FCAT Lessons Learned 2007 Understanding the Link Between by badboyben

VIEWS: 0 PAGES: 26

									  FCAT Lessons Learned 2007
Understanding the Link Between
   Instruction and the FCAT


 Orange County Coaches Meeting

       January 10, 2008
FLaRE Coordinators

     Connie Cain
     cecain@mail.ucf.edu

     Susan Kelly
     sukelly@mail.ucf.edu
    How can teachers most
effectively prepare students for
    the FCAT reading test?
What do we see teachers doing
    to prepare students?

   What are schools doing?
When preparing students for the
          FCAT…

 are we assessing students or
      teaching students?
What do we know about the FCAT
and how do we know it?

• First released FCAT items were made
 available from the 2001 test.

• Currently there are released tests available
 on-line for 2005, 2006, and 2007.
How are the SSS and
Benchmarks tested?
  Lessons Learned were made
available in 2002 and 2007 from
 the Department Of Education.
Lessons Learned (2007)
• Successful students   • Unsuccessful students
•                       •
•                       •
•                       •
•                       •
                        •
                        •
What can we learn from our
    FCAT experience?
What are the implications for
     daily instruction?
What are the implications for
    FCAT preparation?
 Only 10% of the students’ FCAT
 performance can be associated
      with test preparation!
Successful students verify their
    assumptions by asking

            “Why?”

  “How do you know that?”

   “What in the text makes
      you think that?”
Before Reading

• What did you do?
Some Suggestions Before Reading:

• Do not read all the questions first. People can
  only hold about five things in active memory.
  Questions must be read well and carefully, not
  superficially.

• Read the title and look at graphics to active
  background knowledge.

• Read the boxed question: the extended
  response item. Students must complete some of
  these to have a possibility of a passing score.
During Reading

• What did you do?
After Reading

• What did you do?
Points for Discussion

• Correct Answers
• Distractors
• What made the distractors effective?
• What do students need to know and be
 able to do?
Implications for Instruction
• Small group instruction may be needed to
  assist students in developing the high level
  cognitive skills needed for success.
• Test Prep may be more effective when it is
  linked to instruction based on developing a
  process for reading.
• Multi-sensory text prep may be helpful to
  help students remember the processes.
  Daily instruction that supports
      the development of an
  effective READING PROCESS
           seems logical
based on the required FCAT tasks.
Helping Students While They Read

During the act of reading, the brains of independent
readers are engaged with text. Independent readers
are constantly trying to make sense of what they are
reading. If there are parts they don’t understand they
reread the passages. They have silent conversations
with the author to identify those things with which
they agree or disagree. They turn the words on the
page into images in their heads and visualize what is
happening in a story or what the author is explaining
to them in an article. As they use their own
experiences to confirm or challenge what they are
reading, they are constantly making personal
connections with the text.

                       D. Berrill, L. Doucette, & D. Verhulst, 2006
                               Tutoring Adolescent Readers, p. 83
         Helping Students While They Read

One of the most important things that tutors can do
is to model, make visible, and reinforce the habits of
         mind used by successful readers.


         (Read and think aloud and model
            what you do as a reader.)




                      D. Berrill, L. Doucette, & D. Verhulst, 2006
                              Tutoring Adolescent Readers, p. 83
        Develop background knowledge
        and reading experience from
        wide reading.

    "The more that you read,
 the more things you will know.
      The more you learn,
   the more places you'll go.

   — Dr. Seuss,
"I Can Read With My Eyes Shut!"
       Choose texts with just the right
       amount challenge.


“The only books that influence us
are those for which we are ready,
and which have gone a little
farther down our particular path
than we have yet got ourselves.”
          ~ attributed to E. M. Forster
        Allow student choices based on their
        interests and select quality texts when
        guiding their reading development.
“It is not enough to simply teach children
to read; we have to give them something
worth reading. Something that will stretch
their imaginations--something that will
help them make sense of their own lives
and encourage them to reach out toward
people whose lives are quite different
from their own.”
          ~ attributed to Katherine Patterson
     Each individual has a unique
     response to text based on
     experiences and personal history.



“A writer only begins a
book. A reader finishes it.”
  ~ attributed to Samuel Johnson

								
To top