CKLA Program Guide
    An astronaut floats in space near the Moon, with a speech bubble displaying

    Our approach

    Improve outcomes with a program that’s built on a decade of research and meets the strongest Every Student Succeeds Act (ESSA) Tier I criteria.

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

    Grounded in the Science of Reading

    As the original Science of Reading program, Amplify CKLA puts research into action with explicit, systematic foundational skills instruction and a proven knowledge-building sequence. In collaboration with education experts and practitioners, we provide powerful resources that deliver real results.

    Success stories

    Background knowledge drives results.

    Amplify CKLA follows the Core Knowledge Sequence, a content-specific, cumulative, and coherent approach to knowledge building. This approach improves reading scores and closes achievement gaps by establishing a robust knowledge base that strengthens comprehension.

    In Amplify CKLA 3rd Edition, we’ve enriched our Knowledge Sequence with a wider range of perspectives and high-quality texts in new and enhanced units.

    See units and connections
    An illustrated person in a yellow shirt looks at a colorful map of Puerto Rico. Above them are two educational posters about world geography and animals, integrating elements from the k–5 literacy curriculum to enhance learning experiences.
    An infographic showing the steps to pronounce

    Build foundational skills for long-term success.

    Students progress from simple to complex skill development starting with phonological and phonemic awareness. Instruction in Grades K–2 explicitly teaches the 150 spellings for the 44 sounds of English, following an intentional progression to ensure student success.

    In our 3rd Edition, we’ve added dedicated Grade 3 foundational skills instruction that can either support core lessons or function as an intervention, based on student needs.

    Skills by year

    Daily writing deepens learning.

    Grounded in the Science of Writing—the research on how kids learn to write—instruction is explicit, daily, and woven into the curriculum’s rich content. It covers both transcription (handwriting and spelling) and composition (organizing ideas into narratives) with high-impact activities like sentence-level combining and expanding, and pre-writing exercises. Writing and reading instruction are integrated so students simultaneously strengthen their communication skills, comprehension, and confidence.

    See the Simple View of Writing
    A child in a green shirt smiles while writing in a notebook at a classroom desk, engaged in their k–5 literacy curriculum, with another student visible in the background.
    An open laptop displaying a children's story titled

    High-quality, diverse texts

    Amplify CKLA students are immersed in a variety of texts—complex read-alouds, decodable chapter books, trade books, and content-rich readers—that reflect varied experiences and connect to learning goals.

    Readers are 100% decodable for Grades K–2, empowering students to directly apply what they’ve learned. Novel Study units for Grades 3–5 offer a mix of contemporary and classic literature, and Culminating Research Units in every grade include a set of authentic texts and trade books.

    See Research Unit trade books

    Reach all learners with differentiated support.

    Scaffolds and challenges, developed in collaboration with education experts, make content accessible to every student, including multilingual and English learners. With strategies embedded right in the curriculum, teachers can deliver in-the-moment, individualized instruction to meet diverse student needs.

    For a dedicated English language development program aligned to Amplify CKLA, explore Language Studio.

    View embedded support
    Children sit on the floor in a classroom, some raising their hands, smiling and engaged. The lively atmosphere reflects the effectiveness of the k–5 literacy curriculum being implemented.

    What’s included with Amplify CKLA

    The comprehensive resources in Amplify CKLA 3rd Edition support effective literacy instruction in every classroom.

    Download Amplify CKLA Components Guide

    Download Amplify CKLA Writing Brochure

    Image of a laptop displaying an assessment report, surrounded by books about astronomy, an illustration of the moon, and a
    Various educational materials, including textbooks, workbooks, a picture book, documents, and a laptop displaying a slide titled

    Easy-to-use teacher materials

    Amplify CKLA teachers are empowered to deliver effective instruction with the following print and digital resources:

    • Teacher Guides (K–5)
    • Assessment Guides (K–5)
    • Authentic texts and trade books (K–5)
    • Knowledge Image Cards (K–2)
    • Knowledge Flip Books (K–2, digital)
    • Ready-made and customizable Presentation Screens (K–5, digital)
    • Remediation and intervention resources (K–5)
    • On-demand professional development (K–5, digital)

    Immersive Amplify CKLA student resources

    Amplify CKLA students stay engaged with the following print and digital resources:

    • Decodable readers (K–2)
    • Student Readers and novels (3–5)
    • Student Activity Books (K–5)
    • Poet’s Journal (3–5)
    • eReaders (K–5, digital)
    • Sound Library featuring articulation videos and songs (K–2, digital)
    • Skill-building practice games (K–5)
    An open laptop displaying a poem and a person, alongside two educational booklets and a green butterfly, depicts the essence of a rich core knowledge language arts curriculum. The background includes simple graphic elements enhancing the scene.
    A collection of six book covers including

    Rich literary experiences

    The array of high-quality, varied texts in Amplify CKLA connect to the curriculum, sparking students’ curiosity and empowering them to learn to read with confidence.

    • Trade Book Collections (K–5) inspire student research in each grade’s Culminating Research Unit.
    • Classic and contemporary literature (3–5) delight students in Novel Study Units.
    • Increasingly complex Student Readers (K–5) develop students’ literacy across grades.

    Hands-on phonics materials

    Multisensory phonics and foundational skills resources engage students with fun, varied approaches that promote mastery and build independence.

    • Chaining Folders and Small Letter Cards (K)
    • Read-Aloud Big Books (K–1)
    • Large Letter Cards (K–2)
    • Sound Cards (K–2)
    • Image Cards (K–3)
    • Blending Picture Cards (K)
    • Consonant and Vowel Code Posters and Spelling Cards (1–2)
    • Sound Library (K–2, digital)
    Image includes various vowel sounds and combinations on flashcards and worksheets, along with a playful illustrated mammal, all part of a comprehensive literacy curriculum for elementary students.
    A laptop displays a student screen showing a quiz question about word usage, part of a literacy curriculum for elementary students. Behind it, a computer monitor shows an assessment report interface. Abstract decorative elements are in the background.

    All-in-one digital platform

    Our comprehensive platform simplifies your day-to-day tasks and makes it easier to plan and deliver lessons.

    • Ready-made and customizable Presentation Screens
    • Auto-scored digital assessments
    • Standards-based reporting
    • Assignable skill-building games
    • Sound Library
    • eReaders

    Professional development (PD)

    Move beyond traditional program training with Amplify’s digital PD Library, designed to fully support your shift to the Science of Reading and Amplify CKLA. Deepen your understanding with:

    • Program and planning resources.
    • Model lesson videos from real classrooms.
    • Guidance on using Amplify’s literacy suite to provide multi-tiered support.
    Two women are seated at a table with papers and a laptop. One woman is working on the literacy curriculum for elementary grades, while the other is smiling.
    “Teachers love the ease of implementing the program, and students have fun while learning. Growth is evident in our data, and we have the support of Amplify experts who are available to answer questions and provide top-notch professional development.”

    Bridget Vaughan, District K–8 Coordinator of ELA and Literacy

    Quincy Public Schools, Massachusetts

    Language Studio: Multilingual and English language learner support

    Language Studio is Amplify CKLA’s dedicated K–5 program for multilingual and English language learners. Through daily 30-minute lessons, it strengthens reading, writing, speaking, and listening skills while reinforcing core instruction. This tailored support empowers students to confidently access grade-level content as they develop academic English.

    A young girl immerses herself in the science of reading at a classroom desk, surrounded by peers and diverse educational materials.

    Curriculum Maps

    Curriculum Maps by Grade and Strand:

    Amplify Caminos program overview

    ¡El futuro es bilingüe! | The future is bilingual!

    Amplify Caminos is a research-based core curriculum essential for Spanish literacy and grounded in the Science of Reading.

    View our Amplify Caminos Program Guide to learn our approach to foundational skills by year, view skills practice with student readers and writing, and understand how the program supports teachers in meeting the needs of all students with embedded differentiation.

    Download Amplify Caminos Program Guide

    Amplify Caminos offers a robust and authentic elementary Spanish language arts program for grades K–5 that promotes
    biliteracy and helps teachers inspire students as they become confident readers, writers, and thinkers in Spanish.

    Using the program’s two strands, Caminos Conocimiento and Caminos Lectoescritura, teachers develop student
    comprehension in Spanish through a program rich in background knowledge and foundational skills activities. The texts students encounter include authentic Spanish literary works that honor Spanish language development and build deep content knowledge in social studies, science, literature, and the arts.

    Amplify Caminos is designed to support a variety of bilingual and dual language instructional models to meet every student’s biliteracy needs. Combined with its English language partner, Amplify Core Knowledge Language Arts (CKLA), Amplify Caminos provides a comprehensive biliteracy solution.

    A girl runs joyfully surrounded by a turtle, a soccer ball, an open book, and tropical scenery with a toucan and ancient ruins, with "¡Hola!" written above.
    Illustration of the amplify caminos language comprehension model, featuring step-by-step progression from simple word recognition to skilled reading, with educational graphics and text excerpts.

    Amplify Caminos delivers rich, authentic experiences.

    With a robust digital experience and an expanding library of online materials, Amplify Caminos provides everything needed to support, challenge, and engage your students. From digital Teacher Guides to lesson projectables, the program includes all the tools needed to successfully deliver every lesson.

    How Amplify Caminos works with Amplify CKLA

    Through direct instruction, both Amplify Caminos and Amplify CKLA develop reading, writing, speaking, and listening skills in their respective languages. Together, the programs empower educators to effectively foster biliteracy with:

    • Intentional knowledge building that connects topics throughout the program.
    • Increased metalinguistic awareness from students exploring the similarities and differences in each language while strengthening their knowledge across both.
    • Instruction with high-quality Spanish and English decodable readers that provide every student with opportunities to apply skills learned and grow competency in reading.
    “There were other programs that claimed to be [based on the] Science of Reading, but no other vendor provided the suite of products together. We did not want to be picking from here, picking from there. [Amplify’s literacy suite] met our needs, because it aligned and provided us the best suite of products, hands down.”

    Nicole Peterson, Principal, Midway Middle School

    Sampson County Schools, North Carolina

    Demo access

    Explore the Amplify CKLA teacher digital resources.

    First, watch the quick navigation video to the right. Then, follow the directions below.

    • Go to: learning.amplify.com or click the Access CKLA Teacher Digital button below.
    • Select Log in with Amplify.
    • Enter the following information:
      • Teacher username: t1.seattle_sd_ckla@demo.tryamplify.net
      • Teacher password: Amplify1-seattle_sd_ckla
      • Student username: s1.seattle_sd_ckla@demo.tryamplify.net
      • Student password: Amplify1-seattle_sd_ckla
    • Please note, these demo accounts expire on: February 26, 2026
    • Click the CKLA button.
    • Select your desired grade level from the Program drop down.
    Access CKLA Teacher Digital

    Follow the directions below to access the Student Resource Site:

    • Go to: learning.amplify.com or click the Access CKLA Student Digital button below.
    • Select Log in with Amplify.
    • Enter the following information:
      • Teacher username: t1.seattle_sd_ckla@demo.tryamplify.net
      • Teacher password: Amplify1-seattle_sd_ckla
      • Student username: s1.seattle_sd_ckla@demo.tryamplify.net
      • Student password: Amplify1-seattle_sd_ckla
    • Please note, these demo accounts expire on: February 26, 2026
    • From the main page, click the backpack in the top right corner.
    • Click on the grade level to select your desired grade.
    Access CKLA Student Digital

    Dual language assessment and instruction for K–6

    mCLASSⓇ Lectura Texas is a universal screener for K–6 built on modern Spanish literacy research. Delivering complete parity between English and Spanish reading assessments, the program supports educators in accelerating reading growth for Spanish-speaking students.

    Collage de escenas educativas: la parte superior izquierda muestra el dibujo de un ojo, la parte superior derecha tiene un ícono de voz, las imágenes inferiores muestran a estudiantes aprendiendo con maestros y libros, y logotipos centrales de plataformas digitales.

    What experts say

    “It’s incredibly important we attend to the Spanish language alongside English in assessment practices, to make sure we’re not underestimating the ability of a really significant percentage of our nation’s school population.”

    Lillian Durán, Ph.D.

    Co-Developer, mCLASS Lectura; Associate Dean for Academic Affairs, University of Oregon College of Education

    Informational graphic highlighting the University of Oregon’s Center on Teaching and Learning and Dr. Lillian Durán’s validation of a universal screener in partnership with Amplify.

    Built by leading biliteracy experts

    The mCLASS Lectura Texas universal screener was co-developed with the Center on Teaching and Learning at the University of Oregon. The assessment was validated by Amplify in partnership with Lillian Durán of the University of Oregon.

    The development of mCLASS Lectura Texas also involved a team of nationally recognized experts representing a range of regions (Mexico, Central America, South America, and the Caribbean), along with focus groups featuring classroom teachers, special education teachers, specialists, and administrators.

    Our approach

    Aligned to the Science of Teaching Reading, mCLASS Lectura Texas enables teachers to connect with their students through observational assessment and in the language most comfortable to them. When used in tandem with mCLASS Texas Edition, the program helps you achieve complete parity between English and Spanish literacy skills.

    Complete parity between English and Spanish

    mCLASS Lectura Texas is an authentic Spanish assessment that integrates seamlessly with mCLASS Texas Edition. It offers consistent reporting across both English and Spanish assessments and provides specialized dual-language reporting.

    A laptop displays a table comparing English and Spanish reading assessment scores across categories, with benchmarks and below benchmark results highlighted.

    Listen to your students read in both languages, one-on-one.

    mCLASS Lectura Texas provides teacher-administered assessments in Spanish that deliver accurate and reliable measurements of each student’s literacy progress. 

    Built from the latest research in Spanish literacy development

    mCLASS Lectura Texas is a high-quality assessment that accounts for the major differences between English and Spanish, not simply a direct translation or transadaptation between the two languages. 

    Screenshot of a language learning app segmenting the Spanish word "húmedo" into syllables: /hú/, /me/, /do/. A timer shows 0:21, and progress is displayed as 3 out of 3.
    A curved computer screen displaying a presentation slide on phonological awareness in bilinguals, with text, two bar graphs, and an assessment in Spanish.

    Transfer skills in one language to the other.

    By providing teachers with insights into the skill areas in which their students are proficient in their native language, the program helps multilingual/English learners build on their strengths and make connections. Educators also receive guidance on the cross-linguistic transfer of critical skills in both languages.

    What’s included

    mCLASS Lectura Texas includes one-minute measures validated for universal and dyslexia screening, and provides dual language reports for teachers and administrators.

    Captura de pantalla del software mclass que muestra los resultados de las evaluaciones comparativas de los estudiantes en un gráfico con categorías para el comienzo, la mitad y el final del año.

    Comprehensive Spanish literacy measures in mCLASS Lectura Texas

    mCLASS Lectura Texas is validated to assess for all key foundational skills for K–6, including:

    • Letter Naming.
    • Phonological Awareness.
    • Alphabetic Principle.
    • Fluency.
    • Comprehension.
    Learn more

    Reports in English and Spanish

    mCLASS Lectura Texas analyzes Spanish literacy and English literacy development side by side, enabling you to see where kids are in both languages.

    Dual-monitor setup displaying a Spanish literacy educational software interface, mCLASS Lectura, with text descriptions and interactive elements.
    Screenshot of a digital presentation slide titled "Identificar y leer palabras con los diptongos ia, io, ie" from a Spanish literacy course, featuring text and instructional icons.

    Instructional activities to build Spanish literacy skills

    With mCLASS Lectura Texas, educators get hundreds of step-by-step instructional activities for small groups or individual students and receive effective activities to target the Spanish literacy skills with which students need the most support.

    Comprehensive reporting

    mCLASS Lectura Texas provides reporting for everyone. This is available at all levels, from classroom teachers and literacy specialists to principles and district leaders, as well as parents and guardians at home.

    A laptop screen displaying a student performance spreadsheet with various metrics including grades, benchmarks, and mCLASS Lectura assessment rates for several students.
    Tablet screen displaying a student's assessment summary for fluency in syllable sounds. The student, Oksana Maslova, scored 32 syllables per minute on 08/25/2021.

    Detailed assessment data

    mCLASS Lectura Texas provides transcripts of every assessment and identifies error patterns to help educators make instructional decisions for students on the skills they need to work on the most. The program also includes letters with student assessment results and analysis to send home or to use as a basis for discussion at conferences.

    Exciting news! mCLASS Texas and mCLASS Lectura Texas K–2 are FREE for the 2025–26 school year!

    Explore more programs based in the Science of Teaching Reading.

    Learn more about the Amplify Texas biliteracy suite at texas.amplify.com.

    Welcome to the Amplify CKLA 3rd Edition program review site!

    We’re excited to share everything you need to review Amplify CKLA 3rd Edition, our K–5 core literacy program. On this site, you’ll find a range of materials, including Teacher Guides, Activity Books, and Student Readers, organized by grade and unit.

    Please note that the files on this site are static representations of the high-quality materials you’ll receive with your purchase.

    We hope you find the site helpful! If you have any questions, please reach out to your Amplify representative.

    Reviewer resources

    Access key materials designed to support your review of Amplify CKLA 3rd Edition.

    Kindergarten

    Explore all available resources for Kindergarten, organized by strand and unit.

    Knowledge Strand

    Unit 1: Star Light, Star Bright: Nursery Rhymes and Fables

    Unit 2: See, Hear, Smell, Taste, Touch: The Five Senses

    Unit 3: Underdogs and Heroes: Stories

    Unit 4: See How They Grow: Plants

    Unit 5: Moo, Cluck, Oink: Farms

    Unit 6: Deep Roots: Introduction to Native American Cultures

    Unit 7: All Around the World: Geography

    Unit 8 (Choice): Royal Tales: Monarchs

    Unit 8 (Choice): National Icons: Presidents and American Symbols

    Unit 9 (Choice): Our Planet: Taking Care of the Earth

    Unit 9 (Choice): Rain and Rainbows: Seasons and Weather

    Unit 10: Shaped by Nature: Art and the World Around Us

    Skills Strand

    Unit 1

    Unit 2

    Unit 3

    Unit 4

    Unit 5

    Unit 6

    Unit 7

    Unit 8

    Unit 9

    Unit 10

    Ancillary Components

    		  

    Grade 1

    Explore all available resources for Grade 1, organized by strand and unit.

    Knowledge Strand

    Unit 1: The Moral of the Story: Fables and Tales

    Unit 2: From Nose to Toes: How Your Body Works

    Unit 3: Common Threads: Different Lands, Similar Stories

    Unit 4: Reach for the Stars: Astronomy

    Unit 5: Charting the World: Geography

    Unit 6: A World of Homes: Animals and Habitats

    Unit 7: A New Nation: American Independence

    Unit 8 (Choice): Once Upon a Time: Fairy Tales

    Unit 8 (Choice): Our Planet: The History of the Earth

    Unit 9 (Choice): From Babylon to the Nile: Early World Civilizations

    Unit 9 (Choice): Early Americas: Maya, Aztec, and Inca

    Unit 10: Adventure Stories: Tales from the Edge

    Skills Strand

    Unit 1

    Unit 2

    Unit 3

    Unit 4

    Unit 5

    Unit 6

    Unit 7

    Ancillary Components

    		  

    Grade 2

    Explore all available resources for Grade 2, organized by strand and unit.

    Knowledge Strand

    Unit 1: Fortunes and Feats: Fairy Tales and Tall Tales

    Unit 2: The Birthplace of Democracy: Ancient Greece

    Unit 3: Legends and Heroes: Greek Myths

    Unit 4: Our Planet: Cycles in Nature

    Unit 5: Butterflies, Bees, and Beetles: Insects

    Unit 6: A House Divided: The American Civil War

    Unit 7: Sounds and Stanzas: Poetry

    Unit 8 (Choice): Journeys to America: Immigration

    Unit 8 (Choice): Making a Difference: Creating Change

    Unit 9 (Choice): Building Blocks: All About Nutrition

    Unit 9 (Choice): Early Asian Civilizations: India and China

    Unit 10: Taking Flight: The Age of Aviation

    Skills Strand

    Unit 1

    Unit 2

    Unit 3

    Unit 4

    Unit 5

    Unit 6

    Ancillary Components

    		    

    Grade 3

    Explore all available resources for Grade 3, organized by unit.

    Core Units

    Unit 1: Timeless Tales: Classic Stories

    Unit 2: Fur, Fins, and Feathers: Animal Classification

    Unit 3: Rhythm and Rhyme: Poetry

    Unit 4: Rise and Fall: Ancient Rome

    Unit 5: Our Solar System and Beyond: Astronomy

    Unit 6: Regions and Cultures: Native Americans

    Unit 7 (Choice): Novel Study: Charlotte’s Web

    Unit 7 (Choice): Novel Study: Stella Díaz Has Something to Say

    Unit 8 (Choice): Systems and Senses: The Human Body

    Unit 8 (Choice): From Glow to Echo: Light and Sound

    Unit 9: From Blues to Bebop: All That Jazz

    		  

    Supplemental Skills

    Grade 3 Skills resources are included in core classroom kits, although the instruction isn’t required for Grade 3 standards coverage.

    Unit 1

    Unit 2

    Unit 3

    Unit 4

    		    

    Grade 4

    Explore all available resources for Grade 4, organized by unit.

    Unit 1: My Story, My Voice: Personal Narratives

    Unit 2: Knights and Castles: Europe’s Middle Ages

    Unit 3: Meaning and Metaphor: Poetry

    Unit 4: Eureka! Student Inventor

    Unit 5: Our Planet: Geology

    Unit 6: Road to Independence: The American Revolution

    Unit 7 (Choice): Novel Study: From the Mixed-Up Files of Mrs. Basil E. Frankweiler

    Unit 7 (Choice): Novel Study: The Season of Styx Malone

    Unit 8 (Choice): Crafting Stories: A World of Tales

    Unit 8 (Choice): Adventure on the High Seas: Treasure Island

    Unit 9: Inspiration and Ingenuity: American Innovation

    Grade 5

    Explore all available resources for Grade 5, organized by unit.

    Unit 1: In My Own Words: Personal Narratives

    Unit 2: Early Americas: Maya, Aztec, and Inca

    Unit 3: Visions in Verse: Poetry

    Unit 4: A Knight’s Tale: Don Quixote

    Unit 5: The Deep Blue World: Oceans

    Unit 6: Cultures and Histories: Native Americans

    Unit 7 (Choice): Novel Study: The Phantom Tollbooth

    Unit 7 (Choice): Novel Study: The Science of Breakable Things

    Unit 8 (Choice): Arts and Culture: The Renaissance

    Unit 8 (Choice): Through the Forest: A Midsummer Night’s Dream

    Unit 9: Building Up the World: Global Architecture

    		  

    Digital platform

    Amplify CKLA’s all-in-one platform offers essential tools that streamline instruction for teachers and engage students with meaningful content. Teachers can plan and deliver lessons efficiently, while students can access assignments, assessments, and fun practice games.

    A digital interface showing an assessment report on a monitor and a multiple-choice question on a tablet screen. Both screens display educational content from Amplify's assessment tools, providing personalized learning for multilingual learners.

    Presentation Screens
    Deliver interactive lessons with ready-made, customizable slides for every lesson.

    Auto-scored digital assessments
    Assess vocabulary, comprehension, and knowledge development at the end of each K–2 Knowledge and 3–5 Integrated Unit.

    Standards-based reports
    Identify strengths and growth areas for individuals, small groups, or your entire class. Interactive dashboards offer detailed results from assessments and activities.

    Skill-building practice games
    Engage students with interactive games that reinforce concepts and make learning fun. Powered by Boost Reading™, these games align with lessons and provide real-time feedback.

    eReader
    Students access texts, take notes, and use audio-enabled eReaders to enhance their reading experience.

    Sound Library
    Students watch articulation videos and listen to songs for each sound to support phonological awareness.

    Vocab App
    Helps students in Grades 3–5 practice Amplify CKLA Tier 2 vocabulary words with fun, interactive games.

    Intervention Toolkit
    Offers user-friendly resources designed to aid educators in identifying and addressing deficiencies in students’ foundation skills.

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

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

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

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

    What is the Simple View of Reading?

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

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

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

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

    Why is the Simple View of Reading framework so powerful?

    The Simple View of Reading gives teachers a clear roadmap.

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

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

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

    The Simple View of Writing: A logical extension

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

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

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

    Putting it together: How these models transform literacy instruction

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

    These models allow educators to:

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

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

    More to explore

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

    Plus:

    What’s included in our K–8 literacy assessment and instruction suite

    mCLASS DIBELS 8th Edition® provides every teacher, coach, and administrator with a data-driven system that supports each student’s unique needs—from efficient one-minute skills assessments in English and Spanish to granular diagnostic insights. You’ll have all of the tools you need to ensure your students receive effective instruction and discover their true skills as readers.

    Learn more about mCLASS’s precise measurement, predictive results, and preventive instruction.

    Skills at a glance

    mCLASS includes benchmark, progress monitoring and dyslexia screening measures in English and Spanish that are predictive of long-term reading success and detect the critical early warning signs of dyslexia risk. Together, mCLASS DIBELSⓇ 8th Edition and mCLASS Lectura identify whether a student is at risk due to a stronger proficiency in one language or difficulties associated with dyslexia.

    Equal skill coverage in English and Spanish

    SkillmCLASS DIBELS 8 measuremCLASS Lectura measureDescription
    Letter names and rapid automatized naming (RAN)*Letter Naming Fluency (LNF)Fluidez in nombrar letras (FNL)Grades K–1: Naming letters from print
    Phonological awarenessPhonemic Segmentation Fluency (PSF)Fluidez en la segmentación de sílabas (FSS)

    Fluidez en la segmentación de fonemas (FSF)    		Grades K–1: Hearing and using the smallest unit of sound in spoken words
    Letter sound correspondenceNonsense Word Fluency (NWF)Fluidez en los sonidos de letras (FSL)Grades K–3: Knowing the sounds of letters and sounding out written words
    Word readingWord-Reading Fluency (WRF)Fluidez en las palabras (FEP)Grades K–3: Reading common words easily, quickly and correctly
    Accurate and fluent readingOral Reading Fluency (ORF)Fluidez en la lectura oral (FLO)English:
    Grades 1–8
    Spanish:
    Grades 1–6
    Reading words in stories easily, quickly and correctly
    Reading comprehensionMaze¿Cuál palabra? (CP)English:
    Grades 2–8
    Spanish:
    Grades 2–6
    Understanding and gaining meaning from texts
    *Fluidez en nombrar letras (FNL) in Spanish and Letter Naming Fluency (LNF) in English are validated as phonological processing measures (also known as RAN), thus making RAN available in both languages.

    Additional dyslexia screening measures

    EnglishSpanishDescriptionGrade level
    VocabularyVocabularioKnowledge of grade-specific wordsK–3
    Encoding (Spelling)OrtografiaArranging letters correctly to spell a wordK–3
    RAN (Numbers)–Recognizing visual symbols, such as numbers, and naming them accurately and rapidlyK–3
    Oral LanguageLenguaje oralAbility to use words and phrases acquired through conversations, reading and being read to, and responding to textsK–2

    Educator and caregiver reports

    The rich data you collect through direct observation is instantly available from a variety of reports that simplify student growth analysis and instructional planning. All stakeholders, from teachers and administrators to parents and guardians, will gain a deep understanding of student performance and know how to provide extra practice. See the complete mCLASS Reporting Guide.

    Class and student reports

    Detailed class and student reports help you quickly pinpoint which students need more support. You’ll be able to see every student’s skill progression from the beginning of their literacy journey to later grades and know exactly when a change in instruction is needed. Measure transcripts from every benchmark and progress monitoring probe also provide you with insight into student responses during assessment.

    Goal setting

    mCLASS includes tools for setting goals and evaluating growth outcomes to ensure the instruction you are providing each individual student is meeting their needs and accelerating their growth. The program uses each student’s initial performance to assign goals, which you can further customize as their learning progresses.

    Administrator reports

    The mCLASS reporting and analysis suite makes it possible to analyze performance trends across a variety of demographic categories at the class, school, district, and state level. Principals, administrators, and district leaders are empowered to evaluate the success of instructional strategies, allocate training resources, or decide where to deploy additional staff.

    Caregiver reports

    The Home Connect letter allows educators to share information about a child’s reading development with parents and guardians in simple charts and family-friendly language. The letters provided include instructional resources in print and online for families to help practice skills at home.

    Data-driven instruction

    mCLASS helps you make sense of data by instantly providing targeted instructional recommendations and teacher resources based on students’ assessment results. mCLASS data also informs instruction within Amplify’s suite of intervention, personalized learning, and core programs grounded in the Science of Reading.

    Automatic small-group and one-on-one instruction

    The mCLASS Instruction feature included with DIBELS 8th Edition and mCLASS Lectura automatically generates skill profiles and recommends teacher-led activities for small groups and individual students. Recommendations can be updated based on the latest benchmark and progress monitoring results.

    Tier 2 and 3 instruction with mCLASS Intervention

    mCLASS data not only helps you identify which students are in need of intensive support, but also places them into Amplify’s Tier 2 and 3 instruction program, mCLASS Intervention. mCLASS Intervention builds a skill profile for each student, forms engaging lesson plans, and updates the instructional recommendations every ten days based on the latest benchmark and progress monitoring results.

    Core instruction with Amplify CKLA

    By combining the results from mCLASS assessments with Amplify CKLA, you can provide targeted whole-class instruction specific to your students’ risk levels and areas of growth. The small-group instruction recommendations in mCLASS provide activities that reinforce what students have learned during Amplify CKLA core instruction.

    Personalized practice with Boost Reading

    mCLASS data seamlessly integrates with Boost Reading to personalize student practice in targeted skill areas. With more than 50 immersive mini-games that build skills in phonics, phonological awareness, vocabulary, and comprehension, Boost Reading provides students with independent practice time they’ll love, while freeing teachers up to provide small-group instruction.

    Explore more programs based on the Science of Reading

    The programs in our literacy suite are designed to support and complement each other. Learn more about our related programs.

    mCLASS Intervention

    Boost Reading

    Amplify CKLA

    What’s included in our PreK language arts curriculum

    Through its research-based structure, Amplify CKLA for PreK provides developmentally appropriate instruction and activities that do more than lay the groundwork for foundational skills. Uniquely, this preschool language arts curriculum offers content knowledge, recognizing research that shows true literacy also requires background knowledge in history, science, art and literature.

    Choose Level

    K–23–5PreK

    Year at a glance

    Amplify CKLA PreK is a comprehensive English Language Arts curriculum designed to prepare young children academically, socially, and emotionally for later reading success by building foundational language and literacy skills. The program provides a flexible 45 minutes of interactive instruction.

    Domains at a glance

    Each domain in Amplify CKLA PreK provides explicit, systematic support for developing language, literacy, and content knowledge, incorporating developmentally appropriate routines and trade books to provide a robust, literacy-rich environment for young learners.

    Domain 1

    All About Me

    Routines used throughout the year are introduced. Students learn nursery rhymes and songs with movements connected to the topic.

    Skills: Students identify environmental noises, distinguish sounds, make rhymes, and learn that words are written in print. Students begin pre-writing activities.

    Domain 2

    Families and Communities

    Students learn about families, celebrations and traditions, and people who work and play in their community.

    Skills: Students focus on rhyme awareness and creating rhymes, recognizing syllables (parts) of spoken words, and continue handwriting practice.

    Domain 3

    Animals

    This domain focuses on different types of animals, their basic needs, how they protect themselves, and other concepts.

    Skills: Students identify beginning sounds in spoken words and are introduced to the sound and “sound picture” for the letter ‘m’.

    Domain 4

    Plants

    Students learn how plants live and grow and are introduced to the idea of cycles, a concept they will study in subsequent years.

    Skills: Students learn and practice the sounds and sound pictures for three new letters, and orally blend two-sound words.

    Domain 5

    Habitats

    Building on previous domains about plants and animals, students learn more about elements that make up a habitat and explore different habitats.

    Skills: Phonemic awareness is a central factor in this domain as students blend and segment three-sound words. Students learn four new sounds.

    Interspersed Domain

    Classic Tales

    Students are introduced to traditional stories and fables that have been favorites among children for generations.

    Interspersed Domain

    Important People in American History

    Students engage in read-alouds and engaging activities that deepen their understanding about important Americans who have changed or are changing how we live today.

    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

    Teacher materials

    Teacher Guides (one per domain) include all instruction and a variety of assessment tools at point-of-use to support progress-monitoring.

    Print

    Classroom materials

    Rich resources for each domain include Flip Books, Image Cards, and Transition and Center Cards. The program also provides 3-4 Trade Books per domain, Nursery Rhyme and Songs Posters, and a Big Book for the Classic Tales domain.

    Print

    Component

    FORMAT

    Activity Pages

    Student resources are provided for classroom and home that reinforce content and skills through a direct application of newly taught material.

    Print

    Explore more programs

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

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    Boost Reading

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    See all programs

    Welcome to Amplify CKLA!

    Amplify Core Knowledge Language Arts (CKLA) is a cutting-edge and effective core ELA program for students in grades K–5. It was developed in partnership with the Core Knowledge Foundation, features proven evidence-based instructional practices, and was specifically designed to help teachers implement Science of Reading principles.

    Note: We’re continually adding information to this site, including specific details regarding our alignment with your non-negotiables. Keep checking back with us between now and April 20, 2023.

    Getting Started

    On this site, you’ll find a variety of resources designed to support your review and evaluation of the program. Before you dive in, watch the Orientation Overview and Program Overview videos below to learn about CKLA’s alignment to CCSD’s ELA adoption requirements, as well as where to find key program resources.

    [Video] Orientation Overview

    [Video] Program Overview

    In the video below, learn about CKLA’s structure and materials, as well the research behind the curriculum.

    Evidence-Based

    [Video] Pedagogical Overview with Simple View of Reading

    In the video below, Amplify’s Chief Academic Officer Susan Lambert shares the big picture of CKLA, and explains why it was created and the impact it’s making across the country. Below are a few portions of the video that you may find particularly helpful as you conduct your review.

    • 0-1:00 Why CKLA?
    • 1:00-4:40 How CKLA was built on the Simple View of Reading
    • 4:40-8:00 How to review the CKLA Components
    • 8:00-end Teacher Testimonial

    [Features] Supporting the Simple View of Reading

    Built out of the latest research in the Science of Reading, Amplify CKLA 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.

    Review this Science of Reading toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

    See our Science of Reading solutions in action! Click here to see a real example of how one Ohio district is implementing and educating their K–8 community on the Science of Reading as a response to Ohio’s Plan to Raise Literacy Achievement Initiative.

    Great reading instruction starts with helping kids develop great decoding skills. By building a solid foundation of phonological awareness and phonics, reading the words on the page becomes automatic so that comprehension and critical thinking can happen. Our instruction is supported by:

    • Step-by-step lessons with multisensory approaches, clear lesson objectives, and embedded formative assessments.
    • Decodable books and student readers with ebook and audiobook versions that feature engaging plots and relatable characters.
    • An engaging sound library with fun songs and videos that develop phonological awareness.
    • An interactive Vocab App featuring engaging activities with immediate feedback and automated, customized instruction based on student performance.

    Students build 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. Our instruction is supported by:

    • Knowledge builders that provide a quick overview of each domain with its key ideas.
    • Interactive Read-Alouds designed to build knowledge and vocabulary.
    • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.
    • Social and emotional learning paired with lessons in civic responsibility.

    Easy-to-Use Materials

    Amplify CKLA offers a number of digital and multimedia resources to support instruction and enhance the teacher and student experience.

    • Amplify CKLA Digital Experience Site: All teacher and student materials are posted on this site for planning and information purposes, including Teacher Guides, Readers, Activity Books, Ancillary Materials, videos, additional resources, and links to other useful sites, such as the Professional Learning site.
    • The Professional Learning Site: This site includes training materials, best practices, and other resources to develop program expertise. Access professional development anywhere, anytime.
    • Intervention Toolkit: The Intervention Toolkit provides easy-to use resources to assist teachers in filling gaps in students’ foundational skills. Teachers will find hundreds of activities to support phonics, fluency, comprehension, handwriting, and other key skills.
    • The Science of Reading: The Podcast: Hosted by Susan Lambert, The Podcast delivers the latest insights from researchers and practitioners in early reading. Each episode takes a conversational approach and explores a timely topic related to the Science of Reading.

    In addition to the videos below, our CKLA Components Guide can be a helpful tool as you explore the materials provided within your sample tubs.

    [Video] Physical Materials Walkthrough

    As you explore your physical samples, the material walkthrough video below can be a helpful resource. In particular, we suggest watching the following portions of the video.

    • 0-4:38 CKLA components for K–2
    • 4:38-7:00 CKLA components for 3–5
    • 7-7:30 CKLA Program Guide
    • 10:12-13:20 CKLA’s Teacher Resource Site

    Note: The below video covers both our K-5 program (Amplify CKLA) as well as our 6-8 program (Amplify ELA).

    [Video] Digital Materials Walkthrough

    In the video below, learn about CKLA’s digital tools for teachers and students across both classroom and asynchronous environments.

    As you prepare to explore our digital platform, be sure to watch and refer to the video below.

    Diverse Texts

    In Amplify CKLA, texts serve a variety of purposes, from building background knowledge, vocabulary, and comprehension to building decoding and fluency skills.

    In grades K–2, instruction is segmented between two strands: Knowledge and Skills.

    • Reading within the Knowledge Strand is centered around authentic read-alouds and trade books that are intentionally sequenced to build content knowledge and vocabulary in specific domain topics around literature, history, science, and the arts. Because research shows that students’ listening comprehension outpaces their reading comprehension until their early teens, Amplify CKLA strategically uses read-aloud text in this strand, allowing students to focus their cognitive energy on gaining meaning from the words and better understanding from the images.
    • Reading within the Skills Strand centers around carefully crafted Student Readers that teach students how to read. Structured as chapter books, these readers are 100% decodable and were developed to align with Amplify CKLA’s scope and sequence for phonics, directly connecting instruction to student practice in connected texts. Students use the Readers to practice decoding, fluency, and comprehension during shared reading lessons, targeted close reading sessions, in small groups, and independently.

