OVERALL+FINDINGS

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ELA
**Grade 3 ELA Findings**

Didn't read whole question. Passage wording misleading Vocabulary
 * Discriminators** (most, best, most likely) 5 questions


 * Grade 4 ELA Findings**

MC2 focused on story and not chart Mc6 response A - viewed picture as entertaining MC7 choice A was the most recognizable quote from the story, and first in process of elimination MC 17 answer was closely linked to the title MC 18 didn't differentiate between the paragraphs MC 19 they saw it as a "body repair" issue similar to the question prior MC 20 they focused on the second part of the statement rather than think it through MC 25 they chose the right action, but didn't choose the correct motive MC 26 they had sequencing issues - picked an answer out of order MC 27 they didn't properly discriminate the term "most" MC 28 they relied on the title


 * Grade 5 ELA Findings

The following questions were predominately missed regionwide.**


 * 1) 9 Driscriminator "most likely" all are true so it is difficult to decide on what is better.
 * 2) 10 genre - defining it and giving examples
 * 3) 16 background knowledge w/ identifiying literary elements
 * 4) 19 setting "mostly" not reading critically
 * 5) 20 context clues to define unfamiliar words - unfamiliar vocabulary
 * 6) 27 editing - grammar and punctuation

Grade 6 ELA Findings

Grade 7 ELA Findings most difficult standard: information/understanding interpreting data/facts/ideas context clues/vocabulary words Listening skills summarizing/finding main ideas Editing skills (long passages)

Grade 8 ELA Findings most difficult standard: information/understanding context clues interpreting data/facts/ideas main ideas critical analysis

ELA Regents Findings question 7 inferencing In comparing multiple choice questions 8 and 10 the contrast would be the amount of information found in the text. More information yields more correct answers.

MATH
Grade 3 Math Findings Measurement to halves Ruler placement Recognizing what they're measuring No cents (symbol) Never handle real money Even vs. symmetrical Looking for doubles Names in problem (unknown) Slow down and count Column and rows (finding expression) Equal parts Not aware of vocabulary Timed test Multi-step Shape- circles in triangles Numbering them (bottom of symbols)

Grade 4 Math Findings Vocabulary (perimeter area) Trial & error (Guess & test method not used) Drawing conclusions, multi-step Order Fractions - need to draw pictures Equivalent Fractions - need to draw pictures Equivalent Fractions - need to draw pictures AND need more time spent Interpret question and remainder (too much information) Visual & Reading

Grade 5 Math Findings Word problem strategies: Multi-step problems, choosing an operation, visualization, reading the problem and understanding the question vocabulary: symmetry, mean Fractions: whole numbers, operations, mixed numbers Time: elapsed time

SCIENCE
Gr. 4 Science Findings

Place your findings under the appropriate test area title listed below.** We believe we do cover the key idea and performances indicators, however reading issues and understanding of vocabulary seem to be a recurring problem in the above questions.
 * 2. Based upon your curriculum map, do you cover the key idea and performance indicator for these difficult questions?

Grade 8 Science Findings 1. Students need work with interpreting diagrams Students made errors with similar looking words. (vocabulary) ex. reflection and refraction

2. yes, key ideas and performance indictors are covered but could be emphasized more.

Earth Science Findings 1. The skill(s) the students need to be more successful in (Question 3- making numeric connections with terminology) (Question 22- applying definition to a visual diagram) (Question 30- Understanding and graphing the relationship between two variables) (Question 33- The question is too "wordy" and applying a multi-step. Also, there is a "lack of direction" -students are not told to go to reference table) (Question 43- Students must turn page to answer the question, it is a multi-step problem and students may get thrown off because they must apply the opposite hemisphere ) (Question 48- Students must understand the definition before applying it to the diagram/question)

2. YES!!!! These difficult questions are covered more than once throughout the year.

SOCIAL STUDIES
Gr. 5 Social Studies Findings

1. Of the questions that students struggled with, what skill(s) did they need to be successful? (Examples – Vocabulary, Negatives, Discriminators, Multiple Step, Chart or Graph, etc.)


 * Need to know vocabulary, content in New York/ U.S. history, goverment/ civics and economics.
 * Need to know strategies for drawing conclusions and making predictions.

2. Based upon your curriculum map, do you cover the key idea and performance indicator for these difficult questions? Place your findings under the appropriate test area title listed below.

Grade 8 Social Studies Findings Vocabulary- 7th grade vocabulary Toleration, House of Burgesses, John Peter Zenger/ Freedom of the Press, Two-step questions- knowing The Great Compromise and the results Impeachment Process 8th grade vocabulary- Muckrakers
 * Each grade level has a curriculum, but there is no curriculum map.

Content 7th grade- Civics,Citizenships and Government- Experiments in Government (focusing on the Constitution) 8th grade- cause and effect Middle East- Geography question

Reading level Answer is phrased at a higher reading level (incorrect answer -increased dependence)

Test taking strategies misunderstanding what the question is asked not reading the entire question reading too much into the question

Format- Related question above it to the next question

Seemed to do well with: Reading maps

1. Of the questions that students struggled with, what skill(s) did they need to be successful? (Examples – Vocabulary, Negatives, Discriminators, Multiple Step, Chart or Graph, etc.) 2. Based upon your curriculum map, do you cover the key idea and performance indicator for these difficult questions? Place your findings under the appropriate test area title listed below.

Global History/US History Findings Students have difficulties with:
 * discerning similarities of geographic features
 * using analogies
 * making associations
 * using multiple steps
 * eliminating incorrect responses
 * determining order of cause & effect
 * vocabulary
 * recognizing connections
 * generalizations

