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Genre of Test Reading 2.0

Genre of Test Reading 2.0. Taking the Vital Signs before FCAT. “If we have standardized testing, how come there’s different questions every time?”. Purpose of Test Reading Genre Study.

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Genre of Test Reading 2.0

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  1. Genre of Test Reading 2.0 Taking the Vital Signs before FCAT

  2. “If we have standardized testing, how come there’s different questions every time?”

  3. Purpose of Test Reading Genre Study In order to help students develop test-taking skills, we need to look at testing as a genre – a particular kind of reading and writing. We must analyze the demands of the test, determine how to embed test-taking skills within the activities of the literacy framework, and recognize how to help our students. Fountas and Pinnell, Chapter 27, Guiding Readers and Writers Grades 3-6

  4. Objectives of Test Reading Genre Study Provide teachers the following tools to conduct a Test Reading Genre study while maintaining quality instruction through Readers’ Workshop: • Readers’ Workshop planning form embedding Test Reading instruction and practice • Assessment suggestions correlated to FCAT tested standards • Effective test taking strategies chart for observing student behaviors during testing situations • Mini-assessment timeline and mini-lesson resources for a five-week unit study correlated to effective testing strategies

  5. Think like a reader…think like a test taker How do the parents change from BEFORE the baby bird falls into the pond to AFTER he lands on the shore? • First they are calm; then they are anxious • First they are peaceful; then they are restless • First they are protective; then they are relaxed • *First they are nervous; then they are frightened

  6. FCAT 2.0 Item Specifications Example:Character Development Let’s examine a sample test question. 1. Make a list of skills are needed as a READER from this example. 2. Make a list of skills needed as a TEST TAKER from this example.

  7. Research Says…. Best practices and high quality teaching should not be sacrificed for the sake of test preparation (Higgins, Miller, Weggman, 2006; Hollingworth, 2007).

  8. Classroom Practice…

  9. Reader’s Workshop Planning Form Use the Reader’s Workshop Planning form to assist you in making time for Test Reading study as part of your daily routine.

  10. Research Says… Specific strategies for reading and taking the test should be explicitly taught, often in the context of a unit of study (Hornof, 2008:Santman, 2002).

  11. Classroom Practice…

  12. Assessing Effective Test Reading You know your readers… how well do you know your test takers?

  13. Assessing Effective Test Reading In order for students to be able to handle the demands of testing they must be able to do the following: • Students must be able to actually read the material. • Students must be able to locate information in or beyond the texts. • Students must be process a variety of texts effectively and the demands of different texts. Fountas and Pinnell, Guiding Readers and Writers Grades 3-6, page 465

  14. Assessing Behaviors/Planning for Instruction Week 1: • Administer *FCAT 2.0 Sample Question Booklet for your grade level http://fcat.fldoe.org/fcat2/. • Circulate around the room and Use the Behaviors to Notice checklist to record student test taking behaviors. • Analyze the data from the answer key as well as the behavior checklist to plan your mini-lessons for the next 5 weeks! *Note: This assessment is now available on Achievement Series

  15. Mini Lesson Tools for Test Reading

  16. Mini-Instructional and Assessment Timeline Using your data, refer to the Mini- Assessment and Instructional calendar to plan daily 10-15 minute lessons focused on what your students need to become “test smart!”

  17. If not commercial test prep…then what can we use? Assessments on the instructional timeline may have been previously administered. Listed below are additional suggestions: • Reading Test Forms 1, 2 (located in Achievement Series) • Florida Treasures FCAT Format Benchmark Assessment Form A (grades 3,4,5) Form B (grades 4, 5) • FCAT released tests http://fcat.fldoe.org/fcatrelease.asp

  18. As a student, I need my teacher to know… • How to help me tackle grade level text • How to help me understand test talk • How to help me understand test questions • How to help me use effective test taking strategies before the BIG DAY! • How to help me feel positive about testing • How to help me think like a reader AND a test taker

  19. It makes sense to us that the strategies needed in test-taking would be better learned if they were a part of daily curriculum. • Kathe Taylor and Sherry Walton

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