Transcript Document

QUALITY TEACHING
AND THE “MEITZAV”
Prepared by Judy Mutzari
Based on
What Can We Learn from the
Item Analysis of the Meitzav
Exams?
Recommendations for Teachers
“BEE” AWARE, “BEE” PREPARED
AND YOU’LL “BEE” HAPPY
Make the students partners.
• Each text gives us some kind of information.
• What information can this text give us?
• Elicit from - or call to the student’s attention the particularities, characteristics and difficulties
each text type provides
Listening Texts - Difficulties
• With speech - the words disappear…evaporate – nothing is
left
• Students get overwhelmed: what are they talking about???
• Students forget the text
• Texts are too long - too many words to hear
• Students don’t understand the accent of the speaker
• The speaker reads too quickly
• In dialogues – students have difficulty understanding who says
what
How to Prepare
• Make sure you devote class time to speaking
and listening activities (student to student!)
• Spoken texts should be prepared like reading
texts with:
• Pre- tasks
• While Listening Tasks
• Post tasks
Spoken Texts – General Preparation
Students should begin to learn for the Meitzav form Grade 3!
Get students used to listening tasks from Grade 3!
• Always use the CD from the course book, download Meitzav
spoken texts from RAMA site, or Internet sites
• Get the students used to different accents and quick speech
• Check the table of specifications 2013 and practice on each
type of text. Discuss the particularities ,demands and what to
notice – for each text type
– Table Grade 5
– Table grade 8
Pre - tasks for spoken texts
• Pictures: Look at the pictures.
– Students say to themselves as many words as you
can in English that you see in the picture (prepare
a word bank; map out where everything is on the
page – it saves time later)
– Write sentences about the pictures
– Predict what the text will be about according to
the pictures: topic, place, time, characters, text
type
Pre - tasks for spoken texts
• Texts (questions): Read the questions before listening
• What kind of information is being asked?
–
–
–
–
–
A chart to fill in?
A flow chart?
An open question? (Students do not need to write full sentences!)
A list?
A MC question?
• If so – read the options first
– Matching?
– True/ False Questions?
• Find the words you know first
• Decide on the key words of the question: make sure (try to!)
understand the question: what information do I need?
• Predict what the text will be about from the questions:
– what kind of a text will it be – a conversation? A story? A telephone
conversation?
ALWAYS READ THE INSTRUCTIONS
While listening tasks
Put text in context:
• Listen to background noises:
– where is the text being spoken: at school?
– Who is speaking – children? a teacher in a classroom?
– Are these messages left on an answering system? A telephone
conversation? Who says what?
• Listen to tone of voice:
– identify the tone of voice of the speaker. Play “Change your Voice –Tone
games in the classroom”
• Listen for connectors of sequence (text organization)
– first, second, third, finally, at the the end
• Comparisons:
– therefore, as a result of, like, in contrast to, instead of
While listening tasks in class
• 1st listening:
– Don’t write/mark – focus on the key words. Raise your hand when you
hear an answer or a key word.
– Make sure to listen to the end before you answer:
– Pay attention that the key word can come with negation: e.g., “I don’t
want pizza”
• 2nd listening:
– Answer the questions…if you “missed” – go ahead –listen for next
question – what’s gone is gone…
• 3rd listening:
– Check answers with the students.
*Remember – in the Meitzav there are only 2 repetitions
While listening tasks in class - continued
• For a weak classroom or weaker students:
– Break listening texts up into smaller parts; get
used to listening to the text sequentially
– Start with very short texts. Ask one question.
Gradually lengthen texts and add questions
Post Listening
• Check answers
• Discuss with your students what was difficult
and how they solved the problems.
