2nd Grade - Gateway 2

The instructional materials reviewed for Superkids Grade 2 partially meet the criteria that 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 contain questions for both during and after reading; however, students are not asked to analyze the integration of knowledge and ideas across multiple texts. Text-based questions that lead students through the comprehension and main ideas of the text are only provided during the actual reading of the text.

There are very few tasks that ask students to demonstrate knowledge gained from a text or across multiple texts. Additionally, the major tasks are not always text-based. Students respond to their readings with self-to-text connections and write about topics without text support. Some questions involve higher-level analyzing skills, although the level of questioning varies greatly.

Examples of sequenced questions asked include, but are not limited to:

• In Unit 4, Lesson 9, students read the text, “No Cupcakes”. Students are asked, “Who says ‘Let’s make the best of it’ on page 80?”, “What do you think she means?”, “Why are the third graders arriving in Ms. Blossom’s class?”, and “Why do Cass and Ettabetta want to become invisible?”. Students analyze the text to answer these explicit and inferential questions.
• In Unit 8, Lesson 3, students read, “Hot Rod Messes Up”. After reading students are asked, “What does Icky think is a disaster?”, “How can you tell Hot Rod feels bad about messing up his lines?”, “What does Icky do about his problem with Hot Rod?”, and “What does Ms. Blossom say he needs to do to solve the problem?”.  Students need to reference only this text to answer these explicit and inferential questions.
• In Unit 11, Lesson 1, students are asked what the photo on page 2 shows for the first Super Short. To check comprehension for the second Super Short, students are asked what is the article is about.  Additionally, students tare asked what a piñata is and where you usually see a piñata.
• In Unit 12, Lesson 4, students reference the text to answer explicit and inferential questions when reading. For example, “What does Stink win?”, “How does the illustration support what is happening in the story?”, “How does Stink feel about putting Newton in with Teddy” and “How do you know?”
• Students complete the Book Talk Mini-Journal for this text writing answers to questions about the book they are reading.
• In Unit 13, Lesson 5, students are asked,“What is inside each kernel?”, “What happens to the water in the kernel when the kernel gets hot?”, and “Why does the steam make the kernel pop?”
• In Unit 15, Lesson 2, students are asked, “Why can’t Oswald go outside at recess?”, “Why are there so many mud puddles on the playground?”, and “Why does Hot Rod have Shark dive into the mud again and again?”. In Unit 15, Lesson 3, page 39, Teacher’s Guide, students are asked, “How does your nose stop germs?”, “What happens first when you breathe?”, “What happens next?”, “How do tears help us fight germs?”, “How does your skin act as armor?”, “How does your stomach protect you against germs?”, and “How does your body fight germs that get into your body? White cells kill germs by eating them.”

The instructional materials reviewed for Superkids Grade 2 partially meet the criteria that materials include a cohesive, year-long plan for students to interact with and build key academic vocabulary words in and across texts.

Instructional materials provide year long vocabulary development. Specific vocabulary words are listed for each unit and Words to Know cards are provided with a picture and word for each vocabulary word. Attention is paid to vocabulary essential to understanding the text and to high value academic words. Often, different vocabulary words are emphasized in the SUPER Magazine, Readers,  and Book Club lessons within the same unit. Questioning associated with the vocabulary words help to build academic vocabulary, although academic vocabulary is not strengthened across multiple texts. Some guidance for the teacher to use the Student Readers to build vocabulary through discussion is provided during vocabulary introduction lessons before reading the text. Follow up lessons are provided for some vocabulary words, but the teacher will have to supplement to assure all key vocabulary practice occurs. Some assessments do not include a vocabulary section.

Assessments with vocabulary sections do not cover the Words to Know or most of the story vocabulary, but is more focused on patterns such as adverbs, antonyms and synonyms. Vocabulary is repeated before texts, in texts, and after texts, but lacks support across multiple texts or units.  Reading and speaking support vocabulary learning, but most writing tasks do not explicitly support building vocabulary skills.

Examples of how vocabulary development is year-long, but lacks consistent instruction include, but are not limited to:

• In Unit 1, Lesson 1, students are introduced to four words. In Lesson 6, pages 68-69, the words are reviewed. The teacher discusses the Words to Know cards, and the words are reinforced in Lesson 10, pages 110-111. In Lesson 10, the teacher asks students to tell the meaning of the word and use it in a sentence. If needed, the teacher will define the word for students and provide a context sentence.
• In Unit 6, Lesson 2, students are introduced to the Unit 6 Words to Know: prepare, courage, encourage, and embarrassed. These are Tier II words and are explicitly taught. Each word has a word card with a picture on it as a visual representation of the word. Students repeat each word and the teacher gives the definition and uses each word in a sentence. This routine is used in each unit. Teacher language for a think aloud of each word card is provided to support the teacher during this process. Words are reinforced in Lessons 5 and 10.
• In Unit 11, Lesson 2, the teacher uses the Reader story, “100 Pine Cones” pages 54–55, to understand vocabulary and context clues. The teacher says, “Ms. Blossom suggests that instead of ice-cream cones, which cost money, the children bring in 100 free things. What does it mean to say something is free?”.  Students respond by saying, “You don’t have to pay money to get it.”
• In Unit 13, Lesson 5, the Reader story used is, “To Bee or Not to Bee”, to help students understand vocabulary terms. The teacher says, “Shot off means went away quickly. Why does Toc shoot off to get Tic?” Students respond by saying, “So she can see the bee before it flies away.”
• In Unit 14, Lesson 1, using the Book Club book “Tornado”, the teacher introduces the vocabulary before reading by saying each word, providing the definition, and using it in a sentence. On page 2, during guided reading the teacher prompts discussion throughout by asking, “What is she unsure about? Think about a time you hesitated. What caused you to hesitate?”
• In Unit 15, Lesson 1, using the Reader story “Roboticons,” the teacher helps students understand vocabulary terms by saying, “Oswald wants to destroy, or wreck, Thunderbolt. What do Hot Rod and Oswald do to accomplish this?” Students respond by saying, “They crash into him and knock him down with Shark and Speedster.”
• In Unit 15, Lesson 2, using the Reader story “Shark to the Rescue,” the teacher helps students understand vocabulary by saying, “Hot Rod makes Shark dive into a puddle and carry Speedster safely to shore. What do you think shore means?” Students respond by saying, “Dry land.”

The instructional materials reviewed for Superkids Grade 2 partially meet the criteria that materials contain a year-long, cohesive plan of writing instruction and tasks which support students in building and communicating substantive understanding of topics and texts. school year.

The instructional materials include writing instruction aligned to the standards for the grade level and writing instruction supports student growth over the school year. Materials include lesson plans with teacher modeling; however, protocols are not in place for teachers to implement and monitor students’ writing development. Student expectations are not explicit and are often inferred by the teacher. Many lessons focus on conventions, rather than craft.

Writing rubrics lack detailed indicators to determine next steps in order to improve student writing development. Writing tasks do not always require students to reference the text, therefore, students do not gain a substantive understanding of texts through writing. Materials do include supports for students working above and below grade-level expectations.  

Examples of how materials include instruction aligned to standards, but do not monitor writing development nor consistently require students to reference texts include, but are not limited to:

• In Unit 2, Lesson 6, the final expectation is a personal narrative of about 12 sentences with matching illustrations. It is inferred through the lesson, teacher example, and resource pages, the narrative should have a beginning, middle, and end with transition words to indicate order of events. The rubric on page 102 states a child is proficient if they “told about an event in child’s life; organized logically with beginning, middle, and end; used sequence words; the end included thoughts or feelings; illustrations showed important parts of the story”.
• In Unit 3, Lesson 5, students finish writing their opinion paragraphs. The teacher reminds students they should have at least two reasons telling why they like the activity. The teacher asks students to reread their notes and look at any pictures in their plans to help them remember their reasons. Students raise a hand when they are ready to write the ending. Students are put in pairs, and partners take turns discussing different ways they can retell the opinion they wrote in the first sentence. The teacher reminds students when they retell an opinion it should express the same feelings, but use different words. Students choose and write the sentence they like best at the end of the paragraph.
• In Unit 4, Lesson 7,  a story planning chart graphic organizer is provided to help students organize their writing. The teacher reviews how to plan a story using the graphic organizer. Students choose story topics and the teacher reminds them that they should write about one time they did something. Students share their story plans in the small group. The teacher models writing the story using the planner and then the students begin writing their stories.
• In Unit 14, Lesson 1, the teacher introduces the story and displays Reader pages 114 and 115. Students turn to the pages and read Chapter 27 and the title. The teacher asks how the picture relates to the title and explains persuasion is the act of convincing someone else to believe or do something. Students predict what the story is about and write and illustrate a sentence about a time they tried to persuade someone else to agree with them or to do something. The teacher provides this sentence frame, “I tried to persuade ____________ to ____________.”
• In Unit 15, Lesson 3, students begin writing their story using resource pages 3 and 4. The teacher points out on resource page 3 where students should write their name as the author and explains they should write their story on the lines below the author line. The teacher tells students that in the next lessons, they will illustrate their story in the boxes on the pages and write a title at the top of the first page. Students review their plans and start writing the beginning and middle of their story. The teacher explains that their story should have at least three paragraphs, one for the beginning, one for the middle, and one for the end. The teacher points out that students might want to use sequence words in the middle paragraph to clarify the order in which things happened.

