2nd Grade - Gateway 2
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Building Knowledge
Building Knowledge with Texts, Vocabulary, and TasksGateway 2 - Partially Meets Expectations | 75% |
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Criterion 2.1: Building Knowledge with Texts, Vocabulary, and Tasks | 24 / 32 |
The instructional materials for Grade 2 partially meet the expectations of the Gateway 2. Texts are organized around topics to build knowledge. The materials reviewed for Grade 2 meet the criteria for including a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. Students write to address multiple topics over both short and extended time frames; however, students may not be able to adequately refine and reflect on their writings before moving on to a new topic; therefore, materials do not fully support increasing students’ writing skills and ability. Students will work on a series of short and long research projects throughout the year. The materials lack direction and support to teachers for completing shared research products. 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 Grade 2 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 five 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 1, Week 3, the topic is Pets are Our Friends. The Literature Anthology story is called Not Norman, with a related poem called “My Puppy”. The Reading/Writing Workshop stories support the topic, as do the small, leveled texts. This topic is closely related to the Week 1 topic: Friends Help Friends, and the Week 4 topic: Animals Need Our Care.Students respond to a prompt based on a text they read. Given that the text relates to the topic, the writing prompt does as well. Students write about how the boy’s and the dog’s relationship changes. (p. T222) Students create a poster with information about an animal and why it would make a good pet. (p. T246).
- In Unit 4, Week 2, the topic is Earth Changes. The anchor texts and supporting texts all incorporate the topic. Some titles include, Into the Sea, Volcanoes, and Earthquakes.Students draw evidence from expository texts and write informational texts (T126). Students research facts and details to describe a natural event that changes Earth and write summaries, including a photograph or drawing (T150).
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 Grade 2 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. In Grade 2, students are ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text, retell stories, including fables and folktales and determine their central message, and describe how characters in a story respond to major events and challenges.
In the Teacher’s Guide, each time a Reading/Writing Workshop story, or a Literature Anthology story is introduced, a Close Reading Routine chart is shown. This shows that while the story is first read, key ideas and details are to be identified, and during the reread, analyzing text, craft, and structure should take place.Within each unit, we see a small chart called, “Skills Trace.” For Unit 1, this skills trace shows how key details are introduced, reviewed, and assessed. For Unit 5, this skills trace lets us know when point of view is introduced, reviewed, assessed.
In each unit throughout the program, students are asked to retell in response to the Literature Big Book, the Reading/Writing Workshop story, the Literature Anthology story, the interactive read aloud, and the leveled texts. Retelling cards are offered for support for the approaching level text and the on level text. Second grade students, in particular, are asked to be able to recount fables and folktales. All of the texts ask students to analyze language, word choice, key ideas, details, structure, and craft. Students’ independence with these components (language, word choice, key ideas, details, structure, craft) does seem to increase. Examples of coherently sequenced questions include but are not limited to:
Unit 2, Week 4
- Text Features: Headings and Captions How do the headings on pages 196 and 197 help to clarify the information in the text? (They give specific examples of details in the text, like what kinds of plants pandas eat and a specific place where bears live.)
- Main Topic and Key Details What key detail did you learn about how bears and baby bears spend the winter? Let’s add it to our Main Topic and Key Details Chart.
- Author’s Craft: Details and Facts Authors of nonfiction text try to give details and facts in a clear way. Look at the word den in the second sentence on page 199. The author introduces the word den by telling us that it is a home. Reread page 199. Work with a partner to find three more facts about dens.
- Main Topic and Key Details Look back through the selection with a partner. Make sure you’ve added all the important key details about the main topic “Bears and Baby Bears” to your graphic organizer.
- Author’s Craft: Photos and Diagrams Explain that an author of nonfiction text chooses photos and diagrams to show information and create interest for the reader. • Point out how the author used photos and text in the diagram to show and tell about each stage of the bear’s life cycle. (p. 200) • Ask children to find their favorite photograph. Have them tell why they think it is interesting and what they learned from it.
Unit 6, Week 3
- Analyze Words/Phrases: Read and spell the words astronaut and satellites. Explain word meaning as needed. (T225A) On page 538, the author uses the clue word First to help us understand steps to become an astronaut. What is the first step? (T225B) To figure out the meaning of the word mentally, I can use what I know about Latin roots….(T225D)
- Key Ideas/Details: The text tells about some of the things you must do to become an astronaut. What key details have we read so far? Let’s add the information to our Main Idea and Key Details chart. (T225C) Turn to a partner and discuss the key details you learned on these pages about becoming an astronaut. Let’s add the information to the chart (T225D)
- Structure: Expository text often contains diagrams. A diagram is a picture with labeled parts. Look at the diagram on page 546 with a partner and discuss what it helps you understand. (T225F)
- Craft: How does the author interact with the reader? (T225D) Idioms are phrases that have a meaning different than the actual words. Authors use idioms to express or describe something. What do you think the idiom “ride of your life” means? Why do you think the author uses this idiom here? (T225G) How does the author use humor to grab your attention? (T225H)
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 Grade 2 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 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 5, Week 4
- Students talk about protecting our Earth. Teachers guide students in collaborative conversations to discuss the essential question: How can we protect the Earth? And develop academic language. Students listen to “Clean Water” and discuss the story.