    In grades 3–5, integrated units bring the Skills and Knowledge strands together as students become increasingly automatic and strategic in their word recognition and language comprehension skills. Student reading and comprehension activities involve a variety of reading materials:

    • Authentic Read-Alouds and trade books ensure students encounter a variety of perspectives as they use these complex text to increase their knowledge while practicing vocabulary and listening comprehension skills.
    • Student Readers connect to each theme and are designed to increase in complexity over time, providing a continual challenge as students’ reading and listening comprehension skills develop and strengthen throughout the year.
    • Novel Guides provide teachers a flexible option for extending authentic reading and text-based activities in the classroom using award-winning and acclaimed novels.
    • ReadWorks articles give students access to additional high-quality texts aligned to both Amplify CKLA knowledge topics and the topics outlined in the Common Core State Standards.

    Decodable Readers at Grades K–2

    Our Decodable Readers are designed to progress in skills, mirroring the scope and sequence of instruction, which allows students to immediately apply what they are learning to 100% decodable text. More specifically, our decodables:

    • Are uniquely designed to provide intensive practice with the CKLA code while students read compelling and engaging stories and informational texts for the first time.
    • Gradually introduce students to “tricky” spelling concepts, such as different sounds that use the same letter code.
    • Increase in text complexity (i.e., content, length, and vocabulary) as students progress through the grades.
    • Include fiction and nonfiction text.
    • Are available as ebooks and audiobooks.

    Below, you can see how students grow from year-to-year across grades K–2.

    Student Readers at Grades 3–5

    By grades 3–5, students have mastered the basics of decoding and are hungry to use what they’ve learned to reach out to the world. Although Read-Alouds remain an important part of lessons, students are also encouraged to practice independent reading starting in grade 3 with the support of carefully crafted Student Readers. These readers are chock-full of various text types, cultural stories, and a blend of fiction and nonfiction texts that are tied to and support the overarching theme of the unit.

    Read-alouds

    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.

    Trade books

    Our optional Trade Book Collection (and suggested list of additional trade books) align with our grade-level topics, and extend the knowledge students are learning through an authentic text.

    Novel Guides

    Novel Guides bring students beyond the CKLA curriculum. We provide fifteen full days of instruction on contemporary trade books, as well as writing prompts that help students navigate the authentic literature they love.

    ReadWorks

    Amplify CKLA and ReadWorks® have partnered to deliver high-quality texts curated to support the Amplify CKLA 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.

    Reading resources

    The following resources may be helpful as you explore our approach to reading and the role that diverse texts play in the program.

    Writing

    CKLA is rich with opportunities for students to develop, practice, and hone their writing skills. While the shape of writing instruction looks slightly different at each grade level, a commonality across all grades K–5 is that writing isn’t taught in isolation. Rather, it’s embedded within the context of each unit, and is connected to what students read.

    At Grades K–2, writing takes place in both the Skills and Knowledge strands.

    • Explicit instruction in writing skills (such as sentence structure) and handwriting takes place in the Skills Strand, and is tied to the decodable readers used within each unit.
    • Extended writing and writing process activities take place in the Knowledge Strand.

    At Grades 3–5, writing is embedded through the integrated units.

    • Across each unit, students work on smaller, more discrete writing skills alongside their Student Reader. These skills eventually culminate at the end of each unit in the form of a writing project.
    • In 4th and 5th grades, we expand writing even further with the addition of Poetry units.

    Writing and text-dependent questions

    The overwhelming majority of questions, tasks, and assignments in CKLA materials are text-dependent. Every CKLA unit and domain is based around key texts that are either read aloud, with a peer, or independently. These readings are followed by class discussions where students are expected to refer to these texts when answering literal, inferential, and evaluative questions, both orally during class discussions and through written responses.

    • Literal questions assess students’ recall of key details from the text. These are text-dependent questions that require students to paraphrase and/or refer back to the portion of the text where the specific answer is provided.
    • Inferential questions ask students to infer information from the text and to think critically. These text-dependent questions require students to summarize and/or reference the portions of the text that lead to and support the inference they are making.
    • Evaluative questions ask students to build on what they have learned from the text using analytical and application skills, often to form an opinion or make a judgment. These questions require students to paraphrase and/or cite the textual evidence that substantiates their argument or opinion.

    In addition, students are often asked to generate additional questions based on the texts. Students further demonstrate understanding in writing by applying what they have learned and providing evidence from the text to back up their answers and opinions. For example, Grade 3 students learning about sea exploration write a paragraph from the perspective of a sailor on John Cabot’s ship, stating their opinion of whether the hardships they experienced are worth the adventure or glory and citing examples from the text to support their response. Grade 5 students studying the Adventures of Don Quixote write a four-paragraph persuasive essay arguing whether they believe Don Quixote’s good intentions justify his often calamitous actions, using reasons and evidence from the text to support their claims.

    Writing with authentic literature

    Novel Guides are designed around authentic texts students love. They not only help students foster a love for reading, they also present authentic opportunities for students to express themselves through writing. Novel Guides provide daily text-based writing and discussion through five activity types:

    • Ask contains questions for discussion, reflection, or brief written responses. These questions cover information all students should understand as they read the text.
    • Explore prompts offer brief research opportunities centered around items mentioned in the text.
    • Imagine activities promote creativity and further reflection.
    • Observe items ask students to take notes or make other kinds of observations about what they have read.
    • Understand questions push students to explore connections to the text.

    Writing and enrichment

    Writing tasks throughout the program provide almost limitless opportunities for extension. Feedback from the teacher, peers, and self-reflection provide students opportunities to strengthen their writing. For example, advanced students can be encouraged to:

    • Use more complex and unusual descriptive vocabulary.
    • Incorporate figurative language into their writing.
    • Write multi-clause sentences with more complex joining words.
    • Create longer or richer opinion, explanatory, and narrative pieces.
    • Evaluate the use of informational textual characteristics and use in their own writing (e.g., headers, bullets).

    Writing resources

    The following resources may be helpful as you explore our approach to writing and how writing develops across the program.

    Access the program

    Explore as a teacher

    Before logging in, watch this brief video on navigating the CKLA Teacher Resource Site.

    Ready to explore as a teacher? Follow these instructions:

    • Click the CKLA Teacher Resource Site button below.
    • Select Log in with Amplify.
    • Enter the username: t1.ccsd-k5-ckla@demo.tryamplify.net
    • Enter the password: Amplify1-ccsd-k5-ckla
    • Click the CKLA Teacher Resource icon
    • Select a grade level
    CKLA Teacher Resource Site

    Explore as a student

    Before logging in, watch this brief video on navigating the CKLA Student Hub.

    Ready to explore as a student? Follow these instructions:

    • Click the CKLA Teacher Resource Site button below.
    • Select Log in with Amplify.
    • Enter the username: s1.ccsd-k5-ckla@demo.tryamplify.net
    • Enter the password: Amplify1-ccsd-k5-ckla
    • Click the CKLA Teacher Resource icon
    • Select a grade level
    CKLA Student Hub

    Check out these additional resources

    Nevada submission resources:

    CKLA review resources:

    Oklahoma ELA Review for grades K–5

    Thank you for taking the time to review Amplify’s core ELA program for K–5.

    Amplify Core Knowledge Language Arts (CKLA) is a cutting-edge and effective core ELA program for students in grades K–5. It was developed in partnership with the Core Knowledge Foundation, was specifically designed to help teachers implement Science of Reading principles, and features proven evidence-based instructional practices.

    Getting started

    On this site, you’ll find a variety of resources designed to support your review and evaluation of the program. Before you start scrolling, watch the video below to learn about CKLA.

    Curriculum background

    Pedagogical overview

    In the video below, Amplify’s Chief Academic Officer Susan Lambert shares the big picture of Amplify CKLA, explaining why it was created and the impact it’s making across the country.

    Program overview

    In the video below, learn about CKLA’s structure and materials, as well the research behind the curriculum.

    Program features

    Built on the latest research in the Science of Reading, Amplify CKLA 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.

    Review this Science of Reading toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

    When students build a solid foundation of phonological awareness and phonics, reading words on the page becomes automatic so that comprehension and critical thinking can happen.

    • Step-by-step lessons with multisensory approaches, clear lesson objectives, and embedded formative assessments.
    • Decodable books and Student Readers with ebook and audiobook versions that feature engaging plots and relatable characters.
    • An engaging sound library with fun songs and videos that develop phonological awareness.
    • An interactive App featuring engaging activities with immediate feedback and automated, customized instruction based on student performance.

    Students build 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. Our instruction is supported by:

    • Knowledge Builders that provide a quick overview of each domain with its key ideas.
    • Interactive Read-Alouds designed to build knowledge and vocabulary.
    • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.

    Getting students caught up on reading skills requires more than just an extra mini-lesson here or there. It requires targeted and intensive instruction delivered in short bursts. Our intervention component:

    • Assesses and analyzes students’ areas of mastery and growth.
    • Automatically groups students with like needs.
    • Provides educators with ready-to-teach, research-based instructional progressions that last 10 days.
    • Progress monitors students, updates their skill profiles, and reforms groups for the next 10-day period.

    Student-led reading practice should be purposeful and connected to the core. In addition to practicing skills directly tied to the skills they’ve been working on during ELA time, Amplify CKLA students have opportunities to interact with adaptive content that addresses their personal gaps and bolsters foundational skills at a pace that supports their individual development.

    Our collection of 40+ adaptive games targets foundational reading skills and develops them in alignment with Science of Reading principles. Unlike other adaptive games, ours ensure students:

    • Practice the right skills at the right time. Our embedded placement tool ensures students receive the content and skill practice most appropriate for their current reading level. From there, students move through our curriculum along their own learning pathway, where they encounter personalized content tailored to their evolving skill and grade levels.
    • Progress along a pathway that adapts on multiple dimensions, not just one. For example, a student can work on early first-grade decoding in one game while building more advanced vocabulary knowledge in another.
    • Practice skills in tandem. For example, a student is never forced to master one skill area before proceeding to the next. Instead, we offer students the opportunity to work on multiple skills concurrently.
    • Feel supported with scaffolding, instruction, and practice that adapts based on student performance.
    • Stay engaged by giving them immediate and clear feedback. These results are never punitive. Instead, our always-positive feedback is delivered in the context of the game world and is designed to motivate students to keep trying.

    From the printed page to the screen, we bring foundational skills and knowledge of the world to your young learners, and make the transition from classroom to home learning seamless.

    Download the Amplify CKLA Components guide to see components by grade.

    Download the Remote and hybrid learning guide to learn how we support in-person, remote, and hybrid instruction.

    Digital experience overview

    In the video below, learn about CKLA’s digital tools for teachers and students across both classroom and asynchronous environments.

    Curriculum review

    Digital navigation walkthrough

    Physical materials walkthrough

    Access the program

    Explore as a teacher

    Before logging in, watch this brief video on navigating the CKLA Teacher Resource Site.

    Ready to explore as a teacher? Follow these instructions:

    • Click the CKLA Teacher Resource Site button below.
    • Select Log in with Amplify.
    • Enter the teacher username and password found on the login flyer PDF provided to you.
    • Click the CKLA Teacher Resource icon.
    • Select a grade level.
    CKLA Teacher Resource Site

    Explore as a student

    Before logging in, watch this brief video on navigating the CKLA Student Hub.

    Ready to explore as a student? Follow these instructions:

    • Click the CKLA Student Hub button below.
    • Select Log in with Amplify.
    • Enter the student username and password found on the login flyer PDF provided to you.
    • Click the CKLA Student Hub icon.
    • Select a grade level.
    CKLA Student Hub

    Check out these additional resources

    Oklahoma submission resources:

    CKLA review resources:

    Nevada ELA Review for grades K–5

    Thank you for taking the time to review Amplify’s core ELA program for K–5.

    Amplify Core Knowledge Language Arts (CKLA) is a cutting-edge and effective core ELA program for students in grades K–5. It was developed in partnership with the Core Knowledge Foundation, was specifically designed to help teachers implement Science of Reading principles, and features proven evidence-based instructional practices.

    Getting started

    On this site, you’ll find a variety of resources designed to support your review and evaluation of the program. Before you start scrolling, watch the video below to learn about CKLA’s alignment to Nevada’s literacy initiatives as well as where to find key program resources.

    Curriculum background

    Pedagogical overview

    In the video below, Amplify’s Chief Academic Officer Susan Lambert shares the big picture of CKLA, and explains why it was created and the impact it’s making across the country.

    Program overview

    In the video below, learn about CKLA’s structure and materials, as well the research behind the curriculum.

    Program features

    Built out of the latest research in the Science of Reading, Amplify CKLA 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.

    Review this Science of Reading toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

    Great reading instruction starts with helping kids develop great decoding skills. By building a solid foundation of phonological awareness and phonics, reading the words on the page becomes automatic so that comprehension and critical thinking can happen. Our instruction is supported by:

    • Step-by-step lessons with multisensory approaches, clear lesson objectives, and embedded formative assessments.
    • Decodable books and student readers with ebook and audiobook versions that feature engaging plots and relatable characters.
    • An engaging sound library with fun songs and videos that develop phonological awareness.
    • An interactive Vocab App featuring engaging activities with immediate feedback and automated, customized instruction based on student performance.

    Students build 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. Our instruction is supported by:

    • Knowledge builders that provide a quick overview of each domain with its key ideas.
    • Interactive Read-Alouds designed to build knowledge and vocabulary.
    • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.
    • Social and emotional learning paired with lessons in civic responsibility.

    Amplify CKLA provides built-in differentiation strategies in every lesson for all students,
    including supports for ELLs.

    • Access supports for ELLs—Integrated ELD supports in each lesson segment
      for ELLs are specific to students’ mastery of the lesson’s objectives.
    • Support and Challenge for all learners—Lessons include Support and Challenge suggestions that provide assistance or opportunities for more advanced work toward the goal of the lesson. These supports are suitable for all learners, including ELLs.
    • 30 minutes of Additional Support in every Skills lesson–In the Skills Strand, every lesson concludes with an Additional Support section of recommendations for 30 minutes of extended instruction and activities, directly aligned to the skills taught in the lesson to assist students who need more support in mastering the lesson’s objectives.
    • Intervention Toolkit–The Intervention Toolkit provides easy-to-use resources to assist teachers in filling gaps in students’ foundational skills. Teachers will find of hundreds of activities to support phonics, fluency, comprehension, handwriting, and other key skills.

    The slides-based Amplify CKLA digital experience enhances instruction while saving you time. Everything you need is all in one place, making it easier than ever to plan lessons, present digital content, and review student work.

    • Simplify planning and instruction–Teachers have access to ready-to-use and customizable lesson presentation slides, complete with all the prompts from the print Teacher Guide embedded in the teacher view. As teachers deliver each lesson, students can engage with the content in one cohesive
      experience—through Activity Books, slides, digital components, videos, Student Readers, and more.
    • Interactive student activities–Through the Student Home, students can easily access digital lessons with slides, Activity Pages, ebooks, videos, and other interactive resources from one simple dashboard.
    • Your teacher command center–You’re provided with the tools you need to ensure a productive digital experience that’s personalized to meet your students’ needs. This includes a teacher home from which to launch and track lessons, LMS integrations such as Google Classroom and Microsoft Teams, and other customizations based on classroom needs.
    • Get real-time insights into your students’ work–The innovative live review tool enables you to keep an eye on students drawing, recording audio, uploading and capturing images, and typing or writing in pre-placed text boxes in their Activity Pages.

    Curriculum review

    Digital experience overview

    In the video below, learn about CKLA’s digital tools for teachers and students across both classroom and asynchronous environments.

    Digital navigation walkthrough

    Physical materials walkthrough

    Curriculum implementation

    See our Science of Reading solutions in action! Click here to see a real example of how one Ohio district is implementing and educating their K–8 community on the Science of Reading as a response to Ohio’s Plan to Raise Literacy Achievement Initiative.

    Access the program

    Explore as a teacher

    Before logging in, watch this brief video on navigating the CKLA Teacher Resource Site.

    Ready to explore as a teacher? Follow these instructions:

    • Click the CKLA Teacher Resource Site button below.
    • Select Log in with Amplify.
    • Enter the username: t1.nvk5@tryamplify.net
    • Enter the password: AmplifyNumber1
    • Click the CKLA Teacher Resource icon
    • Select a grade level
    CKLA Teacher Resource Site

    Explore as a student

    Before logging in, watch this brief video on navigating the CKLA Student Hub.

    Ready to explore as a student? Follow these instructions:

    • Click the CKLA Teacher Resource Site button below.
    • Select Log in with Amplify.
    • Enter the username: s1.nvk5@tryamplify.net
    • Enter the password: AmplifyNumber1
    • Click the CKLA Teacher Resource icon
    • Select a grade level
    CKLA Student Hub

    Check out these additional resources

    Nevada submission resources:

    CKLA review resources:

    New Mexico K-5 ELA review: Amplify CKLA (English) and Caminos (Spanish)

    Thank you for taking the time to review Amplify CKLA for New Mexico. Below you’ll find access to our print and digital materials as well as other resources to support your review and allow you to experience our program in both English and Spanish. Amplify CKLA is the only program designed and built on the science of reading addressing the structured literacy initiative in New Mexico.

    Program overview presentation

    Amplify CKLA is a cutting-edge and effective core ELA program for students in grades K–5. It was developed in partnership with the Core Knowledge Foundation and is specifically designed to help you implement structured literacy and Science of Reading best practices.

    Online platform videos

    Watch this video walkthrough of the CKLA Teacher Resource Site.

    Watch this video walkthrough of the CKLA Student Hub.

    Key program features

    Amplify Caminos al Conocimiento Esencial, a Spanish language arts program for Grades K–5 that will inspire and engage your students to become confident readers, writers, and thinkers.

    It is designed to support any biliteracy model, including English as a Second Language (ESL), transitional bilingual programs, dual language strands, and Spanish immersion programs.

    When used in tandem with Amplify CKLA, Amplify Caminos provides a one-to-one English and Spanish solution.

    Built out of the latest research in the Science of Reading, Amplify CKLA 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.

    Review this Science of Reading Toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

    Great reading instruction starts with helping kids develop great decoding skills. By building a solid foundation of phonological awareness and phonics, reading the words on the page becomes automatic so that comprehension and critical thinking can happen.

    Our instruction is supported by:

    • Step-by-step lessons with multisensory approaches, clear lesson objectives, and embedded formative assessments.
    • Decodable books and student readers with ebook and audiobook versions that feature engaging plots and relatable characters.
    • An engaging sound library with fun songs and videos that develop phonological awareness.
    • An interactive Vocab App featuring engaging activities with immediate feedback and automated, customized instruction based on student performance.

    Students build 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.

    Our instruction is supported by:

    • Knowledge builders that provide a quick overview of each domain with its key ideas.
    • Interactive read-alouds designed to build knowledge and vocabulary.
    • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.
    • Social and emotional learning paired with lessons in civic responsibility.

    From the printed page to the screen, we bring foundational skills and knowledge of the world to your young learners, and make the transition from classroom to home learning seamless.

    Download the Amplify CKLA Components Guide to see components by grade.

    Additional materials to support your review

    Oregon ELA Review for Elementary (K–5)

    To view this protected page, enter the password below:



    CKLA Review for Scottsdale

    Thank you for taking the time to review Amplify’s core ELA program for K–5.

