1st Grade - Gateway 1
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Focus & Coherence
Gateway 1 - Partially Meets Expectations | 78% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 4 / 4 |
Criterion 1.3: Coherence | 5 / 8 |
The instructional materials for ORIGO Stepping Stones 2.0 Grade 1 partially meet the expectations for Gateway 1. These materials meet the expectations for focus by not assessing above grade-level content and by spending the majority of the time on the major clusters of each grade-level. The materials partially meet the expectations for being coherent and consistent with the standards. The objectives for the materials are shaped by the CCSSM cluster headings, and the materials are viable for one school year. However, the materials do not give extensive work with grade-level problems and there are missed opportunities to foster coherence.
Criterion 1.1: Focus
The instructional materials for ORIGO Stepping Stones 2.0 Grade 1 meet the expectation for not assessing topics before the grade-level in which the topic should be introduced. The materials include some assessment questions that were above grade-level, but these could be omitted without affecting the underlying structure of the materials.
Indicator 1a
The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 meet expectations for assessing grade-level content. Above grade-level assessment items are present and can be modified or omitted without a significant impact on the underlying structure of the instructional materials. The instructional materials include summative assessments for each module and quarterly assessments for Modules 3, 6, 9, and 12. The summative assessments include interviews, performance events, and check-ups for each module.
The following examples represent assessment items aligned to Grade 1 standards:
- In Module 12, Check-Up, students demonstrate understanding of the value of given numerals by coloring the corresponding number of tens and ones cubes (1.NBT.2).
- In Module 3, Check-Up, students are given a set number of place value cubes and identify the corresponding numeral (1.NBT.1).
- In Module 7, Check-Up, students draw lines connecting analog clocks to the digital time to both the hour and the half hour (1.MD.3).
The following are assessment items that align to standards above Grade 1, but can be modified or omitted without compromising the instructional materials:
- Module 11, Check-Up 2, Problems 1 and 2, assess money at the 2nd grade level (2.MD.8). For example, Problem 1 states, “Solve each problem. Write an equation to show your thinking.” Part C states, “I have 5 cents. How much would I have with 2 extra nickels?” Problem 2 states, “Figure out the total amount of each collection of coins.” Part B shows pictures of a quarter and a nickel, and students write the total. The Performance Event for Module 11 also assesses money by stating, “Katherine spent (pictures for 3 quarters, 1 dime, and 1 nickel). Write or draw the toys you think she bought. Show more than one answer.”
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 for ORIGO Stepping Stones 2.0 Grade 1 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. Overall, the materials devote at least 65% of class time to major work.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 meet expectations for spending a majority of instructional time on major work of the grade.
To determine the amount of time spent on major work, the number of topics, the number of lessons, and the number of days were examined. Review and assessment days are included:
- The approximate number of modules devoted to major work of the grade (including supporting work connected to the major work) is 6 out of 12, which is approximately 50%.
- The approximate number of lessons devoted to major work, or supporting, major work of the grade is 100 out of 144, which is 69%.
- The number of days devoted to major work (including assessments and supporting work connected to the major work) is 112 out of 156, which is approximately 71%.
A lesson-level analysis is most representative of the instructional materials because this calculation includes all lessons with connections to major work with no additional days factored in. As a result, approximately 71% of the instructional materials focus 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 for ORIGO Stepping Stones 2.0 Grade 1 partially meet the expectations for being coherent and consistent with the standards. Supporting work is partially connected to the major work of the grade, and the amount of content for one grade-level is viable for one school year and fosters coherence between the grades. Content from prior or future grades is not clearly identified, and the materials do not give extensive work with grade-level problems. The objectives for the materials are shaped by the CCSSM cluster headings, but there are missed opportunities to foster coherence through connections at a single grade.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.
In Module 8, students explore representations of data to find how many more and how many less, connecting supporting standard: organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category, than another (1.MD.4) with add and subtract within 20, demonstrating fluency for addition and subtraction within 10 (1.0A.6). For example:
- In Lesson 10, students represent data and answer questions of how many more or how many less.
- In Lesson 11, students represent data using multiple categories (1.MD.4) and are then led in a conversation about how many more and how many less, which connects with (1.OA.6).
However, supporting content is often treated separately from major work of the grade:
- In Module 3, Lesson 10, students are indirectly comparing lengths. However, students do not answer “how much longer” when comparing indirectly (1.MD.2).
- In Module 8, Lesson 12, students tally the number of different types of vehicles in a chart to align to (1.MD.4). Students do not count the tally marks together or by themselves, and they do not write the number of tally marks (1.MD.2).
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 for ORIGO Stepping Stones 2.0 Grade 1 meet expectations that the amount of content designated for one grade-level is viable for one year.
There are a total of 156 instructional days within the materials.
- There are 12 modules and each module contains 12 lessons for a total of 144 lessons.
- There are 12 days dedicated to assessments.
In addition, each module includes three investigation problems and four problem solving activities. These are embedded into lesson activities.
