Measures of Academic Progress (MAP) Florida State-Aligned Version 4

Transcription

1 Measures of Academic Progress (MAP) Florida State-Aligned Version 4 The NWEA Goal Structure is a document that represents the content and structure of a state s standards documents. Goal structures are created through an alignment process that links state standards documents to the NWEA item bank. The MAP tests and associated reports for teachers and students are based upon this structure and alignment. The alignment process begins with a thorough review of a state s standards documents by NWEA s curriculum specialists. The general goal areas or strands within a state s standards that appear across grade levels become the goals in the goal structure (indicated below as bold). Areas in a state s standards documents that are determined to be sub-domains of the goals/strands become the sub-goals in the goal structure (indented under each goal below). Goal and sub-goal names from the Goal Structure are shortened for technical reasons to create the headings in DesCartes. Report Names are shortened further to accommodate report specifications. Mathematics 2-5 Goal Structure Mathematics 2-5 DesCartes Mathematics 2-5 Report Names Number Sense, Concepts, and Operations Number Sense, Concepts, and Operations Number Sense The student understands the different ways numbers are represented and used in the real world (whole numbers, commonly used fractions, decimals, and percents)* The student understands number systems (within the decimal number system and compared to Roman numeral system or bases other than ten)* The student understands the effects of operations on numbers and the relationships among these operations, selects appropriate operations, and computes for problem solving (whole numbers)* The student understands the effects of operations on numbers and the relationships among these operations, selects appropriate operations, and computes for problem solving (decimals and fractions)* The student uses estimation in problem solving and computation (for whole numbers, decimals, and fractions)* Represent and Use Numbers Understands Number Systems Operations and Problem Solving: Whole Numbers Operations, Problem Solving: Fractions, Decimals Estimation in Problem Solving and Computation The student understands and applies theories related to numbers Theories Related to Numbers and Operations Page 1 of 12 FL Goal Structure Version 4 Created by NWEA in November 2005 Using FL 1996 Grade Level Expectations for the Sunshine State Standards

2 Measurement Measurement Measurement The student measures quantities in the real world and uses the Measures and Solves Problems measures to solve problems (length, weight, time, temperature, perimeter, area, volume, and angle) The student compares, contrasts, and converts within systems of Compares, Contrasts, and Converts measurement (both standard/nonstandard and metric/customary) The student estimates measurements in real-world problem situations Estimates Measurements The student selects and uses appropriate units and instruments for Appropriate Units and Instruments measurement to achieve the degree of precision and accuracy required in real-world situations Geometry and Spatial Sense Geometry and Spatial Sense Geometry and Spatial Sense The student describes, draws, identifies, and analyzes two- and threedimensional shapes Describes, Identifies, Analyzes 2- and 3-D Shapes The student visualizes and illustrates ways in which shapes can be Combine, Subdivide, and Change Shapes combined, subdivided, and changed (spatial relationships, symmetry, reflections, congruency, and similarity) The student uses coordinate geometry to locate objects in both two- Coordinate Geometry and three-dimensions and to describe objects algebraically (first quadrant) Algebraic Thinking Algebraic Thinking Algebraic Thinking The student describes, analyzes, and generalizes a wide variety of Patterns, Relations, and Functions patterns, relations, and functions The student uses expressions, equations, inequalities, graphs, and Expressions, Equations, Inequalities, Graphs formulas to represent and interpret situations Data Analysis and Probability Data Analysis and Probability Data Analysis and Probability The student understands and uses the tools of data analysis for managing information (histograms, bar graphs, circle graphs, line graphs, pictographs, charts, range, mean, median, and mode) Tools of Data Analysis Page 2 of 12 FL Goal Structure Version 4 Created by NWEA in November 2005 Using FL 1996 Grade Level Expectations for the Sunshine State Standards

3 The student identifies patterns and makes predictions from an orderly display of data using concepts of probability and statistics (simple events) The student uses statistical methods to make inferences and valid arguments about real world situations Patterns and Predictions Using Probability Statistical Methods: Inferences, Arguments *Denotes that calculator use is not permitted in this goal or sub-goal of the test. Page 3 of 12 FL Goal Structure Version 4 Created by NWEA in November 2005 Using FL 1996 Grade Level Expectations for the Sunshine State Standards

4 Measures of Academic Progress (MAP) Florida State-Aligned Version 4 Mathematics 6+ Goal Structure Mathematics 6+ DesCartes Mathematics 6+ Report Names Number Sense, Concepts, and Operations Number Sense, Concepts, and Operations Number Sense The student understands the different ways numbers are represented Represent and Use Numbers and used in the real world* The student understands number systems* Understands Number Systems The student understands the effects of operations on numbers and the relationships among these operations, selects appropriate operations, and computes for problem solving (whole numbers)* The student understands the effects of operations on numbers and the relationships among these operations, selects appropriate operations, and computes for problem solving (real numbers) Operations and Problem Solving: Whole Numbers Operations and Problem Solving: Real Numbers The student uses estimation in problem solving and computation* Estimation in Problem Solving and Computation The student understands and applies theories related to numbers Theories Related to Numbers and Operations Measurement Measurement Measurement The student measures quantities in the real world and uses the Measures and Solves Problems measures to solve problems The student compares, contrasts, and converts within systems of Compares, Contrasts, and Converts measurement (both standard/nonstandard and metric/customary) The student estimates measurements in real-world problem situations Estimates Measurements The student selects and uses appropriate units and instruments for measurement to achieve the degree of precision and accuracy required in real-world situations Appropriate Units and Instruments Geometry and Spatial Sense Geometry and Spatial Sense Geometry and Spatial Sense The student describes, draws, identifies, and analyzes two- and threedimensional shapes Describes, Identifies, Analyzes 2- and 3-D Shapes Page 4 of 12 FL Goal Structure Version 4 Created by NWEA in November 2005 Using FL 1996 Grade Level Expectations for the Sunshine State Standards

