Tuesday – 3pm EDT
Empowering instruction through mental models, with Young-Suk Grace Kim, Ed.D.
Transcripts and additional resources:
Meet Our Guest(s):
Young-Suk Grace Kim, Ed.D.
Young-Suk Grace Kim, Ed.D., (Harvard University) is a professor at the School of Education, University of California at Irvine. She is a former classroom teacher in San Francisco. Her scholarship focuses on understanding language and literacy development and effective instruction for children from diverse backgrounds. Her areas of research include reading comprehension, reading fluency, listening comprehension and oral language, dyslexia, higher-order cognitive skills, written composition, and reading-writing relations. She has worked extensively with monolingual children and multilingual children from various linguistic backgrounds including English, Korean, Chinese, Spanish, and Kiswahili. Her research has been supported by over $60 million in grants from the Institute of Education Sciences, the U. S. Department of Education, the National Institute of Child Health and Human Development, and the National Science Foundation. Her work was recognized by several awards, including the 2012 Presidential Early Career Award for Scientists and Engineers (PECASE) by former President Barack Obama, the Developing Scholar Award, and the Robert M. Gagne Outstanding Student Research Award. She is an American Educational Research Association (AERA) Fellow, and serves as the editor-in-chief for Scientific Studies of Reading and the chair of the California Reading Difficulties Risk Screener Selection Panel (RDRSSP), appointed by the California State Board of Education.
Meet our host, Susan Lambert
Susan Lambert is the Chief Academic Officer of Elementary Humanities at Amplify, and the host of Science of Reading: The Podcast. Throughout her career, she has focused on creating high-quality learning environments using evidence-based practices. Lambert is a mom of four, a grandma of four, a world traveler, and a collector of stories.
As the host of Science of Reading: The Podcast, Lambert explores the increasing body of scientific research around how reading is best taught. As a former classroom teacher, administrator, and curriculum developer, Lambert is dedicated to turning theory into best practices that educators can put right to use in the classroom, and to showcasing national models of reading instruction excellence.
Quotes
“Theory is an explanation about how things work. …It's a structured framework, a mental framework, that helps us explain, and predict, and understand phenomena.”
“Theoretical models matter because they offer insights into the processes of reading and writing, as well as factors that contribute to the development of reading and writing skills and/or difficulties in development. Teachers' understanding of this will empower them to make decisions about instructional approaches.”
“Lower order skills are necessary for higher order skills—that means skills and knowledge have a series of causal effects. So if you flip it the other way—any challenges…skills—it's going to have a series of impacts on higher order skills.”
“A lot of educators understand that reading and writing are related, but I think as educators, we need to have a really precise understanding about it. We need to have a good mental model about how they're related and why they're related, so that we can use that knowledge to inform our instruction and assessment.”
“If an educator goes to a professional development and learns about something like phoneme awareness…but you don't have a framework in which to attach it, you can sort of go down a rabbit trail on one thing instead of thinking about how it relates to the whole.”
Introducing our 2023 Science of Reading Star Award finalists!
Roll out the red carpet and shine those spotlights—it’s time to meet the 25 finalists for our 2023 Science of Reading Star Awards!
These educators and leaders help light the way for the next generation. They’ve implemented Science of Reading principles and guided their students toward lifelong literacy. They’ve demonstrated expert change management and professional development. Get ready to meet some of the brightest minds in education as we celebrate their achievements and see what makes them truly stellar!
Join our virtual event and awards program on May 23.
But first…meet our 2023 finalists! Below, you’ll hear from the nominees themselves, as well as the colleagues who nominated them, about what makes them stars.
The Changemaker Award
For exemplary leadership in guiding a district through a shift to the Science of Reading.
