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Participant Notebook

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AmplifyELA

Get Started

1Participant Notebook

Lesson Components: Notes 4

Navigating ELA Part 1: Scavenger Hunt 6

Written Feedback: Sample Comments 11

Give and Get: Activity 14

Student Writing: Rubrics 15

Navigating ELA Part 2: Scavenger Hunt 18

Weekly Lesson Template 22

Navigational Guide 24

Amplify Cheat Sheet 37

Notes 38

Table of Contents

2 Amplify ELA

Contact us: e: elahelp@amplify com

t: 1 800-823-1969

w: resources learning amplify com

3Participant NotebookParticipant Notebook

Welcome to the Workshop

This print participant notebook, along with the digital

participant notebook on the Amplify Resources website

(resources learning amplify com/ela/begin-teaching),

will guide and support the work we do together in this

initial workshop to get you ready to teach Amplify ELA

4 Amplify ELA

Notes

Lesson Component Teacher Student

Vocabulary

Reading Activities

Writing Prompt

Sharing

Wrap-Up

Solo

Assessment Opportunities

Differentiation

Lesson Components


Lesson Component Teacher Student

Vocabulary

Reading Activities

Writing Prompt

Sharing

Wrap-Up

Solo

Assessment Opportunities

Differentiation

6 Amplify ELA

☐ Global Navigation

☐ Select the curriculum » Amplify ELA or Amplify ELA CA Edition

☐ Use the arrow to select the grade.

Choose a grade level and then choose a unit Skim through the Unit Overview for that unit

What grade and unit did you choose?

Global Navigation

Go to learning.amplify.com

Directions: Using the login credentials provided by your trainer, log in to the Amplify ELA curriculum as a teacher Find each of the following elements in the curriculum and check off each one as you find it.

Ready, Set, Go!

Scavenger Hunt

Navigating ELA: Part 1


☐ Lesson Brief:

Explore the Overview, Prep, Materials, Skills & Standards, Words to Use, Unplugged, and Differentiation for the lesson

Is there any additional prep needed for this lesson?

Choose a sub-unit and open a lesson. Find the following elements.Note: To find all these elements, you may need to look at more than one lesson.

☐ Lesson Map

Click through the lesson map to see all of the activities in the lesson Notice the types of activities: Writing Prompts, pair work, teacher-only cards, etc Notice the activities with differentiation, if applicable (HINT: a + sign is included with the icon)

Are there any alternate activities for this lesson?

What are they?

☐ Vocabulary Activity

Open the vocabulary app and explore the app by doing one of the activities

How do you think your students will respond to this?

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☐ Student Status

From the lesson, click on the Student Status button in the upper right corner

☐ Start the Class

Click on the button to start the class session

☐ End the Class

Click on the button to end the class session

☐ Eyes Up

Click on this button to block Amplify’s website and instruct students to look at the teacher Note: Eyes Up stays on students’ screens until you turn it off

How many students are on your roster?

Click on the X in the right corner to leave the Student Status screen

☐ Instructional Guide and My Notes

Find the teardrop icon at the top right corner of any lesson activity screen

Click on the icon to reveal the Instructional Guide and My Notes The Instructional Guide provides teachers with additional directions on how to deliver an instructional experience

Note: The default state for this feature will be closed and orange until you open it

Notice the My Notes tab Click on it to access a page for your notes

What do you notice in the Instructional Guides?

What is the value of this element?

START CLASS

END CLASS

EYES UP


☐ Polls

Choose one of the lessons below that includes a poll Click through the activities in the lesson until you find the poll

HINT: The icon is orange when an activity has a poll Grade 6: Dahl & Narrative: Sub-Unit 2 — Get Started, Lesson 3

Grade 7: Red Scarf Girl & Narrative: Sub-Unit 2 — Get Started, Lesson 3

Grade 8: Dahl, World War II & Narrative: Sub-Unit 2 — Get Started, Lesson 3

Read the activity Polls can be shown at any point in the lesson

What will your students think about the polls?

How will this support your instruction?

