Alignment: Overall Summary

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 partially meet expectations for focus and coherence within Gateway 1, and they partially meet expectations for rigor and the mathematical practices in Gateway 2. Since the materials partially meet expectations for Gateways 1 and 2, they are not reviewed for usability in Gateway 3.

See Rating Scale
Understanding Gateways

Alignment

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Partially Meets Expectations

Gateway 1:

Focus & Coherence

0
7
12
14
11
12-14
Meets Expectations
8-11
Partially Meets Expectations
0-7
Does Not Meet Expectations

Gateway 2:

Rigor & Mathematical Practices

0
10
16
18
11
16-18
Meets Expectations
11-15
Partially Meets Expectations
0-10
Does Not Meet Expectations

Usability

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Not Rated

Not Rated

Gateway 3:

Usability

0
22
31
38
N/A
31-38
Meets Expectations
23-30
Partially Meets Expectations
0-22
Does Not Meet Expectations

Gateway One

Focus & Coherence

Partially Meets Expectations

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Gateway One Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 1 partially meet the expectations for Gateway 1. These materials meet the expectations for focus by not assessing above grade-level content and by spending the majority of the time on the major clusters of each grade-level. The materials partially meet the expectations for being coherent and consistent with the standards. The objectives for the materials are shaped by the CCSSM cluster headings, and the materials are viable for one school year. However, the materials do not give extensive work with grade-level problems and there are missed opportunities to foster coherence.

Criterion 1a

Materials do not assess topics before the grade level in which the topic should be introduced.
2/2
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Criterion Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 1 meet the expectation for not assessing topics before the grade-level in which the topic should be introduced. The materials include some assessment questions that were above grade-level, but these could be omitted without affecting the underlying structure of the materials.

Indicator 1a

The instructional material assesses the grade-level content and, if applicable, content from earlier grades. Content from future grades may be introduced but students should not be held accountable on assessments for future expectations.
2/2
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Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 meet expectations for assessing grade-level content. Above grade-level assessment items are present and can be modified or omitted without a significant impact on the underlying structure of the instructional materials. The instructional materials include summative assessments for each module and quarterly assessments for Modules 3, 6, 9, and 12. The summative assessments include interviews, performance events, and check-ups for each module.

The following examples represent assessment items aligned to Grade 1 standards:

  • In Module 12, Check-Up, students demonstrate understanding of the value of given numerals by coloring the corresponding number of tens and ones cubes (1.NBT.2).
  • In Module 3, Check-Up, students are given a set number of place value cubes and identify the corresponding numeral (1.NBT.1).
  • In Module 7, Check-Up, students draw lines connecting analog clocks to the digital time to both the hour and the half hour (1.MD.3).

The following are assessment items that align to standards above Grade 1, but can be modified or omitted without compromising the instructional materials:

  • Module 11, Check-Up 2, Problems 1 and 2, assess money at the 2nd grade level (2.MD.8). For example, Problem 1 states, “Solve each problem. Write an equation to show your thinking.” Part C states, “I have 5 cents. How much would I have with 2 extra nickels?” Problem 2 states, “Figure out the total amount of each collection of coins.” Part B shows pictures of a quarter and a nickel, and students write the total. The Performance Event for Module 11 also assesses money by stating, “Katherine spent (pictures for 3 quarters, 1 dime, and 1 nickel). Write or draw the toys you think she bought. Show more than one answer.”

Criterion 1b

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.
4/4
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Criterion Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 1 meet the expectations for, having students and teachers using the materials as designed, devoting the large majority of class time to the major work of the grade. Overall, the materials devote at least 65% of class time to major work.

Indicator 1b

Instructional material spends the majority of class time on the major cluster of each grade.
4/4
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Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 meet expectations for spending a majority of instructional time on major work of the grade.

To determine the amount of time spent on major work, the number of topics, the number of lessons, and the number of days were examined. Review and assessment days are included:

  • The approximate number of modules devoted to major work of the grade (including supporting work connected to the major work) is 6 out of 12, which is approximately 50%.
  • The approximate number of lessons devoted to major work, or supporting, major work of the grade is 100 out of 144, which is 69%.
  • The number of days devoted to major work (including assessments and supporting work connected to the major work) is 112 out of 156, which is approximately 71%.

A lesson-level analysis is most representative of the instructional materials because this calculation includes all lessons with connections to major work with no additional days factored in. As a result, approximately 71% of the instructional materials focus on major work of the grade.

Criterion 1c - 1f

Coherence: Each grade's instructional materials are coherent and consistent with the Standards.
5/8
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Criterion Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 1 partially meet the expectations for being coherent and consistent with the standards. Supporting work is partially connected to the major work of the grade, and the amount of content for one grade-level is viable for one school year and fosters coherence between the grades. Content from prior or future grades is not clearly identified, and the materials do not give extensive work with grade-level problems. The objectives for the materials are shaped by the CCSSM cluster headings, but there are missed opportunities to foster coherence through connections at a single grade.