And the finalists are…
Heather Campbell
Learning Coach, Sunset Elementary, Washington County District, UT
Why she’s a star: “Heather’s philosophy that all students can learn to read if given proper instruction has changed the data. Our school made the change and the data is showing our students are thriving.” —Shelli Campbell, Learning Coach
Javonna Mack
Lead Content Teacher, Caddo Parish School, LA
Why she’s a star: “Whether working with students or teachers, Mrs. Mack keeps best practices grounded in the Science of Reading at the forefront. She constantly strives to build teachers’ expertise in teaching students to read through content-rich professional learning communities, often on Saturdays or after the workday has ended.” —Shannon Southwell, Lead Content Teacher
Aaron Jura
Reading Interventionist, Bloomingdale, IL School District
Why he’s a star: “Aaron has been the catalyst for our entire district embracing this shift to the Science of Reading, and we are just at the beginning of this amazing journey.” —Nicole Gabany, Reading Interventionist
Nicole Peterson
Director of PreK–8 Education, Sampson County Schools, NC
Why she’s a star: “She has created, initiated, implemented, monitored, evaluated, and adjusted processes and systems to ensure that teachers have access to resources, training, materials, and professional development to ensure that all students gain equitable access to high-quality, evidence-based instruction.” —Matthew McLean, Director, PreK–8th Grade Education
Virginia Quinn-Mooney
Teacher, Northville Elementary School, CT
Why she’s a star: “Virginia has gone from one person with a personal commitment to advancing her literacy knowledge. She has now impacted countless educators, parents, etc., with her tenacity and learning journey.” —Nicole Gregory, Teacher
The Data Dynamo Award
For commendable use of data to align a literacy system and maximize student achievement
Shennoy Barnett
Kindergarten Teacher, South Smithfield Elementary, NC
Why she’s a star: “My objective is to help as many children as I can become fluent readers and critical thinkers. As a literacy specialist here for just four months, I made great strides with literacy with my students.” —Shennoy Barnett, Kindergarten Teacher
Anne Elizabeth Carter
Kindergarten Teacher, Wake County District, NC
Why she’s a star: “Through systematic and explicit phonics instruction as well as targeted language comprehension instruction—using texts that incorporate science and social studies content as well as build knowledge systematically—my kiddos were TRULY learning how to read accurately and fluently.” —David Gaudet, Principal
Bethani Ploegstra
Kindergarten Teacher, Union Colony Elementary, CO
Why she’s a star: “She takes data from mCLASS® DIBELS®, Lexia, and SchoolPace (part of our reading curriculum), as well as formative feedback from what she hears and sees students doing daily in the classroom, to immediately adjust what she presents next to students, whether individually, in small groups, or whole class.” —Mandy Bailey, Assistant Principal
The Knowledge Builder Award
For showing the world that the Science of Reading is more than just phonics, and empowers students with knowledge from elementary to middle school
Corey Beil
Instructional Interventionist, Quakertown Community School District, PA
Why he’s a star: “He incorporated literacy into his daily math instruction by providing our students with opportunities to understand and connect with the content more deeply. Our students were exposed to practicing literacy concepts while expanding their mathematical knowledge and foundational understanding.” —Julianne Pennabaker, Teacher
Kim Smaw
Principal, Rosalyn Yalow Charter School, NY
Why she’s a star: “She was able to persuade the learning community to adopt the Science of Reading, firmly convincing them that this curriculum could empower students to gain rich learning experiences.” —Deirdre Frost, Reading Intervention Specialist
Angie Dutton
Instructional Coach, Onslow County Schools, NC
Why she’s a star: “Her positive attitude about the Science of Reading is contagious and is most likely why other educators feel comfortable reaching out to her for questions and guidance.” —Stacey Horne, Instructional Coach
Nicole Brodie
ELA Grade 7 Teacher, Long Middle School, GA
Why she’s a star: “She encourages her students to use their [voices] for change and impact and supports them in their learning process academically, [socially, and emotionally].”
