Alignment to College and Career Ready Standards: Overall Summary

The instructional materials for Ready Grade 1 meet the expectation for alignment to the CCSS. In Gateway 1, the instructional materials meet the expectations for focus by assessing grade-level content and spending at least 65% of class time on the major clusters of the grade, and they are coherent and consistent with the Standards. In Gateway 2, the instructional materials reflect the balances in the Standards and help students meet the Standards’ rigorous expectations, and they connect the Standards for Mathematical Content and the Standards for Mathematical Practice.

See Rating Scale
Understanding Gateways

Alignment

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Meets Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
14
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
18
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

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Meets Expectations

Not Rated

Gateway 3:

Usability

0
22
31
38
36
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Gateway One

Focus & Coherence

Meets Expectations

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Gateway One Details

The instructional materials for Ready Grade 1 meet the expectation for focusing on the major work of the grade and having a sequence of topics that is consistent with the logical structure of mathematics. The materials do not assess topics before the grade level indicated, spend at least 65% of class time on the major clusters of the grade, and are coherent and consistent with the Standards.

Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
2/2
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Criterion Rating Details

The instructional materials for Ready Grade 1 meet the expectations for not assessing topics before the grade level in which the topic should be introduced. Overall, the materials assess grade-level content and, if applicable, content from earlier grades.

Indicator 1a

The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.
2/2
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-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectations for assessing grade-level content. There are two versions (Form A and Form B) of the Mid-Unit Assessment and Unit Assessment for each of the seven units.

Mid-Unit and Unit Assessments are available online and contained grade-level content questions. Examples of questions include the following:

  • Unit 1 Unit Assessment Form A Problem 9 asks students to solve the following: “There are 10 flags, 8 are white. The rest are blue. How many are blue? ____ flags are blue. Use pictures, numbers, or words to show your thinking.” (1.OA.1)
  • The Unit 5 Mid-Unit Assessment Form A Problem 7 states the following: "Boom has 2 bags of marbles and 2 more marbles. Buzz has 1 bag of marbles and 12 more marbles. Each bag has 10 marbles. Do Boom and Buzz have the same number of marbles? Circle Yes or No. Use pictures, numbers, or words to show your thinking.” (1.NBT.4)

Overall, assessment items are aligned to Grade 1 standards.

Criterion 1b

Students and teachers using the materials as designed devote the large majority of class time in each grade K-8 to the major work of the grade.
4/4
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Criterion Rating Details

The instructional materials for Ready Grade 1 meet the expectation for students and teachers using the materials as designed devoting the majority of class time to the major work of the grade. Overall, the instructional materials spend at least 65% of class time on the major clusters of the grade.

Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.
4/4
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-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectations by spending the majority of class time on the major clusters of the grade. This includes all the clusters in 1.OA and 1.NBT along with 1.MD.A. To determine focus on major work, three perspectives were evaluated: the number of units devoted to major work, the number of lessons devoted to major work, and the number of instructional days devoted to major work. Of the three perspectives, the number of instructional days is most representative and was used to determine the score for this indicator.

  • Grade 1 instruction is divided into seven units. Units 1 through 5 address 1.OA and 1.NBT, and half of Unit 7 addresses 1.MD.A. Therefore, 5.5 out of 7 units, approximately 79 percent, focus on major work of the grade.
  • Grade 1 instruction is divided into 34 lessons. Twenty-eight out of 34 lessons, approximately 82 percent, focus on major work of the grade.
  • Grade 1 instruction consists of approximately 175 instructional days. Approximately 148 out of 175, approximately 85 percent, of the instructional days focus on major work of the grade.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
8/8
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Criterion Rating Details

The instructional materials for Ready Grade 1 meet the expectation for being coherent and consistent with the Standards. Overall, the instructional materials have supporting content that enhances focus and coherence, are consistent with the progressions in the Standards, and foster coherence through connections at a single grade, where appropriate and required by the Standards.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectations for supporting content enhancing focus and coherence simultaneously by engaging students in the major work of the grade.

Examples of the connections between supporting work and major work include the following:

  • In Unit 7 Lesson 30 students use addition to determine the total number of responses represented in a picture graph (1.MD.4) and solve an addition equation to represent the total number of responses represented in a picture graph (1.OA.6),
  • In Unit 7 Lesson 34 on telling and writing time (1.MD.B), students practice reading numbers on digital and analog clocks (1.NBT.A) in order to write the correct time.

Indicator 1d

The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
2/2
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-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectations for the amount of content designated for one grade-level being viable for one school year in order to foster coherence between grades. The suggested pacing includes 159 days of lessons and another 16 days for assessment, making 175 days of materials. According to the Teacher Guide, pages A38-A39, each lesson is expected to last between 30-45 minutes.

Indicator 1e

Materials are consistent with the progressions in the Standards i. Materials develop according to the grade-by-grade progressions in the Standards. If there is content from prior or future grades, that content is clearly identified and related to grade-level work ii. Materials give all students extensive work with grade-level problems iii. Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectation for being consistent with the progressions in the standards. Content from prior grades is identified or connected to grade-level work, and students are given extensive work with grade-level problems.

Overall, materials develop according to the grade-by-grade progressions in the Standards. Typically, material related to prior and future grades is clearly identified or related to grade-level work. One exception is Unit 4 Lesson 18 where students count by 2’s and 5’s (2.NBT.2).

The materials relate grade-level concepts to prior knowledge from earlier grades. Each Lesson Overview provides a Learning Progression. The Learning Progression explains connections between prior grades and the lesson. For example, in Unit 4 Lesson 17 the progression states, “In Kindergarten children count by tens to 100 and write numbers to 20, observing place value.” Additionally, each unit begins with a progression overview document. This document connects grade level concepts to specific standards from prior grades, and this document also connects grade-level concepts to future standards. Student prior knowledge is activated and connected to new skills and concepts on the first day of each lesson in Use What You Know. For example, in Unit 3 Lesson 15 students are making tens to add three addends (1.OA.2).

