2nd 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 materials reviewed for Grade 2 meet the expectations for Gateway 1. The instructional materials do not assess content from future grades within the assessments provided. These materials 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. Although materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades, the materials develop according to the grade-by-grade progressions in the Standards. Students are given extensive work on grade-level problems, and connections are made between clusters and domains where appropriate. Overall, the materials meet the expectations for focusing on the major work of the grade, and the materials also meet the expectations for coherence.
Criterion 1.1: Focus
The instructional materials reviewed for Grade 2 meet the expectations for not assessing topics before the grade level in which the topic should be introduced. All of the summative assessment questions focus on grade-level topics or below. Overall, the instructional materials do not assess any content from future grades.
Indicator 1a
The instructional materials reviewed for Grade 2 meet the expectations for assessing grade-level content and, if applicable, content from earlier grades. The Sample Unit Quizzes and Tests included in the Teacher Resources Part 1 Section K and Teacher Resources Part 2 Section V, along with the answer keys and "Scoring Guides and Rubrics," were reviewed for this indicator.
Assessments are aligned to the standards of the grade-level. The assessment items listed include instructions for the use of concrete models in the addition and subtraction problems (2.NBT.7). The inclusion of "regroup" in the instructions for some of these items and the visual presentation of some of the assessment items on a graph grid implies using the standard algorithm for addition and subtraction. Although the standard algorithm is implied for these assessment items, they align to 2.NBT.7 due to the use of concrete models.
- Teacher Resources Part 1 Unit 5 Test for Lessons 1 to 14, problems 13 and 14 state, "Draw tens and ones to show the addition. Regroup where necessary. Add." The addends are arranged in a graph grid.
- Teacher Resources Part 1 Unit 5 Quiz for Lessons 8 to 14, problem 10 states, "Draw the tens and ones to show the addition. Regroup, then add." The addends are arranged in a graph grid.
- Teacher Resources Part 2 Unit 2 Test for Lessons 25 to 40, problem 11 includes concrete models for students, and the instructions state, "Take apart a hundred. Cross out blocks to subtract."
- Teacher Resources Part 2 Unit 2 Quiz for Lessons 36 to 40, problem 2 includes concrete models for students, and the instructions state, "Take apart a hundred. Subtract."
- Teacher Resources Part 2 Unit 3 Quiz for Lessons 52 to 53, problem 4 states, "Use the grid to write the numbers you know. Write + or – in the circle. Draw tens and ones, then add or subtract." Students place numbers in two diagrams that are provided, a part-part-whole diagram and a graph grid.
- Teacher Resources Part 2 Unit 3 Quiz for Lessons 54 to 57, problem 1 states, "Fill in the numbers you know. Draw tens and ones. Subtract." Students place numbers in two diagrams that are provided, a part-part-whole diagram and a graph grid.
- Teacher Resources Part 2 Unit 3 Quiz for Lessons 58 to 61, problem 4 states, "Fill in the numbers. Write + or − in the circle. Draw tens and ones. Then add or subtract." Students place numbers in two diagrams that are provided, a part-part-whole diagram and a graph grid.
- Teacher Resources Part 2 Unit 3 Test for Lessons 49 to 61, problem 6 states, "Fill in the numbers. Write + or − in the circle. Draw tens and ones. Then add or subtract." Students place numbers in two diagrams that are provided, a part-part-whole diagram and a graph grid.
Some assessments contain bonus questions. The rubric indicates that these questions should be marked correct or incorrect and not be assigned a point 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 meet the expectations for having students and teachers using the materials as designed devoting the large majority of class time to the major work of the grade. Students and teachers using the materials as designed devote approximately 86 percent of class time to the major work of the grade.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for Grade 2 meet the expectations for spending the majority of class time on the major clusters of each grade. Overall, approximately 86 percent of class time is devoted to major work of the grade.
The materials for Grade 2 include 17 Units. In the materials, there are 166 lessons, and of those, 12 are Bridging lessons. According to the materials, Bridging lessons should not be “counted as part of the work of the year” (page A-56), so the number of lessons examined for this indicator is 154 lessons. The supporting clusters were also reviewed to determine if they could be factored in due to how strongly they support major work of the grade. There were connections found between supporting clusters and major clusters, and due to the strength of the connections found.
Three perspectives were considered: 1) the number of units devoted to major work, 2) the number of lessons devoted to major work, and 3) the number of instructional days devoted to major work including days for unit assessments.
The percentages for each of the three perspectives follow:
- Units– Approximately 82 percent, 14 out of 17;
- Lessons– Approximately 86 percent, 133 out of 154; and
- Days– Approximately 86 percent, 148 out of 171.
The number of instructional days, approximately 86 percent, devoted to major work is the most reflective for this indicator because it represents the total amount of class time that addresses 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 working with the major work of the grade and include a full program of study that is viable content for a school year including 171 days of lessons and assessment. Students are given extensive work on grade-level problems. Materials develop according to the grade-by-grade progressions in the Standards, but materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades. These instructional materials are visibly shaped by the cluster headings in the standards, and connections are made between domains and clusters within the grade level. 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 for JUMP Math Grade 2 meet the expectation that supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade. When appropriate, the supporting work enhances and supports the major work of the grade level.
Examples where connections are present include the following:
- 2.MD.C supports the major work of 2.NBT.A.
- In Teacher Resources Part 2 Unit 7, Lessons 41, 42, and 43 connect the supporting work of money with place value skills.
- In Teacher Resources Part 2 Unit 6, Lessons 31 and 32 connect the supporting work of telling time with counting by 5's.