☐ Writing PromptFind a lesson with a Writing Prompt

Click through the cards Find the Warm-Up and then click on the teardrop to open the Instructional Guide that goes with it

☐ Over-the-Shoulder Conferences (OTSCs)

On the page with the prompt, click to read the sample OTSC comments that you can use to support students during writing time HINT: The icon is orange when OTSCs are available

What do you think the impact of the writing activity will be for you and your students?

☐ Differentiated Writing Prompt

Find a writing prompt that includes differentiation Read the alternate prompts How do these provide additional supports so a broad range of students can participate in this activity?

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10 Amplify ELA

Find these two texts: Red Scarf Girl and Going Solo.

What is the same or different about these texts?

Pretend you are a student and skim the texts in the library Choose one text that you would like to read Star it Now it will appear under your favorite filter. Begin to read your text.

What text did you choose?

Why did you choose this one?

☐ Library

Go back to the Global Navigation icon and select the Library icon

Amplify Library

☐ Annotation

Once in a text, notice the icons on the top bar Click on Annotation Here, students can see all of their highlights and notes for that text

☐ Settings

Click the Settings button and see where students can change the text size, turn on paragraph numbers, and choose to show Reveal words and annotations


Focus1. The student is focused on a moment (either in the text or from their own experience):

The way you describe this passage in the text shows me that you really understand it

When you explain those words and phrases, I understand why Dahl thought they were a great deal wiser

Focusing on just the moment you lift the fork to your mouth helps the reader experience it with you

2. The student is focused on the same topic, claim, or idea throughout their “page” of writing:

From start to finish you kept your claim (that the narrator is not sane)

in mind and all of your evidence referred to it

ShowingThe student uses sensory details to bring the reader into the scene:

These sound words help me hear exactly what was happening

Yum! Your description of the taste actually made my stomach growl

These details show how creepy this place was Glad I’m not there

Use these sample comments as models when giving students targeted written feedback on their writing

Sample Comments

Written Feedback

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Use of Evidence1. The student describes what he or she notices in the text:

Using the word “shocking” to describe this quote made me think again about his treatment

When you use the verb ___, it helps me see what Frederick Douglass did at that time

This strong verb shows me how powerful the pressure was on ____________ (this character)

These details (highlight a few) help me see the character’s inner conflict.

2. The student has selected the “just-right” evidence to support their claim or idea:

Quoting these two phrases “All of them” and “he alone” from the paragraph illustrates your idea that he stands apart

This quote is a convincing way to show Walter’s confidence in his ability to succeed

That direct quote about nothing “moving his iron heart” shows me the cruelty of slavery

3. The student shows that they understand the context of the text:

Good reminder that these doctors had no access to antibiotics It helps me understand why they “accepted death as a daily partner in their work ”

4. The student’s claim or idea about the text resonates with you: (please use these types of comments in conjunction with a skill comment, too)

Ha! It probably is unusual for a little brother to “emerge victorious in every wrestling match ”

Oh, great word to show me how Walter is acting

5. The student has punctuated a direct quote properly:

Way to go! Perfectly punctuated quote

6. The student analyzes the evidence:

This (highlight the spot in their writing) shows me that you see the difference between what the scientists knew and didn’t know, and what the author explains

to us about modern science


Commenting on GrammarThe student uses correct grammar conventions, which clarifies the student’s precise meaning.

Your idea is clear and easy to understand because these three are complete sentences

I like how you experiment with a different sentence structure here to make me pay attention to that point

I see how you fixed that pronoun/antecedent error. Now I understand.

Logical StructureThe student has considered how to structure his or her writing and made a strong choice:

This clear transition helps me follow the shift in Ruth’s mood

This introductory sentence lets me know that you are going to write

about a change

Commenting on Revision AssignmentsThe student’s Revision Assignment shows an improved use of the skill they were assigned to practice:

By adding this (highlight) piece of evidence about Phineas’s state of mind, you show that his brain might now be similar to an adolescent’s

At first, you jumped around between a couple of claims. Now this piece

has a clearer focus

14 AmplifyELA

Directions: Take 1–2 minutes to fill in eight or more boxes with important information from the activity Once you are directed to, circulate to several participants in order to GIVE a fact to a partner and GET information to add to your chart

