2nd Grade - Gateway 3

The instructional materials reviewed for Grade 2 meet the expectations that materials are well-designed and take into account effective lesson structure and pacing. There are four units in Grade 2: the Literacy Lab and three Research Labs- Bugs in their Ecosystems, Animal Stories, and Jobs in the Community. The materials contain daily opportunities for whole and small-group instruction, including flexible grouping based on learning needs as determined by the IRLA assessments. The materials emphasize their daily routine as including a basic structure and multiple opportunities for self-directed learning, including opportunities to have personalized instruction to meet their specific needs, read books that are appropriate for their reading skills/level as well as books that are self-selected (from within a teacher-directed menu of choices), work with other students, and spend time researching and writing on topics of interest for multiple purposes and audiences. Each unit is accompanied by specific goals. For example, the materials list six literacy goals for students for the Literacy Lab (Unit 1) as:

Students will

• Listen to and discuss dozens of above-level read-alouds and discuss both the content and the vocabulary.
• Read and discuss at two grade-level shared reading texts, one poetry and one narrative.
• Read at least 30-60 minutes a day from self-selected texts.
• Write every day, for a variety of purposes and in a variety of modes.
• Take both a collection of poems and a personal narrative through the writing process to publication.
• Practice applying a variety of Grade-Level Standards to both reading and writing.

The materials clearly list the components of each day (Morning Meeting, Mini-Lesson/Interactive Read-Aloud, Readers’ Workshop, Writing, Read-Aloud, and Reflection) for a 120 minute reading block and offer flexibility for the order in which the components are completed. Each day’s lesson plans have a clear set of directions and are supported by educative materials within the lesson plans that explain why certain practices are supported or not supported by research and recommendations for carrying out the evidence-based practices.

The materials reviewed meet the expectations that the teacher and student can reasonably complete the content within a regular school year, and the pacing allows for maximum student understanding. Each unit comes complete with a pacing guide. There are four units designed for 36 weeks of instruction. This will allow flexibility for teachers to adjust lessons as needed.

The Teacher’s Guide states, “Our curriculum is a FRAMEWORK, not a script. What should students argue about while they study the Civil War? What lessons should they take away from a study of Science Fiction? It depends. It depends on the children in your classroom. It depends on you. There is no perfect script that will work for all personalities and all classrooms. Instead, we give you a highly structured framework that works in general from which you will need to create the version that works for you, in your district, in your school, in your classroom, with your students.”

The instructional materials reviewed for Grade 2 meet expectations that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).

Materials provide review and practice resources such as note catchers, reference charts, anchor charts, checklists, graphic organizers, rubrics, and blackline masters.

Student resources include clear explanations and directions. Activities that are completed with teacher guidance have directions included in the teacher lesson plan notes. Resources that are completed independently or in small groups without direct teacher guidance include clear directions and explanations so that the task can be completed. Examples include:

• In Unit 1, Week 5, “Introduce Personal Narrative Unit Post the Narrative Writing Rubric. Distribute copies to students.”
• In Unit 2, there is a “Final Project Rubric” for the project on Bugs. Included in the rubric are points for Authentic Voice, Information, Text Features, Effort, and Quality of Writing.
• In Unit 3, students are provided sentence starters in the Retelling a Story Rubric. Examples of the sentence starters include, “The main character is ____ and he/she is _____.” And “At the end, the problem is resolved by ____.”
• In Unit 4, Week 1, there is a Fact vs. Opinion Rubric for Facts, Reasons/Evidence, and Opinion.

Instructional materials reviewed for Grade 2 meet the criteria that materials include publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items. The Unit 1 Teacher’s Guide contains a chart listing the Common Core State Standards Scope & Sequence for every unit broken down by unit theme and the weeks in which they are addressed. It includes Reading, Foundational Skills, Writing, Speaking/Listening and Language.

Each Unit also contains a Unit Overview that lists Best Practices and Focus Standards. The Pacing Guide includes the Week and the CCSS Focus of that week and each week begins with a “Daily Framework” that also lists the standards being addressed in the learning that week.

