The Science of Reading in Personalized Learning
Speaker 1: Hello, and welcome to this session on Amplify Reading. We'll give folks a couple of seconds to join the webinar. As folks are doing so, you are welcome to throw some info in the chat about where you are, what you teach. I can share that I am currently in Brooklyn and it has been snowing for a very long time. We're supposed to get about 22 inches. So that's where I'm at, but hopefully, everyone else is maybe in warmer weather. But we'll go ahead and get started with some housekeeping. So for folks who are still joining, they won't be too far behind. So thank you for joining our session today on the Science of Reading behind our personalized learning program called Amplify Reading. You are in the right place if you use Amplify programs, if you don't use Amplify programs, maybe you are a fan of our Science of Reading podcasts. If you don't know about them, please check them out. Maybe you've heard about our free pilot opportunities for Amplify Reading or for mCLASS, our assessment platform. Regardless of your familiarity with Amplify or Amplify Reading, you're in the right place if you care about research in literacy instruction. So our goal for today is that we are kind of surfacing the research behind Amplify Reading, using Amplify Reading, as an example, with the goal of you walking away or sitting, getting up and walking into a different room, learning something new about the science of reading research that informed our program that you can use with your students right away. So we're going to briefly share some insights on foundational skills, but spend a lot of time focusing on vocabulary and comprehension processes and then skill application to texts. So this is going to focus on K- 5 literacy skills. We wanted to make sure that you also receive a lot of supporting resources to better enhance your understanding of the research and have some things you can leverage with your students. So after the session, you will receive a webinar of the session, a certificate for participating, some white papers on foundational skills and comprehension processes. The amplifier reading program guide is a really great, fantastic read and kind of really an easy read, but really informative on the research that informed the program and some read alouds and flashcards. And of course, again, that opportunity to apply for free pilot of Amlify Reading or mCLASS for the remainder of the school year. So, wanted to share some of the data that we have seen and talk about why a lot of communities and school districts and states are really shifting gears if they haven't already to the science of reading. So we feared that there would be a COVID side as a result of the impact of loss instruction in the spring. We just weren't able to instruct our students either at all, or to the same high quality level that we are used to. And so what we're looking at here is data that we have collected from our assessment platform mCLASS, looking at a side- by- side comparison of the percent of students scoring well below benchmark, this beginning of year versus last beginning of year. And we're seeing that a significant number of more students are needing intensive intervention, especially at the first and second grade level, but it's a trend that we're seeing across the board. So our data is showing that COVID slide that we anticipated is unfortunately, a reality. And I'm sure that you all are experiencing that in your classrooms as well. But even before this, when we had all of our instruction, we were kind of realizing that something hasn't been working and hasn't been working for a long time. The data we're looking at here is from the Nation's Report Card for the past 20 or so years, which reports on amongst other things the level of reading proficiency for our fourth graders at the end of the school year. And what we're seeing is for about the last 20 years, about two thirds of our students in fourth grade are not reading proficiently. So even when we have all of that instruction, we still have work to do. And so that's really why we built Amplify Reading because we knew that there was an opportunity to do better for our students. So we created a personalized student driven literacy program that was really going to support all of our students across K- 5. So if you're thinking about your early literacy system, this is just an example of ours, where we have mCLASS, which is that benchmark and progress monitoring tool that is informing small groups and placement into Amplify Reading. Amplify Reading is also reinforcing the instruction and topic in our core curriculum CKLA, but it really is that independent, personalized learning time when students are working on their own, maybe during asynchronous time or as part of a center in small groups, it's that student on device kind of reinforcement of the key areas of early literacy. So we partnered with leading academics to understand what were some of the nuances, the new things that we're learning in the field of literacy instruction and intervention to inform our program? I think something else to note here is that a lot of the folks that we partnered with are kind of interdisciplinary. So thinking about the way that neuroscience relates to reading, what's happening in our brain when read that we can use to inform instruction. Similarly, how does psychology interplay with literacy? What is the relationship between student motivation and their ability to learn a lot of things that we kind of into it but there really isn't a lot of research and focus on these areas, and we've used all of them to create Amplify Reading. So again, applying these different lenses to the simple view of reading. This is what I call the simple- ish view of reading that's a little bit more detail. This is the Scarborough's Read that is outlining the different strands within the word recognition and language comprehension areas that we need to be teaching students in tandem as early as kindergarten, so that they become really fluent, strong readers. We're going to revisit this model in a couple of minutes. So we'll start with foundational skills and some of the research that has informed parts of our foundational skills instruction. One of the key areas that we have learned about is it's really important to give students lots of opportunities to practice these skills and the opportunity to practice these skills in tandem. So if we think about from the beginning, biological awareness, the understanding that words are made up of sounds, we have to be teaching these alongside phonics instruction. So letter sound correspondences alongside throwing all this together and building and manipulating words. So we're going to take a look at a couple examples. So for final logical awareness, we know how important this skill area is, and also how great a predictor it is for future reading success. We know that students need to be able to listen and blend parts of words for compound words at the syllable level onsets and rhymes and phony amps. So again, we really need to be exercising different types of applications and awareness of final logical awareness. That's kind of getting back to some of the neuroscience that we have grown to better understand. So wanted to share one example of how Amplify Reading scaffold when students are struggling. And this is something to think about when you are working with students, how you can leverage this really great information and tactic to working with your students. We're going to take a look at an example of how the game has adapted when students are struggling.