• Listen to other suggestions for solving the
problems
Spoken Texts - Grade 5 - 2013
Item Types
Text Types
• advertisement
•
• announcement
• conversation
• excerpt from a •
• lesson
•
• instructions
•
• message
• news / weather •
• report
•
• oral presentation
•
• riddles
• story
carrying out
instructions
chart / table
matching
multiple-choice
open-ended (e.g.
wh-questions and
sentence
completion)
• sequencing
Categories of
Comprehension:
• Literal (LOTS)
• Integration (L&H)
• Inference (HOTS)
Spoken Texts - Grade 8 - 2013
Item Types
Text Types
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
advertisement
announcement
broadcast
conversation
excerpt from a
lesson
interview
message
news / weather
report
oral presentation
speech
radio program
report
story
•
•
•
•
•
•
•
•
•
filling in a chart /
table
graphic organizer
matching
multiple-choice
open-ended (e.g.
wh-questions and
sentence completion)
sequencing
Categories of
Comprehension:
•
•
•
•
Literal (LOTS)
Integration (L&H)
Inference (HOTS)
Personal
response(HOTS)
Written Texts - Difficulties
• Text is too – long…text appears overwhelming at first
• Text contains vocabulary students haven’t learned
• Students don’t understand main idea
How to Prepare for the Written Word
• Preparing for reading comprehension begins the
minute a student receives a text – even a sentence
(in grade 3)
• Emphasize teaching vocabulary and lexical chunks
explicitly
• Vocabulary: Expose, Repeat, Review, Recycle and
Re-entry!
• Use a variety of text types: texts need to include 95%
of familiar vocabulary
Written Texts - General Preparation
• Students should become acquainted with as many different
text types as they can:
• Map out your course book for text types and download
Meitzav spoken texts from RAMA site
• Check the table of specifications 2013 and practice on each
type of text. Discuss the particularities ,demands and what to
notice – for each text type
– Table Grade 5
– Table grade 8
Written Texts -Grade 5 - 2013
Text Types
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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advertisement
blurb
book cover
caption
comic strip
diary entry
email
informative text
interview
letter
list
message
news report
newspaper item
note
notice
postcard
poster
questionnaire
recipe
riddles
story
timetable / schedule
Webpage
Item Types
• chart / table
• matching
• multiple-choice
• open-ended (including
• wh-questions and
• sentence completion)
• sequencing
• true / false
Categories of
Comprehension:
• Literal (LOTS)
• Integration (L&H)
• Inference (HOTS)
• Personal
Response(HOTS)
Written Texts -Grade 8 - 2013
Text Types
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
advertisement
article / report
biography
book cover
brochure
comic strip
diary entry
flyer
graph
interview
letter / email
message
notice
postcard
review
short expository
text
story
timetable / schedule
travel guide
web page
Item Types
• chart / table
• graphic organizer
• matching
• multiple-choice
• open-ended (e.g.
• wh-questions and
• sentence completion)
• sequencing
Categories of
Comprehension:
• Literal (LOTS)
• Integration (L&H)
• Inference (HOTS)
• Personal
Response(HOTS)
“Bee” Aware – Prepare!
• Practice “wh” questions:
• Make sure students can match types of answer to question:
Where: place; When – time/date, Who – name/person; What –
noun; Why – because…
• Practice yes/no questions by “yes/no” statements
• Practice finding reference words that support understanding e.g.
it, this, that these, those, his, hers, ours, their; Pay attention if it
is singular or plural. Go back to the text and ask: “What does ‘x’
refer to?
Teachers should model the think aloud process for finding answers.
• Notice special punctuation marks and text “glossing” - i.e. what
the symbol * next to a word means – students have the
translation at the bottom of the text
Read Extensively
• Encourage students to read extensively:
The more you read – the better you become!
• Grade 3: If you eat with your students – why
not read them a Big Book during their eating
break?
“Bee” Aware – Prepare!
• Prepare all your reading texts:
• Pre- tasks
• While Listening Tasks
• Post tasks
Pre - tasks for written texts
LOOK AT - DON’T READ - THE TEXT:
• Text Format: Look at the format. What kind of a text is it?
What kinds of information will appear in this type of text?
• What types of questions will you asked?
• Pictures: Look at the pictures. Predict what text will be about
• Read the title. Predict what text will be about
• Find special punctuation marks and text glossing:
(*sign = words are translated underneath in the text)
Pre - tasks for written texts
READ THE QUESTIONS
• What kind of information is being asked?
