Focus & Coherence
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.
AI proposed
Both required components are supported by structural evidence. For prior-knowledge connections, the teacher guides build coherence through narratives describing 'connections to prior...grade-level work' [E1], a 'building on' standards-alignment category that explains how activities reflect work of prior grades [E5], pre-assessments and initial lessons that activate prior knowledge [E11], and progressions-document mappings tied to each unit [E4]. For future-content identification, the materials use 'building towards' alignments [E5], 'upcoming grade-level work' narratives [E1, E11], cross-grade progression resources connecting grade-level topics to later concepts like fraction division [E7], and explicit cross-grade extensions in 'Are You Ready for More?' [E3]. These are explanatory relationships, not bare standard codes, satisfying the Evidence Guide note.
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Evidence Guide· what the rubric asks for · click to expand
Indicator 1f Content from future grades is identified and related to grade-level work, and
materials relate grade-level concepts explicitly to prior knowledge from earlier
grades.
Scoring
2 points
● Content from future grades is
identified and related to
grade-level work.
AND
● Materials relate grade-level
concepts explicitly to prior
knowledge from earlier grades.
1 point
● Content from future grades is
not identified and related to
grade-level work.
OR
● Materials do not relate
grade-level concepts explicitly
to prior knowledge from earlier
grades.
0 points
● Content from future grades is
not identified and related to
grade-level work.
AND
● Materials do not relate
grade-level concepts explicitly
to prior knowledge from earlier
grades.
About this indicator:
What is the purpose of this Indicator?
This indicator, along with indicators 1c, 1d, 1e, and 1g, determines the shift of Coherence. This indicator examines
vertical coherence through identifications of future content related to grade-level work and relations of grade-level
concepts explicitly to prior knowledge from earlier grades.
ALL standards in the CCSSM should be considered throughout evidence collection for Gateway 1 indicators 1b,
1c, 1d, 1e, 1f, and 1g.
Research or Standards connection:
● Common Core State Standards for Mathematics (CCSSM)
● K-8 Publishers' Criteria for the CCSSM (Summer 2012)
● Student Achievement Partners (SAP) Instructional Materials Evaluation Tool for K-8 Mathematics
● Achieve EQuIP Rubric for Lessons & Units
Resources:
● Video: "The Balance Between Skills and Understanding" (The Hunt Institute)
● SAP Coherence Map
● Institute for Mathematics Education Progressions Documents
Indicator 1f Guiding Question:
Is content from future grades identified and related to grade-level work?
Do the materials relate grade-level concepts explicitly to prior knowledge from earlier grades?
Evidence Collection
Identify evidence at the chapter/unit level and/or lesson level where grade-level content is related to future
learning.
Identify evidence at the chapter/unit level and/or lesson level where prior learning is explicitly related to
grade-level content.
Note: The explicit relationship of grade-level concepts to prior knowledge should include the content of the
standards. If the materials include a standard code(s) with no explanation on the relationship to grade-level
content, that is not sufficient to meet the expectations for this indicator.
Cluster Meeting
Consider the following question(s) as evidence is synthesized:
● Is future learning identified and related to grade-level content? Where? How?
● Is prior learning explicitly identified and related to grade-level learning? Where? How?
Gateway 1: Focus & Coherence
Criterion 1.2 Each grade’s materials are coherent and consistent with the Standards.
Retrieved evidence (12 chunks)
- E1 · k5-teacher-guide — im.kendallhunt.com/k5/teachers/teacher-guide/design-principles.htmlrel 0.62
- E2 · grade-6 — im.kendallhunt.com/MS/teachers/1/9/index.htmlrel 0.52
- E3 · ms-teacher-guide — im.kendallhunt.com/MS/teachers/how_to.htmlrel 0.51
- E4 · k5-teacher-guide — im.kendallhunt.com/k5/teachers/teacher-guide/about-these-materials.htmlrel 0.51
- E5 · ms-teacher-guide — im.kendallhunt.com/MS/teachers/design_principles.htmlrel 0.49
- E6 · grade-6 — im.kendallhunt.com/MS/teachers/1/9/resources.htmlrel 0.48
- E7 · k5-teacher-guide — im.kendallhunt.com/k5/teachers/teacher-guide/about-these-materials.htmlrel 0.47
- E8 · k5-teacher-guide — im.kendallhunt.com/k5/teachers/teacher-guide/how-to-use-the-materials.htmlrel 0.47
- E9 · ms-teacher-guide — im.kendallhunt.com/MS/teachers/how_to.htmlrel 0.46
- E10 · grade-6 — im.kendallhunt.com/MS/teachers/1/9/assessments.htmlrel 0.46
- E11 · ms-teacher-guide — im.kendallhunt.com/MS/teachers/design_principles.htmlrel 0.46
- E12 · grade-6 — im.kendallhunt.com/MS/teachers/1/6/18/preparation.htmlrel 0.46
Evidence is stored as references + retrieval scores (the chunk text isn’t snapshotted); open the source to read the passage in context.