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Whether you are reviewing the alignment of a material before you purchase it or are planning instruction with a material you already own, the publisher's correlation can be an invaluable resource. A correlation may be provided as a print or printable document, or it may be embedded in the material's search-by-standard functionality. Regardless of its format, the correlation identifies which standards the material addresses, and like a map, directs you to specific content in the material that addresses those standards.* These three tips will help you use a publisher's correlation most effectively to get the biggest instructional bang-for-your-buck from a material. If a material does not provide a correlation to your state’s standards, it probably was not designed with your state's standards in mind. Thus, the material likely will not cover all of the content knowledge and skills your standards require students to learn. Using a material without a correlation to your state standards will cause you more work in planning instruction to ensure that your students have the opportunity to learn everything the standards require. Consider using such resources for engagement or enrichment rather than as the primary/core resource for the course. Publishers do not always intend for their materials to address all grade level standards. This is particularly true of supplemental materials, but may also be true of core materials. Before you select or use a material, check the correlation to see whether the standards you intend to teach are addressed in that material. Then, check the citations listed in the publisher's correlation to determine which are aligned to those standards. A word of caution: having reviewed thousands of PreK-12 materials, we can assure you that just because a citation is listed in the correlation, does not mean it contains standards-aligned content. Sometimes, publishers use word search tools to create their correlations. The fact that the language of a standard appears in the material does not mean that the material is aligned to that standard. Individual citations (i.e., activities, lessons, quizzes) referenced in the publisher's correlation are not always designed to align to the whole standard. A material may scaffold instruction for certain standards with the goal of achieving mastery of those standards by the end of a unit or the end of the course. As a result, not every citation listed in the publisher’s correlation will align to those standards completely. For example, the first citation listed for a standard may introduce one part of the standard. The next two citations may introduce different parts of the standard. A citation to the culminating activity at the end of the unit or course may address the standard entirely. Thus, it may be necessary to "bundle" several citations (i.e., use citations from different chapter/units in the material) to help students achieve mastery of a standard. That is another reason to check the alignment of citations before you use them. If you do not have the time to do that work yourself, Learning List's alignment reports show you which citations are individually aligned to a standard and which must be “bundled” to achieve alignment. If you are having trouble accessing or using the publisher’s correlation, contact us. We are happy to help you understand how to use the publisher’s correlation to facilitate your instructional planning. *Please note that "address" is distinct from "aligned to." Address, as used in this article, means that the material claims to have content relevant to that standard. A material is "aligned to" a standard only if it provides instruction or assesses the content of the standard in the correct context and at the level of rigor required by the standard. Addressing a standard is a necessary precursor to being aligned to the standard.

Teacher guides (or teacher editions) are designed to do more than outline lessons. They provide essential pedagogical and content support. High-quality teacher guides embed scaffolding and differentiation strategies to help all students access rigorous, grade-level content. When used effectively, they enable teachers to respond to student needs without lowering expectations. Below are five practical strategies to help educators maximize teacher guides to support diverse learners: 1. Use Built-In Modeling to Scaffold Complex Thinking Teacher guides often include modeled responses, think-alouds, and sample analyses. These supports help students understand how to approach complex tasks before working independently. Research across disciplines shows that explicit instruction, including modeling, improves how efficiently students learn new content. The Australian Education Research Organisation explains, “Learning new information happens most effectively and efficiently when teaching is clear [and] systematic.” Teachers can leverage built-in models to demonstrate how to analyze a text, solve a problem, or structure a response, and then gradually release responsibility to students. 