    Amplify Core Knowledge Language Arts (CKLA) is a cutting-edge and effective core ELA program for students in grades K–5. It was developed in partnership with the Core Knowledge Foundation, was specifically designed to help teachers implement Science of Reading principles, and features proven evidence-based instructional practices.

    Step 1: Program Introduction

    Welcome to Amplify CKLA! Before you dive into our materials, watch the video below to learn about the big picture behind Amplify CKLA’s pedagogy.

    In this video, Susan Lambert (Chief Academic Officer and host of Science of Reading: The Podocast) shares why Amplify CKLA was created, how it is built on the Science of Reading, and the impact it’s making across the country.

    Step 2: Program Overview

    Amplify CKLA is different for a reason. Watch the overview video below to learn about these differences and why educators love them.

    In this video, you’ll get an in-depth look at the program’s overall structure and organization, the design behind our proven lessons, and the materials included to support teaching and learning.

    The Amplify CKLA Program Guide also provides an in-depth view of how Amplify CKLA works, how it’s structured, and why it’s uniquely capable of helping you bring reading instruction based on the Science of Reading to your classroom.

    Evidence-based design

    Amplify CKLA is rooted in Science of Reading research. Mirroring Scarborough’s Rope, Amplify CKLA delivers a combination of explicit foundational skills with meaningful knowledge-building.

    • In Grades PK–2, dedicated knowledge-building and explicit skills instruction are taught simultaneously through two distinct instructional strands.
    • In Grades 3–5, dedicated knowledge-building and explicit skills instruction are woven together and delivered through one integrated strand.

    Grades K–2 Skills and Knowledge Strands
    Every day students in Grades K–2 complete one full lesson that explicitly and systematically builds foundational reading skills in the Skills Strand, as well as one full lesson that builds robust background knowledge to access complex text in the Knowledge Strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.

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

    Key features

    Built out of the latest research in the Science of Reading, Amplify CKLA 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.

    Review this Science of Reading toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

    Great reading instruction starts with helping kids develop great decoding skills. By building a solid foundation of phonological awareness and phonics, reading the words on the page becomes automatic so that comprehension and critical thinking can happen. Our instruction is supported by:

    • Step-by-step lessons with multi-sensory approaches, clear lesson objectives, and embedded formative assessments.
    • Decodable books and student readers with ebook and audiobook versions that feature engaging plots and relatable characters.
    • An engaging sound library with fun songs and videos that develop phonological awareness.
    • An interactive Vocab App featuring engaging activities with immediate feedback and automated, customized instruction based on student performance.

    Students build 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. Our instruction is supported by:

    • Knowledge builders that provide a quick overview of each domain with its key ideas.
    • Interactive Read-Alouds designed to build knowledge and vocabulary.
    • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.
    • Social and emotional learning paired with lessons in civic responsibility.

    Getting students caught up on reading skills requires more than just an extra mini-lesson here or there. It requires targeted and intensive instruction delivered in short bursts. Our intervention component:

    • Assesses and analyzes students’ areas of mastery and growth.
    • Automatically groups students with like needs.
    • Provides educators with ready-to-teach, research-based instructional progressions that last 10-days.
    • Progress monitors students, updates their skill profiles, and reforms groups for the next 10-day period.

    Student-led reading practice should be purposeful and connected to the core. In addition to practicing skills directly tied to the skills they’ve been working on during ELA time, Amplify CKLA students have opportunities to interact with adaptive content that addresses their personal gaps and bolsters foundational skills at a pace that supports their individual development.

    Our collection of 40+ adaptive games target foundational reading skills and develops them in alignment with Science of Reading principles. Unlike other adaptive games, we ensure students:

    • Practice the right skills at the right time. Our embedded placement tool ensures students receive the content and skill practice most appropriate for their current reading level. From there, students move through our curriculum along their own learning pathway where they encounter personalized content tailored to their evolving skill and grade levels.
    • Progress along a pathway that adapts on multiple dimensions, not just one. For example, a student can work on early first-grade decoding in one game while building more advanced vocabulary knowledge in another.
    • Practice skills in tandem. For example, a student is never forced to master one skill area before proceeding to the next. Instead, we offer students that opportunity to work on multiple skills concurrently.
    • Feel supported with scaffolding, instruction, and practice that adapts based on student performance.
    • Stay engaged by giving them immediate and clear feedback. These results are never punitive. Instead our always-positive feedback is delivered in the context of the game world and is designed to motivate students to keep trying.

    From the printed page to the screen, we bring foundational skills and knowledge to life in the classroom.

    Download the Amplify CKLA Components guide to see components by grade.

    Download the Remote and hybrid learning guide to learn how we support in-person, remote, and hybrid instruction.

    Engaging digital experience

    The top-rated content of Amplify CKLA is now live with the digital experience that enhances instruction and saves time.

    With the digital experience, everything is in one place, making it easier and more engaging than ever to plan lessons, present digital content, and review student work. Click the arrows below to learn more.

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

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

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

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

    Step 3: Program Resources

    Digital navigation walkthrough

    Physical materials walkthrough

    Step 4: Arizona Review Resources

    Arizona resources:

    CKLA review resources:

    Step 5: Demo Program Access

    Explore as a teacher

    Before logging in, watch this brief video on navigating the CKLA Teacher Platform.

    Ready to explore as a teacher? Follow these instructions:

    • Click the Amplify CKLA Teacher Platform button below.
    • Select Log in with Amplify.
    • Enter the teacher username: t1.scottsdaleunified@demo.tryamplify.net
    • Enter the password: Amplify1-scottsdaleunified
    • Click the CKLA icon.
    • Select a grade level from the drop-down menu at the top of the page.
    Amplify CKLA Teacher Platform

    Explore as a student

    Before logging in, watch this brief video on navigating the CKLA Student Hub.

    Ready to explore as a student? Follow these instructions:

    • Click the CKLA Student Hub button below.
    • Select Log in with Amplify.
    • Enter the student username: s1.scottsdaleunified@demo.tryamplify.net
    • Enter the password: Amplify1-scottsdaleunified
    • Click the Hub icon
    • Select a grade level.
    CKLA Student Hub

    CKLA Review for Arizona

    Thank you for taking the time to review Amplify’s core ELA program for K–5.

    Amplify Core Knowledge Language Arts (CKLA) is a cutting-edge and effective core ELA program for students in grades K–5. It was developed in partnership with the Core Knowledge Foundation, was specifically designed to help teachers implement Science of Reading principles, and features proven evidence-based instructional practices.

    Step 1: Program Introduction

    Welcome to Amplify CKLA! Before you dive into our materials, watch the video below to learn about the big picture behind Amplify CKLA’s pedagogy.

    In this video, Susan Lambert (Chief Academic Officer and host of Science of Reading: The Podcast) shares why Amplify CKLA was created, how it is built on the Science of Reading, and the impact it’s making across the country.

    Step 2: Program Overview

    Amplify CKLA is different for a reason. Watch the overview video below to learn about these differences and why educators love them.

    In this video, you’ll get an in-depth look at the program’s overall structure and organization, the design behind our proven lessons, and the materials included to support teaching and learning.

    The Amplify CKLA Program Guide also provides an in-depth view of how Amplify CKLA works, how it’s structured, and why it’s uniquely capable of helping you bring reading instruction based on the Science of Reading to your classroom.

    Evidence-based design

    Amplify CKLA is rooted in Science of Reading research. Mirroring Scarborough’s Rope, Amplify CKLA delivers a combination of explicit foundational skills with meaningful knowledge-building.

    • In Grades K–2, dedicated knowledge-building and explicit skills instruction are taught simultaneously through two distinct instructional strands.
    • In Grades 3–5, dedicated knowledge-building and explicit skills instruction are woven together and delivered through one integrated strand.

    Grades K–2 Skills and Knowledge Strands
    Every day students in Grades K–2 complete one full lesson that explicitly and systematically builds foundational reading skills in the Skills Strand, as well as one full lesson that builds robust background knowledge to access complex text in the Knowledge Strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.

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

    Key features

    Built out of the latest research in the Science of Reading, Amplify CKLA 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.

    Review this Science of Reading toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

    Great reading instruction starts with helping kids develop great decoding skills. By building a solid foundation of phonological awareness and phonics, reading the words on the page becomes automatic so that comprehension and critical thinking can happen. Our instruction is supported by:

    • Step-by-step lessons with multi-sensory approaches, clear lesson objectives, and embedded formative assessments.
    • Decodable books and student readers with ebook and audiobook versions that feature engaging plots and relatable characters.
    • An engaging sound library with fun songs and videos that develop phonological awareness.
    • An interactive Vocab App featuring engaging activities with immediate feedback and automated, customized instruction based on student performance.

    Students build 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. Our instruction is supported by:

    • Knowledge builders that provide a quick overview of each domain with its key ideas.
    • Interactive Read-Alouds designed to build knowledge and vocabulary.
    • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.
    • Lessons in civic responsibility.

    Getting students caught up on reading skills requires more than just an extra mini-lesson here or there. It requires targeted and intensive instruction delivered in short bursts. Our intervention component:

    • Assesses and analyzes students’ areas of mastery and growth.
    • Automatically groups students with like needs.
    • Provides educators with ready-to-teach, research-based instructional progressions that last 10-days.
    • Progress monitors students, updates their skill profiles, and reforms groups for the next 10-day period.

    Student-led reading practice should be purposeful and connected to the core. In addition to practicing skills directly tied to the skills they’ve been working on during ELA time, Amplify CKLA students have opportunities to interact with adaptive content that addresses their personal gaps and bolsters foundational skills at a pace that supports their individual development.

    Our collection of 40+ adaptive games target foundational reading skills and develops them in alignment with Science of Reading principles. Unlike other adaptive games, we ensure students:

    • Practice the right skills at the right time. Our embedded placement tool ensures students receive the content and skill practice most appropriate for their current reading level. From there, students move through our curriculum along their own learning pathway where they encounter personalized content tailored to their evolving skill and grade levels.
    • Progress along a pathway that adapts on multiple dimensions, not just one. For example, a student can work on early first-grade decoding in one game while building more advanced vocabulary knowledge in another.
    • Practice skills in tandem. For example, a student is never forced to master one skill area before proceeding to the next. Instead, we offer students that opportunity to work on multiple skills concurrently.
    • Feel supported with scaffolding, instruction, and practice that adapts based on student performance.
    • Stay engaged by giving them immediate and clear feedback. These results are never punitive. Instead our always-positive feedback is delivered in the context of the game world and is designed to motivate students to keep trying.

    From the printed page to the screen, we bring foundational skills and knowledge to life in the classroom.

    Download the Amplify CKLA Components guide to see components by grade.

    Download the Remote and hybrid learning guide to learn how we support in-person, remote, and hybrid instruction.

    Engaging digital experience

    The top-rated content of Amplify CKLA is now live with the digital experience that enhances instruction and saves time.

    With the digital experience, everything is in one place, making it easier and more engaging than ever to plan lessons, present digital content, and review student work.

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

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

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

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

    Step 3: Program Resources

    Digital navigation walkthrough

    Physical materials walkthrough

    Step 4: Arizona Review Resources

    Arizona resources:

    CKLA review resources:

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

    The Science of Reading programs in Amplify’s early literacy suite empower you to meet the dynamic needs of every student learning to read. Discover the programs that best fit your literacy priorities and how they work together for a seamless teaching and learning environment.

    “There were other programs that claimed to be Science of Reading, but no other vendor provided the suite of products together. So from our perspective, [Amplify’s literacy suite] met our needs because it aligned and provided us the best suite of products. Hands down. We couldn’t find anybody else who touched that.”

    Nicole Peterson, Director, PreK–8 Education

    Sampson County Schools, North Carolina

    A true Science of Reading early literacy suite for grades K–5

    Amplify has combined the critical elements of a Science of Reading system of assessment, core curriculum, personalized learning, and intervention. Based on 20 years of experience with the Science of Reading, this complete system saves you time and aligns your literacy practices.

    • Assess with mCLASS®: A universal and dyslexia screener, powered by DIBELS® 8th Edition
    • Instruct with Amplify Core Knowledge Language Arts (CKLA)®: Core curriculum to build foundational skills and knowledge
    • Support with Boost Reading: Student-led digital intervention to extend and reinforce core instruction
    • Intervene with mCLASS Intervention: Staff-led Tier 2 and 3 intervention for intensive support
    • Science of Reading professional development: Amplify training, events, and podcasts to strengthen instruction

    mCLASS assessment

    Powered by DIBELS 8th Edition, mCLASS is a universal and dyslexia screener, plus a progress monitoring tool, all in one. With this comprehensive tool, you have precise one-minute measures delivered one-on-one that give you the data you can trust to make informed instructional decisions.

    Amplify CKLA core curriculum

    mCLASS data informs instructional needs and identifies whole-class and small-group areas of focus.

    mCLASS can replace Amplify CKLA’s benchmark assessments in K–2 and can identify appropriate Amplify CKLA instruction for small groups.

    Boost Reading digital intervention

    Boost Reading and mCLASS integrate to provide adaptive, student-led practice in targeted skill areas. 

    mCLASS data automatically places students at the appropriate Boost Reading starting point.

    You can track student progress with side-by-side mCLASS and Boost Reading growth data.

    mCLASS Intervention

    mCLASS assessment identifies risk early on and places students in and out of mCLASS Intervention groups.

    mCLASS progress monitoring data creates intervention groups and daily lesson plans for 10-day cycles.

    Amplify CKLA core curriculum

    Amplify Core Knowledge Language Arts (CKLA) provides explicit, systematic foundational skills instruction combined with intentional knowledge building. Rich content spans topics in history, science, literature, and the arts to build deep background knowledge.

    mCLASS assessment

    Amplify CKLA instructs in the same critical literacy skills measured by mCLASS, aligning your assessment and core curriculum.

    mCLASS can replace Amplify CKLA’s benchmark assessments in K–2 and can identify appropriate Amplify CKLA instruction for small groups.

    Boost Reading digital intervention

    Boost Reading reinforces skills through a shared scope and sequence with Amplify CKLA.

    Instruction adjusts, providing differentiated skill development where needed and advancing students to the next level.

    Dynamic growth reporting offers insight into how Amplify CKLA skills are developing over time.

    mCLASS Intervention

    mCLASS Intervention allows you to support Tier 1 instruction to get at-risk readers on track.

    mCLASS Intervention lesson plans extend skills learned in Amplify CKLA curriculum.

    Phonological awareness and phonics focus complements Amplify CKLA’s Skills Strand.

    Boost Reading digital intervention

    Boost Reading is a digital intervention program that adapts to every learner, reinforcing core instruction while providing support for remediation and intervention. The program delivers differentiated, student-led practice and clear growth reporting data, helping you understand how students are progressing at a glance.

    mCLASS assessment

    Boost Reading and mCLASS integrate to provide adaptive, student-led practice in targeted skill areas.

    mCLASS data automatically places students at the appropriate Boost Reading starting point.

    You can track student progress with side-by-side mCLASS and Boost Reading growth data.

    Amplify CKLA core curriculum

    Boost Reading reinforces skills through a shared scope and sequence with Amplify CKLA.

    Instruction adjusts, providing differentiated skill development where needed and advancing students to the next level.

    Advanced growth reporting offers insight into how Amplify CKLA skills are developing over time.

    mCLASS Intervention

    Boost Reading and mCLASS Intervention provide a complete system for intervention support.

    Use mCLASS Intervention for staff-led small groups and Boost Reading for student-led digital intervention.

    Together, they provide continuous intervention support across all tiers.

    mCLASS Intervention

    mCLASS Intervention is a Tier 2 and 3 targeted, staff-led intervention program made easy with automatic data-driven grouping and sequenced explicit, systematic skills lesson plans to support at-risk students.

    mCLASS assessment

    mCLASS assessment identifies risk early on and places students in and out of mCLASS intervention groups.

    mCLASS benchmark and progress monitoring data creates groups and daily lesson plans for 10-day cycles.

    Amplify CKLA core curriculum

    mCLASS Intervention allows you to support Tier 1 instruction to get at-risk readers on track.

    mCLASS Intervention lesson plans extend skills learned in Amplify CKLA instruction.

    Phonological awareness and phonics focus complements Amplify CKLA’s Skills Strand.

    Boost Reading digital intervention

    Boost Reading and mCLASS Intervention provide a complete system for intervention support.

    Use mCLASS Intervention for staff-led small groups and Boost Reading for student-led digital intervention.

    Together, they provide continuous intervention support across all tiers.

    A 20% boost in literacy rates:

    Our Science of Reading programs are helping Aldine Independent School District in Texas rewrite its literacy narrative.

    Read more

    The cohesive early literacy system teachers and students deserve

    Support your MTSS and RTI models

    A strong Multi-Tiered System of Supports (MTSS) enables you to make data-based decisions and confidently meet every student’s needs. Our integrated early literacy suite includes universal and dyslexia screening, core curriculum, personalized learning, intervention, and ongoing professional development.

    Each program in the suite is directly aligned to the Response to Intervention (RTI) model of tiered instruction.

    Aligned resources that do away with piecemealing

    A literacy ecosystem built on the same Science of Reading principles and pedagogical foundation ensures that students experience a cohesive and reinforced literacy journey. Our programs allow you to support all students without cobbling together additional resources to fill in the gaps.

    They follow an explicit and systematic structure, build knowledge, and assess and instruct on all of the foundational skills essential to literacy development.

    The data you need to make informed decisions

    Our universal and dyslexia screening data is predictive and reliable, and it’s aligned to the entire instructional system. It enables you to make informed decisions for whole-group, small-group, and individual instruction, as well as resource allocation at the school and district level.

    Amplify’s early literacy programs support you wherever you are in the Science of Reading journey. Download our Science of Reading roadmap to help you determine where to start.

    Download now

    Our early literacy programs in action

    Case study: Aldine Independent School District, Texas

    Implementing Amplify CKLA core curriculum, Boost Reading personalized learning, and mCLASS assessment boosted reading proficiency from 30% to 50%

    Read more

    Case study: Allen Parish School District, Louisiana

    After just one year of integrating mCLASS assessment and Amplify CKLA core curriculum, Grade 1 student reading proficiency rose from 58% to 80% across eleven Title 1 schools

    Read more

    Case study: West Jefferson Hills School District, Pennsylvania

    Students reached the 98th percentile among their peers nationwide after implementing Amplify CKLA core curriculum, Boost Reading personalized learning, and mCLASS assessment. The shift not only inspired students in their literacy journey, but also made teachers feel more confident in teaching literacy.

    Read more

    Science of Reading resources

    Successfully adopting new Science of Reading literacy programs will change lives. We provide extensive resources, professional learning, and complementary events and webinars so you can begin using your new programs with fidelity.

    Science of Reading essentials

    Champion research-based literacy programs in your classroom with our extensive Science of Reading resources.

    Science of Writing: A Primer

    Unlock writing mastery! Explore our new primer on literacy research and the Science of Writing.

    Portada de "Science of Reading: The Podcast" con un libro abierto, formas coloridas y la palabra "Amplify".

    Cultivate lifelong learning

    Gain useful knowledge with our top-rated podcast.

    Niño con camisa verde escribiendo con un lápiz amarillo; barra lateral que muestra recursos educativos como Amplify CKLA y Amplify Science.

    Staff development services

    Invest in a professional development plan.

