Grade 2 Curriculum Notebook

Pacing Guide for Mathematics
Quarter
Essential/Good to Know
Go Math
Envisions (DLI)
Assessment Window
1st
2NBT2 count to 1000, skip count by 5s, 10s and 100s;
2NBT# read and write numbers to 1000 2OA3 determine odd or even number in a group; sum of two equal addends
Chapter 1
Topic 2 Topic 9
Oct.11-27
2OA1 is tested in Q3 and Q4
2NBT1 understand digits of 3-digit number are 100’s, 10’s & 1’s
2NBT3 read & write numbers to 1000
2NBT4 compare two 3-digit numbers
2NBT8 mentally add 10 mentally subtract 10;
Chapter 2
Topic 9
2OA1 add & subtract 1- & 2-step problems 2OA2 fluently add & subtract within 20
Chapter 3
Topic 1 Topic 2
2nd
2NBT5 fluently add & subtract to 100 2OA1 add & subtract 1- & 2-step problems 2NBT6 add four 2-digit numbers
2NBT9 explain addition and subtraction strategies
Chapter 4
Topic 3 Topic 4
Jan. 8-19
*Subtraction with regrouping is tested in Q3 2OA1 is tested in Q3 and Q4 Only the missing addend part of 2OA1
2NBT5 fluently add & subtract to 100 2OA1 add & subtract 1- & 2-step problems
Chapter 5
Topic 5 Topic 6
2OA1 add & subtract 1- & 2-step problems
Supplemental Missing Addends
Topic 4 Topic 7
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Quarter
Essential/Good to Know
Go Math
Envisions (DLI)
Assessment Window
3rd
2NBT7 add w/ regrouping & simple subtract w/o regrouping within 1000
2NBT9 explain addition and subtraction strategies
Chapter 6
Topic 10 Topic 11
March 12-23 *Also tested: Subtraction with regrouping
2MD1 measure length of object w/ appropriate tools
2MD3 estimate lengths
2MD5 solve word problems using addition and subtraction
2MD6 represent whole numbers on a number line and sums and differences
Chapter 8
Topic 12 Topic 13
2MD1 measure length of object w/ appropriate tools
2MD3 estimate lengths 2MD4 measure and compare lengths 2MD5 solve word problems using addition and subtraction 2MD6 represent whole numbers on a number line and sums and differences
Chapter 9
Topic 12 Topic 13
20A1 add & subtract 1- & 2-step problems
Supplemental 1-step Story Problems
Topic 7
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Quarter
Essential/Good to Know
Go Math
Envisions (DLI)
Assessment Window
4th
2MD10 draw a picture graph and bar graph with up to four categories;
Chapter 10
Topic 14
May 7-18
2G1 recognize & draw shapes w/ given attributes;
2G3 partition circles & rectangles into equal shares & describe them as halves, thirds & fourths
2G2 partition rectangle into rows and columns of same size squares
Chapter 11
Topic 15
2MD7 Tell and write time to 5 minutes, am, pm, digital, analog
2MD8 Solve word problems with dollar bills, quarters, dimes, nickels, pennies using symbols
Chapter 7
Topic 8
2G3 partition circles & rectangles into equal shares & describe them as halves, thirds & fourths
2G2 partition rectangle into rows and columns of same size squares
Supplemental Fractions
Topic 15
2OA4 find total number of objects in 5 by 5 arrays
Supplemental Arrays
Topic 2
20A1 add & subtract 1- & 2-step problems
Supplemental 1 and 2-step Story Problems
Topic 7
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Units
Planning Guide: Jay McTighe, an expert in unit planning and author of Understanding by Design, has written four point to consider when planning units. They are presented below.
UbD Design Standards Stage 1 – To what extent does the design:
1. focus on the “Big ideas” of targeted content? Consider: are . . .
– the targeted understandings enduring, based on transferable, big ideas at the heart of the
discipline and in need of “uncoverage”?
– the targeted understandings framed as specific generalizations?
– the “big ideas” framed by questions that spark meaningful connections, provoke genuine
inquiry and deep thought, and encourage transfer?
– appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified? – valid and unit-relevant knowledge and skills identified?
Stage 2 – To what extent do the assessments provide:
2. fair, valid, reliable and sufficient measures of the desired results? Consider: are . . .
– students asked to exhibit their understanding through “authentic” performance tasks? – appropriate criterion-based scoring tools used to evaluate student products and
performances?
– a variety of appropriate assessment formats provide additional evidence of learning? Stage 3 – To what extent is the learning plan:
3. effective and engaging? Consider: will students . . .
– know where they’re going (the learning goals), why (reason for learning the content), and
what is required of them (performance requirements and evaluative criteria)?
– be hooked – engaged in digging into the big ideas (e.g., through inquiry, research, problem- solving, experimentation)?
– have adequate opportunities to explore/experience big ideas and receive instruction to equip them for the required performance(s)?
– have sufficient opportunities to rethink, rehearse, revise, and/or refine their work based upon timely feedback?
– have an opportunity to self-evaluate their work, reflect on their learning and set future goals? Consider: the extent to which the learning plan is:
– tailored and flexible to address the interests and learning styles of all students?
– organized and sequenced to maximize engagement and effectiveness?
Overall Design – to what extent is the entire unit:
4. coherent, with the elements of all 3 stages aligned?
Grant Wiggins and Jay McTighe 2005
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Assessment Standards
Q1
Q2
Q3
Q4
Choice of SAGE interim test or grade level common assessment using District LA, school/teacher created, SAGE formative, UTIPS, or commercial test
SAGE Interim, ELA only, no Writing
Grade Level Common Assessment using District LA, school/teacher created, SAGE formative, UTIPS, or commercial test
SAGE summative Window for 2016-17 is Mar 27 – May 19
DIBELS and SAGE
Students in grade 3 participate in several ELA assessments. Two state tests are Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Student Assessment of Growth and Excellence (SAGE).
The link for further information on DIBELS is:
https://www.amplify.com/assessment/mclass-dibels-next
The link for further information on SAGE ELA is:
http://www.schools.utah.gov/assessment/SAGE/ELA.aspx
Wonders Assessments
The Wonders Comprehensive Reading Program provides substantial resources for assessment, including multiple types of assessments (1.e., screening, diagnostic, progress monitoring) and multiple measures for various skills (i.e., comprehension, phonics, writing, fluency). The Wonders Assessment Handbook details the resources and how to use them. Once you have logged into Wonders, it can be found at:
https://catalog.mcgraw-hill.com/repository/private_data/DOC/50001320/29/83.pdf#page=6
CCSS Writing Samples – Writing Samples Appendix C of the Common Core Standards contains annotated student writing samples. With the close alignment of the Common Core Standards and the Utah Core Standards, these can provide exemplars for students and guides for teachers in assessing writing. The Appendix can be found here:
http://www.uen.org/core/languagearts/downloads/CCSSAppendix_C.pdf
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Purpose of Testing (from USBE testing ethics training)
The purpose of statewide assessment is for accountability.
When administered properly, standardized assessments allow students to demonstrate their abilities, knowledge, aptitude, or skills (see R277 – 404). Valid and reliable results from uniform assessments provide information used by:
Students, to determine how well they have learned the skills and curriculum they are expected to know;
Parents, to know whether their student is gaining the skills and competencies needed to be competitive and successful;
Teachers, to gauge their students’ understanding and identify potential areas of improvement in their teaching;
LEAs (districts or charter schools), to evaluate programs and provide additional support;
State, for school accountability; and
Public, to evaluate schools and districts.
As educators, we are obligated to provide students with an opportunity to demonstrate their knowledge and skills fairly and accurately.
Educators involved with the state – wide assessment of students must conduct testing in a fair and ethical manner (see Utah Code 53A-1-608; R277-404).
The best test preparation a teacher can provide is good instruction throughout the year that covers the breadth and depth of the standards for a course, using varied instructional and assessment activities tailored to individual students.
