where we are going?; where we are now?; and how can we close the gap? assessment literacy and the...
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Where We Are Going?;
Where We Are Now?; and
How Can We Close the
Gap?
ASSESSMENT LITERACY AND THE
MAP TEST
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“I have been taking the MAP test since third grade~ I have never known
why!”Katelyn- Garrett Grade 5
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I will be able to explain the importance of the MAP test. Why do we take the MAP test?
Students discuss question at table Students give a “shout out” of ideas
What Hazelwood School District activities are important to you? Students complete a 4 corner activity-writing down their ideas
Explain to students that these activities can only happen if everyone “pulls their own weight” MAP- ELA and MATH, and Science Attendance
Have a compelling conversation with students Students draw a picture in their portfolio of the activity that is
important to them. Students evaluate their personal IBDs and set goals accordingly. Students work on independent goals in stations.
LESSON PLAN
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“To get smarter”“To get good grades”“Because we have to”“To pass Fifth Grade”“For you to get paid”“To compare us to other students”
WHY STUDENTS THINK THEY TAKE THE MAP TEST
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HAZELWOOD SCHOOL DISTRICT EXTRA CURRICULAR ACTIVITIES
Football
ART
Cheerleading
Dance TeamDra
ma
BasketballRobotics
Student CouncilNHS
Volleyball
soccer
chorusSwimming
GalacticForeign Language
ACT Prep
Baseball
DECA
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3-5 Math (MAP) 3-5 ELA (MAP) 3-5 Science (MAP) Attendance
TELL STUDENTS WHAT THEIR RESPONSIBILITIES ARE…..
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“I will be so upset if they don't have baseball when I get to high school-
Come on guys, we can do this!”
Austin- Garrett Grade 5
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MAP ScoresPersonal IBDsGrade Level IBDs
(previous year)
WHERE WE ARE GOING…..
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Stations should have 2 or 3 activities for each IBD
Students will use a checklist to complete activities.
Teacher will provide descriptive feedback during conference time.
POSSIBLE “HOW WE ARE GOING TO GET THERE”
ACTIVITIES
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WHERE WE ARE NOW…..(PERSONAL IBDS)
reading nonfiction CR Apply post-reading skills to demonstrate comprehension of text: draw conclusions 2 2 100
reading fiction/poetry/drama MC
Identify and/or explain examples of sensory details, sound devices and figurative language in text along with basic literary techniques 0 1 0
reading nonfiction MCApply post-reading skills to demonstrate comprehension of text: draw conclusions 1 1 100
reading nonfiction CR Use details from text to identify and explain author's purpose 0 2 0
reading fiction/poetry/drama MCApply post-reading skills to demonstrate comprehension of text: draw conclusions 0 1 0
reading nonfiction CR Apply post-reading skills to demonstrate comprehension of text: draw conclusions 2 2 100
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Elementary-Middle School looks at the tests to determine classes and .
Middle SchoolHigh School looks at the test scores to determine classes .
High SchoolColleges look a course work to determine admissions and scholarship.
STUDENTS NEED TO BE AWARE THAT THE MAP IS A STEPPING
STONE
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Students use information from Personal IBDs to set goals.
If students do not have MAP information- Use Evaluate Year Skills/Strands
Check in with students each week to discuss progress
SETTING GOALS USING PORTFOLIO
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Students can hit any target they can see and holds still for
them”Rick Stiggins
ASSESSMENT LITERACY AND MAP