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Over the last several years, we have reviewed hundreds of science materials aligned to state standards, Advanced Placement frameworks, and Next Generation Science Standards (NGSS). Over the last two years, we have observed a significant design shift in science products. Using the 5E model and Project Based Learning (PBL), publishers are designing science instruction to engage students in  doing  science, rather than learning about science. Where traditional instructional materials might present information and ask students to respond through short-answer or multiple-choice questions, newer materials provide teachers with resources to facilitate inquiry-based science instruction.  We first observed this shift in the instructional design of  NGSS -aligned materials. However, we recognized the same shift during our recent re-review of a material aligned to the streamlined Texas Essential Knowledge and Skills (TEKS) for science. That material allows teachers to select from among three different instructional models, one of which is PBL.The PBL activities required students to engage in higher order thinking while demonstrating their learning. For example, students plan investigations, make inferences, construct models, solve problems, communicate their findings, and explain how their findings connect to the big ideas of science. Our review of the PBL content resulted in an increase in the material’s alignment percentages by approximately 30 percentage points in each grade level. The inclusion of PBL activities does not only have the potential to increase a product's alignment. We have also observed that PBL activities bundle standards based on big ideas of science, thus providing instruction on several standards simultaneously and creating opportunities for students to dig deeper into scientific concepts.   While we have seen publishers use PBL activities with increasing frequency in science materials, we anticipate that publishers will use the same strategy in designing materials to engage students in learning other subjects, as well.

Are you a first-time homeschool teacher or are you proctoring at-home learning while your child is attending school online this semester? Either way, you are likely out of your comfort zone and feeling (a little) overwhelmed. How are you ensuring that your child is learning what he/she is supposed to learn?  This blog post provides a few pointers and accompanying resources to help you keep your child on track during this school year.   Use Your State Standards   The state standards articulate what students are supposed to know and be able to do by the end of each grade level, Kindergarten through grade 12. States have standards for each of the four core subjects and other subjects, as well.  Some even have Pre-Kindergarten standards. These standards guide teachers’ instruction throughout the school year. States have standards for each of the four core subjects and other subjects, as well.  Some even have Pre-Kindergarten standards. These standards guide teachers’ instruction throughout the school year. (*See a few tips at the end of this blog.) Each state has its own name for its standards, and the standards for each grade level may differ from state-to-state. However, all states’ standards require students to have learned substantially the same knowledge and skills by the time they graduate from high school. You can access your state’s standards on your state department of education’s website. Because state standards often use “academic vocabulary” that is unfamiliar to non-educators, the state websites typically provide resources to help parents understand the standards.  Alternatively. Contact us . We are experienced educators who know and understand the standards well. We will do our best to answer your question(s) and/or guide you to additional resources to provide the assistance you need. Use Materials That Are Aligned to the Standards Students cannot learn what they are not taught. The materials your child is using should support you in teaching and/or your child in learning your state’s standards. This will only happen if the materials are “aligned” to those standards. A material is aligned to standards if it teaches the content knowledge and skills the standards require. Check to see whether the material your child is using is “correlated” to your state’s standards. If it is a print material, the material should include a “correlation” document that shows you on which page(s) each state standard is addressed.  Online materials that have been correlated to states’ standards typically include a “search by standard” feature that produces a list of online lessons/videos/activities that the publisher claims are aligned to any state standard you select. Continually Assess Progress and Adjust Instruction Accordingly As the teacher of one – or few students – you have the opportunity to maximize your/each child’s learning by continuously assessing their progress and adjusting the content and pace the instruction accordingly.  The process of continuously checking your child’s understanding of the information being taught is called formative assessment. Research shows that formative assessment increases students’ achievement and motivation. There are many forms of formative assessment. Most textbooks and online materials contain formative assessments to help you gauge your child’s learning and progress. This blog post contains ideas for other types of formative assessments you could use. Structure Time to Increase Your Child’s Engagement and Maximize Learning The mind can only absorb what the seat can endure. Students do not have to be sitting or even be at home in order to learn. Learning can take place in many places and in different ways.   Virtual field trips , online courses, and walks outside can provide opportunities for students to explore their environment, their passions, and the world. Good teachers facilitate learning by providing various pathways and opportunities for students to access information.  Here are seven principles and  six strategies to help you structure your child’s day and create an environment to maximize his/her learning. Gamify Learning One way to keep students motivated to learn is to turn learning into a game.  Gamification of learning is a relatively common practice that teachers use in their classrooms. Many online materials use games, as well. Some games simply provide enjoyment; others allow students to practice skills they have learned. Incorporating elements of games, such as earning badges, levelling up and ranking among classmates, in instruction may encourage even students who traditionally struggle. Ask Questions As students progress through learning, challenging them with more rigorous questions strengthens their critical thinking skills.  Often, even using the same material, but changing the level of questioning can increase learning and deepen your child’s understanding.  This table will help you ask your child increasingly rigorous questions about the concepts they are learning. In the table, “DOK” refers to Depth of Knowledge, which is another way of saying level of difficulty. In other words, a student will find the questions listed under DOK 1 easier to answer than the questions listed under DOK 4. We hope these tips and resources alleviate some of the fear and anxiety you are feeling.  Professional teachers use these same strategies to keep students on track and engaged in learning throughout the school year. Using the standards as your GPS and your materials as your vehicle will help you keep your child’s education moving in the right direction. To view the TEKS for each of the four core subjects, click on the button next to a grade level. When the document opens, scroll down to section “(b) Knowledge and Skills.” English Language Arts and Reading Mathematics Science Social Studies State department of education websites provide resources for parents. For example, these free documents on the Texas Education Agency’s website are grade level specific checklists to help parents ensure that their child is learning what state standards require.  Download the “ Student Learning Reports ” for your child’s grade level, and use the reports to set goals, check progress, and ensure your child is on track to master the grade level standards by the end of the school year.