Speaker 2: Find the word that the soundbot want to say together.
Speaker 3: inaudible, shin.
Speaker 2: Let's try again.
Speaker 3: inaudible fan.
Speaker 2: That's not quite right. Words are made up of sounds. Listen to the soundbots. These sounds blend together to make a word.
Speaker 3: inaudible. Ish.
Speaker 2: Move the slider, to blend the sounds together and make a word.
Speaker 3: inaudible. Ish.
Speaker 2: When you are ready to move on drag the picture to the soundbots.
Speaker 1: And so we know having a shorter distance between the different sounds is going to help students make that connection, that maybe you can have your own classroom slider to have students practice blending those sounds together just a really cool tool that we have embedded in our instruction. It's something to think about as you are working with your own students. We also know from the research, how important it is for students to see letter sounds, being formed on the mouth to help make those letter sound, correspondence connections. We also know how we're getting fewer opportunities to leverage this research- based approach, given the realities of remote and hybrid learning, or even if we're in the classroom we might be wearing masks. And so students don't have that opportunity as frequently as they would in a normal setting. So thinking about other ways that we can have students engage with watching actual people or in this case in animation of these letter sounds being spoken on the mouth to help make that connection stick. This game also features pictorial mnemonics. So we have different pictures behind each of these letters to help students make these connections. They fade away over time as students demonstrate mastery. So thinking about different ways we can leverage visual properties and mnemonics to help students make these connections. And then how do we leverage these individual letter sound correspondences to start building words? We know that it's important for early decoders to start working with these at the same time that they were working on biological awareness and just identifying those letter sound correspondences. So again, we can start with one, move on to the other. It's really important for students to be activating these different parts of the brain in tandem. So the example that we're looking at here is a chaining activity. So students are being asked for example, to change at to mat, mat to sat. Also working with the middle sounds, really having students practice playing with words. So we wanted to offer up some letter toast flashcards that we have created pulling out of that phonics game that we were looking at before with these pictorial mnemonics. This will be one of the things that we send you afterwards to help you practice, maybe just kind of like a flashcard letter sound correspondence fluency. You could have students if you're in the classroom or at home pick one letter and have students as many things as they can in their location that begins with that letter sound, that ends with that letter sound. You could use these to do different training activities with your students, or just general word building. So give students a set of these and see how many different words they can make with that specific set of letters. So you will be getting this afterwards and hopefully it is fun for your students. Especially if they're using Amplify Reading to have some of the strategies that they're doing in the program kind of outside would be helpful in making those connections really strong. So now thinking about vocabulary, we know that students do not learn vocab words just by memorizing definitions. We really need a multi- pronged approach to vocabulary instruction. These are just a couple gifts of some of our games that focus on vocabulary, but we'll take a look at some in more depth as we explore some of the research- based approaches. So one really strong approach is helping students have a strong understanding of morphology. So a lot of English words have prefixes and suffixes. This is maybe one constant of the limited number of things that are constant or consistent in the English language, is actually really helpful for students and research shows that students who have this awareness as early as kindergarten are going to be stronger readers later on. We know it's especially important for or at risk for English learners to have a strategy like this, to help them navigate words when they're seeing them in... unfamiliar words, when they're seeing them in texts independently. So in this game, students are collecting different prefixes and suffixes. What's really important is that they are learning the meaning of them. So you'll see here trans gets a meeting and then they're going to apply it to an actual sentence and