Complete Amplify CKLA Overview: Science of Reading Implementation for K–5 Teachers | Amplify

Welcome. Today we're going to share a little about amplify core knowledge language arts. The most fundamental

language arts. The most fundamental thing to know about CKLA is that it's grounded in the science of reading.

Let's take a look at what that means. We

often refer to the reading rope as a framework for showing the many skills that students need to become proficient readers. A key takeaway from Dr. Hollis

readers. A key takeaway from Dr. Hollis Scarboro's research is that our youngest learners don't have the cognitive capacity to master all of these skills

at once. For that reason, in

at once. For that reason, in kindergarten, first, and second grade, CKLA takes a two-strand approach that allows students to master word

recognition through a 60inute skills strand lesson each day and language comprehension through a 60-minute knowledge strand lesson each day.

As students word recognition becomes increasingly automatic and their language comprehension becomes increasingly strategic, third through fifth graders begin to weave the strands

together as skillful readers.

The integrated strand delivers instruction through the lens of strategically sequenced units for a 120 minute time block in third grade and a

90 minute time block in fourth and fifth grade. The extra 30 minutes of

grade. The extra 30 minutes of instructional time in third grade is built in to allow for review of foundational skills and code knowledge and to continue to utilize readalouds to

build background knowledge and vocabulary. Let's start by taking a look

vocabulary. Let's start by taking a look at the skills progression within CKLA.

The skill strand is more than just phonics. Skills instruction is a highly

phonics. Skills instruction is a highly researched and intentionally sequenced progression that starts with phenemic awareness and provides explicit and

systematic phonics instruction. From

there handwriting decoding encoding fluency comprehension grammar and writing unfold in an integrated and seamless way, giving students a

scaffolded progression that leads to success.

Starting in kindergarten, teachers use instruments to count words and sentences and tune into sounds. Then students

practice manipulating individual speech sounds using kinesthetic motion and applying that to the basic code they are learning. By the end of kindergarten,

learning. By the end of kindergarten, students have learned 40 sound spellings and they are off and running within

CKLA. All 150 sound spellings are taught

CKLA. All 150 sound spellings are taught to students by the end of second grade.

We continue building on that code knowledge and expanding to meaning by adding morphology in grades 3 through 5.

Just like students need a strong foundation for decoding, students also build a strong foundation for writing.

In kindergarten, students use a broken crayon to develop a solid tripod grip to build fine motor skills.

While tracing diagonals and humps, this prepares students to begin writing or spelling the sounds, aka the letters. We

move slow to go fast so that students can move from sounds to sentences to stories. Scaffolded supports like the

stories. Scaffolded supports like the directional arrows, starting dot, and dashed handwriting lines support students as they develop their writing

skills. This handwriting progression

skills. This handwriting progression continues into third grade with cursive writing. Let's see what skills

writing. Let's see what skills instruction looks like in the classroom.

We are going to explore some examples of skills instruction from kindergarten, second grade, and how that skills instruction is integrated within fourth grade. Here you can see a kindergarten

grade. Here you can see a kindergarten lesson for the sound a spelled a consonant e. Students practice making

consonant e. Students practice making the sound in a variety of ways and identify words in which they hear a sound. Classroom visuals like the sound

sound. Classroom visuals like the sound poster and picture with the speech bubble help remind our youngest students that we learn to read by sound. Students

connect handwriting practice, decoding, and encoding work with the given sound spelling. The teacher models the

spelling. The teacher models the spelling of the sound and students engage in handwriting activities for practice and reinforcement.

The decodable reader is directly aligned to the sound students are learning and there are suggested supports in place to give teachers guidance on how to guide students.

Chaining provides another avenue to support deliberate practice. Students in

kindergarten receive a chaining folder, but also have incorporated activities that explore different modalities.

In this video, students are doing a chaining activity where they are turning CVC words into CVC ewords by adding the

magic e. They use these large letter

magic e. They use these large letter cards to change the word man into mana.

As we move into second grade, students are continuing to develop code knowledge with increasingly complexity.

