Week of March 23

                Thursday Thoughts March 23

Tonight's message is just for me.  However, if you can relate to it,  please enjoy!  One thing that I have learned about myself is that I often allow one or two things to skew my outlook of my entire day.  Each evening when I get home from work, my husband or sons ask me about my day.  For some reason, I can quickly recall the things that went wrong.  Sometimes I talk about a child that misbehaved.  Other times I complain about a parent email or interaction that was unpleasant.  The truth is that most of the time, less than 10% of my day is "bad".  I rarely have more than one daily parent complaint and most of the incidents that I handle don't monopolize my day.   The other 90% is filled with great things that I see in the classrooms or teachers who stop in to share funny stories.

 Therefore, my mission over the next few weeks (should I choose to accept it) is to keep the 10% to myself and share the 90% with anyone who will listen.  I am going to surprise my family by sharing the positive things about my day and letting go of the negative.  We all have tough moments throughout each day, but we have a great school and can't allow the 10% to take up so much of our focus that we forget about the 90%.

Staff Spotlight

This week I would like to shine the spotlight on Madison Clark and Megan Pepples.  These two new teachers have taken Medlock Bridge by storm with their energy and enthusiasm for teaching.  In fact, to walk into their classrooms, you would never know that they are brand new teachers.  The level of student engagement in their rooms is high and parents have shared with me their appreciation of the way that they interact with students.  In fact, earlier this year, Madison and Megan spent a Friday evening in Cumming, Ga. attending a cheer leading event for some of their students.  Just last Saturday, Madison spent the day at Centennial High School judging the water rocket competition in the rain.  And as a result of Megan's persistence, I was compelled to take a critical look at the Front Row program and make the purchase for school wide use.  These ladies collaborate well with their team and accept feedback to improve their instruction.  As they draw near to the end of their first year of teaching, I would like to applaud them for their hard work and dedication to our students. 

How Audiobooks Can Help Kids Who Struggle with Reading

 https://ww2.kqed.org/mindshift
By Linda Flanagan OCTOBER 23, 2016

School librarian Mary Ann Scheuer remembers a second grader who couldn’t keep up with the class during reading time. The child was a grade-level behind in reading, and while the rest of the class could sit quietly for 30 minutes, engrossed in Horrible Harry, this child began to act out after ten frustrating minutes with the book. On Scheuer’s recommendation, the teacher introduced the student to the same story via an audiobook; he listened to the story, and then sat alone with the book to read on his own. Scheuer recalls the boy saying, “I read it so much faster by myself after I listened to it!.” She added, “It was a game changer for him.”

Teachers and parents who read aloud to children have long known that good stories have the power to captivate the most restless of kids. Before books became the main means of conveying information, spoken word was the vehicle for sharing culture, tradition and values. The continuation of those experiences depended on the attention of the listener. Being able to listen well and remember what was said was an essential part of the oral tradition.

Research underscores the link between listening and literacy. Work by Betty Hart and Todd Risley found that the vocabularies of three-year-olds were predictive of their language and reading skills at age ten. Studies carried out at Stanford showed a gap in vocabularies between children of the well-off and those with lower socioeconomic status is apparent in children as young as 18 months. And professor Nina Kraus at Northwestern University, who explores the complexity of sound processing in the brain, has found that a variety of factors, including income level and a mother’s education, play a role in how well children process sound—which in turn affects reading ability.

Educators like Mary Ann Scheuer, who has taught with and promoted audiobooks in the classroom — and began her own blog Great Kid Books —  sees how exposing kids to the spoken word via rich stories improves literacy. While books require readers to decode every word, stories told aloud free up the listener to connect with the story and the storyteller. “It provides an emotional connection to the narrator,” Scheuer said, which in turn motivates kids to continue listening. Well-told stories can also fill the vocabulary gap for those students who haven’t been exposed to a rich array of words over their lives. For children with already abundant vocabularies, listening to stories with more complex language expands their stable of words and exposes them to more sophisticated stories. Scheuer said her 8th grade daughter, who struggles with ADD, listened to Walter Isaacson’s massive biography of Steve Jobs—something she would have given up on in written form—while doodling in a notebook. “It pulled her in and kept her attention,” she said.

