Achievement Strategies

 As the day of achievement testing fast approaches, students brainstormed a list of strategies that would lead to success on the test.


Strategies for Reading

• Read the questions before the passage
• Read the title
• Look at word banks and subtitles
• Skim to get an idea of what the passage is about
• Reread 
• Look for the W's (who, what, when, where, why, and how)
• Use prior knowledge
• Visualize--Picture what you are reading
• Underline/highlight important information

Strategies for Word Attack

• Circle words you don't understand
• Substitute words you don't know
• Sound out words
• Cross out unneeded adjectives and adverbs
• Make connections
• Look at root words
• Look at prefixes/suffixes
• Use Context Clues

Strategies for Answering Questions

• Find Your Answers in the Passage
• Mark in the passage where you found the answer
• Restate the Question
• Look at how many points the answer is worth
• Number your response
• Use words from the text
• Use specific details from the text
• Always give at least one extra example/detail
• Answer what the question is asking
• Answer in complete sentences
• Look at other questions for clues
• Eliminate multiple choice answers that don't make sense
• Reread the question and double check answers
• Recheck answers in the passage
• Write neatly so the grader can understand your answer
• When finished, check PUGS to make it easier to grade

What is Your Potential?

If I could measure students' output on a potential scale from 1 - 100, I wonder how most would score?  If I could just reach in the top right desk drawer, pull out the Potentialmeter, and turn it on, what would it show?

I would be willing to bet that most students don't realize their potential.  They underestimate their ability to think, read, write, and produce high quality work.  Although they are working, they are not even close to maximum output.

Don't get me wrong.  Students in Reading Workshop have really been putting forth a lot of effort.  As we scream down the test prep road preparing for the Ohio Achievement Assessment on April 27, students have been working hard and showing excellent growth in their ability.  However, I just don't believe they know the limits of their capabilities.  And, I know they are not even close to putting forth maximum effort.

This became especially evident as I watched this video, Death Crawl from Facing the Giants in Mrs. Stevenson's class yesterday.

Students in Reading Workshop, how close are you to reaching your potential?  What would your score be on the potentialmeter?  What is your best and what can you do to reach it?

http://www.flickr.com/photos/jezpage/4444094638/sizes/s/

You Can't Always Sound it Out

They just kept trying over and over, to sound out the word.  They broke it into two parts-- con and science.  Basically, the word was made of two words that they knew.  But together it didn't sound right.  

What's a group to do?  How about trying to sound it out another way?  Hhhmmm, let's see.   kɒns  kĭn  or as they were saying it cons kins.  Still, it didn't sound right.

Students, in groups of 3 or 4 were doing the assignment from How to Figure Out Those Hard Words.  This was a follow-up to the practice run through using the 2006 OAT.  Students had identified words from the questions that they didn't understand.  As this group started today's assignment, they coasted through the first three, and then they came to this word that they didn't know.

Unfortunately, they used one strategy over and over and over, and never did find the meaning of the word.  This led to a discussion of why we have more than one word attack strategy.  Hopefully the next time they get to a word they don't understand, their conscience will tell them to try other strategies like using context clues, word substitution, or using prior knowledge.

How to Figure Out Those Hard Words

Last week we listed difficult words from the 2006 OAT.  Today we looked at how we can figure out the meaning of the words. 

Which word attack skills works best?
S = Skip
C = Context Clues
ST =Substitute
PK= Prior Knowledge
SN = Sound it out
RT = Root word, Prefix, Suffix
CN = Connection
P = Picture
O = Other Strategy

