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FCAT 2.0 Reading in an Age of Computer Based Testing Tuesday, March 12, 2013 Howell Center Vacations all I ever wanted. The Go-Gos.

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Presentation on theme: "FCAT 2.0 Reading in an Age of Computer Based Testing Tuesday, March 12, 2013 Howell Center Vacations all I ever wanted. The Go-Gos."— Presentation transcript:

1 FCAT 2.0 Reading in an Age of Computer Based Testing Tuesday, March 12, 2013 Howell Center Vacations all I ever wanted. The Go-Gos

2 2 ePAT allows Florida students and staff to experience the TestNav platforms for Florida computer-based assessments. Each ePAT will familiarize students and staff with the format, item types, and computer-based tools of a computer-based assessment. Performance on the ePAT is not an indicator of how a student will perform on an actual test. Content may not accurately reflect the level of difficulty of items on an actual test. ePAT Tools Electronic Practice Assessment Tools

3 How to Install ePAT Step 1 Download the ePAT Launcher Go to Under Practice Assessment Tools, select the appropriate link for either Windows or Mac to download the ePAT Launcher. Select Save in the dialog box; then select a save location Install the file. Use the default file folder (recommended) or select your own. This will add an ePat Launcher icon to your desktop (default location ). Step 2 Download individual ePAT Go to Under Practice Assessment Tools, select the appropriate ePAT content for the test administration and choose the link for either Windows or Mac installation. Select Save in the dialog box and select a save location. Once the download is complete, double-click the file to start the installer. Install the file. Use the default file folder (recommended) or select your own; remember that the ePAT content must be installed in the same file folder as the Launcher. Repeat the steps above for any additional ePAT content. Step 3 Double-click the icon for the ePAT Launcher A window will open asking you to select a test. Select the downloaded ePAT from within the Launcher. Enter the students name (or your name) and then click Launch. (Names are not being tracked in the system). 3

4 4 Exploring ePAT: Tools Students may use any of the tools at the top of the screen to help with the test.

5 5 Exploring ePAT: Tools The Pointer Tool Students will use this tool to select your answer to each question. They can also click the pointer tool to turn off other tools.

6 6 Exploring ePAT: Tools The Eliminate Choice Tool Students can use this tool to cross out answer choices that were previously eliminated as possible correct answers.

7 7 Exploring ePAT: Tools The Highlighter Tool Students can use this tool to highlight portions of a reading passage, a question, or a graphic.

8 8 Exploring ePAT: Tools The Eraser Tool Students can use the eraser tool to remove highlighting and to erase an X from an eliminated choice. To erase highlighting, with the eraser tool selected, click anywhere in the highlighted area.

9 9 Exploring ePAT: Tools The Notepad Tool When you click this tool, a notepad appears in a pop-up window. You can type notes for a passage or item, and the notes will stay with that passage or item.

10 10 Exploring ePAT: Tools The Help Tool Students can click this tool for information on how the other tools work.

11 11 Navigating Through the Test Use the buttons at the bottom of the screen to move through the test. Navigating Through the Test Use the buttons at the bottom of the screen to move through the test. The Back button takes you to the previous item. The Reset button clears your answer. The Go To button takes you to the item review screen. The Next button takes you the next item. The Review button marks an item for review.

12 12 Finishing the Test Click the Go To button and check the Item Review Screen to ensure you have answered all the items, and go back to questions you have marked for review.

13 13 Submit Button Students will only press the Submit button when students are completely done. Students cannot go back into the test once it is submitted.

14 Practice with ePAT 14

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18 18 Debriefing At your table, discuss your experience with ePAT. How would you use ePAT in your classroom? What elements of ePAT do you anticipate to be a challenge for your students? How would you instruct your students to utilize ePAT tools and CBT worksheet?

19 19 Using ePAT as a Teaching Tool: 9 th Grade ePAT Lochinvar Poems are challenging text and often complex. When students interact with a poem with reading comprehension activities they will become more likely to contribute to class discussions and produce more solidly based text supported writing. Discussion and writing about text coupled with multiple readings guides students to analyze and appreciate various aspects of text structure, key vocabulary, form, tone, imagery, etc. The goal of reading comprehension activities is to gradually release responsibility to students. IRA CCSS Literacy Implementation Guidance for ELA

20 20 Using ePAT as a Teaching Tool: 9 th Grade ePAT Lochinvar Meeting the Poem: Explore the introduction and its relationship to the poems title. What words would you instruct your students to highlight? Use CBT worksheet for text marking. Sir Walter Scott grew up in Edinburg, Scotland, a country whose 8,000-year-long history has created a people with a fierce pride in their country and the brave ancestors who settled. It. Scotts poetry and novels often tell romantic stirs of exciting and adventures heroes. Published in 1808, Lochinvar is a narrative poem consisting of rhyming couplets (two consecutive lines of poetry that rhyme) that tells the story of the young hero Lochinvar and his bold and daring rescue of Ellen, the woman he wants to marry, on the day of her wedding to another man. The setting of the story is the borderlands between Scotland and England: Lochinvar boldly enters Netherby, Ellens home, where her family and friends are gathered for her wedding.