As this school year resumes, teachers are going to need to differentiate and accelerate instruction to ensure that students are ready for their new grade level’s content. Whether you are selecting from your district/campus'  existing  materials or purchasing  new  materials, we offer the following questions to help you identify materials that will support teachers in differentiating instruction to meet the needs of their students. (1) Do the resources offer differentiated planning support for teachers? Teachers need resources that will help them differentiate instruction to meet their students’ varied learning needs while simultaneously implementing the district curriculum. Here are three features to look for in teacher materials to support teachers in planning differentiated instruction. Alternate activities to support scaffolding or extension of learning, such as texts identified by Lexile level, or alternate strategies based on specific learning need; Specific tools, such as tier-specific intervention resources and supports for English Learners based on their level of English proficiency; and, Progress monitoring tools to assist in identifying student readiness and monitoring progress toward learning goals. (2) Which adaptions for students are included with the materials? Adaptions assist students in accessing content and activities for learning. Here are five types of adaptions to look for in student editions to help ensure that all learners will have access to the information presented: Visual supports, such as the ability to increase page or font size or text-to-speech screen readers; Audio supports, such as closed captioning, full transcripts of videos, or use of relevant visual images;  Note-taking tools, such as highlighters, digital notebooks, and annotation symbols; English Learner supports, such as multilingual glossaries, translations in multiple languages, or instructional suggestions specific to level of English proficiency; and Reading supports such as visual cues, narrated text, and embedded definitions of key terms. (3) Are the materials aligned to the standards they are intended to support?  If teachers believe that their materials are not well aligned , they will forgo the district’s materials and look elsewhere for the resources they need. When selecting comprehensive materials, look for materials that are aligned to 100% of the grade level standards as possible. Keep in mind that publishers and educators often have different definitions of alignment. So, before purchasing a comprehensive material, consult Learning List's alignment report to verify the material's alignment.  Supplemental materials typically are not designed to align to 100% of grade level standards. The key to selecting supplemental materials is to make sure that the material is aligned to the standards you intend to use it to support. For example, to be an effective resource for teaching reading, a material does not have to be aligned to 100% of the English Language Arts standards, but it must be aligned to all of the reading comprehension standards.  Learning List ’s Spec Sheet, Editorial Reviews and Alignment Reports highlight the features in each material that will support teachers in differentiating and/or accelerating instruction.

