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LearnZillion is an online, open educational resource (OER) that provides supplementary English language arts and reading (ELAR) instructional materials for grades 2-12. Resources are free and address the Common Core State Standards ( CCSS ). Instruction focuses on developing students’ close reading, writing, and language skills and supporting teachers’ understanding of the CCSS. Content is presented in short video lessons that include detailed lesson plans that focus on a particular standard or set of standards. Learning List recently completed reviews of their materials for grades 2-12. Lessons are organized in three overarching categories: (1) Close Reading: Informational Text, (2) Close Reading: Literary Text, and (3) Writing. Close Reading instruction is presented in units focused on particular text (e.g., The Diamond Necklace) and made up of five lessons (i.e., about a week’s worth of instruction). Writing instruction focuses on writing skills (e.g., write opinions that can be supported with facts) and language skills (e.g., recognize and correct run-on sentences). About LearnZillion* LearnZillion is dedicated to championing teachers and supporting their ongoing professional development. Teachers develop expertise and insights while working with students, and have exceptional ideas for how to improve classroom learning. However, they have never been able to integrate that expertise into a curriculum that keeps getting better. LearnZillion believes that empowering teachers to collaborate and share best practices creates new possibilities for students, and the profession. LearnZillion  Content Philosophy: It's hard to teach a lesson. It's harder to teach it well. And it's particularly hard to teach it in a way that resonates and sticks with students. Teachers not only have to understand their content, they have to know the best way to teach it. This idea of Pedagogical Content Knowledge (PCK) - knowledge of the content and the way to make it accessible to students - is at the heart of LearnZillion. PCK has become even more important with the depth that is now required by the Common Core State Standards. Their offerings are meant to help get teachers started with lessons that were designed with PCK in mind. The resources on their site were built by a talented group of hundreds of practicing teachers (a.k.a. the LearnZillion Dream Team) for teachers everywhere. Collectively, as a community, LearnZillion will continue to improve upon these lessons, building more practical resources and PCK as they move forward. here=">here" to="to" subscribe="subscribe" the="the" Learning="Learning" List="List" blog.="blog."> *The content in this section is provided by or adapted from LearnZillion.

'Tis the season for selecting instructional materials.  Board members often ask me what questions they should be asking during their district’s selection process. Below are five important facts for Texas school board members to keep in mind and seven key questions to ask as the board considers the district’s proposed list of instructional materials. Five Facts For Texas School Board Members Regarding Selecting Instructional Materials: Selecting instructional materials is ultimately the board’s responsibility. (Texas Education Code § 31.104(a), Policy CMD(Legal))  Districts do NOT have to purchase only state-adopted materials with IMA funds . (Texas Education Code (TEC) §31.0211(c-d); Texas Administrative Code (TAC) §66.1307(c); Policy CMD (Legal)) Instructional materials (except state-adopted materials) are subject to competitive procurement laws.  (Local Govt. Code §271.054; §271.064) Just because a material is “state-adopted” does NOT necessarily mean that it is aligned to 100% of the TEKS; and just because it is not state-adopted does not mean it is inferior. (TEC§ 31.023). Bottom line: to get the best value, districts must comparison shop for their instructional materials.  The board has a legal obligation to ensure that the district is in compliance with the 100% Rule . (TEC §31.004; 19 TAC §66.1305; Policy CMD (Legal)) Click here t o learn more about the Five Facts. 7 Key Questions for Board Members to Consider When Adopting Instructional Materials 7 Key Questions for Board Members to Consider When Adopting Instructional Materials (1) Does your district’s local policy allow the administration to consider both state-adopted and/or non-state adopted materials? If not, how do you know you are getting the best value for your students? (2) How many materials were considered for each grade/subject being selected? (3) Did the district engage in a competitive procurement process to select non-adopted or unbundled state-adopted materials? (4) Were teachers given an opportunity to sample the products recommended for adoption? For online materials, were both tech-savvy and non-tech-savvy teachers asked to review the products? (5) For online materials, does the district have the per student bandwidth and other technology infrastructure in place to support simultaneous use of the recommended products? (6) If online materials, how will the district ensure that all students will have access to the product at home, even students who do not have internet access at home? (7) Does the administration have an alignment report to prove that the recommended materials, either individually or in the aggregate, align to 100% of the TEKS for each grade/subject in the required curriculum, except PE? Learning=">Learning" List.="List."> Click here to subscribe to the Learning List Blog.

