W.E. Houston AcademyKim Callender, Literacy Coordinator

Kim Racine, Math Coach, Test CoordinatorHenry Hamilton, Principal

Heather Jones, Assistant Principal

• To measure and promote student achievement of challenging state curriculum standards

• To provide accurate and meaningful information about student performance

• To meet state and federal accountability requirements

April 23 - 26 NJASK 7-8

April 30 - May 3 NJASK 5 & 6

May 7 – 11 NJASK 3-4

NJ ASK 3 – 5◦ Three reading passages

NJ ASK 6 & 7◦ Four reading passages

Reading passages will include literature as well as informational or “everyday” reading selections

Additional field-test passages and items will be included

Grades 6 -8◦ 36 Multiple Choice◦ 4 Open-Ended◦ 2 Writing Tasks

Day 1: ◦ 1 hr 45 minutes

Day 2: ◦ 1 hr 50 minutes – 2

hrs 10 minutes

Grade 5◦ 31 Multiple Choice◦ 3 Open-Ended◦ 2 Writing Tasks

Day 1: ◦ 90 minutes

Day 2: ◦ 90 minutes

Grade 4◦ 27 Multiple Choice◦ 3 Open-Ended◦ 2 Writing Tasks

Day 1: ◦ 90 minutes

Day 2: ◦ 90 minutes

Grade 3◦ 18 Multiple Choice◦ 3 Open Ended◦ 2 Writing Tasks

Day 1:◦ 90 minutes

Day 2:◦ 90 minutes

The speculative prompt will be presented as a brief scenario. Students will use that scenario as a springboard for writing a story, drawing on stories they have read as well as their own experiences to develop ideas for their stories.

There are two formats for assessing explanatory/expository writing: one will introduce a topic in a brief verbal prompt and ask students to develop a composition about that topic; the second format begins with a poem that introduces a topic. That topic is elaborated further by a brief verbal prompt that students will use as a basis for writing their composition.

For each writing task, students will have 30 minutes to plan and develop their story or composition.

The speculative prompt presents a brief scenario which students will use as a springboard for writing a story, drawing on stories they have read as well as on their own experiences.

Explanatory prompts present students with a topic based on a quotation or adage, or based on a familiar subject. Each is a springboard for the student to write an essay. Explanatory writing is used to share knowledge and to convey ideas and experience. Explanatory writing may be based on the writer’s personal knowledge and experience or on information presented to the writer.

Persuasive writing tasks elicit the student’s point of view on a given controversy or topic arising from interpersonal, school/community, or social contexts.

Most people have a special activity or hobby that they enjoy. Some people collect things while others like to read or play games. What activity do you like to do?

Write a composition describing what you enjoy doing. Explain why that activity is special to you

(Students first listen to and read the Shel Silverstein poem “Moon-Catchin’ Net”)

Has there ever been something you wanted very much that you may or may not have been able to get? Write about what you wanted. Include the following:

What did you want to have and why did you want this?

If you got it, explain how it happened and why you were successful.

If you didn’t get it, explain why not. Explain how you might be successful in getting it in

the future.

When the school bell rang, Katie and Pablo grabbed their books and raced out of the classroom. They had been looking forward to this afternoon all week long. Today they were going to go on an adventure.

Write a story about the adventure Katie and Pablo had after they left school.

Many students enjoy doing something special for their family and friends. For example, they may take care of their younger sibling or help to cook a favorite meal.

Write a letter to your family or friends that describes something special that you would like to do for them. Explain why this would be something special and how your family or friends might react. Be sure to include details and facts to support your explanation.

Life can be full of pleasant surprises. Identify a time when you experienced a pleasant surprise.

Write a composition for your teacher about a time when you experienced a pleasant surprise. Explain why this surprise was unexpected and how it affected your life in a positive way. Be sure to explain your choice by using details and examples.

Consider how the following quotation is related to you.

“Even if you’re on the right track, you’ll get run over if you just sit there.”

--Will RogersCherokee-American, cowboy, comedian, and actor

Write an essay for your language arts teacher explaining what this quotation means to you. Use details, reasons, and examples in your explanation.