Students are now learning alternative spellings for the A sound. Using

strategies like spelling trees and vowel code charts, students engage with the sound spelling correspondences in fun and meaningful ways. Students

unlock or activate these new sound spellings in whole class activities and within individual code charts. CKLA's

power bar helps students to understand the frequency with which a spelling is used for a sound. CKLA teaches the most

frequent, least ambiguous sounds first.

So, the longer the power bar, the more frequently that spelling is used for a sound. Students are taught seven ways to

sound. Students are taught seven ways to spell the A sound. Students engage in deliberate practice with the code knowledge through spelling practice such

as word sorts. Application into practice is a vital step to solidify code knowledge. Students use their code

knowledge. Students use their code knowledge to read engaging decodable readers.

Amplify CKLA readers are 100% decodable, including only words with letter sound correspondences that have been explicitly taught. They support students

explicitly taught. They support students in cracking the code, mastering story elements, and accessing increasingly

complex text. No guessing, no queuing,

complex text. No guessing, no queuing, just reading success. These decodable

readers are a gamecher.

All students K through five can access texts and take notes with an audio enabled e-reader. All texts have been

enabled e-reader. All texts have been professionally narrated, providing yet another model of fluent reading.

Students respond to textbased questions orally and in writing where they begin citing text evidence in the youngest grades. They even have optional

grades. They even have optional take-home activities aligned with classroom practice.

Explicit grammar instruction occurs for K2 students in the skills strand as they learn about the various parts of speech with opportunities to practice these

skills orally and then with application.

The learning of the code knowledge, grammar instruction, and deliberate practice opportunities provide a solid foundation for writing across all genre

types in CKLA multiple times a year. In

this unit, students receive explicit instruction on narrative writing and the writing process. Then, students utilize

writing process. Then, students utilize the support of graphic organizers, editing checklists, and writing rubrics to work through the entire writing

process. As we move into grades 3

process. As we move into grades 3 through 5, skills instruction is integrated in the context of the content students are learning. In fourth grade,

students are learning more about grammar where they expand their learning and understanding of pronouns. Guided

practice opportunities allow students to apply their learning with sentence level activities. By fourth grade, students

activities. By fourth grade, students are ready to move on to more advanced word analysis in the form of morphology.

Students learn that adding a prefix or suffix to a root can change the meaning of words as well as the part of speech.

Morphology practice is done in the context of the text that students are reading. In this case, the popular

reading. In this case, the popular adventure story Treasure Island.

In spelling, students are given a variety of opportunities to engage with target words which are all aligned to the content.

All of the explicit instruction and deliberate practice with grammar, morphology, and spelling ensures students can access and enjoy reading

dynamic stories and writing their own.

Now, let's shift gears as we talk about our knowledge progression within CKLA.

In CKLA, students engage with a wide range of people, perspectives, and high quality texts in exciting new and enhanced units. Students dive into

enhanced units. Students dive into science, social studies, and arts topics to build a robust knowledge base that strengthens reading and writing

comprehension. Students not only grow

comprehension. Students not only grow from week to week, but carry over this knowledge year to year. Students take

their knowledge growth within and across grade levels.

Each grade level concludes with a culminating research unit that allows students to synthesize the skills and knowledge they have developed across the

year. This unit is a great opportunity

year. This unit is a great opportunity to dive into rich authentic text and explore an interesting topic like tales from the edge of the world in first

grade or all that jazz in third grade.

A unique feature of CKLA is the opportunity for districts to choose two units within the knowledge progression.

They may choose a unit based on a district or community core value or a unit that aligns to learning for science or social studies. For example,

kindergarten unit 9 has the choice of either our planet taking care of the earth or rain and rainbows, seasons and weather. Whichever unit you choose, know

weather. Whichever unit you choose, know that all of your standards will be covered.

In grades three, four, and five, students experience a novel study unit as one of the choice units. Districts

get to choose which novel works best for them.