Indicator 1c

Supporting content enhances focus and coherence simultaneously by engaging students in the major work of the grade.
1/2
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Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 partially meet expectations that supporting work enhances focus and coherence simultaneously by engaging students in the major work of the grade.

In Module 8, students explore representations of data to find how many more and how many less, connecting supporting standard: organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category, than another (1.MD.4) with add and subtract within 20, demonstrating fluency for addition and subtraction within 10 (1.0A.6). For example:

  • In Lesson 10, students represent data and answer questions of how many more or how many less.
  • In Lesson 11, students represent data using multiple categories (1.MD.4) and are then led in a conversation about how many more and how many less, which connects with (1.OA.6).

However, supporting content is often treated separately from major work of the grade:

  • In Module 3, Lesson 10, students are indirectly comparing lengths. However, students do not answer “how much longer” when comparing indirectly (1.MD.2).
  • In Module 8, Lesson 12, students tally the number of different types of vehicles in a chart to align to (1.MD.4). Students do not count the tally marks together or by themselves, and they do not write the number of tally marks (1.MD.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.
2/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 1 meet expectations that the amount of content designated for one grade-level is viable for one year.

There are a total of 156 instructional days within the materials.

  • There are 12 modules and each module contains 12 lessons for a total of 144 lessons.
  • There are 12 days dedicated to assessments.  

In addition, each module includes three investigation problems and four problem solving activities. These are embedded into lesson activities.

According to the publisher, “The Stepping Stones program is set up to teach 1 lesson per day and to complete a module in approximately 2 ½ weeks. Each lesson has been written around a 60 minute time frame but may be anywhere from 30-75 minutes depending upon teacher choice and classroom interaction.”

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.
0/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 1 do not meet expectations for the materials being consistent with the progressions in the Standards. The materials do not develop according  to the grade-by-grade progressions in the standards, and do not present opportunities to engage with extensive work of the grade.

Content from prior or future grades is not clearly identified and related to grade-level work. Prerequisite standards from previous grades are identified in the Focus section of the materials, however; the lessons themselves do not address specifically which standards were prerequisite in the content. Additionally, no prior grade standards are identified within the lessons. For example:

  • Module 3, Lesson 9, students directly compare measurement of arm lengths. This is above the first grade standards (1.MD.1-2), which states students compare lengths indirectly by comparing to a third object.
  • In Module 11, Lessons 8-12, students, in five consecutive lessons, identify coins by their name and value and count them correctly, which is a second grade standard (2.MD.7-8).
  • Module 12, Lessons 11-12, students compare the mass of two different objects. Neither mass or direct comparison of measurements are part of the CCSS for first grade.

The instructional materials do not do not give students extensive work with grade-level problems so that they meet the full intent of the grade-level standards. Examples include:  

  • 1.OA.2, solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with  a symbol for the unknown number to represent the problem . This is in Module 11, Lesson 1. Students solve three problems where there are three whole numbers in real-life situations. There is not an expectation to draw it, count it out, or show a missing number as called for in the standard.
  • 1.MD.1, order three objects by length; compare the lengths of two objects indirectly by using a third object. In Module 3, Lesson 10, students roll a ball to then use a third object (steps) to compare the length of the board. They use pieces of string to compare two different objects. This is the one lesson addressing 1.MD.1.

Lessons throughout the course labeled DA - Developmental Activities are included. The publisher notes, “Developmental activities (DA) are included in the scope and sequence of lessons within ORIGO Stepping Stones. Developmental Activities typically smooth the learning progression for students by addressing foundational skills for current grade level standards or preparing students for the work in an upcoming grade-level.” These lessons are not  aligned to any standards, however, the Teacher Notes for Whole Class Instruction includes a narrative explaining how the lesson supports grade-level standards. For example:

  • Module 1, Lesson 9, students are attending to ordinal numbers. There isn’t a standard that supports this work in first grade. The lesson is notated with a DA for developmentally appropriate with the explanation that it will support NBT. This rationale is not stated in the progressions for either K, 1, or 2.
  • Module 5, Lesson 6, students are attending to using Base Ten to “balance” a pan scale. The work invites students to identify the number created by the the base ten blocks and then to identify which number is either greater than or less than. Adding the concept of either balancing or not balancing the pan scale, is a distraction for students. This content was also labeled with a DA with the rationale that comparing two numbers supports work with place value understanding.
  • Module 9, Lesson 2, students are working with money, which is not in the standards or part of the progression in measurement and data for first grade. Students are to identify the amounts of coins as unknowns in word problems (i.e. “Cory found 2 quarters on the ground and now he has 90 cents, how much money did he have before?”). This questioning expects students to know the value of the coins, as well as use it in a word problem. This lesson was also labeled DA, in the breadcrumb it shows what lesson in second grade it would connect to, but doesn’t explicitly state that this content is out of the scope of first grade or how it supports second grade work.