Complete all of the remaining boxes on the page

Activity

Give and Get

1

5

9

13

2

6

10

14

3

7

11

15

4

8

12

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Student WritingRubrics

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

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

Rubrics: Grade 6

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

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

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

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

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

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

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

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

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


Rubrics: Grade 74 EXCEEDS EXPECTATIONS

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














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

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

Rubrics: All Grades

4 EXCEEDS EXPECTATIONS Almost all sentences are complete and punctuated correctly

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

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

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

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

Rubrics: Grade 84 EXCEEDS EXPECTATIONS

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




18 Amplify ELA

☐ Explore the teacher view.

What key features do you need to read to be prepared to teach the Quest?

☐ Find the student view.

You can access this from the top menu navigation bar

Why do you think this feature is important to look at before you teach the Quest?

☐ Quest: Who Killed Edgar Allan Poe?

Go back to the Global Navigation icon to select Who Killed Edgar Allan Poe? This represents a Quest

Scavenger Hunt

Navigating ELA: Part 2


Scroll down the page Notice the reports you can view on your students’ progress

What reports do you see?

How will these reports affect your instruction?

Select a unit, sub-unit, and a lesson

☐ Writing Prompt

Scan the activities in Gradebook and click into a Writing Prompt

If there is no Writing Prompt in this lesson, leave the lesson and find a lesson in Gradebook with a Writing Prompt

☐ Reporting

Go back to the Global Navigation icon and select Reporting

☐ Gradebook

Go back to the Global Navigation icon and select Gradebook

Reporting

Gradebook

Click into the Writing Prompt and notice that you can see the Grade, Comment, Word Count, and the scores for the following skills: Conventions, Focus, and Use of Evidence

What is the impact of this feature on your instruction?

20 Amplify ELA

Spotlight app: This app allows you to showcase student writing Click on the + sign and create one Spotlight with your own writing You will need to select a section, name your wall, and create the wall Then add your own “sample student” text You can make a Spotlight with the sample student or make it anonymous

How would you use this app to highlight and show student writing?

☐ Spotlight app

Go back to the Global Navigation icon and select the Spotlight app

☐ Tell-Tale Art Go back to the Global Navigation icon and select the Tell-Tale Art icon

Tell-Tale Art: Click on the Narrator’s Perspective and experiment with making a storyboard for the final paragraphs of the Tell Tale Heart.

How will this help your students read and understand the text?

Explore Amplify Apps


Go into the grade level you will be teaching Explore one of the units you will be teaching

Log out as a teacher and log in as a student Go into the same unit

What are some of the differences you noticed between the teacher and student version of the unit?

☐ Live Chat

Go back to the Global Navigation icon to explore Live Chat

Live Chat

Your Grade Level

22 Amplify ELA

Lessons for Week of:

Overarching Objective for the Week:

Monday Tuesday Wednesday Thursday Friday

Lesson

Objective

Standards

Writing Prompt

Connections to Other Lessons

Notes

Weekly Lesson Template


Additional Weekly Planning Questions:

What additional prep do you need to do this week (print out materials, comment on students’ work, create a Spotlight wall, etc )?

What students will you target for over-the-shoulder conferences (OTSCs)this week, and why?

What students will you prioritize for written comments this week, and why?

How will you assess your students during this week?

Lessons for Week of:

Overarching Objective for the Week:

Monday Tuesday Wednesday Thursday Friday

Lesson

Objective

Standards

Writing Prompt

Connections to Other Lessons

Notes

24 Amplify ELA

Navigational Guide

Go to learning.amplify.com

Log in using your school email address and normal school password.