2. Adjust the Level of Support Within the Same Task High-quality teacher guides often include multiple layers of questions, prompts, examples, and extensions within a single lesson. This enables teachers to use the same core task while adjusting the level of support students receive as they work toward the same learning goal. As Carol Ann Tomlinson explains, differentiation can include “tiered activities through which all learners work with the same important understandings and skills, but proceed with different levels of support, challenge, or complexity.” Differentiation does not require rewriting lessons. Instead, teachers can use the teacher guide’s scaffolded questions, sentence stems, chunked text, or worked examples for students who need support, and ask other students to synthesize ideas, justify their reasoning, or work more independently. By studying the teacher guide closely, teachers can decide where to add support, where to remove it, and where to extend learning to ensure that all students engage meaningfully with the same essential content. 3. Leverage Instructional Routines to Provide Consistent Support Teacher guides often include embedded routines, such as annotation protocols, discussion structures, and guided questions. These routines function as built-in scaffolds and help students access grade-level content. Research from the RAND Corporation emphasizes that “teachers likely need considerable supports to use curricula in ways that improve student learning.” Instructional routines provide those supports by offering consistent structures for complex tasks. For example, discussion routines frequently include sentence stems for students who need structure, while allowing others to extend their thinking independently. Over time, these routines reduce cognitive load, build independence, and support consistent access to rigorous content, making them a practical tool for scaffolding and differentiation. 4. Use Teacher Notes to Anticipate and Address Student Needs Teacher notes, often included in callouts or lesson margins, help educators study and internalize a lesson before teaching it. This preparation allows teachers to anticipate possible points of confusion, plan targeted prompts, and prepare scaffolds in advance. Research on the use of curriculum materials in lesson planning supports this approach. In “Secondary Teacher Candidates’ Lesson Planning Learning,” Santoyo and Zhang explain that, “Educative supports help teachers adapt their lesson plans to student needs by applying principles that relate to prior knowledge.” When used effectively, teacher notes make scaffolding more intentional by helping teachers plan where students may need clarification, modeling, or additional structure. These notes can guide teachers to: Pre-teach key vocabulary Plan strategic questions Identify where modeling or examples are needed When used intentionally, teacher notes turn the guide into a powerful planning tool that supports proactive scaffolding while maintaining rigor. 5. Use Formative Checks Embedded in the Guide to Drive Differentiation Teacher guides often include checks for understanding, such as quick writes, discussion prompts, exit tickets, and short response tasks. These provide real-time insight into student thinking while the lesson is still in progress. Formative checks help teachers to: Reteach or model as needed Adjust questioning Provide additional structure without changing the core task As Douglas Fisher and Nancy Frey explain in Checking for Understanding, “checking for understanding is an important link between feed-up and the feedback students receive as well as the future lessons teachers plan” (p. 7). This connection is what makes formative checks a practical tool for differentiation. By using student responses to guide next steps, teachers can differentiate instruction while keeping all students focused on the same objective. Final Thoughts Teacher guides are more than instructional supports; they are built-in systems for scaffolding and differentiation. When used strategically, they help teachers maintain rigor while meeting diverse student needs.

What is the principal's role in selecting and implementing materials? The RAND Corporation's study titled,  School Leader's Role in Selecting and Supporting Teachers' Use of Instructional Materials , answers that question. The study explored how the COVID-19 pandemic has impacted school leaders' perception of materials' quality, as well as their role in selecting and implementing instructional materials. The study was based on qualitative, semi-structured interviews with 39 school leaders who were part of the RAND Corporation's American School Leader Panel. Though a relatively small group, the survey respondents included school leaders across the country from schools that were diverse in terms of the grade levels served and student demographics. The study found that even though instructional materials are typically selected by the school district, principals' perception of materials matter because school leaders heavily influence teachers' use of instructional materials. Principals show support for or indifference to materials in several ways, including through teacher evaluations and their allocation of resources for professional development and planning time. So what features do principals consider indicators of high quality in a material? The study first asked the school leaders open-ended questions about what they thought "good" instructional materials include and their thoughts about the following seven dimensions of instructional materials: Standards alignment : degree to which material are aligned to state and/or college-and-career readiness standards, Appropriateness of challenge : degree to which material address the academic and learning needs of students, including supports for differentiation and accessibility, Engagement : degree to which materials are likely