American Legacy Publishing’s Studies Weekly Texas K-5 Social Studies Series provides resources to support elementary social studies instruction in print and online formats. Content is presented in weekly student magazines that focus on developing reading skills, with a particular focus on informational texts. Student magazines are available in Spanish. With newly developed content, Learning List has verified that Studies Weekly is aligned to 100% of the TEKS for grades K-5. Studies Weekly was submitted in Spring 2014 for state adoption in Texas as part of Proclamation 2015 and found to be less than 100% aligned at each grade level. The publisher subsequently developed additional content to address the unmet TEKS and submitted the new content to Learning List for review. Learning List has verified that the new content (English version only) is aligned to each of the initially unmet TEKS. Thus, Studies Weekly’s updated alignment percentage is 100% for grades K-5. The publisher is in the process of developing new content for the Spanish version will submit the new Spanish content to Learning List for review, as well. Texas school districts will receive all yearly materials at the beginning of the year. Magazines present short blocks of age-appropriate text, vivid illustrations of historical content, writing prompts, and related games and activities. At grades K-2, Studies Weekly introduces students to important historical events and figures, social studies concepts (e.g., rules, responsibility, patriotism), and tools (e.g., timelines, maps, globes). Instruction at grade 3 focuses on the role of community and the importance of citizenship. Students learn about Texas history at grade 4 and U.S. history at grade 5. You can request free samples of Studies Weekly materials here . here=">here" to="to" subscribe="subscribe" the="the" Learning="Learning" List="List" blog.="blog.">

The Neuhaus Education Center’s Scientific Spelling is a supplemental resource to support spelling instruction in grades 1-8. Materials are available in print format. Instruction focuses on the patterns and rules for spelling in the English language and strategies for memorizing the spelling of words that do not fit these patterns and rules. Learning List recently completed reviews of the materials for grades 1-8. Instruction is systematic and focuses on the structure of words in English, including recurring spelling patterns and rules, and provides strategies to support the spelling of words that do not adhere to patterns and rules. Content is broken into five chapters: (1) Phonology, (2) Regular Words, (3) Rule Words, (4) Irregular Words, and (5) Procedures. Phonology instruction is emphasized in the early elementary grades, and teachers are encouraged to revisit phonology instruction as needed in later grades. Subsequent instruction focuses on analyzing and categorizing words in three groups: Regular Words, Rule Words, and Irregular Words. Regular words are those that follow clear patterns or the rules of English; students generally can sound these words out (e.g., cat). Lessons addressing regular words emphasize the breaking of words into their component letters, clusters of letters, and syllables and then analyzing sounds to determine spelling. Rule words may be spelled by sounding out, so long as students are aware of some spelling rules. Instruction on rule words presents spelling rules, such as the Doubling Rule (e.g., hop+ed=hopped) or Dropping Rule (hope+ed=hoped), that help students sound out words. Irregular words are words that students must memorize in order to spell correctly (e.g., ghost), and the chapter addressing irregular words provides memorization strategies. More information about Neuhaus Education Center products is available here .

On March 24, Superintendents received TEA’s “ To the Administrator Addressed ” letter regarding ordering instructional materials and certifying their district’s compliance with the  100% Rule . The commissioner of education may require districts to  submit supporting documentation  about the instructional materials on which the certification is based. State-adopted, non-adopted, comprehensive and supplemental materials may be considered when certifying that the district’s materials align to 100% of the TEKS for each grade/subject.   Can you prove that your district’s instructional materials, individually or in the aggregate, are aligned to 100% of the TEKS for each grade/subject? Learning List has reviewed over 800 comprehensive  and  supplemental materials in all four core subjects. For each state-adopted and non-adopted material, Learning List provides an independent alignment report showing to  which  standards the material is aligned and the alignment percentage. Subscribing districts can access all completed reviews  and  can also request reviews of additional materials, including materials the district is using, at no additional cost. Please contact us for more information about how our service can provide confidence that your district is in compliance with the 100% Rule.

