Fillable Initial- Workshop 2E PN 040121-1 (Amplify)

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Initial- Workshop 2E PN 040121-1 (Amplify)

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Participant Notebook
www.learning.amplify.com
2021
Initial Workshop
Table of Contents
Amplify ELA Initial Training . . . . . . . . . . . . . . . . . . . . . . . . . .
1
2
9
Lesson and Unit Navigation . . . . . . . . . . . . . . . . . . . . . . . . . .
6
Navigation Race. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .
Vocabulary . . . . . . .
.
. . .
. .
7
8
. . . . . . . . . . . . . . . . . . .
Login Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
3
4
5
Model Lesson Notes . . . . . . . . . . . . . . . . . . . . . . . . . .
Teaching ELA: Starting Class and Activity 1:
Teaching ELA: Reading . . . . . . . . . . . . . . . . . . . . . . . . . .
T
eaching ELA: Writing . . . . . . . . . . . . . . . . . . . . . . . .
Grade-Level Practice . . . . . . . . . . . . . . . . . . . . . . . . . .
Major Takeaways and Action Steps
Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
Ampli ELA Initial Training
Objectives
As a result of this session, I will be able to...
• independently navigate the ELA curriculum to locate units, sub-units and lessons using the
Navigation Scavenger Hunt.
• practice teaching key lesson routines and explain how each activity will help students improve
their skills and how it
supports learners at various levels.
• locate student work, assessments, and reports using various apps within Amplify ELA
.
• Explain to a partner how Amplify ELA’s approach to differentiation supports diverse
learners in accessing grade level texts and activities.
Please complete the following question as you arrive:
y What are two things that come to mind when you think of your middle school learners and what they need?
Agenda
1
. Welcome
2. Amplify:
The big picture
3. Amplify Lesson in
Action
4. Program Navigation
5. T
eaching
Amplify ELA
6. Unique Units and Flexible Resources
7. Assessing Student Performance
8. Supporting All Learners
9. Ongoing Support
10. Wrap-Up
1Initial Workshop Participant Notebook
Lesson and Unit Navigation
Unit Structure
Lesson Structure
Unit
Sub-unit
Lesson
Activity
Card
Build vocabulary
Develop word knowledge
Students work with the
adaptive Vocab App to build key
text and academic vocabulary
and track their level of mastery.
5 minutes
Close read
Collaborate and interpret text
Students read analytically to build
content knowledge and analyze
writers’ intentions, choices, and
claims. Through a wide variety of
activities, students unpack the text
by analyzing evidence, discussing
interpretations, collaborating, working
visually, listening to readings, and
developing connections across texts.
20-25 minutes
Performance task
Develop and present ideas
Students continue to rene their
understanding of the text, topic,
and standard with frequent writing
activities that ask them to develop their
analyses with claims and evidence.
To show further evidence of their
learning and communicate their ideas,
students also participate in Socratic
seminars, discussions, performances/
presentations, role-playing a character
from the text, or trying on a writer’s style.
15-20 minutes
Reect
Solidify learning
Amplify lessons oer two ways for
students to reect on learning at the end
of the lesson.
• Exit Ticket: Quick snapshot of students’
understanding of the standard targeted
by the lesson’s close reading.
• Wrap-Up: An opportunity to reect on
the ideas discussed, extend students’
thinking, or preview upcoming material.
5 minutes
Independent work
Solo
Students apply their developing
reading skills to a new text by
annotating and answering a range of
auto-scored questions that track their
reading comprehension.
10-20 minutes
2
Initial Workshop Participant Notebook
Navigation Race
1 2 3 4 5
6th
Grade
What is the title
of Lesson 3 in
Mysteries &
Investigations,
Sub-unit 3?
In The Greeks,
Sub-unit 2, which
lessons are
Flex Days?
How many
sub-units are in
The Chocolate
Collection?
How many
lessons are
in Beginning
Story Writing?
Navigate to Dahl & Narrative.
Review the unit overview and
list some key skills you see
being addressed in this unit.
7th
Grade
What is the title of
Lesson 3 in Poetry &
Poe, Sub-unit 3?
In Character &
Conict, Sub-unit
1, which lessons
are Flex Days?
How many
sub-units are in
The Gold Rush
Collection?
