Getting Started with Ampli! ELA
Agenda 1.
Introduction
2. The 21st Century Classroom 3. Amplify ELA Design 4. Amplify Model Lesson 5. Amplify Methodology 6. Practice Lesson 7.
Feedback
8. Assessment 9. Extended Learning 10. Next Steps 11. Wrap-Up
Agenda 1.
Introduction
2. The 21st Century Classroom 3. Amplify ELA Design 4. Amplify Model Lesson 5. Amplify Methodology 6. Practice Lesson 7.
Feedback
8. Assessment 9. Extended Learning 10. Next Steps 11. Wrap-Up
The 21st Century Classroom
Agenda 1.
Introduction
2. The 21st Century Classroom 3. Amplify ELA Design 4. Amplify Model Lesson 5. Amplify Methodology 6. Practice Lesson 7.
Feedback
8. Assessment 9. Extended Learning 10. Next Steps 11. Wrap-Up
What is Ampli! ELA About? • Establishing the work habits of a community of writers and readers • Careful close reading of text • Writing with a clear focus, supporting evidence, and solid sentence mechanics • Differentiating feedback • Tracking student progress • Adjusting instruction to build the right skills • Using technology to maximize and personalize instruction, provide feedback, and assess learning
Ampli! ELA Pedagogy A Community of Readers and Writers
Ampli! ELA Methodology Work Out Loud Work Visually Use the Text as Referee Debate Choose the Best Evidence Write for an Audience Revise
Grade 7 Overview
Building a Community of Readers and Writers
Agenda 1.
Introduction
2. The 21st Century Classroom 3. Amplify ELA Design 4. Amplify Model Lesson 5. Amplify Methodology 6. Practice Lesson 7.
Feedback
8. Assessment 9. Extended Learning 10. Next Steps 11. Wrap-Up
Ampli! Lesson Components • Vocabulary • Close Reading: Reading With a Purpose, Identifying Evidence • Writing: Using Evidence to Support a Claim • Sharing • Assessment opportunities • Differentiation • Solo
Model Lesson 1. Go to learning.amplify.com
2. Enter your demo student username and password
Agenda 1.
Introduction
2. The 21st Century Classroom 3. Amplify ELA Design 4. Amplify Model Lesson 5. Amplify Methodology 6. Practice Lesson 7.
Feedback
8. Assessment 9. Extended Learning 10. Next Steps 11. Wrap-Up
Lesson Components 1. Vocabulary 2. Close Reading: Reading With a Purpose, Identifying Evidence 3. Writing: Using Evidence to Support a Claim 4. Sharing 5. Assessment Opportunities 6. Differentiation 7. Solo
Vocabulary Practice Why in every lesson? • The single biggest differentiator between students who can and can’t read • Each year students learn 500 new words • Part of larger solution to this issue that includes the reading, re-reading, and annotating students do in other parts of the lessons • Teachers/students benefit from daily routines
The Life of a Word
• Students encounter new vocabulary words up to six times, in different contexts. • The app immerses students in the meanings of a word and encourages them to tackle increasingly difficult vocabulary.
Differentiation Students receive a list of vocabulary tailored to their reading level. The words a student receives can change, based entirely on that student’s performance. • Struggling readers and English Language Learners receive words taken from the same text that the rest of the class is reading. • Other students receive three streams of content, for at-grade-level readers, belowgrade-level readers, and above-grade-level readers.
Lesson Components 1. Vocabulary 2. Close Reading: Reading With a Purpose, Identifying Evidence 3. Writing: Using Evidence to Support a Claim 4. Sharing 5. Assessment Opportunities 6. Differentiation 7. Solo
Reading Students read complex texts. • Solos – independent work to practice (and measure) reading with accurate understanding. • Lessons – deep dives into text to practice close reading skills and further understand complex texts. – Lesson activities encourage students to reread and unpack smaller sections of text before making larger interpretations. – Students use Apps and close reading activities to select and reflect on text details that can be used as evidence in writing. • Writing – regular opportunities to further develop, focus and communicate ideas about the text developed during close reading.
Reading Students read complex texts. • Teacher uses instructional guides to support students during close reading to practice skills and develop evidence-based interpretations. • Teacher uses instructional guides and reports to monitor students’ comprehension and make strategic instructional decisions.