______  barked--All afternoon, Uncle Orrin barked orders.
______  description--Support your description of each attitude with a specific detail.
______  symbolize--Which place symbolizes love and safety to Nathan?
______  conscience--the value of listening to one's conscience and being honest
______  intimidated--Why was Ella too intimidated to dance?
______  scat performers--What do the selection and the footnote suggest about scat . ..(this is defined in the footnotes)
______  footnote--What do the selection and the footnote suggest about the scat performers?
______  evaluation--Identify two factual details from the selection that support the author's positive evaluation of Ella.
______  factual--Identify two factual details from the selection.
______  amateur--A number of other amateur venues
______  venues--After her early success at the Apollo and as a popular performer at a number of other amateur venues . . .
______  analysis--To write a scientific analysis of why some frogs jump farther than others.
______  organizational--Which organizational tool would most clearly contrast the lengths of winning jumps?
______  contrast--Which organizational tool would most clearly contrast the lengths of winning jumps?
______  wilted--But she wilted under the glare of the spotlight.
______  star-struck--She was star-struck and she just sat there looking at everyone.
______  rental frogs--Rental Frogs includes which piece of information?
______  coachable--Frogs don't understand about money and they're not very coachable.
______  capacity--Having the capacity to be taught.
______  figurative language--In the poem, how does the poet use figurative language?
______  repetition--Explain why the poet makes this repitition.
______  personification--Which characteristic can be found in the poem?
______  dialogue--Which characteristic can be found in the poem?
______  emperor--Each emperor built a magnificent palace.
______  prosper--It also helped the Inca prosper.
______  terraces--Why did the Inca farmers build terraces to plant their crops?
______  ravines--Suspension bridges made of plant fibers spanned deep ravines.
______  spanned--Suspension bridges made of plant fibers spanned deep ravines.
______  priorities--What was one of the Inca government's main priorities?
______  adequate--To make sure everyone had adequate food and clean housing.

Word Attack Strategies

What strategies help you when you don't know a word?  Do you always use the same one?  Here are ways you can figure out the meaning of words you don't get.


1.  Do a Skip Test

Read the sentence without the word.

Ask yourself, do you need that word?

If not, answer the question without the word.

If you need to know the word, try another strategy.

2.  Can you figure out using context clues?

Read past the unfamiliar word and look for clues. If the word is repeated, compare the second sentence to the first. What word might make sense in both?

3.  Is there a word you can substitute?

Think about what word might make sense in the sentence. Try the word and see if the sentence makes sense.

4. Use Prior Knowledge

Think about what you know about the subject of the essay or passage. Do you know anything that might help you make sense of the sentence? Read the sentence with the word to see if it makes sense.

5. Sound out the word

Break the word into parts.  Look for the root word.  Divide the word into syllables.  Look for familiar beginnings (prefixes) and endings (suffixes).  Read each chunk by itself. Then blend the chunks together and sound out the word. Does that word make sense in the sentence?

6. Connect to a Word You Know

Think of a word that looks like the unfamiliar word. Compare the familiar word to the unfamiliar word. Decide if the familiar word is a chunk or form of the unfamiliar word. Use the known word in the sentence to see if it makes sense. If so, the meanings of the two words are probably close enough for understanding the new word.

7.  Visualize

Picture the passage.  Think about how the question relates to the passage.  Get a picture of what the question is asking.

Word Attack Strategies Survey

See the results here.

What Words Students Don't Know--Achievement Vocabulary

Students frequently miss questions during an assessment simply because they don't understand the question.  Use of unusual or uncommon words is a common practice on the Ohio Achievement Assessment.  In addition, simple requests are often worded in a way that create confusion for the test takers.

To overcome this barrier, students went through the OAA 2006 test booklet that they just used as a practice test and highlighted all of the words in the questions that they didn't understand.  Once we compile this list, I will compare it to the vocabulary list from The Reading Workshop Achievement Vocabulary Page.  Also, I will use to to look for specific vocabulary and word attack needs.

• barked--All afternoon, Uncle Orrin barked orders.
• description--Support your description of each attitude with a specific detail.
• symbolize--Which place symbolizes love and safety to Nathan?
• conscience--the value of listening to one's conscience and being honest
• intimidated--Why was Ella too intimidated to dance?
• scat performers--What do the selection and the footnote suggest about scat . ..(this is defined in the footnotes)
• footnote--What do the selection and the footnote suggest about the scat performers?
• evaluation--Identify two factual details from the selection that support the author's positive evaluation of Ella.
• factual--Identify two factual details from the selection.
• amateur--A number of other amateur venues
• venues--After her early success at the Apollo and as a popular performer at a number of other amateur venues . . .
• analysis--To write a scientific analysis of why some frogs jump farther than others.
• organizational--Which organizational tool would most clearly contrast the lengths of winning jumps?
• contrast--Which organizational tool would most clearly contrast the lengths of winning jumps?
• wilted--But she wilted under the glare of the spotlight.
• star-struck--She was star-struck and she just sat there looking at everyone.
• rental frogs--Rental Frogs includes which piece of information?
• coachable--Frogs don't understand about money and they're not very coachable.
• capacity--Having the capacity to be taught.
• figurative language--In the poem, how does the poet use figurative language?
• repetition--Explain why the poet makes this repitition.
• personification--Which characteristic can be found in the poem?
• dialogue--Which characteristic can be found in the poem?
• emperor--Each emperor built a magnificent palace.
• prosper--It also helped the Inca prosper.
• terraces--Why did the Inca farmers build terraces to plant their crops?
• ravines--Suspension bridges made of plant fibers spanned deep ravines.
• spanned--Suspension bridges made of plant fibers spanned deep ravines.
• priorities--What was one of the Inca government's main priorities?
• adequate--To make sure everyone had adequate food and clean housing.