The instructional materials provide given extensive work with grade-level problems. Lessons provide grade-level problems for students. Students spend four or five days in a lesson working with grade-level standards. During modeled and guided instruction, students explore ways to solve problems using multiple representations and prompts to reason and explain their thinking. The guided practice allows students to solve problems and discuss their solution methods. The independent practice provides students the opportunity to work with problems in a variety of formats to integrate and extend concepts and skills. The Practice and Problem Solving Guide provides additional practice problems for each of the lessons, and the back of the Practice and Problem Solving Guide provides problems for additional skills practice. Each lesson also has math center activities which provide additional practice with grade-level problems.

Indicator 1f

Materials foster coherence through connections at a single grade, where appropriate and required by the Standards i. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. ii. Materials include problems and activities that serve to connect two or more clusters in a domain, or two or more domains in a grade, in cases where these connections are natural and important.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectations for fostering coherence through connections at a single grade, where appropriate and when the standards require. Overall, materials include learning objectives that are visibly shaped by CCSSM cluster headings. Problems and activities are provided that connect two or more clusters in a domain or two or more domains, when these connections are natural and important.

Instructional materials are clearly shaped by CCSSM cluster headings. The units are divided into instruction focused on domains. Grade 1 standards are clearly identified in the Table of Contents and a CCSSM Focus box found at the beginning of each lesson. Additionally, a CCSSM Correlation Chart identifies which lessons address specific standards. Instructional materials shaped by cluster headings include the following examples:

  • Unit 2 Operations and Algebraic Thinking - Learn Facts to 10 (1.OA.D) is shaped by Add and Subtract to 20.
  • Unit 3 Operations and Algebraic Thinking - Add and Subtract to 20 is shaped by 1.OA.D.
  • Unit 4 Number and Operations in Base Ten - Tens and Unit 5 Number and Operations in Base Ten - Tens and Ones are shaped by 1.NBT.B and 1.NBT.C.
  • Unit 7 Lesson 34 Tell Time is shaped by 1.MD.B, tell and write time.

Instructional materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade in cases where the connections are natural and important.

  • Unit 2 Lesson 10 Understand the Equal Sign (1.OA.7) is connected to understanding place value (1.NBT.B).
  • Unit 3 Lesson 13 Understand Sums Greater than 10 connects adding and subtracting within 20 (1.OA.C) to understanding of place value (1.NBT.B).
  • Unit 2 Lessons 6 through 9 connects addition and subtraction within 20 (1.OA.6) to solve word problems (1.OA.1).

Gateway Two

Rigor & Mathematical Practices

Meets Expectations

+
-
Gateway Two Details

The instructional materials for Ready Grade 1 meet the expectation for aligning with the CCSS expectations for rigor and mathematical practices. The instructional materials attend to each of the three aspects of rigor individually, and they also attend to the balance among the three aspects. The instructional materials emphasize mathematical reasoning, identify the Mathematical Practices (MPs), and attend to the full meaning of each practice standard.

Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
8/8
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-
Criterion Rating Details

The instructional materials for Ready Grade 1 meet the expectation for reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application. The instructional materials develop conceptual understanding of key mathematical concepts, give attention throughout the year to procedural skill and fluency, spend sufficient time working with engaging applications, and do not always treat the three aspects of rigor together or separately.

Indicator 2a

Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
2/2
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-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectation for developing conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings. Students use pictures, manipulatives, and models to demonstrate conceptual understanding.

The Teacher Resource Book contains a section called Concept Extension that provides teachers with additional ways to support building students’ conceptual understanding. Examples of how the Concept Extension supports teachers in building conceptual understanding include:

  • Unit 2 Lesson 10 guides teachers to help students make a false number sentence true in order to develop the concept of the equal sign (1.OA.7). Teachers are given questions to ask to prompt thinking.
  • Unit 6 Lesson 26 shows teachers how to guide students to explore non-defining attributes (1.G.1).

Clusters 1.NBT.B and 1.NBT.C focus on understanding the place value system and using place value to add and subtract.

  • In Unit 3 Lesson 12 Understand Teen Numbers (1.NBT.B) the teacher engages students in using visual and concrete representations to develop their understanding of a “ten” using their fingers, 10-frames with connecting cubes, and connecting cubes. In addition, the teacher questions the students to find out “How can 10 and 1 ten be equal?”
  • In Unit 4 Lesson 19 Understand 10 More and 10 Less (1.NBT.C) the teacher uses connecting cubes, base-ten blocks, counters, and number cards to engage students in finding out how adding and subtracting 10 is similar to the number line. Furthermore, the teacher asks, “How is finding 10 more and 10 less on the 120 chart like adding and subtracting 10 cubes?”

Indicator 2b

Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectation for giving attention throughout the year to individual standards that set an expectation of procedural skill and fluency. The materials provide opportunities to attend to procedural skill and fluency throughout the lessons, including adding and subtracting within 20, demonstrating fluency for addition and subtraction within 10 (1.OA.6).

All lessons provide an opportunity for students to use computation skills. Each lesson contains a Building Fluency section which is designed to be used twice during a lesson. The Student Practice and Problem-Solving Book contains fluency practice pages, and Math Center Activities are included in the Teacher Toolbox which include activities for both procedural skill and fluency.

  • The Student Practice and Problem-Solving Book contains fluency practice pages for adding and subtracting within 10 (1.OA.6).
  • In Unit 2 Lesson 11 students find the missing number and practice facts for sums of 6, 7, 8, 9, and 10 (1.OA.6).
  • In Unit 1 Lesson 4 Activity 1.12 Missing Number Addend Bonds one student solves the addition equation and then their partner solves the related subtraction equation (1.OA.6).
  • In Unit 2 Lesson 6 Day 2 Hands-on Activity students use counters to add doubles (1.OA.6).

iReady Door 24 Plus is a free iPad app for fact fluency practice and is only available in the Apple platform. The game does include the fluencies for Grade 1.

Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
2/2
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-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectation for being designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade.

Each lesson includes guided practice Try It and independent practice Practice by Myself where students apply what they have learned to solve real-world problems. Most lessons also have an online interactive tutorial for students which features real-world applications. In addition, there are Problem Solving Connection problems where students are exposed to situations to apply addition and subtraction (1.OA.A). The following problems are examples of the application problems included in the instructional materials:

  • Unit 1 Lesson 2 Try It: “8 children are playing ball. 5 children leave. How many children are still playing ball?”
  • Unit 3 Lesson 15 Try It: “Ana has 6 red blocks, 4 blue blocks, and 2 green blocks. How many blocks does she have in all?”
  • Lesson 5 Tutorial: students apply their knowledge of subtraction to help pack cakes and pies into boxes for a bakery.

Indicator 2d

Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.
2/2
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-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectations for balancing the three aspects of rigor. Overall, the three aspects of rigor are not always treated together and are not always treated separately within the materials.

Each lesson contains opportunities for students to build conceptual understanding, procedural skills and fluency, and apply their learning in real-world problems. Lessons are designed so students engage with all three components of rigor at different points in the lesson. During Guided Instruction and Guided Practice, students explore alternative solution pathways to master procedural fluency. During Independent Practice, students apply the concept in real world applications where they need to use both the procedural skills and their understanding of the concept to solve problems with multiple solutions and explain/compare their solutions.

For example, in Unit 1 Lesson 3 Introduction and Use What You Know students are introduced to modeling a problem after hearing the word problem, “First draw 1 animal, now draw 4 animals.” Students practice procedural skill and fluency in modeled instruction. Students practice counting on to find a missing addend in a word problem. Students then apply what they have learned to solving word problems to find missing addends.

In Unit 2 Lesson 9 students use conceptual understanding of making 10 by writing out and modeling number partners to 10 in numbers, words, and in part part whole models. Students use procedural skill and fluency by using repeated reasoning to find the number pairs that make 10. Students continue with fluency in the Talk About It section as they decide if a problem could be correct based on the work shown.

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
10/10
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Criterion Rating Details

The instructional materials for Ready Grade 1 meet the expectation for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice. Overall, the materials identify and attend to the full meaning of the MPs, emphasize mathematical reasoning by prompting students to construct viable arguments and analyze the arguments of others, assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others, and attend to the specialized language of mathematics.

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectations for identifying the Mathematical Practices (MPs) and using them to enrich the mathematics content within and throughout the grade.

The MPs for each lesson are identified in the CCSS Focus section as part of the Lesson Overview. SMP TIPs are found in the Teacher Resource Book throughout the lessons, and these tips highlight the integration of particular MPs within the lessons. The MPs are also identified for each lesson in the Table of Contents for the Teacher Resource Book on pages A4-A7.

Some examples of where the MPs are identified and used to enrich the mathematics content include:

  • Unit 1 Lesson 1: MPs 2, 3, 5, 6, and 7 are identified in the Lesson Overview. The first SMP TIP in the lesson for MP6 states, “Connect the physical activity to the model by having children first place counters on the smiley faces, representing the girls and eliciting that these show a group of 5. Have children count on as they add counters to represent boys. As they do so, children refine the concept of counting on as a strategy for finding the number of objects in a group without having to count every member of the group.” The SMP TIP in the lesson for MP7 states, “Mathematical Discourse 3 is a concrete example of the commutative property. Asking children to describe the sets using two different number sentences helps them to make a symbolic connection. Emphasize that the sum has not changed even though the order of the addends has.” The SMP TIP in the lesson for MP2 states, “As they practice counting on to add, children can use physical objects and drawings to help them reason quantitatively. Recording the process in a number sentence allows them to connect the concrete model to the symbolic model.”
  • Unit 3 Lesson 15: MPs 1, 2, 3, 4, 7, and 8 are identified in the Lesson Overview. The SMP TIP for MP4 states, “Continuing to emphasize the relationship between a real-life mathematical situation, a model, and a number sentence helps children develop skills that involve abstract reasoning.” The SMP TIP for MP8 states, “Children have found partners of 10 and have learned to use the make a ten strategy to add 2 one-digit numbers. Emphasize the benefit in making a ten to add 3 one-digit numbers. This important calculation will be repeated as children learn to add two-digit numbers and as they learn later concepts.”
  • Unit 6 Lesson 27: MPs 2, 3, 4, 5, 6, and 7 are identified in the Lesson Overview. The SMP TIP in the lesson for MP7 states, “As children compose shapes, they are building understanding of patterns and iterating units. Encourage children to see not just the composite shape, but the shapes that form the composite shape.” The SMP TIP in the lesson for MP5 states, “Allowing children to use shape pieces of different colors to compose rectangles enables them to view situations in which tools can help solve a problem. Encourage children to continue to use concrete models to solve other geometry problems.”

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectation for carefully attending to the full meaning of each practice standard. Overall, the materials attend to aspects of the mathematical practices (MPs) during different lessons throughout the grade, so when taken as a whole, the instructional materials attend to the full meaning of each MP.

Examples of where the instructional materials attend to each of the MPs include:

  • MP1: In Unit 3 Lesson 14 students complete several word problems by using different strategies and models to add two numbers whose sum is greater than 10. For some of the problems, students have to make sense of the problem to determine what information they have and which strategy or model they would like to use. Students also persevere in solving the problems as they have the opportunity to revisit their initial solutions if they are not correct.
  • MP2: In Unit 1 Lesson 2 students are asked to find the difference between two numbers based on word problems. The SMP TIP for in the lesson for MP2 states, “Ask children to describe how the number sentence tells what is happening in the problem. In order to contextualize and decontextualize the information in this problem, children need to make a clear connection between the problem situation, the illustration, and the number sentence.”
  • MP4: In Unit 5 Lesson 23 students use models to solve problems and then share their models so that students can find efficient models to use in problem solving.
  • MP5: In Unit 7 Lesson 20 students solve word problems that involve adding and subtracting tens. Students are able to choose from tens blocks, number bonds, or a 120 chart to help them complete the problems.
  • MP7: In Unit 2 Lesson 6 students are using the doubles and doubles plus one strategies. Students use structure as they notice some numbers make equal groups and some have one left over.
  • MP8: In Unit 2 Lesson 7 students are using repeated reasoning to find all the equations with a sum of 6. In Unit 2 Lesson 9 students are using repeated reasoning to find all the equations for the sum of 10 using ten frames.

Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
0/0

Indicator 2g.i

Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectation for prompting students to construct viable arguments and analyze the arguments of others. Overall, the materials offer students multiple opportunities to construct viable arguments and/or analyze the arguments of others throughout the materials.

Examples where students are prompted to construct viable arguments and analyze the arguments of others include:

  • In Unit 2 Lesson 7 Talk About It students analyze the work of fictional students and answer questions: “Who is right? How do you know?”
  • In Unit 2 Lesson 10 students construct an argument as they answer “Do they have the same number of cubes? How do you know?”
  • In Unit 5 Lesson 21 students think about the work of Buzz, a fictional student. Buzz says, “5 tens 8 ones = 5 + 80.” Students explain why or why not they agree with Buzz.

Indicator 2g.ii

Materials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectation for assisting teachers to engage students in constructing viable arguments and analyzing the arguments of others concerning key grade level mathematics detailed in the content standards. The materials provide teachers with SMP TIPs to help facilitate students to construct arguments and/or analyze the arguments of others.

Examples where teachers are supported to help students construct viable arguments and analyze the arguments of others include:

  • In Unit 2 Lesson 11 the teacher shows an incorrect problem 3 + 4 = 8 and asks students to respond. The students along with teacher guidance discuss how in miscalculating this one problem, all the other number sentences in the chart are incorrect.
  • Unit 4 Lesson 17 prompts teachers to have students model tens with connecting cubes then show a partner. The materials tell teachers to “Encourage students to justify their decision.”

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectations for explicitly attending to the specialized language of mathematics. Overall, the materials for both students and teachers have multiple ways for students to engage with the vocabulary of Mathematics.

  • The Student Practice and Problem Solving Book has notes at the bottom of the pages where mathematical vocabulary is defined.
  • The Teacher Resource Book has Lesson Vocabulary for each lesson with mathematical terms and their definitions.
  • Teachers are prompted in the Teacher Resource Book to have students use precise mathematical language. For example, Unit 2 Lesson 10 Try It states, “Encourage children to use the words ‘is the same as’ when describing totals.”
  • Each lesson has an “English Language Learners” section in the Teacher Resource Book that contains some ways to support vocabulary development for all students.
  • Lessons contain language objectives. For example, Unit 2 Lesson 8 states: “Use visual models and number bonds to find missing number partners for 8 and 9. Tell why 0 can be a number partner for any number.”

Gateway Three

Usability

Meets Expectations

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.
8/8
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Criterion Rating Details

The instructional materials for Ready Grade 1 meet the expectations for being well designed and taking into account effective lesson structure and pacing. The instructional materials distinguish between problems and exercises, have exercises that are given in intentional sequences, have a variety in what students are asked to produce, and include manipulatives that are faithful representations of the mathematical objects they represent.

Indicator 3a

The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.
2/2
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Indicator Rating Details

The Grade 1 Ready instructional materials meet expectations for distinguishing between problems and exercises. Each problem or exercise has a purpose.

Students are learning new mathematics and solving problems in the beginning stages of each lesson in the Use What You Know and Explore Together sections. At the conclusion of lesson instruction, students complete exercises in the Practice Together and Practice by Myself that engage them in exercises to practice skills and in problems to apply learning.

The instructional materials provide problems and exercises in both the Ready Instruction book and the Practice and Problem Solving Book. For example, in Unit 3 Lesson 15 students practice adding three digits using ten-frames, number paths, and by completing number sentences in the Practice and Problem Solving Book. During Guided Practice students are presented with the problem: “Jon has 7 apples. Tom has 3 apples. Bo has 5 apples. How many apples do they have?” Students are given a number path and complete three number sentences: 7 + ___ = 10, 10 + 5 = 15, and 7 + 3 + 5 = 15. The Mathematical Discourse states: “Are there other ways you could solve the word problem at the top of the page instead of using a number path to add numbers? Tell about the other ways.”

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectations that the design of assignments is not haphazard and that the exercises are given in intentional sequences.

Problem sets and daily practice exercises relate to the mathematical concept developed in each lesson. The sequence of topics in each unit is intentionally planned to move from working with concrete and pictorial representations to more abstract work with numbers and computation. Each unit has a progressions chart showing what students have learned in previous grades connected to what they will learn in Grade 1 and how this will relate to what they will learn in future grades. Each lesson has a Learning Progression section in the lesson overview of the Teacher Resource Book which states what was learned in the previous grade, what students are learning in Grade 1 and how it relates the current lesson, and what will happen in the next grades.

Concepts are explored and developed in daily lessons and reinforced through partner work and independent practice. Lessons are designed using a scaffolded approach. Students are guided by the teacher in the beginning of instruction, move toward work with partners or in small groups, and finally work independently. For example, Lessons 1, 2, 6, 9, 11, 13, 14, and 16 relate to adding and subtracting within 20 (1.OA.C). The lessons progress from developing counting on strategies in Lessons 1 and 2 to more sophisticated strategies such as using doubles, doubles plus one, and/or making a ten in subsequent lessons.

Indicator 3c

There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meets expectations that there is a variety in what students are asked to produce.

Students are expected to respond and produce solutions in various ways. They are asked not only to produce answers but to provide evidence through drawings, representations, and written explanations. Students are often asked to analyze and defend the work of others. They must justify their conclusions with verbal statements and mathematical reasoning.