WRITING SITUATIONA well-known musical group has offered to give

a free concert at your school. There has been much debate as to when the concert should be held –

during or after school. You decide to write a letter to your principal expressing your opinion about

when the concert should be held.

WRITING TASKWrite a letter to your principal supporting your position whether the concert should be held

during school time or held after school. Use reasons, facts, examples and/or other evidence to

support your position.

MC - multiple choice◦ 1 raw score point

SCR - short constructed-response◦ 1 raw score point

ECR - extended constructed-response◦ 3 raw score point

Grades 6 - 8◦ 42 Multiple Choice◦ 10 SCR◦ 5 ECR

Day 1: ◦ 64 minutes

Day 2: ◦ 69 minutes

Grade 5◦ 43 Multiple Choice◦ 10 SCR◦ 5 ECR

Day 1: ◦ 68 minutes

Day 2: ◦ 68 minutes

Grades 3 & 4◦ 43 Multiple Choice◦ 8 SCR◦ 4 ECR

Day 1: ◦ 63 minutes

Day 2: ◦ 68 minutes

The Short Constructed Response (SCR) part of NJASK grades 3 through 8 will be non-calculator active for all students, including students with disabilities.

In grades 3 and 4, calculators will be permitted on one of the five remaining parts. This part will include multiple choice items and one extended constructed response (ECR) item.

In grades 5 – 8, calculators will be permitted on three of the five remaining parts. These parts will include multiple choice and extended constructed response (ECR) items.

All students are prohibited from using a calculator during the non-calculator active parts of the math test

However, students whose IEP/504 plan allows for its use may use a calculator and or approved manipulatives on the MC and ECR parts of the test of the test if the accommodations is documented in the IEP/504 plan.

PointBreakdown

Grade 3 Grade 4 Grade 5 Grades 6-8

Standard 1 Number Sense and Numerical Operations

20 20 14 13

Standard 2Geometry and Measurement 11 11 12 13

Standard 3Patterns and Algebra 11 11 12 13

Standard 4Data Analysis, Probability and Discrete Math

8 8 12 13

Grade 3 Item: A lunch menu has 3 beverage selections:

water, juice, and milk. The menu also offers 2 sandwich selections: turkey and peanut butter. How many different meals of one beverage and one sandwich are possible? (answer: 6)

Grade 4 Inez has a toy car collection. She has 55 red cars, 67

blue cars, and 123 orange cars. How many cars does she have in all? (answer: 245)

Grade 5 A gallon contains 128 ounces. Paul wants to divide

3 gallons of apple cider equally among the 2 dozen friends at his party. How many ounces of apple cider will each friend receive? (answer: 16)

Grade 6 How many ways can a teacher choose 2 students

from a group of 4 students? (Answer: 6)

Grade 7 On a map, the distance from the library to the park

is 7¼ inches. If the map uses the scale ½ inch = 1 mile, what is the actual distance, in miles, from the park to the library? (Answer: 14½ miles)

Which number would make the number sentence 438 -?= 259 true?

A. 217 B. 211 C. 189 D. 179*

What is the difference of 23.79 –4.93? A. 12.86 B. 18.86* C. 19.86 D. 21.26

If 14 x n = 252, what is the value of n? A. 13 B. 18* C. 23 D. 28

Scientific Processes Science and Society Mathematical

Applications Nature and Process of

Technology Characteristics of Life

Chemistry Physics Earth Science Astronomy and Space

Science Environmental

Studies

The NJ ASK Science assesses 10 core The NJ ASK Science assesses 10 core curriculum content standards – with a focus curriculum content standards – with a focus on the Life, Physical and Earth clusters.on the Life, Physical and Earth clusters.

Science assessment includes four sections, each containing ten multiple choice questions and one open ended question.