to be engaging or compelling for students, Usability : degree to which materials are comprehensive and easy for educators to implement or adapt, Cultural relevance : degree to which the materials include content and approaches that are culturally relevant, particularly to Hispanic and Black students, Language acquisition supports : degree to which materials include supports for English learners (ELs), and Social-emotional learning supports : degree to which materials include content and approaches that promote social and emotional learning. Prior to the COVID-19 pandemic, principals prioritized two dimensions that facilitated teachers' use of a material, usability  and  standards alignment , as the most important indicators of a material's quality. However, the pandemic expanded the features principals assess when gauging a material's quality. Since the pandemic, principals are likely to look for additional features in materials, including online accessibility , social-emotional supports and technology integration capabilities . Interestingly, prior RAND studies found that district administrators focused primarily on materials' alignment to policy/standards, and teachers focused on whether materials would engage, challenge, and be easy for their students to use.  Overall, the school leaders' perceptions of indicators of quality were not significantly affected by differences in grade levels served by or demographics of their school. However, more elementary principals and principals of schools with a high percentage of students performing below grade level prioritized appropriateness of challenge and engagement as indicators of quality. Similarly, more middle school leaders and principals of schools with a high percentage of Hispanic and Black students gave prioritized cultural relevance as an indicator of quality. The school leaders were also asked about what process they use to select materials. The study found that when assessing the quality of instructional materials, school leaders prioritize feedback from teachers and colleagues who have used the materials. Few principals reported using rubrics with published criteria to select materials. When asked about the type of guidance they give to support teacher buy-in for newly selected instructional materials, some of the respondents mandate the use of district materials and monitor the fidelity of implementation, while others  encourage  teachers to modify or deviate from their materials. However, most principals surveyed try to strike a balance between fidelity of implementation and teacher autonomy. The majority also emphasized the role of lead teachers and/or instructional coaches in supporting successful implementation.  The report concludes with the following recommendations for district leaders: District leaders, school leaders, and teachers should participate in the selection of district instructional materials,  since each stakeholder group has a different perspective about instructional materials, and an inclusive selection process fosters buy-in. Rubrics or written criteria should be used to review materials  to achieve consistency and transparency in the review process.  Districts should provide principals with professional development about the district-adopted/recommended materials  because "school leaders understand adopted curriculum deeply, they will understand which aspects of the curriculum are flexible and which aspects are important to maintain in order to guarantee student learning." Learning List's online  Selection Toolkit  makes it easy for districts to implement those recommendations.

Questioning has a significant impact on critical thinking and student learning.  In the article, “ Questioning in the Classroom: An Updated Guide ,” Terry Heick outlines the strengths and weaknesses of questions. Good questions:   Encourage further inquiry and learning Reveal subtleties in students’ understanding Promote personalized learning (Heick, 2022). Whereas, weak questions “imply answers, which imply stopping points and ‘finishing’ over inquiry and wisdom.” We have all have been in classrooms where questions are asked and then answered one right after the other, leaving no think time or opportunity for follow-up. According to Jackie Acree Walsh, noted author and speaker, quality questions have four characteristics: Connect to content , Are purposeful , Are at varied and appropriate cognitive levels Are clear and concise (Walsh et al., 2018). Effective questioning takes planning on the part of the teacher with careful consideration of the instructional purpose, content, and goals of the lesson. Thoughtful scaffolding of questions during lessons enables teachers to gauge student learning and provides opportunities for feedback. “Questions are the pulse of any critical thinking classroom” (Heick, 2018). We often think of questioning techniques in a purely pedagogical sense. However, instructional materials influence the types of questions teachers use. What types of questions do your instructional materials encourage? A mismatch between the instructional material’s approach to questioning and the district or campus philosophy could be a barrier to reaching instructional goals for two reasons. First, inexperienced teachers often rely on questions provided by their materials. Second, an inconsistency between the type of questions asked in the classroom versus the types of questions assigned as homework in the instructional material may inhibit development of critical thinking skills.  