WELCOME Grade 7 – Mrs. Payne & Mrs. Dougherty PPCMS January 12, 2012

WELCOME

Grade 7 – Mrs. Payne & Mrs. Dougherty

PPCMS

January 12, 2012

FCAT Reading TestFCAT Reading Test FCAT tests gets progressively more rigorous FCAT tests gets progressively more rigorous

each year.each year. The assessment is compiled of easy, moderate, The assessment is compiled of easy, moderate,

and difficult questions that assess an entire and difficult questions that assess an entire hierarchy of critical thinking skills.hierarchy of critical thinking skills.

** Only 20 to 30 percent of students are expected to answer high Only 20 to 30 percent of students are expected to answer high complexity answers correctly.complexity answers correctly.

Grade Level Lower Level Moderate Level High Level*

6 15-25 50-70 15-25

7 10-20 50-70 15-25

8 10-20 50-70 15-25

Here’s the Scale of Scores:Here’s the Scale of Scores:(Level 3 is Considered Proficient)(Level 3 is Considered Proficient)

FCAT Reading Scale Scores  

Grade Level 1 Level 2 Level 3 Level 4 Level 5

6 100 - 264 265 - 295 296 - 338 339 - 386 387 - 500

7 100 - 266 267 - 299 300 - 343 344 - 388 389 - 500

8 100 - 270 271 - 309 310 - 349 350 - 393 394 - 500

Please review your child’s FCAT score from last year & note the range.

FCAT Reading Grade 7FCAT Reading Grade 7Content Focus AreasContent Focus Areas

• Vocabulary Vocabulary • Reading Application:Reading Application:

• Author’s PurposeAuthor’s Purpose• Cause and EffectCause and Effect• Comparison/ContrastComparison/Contrast• Main Idea and Supporting DetailsMain Idea and Supporting Details• Synthesizing Information From Two SourcesSynthesizing Information From Two Sources• Text Organizational PatternsText Organizational Patterns• Text FeaturesText Features

• Literary AnalysisLiterary Analysis• Descriptive and Figurative LanguageDescriptive and Figurative Language

• Informational Text / Research ProcessInformational Text / Research Process• Determining Reliability and Validity of InformationDetermining Reliability and Validity of Information

Test CompilationTest Compilation: : FCAT Reading PortionFCAT Reading Portion

Grade 7 –Grade 7 – Vocabulary: 20%Vocabulary: 20% Reading Application: 30%Reading Application: 30% Literary Analysis: 30%Literary Analysis: 30% Informational Text: 20%Informational Text: 20%

Major BenchmarksMajor Benchmarks

Students are expected to master a key set Students are expected to master a key set of benchmarks as established by the of benchmarks as established by the

Department of Education. Department of Education.

These benchmarks are featured in the form These benchmarks are featured in the form of questions on the FCAT.of questions on the FCAT.

Here are some of the key benchmarks your Here are some of the key benchmarks your child will be expected to know:child will be expected to know:

Major BenchmarksMajor Benchmarks

VocabularyVocabulary The student will use context clues to determine The student will use context clues to determine

meanings of unfamiliar words. meanings of unfamiliar words. The student will identify and understand the meaning The student will identify and understand the meaning

of conceptually advanced prefixes, suffixes, and root of conceptually advanced prefixes, suffixes, and root words. words.

The student will identify advanced word/phrase The student will identify advanced word/phrase relationships and their meanings.relationships and their meanings.

The student will determine the correct meaning of The student will determine the correct meaning of words with multiple meanings in context. words with multiple meanings in context.

Sample Vocabulary Question Sample Vocabulary Question – Context Clues– Context Clues

I was looking for a pencil, rummaging through I was looking for a pencil, rummaging through papers in the back of my desk drawer, where things papers in the back of my desk drawer, where things accumulate for years, when I turned up one of accumulate for years, when I turned up one of Poppa’s old business cards . . . Poppa’s old business cards . . .

What does What does accumulate accumulate mean as used in the excerpt mean as used in the excerpt above?above? to pile up to pile up to mingle to mingle to fall apart to fall apart to disappear to disappear

Major BenchmarksMajor Benchmarks Reading ApplicationReading Application

The student will analyze the author’s purpose (e.g., to The student will analyze the author’s purpose (e.g., to persuade, inform, entertain, explain) and perspective persuade, inform, entertain, explain) and perspective in a variety of texts and understand how they affect in a variety of texts and understand how they affect meaning. meaning.

