The ABC’s of The ABC’s of the CMT’sthe CMT’s

January 2010January 2010

““You are about You are about to take a test…”to take a test…”

You have 60 minutesYou have 60 minutesYou have 45 questions You have 45 questions to answerto answer

Do your bestDo your best

7 Survival Skills Needed 7 Survival Skills Needed for the Future:for the Future:

1.1. Critical Thinking and Problem Critical Thinking and Problem SolvingSolving

2.2. Collaboration and LeadershipCollaboration and Leadership3.3. Agility and AdaptabilityAgility and Adaptability4.4. Initiative and Initiative and

EntrepreneurialismEntrepreneurialism

5. Effective Oral and 5. Effective Oral and Written CommunicationWritten Communication

6. Assessing and 6. Assessing and Analyzing InformationAnalyzing Information

7. Curiosity and 7. Curiosity and ImaginationImagination

From From The Global Achievement Gap: Why The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need-New Survival Skills Our Children Need-and What We Can Do About Itand What We Can Do About It

By Tony WagnerBy Tony Wagner

http://www.amazon.com/Global-Achievement-Gap-Survival-Need/dp/0465002293

Who must take the Who must take the CONNECTICUT MASTERY CONNECTICUT MASTERY

TEST?TEST? All students who are enrolled in All students who are enrolled in

public schools grade 3-8public schools grade 3-8

This has been in place since 1985This has been in place since 1985

The content is based on the The content is based on the Connecticut curriculum frameworksConnecticut curriculum frameworks

What areas are tested?What areas are tested?

MathMathReading Reading WritingWritingScience (gr 5 and 8)Science (gr 5 and 8)

How is it scored?How is it scored?

A scale score between 100 and 400 A scale score between 100 and 400 for each areafor each area

Five areas: Advanced, Goal, Five areas: Advanced, Goal, Proficient, Basic, Below BasicProficient, Basic, Below Basic

Scoring in the goal range is a Scoring in the goal range is a challenging, yet reasonable, challenging, yet reasonable, expectationexpectation

MathematicsMathematics

Grades 3 and 4Grades 3 and 4 Two one-hour sessionsTwo one-hour sessions

Grade 5Grade 5 Three one hour sessionsThree one hour sessions

Multiple choice and short answerMultiple choice and short answer

Eighteen content strandsEighteen content strandsNumerical and Proportional ReasoningNumerical and Proportional Reasoning

Geometry and MeasurementGeometry and Measurement

Working With Data: Probability and StatisticsWorking With Data: Probability and Statistics

Algebraic ReasoningAlgebraic Reasoning

Integrated UnderstandingsIntegrated Understandings

Grade 3 EstimationGrade 3 EstimationKevin took a survey of children’s Kevin took a survey of children’s

favorite ice cream flavors in his favorite ice cream flavors in his school. He found out that 389 school. He found out that 389 children liked chocolate. He also children liked chocolate. He also found out that 291 children liked found out that 291 children liked Cookie Dough ice cream.Cookie Dough ice cream.

About About how many children took part in how many children took part in the survey?the survey?

less than 200less than 200 between 300 and 400between 300 and 400 between 500 and 600between 500 and 600 more than 600 more than 600

Strand 16-Customary and Strand 16-Customary and Metric MeasuresMetric Measures

What is a What is a reasonablereasonable length for a length for a brownie?brownie?

5 meters5 meters 5 kilometers5 kilometers 5 centimeters5 centimeters 5 liters5 liters  

Grade 3 Grade 3

Strand 25Strand 25

Math ApplicationsMath Applications

Rob has a set of red, blue, and green toy Rob has a set of red, blue, and green toy cars. He hascars. He has

12 red cars,12 red cars, 8 blue cars, and8 blue cars, and 6 green cars.6 green cars.

He places all his toy cars on 4 shelves. He places all his toy cars on 4 shelves. Each shelf hasEach shelf has

moremore than 4 cars, than 4 cars, at least 2 colors, andat least 2 colors, and an an eveneven number of cars. number of cars. Fill in the chart to show one way Rob Fill in the chart to show one way Rob

could organize his cars. could organize his cars.

Grade 4 Strand 17 Geom Grade 4 Strand 17 Geom Shapes and PropertiesShapes and Properties

What is a What is a rectanglerectangle?? a polygon with only one right anglea polygon with only one right angle a polygon with six equal sidesa polygon with six equal sides a quadrilateral with two pairs of a quadrilateral with two pairs of

parallel parallel sidessides a trapezoid with one pair of equal a trapezoid with one pair of equal

sidessides

Grade 4 EstimationGrade 4 Estimation WalmartWalmart had 6,237 notebooks for sale. had 6,237 notebooks for sale.

