Presentation on theme: "The Meitzav The LOTS & HOTS OF IT"— Presentation transcript:
1 The Meitzav The LOTS & HOTS OF IT A PPTbyOra Freitzisedited byJudy Mutzari2012
2 What is it really? The Meitzav is a National Test Developed by RAMA Reflecting :the Curriculum and the Standardsknowledge acquisitionthinking processes
3 The Meitzav An Achievement Test The Purpose:The Abbreviation:To heighten the responsibility and accountability of teachers and their schools regarding the achievements of their students in the following domains:Access to Information from spoken and written textsPresentation in writing :Objective: informationSubjective: ideasמיצ"ב: מדדי יעילות וצמיחה בית ספריתהערכה מסכמת, "הערכה של למידה" : הש"ל
4 The Meitzav assesses student proficiency of skills in the following domains: Access to written and oral InformationPresentation of information and personal responses
5 How can we prepare for it? Diagnostic Testing:Administering an initial and a post test2. Dynamic Mapping:Follow up - a continuous tracking of change and development by domains over time
6 Meitzav Folder: The initial mapping Intervention plans on a classroom level following the mappingIntervention plans on a Partani levelDynamic Mapping – tracking of individual differences over timeDates of unit exams, practice Meitzav exams, and a pre-meitzav exam
7 Begin with the end in mind and map out the steps to get you there: Backward DesignBegin with the end in mind and map out the steps to get you there:Identify Learning Goals:What do you want students to know?What do you want students to be able to do?Why is this difficult for them to know\ do on their own?Determine acceptable evidence:How will you know that they got there?How will you assess that they got there?How can we help students learn what is needed to be successful?
8 A good plan is like a road map: it shows the final destination and usually the best way to get there.NameText typeUnderstand the main ideasSequence of eventsExtract inf. from visual dataLocate relevant inform.IntegrationInferenceDinaInformative textO.K.FailedSima
9 Worth having for practice: Entire Meitzav – תשע"ב (pdf or Word format)Audio RecordingText for audio recordingTable of Specifications, 2012
10 High Frequency Words Dolch Word List: consists of 220 “sight words” Comprises 50-75% of all the words found in school books, library books, newspapers, and magazinesVocabulary of pre-school – through grade 3Sight words are words that cannot be sounded out because they do not follow decoding rulescannot be learned through the use of pictures
11 Teach Verb Collocations: suggestions Talk to the class abouttalk with a friendwear a hatstart to cookfinished schoolworked too fastheard something funnywas very tiredhave\has a surprise formake food, make noisewrote about, read about, speak about,study for tests, study togetherhave a good time, have a lot of fun, had a great dayfeed the animalscame to visitsomething happenedSee you tomorrowget wetplay in the pool
12 Access to Information from spoken texts – 25% Possible Tasks:Possible Text Types:advertisementannouncementconversationexcerpt from alessoninstructionsmessagenews / weatherreportoral presentationstoryVocabulary: high frequency wordsLevel 1 up to 80 seconds, level 2 up to 120 seconds.carrying outinstructionschart / tablematchingmultiple-choiceopen-ended (e.g.wh-questions andsentence completion)sequencing
13 מיצ"ב 2012Listening task 1: Choose the five pictures of the areas the guide describes (map of the park)Strategies to focus on:Task 2: read the questions before you listen (elicit information, prediction)Multiple choice: integrate, put pieces of information together.Tony is talking to the class about his: son, work, favorite food, new restaurant
14 Strategy: Read the questions before you listen! When did Tony start to cook? –when he opened his restaurantwhen he was 25 years oldwhen he finished school when he was a child“When I was 11 years old…”HOTS
15 Access to Information from Written Text 60% Benchmarks:Possible Text Typesadbook covercomic stripdiary entry,informative textletterMessagenews report, newspaper item,note, postcardPosterquestionnaireRecipeStorytimetable, scheduleweb page.Understand general meaning, main ideas, sequence of eventsLocate relevant informationIdentify different text typesIdentify explicit opinions and feelingsFind out and follow short instructionsExtract information from visual dataUse simple information tools such as a glossary
16 Task 3, 4, 6 - readingMatch sentences about different books to their covers: Children write about the animals they have in their homes– “Kids and Pets”Sara needs quiet to study for tests – “Next week, I have two tests and I can’t study when Dina makes noise”Dina and Sara usually have a good time together “They have a lot of fun together.”
17 Strategies: Find the main ideas Why do kids write to Eric? The sequence of eventsLocate relevant informationWhy do kids write to Eric?Amira likes animals. How do we know?What is the text about?
18 Access to information from written text: 3 tasks Sentence structure:simple sentences and some compound onesVocabulary:familiar or personal themesVerbs:past simple, present simple, future simple, present progressive, imperativeLength of text:1st: up to 150 words2nd: up to 170 wordsPossible item types:chartmatchingmultiple choiceopen-ended including wh-questionssentence completion
19 Possible Categories of Comprehension Literal Comprehension: (LOTS)Questions that can be answered directly from the text.They can be questions that require either copying or rephrasing of information from the text: where, what, why, when, who, how
20 Higher –Order Thinking Skills (HOTS) Integration - information from various parts of the text in order to answer question, how ideas or information in the passage relate to each other.Inference: refers to an understanding of the implicit (expressed in an indirect way) meaning of a text. Combining the pupils’ literal understanding of the text with their own knowledge and experience in order to produce a response that is explicitly stated in the text.
21 Written Presentation – 15% 4-5 sentences, 20-30 words Possible Text Types:Assessment criteria and Accuracy:DescriptionFriendly letterInvitationListNoteQuestionnaireReportSpeech bubbleStoryComprehensibilityrelevanceAccuracy:articlescapitalizationfull stopsPronounsspellingverb formword order
22 Nothing Succeeds Like Success! “ It is not in the stars to hold our destiny but in ourselves”William Shakespeare
23 CreditsTeaching and Learning Excellence – for backward design: https://tle.wisc.edu/solutions/lecturing/%E2%80%9Cbackward-design%E2%80%9D-processDoltch Word List: