using the ela compacted descartes to inform instruction erica bissell, literacy coach oak grove...
TRANSCRIPT
Using the ELA Compacted
DesCartes to Inform Instruction
Erica Bissell, Literacy CoachOak Grove Elementary
November 10, 2008
What is MAP?
an adaptive test that conforms to current level of student
gives accurate data for students at all levels of achievement
makes students’ academic growth visible
test questions not directly correlated to standards, like PASS, but highly correlated
MAP Reports
Class Report Teacher Report Class by RIT Class Breakdown by Goal Projected Student Performance by
Subject Lexile Report
What is DesCartes?
indicates skills and concepts that parallel the RIT scale
identifies content at student’s instructional level – perfect for small flexible grouping
Understanding DesCartes
Heading 3 Columns Subgoals Learning Statements New vocabulary
Difficulties in Using NWEA’s Format
Lengthy Repetitive Layout
Compacted DesCartes
Document is organized by skill first then RIT Band, as opposed to RIT Band then skill like the NWEA version.
Not meant to replace the original document, but should be used when planning flexible grouping by indicators within the classroom.
Encompasses all of the skills addressed in the NWEA version in their entirety. No skills have been omitted or added.
Sample Compacted DesCartes
Base Word, Prefix, Suffix, Idiom, ConnotationBelow 151151-160• Chooses the correct prefix (in-)161-170• Uses context to determine the meaning of a prefix (in-)• Selects the correct word based on context and definition of prefix• Selects the correct word based on definition of a prefix and root word• Selects the correct definition of a prefix and root word• Chooses the correct suffix based on context (-ful)
Building VocabularyCompacted DesCartes
Compacted DesCartes Documents
Building Vocabulary Understanding and Using Literary
Text Understanding and Using
Informational Text
*See Libby Carnohan’s Lex-Connect Page or ask your Literacy Coach
Grouping Using Compacted DesCartes
Directions:1. Identify the strand you want to target.
ex. Building Vocabulary 2. Use the Class by RIT report to identify students
with similar needs.3. Plot the students on a tri-fold layout for a visual of
your class groupings. (example on slide 15) 4. Identify those working at the RIT range of a target
indicator, below the range, and above the range. 5. Form small groups and teach skills according to
needs identified by Compacted DesCartes.
Class by RIT Report
Tri-Fold Sample
Creating Groups Using Compacted DesCartes
RIT Range # of Students
DesCartes Skill(s)
151-180
• Identifies words that are spelled and pronounced alike (homonyms)Recognizes words that are spelled alike but are different in meaning or pronunciation (homographs)
181-200
Recognizes homonyms, homographs, and homophones
201-220
• Identifies homonyms, homographs, and homophones. Uses homonyms using context clues
Grouping Using Compacted DesCartes
Ex. Look at the Compacted DesCartes document Building Vocabulary under the subheading Base Word, Prefix, Suffix, Idiom, Connotation. At what RIT bands are students prepared to be instructed
on the indicator:
2-3.1 Construct meaning through a knowledge of base words, prefixes (un-, re-, pre-,
bi-, mis-, dis-), and suffixes (-er, -est, -ful) in context ?
Below 151151-160• Chooses the correct prefix (in-)161-170• Uses context to determine the meaning of a prefix (in-)• Selects the correct word based on context and definition of prefix181-190•Distinguishes between root words and words with suffixes
Another Grouping Tool*found at the bottom of your
Teacher Report
Standard Deviation<10 small/similar = whole group
10-17 average = variety - grouping/whole group
18-20 large/diverse = DI necessary
