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Shedding Light on the EOG Reading Comprehension Test

Shedding Light on the EOG Reading Comprehension Test. Updated April 2011 Kelli Harrell. Are you living on the edge?. Do you feel you are stuck in a hole and can’t get out?. Is your load to heavy to bear?. Do you need more “coverage” (for your class)?. NC End-of Grade Test in Reading.

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Shedding Light on the EOG Reading Comprehension Test

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  1. Shedding Light on theEOG Reading Comprehension Test Updated April 2011 Kelli Harrell

  2. Are you living on the edge?

  3. Do you feel you are stuck in a hole and can’t get out?

  4. Is your load to heavy to bear?

  5. Do you need more “coverage” (for your class)?

  6. NC End-of Grade Test in Reading Asks students to • Apply reading strategies • Define key vocabulary by examining context • Organize details

  7. NC End-of Grade Test in Reading Asks students to • Paraphrase the main idea • Read and interpret different genres • Determine purposes of selections and portions of selections

  8. NC End-of Grade Test in Reading Asks students to • Determine meaning of figurative language • Draw conclusions/Make inferences • Determine mood, tone, style

  9. NC End-of Grade Test in Reading Asks students to • Interpret information in reference materials • Critically analyze and evaluate text • Examine authors’ craft • Make text-to-text and text-to-world connections

  10. Changes in the Reading Comprehension EOG 2008 • Includes 50 items (plus 8 field test items) • Organizes by NC Thinking Skill • Includes goals 1-3 of SCOS • Eliminates drama • Reduces the use of frames

  11. Changes in the Reading Comprehension EOG • Uses 8-9 selections • Divides content: 60% literary 40% informational

  12. NC End-of Grade Test in Reading Grades 3-5 Text Types: • Literary 60% • 2 fiction • 1 nonfiction • 1-2 poems

  13. NC End-of Grade Test in Reading Grades 3-5 Text Types: • Informational 40% • 2 content • 1 consumer/directions • 1 Field Test Passage

  14. Format • No not or except questions are used • Purpose setting statement are printed in plain text • Most selections are printed in familiar two column format

  15. Format • Poem lines are numbered in standard poem numbering (every five lines) if a question refers to lines. • Poem lines quoted in questions are indicated with backward slash marks. For example: /Roses are red/

  16. Format • Selection paragraphs are numbered if a question refers to a paragraph and the selection is more than four paragraphs long.

  17. Format • Analogies with the colon (5-8) Which of the following relationships is most similar to the relationship below? fruit : apple A car : bus B cookie : ice cream C tree : pine D vegetable : cow

  18. 2.09 Listen actively by asking questions and paraphrasing what was said.

  19. North CarolinaThinking Skills • Knowing • Organizing • Applying • Analyzing • Generating • Integrating • Evaluating

  20. Basic Thinking Skill: Knowing Processes • Focus on needed information • Define the problem/set goals to solve a problem • Formulate questions • Store and recall information in long term memory Verbs • List, name, label, recall, identify, match, choose

  21. Knowing • According to the selection, what is the main reason… • According to the selection, which statement is true? • Which of the following describes…?

  22. Basic Thinking Skill: Organizing Processes • Comparison • Classifying • Ordering • Representing Verbs • Categorize, group, classify, compare, contrast

  23. Organizing • Based on the selection, how did … differ from …? • What do … and … have in common? • Which heading/detail belongs in the empty box (graphic organizer)? • What is the main difference between x, y, and z?

  24. Grade 3

  25. Grade 4

  26. Grade 5

  27. Mid-Level Thinking Skill: Applying Processes • Demonstrate prior knowledge in a new situation • Bring together information to solve a problem • Use generalizations to solve problems Verbs • Apply, make, show, record, construct, demonstrate, illustrate

  28. Applying • Who would most likely need (character’s) invention? • Why did x happen? • In which part of the selection does the author give information about what happened before the selection began? • According to the graph, which x has the most y?

  29. Mid-Level Thinking Skill: Analyzing Processes • Study parts and relationships • Identify attributes, components, characteristics • Identify relationships and patterns • Identify the main idea • Prioritize key events Verbs • Outline, diagram, differentiate, analyze

  30. Analyzing • What is this story meant to explain? • Why did the author most likely begin by…? • The first paragraph states “..”. What does this mean? • What is the purpose of using (word 1) and (word 2) in the selection? • What lesson should (character) have learned from his experience?

  31. Mid-Level Thinking Skill: Generating Processes • Producing new information, meaning, ideas • Inferring • Predicting • Elaborating information Verbs • Conclude, predict, infer, explain, elaborate

  32. Generating • How does (character) most likely feel when…? • What will most likely happen next? • With which statement would (character) most likely agree? • What is the main purpose of this poem?

  33. Upper Level Thinking Skill: Integrating Processes • Connecting and combining information • Summarizing • Restructuring (synthesizing) – incorporate new information into existing structures Verbs • Combine, summarize, design, imagine, generalize, synthesize

  34. Integrating • In paragraph x, why is the (horse) compared to a “(leaping flame)”? • Which of the following best describes x? • Which would be the best fit if added to the selection?

  35. Upper Level Thinking Skill: Evaluating Processes • Assess reasonableness and quality of ideas • Establish criteria for judging • Verifying accuracy of claims Verbs • Judge, evaluate, rate, verify, assess, define criteria

  36. Evaluating • Why does the author compare (x) to (y)? • Which is the best clue that…? • What can a reader tell about (character) from her…?

  37. Question Sort

  38. Comprehension Challenge

  39. Your Turn!!! Take the EOG!!!

  40. Every Pupil Response • Turn and Talk • Fist of Five • Signal Cards • Yes/No • True/False • A/B/C/D • CPS System

  41. 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. Remember

  42. Why is this poem written so that the lines curve? A. To show the word seal begins with an “s” B. To describe how a seal catches fish C. To show the movement of a seal D. To explain how the author feels about seals Category: Critical Stance Thinking Skill: Analyzing Key: c

  43. What is the effect of the short lines in the poem? A. They help emphasize the seal’s quick action. B. They help the reader understand why seals dive and swerve. C. They create a rhyming pattern. D. They add humor to the poem. Category: Critical Stance Objective (G6) 4.02 Thinking Skill: Analyzing Difficulty Level: Hard Key: A

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