Kindergarten - Gateway 1
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Focus & Coherence
Gateway 1 - Partially Meets Expectations | 71% |
|---|---|
Criterion 1.1: Focus | 2 / 2 |
Criterion 1.2: Coherence | 0 / 4 |
Criterion 1.3: Coherence | 8 / 8 |
The materials reviewed for Kindergarten partially meet the expectations for Gateway 1. Students and teachers using the materials as designed would not devote a majority of time to the major work of the grade. The materials are coherent or consistent with the standards. Assessments only represent grade-level work. However, only about 67% of the time is spent on the major work of the grade and in Kindergarten the amount of time spent on the major work of the grade should be closer to 85% of the time. Overall, the materials do not provide a focus on the major work, although the materials are coherent.
Criterion 1.1: Focus
The instructional materials do not assess any topics from future grade levels. The assessments are featured online. Six assessment forms exist for each chapter and an online test generator is available.
Indicator 1a
The Kindergarten My Math instructional materials only assess grade-level content on form assessments. An online test generator is included in the materials for teachers to create their own assessments.
- Chapters 1 and 2 include two formative assessments and one chapter review in the student edition. The remaining chapters have one formative assessment and one chapter review in the student edition.
- Final chapter assessments are found in the digital companion and six assessment forms exist for each chapter.
- Four benchmark tests are available in the digital companion: Benchmark 1 (chapters 1-2), Benchmark 2 (chapters 3-5), Benchmark 3 (chapters 6-8), and Benchmark 4 (chapters 1-12).
- A test generator is included with the digital companion and teachers can build their own assessment.
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.
Students and teachers using the materials as designed would not devote the large majority of class time to the major work of the grade. Time spent on the major work was figured using days, lessons and chapters. Only about 67% of the time is spent on the major work of the grade and in Kindergarten the amount of time spent on the major work of the grade should be closer to 85% of the time.
Indicator 1b
Instructional material spends the majority of class time on the major cluster of each grade.
The instructional materials do not spend the majority of the time on the major work of the grade. Kindergarten My Math consists of 12 chapters scheduled to be taught in 160 days.
- In Kindergarten, the major work should happen closer to the 85% of the time benchmark.
- Eight of the twelve chapters or about 67% of the time is spent on the major work of the grade or in support of the major work.
- Four of the twelve chapters (8-12) or about 33% of the time is spent on the supporting work of the grade.
- The chapters are written to be taught and assessed over 160 days.
- Each chapter has a certain number of days set aside for instruction and two days for each unit are focused on assessment.
- Chapters 1-7 are focused on the major work of the grade level. This is 102 out of 160 days, which is 64% of the instruction is focused on major work of the grade level.
- The remaining 58 days or 36% of the work is focused on additional and supporting clusters. Chapter 9 focuses on a supporting cluster, while chapters 8-12 focus on additional clusters.
- The major work of the grade, specifically counting and cardinality, are not given daily practice.
Criterion 1.3: Coherence
Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
The Kindergarten instructional materials are coherent and consistent with the standards. The materials represent a year of viable content. Teachers using the materials would give their students extensive work in grade level problems, with 97% of the lessons representing grade-level work. Materials describe how the lessons connect with the grade level standards and with prior and future standards. Overall coherence and consistency of the standards is achieved in Kindergarten My Math.
Indicator 1c
Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
Supporting content for Kindergarten My Math enhances focus and content by engaging students in the major work of the grade. Overall, the instructional materials do not miss opportunities to connect non-major clusters of standards to major clusters and as a result, the supporting content does engage students in the major work of Kindergarten.
- In chapter 9 on classifying objects, students must count objects (K.CC) in order to classify objects into groups (lesson 5).
- In chapter 8 on measurement, students must count objects (K.CC) in order to estimate lengths of objects (lesson 3).
- In chapter 11 on two-dimensional shapes, students must count (K.CC) vertices and sides of objects (lesson 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 amount of content designated for Kindergarten My Math is viable for one school year. Overall, the amount of time needed to complete the lessons is appropriate for a school year of approximately 170-190.
