March 10 TOSA Newsletter | Educational Assessment | Curriculum

# TOSA Tribune

Nixa Public Schools

Intermediate M.A.P.—Test Design
Communication Arts Test Design
SR CR WP Timing 3rd, 5th, 6th Grades Session SR

March 2010
Volume 4, Issue 5

Math Test Design
CR PE Timing

Inside this issue:
M.A.P. Test Design and Emphasis 1

1 2 3 4

8-12 0 38-41 4-6

4 0 0 0

0 1 0 0

55-65 60-90 51 15-20

1 2 3

18 24-36 8

0 0 4

0 0 0

35-45 50 25-35

R2C and R3C Making Breakfast Count

2

4th, 5th, 6th Session SR

Communication Arts Test Design
CR WP Timing

Math Test Design
CR PE Timing

Graphic Organizers

2

1 2 3

8-12 38-41 4-6

4 0 0

0 0 0

55-65 51 15-20

1 2 3

18 24-36 8

0 0 4

1 0 0

40-55 50 25-35

Games Enhance Student Achievement

3

Communication Arts Strand
Writing Standard English Writing Formally Reading Fiction and Nonfiction

22% 10% 68%

15% 3% 82%

18% 3% 79%

20% 2% 78%

Math Strand
Numbers and Operations Geometric and Spatial Relationships Measurement Data and Probability Algebraic Relationships

33% 18% 17% 10% 22%

35% 15% 20% 10% 20%

28% 17% 17% 16% 22%

29% 14% 14% 24% 19%

Making Breakfast Count
Breakfast is seen as the most important meal of the day, since it replenishes vital brain nutrients and glucose levels that are depleted overnight. Breakfast also kickstarts the metabolism, which slows down overnight. Many studies show that, compared to children who do eat breakfast, those who skip this meal do not perform as well in areas such as numeracy, problem solving, information selection and recall and language skills.
Graimes, N. (2004). Brain Foods for Kids: Over 100 recipes to boost your child’s intelligence. Bantam Dell Publishing

Graphic Organizers
Directions: Blah, Blah, Blah, Blah, Blah, Blah, Blah, Blah, Blah, complete and label the graphic organizer.

_________________________

Boy Friendly ______ ______

______ ______

Girl Grumpy ______ ______

A common mistake students make on the M.A.P. test is forgetting to label the graphic organizer. Oftentimes, students see the blanks inside the graphic organizer and simply complete it before moving to the next question. Labeling is an easy point you don’t want your students to miss.

TOSA Tribune Intermediate

Games Enhance Student Achievement
Cell phones, IPods, Computers, Video Game Systems — students are inundated with games in their daily lives. How often do you use games in your classroom? R. Marzano (2010) stated, “I have been involved in more than 60 studies conducted by classroom teachers on the effects of games on student achievement. These studies showed that, on average, using academic games in the classroom is associated with a 20 percentile gain in student achievement.” In classrooms showing the greatest gains, teachers did specific things like: Use inconsequential competition — make sure the stakes are not too high and the reward inconsequential and fun. Target essential academic content. Debrief the game — Discuss and synthesize information reviewed after playing the game. Have students revise their notes—When a game has ended and the class has discussed difficult terms and concepts related to content, the teacher should give students time to revise their notes.

One-Stop Review Game Templates
http://jc-schools.net/tutorials/Ppt-games/
Are You Smarter than a Fifth Grader? Password Wheel of Fortune Jeopardy Who Wants to Be a Millionaire? Twenty Questions Weakest Link Concentration Hillsborough Squares Volume 4, Issue 5

Page 3

M.A.P. Checklist
_____1. I teach the written curriculum. _____2. I assess the written curriculum. _____3. I pace the year to cover the needed curriculum in a timely manner. _____4. I use “Best Practices” when teaching — not “sit and get,” but research-based practices like: Kagan Cooperative Learning Structures Math Investigations (K-4) SSR and Writing Conferences Guided Reading with Purpose Writer’s Workshop _____5. I use the proper DESE released vocabulary when teaching. _____6. I access our curriculum page (www.nixastaffresources.net) and utilize MAP released information from DESE — including the questions from the Communication Arts Show-Me Standards Interpretations document. _____7. I administer cold assessments. _____8. I give descriptive feedback to my students about missed items on cold assessments and classroom tests. _____9. I give some “timed” assignments to teach students how to pace themselves when taking a timed test. _____10. I use the data from the benchmark tests and reteach items, if necessary. _____11. I have my students use at least two details from the text in Com. Arts when answering questions. _____12. My students can write a friendly letter with a controlling idea in their sleep. _____13. I give my students partially completed graphic organizers and ask them to title them. _____14. I know which areas my grade scored below 70% on the M.A.P. test last year, and I make a vested effort to improve those areas. _____15. I teach my students test-taking skills. _____16. I collaborate with my colleagues and ask questions/share ideas. _____17. I keep a positive attitude about the M.A.P test because my students will reflect my attitude.

Volume 4, Issue 5

Page 4