    “[We wanted] something that moved kids beyond the traditional low-level type of thinking about literacy, reading, and engaging with text. The choice of Amplify became clear for our district. The tremendous professional support from Amplify, matched with the commitment of our people. We’re finally seeing something different, and the results are encouraging.”

    Matthew Patterson, Ph.D., Assistant Superintendent

    West Jefferson Hills School District , Pennsylvania

    Passion for reading in Sampson County, NC

    Mia and Grade 2 teacher Jenny Denning explored the power of the Amplify early literacy suite together.

    Read more

    Inspiring confidence in Tennessee

    Kaleb and Assistant Principal Casey Price tackled reading from the ground up with Amplify’s early literacy programs.

    Learn more

    mCLASS dyslexia screener for CA

    To view this protected page, enter the password below:



    Amplify CKLA for Anchorage

    To view this protected page, enter the password below:



    What is mCLASS?

    mCLASS is a best-in-class assessment platform that houses a suite of proven, gold-standard assessment measures and tools that can be flexibly combined to meet the unique literacy needs of both teachers and students across grades K–6, including:

    • Universal screening
    • Diagnostic assessment
    • Dyslexia screening
    • Progress monitoring
    • Dual language reporting
    • Targeted teacher-led instruction

    What is the Lectura assessment?

    The Lectura assessment is a brand-new interim and diagnostic assessment that consists of measures based on the latest research of how Spanish literacy develops.

    Co-developed with the Center on Teaching and Learning at the University of Oregon (UO CTL) and validated in partnership with Dr. Lillian Durán, the Lectura assessment was created to provide educators with a high-quality, evidence-based tool to support understanding of Spanish-speaking students’ biliteracy development, specifically foundational Spanish reading skills, which includes measures of phonological awareness, alphabetic understanding and decoding, reading fluency, and reading comprehension.

    The measures in Lectura were written from the ground-up to assess students’ literacy development based on how Spanish literacy develops. Measures explicitly account for the syllabic and morphological structures of Spanish, and connected text was written and calibrated with respect to syntactical, lexical, and grammatical rules of Spanish. For example, phonological awareness is measured using syllable segmentation, and letter sounds and syllable reading are included in the decoding subtests for greater face-validity (in lieu of pseudowords). Word choice reflects the multisyllabic word complexity and variety of Spanish, driven by how decoding skills develop in Spanish. As such, Lectura provides instructionally actionable data for all students, including those scoring below the benchmark and those who meet or exceed the benchmark.

    The Lectura assessment measures were purposefully designed, developed, field tested, and evaluated to address limitations that educators of Spanish speaking students have experienced in assessments. Specifically in these ways:

    • Assessment measures based on current research on how Spanish literacy is developed
    • Culturally responsive word choice and content reflecting the regional diversity of Spanish
    • Technical adequacy established through rigorous study
    • A sample size and geographic diversity reflecting the broad population of Spanish speakers across the U.S.
    • Complete parity with English solutions (instructional tools, skill coverage)
    Download research paper

    Assessment measures by grade

    Lectura measures at each grade level 
    Measure Grade K Grade 1 Grade 2 Grade 3
    Fluidez en nombrar letras A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
    Fluidez en la segmentación de sílabas A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    ¿Qué queda? A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
    Fluidez en los sonidos de letras A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    Fluidez en los sonidos de sílabas A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    Fluidez en las palabras A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Fluidez en la lectura oral   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    ¿Cuál palabra?   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Amplify measures at each grade level
    Oral Language Español A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
    Vocabulario A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.

    Assessment measures sample videos

    Please note that the videos below are intended for illustrative purposes only. Performance levels in mCLASS Lectura have yet to be finalized.

    mCLASS Lectura measure: Fluidez en nombrar letras (FNL)

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

    mCLASS Lectura measure: Fluidez en los sonidos de letras (FSL)

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

    mCLASS Lectura measure: Fluidez en los sonidos de sílabas (LSS)

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

    mCLASS Lectura measure: Fluidez en la lectura oral (FLO)

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

    mCLASS Lectura measure: ¿Qué Queda? (QQ)

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

    How is mCLASS Lectura different?

    mCLASS Lectura combines the power of the mCLASS assessment platform and the effectiveness of the Lectura assessment measures. As a result – educators across the state are empowered with latest and greatest assessment tool.

    More than a test, mCLASS Lectura is an integrated system that closes the knowing-doing gap by helping teachers take immediate instructional action that’s right for each and every student. What’s more, it addresses the classroom inequities Spanish-speaking students face along their early literacy journeys.

    Spanish-speaking students have been underserved and misclassified for decades. With mCLASS Lectura, teachers of Spanish-speaking students finally have access to the same robust assessment tools that have been available to teachers of English-speaking students for years.

    Plus! When mCLASS Lectura and DIBELS 8th Edition are used together, teachers are empowered with a more holistic view of their Spanish-speaking students abilities in both English and Spanish, making instructional next steps more targeted and effective.

    How is mCLASS Lectura different?

    1. It gives teachers access to authentic Spanish measures. Amplify is the only provider of the Lectura assessment. Rather than a direct translation of an English assessment, our solution is the only one to provide teachers a research-based, authentic Spanish assessment that is both valid and reliable.
    2. It makes it faster and easier to understand where every student is in their early literacy journey. By combining 1:1 observational diagnostic assessments, dyslexia screening, progress monitoring, instant scoring, rigorous reporting, automatic student grouping, and targeted instruction all in one place, it reduces the instructional delays associated with manual scoring, manual data analysis, and manual lesson planning.
    3. It brings more equity to the classroom. When used in conjunction with mCLASS DIBELS 8th Edition, teachers have access to Dual Language Reports that highlight a students strengths and weaknesses in both English and Spanish.
    4. It makes every instructional minute count. In addition to one-minute measures that quickly gauge student progress toward reading proficiency, it leverages a teacher’s most powerful instructional tool — their own 1:1 observations.
    5. It drives growth more efficiently. Rather than relying on broad composite scores alone, granular data and in-depth insights for every student help teachers pinpoint exact skill gaps and areas of unfinished learning, making whole-group, small-group, and 1:1 instruction more targeted and effective.
    6. It saves teachers time. Instant reports, automatic student groups, and ready-to-teach lessons mean teachers spend less time cobbling together materials and more time working directly with students and responding to their needs.

    Assessment systems must enable and compel educators to answer not just the “What?” questions, but also the “So What?” and “Now What?” questions. These are the questions that are essential in transforming classroom instruction, and the questions that mCLASS Lectura helps teachers answer with confidence.

    Download the mCLASS Program Guide

    How does mCLASS Lectura support screening for dyslexia risk?

    mCLASS Lectura subtests have been specifically designed and validated to screen for dyslexia risks.

    mCLASS Lectura was specifically developed to ensure the measure is able to meet state-level screening requirements for both dyslexia and universal reading screening. The research and development of Lectura was designed with this use in mind to accurately identify reading difficulties, including difficulties related to risk for dyslexia.

    How does mCLASS Lectura turn data into instant action?

    mCLASS Lectura gives you instant results and clear next steps for each student.

    Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

    Screenshot of an educational software dashboard displaying student progress, with tabs for instruction and home connection in dual language.
    Download the mCLASS Reporting Guide

    Diagnostic assessment

    mCLASS Lectura analyzes individual student response data through a scoring algorithm which aligns to the Colorado Department of Education’s stated purpose of a diagnostic assessment.

    Our innovative approach to diagnostic assessment leverages an item-level evaluation of individual student responses in order to provide deeper insights into specific student weaknesses and areas of improvement. mCLASS Lectura analyzes individual student response data through a scoring algorithm which aligns to the Colorado Department of Education’s stated purpose of a diagnostic: “… to pinpoint a student’s specific area(s) of weakness and provide in-depth information about students’ skills and instructional needs.”

    Ready-to-teach instruction

    Immediately following the analysis of individual student responses, mCLASS Lectura provides an in-depth diagnostic report complete with suggested next steps, also known as “mCLASS Instruction.”

    mCLASS Instruction evaluates each student’s responses on each individual subtest and instantly:

    • Provides a list of specific needs by student, such as struggling with medial vowel sounds or difficulty reading words with consonant blends.
    • Groups students automatically based on similar discrete skill needs, not simply composite scores like other assessment tools.
    • Recommends a variety of ready-to-teach lessons that specifically target each individual student’s areas of need or common areas of need for small-group instruction.

    Classroom skill and benchmark summary

    The Classroom Skill Summary report is a dashboard showing benchmark performance on each skill. Teachers can use it to determine which skill areas need instructional focus at a classroom level.

    The Classroom Benchmark Summary report is a classroom-wide view of overall reading performance. Teachers can use this report to determine if composite scores improved, declined, or remained the same each semester.

    Detailed benchmark performance

    Teachers can see each student’s performance during the current school year, on each subtest as well as the overall composite. The benchmark goal displays below the subtest name when applicable. The ability to sort the columns in this report gives teachers more flexibility to analyze data the way they prefer.

    Dual language reports

    When mCLASS Lectura and mCLASS with DIBELS 8th Edition are used together, teachers will receive an asset-based picture of a student’s biliteracy and instructional guidance on how to leverage literacy skills in one language to support literacy skill development in the second language.

    • Side-by-side view of foundational literacy skills in English and Spanish
    • Explicit guidance to teachers to support asset-based instruction using cross-linguistic transfer strategies
    Screenshot of a student's mCLASS Lectura literacy skills evaluation report detailing progress in English and Spanish reading abilities, with charts and textual information.

    Progress monitoring summary

    See which subtests have been assessed since the most recent benchmark assessment, how students performed on the three most recent progress monitoring assessments for each measure, and which students have not been progress monitored since the benchmark assessment.

    Colorado READ Plans

    The Colorado READ Act places importance on considering students’ English proficiency and the impact it may have on assessment. Thus the READ Act provides an option for districts to assess Spanish-speaking students in their native language, who are not yet partially proficient in English.

    Amplify recommends that a student who is categorized by the mCLASS Lectura composite score as “At High Risk” (denoted in all reports as “red”) be considered as potentially having a “Significant Reading Deficiency,” then further diagnosed using mCLASS’ Instruction diagnostics.

    When devising a READ Plan, teachers and instructional staff should first consider students at high risk on mCLASS Lectura as potentially having a “Significant Reading Deficiency,” and eligible for a READ Plan. Students are then further diagnosed using mCLASS’ Instruction diagnostics. When devising a READ Plan, teachers can rely on the relevant mCLASS Instruction and Reports to comply with the READ Act.

    Caregiver supports

    The mCLASS Home Connect letter provides parent and caregivers information in English or Spanish about the student’s literacy and guidance on how to support their child at home.

    Screenshot of a digital document showing a student's performance evaluation, with text, tables, and color-coded performance ratings.

    Explore our self-guided tour

    Our self-guided tour is a great way to orient yourself to the organization of our mCLASS platform. Click the button below to get started.

    A webpage titled "mCLASS overview" featuring text about the mCLASS early literacy suite for grades K-6. The page includes photos of children engaged in reading activities and navigation options on the left.
    Start self-guided tour

    Contact us

    Looking to speak directly with your Colorado representative? Get in touch with a team member by emailing HelloColorado@amplify.com or by calling us directly.

    Enrollment over 2,500 students
    Enrollment under 2,500 students
    Man wearing a blue plaid shirt and blue blazer, smiling at the camera against a plain light background. A woman with curly hair wearing glasses.

    Monty Lammers

    Senior Account Executive

    (719) 964-4501

    mlammers@amplify.com

    Vanessa Scott

    Account Executive

    (602) 690-9216

    vscott@amplify.com

    mCLASS dyslexia screener for CA

    To view this protected page, enter the password below:



    What is mCLASS?

    mCLASS is a best-in-class assessment platform that houses a suite of proven, gold-standard assessment measures and tools that can be flexibly combined to meet the unique literacy needs of both teachers and students across grades K–6, including:

    • Universal screening
    • Diagnostic assessment
    • Text Reading and Comprehension (a.k.a. running records via Amplify Atlas Español)
    • Dyslexia screening
    • Progress monitoring
    • Dual language reporting
    • Targeted teacher-led instruction

    What is the Lectura assessment?

    The Lectura assessment is a brand-new interim and diagnostic assessment that consists of measures based on the latest research of how Spanish literacy develops.

    Co-developed with the Center on Teaching and Learning at the University of Oregon (UO CTL) and validated in partnership with Dr. Lillian Durán, the Lectura assessment was created to provide educators with a high-quality, evidence-based tool to support understanding of Spanish-speaking students’ biliteracy development, specifically foundational Spanish reading skills, which includes measures of phonological awareness, alphabetic understanding and decoding, reading fluency, and reading comprehension.

    The measures in Lectura were written from the ground-up to assess students’ literacy development based on how Spanish literacy develops. Measures explicitly account for the syllabic and morphological structures of Spanish, and connected text was written and calibrated with respect to syntactical, lexical, and grammatical rules of Spanish. For example, phonological awareness is measured using syllable segmentation, and letter sounds and syllable reading are included in the decoding subtests for greater face-validity (in lieu of pseudowords). Word choice reflects the multisyllabic word complexity and variety of Spanish, driven by how decoding skills develop in Spanish. As such, Lectura provides instructionally actionable data for all students, including those scoring below the benchmark and those who meet or exceed the benchmark.

    The Lectura assessment measures were purposefully designed, developed, field tested, and evaluated to address limitations that educators of Spanish speaking students have experienced in assessments. Specifically in these ways:

    • Assessment measures based on current research on how Spanish literacy is developed
    • Culturally responsive word choice and content reflecting the regional diversity of Spanish
    • Technical adequacy established through rigorous study
    • A sample size and geographic diversity reflecting the broad population of Spanish speakers across the U.S.
    • Complete parity with English solutions (instructional tools, skill coverage)
    Download research paper

    Assessment measures by grade

    Lectura measures at each grade level 
    Measure Grade K Grade 1 Grade 2 Grade 3 Grades 4–6
    Fluidez en nombrar letras A large, light peach-colored checkmark on a transparent background.    
    Fluidez en la segmentación de sílabas      
    ¿Qué queda? A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    Fluidez en los sonidos de letras      
    Fluidez en los sonidos de sílabas      
    Fluidez en las palabras
    Fluidez en la lectura oral  
    ¿Cuál palabra?   A large, light peach-colored checkmark on a transparent background.
    Amplify measures at each grade level
    Oral Language Español    
    Vocabulario

    Assessment measures sample videos

    Please note that the videos below are intended for illustrative purposes only. Performance levels in mCLASS Lectura have yet to be finalized.

    mCLASS Lectura measure: Fluidez en nombrar letras (FNL)

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

    mCLASS Lectura measure: Fluidez en los sonidos de letras (FSL)

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

    mCLASS Lectura measure: Fluidez en los sonidos de sílabas (LSS)

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

    mCLASS Lectura measure: Fluidez en la lectura oral (FLO)

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

    mCLASS Lectura measure: ¿Qué Queda? (QQ)

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

    What makes mCLASS Lectura different?

    mCLASS Lectura combines the power of the mCLASS assessment platform and the effectiveness of the Lectura assessment measures. As a result – educators are empowered with latest and greatest assessment tool.

    More than a test, mCLASS Lectura is an integrated system that closes the knowing-doing gap by helping teachers take immediate instructional action that’s right for each and every student. What’s more, it addresses the classroom inequities Spanish-speaking students face along their early literacy journeys.

    Spanish-speaking students have been underserved and misclassified for decades. With mCLASS Lectura, teachers of Spanish-speaking students finally have access to the same robust assessment tools that have been available to teachers of English-speaking students for years.

    Plus! When mCLASS Lectura and DIBELS 8th Edition are used together, teachers are empowered with a more holistic view of their Spanish-speaking students abilities in both English and Spanish, making instructional next steps more targeted and effective.

    What makes mCLASS Lectura different?

    1. It gives teachers access to authentic Spanish measures. Amplify is the only provider of the Lectura assessment. Rather than a direct translation of an English assessment, our solution is the only one to provide teachers a research-based, authentic Spanish assessment that is both valid and reliable.
    2. It makes it faster and easier to understand where every student is in their early literacy journey. By combining 1:1 observational diagnostic assessments, dyslexia screening, progress monitoring, instant scoring, rigorous reporting, automatic student grouping, and targeted instruction all in one place, it reduces the instructional delays associated with manual scoring, manual data analysis, and manual lesson planning.
    3. It brings more equity to the classroom. When used in conjunction with mCLASS DIBELS 8th Edition, teachers have access to Dual Language Reports that highlight a students strengths and weaknesses in both English and Spanish.
    4. It makes every instructional minute count. In addition to one-minute measures that quickly gauge student progress toward reading proficiency, it leverages a teacher’s most powerful instructional tool — their own 1:1 observations.
    5. It drives growth more efficiently. Rather than relying on broad composite scores alone, granular data and in-depth insights for every student help teachers pinpoint exact skill gaps and areas of unfinished learning, making whole-group, small-group, and 1:1 instruction more targeted and effective.
    6. It saves teachers time. Instant reports, automatic student groups, and ready-to-teach lessons mean teachers spend less time cobbling together materials and more time working directly with students and responding to their needs.

    Assessment systems must enable and compel educators to answer not just the “What?” questions, but also the “So What?” and “Now What?” questions. These are the questions that are essential in transforming classroom instruction, and the questions that mCLASS Lectura helps teachers answer with confidence.

    Download the mCLASS Program Guide

    How does mCLASS Lectura support screening for dyslexia risk?

    mCLASS Lectura subtests have been specifically designed and validated to screen for dyslexia risks.

    mCLASS Lectura was specifically developed to ensure the measure is able to meet state-level screening requirements for both dyslexia and universal reading screening. The research and development of Lectura was designed with this use in mind to accurately identify reading difficulties, including difficulties related to risk for dyslexia.

    How does mCLASS Lectura support the use of running records?

    Track your students’ reading progress from every angle with the Text Reading and Comprehension (TRC) assessment. When TRC is paired with the Lectura assessment, classroom teachers unlock the ability to record reading behaviors through running digital records. Available in English and Spanish, it measures reading comprehension and provides insight into how each student finds meaning in text.

    A digital interface showing a step-by-step guide in Spanish for a language and oral class. The guide includes sections on content and organization with expandable details for each step.

    How does mCLASS Lectura turn data into instant action?

    mCLASS Lectura gives you instant results and clear next steps for each student.

    Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

    Screenshot of an educational software dashboard displaying student progress, with tabs for instruction and home connection in dual language.
    Download the mCLASS Reporting Guide

    Diagnostic assessment

    mCLASS Lectura analyzes individual student response data through a proprietary scoring algorithm that pinpoints a student’s specific area(s) of growth and improvement, providing classroom teachers in-depth insight into a students’ instructional needs.

    Ready-to-teach instruction

    Immediately following the analysis of individual student responses, mCLASS Lectura provides an in-depth diagnostic report complete with suggested next steps, also known as “mCLASS Instruction.”

    mCLASS Instruction evaluates each student’s responses on each individual subtest and instantly:

    • Provides a list of specific needs by student, such as struggling with medial vowel sounds or difficulty reading words with consonant blends.
    • Groups students automatically based on similar discrete skill needs, not simply composite scores like other assessment tools.
    • Recommends a variety of ready-to-teach lessons that specifically target each individual student’s areas of need or common areas of need for small-group instruction.