Dear supporters, We won … now it’s on to Washington, D.C. for the 1776 Challenge Cup Finals! THANK YOU for helping Learning List become the People’s Choice education candidate in the 1776 Challenge Cup. We are overwhelmed not only by your votes but also by notes like the ones below from subscribers who shared how Learning List is helping them improve instruction for their students: "I’ve just spent my first day really working in the website, and WOW, I am amazed by the information that it provides!  Not only am I going to be able to sign the TEA Certification with confidence, but more importantly, I am also going to be able to provide tools to my principal and teachers which will vastly improve our instructional program.  You have made my job as superintendent infinitely easier!  I can’t say it enough:  THANK YOU, THANK YOU, THANK YOU! Our district is a tiny school district (just over 200 in PreK-12), and the principal and I sometimes feel overwhelmed with the task of providing high quality resources to our teachers and for our kids. We sometimes feel very alone out here in the rural Texas Panhandle, but your email reminded us that we are part of a bigger team and that there ARE people out there like us who truly care about being of service to others. Clearly, that is what you and your company are about. When I saw all that Learning List offered, it became apparent that you could charge far more for a Learning List subscription....but you don't." To publishers who sent the link around their companies to help us move forward in this competition: THANK YOU for helping us get the word out so that more districts/schools and publishers will hear about Learning List and have the opportunity to benefit from the service we provide. With my deepest gratitude, Jackie

Learning List has been nominated to compete for the “People’s Choice” position in the international 1776 Challenge Cup competition. Only four education startups internationally have been afforded this opportunity. The competition will take place in Washington DC early next month; we need your vote to get there. Please take a minute (literally) to vote for Learning List : Click HERE to vote . The publicity Learning List would receive as the People’s Choice contender would amplify our subscribers’ voice with publishers and garner publicity for the publishers whose products we’ve reviewed. Please forward this link to others in your district/company to vote as well. Every vote counts!

Bedford, Freeman, & Worth’s Mathematical Models with Applications  is a comprehensive high school mathematics course available in print format . Content emphasizes concepts presented in Algebra I and Geometry in order to prepare students for Algebra II; all prerequisite topics for Algebra II are addressed. Instruction emphasizes the development algebraic, graphic, numeric, and geometric reasoning, as well as the use of functions to model real-world applications. Learning List recently published a review of this course. The first part of the course focuses on algebra and the use of linear equations and functions. Concepts in geometry are presented at naturally occurring points throughout algebra instruction. The course’s latter chapters separately address personal finance, data analysis, and probability. Throughout instruction students learn to identify the relevant elements of a real-world problem, represent them symbolically in a mathematical model, and explain their reasoning in written and spoken formats. Each chapter includes four types of lessons: (1) Activities, (2) Investigations, (3) Regular Lessons, and (4) Review and Practice. Activities are hands-on experiments that introduce topics and allow students to work collaboratively to collect and analyze data and answer related questions. Investigations are guided discovery activities in which students work with peers to analyze and solve real-world problems (e.g., create a function to help a business price its T-shirts). Regular Lessons provide direct instruction in key concepts. Each chapter includes one Review and Practice (RAP) lesson that reviews previously learned skills.