How many
lessons are in
Intermediate
Story Writing?
Navigate to Red Scarf Girl &
Narrative . Review the unit
overview and list some key skills
you see being addressed in this
unit.
8th
Grade
What is the
title of Lesson
3 in Holocaust:
Meaning & Memory,
Sub-unit 3?
In Liberty &
Equality, Sub-unit
2, which lessons
are Flex Days?
How many sub-
units are in The
Space Race
Collection?
How many
lessons are
in Advanced
Story Writing?
Navigate to Perspectives &
Narrative. Review the unit
overview and list some key
skills you see being addressed
in this unit.
Initial Workshop Participant Notebook
3
Model Lesson Notes
Unit, Sub-unit & Lesson
Notes about activity... Questions I have...
Vocabulary
Close Read
Performance Task
(Writing)
Reect
• Wrap-Up
• Exit Ticket
Independent Work
Academic Discussion
Overall:
• Pacing
• Engagement
• Supports for all
students
Initial Workshop Participant Notebook 4
Teaching ELA: Starting Class and Activity 1: Vocabulary
Before you begin: Decide who will be the “Teacher” and who will be the “Student” for
this activity.
Note: This section needs to be completed digitally.
Instructions for “Student”:
1. Ensure you are logged in as a student (no orange circle at bottom and top of screen).
2. Only click on your device when instructed to do so by the “Teacher.”
3. Even though you are in the student role, please follow along with your partner to see what the teacher will be doing.
Directions for “Student”:
1.
Follow the link to open the Vocab App.
2. A character will appear to explain the app. Click GO to get started.
3. When you’ve completed two words, click on STATS to view your progress.
Ins
tructions for “Teacher”:
1. Navigate to the lesson you will be teaching.
2. Click on the “Student Status” icon. (a)
3. Select class using the pull-down menu. (b)
4. Click on the green START CLASS button. (Pause)
What happens to the “Student’s” screen? (c)
5. Practice clicking on the EYES UP (d) icon to
disable the students’ ability to continue working
in the curriculum. What happens now to your
“Student’s” screen?
6. Click the EYES UP button again and click on the
“X” (e) to exit the Student Status screen.
7. Direct your student to open Activity 1 and click
on the V
ocab App link.
a
d
cb
e
Initial Workshop Participant Notebook 5
Teaching ELA: Reading
Before you begin: Select one partner to be the “Student” and the other to be the
“Teacher.” Swap devices as needed. Ensure both devices are on the same screen you left
o on during the last practice activity.
Note: You may want to also use your print Teacher and Student Editions to compare to
the digital lesson.
Instructions for “Teacher”:
1. Click on the rst activity you will be teaching.
a. Notice the activity intent. (It is in bold, near the top of the page directly under the activity title. Teacher
account includes a pacing suggestion.)
b. Direct your student to open the activity.
c. Practice teaching using the Instructional Guide and adhering to the pacing time. Note that if the activity
contains multiple cards—you need to click on NEXT to advance to the second card.
d. Remind your “Student” to click on the HAND IN button after completing this activity.
2. Continue teaching all of the Reading activities for your lesson, listed in the PowerPoint.
Reect:
How do you think these activities support students with comprehension?
How do these activities support students at dierent levels?
Initial Workshop Participant Notebook 6
Teaching ELA: Writing
Before you begin: Select one partner to be the “Student” and the other to be the
“Teacher.” Swap devices as needed. Ensure both devices are on the same screen you left
o on during the last practice activity.
Note: You may want to also use your print Teacher and Student Editions to compare to
the digital lesson.
Instructions for “Teacher”:
1. 1. Navigate to the writing activities you will be teaching, listed in the PowerPoint.
a. Note the activity intent, pacing time, directions, and number of cards.
b. Guide your students through all cards in the activities using the Instructional Guide.
c. Open the On-the-Fly Support, then click to open a support even further.
d. Open the Dierentiation drop down menu and explore dierent levels of the writing prompt.
2. Navigate to the Share activity
a. Note the activity intent, pacing time, directions, and number of cards.
b. Read the Response Starters and note what listeners are doing during this time.
c. Navigate to Card 2 and note how student work is pulled in for students who choose to share.