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.
2/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 1 meet expectations for fostering coherence through connections at a single grade, where appropriate and required by the Standards.

Overall, the instructional materials identify standards. A comprehensive list of the CCSSM and correlating lessons is found under the drop down menu on the home page. Cluster headings are clearly identified by hovering over the Lesson title.

The materials include learning objectives that are visibly shaped by cluster headings.

  • In Module 1, the learning target “create, describe, and interpret yes/no graphs,” is shaped by 1.MD.C (represent and interpret data).
  • In Module 6, the learning target “fluently recall-use doubles subtraction facts within 10,” is shaped by 1.OA.C (add and subtract within 20).
  • In Module 10, the learning target “solve subtraction word problems,” is shaped by 1.OA.A (represent and solve problems involving addition and subtraction).

The instructional materials include problems and activities that connect two or more clusters in a domain or two or more domains.

  • Module 2, Lesson 6, students write and solve equations within 20 (1.OA.C) while using the commutative property (1.OA.B).
  • Module 5, Lesson 1, students write and solve equations within 20 (1.OA.C) while using the commutative property (1.OA.B).
  • Module 6, Lesson 4, students subtract (1.OA.D) and use the missing addend to find the difference (1.OA.B).  
  • Module 7, Lesson 7, students subtract to find the missing numeral (1.OA.D) then complete the addition facts (1.OA.B).

However, there are a few missed opportunities to foster coherence through connections at a single grade, for example:

  • Module 3, Lesson 11, students use various objects to identify lengths (1.MD.A). There is a missed connection to 1.NBT.A (students count to 120).
  • Module 7, Lesson 10 students identify half past on an analog clock (1.MD.B). There is a missed connection to 1.G.A (students can view the hour hand as partitioning the circle into halves ie half past).

Gateway Two

Rigor & Mathematical Practices

Partially Meets Expectations

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-
Gateway Two Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 partially meet expectations for Gateway 2. The instructional materials partially meet expectations for reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application, and they partially meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice.

Criterion 2a - 2d

Rigor and Balance: Each grade's instructional materials reflect the balances in the Standards and help students meet the Standards' rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application.
5/8
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Criterion Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 partially meet expectations for reflecting the balances in the Standards and helping students meet the Standards’ rigorous expectations, by helping students develop conceptual understanding, procedural skill and fluency, and application. The materials give attention throughout the year to individual standards that set an expectation of procedural skills and fluency, but provide few opportunities to engage students in non-routine application problems. The instructional materials inconsistently embed opportunities for students to independently develop conceptual understanding and over-emphasize fluency, procedures, and algorithms.

Indicator 2a

Attention to conceptual understanding: Materials develop conceptual understanding of key mathematical concepts, especially where called for in specific content standards or cluster headings.
1/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 1 partially meet expectations for developing conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings.

The materials include some problems and questions that develop conceptual understanding throughout the grade-level. Students have few opportunities to independently demonstrate conceptual understanding throughout the grade.

Cluster 1.OA.A includes representing and solving problems involving addition and subtraction. Modules 4, 5, 6, 7, 8, and 9, explore a variety of real-world applications using a few mathematical representations.

Some opportunities exist for students to work with addition and subtraction addressing conceptual understanding through the use of some visual representations and different strategies. For example:

  • In Module 2, Lesson 2, Step 3, Teaching the lesson, students are shown how to count on starting at 5. “Invite one student to come to the front and use their fingers to show a number from five to ten, starting from the class’s left, Make sure they use both hands to show each number. For example, to show six, they show five fingers raised on their right hand and one finger raised on their left.”
  • In Module 7, Lesson 2, Student Journal 7.2 “Writing three-digit numbers to 120 (without teens)” The worksheet has students using base ten blocks to determine the number, then writing the number on the number expanders with it expanded, and writing it on the expander without it expanded.
  • In Module 8, Lesson 1, Step 3, Teaching the lesson, “Allow time for the students to explore the different possible combinations of ten. Then have them paste groups of animals onto their paper, and write the matching equation next to each group. When they have finished, have students leave their work at their desk and stand to look at the other pairs’ combinations of animals and legs. After students have had the chance to view the different works, lead a discussion about the different ways student made ten legs. Ask students to share observations about making ten.”
  • In Module 11, Lesson 5, Step 2, Starting the lesson, “Organize students into pairs. Project the Flare Number Board online tool. Ask the students to work together to identify patterns they find on the chart. sufficient time, invite several pairs to come to the board and highlight numbers to show and explain their patterns. After the students have shared their patterns, clear the hundred chart and highlight multiples of five in one shade, then highlight multiples of ten in a different shade. Ask a student to then come to the front and highlight of two in a third shade. Then discuss the points below: What patterns or observations can you make from our chart? Why do you think the tens column has three colors on each number? When looking at these patterns, are these the only numbers that can be said when asked to count by twos, fives, or tens? Why or why not?” This lesson addresses conceptual understanding of addition by examining the patterns on a 100s chart.