—Renee Dawson, Grade 7 English Language Arts Teacher
The Intervention Innovator Award
For admirable use of intervention strategies to get at-risk readers back on track
Suzanne Maddox
RTI Teacher, Robertson County Schools, TN
Why she’s a star: “Mrs. Maddox reviewed individual student data, worked with teachers, and began using CKLA Skills and the intervention materials provided with this curriculum to continue a sounds-first approach to meeting the individual needs of students.” —Brooke Callis, RTI Teacher
Sara Thornton
Reading Interventionist, Senior Team Lead, Schmitt Elementary, CO
Why she’s a star: “Sara’s enthusiasm for and dedication to her work has been an inspiration to all involved and has resulted in a successful transition to the Science of Reading—as evidenced by our students’ amazing academic growth!” —Hayley Gunter, Reading Interventionist, Senior Team Lead
Markaya Aga
Reading Interventionist, Merit Academy, CO
Why she’s a star: “Since she has come on board at our school, the mindset around literacy and the growth of our programming [has improved] ten-fold. We need more educators like Markaya!” —Allison Hanson, Reading Interventionist
The Language Luminary Award
For outstanding success in developing the skills and strengths of emergent bilingual students
Wanda Ramirez
Grade 2 Teacher, El Sol Science and Arts Academy, CA
Why she’s a star: “We used to emphasize to students that what they know in one language cannot be used in the other language. Now, as a dual-immersion educator, I have the opportunity to change that mindset, teach my students to embrace their native [language], and empower them to use their entire linguistic ability. It’s a very powerful thing to be able to do.” —Wanda Ramirez, Grade 2 Teacher
Esmeralda Martinez
Kindergarten Teacher, Compass Community Schools, TN
Why she’s a star: “She has consistently worked on improving her teaching methods, tried new ways to engage the class, and worked diligently to support all of our students.” —Rachel, Marinari, Teacher
Christine Black
ESL Teacher, North Dover Elementary School, NJ
Why she’s a star: “We have a rapidly expanding ESL population, and Mrs. Black works tirelessly to ensure that her students are expanding their ELA skills in accordance with the major tenets of the Science of Reading.” —Dawn Gawalis, ESL Teacher
Rookie of the Year Award
For showing the world that the Science of Reading is more than just phonics, and empowers students with knowledge from elementary to middle school
Caitlyn Cockram
Teacher, Patrick County Schools, VA
Why she’s a star: “We have offered professional development in vocabulary and implementing SOR strategies, and Caitlyn is always one of the first teachers to sign up. She is dedicated to improving student achievement through research and evidence-based practices.” —Callie Wheeler, Teacher
Andrea Mason
Academic Interventionist, County Line Elementary School, GA
Why she’s a star: “Making the shift from balanced literacy to the Science of Reading hasn’t always been easy. But I continue to research and implement these best practices with my students because I can see that they are now on a path to becoming strong readers.” —Jennifer Ezell, Academic Interventionist
Mallory Pendergast
Phonics Teacher, Literacy Interventionist, Circle City Prep, IN
Why she’s a star: “As a kindergarten teacher, she led 100% of her scholars to be reading on grade level in the first quarter and maintained that momentum through the first semester.” —Sami Hyde, Senior Instructional Coach
ESSER Ace Award
For notable and innovative use of stimulus funds to help kids rediscover the joy of reading
Stephanie Hurst
District Literacy Specialist, Maple Avenue Elementary, NH
Why she’s a star: “She is also a voice on the utilization of [the] ESSER Fund—using the distribution of funds per federal protocol to ensure that the district’s lowest-performing schools have access to quality instructional materials and professional development all grounded in the Science of Reading.” —Mark Blount, K–12 Literacy Specialist
Callie Wheeler and Sara Vernon
Instructional Coaches, Patrick County Schools, VA
Why Callie’s a star: “Mrs. Wheeler played a key role in creating a culture of literacy within our schools, where the Science of Reading is central to the education of our students.” —Sara Vernon, Instructional Coach
Why Sara’s a star: “Sara has worked tirelessly to make the shift from the vision that was grounded in balanced literacy to one that is now making waves in Southwest Virginia with its Know Better, Do Better, Be Better approach to reading instruction.” —Callie Wheeler, Instructional Coach
Edie Bostic
Literacy Coach, Gallia Local, OH
“As a teacher, district Title I coordinator, elementary principal, and now district literacy coach, she continually champions the students under her care and is passionate about those students receiving the highest levels of instruction.” —Leslie Henry, Principal
Inspired? We are! Register to join our May 23 Science of Reading Star Awards virtual ceremony!
More to explore
Learn with and from other top-notch educators like you through our family of podcasts.
Advice for next year—for teachers, from teachers
It’s that time of the year again—when the trees are blooming, summer is coming, and already teachers are peeking ahead to next fall!
It’s also a strategic time for educational leaders, who are already beginning to set professional development goals for teachers for the coming school year.