Read-Alouds and Dramatic Readings
Listening and Reading Comprehension Ability T.G. Sticht, 1974–1984
Listening Comprehension Reading Comprehension
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Age
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Reading Skills: The Analytic Cycle 1. Select specific details from the text. 2. Describe what they see in those details. 3. Explain what those observations might signify. 4. Connect moments in the text to build an idea about what a larger part of the text—or the whole text—means.
SELECT
EXPLAIN
DESCRIBE
CONNECT
Reading Skill: Understanding Levels of Understanding
Level One: comprehension of what the text says explicitly Level Two: a deeper understanding of what the text means implicitly
Collaborative Understanding Collaborate to build analysis/understanding Students select based on established categories
Students visually break up the text—they “see” the act of selecting
Describe, Explain, Connect happen during discussion Students practice analytic cycle in discussion (not that they arrive at an agreed interpretation)
Engagement and Active Learning Find ways for students to see their ideas developing Spark discussion that circles back to the text.
Provide new ways to encounter the text.
Provide points for all to participate.
Lesson Components 1. Vocabulary 2. Close Reading: Reading With a Purpose, Identifying Evidence 3. Writing: Using Evidence to Support a Claim 4. Sharing 5. Assessment Opportunities 6. Differentiation 7. Solo
Writing Students write for long enough to delve into a topic and stay on task. The writing period can easily range between 10 and 15 minutes: shorter in the very beginning, then gradually increasing as students gain stamina and develop their ability to focus. Most students need at least 10 minutes to produce a full page. However, their ability to sustain concentration and produce focused, detailed writing can begin to erode after 15 minutes. • Productivity (120, 130, 140 words) — (OTSC) • One Page, One Topic, 12 Minutes • Low Stakes — small set of regular expectations allows clear window into students’ comprehension and skill level • Writing reflects their comprehension of what they are reading (make sure you always get to writing)
Lesson Components 1. Vocabulary 2. Close Reading: Reading With a Purpose, Identifying Evidence 3. Writing: Using Evidence to Support a Claim 4. Sharing 5. Assessment Opportunities 6. Differentiation 7. Solo
Sharing
Sharing Teacher’s Role • Set clear expectations of rules and roles. • Facilitate responses. – Remind students to refer to specific words and phrases that caught their attention and that worked. – Remind students: no criticism, no questions, no stories. • Manage the number of sharers and responders. There should be no more than three sharers per session. • Keep track of who is sharing to make sure everyone gets to share regularly.
Sharing • When students listen carefully and respond with specific, skill-related responses, they are strengthening their ability to read and analyze text. • Listening and responding during sharing sessions is good practice for the close reading and textual analysis students will perform when writing responses to fiction and non-fiction.
Lesson Components 1. Vocabulary 2. Close Reading: Reading With a Purpose, Identifying Evidence 3. Writing: Using Evidence to Support a Claim 4. Sharing 5. Assessment Opportunities 6. Differentiation 7. Solo
Lesson Components 1. Vocabulary 2. Close Reading: Reading With a Purpose, Identifying Evidence 3. Writing: Using Evidence to Support a Claim 4. Sharing 5. Assessment Opportunities 6. Differentiation 7. Solo
Lesson Components 1. Vocabulary 2. Close Reading: Reading With a Purpose, Identifying Evidence 3. Writing: Using Evidence to Support a Claim 4. Sharing 5. Assessment Opportunities 6. Differentiation 7. Solo
Structure of a Daily Lesson
Lesson Flexibility • Efficacy relies upon students reading and writing on a consistent basis, engaging in the analytic reading cycle, and receiving regular feedback. • There is no script, but there is model language for the lesson. • Depending on time, you might need to shorten or lengthen sections of lessons. Decisions should be made by referencing flexibility information within lessons and using your professional judgment.
Agenda 1.
Introduction
2. The 21st Century Classroom 3. Amplify ELA Design 4. Amplify Model Lesson 5. Amplify Methodology 6. Practice Lesson 7.
Feedback
8. Assessment 9. Extended Learning 10. Next Steps 11. Wrap-Up
Logging out as a Student Click to open Global Navigation
Practice Lesson 1. Go to learning.amplify.com
2. Log in as your group’s teacher
Preparing to Teach Navigate to and read: • Unit A overview • Get Started sub-unit overview • Lesson Brief: Overview, Prep, Skills & Standards, Materials, Differentiation Decide who is teaching each activity. Read the Instructional Guide and plan for your activities.