Lessons are designed with a consistent routine that includes whole group, partner, and independent work. The Picture It, Model It, Hands-On Activity, Practice, and Problem Solving portions of each lesson require students to represent the problem in a drawing and make connections between the drawing and the equations. Question types vary and include draw a model, short answer, solve, explain, find the mistake, and multi-step performance tasks. Students are asked to produce various answers for the mathematical content that is the focus of each lesson. For example, in Lesson 10 students complete addition equations with missing numbers, determine if equations are true or false and explain their answers in writing, draw pictures to explain their answers, and correct equations that were initially incorrect.

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
2/2
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Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet expectations for providing manipulatives that are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.

In the Hands-On Activities found within each lesson students use a variety of manipulatives including counters, connecting cubes, attribute blocks, ten-frames, and number bonds. Students are frequently asked to look at a manipulative model and create a math equation from the representation. For example, in Lesson 14 students use ten frames to model addition situations, regroup ones to make a ten, and create equations represented in the models.

Throughout the materials, various manipulatives are introduced and used in lessons. Their use is appropriate for the mathematics content represented. For example, in Lesson 15 students use counters and a ten-frame to represent subtraction problems. Students then connect their representation to a subtraction equation. During Independent Practice students use counters and ten-frames to solve problems in the Student Instruction Book.

Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
0/0
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Indicator Rating Details

The visual design of the instructional materials reviewed for Ready Grade 1 is not distracting or chaotic, and supports students in engaging thoughtfully with the subject.

The format of each lesson is consistent in both the Teacher Resource Book and Student Instruction Book. The pictures within the Student Instruction Book and the Interactive Tutorials on the Ready Teacher Toolbox are colorful, engaging, and represent items that are relevant to children.

The students have adequate space to work within the Student Instruction Book and Practice and Problem Solving Book. Each lesson for the teacher and student has a consistent layout throughout the series. The pictures match the concepts addressed. For example, the Unit 4 Lesson 17 Interactive Tutorial Counting On: 1 to 100 uses an avatar and virtual candies to count candies in packages of 10, and when packages are broken as individual pieces of candy. In addition to counting students determine if the amount of candies is the same, more or less for different scenarios.

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.
8/8
+
-
Criterion Rating Details

The instructional materials for Ready Grade 1 meet the expectations for supporting teacher learning and understanding of the Standards. The instructional materials support: planning and providing learning experiences with quality questions; contain ample and useful notations and suggestions on how to present the content; and contain explanations of the grade-level mathematics in the context of the overall mathematics curriculum.

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet expectations that materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development. Support is provided in the following ways:

  • Step by Step in each lesson organizes content into chunks for student learning and includes guiding questions, key points, and teacher prompts. For example, in Lesson 30 teachers are prompted to ask: “What information does this picture graph give us? What do the pictures stand for?” A second prompt guides teachers to ask: “What other questions could you ask and answer about this data?”
  • The Mathematical Discourse section in each lesson includes questions to engage students and advance their mathematical understanding. For example, in Lesson 21 Mathematical Discourse teachers are prompted to ask: “'Can 54 be shown as 4 tens and 5 ones?' Explain the 5 in 54 means 5 tens and not 5 ones. The 4 means 4 ones and not 4 tens. 'Why do you think there are more ways to show 54 than 45?'”

Indicator 3g

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet expectations that they contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

The instructional materials provide resources to support teacher planning.

  • The Teacher Resource Book provides a separate pacing guide for the year, month, week, and day.
  • The Unit Overview page includes lesson titles, page numbers, the primary and supporting standards, prerequisite skills, content objectives, learning progressions, lesson vocabulary, and a detailed pacing guide for whole and small group instruction for each lesson.
  • Two Common Core correlation charts, Ready Instruction Correlation and Interim Assessment Correlation, are included.
  • The Cognitive Rigor and Ready Chart lists specific questions identified as DOK level 3.

The Teacher Resource Book contains components to assist with lesson delivery.

  • At a Glance explains what students will be doing during each component of the lesson.
  • Step by Step organizes the lesson into chunks and provides guiding questions.
  • SMP Tips highlight specific Standards for Mathematical Practice.
  • Mathematical Discourse includes questions to engage students and advance their learning. Possible answers and key ideas to listen for in student responses are included.
  • Try It Solutions provide complete explanations and multiple solutions.
  • Concept Extensions, ELL Support, and Visual Models provide support, suggestions, and strategies to engage students with activities that support varied abilities.
  • Solutions in the Independent Practice section includes a correct response, at least one possible solution method, and the DOK level for the problems.
  • Quick Check and Remediation includes an exit slip to monitor understanding. A chart includes error analysis and remediation suggestions.
  • Hands-On Activity extends the concepts and skills using manipulatives and a collaborative group approach.
  • Challenge Activity extends the learning of those students who have mastered the skills and concepts.

The Teacher Toolbox found online contains the following technology components to assist with lesson delivery:

  • Interactive Tutorials are referenced as part of Day 1 instruction for most lessons and provide interactive video clips for delivery of student mathematical learning.
  • i-Ready Door 24 Plus is a free iPad app for fact fluency practice but is not explicitly included in the Teacher Resource Book for instruction.

i-Ready (available for additional purchase and used by most Ready users) is an Online Diagnostic and Instruction component.

Indicator 3h

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet expectations for containing a teacher’s edition in print and online that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their knowledge of the subject, as necessary.

In each lesson, information is provided for the teacher to understand and make connections between the mathematical content and practices, errors or misconceptions that may arise, and the rationale behind specific lesson parts.

