Context Clues MCA-II I.B.2 Students will analyze word structure and

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Presentation transcript:

Context Clues MCA-II I.B.2 Students will analyze word structure and use context clues to understand new words. I.B.3 Students will recognize and interpret words with multiple meanings. Only as a part of the introductory statement

MCA-II Sample Question

Context Clues MCA-III Only as a part of the introductory statement

MCA-III Sample Question

MCA-II Making Inferences & Drawing Conclusions

MCA-II Sample Question

MCA-III Making Inferences

MCA-III Sample Question

MCA-II

MCA-II Sample Question

MCA-III

MCA-III Sample Question

MCA-II: Cause-Effect

Compare/Contrast MCA-II

MCA-III: Cause-Effect

Compare/Contrast MCA-III

MCA-III Math Sample Items: How deeply/differently are students being asked to think on MCA-III? Is it different than our instructional resources? How can we “tweak” or enhance our instructional resources to promote deeper thinking?

Promoting Complex Thinking While mg + mh = m(g + h) is different from many math textbooks, we can open up thinking even more: mg + mh = Write as many statements as you can that are different from and equal to mg + mh. Identify the property that is used for each one.

Math Sample Question Which way do we need to work our thinking?

Promoting Complex Thinking Or . . . Write a statement to illustrate each property listed below: Associative Commutative Distributive Identity

Geometric vs. Arithmetic Sequences Geometric vs. Arithmetic

Interpreting Charts/Data

Interpreting Charts/Data In our classes (math, business, social studies, science, technology, industrial tech, FACS, English, phy. ed., health, ) are students: Gathering their own data through surveys, observation, research, etc.? Analyzing and Interpreting data? Plotting their data or provided data using various charts and graphs to examine differences in what various charts/graphs can tell us (and which are most appropriate for the context)?