1. MCAS 2.0

2. Shedding Some Light on MCAS 2.0

3. MCAS 2.0 ASSESSES STANDARDS LEARNING

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

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

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

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. MCAS 2.0
Is about
EVIDENCE
Test Features

11. Test Features
Where’s the EVIDENCE

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

13. CLASSROOM PRACTICE
Where is the EVIDENCE?

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

15. 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

16. MCAS 2.0
Finer Reading
Ability
Test Features

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

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

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

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

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

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

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

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

25. Differentiate as Needed
CLASSROOM PRACTICE

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

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

28. CLASSROOM PRACTICE : SCAFFOLD AS NEEDED

29. Name
The
Standard
CLASSROOM PRACTICE

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

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

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

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

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

35. MCAS 2.0 Prep is
Learning Development
CLASSROOM PRACTICE

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

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

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

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

40. Smother students
with Reading
Opportunities
CLASSROOM PRACTICE

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

43. CLASSROOM PRACTICE

44. MORE READING VIA TECHNOLOGY

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

46. CLASSROOM PRACTICE

47. CLASSROOM PRACTICE

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

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

50. CLASSROOM PRACTICE WRITING TOGETHER

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

52. COLLABORATE ON WRITING

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

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

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

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

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

58. WRITING FINAL PRODUCT

59. NEW TEST QUESTION TYPE
TEXT-BASED ESSAY

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

61. OpinionEssay, Narra-tive
ALERT ! Big Change:
“Text-Based Essay”
OpinionEssay, Narra-tive
Use the Text for material for the writing
Extend Narrative
using
passage
elements

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

63. 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.

64. 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.

65. 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.

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

67. NARRATIVE WRITING FACETS
Establish story
Use story dialogue, description
Transitional words
Concrete words
Conclusion follows events
NARRATIVE WRITING FACETS

68. Great Standards Teaching Results in Great Learning

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

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

71. ELA MCAS
April 2 –
May 4
TEST DATES

72. COMPUTER TESTING 4, 5, 7, 8 Use the practice test Computer testing
grades
4, 5, 7, 8
MUST
Use the practice test
COMPUTER TESTING

73. PRACTICE MAKES PERFECT

74. PRACTICE MAKES PERFECT

75. Teacher as Coach

76. WINNERS