– A chart to fill in? A flow chart? An open question? (Students do not need
to write full sentences!) A list? A MC question? (If so – read the options
first) Matching?
– True/ False Questions?
• Find the words you know first
• Decide on the key words of the question: make sure (try to!)
understand the question: what information do I need?
• Return to the text: make sure to read the entire paragraph before
responding!
• Inferring and reading between the lines:
– Does this question require reading between the lines?
– Synonyms and Antonyms: Does the same meaning appear using different
words? Does the opposite of the key word appear?
Teachers should model the think aloud process for finding answers
ALWAYS READ THE INSTRUCTIONS
While Reading in the classroom
• Break a long text into paragraphs
• Work with a “Stopper”: Give the students 5 minutes to cope
alone…gradually expand the time students’ working alone time
• After each paragraph, discuss the main idea and the supporting
details: the examples.
• Students ask themselves: What did I read? What did I understand?
What is the main idea? How can I say it in my own words?
• Find and highlight the key words in the paragraph. Notice if the key
words appear with negation! Make sure the students read the
entire paragraph before marking key words and answering the
questions
• Vocabulary students don’t know – try to elicit from the context!
While Reading in the Classroom – continued
Find Markers!
• Become acquainted with the characteristics ,formats and general
features of books: title, author, summary, recommendations
• Where can you find what?
– Books - on the spine, back cover, title page;
– Letters: date, salutations, greetings, closure, signature, introduction,
body, end
• Recognize markers that supply information about texts
•
in a book, ‘by’ would signal the author.
– In a letter, ‘Dear’ would signal the person being addressed
– ‘Yours’ or ‘Love’ would signal the sender
– In an email, ‘To’ would signal the person addressed
– ‘From’ would signal the writer or sender
– ‘ subject’ would signal the main idea.
Written Texts – Find organizational clues
• Find connectors that signal organization :
– first, second, third, finally, therefore, as a result of.
• Find cause and effect words:
– for this reason, consequently, on that account, hence, because, made
• Explicitly teach the skill of inference.
– Play riddle games and word games
– Use TLC – Activities for Teaching Inference
– Use Pictures – TLC on Inference – Pictures
While Reading in the classroom
• Provide all the different types of questions for
every text you present.
• Open Questions: make sure students realize
they don’t have to write complete sentences!
• If you need to spell a word – look for them in
the text
Post Tasks
• Discuss which strategies the students used to
answer which questions.
• Ask for other ideas.
• Make the students your partners!
Presentation - Difficulties
How do I begin?
How do I write a sentence?
What criteria are used to check me?
Presentation - How to Prepare
• Provide opportunities for writing in every lesson –on the
sentence or paragraph level
• Start with simple sentence structure (grade 5)
• Teach and practice lexical chunks: I can see; There is/are; The
… is…the…;
• Teach paragraph starters: In my opinion; I think that; I agree; I
don’t agree with…
• Have students write sentences/paragraphs that are
meaningful to them
• Suggestion: Use the Bank of Performance Based Tasks from
RAMA
How to Prepare - continued
• Practice writing opening sentences that use the words from
the question
• Encourage guided (structured) and free writing
• Provide opportunities to write and present the students’
writing – in the English corner or on the English site:
Make writing a meaningful activity
Be Proud to Be Published
Writing accurately – grades 5 & 8
• Pupils must read the instructions in Hebrew carefully and pay
attention to what tense is required.
• Pupils must read the instructions in Hebrew carefully and pay
attention to what is being asked of them.
• Share the rubrics from the Meitzav exam with your pupils to
enable them to understand how their work is evaluated.
MAKE YOUR STUDENTS PARTNERS!
Writing Accurately
Grade 5
Grade 8
• Check: capital letters at the
• Check: capital letters at the
beginning and a period at the
end of the sentence
• What is the writing task? Make
sure what you write is:
beginning and a period at the
end of the sentence
• Emphasize simple sentence
structure and use “formulas”
• Skim the test for vocabulary:
ideas and correct spelling
– relevant to the topic
– message is clear and organized
– vocabulary is varied and appropriate
• Work on compound
sentences:
– subject-verb agreement,
tense, pronouns, articles,
prepositions, spelling,
punctuation and
capitalization
Example - Meitzav 2012 grade 5/B
General Guidelines
1. Evaluate each of the four sentences separately .Each criterion is given a different
number of points.