Is your district looking for a resource to support students and teachers in grade 8 mathematics and Algebra I?  Take a look at Learning List’s review of Texas Instruments’ Math Nspired. Texas Instruments’ Math Nspired is a collection of supplemental online lessons and activities intended to teach mathematics content and provide professional learning support for teachers. Learning List has reviewed the content for grade 8 mathematics and Algebra I. The lessons are provided to teachers as part of their participation in professional learning services provided through Texas Instruments. The goal is to support teachers in implementing engaging strategies, thereby helping students achieve greater conceptual understanding of the content. Students access the material using the TI-Nspire™CX Student Software. The lessons address mathematics topics and skills that are “hard to teach” and “difficult to learn.” Each lesson typically requires students to reflect on learning, explain and justify their answers, and make connections to real-world mathematics scenarios. However, students with specific learning needs may require support beyond what the material offers. Along with lessons and activities for students, the material provides an abundance of content and pedagogical support for teachers. See Learning List’s full editorial review to learn more about how this material supports the learning needs of students and teachers. 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 Texas Instruments Education Technology * Texas Instruments has a 75-year history of innovation commitment to education. Their corporate commitment to STEM education started with the company's founders and remains stronger than ever today. They believe in investing in education in order to fuel the talent base needed to continue advancing engineering innovation across the world. For more than 30 years, TI has been an active member of classrooms around the world, empowering teachers and inspiring students to succeed in mathematics and science. Through calculators, coaching and classroom resources, TI Education Technology is transforming the way teachers teach and students learn STEM (science, technology, engineering and mathematics) subjects. *Information in this section is provided by or adapted from Texas Instruments Education Technology .

Do your elementary teachers need materials to help them integrate science and literacy instruction? Take a look at Learning List’s review of Learning A-Z’s Science A-Z. Learning A-Z’s Science A-Z is part of a suite of materials intended to support the development of 21 st century skills. It is a supplemental program that supports science instruction in grades K through 6. The focus of the program is integrating science and reading instruction through multilevel texts and hands-on learning experiences. Science and literacy instruction share focus throughout the materials, with big ideas about science providing the basis for instruction. The program includes a large number of leveled texts about science topics that are appropriate for use in a balanced literacy model. The material includes a substantial number of resources to support a blended learning environment, as well as inquiry-based science instruction. While the material is easier to use if students have ready access to technology, many of the materials can be printed in PDF format. The material is provided in English, with most essential components, such as student reading selections, also provided in Spanish. Read Learning List’s full editorial review to learn more about how Science A to Z can be used to meet the varied learning needs of students. 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 Learning A to Z* Learning A to Z is an education technology company that provides literacy-focused PreK-6 solutions for instruction and practice. Learning A to Z helps students develop 21 st century skills, provides high-quality instructional resources, and offers at-home tools to keep parents involved in learning. Information in this section is provided by or adapted from Learning A to Z .