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Ethical Assessment Practices (USBE ethics training) Licensed Utah Educators should:
• Ensure students are enrolled in appropriate courses and receive appropriate instruction
• Provide instruction to the intended depth and breadth of the course curriculum
• Provide accommodations throughout instruction to eligible students as identified by an
ELL, IEP, or 504 team.
• Use a variety of assessments methods to inform instructional practices
• Introduce students to various test-taking strategies throughout the year
• Provide students with opportunities to engage with available training test to ensure that
they can successfully navigate online testing systems, and to ensure that local
technology configurations can successfully support testing.
• Use formative assessments throughout the year using high-quality, non-secure test
questions aligned to Utah Standards.
Licensed Utah Educators shall ensure that:
• An appropriate environment reflective of an instructional setting is set for testing to limit distractions from surroundings or unnecessary personnel.
• All students who are eligible for testing are tested.
• A student is not discouraged from participating in state assessments, but upon a
parent’s opt-out request (follow LEA procedures), the student is provided with a
meaningful educational activity.
• Tests are administered in-person and testing procedures meet all test administration
requirements.
• Active test proctoring occurs: walking around the room to make sure that each
student has or is logged into the correct test; has appropriate testing materials
available to them; and are progressing at an appropriate pace.
• No person is left alone in a test setting with student tests left on screen or open.
• The importance of the test, test participation, and the good faith efforts of all
students are not undermined.
• All information in the Test Administration Manual (TAM) for each test administered
is reviewed and strictly followed (see 53A-1-608; R277-404).
• Accommodations are provided for eligible students, as identified by an ELL, IEP, or
504 team. These accommodations should be consistent with accommodations
provided during instruction throughout the instructional year.
• Any electronic devices that can be used to access non-test content or to
record/distribute test content or materials shall be inaccessible by students (e.g., cell phones, recording devices, inter-capable devices). Electronic security of tests and student information must not be compromised.
• Test materials are secure before, during and after testing. When not in use, all materials shall be protected, where students, parents cannot gain access.
No one may enter a student’s computer-based test to examine content or alter a student’s response in any way either on the computer or a paper answer document for any reason.
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Unethical Assessment Practices (USBE ethics training)
It is unethical for educators to jeopardize the integrity of an assessment or the validity of student responses.
Unethical practices include:
• Providing students with questions from the test to review before taking the test.
• Changing instruction or reviewing specific concepts because those concepts appear on
the test.
• Rewording or clarifying questions, or using inflection or gestures to help students
answer.
• Allowing students to use unauthorized resources to find answers, including dictionaries,
thesauruses, mathematics tables, online references, etc.
• Displaying materials on walls or other high visibility surfaces that provide answer to
specific test items (e.g., posters, word walls, formula charts, etc.).
• Reclassifying students to alter subgroup reports.
• Allowing parent volunteers to assist with the proctoring of a test their child is taking or
using students to supervise other students taking a test.
• Allowing the public to view secure items or observe testing sessions.
• Reviewing a student’s response and instructing the student to, or suggesting that the
student should, rethink his/her answers.
• Reproducing, or distributing, in whole or in part, secure test content (e.g., taking
pictures, copying, writing, posting in a classroom, posting publically, emailing).
• Explicitly or implicitly encouraging students to not answer questions, or to engage in
dishonest testing behavior.
• Administering tests outside of the prescribed testing window for each assessment.
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Intervention Standards
PCSD MTSS/RTI Model
Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
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Unpacking the Complexity of MTSS Decision Making
Successful MTSS implementation is a highly complex process that involves the following tasks:
• Gathering accurate and reliable data
• Correctly interpreting and validating data
• Using data to make meaningful instructional changes for students
• Establishing and managing increasingly intensive tiers of support
• Evaluating the process at all tiers to ensure the system is working
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Utah’s Multi-Tiered System of Supports USBE website:
http://www.schools.utah.gov/umtss/UMTSS-Model.aspx
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Wonders Differentiation & Interventions
Provo City School District's Wonders program provides teachers with resources to both differentiate instruction and to intervene when students don't respond to instruction. The Managing Small Group Instruction provides useful tools and ideas to differentiate instruction to meet the needs of different learners. Once you have logged into Wonders, you can access this at:
https://catalog.mcgraw-hill.com/repository/private_data/DOC/50000294/89/55.pdf
Additionally, the Wonders program has an accompanying Tier 2 intervention program, Wonder Works, that is aligned with the Tier 1 Wonders instruction. It is viewable after logging into Wonders at:
https://catalog.mcgraw-hill.com/repository/private_data/DOC/50001761/23/84.pdf
Tier 3 Program
Provo City School District supports the use of EPS's SPIRE reading intervention program for Tier 3 instruction. For more information about SPIRE, contact your school's instructional coach and/or read about the program at: https://eps.schoolspecialty.com/landing/spire.
