Kindergarten - Gateway 2
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Building Knowledge
Building Knowledge with Texts, Vocabulary, and TasksGateway 2 - Partially Meets Expectations | 81% |
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Criterion 2.1: Building Knowledge with Texts, Vocabulary, and Tasks | 26 / 32 |
The instructional materials for Kindergarten partially meet the expectations of the Gateway 2. Texts are organized around topics to build knowledge. The materials do provide some teacher guidance for supporting students’ academic vocabulary, but lack a year long structure. Vocabulary words are not revisited during the year and do not build to students being about to read across texts. Students write to address multiple topics over both short and extended time frames, which supports increasing students’ writing skills and ability. Students will work on a series of short and long research projects throughout the year. Materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.
Criterion 2.1: Building Knowledge with Texts, Vocabulary, and Tasks
Materials build knowledge through integrated reading, writing, speaking, listening, and language.
Indicator 2a
Texts are organized around a topic/topics to build students knowledge and vocabulary which will over time support and help grow students' ability to comprehend complex texts independently and proficiently.
The materials reviewed for Kindergarten meet the expectations for texts being organized around a topic/topics to build students’ knowledge and their ability to read and comprehend complex texts proficiently.
Each unit is built around a Big Idea with three weekly topics. In each unit, the anchor texts and supporting texts center around the weekly topics. The writing tasks revolve around the weekly topic.Each week ends with research and inquiry. Students research the topic and create a product.
Examples include but are not limited to:
- In Unit 3, Week 1, the topic is Rules to Go By. Students engage in the reading of The Big Book, How Do Dinosaurs Go to School? The dinosaur breaks some school rules. The Reading/Writing Workshop stories also support the topic, as do the small leveled texts. Students respond to a prompt based on a text they read. Students write about what a misbehaving dinosaur might do, and then what a good dinosaur might do (p. T22).The research and inquiry assignment is,”Have children create a checklist and review the pages for the school rule book.” (p. T58)
- In Unit 7, Week 1, the topic is Baby Animals. The Big Book is called ZooBorns! It is an informational text about baby animals born in the zoo. The Reading/Writing Workshop stories support the topic, as do the small leveled texts.Students draw evidence from the the informational text and compose informative/explanatory writing about baby animals. (p. T22). The research and inquiry assignment is, “Students draw evidence from the text and conduct short research on baby animals.” (T52).
Indicator 2b
Materials contain sets of coherently sequenced questions and tasks that require students to analyze the language (words/phrases), key ideas, details, craft, and structure of individual texts in order to make meaning and build understanding of texts and topics.
The materials reviewed for Kindergarten meet the expectations for containing sets of coherently sequenced questions and tasks that require students to analyze language, key ideas, details, craft, and structure of individual texts.
Each week, students are offered Retelling Cards to retell the Literature Big Book story and answer questions about key details, characters, settings, and major events. Different levels of prompts are provided for teachers to use based on student needs. Students ask and answer questions about unknown words in a text, recognize common types of texts, and with support, to name the author and illustrator of a story.
Students are given opportunities to identify key ideas, details, analyze structure and craft in every unit. The tasks are logical and increasing in complexity that are associated with language, key ideas, details, craft, and structure. Examples of coherently sequenced questions include but are not limited to:
Unit 1,Week 1
- In the close reading of this text students demonstrate and using text evidence to understand how the author used words and illustrations to help explain how we make new friends. Engage in shared and interactive writing and use text evidence to write to a source.
- How does this illustration help you figure out what Goose and Bear will play? (I can see that they are playing a game with puppets.) Now we can ask a new question: Why is Fox looking at Bear this way?
- How do the words on this page help you answer the question we asked earlier: Why is Fox looking at Goose and Bear this way? (The words tell us that Fox is looking hopefully at Goose and Bear because Fox wants to play.)
- Key Details: How does Bear feel? How do you know? What new game does Fox want to play?
- Author’s Craft: Which words help you know how Bear feels when he can’t play checkers? (too grumpy)
- Make Connections: How can we get along with new friends? Use text evidence to model how to answer the Essential Question. As I read the story, I thought about important details. I thought about things that the boy could do with a friend, like play catch or marbles. Those are key details. They help me understand how the boy could get along with new friends.