Are you looking for a resource to support social studies instruction for grade 8? Take a look at Learning List’s review of Social Studies Success-U.S. History . Social Studies Success-U.S. History is a set of materials designed to support the grade 8 U.S. History course in Texas. The primary purpose of the material is to provide TEKS-based instruction that includes examination of primary sources and content-based readings, as well as integration of the process standards. The material is a collection of activities organized around key time periods from Colonization to Reconstruction, and includes a unit to support STAAR test preparation. Many of the activities incorporate content-literacy strategies, such as word walls and anchor charts. The resources are accessible via the teacher website. Most of the materials are PDF or PowerPoint documents. A student website is not provided. The material is available in English, with some documents available to support EL students. Read Learning List’s full editorial review to learn about the adaptions for special populations and overall accessibility of this material. Learning List has also completed a standard-by-standard review of the alignment of the material, which aids in lesson planning and curriculum writing, as well as 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 Social Studies Success* Dawn Vinas created Social Studies Success LLC to support her vision of improving Social Studies instruction in multiple school districts. She provides professional development, consulting services and resources to thousands of teachers. Social media has intensified her efforts to share best practices by allowing her to share ideas and teaching strategies around the globe. She wants every child to understand the importance of Social Studies in their life – and every teacher to have the tools to reach them. Information in this section is provided by or adapted from Social Studies Success .

Yesterday, my husband and I were discussing how to clean the exterior windows of our house. The house sits on the side of a hill, so many of the windows are too far off the ground to reach. I suggested standing on a ladder and cleaning them. But, given that we’re both short people, my husband thought that was a very bad idea.   So, I researched options online and discovered a spray solution that involves a plastic canister, garden hose and “specially formulated crystals” to wash exterior windows. I showed my husband the ad, and he immediately said, “Great, buy it.” The product cost between $10 and $31, depending on the seller.  However, I run a company that reviews PreK-12 instructional materials. I believe in and have avoided many expensive mistakes by reading product reviews. So, I started reading the online reviews. After five minutes, I realized that this product was not worth our time or money. I showed him the reviews, and he agreed. We saved $31.  This experience reminded me of why we started Learning List .  How many hundreds of thousands (even millions) of dollars has your district spent on materials that are gathering dust in closets or on warehouse shelves because they failed to live up to the product’s claims … of alignment, of rigor, or technology compatibility?  Make reading and comparing high quality, in-depth reviews an integral part of your purchasing process. If you read reviews for small purchases, doesn’t it make sense to read reviews when considering a multi-million dollar purchase with taxpayer funds?  Learning List’s reviews and comparison tools will save your district money – both by reducing the amount of time staff spend reviewing materials themselves and by avoiding expensive mistakes.  The $1 per student you invest in a Learning List subscription will yield far greater savings.

Last August, we published a blog post titled, " 5 Things to Look for If Selecting Online Materials ."  If your district is, or will be, selecting online materials to support continuous instruction next fall, here are a few additional considerations to keep in mind:  (1)  Similarity of content . If you will be purchasing a product in print and digital formats, check the degree to which the core instruction is consistent in both editions. The online version will likely contain videos and tools to enhance students' learning experiences beyond the capabilities of the print edition, but the core instruction in both editions must be substantially similar to provide an equitable learning experience for students who are not able to access the material online. (2)  Delivery of core instruction . If you are considering a material that relies on digital content or is only available in digital format, consider whether the core instruction (e.g., lessons, practice and quizzes) is printable or accessible offline. Criteria 2 on the second page of our Spec Sheet reveals whether the  core instruction  of the product is accessible online only or whether it is also printable, downloadable, and/or accessible offline. In order to ensure that the material will support  all  students, including those that do not have reliable internet service or device access at home, the core instruction must be downloadable or printable.  (3)  Ease of Use . Online materials often contain many components. Before purchasing an online material or a material with online components, check to see whether your teachers and students will be able to use it. Have a few tech-savvy and non-tech-savvy teachers (1) login to the material, (2) teach a lesson with the product, and (3) access progress monitoring reports. If possible, have a few students login to the product and access an assigned lesson. Note the issues each group encounters. Finally, check to see what type of online training and support the material includes for teachers, students and even for parents. Allow teachers time to complete that training with support before the school year begins.