Grade 6

Unit 7B

Lesson 1

Sub-Unit 2

Unit 7A

Activity 1 Activity 2 Activity 15

Cards

Sub-Unit 3

Grade 8

Unit 7F

Lesson 13

Sub-Unit 4

[ ... ]

[ ... ]

[ ... ][ ... ]

Path you’ll follow in this guide

LOGIN

Amplify ELA

Grade 7

Brain Science 7C

Activity 3

Phineas Gage

Lesson 6

Phineas Gageby John Fleischman


Log in at: www.learning.amplify.com

Log in using your school email address and normal school password

Basic Navigation

Log in

1. Find your Grade Level and Unit

Select your grade level by clicking on the arrow displayed All the units in a grade level are displayed below Select the unit you are working on Read the unit overview by clicking on READ FULL OVERVIEW The unit overview provides essential information about the whole unit

26 Amplify ELA

2. Select Your Sub-Unit Click on the X on the top right or Collapse at the bottom to collapse

the Unit Overview

Select your sub-unit by clicking on it.

Read the sub-unit overview by clicking on READ FULL OVERVIEW The sub-unit overview provides a more detailed overview of the sub-unit

3. Select Your Lesson

Select the lesson that you are working on.


1. Lesson Map

Each lesson provides a Lesson Map that displays the sequence and type of activities in the lesson The arrow at the end of the lesson map alerts you that there are more activities in a lesson than what is shown Click on the arrow to see the icons for these activities, if applicable

Activities in the Lesson Map are numbered to help students navigate through the lesson

Icons displayed in the color orange are teacher-only icons and are not included in the student version They are not numbered

Navigation Within a Lesson

Lesson Overview

Lesson Map

2. The Lesson Brief provides valuable information to support teachers

1 Lesson Overview 2 Additional preparation required 3 Materials provided 4 Vocabulary to emphasize 5 Differentiation within lesson 6 Standards and skills addressed in lesson

Click SEE MORE to expand each of the sections in the Lesson Brief.

Read the full Lesson Overview The Lesson Overview provides specific details about the lesson including lesson objectives, key lesson activities, and connections to other lessons in the sub-unit

Click on the X on the top right to collapse the Lesson Overview

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3. Vocabulary Activity

Links to the Vocabulary app

4. Teacher-Only Icons

Orange icons are “teacher-only” and will not display on the student view of the program

7. Instructional Guide/Teacher Notes

Click on the upside down teardrop to open the INSTRUCTIONAL GUIDE for each lesson activity The screenshot below shows the teacher instructions in the OPEN position

Hint: The icon is orange when closed and gray when open Click on MY NOTES to add your own instructional notes about an activity

Note: Most teachers close the Instructional Guide when they are displaying the

lesson for the class. When the Instructional Guide is closed, the display looks

like the student display. Some teachers use a second device so that they can

still see the Instructional Guide as they circulate around the room.

6. The lightbulb icon indicates class activities

5. Icons indicate independent, pair, or group activities

2

2 3 4


8. Suggestions for over-the-shoulder conferences (OTSCs) for supporting all students as they write

HINT: The icon is orange when the OTSCs are available

9. Polls

Some lessons have polls Click the poll to display the results

HINT: The icon is orange when an activity has a poll

11. Students click the HAND IN button when they have completed an assignment The work is transferred into the student’s My Work folder and into the teacher’s Gradebook

10. Multiple Steps within a lesson activity Some lesson activities have several “cards” or steps that students will complete Remind students to click NEXT > until they have completed all lesson activities

12. Student Status Button

The Student Status Button is located in the top right corner of all screens within a lesson This screen allows you to see in real time which students are on which activities in the lesson and which students have handed in their work for an activity

Student Status

You will use this button at the beginning of lessons to Start Class and at the end to End Class

Use the Eyes Up button on this page to display a message on student tablets: Eyes On Teacher.

START CLASS

END CLASS

EYES UP

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Extra Writing Prompts

These extra Writing Prompts ask learners to read a new text and can be found after the Solo in many lessons They are additional Writing Prompts that can be used for enrichment, re-teaching, practice with skills from the lesson, or practice writing to multiple texts

Differentiated Activities

Many non-writing activities also contain alternate versions for purposes of differentiation These differentiated activities are indicated by the inclusion of a + sign with the icon Teachers assign each student to the version of the activity that provides the needed level of support or challenge

Differentiation Within a Lesson

Differentiation Overview in Lesson Brief

In the Differentiation section of each Lesson Brief there is a detailed description of alternate activities or modifications that can be made to support various types of learners in each activity