    Classroom skill and benchmark summary

    The Classroom Skill Summary report is a dashboard showing benchmark performance on each skill. Teachers can use it to determine which skill areas need instructional focus at a classroom level.

    The Classroom Benchmark Summary report is a classroom-wide view of overall reading performance. Teachers can use this report to determine if composite scores improved, declined, or remained the same each semester.

    Detailed benchmark performance

    Teachers can see each student’s performance during the current school year, on each subtest as well as the overall composite. The benchmark goal displays below the subtest name when applicable. The ability to sort the columns in this report gives teachers more flexibility to analyze data the way they prefer.

    Dual language reports

    When mCLASS Lectura and mCLASS with DIBELS 8th Edition are used together, teachers will receive an asset-based picture of a student’s biliteracy and instructional guidance on how to leverage literacy skills in one language to support literacy skill development in the second language.

    • Side-by-side view of foundational literacy skills in English and Spanish
    • Explicit guidance to teachers to support asset-based instruction using cross-linguistic transfer strategies
    Screenshot of a student's mCLASS Lectura literacy skills evaluation report detailing progress in English and Spanish reading abilities, with charts and textual information.

    Progress monitoring summary

    See which subtests have been assessed since the most recent benchmark assessment, how students performed on the three most recent progress monitoring assessments for each measure, and which students have not been progress monitored since the benchmark assessment.

    Caregiver supports

    The mCLASS Home Connect letter provides parent and caregivers information in English or Spanish about the student’s literacy and guidance on how to support their child at home.

    Screenshot of a digital document showing a student's performance evaluation, with text, tables, and color-coded performance ratings.

    What is mCLASS?

    mCLASS is a best-in-class assessment platform that houses a suite of proven, gold-standard assessment measures and tools that can be flexibly combined to meet the unique literacy needs of both teachers and students across grades K–6, including:

    • Universal screening
    • Diagnostic assessment
    • Dyslexia screening
    • Progress monitoring
    • Dual language reporting
    • Quick 1-minute assessment measures
    • Real-time results, instant analysis, automatic student grouping
    • Targeted teacher-led instruction with ready-to-use mini-lessons

    What is the Lectura assessment?

    The Lectura assessment is a brand-new interim and diagnostic assessment that consists of measures based on the latest research of how Spanish literacy develops.

    Co-developed with the Center on Teaching and Learning at the University of Oregon (UO CTL) and validated in partnership with Dr. Lillian Durán, the Lectura assessment was created to provide educators with a high-quality, evidence-based tool to support understanding of Spanish-speaking students’ biliteracy development, specifically foundational Spanish reading skills, which includes measures of phonological awareness, alphabetic understanding and decoding, reading fluency, and reading comprehension.

    The measures in Lectura were written from the ground-up to assess students’ literacy development based on how Spanish literacy develops. Measures explicitly account for the syllabic and morphological structures of Spanish, and connected text was written and calibrated with respect to syntactical, lexical, and grammatical rules of Spanish. For example, phonological awareness is measured using syllable segmentation, and letter sounds and syllable reading are included in the decoding subtests for greater face-validity (in lieu of pseudowords). Word choice reflects the multisyllabic word complexity and variety of Spanish, driven by how decoding skills develop in Spanish. As such, Lectura provides instructionally actionable data for all students, including those scoring below the benchmark and those who meet or exceed the benchmark.

    The Lectura assessment measures were purposefully designed, developed, field tested, and evaluated to address limitations that educators of Spanish speaking students have experienced in assessments. Specifically in these ways:

    • Assessment measures based on current research on how Spanish literacy is developed
    • Culturally responsive word choice and content reflecting the regional diversity of Spanish
    • Technical adequacy established through rigorous study
    • A sample size and geographic diversity reflecting the broad population of Spanish speakers across the U.S.
    • Complete parity with English solutions (instructional tools, skill coverage)
    Download research paper

    Assessment measures by grade

    Lectura measures at each grade level 
    Measure Grade K Grade 1 Grade 2 Grade 3
    Fluidez en nombrar letras A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
    Fluidez en la segmentación de sílabas A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    ¿Qué queda? A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
    Fluidez en los sonidos de letras A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    Fluidez en los sonidos de sílabas A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
    Fluidez en las palabras A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Fluidez en la lectura oral   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    ¿Cuál palabra?   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
    Amplify measures at each grade level
    Oral Language Español A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
    Vocabulario A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.

    Assessment measures sample videos

    Please note that the videos below are intended for illustrative purposes only. Performance levels in mCLASS Lectura have yet to be finalized.

    mCLASS Lectura measure: Fluidez en nombrar letras (FNL)

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

    mCLASS Lectura measure: Fluidez en los sonidos de letras (FSL)

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

    mCLASS Lectura measure: Fluidez en los sonidos de sílabas (LSS)

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

    mCLASS Lectura measure: Fluidez en la lectura oral (FLO)

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

    mCLASS Lectura measure: ¿Qué Queda? (QQ)

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

    How is mCLASS Lectura different?

    mCLASS Lectura combines the power of the mCLASS assessment platform and the effectiveness of the Lectura assessment measures. As a result – educators across the state are empowered with latest and greatest assessment tool.

    More than a test, mCLASS Lectura is an integrated system that closes the knowing-doing gap by helping teachers take immediate instructional action that’s right for each and every student. What’s more, it addresses the classroom inequities Spanish-speaking students face along their early literacy journeys.

    Spanish-speaking students have been underserved and misclassified for decades. With mCLASS Lectura, teachers of Spanish-speaking students finally have access to the same robust assessment tools that have been available to teachers of English-speaking students for years.

    Plus! When mCLASS Lectura and DIBELS 8th Edition are used together, teachers are empowered with a more holistic view of their Spanish-speaking students abilities in both English and Spanish, making instructional next steps more targeted and effective.

    How is mCLASS Lectura different?

    1. It gives teachers access to authentic Spanish measures. Amplify is the only provider of the Lectura assessment. Rather than a direct translation of an English assessment, our solution is the only one to provide teachers a research-based, authentic Spanish assessment that is both valid and reliable.
    2. It makes it faster and easier to understand where every student is in their early literacy journey. By combining 1:1 observational diagnostic assessments, dyslexia screening, progress monitoring, instant scoring, rigorous reporting, automatic student grouping, and targeted instruction all in one place, it reduces the instructional delays associated with manual scoring, manual data analysis, and manual lesson planning.
    3. It brings more equity to the classroom. When used in conjunction with mCLASS DIBELS 8th Edition, teachers have access to Dual Language Reports that highlight a students strengths and weaknesses in both English and Spanish.
    4. It makes every instructional minute count. In addition to one-minute measures that quickly gauge student progress toward reading proficiency, it leverages a teacher’s most powerful instructional tool — their own 1:1 observations.
    5. It drives growth more efficiently. Rather than relying on broad composite scores alone, granular data and in-depth insights for every student help teachers pinpoint exact skill gaps and areas of unfinished learning, making whole-group, small-group, and 1:1 instruction more targeted and effective.
    6. It saves teachers time. Instant reports, automatic student groups, and ready-to-teach lessons mean teachers spend less time cobbling together materials and more time working directly with students and responding to their needs.

    Assessment systems must enable and compel educators to answer not just the “What?” questions, but also the “So What?” and “Now What?” questions. These are the questions that are essential in transforming classroom instruction, and the questions that mCLASS Lectura helps teachers answer with confidence.

    Download the mCLASS Program Guide

    How does mCLASS Lectura support screening for dyslexia risk?

    mCLASS Lectura subtests have been specifically designed and validated to screen for dyslexia risks.

    mCLASS Lectura was specifically developed to ensure the measure is able to meet state-level screening requirements for both dyslexia and universal reading screening. The research and development of Lectura was designed with this use in mind to accurately identify reading difficulties, including difficulties related to risk for dyslexia.

    How does mCLASS Lectura turn data into instant action?

    mCLASS Lectura gives you instant results and clear next steps for each student.

    Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

    A classroom assessment dashboard shows student reading levels categorized as well below, below, at, and above benchmark, with percentage and student counts for each group.
    Download the mCLASS Reporting Guide

    Diagnostic assessment

    mCLASS Lectura analyzes individual student response data through a innovative scoring algorithm that leverages an item-level evaluation of individual student responses in order to provide deeper insights into specific student weaknesses and areas of improvement.

    Ready-to-teach instruction

    Immediately following the analysis of individual student responses, mCLASS Lectura provides an in-depth diagnostic report complete with suggested next steps, also known as “mCLASS Instruction.”

    mCLASS Instruction evaluates each student’s responses on each individual subtest and instantly:

    • Provides a list of specific needs by student, such as struggling with medial vowel sounds or difficulty reading words with consonant blends.
    • Groups students automatically based on similar discrete skill needs, not simply composite scores like other assessment tools.
    • Recommends a variety of ready-to-teach lessons that specifically target each individual student’s areas of need or common areas of need for small-group instruction.

    Classroom skill and benchmark summary

    The Classroom Skill Summary report is a dashboard showing benchmark performance on each skill. Teachers can use it to determine which skill areas need instructional focus at a classroom level.

    The Classroom Benchmark Summary report is a classroom-wide view of overall reading performance. Teachers can use this report to determine if composite scores improved, declined, or remained the same each semester.

    Detailed benchmark performance

    Teachers can see each student’s performance during the current school year, on each subtest as well as the overall composite. The benchmark goal displays below the subtest name when applicable. The ability to sort the columns in this report gives teachers more flexibility to analyze data the way they prefer.

    Dual language reports

    When mCLASS Lectura and mCLASS with DIBELS 8th Edition are used together, teachers will receive an asset-based picture of a student’s biliteracy and instructional guidance on how to leverage literacy skills in one language to support literacy skill development in the second language.

    • Side-by-side view of foundational literacy skills in English and Spanish
    • Explicit guidance to teachers to support asset-based instruction using cross-linguistic transfer strategies
    A student profile page shows Gabriel Archuleta’s literacy skills report, including performance graphs, assessment notes, and a list of classmates on the left sidebar.

    Progress monitoring summary

    See which subtests have been assessed since the most recent benchmark assessment, how students performed on the three most recent progress monitoring assessments for each measure, and which students have not been progress monitored since the benchmark assessment.

    Caregiver supports

    The mCLASS Home Connect letter provides parent and caregivers information in English or Spanish about the student’s literacy and guidance on how to support their child at home.

    A school progress report for Gabriel Archuleta displays reading skills, proficiency levels with colored bars, teacher comments, and recommendations for improvement.

    Explore our self-guided tour

    Our self-guided tour is a great way to orient yourself to the organization of our mCLASS platform. Click the button below to get started.

    mCLASS self-guided tour
    Start self-guided tour

    What is mCLASS?

    mCLASS is a best-in-class assessment platform that houses a suite of proven, gold-standard assessment measures and tools that can be flexibly combined to meet the unique literacy needs of both teachers and students across grades K–6, including:

    • Universal screening
    • Diagnostic assessment
    • Dyslexia screening
    • Progress monitoring
    • Dual language reporting
    • Targeted teacher-led instruction

    What is the Lectura assessment?

    The Lectura assessment is a brand-new interim and diagnostic assessment that consists of measures based on the latest research of how Spanish literacy develops.

    Co-developed with the Center on Teaching and Learning at the University of Oregon (UO CTL) and validated in partnership with Dr. Lillian Durán, the Lectura assessment was created to provide educators with a high-quality, evidence-based tool to support understanding of Spanish-speaking students’ biliteracy development, specifically foundational Spanish reading skills, which includes measures of phonological awareness, alphabetic understanding and decoding, reading fluency, and reading comprehension.

    The measures in Lectura were written from the ground-up to assess students’ literacy development based on how Spanish literacy develops. Measures explicitly account for the syllabic and morphological structures of Spanish, and connected text was written and calibrated with respect to syntactical, lexical, and grammatical rules of Spanish. For example, phonological awareness is measured using syllable segmentation, and letter sounds and syllable reading are included in the decoding subtests for greater face-validity (in lieu of pseudowords). Word choice reflects the multisyllabic word complexity and variety of Spanish, driven by how decoding skills develop in Spanish. As such, Lectura provides instructionally actionable data for all students, including those scoring below the benchmark and those who meet or exceed the benchmark.

    The Lectura assessment measures were purposefully designed, developed, field tested, and evaluated to address limitations that educators of Spanish speaking students have experienced in assessments. Specifically in these ways:

    • Assessment measures based on current research on how Spanish literacy is developed
    • Culturally responsive word choice and content reflecting the regional diversity of Spanish
    • Technical adequacy established through rigorous study
    • A sample size and geographic diversity reflecting the broad population of Spanish speakers across the U.S.
    • Complete parity with English solutions (instructional tools, skill coverage)
    Download research paper

    Assessment measures by grade

    Lectura measures at each grade level 
    MeasureGrade KGrade 1Grade 2Grade 3
    Fluidez en nombrar letras
    Fluidez en la segmentación de sílabas
    ¿Qué queda?
    Fluidez en los sonidos de letras
    Fluidez en los sonidos de sílabas
    Fluidez en las palabras
    Fluidez en la lectura oral
    ¿Cuál palabra?
    Amplify measures at each grade level
    Oral Language Español
    Vocabulario

    Assessment measures sample videos

    Please note that the videos below are intended for illustrative purposes only. Performance levels in mCLASS Lectura have yet to be finalized.

    mCLASS Lectura measure: Fluidez en nombrar letras (FNL)

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

    mCLASS Lectura measure: Fluidez en los sonidos de letras (FSL)

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

    mCLASS Lectura measure: Fluidez en los sonidos de sílabas (LSS)

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

    mCLASS Lectura measure: Fluidez en la lectura oral (FLO)

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

    mCLASS Lectura measure: ¿Qué Queda? (QQ)

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

    How is mCLASS Lectura different?

    mCLASS Lectura combines the power of the mCLASS assessment platform and the effectiveness of the Lectura assessment measures. As a result – educators across the state are empowered with latest and greatest assessment tool.

    More than a test, mCLASS Lectura is an integrated system that closes the knowing-doing gap by helping teachers take immediate instructional action that’s right for each and every student. What’s more, it addresses the classroom inequities Spanish-speaking students face along their early literacy journeys.

    Spanish-speaking students have been underserved and misclassified for decades. With mCLASS Lectura, teachers of Spanish-speaking students finally have access to the same robust assessment tools that have been available to teachers of English-speaking students for years.

    Plus! When mCLASS Lectura and DIBELS 8th Edition are used together, teachers are empowered with a more holistic view of their Spanish-speaking students abilities in both English and Spanish, making instructional next steps more targeted and effective.

    How is mCLASS Lectura different?

    1. It gives teachers access to authentic Spanish measures. Amplify is the only provider of the Lectura assessment. Rather than a direct translation of an English assessment, our solution is the only one to provide teachers a research-based, authentic Spanish assessment that is both valid and reliable.
    2. It makes it faster and easier to understand where every student is in their early literacy journey. By combining 1:1 observational diagnostic assessments, dyslexia screening, progress monitoring, instant scoring, rigorous reporting, automatic student grouping, and targeted instruction all in one place, it reduces the instructional delays associated with manual scoring, manual data analysis, and manual lesson planning.
    3. It brings more equity to the classroom. When used in conjunction with mCLASS DIBELS 8th Edition, teachers have access to Dual Language Reports that highlight a student’s strengths and weaknesses in both English and Spanish.
    4. It makes every instructional minute count. In addition to one-minute measures that quickly gauge student progress toward reading proficiency, it leverages a teacher’s most powerful instructional tool — their own 1:1 observations.
    5. It drives growth more efficiently. Rather than relying on broad composite scores alone, granular data and in-depth insights for every student help teachers pinpoint exact skill gaps and areas of unfinished learning, making whole-group, small-group, and 1:1 instruction more targeted and effective.
    6. It saves teachers time. Instant reports, automatic student groups, and ready-to-teach lessons mean teachers spend less time cobbling together materials and more time working directly with students and responding to their needs.

    Assessment systems must enable and compel educators to answer not just the “What?” questions, but also the “So What?” and “Now What?” questions. These are the questions that are essential in transforming classroom instruction, and the questions that mCLASS Lectura helps teachers answer with confidence.

    Download the mCLASS Program Guide

    How does mCLASS Lectura support screening for dyslexia risk?

    mCLASS Lectura subtests have been specifically designed and validated to screen for dyslexia risks.

    mCLASS Lectura was specifically developed to ensure the measure is able to meet state-level screening requirements for both dyslexia and universal reading screening. The research and development of Lectura was designed with this use in mind to accurately identify reading difficulties, including difficulties related to risk for dyslexia.

    How does mCLASS Lectura turn data into instant action?

    mCLASS Lectura gives you instant results and clear next steps for each student.

    Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

    A tablet screen displays an mCLASS assessment dashboard showing class reading performance data by benchmark categories and percentages for Springfield, Washington Elementary.
    Download the mCLASS Reporting Guide

    Diagnostic assessment

    mCLASS Lectura analyzes individual student response data through a scoring algorithm which aligns to the Colorado Department of Education’s stated purpose of a diagnostic assessment.

    Our innovative approach to diagnostic assessment leverages an item-level evaluation of individual student responses in order to provide deeper insights into specific student weaknesses and areas of improvement. mCLASS Lectura analyzes individual student response data through a scoring algorithm which aligns to the Colorado Department of Education’s stated purpose of a diagnostic: “… to pinpoint a student’s specific area(s) of weakness and provide in-depth information about students’ skills and instructional needs.”

    Ready-to-teach instruction

    Immediately following the analysis of individual student responses, mCLASS Lectura provides an in-depth diagnostic report complete with suggested next steps, also known as “mCLASS Instruction.”

    mCLASS Instruction evaluates each student’s responses on each individual subtest and instantly:

    • Provides a list of specific needs by student, such as struggling with medial vowel sounds or difficulty reading words with consonant blends.
    • Groups students automatically based on similar discrete skill needs, not simply composite scores like other assessment tools.
    • Recommends a variety of ready-to-teach lessons that specifically target each individual student’s areas of need or common areas of need for small-group instruction.

    Classroom skill and benchmark summary

    The Classroom Skill Summary report is a dashboard showing benchmark performance on each skill. Teachers can use it to determine which skill areas need instructional focus at a classroom level.

    The Classroom Benchmark Summary report is a classroom-wide view of overall reading performance. Teachers can use this report to determine if composite scores improved, declined, or remained the same each semester.

    Detailed benchmark performance

    Teachers can see each student’s performance during the current school year, on each subtest as well as the overall composite. The benchmark goal displays below the subtest name when applicable. The ability to sort the columns in this report gives teachers more flexibility to analyze data the way they prefer.

    Dual language reports

    When mCLASS Lectura and mCLASS with DIBELS 8th Edition are used together, teachers will receive an asset-based picture of a student’s biliteracy and instructional guidance on how to leverage literacy skills in one language to support literacy skill development in the second language.

    • Side-by-side view of foundational literacy skills in English and Spanish
    • Explicit guidance to teachers to support asset-based instruction using cross-linguistic transfer strategies
    A student profile page displays Gabriel Archuleta's Spanish literacy assessment scores, progress bars, and recommendations for supporting his biliteracy development in English and Spanish.

