Using the ELA Compacted

DesCartes to Inform Instruction

Erica Bissell, Literacy CoachOak Grove Elementary

November 10, 2008

What is MAP?

an adaptive test that conforms to current level of student

gives accurate data for students at all levels of achievement

makes students’ academic growth visible

test questions not directly correlated to standards, like PASS, but highly correlated

MAP Reports

Class Report Teacher Report Class by RIT Class Breakdown by Goal Projected Student Performance by

Subject Lexile Report

What is DesCartes?

indicates skills and concepts that parallel the RIT scale

identifies content at student’s instructional level – perfect for small flexible grouping

Understanding DesCartes

Heading 3 Columns Subgoals Learning Statements New vocabulary

Difficulties in Using NWEA’s Format

Lengthy Repetitive Layout

Compacted DesCartes

Document is organized by skill first then RIT Band, as opposed to RIT Band then skill like the NWEA version.

Not meant to replace the original document, but should be used when planning flexible grouping by indicators within the classroom.

Encompasses all of the skills addressed in the NWEA version in their entirety. No skills have been omitted or added.

Sample Compacted DesCartes

Base Word, Prefix, Suffix, Idiom, ConnotationBelow 151151-160• Chooses the correct prefix (in-)161-170• Uses context to determine the meaning of a prefix (in-)• Selects the correct word based on context and definition of prefix• Selects the correct word based on definition of a prefix and root word• Selects the correct definition of a prefix and root word• Chooses the correct suffix based on context (-ful)

Building VocabularyCompacted DesCartes

Compacted DesCartes Documents

Building Vocabulary Understanding and Using Literary

Text Understanding and Using

Informational Text

*See Libby Carnohan’s Lex-Connect Page or ask your Literacy Coach

Grouping Using Compacted DesCartes

Directions:1. Identify the strand you want to target.

ex. Building Vocabulary 2. Use the Class by RIT report to identify students

with similar needs.3. Plot the students on a tri-fold layout for a visual of

your class groupings. (example on slide 15) 4. Identify those working at the RIT range of a target

indicator, below the range, and above the range. 5. Form small groups and teach skills according to

needs identified by Compacted DesCartes.

Class by RIT Report

Tri-Fold Sample

Creating Groups Using Compacted DesCartes

RIT Range # of Students

DesCartes Skill(s)

151-180

• Identifies words that are spelled and pronounced alike (homonyms)Recognizes words that are spelled alike but are different in meaning or pronunciation (homographs)

181-200

Recognizes homonyms, homographs, and homophones

201-220

• Identifies homonyms, homographs, and homophones. Uses homonyms using context clues

Grouping Using Compacted DesCartes

Ex. Look at the Compacted DesCartes document Building Vocabulary under the subheading Base Word, Prefix, Suffix, Idiom, Connotation. At what RIT bands are students prepared to be instructed

on the indicator:

2-3.1 Construct meaning through a knowledge of base words, prefixes (un-, re-, pre-,

bi-, mis-, dis-), and suffixes (-er, -est, -ful) in context ?

Below 151151-160• Chooses the correct prefix (in-)161-170• Uses context to determine the meaning of a prefix (in-)• Selects the correct word based on context and definition of prefix181-190•Distinguishes between root words and words with suffixes

Another Grouping Tool*found at the bottom of your

Teacher Report

Standard Deviation<10 small/similar = whole group

10-17 average = variety - grouping/whole group

18-20 large/diverse = DI necessary

Questions?Contact Me

Erica Bissell

ebissell@lexington1.net

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