- Students Read “The Art Project” and model close reading with a short complex text. Students learn about saving Earth’s resources, citing text evidence to answer text-dependent questions. Students then reread “The Art Project” to analyze text, craft, and structure, citing text evidence.
- Students write About “The Art Project” while the teacher models writing to a source. Students analyze a short response student model and use text evidence from close reading to write to a source.
- Students read and write About The Woodcutter’s Gift to practice and apply close reading of the anchor text. Students read The Woodcutter’s Gift about how a woodcutter puts a tree to good use and then reread to use text evidence to understand how the author uses text, craft, and structure to develop a deeper understanding of the story. Students write a short response about The Woodcutter’s Gift and integrate Information about protecting the Earth and its resources. Students write to two sources, citing text evidence from The Woodcutter’s Gift and “Earth’s Resources.”
- Students complete independent partner work as a gradual release of support to independent work. Students answer text-dependent questions, scaffolded partner work, talk with a partner, cite text evidence, complete a sentence frame, and are guided in text annotation.
- Students integrate knowledge and ideas to connect texts. Students discuss how each of the texts answers the question: How can we protect Earth? and compare information about Earth in texts read with a photograph of a house made of glass bottles. Finally students conduct a short research project. They create a chart that shows materials that can be recycled.
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 Grade 2 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 6, Week 3, the Teacher’s Edition states, “Have children create a checklist and review their travel plans or proposals: Does their plan describe the location they plan to visit? Have they identified the purpose of the trip and the role of each team member? Did they add a map of the place they will visit? Have they taken notes about the trip’s goals? Guide groups to practice sharing their travel plans or proposals with each other. Children should practice speaking and presenting their information clearly. Prompt children to ask questions to clarify when something is unclear: Where will you travel? Why do you hope to see there? What will be your responsibility on this trip? 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 1, Week 5, the Teacher’s Edition states, “Read aloud with children the Integrate activity on page 33 of the Close Reading Companion. Guide partners to discuss how the photograph of the family washing the car is similar to “Families Work.” Have partners collaborate to complete the Integrate page by comparing the photograph to the week’s selections.”
At the end of the Unit, during Week 6, students Wrap Up the Unit: The Big Idea. Students use their weekly graphic organizers and notes to participate in a collaborative conversation about the Unit Big Idea. Students present their ideas and the class creates a list. This task does not differ throughout the units. The Teacher Edition does not provide enough support to ensure that students demonstrate their knowledge of a topic.
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 materials reviewed for Grade 2 meet the criteria for including a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts. The number of words a student is introduced to in a five-day setting, along with the time spent on vocabulary activities/tasks, may be amended to meet site-specific needs. Direction is given in the Teacher’s Edition for teachers to review vocabulary in future lessons or how words build knowledge to access future grade-level texts. The teacher edition states, “The words are always reviewed the next week in Build Vocabulary. In addition, you should do a periodic cumulative review of vocabulary words about twice per unit.”
Vocabulary build throughout the week and across texts within a one-week period. During reading each week, students are introduced to Words to Know vocabulary. These vocabulary words are introduced using the vocabulary routine and visual vocabulary cards. The vocabulary routine states to define the word, give an example of the word, and then ask a question using the word. Words are introduced within the context of a sentence. Words to Know vocabulary are found within and throughout each text read during the week. Vocabulary strategy mini lessons are included in weekly lessons. Vocabulary practice can be found in student practice books.
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).
Each week students students Build the Concept using Oral Language Vocabulary words, practice Words in Context using Visual Vocabulary Cards, Connect to the Concept using vocabulary words, Review Oral Vocabulary, Expand Vocabulary, practice Vocabulary Strategies, and Reinforce Vocabulary. The Words in Context words are highlighted in the Literature Anthology. For example in Unit 2, Week 1:
- On Day 1, students work with the Oral vocabulary define/example/ask routine for the words capture, chorus, croak, reason and visitor. Next students study the words in context using the visual vocabulary cards and the define/example/ask routine.Students are taught the words adapt, climate, eager, freedom, fresh, sense, shadows, silence. Students are also exposed to these words in their reading/writing workshop book on pages 100-101. The Teacher Edition states, “This page also has a your turn section where students pick three words and write three questions for their partner to answer.” These vocabulary words also appear in context in the story,“A Visit in the Desert”.
