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 |
Students and teachers using the materials as designed will devote a majority of time in Grade 2 on the major work of the grade. The materials are mostly coherent and consistent with the standards. Assessments only represent grade-level work. Four percent of the lessons are on future grade level content and are not clearly identified. About 74% of the time is spent on the major work of the grade. Overall, the materials do provide a focus on the major work and the materials are coherent.
Criterion 1.1: Focus
The Grade 2 My Math instructional materials assess topics from future grade levels, however an online test generator is available, so points were not deducted. The form assessments are featured in the digital companion. Six assessment forms exist for each chapter and an online test generator is available.
Indicator 1a
The Grade 2 My Math instructional materials assesses future grade-level content on form assessments, however an online test generator is included in the materials for teachers to create their own assessments. With the inclusion of the digital test generator the Grade 2 My Math materials would not assess future grade level content if teachers created their own assessments.
- My Math assesses content from future grades on three of its form assessments.
- The assessment for chapter 3 on form 3A and 3B, questions 9 and 17 assess elapsed time which is a Grade 3 expectation.
- The chapter 10 assessment form 1A and 1B, questions 11 and 12, form 2A and 2B, questions 16 and 17; and form 3A and 3B, questions 15 and 16 all assess elapsed time, which is again, a Grade 3 expectation.
- The chapter 11 assessment form 1A and 1B, questions 5 and 8, form 2A and 2B, questions 6 and 10 and form 3A and 3B, question 7 all assess conversion of units which is a Grade 4 standard.
- Six assessment forms and a test generator is included with the digital companion and teachers could build their own assessment, which would not assess future grade level material.
- In chapters 1, 2, 5 and 9, two formative assessments and a chapter review are in the student edition.
- The rest of the chapters 3, 4, 5, 6, 7, 8 and 10 have one formative assessment and a chapter review in the student edition.
- There are also four benchmark tests available online. Benchmark 1 (chapters 1-2), Benchmark 2 (chapters 3-4), Benchmark 3 (chapters 5-7), and Benchmark 4 (chapters 1-12).
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.
Students and teachers using the materials as designed would devote the large majority of class time to the major work of the grade. Time spent on the major work was figured using days, lessons and chapters. At least 80% of the time is spent on the major work of the grade.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The Grade 2 instructional materials spend the majority of time on the major clusters of the grade. Grade 2 materials for My Math is taught in 12 chapters which is scheduled to be taught in 160 days.
- Six of the 12 or about 50% of the time is spent on the major work of the grade.
- Four chapters of the 12 or about 33% of the time is spent on supporting work which truly supports the major work of the grade. This brings the time spent on the major work to closer to 83% of the time.
- Two of the 12 chapters (chapters 10 and 12) or about 17% of the time are supporting work, which is treated separately.
- Each chapter provides two days for review and assess which is included in the 160-day count. In the curriculum, 128 out of 160 days (approximately 80% of the time) are focused on the major work of the grade level. .
- Furthermore, 32 out of the 160 days are spent on supporting and additional clusters.
- All chapters are focused on Grade 2 curriculum.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The instructional materials are mostly coherent and consistent with the standards. Four lessons from future grade level content are present and are not clearly identified as such. The materials represent a year of viable content. Teachers using the materials would give their students extensive work in grade level problems, with 96% of the lessons representing grade-level work. Materials describe how the lessons connect with the grade level standards and with prior and future standards. Overall coherence and consistency of the standards is achieved in Grade 2 My Math.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
Supporting content for Grade 2 My Math enhances focus and content by engaging students in the major work of the grade. Overall, the instructional materials do not miss opportunities to connect non-major clusters of standards to major clusters, and as a result, the supporting content does engage students in the major work of Grade 2.
- Six chapters consist of supporting work and four of those chapters enhance the major work of the grade.
- The content in chapters 2, 8, 9 and 11 are strong examples of using supporting work to engage students in the major work of the grade.
- In chapter 2, Number Patterns, students must understand place value (2.NBT.A) in order to use repeated addition to add equal groups (lesson 4).
- In chapter 8, Money, students must add (2.OA.A) in order to problem solve (lesson 4).
- In chapter 9, Data Analysis, students must add (2.OA.A) in order to answer questions about graphs (lesson 3).
