3rd Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Meets Expectations | 85% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 6 / 8 |
The instructional materials reviewed for Grade 3 meet the expectations for alignment to focusing on major work of the grade and coherence. The instructional materials meet expectations for each of the two focus criterions by not assessing too many above-Grade 3 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 partially meet quality expectations for coherence.
Criterion 1.1: Focus
The instructional materials reviewed for Grade 3 meet the expectations for assessing grade-level content. Although there are three items that assess content standards from above Grade 3, the omission of these items and the lessons that align to the items from the materials would not substantially affect the underlying structure of the materials for Grade 3. Since the structure of the materials would not be substantially affected, these materials meet the expectations for this indicator. Overall, the instructional materials can be modified without substantially affecting the integrity of the materials so that they do not assess content from future grades within the summative assessments provided for each chapter.
Indicator 1a
The instructional materials reviewed for Grade 3 meet the expectations for assessing grade-level content. Overall, the instructional materials can be modified without substantially affecting the integrity of the materials so that they do not assess content from future grades within the summative assessments provided for each chapter.
- Question 13 of the test in chapter 10 assesses more-than-two-step word problems involving masses of objects, which is a Grade 4 expectation. Question 13 involves three steps, and this is more than what is asked for in either 3.MD.A.2 (one step) or 3.OA.D.8 (two steps). Question 13 best aligns to 4.MD.A.2.
- Questions 2 and 17 of the test in chapter 12 assesses right angles, which aligns to 4.G.A.2.
- Although these three items assess content standards from above Grade 3, the omission of these items and the lessons that align to the items from the materials would not substantially affect the underlying structure of the materials for Grade 3.
- Since the structure of the materials would not be substantially affected, these materials meet the expectations for this indicator.
*Evidence updated 10/27/15
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 3 meet the expectations for spending the large majority of class time on the major clusters of the grade. Instructional materials spend 75%-83% of time on the major work of Grade 3 because nine to 10 of the 12 chapters are centered on multiplication, division, fractions, time, volume, mass and area. Overall, the instructional materials allocate a large percentage of instructional time to clusters of standards that are major work of Grade 3.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for Grade 3 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 3.
- Instructional materials spend 75%-83% of time on the major work of Grade 3.
- The series consists of 12 chapters, of which nine to 10 are centered on multiplication, division, fractions, time, volume, mass and area.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials reviewed for Grade 3 partially meet the expectations for being coherent and consistent with CCSSM. The instructional materials have an amount of content designated for Grade 3 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 3 strongly exhibit characteristics of coherence as noted in indicators 1D and 1F, so for the entire criterion, the instructional materials partially 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 3 partially meet the expectations for having the supporting content, enhancing 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 3.
- Chapter 2 focuses on representing and interpreting data, and in the first half of the chapter, there are several examples of it supporting the major work of the grade. In the second half of the chapter, the supporting work is treated separately.
- In chapter 2, students are not assessed on the four operations.
- In chapter 12, there only exists one lesson, 12.9, in which the supporting content enhances the focus of the major work.
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 3 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 3 is 145 days according to the chapter pacing charts provided on the "chapter at a glance" pages in each chapter. This includes assessment days in the series.
- Additionally, if time permits there is a unit called "Preparing for Grade 4," which has 26 days total in the unit.
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 3 partially 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, but there are a few instances where grade-level concepts are not explicitly related to prior knowledge from earlier grades. Also, the materials mostly develop according to the grade-by-grade progressions, with non-grade-level content clearly identified.
- Materials are developed according to the grade-by-grade progressions in the standards. Each chapter identifies grade-level work and how it ties into previous and future grades.
- Chapter 12 has four lessons that address future grade-level material and these are not clearly identified or related to grade-level work.
- Materials give all students work within the grade-level. RTI activities are provided for work in tier 1, tier 2 and tier 3. Differentiated instruction is clearly mapped out.
- There are 98 lessons over about 145 days, and 94 of them provide work with grade-level problems.
- Children are assessed on prior knowledge at the beginning of each chapter. For example, see chapter 8, teacher's manual, pages 441-42.
- In each lesson, the grade-level progression of the standard is noted. Additionally, the lessons include diagnostics which are connected to the standard from the previous grade levels. For example, in chapter 1, there are recommendations for how to use standards from Grades 1 and 2 to intervene.
- Each chapter begins with a section called "Show What You Know," which assesses prior knowledge and/or prerequisite skills. See, for example, chapter 8, teacher edition, page 441.
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 3 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.
- Each lesson contains a section called "Lesson at a Glance," which states the Common Core standards, mathematical practices and learning objectives.
- Chapter 4 is called "Multiplication Facts and Strategies."
- Chapters 8 and 9 are shaped by 3.NF.A.
- With the exception of four lessons in chapter 12, the learning objectives are clearly shaped by the CCSSM cluster headings.
- The problems and activities connect two or more clusters or domains.
- Chapter 1 connects operations and algebraic thinking with number and operations in base ten.
- Chapter 2 connects operations and algebraic thinking with numbers and operations in base ten.
- Chapter 8 connects geometry with number- and operations-fractions.