The MeitzavThe LOTS & HOTS OF IT

A PPT by Ora Freitzis edited by Judy Mutzari2012

What is it really?The Meitzav is a National Test Developed by RAMA Reflecting : the Curriculum and the Standards knowledge acquisitionthinking processes

The Meitzav An Achievement TestThe Purpose:The Abbreviation:To heighten the responsibility and accountability of teachers and their schools regarding the achievements of their students in the following domains:Access to Information from spoken and written textsPresentation in writing :Objective: informationSubjective: ideas

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The Meitzav assesses student proficiency of skills in the following domains:

Access to written and oral Information

Presentation of information and personal responses

How can we prepare for it?

Diagnostic Testing:Administering an initial and a post test

2. Dynamic Mapping: Follow up - a continuous tracking of change and development by domains over time

Meitzav Folder:

The initial mappingIntervention plans on a classroom level following the mappingIntervention plans on a Partani levelDynamic Mapping tracking of individual differences over timeDates of unit exams, practice Meitzav exams, and a pre-meitzav exam

Backward Design

Begin with the end in mind and map out the steps to get you there:Identify Learning Goals:What do you want students to know?What do you want students to be able to do?Why is this difficult for them to know\ do on their own?Determine acceptable evidence:How will you know that they got there?How will you assess that they got there?How can we help students learn what is needed to be successful?

A good plan is like a road map: it shows the final destination and usually the best way to get there.

NameText typeUnderstand the main ideasSequence of eventsExtract inf. from visual dataLocate relevant inform.IntegrationInferenceDinaInformative textO.K.FailedO.K.O.K.O.K.FailedSimaO.K.FailedO.K.FailedFailedFailed

Worth having for practice:

Entire Meitzav " (pdf or Word format)Audio RecordingText for audio recording

Table of Specifications, 2012

High Frequency WordsDolch Word List:consists of 220 sight wordsComprises 50-75% of all the words found in school books, library books, newspapers, and magazines Vocabulary of pre-school through grade 3

Sight words are words that cannot be sounded out because they do not follow decoding rules cannot be learned through the use of pictures

Teach Verb Collocations: suggestionsTalk to the class abouttalk with a friendwear a hatstart to cookfinished schoolworked too fast heard something funny was very tired have\has a surprise for make food, make noisewrote about, read about, speak about, study for tests, study together have a good time, have a lot of fun, had a great day feed the animals came to visit something happened See you tomorrow get wet play in the pool

Access to Information from spoken texts 25%Possible Text Types:Possible Tasks:advertisement announcement conversation excerpt from alesson instructions message news / weatherreport oral presentation story

Vocabulary: high frequency wordsLevel 1 up to 80 seconds, level 2 up to 120 seconds.

carrying outinstructions chart / table matching multiple-choice open-ended (e.g.wh-questions andsentence completion) sequencing

" 2012Listening task 1: Choose the five pictures of the areas the guide describes (map of the park)Strategies to focus on:Task 2: read the questions before you listen (elicit information, prediction)Multiple choice: integrate, put pieces of information together.Tony is talking to the class about his: son, work, favorite food, new restaurant

Strategy: Read the questions before you listen!When did Tony start to cook? when he opened his restaurantwhen he was 25 years oldwhen he finished school when he was a child When I was 11 years old HOTS

Access to Information from Written Text 60%Benchmarks:Possible Text TypesUnderstand general meaning, main ideas, sequence of eventsLocate relevant informationIdentify different text typesIdentify explicit opinions and feelingsFind out and follow short instructionsExtract information from visual dataUse simple information tools such as a glossaryad book cover comic strip diary entry, e-mail informative text letterMessagenews report, newspaper item, note, postcardPoster questionnaireRecipeStory timetable, scheduleweb page.

Task 3, 4, 6 - readingMatch sentences about different books to their covers: Children write about the animals they have in their homes Kids and Pets

Sara needs quiet to study for tests Next week, I have two tests and I cant study when Dina makes noise

Dina and Sara usually have a good time together They have a lot of fun together.

Strategies:Find the main ideas

The sequence of events

Locate relevant informationWhy do kids write to Eric?

Amira likes animals. How do we know?

What is the text about?

Access to information from written text: 3 tasksSentence structure: simple sentences and some compound onesVocabulary: familiar or personal themesVerbs: past simple, present simple, future simple, present progressive, imperative Length of text: 1st: up to 150 words 2nd: up to 170 words

Possible item types: chart matching multiple choice open-ended including wh-questions sentence completion

Possible Categories of ComprehensionLiteral Comprehension: (LOTS)Questions that can be answered directly from the text. They can be questions that require either copying or rephrasing of information from the text: where, what, why, when, who, how

Higher Order Thinking Skills (HOTS)Integration - information from various parts of the text in order to answer question, how ideas or information in the passage relate to each other.

Inference: refers to an understanding of the implicit (expressed in an indirect way) meaning of a text. Combining the pupils literal understanding of the text with their own knowledge and experience in order to produce a response that is explicitly stated in the text.

Written Presentation 15%4-5 sentences, 20-30 words

Possible Text Types:Assessment criteria and Accuracy:Description Friendly letterInvitation List Note Questionnaire ReportSpeech bubble Story

Comprehensibility relevanceAccuracy: articlescapitalizationfull stopsPronounsspellingverb formword order

Nothing Succeeds Like Success! It is not in the stars to hold our destiny but in ourselves

William Shakespeare

CreditsTeaching and Learning Excellence for backward design: https://tle.wisc.edu/solutions/lecturing/%E2%80%9Cbackward-design%E2%80%9D-processDoltch Word List: http://www.kidzone.ws/dolch/index.htm