- In chapter 10, Time, students must add (2.OA.A) in order to problem solve (lesson 3).
- In chapter 11 every problem-solving page in each lesson (see lesson 9 page 699-700 TE) has students engaging in the major work of the grade.
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 amount of content designated for Grade 2 My Math is viable for one school year. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 170-190.
- The suggested pacing for Grade 2 is 160 days according to the suggested pacing provided in the chapter overview. This includes assessment days in the series.
- Chapter assessments and reviews are calculated to take two instructional days per chapter.
- Each chapter also has remediation and enrichment activities available plus chapter projects in the digital companion.
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.
Grade 2 My Math materials are partially consistent with the progressions in the standards. Future grade level content is not clearly identified. There are extensive grade-level problems and concepts are explicitly related to prior knowledge.
Materials develop mostly according to the standards. Future grade level content is not clearly identified.
- There are four lessons that deal with future grade level content, and those are not identified as off grade-level work.
- The content in lesson 3, chapter 10 concerns elapsed time, a Grade 3 expectation.
- The content in lessons 5, 6 and 10 in chapter 11 concerns conversions, a Grade 4 expectation.
- The major work of the grade is found within the first seven chapters (chapter 2 is the exception and is supporting work) and supporting work is found in the last five chapters.
- Each chapter has a page titled "What's in this chapter?" where the CCSSM are laid out along with a box titled "What will my students do next with these skills?" An example of this is chapter 11, page 635F. In each chapter, there is also a spot for coherence, which lists what happened before, now and next in the standards. An example of this can be found in chapter 11, lesson 1 on page 645A.
Materials give students extensive work with grade-level problems.
- There are 99 lessons that span approximately 160 days.
- Of the 99 lessons, 95 provide work with grade level problems.
- The content in lesson 3, chapter 10 concerns elapsed time which is a Grade 3 expectation. The content in lessons 5, 6 and 10 in chapter 11 concerns conversions which is a Grade 4 expectation.
- In addition, there are enrichment and remediation worksheets available in the digital companion.
- Differentiated instruction activities are available in the teacher edition for students who are approaching level, on level and above level.
- With each lesson giving time to explore and explain the math at the beginning and following with see and show, on my own and finally homework, there is extensive work in grade level work. Explore and explain, see and show, on my own and homework are all sections in the student editions.
Materials relate grade level concepts explicitly to prior knowledge from earlier grades.
- Each lesson begins with a review problem of the day to review prior knowledge, for example, chapter 3, page 165B.
- Each chapter has a page titled "What's in this chapter?" where the CCSSM are laid out along with a box titled "What will my students do next with these skills?" An example of this is chapter 11, page 635F.
- In each chapter there is also a spot for coherence, which lists what happened before, now, next in the standards. An example of this can be found in chapter 11, lesson 1 on page 645A.
- In the teacher guide, each chapter contains a section called "Where's the Math in this Chapter" with information on what students should already know prior to entering Grade 2.
- Each chapter begins with a readiness quiz. This quiz can be taken in the student edition under "Am I Ready?" or in the digital companion.
- The "Am I Ready?" section at the start of each chapter is focused on knowledge that is truly prior knowledge either from Grade 1 work or from previous work in Grade 2.
- All prior knowledge is grade appropriate.
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 foster coherence through connections at a single grade level. 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.
Materials include learning objectives visibly shaped by CCSSM cluster headings.
- In the chapter overview of the teacher edition, each lesson is identified as a major, supporting, or additional work and the learning objective is listed below.
- For example, chapter 5 focuses on major work of 2.NBT.A and 2.NBT.B. Lesson 1 has students relating hundreds, tens and ones, then lesson 2 has students reading, writing and modeling numbers to 999.
- Each lesson identifies the domain, cluster, objective and any additional objectives that are addressed in the lesson.
Materials include problems that connect two or more clusters in a domain or two or more domains in a grade.
- For example, chapters 2 and 4 connect operations and algebraic thinking and number and operations in base ten.
- Lesson 1 in chapter 3 connects 1.OA.C.5 with 1.0A.C.6.
- Lesson 4 in chapter 2 connects 2.OA.B with 2.NBT.A
- At the beginning of each chapter, the standards are clearly marked.
- Many of the chapters use the standards as a natural progression to build on the skills.