have that kind of practice in context, thinking through, okay, well, I know trans means this, con means this, how does it fit into the sentence? And then getting that immediate feedback is really crucial for students. So one tool we can help them with as they are engaging with texts independently. We also know that tier two words are really important. These are words that students are going. They're going to see them as they are reading, especially reading on grade level texts. They're often related to concepts that students are really familiar with, but are not used in typical conversational language. And that can really trip students up if they don't know that word. So in this game, the research behind this game is really focusing on giving students the opportunity to practice these tier two vocabulary words across multiple examples. So not just one sentence but also within different types of texts and alongside these other strategies, like the morphology one that we just looked at alongside comprehension and alongside foundational skills. So those foundational skills are going to help students decode the word, having practice, engaging with them with these words in different types of examples, different types of context clues, is going to really round out our students' ability to engage with them independently. So lots of different ideas for how you can help students with these strategies. One is having students create index cards or a journal that help them to go the index card approach, having them record different tier two words or prefixes and suffixes that they can have on hand when they are reading a text. So we know a lot of great digital text will have embedded reveal word support, like the one you see on the right here, that's part of our program or maybe an embedded dictionary, but if students are reading on paper, they're not going to have that. So maybe we can arm them with their own kind of packets of index cards or journals, where they are looking out for different words that are using the prefixes and suffixes that you have identified with them, identified for them in class. Maybe you can see how many cards your students can create as they are reading independently, encourage them to look out for new prefixes and suffixes or challenging vocabulary words. We put our vocabulary words on a bulletin board, maybe we have a prefix or suffix morphology bulletin board to really encourage students to get excited when they're looking out for these and also just learning more and learning more from each other. Definitely, as you are reading to your students, calling these out, giving students an opportunity to come up with other words. If you come up against translate, you say, what is the prefix there? They say, trans. What are some other words that you've written in your journal or that you've come across that uses this prefix. And then for tier two words, we talked about the importance of having students exposed to different types of texts with these tier two words. Maybe they come up with their own examples and non- examples of context that would be appropriate for the word. Maybe they come up with a pair, a complete paragraph. Maybe they share that with another student and have them try to identify the tier two word and what it means. Lots of different ways that you can approach this with your students. We also know that the depth of knowledge of vocabulary words is just as important as the sheer number of words that you know. So students really need to explore the relationships among words across different contexts. The example that we'll look at here is looking at semantic gradient. Again, as educators really like the depth of language and vocabulary and we can play with it, and so we really want to get students thinking about the possibilities that vocabulary opens up for us once we really get to understand it at a deep level. We also know the importance of scaffolds. So definitions, visuals are really critical for vocabulary mastery, especially for our English learners and then applying words to actual sentences. So we'll take a look at an example of some of these scaffolds in this game, Shades of Meaning.
Speaker 2: Arrange the words about food from small to big. Not quite try again, use the definition to help arrange the words in the correct order. Some words have similar meanings, but may differ in degree that makes them different. Let's see how these words almost mean the same thing, but are still different
Speaker 3: Bite, snack, meal, feast.
Speaker 2: Choose the best word to complete each sentence.
Speaker 1: So you can see the scaffolding took students through a lot of these different strategies that we know are really effective. If you want to apply this to your classroom-
Speaker 2: Arrange the words.
