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. MCAS 2.0
Assesses Learning on
2011 Standards
Test Features

8. MCAS 2.0
Test
Features
Test Features

9. Reading & Writing skills More closely connects
MCAS 2.0 combines
Reading & Writing skills
More closely connects
reading & writing tested areas

10. Test Features
MCAS 2.0
Is about
EVIDENCE

11. Test Features
Where’s the EVIDENCE

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

13. Test Strategy: Select BEST Example from Part B
Test Features

14. CLASSROOM PRACTICE Always build in “Where’s the text evidence
CLASSROOM PRACTICE Always build in “Where’s the text evidence?” Into any class, any reading or writing

15. MCAS 2.0
Finer Reading
Ability
Test Features

16. MCAS 2.0: More Complex Reading Passages
Test Features
MCAS 2.0: More Complex Reading Passages

17. Test Features
Test skills are: Close reading Inference Central Idea Vocabulary Clues Varied Writing

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

19. Reading and Writing Standards are Connected: Folktales and Theme, Central Idea
Standards Features

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

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. In classroom practice Name the Standard:
“Context Clues for Vocabulary”

24. Differentiate as Needed
CLASSROOM PRACTICE

25. DIFFERENTIATE Small mixed ability groups
Text briefer, easier, engaging
Baby steps for gradual work
Helper student or assistant
Small mixed ability groups
DIFFERENTIATE

26. Small homogeneous groups,
Teacher works with struggling students
Graphic organizers, template, sentence frames DIFFERENTIATE
Smaller writing pieces

27. CLASSROOM PRACTICE : SCAFFOLD AS NEEDED

28. Name the
The th
Standard
CLASS-ROOM PRACTICE

29. Central Idea Supporting Details Inference Context Clues “Sources”
Use READING TERMS:
Central Idea
Supporting Details
Inference
Context Clues
“Sources”
CLASSROOM PRACTICE

30. ”Bright Beginnings” “Hook,” “Clincher” “Connecting Words”
But It’s OK to use for writing:
”Bright Beginnings”
“Hook,” “Clincher”
“Connecting Words”
CLASSROOM PRACTICE

31. Strategy:
Use
Mini-lessons,
Focus Lessons
CLASS-ROOM PRACTICE

32. Teach mini-lessons as needed: Look back in Text “Supporting Details,” “Paraphrase” for Research
CLASSROOM PRACTICE

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

34. MCAS 2.0 Prep is
Learning Development
CLASSROOM PRACTICE

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 for Test Familiarity
CLASSROOM PRACTICE
MCAS 2.0 Prep is Practice Tests for Test Familiarity

37. In classroom practice Name the Standard: “Context Clues for Vocabulary”

38. CLASS- ROOM PRACTICE MCAS 2.0 Prep is Practice Tests, To Assess,
Re-Teach in New Way

39. Smother students
with Reading
Opportunities
CLASS- ROOM PRACTICE

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

41. MORE READING VIA TECHNOLOGY

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

43. Develop Strong Writing through
Varied and
Frequent writing for varied purposes, and
Use the Writing Process of Drafting, Peer Edit, and Revision

44. Use Writing Process: Drafting, Peer Edit, Conferencing, Revision, Final Edit
CLASSROOM PRACTICE

45. Peer Editing Provides student Metacognition Learning about Learning
CLASSROOM PRACTICE

46. CLASSROOM PRACTICE
Peer Editing: How to: Structure Peer Editing Calculated Partners Baby Steps Practice

47. Peer Editing Benefits: win-win-win Each Writer gets Instant Feedback Peer Editor learn skills Teacher Burden Lifted
CLASSROOM PRACTICE

48. Peer Editing: Scaffold peer editing Start small A Bank of Comments or Two Comments
CLASSROOM PRACTICE

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

50. Peer Editing: Teacher Individual Conferencing helps, Students benefit as reviewers too!
CLASSROOM PRACTICE

51. NEW TEST QUESTION TYPE
TEXT-BASED ESSAY

52. “Write an Essay . .”
Means grade level
Standard Facets
Test Features

53. Use the Text for material for the writing
ALERT ! Big Change:
“Text-Based Essay”
Opinion
Essay,
Narrative
Use the Text for material for the writing
Extend Narrative
using
passage
elements

54. “TEXT BASED ESSAY” SAMPLE QUESTIONS
TEST SAMPLE ITEMS

55. Present and develop a narrative that uses details from the passage.
This question is a text-based essay question. Write your essay in the space provided. Your essay should:
Present and develop a narrative that uses details from the passage.
Include correct grammar, spelling, punctuation
At the end of the passage, Howie tells Kevin that he is not making a good case. Write an original story that describes what Kevin does next to try to change Howie’s mind about paying for Cromwell’s training.

56. This question is a text-based essay question
This question is a text-based essay question. Write your essay in the space provided. Your essay should:
Present and develop a central idea.
Provide evidence/details from the passage(s).
Include correct grammar, spelling, and punctuation.
Write an essay that explains how the article and the poem portray the blizzards of Be sure to use information from the article and the poem to develop your essay.

57. This question is a text-based essay question
This question is a text-based essay question. Write your essay in the space provided. Your essay should:
Present and develop a central idea.
Provide evidence/details from the passage(s).
Include correct grammar, spelling, punctuation.
Based on the passage, write an essay to explain how Alex changed as he spent more time with Irene. Be sure to use information from the passage to develop your essay.

58. Argument and Essay Facets
Introduction
Reasons support introduction t
Linking words and phrases
Word choice
Conclusion
Argument and Essay Facets

59. NARRATIVE WRITING FACETS
Establish story
Use dialogue, description
Transitional words
Concrete words
Conclusion
NARRATIVE WRITING FACETS

60. Great Standards Teaching Results in Great Learning

61. Big Question How to adapt a “Program” for Standards Learning?
CLASSROOM PRACTICE
Big
Question
How to adapt a “Program”
for Standards Learning?

62. How to teach for challenging reading passages?
CLASSROOM PRACTICE
Big Question:
How to teach for challenging reading passages?

63. ELA MCAS
April 2 –
May 4
TEST DATES