    Progress monitoring summary

    See which subtests have been assessed since the most recent benchmark assessment, how students performed on the three most recent progress monitoring assessments for each measure, and which students have not been progress monitored since the benchmark assessment.

    Colorado READ Plans

    The Colorado READ Act places importance on considering students’ English proficiency and the impact it may have on assessment. Thus the READ Act provides an option for districts to assess Spanish-speaking students in their native language, who are not yet partially proficient in English.

    Amplify recommends that a student who is categorized by the mCLASS Lectura composite score as “At High Risk” (denoted in all reports as “red”) be considered as potentially having a “Significant Reading Deficiency,” then further diagnosed using mCLASS’ Instruction diagnostics.

    When devising a READ Plan, teachers and instructional staff should first consider students at high risk on mCLASS Lectura as potentially having a “Significant Reading Deficiency,” and eligible for a READ Plan. Students are then further diagnosed using mCLASS’ Instruction diagnostics. When devising a READ Plan, teachers can rely on the relevant mCLASS Instruction and Reports to comply with the READ Act.

    Caregiver supports

    The mCLASS Home Connect letter provides parent and caregivers information in English or Spanish about the student’s literacy and guidance on how to support their child at home.

    Student progress report with evaluation categories, colored progress bars, and comments about Gabriel Archuleta’s performance in first grade at midyear.

    Explore our self-guided tour

    Our self-guided tour is a great way to orient yourself to the organization of our mCLASS platform. Click the button below to get started.

    A webpage titled "mCLASS overview" featuring text about the mCLASS early literacy suite for grades K-6. The page includes photos of children engaged in reading activities and navigation options on the left.
    Start self-guided tour

    Welcome, Florida community reviewers!

    To view this protected page, enter the password below:



    4 tools to help teachers better understand dyslexia

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

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

    Defining dyslexia

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

    “What is Dyslexia? Part 1” by Lorna Wooldridge

    Dyslexia in your classroom

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

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

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

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

    Dyslexia: Fact and fiction

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

    Dyslexia: Fact vs. Fiction by Amplify staff

    Is this literacy program true to the Science of Reading?

    We’ll show you how to tell.

    We know how children learn to read. We know how to teach children to read. That’s all thanks to the Science of Reading.

    As you likely know, the Science of Reading refers to the pedagogy and practices proven by extensive research to effectively teach children how to read. Learning to read is not innate, but it can be taught—and science tells us how.

    That’s why it’s so important to use literacy programs that are truly grounded in the Science of Reading.

    But how can you tell which ones are and which ones are not? It can be confusing. Some programs may be partially aligned with the Science of Reading, or use bits and pieces of pedagogy based on it.

    But true Science of Reading programs have it in their DNA. And we can show you how to find them.

    Explicit and systematic structure

    One of the research-based frameworks used in the Science of Reading is the Simple View of Reading.

    According to the Simple View, two cognitive capacities are needed for proficient reading: (1) understanding the language (comprehension) and (2) recognizing words in print (decoding).

    A true Science of Reading program is built from the start for students to develop these skills. And it’s built to do so in a developmentally appropriate way. That is, program structure matters, too.

    Some programs may add supplemental Science of Reading activities to address these needs. Some have been modified to do the same. But that’s not the same as a comprehensive program designed to develop them, explicitly and systematically. That kind of program is truly rooted in the Science of Reading.

    The importance of knowledge building

    Again, reading depends on both decoding and comprehension. For many years, classroom observation and received wisdom suggested that comprehension should be taught as its own set of skills, while allowing decoding to develop more naturally.

    But cognitive science research now shows that early literacy skills are best built deliberately—on a foundation of knowledge. In fact, knowledge-building is not a result of reading and comprehension, but a prerequisite for it. The more you know, the faster you learn.

    Some programs rely on the strategy of activating students’ prior knowledge. But not all kids have the same prior knowledge. Diverse backgrounds and experiences mean that not all kids will come to school with the same information about, let’s say, baseball, or the beach.

    So a true Science of Reading program will expose students to a diverse array of new topics spanning history, science, and literature. Those topics will be organized in an intentional sequence that builds knowledge coherently within and across grades. And they will make reading accessible to all students.

    The foundational skills readers need

    Some programs focus on phonemic awareness and phonics. Those are foundational skills, but they’re not all of the foundational skills. The Science of Reading shows that five components are fundamental to reading: phonics, phonemic awareness, vocabulary, fluency, and comprehension.

    Students require instruction in all five in order to learn to recognize words and use that knowledge for reading and writing.

    As students develop these foundational skills, they develop automaticity. With practice, they are able to recognize words more and more quickly and move from decoding to comprehension.

    A true Science of Reading program will include all foundational skills and will deliver the regular practice students need to become automatic decoders.

    How Amplify CKLA is built on the Science of Reading

    The Science of Reading is in Amplify CKLA’s DNA. The program was built from the ground up:

    • On the Simple View of Reading.
    • To deliver knowledge on an even playing field for all students.
    • With texts that develop all five foundational literacy skills.

    With CKLA, students build knowledge through diverse and enriching content domains. They refine foundational skills through explicit, systematic, phonics-focused instruction. And they do it all in one program, with a detailed road map that guides teachers on every step of the reading journey.

    Listen to the podcast now

    Additional resources

    5 ways to shift from balanced literacy to the Science of Reading

    MTSS vs. RTI in literacy instruction: What’s the difference?

    mCLASS Lectura Review for Colorado

    To view this protected page, enter the password below:



    Welcome, Indiana Department of Education!

    Amplify CKLA 3rd Edition builds on the principles and instruction of previous editions to provide better-than-ever support for teaching and learning. The focus continues on delivering evidence-based instruction across a system of multi-tiered supports aligned with the Science of Reading and Writing.

    We’re excited to share this site, where you’ll find a range of materials and literacy tools including Reviewer Resources and Teaching Materials (Teacher Guides, Activity Books, and Student Readers) organized by grade and unit.

    We welcome your thoughts and questions!

    An astronaut floats in space near the Moon, with a speech bubble displaying

    Reviewer resources

    Overview and program resources:

    Alignment and scope and sequence:

    Curriculum maps by grade:

    Kindergarten

    Explore all available resources for Kindergarten, organized by strand and unit.

    Knowledge Strand

    Unit 1: Star Light, Star Bright: Nursery Rhymes and Fables

    Unit 2: See, Hear, Smell, Taste, Touch: The Five Senses

    Unit 3: Underdogs and Heroes: Stories

    Unit 4: See How They Grow: Plants

    Unit 5: Moo, Cluck, Oink: Farms

    Unit 6: Deep Roots: Introduction to Native American Cultures

    Unit 7: All Around the World: Geography

    Unit 8 (Choice): Royal Tales: Monarchs

    Unit 8 (Choice): National Icons: Presidents and American Symbols

    Unit 9 (Choice): Our Planet: Taking Care of the Earth

    Unit 9 (Choice): Rain and Rainbows: Seasons and Weather

    Unit 10: Shaped by Nature: Art and the World Around Us

    Skills Strand

    Unit 1

    Unit 2

    Unit 3

    Unit 4

    Unit 5

    Unit 6

    Unit 7

    Unit 8

    Unit 9

    Unit 10

    Ancillary Components

    Grade 1

    Explore all available resources for Grade 1, organized by strand and unit.

    Knowledge Strand

    Unit 1: The Moral of the Story: Fables and Tales

    Unit 2: From Nose to Toes: How Your Body Works

    Unit 3: Common Threads: Different Lands, Similar Stories

    Unit 4: Reach for the Stars: Astronomy

    Unit 5: Charting the World: Geography

    Unit 6: A World of Homes: Animals and Habitats

    Unit 7: A New Nation: American Independence

    Unit 8 (Choice): Once Upon a Time: Fairy Tales

    Unit 8 (Choice): Our Planet: The History of the Earth

    Unit 9 (Choice): From Babylon to the Nile: Early World Civilizations

    Unit 9 (Choice): Early Americas: Maya, Aztec, and Inca

    Unit 10: Adventure Stories: Tales from the Edge

    Skills Strand

    Unit 1

    Unit 2

    Unit 3

    Unit 4

    Unit 5

    Unit 6

    Unit 7

    Ancillary Components

    Grade 2

    Explore all available resources for Grade 2, organized by strand and unit.

    Knowledge Strand

    Unit 1: Fortunes and Feats: Fairy Tales and Tall Tales

    Unit 2: The Birthplace of Democracy: Ancient Greece

    Unit 3: Legends and Heroes: Greek Myths

    Unit 4: Our Planet: Cycles in Nature

    Unit 5: Butterflies, Bees, and Beetles: Insects

    Unit 6: A House Divided: The American Civil War

    Unit 7: Sounds and Stanzas: Poetry

    Unit 8 (Choice): Journeys to America: Immigration

    Unit 8 (Choice): Making a Difference: Creating Change

    Unit 9 (Choice): Building Blocks: All About Nutrition

    Unit 9 (Choice): Early Asian Civilizations: India and China

    Unit 10: Taking Flight: The Age of Aviation

    Skills Strand

    Unit 1

    Unit 2

    Unit 3

    Unit 4

    Unit 5

    Unit 6

    Ancillary Components

    		    

    Grade 3

    Explore all available resources for Grade 3, organized by unit.

    Core Units

    Explore all available resources for Grade 3, organized by unit.

    Unit 1: Timeless Tales: Classic Stories

    Unit 2: Fur, Fins, and Feathers: Animal Classification

    Unit 3: Rhythm and Rhyme: Poetry

    Unit 4: Rise and Fall: Ancient Rome

    Unit 5: Our Solar System and Beyond: Astronomy

    Unit 6: Regions and Cultures: Native Americans

    Unit 7 (Choice): Novel Study: Charlotte’s Web

    Unit 7 (Choice): Novel Study: Stella Díaz Has Something to Say

    Unit 8 (Choice): Systems and Senses: The Human Body

    Unit 8 (Choice): From Glow to Echo: Light and Sound

    Unit 9: From Blues to Bebop: All That Jazz

    Ancillary Components

    Supplemental Skills Units

    Grade 3 Skills resources are included in core classroom kits, although the instruction isn’t required for Grade 3 standards coverage.

    Unit 1

    Unit 2

    Unit 3

    Unit 4

    		    

    Grade 4

    Explore all available resources for Grade 4, organized by unit.

    Unit 1: My Story, My Voice: Personal Narratives

    Unit 2: Knights and Castles: Europe’s Middle Ages

    Unit 3: Meaning and Metaphor: Poetry

    Unit 4: Eureka! Student Inventor

    Unit 5: Our Planet: Geology

    Unit 6: Road to Independence: The American Revolution

    Unit 7 (Choice): Novel Study: From the Mixed-Up Files of Mrs. Basil E. Frankweiler

    Unit 7 (Choice): Novel Study: The Season of Styx Malone

    Unit 8 (Choice): Crafting Stories: A World of Tales

    Unit 8 (Choice): Adventure on the High Seas: Treasure Island

    Unit 9: Inspiration and Ingenuity: American Innovation

    Ancillary Components

    Grade 5

    Explore all available resources for Grade 5, organized by unit.

    Unit 1: In My Own Words: Personal Narratives

    Unit 2: Early Americas: Maya, Aztec, and Inca

    Unit 3: Visions in Verse: Poetry

    Unit 4: A Knight’s Tale: Don Quixote

    Unit 5: The Deep Blue World: Oceans

    Unit 6: Cultures and Histories: Native Americans

    Unit 7 (Choice): Novel Study: The Phantom Tollbooth

    Unit 7 (Choice): Novel Study: The Science of Breakable Things

    Unit 8 (Choice): Arts and Culture: The Renaissance

    Unit 8 (Choice): Through the Forest: A Midsummer Night’s Dream

    Unit 9: Building Up the World: Global Architecture

    Ancillary Components

    Digital platform

    In the 2025-26 school year, Amplify CKLA’s all-in-one platform will offer essential tools that streamline instruction for teachers and engage students with meaningful content. Teachers can plan and deliver lessons efficiently, while students can access assignments, assessments, and fun practice games.

    A digital interface showing an assessment report on a monitor and a multiple-choice question on a tablet screen. Both screens display educational content from Amplify's assessment tools, providing personalized learning for multilingual learners.

    Presentation Screens
    Deliver interactive lessons with ready-made, customizable slides for every lesson.

    Auto-scored digital assessments
    Assess vocabulary, comprehension, and knowledge development at the end of each K–2 Knowledge and 3–5 Integrated Unit.

    Standards-based reports
    Identify strengths and growth areas for individuals, small groups, or your entire class. Interactive dashboards offer detailed results from assessments and activities.

    Skill-building practice games
    Engage students with interactive games that reinforce concepts and make learning fun. Powered by Boost Reading™, these games align with lessons and provide real-time feedback.

    eReader
    Students access texts, take notes, and use audio-enabled eReaders to enhance their reading experience.

    Sound Library
    Students watch articulation videos and listen to songs for each sound to support phonological awareness.

    Vocab App
    Helps students in Grades 3-5 practice Amplify CKLA Tier 2 vocabulary words with fun, interactive games.

    Intervention Toolkit
    Offers user-friendly resources designed to aid educators in identifying and addressing deficiencies in students’ foundation skills.

    Program support resources

    Additional program resource documents:

    Welcome to the Amplify CKLA 3rd Edition program review site!

    To view this protected page, enter the password below:



    S2-02: Developing your own teaching style: Tips from a veteran teacher.

    Poster for "Science Connections" podcast with an image of Marilyn Dieppa, featuring a logo of an atom and text promoting season 2, episode 2 about veteran teaching styles.

    In this episode, Eric Cross sits down with veteran educator and former Miami-Dade County Public Schools (M-DCPS) Middle School Science Teacher of the Year, Marilyn Dieppa. During the show, Marilyn shares tips for new teachers, ways to inspire students, and how she utilizes her journalism background to develop literacy skills within her science classroom. She also shares her experiences developing a robotics academy, and the VEX IQ World’s Competition. Explore more from Science Connections by visiting our main page.

    Download Transcript

    Marilyn Dieppa (00:01):
    I think my favorite thing is their success. Whether it’s robotics, whether it’s in the classroom, that they pass a test for the first time, those are my moments of success. And that’s what makes me happy.

    Eric Cross (00:15):
    Marilyn Dieppa is a veteran middle-school science educator at Miami-Dade County public schools. Dieppa launched her school’s STEM Academy in 2016 and developed professional development through the STEM Transformation Institute of Florida International University. Dieppa’s coached numerous new teachers and was the 2018 Miami-Dade County public schools’ middle-school Science Teacher of the Year. In this episode, we discussed her transition from a career in journalism to the science classroom and the value of personal and professional support systems for teacher longevity. And now, please enjoy my conversation with Marilyn Dieppa.

    Marilyn Dieppa (00:52):
    Nice to meet you, Eric.

    Eric Cross (00:53):
    Nice to meet you too. Thank you for being willing to come on the podcast.

    Marilyn Dieppa (00:58):
    Not a problem.

    Eric Cross (00:59):
    So you’re out in, you’re out in Florida. In Dade County. I’m out here in San Diego. So I’m like literally on the other side of the country. Have you—were you born and raised in Florida?

    Marilyn Dieppa (01:09):
    I’ve been here for 40 years, so I’ve been here most of my life. Yeah. I’m Puerto Rican, but I was, you know, my young childhood, I was in New Jersey. And then when I was 15, I came down.

    Eric Cross (01:23):
    I looked at like your—some of your accolades, which are really impressive. The things that you’ve done for students with robotics, and all the education, or, kind of like teacher enrichment, a lot of mentoring and coaching that you do now.

    Marilyn Dieppa (01:35):
    I am part of leadership team for the district. I do a lot of training. I work on curriculum. I help with pacing guides to make sure that everything is based on what the state wants, what the district wants. I have done a lot for the district in the last, probably 20 years.

    Eric Cross (01:52):
    What got you into teaching initially? What was your…like, why middle school science? We’re like a unique group.

    Marilyn Dieppa (01:57):
    This is the second career choice for me. So I’ve only been doing this for 24 years. I was a journalism major and then I got married and then I had my child and I wanted to do something. My thing was that I wanted to go to Iraq. I wanted to cover the news. I have a minor in Middle Eastern culture. so there was a lot of things that were in my mind when I was young, pre-married. and after, you know, you have children, priorities kind of change. So I totally changed, pretty much had to start from scratch, with my degree, because nothing kind of transferred over from journalism to teaching. So before I actually did that, I started subbing just to see if I liked it. And I fell in love with teaching right away. And that’s how I got into it. So my degree is really in elementary.

    Eric Cross (02:45):
    Now, when you were subbing, you were doing elementary school.

    Marilyn Dieppa (02:47):
    Yes. Pretty much elementary.

    Eric Cross (02:48):
    How did you go from there to like, middle-school science?

    Marilyn Dieppa (02:50):
    My thing was writing, not necessarily math and science. But I ended up with my cooperating teacher, my CT, she was a math and science teacher. So I was put with her, and who knew that I liked science and I liked math? So I ended up with that and I infused a lot of labs. So in elementary you tend to—I think teachers are a little bit afraid of the labs, so I infused a lot of literature with my labs. I infused all my—I did it like a whole-group type thing, everything I did with my labs, I incorporated the math. I incorporated the science. I incorporated, you know, the reading with it. And from there, I just—you know, they ended up putting me in a lot of leadership roles with science. And then my principal was opening up the school where I’m at now, my former principal. And she, you know, she took me with her. And so her dissertation was in looping, on how following your students, did that really make a difference in test scores? So I was part of her like test study, and I had students that I followed for two years in a row. And she would look at data and that was part of her dissertation. So that really made a difference. So I ended up moving with my students and my first group of middle-school students, I had them for four years.

    Eric Cross (04:10):
    Oh, wow.

    Marilyn Dieppa (04:10):
    And that was—those were my children. I, like, boohooed when they left. And I ended up, you know, literally following them from fourth grade all the way to more than four years. Because it was all the way until they left eighth grade.

    Eric Cross (04:21):
    What did you think of that model of looping with students?

    Marilyn Dieppa (04:24):
    I think it’s a great model, depending on the kids that you have. I love, you know, the school that I’m at. I’m very blessed, because it’s a great school. It’s really a wonderful school. I’ve had really good relationships with students. They always come back, and they always come back when they wanna tell me that they’re in something in science, right? They’re an engineer or they’re a nurse, or they’re, you know, doctors at this point. So I’ve seen a little bit of everything with my students. And it’s very rewarding.

    Eric Cross (04:52):
    That’s super-exciting, right? When they come back and they’re either telling you about their college major or what career they’re in. And I like to recruit them at that point and ask them to come talk to my students. Because Google photos gives you unlimited storage, if you have a teacher account, I actually have photos of students from like 10 years ago.

    Marilyn Dieppa (05:09):
    Oh, wow.

    Eric Cross (05:10):
    And I’ll put their middle school picture next to their—and then their current picture.

    Marilyn Dieppa (05:14):
    Oh, that’s awesome. I’ve never done that.

    Eric Cross (05:17):
    Yeah. You could see, like, they could see the younger version of them.

