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-Towe Elementary Literacy SSS
New SSS LA.A.2.2.1LA.126.96.36.199 LA.188.8.131.52 • The student reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order.
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 • 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. 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.
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. Butthe important thing About a spoon is That you eat with it.” Sample text from the book:
Topic: Main Idea: Supporting Detail: Supporting Detail: Supporting Detail: Supporting Detail: Supporting Detail: Supporting Detail: Distinguishing Between Main Idea/Essential Message and Supporting Details Use graphic organizers to separate main idea from details. spoon it’s not flat can be held in the hand and mouth it’s hollow You eat with it. it spoons things up You eat with a spoon. like a little shovel it’s not flat like a little shovel can be held in the hand it’s hollow can be put in the mouth it spoons things 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 Scanningmeans to look quickly forone thing in particular. Skimmingmeans to read quickly to get thegeneral idea. Teach students the difference between skim and scan and when each should be used. Got it!
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
Available on Elementary Reading WebpageJanuary 29, 2010 CONTACTS Kim Stansell-Towe 963-3882 or PX 43882 Jen Irla 357-7688 or PX 47688
Elementary WritingInformation The Department of Curriculum Development & School Improvement
EDW for Teachers MENU Click Run to enter student data
NEW!! Enter one whole number score
Directions for Palm Beach Writes • 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
Optional-Scoring Checklists 1st Grade Narrative 2nd – 5th Grade (Any Prompt)
Optional-Writing Tracking Tool NEW • For any grade • Graph scores • Document • compliments • and • teaching points
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 Resources Lesson Accessed through the Calendar in 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
Contact Information Nikki Jones K-5 Writing Program Planner PX 86399 Email: firstname.lastname@example.org
Preparing Students for FCAT Mathematics Grades 3-5 Jean Giarrusso, K-12 Manager Mathematics Susanna Vondeck, K-5 Mathematics Program Planner
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Learning Village Mathematics Main page