Suggestions for Improving MAP Test Scores

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1 Suggestions for Improving MAP Test Scores One component of the MAP Testing Program is having the students use the results to set goals for improvement in their weakest goal strand for each of the three main subjects that were tested. Listed are some goals the students might set and work on to improve their RIT score by the next MAP test. After receiving your child s MAP test results please help your child fill out The Student Action Plan portion of their Goal Setting Worksheets by choosing a goal for math, reading, and language to improve their weakest scores. RIT ranges in italics represent their lowest or weakest area. As an alternative to one of the goals listed, you may Google the main topic to find various games on the computer to improve the skill. Reading Word Analysis & Vocabulary I will look for words with prefixes and suffixes in stories at least two times each week. I will create word families cards once each week. Word families are groups of words that have a common feature or pattern They have some of the same combinations of letters in them and a similar sound. The most common word families are: ack, ain, ake, ale, all, ame, an, ank, ap, ash, at, ate, aw, ay, eat, ell, est, ice, ick, ide, ight, ill, in, ine, ing, ink, ip, it, ock, oke, op, ore, ot, uck,ug, ump, unk. Many of the nursery rhymes contain common word families. You can use these rhymes to teach these letter combinations and how they are spelled and spoken. I will use context clues to figure out the meaning of new words I don t know by doing one cloze procedure story each week. Cloze Procedure is a technique in which words are deleted from a passage. The passage is presented to students, who insert words as they read to complete and construct meaning from the text. Have your parents prepare a story for your Cloze procedure exercise using the following formula. Select a self-contained passage of a length appropriate for the grade level of the students being assessed. Use materials easily read by the students. 1. Leave the first and last sentences and all punctuation intact. 2. Carefully select the words for omission using a word-count formula, such as every fifth word or other criteria. To assess students' knowledge of the topic or their abilities to use semantic cues, delete content words which carry meaning, such as nouns, main verbs, adjectives and adverbs. To assess students' use of syntactic cues, delete some conjunctions, prepositions and auxiliary words. 3. When preparing the final draft of the passage, make all blanks of equal length to avoid including visual clues about the lengths of omitted words. 4. Have the students read the entire passage before they fill in the blanks. 5. Encourage the students to fill each blank if possible.

2 6. Suggest that students reread the completed passage. I will play word games that practice using antonyms, synonyms, or homonyms to determine word meanings once each week. Literal Comprehension Three times each week I will read or listen to a story and tell my parents the main idea. Three times each week I will read a story and summarize it for my parents. Three times each week I will read stories from RAZ-Kids and take the quiz. Twice each week I will play Simon Says. My parents will be the leader, and they will give me two or three directions to follow at a time. Example: Mom says, Clean your room by making the bed, putting away your toys, and bringing all the dirty laundry to the laundry room. Interpretive Comprehension Once each week I will have Mom and Dad cut out the segments of a comic strip and mix them up. I will put them back in order and tell the story. At least three times a week I will predict what will happen next as I read a story or watch a television show. Once a week I will take a picture book and make up a story to match the pictures. Each day I will tell my parents a story of something that happened at school and tell them what caused it to happen. Each school day I will tell my parents one fact I know and one opinion I have. Two times a week I will tell my parents of a situation I think is not fair, and I will explain why I feel that way. Twice a week I will find examples of persuasion in newspapers or TV commercials. I will point out what the advertisers are doing to persuade people to buy something. Evaluative Comprehension Once a week I will read a story and ask myself the following questions: Is this story real or fantasy? Is what the author wrote fact or just opinion? What opinions do you agree with or disagree with? Is there another side of the story? Did the author leave out any important information that might change the readers understanding of the whole story? Whose point of view was the story told from? Literary Response / Analysis Once a week I will read a story and point out the following: Who are the characters? What are the themes or messages the author is trying to convey? What are the plots or the rising action, climax and falling action parts of the story? What are the conflicts the characters experience in the story? What are the motivations for the characters actions? What are the setting or the time and place a story happens? What point of view the story is told from. Read a fable and discuss the moral of the story. Math Computation