Is your district looking for support with math tutoring? Take a look at Learning List’s review of FEV Tutor. FEV Tutor provides live one-to-one virtual tutoring designed to support individual student learning needs across core content areas. Learning List recently reviewed the content for Algebra I. FEV Tutor partners with school districts and teachers to determine and implement a personalized tutoring plan for each student using FEV Tutor’s “Targeted Lessons”, content provided by the district, or content from other FEV Tutor partners. The goal of FEV Tutor is to be an extension of the classroom instruction. The collaborative process includes analyzing assessment data and student learning styles to develop a targeted tutoring plan. FEV Tutor also assigns an Academic Success Coach to support district staff during implementation and design of personalized learning plans. The program supports collaboration among students, teachers, and tutors, as well as ongoing progress monitoring through a comprehensive set of dashboard tools and reports. Read Learning List’s Editorial Review to learn more about the design of the tutoring sessions and the way the program supports progress monitoring. Learning List has also completed an alignment report that details the alignment of FEV Tutor’s “Targeted Lessons” to the Algebra I TEKS and a review of the material’s technology compatibility.  To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information. About FEV Tutor* FEV Tutor’s mission is to make high-quality, online learning options available to all students at all times. They connect students with 1-to-1 live professional academic support when they need it, regardless of their core learning environment. The personalized tutoring services are meant to be an extension of the student’s teacher, without any of the time or resource constraints of the traditional classroom. FEV Tutor’s core belief is that every student deserves real-time, engaging 1-to-1 instruction designed to meet their individual needs. Prior to launching any new program, they collaborate with those who know the students best – their teachers, administrators, parents and family members. These stakeholders provide important student insight and also determine the goals of our tutoring services. *Information in this section is provided by or adapted from FEV Tutor .

Is your district looking for a reading intervention program that students can use independently? Take a look at Learning List’s review of Scientific Learning’s Fast ForWord K-12 ® . Scientific Learning’s Fast ForWord K12 is a digitally-based reading intervention program for students in grades K-12. Learning List just completed reviews of this materials for grades K-5, as a follow-up to our reviews for grade 6-12 in January, 2020. Fast ForWord K12 is comprised of two primary components, Fast ForWord and Reading Assistant Plus. The purpose of the program is to support the development of foundational literacy skills and is intended for students who are struggling readers. Fast ForWord K12 is designed for students to use independently. As it is intended for intervention, it can be used in a variety of instructional settings. The program is adaptive and is designed to work in conjunction with a comprehensive language arts curriculum. It adjusts the assignments based on student performance, and provides ongoing support and re-teaching as students progress. Fast ForWord is available in English, but includes directions and some support materials in Spanish. A variety of reports on the teacher dashboard, along with customizable setting and content, enable teachers to meet the needs of individual students. Read Learning List’s alignment report to understand more about the degree to which the program addresses grade-level standards. Learning List has also completed 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 Scientific Learning* The story of Scientific Learning begins with four research scientists: Michael Merzenich, William Jenkins, Paula Tallal, and Steven Miller. When the work of these four scientists intersected, their collaboration proved that the underlying cognitive processes that influence speech and language problems could be identified—and permanently improved. These findings led to the development of the Fast ForWord program, a groundbreaking computer-based reading intervention. The scientists then founded Scientific Learning to bring their program out of the lab and into the lives of struggling readers. *Information in this section is provided by or adapted from Scientific Learning .