They sold 2,399 notebooks in one hour. They sold 2,399 notebooks in one hour. Which of the following would be Which of the following would be bestbest for for WalmartWalmart to use to to use to estimateestimate how many how many notebooks they have left?notebooks they have left?

OO 6,000 – 2,000 6,000 – 2,000 OO 7,000 – 2,0007,000 – 2,000 OO 6,000 – 3,0006,000 – 3,000 OO 7,000 – 3,0007,000 – 3,000

Grade 5 ProbabilityGrade 5 Probability

Erica and Alexis are playing a game with Erica and Alexis are playing a game with the cards below (1-10). They each pick the cards below (1-10). They each pick one card at random. If Erica picks a one card at random. If Erica picks a number less than 5, she gets 1 point. If number less than 5, she gets 1 point. If Alexis picks a number greater than 5, she Alexis picks a number greater than 5, she gets 1 point. They both get 1 point every gets 1 point. They both get 1 point every time anyone picks a 5.time anyone picks a 5.

Why is this game unfair?Why is this game unfair?

ReadingReadingDegrees of Reading Power assesses what Degrees of Reading Power assesses what

the student has readthe student has read

42 multiple choice answers in 45 minutes42 multiple choice answers in 45 minutes

Reading Comprehension assesses your Reading Comprehension assesses your child’s ability to read and understand child’s ability to read and understand both fiction and nonfiction passagesboth fiction and nonfiction passages

Two sessions-45 minutes eachTwo sessions-45 minutes each

In the mid 19th century, a small insect reached Europe from the United States. The insect fed on grapevines, destroying their roots. All over Europe, vines began dying. It was clear that the ___could not withstand the attack. They had to be pulled out….

SheepPlants StreamsChildren Buildings

Reading Content Reading Content StrandsStrands

Forming a General UnderstandingForming a General Understanding Developing InterpretationDeveloping Interpretation Making Reader/Text ConnectionsMaking Reader/Text Connections Examining the Content/StructureExamining the Content/Structure

Strand 3-Strand 3-Connections SampleConnections Sample

Think about someone who did something Think about someone who did something courageous. Tell how that experience courageous. Tell how that experience was like the experience of ____ in the was like the experience of ____ in the story.story.

If _____ were alive today, what would If _____ were alive today, what would you most likely ask him/her? Use you most likely ask him/her? Use information from the article to support information from the article to support your answer.your answer.

Grade 3 QuestionGrade 3 Question(Connection)(Connection)

Think about a fishing trip that Think about a fishing trip that you have heard about, seen on you have heard about, seen on TV, or been on. Write a brief TV, or been on. Write a brief paragraph telling how that paragraph telling how that fishing trip was different from the fishing trip was different from the one in this story. Use one in this story. Use information from the story to information from the story to explain your answer.explain your answer.

Student Sample AnswerStudent Sample Answer

On my fishing trip we had lots of fun. On my fishing trip we had lots of fun. We ate lunch at the pond. We used We ate lunch at the pond. We used worms and a fishing pole. I didn’t worms and a fishing pole. I didn’t use birds to catch fish. The only kind use birds to catch fish. The only kind of fish we caught was sunny fish. of fish we caught was sunny fish. We did not keep them or eat them!We did not keep them or eat them!

SCORE: 0 , 1 or 2 SCORE: 0 , 1 or 2

Student Sample AnswerStudent Sample Answer

One day on t.v. I saw a man and a kid One day on t.v. I saw a man and a kid Jon fishing with his mom. They used Jon fishing with his mom. They used fishing poles to catch fish. They put fishing poles to catch fish. They put worms on the hooks so the fish could worms on the hooks so the fish could put their mouths on the hook to eat the put their mouths on the hook to eat the worms that is on the hook and pulled worms that is on the hook and pulled the poles out to catch the fish.the poles out to catch the fish.

SCORE: 0, 1, or 2SCORE: 0, 1, or 2

Gr 3 ExampleGr 3 Example

What does this story tell What does this story tell the reader about how the reader about how animals and people work animals and people work together? Use details together? Use details from the story to explain from the story to explain your answer.your answer.

Student Sample AnswerStudent Sample Answer

The birds trust Grandpa The birds trust Grandpa because he cared for because he cared for them and now they work them and now they work for him to catch fish.for him to catch fish.

