1. MCAS 2.0

2. Shedding Some Light on MCAS 2.0

3. MCAS 2.0 ASSESSES STANDARDS LEARNING

4. K – 2 Focus: Phonemic Awareness Phonics Reading for Meaning

5. K – 2 Focus: Help each child develop Basic Reading Comprehension

6. Help each child develop Reading Comprehension, then move to Standards
Grade 3 Focus:
Help each child develop Reading Comprehension, then move to Standards

7. Test Features
MCAS 2.0 Test Features

8. Test Features
MCAS 2.0 Is about EVIDENCE

9. Test Features
Where’s the EVIDENCE

10. MCAS 2.0 Is Part A, Part B:Evidence
Test Features
MCAS 2.0 Is Part A, Part B:Evidence

11. CLASSROOM PRACTICE
Where is the EVIDENCE?

12. Test Strategy: Select best Example from Part B
Test Features
Test Strategy: Select best Example from Part B

13. MCAS 2.0 Finer Reading Ability
Test Features
MCAS 2.0 Finer Reading Ability

14. MCAS 2.0 More Complex Reading Passages
Test Features
MCAS 2.0 More Complex Reading Passages

15. Test Features
Test skills are mostly: Close reading Inference Central Idea Varied Writing

16. MCAS 2.0 Varied Types of Writing
Test Features
MCAS 2.0 Varied Types of Writing

17. “Write a Text-Based Essay . .” Means use close reading evidence
Test Features
“Write a Text-Based Essay . .” Means use close reading evidence

18. MCAS 2.0 Focuses on 2011 Standards
Test Features
MCAS 2.0 Focuses on 2011 Standards

19. Reading and Writing Standards are Connected: e.g., Folktales & Theme
Standards Features
Reading and Writing Standards are Connected: e.g., Folktales & Theme

20. CLASSROOM PRACTICE
Read for Central Idea, Make a case for Central Idea & Supporting Details

21. CLASSROOM PRACTICE
Build Reading and writing Classroom practice: Read, Discuss, then Write

22. Know your grade level Standards Well
CLASSROOM PRACTICE
Know your grade level Standards Well

23. Differentiate as Needed
CLASSROOM PRACTICE
Differentiate as Needed

24. Use test language in teaching: “text-based evidence”
Classroom Practice
Use test language in teaching: “text-based evidence”

25. CLASSROOM PRACTICE SCAFFOLD AS NEEDED

26. CLASSROOM PRACTICE
Name the Standard

27. Use TERMS: Central Idea,Theme
CLASSROOM PRACTICE
Use TERMS: Central Idea,Theme
Supporting Details,
Inference,
Context Clues
“Sources”

28. But . . . It’s OK to use “Hook,” “Clincher” “Connecting Words”
CLASSROOM PRACTICE
But It’s OK to use “Hook,” “Clincher” “Connecting Words”

29. But . . . It’s OK to use “Hook,” “Clincher” “Connecting Words”

30. Strategy: Use Mini-lessons, “Focus Lessons”
CLASSROOM PRACTICE
Strategy: Use Mini-lessons, “Focus Lessons”

31. CLASSROOM PRACTICE
Teach mini-lessons as needed: “Supporting Details,” “Paraphrasing” for Research

32. CLASSROOM PRACTICE
Learning Development is: Connect with child’s life Details for “Probably True” Frequent Varied Writing

33. MCAS 2.0 Prep is Learning Development
CLASSROOM PRACTICE
MCAS 2.0 Prep is Learning Development

34. Teaching Practice
Always stress:
Where’s the text
evidence ?

35. MCAS 2.0 Prep is Teaching for Understanding, Skills
CLASSROOM PRACTICE
MCAS 2.0 Prep is Teaching for Understanding, Skills

36. MCAS 2.0 Prep is Practice Tests Now, and in March
CLASSROOM PRACTICE
MCAS 2.0 Prep is Practice Tests Now, and in March

37. MCAS 2.0 Prep is Practice Tests, Assess, Re-Teach in New Way
CLASSROOM PRACTICE
MCAS 2.0 Prep is Practice Tests, Assess, Re-Teach in New Way

38. Smother students with Reading Opportunities
CLASSROOM PRACTICE
Smother students with Reading Opportunities

40. CLASSROOM PRACTICE

41. MORE READING VIA TECHNOLOGY

42. Reading Independently Develops Comprehension, Vocabulary, Fluency
CLASSROOM PRACTICE
Reading Independently Develops Comprehension, Vocabulary, Fluency

43. Independent Reading Creates Strong Readers
CLASSROOM PRACTICE
Independent Reading Creates Strong Readers

44. CLASSROOM PRACTICE

45. CLASSROOM PRACTICE

46. MCAS 2.0 requires
Writing:
Idea Development
And CORRECTNESS

47. CLASSROOM PRACTICE
Writing: Use the Writing Process Drafting, Peer Edit, Conferencing, Revision

48. CLASSROOM PRACTICE

49. Peer Editing Provides student Metacognition Learning about Learning
CLASSROOM PRACTICE Short term Teacher Conferencingon writing development, correctness
Peer Editing Provides student Metacognition Learning about Learning

51. CLASSROOM PRACTICE
Peer Editing: Structure Peer Editing Calculated Partners Baby Steps Practice

52. Peer Editing: Scaffold: A Bank of Comments or Two Comments
CLASSROOM PRACTICE
Peer Editing: Scaffold: A Bank of Comments or Two Comments

53. Peer Editing: Students Learn When they are Actively Engaged
CLASSROOM PRACTICE
Peer Editing: Students Learn When they are Actively Engaged

54. CLASSROOM PRACTICE
Peer Editing: Teacher Individual Conferencing helps, but also Students benefit as reviewers

55. Big Questions: How to teach for challenging reading passages?
CLASSROOM PRACTICE
Big Questions: How to teach for challenging reading passages?

56. Big Questions: How to adapt a “Program” for Standards Learning?
CLASSROOM PRACTICE
Big Questions: How to adapt a “Program” for Standards Learning?

57. MCAS 2.0
Test is April Test designs and other resources at mcas.pearsonsupport.com

58. Great Standards Teaching Results in Great Learning