Feedback Report

Should we be asking a color question for a black and white page?

Why is income capitalized, but not gift? Be consistent. Check for this error in other levels. (Noticed in grade 1 also)

Consider switching columns so that teacher directions are in the second column and skill or concept is in the first column to match almost all other checklist and tables in the series.

Consider adding "a" to the nouns in the boxes to encourage proper article usage. "a circle", "a building", "a face", "a head", especially as students will be writing sentences with these words.

Should "book" be "books" as the picture is of several books?

Consider changing "get on bus" to "get on the bus" to encourage correct article usage.

Consider changing "get off bus" to "get off the bus" to encourage correct article usage.

Consider changing to "I have _________ cubes on my paper/in my hand."

Center the word "more" in its cell. Perhaps there is a hard line break after the word, forcing it to the top of the cell.

Consider changing "It is a(n) ___________ expression (addition/subtraction)" to "It is ___________ expression (an addition/a subtraction)" to scaffold as article usage is difficult for kindergarteners and especially emergent bilingual students.

Consider changing directions from "Draw lines to match each drawing with a number sentence." to "Draw lines to match the number sentence to the drawing it represents." for clarity of directions.

Change "noticed" to "notice" in second sentence to remain consistent with other sentences.

"Circles" and "Triangles" should not be capitalized to be consistent with page 179 and to encourage students to understand rules of common and proper noun capitalization rules.

Consider changing "Some were red and some were yellow" to "Some apples were red and some were yellow" to be consistent with page 197 and to encourage students to be specific in their mathematical speaking.

Consider changing "Then circle the connecting cubes to match the number" to "Then circle that number of connecting cubes." for clarity of directions.

The picture for the word planet is a little vague. Consider using a picture of Saturn to connect better for the students.

Be consistent with graph labels. Some are capitalized while others are not. This feedback applies to all titles across all grades.

"TWO" is all caps and bold and written out. This is inconsistent with directions in all components. Change to the numeral 2 and unbold for consistency. Consider adding these guidelines to a style guide.

Change "Fruit" to "Pieces of fruit" to model correct usage of count and non-count nouns.

Change "hand sanitizers" to "bottles of hand sanitizer" to encourage correct usage of academic language surrounding count and non-count nouns. Non-count nouns such as "hand sanitizer" cannot be pluralized. It would be as if we said "milks" instead of "bottles of milk."

On these pages, sometimes there is a word bank and the images are included in the sentences. Sometimes there is no word bank and pictures are included. Choose one style and be consistent.

Add the word "counters" after the blank to be consistent with page 271 and to encourage students to use proper labels in their mathematics epeaking.

Consider lowercase for the words of the shapes

<p>Consider splitting directions onto the page where the problem is located. For example, the directions for problems 3 and 4 are on page 305 but the only problem on this page is problem 3. It seems like the directions would be best understood if they were on the same page as the problem. Consider this feedback throughout the series.</p>

<p>Consider giving the mail carrier a gender to avoid use of "they" as some could see this as a politically charged gender issue.</p>

This is a cover page for the "Show What You Knows" section of the assessment resources. This phrasing seems awkward. Consider adding the word "Activities."

<p>Change "had" to "has" to keep verb tenses parallel.</p>

<p>Do not capitalize "hamster." While it might seem clever to call the pet "Harry the Hamster," students need to see correct usage (do not capitalize common nouns) in their textbooks.</p>

<p>lower case the words "quarters" and "nickels" so that students do not begin to capitalize these common nouns.</p>

<p>Change "How could" to "How can" to keep verb tenses parallel.</p>

<p>In the story problem, use an em dash to introduce a list instead of a comma. "...2 different colors–orange and blue." Change the sentence stem from "He has _ orange and _ blue" to "He has _ orange fish and _ blue fish" to encourage students to label the elements in story problems.</p>
Rationale: https://www.merriam-webster.com/grammar/em-dash-en-dash-how-to-use

Be consistent with italics and bold text with words such as "fewer", "more", and "same". Some are italicized while others aren't. Also, sometimes the italics move to the next word. Pg 45 "number" is italicized and on pg 193 "than."

For the titles "Story problem" and "Drawing and number sentence" use a lower case s and d or use title case. " story problem" or "Story Problem" to be consistent.

<p>"more" is not in italics in sentence one, but is in sentence two. Correct for consistency.</p>

Change "the cubes are" to "these cubes are" to be consistent with "this cube is" below. Make this change on page 7 also.

<p>Be consistent with use of italics. The words "more" and "less" are not italicized on this page, but they are italicized on page 506.</p>

<p>Change directions to be consistent with those on page 522. Add the words "Draw lines to" at the beginning of the sentence.</p>

<p>Consider changing sentences like this "Count by 10 to 100 with your partner, starting at 0." to "With your partner, count by 10...." for clarity.</p>

Numbers in the directions are bold. No other directions throughout the series are bold text. Consider unbolding for consistency.

<p>Consider changing the sentence from "Number sentences about adding can look different." to "Number Sentences can be written in different ways." to be more academic.</p>

<p>Directions say, "Circle the object that is lighter." However, the second picture for problem number 2 is a set of paper clips. Consider changing the picture to be one paper clip or consider changing the directions.</p>

As mentioned before, with a two-sided paper, consider splitting the directions onto the pages with their corresponding problems so students do not have to flip back and forth.

