Transcript CURRICULUM EVALUATION

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.
2.
3.
Look in the table of contents and identify the likely
lessons where the skill is being taught.
Look for a skills trace or scope and sequence that
addresses where skills are taught for more
information.
Limit or expand scope based on how many lessons
you find.
Strategy cont.
Review lessons, focusing on issues addressed in
Chapter 2 and on the instructional guidelines in the
relevant chapter of the text.
4.
•
•
•
•
•
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, 263274, 271
Count, add,
and write
groups of
10
Grade 1
259
259
S60, 263264, 271,
532
356, 420,
532
Write
numbers to
60 as tens
and extras
Grade1
261
261
262, 263264, 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, 263274, 271
Count, add,
and write
groups of
10
Grade 1
259
259
S60, 263264, 271,
532
356, 420,
532
Write
numbers to
60 as tens
and extras
Grade1
261
261
262, 263264, 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.