  • In Unit 1 Lesson 5 the Independent Practice Mathematical Discourse includes the following guidance for teachers: “When comparing two quantities, children must find a way to represent the ‘how many more’ or ‘how many less’ (the difference) conceptually and through representation. They need to understand that there are two parts to a comparison question: 1. Which quantity is more (or less)? 2. How much more (or less)? Children should be able to act out the problem, create a visual model, and write an appropriate subtraction sentence to answer both questions.”
  • In Unit 2 Lesson 10 the SMP TIP for MP2 states: “Finding equivalent and non-equivalent expressions involves making sense of quantities and their relationships.” The Evaluate portion of the Guided Practice guidance for teachers states: “As children decide whether the number sentences are true, revisit the earlier discussion about addends that make the same total. Guide children to recall that when any two addends on each side of equal sign make the same total, the number sentence is true.”

Throughout Ready Grade 1 there is guidance for teachers that identifies and connects the underlying mathematics of a lesson. These are written in adult language.

Indicator 3i

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.
2/2
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-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet expectations for containing a print teacher’s edition (in print and in the on-line Teacher Toolbox) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum.

Each unit begins with a Lessons Progressions Chart. This chart begins by listing lessons that students are building upon. These lessons can come from previous grades and from Grade 1. For example, Unit 2 Lesson 10 builds on Kindergarten Lessons 18, 19, and 20, and the chart also lists lessons that students are preparing for in Grade 2, Lessons 4 and 5.

Each Lesson Overview includes a Learning Progression section. This section begins with an explanation of how the lesson builds on prior knowledge from Kindergarten. The Learning Progression explains the lesson's overall connection to Grade 1 and the mathematical content of the lesson. This section also explains connections to Grade 2 and, if appropriate, to other future grades.

Indicator 3j

Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).
0/0
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 provide a list of lessons in both the printed and digital versions of the Teacher Resource Book that cross-reference lessons and standards and provide an estimated instructional time for each unit, chapter, and lesson.

  • A Year-Long Pacing Guide recommends the number of days for each lesson, including assessments. Lessons include recommended minutes per day.
  • The Unit Overview provides the focus standard for each lesson.
  • The Correlation Chart correlates the Common Core Standards with each instructional lesson.

Indicator 3k

Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.
0/0
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-
Indicator Rating Details

The Ready Grade 1 instructional materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.

The Practice and Problem Solving Book includes a Family Letter for each lesson. The letter includes an explanation of the math and an activity for the family to use at home. A Spanish version of the letter is available online in the Teacher Toolbox.

Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
0/0
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Indicator Rating Details

The Ready Grade 1 instructional materials contain explanations of the instructional approaches of the program and identification of research-based strategies.

The Teacher Resource Book contains the following explanations of the program instructional approaches:

  • “Answering the Demands of the Common Core with Ready” details how the program addresses the shifts in the standards.
  • “Supporting Research” provides the instructional methods used by Ready, examples of where these methods are found in the program, and research that supports these methods.
  • “Cognitive Rigor and Ready” provides a table that combines the hierarchies of learning of Webb (Depth of Thinking) and Bloom (Types of Thinking) and provides a table that charts where higher-complexity items can be found within lessons.
  • References are provided at the back of the Teacher Edition. This list details key research reports on math instruction and learning.

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.
8/10
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-
Criterion Rating Details

The instructional materials for Ready Grade 1 partially meet the expectations for offering teachers resources and tools to collect ongoing data about student progress on the Standards. The instructional materials provide opportunities for identifying and addressing common student errors and misconceptions, ongoing review and practice with feedback, and having assessments with standards clearly denoted. The instructional materials do not consistently provide strategies for gathering information about students’ prior knowledge or include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers.

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 partially meet expectations for supporting teachers with strategies for gathering information about students’ prior knowledge within and across grade levels.

Prerequisite skills are listed for each unit and lesson. At the beginning of each unit in the Student Instruction Book students check off skills they already know in the “Self Check.” Filling out the checklist is explicitly called out in the “Step By Step” section at the beginning of the unit in the Teacher Resource Book. Prerequisite support lessons are provided for the teacher within each lesson to review prerequisite concepts or fill in gaps in student knowledge.

However, there are no pretests included within the program or systematic way to gather information about student prior knowledge. The i-Ready online component (available for additional purchase and used by most Ready users) is the tool provided to gather information about prior knowledge.

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet expectations for providing strategies for teachers to identify and address common student errors and misconceptions.

  • The Quick Check and Remediation section at the end of a lesson presents a question to monitor understanding of the content of the lesson. This section includes a chart of incorrect answers, common errors, and remediation suggestions.
  • Lesson Quizzes provide the teacher with a Common Misconceptions and Errors section that describes common misconceptions and errors.

Within lessons themselves, directions instruct teachers to watch for specific errors and misconceptions, and suggestions are provided to address these errors and misconceptions. For example, the Unit 3 Review states: “Watch for those who struggle with the idea of “1 ten and some number of ones.” Help these children identify the ten and ones in each teen number. Have them write, draw, and talk about making a ten as they add.”

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectation for providing opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.

Each lesson provides approximately one week of instruction. Over the course of the week, responsibility for the learning process transfers from the teacher to the student. Students move from scaffolded support to independent problem solving. Review and practice is incorporated in each lesson within the Ready Instruction Book and in each homework assignment within the Practice and Problem Solving Book.

Feedback is provided to students throughout lessons. Frequent feedback opportunities to address skills and concepts are provided in the Teacher Resource Book. The Quick Check and Remediation activity within each lesson provides teachers with sample errors and remediation strategies to address those errors. Assessments and Performance tasks include rubrics that can also be used to provide feedback.

Indicator 3p

Materials offer ongoing formative and summative assessments:
0/0

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectation for offering ongoing formative and summative assessments that clearly denote which standards are being emphasized.

  • Standards are clearly noted within assessments found in the Mathematics Assessments Teachers Guide.
  • An Interim Assessment is provided for each unit. Interim assessments provide standards correlations for each item. This information can be found on the Interim Assessment Correlations chart in the Teacher Resource Book.
  • Unit Assessments provide standards correlations for each item. Unit Assessments and correlations are found online in the Teacher Toolbox.
  • Lesson quizzes and quick checks are provided for most lessons. These quizzes assess the specific standards being taught in the lesson.