Unit 10, Week 1
- Author’s Craft: Reread pages 8–9. Why do you think the author grouped the text near different characters? (The pictures and text help us to know what each character says
and how the character feels.) PAGES 8–9 PAGES 10–11 - Author’s Craft: Reread pages 10–11. What do you picture in your mind about the place where each animal will go to get their ideas? What does this tell you about how the animals get their ideas? (They get their ideas in different ways and in different places.)
- Author’s Purpose: How does the author help you understand what can happen when we work together? (Great things can happen when you work together. The animals worked together to give Turtle a great birthday gift.) Close Reading Companion, 110
- Author’s Craft: Reread pages 36–37. Tell children to look at the illustration. Ask: How do the words and pictures help us know the animals are having a good time? (We can see that Turtle enjoys his gift. Everyone looks happy. Turtle says he loves his gift and he loves all of them. They had fun.)
Indicator 2c
Materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.
The instructional materials reviewed for Kindergarten partially meet the expectations that the materials contain a coherently sequenced set of text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas across both individual and multiple texts.
Although there are a multiple questions and tasks that direct students to analyze integration of knowledge and ideas across both individual and multiple texts, the time allotted these questions and tasks is not sufficient for students to analyze the information. Each unit contains three weekly text sets with questions and tasks created for each set. Each text set centers around a theme or topic with questions and tasks that asks students to refer back to the text to find and support answers to questions and to complete tasks. Questions and tasks require connected knowledge and ask students to connect ideas between multiple texts.The materials support students’ development in analysis of knowledge and ideas. At the Kindergarten level, students can retell stories and then followed by an analysis tell key details when retelling the story. However, the amount of class time allotted to each text and question set may not be sufficient to provide the time needed for students to analyze texts and gain knowledge and ideas, and teachers may need to use outside resources to plan accordingly. An example of how text sets and questions that build knowledge and integrate ideas are provided, but not given enough instructional time includes but is not limited to:
Unit 9, Week 2
- Students talk about good citizens. Teachers guide children in collaborative conversations to discuss the essential question: What do good citizens do? Students develop oral language and domain specific vocabulary on being a good citizen. Students listen to “The Little Red Hen” and reread to understand what good citizens do.
- Students read and write about good citizens. Teachers model close reading with the Big Book and develop shared and interactive writing. Students read Hen Hears Gossip to explore what good citizens do. Students the reread Hen Hears Gossip and use text evidence to understand how the author used words and illustrations to help explain how to be a good citizen. Students engage in shared and interactive writing and use text evidence to write to a source. Students integrate information about good citizens and make text-to-text connections to compare different ways to be a good citizen.
- Students participate in guided partner work with gradual release of support to independent work while answering text-dependent questions. Students talk with a partner to cite text evidence and write or draw a response.
- Students read about good citizens and apply foundational skills in connected text. They practice close reading while reading “We Can Play” to apply foundational skills that have been previously taught. Students reread “We Can Play” to explore how to be a good citizen, citing text evidence to answer text-dependent questions and to engage in modeled retelling.
- Students write about good citizens independently while writing to a source. They analyze a short response student model and use text evidence to write to a source, following the writing process and applying grammar.
- Students integrate knowledge and ideas to connect texts. Students discuss how each of the texts answers the question: What do good citizens do? Students compare the ways to be a good citizen described in the texts read this week with an engraving and conduct a short research project to create a poster for a school citizenship display on bullying.
Indicator 2d
The questions and tasks support students' ability to complete culminating tasks in which they demonstrate their knowledge of a topic (or, for grades 6-8, a theme) through integrated skills (e.g. combination of reading, writing, speaking, listening).
The instructional materials reviewed for Kindergarten partially meet the expectations questions and tasks support students’ ability to complete culminating tasks in which they demonstrate their knowledge of a topic through integrated skills (e.g. combination of reading, writing, speaking, listening).
Culminating tasks and projects do occur across the year’s worth of instructional materials. The culminating tasks are partially related to the text-based questions or tasks produced during the week. On Day 5 of each week, students complete the Integrate Ideas activity and the Text Connections, Research and Inquiry, and Speaking and Listening tasks.
During Text Connections each week, students complete a foldable to compare information from the week’s readings. The directions ask students to compare texts without giving any further direction or guiding questions. The directions and foldable for connecting to the essential question do not vary or grow in rigor throughout the units or school year. This culminating activity does not demonstrate knowledge of a topic.