There are lots of excellent educational resources for teachers and leaders to access at this time—including, of course, other teachers and leaders!
That’s why we took this moment to ask Amplify Ambassadors: What advice would you offer to educators just starting their journey with Amplify?
Here’s what they had to say, both about Amplify products and about teaching in general.
Teacher-to-teacher advice about Amplify products
—Darcey Linton, Teacher, Student Support, Wissahickon School District, Pennsylvania
“Approach Amplify with the same wonder and enthusiasm as the children in your classroom! Take advantage of the fact that everything is new to all of you, and explore and adventure through each lesson together. One of our best resources is a working document we share that is filled with ‘notes for next year,’ something that we add ideas, links, and lab ideas to each year to make them easier to retrieve and implement the next time through.”
—Kim Eich, 6th-Grade Teacher, Anoka Hennepin ISD #11, Minnesota
Amplify ELA: “Don’t skip the Quests! Especially in 7th grade, I love doing the Poe Quest and Perception Academy in [the] Brain Science [unit].”
—Christine Wallace, Teacher/Reading Specialist, North Lakeland School District, Wisconsin
“Gather read-alouds about the CKLA knowledge domain topic. The recommended trade books listed on the Family Take Home page are a great way to start. I’ve borrowed them from our school library, and asked for donations. I display the books for students to see. Students are able to grab them and read them throughout the day. Having themed, content-rich books readily available to students allows them to build on their knowledge in a meaningful way.”
—Alyssa Villalobos, 2nd-Grade Teacher, Riverside Unified School District, California
“I encouraged teachers to walk through both levels of the demo account offered in order to preview the student experience in Boost. This allowed them to see the progression of skills and expectations to know the base of what is being developed, and what they are working toward in the more advanced components.”
—Elizabeth Sillies, District Literacy Coach and Title I Supervisor, Three Rivers Local School District, Ohio
Try it with fidelity first to see what works best for your teaching style and student needs. Once you have a grasp of the curriculum, then you can better supplement or modify it for you and your students’ needs.
—Ashley Carter, Science Teacher, Indian River School District, Delaware
Amplify CKLA: “When pre-teaching vocabulary words before the Read-Aloud, come up with a simple hand motion or facial expression for each word, [for example] hugging your body for the word ‘embrace.’ Have the kids do the motions along with you and then listen for the words as you read. When they hear one of the vocabulary words, they should do the motion with you. The physical response helps cement language acquisition, especially for the majority of my students who are learning English, and listening for the words and motions keeps all students engaged. Plus, it adds a micro-movement break.”
—Kathe McCormick-Evans, 1st-Grade Teacher, Arlington Public Schools, Virginia
“For Amplify CKLA, read the Intro section of each unit!! These are so full of professional development for the teachers. It will help you understand the why behind each theme and also explain some of the phonics rules you will be teaching to the students.”
—Allie Appeal, Instructional Coach, School District of Arcadia, Wisconsin
“Don’t rush through the program to get it done. You won’t love it and your kids won’t love it. Take your time and enjoy the journey! The kids and you will appreciate [it] so much more!”
—Stephanie Schuettpelz, Teacher, Marion School District, Wisconsin
mCLASS® DIBELS® 8th Edition: “Try to progress monitor as often as possible. Weekly or every two weeks would be a great time frame based on the needs of the students.”
—Shennoy Barnett-Bell, Teacher, Johnston County Public Schools, North Carolina
Teacher-to-teacher advice about teaching (and more)
—Melba Jordan, Teacher, Richmond County School System, Georgia
“Trust the process, especially in the upper grades when you cannot yet see the end result.”
—Maria Fadden, PreK–8 Literacy Coach, Belle Plaine Public Schools, Minnesota
“Set a timer every time you allow students to work independently or in groups. This allows them to start to use and understand time management. It makes everyone work with purpose and work quietly. I also play relaxing music as a white noise in the background.”
—Kerri Lintl, Teacher, Merrimac Community School, Wisconsin
Make it fun! Your interest gets the students more involved than any fun activity you plan.
—Jadyn Kramp, 4th-Grade Teacher, Wayne County School District, Kentucky
Amplify CKLA: “Don’t be afraid to read word by word. You don’t have to memorize the script.”