Indicator 3p.ii

Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 partially meet expectations for the inclusion of rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

Rubrics are used throughout the course. Rubrics can be found within lessons for some independent practice activities, in quizzes, mid- and unit assessments, unit performance tasks, and in the Assessment Book. The rubrics and scoring guidelines are easy to understand and interpret.

Within lessons rubrics and scoring guidelines do provide guidance for teachers to follow-up, and throughout Ready there is guidance for teachers on behaviors to look for, error alerts, and misconceptions. However, the lesson quizzes, mid- and unit assessments, interim assessments, and the Assessment Books provide little guidance for teachers on how to interpret student performance or suggestions for follow-up. For example, scoring rubrics are provided for Unit Performance Tasks, but follow-up suggestions based on scoring criteria are not provided.

Indicator 3q

Materials encourage students to monitor their own progress.
0/0
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-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 encourage students to monitor their own progress.

  • There is a self-check for students at the beginning of each unit. It is to be marked both before the unit and then again after the unit. This process is explicitly noted in the Step by Step of the Teacher Resource Book.
  • There is a self-check for students at the end of each lesson with a reminder to go back to the unit self-check to see if there is anything they can check off.

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.
12/12
+
-
Criterion Rating Details

The instructional materials for Ready Grade 1 meet the expectations for supporting teachers in differentiating instruction for diverse learners within and across grades. The instructional materials provide a balanced portrayal of various demographic and personal characteristics. The instructional materials also consistently provide: strategies to help teachers sequence or scaffold lessons; strategies for meeting the needs of a range of learners; tasks with multiple entry-points; support, accommodations, and modifications for English Language Learners and other special populations; and opportunities for advanced students to investigate mathematics content at greater depth.

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet expectations for providing strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.

  • Each lesson follows a gradual release model in which carefully scaffolded support is withdrawn as students gain mastery. Each lesson consists of four components: Introduction, Modeled and Guided Instruction, Guided Practice, and Independent Practice.
  • Lessons are sequenced to build from conceptual understanding, using concrete and pictorial representations to more abstract representations.
  • The marginal notes in the Teacher Resource book often suggest ways to support students as a whole and subgroups of students who might need extra support. Notes include sections on vocabulary, concept extensions, visual models, hands-on activities, and real-world connections.
  • Each Lesson contains a Differentiated Instruction page which contains an Intervention Activity, On-Level Activity, and a Challenge Activity.
  • Center Activity PDF’s can be found online in the Teacher Toolbox to help further differentiation.

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
2/2
+
-
Indicator Rating Details

The instruction materials reviewed for Ready Grade 1 meet expectations for providing teachers with strategies for meeting the needs of a range of learners.

The Teacher Resource Book contains the following support:

  • Each lesson includes a section called Small Group Differentiation that consists of three subsections: Reteach, Teacher-led Activities, and Student-Led Activities. Prerequisite lessons from earlier grades can be used to review or fill in gaps in student knowledge. Student–led Math Center activities in three different levels are referenced for additional instruction, if needed.
  • The margin notes in the Teacher Resource Book suggest ways to support students as a whole and provide specific strategies for subgroups of students who might need extra support. This includes sections on vocabulary, concept extensions, visual models, hands-on activities, and challenge activities.
  • The student Practice and Problem Solving book includes three levels of problems (basic, medium, challenge) that include, verbal, visual, and symbolic representations.

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet expectations for embedding tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.

When solving problems, students often choose their own solution strategy and/or representation. The embedded tasks are presented using multiple representations (drawings, charts, graphs, numbers, or words) and different solution strategies.

  • In Unit 1 Lesson 4 Show What I Know students are provided with a number and asked to figure out missing addends. Students fill in a number bond and write a subtraction sentence and addition sentence. The Teacher Resource Book highlights possible answers and also notes that teachers “make sure they understand that there is not just one correct way to color the triangles, so their number bonds and number sentences may be different from others in the class.”
  • In Unit 1 Lesson 3 Practice by Myself multiple representations are provided for the students. The students are working on adding and subtracting in word problems and are given two models that are partially completed. Note: Teachers are instructed to review the models and “explain that the models are started for them, and that children can complete them or use some other method they prefer to solve the problem.”
  • In Unit 2 Lesson 11 students are building on facts they know. In the Explore It portion of the lesson students solve a mystery and find missing numbers. Children use counters and then number sentences to represent solutions. The problem starts by asking, “I have 6 marbles. Some are red, and some are yellow. There is the same number of red marbles as yellow marbles. How many are red, and how many are yellow?” As the problem continues students explore an open-ended clue: “I have 9 marbles. Some are red and some are yellow. There are more red marbles than yellow marbles. How many red marbles, and how many yellow marbles could I have?” The students are building on 2 more closed scenarios and are invited to explore and share results and explain their reasoning on the open-ended clue.
  • In Unit 4 Lesson 19 students build understanding of 10 more and 10 less. Students are given digit cards 0-9. Using these digit cards students make a number and find 10 less and 10 more. In addition to multiple solutions being possible, students are encouraged to connect this work to their work with cubes, with a 120 chart, and with drawing a picture.

Indicator 3u

Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet expectations for suggesting support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics.

The Teacher Resource Book and online Teacher Toolbox contain the following support:

  • ELL Support Tips are found in the margin notes of each lesson of the Teacher Resource Book. For example, Unit 4 Lesson 18 includes an English Language Learners Tip: “To present visual language support for children who need help distinguishing between a row and a column, provide a 120 chart labeled with the words “column” and “row.” The labels should include an arrow pointing to a column and a row.”
  • Prerequisite lessons include specific ELL support as needed. For example, in Unit 5 Lesson 21 there are two prerequisite lessons. Prerequisite Lesson 21 includes an English Language Learners support that states: “Have children work with a partner to show 11 fingers, using all 10 fingers from one child and the extra on the other child’s hand.”
  • A Differentiated Instruction page is included in some lessons of the Teacher Resource Book. For example, Unit 3 Lesson 15 Understand Volume includes an Intervention Activity, On-Level Activity, and a Challenge Activity.
  • Math Center Activities are provided On Level, Below Level, and Above Level.