What determines when an instructional material is characterized as a comprehensive or a supplemental material? Generally, a comprehensive or core material addresses all, or nearly all, of the standards for a particular grade and subject area, and a supplemental product focuses on a particular set of standards. However, sometimes we find that materials designed for supplemental instruction (e.g., test preparation resources) address nearly all of the standards for a given course. This prompted us to examine our thinking about what the labels “comprehensive” and “supplemental” mean in terms of instructional materials. States' Definitions of Comprehensive and Supplemental Materials To clarify our understanding, we examined how some states and districts define these terms. For example, California defines comprehensive, or “ basic ”, instructional materials to be “instructional materials that are designed for use by pupils as a principal learning resource and that meet in organization and content the basic requirements of the intended course (Educ. Code § 60010(a)). In California, supplementary materials are materials designed to serve one or more of the specific purposes listed in the statute, including providing more complete coverage of a subject in a course, addressing diverse learning needs, and supporting the use of technology in the classroom (Educ. Code § 60010(I)).  Similarly, the New Mexico Administrative Code (NMAC) defines core instructional material as “the comprehensive print or digital educational material, including basal material, which constitutes the necessary instructional components of a full academic course of study in those subjects for which the department has adopted content standards and benchmarks” (NMAC, Title 6, Part 2, 6.75.2.7(C)). A supplementary instructional material is a supporting material used to reinforce, enrich, or enhance instruction driven by core instructional material (Title 6, Part 2, 6.75.2.7(W)).  Comprehensive Materials Both definitions of comprehensive materials clarify that a comprehensive material is one that supports instruction for a course’s full curriculum and is provided for all students. Such materials would include broad, deep discussions of content; remediation and enrichment activities; formative and summative assessments; as well as teacher resources. Although neither definition specifies that a comprehensive resource must address 100% of the standards for a course, it seems reasonable that a “principal learning resource” or a “primary source of instruction” would need to be highly aligned to standards. Comprehensive materials typically address all or nearly all of the standards for a particular grade or subject area. Supplemental Materials Both definitions of supplemental materials indicate that supplemental resources are not designed to be the sole or the primary instructional resource for a course. Instead, supplementary materials complement, enrich, or extend the content of comprehensive resources. As such, supplemental materials typically do not address all standards and, based on our reviews, vary significantly in the percentage of standards to which they are aligned. Some supplemental products focus on a narrow set of standards, while others, such as test preparation resources, provide a brief review of all standards. The rigor of supplemental materials also varies, depending on the material’s purpose. For example, a supplemental material designed for skills practice may provide less challenging content than one designed to support project-based learning or interdisciplinary connections. Finally, supplemental materials generally have fewer components, such as assessments, monitoring tools, and teacher resources, than core materials and vary significantly in the components they offer.   Therefore, teachers should use their comprehensive material as their primary resource for instruction. Supplemental resources should be used in a complementary fashion, such as to fill in gaps when the core resource is not aligned to specific standards, to engage students, to help differentiate instruction, to provide skills practice, or to extend learning. Even if a supplemental material is aligned to all of the standards being taught, teachers should not use it as the primary resource for the course because it will likely not provide the depth or breadth of instruction (explanations, examples, practice) that a core material would provide.  For more information about selecting and using instructional materials most effectively to support student learning, see our L earning List's Insights white papers.

Jarrett Publishing’s Mastering the TEKS in World Geography is a supplemental test preparation resource for the STAAR end-of-course exam in world geography available in print format. Content provides complete coverage of the high school world geography TEKS . Instruction addresses physical, human, and political geography, as well as globalization. Learning List has recently published an alignment report and editorial review of this resource. The first unit of Mastering the TEKS in World Geography addresses test taking, geography, and problem solving skills. Test taking instruction provides guidance in answering different types of questions (e.g., multiple choice, data analysis) and introduces the three-step “E-R-A” strategy: (1) E xamine the Question, (2) R ecall What You Know, and (3) A pply What You Know. Instruction in geography skills teaches students how to use and interpret different types of maps (e.g., thematic, historical, political). Instruction in problem solving outlines a set of steps to help students make informed decisions. Subsequent units cover physical, human, and political geography; geographic change(s) over time; and issues in globalization. Each chapter begins by identifying the TEKS and geographical terms addressed in instruction. Chapter openers list the “Important Ideas” students will learn and pose several essential questions to guide students’ thinking. Chapters include application exercises in which students apply their learning to new situations and “Acting as an Amateur Geographer” activities in which students complete short research projects. Chapters end with Study Cards, “Checking Your Understanding” questions, and Concept Maps that help students prepare for the STAAR test. Study Cards summarize the key concepts and vocabulary covered in the chapter. Students are encouraged to illustrate the back of each card with a picture that visually represents the concept or term. Study Cards support student review individually and in groups. “Checking Your Understanding” presents a set of practice questions formatted to reflect the STAAR end-of-course exam.

