Presentation on theme: "“Reading is the New Civil Right!”"— Presentation transcript:
1 “Reading is the New Civil Right!” Testing genreStrategies for ReadersDr. Dimple J. Martin, Reading/Language Arts, K-5“Reading is the New Civil Right!”
2 Hope is not a strategyWe are all doing great things- we are recognizing and appreciating the diversity in our students and their families, we are setting goals, we are differentiating curriculum... It’s is not a matter of doing more, it is being strategic about our teaching. Test prep can and should be integrated into the reading workshop.Hope is not a strategy- Test Talk, Greene & Melton, 2007
3 Testing as a genreWhy do our students need to pass standardized tests?How can we help our students show what they know on standardized tests?
4 Why do our students need to pass standardized tests? Life skillACT AspireHigh School ExamsSAT/ACTCollege ExamsJob Placement
5 How can we help our students show what they know on standardized tests? Teach Test TalkTeach Strategy UseTeach Test NavigationTeach Readiness
6 Test Talk Testing language is hyper-English (Calkins, 1998) Vocabulary of the directions or questions uses a very proper languageStudents need to know how to translate the words and phrases
7 Language of Testing ARTICLE DETAIL OPPOSITE PASSAGE PHRASE SELECTION SEQUENCESIMILARSTATEMENTTHEMETOPICBEST DESCRIBESBEST COMPLETESCAN TELLCHOOSE THE BESTDOES NOT BELONGMAIN PURPOSEMAINLY ABOUTMOST IMPORTANTMOST LIKELYRIGHT AFTER
8 Genre Specific Vocabulary Poetrymood, tone, stanza, lineFictioncharacter, setting, plot, solution, eventsNon-fictioncaption, bullets, text box, diagram, chartSpecific terms can be found in the state and Common Core standards.
9 Strategy UseThe month of the test should not be the first time students are taught reading strategiesInfer, Visualize, Question, Determine Importance, Make Connections, Synthesize, etcActive ReadingUsing Schema (Background Knowledge)Using the Author’s Clues to Recognize Important InformationIdentifying and Following DirectionsRe-ReadingSkim & ScanNavigating the Text
10 Test Navigation Read the questions and choices carefully. Read the questions first, but don’t try to answer them before reading the passage.Read the questions and choices carefully.Reread the text before choosing an answer.Be alert for signal words in questions.Questions are asked in different ways.Bolded words in questions are clues for you to use.Use all the information you are given- titles, captions, arrows, etc.Reading the questions first gives the kids a preview of what to look for as they read. However, if kids think too hard about the questions, they may devise their own answers, rather than finding the answers/evidence in the text.Test makers often include key words in more tan one answer to see if you are reading carefully or just skimming.Don’t just skim or rely on memory, because test makers will often put true information as choices, but that information may have nothing to do with the question.“Why” questions are usually inference, “Who, what, when & Where” questions are usually asking for information directly stated in the text.Also be on the lookout for underlined, italicized or words in different fonts.
11 Readiness Practice building stamina at a desk Don’t linger on hard questionsRead the question carefully, looking for signal words, bold or italicized wordsRead each question choiceIf you skip a question, be sure to come backKids can’t test in a comfortable spot on the floor- they need to be prepared to sit at a desk or computer for long periods of time.
12 Understanding the Questions “Reading tests have predictable kinds of questions, and each kind requires a unique approach.”- Harvey & GoudvisMultiple Choice Tests Have Four Main Types of QuestionsVocabulary QuestionsLiteral QuestionsSummarizing & Synthesizing QuestionsInferential Questions
13 Literal Questions What… When… Which… Where… How… Which of these events happened first? (sequence question)When you touch poison ivy, you…(asks information from the passage)
14 Teaching Literal Questions The answers are “right there” in the textTeach Skim and ScanLook for key signal words(what, when, which, where, how)Match the words of the question to specific words in the textScan several paragraphs to notice events or steps in sequenceEliminate answers you know are not true
15 Summarizing & Synthesizing Questions Which statement best summarizes…What is the main idea…What is the main reason…What is the most important idea in this article/passage/poem…This story/article/poem is mainly about…This section mainly describes…This story/article/passage was written in order to…Another title (good name) for this story might be…
16 Teaching Summarizing & Synthesizing Questions “Author and Me” QuestionsTeach strategies to DETERMINE IMPORTANCERead for the gist of the story/articleThe distracter is often the answer that is most interesting, but not most importantScreen out your personal opinion and stick to the information from the passageWrong answers are usually facts or details from the passageUse the process of elimination
17 Inferential Questions WhyWhat can you conclude…What lesson does this teach…What is the problem…Which of these is most likely true about…From the story you can probably guess…How does the author feel about…After reading this, what will probably happen next…How did (the character) feel about…
18 Teaching Inferential Questions Students must use the author’s words and personal background knowledge to inferStudents often try to guess based on their personal thoughts/feelings- REINFORCE referring back to the textSearch for evidence to support answerLook for text cluesFocus on the author’s purposeDon’t over think
19 ReferencesCalkins, L. Montgomery, K. & Santman, D. (1998). A teacher’s guide to standardized reading tests. Portsmouth: Heinemann.Greene, A.H & Melton, G.D. (2007). Test talk: Integrating test preparation into reading workshop. Portland: Stenhouse.Harvey, S. & Goudvis, A. (2005). The comprehension toolkit: Extend & investigate. Portsmouth: Heinemann.