Practice Lesson 1. Go to learning.amplify.com
2. Students: Log out of teacher and log in as your assigned student
3. Teacher: Once students are logged in, “Start Class” and begin teaching
Practice Lesson Debrief Share successes or challenges as a teacher or a student • Planning • Timing • Navigating • Instructional Content/Activities
Scavenger Hunt 1
Agenda 1.
Introduction
2. The 21st Century Classroom 3. Amplify ELA Design 4. Amplify Model Lesson 5. Amplify Methodology 6. Practice Lesson 7.
Feedback
8. Assessment 9. Extended Learning 10. Next Steps 11. Wrap-Up
“Spotlight” Student Writing Spotlights are a flexible tool for you to introduce or reinforce a skill. Make a wall if… • you are reading student work and notice some strong ways students are using a skill, and you want to reinforce it. • you see a student using a skill that you plan to introduce, and you want to save it for your introduction. • you see students are struggling with a skill, and you want to focus on the skill to remind and reteach.
“Spotlight” Student Writing Spotlights are a great way to motivate students and publish their writing. Make a wall to share…. • a student’s unique perspective on the text. • a student who is reluctant to share in the sharing sessions. • a student who is struggling with his or her writing.
“My Work” — Written Feedback 1. Go to learning.amplify.com
2. Students: Log in with your assigned student username and password 3. Go to “My Work”
Ampli! ELA Feedback Targeted Writing Comments Sharing Session
Spotlight
Over-the-Shoulder Conferences
Student
Revision Assignments
Feedback Feedback that was not helpful. • What was that feedback like?
Just-right feedback. • What was that feedback like?
Elisa Examples Student Response in the story “the tell-tale heart” i disagree with what the narator said because he say’s “I made up my mind to take the life of the old man, and thus rid myself of the eye forever.”
he’s trying to
say that he is gonna kill the guy just because of his eye.
that’s
insane, what kind of person kills someone just because of how they look
Another example that he’s insane is when he say’s “a new
anxiety seized me.” meaning that he’s geting anxiety because he hears the heart beet geting louder and louder, and worrying that the police are going to be able to hear him or the heartbeeting These are some examples that show that the narator is insane.
Approach 1: Catch Every Mistake Student Response I
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sp
I
in the story “the tell-tale heart” i disagree with what the narator
t your you pu e before c H eviden im here he’s trying to your cla T
said because he say’s, “I made up my mind to take the life of the old man, and thus rid myself of the eye forever.” slang
too informal
say that he is gonna kill the guy just because of his eye.
that’s
insane, what kind of person kills someone just because of how they
link idn’t m look ? Another example that he’s insane is when he say’s, “a new d u o y awkward ai sp ur cl t o yo anxiety seized me.” meaning that he’s geting anxiety because he sp
hears the heart beet geting louder and louder, and worrying that sp
the police are going to be able to hear him or the heartbeeting sp
These are some examples that show that the narator is insane. use more direct quotes and cite your quotes properly
Approach 2: Encourage and Suggest Student Response in the story “the tell-tale heart” i disagree with what the narator said because he say’s “I made up my mind to take the life of the old man, and thus rid myself of the eye forever.”
he’s trying to
say that he is gonna kill the guy just because of his eye.
that’s
insane, what kind of person kills someone just because of how they look
Another example that he’s insane is when he say’s “a new
anxiety seized me.” meaning that he’s geting anxiety because he hears the heart beet geting louder and louder, and worrying that the police are going to be able to hear him or the heartbeeting These are some examples that show that the narator is insane.
You make some good points. Please be sure to punctuate and spell correctly so your writing is easier to read. Keep up the good work and let me know if you need any help.
Approach 3: Respond as Reader, Instruct as a Teacher Student Response in the story “the tell-tale heart” i disagree with what the narator said because he say’s “I made up my mind to take the life of the old man, and thus rid myself of the eye forever.”
he’s trying to
say that he is gonna kill the guy just because of his eye.
that’s
insane, what kind of person kills someone just because of how they look
Another example that he’s insane is when he say’s “a new
anxiety seized me.” meaning that he’s geting anxiety because he hears the heart beet geting louder and louder, and worrying that the police are going to be able to hear him or the heartbeeting These are some examples that show that the narator is insane.
