How exactly do I prepare my students for the EOG?

1. How exactly do I prepare my students for the EOG?

2. Teach the Common Core State Standards for Reading!

3. Follow the Steps!

4. 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?

5. Step 2: Demystify the Test for Students • Ask students: • What do you know about the EOG? • What are you wondering about the EOG?

6. 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!

7. 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

8. Then… • Use the vocabulary in your everyday instruction. • Create an EOG Vocabulary Word Wall. • Use the vocabulary in word sorts. • Play vocabulary review games.

9. Student Created PowerPoints • http://fwes.wcpss.net/LAB%20WEB/EOG_READING_VOCABULARY.pdf

11. Words that Help Us Become Test-Taking Superstars

13. EOG Vocabulary Games

14. Talk a Mile a Minute Theme message lesson moral learned poem

15. Talk a Mile a Minute Key Detail main idea text fiction nonfiction recount

16. Talk a Mile a Minute Main Idea topic key details text summarize support

17. Talk a Mile a Minute determine describe decide choose

18. Other Games and Activities K-5 Wiki

20. I Have/Who Has

21. More Ideas…. • Vocabulary Rating Sorts • Vocabulary Charades • Draw Me! • Bingo

22. Step 4: Teach the Test Taker, Not the Test Now it’s time to practice with sample tests!

23. 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.

24. Model – What do test takers do? • Monitor Comprehension • Ask Questions • Determine Importance • Make Connections • Infer • Create Mental Images • Use Fix-Up Strategies

25. 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

26. 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”!

27. Can you match the questions to the ELA standards??

28. 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.

29. Teach test taking strategies in guided reading • Who? What? • STP • JR question cards • Group students based on need

30. Collect the Strategies • Name the strategies • List the strategies • Confer with students on the strategies they are using

31. 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

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

33. 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.”

34. The questions are answered… • Pick a Card – Any Card • Numbered Head Response • Showdown

35. Step 5: Increase Stamina! Sticking with it, even when your body and brain get tired!

36. Students have stamina! • Playing video games • Playing with their friends • Watching TV • Practicing for a sport, dance, gymnastics, cheerleading etc…

37. The estimated testing time is 3 hours. • The maximum time allowed is 4 hours (without accommodations).

38. What are YOU doing to prepare your students for the length of the test?

39. Teach strategies • 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

43. Language

44. Language

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

46. What standards? • RL 4 • RI 4 • L4 a (context clues) • L5 a (figurative language)

47. Choose the text based 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

48. Vocabulary Strategies Jan Richardson • Reread – context clues • Check the picture • Use a known part • Make a connection • Use the glossary

49. Teach Independent Word-Learning Strategies • Model how to use the strategy • Gradual Release of Responsibility • Give students the opportunity to practice with real text