Shedding Light on the EOG Reading Comprehension Test

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Shedding Light on theEOG Reading

Comprehension Test

• Updated April 2011

• Kelli Harrell

Schedule for the Day

8:30-11:15 Reading11:15-12:4512:45-3:00 Math

Are you living on the edge?

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

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Is your load to heavy to bear?

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

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NC End-of Grade Test in Reading

Asks students to Apply reading strategies Define key vocabulary by

examining context Organize details

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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

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NC End-of Grade Test in Reading

Asks students to Determine meaning of

figurative language Draw conclusions/Make

inferences Determine mood, tone, style

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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 connections12

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 SCOSEliminates dramaReduces the use of frames

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Changes in the Reading Comprehension EOG

Uses 8-9 selectionsDivides content: 60% literary40% informational

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NC End-of Grade Test in Reading Grades 3-5

Text Types: Literary 60%

2 fiction 1 nonfiction 1-2 poems

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NC End-of Grade Test in Reading Grades 3-5

Text Types: Informational 40%

2 content 1 consumer/directions

1 Field Test Passage

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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

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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/18

Format

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

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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

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RCS Language Arts Pacing Guides

2.01 Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary (reread the text, consult other sources, ask for help).2.02 Interact w/ text before, during and after reading, listening and viewing by: setting a purpose using prior knowledge and text information, making predictions and making connections with previous experiences, information and ideas.2.04 Identify and interprets elements of fiction and nonfiction and support by referencing the text to determine the: plot and main ideas/supporting details.2.06 Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas.2.09 Listen actively by asking questions and paraphrasing what was said.

North Carolina Thinking Skills

Knowing Organizing Applying Analyzing Generating Integrating Evaluating

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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

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Knowing According to the selection, what is

the main reason… According to the selection, which

statement is true? Which of the following describes…?

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Basic Thinking Skill: Organizing

Processes Comparison Classifying Ordering Representing

Verbs Categorize, group, classify, compare, contrast

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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?

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Grade 3

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Grade 4

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Grade 5

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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

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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? 38

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

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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?40

Mid-Level Thinking Skill: Generating

Processes Producing new information, meaning, ideas Inferring Predicting Elaborating information

Verbs Conclude, predict, infer, explain, elaborate

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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?

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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

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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?

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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

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Evaluating Why does the author compare (x)

to (y)? Which is the best clue that…? What can a reader tell about

(character) from her…?

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Question Sort

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Comprehension Challenge

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Your Turn!!!

Take the EOG!!!

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Every Pupil Response

Turn and Talk Fist of Five Signal Cards

Yes/No True/False A/B/C/D

CPS System

Remember

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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.

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As you read this poem, imagine how the seal moves. Then answer the questions that follow.

Seal by William Jay Smith

See how he dives

From the rocks with a zoom! See how he darts 5

Through his watery room Past crabs and eels

And green seaweed, Past fluffs of sandy

Minnow feed! See how he swims

With a swerve and a twist, 10 A flip of the flipper,

A flick of the wrist! Quicksilver-quick, Softer than spray, 15 Down he plunges And sweeps away; Before you can think, Before you can utter Words like "Dill pickle" 20 Or "Apple-butter," Back up he swims Past Sting Ray and Shark, Out with a zoom, A whoop, a bark; Before you can say 25 Whatever you wish, He plops at your side With a mouthful of fish!

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 fishC. To show the movement of a sealD. To explain how the author feels about seals

Category: Critical StanceThinking Skill: AnalyzingKey: c

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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 StanceObjective (G6) 4.02Thinking Skill: AnalyzingDifficulty Level: HardKey: A

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5. Lines 1 through 15 appeal most to which sense?