This strong evidence helps to convince me he’s insane
I agree with you
When we comment, we ask ourselves: • Is the specific place in the writing where the student used the skill clear to the student? • Is the skill used clear to the student? • Is the impact on the reader clear to the student?
Let’s Practice! Steps for Writing Comments Highlight a selection of text that you want to comment on. Click on the orange “Comment” button just above the writing. Write your comment in the box that appears. Click the orange “Save” button. Your comment is now in the yellow notification box and your queue will appear toward the top of the screen. To send all comments in queue, tap “Send Now” in the yellow notification box.
Revision Assignments
Agenda 1.
Introduction
2. The 21st Century Classroom 3. Amplify ELA Design 4. Amplify Model Lesson 5. Amplify Methodology 6. Practice Lesson 7.
Feedback
8. Assessment 9. Extended Learning 10. Next Steps 11. Wrap-Up
Formative Assessment • Writing Skills: focus, use of evidence, conventions, and productivity • Solo Reading Comprehension Questions • Speaking and Listening Skills – Sharing of written work, responding to written work of other students, class debates, recitation of lines in reading, including Shakespeare and poetry
Looking at Standards
Summative Assessment Unit essays
Agenda 1.
Introduction
2. The 21st Century Classroom 3. Amplify ELA Design 4. Amplify Model Lesson 5. Amplify Methodology 6. Practice Lesson 7.
Feedback
8. Assessment 9. Extended Learning 10. Next Steps 11. Wrap-Up
Quests: An Overview • In situations that feel spontaneous and experiential, students use the close reading and analytic writing skills that they have been practicing. • Working both individually and in groups, students integrate reading and writing skills with other skills of collaboration and strategic problem-solving. • Students use textual evidence in contexts that are more long-term and immersive than typically found in the units. • The essays at the end of many of the Quests follow a traditional structure that can be assessed with a rubric.
Getting to Know a Quest
Ampli! Library
What the Library Offers Students • A growing selection of hundreds of titles • A variety of tools that allow students to bookmark, highlight, and sort their books • Freedom to explore their interests and to read texts that connect to what they are studying in Amplify ELA
Agenda 1.
Introduction
2. The 21st Century Classroom 3. Amplify ELA Design 4. Amplify Model Lesson 5. Amplify Methodology 6. Practice Lesson 7.
Feedback
8. Assessment 9. Extended Learning 10. Next Steps 11. Wrap-Up
Scavenger Hunt 2
Ampli! ELA Scope and Sequence
Grade 6 Overview
Grade 6 Overview
Grade 6 Overview
Grade 6 Overview
Grade 7 Overview
Grade 7 Overview
Grade 7 Overview
Grade 7 Overview
Grade 8 Overview
Grade 8 Overview
Grade 8 Overview
Grade 8 Overview
Getting Ready for Week 1
Collaborative Planning Each group/pair will be assigned a lesson. Using the Steps for Planning document, navigate through the entire lesson. On chart paper, note the following: – Overall objective of the lesson – Activities and things that teachers should keep in mind about these activities (e.g.., complexity, differentiation, anticipated student questions) – Explanation of how this lesson builds on the previous lesson or connects to the following lesson (review BNL and/or Solo) Be prepared to share with the rest of the group.
Agenda 1. Introduction 2. The 21st Century Classroom 3. Amplify ELA Design 4. Amplify Model Lesson 5. Amplify Methodology 6. Practice Lesson 7. Feedback 8. Assessment 9. Extended Learning 10. Next Steps 11. Wrap-Up
Five Troubleshooting Tips Five tasks students should complete before asking for help: 1.
Check the Internet connection
2.
Reload the page
3.
Restart the browser
4.
Clear the browser data
5.
Restart the device
Resources Contact us: e:
[email protected] t: 1 800-823-1969 w: resources.learning.amplify.com
Training Feedback
We’d appreciate your feedback about today’s training. Please capture your reflections and comments by going to:
https://goo.gl/jT2tty