Speaker 1: ...this is just an example of a template that I used when I was tutoring a fourth grader last week, but maybe you think of a word, maybe it's a tier two word or just another one that you want to focus on and have students think about the different degrees. They could really just use the model of this game for your instruction. So they could identify all the different words in this gradient, the definition, they can come up with their own picture cards and an example sentence for each, and then maybe they pass it off to a friend. So what I did with my student here was have them think about degrees of happiness. We organized it in this Google templates, and then we challenged the students homeroom teacher to put the words in the right order. I also like this activity when we focus on emotions, because I think it's a great way to check in with your students, and I fully believe in social and emotional learning. So this was a really cool opportunity for me. But you could create a class kit of these and then challenge another class. I'd like the idea of having students come up with their own gradients. And then maybe as a class, you think of more gradients, like how intricate and detailed can you get? How many words can you put on this spectrum? And then of course, when you are reading to your whole class, maybe take sometimes to pause on different words and say, what is a degree stronger of this word or weaker of this word? So really getting students in the habit of thinking about this depth of vocabulary. And then another one we know that's kind of fun is the research tells us that jokes that highlight are words, multiple meanings, actually helps students with their vocabulary kind of solidification and comprehension. So this is a game called punchline where students are asked to really break down different jokes and identify why they're funny. So we'll take a look at a quick example. So this says why did the little kitten run away from the tree? And I'm given two options for what the punchline is. crosstalk turns in because she saw the tree bark, and then I'm asked to identify what is that word in the text that makes the joke funny. So here it's bark. It shows me what those two meanings are. I'll get a couple more jokes, and then at the end I will identify the different definitions for each of the words. So you can see why this might be a fun game for students. I actually, with the same student, I was tutoring last week, did this activity with her and it was really fruitful. She learned a lot of new words and was really excited about them and she shared the jokes with her classroom teacher after the fact. So you can have students maybe think about words with different meanings, have them make jokes and then maybe have a comedy night or a competition across their classes. So now we're going to move on to comprehension instruction. Of course, I should've mentioned this but please ask any questions in the chat or the Q and A chat there. I will answer them along the way or at the end if I am poor at multitasking. So when we think about comprehension, we're typically actually thinking about the products of comprehension. So the work that students do after they've read to demonstrate that they understood. So examples here are story elements, who were the characters setting problem solution? What was the main idea of the text? But we don't often think about or instruct in the processes, the work that students do during reading that allow them to be successful in answering those more product focused comprehension questions. So we're going to take a look at some examples, but these are things like building a mental model of what they've read, monitoring what they're reading to make sure that they are comprehending it connecting pronouns to their antecedents, all of the things that really need to be actively engaging with while students are reading so that they can do what we typically think of as comprehension work. But the latest research is actually telling us that these are really separate things and they build on each other. So to kind of put this into more context, here's an example passage that we might ask a student to read. It says, Carla forgot her umbrella so she got very wet on the walk to school. Olivia gave her one to borrow for walk home. After she got there, she was very dry and very grateful. And if a student decodes this fluently, so literally just reads the words correctly with the right inflection, we often assume that therefore students have successfully made meaning from that text. So then when we go to ask a comprehension question, like why did Carla get wet? And the student says something out of left field. We are often left, really confused because we made that assumption. But if we just look at the first sentence, I think we'll start to understand the complexity, even in just this one. So here, Carla forgot her umbrella, so she got very wet on the walk to school. Same question. Why did Carly get wet on the walk to school? And I'm sure you would all very quickly tell me that it is raining and you are right. But you are fluent readers and you have done two things. You've done them automatically without thinking. You've made an inference. So you've recognized that the word umbrella is telling you something about Carla's environment. And you're also recognizing that there is a causal relationship between these two phrases, that forgetting her umbrella impacted what happened to her and that she got wet because of that. And that is all wrapped up in this tiny word. And so you can imagine if I'm an English learner, I don't know the word umbrella, it's going to be really hard for me to get that clue to make that inference. Maybe I gloss over the word, so I don't stop to think about what it means or I think it means because, or after, I'm going to leave just this one sentence with a very different understanding of it and not be able to answer this question successfully. Because if we take another look at the original passage, we can start to realize how complex it is. So we looked at the first sentence, there's Carla there's Olivia. So there are two girls. There's her, there's she, there's she. Here's another she, there's so, there's after. There's so much going on that we really need to train students to be looking out for. And so these are processes that we need to be teaching students as early as kindergarten, especially