Weaving Text Weaving Text Genre into Genre into Effective Effective

InstructionInstruction Natalie NelsonNatalie Nelson

Acting Curriculum Director FWCSActing Curriculum Director FWCS

Kathy DouglasKathy Douglas District Instructional Coach FWCSDistrict Instructional Coach FWCS

Mary JohnsonMary Johnson District Instructional Coach FWCSDistrict Instructional Coach FWCS

ASSESSMENTSASSESSMENTS

Our Goal with Our Goal with AssessmentsAssessments

Take a Few Minutes to Take a Few Minutes to Answer These Test Answer These Test

Questions…Questions…

What Do We Notice About What Do We Notice About Ourselves As Test Takers?Ourselves As Test Takers?

Our Minds Wander Right AwayOur Minds Wander Right Away We Get TiredWe Get Tired We Don’t Read the Whole PassageWe Don’t Read the Whole Passage We Will Skip A Question We Aren’t Sure We Will Skip A Question We Aren’t Sure

OfOf We Skipped the DirectionsWe Skipped the Directions We are Competitive – I want it done We are Competitive – I want it done

first!first! …………??????????????

What Do We Notice What Do We Notice About Tests?About Tests?

Tests include directions, many other Tests include directions, many other kinds of readings don’t.kinds of readings don’t.

There are different kinds of There are different kinds of questions. Some are multiple questions. Some are multiple choice, some extended response, choice, some extended response, some constructed response.some constructed response.

It is smart to look back at text when It is smart to look back at text when you are trying to answer questions.you are trying to answer questions.

What We Notice (What We Notice (continued)continued) Rushing leads to absent minded work. Rushing leads to absent minded work.

Metacognitive test takers take the time to Metacognitive test takers take the time to pay close attention.pay close attention.

The test evaluators won’t come to our The test evaluators won’t come to our school to meet us in person so that we school to meet us in person so that we can explain our thinking. We have to can explain our thinking. We have to show them our best thinking on the test!show them our best thinking on the test!

Being able to read and write is as Being able to read and write is as important on Math, Science, and Social important on Math, Science, and Social Studies tests as it is on Reading and Studies tests as it is on Reading and Writing tests.Writing tests.

Tests are a unique Tests are a unique genre. genre. They all They all

have. . .have. . .Genre-specific vocabularyGenre-specific vocabularyGenre-specific formatGenre-specific formatGenre-specific procedures Genre-specific procedures

and requirements in terms and requirements in terms of answers and timingof answers and timing

Compare the Test World and the Compare the Test World and the School WorldSchool World

Test Takers Ask Test Takers Ask Questions…Questions…

Ensure they understand the expectations of Ensure they understand the expectations of each test question (what do they want me to each test question (what do they want me to do?)do?)

Identify the type of questions a test includes Identify the type of questions a test includes (QAR: Right There, On My Own, Author and (QAR: Right There, On My Own, Author and Me, Think and Search)Me, Think and Search)

Clarify the test item’s format (multiple choice, Clarify the test item’s format (multiple choice, extended response, constructed response)extended response, constructed response)

Determine the content knowledge being Determine the content knowledge being assessed (The picture shows stair steps that assessed (The picture shows stair steps that need to be built with concrete. Will I need to need to be built with concrete. Will I need to use the given dimensions to find area or use the given dimensions to find area or volume?)volume?)

Some Questions They Some Questions They Ask…Ask…

Where are the directions? Where are the directions? Are there textual clues?Are there textual clues?

Words may be in boxes , Words may be in boxes , bold face, bold face, italics, italics, underlinedunderlined, CAPITALIZED, , CAPITALIZED, varied fontsvaried fonts. .

Is this multiple choice, constructed response, Is this multiple choice, constructed response, T/F?T/F?

Does it ask Does it ask NOT or EXCEPTNOT or EXCEPT so I have to think so I have to think backwards?backwards?

Do I have to use the charts, graphs, tables, and Do I have to use the charts, graphs, tables, and pictures?pictures?

Will I be reading multiple genres?Will I be reading multiple genres?

Test Takers Activate, Test Takers Activate, Utilize, and Build Utilize, and Build

Background Knowledge Background Knowledge (Schema)(Schema)

Apply what they know about different Apply what they know about different testing formats.testing formats.

Use what they know about tests to be Use what they know about tests to be ready for confusing or tricky items.ready for confusing or tricky items.

