31
Grades 3-5

Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Embed Size (px)

Citation preview

Page 1: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Grades 3-5

Page 2: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

• To measure student performance • To track student progress• To meet state and federal

accountability requirements

Page 3: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Test Overview

• SectionsLanguage Arts Literacy (Reading and

Writing)

MathematicsScience

(only grades 4 and 8)

Page 4: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

May 12 - 16, 2014Day 1 - Mon. May 12 - Language ArtsDay 2 - Tues. May 13 - Language ArtsDay 3 - Wed. May 14 - Math

Day 4 - Thurs. May 15 - Math Day 5 - Fri. May 16 - Science (4th Grade)

Grades 3-4Grades 3-4

Page 5: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Grade 5Grade 5

May 5 – May 8, 2014

Day 1 – Monday, May 5, 2014 – Language Arts LiteracyDay 2 – Tuesday, May 6, 2014 – Language Arts LiteracyDay 3 – Wednesday, May 7, 2014 – MathematicsDay 4 – Thursday, May 8, 2014 – Mathematics

Page 6: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements
Page 7: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

WritingWriting

Page 8: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Writing Tasks

Students will have 2 writing tasks to complete:

• Narrative

• Informative/Explanatory or Opinion

They will have 30 minutes for each task.

Page 9: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

9

Narrative Prompt – Essay Based on a Topic:

Prompt:

Imagine that your friend has a great tree house. There is only one problem. The key is missing!

Writing Task:

Write a story about how you and your friend solve the problem. Make sure to fill in missing information. It’s a good idea to include details, interesting words, and dialogue. You have 30 minutes.

Page 10: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Opinion Writing Prompt

Some districts have year-round school. The students in these districts don’t get a three-

month summer break. Instead they get several shorter breaks throughout the year. Other

districts hold school for nine months and give students the summer off. Which schedule would

you prefer? Write a persuasive paper that will convince readers to agree that a year-round schedule or nine-month schedule is best.

Page 11: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

11

SAMPLE INFORMATIVE/EXPLANATORY

WRITING PROMPTScientists report that gray squirrels find hundreds of nuts each week that they bury in different places. Then the squirrels dig up all those nuts and bury them again in new spots. They also dig some holes that they don’t ever use for storing nuts. What problems could these actions cause for a gray squirrel?

Write a composition discussing the problem squirrels could have because of the way they bury their nuts. Analyze or explain why squirrels might dig holes they do not want to use.

Page 12: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

ReadingReading

Page 13: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Sample Multiple Choice in the Reading Section

What is the theme of “Brave as a Mountain Lion?”

A.Hard work can lead to good ideas.B.Nature teaches us about ourselves.C.We can do hard things with help from others.D.Everything we know we learn in school.

Page 14: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

14

Model of an Open-Ended Question:(from a selection titled “A Lesson

Learned” on bullying)Bullying occurs in schools everywhere and educational programs have been put into place to stop this horrible abuse.

• Would you consider the cafeteria incident in this passage to be a form of bullying? Why or why not?

• What might Sara have done differently when she first felt that strange, unpleasant feeling coming over her?Use specific information from the story and any additional insight to support your response.

Page 15: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

MathematicsMathematics

Page 16: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Mathematics: Grades 3-5Students will have to answer multiple choice questions, short constructed responses and extended constructed response.

Page 17: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Multiple Choice Question Samples- Grades 3

Which number would make the number sentence 438 - ? = 259 true?

A.217

B.211

C.189

D.179

Page 18: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Multiple Choice Question Samples- Grade 4

What is the difference of 23.79 – 4.93?

A.12.86

B.18.86

C.19.86

D.21.26

Page 19: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Multiple Choice Question Samples- Grades 5

If 14 x n = 252, what is the value of n?

A.13

B.18

C.23

D.28

Page 20: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Short Constructed Response – Grade 3

A lunch menu has 3 beverage selections: water, juice, and milk. The menu also offers 2 sandwich selections :turkey and peanut butter. How many different meals on one beverage and one sandwich are possible?

Page 21: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Short Constructed Response – Grade 4

Inez has a toy car collection? She has 55 red cars, 67 blue cars and 123 orange cars. How many cars does she have in all?

Page 22: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Short Constructed Response – Grade 5

A gallon contains 128 ounces. Paul wants to divide 3 gallons of apple cider equally among 2 dozen friends at his party. How many ounces of apple cider will each friend receive?

Page 23: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

ScienceScience

Page 24: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Science – Grade 4

Science assessments include multiple choice questions and open ended items broken down into the following categories:

Life Science – 40% of the test

Physical Science – 30% of the test

Earth Science – 30% of the test

Page 25: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

In 1962, Rachel Carson wrote the book Silent Spring, warning society about the effects of insecticides. Which of the following facts about ecosystems explains why insecticides are harmful to the environment?

A.Ecosystems are very large.B.Ecosystems have both living and non-living things.C.Living things in ecosystems are interdependent.D.Many kinds of organisms are found in different ecosystems.

Page 26: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Jim put a toy car on a ramp. The car slowly moved down the ramp. What was it about the ramp’s surface that caused the car to move slowly?

How could Jim change the ramp’s surface to get the car to move faster?

Page 27: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

What Can You Do For Your Child?

Page 28: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

Essential Daily Routines

Check and sign your child’s homework by verifying assignments by viewing the homework websites.

Ensure that your child is in school every day and on time.

• District Policy = 100% attendance• Make up any work that is missed

when the child is absent.

Keep track of your child’s progress by keeping constant communication with their teachers and signing Grade Reporting Sheet

Page 29: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

A GOOD NIGHT’S SLEEP…

Limit use of technology such as phones, video games and social media to ensure that your children are getting the rest they need in order to be alert, productive and focused in school.

Page 30: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements

HABITS FOR SUCCESS!HABITS FOR SUCCESS!

• Read at least 30 minutes per night.

• Study notes in all areas daily.

• Seek additional help in and out of school.

• Eat healthy meals daily.

Page 31: Grades 3-5. To measure student performance To track student progress To meet state and federal accountability requirements