For Ashley Alicea, a third grade teacher at W.J. Gurganus Elementary School in Havelock, North Carolina, audiobooks have been most transformative for those kids who hate to read. “It almost seems to open up a world of reading for them,” Alicea said. She encourages kids to make a movie in their minds while listening—to visualize the story they’re hearing. Absent the need to decipher each word, reread for content, and then picture the story, these struggling readers listening to stories soon fall for the book itself, and are able to participate in class discussions about plot and character. Many kids go on to read the books after hearing them read aloud. And audiobooks help all readers improve their fluency: Alicea sometimes plays a paragraph, and invites her students to read it aloud and try to match the narrator’s pacing, tone, and expression. “Every modality and learning type can benefit from audiobooks,” Alicea said.

Audiobooks and podcasts are popular ways of bringing stories to students, and each mode brings something unique to the class. William Weil, who with his wife founded the audiobook streaming service for schools, Tales2Go, said that even kids surrounded by articulate adults benefit from hearing the complex words and sentences found in novels and nonfiction; correct usage is often lacking in ordinary conversation. Further, audiobooks come with “transcripts”—the book itself—which help support literacy. Finally, advances in digital technology allow teachers to bring audiobooks to the classroom without depending on dated cassettes or CDs: the site Tales2Go allows teachers and schools to buy instant, simultaneous, and unlimited access to audiobooks, letting students listen to stories on multiple devices.

Podcasts have their own virtues. Monica Brady-Myerov, who provides NPR podcasts to teachers through Listenwise, said that hearing real people tell their stories triggers an emotional reaction among listeners. “Empathy comes from listening to other people tell their story, which improves learning,” she said—the same reason author Malcolm Gladwell gave for starting his own podcast: to “move people emotionally.” Also, unlike audiobooks, which started on paper and were written to be read, podcasts are created to be heard. “That’s what moves the story along—the flow; it sounds better,” she said. Podcasts also often have the advantage of being shorter. What most podcasts don’t have, versus audiobooks? The editors or publishers who provide oversight. “A lot are provided by people who are just interested in the subject,” she said. This is fine, Brady-Myerov adds, except that the “tsunami of podcasts” makes it harder for teachers and parents to discern the legitimate from the looney.

For teachers eager to introduce audiobooks and podcasts to their classroom, the following compilation of stories have been recommended by educators and individuals cited in this post:

Audiobooks

Preschool-second grade
Creepy Carrots, by James Naughton
Don’t Let the Pigeon Drive the Bus, by Mo Willems
Dynamite Daniels, by Nikki Grimes
Frog & Toad, by Arnold Lobel
Mercy Watson, by Kate DiCamillo
Magic Treehouse Series, by Mary Pope Osborne
Year of the Dog, by Grace Lin

Elementary level
What Elephants Know, by Eric Dinerstein
Turtle in Paradise, by Jennifer Holm
Bud, Not Buddy, by Christopher Paul Curtis
The Watsons Go to Birmingham, by Christopher Paul Curtis
H.O.R.S.E. A Game of Basketball and Imagination, by Christopher Myers
Echo, by Pam Munoz Ryan
Five, Six, Seven, Nate! By Tim Federle
The Witches, and BFG, by Roald Dahl
Deep and Dark and Dangerous, by Mary Downing Hahn
Ghetto Cowboy, by G. Neri
The War That Saved My Life, Kimberly Brubaker Bradley
Home of the Brave, by Katherine Applegate

Teenagers
All American Boy, by Jason Reynolds
Anna and the Swallow Man, by Gavriel Savit
Nimona, by Noelle Stevenson
The Darkest Part of the Forest, by Holly Black
Eleanor & Park: A Novel, by Rainbow Rowell
The Fault in Our Stars, by John Green

Podcasts

Pre-K to 3But Why? – From Vermont Public Radio, starting with questions asked by young children. (Do bumblebees have hearts?)
Earsnacks – An exploration of various topics, using kids’ voices, expert opinions, and music.

Grades 4 – 8Welcome to Nightvale – A dark and funny exploration of the fictional town of Nightvale.
The Radio Adventures of Eleanor Amplified– From WHYY in Philadelphia, this show follows young journalist and adventurer Eleanor, who goes from space to sea. With sound effects, lots of voices, and music.

Grades 9 – 12Lore – Soon to be a TV show, this podcast examines the origins of vampires, witches and other grim historical tales.
Serial – From NPR’s This American Life, these podcast series examine two dramatic events: the murder trial of Adnan Syed, and the disappearance of Sergeant Bowe Bergdahl from his unit in Afghanistan. (Adult content and language.)
Mortified – Adults reading from their teenage diaries, with much embarrassment and humor. (Adult content and language.)
RadioLab – From NPR, documentary-style examinations of real events and problems, told with music.
Revisionist History – From Malcolm Gladwell, close looks at historical events that were either overlooked or possibly misinterpreted.