for our struggling readers and our English learners. These are the things that we do as readers to build a mental model of what we've read so that we can answer those product comprehension questions after the fact. So this is just another example of new threads in the strands of the Scarborough's Read. So again, we are always learning more things and new things about what it means to develop as a reader and what kind of instructional methods we need to employ to get students there. So we'll take a look at a couple examples. So the first one that we just explored with that umbrella is gap filling inferences. So writers often leave out a lot of explicit language because that would be very boring to read. It was raining. As a result, you need an umbrella, but Carla forgot her umbrella. No one wants to read that. So authors are really relying on readers to do some of this gap filling inferencing work, and we know that it is a big challenge for students, and we know how crucial it is to start with our youngest students. So at the game example you're looking at here is giving students a sentence and asking them to fill in the visual, the gap there. So really leveraging the power of a digital tool to provide some of these visuals for students to help start to get into the habit of visualizing what they're reading and thinking about what is being left unsaid. This is also a great game because the text is read to students. They can start this one in kindergarten. And then as we get older, we start to think about how texts and our model of texts change over time and what are those consistencies? What are things that change? And I don't think we rely enough or apply kind of visualization to literacy instruction, but we know that it actually does help overall comprehension. So as students get in the habit of visualizing what they're reading, it's actually going to help them understand what they've read. Oftentimes I hear teachers say, oh yeah, when I asked a student what he had in his head when he was reading, he said nothing. It was blank. And so we actually need to be teaching this habit. So there are lots of fun things you can do with these two kind of levels of gap filling inferences. When you're reading to students, you can pause. When something hasn't been explicitly said, but is telling you something about the setting where the character is, and you can ask them what's not being said explicitly. And how do you know. You can have students do that practice of drawing what they just read about either in moments like this. So maybe your regional whole class. You ask them to draw a picture and then ask them, how did you know this or that? Why did you include this detail or that detail? As your students get older, you can have them play director. So in our game, directors cut over here, students are reading texts. They are building a scene with characters, prompts, and thought bubbles, and then they are going to read the next part of the story and do the same. So you're really seeing that narrative evolve. And this is totally something that could be translated to a paper or Google kind of activity. It would be great for students to as they're if they're older, kind of write their thought process behind the scenes that they have created. Connectives. This is the broader category for words like, so, but, because. These are words that are demonstrating or indicating that there is a relationship between two different phrases. They can be additive, causal. There are lots of different types of them. We often think of them as kind of more of grammar instruction, but we don't often think about the language implications that they have. And so it's really important that students are being taught this in the language comprehension kind of area focus and given the opportunity to practice these in a lot of different types of examples. So this is just an overview of those different types, the categories of these connective words. So maybe you teach students these explicitly, you call their attention to these words as they crop up, as you are reading to them. And then what you can have some fun with it. What would happen if I changed the words so to because? How would that change the meaning of this text? So there are lots of different things you can do for students to help them really start to notice and think more critically about these connective words as they engage with them in texts. And then another one that I alluded to is, the fancy word is anaphora, but it is tying pronouns to their antecedents. So similar to the gap, filling inference activity, writers also don't use the proper nouns or the antecedents over and over again because that'd be really boring to hear. Wiley did this and then Wiley did that. And we also want to teach students to make that transition to pronouns or think more creatively about how you can keep that connective thread going throughout a text. But we don't often teach students to make that connection to pause and make sure that they are following who these... who or what these pronouns are referring to. And we know that this is a really challenging skill, especially when there's ambiguity or if there are multiple sentences between the pronoun and the antecedent. This is a really challenging thing for students to track, especially our English learners. So in the game you see here, students are given the pronoun and are being asked to identify the ancedent. They connect the different antecedents and then at the end of the game, they have an opportunity to kind of do a Mad Libbed style activity. So there are lots of things you can do with this one. You can give students either a page or a range of pages to read where they are looking out explicitly for anaphora. They can as indicated here. Every time they see a pronoun, make sure that they circle it and draw a line back to the antecedent. You could also do this as a whole group as you're reading to students, pause to take a second to check for understanding. Another thing that's really helpful for students is having them check their work. So take a moment to see if that substitution works. If you replace the pronoun with that antecedent, does it make sense? That's just a great kind of way to make sure students are doing that mental exercise and taking that next step. And then finally, we've talked about this in a number of the examples, but we know how important