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.
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