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How exactly do I prepare my students for the EOG?

Teach the Common Core State Standards for

Reading!

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Step 1: Analyze the Test YourselfAt 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?

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Step 2: Demystify the Test for StudentsAsk students:

What do you know about the EOG?What are you wondering about the EOG?

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Explain How the Test WorksShow students the format of the

test (use the released items)

Use test preparation material that matches the actual test!

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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

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Then…Use the vocabulary in your everyday

instruction.

Create an EOG Vocabulary Word Wall.

Use the vocabulary in word sorts.

Play vocabulary review games.

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Student Created PowerPointshttp://fwes.wcpss.net/LAB%20WEB/EOG_READING_VOC

ABULARY.pdf

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Words that Help

Us Become Test-

Taking Superstars

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Talk a Mile a MinuteTheme

messagelessonmoral

learnedpoem

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Talk a Mile a MinuteKey Detail

main ideatext

fictionnonfiction

recount

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Talk a Mile a MinuteMain Idea

topickey details

textsummarize

support

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Talk a Mile a Minutedetermine

describedecidechoose

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Other Games and ActivitiesK-5 Wiki

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I Have/Who Has

More Ideas….Vocabulary Rating

SortsVocabulary CharadesDraw Me!Bingo

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Step 4: Teach the Test Taker, Not the Test

Now it’s time to practice with sample tests!

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Model!Remember the skills and strategies you used to take the

test in Step 1?Teach them to the students!

REMEMBERWe 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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Model – What do test takers do?Monitor ComprehensionAsk QuestionsDetermine ImportanceMake ConnectionsInferCreate Mental ImagesUse Fix-Up Strategies

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

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What do the standards look like on the test?We need to teach students:

Formal languageHow what we are used to in the

classroom “looks like on the test”!

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Can you match the questions to the ELA standards??

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Model

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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 readingWho? What?STPJR question cards

Group students based on need

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Collect the StrategiesName the

strategies

List the strategies

Confer with students on the strategies they are using

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Answering the QuestionsWhat 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

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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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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.”

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The questions are answered…Pick a Card – Any Card

Numbered Head Response

Showdown

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Step 5: Increase Stamina!

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

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Students have stamina!Playing video gamesPlaying with their friendsWatching TVPracticing for a sport, dance,

gymnastics, cheerleading etc…

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The estimated testing time is 3 hours.

The maximum time allowed is 4 hours (without accommodations).

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

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Teach strategiesHow to deal with difficult textRead short chunks/pause/ Who? What?/ STPRead in your head with exaggerated expressionRead quietlyRead with your finger

Increase independent reading timeMind breaks

Take a break after each passageRest your eyesStretchTake deep breaths

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Language

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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.

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

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Choose the text based upon your lesson goalsDistinguishing 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 StrategiesJan Richardson

Reread – context cluesCheck the pictureUse a known partMake a connectionUse the glossary

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Teach Independent Word-Learning Strategies

Model how to use the strategy

Gradual Release of Responsibility

Give students the opportunity to practice with real text

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Other Best Practices to Consider…Grouping students by need/abilityRotations Test Prep breaks – motivationCompetitionsRole Play (students teach)

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Motivation

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ResourcesReading 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

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WebsitesGeneral Informationhttp://www.ncpublicschools.org/accountability/testing/

Released Formshttp://www.ncpublicschools.org/accountability/testing/r

eleasedforms

Standardized Tests as a Unit of Studyhttp://www.frankserafini.com/classroom-resources/stan

dardized-tests-as-a.pdf54