1st 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 1 meet the expectations for Gateway 1, focus and coherence. The assessments contain grade appropriate items. The instructional materials spend the majority of the time on the major clusters of the grade. This includes all clusters within the following domains: 1.OA, 1.NBT and the first cluster within 1.MD. The instructional materials reviewed for Grade 1 meet the expectations for coherence. The materials use supporting content as a way to continue work with the major work of the grade. For example, the materials use data as a resource for continuing their work on addition and subtraction. The materials include a full program of study that is viable content for a school year including 150 lesson and assessment days. This set of materials is consistent with the mathematical progression of learning set forth in the standards. All students are given extensive work on grade level problems, even struggling students, and this work progresses mathematically. These instructional materials are visibly shaped by the cluster headings in the standards. Connections are made between domains and clusters within the grade level, with a good example of these connections being between iterating length units and collecting data. Overall, the materials reviewed for Grade 1 meet the requirements of Gateway 1 by attending to focus and coherence.
Criterion 1.1: Focus
The instructional materials reviewed for Grade 1 meet the expectations for this criterion. While most of the assessments assess grade level work, there are a few instances where the assessments include concepts above the grade level. There are examples in unit 8 of adding 2-digits to 2-digits that do not include a multiple of 10 as expected by 1.NBT.C.4. This is in the final assessment of the year and it follows a clear and appropriate mathematical progression of learning. Overall, the instructional materials meet the expectations for focus within assessment.
Indicator 1a
The instructional materials reviewed for Grade 1 meet the expectations for this indicator.
- All units include a focus on grade level standards in all assessments.
- There are examples in unit 8 of adding 2-digits to 2-digits that do not include a multiple of 10 as expected by 1.NBT.C.4. This is in the final assessment of the year and it follows a clear and appropriate mathematical progression of learning.
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 1 meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes all clusters within 1.OA and 1.NBT and the first cluster within 1.MD.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for Grade 1 meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes all clusters within 1.OA and 1.NBT and the first cluster within 1.MD.
- Of the eight units, five of them are focused on major work.
- Of the lessons in unit 6, the majority focuses on major work.
- Unit 7 generally includes supporting or additional work for this grade level.
- Unit 8 contains lessons within the major work and several lessons that go above grade level.
- More than 80% of the program is focused on major work of the grade.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials reviewed for Grade 1 meet the expectations for coherence. The materials use supporting content as a way to continue work with the major work of the grade. For example, the materials use data as a resource for continuing their work on addition and subtraction. The materials include a full program of study that is viable content for a school year including 150 lesson and assessment days. This set of materials is consistent with the mathematical progression of learning set forth in the standards. All students are given extensive work on grade level problems, even struggling students, and this work progresses mathematically. These instructional materials are visibly shaped by the cluster headings in the standards. Connections are made between domains and clusters within the grade level. For instance, materials make connections between iterating length units and collecting data. Overall, the Grade 1 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 reviewed for Grade 1 meet the expectations for their use of supporting content as a way to enhance coherence. For Grade 1, reviewers focused on the use of data as a method for supporting addition and subtraction and place value.
- Unit 6 contains lessons on data. These lessons connect data to the addition and subtraction work of the grade level.
- Unit 6 lessons include counting, comparing, organizing, representing and interpreting.
- Some unit 6 lessons include requiring students to write equations in order to answer questions about the data.
- These lessons are reinforced with homework and "remembering" worksheets.
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 1 meet the expectation for this indicator by providing a viable level of content for one school year.
- Materials provide for 150 days of instruction, quizzes, fluency checks, and formal assessment.
- Most lessons are appropriate in length for Grade 1.
- Some lessons may take longer than indicated.
- There are 43 days devoted to place value, an important Grade 1 concept.
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 1 partially meet the expectation for this indicator and are generally consistent with the mathematical progressions in the standards.
- Materials generally follow the progression of learning.
- Learning progressions for CCSSM are described at the beginning of each unit.
- Many materials contain Kindergarten level work without identifying as such.
- Intervention strategies, generally based on reading and writing levels, suggest that students stay with grade level content.
- Materials make connections to previous grade level content in the unit preparation section, not within the lessons.
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 1 foster coherence through grade level connections.
- Test objectives are visibly shaped by the cluster headings of the standards.
- Students are expected to use place value understanding as they work on addition and subtraction.
- Some connections are made between 1.OA and 1.MD.
- Unit 7 focuses on 1.G and 1.MD only and does not connect to other domains.