Curriculum Details for
AMP (Accelerating Maximum Potential) Reading Intervention
Content Expert Reviewer
Erin Schilling brings her wealth of experience of teaching and studying English to her reviews of literacy curriculum. She taught English at a charter school in Boston, Massachusetts, for four years, and during that time served a Lead Teacher, overseeing the development of English Language Arts Curriculum for the school. She also monitored the allocation of school resources for English Language Learners, and researched and implemented a Sustained Silent Reading Program. She has a bachelor of science in English from Northwestern University, a Master of Education in Teaching and Learning as well as a Master of Education in Risk and Prevention, both from the Harvard Graduate School of Education. She is currently the Site Supervisor at Options Academy - The Arts in Hamilton, Ohio.
- Lessons alternate between vocabulary and comprehension, with structured writing exercises at the end of each unit.
- Vocabulary is also found throughout the AMP library books and used to teach basics of word usage.
- Content is high interest and compelling, including such topics as extreme sports, space exploration, making movies, pyramids and skyscrapers, ancient lives and medical miracles.
- Graphics are bright and create a magazine-like feel, and would likely be very attractive to students up to 7th and 8th grade.
- Stories deal with specific incidents, helping to make content feel more genuine and immediate.
- Comprehension strategies: Summarizing, questioning, previewing, text structure, visualizing, inferencing, and metacognition
- Vocabulary acquisition and correct usage
- Writing skills: Sentence and paragraph types, various essay styles
- Language skills: recognition of parts of speech, punctuation, self-editing, and spelling
- Setting learning goals
- Graphic organizers
- Independent reading
- Some opportunities for small group and partner work could allow for work on interpersonal skills.
Alignment to Standards
- Not explicitly aligned with state or national standards.
- Items outlined in the articulated scope and sequence are similar to those found in many states’ frameworks.
- Blackline Masters are included for both mid-unit and end-of-unit assessment.
- Students reflect on their progress toward unit goals both at mid-unit and at end-of-unit.
- Informal assessment is included in the teacher script.
- This curriculum is structured, including a teacher script with timing of exercise and exact wording for teacher.
- Overall pacing calendar is provided, tailored to 90-minute, 45-50-minute, and afterschool classes.
- Content is entirely defined by the curriculum
- Activities are wholly teacher-directed.
Addressing Diverse Student Needs
- Each teacher’s edition contains a page dedicated to “strategies for meeting diverse needs,” including seating plans and various forms (oral, visual) of giving directions and practicing skills
Learning Styles Addressed
- Content seems to be high-interest for early adolescents.
- Provides cyclical reinforcement of skills that is effective with this age group.
- Students are asked to express their own opinions and relate topics to own lives
- Lessons are chunked into sections of 30 minutes or less, with 15 minutes of independent reading.
- Teacher’s guide includes suggestions on how to model socially appropriate ways to communicate.
- Does not explicitly address movement/spatial learning, artistic learning, kinesthetic learning, or interpersonal learning.
- Concerted effort is made to address the needs of English language learners, strategies for engaging these students in content are found on every page of teacher’s edition.
- Visuals and text make an effort to draw from different racial and ethnic groups and include stories from different regions of the world.
Strengths and Challenges
Challenges and Drawbacks:
- Curriculum is highly organized and all materials are provided.
- Seems to be easy to implement.
- Structure allows for continued reinforcement of content and seems to encourage students to be confident when approaching the material.
- All activities involve students sitting at desks reading, writing, or speaking about text or vocabulary.
- Very few activities involve students getting out of their desks or doing creative work.
- Teachers with an active group of students might need to improvise and add some additional activities to vary the approach to learning.