2nd Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Meets Expectations | 100% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 8 / 8 |
The materials reviewed for Grade 2 meet the expectations for Gateway 1. These materials do not assess above-grade-level content, and they spend the majority of the time on the major clusters of each grade level. Teachers using these materials as designed will use supporting clusters to enhance the major work of the grade. These materials are consistent with the mathematical progression in the standards and students are offered extensive work with grade-level problems. Connections are made between clusters and domains where appropriate. Overall, the Grade 2 materials are focused and follow a coherent plan.
Criterion 1.1: Focus
The instructional materials reviewed for Grade 2 meet the expectations for this criterion by not assessing any topics before the grade level in which the topic is introduced in the standards. No above-grade-level content was assessed on mid-module or end-of-module assessments in any module. All assessments, rubrics and topics relate to Grade 2 standards. For example, students are assessed on their understanding of place value, their fluency with addition and subtraction to 20, and their ability to compare two three-digit numbers. Overall, the instructional material meets the expectations for focus within assessment.
Indicator 1a
The instructional materials reviewed for Grade 2 meet the expectations for focus within assessment. Overall, the instructional material does not assess any content from future grades within the summative assessment sections of each module.
- No above-grade-level content was assessed on mid-module or end-of-module assessments.
- All assessments, rubrics and topics relate to Grade 2 standards or below.
- The summative assessments focus on grade-level topics.
- The first five modules assess addition and subtraction and place value.
- Fractions are assessed using partitions of circles and rectangles as indicated by the standards.
- Students are expected to choose and defend a method using their understanding of the magnitude of numbers and their understanding of place value.
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.
The instructional materials reviewed for Grade 2 meets the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes the first two clusters of 2.OA, all of 2.NBT and the first two clusters of 2.MD.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for Grade 2 meets the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes the first two clusters of 2.OA, all of 2.NBT and the first two clusters of 2.MD.
- While some lessons include multiple standards, 100 out of 152 lesson days are devoted to major work.
- More than 70% of the lessons are explicitly focused on major work, with major work often included within supporting work lessons as well.
- Of eight modules, modules 1, 2, 4 and 5 address major work exclusively. Modules 3 and 7 devote a few lessons to additional and supporting work.
- Modules 6 and 8 spend the majority of the time on additional and supporting work with a few major work lessons included.
- Of the 28 assessment days, 20 are devoted to major work.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials reviewed for Grade 2 meet the expectations for coherence. The materials use supporting content as a way to continue work with the major work of the grade. For example, money is often used to support work in addition, subtraction and place value. The materials include a full program of study that is viable content for a school year including 180 lesson and assessment days. This set of materials is consistent with the mathematical progression of learning set forth in the standards. All students, including struggling students, are given extensive work on grade-level problems and this work progresses mathematically. These instructional materials are visibly shaped by the cluster headings in the standards including using the word "understanding" within the objectives of the place-value lesson and the word "reasoning" with regard to shapes. Connections are made between domains and clusters within the grade level. For example, materials make connections between fractional parts of a circle and telling time. Overall, the Grade 2 materials support coherence and are consistent with the progressions in the standards.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The instructional materials reviewed for Grade 2 meet the expectations for use of supporting content as a way to enhance coherence. For Grade 2, reviewers focused on the use of data and money as methods for supporting addition and subtraction and place value.
- In module 3, students are solving word problems with money to work on their place-value understanding and their addition and subtraction strategies.
- In module 6, while setting the foundations for multiplication and division students are working on fluency with their addition within 20 and adding within 100.
- In module 6, students are skip counting by 5s, 10s and 100s as they create equal groups for multiplication.
- In module 6, students are using addition to find the sum of an array in preparation for multiplication.
- In module 7, students are fluently adding and subtracting within 100 and counting within 1,000 using data and money.
Indicator 1d
The amount of content designated for one grade level is viable for one school year in order to foster coherence between grades.
The instructional materials reviewed for Grade 2 meet the expectations for this indicator by providing a viable level of content for one school year.
- Materials provide for 180 days of instruction and assessment.
- Lessons are expected to be 60 minutes.
- Lessons generally include fluency practice, application problems, concept development and a student debrief.
- The materials are structured so that a teacher could make modifications if necessary.
- While a district, school or teacher would not need to make significant changes to the schedule set forth, reviewers expressed concerns about the volume of the lessons.
- Some lessons may take longer than indicated.
- Days are included at the end of the year for culmination activities and preparing for summer practice.
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 reviewed for Grade 2 are consistent with the mathematical progressions in the standards meeting the expectation for this indicator.
- The problem types included in the application problems show an increasing level of difficulty.
- Foundational standards from Grade 1 are included for each module.
- In later modules, standards from earlier in the school year are listed as foundational standards. For example, 2.NBT.6 is covered in module 1 and then listed as a foundational standard in module 6.
- Problem sets in each module offer students extensive work on grade-level problems.
- Within the differentiation sections teachers are given suggestions for supporting struggling students while continuing to expect that students work on grade-level problems.
- Suggestions for supporting English language learners (ELLs) continued to reflect the high expectations for these students.
- Teacher notes include suggestions for advanced students to continue working within their grade level while deepening their understanding of the content.
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 Grade 2 foster coherence through grade-level connections.
- Module 1 includes a topic called "Mental Strategies for Addition and Subtraction within 20," which is similar to the cluster heading "Add and subtract within 20."
- Module 2 includes a topic called "Relate Addition and Subtraction to Length," which is the exact title of a cluster heading.
- Module 3 has a topic that begins with "Understanding Place Value," the same language as a cluster heading.
- Module 6 is called "Foundations of Multiplication and Division," similar to the cluster heading "Work with Equal Groups of Objects to Gain Foundations for Multiplication."
- In Module 8, lesson objectives include "reasoning about shapes" as informed by the cluster heading "Reason with Shapes and Their Attributes."
- Modules 1 and 4 connect 2.OA and 2.NBT.
- Module 2 uses time and money for place value and work on addition and subtraction.
- Module 7 connects word problems with money to place-value understanding.
- Geometry connections are made between telling time to the nearest 5 minutes and fractional parts of a circle.