1st Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Partially Meets Expectations | 57% |
|---|---|
Criterion 1.1: Focus | 0 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 4 / 8 |
The instructional materials reviewed for enVisionMATH California Common Core Grade 1 partially meet expectations for focus on major work and coherence in Gateway 1. For focus, the instructional materials assess topics before the grade level in which the topic should be introduced, but they do devote the large majority of class time to the major work of the grade. For coherence, the instructional materials include an amount of content designated for one grade level that is viable for one school year, but they partially meet the expectations for being consistent with the progressions in the Standards and fostering coherence through connections at a single grade.
Criterion 1.1: Focus
The instructional materials reviewed for enVisionMATH California Common Core Grade 1 assess topics before the grade level in which the topic should be introduced. In the instances where the material is above grade level, the material could not be omitted or modified by the teacher to address the grade-level standards.
Indicator 1a
The instructional materials reviewed for enVisionMATH California Common Core Grade 1 do not meet expectations for assessing grade-level content.
The following are examples where the assessment items are representative of alignment to the Grade 1 expectations:
- Topic 1, Lesson 1.7 - Digital Quick Check: On item 1, students use the commutative property of addition “3 + 4 = 7, 4 + 3 = 7” with pictures of counters. (1.OA.3)
- In the Topic 1 Assessment, item 13, students use a picture of counters to complete the equation “8 + __ = 9 and __ + 8 = 9.” Counters are used.
- In the Topic 1 Performance Task, page 38, students draw a picture with 9 boxes (some are big and some are little). A partial word problem is provided, “Susie has 9 boxes. Some are big. The rest are little.” Students determine the quantities of big and little. They write an addition sentence to tell about the boxes and then write a different one (commutative property). (1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.) A rubric is included.
- Topic 2, Lesson 2.4 - Digital Quick Check: On item 1, students are provided a picture of a domino face with one side missing and a 4 on the other side. Students determine the subtraction equation that relates to the picture if the domino faces summed to 7. (1.OA.4)
- In the Topic 5 Performance Task, page 202, students solve a word problem using counters on a ten frame. They write an equation that matches the story problem. In the second part of the problem they subtract using the ten frame and write an equation. 1.OA.A.1, 1.OA.B.3. A 3-point rubric is included.
- Topic 9, Session 9.1 - Digital Quick Check: On item 3 students find 10 less than 78 in a word problem. (1.NBT.5)
- Topic 10, Lesson 10.4 - Digital Quick Check: On item 1 students use mental math to add 40 + 49. No pictures or models are present.
- Topic 11, Lesson 11.4 - Digital Quick Check: On item 1 students mentally solve 50 - 10. (1.NBT.5)
The following are examples where the assessment items are above grade level and cannot be modified or deleted without causing a significant impact on the underlying structure of the materials:
- In the Topic 9-12 Benchmark Test, item 2 states, “Which string is the longest?” There are 4 strings for students to compare. 1.MD.1 states that students, “Order three objects by length; compare the lengths of two objects indirectly by using a third object.” Item 10 states, “Which is the best estimate for the length of the pencil?” 1.MD.2 states that students, “Express the length of an object as a whole number of length units.” Estimating is 2.MD.3.
- Online Topic 10 Assessment items 14 - 17 - Students add 2-digit numbers with a 2-digit number (2.NBT.5); e.g., item 14: “26 + 22” and item 15: ”62 + 17”
- Topic 12 Unit Assessment
- Item 5: students circle the best unit to measure a pail. This is 2.MD.1; select the appropriate tool.
- Item 6: students estimate how long a chain is with no benchmark number. This is 2.MD.3.
- Enhanced Topic 13 Assessment states, “Which tells the time it will be in 30 minutes? Put a circle around the time.” Students use elapsed time in order to solve the problem. (3.MD.1)
- In Topic 13 Unit Test, items 5 and 6 show a table with four categories; 1.MD.4 states that students compare up to 3 categories.
- In Topic 13 Performance Task, page 430, item 2, students name the movie that starts a half hour after Dances with Dinosaurs (information is taken from a table). In item 3, students write the names of two movies that start an hour apart. Elapsed time is 3.MD.1.
- Online Topic 13 Assessment, item 3 states, “Read the clocks. Find the pattern. What comes next?” This is assessing elapsed time. (3.MD.1)
- Topics 13-16 Benchmark Assessment
- Item 3 states, “A zoo has different animal shows. Each show comes right after the one before it. Which show lasts for 2 hours?” This goes beyond 1.MD.3 (Tell and write time in hours and half-hours using analog and digital clocks) to 3.MD.1 using elapsed time.
- Item 13 shows a zoo schedule where students are asked to tell which show lasts for 2 hours. There are 4 shows listed, which is not in 1.MD.4 that limits the categories to 3. This problem also asks students to determine which show lasts for 2 hours.
- In item 16, students are asked items about a pictograph with four categories. 1.MD.4 states to only compare 3 categories.
- Topic 14 assessments have items that address standard 2.MD.10.
- Digital Quick Check items 1 and 2, “4 Favorite Pets” uses four categories rather than three.
- Online Assessment items 4 through 12 and 18-20 use four categories rather than three.
- Online Topic 16 Assessment
- Item 2 states, “How would you cut the sheet of construction paper so 6 people would each get the same amount to use in a craft?” This is a 3.NF.1.
- Item 4 states, “How would you cut the braiding so 3 people would each get the same amount to use in a craft?” Thirds first appear in 2.G.3. and the rope is not illustrative of either of the specified shapes (rectangles and circles).
- Item 6 has answer choice B representing a circle partitioned into fifths. Fifths are introduced in 3.NF.
The following example is where the assessment items are not addressed causing a significant impact on the underlying structure for Grade 1 expectations:
- There are no items that address 1.G.1 [Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes], where students draw shapes that possess defining attributes.
Criterion 1.2: Coherence
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.
Students and teachers using the materials as designed devote the large majority of class time to the major work of the grade. The instructional materials devote approximately 77 percent of class time to the major work of Grade 1.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for enVisionMATH California Common Core Grade 1 meet expectations for spending a majority of instructional time on major work of the grade.
- Topics 1 through 12 of 16 are devoted to major work of the grade, which is approximately 75 percent.
- The number of lessons devoted to major work of the grade (including assessments and supporting work connected to the major work) is approximately 126 out of 163 lessons, which is approximately 77 percent.
- The number of weeks devoted to major work (including assessments and supporting work connected to the major work) is approximately 25 out of 34 weeks, which is approximately 73 percent.
A lesson-level analysis is most representative of the instructional materials as the lessons include major work, supporting work, and the assessments embedded within each topic. As a result, approximately 77 percent of the instructional materials focus on major work of the grade.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials reviewed for enVisionMATH California Common Core Grade 1 do not meet expectations for coherence. The instructional materials include an amount of content designated for one grade level that is viable for one school year. However, the instructional materials partially meet expectations for being consistent with the progressions in the Standards and fostering coherence through connections at a single grade and do not meet expectations for connecting major and supporting work.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The instructional materials reviewed for enVisionMATH California Common Core Grade 1 do not meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade. Several examples of missing opportunities for supporting work to engage students in the major work of the grade include:
- In Topic 13, five lessons (13-1 through 13-5) have missed opportunities to connect 1.MD.3 to 1.NBT.1. (Count to 120, ... ) For example, in lesson 13-1, page 411: “How many numbers are there?” and “There are 60 minutes in an hour.” Students do not practice oral counting to 60 for minutes, and they do not practice oral counting the hours to enhance their counting to 120.
- In Topic 14, Lessons 14-6 and 14-7 miss opportunities to connect 1.MD.4 to the major standard 1.OA.1. The majority of the work is making graphs using tally marks then turning those into picture graphs. The lessons each have questions about the graphs; however, one question asks students, “How many more or less are in one category than in another?” (1.MD.4) The majority of the questions center around, “Which activity is the favorite?” or “Which kind of music is the favorite?”