Now, let's dive in and see how knowledge builds in CKLA. Today, we're going to look at instruction from grades 1, 3, and five. In the top right hand corner,

and five. In the top right hand corner, you'll always see which grade level the example is taken from.

In first grade, we'll look at a unit where students learn about animals and their habitats. Students will meet Rat

their habitats. Students will meet Rat and Burrow, their little rat buddy, who guides their exploration of seven different habitats.

They will learn how to characterize each habitat according to climate, water source, type of land, the plants and animals that live there, and the

adaptations needed to survive. This unit

is infused with vocabulary like carnivore, adaptation, and species.

In third grade, students reunite with Ratenboro. He helps them connect their

Ratenboro. He helps them connect their prior knowledge of habitats with the new unit about animal classification.

In this unit, students learn that living things are organized into kingdoms. As they explore the animal kingdom, they discover the many ways scientists

classify organisms. Fur, feathers, scales vertebrae invertebrae warm-blooded, or coldblooded.

They revisit vocabulary like habitat, carnivore, omnivore, and herbivore and build onto their understanding with new words like aquatic, amphibian, and

nocturnal.

In fifth grade, students bring their deep understanding of animal characteristics and habitats to the study of six ocean ecosystems. They explore the diversity of animal and

plant life found in the ocean and consider how adaptation contributes to thriving ecosystems. Students revisit vocabulary like

characteristics and aquatic and deepen knowledge as they learn about adaptation, regeneration, and more.

Now, let's see how this knowledge grows.

Starting with first grade, lessons in our knowledge strand in kindergarten, first and second grade will follow a similar sequence where teachers introduce the readaloud, have

students engaging in discussions and comprehension questions, extend their work in various activities and writing tasks, and review and assess new skills.

To understand the why behind our knowledge strand as well as our lessons in grade 3, four, five, we look to this research by TG Stitch that shows that there is a direct correlation between

listening and reading comprehension.

Here we see listening comprehension in orange and reading comprehension in gray. This research shows that listening

gray. This research shows that listening comprehension outpaces reading comprehension until the age of 13.

So when we think about this research, we notice that oral language has a connection to reading success. Students

have the ability to listen at a more sophisticated level than they can read.

That means in kindergarten, first and second grade, we work with students in contentrich readalouds. And in third,

contentrich readalouds. And in third, fourth, and fifth grade, we switch to an active reading style. This data helped us design our readaloud lessons around

this understanding to ensure that students interact with complex text and background knowledge from day one.

In kindergarten, first and second grade, students are still securing the necessary skills to be strong readers.

To lift the cognitive burden of decoding and reading fluently, teachers read out loud to students to build on their knowledge.

The read aloud serves as a model of complex text, giving students an opportunity to engage with higher level vocabulary, content, and sentence

structure. Everyone is able to apply

structure. Everyone is able to apply what they are learning as they join in the conversation, ask questions, and think critically.

Teachers have built-in comprehension questions that guide discussion beyond just the literal questions. We ask

inferential and evaluative questions.

As teachers are reviewing these questions, they can refer to the built-in multilingual supports for our students found at the point of use.

Following the readaloud, the activity book provides opportunities for students to apply what they have learned to connected tasks. Here, students are

connected tasks. Here, students are sorting animals according to what they eat based on information from the readaloud.

Students will then be partnered up and tasked with using a graphic organizer to list traits about desert animals.

Students will listen to parts of the readaloud, discuss what they heard with their partners, and then list information in the graphic organizer.

This is a task we will complete about each new habitat and its inhabitants.

Now that we've built this foundation on animals and their habitats, let's take a look at how this knowledge grows and carries over to third grade. As students

now enter third grade, remember we are now blending together the strands of our reading rope to create one comprehensive program. Students will be introduced to

program. Students will be introduced to their engaging units where they are reading and discussing the text, writing and applying new skills from that text, and reviewing and assessing their new

skills.

In third grade, students carry over their knowledge from animals and habitats. They are first tasked with

habitats. They are first tasked with describing and naming this new creature, being sure to highlight its distinctive features.