3 I will practice math facts flash cards for ten minutes each night. Four times a week I will find a math facts game on the computer and play it. Two times a week I will play a 30 minute game that requires me to add up my points at the end. Some good games might be Sheepshead, 500 Rummy, Cribbage or Monopoly. Number Sense & Numeration I will solve five adding, subtraction, multiplying, or division problems each night. Three times a week I will find examples of adding, subtracting, multiplying, or dividing in my environment. Example: There are four legs on each chair at the table. There are six chairs at the table. That makes 24 chair legs at the table. 24 chair legs plus 4 table legs plus 12 people legs equal 40 legs by the table. Two times a week I will put things in my environment in order. Example: Put the people in your family in order according to their age, height, weight etc. Three times a week I will compare two things in my home environment and describe for my parents which thing weighs more, is bigger, is longer, is shorter etc. Three times a week, at meal time, I will state what fraction of the pizza, roast, vegetables, potatoes, fruits, or dessert I ate. Example: I ate ¼ of the pizza tonight. Four times each week I will open a book to any page and tell what the value of each digit is worth. Example: For the number is worth 100, 3 is worth 30, 6 is worth 6. Geometry Three times a week I will find geometric shapes in my environment. Examples: On a car ride find two-dimensional shapes in signs. Find 3-demensional shapes in your home that match geometric solids -- a box is like a cube and a paper towel roll is like a cylinder. I will make pictures using geometric shapes or tangrams two times each week. I will make a picture of symmetry each week. Two times a week I will identify the lines of symmetry on 10 objects around the house or in pictures. Twice a week I will look at an object, turn away, and have my parent flip, slide, or turn the object. I will turn back and guess what they did. I will do this for 10 objects each time. I will work with a geo-board once a week. I will have my parent make a shape. I will recreate the same shape. Measurement I will look at a thermometer each night and tell a parent what the temperature is. Once each week I will guess what five objects weigh and then weigh them to see how much they really weigh. Once each week I will measure five objects in my home using inches, cm, feet, yards etc. Once each week I will measure the perimeter of 3 objects in my home: table top, bedroom, basement, books etc. I will use measuring tools such as rulers, measuring tapes, or my feet to measure them. Once each week I will help make something by following a recipe and using measuring cups and spoons. Two times a week I will estimate how long it will take me to do something. I will do it and compare my estimate to the real time. Three times a week I will find counting patterns and count forward and backward by different groupings. Example: Count eggs by two s, Count minutes by five s, count money by 1 s 5 s 10 s 25 s 50 s.

4 Statistics & Probability Once each week I will take a survey in my family, or of my friends on the bus. I will tally the results. I will graph the results on a bar, table line, circle pie, or pictograph. I will ask my parents questions about my graph. I will have them ask me questions about my results. Once each week I will practice guessing the probability of events. Example: I will flip a coin a certain amount of times and guess how many times I will get heads or how many times I will get tails? Then I ll try it. Once each week I will guess how many times a certain number will show up on a dice if I roll it 10 times. I will roll the dice to find out how close my guess was. Once each week I will put objects in a bag. All of the objects will be the same size and shape, but have various amounts of different colors. I will guess how many times I will pick a certain color. I will try it and see how close my estimates were. Algebraic Concepts Two times each week I will find the missing addends in 10 math fact problems. Example: 10 + = 17 Once each week I will find 5 continuing or repeating patterns in my environment or wardrobe. Once each week I will make a pattern. I will have one of my parents guess the pattern. Once each week I will have a brother, sister, or parent make a pattern using objects. I will turn away while they remove one of the objects. I will guess which object was removed. I will find the missing object 10 times. Three times a week I will skip count by 2, 3, 4,5,10, 25, 50, and 100. Three times a week I will write the 4 number sentences that go with a group of fact family members. Example: The family of 2, 5, 7 have the number sentences = = = = 2 Problem Solving I will solve one word problem each night. Each night I will write a word problem and have someone in my family find the answer. Once a week I will build a specific item using blocks, Legos, or other material. Example: Build a house with Legos that has three rooms, four windows and two doors. Language Writing Process Three times a week I will devote 15 minutes to writing. I will practice the following steps in the writing process: 1. Pre-write getting ready to write by thinking about a topic, making a list, or writing some notes or ideas about the topic. 2. First Draft composing without worrying about spelling, grammar, or punctuation. The focus here is getting the ideas in logical order and providing the supporting details.

5 3. Revise rereading the first draft and making notes or changes to improve it. Sometimes it s helpful to have someone else revise the draft too. The result of this third step is a second draft. 4. Edit doing a careful review of the second draft to check for spelling, punctuation, grammar, or usage errors. 5. Publish making a final copy of the composition and sharing it with others. I will use these steps and continually be working on writing one of the following: Journal entry, story or description, friendly letter or invitation, research report, poem, news story, TV program review, fairy tale or fable. Composition Structure Each week I will read 10 sentences and identify the naming and action part of each sentence. Each week I will read 10 sentences from a book, and I will make it more descriptive by adding adjectives. Example: If the sentence says, The apple was on the table. I can make it longer by saying, The green wormy apple was on the wooden table. Four times a week I will take two simple sentences and make them into a compound sentence. Grammar: Usage Each week I will read 10 sentences and identify the verbs, nouns, and adjectives. Each week I will read 10 sentences and replace any noun with the correct pronoun. Each week I will have my parents write 10 sentences for me that have mistakes in them. I will find the mistakes. Punctuation Each week I will have my parents read 10 sentences to me. I will tell them what kind of punctuation should be at the end of the sentences. Each week I will write a short story with correct punctuation. I will have my parents check it for accuracy. Each night I will check my journal entry a second time to make sure all the punctuation is correct. I will have my parents check it for accuracy. Once a week I will look at 10 sentences from my reading or library book. I will explain to my parents why they put the punctuation marks that they did. Example: They put quotation marks around that sentence because that is exactly what Mary said. They put an exclamation point at the end of the sentence because Mary was very angry. Capitalization Five times a week I will write sentence with correct capitalization. Each time I write a sentence it will have one word other than the first that needs to be capitalized. Example: days, months, holidays, names etc. I will have my parents check for accuracy. Three times a week I will have my parents write 2 sentences with at least three words in them that need to be capitalized. I will find all the words that should be capital. I will check my journal entry a second time to make sure all the words that need to be capitalized are capitalized. I will have my parents check for accuracy.

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