—Denise Sandoval, Literacy Coach, Catch Up & Read partnered with Dallas ISD, Texas
“Enthusiasm and positivity are contagious!”
—Stacey Smart, Reading Specialist, Romeo Community Schools, Michigan
Top professional development picks for the summer
First priority for your summer? A bit of a break, and maybe a beach read. But summer is also the perfect time to prepare for the year ahead, and to invest in your professional growth.
During summer PD, you can take your time exploring the research-backed strategies essential to effective literacy instruction. There are lots of opportunities out there to dive deeper into everything from foundational skills and evidence-based practices to instruction based on the Science of Reading. Investing this time in your professional growth will help you not only align your methods with the most current research, but also equip you with tools to meet the individual needs of your students and create supportive learning environments in the fall.
Summer school for you: Teacher professional development
That said, we know you’d probably rather spend your summer building sandcastles than digging around for the right PD. That’s why we asked Amplify Ambassadors—educators like you—to share their top teaching resources and professional development picks for the summer. Keep reading to hear their excellent recommendations!
Danielle Hawkins, former principal of Newfane Central School District in New York, shares the value of professional development opportunities offered by Amplify for educators.
“To support the teachers I coach and deepen my knowledge of the Science of Reading, I joined the beta test of Amplify’s Science of Reading: The Learning Lab courses to monopolize on the flexibility that summer provides.”
—Miracle Foster, Literacy Coach, Armada Area Schools, Michigan
“If you haven’t listened to the Sold a Story or Knowledge Matters podcasts, they are great places to start! I purchased The Knowledge Gap and The Writing Revolution books before the school year was even over! I have Shifting the Balance in my cart as well.”
—Stephanie Schuettpelz, Teacher, Marion School District, Wisconsin
If you have a chance to participate in curriculum development, it’s a wonderful way to dig deeper and get to know different features of each unit better.
—Kim Eich, Grade 6 Teacher, Anoka Hennepin ISD #11, Minnesota
“Any online PD from The Reading League or Cox Campus is good. There are a TON of great podcasts out there, including Amplify’s Science of Reading podcast, and also Shanahan on Literacy, Melissa and Lori Love Literacy, and All for Literacy. Some great books are the Shifting the Balance books, The Knowledge Gap, Speech to Print, or Structured Literacy Interventions with Spear-Swerling.”
—Lori Gray, Program Coordinator, Office of Student Learning, Yelm Community Schools, Washington
“A book study.”
—Carla Cruse, Teacher, Rock Falls Middle School, Illinois
Back to school for teachers: Webinars to get you ready
Join our Amplify experts as they walk you through all of your program essentials and share their guidance on everything from getting started in the new school year to leveling up your implementation. These series are for everyone—whether this is your first or fourth year with Amplify, you’ll walk away having learned something new. There will be a webinar for each of the following Amplify programs:
- Amplify Science
- mCLASS® DIBELS® 8th Edition and mCLASS Lectura
- Amplify CKLA and Caminos
- Amplify ELA
- Boost Reading and Boost Lectura
Hello, Colorado leaders!
In partnership with CDE, we’re excited to offer a number of opportunities for Colorado educators in the Early Literacy Assessment Tool (ELAT) Project this school year.
This site will keep you informed on available professional development opportunities and provide access to resources and videos in support of a seamless implementation throughout the school year.
Need help?
Please contact Kim Ballantyne with additional questions.
News and updates
Sign up Now for 26-27 Professional Development
Returning ELAT participants for the 26-27 school year sign up here
New to ELAT participants for the 26-27 school year sign up here
- Information about sessions just for Colorado
- Want to learn about the Additional Measures that can identify reading difficulties including dyslexia?
- Sign up here
- New Sessions
- Using Amplify Data to Build Strong Readers
- Digging Deeper: Explicit Instruction to Support Struggling Readers
- Using an Observational Checklist to Build Strong Readers and Provide Assessment-Driven Instruction
- Grade Level Transition Meetings
- Sign up here to register for new sessions
- Professional Development for new and returning ELAT project participants is available! Scroll this site to learn more about this and other professional learning opportunities.
- Coaching is now available for all ELAT participants. Sign up HERE
- Learn more about mCLASS®.