Districts increasingly are reaching out to us for assistance in finding materials to support English Learners (ELs).  Some districts are seeking comprehensive materials with strong support for ELs; others are seeking materials specifically designed to support EL students’ language acquisition. Learning List has reviewed both types. In January, we wrote about seven trends we have observed in materials’ support for ELs . This article discusses the types of supports to look for when seeking materials to support ELs successfully. As part of Learning List’s review process, we identify each material’s supports for English Learners (ELs). We provide a high-level overview of the material’s EL adaptions in our Academic Inventory and a detailed narrative about the level of support for ELs in the “Adaptions for Special Populations" section of our Editorial Reviews. The types of EL supports we look for when reviewing materials fall into the following five categories: Academic Vocabulary Support— An instructional material supports the development of academic vocabulary when it includes instructional strategies specific to task, such as pre-teaching vocabulary or lessons that teach academic vocabulary in and out of context. In other words, the material supports the students’ real-world use of academic vocabulary. Frequently, materials that provide the best support for ELs include tools that support students’ independent understanding of the content, such as multilingual glossaries, photo glossaries and embedded definitions. Language Acquisition Support— The material supports language acquisition if it includes instructional strategies to support oral language development specifically identified for English Learners . Materials that best support language acquisition also include ongoing opportunities for purposeful, interactive, collaborative work and intentionally planned opportunities for students’ use of oral language.  Translation Support— Tools for translation support are most often present in digital materials; however, it is not uncommon for publishers to provide print materials in the first language. The level to which translation support is provided varies in both scope and type. For example, some materials provide the full text of material and all resources in both English and Spanish, while others translate only part of the core content. Most often, translation is provided in Spanish, though some materials provide translation in multiple languages. Some digital materials also provide the opportunity for students to copy and paste content into a translator. Most digital materials provide audio support and closed captioning to support understanding. Reading Support— Levels of reading support varies significantly across content areas, with more frequent supports in ELA materials, and more support available in the elementary grades than the secondary grades. Reading supports are most commonly found in digital materials and range from full text read aloud to students being able to select the portions of the text to be read. Although it is less common, some materials provide the opportunity to adjust the level of reading material based on levels of English proficiency. Instructional Support— Levels of instructional support vary greatly across publishers. It is not unusual to find that materials provide no specific supports for ELs. Most often, materials provide general instructional strategies, such as “place students in small groups” or “preview content” under the heading of adaptions for ELs. Materials that provide strong support for ELs include instructional strategies specific to the level of English proficiency, strategies that reflect research-based best practices for ELs, and intentionally scaffolded lesson design.  After identifying the supports each material provides for ELs, Learning List determines whether to “tag” the material as supporting EL students. Our determination is based on the degree to which our reviewers think the material’s tools and strategies allow EL students to access and learn from the material in a manner that is equivalent to their native English-speaking peers. Materials with specific and relevant adaptions are more likely to provide the support ELs need to be successful. Learning List continually monitors the instructional research in this area and evolves our rubrics and reviews to reflect best practice. Learning List’s Director of Editorial Review, 68% of elementary certified reviewers, and 50% of all reviewers are ESL or Bilingual certified.

Does your district need instructional materials to support high school students in developing critical reading and writing skills? Take a look at Learning List’s review of Common Places: Integrated Reading and Writing. McGraw-Hill’s Common Places: Integrated Reading and Writing is intended to support students in the development of college-level reading and writing skills. The material is available as part of McGraw-Hill’s higher education offerings. It is available in print or digital forms.  The goal of the material is to help students read from the writer’s perspective and write for specific purposes and audiences. Common Places focuses student learning around the skills students need to be successful in college, such as critical thinking, reading, and writing. The material scaffolds instruction to provide students with step-by-step guidance, using writing exemplars or student samples as models for reading and writing. Common Places does not address foundational reading skills. Rather, the materials require students to read extensively and consistently integrate reading and writing. Students are encouraged to read and write for a variety of purposes. The design and content of the material will support self-paced instruction or a blended learning environment. See Learning List’s Editorial Review for more information about the instructional content and rigor of this material. Learning List has also completed a review of the material’s technology compatibility. The publisher has not correlated this material to the TEKS. For this reason, Learning List has not conducted an alignment review of this material. To learn more about this product and thousands more PreK-12 instructional materials, contact Learning List for subscription information.  About McGraw Hill * McGraw-Hill Education’s mission is to accelerate learning through intuitive, engaging, efficient and effective experiences – grounded in research. By partnering with educators around the globe, McGraw-Hill learning engineers, content developers and pedagogical experts are developing increasingly open learning ecosystems that are proven to improve pass rates, elevate grades and increase engagement for each individual learner while improving outcomes for all. *Information in this section is provided by or adapted from McGraw Hill Education.