EOG Reading Strategies

EOG reading strategies For grades 6-8 Estimated Total Time: 46- 64 min By: Tiffiny Hovatter

Purpose: This mini-lesson was created to help inform students about strategies that will help them take multiple choice reading tests, like the EOG, more effectively. In this lesson students will explore their own knowledge of test strategies while listening to their classmates’ strategies. Some students may even have strategies that are really not very effective; this lesson will hopefully eliminate these strategies. Students will enjoy learning about effective strategies for multiple choice reading tests while being apart of a small group discussion. They will also be able to apply these strategies in the lesson and hopefully see the effectiveness of the strategies.

When should this lesson be conducted?/ how this lesson fits into the instructional plan: This mini-lesson can be conducted anytime during the year, as long as it is before students take the EOG tests. If your students take tests similar to the EOG reading tests then it may be beneficial for you to conduct this mini-lesson at the beginning of the year or before you give them their first test.

Materials: practice reading test handout for every student The same reading test handout already taken by the students Students will need paper and pencil

Objectives: . Students will learn effective strategies when taking a multiple choice reading test . Students will be able to apply these strategies when taking a multiple choice reading test . Students will understand how these strategies are effective by comparing tests . Students will share and discuss their strategies in small groups . Incorrect strategies may be identified

Objectives for State Standards: 1.03 - interact appropriately in group settings 5.01 - read literature selected by the teacher

Objectives for National standards: Standard 3 - students apply a wide range of strategies to comprehend text Standard 12 - Students use spoken, written, and visual language to accomplish their own purpose (e.g. for learning, enjoyment, persuasion, and the exchange of information) Instructions:

Introduce the fact that they will be taking a reading test and that you are going to give them some helpful pointers on how to take the test more effectively. (while handing out the practice reading handout) Say something like…. Good morning class. How is everyone. That’s good. Well, today we are going to learn about effective strategies when taking a multiple choice reading test. Yet again you will be taking an end of grade reading test, this year, and I want to make sure that all of you know strategies that will help you while taking the test. Therefore, today you are going to take a practice reading test, share and listen to each other’s strategies, and acknowledge why these strategies are effective or not effective. And hopefully by the end of the day you will have learned some effective strategies that will help you to improve your reading EOG score.

Tell them you will give them some time to read the short story and answer question 2, and ask them to think about the steps they took in order for them to answer question 2.

To get started I would like you to read the story I just handed you and answer the 2nd question. Think about the strategies you used to answer the question. When you have completed the 2nd question flip your paper over and write down what steps you took to answer the question. Any Questions? Estimated Time: 12 min

When everyone is finished have the students get into groups of about 4 students. Say something like…. Okay class, now I would like you all to get into groups of 4. In your groups I would like you to share your strategies or the steps you took to answer question two, with your group members. Have someone in your group write these strategies or steps down and discuss in your group why you think each strategy is helpful or not helpful. Write your group’s conclusion for each strategy. You will be sharing these strategies with the whole class in a little while.

Go around the room and check each group to make sure they understand your directions and to hear some of their responses. Estimated time: 5-10 min

With any luck, some of the students will describe effective strategies. Such as…. Reading the questions before reading the story When they think they found the answer to a question they flip forward and check the multiple choice answers Looking back in the story to make sure they were right, if there is any doubt Crossing out choices they know are wrong Reading all the possible answers before making a decision Answer the questions you know first and come back to the others later (hopefully none of the students said they used this strategy

Collect the students’ attention and have the groups share their strategies with the whole class. List the strategies that the students suggested on the board. Have the group that suggested the strategy explain why they think the strategy is effective. If they are having trouble with the explanation, help guide them to a conclusion, by suggesting explanations. Estimated time: 10-20 min A guided explanation for crossing out choices we know are wrong…. What is the likelihood that a person will guess the right answer if there are 4 answers to choose from?

Student: the person has a 1 out of 4 chance of guessing the right answer. Righ,t there is a 25% chance that the person will guess the right answer. Now what if there are 2 choices, what are the chances that the person will guess the right answer?

Student: The student has a 1 in 2 chance of guessing the right answer

Correct. The person has a 50% chance of guessing the correct answer. So what happens when a person is taking a test and knows that 2 out of the four questions are not the right answer, how many choices does he now have to select from?

Student: 2

Yes. He has 2 choices to select from when he originally had 4 answers to select from with a 25% of guessing the right answer. Can you see where I am going with this?

Students: oh, okay, yeah I can see. He now has a 50 percents chance of guessing the right answer when he did have a 25% chance.

Right. When you cross out answers, it gives you a better chance of guessing the right answer.

After all the groups have had a chance to share their strategies ask if any group has a strategy that they are not sure about the strategies effectiveness. Have the group explain their reasoning behind their concern and help them come to conclusion.

After all the groups have had a chance to share, point out any strategy that was not mentioned and ask the class why they think the strategy is effective. Call on someone to answer. General test strategies could also be mentioned.

Make sure all the strategies are written on the board. You could double check by asking the class if they see a strategy that is missing. Estimated time: 5 min Now, tell the students to think about these strategies and use them while they finish the rest of the practice reading test. Estimated time: 12 min.

After everyone is though go over the answers. Estimated time 2-5 min

**so that they can see the difference it made by using strategies they didn’t know about, have them take a practice reading test the previous day/week so that they can compare the two tests and assess their improvement.

Now hand them back the test they took a couple of days/weeks ago and let them compare their scores. Work Cited http://www.dpi.state.nc.us/accountability/testing/eog/g6/ReadingSamples/SampleItems03 .asp Contains information about EOG testing and contains practice tests.

Resources (recommend looking at these resources before conducting the lesson) http://www.wilkes.k12.nc.us/rondaclingman/EOGstra.htm A website that contains a few tips for students when taking the EOG. Some of the tips are good, and others I am not so sure about, so it may be beneficial to talk about them with the students. Ask them which ones they think are good or not so good and why. http://www.noharm.com/EOG%20Test%20Facts.pdf This is a Power Point that addresses some key strategies when taking the EOG. This website contains a couple of really good strategies that I did not mention. For example “skip unknown or unfamiliar names”.

These website may be helpful. I couldn’t tell because my dial up connection wouldn’t down load them. http://www.contemporarypublishing.com/EOG6RSAMP.pdf http://www.learnnc.org/DPI/instserv.nsf/0/ff4fc368957b7fd085256c2f004bc06b? OpenDocument http://www.dpi.state.nc.us/accountability/testing/eog/TIS.htm