During Research and Inquiry students create a checklist to review their project for the week. This gives students a better understanding of the task and its requirements, but does not demonstrate knowledge of a topic. For example in Unit 8, Week 2, the Teacher’s Edition states, “Have children create a checklist and review their page for the book.Does their page have sentences that name the place and tell where it is? Does the page include an illustration of the children visiting the chosen place? Did they include details in their drawing? Did they use the research from the Internet sources and digital tools to produce and publish their writing? Guide partners to practice sharing their page with each other. Children should practice speaking and presenting their information clearly. Prompt children to ask questions to clarify when something is unclear: What did you learn about the U.S.A.? What did you want your page to show? How does your page show your chosen place? Have children use the Presentation Checklist online.”
The Speaking and Listening activity remind students speaking and listening strategies while working with a partner to complete an activity in the Close Reading Companion. Students again compare how the Close Reading text is similar to the week’s texts. These directions are vague and do not support a student's ability to demonstrate knowledge of a topic. For example in Unit 6, Week 3, the Teacher’s Edition states, “Read aloud with children the Integrate activity on page 72 of the Close Reading Companion. Guide partners to discuss how the photograph is similar to the selections that they read this week. Have partners collaborate to complete the Integrate page by following the prompts.”
Indicator 2e
Materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.
The instructional materials reviewed for Kindergarten partially meet the expectations that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. The materials do provide some teacher guidance for supporting students’ academic vocabulary, but lack a year long structure. Vocabulary words are not revisited during the year and do not build to students being about to read across texts.
In the Professional Development Instructional Routine Handbook, a supplemental resource, teachers are guided through a 4-step routine that can be used year-long to introduce vocabulary. (pages R41-R42)
- Step 1: Introduce (tell students what the vocabulary routine will be)
- Step 2: Model (I Do - Define/Example/Ask)
- Step 3: Guided Practice (We Do - Ask students to identify examples and non-examples of the word; Guide students in creating word squares)
- Step 4: Provide Independent Practice (You Do): “Individual turns allow you an opportunity to assess each student’s skill level and provide additional practice for those students who need it. Near the end of each week, students should write sentences in their word study notebooks using the words” (page R42).
In the Professional Development Instructional Routine Handbook, teachers are also provided with instructions on introducing vocabulary in context: “As you Close Read the selection with students, take a moment to point out the Build Vocabulary words and their definitions...Unlike the Define/Example/Ask Routine, the purpose of the Build Vocabulary words is to simply point out and define these rich vocabulary words to enrich and broaden students’ vocabulary and promote understanding of the text” (page R43). In this supplemental resource, the Define/Example/Ask routine is explained:
- Define: “You will tell them the meaning of the word using student-friendly language--words they already know” (page R44).
- Example: “You will give them an example of how the word is used, using their own common experiences” (page R44)
- Ask: “You will ask them a question that helps them connect the word to words they already know and use the word in speaking” (page R44).
In the “Smart Start” of the Wonders Teacher’s Edition, year-long protocols and routines are presented at the beginning of Unit 1. The “Smart Start” pages guide teachers in introducing students to the following instructional routines that are addressed in weekly lessons:
- Build Background Oral Language: Words are explained/modeled and students participate in guided practice with sentence stems.
- Build the Concept Oral Language: Words are introduced that connect to the essential question. Students create a word web.
- Extend the Concept Oral Language: Words are introduced that connect to the essential question. Students create a word web. Category words are also introduced, modeled and practiced.
- Integrate Ideas Oral Language: Words are introduced that connect to the essential question. Students create a word web.
During each week students are introduced to oral vocabulary using the define/example/ask routine. These vocabulary words are revisited throughout the week of instruction. For example in Unit 10, Week 1, students are introduced to the oral vocabulary words decide and opinion. The Teacher Edition states, “To introduce the theme “Problem Solvers,” explain that people can work together to make good decisions. When have you worked with a group? (school, sports)” Students then participate in the Oral Vocabulary Routine:
- Define: To decide is to make a choice between two or more things.
- Example: I will decide if I want grapes or carrots for my snack.
- Ask: What did you decide to do after school?
- Define: An opinion is what a person thinks about something.
- Example: My opinion is that baseball is the best sport.
- Ask: When did you and a friend have a different opinion?
Academic Language are also included in bold in the Teacher Edition notes and listed and labeled in a side box in the teacher edition. These words are used in student questioning and directions.