However, the instructional materials do not regularly provide students opportunities to independently demonstrate conceptual understanding throughout the grade-level.

  • In Module 7, Lesson 7, Step 3, Teaching the lesson, “Project slide 3, as shown, and discuss the points below: What do you see in this picture? How is it the same as the previous picture? (It is a think-addition card.) How is it different? (It has different numbers, one flap is down.) What equations could we create from this card? (8+___=17, 17-8=___.) What strategy could we use if we wanted to think addition? (Double-plus-1.) Who can think aloud and tell us how you use the strategy and give us the answer?” This lesson addresses filling in the blanks instead of the conceptual understanding of using addition to solve subtraction problems.
  • In Module 8, Lesson 5, Student Journal 8.5, “Write an addition fact to match each picture. Then write the turnaround fact.” This worksheet gives students a domino and students are to write two addition facts based on the dots on the dominoes. These problems address the commutative property but not a conceptual understanding of the commutative property and when to best use it.
  • In Module 10, Lesson 1, Student Journal 10.1, “Write numbers to match each picture.” The worksheet has students count the pictures and fill in the blanks instead of building conceptual understanding of subtraction.

Indicator 2b

Attention to Procedural Skill and Fluency: Materials give attention throughout the year to individual standards that set an expectation of procedural skill and fluency.
2/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 1 meet expectations that they attend to those standards that set an expectation of procedural skill and fluency. Materials attend to the First Grade expected fluencies, add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

The instructional materials develop procedural skills and fluencies throughout the grade-level. Opportunities to formally practice procedural skills are found throughout practice problem sets that follow the units. Practice problem sets also include opportunities to use and practice emerging fluencies in the context of solving problems. Ongoing practice is also found in Assessment Interviews, Games, and Maintaining Concepts and Skills.

The materials attend to the Kindergarten expected fluencies, add and subtract within 20, demonstrating fluency for addition and subtraction within 10 (1.OA.6).

In addition, the instructional materials embed opportunities for students to independently practice procedural skills and fluency:

  • In Module 5, Lesson 1, Maintaining Concepts and Skills, students practice adding within 10 and subtracting within 5.
  • In Module 7, Lesson 7, Student Journal 7.7, “Figure out the number of dots that are covered. Then complete the facts.” Students are practicing subtraction fluency within 10.
  • In Module 8, Lesson 1, Maintaining Concepts and Skills, “This lesson provides projectable practice that is designed to foster fluency of basic facts. Project or read the facts to the students, allowing a few seconds between each fact that you show or read. Be sure to alternate this delivery from one lesson or module to the next. Roll over the image below to reveal the focus of the content.” Students are practicing fluency with 10.
  • In Module 11, Lesson 3, Student Journal 11.3, “Write the answers on the race track.” Students are practicing subtraction and addition fluency.
  • Maintaining Concepts and Skills lessons incorporate practice of previously learned skills from the prior grade level. For example, Maintaining Concepts and Skills in Module 2, Lesson 1, provides practice for adding within 10 and subtracting within 5.
  • Each module contains a summative assessment called Interviews. According to the program, “There are certain concepts and skills, such as the ability to route count fluently, that are best assessed by interviewing students.” For example, Module 7’s Interview 1 has students subtracting within 10 and Interview 2 has students counting from 86 to 120.
  • Fundamentals Games contain a variety of computer/online games that students can play to develop grade level fluency skills. For example, Add ‘em Up, students demonstrate fluency of adding within 20 (1.OA.6).
  • Some lessons provides opportunities for students to practice the procedural fluency of the concept being taught in the Step Up section of the student journal.

Indicator 2c

Attention to Applications: Materials are designed so that teachers and students spend sufficient time working with engaging applications of the mathematics, without losing focus on the major work of each grade
1/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 1 partially meet expectations that the materials are designed so that teachers and students spend time working with engaging applications of the mathematics.

The instructional materials have few opportunities for students to engage in non-routine application throughout the grade-level. There is little variety in situational contexts/problem types. Engaging applications include single and multi-step word problems presented in a context in which the mathematics is applied, however, these problems are often routine, and students have few opportunities to engage with non-routine application problems.

Examples of routine application problems include, but are not limited to:

  • In Module 1, More Math, Problem Solving Activities, Activity 4 addresses standard 1.OA.1 and has students solve word problems. “Allan has fifteen stickers in his collection. Charlotte has two fewer stickers in her collection. How many stickers does Charlotte have?”.
  • In Module 2, More Math, Problem Solving Activities, Activity 4 addresses standard 1.OA.1 and has students solve word problems. “Hugo saves seven dollars to buy a new game. If his dad matches the amount, how much will Hugo have in total?”.
  • In Module 3, More Math, Problem Solving Activities, Activity 4 addresses standard 1.OA.1 and has students solve word problems. “Four students are using their fingers to show a number. Three students are holding ten fingers up. One student is holding five fingers up. Write in words the number they are showing.".
  • In Module 7, More Math, Problem Solving Activities, Activity 4 and addresses standard 1.OA.1, “Robert is putting away his toy car collection. He has 13 cars in his collection. He has already put away 7 cars. How many more cars does Robert have to put away?”.
  • In Module 8, More Math, Problem Solving Activities, Activity 4 and addresses standard 1.OA.1, “Mathew and Patricia are counting their collection of toy boats. Mathew has 8 boats and Patricia has 4 fewer than Mathew. How many boats do they have in total?”.
  • In Module 9, More Math, Problem Solving Activities, Activity 4 and addresses standard 1.OA.1, “Joel has 62 cents in his wallet. He finds another 2 cents and puts it in his wallet. Amy has 10 cents less than Joel’s total amount. How much money does Amy have?”.
  • In Module 10, Lesson 9, Student Journal 10.9, and addresses standard 1.OA.1, “Solve each problem. Draw pictures or write equations to show your thinking. a. There are 16 blocks in a box. 3 blocks are taken out. How many blocks are left in the box?”.
  • In Module 11, More Math, Problem Solving Activities, Activity 4 and addresses standard 1.OA.1, “Reece is cleaning out his fish tank. He has 12 fish in total. Nine of the fish are swimming around the tank, and the rest are hiding behind plants. How many fish are hiding?".
  • In Module 12, More Math Problem Solving Activities, Activity 4 and addresses standard 1.OA.2, “Connor buys a packet of 35 seeds to plant. He plants 20 seeds in the back garden and 7 seeds in the front garden. How many seeds are left in the packet?”.

Indicator 2d

Balance: The three aspects of rigor are not always treated together and are not always treated separately. There is a balance of the 3 aspects of rigor within the grade.
1/2
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Indicator Rating Details

The instructional materials for ORIGO Stepping Stones 2.0 Grade 1 partially meet expectations that the three aspects of rigor are not always treated together and are not always treated separately. All three aspects of rigor are present in the materials, but there is an over-emphasis on procedural skills and fluency.

The curriculum addresses conceptual understanding, procedural skill and fluency, and application standards, when called for, and evidence of opportunities where multiple aspects of rigor are used to support student learning and mastery of the standards. There are multiple lessons where one aspect of rigor is emphasized. The materials have an overemphasis on fluency, procedures, and algorithms.

Examples of conceptual understanding, procedural skill and fluency, and application presented separately in the materials include:

  • In Module 1, Lesson 4, Step 3, Teaching the Lesson, students draw number cards and represent the number with cubes, counters, coins, or drawing a picture.
  • In Module 9, Lesson 7, Student Journal 9.7, students use conceptual understanding to solve addition problems. “1. Add the two groups. Then write the matching equation. Use blocks to help you. a. 50 + 20” Under 50 and 20 are base ten blocks representing the numbers.
  • In Module 10, More Math, Problem Solving Activities, Activity 4, “Dad has baked 12 muffins for the soccer team. There are four muffins leftover. How many muffins has the soccer team eaten?” (1.OA.1)
  • In Module 12, Lesson 1, Step 3, Teaching the Lesson, students use conceptual understanding to solve number puzzles and see patterns in a 100s chart. “I am thinking of a number that has a nine in the ones place and a four in the tens place. Which number is it?”

Examples of students having opportunities to engage in problems that use two or more aspects of rigor, include:

  • In Module 1, Lesson 9, Step 3, Teaching the Lesson, application and conceptual understanding are treated together. Students read the book Paint a Rainbow, students put each other in order, using the “numeral one and ordinal symbol 1st.”
  • In Module 10, Lesson 6, application and conceptual understanding are treated together. Students read the book Bear and Badger, “They use cubes to model the subtraction story show on the spread”. Pages four and five, “introduce the language associated with comparison subtraction.”

Criterion 2e - 2g.iii

Practice-Content Connections: Materials meaningfully connect the Standards for Mathematical Content and the Standards for Mathematical Practice
6/10
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Criterion Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 partially meet expectations for meaningfully connecting the Standards for Mathematical Content and the Standards for Mathematical Practice. The materials identify the Standards for Mathematical Practice and use them to enrich mathematics content within and throughout each applicable grade, and partially meet expectations that the instructional materials carefully attend to the full meaning of each practice standard. The materials partially attend to the specialized language of mathematics.

Indicator 2e

The Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout each applicable grade.
2/2
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Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 meet expectations that the Standards for Mathematical Practice are identified and used to enrich mathematics content within and throughout the grade level.

All eight MPs are clearly identified throughout the materials. For example:

  • The Math Practices are identified in the Lesson Contents for each Module, within each lesson, and in the Standards for Mathematical Practices document found in each module by clicking on grade level, module, mathematics, and then mathematical practices.
  • Videos for each module can be found under the Resources tab which explains the Math Practices and Habits of Mind in order for teachers to understand the practices.
  • A table is provided to show which mathematical practices are in each lessons.
  • Resources tab states that each practice standard is “experienced, practiced, and enhances as a result of working on meaningful problems”.