The student will determine the main idea or essential The student will determine the main idea or essential message in grade-level or higher texts through message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying inferring, paraphrasing, summarizing, and identifying

relevant details.relevant details.

Major BenchmarksMajor Benchmarks Reading ApplicationReading Application

The student will identify cause-and-effect relationships The student will identify cause-and-effect relationships

in text. in text. The student will analyze a variety of text structures The student will analyze a variety of text structures

(e.g., comparison/contrast, cause/effect, chronological (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main order, argument/support, lists) and text features (main headings with subheadings) and explain their impact headings with subheadings) and explain their impact on meaning in text. on meaning in text.

The student will compare and contrast elements in The student will compare and contrast elements in

multiple texts. multiple texts.

Sample Reading Application Sample Reading Application Question – Author’s PurposeQuestion – Author’s Purpose

Read this excerpt from the essay. Read this excerpt from the essay. Maybe he was five feet six if his heels were not worn. Maybe he was five feet six if his heels were not worn. Maybe he weighed 155 pounds if he had a good meal. Maybe he weighed 155 pounds if he had a good meal. Maybe he could see a block away if his glasses were Maybe he could see a block away if his glasses were clean. clean.

Why does the author describe Poppa’s appearance in this Why does the author describe Poppa’s appearance in this way? way? to provide a clear image of Poppa to provide a clear image of Poppa to suggest that Poppa’s strengths were internal to suggest that Poppa’s strengths were internal to contrast Poppa’s size with the size of his project to contrast Poppa’s size with the size of his project to explain why Poppa might choose to avoid challenges to explain why Poppa might choose to avoid challenges

Sample Reading Application Sample Reading Application Question – Cause & EffectQuestion – Cause & Effect

The sample item below is based on “Poppa and the Spruce The sample item below is based on “Poppa and the Spruce Tree” on page G–8. Tree” on page G–8.

Why is the author’s discovery of his father’s business Why is the author’s discovery of his father’s business card a significant event? card a significant event? The author is reminded of his family history. The author is reminded of his family history. The author is inspired to continue his campaignThe author is inspired to continue his campaign. . The author remembers why he is running for office. The author remembers why he is running for office. The author recalls moving to a new house with his The author recalls moving to a new house with his

family. family.

Major BenchmarksMajor Benchmarks Literary AnalysisLiterary Analysis

The student will locate and analyze elements of The student will locate and analyze elements of characterization, setting, and plot, including rising characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction. elements as appropriate in a variety of fiction.

The student will locate and analyze an author’s use of The student will locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support and emotions, providing evidence from text to support the analysis. the analysis.

Major BenchmarksMajor Benchmarks Literary AnalysisLiterary Analysis

The student will locate, use, and analyze specific The student will locate, use, and analyze specific information from organizational text features (e.g., information from organizational text features (e.g., table of contents, headings, captions, bold print, table of contents, headings, captions, bold print,

italics, glossaries, indices, key/guide words). italics, glossaries, indices, key/guide words).

Sample Literary Analysis Sample Literary Analysis Question– ThemeQuestion– Theme

The sample item below is based on “Poppa and the Spruce The sample item below is based on “Poppa and the Spruce Tree” on page G–8. Tree” on page G–8.

Which statement best describes Poppa’s approach to Which statement best describes Poppa’s approach to life? life? He was proud of his family ancestry. He was proud of his family ancestry. He provided a good home for his children. He provided a good home for his children. He believed a person should work hard and be He believed a person should work hard and be

physically strong. physically strong. He thought people should meet whatever He thought people should meet whatever

challenges life brings their waychallenges life brings their way. .

Sample Literary Analysis Sample Literary Analysis Question– Figurative LanguageQuestion– Figurative Language

The sample item below is based on “Poppa and the Spruce The sample item below is based on “Poppa and the Spruce Tree” on page G–8. Tree” on page G–8.

Read this sentence from the essay. Read this sentence from the essay. We came home from the store that night to find the spruce We came home from the store that night to find the spruce pulled almost totally from the ground and flung forward, its pulled almost totally from the ground and flung forward, its mighty nose bent in the asphalt of the street. mighty nose bent in the asphalt of the street.

Which literary device does the author use in the sentence Which literary device does the author use in the sentence above? above? simile, comparing the tree to asphalt simile, comparing the tree to asphalt metaphor, representing the tree as a roadway metaphor, representing the tree as a roadway personification, giving the tree human qualities personification, giving the tree human qualities hyperbole, exaggerating the condition of the tree hyperbole, exaggerating the condition of the tree

Major BenchmarksMajor Benchmarks Informational Text/Research ProcessInformational Text/Research Process

The student will explain how text features (e.g., The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding.illustrations, graphs) aid the reader’s understanding.