Reect:
a. What did you notice about the teacher’s role during this activity?
b. Brainstorm some strategies you can use during the writing activity to ensure a
solid 10 minutes of writing from all.
c. What did you notice about supports for dierent types of learners?
Initial Workshop Participant Notebook 7
Grade-Level Practice
Navigate to the following lessons:
y Grade 6: Dahl & Narrative, Sub-unit 3, Lesson 3: Using Text Details in Writing
y Grade 7: Poetry & Poe, Sub-unit 2, Lesson 1: Read Like a Movie Director, Part 1
y Grade 8: Science & Science Fiction, Sub-unit 1, Lesson 3: How Victor Views His Creation
1. Go to the LESSON BRIEF in digital or Sub-Unit At a Glance in print:
a. Familiarize yourself with the Lesson Overview (digital only).
b. What is the lesson objective(s)?
c. What are the focus standards for the lesson?
d. What prep (if any) is required for this lesson?
e. Which Differentiation strategies would you use?
2. LESSON ACTIVITIES:
Open and read through each of the lesson activities with the Instructional Guide open (digital) or the
Teacher Edition (print).
a. Which activities guide students through Close Reading activities?
b. How do these activities meet the Reading Objective(s)?
c. Which activities guide students through Writing activities?
d. How do these activities meet the Writing Objective(s)?
3. PRACTICE WITH A PARTNER:
The rst person to teach should have the digital Instructional Guide or print Teacher Guide open; the other
partner should play the role of the student and keep the digital IG closed or use the print Student Edition.
Practice how you will direct your students from one activity to the next and how you will manage projecting.
Grade 6:
• Partner 1: Practice teaching Activities 3 and 4 (digital) or H and I (print) to your partner.
• Partner 2: Practice teaching Activities 5–7 (digital) or J and K (print) to your partner.
Grade 7:
• Partner 1: Practice teaching Activities 3 and 4 (digital) or A (print) to your partner.
• Partner 2: Practice teaching Activities 9–11 (digital) or D (print) to your partner.
Grade 8:
• Partner 1: Practice teaching Activities 3–6 (digital) or I–L (print) to your partner.
• Partner 2: Practice teaching Activities 7–10 (digital) or M–O (print) to your partner.
4. Now switch and practice teaching a new lesson in a dierent modality (Print or Digital).
8
Initial Workshop Participant Notebook
Major Takeaways and Action Steps
Major Takeaways
Action Steps
9Initial Workshop Participant Notebook
ELA Professional Learning Website
Amplify ELA provides you with additional resources to remind you of what you learned today and provide
additional information and support with implementing Amplify ELA in your classroom.
All of these resources can be found on the Professional Learning Website, which can be accessed from Global
Navigation in the curriculum. It can also be found at https://ela.amplify.com/professionallearning.
These are some helpful resources to help you begin implementing ELA in your classroom.
• Instruction→ Grade Overviews
Grade Overviews, Pacing Guides and 100 Day Pathways
• Instruction→ Accessing Student Work
Classwork & MyWork videos
• Instruction→ Navigation
Digital and Print Navigation Videos
• Instruction→ Differentiation
Differentiation
• Instruction→ Assessment→ Reporting
The Reporting App
• Professional Learning
Back to School Office Hour Recordings
Professional Development Session Resources
• Remote and Hybrid Learning Resources
Social Emotional Tools
Parent and Caregiver Resources
Webinars
10
Login Help
11
Initial Workshop Participant Notebook
The Amplify ELA Help Desk has access to every student and teacher account. They can help with
technology issues, pedagogical questions, program navigation, grading, and feedback. They can log
in as your student and help troubleshoot. Your Trainer can also help with any questions you have.
• Amplify Chat: Live chat icon found in the bottom right-hand corner within program.
• Phone: 1-800-823-1969 (Choose Option 3 twice.)
• Email: elahelp@amplify.com
Your Trainer for today is: _______________________________________________
Trainer’s email address: __________________________________@amplify.com
Your Account Executive is: _____________________________________________
Account Executive’s email address is: ______________________@amplify.com
During this training, my practice login information is:
Student username: ____________________@tryamplify.net
Password: ____________________
Teacher username: ____________________@tryamplify.net
Password: ____________________
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Initial- Workshop 2E PN 040121-1 (Amplify)

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Completed 17 August 2021

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