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Tosa Tribune Dec. 08


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Tosa Tribune Dec. 08

  1. 1. TOSA Tribune Intermediate Edition December 2008 Volume 3*Issue 4 Once again, Nixa met with EXCELLENCE 14 out of 14 standards on our Annual Performance Report! quot;Talent wins games, but teamwork and intelligence win championships.quot; ~Michael Jordan December 1, 2008 Dear Colleagues, Merry Christmas! I hope this finds you rested after our four-day Thanksgiving Brrr…. Cold break. I have once again avoided baking the Benchmark Assessments turkey (or the ham for that matter). My husband’s eighty-five year old grandmother continued the tradition of hosting Thanksgiving at her home in Buffalo, MO. Now, it’s time to think Christmas presents. I am determined to shop early this year. We’ll see … December is a busy month. Please don’t hesitate to contact me if you need anything. Reminder: Working together, ~Cheryl Benchmarks are COLD assessments. They should be administered similar to the M.A.P. test. Do not review beforehand or provide assistance during the test unless an I.E.P or 504 plan calls for modifications. This is IMPERATIVE for data collection. Remember, the data collection is for YOU, the teacher. It’s a gauge to see where your students are in comparison to other students in the district.
  2. 2. Gestures Have you ever been water skiing? I had the opportunity a few years ago and was completely astonished that I remembered all the procedures involved. I had not been on skis for nearly TWENTY years. In fact, I got up the very first time (short of completely standing up) before I let go of the rope. I quickly remembered face planting as a teen and didn’t care to repeat the experience; I opted for intertubing instead. Think of bowling. How do you hold the ball? How do you walk? What about riding a bike? Procedural memory is STRONG. If you’ll consistently add gestures to content, students WILL have a better chance remembering the information when necessary … on say the M.A.P. test. Repetition also makes the memory stronger. Remember, drill and thrill; DON’T drill and kill.  Once you have a gesture, REVIEW it. Math Gestures Plot Gestures Exposition: Introduces characters and problem. Teach millimeter, centimeter, meter Have students cross arms in an X position in front of and kilometer with gestures AND tone. their faces and rest their chins on their X. Then, have them turn their heads sideways with their tongues Hold your thumb and first finger about a hanging out. millimeter apart and in your BEST English accent say, “Millimeter.” Rising Action: Have students squat and gradually rise while saying, “rising, rising, rising, rising Move your thumb and first finger about a ACTION,” in a silly voice. centimeter apart and in your BEST English accent say, “Centimeter.” Climax: Have students place their arms above their head and say, “Climax.” Move both hands about a meter apart and in your BEST English accent say, “Meter.” Falling Action: While standing, students gradually lower to a squatting position while whispering, Open your arms as wide as they’ll go and “Falling, falling, falling, falling action.” in your BEST English accent say, “Kilometer.” Resolution: While standing, have students rub their hands together like they’re wiping them clean Let the students practice with you. It’s fun and say, “Resolution.” AND memorable. Speaking of Gestures: Your hand makes a PERFECT graph for plot!
  3. 3. December M.A.P. Checklist _____ I teach and assess the written curriculum AND keep up with the scope and sequence. _____ I use Depth of Knowledge when teaching and keep my Depth of Knowledge Wheel close to remind me to ask questions in the Skills/Concepts and Strategic Thinking levels. _____ I give cold assessments with feedback AND error correction opportunities. _____ My assessments consist of multiple choice, constructed response and performance event questions. I am careful to include skills/concepts and strategic thinking multiple-choice questions in my assessments. _____ I am utilizing data to drive my instruction. If asked, I could tell specific areas of celebration and concern from previous years’ M.A.P. data. _____ I use the glossary of terms provided from D.E.S.E. for math, communication arts and science. _____ I use the Math GLE examples for review AND do cumulative assessments over similar items for retention. _____ I USE the Communication Arts Interpretations Document and require my students to give TWO details from the text on constructed response items. M.A.P. Basic Training Would you show up to play in the Super Bowl without practicing football? M.A.P. is the same way. Be sure to practice the way we play. D.E.S.E. recently released a new DRAFT copy of Communication Arts questions. These questions can be used with ANY text. Goal Process Standards 1.6, 2.2 and 3.5 have been tested the most the last few years. The purpose of this document is to define how the Communication Arts Process Standards are interpreted, to provide examples of high quality open-ended constructed response and multiple choice items to support classroom instruction and assessment, and to bring about greater learning through in depth questioning.