At the beginning of each lesson, the MPs are identified with a description of how the students are engaging with the MP in the lesson, for example, in Module 7, Lesson 5, “In this lesson, students write three-digit number including those that involve teens or zeros, with and without expanders and place-value charts.” The MPs are used to enhance the mathematical content and are not treated separately from content in lessons.

Indicator 2f

Materials carefully attend to the full meaning of each practice standard
1/2
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Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 partially meet expectations for carefully attending to the full meaning of each practice standard. The materials do not attend to the full meaning of MPs 4 and 5.

For MP4, students are given models to use and have few opportunities to develop their own mathematical models. In addition, students have few opportunities to compare different models in problem contexts, for example:

  • In Module 3, Lesson 8, Step 3, Teaching the Lesson, “Organize the students into pairs and distribute the resources. Encourage students to use these tools to model and help solve the problem (SMP4)” Students are given the models and are not allowed to come up with their own model.
  • In Module 4, Lesson 4, Step 3, Teaching the Lesson, “Invite the students to model the same thinking on their number tracks. Repeat the activity several times so students become familiar with the count-back strategy using a number track. Each time, emphasize how you are counting back to find the answer. (SMP4)”
  • In Module 7, Lesson 6, Step 2, Starting the Lesson, “Organize students into small groups and distribute the base ten blocks, expanders, and marker. Say, Today I’m going to say a number. I would like you to work as a team to create the number using blocks and write the number on the appropriate expander. The team who creates it correctly (and fastest) wins the round. Say a variety of numbers from 1 to 120. Each time a group wins, invite them to explain their concrete representations and show the number on their expander. Rotate the resources so students can use each twice. (SMP4)”

For MP5, students are given few opportunities to use tools strategically, as they are most often given the tools to use for a problem, for example:

  • Module 2, Lesson 7, Step 3, Teaching the Lesson, “Invite one student to come to the front and use the rabbit to model an addition situation by making one or two hops along the number track (SMP 5)”
  • In Module 4, Lesson 1, Step 2, Starting the Lesson, students solve subtraction problems using counters. “Instruct students to select a tool from the resource center (for example, teddy bear counters or connecting cubes) and use it to represent the equation on the board. (SMP5)”
  • In Module 8, Lesson 6, Step 3, Teaching the Lesson, “Allow time for students to discuss and model their thoughts on the number track. (SMP 5)”

Indicator 2g

Emphasis on Mathematical Reasoning: Materials support the Standards' emphasis on mathematical reasoning by:
0/0

Indicator 2g.i

Materials prompt students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.
0/2
+
-
Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 do not meet the expectations for prompting students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics detailed in the content standards.

There are no opportunities in the Student Journal or assessments for students to construct viable arguments or analyze the arguments or the work of others. MP3 is identified in the Steps portion of the lesson. Teachers are given sentence stems to provide students to promote construction of arguments and justification of student thinking.

Examples where the materials do not prompt students to construct viable arguments or analyze the arguments of others include, but are not limited to:

  • In Module 2, Lesson 2, Step 3, Teaching the Lesson, “Project slide 1 as shown and discuss the points below: What groups of dots are on this domino? What amount would you start with to find the total number of dots? Why? (SMP3)”.
  • In Module 7, Lesson 1, Step 3 Teaching the Lesson, “Ask students to describe a place where they might see 100 objects, hear someone say the number 100, or see the numeral 100 written. Organize students into pairs and allow time for them to brainstorm and make notes about their thinking. (SMP3)”.
  • In Module 10, Lesson 10, Step 3, Teaching the Lesson, “Some students may know the names of 3D objects, so invite them to name the ones they know. Work with everyday terms the students know but be sure to correct any incorrect terminology (for example, a cube is not a square but made from squares.) (SMP3)”.

Indicator 2g.ii

Materials assist teachers in engaging students in constructing viable arguments and analyzing the arguments of others concerning key grade-level mathematics detailed in the content standards.
2/2
+
-
Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 meet expectations for assisting teachers in engaging students to construct viable arguments and analyze the arguments of others concerning key grade-level mathematics.

Teacher guidance, questions, and sentence stems for MP3 are found in the Steps portion of the lessons. In some lessons, teachers are given questions that prompt mathematical discussions and engage students to construct viable arguments, and in other lessons, teachers are provided questions and sentence stems to facilitate students in analyzing the arguments of others, and to justify their answers.

Examples where teachers are provided guidance to engage students in constructing viable arguments and/or analyze the arguments of others include, but are not limited to:

  • In Module 5, Lesson 1, Step 3, Teaching the Lesson, teachers are given the support of, “Allow time for the students to complete the activity, then invite pairs to share the facts they wrote and explain their modeling.”
  • In Module 7, Lesson 1, Step 3, Teaching the Lesson, teachers are given the support of, “Organize students in pairs and allow time for them to brainstorm and make notes about their thinking.”
  • In Module 8, Lesson 9, Step 3, Teaching the Lesson, teachers are given the support of, “Encourage students to explain their thoughts.”
  • Module 9, Lesson 9, Step 3, Teaching the Lesson, teachers are given the support of, “Invite students to share their methods and respond to the thinking of their peers.”

