2013 Educator's Manual for MCAS-Alt - Massachusetts Department ...

The requirements for “grade-level” portfolios in each grade and subject are described below, including
required content areas, strands, and standards. Use the guidelines on the previous page together with the
following information to prepare each “grade-level” portfolio.
In ELA, for students in grade 3, 5, 6, or 8:
• Any three learning standards (at the teacher’s discretion) in General Standard (GS) 4 at the
student’s grade
• Any three learning standards in GS 8 (at the teacher’s discretion) at the student’s grade
• Any three learning standards (at the teacher’s discretion) in any additional Reading and
Literature standards selected by the teacher (i.e., GS 9–18). (GS 7 Grade 3 only)
In ELA, for students in grade 4 or 7:
• Any three learning standards (at the teacher’s discretion) in General Standard 4 in the
student’s grade
• Any three learning standards (at the teacher’s discretion) in General Standard 8 in the
student’s grade
• Any three learning standards (at the teacher’s discretion) in the Composition strand (i.e., GS
19–25). (Note: Use of a teacher-designed scoring rubric for writing is encouraged to
determine the percent of accuracy and independence. See page 41 for a sample writing rubric)
Sample ELA strand (GS 4) in a “grade-level” portfolio for a student in grade 3:
The student’s portfolio for ELA General Standard 4 might include the following sample
classroom activities and evidence:
GS 4.11 Identify the meaning of common idioms and figurative phrases.
— Data chart showing the student’s performance (percent of accuracy and
independence) defining the meaning of common idiomatic expressions
— Work sample: After reading Amelia Bedelia, student identified ten idioms,
wrote their literal interpretations, and illustrated the actual meaning.
— Work sample: After reading Wayside School, student identified five
figurative phrases and created a “matching game” for peers to match
figurative phrases with their meanings.
GS 4.15 Determine meaning of words and alternate word choices using a
dictionary or thesaurus.
— Data chart showing the student’s performance (percent of accuracy and
independence) in defining new vocabulary taken from texts read by the
student
— Work sample: During a lesson on life science, student used a dictionary to
write definitions of new vocabulary.
— Work sample: After teacher reads a passage containing vocabulary errors,
student uses a thesaurus to make appropriate changes to the text.
(Continued on next page)
MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM
2013 Educator’s Manual for MCAS-Alt
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