5th Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Meets Expectations | 92% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 7 / 8 |
The instructional materials reviewed for Grade 5 meet the expectations for alignment to focusing on major work of the grade and coherence. The instructional materials meet expectations for both of the two focus criteria by not assessing above-Grade 5 standards and by allocating a large enough percentage of instructional materials to major standards of the grade. Many strengths are found and noted in the coherence criterion, and the instructional materials meet quality expectations for coherence. Overall, the instructional materials meet the expectations for each indicator in Gateway 1 except for indicator 1C.
Criterion 1.1: Focus
The instructional materials reviewed for Grade 5 meet the expectations for assessing grade-level content. The instructional material assesses grade-level content. Content from future grades is identified only in the "planning ahead" section, where it covers CCSSM from Grade 6 and prepping for Grade 6. Overall, the instructional materials do not assess content from future grades within the summative assessments provided for each chapter.
Indicator 1a
The instructional materials reviewed for Grade 5 meet the expectations for assessing grade-level content. Overall, the instructional materials do not assess content from future grades within the summative assessments provided for each chapter.
- The instructional material assesses grade-level content. Content from future grades is identified only in the "planning ahead" section where it covers CCSSM from Grade 6 and prepping for Grade 6.
- Future content is not assessed in the Grade 5 series. Standards assessed are clearly identified in the textbox titled "Data Driven Decision Making." For example, Chapter 3, page 230A in the teacher's edition, gives a Grade 5 standard for each item assessed.
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 5 meet the expectations for spending a large majority of class time on the major clusters of the grade. The series consists of 11 chapters. Nine (82%) are centered on place value, decimals, multiple operations, fractions and volume. Overall, the instructional materials allocate a large percentage of instructional time to clusters of standards that are major work of Grade 5.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for Grade 5 meet the expectations for spending a large majority of class time on the major clusters of the grade. Overall, the instructional materials allocate a large percentage of instructional time to clusters of standards that are major work of Grade 5.
- The series consists of eleven chapters. Nine of the 11 chapters (82%) are centered on place value, decimals, multiple operations, fractions and volume.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials reviewed for Grade 5 meet the expectations for being coherent and consistent with the CCSSM. The instructional materials have an amount of content designated for Grade 5 that is viable for one school year, and they also give students extensive work with grade-level problems. The instructional materials only partially have the supporting content enhancing focus and coherence simultaneously, but they do have materials foster coherence through connections at a single grade. Overall, the instructional materials for Grade 5 strongly exhibit characteristics of coherence as noted in indicators 1D, 1E, and 1F, and for the entire criterion, the instructional materials meet the expectations.
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 5 partially meet the expectations for having the supporting content enhance focus and coherence simultaneously. Overall, the instructional materials miss opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content does not always engage students in the major work of Grade 5.
- There are only three instances in the two supporting chapters where the content enhances the major work of the grade: lesson 9.1, lesson 10.5 and lesson 10.6 support the major work on decimals and fractions.
- There are missed opportunities for connecting supporting work to the major work of decimals and fractions.
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 5 meet the expectations for having an amount of content designated for one grade level as viable for one school year. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 180 days.
- The suggested pacing for Grade 5 is 153 days according to the chapter's pacing chart provided on the "chapter at a glance" pages in each chapter. This number includes assessment days.
- If time permits, there is a unit preparing for Grade 6; it has 25 days total in the unit.
- Not including days for assessment, the amount of content is viable within one school year because lessons account a total of 122 days.
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 5 meet the expectations for having materials that are consistent with the progressions in CCSSM. Overall, the materials give students extensive work with grade-level problems, and grade-level concepts are explicitly related to prior knowledge from earlier grades. Also, the materials develop according to the grade-by-grade progressions, with non-grade-level content clearly identified.
- Each chapter identifies grade-level work and how it ties into previous and future grades. For example, see chapter 1, teacher's manual, page 3J.
- Each chapter identifies the progression of the standard from previous grades (for example, chapter 1, page 3I has "progression of operations and algebraic thinking and number and operations in base ten").
- Each chapter has a page titled "Learning Progressions and Content Standards," where the learning progressions are highlighted as well as the standards before and after the grade level. Chapter 2, teacher edition, page 85J is an example.
- Materials give all students work within the grade-level. RTI activities are provided for tier 1, tier 2 and tier 3 work. Differentiated instruction is clearly mapped out. For example, see chapter 1, teacher's manual, page 3F.
- Within grade-level work there is daily review, fluency practice and spiral review for students. Additionally there are reteaching and enrichment activities for each student to complete.
- There are 99 lessons that span 153 days. All of the lessons provide work with grade-level problems.
- Students are assessed on prior knowledge at the beginning of each chapter. For example, see chapter 3, teacher's manual, pages 149-50.
- Each chapter begins with a segment called "Show What You Know," which assesses prior knowledge and/or prerequisite skills. Additionally, each chapter has a page titled "Learning Progressions and Content Standards," where the learning progressions are highlighted as well as the standards before and after the grade level.
- The content explicitly reviews material from prior grades. Examples include a list of progressions at the beginning of the chapter, a link to coherence at the beginning of each lesson, diagnostics that connect reteaching based on the prior grade level standards and spiral review in each lesson.
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 5 meet the expectations for having materials foster coherence through connections at a single grade. Overall, the materials do include learning objectives that are visibly shaped by the CCSSM cluster headings, and the materials connect two or more clusters in a domain or two or more domains in a grade when appropriate.
- Materials include learning objectives shaped by Common Core cluster headings. Each lesson contains a segment called "Lesson at a Glance," which states the Common core standards, mathematical practices and learning objectives. For example, see Chapter 3, lesson 3.3, teacher's manual, page 163A.
- Chapter 1 connects place value, multiplication and expressions.
- Chapter 3 connects add and subtract fractions to equivalent fractions.
- Chapter 2 connects Numbers and Base Ten to Numbers & Operations-Fractions.
- Chapter 5 connects 5.NBT.A to 5.NBT.
- Chapter 1 connects NBT to OA; Chapter 9 connects NBT to NF; and Chapter 6 connects OA to NBT.