• Unit 1, Week 5, “Common Core Standard L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.”
• Unit 2, Week 2, “Now, you will re-read the informational piece you wrote yesterday, evaluate it using our W.2 Rubric, and revise it to make sure it earns at least the first point with a great hook.”
• Unit 3, Week 7, “CCSS W.3 Rubric: This rubric will help us write strong _(genre)_ stories. You will recognize each of the points as something we practiced earlier in this Unit.”
• Unit 4, Week 1, “Post the R.1/W.1 Rubric. In this Unit, each of you will become really good at writing opinion pieces. To do this, we first need to be clear on the difference between a fact and an opinion. Today you will practice forming opinions and using reasons to support it.”

The materials reviewed for Grade 2, meet expectations that materials contain a teacher’s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.

The Literacy and Research Lab Teacher Editions include notes that give adult-level explanations and examples. Examples include but are not limited to:

• Unit 1, Week 1, “'Successful with just a little bit of help from the teacher' is the Zone of Proximal Development, also called the student’s instructional or guided reading level. It is not the independent level, and it is not the level at which students must work most of the day or during state testing.”
• Unit 3, Week 5, “Teach students the conventions and have them edit to the best of their abilities, but don’t spend your evenings editing for them. Students’ own authentic approximations are the goal.”
• Unit 4, Week, 4, “Using a mentor text (ideally the same mentor texts as last week), model how you identify and analyze the author’s use of a concluding statement to convince the reader to agree with his/her opinion.”

The materials reviewed for Grade 2 meet the expectations that materials contain a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. Standards are addressed throughout the front material of each Literacy and Research lab. The Teacher Editions explain the role of the specific ELA/Literacy standards and how they shaped the reviewed curriculum.

The beginning of each unit also contains a table detailing the specific standard for the grade (One) and which unit or units (Literacy, Bugs, Animal Stories, Community) it is measured in. There is also a Common Core Scope and Sequence Chart that lists the standards that are related to.

The materials state, “The books in the Literacy/Research Lab Libraries are leveled and organized by IRLA (Independent Reading Level Assessment) levels. The IRLA is a color-coded Developmental Reading Taxonomy that integrates Common Core State Standards for reading acquisition with a deep knowledge of the demands of literature and informational text for students, grades PreK through 12. Each book’s IRLA level is a result of multiple reading experts independently assessing the specific combination of quantitative, qualitative, and reader/task challenges presented by that title.”

The Teacher Edition also include Standards Mini Lessons which give explanations of what the teacher work looks like based on the standard being taught. For example:

• Unit 1, Week 1, “Read aloud as many above-level, engaging books as your class will listen to.” Is followed by an aside that states, “A Note on Text Complexity & Reading Aloud For the majority of the rest of the year, Read-Aloud should be from texts that are at or above grade level to ensure all students engage with grade-level complex text and its academic vocabulary regularly.”

• Unit 2, Week 3, “Post and refer to standard RI.2. By the end of this week, each of you will have written an informational text about RQ #2. By the end of today, you will be even better at identifying the topic, a main idea, and key details in an informational text.”

• Unit 3, Week, 2, “Model Applying R.3: Identify & Describe the Physical Setting Let me show you how I use the text and the pictures to describe the first setting... Use a combination of modeling and pair/share to describe the first setting. Don’t worry about addressing every bullet. Only address the ones that are applicable to this setting.”

• Unit 4, Week, 4, “Establish Today’s Learning Goal: W.1 & RI.8 By the end of today, you will have a completed draft of an opinion piece for RQ #3. We will start by looking at an example of a great opinion piece as inspiration for our own writing- we will pay careful attention to how much evidence the author uses to support his/her opinions.”

The instructional materials reviewed for Grade 2 meet the expectations that materials contain explanations of the instructional approaches of the program and identification of the research-based strategies. The front material of each Research Lab includes multiple citations and explanations of instructional approaches. Research based strategies are included throughout the program in lesson sidebars. There are also a Research Lab works Cited/Consulted pages that lists all research materials cited or consulted for the program.