it is to apply those skills that students are working on in isolation to actual texts. This is really key to not only solidifying those skills and that understanding and the comprehension, but to give students the practice. A lot of what we've been talking about is that practice within actual texts so that when the training wheels are off, they, they know all the tools, they have that fluid reading that we all do. So that they're doing these things without even thinking. And so in Amplify Reading, we have an E- reader that students will engage with as early as kindergarten where they are being encouraged or they are being exposed to embedded activities, asking them to apply those skills. They've been practicing in the games, whether it's a comprehension process, a phonological awareness activity, a comprehension product activity, making sure that they are doing that work to practice and apply it to actual texts. So we've talked about a number of examples here, where you are reading out loud to students and just really taking time to pause when you get to one of the different areas that we just discussed. Maybe it's you're reading a text to your younger students and you want to pause and say, what is the ending sound of this word? I just read? How would I change that word? How would I change MAT to sat? What sound would I change? What letter would I change? Looking out for those different morphology examples, those tier two vocabulary words. All of the things that we've just talked about, I think are even more powerful when you are modeling it for them, when you are reading to them and then encouraging them to do it within the texts that they're reading. I was thinking earlier today, I had an English teacher in middle school, high school who was really big on us, imitating our texts in our books, and she would come around and have you flip through the pages. And she was just looking for highlighting which was kind of ineffective because you could really highlight anything, but I think this is another thing that you could think of, is really rewarding students and encouraging them to write in their books and make sure that they are circling those pronouns and drawing that line back to the antecedent so that you can see that we're doing that work actively. So lots of ideas. I wanted to take a step back and talk a little bit about the structure of Amplify Reading. So we've talked about some of the research behind it, how do students experience it and how is it a unique program, especially if you are thinking about piloting it for the rest of the school year. So very quickly, we, as I mentioned at the beginning, we're not just focused on instruction, but we're also thinking about psychology and motivation and social- emotional learning. So it was really important for us to make sure that the program is motivating for students, that we are giving them a reason to be excited about reading. So what we have created is a structure in which students engage with a year long storyline in the program. The storyline is composed of what we call quests. So you can think of these as chapters in a book. What's really important is that the stories are tied to the grade of the student. We know how developmentally different our kiddos are across that K- 5 grade band. And so we really want to respect that and reflect that in the program. But of course, where they are from a reading perspective is going to be all over the map. So we wanted to make sure that the skills that they are practicing are tied to their individual needs. So for example, every first grader will engage with this quest called Stuffed- up Sam where they're helping their neighbor come up with a home remedy for his cold, but the skills that they will be practicing to move that story forward will be based on their needs, based on their initial placement into the program and then based on their performance along with the way. This is especially important for our older students, our fourth and fifth graders, who as we looked at the beginning are probably a lot of them are going to need foundational skill practice. We want to make sure that they are in an adventurous environment story that they can talk to their peer about even if they are working on phonics. Again, thinking more about the psychology, the confidence and how that impacts willingness to learn and then ultimately achievement. And then we also make sure that we are personalizing and differentiating for students every step of the way. And we do this in a really granular, unique way. So want to spend a moment on an example here. So we're looking at here as an example quest for a kindergarten student. So again, that quest is part of the story, and then here's a different skill activities that have been assigned to the student based on their placement. So here the student is working on decoding BC and CBC words and words with blends that include these letters. They're also working on isolating the initial sounds of words, and then they're also doing vocabulary practice. So they can't fully read yet, but they know pictures until we're having students sort words by category with picture support. So let's see how the student performs. So here are the students struggled with this activity. So what the program does is it takes a step back. So this student was struggling with decoding words with blends. That was a step too far. So we're going to take a step back. We're going to decode BC, CBC words with the same letters, but in a different game and without blends. We were successful in isolating the initial sounds of words. So now students or the student is going to isolate the final sound of words. And then they were successful in vocabulary. He's now going to put them in an earbud or text. Maybe they will see some of those vocab words in writing, maybe they will apply some of those phonological awareness skills to different words in the text itself. So you can see how the student's performance in their first quest is the input for what they see in their second quest. So here I get the next part of the story and let's see how I do here. So here, the student was successful in this precursor early decoding skill. So next we're going to have them revisit that previously challenging content. But they are moving along. They were successful in isolating the final sounds of words, we're going to put them in a different game, segmenting phone