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Mrs. Raude's 3rd Grade Gifted Dream Team |
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FCAT Corner |
FCAT CORNER
Dear
Parents, below you will find helpful information I've put together to help you
and your child prepare for the FCAT.
FCAT
DATES:
Reading
SSS: Monday, March
Reading
SSS: Tuesday, March
Math
SSS: Wednesday, March
Reading
NRT: Tuesday, March
Math
NRT: Wednesday, March
The following are the Florida Sunshine
State Standards Benchmarks that your child will be tested on.
We are currently working on each strategy in our classroom.
READING: This section of the
FCAT focuses on four areas: Words & Phrases in Context, Main Idea, Plot
& Purpose, Comparisons & Cause/Effect, Reference
& Research.
Click
here for more information on each benchmark.
|
Words & Phrases in Context |
Main Idea, Plot & Purpose |
Comparisons & Cause & Effect |
Reference & Research |
|
meaning of words in context |
main idea |
use of comparison & contrast |
organization & interpretation of information |
http://www.fcatexplorer.com/parent/3gr/en/grade_standards.asp
Benchmarks:
L.A.A.1.2.3
Summary: This benchmark focuses on the student's vocabulary, as it
relates to finding the meaning of unknown words and understanding word
relationships.
Benchmark: The student uses simple strategies to determine meaning and
increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word
relationships.
L.A.A. 2.2.1
Summary: This benchmark focuses on the student's ability to understand
the main idea and the details that support that idea. In addition, the
benchmark includes the student's ability to understand the order of events in a
text.
Benchmark: The student reads text and determines the main idea or essential
message, identifies relevant supporting details and facts, and arranges events
in chronological order.
L.A.A. 2.2.2
Summary: This benchmark focuses on the student's ability to understand
why an author writes a text (for example, to inform, to tell a story, to
explain).
Benchmark: The student identifies the author's purpose in a simple text.
L.A.A. 2.2.7
Summary: This benchmark focuses on the student's ability to recognize
when an author compares or contrasts things in a text. The benchmark expects
that students will be able to recognize differences or similarities and explain
how things are different or similar.
Benchmark: The student recognizes the use of comparison and contrast in
a text.
L.A.A. 2.2.8
Summary: This benchmark focuses on the student's ability to find
information in a text for a variety of purposes. The student might be asked to
locate information in the text, a map, chart, or photo, or gather information
for a research project.
Benchmark: The student selects and uses a variety of appropriate
reference materials, including multiple presentations of information such as
maps, charts, and photos, to gather information for research projects.
L.A.E. 1.2.2
Summary: This benchmark focuses on the student's ability to understand
how a story line unfolds or develops in a narrative. This benchmark also
focuses on the student's ability to understand how conflicts in the story are
resolved. In addition, the student may be asked to make inferences (informed
guesses) or draw conclusions about a story.
Benchmark: The student understands the development of plot and how
conflicts are resolved.
L.A.E. 1.2.3
Summary: This benchmark focuses on the student's ability to find
similarities and differences between the characters, settings, and events of a
story. The student may be asked to recognize when a character changes (or stays
the same) over the course of a story.
Benchmark: The student knows the similarities and differences among the
characters, settings, and events presented in various texts.
L.A.E. 2.2.1
Summary: This benchmark focuses on the student's ability to see cause
and effect relationships in stories and articles.
Students may be asked to find causes or effects in fiction (stories),
non-fiction (essays), poetry, or plays.
Benchmark: The student recognizes cause-and-effect relationships in
literary texts.
MATH: This section of the
FCAT covers five content areas: Number Sense, Measurement, Geometry, Algebra, Data Analysis.
|
Number Sense |
Measurement |
Geometry |
Algebra |
Data Analysis |
|
identifies +, , x, χ & knows what they do
determines estimates
knows how numbers are represented & used |
recognizes measurements & units of measure |
describes, draws, identifies, & analyzes two- & three-dimensional
shapes |
describes, analyzes, & generalizes patterns, relations, & functions |
organizes, interprets, & analyzes data |
Additional FCAT Information:
FCAT
WRITING+: The FCAT writing assessment at Grades 4, 8, and 10 has been expanded
to include multiple-choice questions. To reflect this addition, the new writing
assessment is called FCAT Writing+. The essay component, which requires
students to write a response to an assigned topic, is unchanged. Students in
Grades 4, 8, and 10 will participate in a field test which is comprised of
multiple-choice questions. Students will not receive scores for
the field test portion of FCAT Writing+. Each student will receive a score for
the essay portion.
The
following are the two forms of writing prompts the students will have to be
prepared to respond to. The students will have 45 minutes to read the prompt
and decide if it is a Narrative or Expository prompt, plan (brainstorm), and
respond. The student will be scored on Focus, Organization, Support, and
Convections.
|
FOCUS |
ORGANIZATION |
SUPPORT |
CONVECTIONS |
|
Demonstrates
a main idea or theme & stays on topic. |
Follows
a plan that includes an introduction, effective transitional devices, and a
conclusion. |
Includes
use of specific details & precise word choice to explain, clarify, or
define meaning. |
Demonstrates
knowledge of the basic skills of punctuation, capitalization, spelling,
usage, & sentence structure. |
Narrative:
Asks the student to write a story.
Example:
Everyone has done something special that he or she will remember. Think about a
time you did something special that you will always remember. Now write a story
about a time you did something special that you will always remember.
Expository:
Asks the student to explain something or give reasons why.
Example:
Weekends are great. Explain what you like to do on weekends and why?
The
following are helpful websites:
http://www.firn.edu/doe/sas/fcat/aboutfcat/english/
http://www.firn.edu/doe/sas/fcat/aboutfcat/spanish/
http://www.firn.edu/doe/sas/fcat/fcatit02.htm