In one class, students averaged not knowing 6.75 words.  This would obviously lead to many missed questions.  We will spend the next few days working on word attack skills, looking for root words, prefixes and suffixes, and context clues, and we will spend the next few weeks improving vocabulary specific to achievement test questions.  This will allow students to show their ability on the 2010 OAA.
Image from http://www.flickr.com/photos/missnita/471669682/sizes/s/

Students' View on Achievement Test Practice

Students took the 2006 edition of the Ohio Achievement Assessment.  This serves several purposed including a practice run-through, data regarding students' ability, projection data, areas of strengths and weaknesses, and specific needs prior to the actual test in April.

Here are a few of the students' thoughts, ideas, and opinions shared from a discussion after the test.

Cody--It is confusing.  Some of the questions are confusing because I wasn't sure what they were asking.
Joanna--I didn't like how a lot of the stories were nonfiction because they were harder to understand.
Karly--I would rather have poetry than nonfiction.  Poetry is easier to understand.
Kater--I wasn't sure how to put my thoughts into words on the extended response questions.
Hannah Hop--The test was frustrating.  I had to keep going back to the passage to find the answers.
Justin G.--The passages and the test were too long.
Joanna--Some of the words were hard and made it hard to understand.
Karly--Yeah, I didn't know some of the words and couldn't figure them out.
Brandon C.--The extended responses were hard and I need more practice so I can do them.
Hannah Hop.--The extended response questions made me mad, because they were so much harder to understand.
Branden M.--The extended response would mention something in the essay, and then say something else, then I would have to read the question again, because I forgot what it was asking.
Andrew--Some of the multiple choice answers didn't go with the passage.
Joanna--It took forever for the question to compare stuff from two passages because I couldn't find it.
Kater--On the multiple choice, if I didn't know the answer right off, I had to go back to the passage and check each answer to find the right one.
Hannah Hop--What are we supposed to do on the extended response if we have no clue what to answer?
Hannah Hop--It is very hard going back and forth.  The passages should be on one page and the questions and where you answer should be together.
Kater--The passages, questions, and answer sheet should all be separate.
Kennedy--It was pretty easy really.
Cierra--I got a headache when I was sitting there trying to take the test.
Alysha--I tried really hard and it took a long time.
Kennedy--Is the real test going to be twice as long? (Basically, except one test passage was omitted)
Tyler S.--It was hard sitting there for two hours.
Justin P.--I kept getting distracted.
Hannah Har--We need more breaks.
Kennedy--There were words I didn't know.
Katie H--They had definitions to a lot of the words at the bottom of the page.
Heather--It seemed like I was being rushed.  I was afraid I wouldn't get done.
Katie H--If there is one more passage, I don't know if I can get it done in time.
Hadley--It made me really tired.
Makayla--Some of the questions were very confusing.  Most of the words were ones I didn't know.
Savannah--There were a lot of extended responses.
Madison--Some of the things were like what I had done before on Study Island.
Hadley--I didn't like having it in the morning.
R.J.--The word bank confused me because they gave more than one meaning for the word.  I would think I knew the answer, but then I looked at the definition and I wasn't sure.
Ian--The two frog jumping passages were confusing because they jumped back and forth and you didn't know which one they meant.
Caleb--Some of the passages were long, and that made them harder.
Hannah C--The cause and effect question was hard because I hadn't done any in a while.
Hadley--Students would do better if the passages were more interesting.  If they are not interesting, kids won't do as well because they just won't care as much.
Madison--Taking the test in the morning made us brain dead the rest of the day.