In our reviews of instructional materials, we have noted a great variation in the approach to questioning, from materials that focus on closed questions to materials that provide mostly open-ended questions. How well do your materials support critical thinking through questioning? Consider the following: Are there a variety of question types supporting scaffolding and differentiation? Do questions align to the instructional purpose and content of instruction? Do questions represent thinking across Bloom’s Taxonomy or Webb’s Depth of Knowledge? Are there open-ended questions with multiple possible answers? Are there opportunities for students to reflect on their strategies? Are there opportunities provided for student-generated questions? Do the teacher materials provide guidance regarding questioning, student discussions, or strategies such as think-pair-share to engage all learners? Selecting instructional materials that align with campus or district goals for instruction support quality instruction and learning. Next time you are selecting instructional materials, consider reviewing the material’s questions adding as an indicator of quality. Reference articles: Heick, T. (2018, March 2) What is the Purpose of a Question , TeachThought. https://www.teachthought.com/learning/what-is-the-purpose-of-a-question/ Heick, T. (2020, November 3). An Updated Guide to Questioning in The Classroom . TeachThought. https://www.teachthought.com/critical-thinking/questioning-guide/ Heick, T. (2022, May 17). The Difference Between a Good Question and a Bad Question , TeachThought. https://www.teachthought.com/critical-thinking/the-difference-between-a-good-question-and-a-bad-question/ Walsh, J.A., Sattes, B.D., Quality Questioning: Research-Based Practices to Engage Every Learner, 2 nd ed., (2016). The Main Idea (2018). https://vpaonline.org/wp-content/uploads/principal_resources/Quality_Questioning_.pdf Walsh, J. A., Sattes, B. D., Quality Questioning: Research-Based Practices to Engage Every Learner, 2 nd . Ed. , The Main Idea (2018).   https://vpaonline.org/wpcontent/uploads/principal_resources/Quality_Questioning_.pdf

Over the years, numerous subscribing districts have contacted us for help finding instructional materials to consider for a new course they were planning to offer. We would contact other districts that subscribe to our service and compile a materials list for the relevant course. One day, a grateful curriculum director explained that the list we gave her had saved her staff weeks of work. That sparked an idea! We could leverage our relationships with districts and publishers alike to create a robust materials list for the range of subjects and courses schools offer. We spent the next several weeks talking to district curriculum leaders about this idea and learned that curriculum staff and teachers spend an inordinate amount of time searching for new materials to review. So, we got to work. We created  The Learning List  to help teachers spend more time teaching and curriculum teams spend more time supporting and coaching teachers.  The Learning List  is a  free, public  directory of more than 10,000 K-12 instructional materials (and counting!) for the courses districts offer. We aggregated titles from state and district adoption lists, our database of reviewed materials, and publishers' catalogs. The titles are organized by subject, course, and grade band. Within each grade band, the materials we have reviewed are listed first; the remaining materials are listed in alphabetical order. If we have reviewed a material you are interested in, contact us to learn about how to access our reviews. If we have not yet reviewed the material you are interest in, contact us to learn more about having the material reviewed. We can complete our reviews within five weeks of receiving access to the material.

According to the 2021 Survey Results of the RAND Corporation’s American Instructional Resources Surveys , over 90% of the teachers surveyed consider standards alignment an important characteristic in their district-provided instructional materials (question 34). Yet, only between 36-41% of the surveyed teachers (depending on the content area) perceive that their district-purchased materials help their students master their state's math, English language arts, or science standards. Are materials as poorly aligned as teachers perceive? Learning List has reviewed the alignment of over 3,300 widely used PreK-12 instructional materials. Our subject matter experts review the citations (e.g., lessons, activities, assessments) listed in the publisher's correlation for alignment to the content , context and cognitive rigor of each standard. We find that core materials are generally aligned to most (though not all) of the standards; the alignment of supplemental materials is much more variable. So, why do teachers perceive that their core materials are not aligned? Here are three reasons: (1) Publishers' definition of "alignment": A publisher's definition of "alignment" may not match the district or campus definition.  Some publishers include citations in their correlation when any part of a standard is addressed. Teachers quickly see that the material is not aligned in most of the places the publishers cite. (2) Teachers' expectations: Many standards have multiple component parts. Some materials address the components of complex standards separately in different locations across the material. When citations listed in the publisher's correlation address only a portion of the standard several citations listed in the correlation must be used together (i.e., bundled) in order to achieve alignment to the standard.  