Assistant Principals’ Meeting January 20, 2010
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Assistant Principals’ Meeting January 20, 2010 Preparing Students for FCAT Success Curriculum Development and School Improvement
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Assistant Principals’ Meeting January 20, 2010. Preparing Students for FCAT Success. Curriculum Development and School Improvement. Essential Instructional Practices. Preparing Students for FCAT Reading Sunshine State Standards Grades 3-5 Focus on - PowerPoint PPT Presentation
Transcript of Assistant Principals’ Meeting January 20, 2010
Assistant Principals’ MeetingJanuary 20, 2010
Preparing Students for FCAT Success
Curriculum Development and School Improvement
Essential Instructional Practices
Preparing Students for FCAT Reading Sunshine State
Standards Grades 3-5
Focus on Main Idea, Plot, and Purpose Cluster
Jen Irla and Kim Stansell-ToweElementary Literacy
SSS
LA.A.2.2.1
LA.3.2.2.2 LA.3.1.7.3
The student reads text and determines the main idea or essential message, identifies
relevant supporting details and facts, and arranges events in
chronological order.
New SSS
Essential Instructional Practices
Teach students how to distinguish between main idea/essential
message and supporting details.
Distinguishing Between Main Idea/Essential Message and
Supporting Details
Beginning sentence: The important thing is...Middle sentence(s): Key features/detailsEnding sentence: But the important thing is…
First and last sentences are the same.
• During the 90-minute literacy block, model identifying main idea and supporting details through read-aloud/think-alouds and shared reading.
• Use short text pieces similar to those in the Important Book by Margaret Wise Brown to practice identifying main idea and supporting details.
Distinguishing Between Main Idea/Essential Message and
Supporting Details“The important thing
about a spoon is
that you eat with it.
It’s like a little shovel,
You hold it in your hand,
You can put it in your mouth,
It isn’t flat,
It’s hollow
and it spoons things up.
But the important thing
About a spoon is
That you eat with it.”
Sample text
from the book:
Distinguishing Between Main Idea/Essential Message and
Supporting Details
Topic:
Main Idea:
Supporting Detail: Supporting Detail:
Supporting Detail: Supporting Detail:
Supporting Detail: Supporting Detail:
spoon
You eat with it.
Use graphic organizers to separate main idea from details.
like a little shovel
can be held in the hand
can be put in the mouth
it’s not flat
it’s hollow
it spoons things up
You eat with a spoon.
like a little shovel
can be held in
the hand and
mouth
it’s not fl
at
it’s hollo
w
it spoon
s thin
gs
up
Essential Test-Taking Strategies
Teach students:
the importance of words in upper case letters in question stems.
how to refer back to text to locate stated or strongly implied answers
Essential Test-Taking Strategies
Teach students:
how to rule out distractor answer choices and look for the BEST answer
how to skim and scan text to locate answers to questions
Skim and Scan
Skimming meansto read quickly to get the general
idea.
Scanning means
to look quickly for
one thing in
particular.
Got it!
Teach students the difference between skim and scan and
when each should be
used.
Skim and ScanSKIM SCAN
When looking at a table of contents to see what information a book contains
When looking in a glossary of a book to determine the meaning of a term
When looking at the headings and subheadings to determine what the text will be about
When looking in an index to locate the pages where information could be found on a particular topic
To read the first few paragraphs of a book to see if the characters are the same as in another book
When looking in a phone book for a particular person’s phone number
When looking through a book to determine whether or not one wants to read it
When locating the area in an article where the answer to a particular question will be found (person, particular date)
To refresh one’s memory about what an article is about
When you think you know the answer and need to locate it directly in the text to confirm (multiple choice question)
When you know the answer and need to locate text-based support and examples for your response (performance task questions)
Reading Performance Tasks Fourth Grade Only
Two Types Short Response (SR)
-suggested completion time 5 minutes-worth up to two points-8 lines for responding
Extended Response (ER)-suggested completion time 10-15 minutes-worth up to four points-14 lines for responding
Reading Performance Tasks Fourth Grade Only
Tips for Students Underline specific words that you can
use in your answer (text-based). Do not include an opening and
conclusion in response. Be specific in the answer.
Use words from the question in the answer.
Reading Performance Tasks Fourth Grade Only
Tips for Teachers Make sure students understand the
rubric and expectations of the task. Model, model, model. Individually conference with students to
address specific weaknesses when answering short and extended responses.
Additional Resources
Florida Department of Education (FLDOE) Website
http://fcat.fldoe.org/fcatpub2.asp Sample test materials Scoring rubrics Released tests What every teacher should know
about FCAT
FLDOE FCAT Publications
Available on Elementary Reading WebpageJanuary 29, 2010
CONTACTS
Kim Stansell-Towe963-3882 or PX 43882
Jen Irla357-7688 or PX 47688
Elementary WritingInformation
The Department of Curriculum Development & School Improvement
Testing Windows
EDW for Teachers MENU
Click Run to enter
student data
NEW!!Enter one
whole number score
Remain the same for 2nd – 5th grade
Revised for 1st grade:Narrative (Prompt #2) Expository (Prompt #3)
Directions and other information can be accessed on:
Assessment’s Test Coordinator’s Palm Beach Writes webpage
Curriculum’s Elementary Writing webpage
Directions for Palm Beach Writes
Use this sheet only if
needed
K and
1st
2nd – 5th
Optional-Scoring Checklists
1st Grade Narrative 2nd – 5th Grade (Any Prompt)
Optional-Writing Tracking Tool
• For any grade
• Graph scores
• Document compliments and teaching points
NEW
FCAT Writing Resources
PowerPoint Available on the Elementary Writing Webpage
Tutorial Support
LINKS FOR:• Focus• Organization• Support • Conventions• Prompts• Motivation• Websites
Accessed in
Learning Village
Test-Taking Unit
STRUCTURE OF LESSONS:
• Warm-Up• Lesson
• Connection• Teach• Active Engagement• Link• Mid-Workshop Share• After-the-Workshop
Share• Homework• Additional
ResourcesLesson Accessed
through the Calendarin Learning Village
2010 FCAT Writing Resource Guide
RESOURCES FOR:• Writing Process • Writing Prompts • Scoring • Minilessons• Teacher and Student
tools
Available on the Elementary Writing Webpage
Preparing Students for FCAT Mathematics
Grades 3-5
Jean Giarrusso, K-12 Manager MathematicsSusanna Vondeck, K-5 Mathematics Program Planner
Where to Go to Find Everything You Need…
pbc####
district login on your computer
Learning Village MathematicsMain page
Jean GiarrussoK-12 Mathematics Manager
Susanna VondeckK-5 Mathematics Program Planner
Contact Information
Preparing Students for FCAT Science
Grade 5
Wendy Spielman, K-12 Science ManagerChad Phillips, K-5 Science Program Planner
Wendy SpielmanK-12 Science Manager
Chad PhillipsK-5 Science Program Planner
Contact Information
