Curriculum Evaluation

1
Curriculum Evaluation
2
Citation and Skill Focus

• Charles, R. I., et al. (1999). Math, Teachers
  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

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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.

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Strategy cont.

• 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?

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Table of Contents
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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
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Expand or Limit?

• 3-5 lessons
• Lessons 7-1, 7-2, 7-3.

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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.

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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.

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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 befirst 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.

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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.

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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.

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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.

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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

15
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

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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.

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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

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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
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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

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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

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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

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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.

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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.