0, 1 or 20, 1 or 2

Student Sample AnswerStudent Sample Answer

Some dogs work for the Some dogs work for the police department and police department and the fire department like the fire department like the bird got food for the the bird got food for the grandpa. _____0, 1 or 2grandpa. _____0, 1 or 2

Grade 4Grade 4

The story is called “The The story is called “The Hawk.” What could be Hawk.” What could be another title for the story? another title for the story? Explain your answer with Explain your answer with information from the story.information from the story.

Grade 5 Grade 5 Examining Content and Examining Content and

StructureStructure Imagine that you are Leo’s Imagine that you are Leo’s

grandfather and the boys have just grandfather and the boys have just returned from the trip and told you of returned from the trip and told you of their adventure. Write a paragraph their adventure. Write a paragraph that could have appeared in your that could have appeared in your journal that day.journal that day.

Example-Grade 5Example-Grade 5

Using information from Using information from the story explain how the the story explain how the statement “There’s a statement “There’s a simple explanation for simple explanation for everything applies to this everything applies to this story.”story.”

Connecting and Reacting to Text

Think about someone who was [helpful]. Tell how that experience was like the experience of ____ in the story.

Using information from the story, explain whether you would ever want to ___.

Connecting and Reacting to Text

Which part of the [story/article] was most interesting or surprising to you? Why?Do you like this [story/article]? Why or why not?

What was your first reaction to this text? Explain.

Editing and Editing and RevisingRevising 60 minutes60 minutes

Grades 3 and 4-32 questionsGrades 3 and 4-32 questions Grade 5 and 6-36 questionsGrade 5 and 6-36 questions

Made up of two parts: Made up of two parts: *Composing/Revising*Composing/Revising

*Editing*Editing

Editing and RevisingGrade 4

Students read passage about The Summer Business

4 paragraphs21 sentences

Choose the correct way to write the underlined part:

She gave us her recipe for old-fashioned sweet lemonade.

1.old-fashioned, sweet, lemonade.

2.old-fashioned, sweet lemonade.

3.old, fashioned, sweet lemonade.

4.No change is needed.

WritingWriting Assesses how well as student can Assesses how well as student can

communicate ideas in a coherent, communicate ideas in a coherent, elaborated and organized way.elaborated and organized way.

45 minutes to respond-one day45 minutes to respond-one day Grades 3-4 write a narrative piece Grades 3-4 write a narrative piece

(story)(story) Grades 5-6 write an expository piece Grades 5-6 write an expository piece

(explanation or decision)(explanation or decision) Grades 7-8 write a persuasive piece Grades 7-8 write a persuasive piece

position)position)

Scored on how well students Scored on how well students develop and communicate their develop and communicate their ideasideas

Rubric 1-6, read by two scorersRubric 1-6, read by two scorers

Errors in grammar and Errors in grammar and punctuation don’t affect punctuation don’t affect response response

Grade 3 ExampleGrade 3 Example

Think about a day when you Think about a day when you had something special had something special happen. What happened on happen. What happened on that day that was so special?that day that was so special?

When you write, be sure When you write, be sure to:to:

Tell your story in the order that Tell your story in the order that it happenedit happened

Include who or what your story Include who or what your story is aboutis about

Include when or where your Include when or where your story takes place; and story takes place; and

Include details about the eventInclude details about the event

Grade 4 ExampleGrade 4 Example

Imagine a gorilla walked Imagine a gorilla walked into your classroom and into your classroom and sat down at a desk.sat down at a desk.

Write a story about what Write a story about what happened next.happened next.

Science-Grade 5Science-Grade 5 Life ScienceLife Science Physical SciencePhysical Science Earth ScienceEarth Science 39 questions39 questions

18 content knowledge18 content knowledge 18 scientific inquiry18 scientific inquiry 3 constructed response3 constructed response

12. Each picture shows a 12. Each picture shows a battery, bulb and a switch. battery, bulb and a switch. Which bulb will light when Which bulb will light when

the the switch is switch is closed?closed?  

The picture below shows how a type of The picture below shows how a type of rock forms at the bottom of the ocean. rock forms at the bottom of the ocean. What type of rock is this?What type of rock is this?

A)  Lava A)  Lava B)  IgneousB)  Igneous

C)  Sedimentary C)  Sedimentary D)  MetamorphicD)  Metamorphic

    

How did Tokeneke How did Tokeneke do?do?

