March 10 TOSA Newsletter

8/14/2019 March 10 TOSA Newsletter

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M.A.P.

Test DesignVolume 4, Issue 5

TOSA Tribune

March 2010

Nixa Public Schools

M.A.P. Test Design

and Emphasis

1

R2C and R3C

Making Breakfast

Count

2

Graphic Organizers 2

Games Enhance Stu-

dent Achievement

3

4

Inside this issue:3rdGrade

Communication Arts

Test Design

Session SR CR WP Timing

1 8-12 4 0 55-65

2 0 0 1 60-90

3 38-41 0 0 51

4 4-6 0 0 15-20

4th,

5th,

6th

Communication Arts

Test Design

Session SR CR WP Timing

1 8-12 4 0 55-65

2 38-41 0 0 51

3 4-6 0 0 15-20

3rd,

5th, 6th

Grades

Math

Test Design

Session SR CR PE Timing

1 18 0 0 35-45

2 24-36 0 0 50

3 8 4 0 25-35

4th

Grade

Math

Test Design

Session SR CR PE Timing

1 18 0 1 40-55

2 24-36 0 0 50

3 8 4 0 25-35

Communication Arts

Strand

3rd Grade

Emphasis

4th Grade

Emphasis

5th Grade

Emphasis

6th Grade

Emphasis

Writing Standard English 22% 15% 18% 20%

Writing Formally 10% 3% 3% 2%

Reading Fiction and Nonfiction 68% 82% 79% 78%

Math

Strand

3rd Grade

Emphasis

4th Grade

Emphasis

5th Grade

Emphasis

6th Grade

Emphasis

Numbers and Operations 33% 35% 28% 29%

Geometric and Spatial Relation-

ships18% 15% 17% 14%

Measurement 17% 20% 17% 14%

Data and Probability 10% 10% 16% 24%

Algebraic Relationships 22% 20% 22% 19%

Intermediate


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TOSA Tribune Intermediate

Breakfast is seen as the most important

meal of the day, since it replenishes vital

brain nutrients and glucose levels that are

depleted overnight. Breakfast also kick-

tarts the metabolism, which slows down

overnight. Many studies show that, com-

pared to children who do eat breakfast,

hose who skip this meal do not perform as

well in areas such as numeracy, problem

olving, information selection and recall

nd language skills.

Graimes, N. (2004). Brain Foods for Kids: Over 100 recipes

o boost your childs intelligence. Bantam Dell Publishing

Graphic Organizers

Directions: Blah, Blah, Blah, Blah, Blah,

Blah, Blah, Blah, Blah, complete and label

the graphic organizer.

_________________________

A common mistake students make on the

M.A.P. test is forgetting to label the graphic

organizer. Oftentimes, students see the blanks

inside the graphic organizer and simply com-

plete it before moving to the next question. La-

beling is an easy point you dont want your stu-

dents to miss.

Making Breakfast Count

Boy

Friendly

______

______

Girl

Grumpy

______

______

______

______


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Volume 4, Issue 5

Cell phones, IPods, Computers, Video Game Systems students

are inundated with games in their daily lives. How often do you

use games in your classroom? R. Marzano (2010) stated, I have

been involved in more than 60 studies conducted by classroomteachers on the effects of games on student achievement. These

studies showed that, on average, using academic games in the

classroom is associated with a 20 percentile gain in student

achievement.

In classrooms showing the greatest gains, teachers did specific

things like:

Use inconsequential competition make sure the stakes are

not too high and the reward inconsequential and fun.

Target essential academic content.

Debrief the game Discuss and synthesize information re-

viewed after playing the game.

Have students revise their notesWhen a game has ended

and the class has discussed difficult terms and concepts re-

lated to content, the teacher should give students time to

revise their notes.

One-Stop Review

Game Templateshttp://jc-schools.net/tutorials/Ppt-games/

Are You Smarter than a Fifth Grader?

PasswordWheel of FortuneJeopardy

Who Wants to Be a Millionaire?Twenty Questions

Weakest LinkConcentrationHillsborough Squares

Games Enhance Student Achievement
http://jc-schools.net/tutorials/Ppt-games/http://jc-schools.net/tutorials/Ppt-games/http://jc-schools.net/tutorials/Ppt-games/


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Volume 4, Issue 5

M.A.P. Checklist

_____1. I teach the written curriculum.

_____2. I assess the written curriculum.

_____3. I pace the year to cover the needed curriculum in a timely manner.

_____4. I use Best Practices when teaching not sit and get, but research-based practices like:

Kagan Cooperative Learning Structures

Math Investigations (K-4)

SSR and Writing ConferencesGuided Reading with Purpose

Writers Workshop

_____5. I use the proper DESE released vocabulary when teaching.

_____6. I access our curriculum page (www.nixastaffresources.net) and utilize MAP released information

from DESE including the questions from the Communication Arts Show-Me Standards Interpretations

document.

_____7. I administer cold assessments.

_____8. I give descriptive feedback to my students about missed items on cold assessments and class-

room tests.

_____9. I give some timed assignments to teach students how to pace themselves when taking a timed

test.

_____10. I use the data from the benchmark tests and reteach items, if necessary.

_____11. I have my students use at least two details from the text in Com. Arts when answering ques-

tions.

_____12. My students can write a friendly letter with a controlling idea in their sleep.

_____13. I give my students partially completed graphic organizers and ask them to title them.

_____14. I know which areas my grade scored below 70% on the M.A.P. test last year, and I make a vestedeffort to improve those areas.

_____15. I teach my students test-taking skills.

_____16. I collaborate with my colleagues and ask questions/share ideas.

_____17. I keep a positive attitude about the M.A.P test because my students will reflect my attitude.
http://www.nixastaffresources.net/http://www.nixastaffresources.net/http://www.dese.mo.gov/divimprove/curriculum/commarts/documents/ca_standards_interp_111208.pdfhttp://www.dese.mo.gov/divimprove/curriculum/commarts/documents/ca_standards_interp_111208.pdfhttp://www.dese.mo.gov/divimprove/curriculum/commarts/documents/ca_standards_interp_111208.pdfhttp://www.nixastaffresources.net/

March 10 TOSA Newsletter

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