Indicator 2g.iii

Materials explicitly attend to the specialized language of mathematics.
1/2
+
-
Indicator Rating Details

The instructional materials reviewed for ORIGO Stepping Stones 2.0 Grade 1 partially meet expectations for explicitly attending to the specialized language of mathematics.

Accurate mathematics vocabulary is present in the materials, however, while vocabulary is identified throughout the materials, there is no explicit directions for instruction of the vocabulary for the teacher in the Steps portion of the lesson. Examples include but are not limited to:

  • Vocabulary for each module is found under Mathematics, Vocabulary Development. Vocabulary identified in bold print is developed throughout the module. The targeted module vocabulary words can be printed onto cards under the Resources tab. For example, in Module 1, vocabulary includes words such as greater than, less than, and teen numbers.
  • The vocabulary words do not have the definitions.
  • Not all the vocabulary words are in the glossary, for example, object.
  • Materials use the term “Turn around facts,” which is not accurate terminology.
  • Each module contains a parent newsletter. The newsletter highlights key vocabulary and provides the definition for parents in the Glossary section of the newsletter.


Gateway Three

Usability

Not Rated

+
-
Gateway Three Details
This material was not reviewed for Gateway Three because it did not meet expectations for Gateways One and Two

Criterion 3a - 3e

Use and design facilitate student learning: Materials are well designed and take into account effective lesson structure and pacing.

Indicator 3a

The underlying design of the materials distinguishes between problems and exercises. In essence, the difference is that in solving problems, students learn new mathematics, whereas in working exercises, students apply what they have already learned to build mastery. Each problem or exercise has a purpose.
N/A

Indicator 3b

Design of assignments is not haphazard: exercises are given in intentional sequences.
N/A

Indicator 3c

There is variety in what students are asked to produce. For example, students are asked to produce answers and solutions, but also, in a grade-appropriate way, arguments and explanations, diagrams, mathematical models, etc.
N/A

Indicator 3d

Manipulatives are faithful representations of the mathematical objects they represent and when appropriate are connected to written methods.
N/A

Indicator 3e

The visual design (whether in print or online) is not distracting or chaotic, but supports students in engaging thoughtfully with the subject.
N/A

Criterion 3f - 3l

Teacher Planning and Learning for Success with CCSS: Materials support teacher learning and understanding of the Standards.

Indicator 3f

Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development.
N/A

Indicator 3g

Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.
N/A

Indicator 3h

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that contains full, adult-level explanations and examples of the more advanced mathematics concepts in the lessons so that teachers can improve their own knowledge of the subject, as necessary.
N/A

Indicator 3i

Materials contain a teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials) that explains the role of the specific grade-level mathematics in the context of the overall mathematics curriculum for kindergarten through grade twelve.
N/A

Indicator 3j

Materials provide a list of lessons in the teacher's edition (in print or clearly distinguished/accessible as a teacher's edition in digital materials), cross-referencing the standards covered and providing an estimated instructional time for each lesson, chapter and unit (i.e., pacing guide).
N/A

Indicator 3k

Materials contain strategies for informing parents or caregivers about the mathematics program and suggestions for how they can help support student progress and achievement.
N/A

Indicator 3l

Materials contain explanations of the instructional approaches of the program and identification of the research-based strategies.
N/A

Criterion 3m - 3q

Assessment: Materials offer teachers resources and tools to collect ongoing data about student progress on the Standards.

Indicator 3m

Materials provide strategies for gathering information about students' prior knowledge within and across grade levels.
N/A

Indicator 3n

Materials provide strategies for teachers to identify and address common student errors and misconceptions.
N/A

Indicator 3o

Materials provide opportunities for ongoing review and practice, with feedback, for students in learning both concepts and skills.
N/A

Indicator 3p

Materials offer ongoing formative and summative assessments:
N/A

Indicator 3p.i

Assessments clearly denote which standards are being emphasized.
N/A

Indicator 3p.ii

Assessments include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.
N/A

Indicator 3q

Materials encourage students to monitor their own progress.
N/A

Criterion 3r - 3y

Differentiated instruction: Materials support teachers in differentiating instruction for diverse learners within and across grades.