Grade 3Grade 3Math Math Reading Reading WritingWriting

TokenekTokenekee 7777 7272 8787DarienDarien

8080 7878 8585StateState

6363 5454 6262

Grade 4Grade 4MathMath Reading Reading WritingWriting

TokenekTokenekee 8686 9090 9494DarienDarien 8585 8888 8787StateState 6363 6060 6464

Grade 5Grade 5MathMath ReadingReading WritingWriting

TokenekTokenekee 9292 8787 9292DarienDarien 8888 8989 9191StateState 6969 6666 6666

How do we How do we prepare our prepare our students?students?

Educate teachers on researchEducate teachers on research Simulations three times a yearSimulations three times a year Budget time appropriatelyBudget time appropriately Have students work back from end of testHave students work back from end of test Teachers take anecdotal notes each day Teachers take anecdotal notes each day

How can you help?How can you help?

Make sure your child is well restedMake sure your child is well rested Student should eat a good breakfastStudent should eat a good breakfast Assure them they can do their bestAssure them they can do their best Have them run and play after schoolHave them run and play after school Expect good results and model Expect good results and model

positive behaviorpositive behavior Discuss purpose and relevance of Discuss purpose and relevance of

testingtesting

Resources for Resources for parentsparents

My blogMy blogwww.darienps.org/teachers/kschultz

Math resourcesMath resourceswww.atomicmath.org

Language Arts resourcesLanguage Arts resourcesCheck my blogCheck my blog

Science informationScience information

http://www.csde.state.ct.us/public/cedar/assessment/national/resources/naep/workshop/CMT_Blueprints_5_8_03-24-06.pdf

OLSATOLSAT Otis Lennon School Ability Otis Lennon School Ability

TestTest Given in Grades 2 and 4 Given in Grades 2 and 4

each yeareach year Grade 2-One sessionGrade 2-One session Grade 4-Two sessionsGrade 4-Two sessions

OLSATOLSAT Designed to measure abstract Designed to measure abstract

thinking and reasoning ability that are thinking and reasoning ability that are most relevant to school achievementmost relevant to school achievement

Assesses examines ability to cope Assesses examines ability to cope with school learning taskswith school learning tasks

To evaluate achievement in relation to To evaluate achievement in relation to talents they bring to school learning talents they bring to school learning situationssituations

The tasks on the OLSAT are The tasks on the OLSAT are related to school learning related to school learning

situations but are not situations but are not actually taughtactually taught

VerbalVerbalNonverbalNonverbal

VERBALVERBALVerbal comprehension items assess Verbal comprehension items assess

understanding of the nature of understanding of the nature of language language

Perceive the relational aspects of Perceive the relational aspects of wordswords

Derive meaning from types of words Derive meaning from types of words Understand subtle differences among Understand subtle differences among

similar words and phrases similar words and phrases Manipulate words to produce meaningManipulate words to produce meaning

VERBAL VERBAL Verbal Verbal

ComprehensionComprehension(language, , (language, ,

relationships relationships among words, among words, subtle differencessubtle differences

Verbal ReasoningVerbal Reasoningwords, inference, words, inference,

application, application, classification)classification)

NonVerbalNonVerbalPictorial ReasoningPictorial Reasoning (inferences and eval (inferences and eval

using pictorial using pictorial representations)representations)

Figural ReasoningFigural Reasoning

(geometric shapes)(geometric shapes)

They include items such as:

AntonymsSentence completion

Sentence arrangement

VERBAL REASONINGVERBAL REASONING

Verbal reasoning items assess the Verbal reasoning items assess the complex thought processes required complex thought processes required at higher cognitive levels. at higher cognitive levels.

Infer relationships among wordsInfer relationships among words Apply inferences to new situationsApply inferences to new situations Evaluate conditions in order to Evaluate conditions in order to

determine necessary vs. optionaldetermine necessary vs. optional Perceive similarities and differencesPerceive similarities and differences

Figural Reasoning items Figural Reasoning items assess the ability to:assess the ability to:

Use geometric figures to infer Use geometric figures to infer relationshipsrelationships

To perceive progressions and predict To perceive progressions and predict what would be the next stepwhat would be the next step

To generalize from one set of figures To generalize from one set of figures to anotherto another

To manipulate spatiallyTo manipulate spatially

Items include:Items include:

Arithmetic reasoningArithmetic reasoning Logical selectionLogical selection Word/letter matrixWord/letter matrix Verbal analogiesVerbal analogies Verbal classificationVerbal classification InferenceInference