According to the publisher, “The Stepping Stones program is set up to teach 1 lesson per day and to complete a module in approximately 2 ½ weeks. Each lesson has been written around a 60 minute time frame but may be anywhere from 30-75 minutes depending upon teacher choice and classroom interaction.”
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 for ORIGO Stepping Stones 2.0 Grade 1 do not meet expectations for the materials being consistent with the progressions in the Standards. The materials do not develop according to the grade-by-grade progressions in the standards, and do not present opportunities to engage with extensive work of the grade.
Content from prior or future grades is not clearly identified and related to grade-level work. Prerequisite standards from previous grades are identified in the Focus section of the materials, however; the lessons themselves do not address specifically which standards were prerequisite in the content. Additionally, no prior grade standards are identified within the lessons. For example:
- Module 3, Lesson 9, students directly compare measurement of arm lengths. This is above the first grade standards (1.MD.1-2), which states students compare lengths indirectly by comparing to a third object.
- In Module 11, Lessons 8-12, students, in five consecutive lessons, identify coins by their name and value and count them correctly, which is a second grade standard (2.MD.7-8).
- Module 12, Lessons 11-12, students compare the mass of two different objects. Neither mass or direct comparison of measurements are part of the CCSS for first grade.
The instructional materials do not do not give students extensive work with grade-level problems so that they meet the full intent of the grade-level standards. Examples include:
- 1.OA.2, solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem . This is in Module 11, Lesson 1. Students solve three problems where there are three whole numbers in real-life situations. There is not an expectation to draw it, count it out, or show a missing number as called for in the standard.
- 1.MD.1, order three objects by length; compare the lengths of two objects indirectly by using a third object. In Module 3, Lesson 10, students roll a ball to then use a third object (steps) to compare the length of the board. They use pieces of string to compare two different objects. This is the one lesson addressing 1.MD.1.
Lessons throughout the course labeled DA - Developmental Activities are included. The publisher notes, “Developmental activities (DA) are included in the scope and sequence of lessons within ORIGO Stepping Stones. Developmental Activities typically smooth the learning progression for students by addressing foundational skills for current grade level standards or preparing students for the work in an upcoming grade-level.” These lessons are not aligned to any standards, however, the Teacher Notes for Whole Class Instruction includes a narrative explaining how the lesson supports grade-level standards. For example:
- Module 1, Lesson 9, students are attending to ordinal numbers. There isn’t a standard that supports this work in first grade. The lesson is notated with a DA for developmentally appropriate with the explanation that it will support NBT. This rationale is not stated in the progressions for either K, 1, or 2.
- Module 5, Lesson 6, students are attending to using Base Ten to “balance” a pan scale. The work invites students to identify the number created by the the base ten blocks and then to identify which number is either greater than or less than. Adding the concept of either balancing or not balancing the pan scale, is a distraction for students. This content was also labeled with a DA with the rationale that comparing two numbers supports work with place value understanding.
- Module 9, Lesson 2, students are working with money, which is not in the standards or part of the progression in measurement and data for first grade. Students are to identify the amounts of coins as unknowns in word problems (i.e. “Cory found 2 quarters on the ground and now he has 90 cents, how much money did he have before?”). This questioning expects students to know the value of the coins, as well as use it in a word problem. This lesson was also labeled DA, in the breadcrumb it shows what lesson in second grade it would connect to, but doesn’t explicitly state that this content is out of the scope of first grade or how it supports second grade work.
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 for ORIGO Stepping Stones 2.0 Grade 1 meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.
Overall, the instructional materials identify standards. A comprehensive list of the CCSSM and correlating lessons is found under the drop down menu on the home page. Cluster headings are clearly identified by hovering over the Lesson title.
The materials include learning objectives that are visibly shaped by cluster headings.
- In Module 1, the learning target “create, describe, and interpret yes/no graphs,” is shaped by 1.MD.C (represent and interpret data).
- In Module 6, the learning target “fluently recall-use doubles subtraction facts within 10,” is shaped by 1.OA.C (add and subtract within 20).
- In Module 10, the learning target “solve subtraction word problems,” is shaped by 1.OA.A (represent and solve problems involving addition and subtraction).
The instructional materials include problems and activities that connect two or more clusters in a domain or two or more domains.
- Module 2, Lesson 6, students write and solve equations within 20 (1.OA.C) while using the commutative property (1.OA.B).
- Module 5, Lesson 1, students write and solve equations within 20 (1.OA.C) while using the commutative property (1.OA.B).
- Module 6, Lesson 4, students subtract (1.OA.D) and use the missing addend to find the difference (1.OA.B).
- Module 7, Lesson 7, students subtract to find the missing numeral (1.OA.D) then complete the addition facts (1.OA.B).
However, there are a few missed opportunities to foster coherence through connections at a single grade, for example:
- Module 3, Lesson 11, students use various objects to identify lengths (1.MD.A). There is a missed connection to 1.NBT.A (students count to 120).
- Module 7, Lesson 10 students identify half past on an analog clock (1.MD.B). There is a missed connection to 1.G.A (students can view the hour hand as partitioning the circle into halves ie half past).