2nd 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 2 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 2 meet the expectation for not assessing topics before the grade-level in which the topic should be introduced. The assessments do not include any above grade-level items.
Indicator 1a
The instructional materials for ORIGO Stepping Stones 2.0 Grade 2 meet expectations that they assess grade-level content. 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 2 standards:
- In Module 12, Check-Up, students divide a rectangle into halves, fourths, and thirds (2.G.3).
- In Module 5, Check-Up, students solve 2 digit plus 1 digit addition problems and represent their addition strategy with hops on a number line (2.NBT.7).
- In Module 3, Quarterly Assessment, students match the written notation of a 3-digit number with its numeral representation (2.NBT.1).
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 2 meet the expectations for having students and teachers using the materials as designed and 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 2 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 5 out of 12, which is approximately 42%.
- The approximate number of lessons devoted to major work (including supporting work connected to the major work) is 102 out of 144, which is approximately 71%.
- The number of days devoted to major work (including assessments and supporting work connected to the major work) is 111 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 2 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 2 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.
In Grade 2, lessons utilize supporting work to enhance focus and coherence by engaging students in the major work of the grade, however most lessons involving supporting content do not.
Examples of supporting content enhancing major work include:
- In Module 2, Lesson 10, students review strategies to double the numbers 1 to 9 (2.OA.2 - major work and 2.OA.3 - supporting work).
- In Module 11, Lesson 12, students solve word problems involving money (2.MD.C - supporting work and 2.OA.1 - major work).
- In Module 6, Lesson 10, students graph using multiple categories. The teacher then discusses with the students and asks questions such as, "How many more students voted for invisibility than super-strength? How many fewer students voted for super-strength than flight?" By discussing these questions, the materials are supporting the major work of the grade (2.MD.10 - supporting work and 2.OA.1 - major work.)
- In Module 6, Lesson 11, students graph using multiple categories. The teacher then discusses with the students and asks questions such as, "What is the difference in the number of clowns which wear a green nose and the number of clowns which wear a yellow nose? How many total clowns are there?" (2.MD.10 - supporting work and 2.OA.1 - major work).
Examples of supporting content treated separately include:
- In Module 1, Lesson 4, students sit in a circle and count by 1’s. (2.NBT.2) This activity is not connected to the rest of the lesson where students sort groups into odd and even numbers. (2.OA.3).
- In Module 8, Lesson 9, students tell time to the nearest 5 minutes. In this lesson, one problem allows the students to make connections between skip counting by 5’s and telling time (2.MD.7).
- In Module 8, Lesson 10, students tell time to the nearest 5 minutes (2.MD.7). Students do skip count by 5’s in the opener (2.NBT.2- major work), however there is no connection made between the opening and telling time to the nearest 5-minutes nor is there a connection made during the lesson.
- In Module 8, Lesson 11, students identify fifteen minutes past the hour as a quarter past (2.MD.7). The lesson is isolated and students are not participating in skip counting, showing the clock as a number line (2.NBT.2).
- In Module 9, Lesson 12, students create line plots (2.MD.D). However, students are not answering questions of how many fewer or how many more? (2.NBT.B).
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 2 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 2 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. The materials do not present opportunities for students to engage with extensive work of the grade.
Content from prior grades or future grades is not clearly identified and related to grade-level work. Prerequisite standards from previous grades is 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 lesson. For example:
- In Module 1, Investigation 2, students identify odd and even numbers then identify if they ended up with more odd than even and if they did the experiment again, would it end up the same. This content introduces probability concepts into elementary grades, and loses the focus on odd and even numbers.
- In Module 12, Lesson 6, students count with fractions and say the fraction of the shape that is shaded. The intent of 2.G.3 is not to use the term fraction, but to identify halves, fourths, and thirds.
- Module 12, Lesson 9, students engage in measurement that is not part of the progression for second grade. The focus in measurement and data for this grade is around the concept of length. This work introduces students to weight in the form of pounds. This is not a direct correlation to work at the grade-level below or above with a clear connection.
- Module 12, Lesson 10, students are engaged in measurement using kilograms. The focus in second grade for measurement and data is on length. This work is not clearly stated for a connection to above grade-level work, that is connected to the progression.
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:
- 2.MD.2, measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Students are given two opportunities during the reflection step of Module 4, Lesson 12 and in Module 9, Lesson 10 when students measure using two different units and explain why one has more units than the other.
- 2.MD.5, use addition and subtraction within 100 to solve word problems involving lengths that are given in the same unit, and equations with a symbol for the unknown number to represent the problem. This is addressed is in Module 6, Lesson 5.
- 2.NBT.2, count within 1,000; skip count by 5’s, 10’s, and 100’s. Students count in Module 3, Lesson 8; Module 5, Lesson 1; Module 5, Lesson 8; and Module 11, Lesson 1.
- 2.NBT.4, compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using symbols to record the results of comparisons. Students compare two three-digit numbers in three lessons: Module 1, Lesson 3; Module 3, Lesson 6; and Module 3, Lesson 7 (however in this lesson students do not use symbols).
- 2.NBT.6, add up to four two-digit numbers using strategies based on place value and properties of operations. Students add up to four two-digit numbers in one lesson, Module 6, Lesson 6.
- 2.NBT.8, mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Students add or subtract in one lesson, Module 3, Lesson 8.
- 2.NBT.9, explain why addition and subtraction strategies work, using place value and the properties of operations. There are no lessons that address this standard.
- 2.OA.2, fluently add and subtract within 20 using mental math strategies. Students use mental math such as a doubles strategy and count on strategy through Modules 1-5. This standard is not addressed again for the remainder of the year which does not support the fluency of this standard.
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 2 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 2, the learning target “identify time to the nearest hour and half hour,” is shaped by 2.MD.C (work with time and money).
- In Module 5, the learning target “solve subtraction word problems,” is shaped by 2.OA.A (represent and solve problems involving addition and subtraction).
- In Module 4, the learning target “solve length word problems,” is shaped by 2.MD.B (relate addition and subtraction to the length).
The instructional materials include problems and activities that connect two or more clusters in a domain or two or more domains.
- In Module 4, Lesson 10, Steps, students solve word problems (2.OA.A) using units of length to add and subtract (2.MD.B).
- In Module 6, Lesson 9, Steps, students solve two-digit addition word problems (2.OA.A) with sums greater than 100 (2.NBT.B). For example, “78 cars are parked on the top floor of a parking garage. There are 65 fewer cars parked on the top floor of the parking garage than the bottom floor. How many cars are parked on the bottom floor?”
However, there are a few missed opportunities to foster coherence through connections at a single grade, for example:
- In Module 5 Lessons 2 and 10, students use a variety of strategies to add and subtract two digit numbers, including using a number line and ‘make ten’ (2.NBT.A). However, place value is not referenced, so there is a missed connection to 2.NBT.B.
- In Module 12 Lesson 3, students create halves and fourths from shapes (2.G.A). A connection to reinforce money through 2.MD.C (dollars as the whole, ¼ as 1 quarter, etc.) is omitted.