Build and refine their schema across Build and refine their schema across test taking experiences.test taking experiences.

Make sure you are using schema Make sure you are using schema relevant to the passage.relevant to the passage.

What do kids have to do to What do kids have to do to be successful on tests?*be successful on tests?*

Translate Translate the test writers’ formal English into the test writers’ formal English into kid talkkid talk We need We need translatorstranslators to learn French, Spanish, to learn French, Spanish,

etc.etc. Teachers must help students Teachers must help students translatetranslate test talk. test talk.

Be proactive test-takers through active Be proactive test-takers through active reading and thinkingreading and thinking

Understand and manipulate the test formatUnderstand and manipulate the test format Have stamina for the testHave stamina for the test

*from the book, *from the book, Test TalkTest Talk

Stamina. . .Stamina. . .

No matter the age. . . sitting, reading, No matter the age. . . sitting, reading, thinking, rereading, answering thinking, rereading, answering questions, solving problems, and writing questions, solving problems, and writing for several hours, several days in a row, for several hours, several days in a row, is is TOUGHTOUGH..

Building stamina begins by reading and Building stamina begins by reading and writing daily writing daily startingstarting in kindergarten in kindergarten and continuing throughout the grades.and continuing throughout the grades.

Test-taking is a life skill, Test-taking is a life skill, and. . .and. . .

Hope is not a strategy Hope is not a strategy for raising test scores.for raising test scores.

Linking Problem Solving Linking Problem Solving strategies and Test-Taking strategies and Test-Taking

StrategiesStrategies Teachers/students may look at ISTEP Teachers/students may look at ISTEP

released items, student images, released items, student images, Acuity, Reading and Math Acuity, Reading and Math assessments and annotate the assessments and annotate the skill/strategy* the child will need to skill/strategy* the child will need to answer the question.answer the question.

*(formal language?, navigating format?, *(formal language?, navigating format?, concept?, stamina?)concept?, stamina?)

Read this sentence.Read this sentence.

He He put put the apple on the ground when hethe apple on the ground when hesaw the worm in it.saw the worm in it.

Which of these new words Which of these new words best best replaces thereplaces theunderlined word to show that the boy isunderlined word to show that the boy isfrightened by the worm?frightened by the worm?

A. A. threwthrewB. B. laylayC. C. placedplacedD. D. setset

Area of a rectangle = Area of a rectangle = lw = length x widthlw = length x width

Mr. Gardner is building a fence around his garden.Mr. Gardner is building a fence around his garden.He has a total of 4 feet of fencing to make theHe has a total of 4 feet of fencing to make theperimeter. How much fencing should he use alongperimeter. How much fencing should he use alongthe width and length to create the garden with thethe width and length to create the garden with thelargest possible area?largest possible area? Show all workShow all workAnswer ___________________________Answer ___________________________

On the lines below use words, numbers, or symbols On the lines below use words, numbers, or symbols to explain how you found your answer.to explain how you found your answer.

________________________________________________________________________________________________________________________________________________________________________

Discussion QuestionsDiscussion Questions How could you use the following test items How could you use the following test items

to generate student conversation?to generate student conversation?

What might cause a child difficulty with What might cause a child difficulty with these test items? Concept? Formal these test items? Concept? Formal language? language?

Navigating the test item? Stamina?Navigating the test item? Stamina?

How can I weave test-taking genre into How can I weave test-taking genre into effective instruction?effective instruction?

Resources:Resources: BETTER ANSWERSBETTER ANSWERS

By Ardith Davis ColeBy Ardith Davis Cole

Put Thinking to the TestPut Thinking to the Test By Lori L. Conrad, Missy Matthews, Cheryl Zimmerman, and Patrick A. By Lori L. Conrad, Missy Matthews, Cheryl Zimmerman, and Patrick A.

AllenAllen

Beyond the BubbleBeyond the Bubble Maryann Wickett & Eunice Hendrix-MartinMaryann Wickett & Eunice Hendrix-Martin

What Every Elementary Teacher What Every Elementary Teacher Needs to Know About Reading TestsNeeds to Know About Reading Tests Charles FuhrkenCharles Fuhrken

TEST TALKTEST TALK By Amy H. Greene & Glennon Doyle MeltonBy Amy H. Greene & Glennon Doyle Melton