    Marilyn Dieppa (05:19):
    And it’s funny because even with the STEM Academy, which I have now, I have the same group of kids for three years. So I’ve had already few groups that have gone by, and those kids come back to me, they come back to our competitions, they help out, you know, they’re very integrated with the robotics. So I’m getting those students back as well. So I’ve maintained that relationship with them as well.

    Eric Cross (05:46):
    How do you develop your own classroom management style? How did you figure out where your—where you fit and what works for you? What was your process like for that?

    Marilyn Dieppa (05:55):
    You know what I think, just by teaching, teaching them to respect. And one thing that I’ve developed that—I don’t scream in my classroom; I just talk to the kids. I have very good one-on-one communication with them. I show them respect. I treat them as an equal.

    Eric Cross (06:12):
    And what grade are you teaching currently?

    Marilyn Dieppa (06:14):
    Eighth grade. So I do science. I teach high school science. I teach comprehensive, which is like our regular students. I have kids who are inclusion. I have kids that are ESL. So I teach all, you know, dynamics of students. And then I have the academy, which is something separate. But I infuse a lot of physics and of course that they need in order for them to be competitive.

    Eric Cross (06:38):
    So tell me about that. What is the STEM Academy?

    Marilyn Dieppa (06:40):
    It is an enrichment program. So it is an advanced enrichment program, because they do follow like the math enrichment. so they have to be really good at math in order for them to be accepted into the program. So, one day we got like a grant, and we got a little robot, the VEX. I don’t know if you’re familiar with VEX. I know it’s big in California. So I was told, “Here, this is for you. See what you can do with it.” So I started with an after-school club, the following year. It kind of hit off. We went to our first little competition. The kids did really well. And then the following year, they told me, “Hey, we need an academy, make it happen.” So it’s not like I had a curriculum. I kind of do my own thing. But we do a lot of different types of things. Our big portion is the VEX, but I also do sec me, we do Future City. We do a whole bunch of competitions within the district. You know, Math Bowl. So I get my kids prepared for anything that really has to do competitive-based. I do that with those students.

    Eric Cross (07:38):
    What age range or which grade range?

    Marilyn Dieppa (07:40):
    Sixth to eighth. We have kids who stay the three years and then we have kids that after, you know, sometimes it’s more the parents that want them to be part of the engineering. but sometimes we lose kids after the first year and you know, that’s fine because we wanna really have kids who really wanna be there and are, you know, committed to it. Because there’s a lot of commitments to that program.

    Eric Cross (08:01):
    Those types of programs, there’s so many like outside-of-the-classroom things that you need to take care of. If you’re going to competitions, and weekends, and all those types of things. Is there a team of teachers that are doing this or is it just you?

    Marilyn Dieppa (08:10):
    Team of one! .

    Eric Cross (08:11):
    A team of one! Right? Like, yeah. And how long have you been running this yourself?

    Marilyn Dieppa (08:16):
    This is probably like my sixth year.

    Eric Cross (08:19):
    OK.

    Marilyn Dieppa (08:20):
    So we’ve been very successful. That program is totally inquiry. It’s totally on them. I don’t know how to use a little, you know, remote control. I don’t know how to do anything. I’m there for troubleshoot and to make sure that they’re on task, but they have been very successful because I do put everything on them. And I go, “It’s not my robot. This is your robot.” So they build everything

    Eric Cross (08:40):
    And that seems to be the theme, especially with, a lot of times, with science teachers. And encouraging them to say, “You don’t have to be the expert in everything.” Teachers tend to be more like risk-taking and innovative when they’re willing to like, not have to be—I don’t have to know everything in order to do something.

    Marilyn Dieppa (08:54):
    Exactly. So we’ve been very successful. Very proud of my students because you know, we’ve, gone to Worlds twice. We’ve qualified three times in the six years. Actually, I had two teams that went last year.

    Eric Cross (09:07):
    What is, what is Worlds? That sounds like a big deal.

    Marilyn Dieppa (09:10):
    It’s a huge thing. And it’s teams from all over the world. You can actually look it up online. It’s—from this year, there were teams, although they said China was not gonna be in there, there were actually some teams from China. There were teams from New Zealand. There were teams from South Africa, the UK, a lot of teams from, from Europe. And then there are teams from here. We are the host country. We’ve been the host country for a while. But it’s amazing. The first time we went, the first team that we were paired up with was a Russian team. So, you know, there was Google Translate and the kids—and it’s, they didn’t need to know the same language because they communicated with the robots. So it was really amazing. They work collaboratively. So it’s not like a battle box. So they work two teams together and whatever, they both get together, they both earn the same points. So it teaches leadership, and there’s so much more to it than just a robot. They have to know how to communicate, because they do get interviewed. They do online challenges. It’s so many things. It’s just—I think it’s one of the best things that our district has really invested in, because these kids are so into it, and they love it so much. For the last year and this year I have the same kids that are in the robotics. I’m also gonna be teaching them physical science. So I have to teach them that separation between what we’re doing in our science classes versus what they’re doing in the class. So there has to be a separation. So they see one side of me in this class where it’s very laid back. It’s very chill. No, no, you, you guys do it. There’s no sitting down. It’s like organized chaos, I call it all the time. But then in the classroom, it has to be a little bit more organized.

    Eric Cross (10:53):
    Is that something that, as far as getting the parts—like people do, like, GoFundMes and donations and Donors Choose. Can you—

    Marilyn Dieppa (11:00):
    We get grant money, grant money from the town of Miami Lakes, the town that I work in. So the town actually sponsors us. Without them, we could not do that. It is a very expensive activity to do. If you go online and you look up the prices, you’ll be, “Oh my gosh, goodness, it’s very expensive.” You know? But the smiles on their faces when they come back and they have those little certificates, it means nothing, you know, it’s a little piece of paper. But that, to me, to them, it means the world.

    Eric Cross (11:27):
    Well, teachers, if you’re looking for ways to get that stuff funded, be fearless on behalf of asking for free things for your kids. Find a local business that somewhat connects to even robotics and say, “Hey, look, I’ve got 50 kids that really want to get after it. And we need X amount of dollars so we can buy those robotics kits. We’ll put your banner up somewhere. We’ll do all these other things. But come support our students. Come to the competition. Donate whatever you can for our students.” And many organizations will say, will say yes. Many just aren’t asked.

    Marilyn Dieppa (11:57):
    Right. And a lot of towns do have, like, education advisory boards. You wanna reach out to those people. ‘Cause those are the communities where they have money set aside in order to assist things like this.

    Eric Cross (12:09):
    Do you notice any carryover between the students that do get involved with these extracurriculars into the regular science classroom?

    Marilyn Dieppa (12:16):
    For sure. They’re more, they’re more disciplined. They tend to care more about the sciences because they see that link in the science. I mean, my kids are talking about gear ratios. They’re talking about, you know, mass accelerations. They had—they infuse all these things. And when they see it in the science class, they’re making that connection, which is really wonderful.

    Eric Cross (12:41):
    It seems like there’s a high level of engagement because this is an authentic thing. It’s almost, this should be science.

    Marilyn Dieppa (12:46):
    Yes. And not only that, the writing skills that have to be interpreted because part of the program is that they, they don’t necessarily have to have it, but in order for them to go far and make it to Worlds, they have to have an engineering notebook. So our strength sometimes is not the robot, but the engineering notebook.

    Eric Cross (13:02):
    his is where the journalism major shines.

    Marilyn Dieppa (13:05):
    Yes. And I go, “Guys, this is your Ikea manual. You have to explain what you’re doing, what pieces you’re using, what’s going right.” You know, and then they have to interpret and see what didn’t work. How can they fix it? So there’s so much problem-solving. It’s real life, it’s what they’re doing there. More so than sitting and learning rote, you know, vocabulary or whatever the case might be, ’cause they’re actually applying what they’re learning.

    Eric Cross (13:31):
    Yeah. And that’s, that’s so critical, the communication piece. Because seems like now in society, more than ever, even just being able to communicate something with bad science is convincing to people. Versus if you have great science, but you can’t communicate it, you’re not gonna be able to get it out into the public. It’s so great to see a program that exactly brings together this literacy aspect, in addition to kind of this content and skills aspect of doing the science.

    Marilyn Dieppa (13:57):
    And that’s what really, you know, since I started, that’s pretty much what I’ve done. My strength, believe it or not, when I was growing up, was not the science. I think I didn’t really have a really good science background. But I remember reflecting and saying, “I don’t want my students to feel like I felt when I was a child.” I wanna make sure that I give them everything, you know, give them the hands-on experience. I think I had one teacher when I was growing up and I still remember him. He was my second-grade teacher and he was just so amazing with the science. And it was just like the only really good experience I had. And I think that always stayed in the back of my mind. And when I started teaching and I go, “I wanna give these kids these experiences.” You know, sometimes I see kids in eighth grade and I go, how sad! They see water boiling and they’re just, like, in a lab room. And they’re just like, in awe, because there’s water boiling. And I go, “You guys haven’t seen water boil before?” And he goes, “No, no, no, not like this!” And I go, oh wow.

    Eric Cross (14:58):
    Even if it’s simple, everyday phenomena, everyday things that people deal with in a science classroom, or when you’re a teacher in that setting, it’s just—it just hits different, right? Like you, you know, you drop dye into water and watch it diffuse. And it’s like, whoa! Because they’re looking at it through that different lens. And that’s why one of the reasons why—I’m super-biased, but as science teachers, we get to do the coolest stuff.

    Marilyn Dieppa (15:21):
    Yeah, we do.

    Eric Cross (15:22):
    We just do. It’s so much fun. And basically anything that happens, that’s cool, like in, innovation and things like that, we can figure out ways to incorporate into our classroom. Now, as a coach and as a mentor, you’ve had multiple student teachers in your classroom. And we have, you know, huge need for new teachers. I teach teachers who are getting their CR, getting their credential. And the landscape of education is, is constantly shifting. You’ve watched it shift over the years. What are your biggest tips that you give to new teachers?

    Marilyn Dieppa (15:49):
    Well, I just had an intern last semester. I’ve had a few interns where, you know, not only are they doing this, but they’re also learning robotics too. So they’re really getting aspect in how to incorporate that. You don’t have to have everything separate. You can include everything together. But I think, I think it just comes from the foundation where they’re not exposed. Even me, when I went to college, I don’t remember doing so many labs as I should have. And I think it’s just a fear of them trying new things and failing. And I go, you know what? I, sometimes my first class is my guinea pig class, because I always change my labs. I don’t like to do the same thing over and over again. If I see something online, I go, “Oh wow. You know what, I’m gonna try it.” And I go, “Hey guys, this is the first time; we’re gonna do this together.” And it’s really—it’s just for them not to be fearful. And I think especially for science teachers or like even elementary, to give the kids the foundation that they need, they’re afraid. They’re afraid of failing and not trying something new, and say, “Hey, it’s OK. There’s other ways of doing this.” You know? So I always say, “My first class is always my guinea pig class, ’cause that’s the class I’m gonna try this on.” And then, you know, when you have to tweak, reflect, then we do that.

    Eric Cross (17:06):
    What are some of the things that you’ve seen or encouragements that you give to teachers who are teaching, kind of, in this kind of newer landscape, where as teachers, you become more than just a science teacher. I mean, you’re a mentor. You’re an encourager. Sometimes you’re a counselor for students. And then there, there are things that happen externally that impact teachers as well. It’s a tough job.

    Marilyn Dieppa (17:24):
    So I always say, you know, when you have a child, we have to be very aware of what’s happening with our children. Especially after these two years of the pandemic. That was kind of crazy. Last year was a really tough year, I think, for most educators that were back in the classroom. But I always tell ’em, you have to be really aware of what’s going on with these kids outside. When you see somebody who’s not doing anything and then you have the parents are there supporting. There’s something going—I mean, there has to be something going on. Kids are not just going to be so, so defiant. You’re gonna have very few that will be like that. But most of them it’s just gotta see and read those kids and see what’s going on, and don’t be afraid to—and I always say, I’m not there to really be your friend, but I’m there to help you. And you gotta tell ’em, you know, if you need to talk, come talk to me. Have an open-door policy with those kids.

    Eric Cross (18:16):
    What’s been your favorite part of the job? Something you really enjoy about the job? Especially having been teaching for as long as you have.

    Marilyn Dieppa (18:23):
    I think my favorite thing is their success. Whether they have struggled all the year and they’ve had that one piece of success or they don’t realize what they got out of middle school until they get to high school and they come back to you and they tell you it’s, you know, seeing my kids, whether it’s robotics, whether it’s in the classroom, that they pass a test for the first time, those are my moments of success. And that’s what makes me happy.

    Eric Cross (18:52):
    So you get those ahas, you get those wins, those turnarounds. And it’s like, “Ah, this keeps me going. This is so good!” But there’s something that I say to myself when I do get challenges in the classroom is teaching seventh grade, I say, “They’re 12. They’re 13. They’ve been on earth for 13 years. And for the first five or six, like, you know, they’re just kind of coming online at that point. And they’re going through all these changes.” And it grounds me in the fact that ’cause sometimes the things that you experience can be really, really challenging kind of interpersonally. And I remind myself, “Well, it’s like—you’re not 28 years old. Like, you’re, 12 and 13, and you need me to not be Mr. Cross, the science teacher. You need me to be, you know, Mr. Cross, the mentor, or Mr. Cross, the coach.” Like you were saying, open door. Keeping that open door, keeping that relationship. Because so much of what we’re doing is like life coaching in addition—and that connects to their success in the classroom. There’s a direct relationship.

    Marilyn Dieppa (19:45):
    Yes, yes, yes, absolutely.

    Eric Cross (19:46):
    Now what gets you back each fall? Because at the end, you know, every school year it’s like, “That was a tough one!” Especially with the last couple years. Right? So what’s been something, what gets you back in the classroom every fall, so that you’re ready for your students?

    Marilyn Dieppa (20:02):
    I think the support I get at home. I have a husband who is the most supportive person ever. He always tells me, “Your kids are grown up.” You know, my kids are adults now. “Enjoy these kids, what they’re doing. You don’t know how much they need you.” So he does tell me that. He goes, “And don’t complain! You love it!” And also my administration, they back me up. And that’s what I think what keeps you coming back. I love my administration. Whatever I ask for, they don’t tell me no. They tell me I’m crazy, but they don’t tell me no. You know, we have these huge competitions once a year at our school, administration has to be involved ’cause they have to be there, and they go, “We do this because we love you! But you know, you’re crazy!”

    Eric Cross (20:48):
    It’s interesting, ’cause both of these things, they involve human connection. And one is your support system at home, which is incredibly valuable. Shout out to your husband; I don’t know if he’s around. And then the culture, like, feeling supported. Teachers, you know—and it’s not just in education, but people, I’ve experienced—will work harder, longer, be more committed, when they have that intangible. When they feel like they’re connected to something bigger than them. Or on a team, not in a silo. And one person can really create or break whether that happens. And just like us in the classroom as a teacher, right? Like, “What makes you like this teacher’s class?” “Well, I feel connected. I feel safe. I feel it’s fun. It’s the culture!” I like to end with asking this question and you kind of alluded to an answer earlier, but who is one, or it could be multiple teachers, that you’ve had in your own life as a kid growing up or young person in kindergarten through 12th grade, could even be college, that has inspired you? Or made a difference in your life one way or another? Like, who pops out? I feel like we all have somebody.

    Marilyn Dieppa (21:58):
    One was my second grade teacher, as I mentioned before. Mr. Fernandez, never forget him. And my other teacher was my high school teacher, Mr. Velazquez. It was in New Jersey as well. And he was the one that really got me into the love of writing. He was my Spanish teacher, actually. He wasn’t even, you know—he was like an elective teacher. But he just made me believe like, “Wow, you’re like a really good writer!” To me, those two gentlemen really stood out. Very fond memories of being in school and really enjoying what I was doing.

    Eric Cross (22:33):
    There are so many teachers that we all have been impacted by. And many of us now who are teachers, we sit in that same seat. We fill those same shoes. And going back to what you had said earlier, one of the most rewarding things is when those kids come back to you. And I’m thinking about all the work that you’ve done, all the students you’ve poured into, all the competitions you’ve done. The ones that have come back to you are a small fragment of the ones that you’ve impacted.

    Marilyn Dieppa (22:59):
    Mm-hmm, yeah.

    Eric Cross (23:00):
    ‘Cause we think about our own story, right? Like you’ve gone on and paid dividends for that one teacher in second grade. You know, Mr. Fernandez or Mr. Velasquez like, they went and they just gave you exposure to something or helped you fall in love with something. And you went on this trajectory. And if we could see the timeline of, like, this teacher created Marilyn, and Marilyn went and did this, and then what do all those students do? And that, I don’t know, there’s so many jobs that are gonna be hard work and that are gonna be challenging and stressful. But that is the thing that I think fills me when I listen to your story. I just think about like all the students throughout Florida that you have—you probably will never hear from, but have gone on to do amazing things or become great people who would go back and talk about you and say you were an inspiration for them. Marilyn, thank you for taking the time out to be on the podcast and for not only teaching students, but inspiring and coaching younger teachers and new teachers. It’s so critical. And for being willing to spend so much of your time beyond the classroom to create these opportunities for students to do this awesome, fun, engaging science, and go to Worlds. I wish you a great school year.

    Marilyn Dieppa (24:11):
    Thank you. You too.

    Eric Cross (24:12):
    We hope you make it to Worlds again and crush, in a competitive, collaborative type of environment. We’ll be checking out—I’m sure other teachers will check out Vex Robotics. Thanks for being on the podcast.

    Marilyn Dieppa (24:23):
    Thank you. You too, Eric.

    Eric Cross (24:26):
    Thanks so much for listening. Now we want to hear more about you. Do you have any educators who inspire you? You can nominate them as a future guest on Science Connections by emailing STEM@amplify.com. That’s S T E M at amplifycom.wpengine.com. Make sure to click subscribe wherever you listen to podcasts. And join our Facebook group, Science Connections: The Community. Until next time.

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    What Marilyn Dieppa says about science

    “I think as science teachers, we’re afraid of failing and not trying something new, and I say, ‘Hey, it’s okay!’ You have to tweak, reflect.”

    – Marilyn Dieppa

    STEM Academy Coach/Teacher, 2018 Miami-Dade County Public Schools (M-DCPS) Middle School Science Teacher of the Year

    Meet the guest

    Marilyn Dieppa is a long-time educator and STEM Academy coach at Miami Dade County Public Schools. Currently in her 24th year, Marilyn teaches 8th grade science and coaches the STEM Academy at Bob Graham Education Center. She launched the Science, Technology, Engineering and Math (STEM) Academy during the 2016-2017 school year, and the teams compete in VEX IQ World’s Competition representing both the district and the state. She has been the middle school department chairperson since 2003, attends the district department meetings and Instructional Capacity-building Academy (ICAD), and trains her science department.

    Dieppa holds a bachelor of science in Elementary Education and a master of science in reading education. She is also a Nationally Board-Certified Teacher in Science.

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    About Science Connections

    Welcome to Science Connections! Science is changing before our eyes, now more than ever. So…how do we help kids figure that out? We will bring on educators, scientists, and more to discuss the importance of high-quality science instruction. In this episode, hear from our host Eric Cross about his work engaging students as a K-8 science teacher. Listen here!

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