The student will assess, organize, and check the The student will assess, organize, and check the validity and reliability of information in text, using a validity and reliability of information in text, using a variety of techniques by examining several sources of variety of techniques by examining several sources of information, including both primary and secondary information, including both primary and secondary

sources. sources.

Sample Informational Text Sample Informational Text Question– Text FeaturesQuestion– Text Features

The sample item below is based on “Volunteer Day” on The sample item below is based on “Volunteer Day” on page G–12. page G–12.

The author’s use of italicized print in the flier aids the The author’s use of italicized print in the flier aids the reader’s understanding by reader’s understanding by indicating where each activity is scheduled to take place. indicating where each activity is scheduled to take place. emphasizing how volunteers should prepare for the activities. emphasizing how volunteers should prepare for the activities. drawing attention to specific times matched with specific drawing attention to specific times matched with specific

activities. activities. highlighting the different activities available to interested highlighting the different activities available to interested

volunteers. volunteers.

Poppa and the Spruce TreeIn this essay Mario Cuomo, former governor of New York, recalls an experience with his father that serves as an inspiration to him. It was first published in the Diaries of Mario M. Cuomo.

Poppa taught me a lot about life, especially its hard times. I remembered one of his lessons one night when I was ready to quit a political campaign I was losing and wrote about it in my diary:

Tired, feeling the many months of struggle, I went up to the den to make some notes. I was looking for a pencil, rummaging through papers in the back of my desk drawer, where things accumulate for years, when I turned up one of Poppa’s old business cards, the ones we made up for him, that he was so proud of: Andrea Cuomo, Italian-American Groceries— Fine Imported Products. Poppa never had occasion to give anyone a calling card, but he loved having them.

I couldn’t help wondering what Poppa would have said if I told him I was tired or discouraged. Then I thought about how he dealt with hard circumstances. A thousand pictures flashed through my mind, but one scene came sharply into view.

We had just moved to Holliswood, New York, from our apartment behind the store. We had our own house for the first time; it had some land around it, even trees. One, in particular, was a great blue spruce that must have been 40 feet tall.

Less than a week after we moved in, there was a terrible storm. We came home from the store that night to find the spruce pulled almost totally from the ground and flung forward, its mighty nose bent in the asphalt of the street. My brother Frankie and I could climb poles all day; we were great at fire escapes; we could scale fences with barbed wire—but we knew nothing about trees. When we saw our spruce, defeated, its cheek on the canvas, our hearts sank. But not Poppa’s.

Poppa and the Spruce Tree cont’d.

Maybe he was five feet six if his heels were not worn. Maybe he weighed 155 pounds if he had a good meal. Maybe he could see a block away if his glasses were clean. But he was stronger than Frankie and me and Marie and Mamma all together.

We stood in the street looking down at the tree. The rain was falling. Then he announced, “O.K., we gonna push ’im up!” “What are you talking about, Poppa? The roots are out of the ground!” “Shut up, we gonna push ’im up, he’s gonna grow again.” We didn’t know what to say to him. You couldn’t say no to him. So we followed him into the house and we got what rope there was and we tied the rope around the tip of the tree that lay in the asphalt, and he stood up by the house, with me pulling on the rope and Frankie in the street in the rain, helping to push up the great blue spruce. In no time at all, we had it standing up straight again!

With the rain still falling, Poppa dug away at the place where the roots were, making a muddy hole wider and wider as the tree sank lower and lower toward security. Then we shoveled mud over the roots and moved boulders to the base to keep the tree in place. Poppa drove stakes in the ground, tied rope from the trunk to the stakes, and maybe two hours later looked at the spruce, the crippled spruce made straight by ropes, and said, “Don’t worry, he’s gonna grow again . . . .”

I looked at the card and wanted to cry. If you were to drive past that house today, you would see the great, straight blue spruce, maybe 65 feet tall, pointing straight up to the heavens, pretending it never had its nose in the asphalt.

I put Poppa’s card back in the drawer, closed it with a vengeance. I couldn’t wait to get back into the campaign.

General reading strategies that can be reinforced at home.

• Scanning the Text• Predicting• Selective Underlining• Margin Note-taking• Summarizing• Identify tone• Re-read parts of passage

General question frames that can be General question frames that can be applied to any passage.applied to any passage.