Week of March 16

                 Thursday Thoughts March 16

It is definitely not lost on me that we are two weeks away from Spring Break.  Part of me welcomes  a fun vacation at a sunny destination.  But another part of me feels the pressure of testing being right around the corner.  You have been working hard all year to not only prepare 3rd-5th graders for Milestones, but also our younger students for sustained academic growth. Teaching is the one profession that lays the foundation for all others.  We don't get the luxury of putting forth half effort.  Our students count on us to bring our "A" game each and every day.  This is no easy feat.  Teachers are human but expected to garner superhuman results.  Tonight's blog is not about asking you to do more, go the extra mile or do the impossible.  You are already doing all of that.   I want to remind you that the next two weeks will be tough.  You will feel like giving up.  Don't.  You will have a shorter fuse than normal.  Take a break.  You will cry.  We have plenty of tissues.  You will want to scream.  My office is sound proof so come on in.  You matter.  What you do matters. Everyday.

Staff Spotlight

This week I would like to shine the spotlight on Megan Rios.  Megan is someone who gets things done.  She is not one to bring attention to herself or brag about the work that she does.  She is a hard worker and an excellent leader.  As grade chair, she supports her team and takes the lead on tough decisions.  This year, her grade level has five teachers and a three way teaching team was not in the best interest of kids.  Megan stepped up to teach all subjects within her classroom.   She has created a classroom where the students have bonded and are thriving.  When it was time to implement the Extended Learning Program after school this year, Megan was right there with Cara offering to teach 3rd and 5th graders reading twice per week.  Most recently, it was deemed that a student with some discipline concerns should be moved to a single classroom instead of the departmentalized model.  This meant that Megan would be the new teacher and continue with the strategies and communication taking place for this student.   Of course she knew of this child's history, however she welcomed the student into the classroom and is determined to help the child adjust to his new environment.  These are just a few examples of  Megan's quiet leadership.  Megan, we thank you for your dedication to students and our school.

Battling the Test Prep Blues

by Alicia Zimmerman
Scholastic.com 3/27/2013

                          

Whether you view test prep as a necessary evil, or just plain evil, the fact stands that our students deserve to be well prepared for their high-stakes assessments. This year the specter of the assessments looms even greater — everyone from my principal to our state education commissioner is warning us about the rigor of the new CCSS aligned tests. All of this pressure can drive a teacher crazy, and a crazed teacher obviously means unproductively bonkers students. Here’s where I take a few deep breaths and pull out my arsenal of test prep tricks. Bring it, state assessments, we’re ready for you!



Test Prep Stinks — So Why Bother?

I’m going to steer clear of the larger issues about standardized testing, the role of test prep, and the changing standards. Those are all important discussions, to be sure, but with my state’s exams a mere three weeks away, I just don’t have time for philosophy or policy.
Nobody really questions why the students at my school run practice races before the track meet, or rehearse before the school play. Yes, these activities rely on natural talent, but our students perform better when they are coached by experts and have the chance for guided practice. Similarly, my students deserve coaching and practice for the “genre” of standardized exams. After all, answering the bizarrely worded questions of standardized tests is certainly less natural than running a 100-meter dash.
Of course, critical thinking, reading, and writing should be taught authentically throughout the curriculum, but without explicit instruction about the demands of standardized tests, we impede our students’ success. So let’s face the truth — until the assessments are as authentic as our regular high-quality instruction, dedicated test prep is here to stay. Here are some ideas to make the best of it … until we can return to “real” teaching again!



Battle Strategy 1: Keep It Real! 



“Test Prep,” as marketed by the workbook publishers, is an onerous process they attempt to package into something resembling a “lesson.” Per the teacher test prep guides, you read a brief lesson about a tested topic as a class (e.g. sequencing), then answer guided questions about a sample text together, and finally the students practice the strategy independently with another passage. Yes, this is the standard “gradual release” model common in good instruction — but in this context, it makes me want to cry out of boredom.
If this workbook-based test prep feels wrong to you, please give yourself a pat on the back. This just confirms that your “normal” teaching style is undoubtedly creative, responsive, student-driven, and exciting. It’s no wonder that test prep feels yucky to you and your students — you are all accustomed to something much richer.
So, instead of teaching the test-prep workbook, I tend to use it a guide. First I look at the topics covered in the workbook and on previous state exams, and then I plan explicit lessons about those same topics, but using authentic texts within our regular workshop model. I use picture books for read-alouds, and stories from literary magazines such as Storyworks, as well as non-fiction short texts from magazines such as Ask and current events magazines like Scholastic News for shared reading.
It is only after I have taught a test topic in an authentic context that I have the students practice the topic or strategy with test-prep materials. In this manner, I still cover all of the requisite test prep topics and expose my students to the vagaries of testing language, while still allowing my students to engage with texts in meaningful ways.
  