Students then get to explore animals from the Smithsonian as they view live video feeds of several animals and record their observations.

Students are next reunited with their animal guide, Ratenboro. Ratenboro takes

time to remind them of the information they learned about in that first grade unit.

Students build on this knowledge by classifying animals according to what they eat. They share with classmates

they eat. They share with classmates which category they would put themselves in. And later they work with a partner

in. And later they work with a partner to consider other ways animals could be sorted. These collaborative

sorted. These collaborative conversations help students synthesize and apply the knowledge they are building.

Students have lots of opportunities to discuss the text as well as focus on text features.

Students use graphic organizers, note catchers, and templates to capture information. Here, students create an

information. Here, students create an animal classification foldable book, which allows them to gather information about different types of animals.

Grammar is embedded into the lessons as well. There is explicit instruction and

well. There is explicit instruction and ample opportunity for practice.

Next, let's look at how students carry this information into fifth grade and our colorful oceans unit. Each chapter

in grades 3, four, and five begin with a big question designed to drive students learning.

During the exploration of the chapter readers, teachers have the opportunity to decide how they want their students to be grouped. Teachers can hold the active reading as a teacher read aloud,

have students partnered up, or have students working independently.

This flexibility allows teachers to decide what they want their lesson to look like.

Remember, as students are exploring their readers, we utilize an active reading style, having students pause to answer questions, literal, inferential,

and evaluative.

Word work is another feature of the knowledge progression. Here, fifth grade

knowledge progression. Here, fifth grade students drill down on the meaning of the word adaptation. They discuss gills as an example of adaptation, brainstorm other adaptations they have learned

about, and think critically about which ocean conditions require adaptations.

Students in grade 3, four, and five also have access to our vocabulary app. The

vocabulary app is a great way to expose students to vocab words they will come across in the lesson.

As students build knowledge, they take notes, answer questions, and plan for writing using the text. Here, students

plan for a paragraph about the open ocean and the deep sea. And here,

students answer text dependent questions about the chapter they read. All of

these applications help students understand the content, vocabulary, and connections which empower them to be informed writers.

Let's take a look at writing in CKLA and then see it in action across grade levels. You might be familiar with the

levels. You might be familiar with the simple view of reading with language comprehension and word recognition leading to skilled reading. Amplify CKLA

third edition instruction also takes into account the simple view of writing with composition and transcription skills leading to skilled writing.

You'll notice language comprehension and composition skills next to each other and word recognition and transcription skills next to each other. These are

reciprocal in nature. Skilled readers

and skilled writers do very similar things. So it is more effective and

things. So it is more effective and efficient to teach reading and writing in tandem. In the simple view of

in tandem. In the simple view of writing, composition skills focus on the knowledge of a topic, word choice, syntax, and overall text structure.

Transcription skills focus on handwriting and spelling. Think about

transcription skills building to automaticity like word recognition. We

saw examples of handwriting and spelling in the K2 skill strand and into the integrated strand in grades 3 through 5 with spelling.

Students need to develop both transcription and composition skills in order to have legibility and clarity in what they are writing. Let's look at how

composition skills are taught and developed within the context of knowledge building.

This starts with foundational sentence writing. In kindergarten, students in

writing. In kindergarten, students in CKLA work to develop sentences. Because

oral language happens naturally, students learn how to construct sentences orally before using their code knowledge to put those sentences down on

paper. In this unit, students

paper. In this unit, students participate in a daily sentence writing activity. This is intentional writing

activity. This is intentional writing practice taught within the context of the content. Students learn the four

the content. Students learn the four sentence types and then work to combine sentences. As students learn about

sentences. As students learn about vertebrates and invertebrates, they combine these six sentences into one sentence, all while maintaining the meaning. Sentence combining activities

meaning. Sentence combining activities help students not only write more complex sentences, but also supports their understanding of complex sentences

when they encounter them in reading. The

same is true for sentence expansion activities like this one where students create a sentence about a marine animal and use the question words of what,

where, and why to expand their sentence.

