How exactly do i prepare my students for the eog
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How exactly do I prepare my students for the EOG?. Teach the Common Core State Standards for Reading!. Follow the Steps!. Step 1: Analyze the Test Yourself. At your table read and answer the questions to the first two passages in your EOG released items.

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Step 1 analyze the test yourself
Step 1: Analyze the Test Yourself

  • At your table read and answer the questions to the first two passages in your EOG released items.

    • What skills and strategies did you use to complete the questions?

    • What vocabulary did you have to know in order to answer the questions?


Step 2 demystify the test for students
Step 2: Demystify the Test for Students

  • Ask students:

    • What do you know about the EOG?

    • What are you wondering about the EOG?


Explain how the test works
Explain How the Test Works

  • Show students the format of the test (use the released items)

  • Use test preparation material that matches the actual test!


Step 3 define test specific vocabulary
Step 3: Define Test–Specific Vocabulary

  • Using the released test:

    • Allow students to look over the question stems (not the answers) and have them highlight the key vocabulary


Then…

  • Use the vocabulary in your everyday instruction.

  • Create an EOG Vocabulary Word Wall.

  • Use the vocabulary in word sorts.

  • Play vocabulary review games.


Student created powerpoints
Student Created PowerPoints

  • http://fwes.wcpss.net/LAB%20WEB/EOG_READING_VOCABULARY.pdf




Talk a mile a minute
Talk a Mile a Minute

Theme

message

lesson

moral

learned

poem


Talk a mile a minute1
Talk a Mile a Minute

Key Detail

main idea

text

fiction

nonfiction

recount


Talk a mile a minute2
Talk a Mile a Minute

Main Idea

topic

key details

text

summarize

support


Talk a mile a minute3
Talk a Mile a Minute

determine

describe

decide

choose




More ideas
More Ideas….

  • Vocabulary Rating Sorts

  • Vocabulary Charades

  • Draw Me!

  • Bingo


Step 4 teach the test taker not the test
Step 4: Teach the Test Taker, Not the Test

Now it’s time to practice with sample tests!


Model
Model!

  • Remember the skills and strategies you used to take the test in Step 1?

  • Teach them to the students!

    REMEMBER

    We cannot just give students questions and expect them to develop critical thinking. We must MODEL expected thinking and then provide multiple opportunities for guided and independent practice.


Model what do test takers do
Model – What do test takers do?

  • Monitor Comprehension

  • Ask Questions

  • Determine Importance

  • Make Connections

  • Infer

  • Create Mental Images

  • Use Fix-Up Strategies


Monitor comprehension
Monitor Comprehension

  • “…if the child comes away from the book with no plot line, no movies-in-the mind’s eye, then this reading is destructive to the child…It is a major problem if alarm bells don’t even go off in the child's mind when print doesn’t generate sense”

    ~Lucy Calkins in A Teacher’s Guide to Standardized Reading Test


What do the standards look like on the test
What do the standards look like on the test?

  • We need to teach students:

    • Formal language

    • How what we are used to in the classroom “looks like on the test”!



Model1
Model

  • If teaching students to look at the questions first, present the idea as a scavenger hunt. Have them read only 2 or 3 questions and then hunt for the answers as they read.

  • Make sure they are careful marking the answers in the test book and the bubble sheet.


Teach test taking strategies in guided reading
Teach test taking strategies in guided reading

  • Who? What?

  • STP

  • JR question cards

  • Group students based on need


Collect the strategies
Collect the Strategies

  • Name the strategies

  • List the strategies

  • Confer with students on the strategies they are using


Answering the questions
Answering the Questions

  • What strategy is really required to answer the questions – decide between 4 answer choices

  • Cut up the answers and debate! Which one is it?

  • Prove it with evidence from the text


“Show me students who can write (answers), and I’ll show you students who can pick (answers).”

-Roger Farr


Tell students
Tell Students:

  • “In tests, you should never count on just what you know from your life to give you an answer. Never. There should always be something in the passage that can give you a clue. Always.”


The questions are answered
The questions are answered…

  • Pick a Card – Any Card

  • Numbered Head Response

  • Showdown


Step 5 increase stamina
Step 5: Increase Stamina!

Sticking with it, even when your body and brain get tired!


Students have stamina
Students have stamina!

  • Playing video games

  • Playing with their friends

  • Watching TV

  • Practicing for a sport, dance, gymnastics, cheerleading etc…




  • Teach strategies of the test?

    • How to deal with difficult text

    • Read short chunks/pause/ Who? What?/ STP

    • Read in your head with exaggerated expression

    • Read quietly

    • Read with your finger

  • Increase independent reading time

  • Mind breaks

    • Take a break after each passage

    • Rest your eyes

    • Stretch

    • Take deep breaths


  • Language
    Language of the test?


    Language1
    Language of the test?


    Did you know
    Did You Know? of the test?

    • If students do not understand 5% of the words, they will have difficulty comprehending the text if they comprehend at all.


    What standards
    What standards? of the test?

    • RL 4

    • RI 4

    • L4 a (context clues)

    • L5 a (figurative language)


    • Choose the text based of the test?upon your lesson goals

      • Distinguishing literal from non-literal language?

      • Figurative language?

  • Choose the words and phrases you want to teach

    • Model for students

    • Give students the opportunity to practice using their vocabulary strategies


  • Vocabulary strategies
    Vocabulary Strategies of the test?

    Jan Richardson

    • Reread – context clues

    • Check the picture

    • Use a known part

    • Make a connection

    • Use the glossary


    Teach independent word learning strategies
    Teach Independent of the test?Word-Learning Strategies

    • Model how to use the strategy

    • Gradual Release of Responsibility

    • Give students the opportunity to practice with real text


    Other best practices to consider
    Other Best Practices to Consider… of the test?

    • Grouping students by need/ability

    • Rotations

    • Test Prep breaks – motivation

    • Competitions

    • Role Play (students teach)


    Motivation
    Motivation of the test?


    Resources
    Resources of the test?

    • Reading Tests as a Genre Study, Hornof, The Reading Teacher, 2008

    • Five Ways to Prepare for Standardized Tests Without Sacrificing Best Practice, Hollingworth, The Reading Teacher, 2007

    • Meaningful Practice: Test Prep in a Third-Grade Public School Classroom, Kontovourki & Campis, The Reading Teacher, 2010


    Websites
    Websites of the test?

    General Information

    • http://www.ncpublicschools.org/accountability/testing/

      Released Forms

    • http://www.ncpublicschools.org/accountability/testing/releasedforms

      Standardized Tests as a Unit of Study

    • http://www.frankserafini.com/classroom-resources/standardized-tests-as-a.pdf


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