![]() Instruction is strategic and systematic, spending the majority of time dedicated to the primary focal areas for the grade level. The materials provide students enough practice opportunities to master content as outlined in the fifth grade Texas Essential Knowledge and Skills (TEKS). #GO MATH MATHBOARD PROFESSIONAL#The publisher submitted the technology, cost, and professional learning support worksheets.The visual design of student and teacher materials is neither distracting nor chaotic.Materials are designed in a way that allows LEAs the ability to incorporate the curriculum into district, campus, and teacher design and considerations, however there is no specific guidance for implementation that ensures the sequence of content is taught in an order that is consistent with developmental progression of mathematical concepts and skills.Materials include a cohesive, year-long plan with practice and review opportunities that support instruction the plan does not show how instruction vertically aligns year to year.Materials include supports for English Learners (ELs) with sequenced and scaffolded linguistic accommodations that commensurate with various levels of English language proficiency.Instructional methods appeal to a variety of learning interests and needs.Materials include guidance, scaffolds, supports, and extensions that maximize student learning potential targeted instruction and activities are provided for students who struggle with content mastery.Materials include frequent, integrated formative assessment opportunities and routine progress monitoring opportunities.Guidance is provided for teachers and administrators to analyze and respond to data, however administrators are not provided with the guidance or tools needed to support teachers.Materials include developmentally appropriate diagnostic tools, however little guidance is provided for teachers and students to monitor progress.Materials prompt students to effectively communicate and justify mathematical ideas, reasoning, and their implications in multiple representations teachers receive limited guidance in structuring and facilitating these discussions. ![]() ![]()
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