- Explore more PD options for your Amplify assessment and intervention programs.
Professional learning journey
Prepare |
Begin |
Practice |
Advance |
| Program-agnostic sessions will set up educators for success in areas such as the Science of Reading and/or problem-based approaches to math. | Program-aligned packages will support those who are new to Amplify’s programs. | Program-aligned packages will support those who have experience using Amplify’s programs. | Offerings will support advanced implementation, build capacity for instructional leaders, certify in-house trainers to deliver Launch sessions, and more. |
Significant, lasting change is more likely when you take a systemic approach. Partner with us to do just that by developing a professional development plan that will drive your program implementation, enrich your instructional practices, and increase student impact. Begin and Practice packages are available for assessment programs, while tiered sessions are available for intervention programs.
With a range of unique packages for each phase of implementation, professional learning sessions are strategically bundled for multiple touch points throughout the year. High-quality sessions set you up for success with Amplify programs—whether you’re years into using them or just starting.
Launch sessions
Recommended timing: Beginning-of-year
Propel your teachers into the new school year with sessions that introduce them to their Amplify program and support them in a strong implementation.
- mCLASS DIBELS® 8th Edition and/or mCLASS Lectura administration and instruction essentials
- mCLASS DIBELS 8th Edition and/or mCLASS Lectura administration and scoring training
Strengthen sessions
Recommended timing: Mid-year, end-of-year
Boost implementation with sessions that target specific instructional practices.
- Progress monitoring to drive student outcomes for teachers
- Measuring student growth across benchmarks for teachers
- Data walk-through for leaders
- Creating a data-driven classroom for teachers
- Building a data-driven culture for leaders
Coach sessions
Recommended timing: Mid-year, end-of-year
Guide teachers and leaders with targeted learning tailored to their specific needs.
Additional Coach opportunities with an Amplify trainer (Use this survey to sign up.)
Important information
In partnership with CDE, we’re excited to offer a number of opportunities for Colorado educators in the ELAT (Early Literacy Assessment Tool) Project this school year.
- For schools new to the ELAT Project (2024–25): Sign up for professional development.
- For schools returning to the ELAT Project (2024–25): Sign up for professional development.
Need help? Please direct any questions about ELAT Professional Development to Kim Ballantyne, PD Strategist. If you have questions related to CDE, please contact Megan Rogers.
Participation notebooks for mCLASS DIBELS 8th Edition and mCLASS Lectura can be found here.
Complete this survey for your training. Your trainer will provide you with a six-digit code to complete the survey.
View the mCLASS DIBELS 8th Edition and mCLASS Lectura Benchmark Scoring here.
Additional resources
Check out Amplify for the most up-to-date information and resources provided by Amplify, such as:
Meet the Team
CDE ELAT support
Questions?
Need an answer fast? Our chat agents are standing by to assist you! Simply log in at learning.amplify.com and click the orange chat button in the bottom right corner. Here, you can chat live with our support team or search the help collection for step-by-step guidance.
Welcome, Arkansas educators!
Amplify Science is a K–8 science curriculum that blends hands-on investigations, literacy-rich activities, and interactive digital tools to empower students to think, read, write, and argue like real scientists.
Amplify Science for grades K–8 has been rated all-green by EdReports. Read the review on EdReports.
Science of Reading Toolkit
Amplify Science is organized around units where students are introduced to compelling phenomena and real-world problems, develop and strengthen claims by collecting evidence and testing assumptions, and apply their learning in new contexts.
Program overview
Two ideas drove the development of Amplify CKLA: In order for students to actually understand what they’re learning, they need deep background knowledge and vocabulary to pull from, and decoding and encoding must be automatic and fluent.
Foundational skills instruction that makes a difference
The Core Knowledge Foundation is an independent, nonprofit, nonpartisan organization built around the Science of Reading and is designed “to advance excellence and equity in education for all children.”
- Explicit.
Learning isn’t left to chance. All 44 sounds and their 150 spellings in the English language are taught, practiced, and mastered, with ample opportunity to encounter each sound-spelling in diverse settings. - Sequential.
By moving in a sequence from easier to more complex in phonics and foundational reading skills, students master concepts before moving forward and gradually become more independent - Rewarding.