- Topic 16 consists of students partitioning shapes. There are four lessons included in this topic. The topic is treated separately from major work of the grade. There is a missed opportunity with connecting 1.G.3 to 1.OA.7. (Understanding the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.) For example, in lesson 16-4, page 528, students solve word problems such as, “Pedro made a flag with 4 equal parts. He made 2 parts of his flag yellow. What part of the flag is yellow?” and “Dan drew a flag with 4 equal parts. He made 1 part green. Which picture did Dan draw?” In previous chapters, students examined how 4 = 2 + __ models pictures of fractions of equal sizes, but the materials do not make a connection to equations in this lesson.
Indicator 1d
The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
Instructional materials for enVisionMATH California Common Core Grade 1 meet expectations that the amount of content designated for one grade level is viable for one year.
As designed, the instructional materials can be completed in 163 days. The suggested amount of time and expectations for teachers and students of the materials are viable for one school year as written and would not require significant modifications.
The instructional materials consist of 109 lessons that are listed in the Table of Contents. Lessons are structured to contain a Math Background, Problem Based Interactive section, Develop the Concept: Visual section with two or three activities, Guided Practice problems, Independent Practice problems, Close/Assess and Differentiated problems, and Leveled Homework.
The instructional materials consist of 54 reteaching lessons and assessments that are listed in the Table of Contents. These include Reteaching, Topic Tests, Performance Assessments, Placement Test at the beginning of the year as well as the end of the year, Basic Fact Timed Test, and Benchmark Tests every fourth Topic.
The publisher provides some information about the suggested time to spend on each lesson or the components within a lesson. The Implementation Guide has a chart that suggests time frames of 50-75 minutes per day. Morning Math is recommended but is not incorporated into the daily math block. The Morning Math time incorporates concepts and skills ranging from the Common Core Review to Quick Checks.
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.
The instructional materials for enVisionMATH California Common Core Grade 1 partially meet expectations for the materials being consistent with the progressions in the standards.
The instructional materials reviewed for Grade 1 are partially consistent with the progressions in the standards. Although students are given extensive grade-level problems and connections to future work are made in the Skills Trace, future grade-level content is not always clearly identified within the lesson or Topic for the teacher or student. The exception is the Topic titled, "Step up to 2nd Grade," where the materials are clearly identified as Grade 2 materials. The Grade 1 materials have several instances where future grade-level content is present and not identified as such. For example:
- In Lesson 14-2, picture graph is used as a vocabulary word. (2.MD.10)
- In Lesson 14-3, bar graph is used as a vocabulary word. (2.MD.10)
- In Lesson 14-6, students decide which graph is the best to use to show the data (picture, bar, or tally marks). The standard, 1.MD.4, states that students are to organize and classify objects to compare and answer questions. Choosing the best graph and the use of tally marks are not part of 1.MD.
- In Lesson 14-7, Visual Learning, students answer questions about four categories. (2.MD.10)
The correlation between the CCSSM and the lessons is found in the Teacher e-text. In the e-text, a menu on the left side appears with Program Resources. Clicking on Program Resources leads to a drop-down menu with Printable Resources where a document called Common Core State Standards Skill Trace resides. Objectives, Essential Understandings, and a Math Background explain connections between prior knowledge and the lesson. Math Background provides a learning arc. For example, in lesson 4-6, the Math Background states, “In lesson 4-1, children added with 0, 1, or 2. In this lesson they solve subtraction problems with 0, 1 or 2.” Additionally, each Topic begins with a Progression Overview document. This document connects grade-level concepts to specific standards under the Looking Back column, and connects grade-level concepts to future standards under the Looking Ahead Column. The Daily Common Core review in each lesson connects to prior knowledge. Materials provide students opportunities to work with grade-level problems. The majority of reteach and center activities provided are on grade-level. Extension activities are embedded within lessons and allow students to engage more deeply with grade-level work. Additional extension activities are also provided online, as are reteach items.