- 2.MD.D supports the major cluster 2.OA.A.
- In Teacher Resources Part 2 Unit 9, Lessons 44 through 47connect the supporting work of representing and interpreting data with solving addition and subtraction problems.
- 2.OA.C supports the major work of 2.OA.C and 2.OA.B.
- In Teacher Resources Part 2 Unit 3, Lessons 49 and 50 connect the supporting work of working with groups of objects to gain foundations for multiplication to the major work of addition.
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 meet the expectations for having an amount of content designated for one grade level that is viable for one school year in order to foster coherence between grades. Overall, the amount of time needed to complete the lessons is approximately 171 days which is appropriate for a school year of approximately 140-190 days.
- The materials are written with 17 units containing a total of 166 lessons.
- Each lesson is designed to be implemented during the course of one 45 minute class period per day. In the materials, there are 166 lessons, and of those, 12 are Bridging lessons. Twelve Bridging lessons have been removed from the count because the Teacher's Edition states that they are not counted as part of the work for the year, so the number of lessons examined for this indicator is 154 lessons.
- There are 17 unit tests which are counted as 17 extra days of instruction.
- There is a short quiz every 3-5 lessons. Materials expect these quizzes to take no more than 10 minutes, so they are not counted as extra days of instruction.
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 partially meet the expectation for being consistent with the progressions in the Standards. Overall, the materials address the standards for this grade-level and provide all students with extensive work on grade-level problems. The materials make connections to content in future grades, but they do not explicitly relate grade-level concepts to prior knowledge from earlier grades.
The materials develop according to the grade-by-grade progressions in the Standards, and content from prior or future grades is clearly identified and related to grade-level work. The Teacher Resources sections contain sections that highlight the development of the grade-by-grade progressions in the materials, identify content from prior or future grades, and state the relationship to grade-level work.
- At the beginning of each unit, "This Unit in Context" provides a description of prior concepts and standards students have encountered during the grade levels before this one. The end of this section also makes connections to concepts that will occur in future grade levels. For example, "This Unit in Context" from Unit 1, Operation and Algebraic Thinking: Addition and Strategies, of Teacher Resources Part 1 describes how students learned how to count in Kindergarten and First grade (K.OA.1, K.CC.2, 1.OA.6). It then discusses how in the unit students will progress from Level 1 methods to Level 2 and even Level 3 methods. After discussion on the examples of strategies for each level it is explicit how students will use this information as they progress in grade 3 and beyond by "identifying arithmetic patterns when they recognize that four times a number is always even (3.OA.9)." "In Grade 4 they will identify which terms of a pattern as even or odd (4.OA.5)."
The materials give all students extensive work with grade-level problems. The lessons also include "Extensions," and the problems in these sections are on grade-level.
- Whole class instruction is used in the lessons, and all students are expected to do the same work throughout the lesson. Individual, small-group, or whole-class instruction occurs in the lessons.
- The problems in the Assessment & Practice books align to the content of the lessons, and they provide grade-level problems that "were designed to help students develop confidence, fluency, and practice." (page A-48, Teacher Resources)
- In the Extension problems, students get the opportunity to engage with more difficult problems, but the problems are still aligned to grade-level standards. For example, the problems in Lesson 42 of Unit 4 in Teacher Resources Part 2 engage students in counting by tens and hundreds, but these problems still align to 2.NBT.2 and 2.NBT.8.
The instructional materials do not relate grade-level concepts explicitly to prior knowledge from earlier grades. Examples of these missing explicit connections include:
- Every lesson identifies "Prior Knowledge Required" even though the prior knowledge identified is not aligned to any grade-level standards. For example, Lesson 51 of Unit 3 in Teacher Resources Part 2 identifies that students "can identify numbers in written and spoken sentences" and "can answer addition and subtraction problems within 25 with no regrouping or taking apart tens."
- There are 12 lessons identified as Bridging Lessons; most of these lessons are not aligned to standards from prior grades but state for which grade-level standards they are preparation. For example, Lesson 1 of Unit 1 in Teacher Resources Part 1, which has students stating the next number, is preparation for 2.OA.2.
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.
Grade 2 materials meet the expectations for fostering coherence through connections at a single grade level, where appropriate and required by the Standards. Overall, the materials 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.
Overall, units are organized by domains and are clearly labeled. For example, Teacher Resources Part 1 Unit 1 Operations and Algebraic Thinking: Addition and Subtraction and Teacher Resources Part 1 Unit 5 Number and Operations in Base Ten: Addition Using Place Value are shaped by the Operations and Algebraic Thinking and Number and Operations in Base Ten domains. Throughout the course, all standards are addressed, and within lessons, goals are written that are shaped by the CCSSM cluster headings.
- The Teacher's Guide connects every lesson to a CCSSM standard.
- Generally, lesson objectives make connections to CCSSM cluster headings.
- In Teacher Resources Part 1 Unit 8 Lesson 14 "(s)tudents will use addition to find the distance around the objects" which relates to cluster heading 2.MD.B, "Relate addition and subtraction to length."
- Each standard is addressed during the course.
The instructional materials do include some 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.
- Teacher Resources Part 2 Unit 9 Lesson 48 connects 2.MD.B to 2.MD.D. Students compare data on height and use addition to answer the questions.
- Teacher Resources Part 2 Unit 5 Lesson 26 has students solving problems (2.OA.1) using length (2.MD.5).
- Teacher Resources Part 2 Unit 6 Lesson 30 has students determine time (2.MD.7) by skip counting by 5 (2.NBT.2)