The instructional materials reviewed for Superkids Grade 2 partially meet the criteria that materials include 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.

While there is evidence to support a progression of writing projects that scaffold writing skills, encourage students to develop knowledge, and understanding of a topic, there is insufficient evidence of students engaging in shared research and writing projects utilizing texts and other source materials throughout the school year. Most tasks involve the use of one text, even though students may have options of multiple text from which to choose. The materials provide writing instruction, but there is a lack of evidence to support explicit writing instruction in shared research, writing skills, and tasks. No evidence was found to support research projects being built into contexts and culminating tasks. The materials do not provide opportunities for both short and long projects. Research topics were only found in Units 2, 4 and 12. Evidence of explicit writing instruction was found, but there is a lack of evidence to support explicit writing instruction of research skills and no evidence of research projects leading to culminating tasks.

Examples of how research and writing projects use one text, are not culminating tasks, and lack support for teachers include, but are not limited to: 

• In Unit 4, Lesson 1, students use the SUPER magazine to find and write animal facts in small groups. In Lesson 2, students work with a partner to write research questions about blue whales and the teacher writes them down to use in the next lesson. In Lesson 3, the teacher reads aloud, “Blue Whale” and does a think aloud about how the information answers one of their questions and writes answers under their questions on the chart paper. In Lesson 4, the teacher explains what an informational paragraph is and how using notes will help them write an informational paragraph about blue whales. The teacher models writing the paragraph giving a main idea and adding details. The students then rewrite the two sentences and finish the paragraph. Below-level students are given sentence stems to scaffold their writing. In Lesson 5, the teacher models how to combine sentences. During week 2, Lessons 6 through 10, more practice is provided with research and writing on a new topic.
• In Unit 9, Lesson 10, students use completed poetry books created in Lessons 8 and 9. Prior to the poetry presentations, an area is created in the classroom for students to use when presenting their poems. An area is also created where the poetry books can be displayed over the next few weeks so students can peruse the work of others. Today, students will show their books to the class and read just one of their poems aloud. The teacher reminds the students about presenter and audience expectations.
• In Unit 11, Lesson 9, students publish their stories as books. The teacher tells students that when they finish assembling pages and are ready to fasten them into a book, they should raise their hands to let you know. The teacher monitors student work and assists them as needed in making decisions about pagination and illustration.
• In Unit 12, Lesson 1, the teacher displays picture cards and discusses different African habitats. In Lesson 4, students look at research books and choose a topic for their report. In Lesson 5, the teacher directs students to look for important and interesting information they will want to include in their report. The teacher discusses five topics students need to find information about and tells students what to look for under each category. In Lesson 6, the teacher reviews the concept of note-taking and models note-taking about aardvarks. Students then begin taking notes on their topics. In Lesson 7, the teacher and students discuss using pictures to gather information and students continue taking notes. In Lesson 8, the teacher models how to use an index. In Lesson 9, the teacher models writing the first paragraph of an informational report and students begin writing their first paragraphs.
• In Unit 15, Lesson 1, students learn to make their own SUPER magazine. The teacher reviews the themes of the issues on display and points out the articles in each magazine related to the theme. The teacher tells students the theme of their SUPER magazine will be their second grade school year. In Lessons 2, 3, and 4, students begin planning and drafting their magazine story and adding illustrations based on something they did in second grade. The teacher does not use the magazines as a reference. In Lesson 5, the teacher uses SUPER “That’s Wild!” and discusses the title of the magazine and titles of the articles in the Table of Contents. Students then write a title for their story.

The instructional materials reviewed for Superkids Grade 2 partially meet the criteria 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.

Throughout the lessons, there is evidence to support independent reading. The instructional materials support independent reading and aid both teachers and students with occasional built in supports and scaffolding opportunities to foster independence; however, there is a lack of evidence to support students reading across a wide span of texts. Most texts are not organized with built in supports and scaffolds to foster independence. The materials lack opportunities to support a balance between in-class and out-of class time for independent reading. Procedures are not found in lessons for consistent independent reading besides an occasional mention of students reading Readers independently. There is not a system for the teacher or student to monitor and track independent reading.  

