eqao grade 3 & 6 instructional strategiesschools.peelschools.org/1544/documents/2015...
TRANSCRIPT
EQAO GRADE 6
PARENT INFORMATION NIGHT
Welcome!
WHAT DO DLMS PARENTS WANT?
How do I help prepare my child for
EQAO?
What is the school doing to prepare
students for EQAO?
Is there anything else you would like
to get out of this presentation?
TIPS FOR PARENTS
Good night’s sleep
Positive attitude and encouragement
Avoid pressure
Try to schedule vacations and appointments
outside of the testing dates
Send snacks and water
Ensure your child is dressed for physical activity
each day (for after the test)
TIPS FOR PARENTS CONTINUED
If you want to reinforce some of our key messages
that are specific to the test they are:
Read the question to understand
Read your final response – does it
answer the question?
TIPS FOR PARENTS CONTINUED
Edit – does the answer make sense?
Double check multiple choice answers: use
scratch paper to work out the answers!
Remind them that their teacher is NOT
marking the test. Someone that doesn’t know
them is marking it, so they need to
communicate clearly. Writing is ESSENTIAL.
EQAO Website
READING FOR 2015
There will most likely be four reading texts on the 2015 test:
Fiction
Multiple Choice
Open Response
Comprehension Understanding of vocabulary
Inferring Information
Features of Text
Media Non-
Fiction Poetry
Based on previous year’s tests, the Question Formats will likely be:
Questions Topics are generally involving:
READING - WHAT IS EQAO LOOKING FOR?
EQAO is looking for students to read
and clearly communicate their
understanding of the text.
READING TIPS
Grade 6 teachers will:
practice EQAO readings and questions
Review different level responses
practice highlighting the most important ideas in
the text and in the questions
EQAO vocabulary
Suggest improvements for student growth
SAMPLE READING QUESTION
Why might people compare the
location of the stars to a body shape?
Use specific details and examples from
the selection to support your answer.
HOW DID WE DO ON THE SAMPLE
READING QUESTION?
Level 1:
Response attempts to answer the question. The response either:
- answers an aspect of the question OR
- does not refer to the reading selection OR
- provides inaccurate support.
Level 2:
Response indicates a partial understanding of why might people
compare the location of the stars to a body shape. The response
provides:
- irrelevant support from the reading selection OR
-vague support from the reading selection OR
- limited support.
Level 3:
Response indicates an understanding of why might people compare the
location of the stars to a body shape. The response includes:
- some accurate and relevant support and
- some vague or underdeveloped support.
The response requires the reader to make some connections between the
support and what it is intended to prove.
Level 4:
Response indicates an understanding of why might people compare the
location of the stars to a body shape and provides specific and relevant
support from the reading selection to explain fully why people might
compare the location of the stars to a body shape.
WRITING
In previous years of testing the following text forms have been asked from the students:
Recount
Content, Ideas and
Organization
Mechanics and
Grammar
Letter
Procedure
Narrative Exposition
Writing is evaluated in two ways:
Comparative
Explanatory
Descriptive
WRITING - WHAT IS EQAO LOOKING FOR?
Responses with:
Clear focus & well-developed ideas
Supporting details
Organization
Response has a thorough relationship
to the assigned task
WRITING TIPS
Grade 6 teachers will:
Practice EQAO writing tasks
Review different level responses
Point out consistent errors in your child’s
organization, grammar, and spelling
Suggest improvements for student growth
SAMPLE WRITING QUESTION
Write an announcement that you would read at a
school assembly to convince everyone in your school
that recycling is important.
___________________________________________________
___________________________________________________
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Level 1:
Response is not developed; ideas and information are limited and
unclear. Organization is random with no links between ideas. Response
has a limited relationship to the assigned task.
Level 2:
Response is minimally developed with few ideas and little information.
Organization is minimal with weak links between ideas. Response is
partly related to the assigned task.
Level 3:
Response has a
clear focus,
adequately
developed with ideas
and supporting
details. Organization
is simple or
mechanical with
adequate links
between ideas.
Response is clearly
related to the
assigned task.
Level 4:
Response has a clear focus,
well-developed with sufficient
specific and relevant ideas
and supporting details.
Organization is logical and
coherent with effective links
between ideas. Response
has a thorough relationship
to the assigned task.
TYPES OF MATH QUESTIONS
Number Sense and Numeration
Geometry and Spatial Sense
Patterning and Algebra Data Management and
Probability Measurement
Vocabulary Multiple Choice Open Ended All problem solving
WHAT IS EQAO LOOKING
FOR IN MATH?
► Justify answers using logical reasoning
► Communication through pictures, numbers and
words
► Apply learned knowledge to solve multi-step
problems
► Demonstrate understanding in a variety of forms
PROBLEM SOLVING MODEL
Understanding the Problem
(read, understand, highlight keywords and information,
locate the Q)
Make a Plan Consider possible math, tools and manipulatives, Select a
strategy
Solution/ Carry Out the Plan
Do the Math, Show all your work, Explain your thinking
Look Back
Does it make sense, can you justify the solution?
HOW DID WE DO ON THE SAMPLE
QUESTION? (FROM 2009-2010 EQAO ASSESSMENT)
Consider the fractions:
3/4, 18/25, 15/20, 75/100
Which fractions represent equal values?
Justify your answer.
(Testing Application of knowledge and skills to compare fractions
by determining which fractions represent equal values)
SCORING RUBRIC (FROM EQAO’S WEBSITE)
Student demonstrates a misunderstanding of concepts;
comparisons are not made using a common form or denominator;
conclusion is incorrect.
Level 1
Student demonstrates partial understanding of the concepts;
determines through multiplication that 3/4 and 15/20 are equal values;
does not determine that 75/100 is also an equal value and does not
consider 18/25.
Level 2
Student demonstrates an understanding of the concepts;
expresses each fraction out of 100 to compare the fractional amounts
including 18/25. Justification not very clear, using appropriate math
vocabulary
Level 3
Student demonstrates a thorough understanding of the concepts; uses
division to convert them into decimals and then expresses each fraction out
of 100 to compare the fractional amounts including 18/25.
Level 4
Student demonstrates a thorough understanding of the concepts; uses
multiplication to expresses each fraction out of 100 to compare the
fractional amounts including 18/25.
Level 4
SUPPORTING MATHEMATICAL
LITERACY AT HOME
► Be positive about mathematics
► Use mathematics in real-life contexts such as cooking,
when travelling, shopping, etc.
► Encourage your child to communicate how a math
problem was solved
► Encourage your child to look for multiple solutions to a problem
► Children need to use multiple representations – pictures, numbers, words, technology, manipulatives
► Practise estimating and checking the reasonableness of an answer
STUDENTS NEED:
► to bring pens, pencils, erasers, hi-lighters and a
positive attitude
► to express what they know and how they know it
► to investigate and problem-solve
► to use appropriate resources and materials
► to have test-taking skills and strategies
► to have a calm, encouraging environment
QUESTIONS