5 The student visualizes and illustrates ways in which shapes can be Combine, Subdivide, and Change Shapes combined, subdivided, and changed The student uses coordinate geometry to locate objects in both two- Coordinate Geometry and three-dimensions and to describe objects algebraically Algebraic Thinking Algebraic Thinking Algebraic Thinking The student describes, analyzes, and generalizes a wide variety of Patterns, Relations, and Functions patterns, relations, and functions The student uses expressions, equations, inequalities, graphs, and Expressions, Equations, Inequalities, Graphs formulas to represent and interpret situations Data Analysis and Probability Data Analysis and Probability Data Analysis and Probability The student understands and uses the tools of data analysis for Tools of Data Analysis managing information The student identifies patterns and makes predictions from an orderly Patterns and Predictions Using Probability display of data using concepts of probability and statistics The student uses statistical methods to make inferences and valid arguments about real world situations Statistical Methods: Inferences, Arguments *Denotes that calculator use is not permitted in this goal or sub-goal of the test. Page 5 of 12 FL Goal Structure Version 4 Created by NWEA in November 2005 Using FL 1996 Grade Level Expectations for the Sunshine State Standards

6 Measures of Academic Progress (MAP) Florida State-Aligned Version 4 Reading Goal Structure Reading DesCartes Reading Report Names Reading Process: Concepts of Print, Phonemic Awareness, Phonics/Word Analysis, and Vocabulary Development (Words and Phrases in Context) Concepts of Print, Phonemic Awareness, and Phonics/Word Analysis - The student demonstrates knowledge of the concept of print and how it is organized and read; The student demonstrates phonemic awareness; The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text; the student will recognize and produce words that rhyme; identify individual phonemes (sounds) in words; identify the sounds of vowels and consonant digraphs in printed words; decode words from common word families; apply knowledge of spelling patterns to identify syllables; identify compound words, and contractions Vocabulary Development: Context Clues, Categories, Denotative and Connotative Meanings- the student will use context clues to determine meanings of unfamiliar words; identify and sort common words into conceptual categories; distinguishes denotative and connotative meanings of words Vocabulary Development: Base (Root) Words, Prefixes, and Suffixes - the student will identify base (root) words and common prefixes to determine the meanings of prefixed words; use meaning of familiar base words and affixes (prefixes and suffixes) including those derived from Greek and Latin to determine meanings of unfamiliar complex words Reading Process: Word Analysis, Vocabulary Print Concepts, Phonemes, Phonics, Word Analysis Vocabulary: Context Clues, Categories, Meanings Vocabulary: Base Words, Prefixes, and Suffixes Reading: Vocabulary Page 6 of 12

7 Vocabulary Development: Antonyms, Synonyms, Homophones, and Homographs - the student will identify and use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words; determine the correct meaning of words with multiple meanings in context Reading Process: Reading Comprehension- The student uses a variety of strategies to comprehend grade level text. (Main Idea, Plot, and Author s Purpose; Comparisons and Cause/Effect) Vocabulary: Antonyms, Synonyms, Homonyms Reading Process: Reading Comprehension The student will make predictions Make Predictions The student will identify the author's purpose and how an author's Author's Purpose and Perspective perspective influences text The student will determine explicit ideas and information in text, Main Idea, Details, Sequence, Summarize, retell the main idea or essential message, identifying supporting Infer details and arranging events in sequence; summarize information in text, including but not limited to main idea, supporting details, and connections between texts; determine the main idea or essential message through inferring, paraphrasing, summarizing, and identifying relevant details and facts The student will identify cause-and-effect relationships in text; identify the text structure an author uses; analyze a variety of text structures; compare and contrast Literary Analysis: Fiction - The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. (Main Idea, Plot and Purpose) Cause, Effect; Text Structure; Compare, Contrast Literary Analysis: Fiction Reading: Comprehension Analysis: Fiction Page 7 of 12