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet expectations for providing opportunities for advanced students to investigate mathematics content at greater depth.

Materials offer the following instructional support for advanced learners:

  • A Differentiated Instruction page that provides Challenge Activities is included in many lessons of the Teacher Resource Book. For example, in Unit 4 Lesson 17 students extend the concepts in the lesson by making more than 9 tens.
  • Some lessons include a Concept Extension. For example, Unit 1 Lesson 1: “Build the concept of a variable. Display the box and tell children there are 5 pencils inside the box. Set 3 single pencils next to the box and ask: How many pencils do I have altogether? How can you count on to find out? Listen for counts of '5, 6, 7, 8' and ask how they knew to start with 5. Children should recognize that since they know there are 5 pencils in the box, they do not need to be counted or drawn separately. Have children record the process in a number sentence to make a symbolic connection to the problem.”

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 meet the expectation for providing a balanced portrayal of various demographic and personal characteristics.

  • The names and situations in the story problems represent a variety of cultural groups.
  • Student edition pictures include students from a variety of cultures.
  • The application problems include real-world situations that are appropriate to a variety of cultural and gender groups.
  • Interactive tutorials found online in the Teacher Toolbox represent students of both genders and various ethnicities.

Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
0/0
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 provide opportunities for teachers to use a variety of grouping strategies.

The following strategies are found in the Teacher Resource Book:

  • The Gradual Release model incorporates teacher led whole and small group instruction for each lesson.
  • Pair/Share Tips found in the margin notes prompt students to compare answers and reason with a partner.
  • The online Teacher Toolbox provides protocols for the Think-Share-Compare Activities.
  • Margin notes within each lesson suggest appropriate grouping strategy - whole, small group, pairs, or individually - in different parts of the lesson.
  • The online Teacher Toolbox provides math center activities for each lesson.

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
0/0
+
-
Indicator Rating Details

The instructional materials reviewed for Ready Grade 1 provide limited support for teachers to draw upon home language and culture to facilitate learning.

  • The online Teacher Toolbox provides a Spanish version of the family letters included in the Practice and Problem Solving book.
  • Some English Language Learner support sections found in the margin notes discuss making the connection between the English vocabulary and the Spanish cognate.

Criterion 3aa - 3z

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.
0/0
+
-
Criterion Rating Details

The instructional materials for Ready Grade 1 integrate technology in ways that engage students in the Mathematical Practices. The digital materials are web-based and compatible with multiple internet browsers, but they do not include opportunities to assess student mathematical understandings and knowledge of procedural skills. The digital materials do not include opportunities for teachers to personalize learning for all students, and the materials offer some opportunities for customized, local use. The instructional materials do not include opportunities for teachers and/or students to collaborate with each other.

Indicator 3aa

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.
0/0
+
-
Indicator Rating Details

The Ready Grade 1 digital materials are web-based and compatible with multiple internet browsers. The Teacher Resource Book, Teacher Toolbox, and Student Books are platform neutral and can be accessed on tablets and mobile devices. The i-Ready Door 24 Plus is used for fact fluency, and practice is only available for iPads.

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
0/0
+
-
Indicator Rating Details

The instructional materials for Ready Grade 1 do not include opportunities to assess students’ mathematical understanding and knowledge of procedural skills using technology.

i-Ready is an online diagnostic and monitoring tool (available for additional purchase and used by most Ready users). i-Ready has two components. i-Ready Diagnostic is an adaptive diagnostic, and i-Ready Standards Mastery is designed to provide information about mastery of individual grade-level standards.

Indicator 3ac

Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.
0/0
+
-
Indicator Rating Details

The Ready Grade 1 digital instructional materials cannot be customized for individual learners or users. An additional purchase of i-Ready (available for additional purchase and used by most Ready users) does provide adaptive diagnostic and growth measures to support personalized instruction.

There are limited opportunities for the teacher to customize lessons for local use. Ready Teacher Resources include Reteach Ready Instruction Prerequisite Lessons, Tools for Instruction, and Math Center Activities. Prerequisite Lessons and Tools for Instruction are teacher-led activities for use with small groups requiring additional instruction and/or review of prerequisite concepts. Math Center Activities are student-led activities.

Indicator 3ad

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
0/0
+
-
Indicator Rating Details

The Ready Grade 1 instructional materials do not provide opportunities for teachers to collaborate with other teachers or students to collaborate with other students.

Indicator 3z

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.
0/0
+
-
Indicator Rating Details

The Ready Grade 1 instructional materials include Interactive Tutorials that are animated interactive lessons assigned to students in their personalized online instruction plan. These tutorials include integrative technology such as interactive tools and virtual manipulatives/objects to engage students in the Mathematical Practices as they model the mathematical content of the lesson.

Additional Publication Details

Report Published Date: Thu Apr 12 00:00:00 UTC 2018

Report Edition: 2017

Title ISBN Edition Publisher Year
Ready Math Practice Problem Solving Grade 1 Student Book (2016) 978-1-4957-1680-5 Curriculum Associates 2016
Ready Math Practice Problem Solving Grade 1 Teacher Guide (2016) 978-1-4957-1681-2 Curriculum Associates 2016
Ready CCSS Math Instruction Grade 1 Student Book (2017) 978-1-4957-2003-1 Curriculum Associates 2017
Ready CCSS Math Instruction Grade 1 Teacher Resource Book (2017) 978-1-4957-2013-0 Curriculum Associates 2017

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Math K-8 Rubric and Evidence Guides

The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

The K-8 Evidence Guides complement the rubric by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

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