Why Test Prep is Like Running into a Brick Wall

Boy are students in Reading Workshop about to be surprised.  They may not be crash dummies, but they are headed for a wreck.  After six months of reading and writing, of discussion and learning, of  thinking and blogging, things are about to change.  Woohoo, it is time to get ready for the Ohio Achievement Assessment (this used to be the OAT until they decided we needed a new acronym).

Let's see, we start with pull out for intervention.  Then we add pull out for test taking skills.  Next is pull out students with IEP's so they know what they have to do for the test.  Then, it is my turn to go to the office and run off about 73,000 copies of old test passages about engaging stuff like what makes a dummy crash, with thought-provoking questions for students to answer.

Don't get me wrong.  I think I believe that the test is important.  When I go to grade level meetings next year, they will determine if I am a hero, or a zero.  Students will be placed in seventh grade based on the ability  they show on the test.  So they must do well.  Our school will be evaluated based on students showing they are better test takers than last year. So obviously the test is important.

Why will students feel like they hit a wall next week?  Stay tuned as we discover the answers to these questions and find out why dummies keep running into brick walls, or something like that.

Image from http://www.flickr.com/photos/jodigreen/1674032402/sizes/s/

You Too Can Pass the Test

How is winning a basketball game like passing an Achievement Test? It's all about using what you worked on in practice at game time. Students each year start to freak out as the test date approaches. They love to throw out those, "OMG, I am sooooo nervous!"

Give it a rest, already. Good test scores are a result of following procedures and using what you know. Students in Reading Workshop have learned all they need to know to prove their proficiency. When the big day comes, they will be ready to use the skills they have been practicing.

Going spastic and twitching nervously might give people something to laugh about, but it really doesn't have one thing to do with the test. It really just comes down to reading a few passages, and answering some questions. Being a fruit loop and stressing out yourself and your classmates is a total waste of time.

If you don't know the answer to a question, or don't know a word, deal with it. Use skills you have learned. Substitute an easier word, or use context clues to figure it out. If you can't, just miss a question. You will still pass. Basketball players miss shots all the time--no big deal. Miss one, but then get the next one right.

Work hard, work smart, and you will score well. You have spent all year proving your ability, so now just throw it out there one more time. This is your chance to spend 2 1/2 hours and prove that you are a success.
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Achievement Testing Online

The Ohio Department of Education has a portal into all of their Achievement Test Resources. Teachers, parents, and students can access this to meet a variety of needs. Teachers can actually build tests, using previous versions, or based on chosen content standards. Parents can look at past tests to see tests their child has taken. Students can practice for the Achievement Test.

In Reading Workshop, I am using this site to prepare students for the OAT that they will take on Monday. The ability to create lessons, using past tests provides online practice that is directly tied to skills and vocabulary necessary for good results. It allows students to familiarize themselves with all aspects of the OAT.

The practice test also provide immediate feedback on multiple choice questions. This is an example of an answered question.

Question 1

What mood is expressed when Bud closes his eyes in the beginning of the selection?

A. He is unhappy because he just walked to the library and up a tall set of stairs.

If a student chooses A, he or she may not understand that the author is implying that Bud is happy to be in the library. Bud does not close his eyes because he is unhappy, though someone may close his or her eyes if he or she is feeling sad.

B. He is excited to feel the page powder on his face so he can fall asleep.

If a student chooses B, he or she may not realize that Bud’s closing his eyes does not mean that he wants to feel the page powder on his face, though he does describe the page powder in great detail later in the selection.

C. He is comfortable with the mixture of smells in the library.

At the beginning of the selection, Bud says he closes his eyes. It is at this point in the story that he begins to describe the unique library smells, showing his mood of happiness and his feeling of comfort.

D. He is nervous about a plan to find Miss Hill.

If a student chooses D, he or she may know that a person may close his or her eyes when nervous. However, the author is not attempting to show that Bud is nervous or trying to think of a plan until the end of the selection.

The green check designates a correct answer. If the question is answered incorrectly, a red X would be placed by their answer. If students will take the time to read the explanations, each answer is a mini-lesson in itself.

Short answer and extended response questions are available also. The rubric to score them is there, for teachers to evaluate students' work. After using this tool in our classroom, I can't help but wonder, when will we be able to take the OAT online?

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Martha, the Test Grader, Part 3

If you haven't met Martha before, you can read about Martha, the Test Grader, and then More on Martha the Test Grader.

So Martha, the Test Grader is sitting in her cubical and opens your test. She turns to the first short answer and this is what she sees.