- On Day 2, students review the words capture, chorus, croak, reason and visitor. Students expand vocabulary by practice adding inflectional endings –s, -ed, -ing to the end of the weekly vocabulary words. Students also have another vocabulary strategy lesson on prefixes where they learn about the prefixes re-, un-, and dis-. Students follow the explain, model and guided practice routine for this lesson.
- On Day 3, students review weekly oral vocabulary cards. Students then reinforce vocabulary by reviewing the current week’s vocabulary words, afterwards students complete a sentence activity using the previous and current week’s vocabulary words.
- On Day 4, students review weekly vocabulary words. Students complete a vocabulary strategy lesson on phrasing. Students also have a vocabulary lesson on root words.
- On Day 5, students review weekly visual vocabulary display cards.
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 Grade 2 partially 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. Students write to address multiple topics over both short and extended time frames and are provided with mentor texts, conference questions, anchor papers, and rubrics to help students self evaluate writing as well as giving a clear picture for teachers to evaluate and give feedback. The required time the weekly lesson would take with the amount of writing students are responsible for is unbalanced. Students may not be able to adequately refine and reflect on their writings before moving on to a new topic; therefore, materials do not fully support increasing students’ writing skills and ability.
Students participate in both on-demand and process writings throughout the year. Each week students Write to Sources and Work on a Genre Writing. Examples of this includes, but is not limited to:
Unit 6
- Write to Sources: As students read and reread each week for close reading of text, they take notes, cite text evidence to support their ideas and opinions, and write short analytical responses. After reading, students build writing fluency, analyze model responses, craft longer responses incorporating text evidence, and focus on writing traits. Each week, students first write to one source and then write to two sources.
- Weekly writing traits addressed:
- Week 1 Organization
- Week 2 Word Choice
- Week 3 Ideas
- Week 4 Organization
- Week 5 Word Choice
- Writing Process: Focus on Informative/Explanatory Writing Over the course of the unit, children will develop one or two longer informative/explanatory texts. Children will work through the various stages of the writing process, allowing them time to continue revising their writing, conferencing with peers and teacher.
- Genre writing addressed: Informative/Explanatory
- Teachers can choose one or complete both 3-week writing process lessons over the course of the unit.
- Summary Writing
- Week 1 Expert Model, Prewrite
- Week 2 Draft, Revise
- Week 3 Proofread/Edit and Publish
- Evaluate Research Report
- Week 4 Expert Model, Prewrite
- Week 5 Draft, Revise
- Week 6 Proofread/Edit and Publish, Evaluate
- Summary Writing
- To evaluate Genre Writings teachers are directed to use the rubric and anchor papers provided to help evaluate student writing. Teachers are directed to review with individual students the writing goals they have set and discuss ways to achieve these goals.
- Teachers can choose one or complete both 3-week writing process lessons over the course of the unit.
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 Grade 2 partially 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 Grade 2, 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: 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. Occasionally students are asked to Conduct Internet Research instead of Find Resources.
Every Week 6 a set of research steps are listed:
- Set Research Goals
- Identify Sources
- Find and Record Information
- Organize
- Synthesize and Present
This list doesn’t change from Week 1 to the end of the year. This additional Week 6 research project opportunity also lacks direction. Often teachers are told to have students use reference materials or online resources, but are not given specific lists of what these would be. Also, the Week 6 projects can be unclear. For example, in Unit 3, Week 6 one of the projects that’s listed is, “Research teams will generate a question around the forces described in the project, and design an experiment that answers that question.” This project does not include enough information for students to complete successfully.
Although, most projects direct students to go back and look at the reading selections, students could complete the research project without reviewing the texts and without having to do any research.For example in Unit 5, Week 2 students write a script. The Teacher Edition states, “Tell children they will write a script that shows an example of how to get along with others. Explain the characteristics of the strip. As a class, brainstorm Possible research questions about different places people get along. Children can use what they read this week to help them. Each group will choose a question such as how do people get along on sports teams.” Teachers are not provided with adequate direction and support.
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 Grade 2 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 2 students who are participating in the Approaching Level small group are given the instruction,“Have children pick a fictional story that they have read for sustained silent reading. Remind them that they should identify the character’s point of view about an event and to summarize the events at the beginning, middle and end of the story to help them better understand the plot.Students are also directed to read purposefully, “Have children record points of view on their point of view graphic organizer. After reading, children participate in a group discussion. Children should share the information they recorded on their point of view graphic organizer, tell if they agreed or disagreed with a character’s point of view, and share their summaries and how summarizing helped them better understand the story.” (T161)
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 390 leveled texts on this site that they could either read or have read to them.