Each multiple choice item is worth one point; each open-ended item is worth up to three points. Each open-ended item is scored using an item-specific rubric

Duration of Test – 60 minutes

Life Science (Life & Environment) –40% of the test

Physical Science (Physics & Chemistry)–30% of the test

Earth Science (Geology and Astronomy)–30% of the test

Celestial objects like stars can be seen on a clear Celestial objects like stars can be seen on a clear night using night using

A. a microscopeA. a microscope B. binocularsB. binoculars C. a graduated cylinderC. a graduated cylinder D. a thermometerD. a thermometer

Victor has two glasses. One glass has ice cubes and the other is filled with water. Give three ways the ice and water are different.

After School Tutoring using a variety of NJASK Test Prep materials ie.: Barrons Literacy & Math, Instructivism ELA, Coach Science, Measuring Up ELA & Math, Buckle Down ELA, Math

Small group instruction based on school & district selection test, unit, and benchmark data.

On Demand Open-ended prompt test samples and writing prompts

Exposing our students to the type of questions they will see on the NJASK◦ Assessments◦ Released sample questions from Dept. of Education◦ Homework packets of sample questions

To analyze and compare data over the years to identify areas of strengths and weaknesses

To examine test scores to identify areas of strengths and weaknesses on a grade level and for individual students.

To analyze data and plan instruction based on student needs

To integrate test taking strategies across the curriculum

Check to see students are reading everyday • Read with your child (Books, Newspapers, Magazines) • Help students use the rubric to score their response to

OE questions. • Regularly discuss with your child the main idea, author’s purpose and the theme of the story. • Delve deeply into the book to compare characters and

summarize problem and solution of the story. • Allow children to discuss with you openly about areas for improvements

We prepare our students for math by… Mathematics Curriculum (Investigation) Sample tests and analyze student data to plan for

Instructions Instructional support as needed Problem of the Day (POD) Connect to real world Review materials as needed Kid friendly rubric Allow students to use various strategies to answer

questions

Use rubric to score their response to OE questions Have students create questions for an answer Have students answer questions using pictures, numbers

and words (if applicable) Have students find more than one answer for a given

problem (making change) Review materials from the beginning of the year frequently

Do NOT skip introductory statements, openings, or summary for a passage to follow. A question usually is answered in this section.

Fill in a choice for every answer. Check back in selection for

answers!!!!!! Help students become accustomed

to language of the test. Review direction words.

READ directions. They may contain a helpful tip. For multiple choice items, have students guess when they

have no idea or to leave the bubble blank depending on whether test is counting right answers or deducting for wrong ones.

Use the text, not your life to pick your answer Sometimes it’s important to refer to your life. Prior

experience with vocabulary may trigger the meaning. Learn to read questions Consider what the question is asking. Choose answers that

relate to the question. Teach kids how not to get seduced by facts of the story that were repeated in the answer choice .

Risk an unfamiliar choice. Encourage students to choose a strange word when the other choices have been eliminated.

Use elimination to choose ONE answer. After reading the stem, get rid of the WRONG options.

Check your answers. Revisit questions that give you trouble. Revisit NOT questions.

Abandon negativity. Read the text like you are very interested. Summarize. Summarizing helps you get the BIG PICTURE that is

important when answering about the details. Prioritize. Do the easy questions first and skip the difficult ones. Do

the difficult ones when you finish the easy ones. Note the difficult one wit a tiny dot on the answer sheet next to the number. Remember to go back and erase the dot.

Simplify. Dense text may look overwhelming but may NOT be difficult to read. Use an index card or sheet of paper to block out distractions.

Build reading stamina. Provide opportunities to read for sustained periods of time

The option is usually incorrect if it contains very definite language like always, never, none, all, etc. Few answers are so clear.

The option is often correct if it contains more negotiable language like often, probably, some, usually, etc.

If the stem can be answered by using ONLY your memory or experience, you have chosen the wrong option.

Watch for true answers – even facts from the story- that do not relate to the stem. Check to see if the answers are correct.

Clean up all stray marks on answer sheets that might be scanned.

Normal Routines Balanced Breakfast Try Your Best Attendance/Arrival Share Relaxation Techniques Be Positive ONE test

NJCCS www.state.nj.us/education/assessment New Jersey Department of Education

www.state.nj.us/education/ Search Keywords… “NJASK” “state standardized tests New Jersey” “released NJASK questions”