Other materials may introduce the standard in one chapter, provide practice and reinforcement in another chapter, and assesses mastery of the standard in a third chapter. In this scenario, alignment to the standard is most likely found in the location that assesses mastery and unlikely in the locations where the standard is introduced.   If teachers expect citation listed in the publisher's correlation to be fully aligned to the standard, they may perceive the material not to be aligned to the standards when they consider the citations individually. (3) Teachers' ability to evaluate alignment: Understanding the concept of alignment is relatively easy; applying the concept is much more difficult. Having interviewed and trained hundreds of educators to review the alignment of materials, we have found that determining whether a material is aligned is a technical skill that few educators have the opportunity or time to hone. Instead of relying on their district-provided instructional material as the primary resource for the course, increasingly, teachers are using resources that they develop or curate from other teachers. The main reason driving this phenomenon is that teachers do not perceive that the district-provided materials are aligned to their state standards. Learning List provides two types of resources to help educators verify the alignment of their district-provided materials. First, our independent, standard-by-standard alignment reports for thousands of widely used PreK-12 instructional materials show precisely (1) which citation(s) in the material is/are aligned to each state standard, and (2) which citations are not aligned. If a citation is not aligned, a reviewer's comment explains which part of the standard the citation fails to address. If multiple citations must be bundled to achieve alignment to a standard, our alignment reports indicate which citations must be "bundled." Second, our Alignment Matters , online professional development course, explains what it means to unpack the content, context and cognitive rigor of a standard and provides guided and independent practice to help teachers determine whether a material is aligned to the standard. These two resources give educators more confidence in the alignment of their district-provided instructional materials and hopefully save them the time of curating other resources to use instead.

Is your district looking for a phenomena-driven material aligned to the Next Generation Science Standards? Take a look at Learning List’s review of Savvas Learning Company’s Experience Science ,   comprehensive K–8 science program designed to support three-dimensional NGSS instruction. Program Overview Savvas Learning Company’s  Experience Science is a phenomena-based elementary science program available in both print and digital formats. The program is designed to bring science to life through real-world phenomena, giving students frequent opportunities to investigate, reason and make sense of scientific concepts.  Three-Dimensional Learning Aligned to NGSS Instructional experiences consistently reflect three-dimensional learning, integrating: Science and Engineering Practices (SEPs) Crosscutting Concepts (CCCs) Disciplinary Core Ideas (DCIs) Across lessons, students are regularly required to ask questions, justify their claims with evidence, and explain their reasoning, reinforcing core expectations of Next Generation Science Standards. Support for Diverse Learners  Experience Science  provides supports for students with specific learning needs, including Striving Learners, Challenge-Ready Learners and Diverse Learners. Suggestions are specific to the student activity and to the student group.  The material is available in English and Spanish with Multilingual Learner Support embedded throughout.  Instructional scaffolds are specific to language proficiency level and student activity. Multilingual glossaries and translation tools are available for numerous languages.  Instructional Flexibility The program supports for a variety of instructional approaches, including stations, whole-group instruction, and individualized learning. It also offers three implementation options to accommodate different instructional schedules, making it adaptable for a wide range of district and campus needs.  Independent Reviews by Learning List Learning List has conducted: A full editorial review  of Experience Science’s instructional quality  A standard-by-standard alignment analysis to NGSS A review of technology compatibility and support for remote learning These independent reviews are designed to support instructional materials selection, curriculum mapping, and  lesson planning , providing districts with actionable, evidence-based insights. To read the full Learning List reviews of Experience Science  and our reviews of thousands of other PreK–12 instructional materials, contact   Learning List   for subscription information. About Savvas Learning Company* Savvas describes itself as a “next-generation learning company that combines new ideas, new ways of thinking, and new ways of interacting to create innovative learning solutions.” The company emphasizes high expectations, student engagement, and access to rigorous, aligned curriculum for all learners.  *Information in this section is provided by or adapted from Savvas Learning Company .

