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The Meitzav The LOTS & HOTS OF IT. A PPT by Ora Freitzis edited by Judy Mutzari 2012. What is it really?. The Meitzav is a National Test Developed by RAMA Reflecting : the Curriculum and the Standards knowledge acquisition thinking processes.

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the meitzav the lots hots of it

The MeitzavThe LOTS & HOTS OF IT




edited by

Judy Mutzari


what is it really
What is it really?
  • The Meitzav is a National Test
  • Developed by RAMA
  • Reflecting :
    • the Curriculum and the Standards
    • knowledge acquisition
    • thinking processes
the meitzav an achievement test
The Meitzav An Achievement Test

The Abbreviation:

To heighten the responsibility and accountability of teachers and their schools regarding the achievements of their students in the following domains:

Access to Information from spoken and written texts

Presentation in writing :

Objective: information

Subjective: ideas

מיצ"ב:מדדי יעילות וצמיחה בית ספרית

הערכה מסכמת, "הערכה של למידה" :הש"ל

The Purpose:


The Meitzav assesses student proficiency of skills in the following domains:

  • Access to written and oral Information
  • Presentation of information and personal responses
how can we prepare for it
How can we prepare for it?
  • Diagnostic Testing:

Administering an initial and a post test

2. Dynamic Mapping:

Follow up - a continuous tracking of change and development by domains over time

meitzav folder
Meitzav Folder:
  • The initial mapping
  • Intervention plans on a classroom level following the mapping
  • Intervention plans on a Partani level
  • Dynamic Mapping – tracking of individual differences over time
  • Dates of unit exams, practice Meitzav exams, and a pre-meitzav exam
backward design
Backward Design

Begin with the end in mind and map out the steps to get you there:

  • Identify Learning Goals:
    • What do you want students to know?
    • What do you want students to be able to do?
    • Why is this difficult for them to know\ do on their own?
  • Determine acceptable evidence:
    • How will you know that they got there?
    • How will you assess that they got there?
    • How can we help students learn what is needed to be successful?
a good plan is like a road map it shows the final destination and usually the best way to get there
A good plan is like a road map: it shows the final destination and usually the best way to get there.
worth having for practice
Worth having for practice:
  • Entire Meitzav – תשע"ב (pdf or Word format)
  • Audio Recording
  • Text for audio recording
  • Table of Specifications, 2012
high frequency words
High Frequency Words

Dolch Word List:

  • consists of 220 “sight words”
  • Comprises 50-75% of all the words found in school books, library books, newspapers, and magazines
  • Vocabulary of pre-school – through grade 3
  • Sight words are words that cannot be sounded out because they do not follow decoding rules
  • cannot be learned through the use of pictures
teach verb collocations suggestions
Teach Verb Collocations: suggestions
  • Talk to the class about
  • talk with a friend
  • wear a hat
  • start to cook
  • finished school
  • worked too fast
  • heard something funny
  • was very tired
  • have\has a surprise for
  • make food, make noise
  • wrote about, read about, speak about,
  • study for tests, study together
  • have a good time, have a lot of fun, had a great day
  • feed theanimals
  • came to visit
  • something happened
  • Seeyou tomorrow
  • getwet
  • play in the pool
access to information from spoken texts 25
Access to Information from spoken texts – 25%

Possible Tasks:




excerpt from a




news / weather


oral presentation


Vocabulary: high frequency words

Level 1 up to 80 seconds, level 2 up to 120 seconds.

carrying out


chart / table



open-ended (e.g.

wh-questions and

sentence completion)


Possible Text Types:

מיצ"ב 2012
  • Listening task 1: Choose the five pictures of the areas the guide describes (map of the park)
    • Strategies to focus on:
  • Task 2: read the questions before you listen (elicit information, prediction)
  • Multiple choice: integrate, put pieces of information together.
  • Tony is talking to the class about his: son, work, favorite food, new restaurant
strategy read the questions before you listen
Strategy: Read the questions before you listen!
  • When did Tony start to cook? –
  • when he opened his restaurant
  • when he was 25 years old
  • when he finished school when he was a child
  • “When I was 11 years old…”
  • HOTS
access to information from written text 60
Access to Information from Written Text 60%

Possible Text Types

Understand general meaning, main ideas, sequence of events

Locate relevant information

Identify different text types

Identify explicit opinions and feelings

Find out and follow short instructions

Extract information from visual data

Use simple information tools such as a glossary


book cover

comic strip

diary entry,


informative text



news report, newspaper item,

note, postcard





timetable, schedule

web page.


task 3 4 6 reading
Task 3, 4, 6 - reading
  • Match sentences about different books to their covers: Children write about the animals they have in their homes– “Kids and Pets”
  • Sara needs quiet to study for tests – “Next week, I have two tests and I can’t study when Dina makes noise”
  • Dina and Sara usually have a good time together “They have a lot of fun together.”
  • Find the main ideas
  • The sequence of events
  • Locate relevant information
  • Why do kids write to Eric?
  • Amira likes animals. How do we know?
  • What is the text about?
access to information from written text 3 tasks
Access to information from written text: 3 tasks
  • Sentence structure:

simple sentences and some compound ones

  • Vocabulary:

familiar or personal themes

  • Verbs:

past simple, present simple, future simple, present progressive, imperative

  • Length of text:

1st: up to 150 words

2nd: up to 170 words

Possible item types:

  • chart
  • matching
  • multiple choice
  • open-ended including wh-questions
  • sentence completion
possible categories of comprehension
Possible Categories of Comprehension
  • Literal Comprehension: (LOTS)
  • Questions that can be answered directly from the text.
  • They can be questions that require either copying or rephrasing of information from the text: where, what, why, when, who, how
higher order thinking skills hots
Higher –Order Thinking Skills (HOTS)
  • Integration - information from various parts of the text in order to answer question, how ideas or information in the passage relate to each other.
  • Inference: refers to an understanding of the implicit (expressed in an indirect way) meaning of a text. Combining the pupils’ literal understanding of the text with their own knowledge and experience in order to produce a response that is explicitly stated in the text.
written presentation 15 4 5 sentences 20 30 words
Written Presentation – 15%4-5 sentences, 20-30 words

Assessment criteria and Accuracy:


Friendly letter






Speech bubble







full stops



verb form

word order

Possible Text Types:

nothing succeeds like success
Nothing Succeeds Like Success!

“ It is not in the stars to hold our destiny but in ourselves”

William Shakespeare

  • Teaching and Learning Excellence – for backward design:
  • Doltch Word List: