EveryoneBelongs,EveryoneAchieves!
Edison Classroom Newsletter
Ready, Set, MCAS!
by: M. DiPisa
In preparation for MCAS, Ms. Glausen, Ms.
Convicer, Ms. Shanahan, Ms. Conlon, and Ms.
Halfkenny and Mr. Hanlon, are continuing their
current curriculum while adding several
opportunities for students to practice for the
narrative task. Teachers are already using MCAS
approved graphic organizers for students on IEPs to
make the format more familiar for test day.
Students will be graded by the following criteria:
Content Development, Structure & Organization,
Clarity & Conventions. (see BPS Narrative Writing
Rubrics) However, the narrative task is designed to
assess student reading skills and their ability to
pay attention to detail, analyze character traits, and
identify plot development. Within the task
directions, students will be given specific aspects
of the story to focus on. Be sure to emphasis these
hints with students! See how a 6th grade student
annotates the given question.
_____________________________________________________
Loving Language with Ms. McKinnon
I had so much fun spending time in Ms. McKinnons
class as her students worked on their thematic wild
weather unit. Beginning at morning meeting,
students gathered around to discuss several
different weather conditions as a group and then in
partners. Conversation continued when students
were given specific words to match to weather
pictures they created before they split into the
groups to work on weather sentences. The
progression of the lesson gave students multiple
opportunities to discuss language, participate in
exchanges between their peers while working
collaboratively and build upon one anothers
comments and opinions.
Instructional Focus
Spotlight:
Grade 2, Math Story Rubric
To help students understand their math
writing Ms. Eisnitz created a student
friendly rubric that gives students the
opportunity to review their grade.
Students will also utilize the rubric to
review and revise their work to progress
from one level to the next. The rubric
below is taped to the inside of student
math journals!
Grade 3, Tackling Word Problems
In Ms. Baes room, several students have
word problem strategy reminders taped
to their desk. This gives students quick
access to a visual resource.
Art & ELA Teaming Up
It is easy to see when walking down our school
hallways that we have many talented young
artists here at the Edison. (Many kudos to Ms.
Raymond and Ms. Jozitis!) This month 8th
grade will be reading Laurie Halse Andersons
novel, Speak, and Ms. Jozitis is teaming up with
Ms. Conlon & Ms. Halfkenny to provide
multiple means of representation for students
to display their understanding of the deep
symbolism embedded throughout the novel.
This cross curricular unit is going give
students the opportunity for hands on projects
bringing their understanding of the novels
main character to life. I cant wait to see this
work!
March 2017
Potential Barriers for
MCAS Narrative Task
With recent news about MCAS, we have learned
that student scores will be weighted three times
more in the area of written expression, narrative
writing. In collaboration with Ms. Glausen, Ms.
Shanahan and Ms. Conlon, we were able to
identify some challenges that students may face
during the narrative task they will see on MCAS
2.0. By identifying these barriers, teachers will
be able to design targeted strategies to prepare
students.
1. Tracking the sequence of the story (this will
prevent students from continuing the story
and creating a developed conclusion that
coincides with the authors writing style).
2. Understanding Point of View (when writing
narratives, students often instinctively begin
writing from the first person point of view,
however most tasks will ask students to
grasps an omniscient point of view).
3. Authors Style (if students are unable to
gain a sense of the tone, mood, word choice,
and overall characteristics of a narrative,
they struggle with carrying out the authors
writing style within their own narrative).
4. Understanding the Question/Breaking it up
(students have become more familiar with
non-fiction text analysis and open response
questions. Students will need practice with a
variety of narrative tasks to become more
familiar with the language within the given
task, creating a check list within the given
question).
5. Narrative Freedom/Off Track Writing
(narrative writing gives students an
opportunity to use their imagination and
express their opinions and feelings on a
particular subject--because of this students
will often use a narrative tasks as a vehicle to
create their own version of the story).
6. Beginning the Task (without sentence
stems or a graphic organizers students can
struggle with beginning their narrative, and
the first few lines of their writing is the most
crucial for the reader in assessing their
skills).
7. Conclusion of the Story (students struggle
with conclusionary writing based on time
limits, lack of practice and limited amount of
organizational skills.
See Ms. DiPisa for support in targeting
these barriers through instruction!
Please share best practices with me!
mheavey@bostonpublicschools.org