CURRICULUM EVALUATION

Citation and Skill Focus

Charles, R. I., et al. (1999). Math, Teacher’s Edition, Vol 2. New York: Scott Foresman-Addison Wesley. (Note: This is the second volume of the 1st grade edition.)

Reading and writing numerals above 10

Strategy

1. Look in the table of contents and identify the likely lessons where the skill is being taught.

2. Look for a skills trace or scope and sequence that addresses where skills are taught for more information.

3. Limit or expand scope based on how many lessons you find.

Strategy cont.

4. Review lessons, focusing on issues addressed in Chapter 2 and on the instructional guidelines in the relevant chapter of the text. • Strategies explicit and generalizable?• Teaching procedures of high quality?

(modeling, adequate examples, scaffolding)• Sequence appropriate?• Examples, practice and review adequate?• Assessment aligned and frequent?

Table of Contents

Skills Trace

First introduced

Introduced

Develop Practice/ Apply

Review

Make and write numbers to 19

Grade K 257 257 258, 263-274, 271

Count, add, and write groups of 10

Grade 1 259 259 S60, 263-264, 271, 532

356, 420, 532

Write numbers to 60 as tens and extras

Grade1 261 261 262, 263-264, 271

346, 356, 420

Expand or Limit?

3-5 lessons… Lessons 7-1, 7-2, 7-3.

Strategies?

Make and write numbers to 19 Use double ten frame. Give each student 19

counters. “Have children count out 13 counters and place

them on Workmat 3. How many ten frames did you fill? How many counters are left over? What number shows 10 and 3?”

Explicit? Not bad. Strategy is replicable and steps are clear.

Generalizable? Appropriate at conceptual stage. No focus on

teaching reading and writing teen numbers without ten frame.

Strategies?

• Count and add groups of 10. Write the decade number.• “For each number, ask children the following

questions:• How many counters are in each ten frame?• How many ten frames are there?• How many counters are there all together?”

• Explicit?• Ok for teaching tens place value skill. Again, no

model. • Generalizable?

• Again, appropriate at conceptual stage, but not taken to the next level. They only say “Guide children to see that an easy way to add 20 and 10 would be to think: 2 tens and 1 ten is 3 tens, or thirty.”

Strategies?

Write numbers to 60 as tens and extras.• “Explain that 2 groups of ten and 6 extras

make 26. Help children verify by counting each object in the picture.” Then students have 3 more opportunities to count tens and extras to achieve a total.

• Explicit?• Not very. (better would be…”first I count

groups of tens, next…)• Generalizable?

• Not very. Students are still learning in context of counting rather than focusing on place value and column alignment.

Teaching Procedures?

• For all skills• Almost no modeling. Usually only one example. • Teacher assistance is not gradually faded. It

appears to go from high support to no support. • Error correction is available, but not extensive. • For example, in “Make and Write Numbers to 19”

• Observation: Children may have trouble counting out given numbers of counters.

• How to Help: Count aloud with the children as they touch or move the counters.

Sequencing

General Guidelines Preskills are taught before they are

needed in strategies. Easy skills are taught before more

difficult ones. Strategies and information that is likely

to be confused are spaced or separated.

Sequencing

Make and write numbers to 19 (recommended from Stein text) Preskills

Reading: Read numerals between 0 and 10, rational counting of 2 groups.

Writing: Read teen numbers accurately and fluently (i.e., 5 teen numbers at a rate of approximately 1 per sec.)

Sequence of instruction similar to reading teen numbers. Introduce first irregular teen about 2 days after regular

teens; Then introduce at a rate of about 1 per day if students

are successful.

Sequencing

Make and write numbers to 19 (from AW text) Preskills taught:

Read and write numbers to 12 Addition

Sequence All teens numbers introduced at once

Sequencing

Count and add groups of 10. Write the decade number. Preskill (recommended from Stein text):

Count by 1s to 100; Skip count by 10s to 100

From AW text: Not clear where or if these preskills are addressed

Sequencing

Write numbers to 60 as tens and extras. Preskill (recommended from Stein text): Read

teens numbers accurately and fluently (5 teens numbers in 8 seconds); Count by 1s to 100; Skip count by 10s to 100; tens place value facts.

From AW text: Teen numbers introduced, but not to fluency Not clear whether Count bys and Skip counting were

introduced. Tens place value facts in previous lesson, but not to

mastery.

Practice and Review

Initially massed to solidify students knowledge

Opportunity to practice discriminating between similar skills or concepts.

Distributed Revisited over time

Accumulated Concepts that are initially taught separately

are reviewed together Varied

Concepts are applied to a range of applications to promote generalization

Practice and Review

First introduced

Introduced

Develop Practice/ Apply

Review

Make and write numbers to 19

Grade K 257 257 258, 263-274, 271

Count, add, and write groups of 10

Grade 1 259 259 S60, 263-264, 271, 532

356, 420, 532

Write numbers to 60 as tens and extras

Grade1 261 261 262, 263-264, 271

346, 356, 420

Practice and Review

Make and write numbers to 19 9 practice pages total

16 items for introduction Practice page: 8 items Reteaching page: 4 items Enrichment page: 2 items Problem Solving page: 5 items Practice Game: unlimited Stop and Practice: 7 items Mixed practice: 4 items

Practice and Review

Count and add groups of ten 13 pages total

Introduction: 15 items Practice page: 11 items Reteaching page: 8 items Enrichment page: 7 items Problem Solving page: 5 items Mixed Practice: 1 item Cumulative Review: 1 item Cumulative Review: 1 item Skill Practice Bank: 6 items

Assessment and Instruction Link Placement tests?

No Recommendations for acceleration and

remediation? Yes, but limited

“Another way to learn” section “Options for reaching all learners” Enrichment and problem solving pages Reteaching page

Assessments carefully aligned with instruction? Not really.

Assessment in “Close and Assess” section

Conclusions

Strategies are reasonably explicit, but not highly generalizable

Teaching procedures are not well-articulated, although there are some error correction procedures

Sequencing is weak. Preskills possibly taught, but not to mastery. New skills not sequenced well.

Practice and review needs work. Perhaps adequate initial practice, but not for discriminative, distributed, and varied.

Assessment needs to be more frequent and aligned.

Adaptations for Students in Special Education Add more modeling of strategies Provide more scaffolding (leading) on how to

apply strategies Assess preskills and make sure they are firmly

taught. Improve sequence of instruction. For example,

introduce regular teens first, then irregular. Add additional practice and review. Focus on

appropriate discriminative practice. Distribute over time.

Plan for more frequent assessment opportunities. Align to instruction more closely.