Indicator 3r

Materials provide strategies to help teachers sequence or scaffold lessons so that the content is accessible to all learners.
N/A

Indicator 3s

Materials provide teachers with strategies for meeting the needs of a range of learners.
N/A

Indicator 3t

Materials embed tasks with multiple entry-points that can be solved using a variety of solution strategies or representations.
N/A

Indicator 3u

Materials suggest support, accommodations, and modifications for English Language Learners and other special populations that will support their regular and active participation in learning mathematics (e.g., modifying vocabulary words within word problems).
N/A

Indicator 3v

Materials provide opportunities for advanced students to investigate mathematics content at greater depth.
N/A

Indicator 3w

Materials provide a balanced portrayal of various demographic and personal characteristics.
N/A

Indicator 3x

Materials provide opportunities for teachers to use a variety of grouping strategies.
N/A

Indicator 3y

Materials encourage teachers to draw upon home language and culture to facilitate learning.
N/A

Criterion 3z - 3ad

Effective technology use: Materials support effective use of technology to enhance student learning. Digital materials are accessible and available in multiple platforms.

Indicator 3z

Materials integrate technology such as interactive tools, virtual manipulatives/objects, and/or dynamic mathematics software in ways that engage students in the Mathematical Practices.
N/A

Indicator 3aa

Digital materials (either included as supplementary to a textbook or as part of a digital curriculum) are web-based and compatible with multiple internet browsers (e.g., Internet Explorer, Firefox, Google Chrome, etc.). In addition, materials are "platform neutral" (i.e., are compatible with multiple operating systems such as Windows and Apple and are not proprietary to any single platform) and allow the use of tablets and mobile devices.
N/A

Indicator 3ab

Materials include opportunities to assess student mathematical understandings and knowledge of procedural skills using technology.
N/A

Indicator 3ac

Materials can be easily customized for individual learners. i. Digital materials include opportunities for teachers to personalize learning for all students, using adaptive or other technological innovations. ii. Materials can be easily customized for local use. For example, materials may provide a range of lessons to draw from on a topic.
N/A

Indicator 3ad

Materials include or reference technology that provides opportunities for teachers and/or students to collaborate with each other (e.g. websites, discussion groups, webinars, etc.).
N/A
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Additional Publication Details

Report Published Date: 05/28/2019

Report Edition: 2017

Title ISBN Edition Publisher Year
Joe's Carrots 9.78192E+12 ORIGO Education 2010
A Piece of Pie 9.78193E+12 ORIGO Education 2017

About Publishers Responses

All publishers are invited to provide an orientation to the educator-led team that will be reviewing their materials. The review teams also can ask publishers clarifying questions about their programs throughout the review process.

Once a review is complete, publishers have the opportunity to post a 1,500-word response to the educator report and a 1,500-word document that includes any background information or research on the instructional materials.

Educator-Led Review Teams

Each report found on EdReports.org represents hundreds of hours of work by educator reviewers. Working in teams of 4-5, reviewers use educator-developed review tools, evidence guides, and key documents to thoroughly examine their sets of materials.

After receiving over 25 hours of training on the EdReports.org review tool and process, teams meet weekly over the course of several months to share evidence, come to consensus on scoring, and write the evidence that ultimately is shared on the website.

All team members look at every grade and indicator, ensuring that the entire team considers the program in full. The team lead and calibrator also meet in cross-team PLCs to ensure that the tool is being applied consistently among review teams. Final reports are the result of multiple educators analyzing every page, calibrating all findings, and reaching a unified conclusion.

Rubric Design

The EdReports.org’s rubric supports a sequential review process through three gateways. These gateways reflect the importance of standards alignment to the fundamental design elements of the materials and considers other attributes of high-quality curriculum as recommended by educators.

Advancing Through Gateways

  • Materials must meet or partially meet expectations for the first set of indicators to move along the process. Gateways 1 and 2 focus on questions of alignment. Are the instructional materials aligned to the standards? Are all standards present and treated with appropriate depth and quality required to support student learning?
  • Gateway 3 focuses on the question of usability. Are the instructional materials user-friendly for students and educators? Materials must be well designed to facilitate student learning and enhance a teacher’s ability to differentiate and build knowledge within the classroom. In order to be reviewed and attain a rating for usability (Gateway 3), the instructional materials must first meet expectations for alignment (Gateways 1 and 2).

Key Terms Used throughout Review Rubric and Reports

  • Indicator Specific item that reviewers look for in materials.
  • Criterion Combination of all of the individual indicators for a single focus area.
  • Gateway Organizing feature of the evaluation rubric that combines criteria and prioritizes order for sequential review.
  • Alignment Rating Degree to which materials meet expectations for alignment, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.
  • Usability Degree to which materials are consistent with effective practices for use and design, teacher planning and learning, assessment, and differentiated instruction.

Math K-8 Rubric and Evidence Guides

The K-8 review rubric identifies the criteria and indicators for high quality instructional materials. The rubric supports a sequential review process that reflect the importance of alignment to the standards then consider other high-quality attributes of curriculum as recommended by educators.

For math, our rubrics evaluate materials based on:

  • Focus and Coherence

  • Rigor and Mathematical Practices

  • Instructional Supports and Usability

The K-8 Evidence Guides complement the rubric by elaborating details for each indicator including the purpose of the indicator, information on how to collect evidence, guiding questions and discussion prompts, and scoring criteria.

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