Real-time formative feedback emerges from verbal and nonverbal interactions that occur during a daily lesson. This dialogue is a rich source of information, yielding feedback learners can use to correct errors or misconception--or extend accurate understandings--while in the act of learning. Quality questioning generates this dialogue and the resulting feedback.

As students respond to the teacher's questions, the teacher listens for information that can guide the next instructional step, which often takes the form of a follow-up question. Student-to-student interactions generate peer feedback to augment that of the teacher. These dialogical interactions promote self-questioning and reflection leading to self-regulation, the most powerful form of feedback.

Amplify’s Science of Reading Podcast Episode with special guest, Dr. Bruce McCandliss, professor at the Graduate School of Education of Stanford University, in the fifth episode of Deconstructing the Rope series. This podcast explains the role of sight and word recognition.

Amplify ELA’s text sets are sequenced so that students build knowledge and vocabulary across the year and into subsequent grades. In all cases, core texts meet the complexity criteria for each grade and have been sequenced to build knowledge through steadily increasing complexity of quantitative and qualitative measures and task considerations.

Moreover, each Amplify ELA unit provides a collection of texts that have been curated to build systematic knowledge across a given topic. Within each unit, students collaborate to build this knowledge through reading, writing, and speaking and listening, all grounded in the evidence drawn from each text under study.

Review the following document to see how knowledge building leads to final writing products for students.

Celebrate Earth Day on April 22 with our free, ready-to-use activity bundles! These resources include a customizable poster activity for the whole class, grade-banded activities that encourage discussion, and a beautiful Earth Day poster for your classroom.

Keep reading for more resources to help you finish the school year strong with Amplify Science!

When you type "mistake making in mathematics" into the Google search engine, it suggests the most searched-for related entries include: "how to avoid making mistakes in mathematics" and "how to stop making mistakes in mathematics". Why would people want to stop or avoid making mistakes in mathematics? Instead, they should celebrate mathematical mistakes because these are at the heart of grappling with a problem, inventing strategies, and exploring curiosity. Without mistakes, people would be unable to fully do mathematics. Thus, we need to normalize mathematical mistakes by celebrating them rather than avoiding them.

Furthermore, celebrating mathematical mistakes humanize mathematics since mistakes are an inherent part of life. Therefore, mistakes are part of mathematics too. In fact, mathematical mistakes should be "expected, inspected, and respected" (Seely, 2016, p. 26) in the classroom.

On March 20th, NCTM hosted a virtual learning opportunity geared towards Classroom Conversations — Kindergarten Block Teams: Building Math and SEL Skills Through Purposeful Play. Don't worry if you weren't able to attend! Below is a link to the recording of this session:

Building Math and SEL Skills

Create custom targeted question sets to improve instruction. This resource has thousands of real test questions, allows the user to filter questions, and then export into a PDF if needed. Follow the link below for access!

SAT, PSAT 8/9, PSAT 10 Educator Question Bank

K-8 Science:

• April 9th
• May 14th

K-8 Math:

• April 17th*
• May 20th

K-8 ELA:

• April 8th
• May 6th

9-12 Math:

• April 17th*
• May 15th

9-12 ELA:

• May 6th

*Please note that K-12 Math will be meeting together on April 17th at 4:30 pm. If you have any questions regarding this, please do not hesitate to reach out to Yvonne Thomas or Lisa Dean.

Click on the above title to view the evaluation documents for staff!

Below you can find the new, updated required instructional minutes by grade level and content area. Each grade level also includes a sample schedule.

Teachers are encouraged to monitor student progress regularly using formative assessments and adjust pacing as needed based on classroom data. However, teachers should aim to stay within two weeks of the pacing outlined in the guides to maintain alignment with district-wide goals. While we do not adjust pacing for snow days, the pacing is a guide and the expectation is to stay within the established two-week time frame.

The documents attached outline K-8 curricular resources, standards and pacing. This can also be found by clicking here on the LSD website.

The document attached outlines 9-12 curricular resources, standards and pacing. This can also be found by clicking here on the LSD website.

A resource to use as you see fit.