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Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
The Provo Way Instructional Model
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• Student focus
• Educator credibility
• Meeting norms
• Professional Learning Communities (PLC)/Collaboration
• Civility policy
• Appearance and interactions
• Continual Leaning
• Testing ethics
• Research orientation
• Policy adherence
• Culture
• Safety–emotional and physical
• Physical classroom space
• Relationships
• Family connections
• Procedures
• Classroom management
• Student artifacts
• Student focus
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• Formative evaluation
• Summative evaluation
• Feedback:
• Performance of understanding
• Self-reported grades
• Student self-evaluation
• Testing ethics
• Differentiation
• Data analysis
• Response to interventions (RTI)/Multi-tiered system of success (MTSS)
• Lesson design
• Teacher clarity: share LT, share SC, share PoU
• Evidence-based instructional strategies
• Based on data
• Student engagement
• DOK – Depth of Knowledge
• Differentiation
• Student ownership of learning
• Curriculum notebook
• RTI/MTSS
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• State standards
• Curriculum map/pacing guide
• Units
• Objectives
• Curriculum Notebooks
• Course essentials
• Current
• Planning
Professional Association
The International Literacy Association is the largest professional association for literacy teachers.
Their website is at: https://www.literacyworldwide.org/.
The National Council of Teachers of Mathematics NCTM is the largest professional association for mathematics teachers.
Their website is at: https:// http://www.nctm.org/
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Evidence-based Pedagogical Practices
Hattie's Visible Learning
John Hattie, creator of Visible Learning, is a leading education researcher who has analyzed meta analyses in order to rank education practices (and factors) from most effective to least effective.
Hattie's list of highest ranking factors can be found at: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
or
https://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html
Hattie's original book on the topic can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Definitions of Hattie's factors can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
National Reading Panel Research
The federal government commissioned a National Reading Panel to review and compile the best evidence of effective practices for reading instruction.
The full report and executive summary can be accessed at:
https://lincs.ed.gov/communications/NRP
Learning Targets
Provo City School District employs the use of learning targets, success criteria, formative assessment, and feedback. A basis of study on these topics is the book, Learning Targets, by Connie Moss and Susan Brookhart, can be found at: https://www.amazon.com/Learning-Targets-Helping-Students-Understanding- ebook/dp/B008FOKP5S.
The district has produced four videos that demonstrate elements of learning target instruction and can be found at:
http://provo.edu/teachingandlearning/learning-targets-videos/
Teacher Resource Guide
Provo City School District's Teacher Resource Guide helps teachers meet the Utah Effective Teaching Standards and includes effective teaching practices. It can be found at: http://provo.edu/teachingandlearning/wp-content/uploads/sites/4/2016/01/11182016-TRG- fixed.pdf
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Glossary
Assessment Standards
College and Career Readiness
Curriculum Resources
ELA
Essential Learning Standards
Evidence-based Pedagogical Practices
Intervention Standards
Language Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
The College and Career Readiness (CCR) anchor standards
and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
English Language Arts, includes components of Reading, Writing, Speaking and Listening, and Language.
These are also known as power standards. They are particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they: 1. have endurance, 2. have leverage, and 3. are important for future learning.
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher- developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
(L) A component of ELA Standards that focus on conventions of standard English grammar, usage, and mechanics as well as learning other ways to use language to convey meaning effectively.
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