A. sightB. smellC. soundD. taste

Category: Critical StanceObjective (G6): 5.02Thinking Skill: OrganizingDifficulty Level: EasyKey: A

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

-Roger Farr

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Preparing Students For the Reading EOG

Build Reading Stamina Model Strategies with Practice Items

Read questions first Underline key facts/ideas Analyze questions (QAR) Eliminating incorrect answers Checking their answers

Explain How the Test Works

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Test Taking Tips Read the title and intro. statement (if

any). Predict. Read some or all questions to set

purpose for reading. Read selection slowly and carefully. Reread questions.

Cross out incorrect answer choices. Choose correct answer. Mark on your paper, then bubble.

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More Testing Tips If you are unsure of an answer,

make your best guess. Circle it to revisit later.

Stay on the right line when bubbling.

Check your answers with any extra time. Only change answers if sure.

If nervous, close eyes, breath and try to relax.

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QAR: Where Do You Find the Answer?

In My HeadAuthor and MeYou have to think about what you already know and what the author is talking about in the text to find the answer. On My OwnYou have to think about what you know, applying prior knowledge, to answer the question. The answer is not in the text.

In the BookRight There

You can put your finger right on the answer in the text. The question often uses the same words as the answer.

Think and Search

You need to look in different parts of the text to find the answer.

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Did You Know?

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

EOG Vocabulary: Speaking the Same Language

Examples of EOG language

What is the effect of Brackets Bold print Subtitles/ subheadings

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Free powerpoint template: www.brainybetty.com

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– The selection describes ____. What does this word mean?

– In paragraph __, the auth0r states “….”. What does the word ____ mean?

– (sentence in context) In which of the following sentences is the word ____ used the same way as in the sentence above?

– (sentence in context) Which of the following definitions of _____ applies to this sentence?

– In this selection, which word means the same as “….”?

– In paragraph x, why are some words written in parenthesis?

Instructional Strategies to teach the EOG Vocabulary Use EOG vocabulary in

everyday instruction. Introduce the vocabulary in

small meaningful chunks. Teach the vocabulary within

the context of your Reading instructional plan.

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Eog word wall

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Instructional Strategies to teach the EOG Vocabulary

Create an EOG Word Wall. Review vocabulary:

Word sorts I’m thinking of a word.. Games such as Bingo, Go

Fish, Memory, etc.

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Testing Vocabulary Challenge

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Review Activities and Games Reading Jeopardy

Comparing Terms Testing Vocabulary Challenge I Have…Who Has Jigsaw Book Vocabulary Knowledge Rating/Sorts

Draw Me Vocabulary CharadesName That Category

Talk a Mile a Minute Triangle Trivia Card Games Bingo Wheel of Fortune

Marzano and others69

New Smart Board Games Text Structure Tic Tac Toe Connect Four

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Talk a Mile a Minute

Fiction

characters

setting

problem

solution

theme

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Talk a Mile a Minute

Non-fiction

heading

subheading

glossary

table of contents

bold print

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Talk a Mile a Minute

Graphic organizer

Venn diagram

box

arrows

sequence

empty

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Talk a Mile a Minute

significance

important

impact

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Triangle Trivia – Comprehension Strategies

200 Points200 Points

50 Points50 Points

100 Points100 Points100 Points100 Points

50 Points50 Points 50 Points50 Points

Summarize

Main Idea

Inference

Ask Question

s

Visualize

Make Connection

s

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Triangle Trivia – Recipe Terms

200 Points200 Points

50 Points50 Points

100 Points100 Points100 Points100 Points

50 Points50 Points 50 Points50 Points

ingredients

bake

utensils

whip/blend

equipment

directions

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Triangle Trivia – Text Features

200 Points200 Points

50 Points50 Points

100 Points100 Points100 Points100 Points

50 Points50 Points 50 Points50 Points

heading

graph

diagram

map

subheading

caption

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Triangle Trivia – Poetry

200 Points200 Points

50 Points50 Points

100 Points100 Points100 Points100 Points

50 Points50 Points 50 Points50 Points

simile

speaker

stanza

poet

metaphor

rhyme

Jigsaw Book

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Your students will be ready for the EOG!!!

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curriculum

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