Instruction / Curriculum

TeachingBooks is a curated database of resources connected to children’s and young-adult books. It is intended primarily for K–12 readers, educators, librarians, and families exploring books and authors, with teachers, librarians, students, literacy coaches, and families using it to support book discovery, author context, read-aloud support, vocabulary, and literature-based instruction.

Users find author interviews, book guides, pronunciation recordings, text complexity information, and instructional connections for specific titles. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

ThinkCERCA is a literacy curriculum and platform organized around claims, evidence, reasoning, counterarguments, and audience. It is intended primarily for upper-elementary through high-school learners writing across subjects, with students, ELA and content-area teachers, literacy coaches, and curriculum leaders using it to support argument writing, close reading, evidence, reasoning, discussion, and disciplinary literacy.

Students read differentiated texts, discuss ideas, plan arguments, draft writing, and receive teacher feedback across ELA and content areas. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

ThinkLink is School Specialty’s digital curriculum-delivery platform. It is intended primarily for students and educators using School Specialty programs such as FOSS, Delta Education, ScienceFLEX, or Success Coach, with teachers, students, curriculum administrators, and technology staff using it to support digital access to science, ela, mathematics, ebooks, and program resources.

Users access licensed ebooks, multimedia, assignments, and teacher materials associated with participating School Specialty curricula. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

TIME for Kids is a classroom news magazine and digital resource from TIME. It is intended primarily for elementary and middle-grade readers, with editions organized by grade level, with students, classroom teachers, literacy staff, and families using it to support current events, informational literacy, civics, science, vocabulary, and discussion.

Students read age-appropriate journalism in print or online and respond through discussion, writing, quizzes, and connected activities. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

Tinkercad is Autodesk’s free browser-based design and simulation environment. It is intended primarily for upper-elementary through high-school makers and designers, with students, teachers, CTE staff, library/makerspace staff, and robotics programs using it to support 3d design, circuits, coding, engineering design, and prototyping.

Learners create 3D models, simulate circuits, code designs, and prepare files for fabrication or presentation. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

Follett Titlewave is Follett Content Solutions’ collection-development and ordering platform—not a student instructional product. It is intended primarily for school and district library staff selecting and purchasing instructional and library materials, with librarians, media specialists, teachers, procurement staff, and administrators using it to support collection development, title selection, purchasing, cataloging support, and library analytics.

Staff search titles, build lists, review collection information, obtain quotes, order materials, and coordinate processing for school libraries. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

TouchMath is a multisensory mathematics curriculum and intervention system. It is intended primarily for learners who benefit from explicit multisensory mathematics instruction, including many students with disabilities, with special educators, elementary teachers, interventionists, paraprofessionals, and students using it to support number concepts, computation, functional mathematics, and explicit multisensory instruction.

Students use tactile and visual touchpoints, explicit routines, manipulatives, print materials, and digital practice to build mathematics skills. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

True Progress is the student-success assessment system formerly called Track My Progress. It is intended primarily for elementary and middle-grade learners taking periodic adaptive assessments, with students, teachers, intervention teams, school leaders, and administrators using it to support screening, diagnostic assessment, growth monitoring, instructional grouping, and program evaluation.

Students take brief adaptive mathematics and ELA assessments while educators review scale, domain, growth, and intervention information. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

Tynker is a coding curriculum and creative programming platform for schools. It is intended primarily for elementary through high-school learners developing coding and computational-thinking skills, with students, classroom teachers, computer-science staff, library/media staff, and families using it to support block and text coding, game design, robotics, web development, and computational thinking.

Students progress from block-based coding to languages such as JavaScript or Python through lessons, puzzles, projects, games, and teacher assignments. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

VHS Learning is a nonprofit provider of semester, full-year, summer, and self-paced online courses—not primarily a tutoring product. It is intended primarily for middle- and high-school students taking courses their local school may not offer, with students, online teachers, counselors, registrars, and program administrators using it to support teacher-led online courses, course access, enrichment, credit, and scheduling flexibility.

Students enroll in asynchronous teacher-led courses with deadlines, discussions, assignments, feedback, and peer interaction across participating schools. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

Vista Higher Learning is a publisher and digital curriculum portfolio best known for world languages. It is intended primarily for secondary and postsecondary language learners, with additional literacy and discipline products, with world-language teachers, students, curriculum leaders, and dual-enrollment programs using it to support language acquisition, culture, communication, literacy, and authentic media.

Students use sequenced texts, audio, video, interactive practice, speaking, writing, assessment, and cultural content associated with a licensed course. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

RethinkEd Vizzle is RethinkEd’s visual learning and special-education curriculum platform. It is intended primarily for students with autism and other significant learning needs who benefit from highly visual, scaffolded instruction, with special educators, related-service providers, paraprofessionals, students, and case managers using it to support academic, functional, social, communication, and individualized skill instruction.

Educators assign standards-aligned visual lessons and activities, adapt materials, collect performance information, and connect instruction to individualized goals. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

Waggle is HMH’s adaptive supplemental practice platform for mathematics and ELA. It is intended primarily for elementary and middle-grade learners practicing mathematics and ELA, with students, classroom teachers, interventionists, and administrators using it to support adaptive practice, skill reinforcement, formative information, and motivation.

Students complete personalized practice and receive feedback while teachers assign content and review skill-level performance. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.

WeVideo is a cloud-based creative production platform rather than a curriculum. It is designed primarily for K–12 students creating video, audio, podcasts, presentations, and multimedia projects, with students, teachers, library/media staff, communications staff, and instructional coaches using it to support media creation, storytelling, demonstration of learning, collaboration, and digital citizenship.

Students plan, record, edit, combine, and publish multimedia artifacts that can demonstrate subject understanding or develop media-literacy skills. The product should be evaluated for the specific learners, instructional setting, and intensity of support a district intends—not simply as another source of digital activities.

Words Their Way is Savvas’s developmental spelling, phonics, and vocabulary program. It is intended primarily for elementary and middle-grade readers and spellers, with students, teachers, reading specialists, and interventionists using it to support phonics, spelling patterns, vocabulary, morphology, and differentiated word study.

Educators use spelling inventories to group learners and assign word sorts, pattern study, vocabulary, and transfer activities. Districts should evaluate how the product fits adopted curriculum, student needs, instructional time, and the work educators must do around it.