- There are 160 days of instruction/assessment.
- Each lesson is designed for one day of instruction.
- Chapter assessments and reviews are calculated to take two instructional days per chapter.
- Each chapter also has remediation and enrichment activities available plus chapter projects.
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.
Kindergarten My Math materials are consistent with the progressions in the standards. Content is clearly identified, there are extensive grade-level problems and concepts are explicitly related to prior knowledge.
The Kindergarten materials develop according to grade-by-grade progressions in the standards and are clearly identified and related to grade-level work.
- Each chapter identifies how students will apply current learning to the next chapter and also in the next grade.
- In chapter 1, students are working on numbers 0-5. In chapter 2, students will be learning to count, represent and name number objects up to 10 (K.CC.A.1). This standard progresses to the Grade 1 standard, where students will be learning to read and write numerals and represent a number of objects with a written numeral up to 120 (teacher edition 1F).
- Each lesson shows coherence by identifying which standard is being taught now and how it connects to the standard being taught in the next grade.
- There is no content from prior or future grade levels.
- The major work of the grade is found within the first seven chapters and supporting work is found in the last five chapters.
- Each chapter has a page titled "What's in this chapter?" This page explains the skills associated with each CCSSM standard that is included within the chapter. An example of this can be found in chapter 1, page 1F.
- Each chapter contains a section that explains what happened before, now and next with each of the standards. An example of this can be found in chapter 1 on page 11A.
- The teacher edition has a page at the beginning of each chapter that shows what information the student should know before the chapter and also shows the progression to what standard will be taught in the next unit.
The Kindergarten materials give all students extensive work with grade-level problems.
- There are 89 lessons over about 160 days.
- Eighty-six of the lessons provide work with grade-level problems.
- Two lessons address ordinal numbers and one lesson addresses creating patterns, both of which are concepts that are not in the standards.
- Students are given time to explore and explain or problem-solve in the beginning of all lessons.
- Lessons include sections that give students time to have extensive practice in the standards and also for the teacher to formatively assess students learning.
- There are many supplemental lessons in the digital companion teacher's edition to provide more extensive work on a standard if needed.
- Differentiated instruction activities are available in the teacher's edition for students who are approaching level, on level and beyond level.
The Kindergarten materials relate grade level concepts explicitly to prior knowledge from earlier grades.
- In the teacher's edition, each chapter contains a section called "What's the Math in this Chapter?" with information on what students should already know prior to entering Kindergarten. An example can be found on chapter 1, page 1F.
- Each lesson in the chapter has a clearly identified section on coherence that states prior knowledge needed using the CCSSM language. An example of this can be found in chapter 1 on page 11A.
- Each chapter begins with a readiness quiz. This quiz can be taken in the student edition under "Am I Ready?" in the student edition or in the digital companion.
- Each lesson begins with a review problem of the day that addresses prior knowledge. For example, in chapter 5, page 339B contains the "review problem of the day."
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.
Kindergarten materials foster coherence through connections at a single grade level. Overall, the materials do include learning objectives that are visibly shaped by the CCSSM cluster headings and the materials connect two or more clusters in a domain or two or more domains in a grade when appropriate.
The Kindergarten materials include learning objectives visibly shaped by CCSSM cluster objectives.
- The chapter overview of the teacher edition identifies each lesson as major, supporting, or additional work. The learning objective is listed below.
- For example, chapter 1 focuses on major work of counting and cardinality. Lesson 1 has students counting 1, 2, and 3, then lesson 2 has students writing 1, 2 and 3.
- Each lesson identifies the domain, cluster, objective and any additional objectives that are addressed in the lesson.
Materials include problems and activities that serve to connect two or more clusters in a domain or two or more domains in a grade.
- Activities in lesson 1, chapter 1 connect K.CC.B.4.A with K.CC.B.4.B and K.OA.A.1.
- Activities in lesson 3, chapter 8 address K.MD.A.1 with connections to K.CC.B.4.B.
- Chapter 2 connects clusters under counting and cardinality.