https://padlet.com/judy_kowarsky/6qjybs7tbcoj What characterizes high quality NGSS-designed materials in terms of the Innovations? en-us 2018-08-24 17:06:49 UTC 2026-01-30 01:00:22 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Planets.png judy_kowarsky https://padlet.com/judy_kowarsky/6qjybs7tbcoj/wish/278446094 Materials engage students with English language arts in developmentally-appropriate ways (supporting state English language arts standards)]]> 2018-09-06 14:34:42 UTC https://padlet.com/judy_kowarsky/6qjybs7tbcoj/wish/278446094 judy_kowarsky https://padlet.com/judy_kowarsky/6qjybs7tbcoj/wish/278446491 Materials engage students with math-ematics in developmentally appropri-ate ways (supporting state mathe-matics standards)]]> 2018-09-06 14:35:27 UTC https://padlet.com/judy_kowarsky/6qjybs7tbcoj/wish/278446491 judy_kowarsky https://padlet.com/judy_kowarsky/6qjybs7tbcoj/wish/278446671 Teacher materials make connections to state mathematics and English language arts standards and incorporate teaching strategies that support this student learning where appropriate.]]> 2018-09-06 14:35:48 UTC https://padlet.com/judy_kowarsky/6qjybs7tbcoj/wish/278446671 bruce_lesh https://padlet.com/judy_kowarsky/6qjybs7tbcoj/wish/278522049

• ELA and Math should be aligned to the science materials NOT the reverse. Support math and science but for the sake of science, not for the sake of ELA and mathematics. 
• Do we want to specify a direct connection to when various concepts are taught in ELA/Mathematics. Should be taught first in ELA and Math and then reinforced in science. This would help to facilitate the teaching of PEs across disciplines in a K-5 setting to keep science from being isolated. (Some opposition to this based on district-by-district scope and sequence and the concern of teaching concepts in isolation). 
• Math and science practices overlap and vendors should make these connections explicit.  Math science overlap should be more overt and intentional.  
• Emphasis on disciplinary literacy. 
• Emphasis on how mathematical reasoning can be used within the science classroom. 
• Reading and writing alignment between ELA, science and social studies should be overtly stressed in the materials.  Claim, evidence, reasoning. Make the writing portion deliberate and explicit. 
• Should Environmental literacy be added here in addition to math and ELA.
• Emphasis on data analysis from elementary through high school. Needs an emphasis on graphing and data use. 
• Vendors alignment to MD standards--Will it occur and if so to what degree of fidelity to the alignment. (Glencoe/McGraw Hill has done it for Anne Arundel). 
• Literacy supports (trade books and such) that are part of the materials package (online and hardcopy). 
• Doe the end products have a direct link-- via and alignment document--to the standards (ELA/Math)?
• Costs savings could occur with resource adaption to Maryland circumstances and then purchases across multiple districts. 
• The science practices should engage students (not be non-contrived and non-contextual activities) and it should not be reading just to read. The literacy activity is reflective of the practice of science. Reading and lexile levels as well as alignment with the mathematics that is taught should be overt.
• Differentiation for all types of learners (Leveled texts). Especially for EL students/spanish translations. Materials that are also differentiated for special education without reducing the content. 
• Teacher materials should have clear guidance for how to help students to decode technical writing. Clear explanation of the ELA/Math standards to be emphasized so that there is common language between the disciplines. 
• Questions around whether vendors align to all aspects of ELA (Reading, writing, speaking, and listening) to high school materials.  
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