• Unit 1, Core Overview, “Research Labs: Standards-Based Thematic Instruction Teachers use the Research Labs structure to orchestrate highly engaging, content rich inquiry units in which students are the drivers of their own learning, preparing them for 21st century success.”
• Unit 3, Week 5, Lesson Sidebar, “Encourage students to read from the Informational Library this week. Informational texts regularly include linking words, conclusions, and other specific elements of writing craft that are not unique to opinion writing.”

The instructional materials reviewed for Grade 2 meet the expectations that materials regularly and systematically offer assessment opportunities that genuinely measure student progress.

The materials use the IRLA Conferencing & Formative Assessment Independent Reading Levels & Student-Teacher Conferences to consistently assess student progress. The Teacher Edition states, “The IRLA is used to determine, monitor, and research the full continuum of each student’s reading spectrum, from independent to instructional to frustration levels. Teachers’ careful research of their students’ reading competencies, by means of the IRLA, allows them to determine just what skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using the full range of instructional formats (e.g., whole-group, small-group, one-on-one), documenting success and progress in the IRLA. The skills/strategies taught may be essential for enhancement of the student’s current reading level, or they may prepare him for the next. The goal of all reading instruction is to produce successful independent readers; therefore, all of this work is designed to advance the students’ independent levels.”

Teachers are provided with checklists, rubrics, notetakers, protocols for conferencing, and student exemplars. There are pre and post assessments, writing rubrics, and assessment guides. Students are constantly assessed with immediate feedback given through student and teacher conferencing.

The materials reviewed for Grade 2 meet the expectations that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up. Teachers are often directed to conference with students during small group time.
The Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA. Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance.

Teachers and students set Power Goals. There is guidance for teachers to assist students in reaching the goal set. A chart of Common Blockers is provided for teachers to help provide follow-up for students who struggle at specific levels. Both small group and writing protocols and action plan documents are provided. Final projects are presented to the class, a rubric is used to help teachers interpret student performance.
Teachers are prompted to use the formative assessment protocol and questions throughout daily lessons, examples include, but are not limited to:

• In Unit 1, Week 1, “Embedded Formative Assessment Record on your Status of the Class what you learned about individual readers and their interests/preferences.”
• In Unit 2, Week 1, “Formative Assessment/Writing Coach; Check for Understanding: Observe students as they write. Make sure students are making adequate progress.”
• In Unit 3, Week 1, “Formative Assessment/Writing Coach Check for Understanding Observe as students write, looking for gaps in understanding of the standard and/or text.”
• In Unit 4, Week 2, “Formative Assessment 1-on-1 Conferences During the Collecting phase, start with brief check-ins. Try to get to every student every day, focusing on keeping everyone moving in the same direction.”

The instructional materials reviewed for Grade 2 meet the expectations that materials indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence, and motivation.

Independent Reading is built into every daily lesson during Reading Workshop. Students build stamina in early units to read 15-30 minutes daily. Students are held accountable in many ways, including reading logs, accountability talks with partner, groups, and whole class, as well as individual check-ins with the teacher. Rules for independent reading are presented on a class chart and posted in the classroom.

• In Unit 1, Week 1, the Teacher Edition states, “Your goal this week is to get in as much eye-on-page Independent Reading each day as possible, in as many short sessions as it takes to reach 30+ minutes. Ultimately, students should be able to achieve 30 minutes of in-school Independent Reading daily. Provide time as needed (e.g., at the end of the literacy block, after lunch, etc.) to ensure every student reaches this goal.”
• Unit 1, Week 3, the Teacher Edition states, “Readers do not have to write anything to “prove” that they have actually read. Home Coach signatures are good enough. Any book counts for 100 Book Challenge.
• Across the Units, “Organize systems for Home Reading to ensure all students get to practice at home each night. Give each child a folder and have children place the books and their Reading Log in their folders.”

Students are given a focus to think about as they read independently:

• Unit 3, Week 4, the students are instructed, “After you read today, be ready to explain a lesson/message the story teaches and what in the pictures and text supports your opinion.”
• The 100 Book Challenge Library rotates weekly or biweekly. Students are encouraged to read whatever they want. Students complete a Reading Survey and are provided with a Reading Level Checklist that helps them to determine if a text is too hard, too easy, or in the Reading Zone.

Teachers are given specific instruction on how to monitor, encourage, and redirect students. Teachers document student status daily, as engaged, compliant, resistant, or challenged. The Teacher Edition gives suggestions and follow up to keep students engaged during independent reading time.

The instructional materials reviewed for Grade 2 meet the expectation that materials provide teachers with strategies for meeting the needs of range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.

The Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA.

Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals. There is guidance for teachers to assist students in reaching the goal set. A chart of Common Blockers is provided for teachers to help provide follow-up for students who struggle at specific levels. Both small group and writing protocols and action plan documents are provided.

Every lesson includes specific formative assessment opportunities for teachers to monitor student progress. Teachers meet with students, monitor progress, and document student performance daily. The Teacher uses evidence from students’ work to decide if/what to clarify or reteach on the spot, and to plan for next day’s instruction through, “Embedded Formative Assessment.”

Students use the 100 Book Challenge books to read at multiple levels, from below, at, and above their mastery levels. This provides students with opportunity to exceed grade level standards, while allowing those who need more time with at-level texts to reach grade-level standards.

The instructional materials reviewed for Grade 2 meet requirements for regularly including extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level. Extension activities are provided throughout materials.

Independent Reading Level Assessment (IRLA) is used to determine, monitor, and research a student's reading level. The teacher determines the skills and strategies each student has mastered and which he needs to learn next. Teachers then address those needs using whole-group, small-group, and one-on-one conferencing. Materials are provided for documenting student progress in the IRLA.

Teachers are provided with reading level guides and formative assessment conferencing protocol that is used daily to monitor and interpret student performance. Teachers and students set Power Goals at the student’s level. There is guidance for teachers to assist students in reaching the goal set. Both small group and writing protocols and action plan documents are provided.

Every lesson includes specific formative assessment opportunities for teachers to monitor student progress. Teachers meet with students, monitor progress, and document student performance daily. Students are encouraged to choose books from the Book Boxes to reach beyond their reading levels.

Student who complete a task early are often instructed to work with a peer to better help the peer understand the process.

The instructional materials reviewed for Grade 2 meet the expectations of providing ample opportunities for teachers to use grouping strategies during lessons. Students work in pairs, small groups, as a whole group, and one on one with the teacher during Reading Workshop.

Partner work is embedded as part of the Literacy Lab Routine across the Units:

• “Accountable Talk: Students share with a partner and a few share out to class. Teacher coaches appropriate Speaking & Listening skills. Teacher uses Accountable Talk as feedback loop for assessing success of literacy block instruction.”
• “Partner Share: Model the partner share routine you expect students to participate in every day. Spend extra time establishing this now. Explicit direction on how to share appropriately (e.g., turn to face your partner, one person speaks at a time, active listening, etc.) is important for making this run smoothly.”

Reader’s Workshop also includes partner work across the Units:

• “Partner and Independent Reading: Side-by-Side and Back-to-Back Model and practice partner reading routines: • Side-by-Side: Sit beside your partner. Students take turns as reader and coach. • Back-to-Back: Sit with backs touching. Students read independently.”

Students also work and share with peers in collaborative writing and discussion groups across the Units.

• “Collaborative Writing Students share their work with a partner. Author: • Describe your lesson/message. • What I like most about my story is ___. Partner: • What I like about your story is ___. • A question I have is ___.”
• “Discussion Groups: Genre Have students share with partners and then work as a small group. Use this time to teach/reinforce sharing and discussion group routines. The content of students’ conversation today is less important than that everyone understands HOW to do pair share/discussion groups so that later days the focus can be on the content of the conversations.”