2. A sentence must include at least a subject, a verb, and an object when necessary.
Example: People eat (ice cream).
3. If the content of the sentence is incomprehensible or irrelevant to the topic (“At the
Beach”), give
0 for all criteria.
4. Sentence must be relevant to the question
.
5. If the pupil writes a compound sentence, grade the first part of the sentence according
to the
following criteria. Do not grade the second part of the sentence.
Example: Kids swim in the sea and plays bol (instead of “and play ball”).
Example Continued Grade 5/ 2012/B
Criteria for Assessment Possible
e. Correct spelling of high frequency words
2 = Spelling of high frequency words is correct.
0 = Spelling of high frequency words is incorrect.
f. Correct capitalization
2 = Capitalization is correct at the beginning of a sentence and/or in proper
nouns.
0 = Capitalization is incorrect at the beginning of a sentence and/or in proper
nouns.
g. Correct use of full stops
1 = The use of full stops is correct.
0 = The use of full stops is incorrect or the full stop has been omitted.
Spoken Texts - Grade 5 - 2013
Item Types
Text Types
• advertisement
•
• announcement
• conversation
• excerpt from a •
• lesson
•
• instructions
•
• message
• news / weather •
• report
•
• oral presentation
•
• riddles
• story
carrying out
instructions
chart / table
matching
multiple-choice
open-ended (e.g.
wh-questions and
sentence
completion)
• sequencing
Categories of
Comprehension:
• Literal (LOTS)
• Integration (L&H)
• Inference (HOTS)
Presentation- Grade 5 - 2013
Assessment Criteria
Text Types
•
• description
• friendly letter
• invitation
• label
• list
• note
• questionnaire
• report
• speech bubble
• story
A sentence must include a subject and a
verb and an object when necessary.
Content / Vocabulary
•
comprehensibility
•
relevance
Accuracy
•
articles
•
capitalization
•
full stops
•
prepositions
•
pronouns
•
sentence structure
•
spelling
•
subject-verb agreement
•
verb forms
•
word order
Presentation- Grade 8 - 2013
Text Types
• article (e.g. for
• school newspaper)
• description
• email
• extended form
• forum
• friendly letter
• opinion
• short composition
• story
Assessment Criteria
Communicative Ability
•
relevance
•
clarity of message
Vocabulary
•
varied
•
appropriate
Accuracy
•
use of basic syntactical and
• grammatical structures (word
• order and verb form)
•
spelling
•
basic punctuation and
• capitalization
Length
•
at least 70 words
Bee – Happy:
Prepare to Be Aware:
Bottom Line:
• Every text (spoken , oral or written) demands the student to
supply some kind of information.
• The information can be explicit (LOTS questions – who, what,
where, when, why, which..)
• The information can be implicit: (HOTS questions – reading
between the lines; inferring feelings; synonyms; antonyms;
identifying opinions or giving your own opinion: ask – is the
answer in the text or did you come to a conclusion?
Credits
• This PPT is based on
“What can We Learn From Item Analysis – Recommendations for Teachers”
http://cms.education.gov.il/educationcms/units/mazkirut_pedagogit/english/
inspectoratesdesk/whatsnew.htm
TLC on Inference:
http://tlc.cet.ac.il/ShowItem.aspx?ItemID=cc091d34-b0c9-4da2-805f4025e3d203a0&lang=EN
TLC – Inference by pictures
http://tlc.cet.ac.il/ShowItem.aspx?ItemID=19a5b020-9b84-4d70-a48af05c33951b0e&lang=EN
Scoring Key for the English Test – Grade 5 2012/B
http://cms.education.gov.il/NR/rdonlyres/6FE34B74-6425-4D73-988F1555CDA20C35/149044/28ENG0125BSOFpnet_mehvan.pdf