Needless to say, her headache screams out and she wants to be anywhere, rather than try to read this mess. But, she really wants to be fair so she starts to fight through the misspelled words, lack of organization, and off-topic response. She quickly realizes though, this just isn't worth it, scribbles down a 0 and moves to the next answer.

Within 3 - 4 seconds, she has decided this student does not deserve to pass any type of test. As she sorts through each extended response, she becomes more and more agitated at the obvious lack of effort. Sorry, but you failed.

Now it's time for the next test and here is the response.

Martha is smiling now. She is thinking, "this is from a good kid. This is so easy. Why can't all of the kids write like this?"

And little does she know, but somewhere in a state far, far away, a student is smiling as she thinks back to that day of the reading test. She knows she passed, because she did her best, and used all of the test taking strategies that her teacher taught her.

There is someone else smiling. As this student was taking the test, a teacher sat at his desk and watched her work. He knew she would pass. He watched her work hard all year. Today as he thinks back, he knows she did a great job, and anxiously awaits the test results that will show a real success story.

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Image from http://www.flickr.com/photos/kandyjaxx/100366351/

Testing and Read Aloud Survey

More on Martha, the Test Grader

OK, so Martha has your test and answer booklet. She doesn't know you, and doesn't care to. In fact, she doesn't even know about Reading Workshop, the name of the school, the town, or the state where you live. You are just a number in a stack. A tall stack of answer booklets that have to be graded before she can take a break.

Whether or not you pass this test means less than nothing to Martha. The things on her mind include sneaking out to get a diet coke, getting rid of this head ache, figuring out how to avoid listening to her sister complain about having to babysit, and about having to do laundry after work, or she will have absolutely nothing to wear tomorrow. She is also thinking about surfing and last summer's vacation.

Now it all comes down to you, the student, and your answer booklet. Will your hard work be in vain? Will eight months of learning be wasted? Or will you be a success story making yourself, your parents, your teachers, and your school feel proud?

The first thing, can she read it? Did you write legibly? Trying to strain her eyes and her brain to read cat scratches is going to irritate Martha. She probably won't even take the time to sort through it. She will just give it a big, fat, zero. Did you write neatly?

Next, if you restated the question and numbered your responses, Martha can easily find key words and information. Using a rubric to score short answer and extended response answers, Martha is looking for specific words and answers. Did you organize your answers to make finding key points easy?

Going back and finding specific details in the passage is paramount. Any time a questions asks for specific details, they are looking for examples word-for-word from the text. Did you go back into the essay and find specific details?

Another factor that makes grading easier is correct spelling. Most of the words that you need to spell are either in the question, or in the passage. It just takes a second to look back and find the correct spelling. Did you use the passage to help you with your spelling?

Did you use the basic test taking skills that you have learned in class?

Image from http://www.flickr.com/photos/kandyjaxx/82881549/in/set-1618327/

Image from http://www.flickr.com/photos/kandyjaxx/2487248468/in/set-1618327/

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For the beginning of this story, read Martha, the Test Grader.
For the end of this story, read Martha, the Test Grader, Part 3.

Martha, the Test Grader

Martha is a single mom, with a four year old daughter named Emily. Martha is just trying to get by day to day. This morning, at 6:00 AM, as Martha was getting ready for her job as an Achievement Test Grader in a state far, far, away, her babysitter called and said she couldn't watch Emily today. After three phone calls, she finally reached her sister, who agreed to watch Emily for the day. The only problem was her sister lived 20 miles away, so Martha barely had time to get there, and then make it to work on time.

As she rushed around the kitchen, eating a piece of toast while she picked up, Emily spilled her cereal all over the floor. Five minutes later, after cleaning up the spill, Martha glanced at the clock and realized she was going to be late. She grabbed a cup of coffee to go, snatched up Emily and bolted out the door. She put Emily in the car, and jumped in her seat. As she reached across to buckle the seat belt, she spilled her coffee down the front of her shirt. "Oh @#$#@@#$," she thought.

She unbuckled Emily and ran back in the house to change. She searched high and low, but there was nothing clean to wear. She grabbed her cleanest dirty shirt out of the laundry, shook it out, and slid it on. Once again, she and Emily headed for her sister's house. Naturally, she hit a construction zone two minutes from her sister's. After sitting for 10 minutes, she finally got through. She sprinted in, gave Emily a kiss good bye, and headed off to work. She had 11 minutes to make the 20 minute drive.

She was lucky, the construction only held her up for 5 minutes this time through. Unfortunately, her head pounded with a migraine from the stress of the morning. And work hadn't even started yet.

She reached work, late again. She stopped by the pop machine, but didn't have any change for her daily dose of Diet Coke. As she rounded the corner, there stood her boss, with a mean look on his face, and her daily stack of tests to score. "Late again, I see," he said with a scowl. "Don't even think about taking a break until you get this school's tests scored."

With her head pounding, no Diet Coke, and no time for Advil, Martha reached for the first test. Martha, the test grader opened your test.

How will you score?

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Thanks to my teaching neighbor, J. Stevenson who first told me about Martha.

Image from http://www.flickr.com/photos/kandyjaxx/173120800/

Read More on Martha, the Test Grader.

Ohio Achievement Test Survey

Recently Reading Workshop students took the 2006 Sixth Grade Ohio Achievement Test as practice for the actual test. I surveyed students to see their thoughts after taking the test. Here are some of their responses.

What did you learn taking the practice Reading OAT?

Jessika--I learned to highlight important questions. Actually read the passage. Don't skip questions.

Paitaan--What I learned was to underline keywords. Plus reread the questions.

Kyndrah--I learned that if you take your time and slow down you get more questions right, even if you are the last one.

Rachael--I learned that there are going to be some unexpected questions on the OAT, and that I have to be prepared for it!!!! I also learned that if you don't read the question carefully you have a better chance of missing it!

What was easy for you taking the practice Reading OAT?

Kara--The thing that was easy for me was all that I had to do was think back to what we did in class and I remembered what we did and the things you told us to do and so I did that.

Kayla--The easiest part of the whole test is the multiple choice questions. The reason why is because you have things to chose from. If you don't get the questions and you eliminate answers, it is easy to find the right answer.

Desire'--The easiest part was the multiple choice. The multiple choice was the easiest because all of the answers were in the passage.

What part of the test was difficult for you on the practice Reading OAT?

Makayla--The most difficult questions on the test were the extended response.

Trindi--The part that I thought that was difficult was were you had to find out what the word meant.

Sarah--The most difficult for me was the extended response questions because I didn't know if I was getting everything that the question asked. Mainly because I didn't read the passage enough times for it to sink in.

Christian S.-- The fact that some of the questions were hard to understand.

What would help you score better on the OAT?

Samantha--If I reread more and highlight more, that would help me.

Destiny--If I go over and check my answers when I am done.

Bailey--To go back in the passage and to read stuff all the way through.

Ty A.--Candy while I'm taking the test.

What other information should I know about the Reading OAT?

Taylor--I think we should work more on the responses. Because I heard at least 3 or 4 people say that the responses were hard, and they were I can't lie.

Austin--Something that you should know about is that practicing restating the question really helped.

Jessika--I THINK EVERYONE IS GOING TO PASS THE TEST!!!!!!!!!!!

On a scale of 1 - 10, how hard did you think the Reading OAT was?

The average was 5.56.

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OAT Survey

Students in Reading Workshop took the 2006 Reading Ohio Achievement Test as a practice run on Monday. We then scored the test, using the test rubric. This survey is a chance for me to collect students' opinions about the test, and the process.




You can see the results on the Reading Workshop Wikipage Practice Test Survey Results
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Why Testing Kills Creativity

No time for blogging. No time for reading. No time for Online Journals. Podcasts would not help test scores. Singing might help fluency, but we need to do more worksheets. If we shot any video, it would just be of students doing worksheets. Drill and practice is the order of the day.

The Reading Workshop is no different than any other class in the United States. As outlined in the previous post, Getting Ready for the Test, daily activities have drastically changed. Other than daily online lessons on Study Island, the computers have been put to rest. Writing activities are limited to responses to passages. The entire focus is on the test. To do otherwise would not be fair to the students, the school, and the district.

Teachers don't have any choice. With the pressure on schools to meet state standards and be rated an "effective" school, the focus is driven to help students score well on the test. Professional development and district meetings all center around testing data, and improving student achievement on tests. This results in drill and practice for students using worksheet after worksheet.

