The MeitzavThe LOTS & HOTS OF
IT
A PPT by
Ora Freitzis edited by
Judy Mutzari2012
What is it really?O The Meitzav is a National TestO Developed by RAMAO Reflecting :
O the Curriculum and the Standards O knowledge acquisitionO thinking processes
The Meitzav An Achievement TestThe Purpose: The Abbreviation:
O To heighten the responsibility and accountability of teachers and their schools regarding the achievements of their students in the following domains:O Access to Information
from spoken and written texts
O Presentation in writing :O Objective: informationO Subjective: ideas
Oמדדי :מיצ"ב יעילות וצמיחה
בית ספריתOהערכה מסכמת ,
"הערכה של הש"ל:למידה"
The Meitzav assesses student proficiency of skills in the following
domains:
O Access to written and oral Information
O Presentation of information and personal responses
How can we prepare for it?
1. 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:
1. The initial mapping
2. Intervention plans on a classroom level following the mapping
3. Intervention plans on a Partani level
4. Dynamic Mapping – tracking of individual differences over time
5. Dates of unit exams, practice Meitzav exams, and a pre-meitzav exam
Backward Design
Begin with the end in mind and map out the steps to get you there:
•Identify Learning Goals:O What do you want students to know?O What do you want students to be able to do?O Why is this difficult for them to know\ do on their
own?
•Determine acceptable evidence:O How will you know that they got there?O How will you assess that they got there?O 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.
Name
Text type
Understand the main ideas
Sequence of events
Extract inf. from visual data
Locate relevant inform.
Integration
Inference
Dina Informative text
O.K. Failed O.K.
O.K. O.K. Failed
Sima
O.K. Failed O.K. Failed
Failed
Failed
Worth having for practice:
O Entire Meitzav – תשע"ב (pdf or Word format)O Audio RecordingO Text for audio recording
O Table of Specifications, 2012
High Frequency WordsDolch Word List:Oconsists of 220 “sight words”OComprises 50-75% of all the words found in school books, library books, newspapers, and magazines OVocabulary of pre-school – through grade 3
OSight words are words that cannot be sounded out because they do not follow decoding rules Ocannot be learned through the use of pictures
Teach Verb Collocations: suggestions
O Talk to the class aboutO talk with a friendO wear a hatO start to cookO finished schoolO worked too fastO heard something funnyO was very tiredO have\has a surprise forO make food, make
noise
O wrote about, read about, speak about,
O study for tests, study together
O have a good time, have a lot of fun, had a great day
O feed the animalsO came to visitO something happenedO See you tomorrowO get wetO play in the pool
Access to Information from spoken texts – 25%Possible Text Types: Possible Tasks:
O advertisementO announcementO conversationO excerpt from aO lessonO instructionsO messageO news / weatherO reportO oral presentationO story
• Vocabulary: high frequency words
• Level 1 up to 80 seconds, level 2 up to 120 seconds.
O carrying outO instructionsO chart / tableO matchingO multiple-choiceO open-ended (e.g.O wh-questions andO sentence completion)O sequencing
2012מיצ"ב O Listening task 1: Choose the five pictures of
the areas the guide describes (map of the park)O Strategies to focus on:
O Task 2: read the questions before you listen (elicit information, prediction)
O Multiple choice: integrate, put pieces of information together.
O Tony is talking to the class about his: son, work, favorite food, new restaurant
Strategy: Read the questions before you listen!
O When did Tony start to cook? –
O when he opened his restaurant
O when he was 25 years old
O when he finished school when he was a child
O “When I was 11 years old…”
O HOTS
Access to Information from Written Text 60%
Benchmarks: 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
O adO book coverO comic stripO diary entry,O e-mailO informative textO letterO MessageO news report, newspaper item, O note, postcardO PosterO questionnaireO RecipeO StoryO timetable, scheduleO web page.
Task 3, 4, 6 - reading
O Match sentences about different books to their covers: Children write about the animals they have in their homes– “Kids and Pets”
O Sara needs quiet to study for tests – “Next week, I have two tests and I can’t study when Dina makes noise”
O Dina and Sara usually have a good time together “They have a lot of fun together.”
Strategies:O Find the main
ideas
O The sequence of events
O Locate relevant information
O Why do kids write to Eric?
O Amira likes animals. How do we know?
O What is the text about?
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:O chartO matchingO multiple choiceO open-ended including wh-questions O sentence completion
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)
• 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
Possible Text Types: Assessment criteria and Accuracy:O Description
O Friendly letterO InvitationO ListO NoteO QuestionnaireO ReportO Speech bubbleO Story
• Comprehensibility• relevance• Accuracy: • articles• capitalization• full stops• Pronouns• spelling• verb form• word order
Nothing Succeeds Like Success!
“ It is not in the stars to hold our destiny but in
ourselves”
William Shakespeare
CreditsO Teaching and Learning Excellence – for backward
design: https://tle.wisc.edu/solutions/lecturing/%E2%80%9Cbackward-design%E2%80%9D-process
O Doltch Word List: http://www.kidzone.ws/dolch/index.htm
