by Tricia Ebner
As spring testing season approaches, teachers are reflecting on students’ progress and planning to address those skills and concepts that might need reinforcement. There are three simple ways every teacher can support the skills students need to use on their spring assessments, regardless of the content area.
- Review the importance of reading questions carefully. Sometimes skipping one little word makes all the difference between choosing the correct response and choosing a distractor. This is something we can practice with students throughout the year, on formative and summative assessments in our classes. Use think-alouds occasionally to show students how we can read and analyze what a question is saying, and how doing this helps us answer the question. Have students discuss questions in small groups, coming to consensus about what they have to do in order to answer the question. Taking a few minutes to utilize these strategies from time to time can reinforce these skills and encourage the habit of reading questions carefully.
- Require the use of evidence in responses. This is another universal skill and concept. The use of evidence is important in any subject area. When we require evidence to be used in supporting responses to questions, we’re encouraging and reinforcing the need for critical thinking and reasoning. (One tip here: number the paragraphs on any multiple-paragraph text you plan to have students read. This makes it easier for them to refer to specific evidence, whether it’s in a discussion or written response.) Asking for evidence doesn’t have to be complicated. Sometimes it’s as simple as adding the question, “What does the text say that supports your response?” Some teachers require students to put the page number or paragraph number in parentheses behind their answers to questions as a means of encouraging students to verify their answers within the text.
Use the Academic Word Finder to identify those vocabulary words students need to become comfortable with. This tool quickly finds those terms for you when you copy and paste text into it. By entering text, selecting the grade level at which the text will be read, and letting technology work its magic, you will soon have a list of vocabulary terms appropriate for readers at a variety of reading levels, also making it useful for differentiation. (To learn more about how the Academic Word Finder can be invaluable for differentiation check out this blog post.)
Incorporating these three simple steps can make a difference in our students’ learning, growth, and even confidence on assessments. Embedding practice in reading questions carefully, requiring evidence, and developing academic vocabulary throughout the year are universal skills for any grade level and subject area. Test preparation doesn’t have to be packets of questions or a couple of weeks of drills. When we incorporate strategies such as these, we’re preparing our students for learning, growth, and even the spring assessments.