Schools don't have any choice. Beginning with Proficiency Test, and heightened by NCLB, testing is the controlling force in education. A Phi Delta Kappa/Gallup poll in Ohio reported that 57% of those polled believe tests are not accurate indicators of students' progress and 55% think there is too much emphasis on testing. However, with the School Report Card being used as the main evaluation of a school's success, schools have no choice but to make testing a priority.

An Ohio survey, by the KnowledgeWords Foundation, found that 89% of respondents believe it should be a high priority for Ohio schools to teach "critical thinking and problem solving skills." A one-time, one-shot test does little to foster critical thinking and problem solving, and it stymies creativity. All it does is give a snapshot of students' ability read a passage and correctly answer questions. It also can reflect hour after hour spent on worksheets. Unfortunately this is the only assessment model our government uses to decide if students are getting a good education.

What can you do?

Contact Governor Strickland at the Office of the Governor Contact Page.

Contact members of the Ohio House of Representatives.

Contact members of U.S. House of Representatives.

Contact U.S. Senators.

Students in Reading Workshop have been working hard. They will score well on the Sixth Grade Ohio Achievement Test. Whether or not, teachers agree with the method of assessing students and schools, there is a responsibility for all of us to do our best. Doing so enabled Laurelville to be rated an Excellent School last year. Hopefully students can continue the tradition of excellence and before they know it, they can return to their online journals and blogs, and other engaging reading and writing tasks.

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Getting Ready for "The Test"

Copiers are firing off worksheets and pencil sharpers are grinding away. This time of year, The Reading Workshop, like almost every other classroom in the United States is focusing on preparing for the Achievement Test. Last year, Laurelville students received an excellent rating. This sets a high standard for this year, and students are working hard to prepare for testing beginning the week of April 20.

Some of the activities include:

1. Before school intervention classes with small groups of students are held each morning to assist fifth and sixth grade students with specific skill needs.

2. Peer tutoring on Study Island in areas of specific weaknesses help students address each content area.

3. The sixth grade will have a practice run-through of the Achievement test on Monday, March 23 for reading, and Wednesday, March 25 for math.

4. Students will review scored practice tests and rewrite incomplete or wrong short answer and extended response questions.

5. Students are taking past OAT written response questions and learning the proper format to most-likely answer correctly.

6. The 2006 Seventh Grade Reading Achievement Test is being used to practice on typical, although somewhat harder passages.

7. Group work and cooperative learning activities help students share techniques for comprehension and finding information with peers.

8. Daily class discussions focus on addressing students' needs and sharing ideas that make success more likely.

Students are working hard and learning many skills that will make them better test takers. When the time comes, I am sure their results will reflect the effort they are putting forth each day in class.

Image from http://www.flickr.com/photos/mimiw/302995395
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A School Climate that Thaws Snow Storms

Over half of the teachers in the building were at school on Friday. It seemed like they had a variety of tasks. Some were getting caught up, while others were planning ahead. Two were already considering plans for IEP students taking the Achievement Tests in April. It seemed like one might have shown up just to argue politics (See the State of the State post to see the right/optimistic side of the discussion).

So, what's the big deal, you ask? It was a snow day. School was canceled. The roads were nasty, and it was cold and windy. The teachers did not have to be there. The fact that so many 4 - 6 grade teachers battled the snow and ice to come to school is reflective of the attitude at Laurelville. Teachers want to be there, and want to do well. There is an interest in seeing the students succeed.

There's more to it than that though. There is a certain hominess to the building. In a day when schools are facing so many challenges, this building is different. There is a distinct feel to the building. Teachers feel a part of the school and want to be there.

School climate was a hot topic a few years ago. School climate is the learning environment of the school and how it makes students feel. Lately that has been forgotten with NCLB and all the emphasis on testing. The focus in education is on scores and achievement, and intervention, and the School Report Card.

When you are in a building where there is a warm climate, where people feel a part of the school, you know you are part of something special. There is an attitude that you can feel. It is hard to describe, but when you are lucky enough to be a part of it, you know it's there.

The road conditions were way too bad to have school. I can't help but wonder though, if we had told students, come on in if you can, how many would have showed up. Maybe a few would want to do some research for their persuasive essay. One or two might want to work on their online journal. Some might have wanted to come in and trade books, and just read for a while.

How about it students? Would you have stopped in for a while? Would you have spent a little time just hanging around and catching up? It seems to me like some days it's sunny enough on the inside to thaw out even the worst of the snow storms.

Image from http://flickr.com/photos/28603429@N06/2667617304/

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