You can increase vocabulary:You can increase vocabulary:

What does the author mean by saying What does the author mean by saying papa papa had likened her sohad likened her so??

Which words add to the idea Which words add to the idea that papa was that papa was so fond of Maso fond of Ma??

What does the word What does the word sheensheen mean mean in the in the poempoem??

General question frames that can be General question frames that can be applied to any passage.applied to any passage.

You can discuss main idea:You can discuss main idea:

What would be another good title What would be another good title for this for this poempoem??

What is the essential message in this What is the essential message in this poempoem??

What detail supports the main idea that What detail supports the main idea that Pa Pa is very fond of Mais very fond of Ma??

General question frames that can be General question frames that can be applied to any passage.applied to any passage.

You can discuss author’s purpose:You can discuss author’s purpose:

What is the author’s purpose in telling the What is the author’s purpose in telling the reader reader that Ma was always suitedthat Ma was always suited??

Why did the author write this Why did the author write this poempoem??

What else can YOU do to What else can YOU do to help?help?

Encourage your child to read every night. Encourage your child to read every night. Reading CountsReading Counts, it really , it really does!!!!does!!!!

Monitor reading logs. Monitor reading logs. 40 points per quarter – regular classes40 points per quarter – regular classes 60 points – advanced classes60 points – advanced classes

Turn Off The TV, computer, phone, video game!!Turn Off The TV, computer, phone, video game!! Make sure students are completing their FOCUS assignments Make sure students are completing their FOCUS assignments

without help or interruptions. without help or interruptions. Read with your child.Read with your child. Model by reading books/newspapers at home.Model by reading books/newspapers at home. Make sure your child is completing all homework assignments. Make sure your child is completing all homework assignments.

Math FCATMath FCAT

FCAT Math Test FCAT Math Test DesignDesign Two 60 minutes sessions on the same day.Two 60 minutes sessions on the same day.

Approximately 60-65 questions Approximately 60-65 questions Two types of questions:Two types of questions:

Multiple choiceMultiple choice Gridded responseGridded response

Reference Sheet ProvidedReference Sheet Provided Four function calculator Four function calculator Not a computation testNot a computation test

Expressions, Equations, and Functions

Geometry and Measurement

Number Concepts: Operations, Problems,

Statistics

40% 35% 25%

Gridded Response QuestionGridded Response Question

Test-Taking TipsTest-Taking Tips

Get plenty of sleep and eat a good Get plenty of sleep and eat a good breakfast the morning of the test.breakfast the morning of the test.

Underline important words.Underline important words. Cross out answer choices you know are Cross out answer choices you know are

wrong.wrong. Do the easy questions first.Do the easy questions first. Change an answer only when you are sure Change an answer only when you are sure

the first answer is wrong.the first answer is wrong. Mark an answer for every questionMark an answer for every question Be sure each answer is marked in the right Be sure each answer is marked in the right

place. place.

How you can help your child How you can help your child prepare for the Math FCAT.prepare for the Math FCAT.

Make sure your child is completing his or her homework. Calculate tips and total bill while dining out. Compute gas mileage.   Figure out percentages while shopping: taxes, sales, discounts,

rebates. Practice math facts every day.  (Great websites available) While cutting up a pizza, a pie, or a cake, talk about fractions.  Discuss conversions using household items, i.e., 2 liter

bottles/gallon of milk.  Point out graphs and charts in newspapers and discuss the findings

and how displayed.

Testing DatesTesting Dates

April 16 - 27*, 2012April 16 - 27*, 2012

*includes make-up days*includes make-up days

Helpful WebsitesHelpful WebsitesMathMath

www.connected.mcgraw-hill.com  (textbook website)

http://fcat.fldoe.org/

www.fcatexplorer.comwww.studyguidezone.com/fcattest.htm

Studyisland.com

Reading Reading

http://www.edinformatics.com/testing/testing.htmhttp://www.edinformatics.com/testing/testing.htm

Writing Writing

http://www.creativewritingprompts.com/#http://www.creativewritingprompts.com/#

For copies of this presentation, please visit our school For copies of this presentation, please visit our school website www.pinescharter.net. website www.pinescharter.net.

West CampusWest Campus General TabGeneral Tab

FCAT Family Night PowerPoint PresentationFCAT Family Night PowerPoint Presentation

Thank you for your time, Thank you for your time, attention, and dedication. attention, and dedication.

Together we can ensure your Together we can ensure your child’s success! child’s success!