The content does not always meet the full depth of the standards. For example:
- For Standard 1.OA.7, there is one lesson, 2-10: Connecting Models and Symbols. The standard states, “Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false.” There are two parts to this standard: understanding the equal sign and true/false statements. On pages 78-80, there are four Independent Practice problems using counters to determine true or false statements. Students do not make a statement true or false but “Circle the number sentence that is true. Draw a line through the sentence that is false. Then write another true sentence about the model.” Students complete a related fact to meet the direction given.
- For Standard 1.OA.8, there is one lesson, 6-6: Subtraction Facts. The standard states, “Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.” This standard is addressed one time in the subtraction Topic but not addressed in the four addition Topics.
- For Standard 1.NBT.2c, there is one lesson, 8-2: Numbers Made with Tens, page 275. The standard states, “The numbers 10, 20, 30, …, 90, refer to one, two, …, or nine tens (and 0 ones).” From this lesson students understand the value of tens “9 tens is ___.” Using visual models then move to the next lesson putting numerals such as 38 in the correct place of 3 tens and 8 ones in a table and tracing the numeral 38. On page 278, students move to the procedure of identifying numbers in a place value table and do not fully develop conceptual understanding.
- For Standard 1.NBT.5, there is one lesson, 9-1: 1 More, 1 Less; 10 More, 10 Less. The standard states, “Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.” This is the first time students have encountered 10 more or 10 less. There are no other lessons that engage with the standard.
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.
The instructional materials reviewed for enVisionMATH California Common Core Grade 1 partially meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards.
Below are examples of materials that include learning objectives that are visibly shaped by CCSSM cluster headings.
- In Topic 3 Lesson 3-3, page 99, students solve the word problem, “Andy and Jacklyn want to buy some hats. There are red and yellow hats. They have enough money to buy 10 hats in all. Use the counters on the ten-frame to show how many hats of each color Andy and Jacklyn could buy.” The mathematics aligns to the cluster heading 1.OA.C, Add and subtract within 20.
- In Topic 7 Counting and Number Patterns to 120, the learning objects align to 1.NBT.1 and 1.NBT.2. The learning objects include lesson 7-3 Counting by 10s, lesson 7-5 Using Counting by 10s, and lesson 7-6 Problem Solving: Look for a Pattern.
- In Topic 9 Lesson 9-2, Comparing Numbers to 100 Making Numbers on a Hundred Chart are visibly shaped by 1.NBT.4 and 1.NBT.2a.
An example that includes problems and activities that sometimes serve to connect two or more clusters in a domain, or in two or more domains, where connections are natural and important includes:
- In Lesson 2-1, page 41, students solve a word problem with missing parts. “Imagine that you have 6 coins in all. Some are in the piggy bank, and some are in your hand. Even though you can only see the number of coins in your hand, you know the rest of the 6 coins are in the piggy bank. I have 6 counters in all. There is a part that you can see, and there is a part in the cup. How can you find how many counters are in the cup?” 1.OA.8, Determine the unknown whole number in an addition or subtraction equation…., connects to 1.OA.1, Use addition and subtraction within 20 to solve word problems, and 1.OA.6, Add and subtract within 20, thus connecting clusters 1.OA.A, 1.OA.C, and 1.OA.D.
Examples of missed opportunities include:
- Lesson 10-6 addresses adding multiples of 10 in word problems. (1.NBT.4) During the lesson, students represent the story problem two ways (draw dots in towers of ten or as the standard algorithm). The opportunity to connect to what students learned and strategies used in 1.OA.1, Use addition and subtraction within 20, is missed. Having students solve problems using the standard algorithm is beyond the expectation of 1.NBT.4.
- Topic 15 addresses 1.G independently and does not make a connection between any other cluster within Grade 1.