march 10 tosa newsletter
TRANSCRIPT
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M.A.P.
Test DesignVolume 4, Issue 5
TOSA Tribune
March 2010
Nixa Public Schools
M.A.P. Test Design
and Emphasis
1
R2C and R3C
Making Breakfast
Count
2
Graphic Organizers 2
Games Enhance Stu-
dent Achievement
3
4
Inside this issue:3rdGrade
Communication Arts
Test Design
Session SR CR WP Timing
1 8-12 4 0 55-65
2 0 0 1 60-90
3 38-41 0 0 51
4 4-6 0 0 15-20
4th,
5th,
6th
Communication Arts
Test Design
Session SR CR WP Timing
1 8-12 4 0 55-65
2 38-41 0 0 51
3 4-6 0 0 15-20
3rd,
5th, 6th
Grades
Math
Test Design
Session SR CR PE Timing
1 18 0 0 35-45
2 24-36 0 0 50
3 8 4 0 25-35
4th
Grade
Math
Test Design
Session SR CR PE Timing
1 18 0 1 40-55
2 24-36 0 0 50
3 8 4 0 25-35
Communication Arts
Strand
3rd Grade
Emphasis
4th Grade
Emphasis
5th Grade
Emphasis
6th Grade
Emphasis
Writing Standard English 22% 15% 18% 20%
Writing Formally 10% 3% 3% 2%
Reading Fiction and Nonfiction 68% 82% 79% 78%
Math
Strand
3rd Grade
Emphasis
4th Grade
Emphasis
5th Grade
Emphasis
6th Grade
Emphasis
Numbers and Operations 33% 35% 28% 29%
Geometric and Spatial Relation-
ships18% 15% 17% 14%
Measurement 17% 20% 17% 14%
Data and Probability 10% 10% 16% 24%
Algebraic Relationships 22% 20% 22% 19%
Intermediate
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TOSA Tribune Intermediate
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 kick-
tarts the metabolism, which slows down
overnight. Many studies show that, com-
pared to children who do eat breakfast,
hose who skip this meal do not perform as
well in areas such as numeracy, problem
olving, information selection and recall
nd language skills.
Graimes, N. (2004). Brain Foods for Kids: Over 100 recipes
o boost your childs intelligence. Bantam Dell Publishing
Graphic Organizers
Directions: Blah, Blah, Blah, Blah, Blah,
Blah, Blah, Blah, Blah, complete and label
the graphic organizer.
_________________________
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 com-
plete it before moving to the next question. La-
beling is an easy point you dont want your stu-
dents to miss.
Making Breakfast Count
Boy
Friendly
______
______
Girl
Grumpy
______
______
______
______
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Volume 4, Issue 5
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 classroomteachers 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 re-
viewed after playing the game.
Have students revise their notesWhen a game has ended
and the class has discussed difficult terms and concepts re-
lated to content, the teacher should give students time to
revise their notes.
One-Stop Review
Game Templateshttp://jc-schools.net/tutorials/Ppt-games/
Are You Smarter than a Fifth Grader?
PasswordWheel of FortuneJeopardy
Who Wants to Be a Millionaire?Twenty Questions
Weakest LinkConcentrationHillsborough Squares
Games Enhance Student Achievement
http://jc-schools.net/tutorials/Ppt-games/http://jc-schools.net/tutorials/Ppt-games/http://jc-schools.net/tutorials/Ppt-games/ -
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Volume 4, Issue 5
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 ConferencesGuided Reading with Purpose
Writers 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 class-
room 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 ques-
tions.
_____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 vestedeffort 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.
http://www.nixastaffresources.net/http://www.nixastaffresources.net/http://www.dese.mo.gov/divimprove/curriculum/commarts/documents/ca_standards_interp_111208.pdfhttp://www.dese.mo.gov/divimprove/curriculum/commarts/documents/ca_standards_interp_111208.pdfhttp://www.dese.mo.gov/divimprove/curriculum/commarts/documents/ca_standards_interp_111208.pdfhttp://www.nixastaffresources.net/