Consider adding some space between the two images in problem 4.

If you capitalize the first word in the header row, then use title case for all the words. "Shapes with 4 sides" would be "Shapes with 4 Sides" . Or lower case the S in "Shapes." Consider addressing this issue of how to format heading rows in tables and add to style guide.

Consider changing the picture of the sun to a more cartoony sun with rays to help students connect the word to an image more easily.

Page 81 says, "Start on the black dot. Trace the number." This direction is not provided on pages 36, 41, 46, and other pages. Please make a decision to include it or not and apply consistently across the series.

Again, I could not find the url to the student page so I included the link to the teacher's edition for you to see the error.

<p>On these pages, sometimes the number 2 is bolded and sometimes it is not. Sometimes the number is written as a numeral and sometimes it's written as a word. Consider using the word when referring to instructions (circle two shapes) and the numeral only as part of a word problem. Check the rest of the title for this error to be consistent. Consider making a style guide for this error and apply throughout this set of texts for all grade levels.</p>

consider adding the Spanish word for "ingredient" to support Spanish speakers.

Format the words "SHORTER" and "LONGER" the same way as on other pages to be consistent. (Lower case and italics.)

Be consistent with use of "Draw a straight line" and "Draw lines to." Consider using the language on page 96 number 4 for all of the directions. The directions on pg 96 seem more appropriate than the ones on 95. (So that the students know to draw one line per problem.)

This should read as EACH ASSESSMENT ITEM HAS IDENTIFIED OPPORTUNITIES FOR THE TEACHER TO RESPOND TO STUDENT THINKING, REFERENCING SPECIFIC MINI-LESSONS, CENTERS, AND OTHER TEACHING ESSENTIALS.

This adjustment provides more clarity to the text.

The materials use the words fluency and automaticity interchangeably. these errors can lead to confusion between the two words. This does not align with the TEA definitions of fluency and automaticity.

There are several instances where there should be a comma after the word "Then". Pages 117 and 124 are just two examples. However, there are several more throughout the student edition.

The directions should read something similar: Circle the word gift or income to show if this story shows someone earning income or receiving money as a gift. Explain how you know.

Description:
The title of the lesson reads "Numbers, Lots of Ways"
The lesson objective reads " Let's show numbers in different ways and compare them."
The directions at the bottom of page 126 read "Show the number in as many ways as you can.

Suggestion:
The academic term for showing numbers in many ways is Number form. To provide students with academic vocabulary and clearer directions, the phrase "many ways", "different ways", and "lots of ways" should be changed to number form. "Number form" typically refers to how a number is written, either as a numeral (e.g., 123), in words (e.g., one hundred twenty-three), or in expanded form (e.g., 100 + 20 + 3). It can also refer to a "number form" as a mental representation of numbers.

Description:
The directions read "Compare the numbers. Circle the number that is more. Put an X on the number that is less.

Suggestion:
The directions would be more precise with transitional words and would make the directions flow.

Example: Compare the numbers. Then circle the number that is more and put an X on the number that is less.

In the first sentence of the paragraph, the letter "quantity" should be changed to "amount" and as well as in the second sentence, the word "Students" should be changed to "They'' for better smoothly of the sentence and avoiding repetition of the words.

Changed: "rumbles and growls and groans" as "rumbles, growls, groans" for smoother rhythm and correct punctuation.

After the phrase: "Mr. Guzman was sad that people" the phrase "could not use the lending library" should be changed as "people could no longer use the lending library," for slightly improvement in flow and clarity.

The subheadings of the page: the letters should be capitalized as (title case) "A Structured Approach to Problem-Based learning" as well as the other headline of the subtitle "Access to Grade-Level Math for Every Student, Every Day" since it's the headlines of the subtitles of the book, so it can stand out when reading it.

The subtitles of the page should be capitalized as "Students' Thinking is Valuable and Can Be Made Evident" and as well the other headline subtitle in the same page should be capitalized as, "Math That Motivates Students". The headlines of a book should be capitalized for better understanding and reading.

The directions read:
Look at the written number on the card. Put that number of toppings on the salad.

Suggestion:
The directions may be unclear to kindergarten students and give them too much autonomy. To eliminate room for confusion the students, I would suggest providing salad topping options for students to choose from, and maybe a symbol to represent each topping on the salad. Directions that are clearer will help the warm-up flow, eliminate confusion for the students, and allow the teacher to stick to the suggested time for a warm-up.

This is a repeated error. Here are a few examples, but it's throughout the introduction pages.
The bold type font is not necessary on the following words:
- student-led
- problem-based
-key background information
- suggestions
- problems to share
- hints
- sample responses
- personalized
- evidence-based
- conceptual understanding
- strategy-based
- digital math
- games

To make the first direction clearer, add "read your number." Ex- "1. Circle your number and read your number."

It would be helpful, especially for a new teacher, to include in your Choral Count routine to begin counting at any given number (as stated in the TEKS) and count up to 100.

Adding a teacher direction along the lines of "use mental math" to guide students to use a mental math strategy will strengthen this activity.