Looking for a new comprehensive science curriculum for grades K-12? Consider Accelerate Learning’s STEMscopes Texas .  About STEMscopes Science Texas STEMscopes Science Texas supports student learning with phenomena, hands-on experiences, and virtual simulations. The curriculum uses the 5E instructional model, with intervention and acceleration added, to support inquiry-based instruction. Scopes (lessons) are based on TEKS-aligned topics and span multiple days of instruction. Each Scope seamlessly integrates phenomena, scientific practices, and recurring themes. Students are provided with ongoing opportunities to think and act like scientists, and see how specific scientific concepts are evident in the real world and impact daily life. Scopes also include suggestions to help teachers differentiate instruction to meet the needs of all learners. The student material does not include a “traditional” textbook or eText. Rather, students access the materials as they are assigned by the teacher on the platform. Resources can be used digitally, or most program components can be printed in PDF format. About Learning List's Reviews Learning List’s alignment reports, editorial reviews, and spec sheets provide a multi-faceted look at this comprehensive science curriculum. Contact info@LearningList.com to learn about our low-cost instructional materials review service . With an annual subscription, districts gain immediate access to thousands of evidence-based reviews and can submit additional instructional materials for review. About STEMscopes* STEMscopes, created by Accelerate Learning Inc., is an award-winning, research-based national leader in PreK-12 STEM curriculum. STEMscopes provides comprehensive digital resources, supplemental print materials, and hands-on exploration kits that drive engagement and academic growth. Information in this section is provided by or adapted from STEMscopes .

Is your district looking for a new science curriculum to support the implementation of the NGSS? Take a look at Learning List’s review of Accelerate Learning’s STEMscopes NGSS 3D. Overview of STEMscopes NGSS 3D STEMscopes NGSS 3D is a comprehensive science program for grades K-12. Learning List has reviewed the materials for K-8. Elementary content is organized by grade level, and middle school content is divided into three courses: Life Science, Physical Science, and Earth and Space Science. The materials are digital, with the option of printing PDF documents for most program components. What District Leaders Should Know The program supports the intent of the Next Generation Science Standards by consistently providing students with three-dimensional learning experiences that integrate the Cross-Cutting Concepts and Science and Engineering Practices with Disciplinary Core Ideas. STEMscopes NGSS 3D uses the 5E model, adding intervention and acceleration, to support inquiry-based instruction. Scientific phenomena drive instruction, which is organized in units (bundles) based on overarching topics. Each bundle includes several related scopes (lessons). Each bundle and set of scopes provides a coherent storyline through the correlated Anchoring Phenomena Event, Anchoring Phenomena Driving Question, and Mission Performance Task. About Learning List's Reviews of STEMSscopes NGSS 3D Learning List has completed a standard-by-standard review of the material's alignment to the NGSS, a qualitative review of the instructional content, and a review of the technology compatibility for each grade level covered by this material.  To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About STEMscopes * STEMscopes™, created by Accelerate Learning, seeks to help teachers implement effective STEM instructional practices, improve student performance, and increase student engagement through high-quality, customized, standards-aligned STEM curricula and digital resources. STEMscopes offers digital curriculum resources, supplemental print materials, and hands-on exploration kits designed to support engagement and academic growth. Information in this section is provided by or adapted from Accelerated Learning .

Are your teachers looking for new materials for elementary math instruction? Take a look at Learning List’s review of Accelerate Learning’s STEMscopes Math. Accelerate Learning’s STEMscopes Math is a comprehensive mathematics program for grades K-5. Learning List recently reviewed the content for grades 3-5. The materials are digital, with the option of printing PDF documents for most program components. The program makes intentional connections to math concepts as they are found in the everyday world.  Scopes (lessons) require students to use critical thinking, reflection, and collaborative exploration while consistently providing opportunities for students to explain and justify their thinking. The goal of the program is to provide meaningful learning experiences that focus on 21st century skills and support student success in STEM careers. To that end, the program includes instructional suggestions to support teachers in providing instruction that develops higher-level thinking and questioning. Additionally, the Scopes consistently provide instructional experiences that support inquiry-based learning. The digital materials include an abundance of resources and most of the materials are available in English and Spanish.  Read Learning List’s full editorial review to learn more about the variety and adaptability of STEMscopes resources.   Learning List has also completed a standard-by-standard review of the alignment of the material, and a review of the product’s technology compatibility.  To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About STEMscopes* STEMscopes™, created by Accelerate Learning Inc., is an award-winning, research-based national leader in PreK-12 STEM curriculum. Used by over 4.5M students across all 50 states and internationally, STEMscopes provides comprehensive digital resources, supplemental print materials, and hands-on exploration kits that drive engagement and academic growth. Accelerate Learning has grown from a single product, to a brand that now offers a variety of STEM curriculum and professional development solutions to support early learning, NGSS, and state-aligned Math and Science curriculum. STEMscopes Vision: We help teachers adopt effective STEM instructional practices, improve student performance, and increase the engagement of parents through high quality, customized, standards-aligned, hands-on digital STEM curricula and resources.  Information in this section is provided by or adapted from STEMscopes .

