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

2. Teach the Common Core State Standards for Reading!

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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? 4

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

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! 6

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 7

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. 8

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

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11. 11 Words that Help Us Become Test-Taking Superstars

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

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

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

17. Talk a Mile a Minute determine describe decide choose 17

18. Other Games and Activities K-5 Wiki 18

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20. 20 I Have/Who Has

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

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

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. 23

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 25

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”! 26

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

28. Model 28 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 29

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

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 31

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

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.” 33

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

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

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

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

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

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 39

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44. Language 44

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. 45

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

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 48

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 49

51. Other Best Practices to Consider… Grouping students by need/ability Rotations Test Prep breaks – motivation Competitions Role Play (students teach) 51

52. Motivation 52

53. Resources Reading 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 53

54. Websites General Information http://www.ncpublicschools.org/accountability/testing/ Released Forms http://www.ncpublicschools.org/accountability/testing/r eleasedforms http://www.ncpublicschools.org/accountability/testing/r eleasedforms Standardized Tests as a Unit of Study http://www.frankserafini.com/classroom- resources/standardized-tests-as-a.pdf http://www.frankserafini.com/classroom- resources/standardized-tests-as-a.pdf 54