Students are also learning how to write about the content they are learning.

Here, first grade students are contributing to their habitat journal.

For each new habitat, students write a few sentences about what they learned and draw a picture that shows the details of that habitat. They discuss

with a small group which habitat is most interesting. Notice they are encouraged

interesting. Notice they are encouraged to use evidence from their habitat journal and the readaloud to support their opinions.

In third grade, students keep a field journal to record their thoughts as animal researchers.

Again, students are connecting the knowledge they are building with intentional writing practice. You will

also see genre writing throughout K through 5. Here, third graders are

through 5. Here, third graders are drafting an informative paragraph about a vertebrate's characteristics and classifications.

Students are supported through the writing process with planning, revising, and editing guidance throughout. In

fifth grade, students extend their informative writing practice. They write

about a marine animal and its relationship to the ecosystem it lives in, including its role in the food web.

They continue to grow as writers and take on a new challenge, creating a multimedia presentation to support their writing through images or diagrams.

CKLA offers a variety of teacher resources that not only allow for ease of use for teachers, but also ensure that teachers have the necessary tools.

With readytouse and customizable presentation screens, teachers can deliver interactive lessons. These are

available for every lesson within the kindergarten through 2 grade skills and knowledge strand as well as the third through fifth grade integrated strand.

These all-in-one screens provide teachers with what they need at the point of use with just one click.

CKLA covers the full range of assessments from benchmark assessments to endofunit assessments to formative assessments and even daily checks for understandings that allow the teachers

to take the pulse on how students are processing new information. All of the data that is collected through the course of a unit gives the teacher the insights they need to make informed

instructional decisions.

Assessments in the kindergarten, first and second grade knowledge strand, as well as grades three, four, and five are available digitally and are autoscored.

These standardsbased reports focus on aligning assessment data with specific literacy standards to help teachers track student progress toward meeting

grade level expectations and making datadriven instructional decisions.

Supports in every lesson allow for built-in differentiation strategies for all students, including supports for multilingual and English learners.

Sidebar differentiation to provide additional support for students who need an extra lift while also providing a push for students who may need to be challenged as well as opportunities for

small group which is notated within the teacher guide as a way to support students in accessing core instruction.

Students advance their skills with assignable practice games powered by Boost Reading, part of Amplify's comprehensive literacy suite. These

games are designed exclusively for Amplify CLA lessons and provide you with immediate feedback on student performance.

Amplify CKLA third edition offers additional foundational skills instruction for grades 3, four, and five that reinforce and build on kindergarten through 2 grade skills instruction. Use

this supplement as a support for core instruction to extend daily lessons or as an intervention solution depending on students needs. Lessons can be applied

students needs. Lessons can be applied flexibly as they follow a familiar sequence that can be taught in two 15minute lessons or one 30 minute lesson

to accommodate your schedule.

The intervention toolkit provides easy to use resources to assist teachers in filling gaps in students foundational skills. Whether a student needs

skills. Whether a student needs additional practice in a specific skill, explicit reteing or intensive intervention, the intervention toolkit

is designed to help. Teachers can select from a variety of skills such as complex patterns, comprehension, and funological phmic awareness to access materials for

planning instruction, teaching activities, and monitoring student progress.

Amplify is committed to outstanding professional development. Teachers

professional development. Teachers receive robust training to ensure successful implementation and continued support through additional on-site or

virtual sessions. Our digital PD library

virtual sessions. Our digital PD library offers curated resources, including planning resources and model lesson videos that anticipate teacher needs and

help build a deeper understanding of Amplify CLA. Supporting teachers is a

Amplify CLA. Supporting teachers is a top priority.

You can continue your learning by tuning into our award-winning podcasts, Beyond My Years, hosted by Anna Torres and Science of Reading, the podcast with host Dr. Susan Lambert.

Thank you for taking the time to learn more about CKLA. To learn even more about CKLA as well as Amplify's complete science of reading ecosystem or our

biiteracy suite including Caminos, be sure to visit our website or reach out to your local sales representative.