Last week, Education Week hosted a webinar addressing the mathematics standards that were most challenging for students to master. The webinar identified broad groups of standards in measurement, modeling with mathematics, fractions, and statistics and explained how these concepts build on one another. The presentation illustrated a trajectory in which elementary students who did not master early concepts continued to struggle with more advanced concepts in later grades. For example, students who did not master concepts such as length in elementary school also struggled with line graphs and coordinate grids in middle school. This analysis prompted Learning List to think about the Common Core mathematics products we’ve reviewed. In particular, we wondered which mathematics standards were least aligned in the products we’ve reviewed. We analyzed our data to identify the CCSSM standards that were not addressed in at least half (50%) of the products for which we’ve verified CCSS alignment. Our analysis did not identify any standards at grades K-5 for which 50% or more of products were not aligned. Individual products were not aligned to some standards, but no one standard in any grade level was consistently not aligned in 50% or more of the products. At the middle school level, our analysis identified two standards that 50% or more of products did not address: At grade 6, we have reviewed 12 products; 58.3% of these products did not address CSCCM 6.SP.5 : Summarize numerical data sets in relation to their context. At grade 8, we have reviewed 12 products ; 50% of these products did not address CCSSM 8.G.5 : Use formal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. At the high school level, we identified four standards for Algebra I and three standards for Algebra II that were not addressed by 50% of products: For Algebra I, of the eight products we have reviewed: 50% did not address CCSSM A-REI.4: Solve quadratic equations in one variable. 50% did not address CCSSM F-IF.7 : Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. 50% did not address CCSSM F-IF.8: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. 50% did not address CCSSM F-LE.1: Distinguish between functions that can be modeled with linear functions and with exponential functions. For Algebra II, of the four products we have reviewed: 50% were not aligned to CCSSM A-SSE.1 : Interpret expressions that represent quantity in terms of its context. 50% were not aligned to CCSSM A-REI.11 : Explain why the x-coordinates of the points where the graphs of y=f(x) and y=g(x) intersect are the solutions of the equation f(x)=g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/ or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. 50% were not aligned to CCSSM F-IF.7 : Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. The results of our analysis indicate that publishers have greater difficulty meeting the CCSSM in high school algebra courses.  If a specific instructional material does not align to 100% of the CCSM standards,  Learning List has a key feature, Fill-in-the Gap™,  that identifies other products that align to the remaining standards. If needed, this enables educators to use at least two instructional materials that, in the aggregate, would align to 100% of the CCSM standards. In a subsequent post, we will examine our TEKS data to identify the least aligned mathematics standards in the products we’ve reviewed. We welcome your comments or questions about this topic; please send comment/question to info@learninglist.com.

Voces ® provides three supplemental, online courses to support English language arts instruction at grades 9 and 10. The courses are ELA Literature Digital Courseware , ELA Full-Spectrum Nonfiction Courseware , and Grammar & Writing . Resources for each course are compatible with interactive whiteboards and LCD projectors and include eBooks and printable materials. Learning List has recently completed reviews of these courses. ELA Literature Digital Courseware includes full-text selections in short-stories, drama, poetry, novels and novellas, epics, and non-fiction. Lessons begin with a pre-reading activity that provides background on the author and genre, new vocabulary, and a set of open-ended questions to focus students’ thinking. Content includes cross-curricular readings in social studies, math, and science and vivid visual elements, such as artwork, illustrations, photographs, and historical documents. The course provides interactive writing prompts that develop students’ skills in using literary devices (e.g., setting, dialogue). Interactive prompts present a panoramic 360 0 -photograph and ask students to write a response to the image using the specified literary device. ELA Full-Spectrum Nonfiction Courseware includes units addressing a range of informational texts, such as essays, biographies and autobiographies, speeches, film reviews, research articles, and letters. The course provides cross-curricular readings in social studies and has units addressing media literacy (e.g., documentary films and advertising). Each unit contains an introduction to the genre, several full-text readings and/or excerpts representative of the genre, related activities, and a feature summarizing students’ work and notes for the unit. Readings are accompanied by visual elements, such as artwork, illustrations, and photographs. Units addressing media include television ads and short documentaries. Grammar & Writing presents instruction in writing, grammar, and punctuation in an engaging format that includes vivid imagery (e.g., zombies), photographs, and videos designed to appeal to high-school students. Writing Instruction addresses the writing process (e.g., prewriting, drafting, revising) and writing for different purposes (e. g., personal, narrative, persuasive, research paper). Grammar units address the parts of speech, parts of the sentence, phrases, sentence structure, verb tenses and voice, subject-verb agreement, and correct usage of pronouns and modifiers. Punctuation instruction covers the range of punctuation marks used in Standard English. About Voces : Each Voces® title is a complete array of digital resources organized to parallel the organization of the traditional textbooks that schools already use. They are called digital courseware because students and teachers access them by any type of electronic device, such as computers, tablets, laptops, and smartphones - accessible anywhere there is Internet. Voces takes full advantage of the digital potential with video, audio, interactive reinforcement games, and an abundance of illustrations to enhance a complete text.  Voces  Digital Courseware is created as a tool for use by classroom teachers.