The instructional materials reviewed for Grade 2 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.

• There was no evidence of students being assessed on work from future grade levels.
• In the planning guide, there is a section called "Getting Ready for Third Grade." Planning resources for this section are described on page 50, and all materials aligned to Grade 3 are clearly identified. Students are not being assessed on the content.
• Standards assessed are clearly identified in the textbox, "Data Driven Decision Making." For an example, see chapter 2, pages 147-48 in the teacher edition.

The instructional materials reviewed for Grade 2 meet the expectations for spending the 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 2.

• The materials consist of 11 chapters, and eight of them (73%) are centered on addition, subtraction, place value and measurement.
• The majority of the content is focused on the major clusters for Grade 2. Chapter 3, 2.OA.A.1, 2.OA.B.2, and 2.OA.C.4, basic facts and relationships.
• Chapter 4 focuses on two-digit addition and 2.OA.A1.
• Chapter 5 focuses on 2.OA.A.1, two-digit subtraction.
• Chapter 1 focuses on number concepts, 2.OA.C.3.
• Chapters 2 and 6 focus on place value.
• Chapter 7 focuses on 2.MD.C.7 and 2.MD.C.8, time and money.

The instructional materials reviewed for Grade 2 meet the expectations for having the supporting content enhancing focus and coherence simultaneously. Overall, the instructional materials connect non-major clusters of standards to major clusters, and as a result, the supporting content engages students in the major work of Grade 2.

• The supporting work of the grade, time, money, data and foundations for multiplication are coherent within the major work. For example, in chapter 3, lesson 11, teacher's manual page 223A. Students are using repeated addition to build a foundation for learning multiplication.
• Chapter 7 uses time and money to engage students in the major work of the grade of understanding place value. Examples of using time and money while supporting understanding of place value can be found in lesson 7.1, teacher edition, page 467; lesson 7.2, teacher edition, page 473; and lesson 7.8, teacher edition, page 509.
• Chapter 10 uses data and graphs to enhance and support the major work of adding and subtracting within 20. Examples can be found in lesson 10.1, teacher edition, page 653; lesson 10.3, teacher edition, page 665; and lesson 10.4, teacher edition, page 673,

The instructional materials reviewed for Grade 2 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 Grade 2 instructional materials have 153 days of content.

●      If time permits, there is a unit (26 days total) preparing for Grade 3.

Lessons, not including days for assessments, account for 120 days.

The instructional materials reviewed for Grade 2 meet the expectations for having materials that are consistent with the progressions in the Common Core State Standards for Mathematics. 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 2, teacher's manual, page 71J.
• Chapters include a learning progression for what students should master for each learning standard in Grade 2 and prior knowledge as well as what the progression looks like in future grades. See chapter 11, page 701j.
• The material develops according to the progressions in the standards with students spending time adding and subtracting two-digit numbers and using their knowledge of place value to help them add and subtract within 1,000.
• Additionally, each chapter has a page about titled "Learning Progressions and Content Standards" where the learning progressions are highlighted, as well as the standards before and after the grade level. See chapter 7, teacher's manual, page 463J.
• 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.
• Lessons include a spiral review as well as daily practice, fluency practice, and each lesson comes with options to enrich and reteach.
• There are 109 lessons over about 153 days. All of the lessons provide work with grade-level problems.
• Children are assessed on prior knowledge at the beginning of each chapter. For an example, see chapter 4, teacher's manual, page 234. In addition, on page 233J, Common Core learning progressions are clearly defined for earlier grades.
• Each grade level includes a progression chart that relates content from prior grades. Additionally, in each chapter there is a diagnostic offered where you can tie in material to previous grade-level standards (in the progression).
• Each chapter begins with a section called "Show What You Know," which assesses prior knowledge and/or prerequisite skills. For example, in chapter 9, this section is found on page 600 of the teacher edition.

The instructional materials reviewed for Grade 2 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. For example, see chapter 4, lesson 4.4, teacher's manual, page 255A.
• Chapters 4 and 5 deal with two-digit addition and two-digit subtraction, respectively; each includes objectives and lesson titles shaped by the cluster level headings, including two-digit addition, writing equations to represent addition, two-digit subtraction, and add-to-find differences. Additionally, in chapter 1, the idea of number concepts is shaped by 2.OA and 2.NBT with chapters titled "Understand Place Value" (lesson 1.3) and "Tens and Ones" (lesson 1.7).
• The beginning of each chapter clearly defines where these connections take place. A critical area is defined, along with Common Core domains. For example, in chapter 3, as shown in the table of contents of the teacher's manual, the critical areas are "operations and algebraic thinking," "numbers and base ten," and "measurement and data."
• Lesson 2.10 connects 2.NBT.A and 2.NBT.B. Students are adding and mentally counting within 1,000.
• The curriculum connects two or more clusters in a domain several times. One instance is in chapter 3, which covers 2.OA.A, 2.OA.B and 2.OA.C.
• Chapter 14 connects operations and algebraic thinking with numbers and operations in base ten.