Differentiated Writing Activities

Core writing activities are indicated by a pencil icon

Along with many core writing activities are alternative writing activities These activities are meant to be done instead of the core writing activity They offer additional writing scaffolds for ELLs or struggling students, or alternative prompts enriched for accelerated students


Using Tools in the Global Navigation Menu

» Gradebook: allows teachers to view, comment on and assess student work

» Reporting: digital tools that provide teachers with reports on student productivity, skill progress, and teacher feedback

» Quests: a multi-day experiential simulation in which students work together using evidence and ideas they have learned from their reading to solve a problem or experience a narrative

» Various apps: digital apps that allow students to explore unit-specific texts in visual, collaborative, and creative ways

» Amplify Library: a digital library of more than 600 texts across reading levels of interest to middle-schoolers, including some in Spanish

» Spotlight: an app that allows teachers to project, highlight, and celebrate student writing within the classroom

» Help: quick link to the Amplify Resources website

» Live Chat: quick access to contact the Amplify ELA Help team with technical or content questions

The Global Navigation menu includes many components needed to teach and administer Amplify, including those selected below

32 Amplify ELA

Gradebook: Accessing student work

Click on the Gradebook icon in the Global Navigation to open Gradebook This will take you to a lesson level view Click on HANDED IN to see a student’s work

This takes you to the student’s work where you can view, comment on, and assess student work

Note: You will need to click to get to the student work.


Gradebook: Giving feedback on student work

Make comments on student work

Give Revision Assignments on student work

Copy excerpts from student work to use in Spotlight This tool allows the teacher to use student work to model effective use of skills, motivate reluctant writers, and share successes

34 Amplify ELA

Gradebook: Assessing student work

Assign grades to student work

Sample from the Criteria for scoring using the Daily Writing Rubric

Score daily writing using the Rubric.

Click on the Assess Skill button to reveal the scale for skill assessment

To access the skills rubric click on the symbol of the

If you use this rubric to score student work, the results will be displayed in Reports You will have access to analytical data that tells you what instruction your class needs the most, and you will have easily accessible data for grouping students for more targeted instruction


Score unit essays using the Essay Rubric:

A detailed rubric for scoring essays is provided on the Amplify Resources website under Summative Assessments in the Table of Contents:

resources.learning.amplify.com/wp-content/uploads/2016/03/Student_Work_Collection__Essay_Scoring.pdf

36 Amplify ELA

Navigating Gradebook

Gradebook shows you student work at a lesson level To change to a new lesson or view another section of students, click the Change button in the upper right corner

This will expand the Gradebook navigation and allow you to select a

different section and/or different lesson


Amplify cheat sheet

Global Navigation - Opens Global Navigation side panel All screens (top left corner)

Close - Collapses back to original screen Top right corner of screen

Student Status Screen - Displays student activity status during class, includes Start Class and Eyes Up button

Lesson Brief, Activity, Card screens

Eyes Up - Locks students’ screens Student Status screen

Poll Results - Displays student poll results Activity, Card screens

Instructional Guide - Displays teacher instruction Activity, Card screens

Over-The-Shoulder Conferences (OTSCs) - Guidance for teachers based on student work

Activity, Card screens

Units - Links to all of the units in a grade Sub-units

Clipboard - Links to Lesson Brief Lesson Map

Teacher-Only Activity - Orange icon indicates a teacher only activity

Lesson Map

Independent Activity Lesson Map

Pair Activity Lesson Map

Group Activity Lesson Map

Writing Prompt Lesson Map

Differentiated Activity Lesson Map

Extra Writing Prompt Lesson Map

Lightbulb - class activity Lesson Map

Vocabulary - Indicates a Vocabulary Activity Lesson Map

Activity Number - Indicates the activity and the order of its placement

Lesson Map6

38 Amplify ELA

Notes

Get Started - Amplify€¦ · Choose one of the lessons below that includes a poll Click through...

Documents

Transcript of Get Started - Amplify€¦ · Choose one of the lessons below that includes a poll Click through...