names, and they were also successful in the e- readers. Now we're going to have them focus on comprehension processes with gap filling who inferences. And so this approach is really unique and it's really making sure that we're doing all the things that are really great teacher would do for their student. So a couple of those things to call out is one, we are teaching different skills in tandem. So the student is not just working on phonological awareness before they get early decoding. They're working on those together alongside vocabulary and comprehension. Again, this is a kindergartener. We are also making sure that we are scaffolding and advancing students along the way. So we're not just focusing on the area of weakness. If a student is ready to move forward in a different area, we do not want to hold them back and that is really important in our program. And then finally, we make sure that we are scaffolding students, where they need help, and they can show that they are mastering the content in Amplify Reading. We know how limited your time is, and even more so now than ever. So a lot of programs when they get to this spot where a student is struggling, they put the onus on the teacher to intervene with the lesson that's provided by the program, but that data never goes back to the program itself. So maybe you never got that notification that a student needed help. And so they won't get it in the program unless you are doing something outside. So we really wanted to make sure that we are supporting students and saving your time. So with that, I will open the floor to questions. We haven't had any come in, which means either this has been really informative and straightforward or painfully boring, and you've stopped listening, but I'm open to your questions now. I will share some additional information while I anxiously anticipate some questions to give you some time to think about them. So, as I mentioned, we are really excited about our offer for a free pilot of Amplify Reading for the remainder of the school year. Hopefully this webinar demonstrated the high quality value of Amplify Reading. Oh, thank you, Laurie. At least one person was enjoying it. So thank you. So we hope that you take advantage of this opportunity for the remainder of the school year. We also have an opportunity to pilot our mCLASS assessment platform. It's an observational assessment, so you can do it in in- person or remotely, but it's really focusing on that connection with the student, you know them best. And that benchmarking data is really, really important to inform the rest of your instruction. Yes, Lorraine, you will receive this webinar recording in the next 24 hours or so. And we're also gonna send a lot more information on some of the research that we touched on and some that we didn't. So there's a lot for you to review and hopefully we'll help you think of some strategies for your students. You can also join us on Facebook. We would love to continue the conversation there. It's a great way for you to keep a pulse on what's going on with Amplify Reading, connect with other teachers who are using the program, talk about the instruction and how you're working with your students during this really crazy time. And then we also have some additional office hours coming up. So if you are already using the program, we have some office hours coming up this week and next. If you're using the program or not, we have a deep dive tomorrow, which is going to really focus in on the the student experience and the data that you receive or would receive as an educator. So you can sign up here and this again will be in your follow- up. So again, here's the link for that free pilot. We really hope you take advantage of it because it really is a great way to support you and your students for the rest of the school year. I have a question from Patricia, our school started using iAmplify this year and we love it. That's awesome. Is there a way for us to track student tier progres. I see that they're working... What they're working on, but I've not figured out a way to see progress within a program in a way that would allow me to let students track it with growth mindset in mind. Patricia, I don't fully understand your question, but I would love to learn more. I'm going to type in my email if you want to reach out to me directly and maybe I'll make sure that you get the answers that you need. And anyone else of course is welcome to reach out with questions or feedback. I think maybe you're... Oh, for students to track their own progress. Yeah, shoot me an email and I'll send you what we have. We've definitely been hearing that and we have some updates for back to school. So I'd love to share those with you if you wouldn't mind reaching out and we can find time to connect. That's really great. Really great feedback. I'll hang on for a couple more minutes or a minute or so, if anyone has any additional questions, but you have my email there, so feel free to reach out. I'm happy to chat more about the program with you. Either if you're thinking about using it or if you've already started using it and have some great questions like Patricia does, so I hope to hear from you there. And I hope again, you take the opportunity to apply for this free pilot. We are so appreciative of your time. II know there's a lot of Zoom fatigue, so the fact that you've taken an hour to learn more about this program and the research I hope was meaningful for you. I am very grateful for your timee. And with that, I hope to see you in some additional webinars or on Facebook or I hope that you will reach out via email, but thank you all so much. Have a great rest of your day.
Discover actionable, science of reading-based instructional strategies in Amplify Reading and how the program leverages the research and software behind it to provide students with unparalleled personalization that leads to significant growth in just 30 minutes a week.
“Students really need to explore the relationships among words across different contexts.”
“We also know the importance of scaffolds. So definitions, visuals are really critical for vocabulary mastery, especially for our English learners and then applying words to actual sentences.”
“So the student is not just working on phonological awareness before they get early decoding. They’re working on those together alongside vocabulary and comprehension.”