2nd Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Meets Expectations | 100% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 8 / 8 |
The instructional materials reviewed for Grade 2 meet the expectation for Gateway 1: Focus and Coherence. Materials do not assess any topics before the grade level in which the topic is introduced in the standards and spend the majority of time on major work. No above grade level content was assessed on summative unit assessments. All assessments relate to Grade 2 standards. For instance, students are assessed on their understanding of place value, their fluency with addition and subtraction to 20 and their ability to compare two three-digit numbers. The instructional materials reviewed for Grade 2 meet the expectations for focus by spending the majority of the time on the major clusters of the grade. This includes the first two clusters of 2.OA, all of 2.NBT and the first two clusters of 2.MD. The instructional materials reviewed for Grade 2 also meet the expectation for coherence. The materials use supporting content as a way to continue work with the major work of the grade. For example, money is often used to support work in addition, subtraction and place value. 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, including struggling students, are given extensive work on grade level problems 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 place value and money and telling time and foundations for multiplication. Overall, the Grade 2 materials support focus and coherence and meet the requirements for Gateway 1.
Criterion 1.1: Focus
The instructional materials reviewed for Grade 2 meet the expectation for this criterion by not assessing any topics before the grade level in which the topic is introduced in the standards. No above grade level content was assessed on summative unit assessments. All assessments relate to Grade 2 standards. For instance, students are assessed on their understanding of place value, their fluency with addition and subtraction to 20 and their ability to compare two three-digit numbers. Overall, the instructional materials meet the expectations for focus within assessment.
Indicator 1a
The instructional materials reviewed for Grade 2 meet the expectations for focus within assessment. Overall, the instructional material does not assess any content from future grades within the summative assessment sections of each unit.
- No above grade level content was assessed on summative unit assessments.
- All assessments, rubrics and topics relate to Grade 2 standards or below.
- Students are assessed on adding and subtracting within 20, 100 and 1000.
- Students are assessed on their understanding of place value.
- Students are assessed on measurement, telling time and money as indicated by the standards.
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 focus by spending the majority of the time on the major clusters of the grade. This includes the first two clusters of 2.OA, all of 2.NBT and the first two clusters of 2.MD.
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 focus by spending the majority of the time on the major clusters of the grade. This includes the first two clusters of 2.OA, all of 2.NBT and the first two clusters of 2.MD.
- While some lessons include multiple standards, approximately 94 out of 113 lessons are devoted to major work.
- Units 1, 2 and 6 focus exclusively on major work.
- Units 3, 4 and 5 focus the majority of the lessons on major work.
- Unit 7 spends less than 50% of the time on major work.
- More than 80% of the lessons focus on the major work of the grade level.
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 work with the major work of the grade. For example, money is often used to support work in addition, subtraction and place value. 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, including struggling students, are given extensive work on grade level problems 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 place value and money, telling time and foundations for multiplication. 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 reviewed for Grade 2 meet the expectations for their use of supporting content as a way to enhance coherence. For Grade 2, reviewers focused on the use of data and money as methods for supporting addition and subtraction and place value.
- Units 2 and 4 use money (2.MD.C.8) to continue work on addition, subtraction and place value.
- Units 3 and 5 use data to continue work on addition and subtraction and to compare quantities.
- Connections are also made with counting by 5s, telling time and using length as a connection to addition and subtraction.
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 2 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 2.
- Some lessons may take longer than indicated.
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 are consistent with the mathematical progressions in the standards and meet the expectation for this indicator.
- Materials develop according to the progressions laid out in the standards.
- Students work on strategies for addition and subtraction and fluency.
- There is a progression of difficulty of the problem types throughout the materials.
- Differentiation materials offer support to struggling students while maintaining a focus on grade level content.
- There are no connections to content from prior grades explicitly made for students.
- Minimal connections are made for the teacher within the lessons to prior knowledge from previous grades. One example is the learning progression chart included in each unit that shows connections to previous and future grades.
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 2 foster coherence through grade level connections.
- Lesson and test objectives are visibly shaped by the cluster headings in the CCSSM.
- Connections are made between place value and money.
- Lengths are used to continue work on addition and subtraction.
- Telling time and money are connected to work that builds the foundation for multiplication.