How the Life of a Test Grader Affects Test Scores

As the time for testing quickly approaches, students in Reading Workshop have the chance once again, to meet 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 morning 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?

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

Define Normal Book Talk

Define Normal written by Julie Anne Peters is a realistic fictional story that leaves many questions in the mind of the reader.  Heather raises a few of these in her book talk.  To see all of The Reading Workshop book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

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

Why You Should Control Your Destiny

As I read aloud Freak the Mighty written by Rodman Philbrick, in Chapter 21, Max questions his future.  He wonders if he too might become an accident of nature like his father.  He wonders if he might become violent like Killer Kane.  This brought out the discussion of destiny in Reading Workshop.

Students pondered questions like, do you control your fate?  Is your destiny in your hands?  Do parents and teachers have control?  What effect does making decisions have on your destiny?

The benefit of making good decisions, and working hard is control.  When students don't work, parents must get involved, and teachers are forced to discipline offenders.  The more good decisions students make, the more control they have over their destiny.  Good choices lead to success in school, which means a better and higher education.  This leads to more career opportunities, and a higher standard of living.

This leads to the question, do you control your destiny?  What are you doing to steer your life towards success?

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/

Drive By Book Talk

Drive By written by Lynne Ewing is an action packed thriller.  Kennedy, a Reading Workshop student shares this book.  To see all of The Reading Workshop book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Zach's Lie Book Talk

Micah shares a book filled with action and adventure, Zach's Lie, written by Roland Smith.  To see all of The Reading Workshop book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

The Superintendent Visits, Again

Three weeks ago, Mr. John Edgar, the Superintendent of Logan Elm Schools showed up in my classroom.  Needless to say, this unannounced visit was a surprise and a little unnerving.  However, it was all good news. 

Due to all of the snow days in February, Logan Elm had to make up five days of school.  After a staff vote, the decision was made to attend of four Saturdays.  Hadley, a Reading Workshop student questioned this decision, wondering why students weren't part of the decision making.

As we discussed this issue, I suggested Hadley contact Mr. Edgar about her concern.  She sent him an email, and he responded almost immediately.  He explained his position, and the factors regarding the decision.  You can read all of the details on Hadley's Planet.  Amazingly though, Mr. Edgar didn't stop there.  He visited the classroom just to let Hadley know he appreciated her concerns, and thanked her for writing.

This morning, on a make-up Saturday, the Superintendent visited again.  Two weeks ago we got 20 new Dell Computers (You can read some of the students' thoughts about that at Hannah's Hideout.)  Four Reading Workshop students, Ian, Josh, Micah, and Eric helped install these computers and others throughout the school.  Mr. Edgar stopped by just to thank these students for their help.

This is a remarkable example of leadership at its finest.  I appreciate having a superintendent of this district  that cares enough to help students feel successful and takes the time to let them know.

Abduction Book Talk

If you like creepy books, Savannah has the book for you.  She shares Abduction written by Peg Kehret.  To see all of The Reading Workshop book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Kingdom Keepers, Disney After Dark Book Talk

For Disney lovers everywhere, Hannah shares Kingdom Keepers, Disney after Dark written by Ridley Pearson.  To see all of The Reading Workshop book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Responsibility, What's Your Policy?

I was watching the Cavs play, on their way to their eighth win in a row, when a Liberty Mutual commercial came on.  Normally, I would start flipping channels, but this ad caught my eye.  In fact, I rewound and watched it twice more. 

Then I started thinking about students in Reading Workshop.  If a day was filmed, what would it look like?  How often does someone do something that might be worth including in this ad built on people helping people?

Previously this year we talked about Sportsmanship in the Classroom. Students had many great ideas about how this looked and how it made the class, and the school a better place.  Do you see it in action?  Could this video include clips from us?

What about it students? Have you seen someone that you think should be included? What did they do that modeled responsibility towards others?

Why My Mom Made Me Read Doesn't Work

Student:  Hey Mr. McGuire, I read 594 minutes.

Me:  Wow, that's a lot of reading for two weeks.  That's great!

Student:  Yeah, I know:

Me:  So did you read that much because you like to read, or because your mom made you?

Student:  Hee, hee, the second one.

Me:   Hhhhmmm!

OK, let's think about this.   Students in The Reading Workshop have a weekly Read at Home assignment which is weighted so that the more they read, the higher the grade.  At home, this student has fake read over 3 hours a week, every week of the school year.  In addition, students read at least 2 hours a week during SSR. He sits, with a book, pretending to understand what he is reading.  

His reading log is fairly impressive.  He has 15 books listed, and many are excellent choices.  He has mastered the art of writing responses, even when you don't get the book. But there are 15 great stories, with exciting events, difficult problems and interesting characters that he missed out on.

It sure sounds boring to me.  It would be kind of like watching TV, with  the set turned off.  Freak the Mighty gets it, maybe Kevin can help him.

Stargirl Book Talk

Stargirl is a favorite of many realistic fiction fans.  Hannah shares Spinelli's book in the book talk.  To see all of the book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Why Book Talks are the Perfect Assignment

I think I found the perfect assignment.  Students volunteer to do it, and they mostly complete it on their own time.  In fact, there is a waiting list to do it next. They do their best because everyone will see their output.  When they do well, their work is showcased and saved for future students to attempt to emulate.

There are many skills involved with this assignment as well.  Students must read  a book, which is part of their Read at Home assignment.  They must comprehend the book, summarize it, and analyze for the most exciting part, which will hook future readers.  Students must consider the details and understand the characters.  

After all of this, students must present a book review in a practiced and polished way that will encourage others to read the book.  In their presentation and the preparation, they must use correct grammar.  They must have an exciting introduction, body, and closing.  Students must use many Web 2.0 skills  including researching and video editing, to create a final piece of work worthy of sharing worldwide.

Supplies needed are minimal.  Start with a good book.  Add a Flip video camera.  Download Openshot Video Editor.  Set up a YouTube account and you are ready to go.

This is the perfect assignment.  Students want to do it, work hard, do their best, use a lot of different skills, discuss great authors and books, and produce a final draft to share.  Then, when they finish I can brag about them and show off their work.  Whose next?

Image from http://www.flickr.com/photos/alwayscurious/85210566/sizes/s/

Among the Hidden Book Talk

The Shadow Children series, written by Margaret Peterson Haddix has been one of the most popular for adolescent readers the last few years.   Kate, a student in The Reading Workshop shares the first book Among the Hidden.  To see all of the book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

On the Run, Chasing the Falconers Book Talk

Ian, a student in The Reading Workshop shares the first book in one of the most exciting series ever written. Watch On the Run, Chasing the Falconers, written by Gordon Kormon.  To see all of the book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Money Hungry Book Talk

Makayla shares Money Hungry written by Sharon G. Flake. To see all of the book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

Stormbreaker Book Talk

Stormbreaker, the exiting book that starts the Alex Rider series is reviewed by Josh, a Reading Workshop student.  To see all of the book talk videos, you can visit The Reading Workshop Book Talk Wiki page.

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.