Are your teachers looking for new Curriculum Review: Accelerate Learning’s STEMscopes Math CCSS Looking for new elementary math materials? Take a look at Learning List’s review of Accelerate Learning’s STEMscopes Math for grades K-5. Overview of Accelerate Learning’s STEMscopes Math STEMscopes Math is a comprehensive mathematics program for grades K-12. Learning List recently reviewed the content for grades K-2, and previously completed reviews for grades 3-5. The materials are digital, with the option of printing PDF documents for most program components. The program makes intentional connections to math concepts in the real world.  Scopes (lessons) require students to use critical thinking, reflection, and collaborative exploration while consistently providing opportunities to explain and justify their thinking. The goal of the program is to provide meaningful learning experiences that focus on 21st-century skills and support student success in STEM careers. To that end, the program includes instructional suggestions to help teachers provide instruction that develops higher-level thinking and questioning. Additionally, the Scopes consistently provide instructional experiences that support inquiry-based learning. The digital materials include an abundance of resources. which are described in Learning List's full editorial review. Most of the materials are available in English and Spanish.  About Learning List Learning List has also completed a standard-by-standard review of the alignment to the Common Core State Standards and a review of the product’s technology compatibility.  To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About STEMscopes* STEMscopes™, created by Accelerate Learning, seeks to help teachers implement effective STEM instructional practices, improve student performance, and increase student engagement through high-quality, customized, standards-aligned STEM curricula and digital resources. STEMscopes offers digital curriculum resources, supplemental print materials, and hands-on exploration kits designed to support engagement and academic growth. Information in this section is provided by or adapted from Accelerate Learning .

Is your district looking for an elementary or middle school math program that supports inquiry-based learning? Take a look at Learning List’s review of Accelerate Learning’s STEMscopes Texas Math K-Algebra I. Overview of Accelerate Learning’s STEMscopes Texas Math Accelerate Learning’s STEMscopes Texas Math is a comprehensive mathematics program for Kindergarten through Algebra I, designed to meet the Texas Essential Knowledge and Skills (TEKS). The materials are digital, with the option of printing PDF documents for most program components. The program makes intentional connections between mathematical concepts and real-world contexts. The goal of the program is to provide meaningful learning experiences that focus on 21st-century skills and support student success in STEM careers. Scopes (lessons) require students to use critical thinking, reflection, and collaborative exploration. The material provides consistent opportunities for students to explain and justify their thinking and includes instructional experiences that support inquiry-based learning. The program supports blended learning environments with a digital platform that provides an abundance of resources. Teachers receive pedagogical suggestions to help them provide instruction that develops higher-level thinking and questioning. The student platform includes materials assigned by the teacher, games, student notes, the visual glossary, and access to grades. Student material does not include a “traditional” textbook or eText. About Learning List Learning List has completed a standard-by-standard review of the material's alignment to the TEKS, a qualitative review of the program's instructional content, and a review of the product’s technology compatibility.  To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About STEMscopes* STEMscopes™, created by Accelerate Learning, seeks to help teachers implement effective STEM instructional practices, improve student performance, and increase student engagement through high-quality, customized, standards-aligned STEM curricula and digital resources. STEMscopes offers digital curriculum resources, supplemental print materials, and hands-on exploration kits designed to support engagement and academic growth. Information in this section is provided by or adapted from Accelerate Learning .