Examples of how materials do not include independent reading opportunities nor teacher supports include, but are not limited to:

• According to the Level 5 (2017): The Superkids Hit Second Grade Read-Aloud Book List, “Reading aloud every day is part of the Superkids Reading Program. Use the information here to help you establish a daily read-aloud routine. You can choose fiction and informational texts from the list of suggested read-aloud books provided for each week in your Whole Class Teacher’s Guides. Reading aloud models fluent reading; develops children’s understanding of text structures, features, and genres; builds their vocabulary and comprehension skills; and fosters a love of reading.” The Program Guide states, reading instruction should be 60 minutes of small-group rotation. Odd number units use a SUPER Magazine and Even number units use a Book Club book. Thirty minutes of work in the Student Reader should also be completed daily. On page 22, each day children read a short, one to two page story from the Reader. Homework can be assigned, but it is not longer additional reading. Each week, four Backpack Pages include students practicing fluency and spelling at home. Page 29 provides detailed information about when to introduce the Book Club books. Student are expected to read eight titles from the Book Club selections by the end of the year, although the titles differ based on ability levels. Page 30 gives more guidance, during even-numbered units, the teacher meets with each small-group and teaches the lessons for the book the group is reading. For independent work, “At the end of odd-numbered lessons, introduce the two pages from the Book Talk Journal that relate to the day’s reading. Have children write their answers to the questions as an Independent Activity. Review children’s responses with them next time you meet with their small group.”  
• In the Superkids Program Guide, page 34, as a suggested Independent Activity, “children reread the part of the Book Club book or SUPER magazine that they read in their small group.”
• In Unit 4 Lesson 2, partners reread “Left Out a Second Time”, taking turns reading each paragraph aloud. The teacher reminds students to read to the end of long sentences, without stopping at the ends of lines. During Book Club, partners reread the part of their book which was read in their small group.
• In Unit 6, Lesson 1, Independent Activities, partners reread “Big Backpacks”, taking turns reading each paragraph aloud. The teacher reminds students to read the underlined words with a stronger voice. During Book Club, partners reread the part of their book read in their small group. During Book Talk Journals, students write answers to the questions in their Book Talk Journal. In Lesson 8, page 74,  partners reread “Embarrassed,” taking turns reading aloud each paragraph. The teacher reminds students to try to read Ms. Gibson’s words the way she would have spoken them. During Book Club, partners reread the part of their book read in their small groups.
• In Unit 8, Lesson 2, students partners reread “Hot Rod Messes Up”, taking turns reading each paragraph aloud. The teacher reminds students to try to read aloud each character’s words the way the character would have said them. Another choice is for partners to reread the part of their book they read in their small group. In Lesson 6, under suggested Independent Activities, in the Superkids Reader, partners can reread “The Day of the Play”, taking turns reading each paragraph aloud. The teacher reminds students to read the sentences straight through without stopping until they reach the end mark. Another choice is provided, partners reread the part of their book they read in their small group.
• In Unit 13, Lesson 1, partners reread “Springing Spring”, taking turns reading each paragraph aloud. The teacher reminds students to pay attention to quotation marks, so they know when to read words sounding like a character speaking. In the Super  magazine Splish, Splash!, partners read the Super Shorts after meeting in their small groups. During Small-Group Reading, below-level students read, “Make Way for Ducks!”. The on-level students read, “More than Meets the Eye”, and the above-level students read, “Rub-a-dub-dub” and “Body of Water”.
• In Unit 14 Lesson 2, partners reread “Ms .Blossom’s Idea”, taking turns reading each paragraph aloud. The teacher reminds students to read with expression to show how Cass is feeling in the story.
• In Unit 16 Lesson 1, partners reread “Golly on the Road”, taking turns reading each paragraph aloud. The teacher reminds students to read at an appropriate pace. During Book Club, partners reread the part of their book they read in their small group. During Book Talk Journals, students write answers for the questions in their Book Talk Journals. In Lesson 5, partners reread, “‘Oh, No!’”, taking turns reading each paragraph aloud. The teacher reminds students to read the underlined words with appropriate stress. In Lesson 8, partners reread “The Superkids’ Float”, taking turns reading aloud each paragraph. The teacher reminds students to read dialogue with expression. In Lesson 10, partners reread “Goodbye”, taking turns reading each paragraph aloud. The teacher reminds students to read aloud with accuracy.