TOSA Tribune Nixa Public Schools

Intermediate
M.A.P.—Test Design March 2010
Volume 4, Issue 5
3rd Communication Arts 3rd, Math Inside this issue:
Grade 5th, 6th
Test Design Grades
Test Design
Session SR CR WP Timing
Session SR CR PE Timing
M.A.P. Test Design 1
1 8-12 4 0 55-65 and Emphasis
1 18 0 0 35-45
2 0 0 1 60-90
2 24-36 0 0 50
3 38-41 0 0 51
3 8 4 0 25-35 R2C and R3C 2
4 4-6 0 0 15-20
Making Breakfast
Count
4th, Communication Arts 4th Math
Graphic Organizers 2
5th, Grade
6th
Test Design Test Design

Session SR CR WP Timing Session SR CR PE Timing

Games Enhance Stu- 3

1 8-12 4 0 55-65 1 18 0 1 40-55
dent Achievement
2 38-41 0 0 51 2 24-36 0 0 50

3 4-6 0 0 15-20 3 8 4 0 25-35

Communication Arts 3rd Grade 4th Grade 5th Grade 6th Grade
4
Emphasis Emphasis Emphasis Emphasis
Strand
Writing Standard English 22% 15% 18% 20%
Writing Formally 10% 3% 3% 2%
Reading Fiction and Nonfiction 68% 82% 79% 78%

Math 3rd Grade 4th Grade 5th Grade 6th Grade

Emphasis Emphasis Emphasis Emphasis

Strand
Numbers and Operations 33% 35% 28% 29%
Geometric and Spatial Relation- 18% 15% 17% 14%
ships
Measurement 17% 20% 17% 14%
Data and Probability 10% 10% 16% 24%
Algebraic Relationships 22% 20% 22% 19%
 Making Breakfast Count Graphic Organizers
Breakfast is seen as the most important Directions: Blah, Blah, Blah, Blah, Blah,
meal of the day, since it replenishes vital Blah, Blah, Blah, Blah, complete and label
brain nutrients and glucose levels that are the graphic organizer.
depleted overnight. Breakfast also kick- _________________________
starts the metabolism, which slows down
overnight. Many studies show that, com-
pared to children who do eat breakfast, Boy ______ Girl
those who skip this meal do not perform as Friendly ______ Grumpy
well in areas such as numeracy, problem ______ ______
solving, information selection and recall ______ ______
and language skills.
Graimes, N. (2004). Brain Foods for Kids: Over 100 recipes
to boost your child’s intelligence. Bantam Dell Publishing

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 don’t want your stu-
dents to miss.

TOSA Tribune Intermediate

Games Enhance Student Achievement
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 classroom
teachers 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 notes—When 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 Templates
http://jc-schools.net/tutorials/Ppt-games/
Are You Smarter than a Fifth Grader?
Password
Wheel of Fortune
Jeopardy
Who Wants to Be a Millionaire?
Twenty Questions
Weakest Link
Concentration
Hillsborough Squares
Volume 4, Issue 5 Page 3
 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 Conferences
Guided Reading with Purpose
Writer’s 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 vested
effort 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.

Volume 4, Issue 5 Page 4