Evaluation for 3.e.1
Materials contain interconnected tasks that build student knowledge.
The curriculum includes support for interconnected tasks that build student knowledge and
provide opportunities for increased independence. Guidance is provided for students to build
and apply knowledge and skills in reading, writing, speaking, listening, thinking, and language.
Additionally, interconnected tasks include components of vocabulary, comprehension, and
syntax and provide opportunities for increased independence.
Examples include but are not limited to:
In “Making Meaning” Grade 2, the students wonder and ask questions before, during, and after
a read-aloud to make sense of a text. The program provides cooperative structures such as
“Turn to Your Partner” and “Think, Pair, Share” to engage students in discussion and increase
the students’ engagement and accountability for participation. For example, in Unit 1, students
practice listening. The teacher prepares students with the procedures to listen during a read-
aloud. The teacher reads slowly and clearly, showing the illustrations and stopping as described.
Vocabulary is clarified as it is encountered in the text, for example: “‘If there was a wonderful
parade’—a parade is a ‘celebration in which musical bands and other groups of people march
together down the street’—‘a wonderful parade in town on Monday, Poppleton would say,
“Too bad. Library day.”’” Throughout and at the end of the text, the teacher facilitates a
discussion: “What did you learn about Poppleton in the part of the story you just heard? Why is
Monday Poppleton’s favorite day? Explain your thinking. What is your favorite day of the week?
Why? What did you do that helped you listen to others today?” This inquiry process requires
students to use interconnected skills. Increased independence is achieved as students learn to
connect new texts to their real world. In Unit 2, students read, discuss, think, and write about
Jamaica Tag-Along and make connections to the text from their own lives. In Making Meaning,
Unit 8, after reading a nonfiction article titled “Snail Food,” students discuss text-to-text
connections, then complete a writing piece comparing two texts based on what they learned.
Throughout the units, there are multiple opportunities for students to apply their knowledge
and skills. The “Making a Reader” units contain questions and tasks designed for students to
read, write, speak, listen, and think. At the beginning of the year, students are asked questions
such as “What do you think is going to happen in the story?” The activities consist of a whole-
class word study sort and a “Turn to Your Partner” to discuss how students knew which words
to put together and details about the story. Later in the year, students transition to
independent reading and work. Students discuss their predictions about the story and then
reflect on the story by discussing what they liked about it. These opportunities embed many
skills for students to build and apply knowledge.
In the Making Meaning “Vocabulary Teaching Guide,” the teacher revisits lessons that support
and supplement reading comprehension lessons from the Making Meaning “Teacher Manual.”
After students are introduced to a word, they practice using it by answering questions that
require them to think about the word in other contexts. Many questions relate the word to
their own experiences, and follow-up questions ask students to explain their thinking,
encouraging them to think deeply about the word. For example, in Week 1, the teacher
reminds students of the story McDuff Moves In and reviews the beginning of the story, where
the little dog falls out of a dogcatcher’s truck. The teacher explains that the word they will be
learning is tumble, which means “fall and roll over and over.” The teacher directs students to a
card and reveals the word. The word card explains that things, as well as people and animals,
can tumble. The teacher gives a few examples: “During an earthquake, books, dishes, and other
things tumble off of shelves, falling every which way. Once, I accidentally knocked over my
son’s toy chest, and cars, trucks, and action figures came tumbling out.” The students talk about
tumbling using prompts: “I tumble when…. I saw someone tumble….” This exemplifies
integrated tasks of writing, speaking, listening, and thinking.