21 21 Using ePAT as a Teaching Tool: 9 th Grade ePAT Lochinvar Meeting the Poem: Explore the introduction and its relationship to the poems title. What words would you instruct your students to highlight? Use CBT worksheet for text marking. Sir Walter Scott grew up in Edinburg, Scotland, a country whose 8,000-year-long history has created a people with a fierce pride in their country and the brave ancestors who settled. It. Scotts poetry and novels often tell romantic stirs of exciting and adventures heroes. Published in 1808, Lochinvar is a narrative poem consisting of rhyming couplets (two consecutive lines of poetry that rhyme) that tells the story of the young hero Lochinvar and his bold and daring rescue of Ellen, the woman he wants to marry, on the day of her wedding to another man. The setting of the story is the borderlands between Scotland and England: Lochinvar boldly enters Netherby, Ellens home, where her family and friends are gathered for her wedding. Based on the introduction and title, what are you looking forward to finding out about the poem?

22 How will you send the message that students must READ all text? 22

23 23 Using ePAT as a Teaching Tool: 9 th Grade ePAT Lochinvar Investigating the Poem: Read the text with a purpose in mind. Use ePAT tools for text marking. Use CBT worksheet for notes. The larger truth How and why Who and what Where and when SettingCharacters ThemePlot

24 24 Using ePAT as a Teaching Tool: 9 th Grade ePAT Lochinvar Examining the Questions: Read the question. Use ePAT tools for text marking. Use CBT worksheet for notes. Highlight the key words in the question. How do Lochinvars words in the lines above contribute to the development of the conflict in the poem? Eliminate obvious incorrect answer(s). A. Lochinvars words indicate he will not marry someone else. B. Lochinvars words tell Ellen that he does not care for her anymore. C. Lochinvars words mislead everyone intro believing he is giving up D. Lochinvars words show that he is happy for Ellen and her bridegroom.

25 25 In what ways will you instruct your students to revisit the text to check for accuracy of their answers on CBT?

26 2 Tools in Danger of Being Under- Used or Over-Used Note-taking (The CBT Worksheet) Highlighting Please navigate back to the 1 st passage of the 9 th grade practice, Inventing a Product. 26

27 1 Strategy for the CBT Use a corner of the CBT worksheet. Preview the passage to determine its subject. Now, click through the questions looking for key question words that may help you as you read through the passage. Feel free to abbreviate or create a code. Questions numbers arent displayed, so you can restart numbering each time you go to a new passage. 27

28 28 Make sure to remind your students that they can resize the question window so that they can see more of the passage.

29 29 For #s 1 & 2, you can write V for vocabulary question.

30 30 What short note could you write to zero in on what to pay attention to in the passage? Continue previewing the next 3 questions making quick notes on your CBT.

31 When Highlighting Informational Passages 31 Mine the Intro Highlight the main idea. Keep an eye out for u-turn words to determine the purpose. Break the Highlighting Addiction Dont waste your time highlighting repeats. Look for what is new in each paragraph. Choose When to Use It Features like names, dates, & places are important for some types of texts. Get a feel for what is important before you get highlight-happy.

32 32 U-turn Word Names/Dates: Use it? Lose it? Do we see something in the intro that may address a question?

33 Lunch Time!

34 34 Analysis of Text Types, Structure, and Features Preview your FCAT Reading Test Packet. List the document titles in column 1 and text types or genre in column 2.

35 35 Text Structure Understanding the expository text structures gives readers a better shot at determining important information when reading nonfiction...The text in standardized tests and traditional textbooks frequently falls into one or another of these text structures. If students know what to look for in terms of text structure, they grasp the meaning more easily. from Nonfiction Matters, by Stephanie Harvey

36 36 Expository Text Structure Chronological Order: to show how to do something or make something, or to relate a series of events that happen over time Cause Effect: to show why something exists or is in place, to tell what happens as the result of an action or actions, to show how one or more causes led to one or more effects Problem Solution: to present a problem, and show how it can be (or has been) solved

37 37 Expository Text Structure Compare/Contrast: to present how two topics are the same and/or different. Description: to tell what something is, to present an items attributes or properties, to show what an item or place is like Proposition and Support: To make a claim/statement and support it with details Others?

38 38 Analysis of Expository Text Structure Review the text structure of the non-fiction documents in your packet. Determine the text structure of each non-fiction passage and write in the third column on the chart. Then, on the actual documents, circle clues to text structure within the document. Review questions to see if any questions have answers that could be determined with the aid of text structure. Make notes in your packet. For each passage, discuss how you would teach text structure with the document. Make notes on the passage. Be prepared to share with the whole group.

39 39 Text Structure and Poetry Poetry also has varying text structures. Narrative Descriptive Comparative Cause-Effect Others?

40 40 Text Structure and Poetry Locate the poems in your packet. Label each with the appropriate structure. Circle or highlight clues to the structure within the poem. Discuss in your group. Be prepared to share.

41 41 Text Structure and Literary Fiction Literary fiction (fictional stories) has a structure also: Setting Characters Plot Dialogue Typically chronological, though sometimes with flashback or foreshadowing.

42 42 Text Structure and Literary Fiction Locate the examples of literary fiction in your packet. Label all of the elements of structure which are unique to fictional narrative. Discuss how you could teach your students to use these structural elements to aid in comprehension.

43 43 Text Features - Nonfiction

44 44 Non-fiction Text Features In your group, review the text features of each passage. Indicate in column 4. Review questions that rely on text features for answers. Discuss how you would instruct students to use text features in approaching the FCAT 2.0 Reading. Are there some text features that are more useful than others? Be prepared to discuss.

45 45 What Students Must Know and Be Able to Do Review the notes you made in your packet and on the chart. In thinking about test preparation, what would your students need to know and be able to do in order to succeed in taking the test? What could you teach your students that would assist them in approaching the exam?

46 Have a wonderful Spring Break! Be sure to complete the exit slip before you leave! Thank you for your active participation!


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