2nd Grade - Gateway 1

The instructional materials reviewed for Grade 2 meet expectations for assessment because above grade-level assessment items could be modified or omitted without a significant impact on the underlying structure of the instructional materials. Probability, statistical distributions, and/or similarity, transformations and congruence do not appear in the Grade 2 materials.

The program allows for a Beginning-of-the-Year, Mid-year, End-of-the-Year Assessment, and Unit Assessments, which mostly assess the Grade 2 standards. There are also nine unit assessments/progress checks. The unit assessments/progress checks have portions for self assessment, unit assessment, open response assessment, cumulative assessment, and a challenge. These assessments can be found in the Assessment Handbook. The Individual Profile of Progress for tracking and class progress are present in both paper (pages 100-112 in the Assessment Handbook) and digital formats. A Facts Record Sheet exists to monitor student fluency in the Assessment Handbook on page 98. Most lessons have an Assessment Check-in that can be used as either formative or summative assessment as stated in the implementation guide.

Assessment check-ins are part of most lessons and mostly assess grade-level content. Examples include:

• Unit 1, Lesson 1-11: 2.NBT.A.4 - Compare values of two and three digit numbers (page 124).
• Unit 2, Lesson 2-3: 2.OA.B.2 - Develop fact fluency of doubles and facts of ten, with students assessed through individual and/or small group interviews (page 166).
• Unit 3, Lesson 3-10: 2.OA.B.2 - Develop fact fluency building on student understanding of 10 to decompose numbers strategically to subtract to ten and from ten (page 308).
• Unit 4, Lesson 4-4: 2.NBT.A.3 - Build and represent two- and three-digit numbers (page 358).
• Unit 5, Lesson 5-4: 2.MD.C.8 - Use coins to show values and add and subtract with money (page 466).
• Unit 6, Lesson 6-2: 2.OA.A.1 - Solve comparison word problems (page 542).
• Unit 8, Lesson 8-6: 2.G.A.2 - Partition a rectangle into rows and columns with equal size squares page 728.

The Unit Assessments, the Middle of the Year Assessment, the End of the Year Assessment and some of the Assessment Check-Ins do have a few off grade-level assessments included. The following off grade-level content is assessed in the Grade 2 Materials:

• Unit 8 Assessment, page 53 in the Assessment Handbook, problem 3, assesses parallel lines at the Grade 4 level (4.G.A.1).
• Unit 8 Assessment, page 56 in the Assessment Handbook, problem 1, assesses multiplication at the Grade 3 level (3.OA.A.1).
• Unit 9 Assessment, page 66 in the Assessment Handbook, problem 11, and page 67 in the Assessment Handbook, problem 2, assesses partitioning shapes at the Grade 3 level (3.G.A.2).
• Unit 9 Assessment, page 67 in the Assessment Handbook, problems 1b and 1c, assesses multiplication, a Grade 3 standard (3.OA.A.1).
• The Middle-of-the-Year Assessment in the Assessment Handbook, page 79, problem 6a, and page 80, problem 10, assesses number patterns at the Grade 4 level (4.OA.C.5).
• The End of the Year Assessment in the Assessment Handbook, page 97, problem 24, assesses partitioning at the Grade 3 level (3.G.A.2).
• The Assessment Check-In on page 803 has students measuring to the half-inch (3.MD.B.4).
• The Assessment Check-In for Lesson 9-5, on page 230 of the Math Journal, asks students to write 4-digit numbers in expanded form and compare them. 2.NBT.3 and 2.NBT.4 both specify "numbers to 1000 or two three-digit numbers."
• The Assessment Check-Ins for Lessons 9-10 and 9-11, on pages 242 and 246 of the Math Journal, ask students to write multiplication models, a Grade 3 expectation (3.OA.A.1).
• The Assessment Check-Ins for Lessons 8-1, 8-2, and 8-4, on pages 694, 700, and 714, ask students to identify parallel lines and right angles, a Grade 4 expectation (4.G.A.1).

All of the off grade-level assessments could be removed by the teacher without affecting the sequence of learning for students.

Note:

• Assessment Check-in on page 153 of the teacher manual refers to bill combinations on page 19 of Math Journal 1. However, the bills are on page 17, and page 19 is an addition number story.
• Unit 5 Assessment question 9 has a question mark on the blank, this could be a typo.

The instructional materials reviewed for Grade 2 meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes all the clusters in 2.NBT and clusters 2.OA.A, 2.OA.B, 2.MD.A and 2.MD.B.

The Grade 2 materials do spend the majority of class time on the major clusters of the grade. Work was not calculated by units since the units spiral and are not clustered by groups of standards. At the lesson level, the lessons are divided into Daily Routines, Core Activities, and Practice. Each day consists of 15-20 minutes on routines, 30-45 minutes of a core activity, and 15-20 minutes of practice. Assessment days were not included in these calculations. Additionally, the Open Response Lessons were counted as two lessons.

There are nine units with 10-13 lessons per unit. Each unit has a 2-day open response lesson. There are also two days provided for a progress check at the end of each lesson. Including the two days for open response lessons, there are 107 days (98 lessons total) and another 18 days allowed for assessment, making 125 days worth of materials.

The following calculations were derived from the core activities of the lesson.

• Seventy-eight lessons out of the 108 are focused on the major work. This represents approximately 72 percent of the lessons.
• Twenty-seven lessons out of the 108 are focused on the supporting work of the grade. This work was treated separately from the major work of the grade. This represents approximately 25 percent of the lessons.
• Three lessons out of the 108 are focused on off-grade level work. This represents approximately 3 percent of the lessons. This includes: lesson 9-4, page 799, on measuring to the 1/2 inch, a Grade 4 standard; lesson 1-10, "Skip Counting with a Calculator", counting by 3's, 4's, 6's and 9's, which would be a Grade 3 standard; and Lesson 8-9 concentrates on changing arrays and repeated addition to multiplication problems, with no mention of preparing students for the Grade 3 standard.

The instructional materials reviewed for Grade 2 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 109 days of lessons (100 lessons total) and another 24 days allowed for assessment, making 133 days of materials. According to the Teacher Guide on page xxxvi, each lesson is expected to last between 60-70 minutes. The online curriculum states to use Friday's as a Flex Day for games and intervention work. With Fridays being included as Flex Days, this curriculum allows for approximately 33 to 34 weeks of instruction.