1. 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

2. MCA-II Sample Question

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

4. MCA-III Sample Question

5. MCA-II Making Inferences & Drawing Conclusions

6. MCA-II Sample Question

7. MCA-III Making Inferences

8. MCA-III Sample Question

9. MCA-II

10. MCA-II Sample Question

11. MCA-III

12. MCA-III Sample Question

13. MCA-II: Cause-Effect

14. Compare/Contrast MCA-II

15. MCA-III: Cause-Effect

16. Compare/Contrast MCA-III

17. 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?

18. 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.

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

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

21. Geometric vs. Arithmetic
Sequences
Geometric vs. Arithmetic

22. Interpreting Charts/Data

24. 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)?