8 The student will identify familiar literary forms and how they are alike and different; understand the distinguishing features among the common forms of literature; read and distinguish among the genres and sub-genres of fiction, non-fiction, poetry, drama, and media; demonstrate knowledge of the characteristics of various genres as forms with distinct characteristics and purposes; identify, analyze, and compare the characteristics of various genres as forms chosen by an author to accomplish a purpose The student will identify and explain the elements of plot structure, including exposition, setting, character development, problem/resolution, and theme in a variety of fiction; locate and analyze literary elements as appropriate in a variety of fiction; identify and analyze recurring themes across a variety of works The student will identify rhyme, rhythm, alliteration, and patterned structures; locate and analyze various literary devices; locate, analyze, interpret, and evaluate an author's use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text Literary Forms, Genres Elements of Plot Structure Literary Devices, Figurative Language Page 8 of 12

9 Literary Analysis: Non-Fiction and Information and Media Literacy (Reference and Research) Non-Fiction and Informational Text- The student identifies, analyzes, and applies knowledge of the elements of a variety of non-fiction, informational, and expository texts to demonstrate an understanding of the information presented; The student comprehends the wide array of informational text that is part of our day to day experiences; The student will identify the purpose of non-fictional text; recognize and understand the purpose of text features; locate specific information from organizational text features; synthesize and use information from the text to answer questions; identify and explain the functions and characteristics of a variety of types of text; read informational text to follow multi-step instructions, answer literal questions, perform tasks, learn tasks, and sequentially carry out the steps of a procedure; read informational text and text features; explain how text features aid the reader's understanding Research Process and Media Literacy-The student uses a systematic research process for the collection, processing, and presentation of information; the student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making; the student will note the difference between opinions and fact; read information, evaluating the validity of information in text; draw conclusions using a variety of techniques; recognize differences between logical reasoning and propaganda Literary Analysis: Non-Fiction, Media Literacy Non-Fiction and Informational Text Research Process and Media Literacy Analysis: Non- Fiction Page 9 of 12

10 Measures of Academic Progress (MAP) Florida State-Aligned Version 4 Language Usage Goal Structure Language Usage DesCartes Language Usage Report Names Writing Process: Pre-Writing, Drafting, Revising (Focus, Organization, and Support) The student will use prewriting strategies to generate ideas and formulate a plan: generating ideas from multiple sources; determining the purpose and the intended audience of a writing piece; using organizational strategies and tools to make a plan for writing that prioritizes ideas and addresses purpose, audience, main idea or a controlling idea, and logical sequence The student will write a draft appropriate to the topic, audience, and purpose: using a pre-writing plan using primary and secondary sources appropriate to purpose and audience, to focus on the main idea with ample development of supporting details; using word choices appropriate to the selected tone and mood; organizing details into a logical sequence that has a clear beginning, middle and end Writing Process: Pre-Writing, Drafting, Revising Pre-Writing Drafting Pre-Write, Draft, Revise Page 10 of 12

11 The student will revise and refine the draft for clarity and effectiveness: evaluating the draft for development of ideas and content, logical organization, point of view appropriate for the purpose and audience, word choice, and sentence variation; creating clarity by combining sentences and sequencing ideas; using a combination of sentence structures and rearranging words, sentences, and paragraphs; by deleting extraneous or repetitious information and organizing and connecting related ideas; through the use of appropriate transitional phrases; by connecting conclusion to ending; by maintaining central theme, idea, or unifying point; creating precision and interest by elaborating ideas through supporting details, and modifying word choices Writing Process: Editing for Language Conventions (Spelling, Capitalization, and Punctuation) Spelling: conventional spelling for high frequency words, common spelling patterns, using spelling rules, orthographic patterns, knowledge of root words, prefixes, suffixes; and knowledge of foreign words commonly used in English Capitalization: initial word in a sentence, the pronoun "I," and proper names, proper nouns, initials, literary titles, historical events, documents, academic courses and proper adjectives Punctuation: commas, apostrophes; end punctuation, colons, quotation marks, semicolon, dash; and underlining or italics, parentheses, ellipses Revising Writing Process: Spell, Capitalize, Punctuate Spelling Capitalization Punctuation Spelling, Capitalization Page 11 of 12

12 Writing Process: Editing for Language Conventions (Usage and Sentence Structure) Writing Process: Usage and Sentence Structure Usage and Sentences Usage: nouns, verbs, pronouns, adjectives and adverbs, noun-pronoun Usage agreement, noun-verb agreement, conjunctions, preposition, interjection; consistency in verb tense, possessives Sentence Structure: sentence formation, varied sentence structure, Sentence Structure including the elimination of dangling or misplaced modifiers, run-on or fused sentences, and unintended sentence fragments; parallel structure Writing Applications (Narrative, Expository, Persuasive) Writing Applications Writing Applications The student develops and demonstrates creative writing: write Creative Writing narratives/expressive and reflective forms based on real or imagined events or observations that include a main idea, a logical sequence of events/plot and descriptive details; include setting, plot, sensory details; with figurative language and descriptive words or phrases to enhance style and tone; employ literary devices; rhythm, dialogue, and appropriate format The student develops and demonstrates informative writing and persuasive writing: write in a variety of informational/expository forms, including documents using precise technical and scientific vocabulary; record information and attribute sources of information; write informal communications and formal communications, including friendly letters and thank-you notes; write a business letter and/or memo; write a work-related document; write persuasive text; include persuasive techniques Informative and Persuasive Writing Page 12 of 12