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 instructional materials reviewed for JUMP Math Grade 2 meet expectations for Gateway 1. The instructional materials meet expectations for focus within the grade by assessing grade-level content and spending the majority of class time on the major work of the grade. The instructional materials meet expectations for being coherent and consistent with the Standards as they connect supporting content to enhance focus and coherence, have an amount of content that is viable for one school year, and foster coherence through connections at a single grade.
Criterion 1.1: Focus
The instructional materials reviewed for JUMP Math Grade 2 meet expectations for not assessing topics before the grade level in which the topic should be introduced. The materials do not include any assessment questions that are above grade level.
Indicator 1a
The instructional materials reviewed for JUMP Math Grade 2 meet expectations for assessing grade-level content.
JUMP Math provides students Assessment and Practice Books (Part 1 and Part 2) which are used in conjunction with the lessons to provide students practice with the lesson concepts and teachers an opportunity to assess student understanding. A quiz is provided for approximately every four lessons. A test is included addressing the content of two to three quizzes, with one to two tests per unit. The Teacher Resource for Grade 2 contains sample quizzes and tests for Assessment and Practice Book 1 on pages K-1 to K-81 and for Assessment and Practice Book 2 on pages V-1 to V-92. At the end of each assessment section, there are scoring guides and rubrics for the teacher to use to assess student progress towards the CCSSM. Examples of grade-level assessment items include:
- Teacher Resource, Unit 3: Operations and Algebraic Thinking Test, Item 2, part a, “Carl has 4 green blocks. His sister gives him 4 yellow blocks. Then his teacher gives him 4 blue blocks. How many blocks does he have altogether?” Students must determine where the numbers and symbols belong and correctly write the equation. (2.OA.1)
- Teacher Resource, Unit 2: Operations and Algebraic Thinking Quiz (Lessons 17-19), Item 3, students are asked to use a circled group of ten in a picture to help them mentally solve the addition items 8+8 and 9+9. (2.OA.2)
- Teacher Resource page, Unit 7: Measurement and Data Quiz (Lessons 1-4), Item 2, students use a provided centimeter ruler to measure 3 different objects correctly. (2.MD.1)
- Teacher Resource, Unit 5: Number and Operations in Base Ten Test, Item 12, students add two 2-digit numbers, adding the tens and ones and regrouping as necessary. (2.NBT.6)
- Teacher Resource, Unit 8: Geometry Test, Item 5, students shade one half, three fourths, and two-thirds of partitioned shapes. (2.G.3)
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 JUMP Math Grade 2 meet expectations for students and teachers using the materials as designed and devoting the majority of class time to the major work of the grade. Overall, instructional materials spend at least 86 percent of class time on the major clusters 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 JUMP Math Grade 2 meet expectations for spending the majority of class time on major work of the 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,” 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 JUMP Math Grade 2 meet expectations for being coherent and consistent with the Standards. The instructional materials connect supporting content to enhance focus and coherence, include an amount of content that is viable for one school year, and foster connections at a single grade. However, the instructional materials contain off-grade-level material and do not relate grade-level concepts explicitly to prior knowledge from earlier grades.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The instructional materials reviewed for JUMP Math Grade 2 meet expectations 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. Teacher Resource, Part 2, Unit 7, Lessons MD2-41, MD2-42, and MD2-43 connect the supporting work of money with place value skills and Teacher Resource, Part 2, Unit 6, Lessons MD2-31 and MD2-32 connect the supporting work of telling time with counting by 5's.
- 2.MD.D supports the major cluster 2.OA.A. Teacher Resource, Part 2, Unit 9, Lessons MD2-44 through MD2-47, connect 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. Teacher Resource, Part 2, Unit 3, Lessons OA2-49 and OA2-50 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 for JUMP Math Grade 2 meet 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 Resource 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 JUMP Math Grade 2 partially meet expectations 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 contains 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 Resource, 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)."
There are some lessons that are not labeled Bridging lessons that contain off-grade-level material. For example, Teacher Resources, Part 1, Unit 5, Lesson NBT2-12 addresses the standard algorithm of addition with regrouping and is better aligned to 4.NBT.4.
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 Resource)
- 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 Teacher Resource, Part 2, Unit 4, Lesson NBT2-42 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, Teacher Resource, Part 2, Unit 3, Lesson OA2-51 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, Teacher Resource, Part 1, Unit 1, Lesson OA2-1, 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.
The instructional materials reviewed for JUMP Math Grade 2 meet 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 Resource, 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 Resource connects every lesson to a CCSSM standard.
- Generally, lesson objectives make connections to CCSSM cluster headings. In Teacher Resource, Part 1, Unit 8, Lesson MD2-14, "(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 Resource, Part 2, Unit 9, Lesson MD2-48 connects 2.MD.B to 2.MD.D as students compare data on height and use addition to answer the questions.
- Teacher Resource, Part 2, Unit 5, Lesson MD2-26 has students solving problems (2.OA.1) using length (2.MD.5).
- Teacher Resource, Part 2, Unit 6, Lesson MD2-30 has students determine time (2.MD.7) by skip counting by 5 (2.NBT.2).