Indicator 2f
Materials include a cohesive, year-long plan to support students' increasing writing skills over the course of the school year, building students' writing ability to demonstrate proficiency at grade level at the end of the school year.
The instructional materials reviewed for Kindergarten meet expectations for materials supporting students’ increasing writing skills over the course of the school year, building students’ writing ability to demonstrate proficiency at grade level at the end of the school year.
Throughout the units students respond to writing prompts on a variety of texts. Scaffolded instruction is first provided through Shared Writing and Interactive Writing. The teacher guides children to respond to a prompt, using sentence frames as needed. In Independent Writing, children first review together a student writing sample that includes the weekly writing trait. Children then respond independently to a new prompt, as they practice the trait. An example of materials building students’ writing ability includes but is not limited to:
Unit 1, Week 3
- On Days 1 and 2 students participate in a shared writing and interactive writing students are to write about the text Senses at the Seashore. Students find text evidence, apply the writing trait of using clues, and practice the grammar skill of nouns.
- On Days 3, 4, and 5 students complete an independent writing. Students analyze a student model, write about the text “Sam Can”, are provided with scaffolded instruction and find text evidence. Students apply the writing trait of using clues. Students prewrite, draft, revise, edit, create a final draft, and then present, evaluate, and publish their writing.
Unit 8, Week 3
- On Days 1 and 2 students participate in a shared writing and interactive writing students are to write about the text Bringing Down the Moon. Students find text evidence, apply the writing trait of forming complete sentences and practice the grammar skill of creating sentences.
- On Days 3, 4, and 5 students complete an independent writing. Students analyze a student model, write about the text, “Up! Up! Up!” and are provided with scaffolded instruction. Students find text evidence and apply the writing trait of using complete sentences.Students prewrite, draft, revise, edit, create a final draft, and then present, evaluate, and publish their writing.
Indicator 2g
Materials include a progression of focused research projects to encourage students to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.
The instructional materials reviewed for Kindergarten meet the expectations for including a progression of focused shared research and writing projects to encourage students to develop knowledge and understanding of a topic using texts and other source materials. Students engage in a progression of short research projects to develop knowledge in a given area by confronting and analyzing different aspects of a topic using multiple texts and source materials.
There is one research opportunity in each unit. Students are led through the research process across the school year and the research requirements for students do not change or increase in complexity. Also, supports for teachers in how to teach students to do research for projects are not explicitly provided and opportunities for teachers to instruct and support student research to build understanding of a topic are missed.
In Kindergarten, on Day 4 there is a Research and Inquiry activity. The students create an artifact to show something they have learned during the past unit, such as making a poster, or a page in a class book. The three research steps in the Teacher Edition though, rarely vary from what is given in Unit 1, Week 1: (T52) Choose a Topic, Find Resources, and Keep Track of Ideas. The Find Resources step sometimes adds in that students can reference magazines or library books or that students may use an interview as a resource. In Unit 1 Week 1, the project is to make a poster that includes information, text and an illustration; this is essentially the same project that students complete again in Unit 10.
On every Day 5, students complete the Research and Inquiry project, and they are asked to create a checklist and review their finished project. Some questions relate to the finished project, such as, “Does their poster have a sentence that tells what a good friend does?” Some questions reference research that is not appropriate for a Kindergarten student, like this example in Unit 1, Week 1: “Have they used the research from the Internet sources and digital tools to produce and publish their writing?” (T58).
Indicator 2h
Materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class.
The instructional materials for Kindergarten meet expectations that materials provide a design, including accountability, for how students will regularly engage in a volume of independent reading either in or outside of class. Independent reading routines are listed in the Professional Development Instructional Routine Handbook. This handbook gives routines for choosing a book, how to build classroom and school libraries, independent reading journals, and teacher and student conferences. The handbook states that students in Kindergarten should read between 10-15 minutes a day independently.
Each week students complete Self-Selected Reading during small group time. For example in Unit 5, Week 1 students who are participating in the Approaching Level small group are given the instruction, “Help children select an illustrated story for sustained silent reading. Remind them that they can use the pictures to help them understand what is happening with the place and the characters in a story.”
Digital Resources such as the ConnectED Web site are available. There is a School to Home link on the student edition. Comprehension and vocabulary activities provided for the week. Students can access texts read in class and teachers can assign reading tasks for students to complete from home via the website. Students also have access to 240 leveled texts on this site that they could either read or have read to them.