Learning to read should be fun. Decodabe chapter-books that feature dynamic plots and characters make kids want to read more. Engaging stories include children who discover fossils and a grandmother who flies hang gliders.
I would recommend Amplify Science to any district looking for a curriculum that is going to engage their students and their teachers in a compelling phenomena-based curriculum.
-Brooke Teller
STEM Director, Portland Public Schools
Try it with fidelity first to see what works best for your teaching style and student needs. Once you have a grasp of the curriculum, then you can better supplement or modify it for you and your students’ needs.
—Ashley Carter, Science Teacher, Indian River School District, Delaware
Make it fun! Your interest gets the students more involved than any fun activity you plan.
—Jadyn Kramp, 4th-Grade Teacher, Wayne County School District, Kentucky
If you have a chance to participate in curriculum development, it’s a wonderful way to dig deeper and get to know different features of each unit better.
—Kim Eich, Grade 6 Teacher, Anoka Hennepin ISD #11, Minnesota
Materials
Having a strong foundation of both foundational skills and background knowledge sets students up for a lifetime of reading and academic success. This philosophy drives the mission and the work of the Core Knowledge Foundation (CKF).
Teacher Materials
The Core Knowledge Foundation is an independent, nonprofit, nonpartisan organization built around the Science of Reading and is designed “to advance excellence and equity in education for all children.”
- Teacher Guides
- Projectable lesson components
- Quests for the Core for Grades 3–5 (immersive, problem-based learning)
Student materials
Having a strong foundation of both foundational skills and background knowledge sets students up for a lifetime of reading and academic success.
- Student Readers
- Activity Books
- Formative Assessments
- Poet’s Journal and Writer’s Journal (write-in Readers for Grades 4–5)
Background knowledge drives results for Arkansas students
Having a strong foundation of both foundational skills and background knowledge sets students up for a lifetime of reading and academic success.
- Content-specific.
Clearly-outlined content objectives are specific and support the development of knowledge in history, science, literature, culture, and the arts. - Cumulative.
Topics and vocabulary connect within and across grades, allowing students to extend knowledge and revisit topics in increasing depth in later grades. - Coherent.
When curriculum is fragmentary and disconnected, students face repetitions as well as gaps that can hinder learning. An intentional design ensures the curriculum fits together as a whole.
The Core Knowledge Foundation & Amplify CKLA
Two ideas drove the development of Amplify CKLA: In order for students to actually understand what they’re learning, they need deep background knowledge and vocabulary to pull from, and decoding and encoding must be automatic and fluent.
What is the Core Knowledge Foundation?
Amplify CKLA is now in its second edition and maintains a foundation in the Science of Reading, while featuring new content and significant enhancements. Key updates from the 1st Edition to the 2nd Edition include:
- The development of the digital experience, a brand-new K–5 digital learning experience.
- Integrated grades 3–5 that better reflect students’ learning trajectories.
What are the distinguishing features of Amplify CKLA?
Additionally, Amplify provides professionally printed guides, readers, consumables, letter cards, flip books, posters, and hands-on phonics materials like Chaining Folders, making it easier for teachers to use the Amplify CKLA curriculum with their students.
- The foundational skills instruction in Amplify CKLA is explicit.
- The connection between oral and written language is supported.
Amplify CKLA, 2nd Edition
The Core Knowledge Foundation is an independent, nonprofit, nonpartisan organization built around the Science of Reading and is designed “to advance excellence and equity in education for all children.”
Grounded in research and proven effective
To do this, the CKF developed the Core Knowledge Sequence, which outlines the knowledge and skills that all children in the U.S. should learn, and is content-specific, cumulative, and coherent. Based on this mission and philosophy, Amplify partnered with the CKF to develop our CKLA curriculum. Amplify CKLA, now in its second edition, has continued to grow and improve to better meet the needs of the elementary classroom.
A powerful partnership
Two ideas drove the development of Amplify CKLA: In order for students to actually understand what they’re learning, they need deep background knowledge and vocabulary to pull from, and decoding and encoding must be automatic and fluent. To help students achieve this:
- The foundational skills instruction in Amplify CKLA is explicit.
- The connection between oral and written language is supported.
