Reading Tip #1

The kind of reading students do for standardized tests is often very different from the experiences we provide in the classroom. It's not different in content. It's not different in genre. It's not even different in vocabulary. It's different in length!

Typically classroom reading includes longer texts that take multiple days to complete. However, a test-reading scenario includes what I call one-sitting readings. Students have to read a passage for the first and only time independently and then immediately answer comprehension questions alone. Prepare students for these standardized testing scenarios by offering similar experiences this month.

Reading Tip #2

In addition to shorter texts, expose students to a variety of genres and modes. The assessment doesn't just include traditional essays and articles. It utilizes numerous informational text formats. Look to expose your students to:

• How-to articles
• Q&A interviews
• Nonfiction/Content-area poems
• Biographies
• Plays/Scripts

Magazines are a great place to find short, informational text passages in a variety of formats. Try this list of magazines to find some just right for your grade level.

Reading Tip #3

Often these different formats include text features (e.g., subheadings, sidebars, graphics, lists, footnotes, etc.). Point out the value of these tools to your students; text features are intended to help the reader. They often include information not stated within the body paragraphs. Be sure students are reading them and gathering as much knowledge about the topic as possible.

NOTE: If a standardized test includes text features, there is usually at least one question geared toward the information highlighted within those text features. If students "skip" the text features, they are missing some valuable details.

Writing Tip #1

Standardized writing assessments don't honor revision. It's all about writing a strong first draft. Consequently, in the last month before your state assessment, don't spend a lot of classroom time revising and publishing pieces.

Instead, have your students begin to build their one-sitting writing muscles. Give them opportunities to start and finish drafts all in one class period/one sitting. It's important for them to know how to write well in a short time frame. They need to be able to pull everything they know about "good writing" together in one sitting.

A couple days later, have students reread what they wrote. Use this time to reflect, not revise, on what they could have done better. Use these reflections to guide future mini-lesson instruction.

Writing Tip #2

Since the first draft is the only draft on a state assessment, make sure students are strong in the traits of ideas and organization. Be sure students are developing their ideas. This includes writing multiple sentences after each idea, not just listing one idea after another.

In addition to development, they need a strong beginning and ending. Remind them that the Test Lady™ does not reread the prompt before assessing each student's piece. The Test Lady™ only reads what the students wrote on the lines (or typed on the computer). So there needs to be some context. Where's this all coming from? What are you writing about? This should be included within a beginning sentence/paragraph.

And the ending needs to conclude and wrap up the piece. Again, students need to know they aren't simply answering prompt questions or doing some writing assignment.

Writing Tip #3

As you continue to grow your writers, immerse students in "good" ones. Show examples of high-scoring writings from previous years. Help students identify what the successful pieces included and the less-than-successful pieces included (or lacked). Students need to know what the goal looks like and sounds like.

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Comments from Teachers:

I saw reading tip number one, and wanted to let you know how I'm doing just that with my 5th grade class. We have started using Scholastic News in our room. (It was half-price if you wait till January to start!!) These are test-length articles on current events and topics of interest, followed by comprehension questions and usually a map or graph to interpret. I am hopeful this practice will help my students develop the skill of going back to a text and searching for a response...an area in which our students seem to struggle.

Carrie Miller-5th Grade Teacher, St. Stanislaus Kostka School, Michigan City, IN

P.S. They have online resources too, so you can use those Smart Boards!!! :)