- Vocabulary is learned in context and through multiple exposures.
Evidence-based personalized instruction
Boost Reading is a student-led supplemental reading curriculum that gives you additional time to support other students and reinforces instruction across all instructional tiers with true skill development differentiation. It’s your digital assistant in literacy instruction—extending core instruction, addressing remediation needs, and constantly adapting activities to help every reader flourish.
Science of Reading Essentials: Writing
Transcripts and additional resources:
Meet Our Guest(s):
Judith Hochman, Ed.D.
Judith C. Hochman is the former head of The Windward School and the founder of the Windward Teacher Training Institute in White Plains, New York, as well as the former superintendent of the Greenburgh Graham Free School District in Hastings-on-Hudson, New York. She is the founder of The Writing Revolution, a not-for-profit organization which disseminates evidence-based strategies for writing instruction. Hochman is the author of Basic Writing Skills: A Manual for Teachers and co-author of The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades (2017, 2024).
Natalie Wexler
Natalie Wexler is the author of Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning. She is also the author of The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How to Fix It and the co-author, with Judith C. Hochman, of The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades. She has a free Substack newsletter called Minding the Gap, and she was the host of Season One of the Reading Comprehension Revisited podcast from the Knowledge Matters Campaign. More information is available at her website, www.nataliewexler.com.
Young-Suk Grace Kim, Ed.D.
Young-Suk Grace Kim, Ed.D., (Harvard University) is a professor at the School of Education, University of California at Irvine. She was a former classroom teacher in San Francisco. Her scholarship focuses on understanding language and literacy development and effective instruction for children from diverse backgrounds. Her areas of research include reading comprehension, reading fluency, listening comprehension and oral language, dyslexia, higher-order cognitive skills, written composition, and reading-writing relations. She has worked extensively with monolingual children and multilingual children from various linguistic backgrounds including English, Korean, Chinese, Spanish, and Kiswahili. Her research has been supported by over $60 million in grants from the Institute of Education Sciences, the U.S. Department of Education, the National Institute of Child Health and Human Development, and the National Science Foundation. Her work was recognized by several awards, including the 2012 Presidential Early Career Award for Scientists and Engineers (PECASE) by former President Barack Obama, the Developing Scholar Award, and the Robert M. Gagne Outstanding Student Research Award. She is an American Educational Research Association (AERA) Fellow, and serves as the editor-in-chief for Scientific Studies of Reading and the chair of the California Reading Difficulties Risk Screener Selection Panel (RDRSSP), appointed by the California State Board of Education.
Steve Graham, Ed.D.
Steve Graham is a Regents’ and Warner Professor at Arizona State University’s Mary Lou Fulton College for Teaching and Learning Innovation. For 47 years, he has studied how writing develops, how to teach it effectively, and how it can be used to support reading and learning. In recent years, he has been involved in the development and testing of digital tools for supporting writing and reading through a series of grants from the Institute of Educational Sciences and the Office of Special Education Programs in the U.S. Department of Education. His research involves the development of writers with special needs in both elementary and secondary schools, much of which occurs in urban schools. Graham has received many awards for his contributions to literacy and was selected to the Reading Hall of Fame in 2018. He is a fellow of the American Educational Research Association, Division 15 of the American Psychological Association, and of the International Academy for Research in Learning Disabilities.
Meet our host, Susan Lambert
Susan Lambert is chief academic officer of literacy at Amplify and host of Science of Reading: The Podcast. Throughout her career, she has focused on creating high-quality learning environments using evidence-based practices. Lambert is a mom of four, a grandma of four, a world traveler, and a collector of stories.
As the host of Science of Reading: The Podcast, Lambert explores the increasing body of scientific research around how reading is best taught. As a former classroom teacher, administrator, and curriculum developer, Lambert is dedicated to turning theory into best practices that educators can put right to use in the classroom, and to showcasing national models of reading instruction excellence.
Quotes
“The Science of Reading encapsulates decades of research about both reading and writing—because if writing was never invented, we would not have to teach kids how to read.”
"What we see with exceptional teachers is they have their kids write."
“This is not learned by osmosis. And it's not learned by vague feedback like, 'Make it better,' or 'Add more details.' You've got to be very granular.”