  
Using authentic texts such as Crickwing, A Bad Case of the Stripes, and a Ranger Rick article about sea otters allows me to fit test prep into our regular reading instruction.



Battle Strategy 2: Make It Fun!

Eventually, there comes a time when we need to do basic practice work: students take sample tests and then we review the answers together as a class. This process quickly becomes a slog — just minutes into practice test review, and most of my class is doodling, staring into space, or generally goofing off. And honestly, it’s hard to blame them — I’m bored too!
Here’s where I heed Mary Poppins’ wisdom and find a “spoonful of sugar” to help the test prep go down. No, I don’t bribe them with sweets — well, rarely! But I do try everything possible to make question-and-answer practice feel like a fun game.

“Game” 1: Sit/Stand

This is as simple as it gets. For questions that can be answered in binary format (yes/no; true/false; fact/opinion; cause/effect,) pose a question to the class and ask them to sit or stand to show their answer. This is an easy way to gauge everyone’s responses, and it wakes sleepy students up right away.

“Game” 2: Four Corners Multiple-Choice

I hang construction paper labeled A-D in the four corners of my classroom. Then I read a practice test question aloud and put on some upbeat music. Students are expected to dance in the center of the room until the music stops, at which point they go sit in the corner under the letter matching the correct answer choice. We discuss the correct answer as a class, and then the game continues with a new question.

“Game” 3: Slates Up!

To play the game, students use small dry-erase slates and markers to record their answers to a question. Students who talk out of turn or show their slate prematurely are called “out.” After I see that most students have finished writing, I count down from five and then chant, “Pens down, slates up,” inspired by the classic game Seven Up. I choose one student to show his slate to the class while explaining his answer. Then I call “On your marks, get set, eRACE!” and students scramble to wipe off their slates to be ready for the next question. Is this a game? Hardly. But the students love it anyway.
 
Slate routines allow me to "take the temperature" of the room, and the students are extra attentive.

“Game” 4: Table Wars

This adds a collaborative and competitive edge to Slates Up. Each table works as a team and receives one slate. The teammates have to discuss the question I ask the class and agree on the answer together. I call out “Ready, aim, fire your answer” and one member of each team holds up their slate. Teams get points for correct answers.

“Game” 5: Techie Game Shows

My students love when we play PowerPoint game shows like Jeopardy or Millionaire on our interactive whiteboard. It definitely takes a while to build these quiz games, but it can be used year after year by multiple classes. There are also some ready-made quiz games available online — just be sure the questions match your standards and test format, otherwise it won’t be effective test prep. Here is a Fractions Jeopardy Game that I created to use as test prep with my third graders. Choose the "Read Only" option when prompted.

“Game” 6: Cross and Toss

Okay, I’ll admit, this one isn’t a game at all. It’s simply a strategy to keep the students active and engaged while practicing the process of elimination strategy. In my classroom, we call the process of eliminating incorrect answer choices “Cross and Toss.” As in “cross it out and toss it in the trash!” This process is accompanied by florid pantomiming. After we read an obviously wrong answer choice, everyone chants “Crooooossssss” while making a sweeping “X” shape with their arms, followed by “Tosssss” while making an imaginary jump shot that shoots the incorrect answer right into the trashcan. It’s done in an over-the-top sports announcer style, and the kids love it.

 

Battle Strategy 3: Be a Cheerleader!

Once testing day arrives, it’s important for the children to know that you aren’t worried one bit. And if you are worried? Fake it like your life depends on it. Remember, these elementary school tests are just the beginning of long academic careers involving standardized exams for our students. The test-taking habits and attitudes our students form now may impact their test-taking behaviors for the rest of their lives. So, perhaps more important than how your students do on this test today, is whether your students feel empowered or oppressed by testing. Keep in mind that a lot of your students’ attitudes will be shaped by the feelings you project.

I emphasize that testing is a chance for my students to show off and strut their academic stuff. I project as much cheerful enthusiasm as I possibly can. I voice my total confidence in their abilities. And I try to subtly form positive testing associations in small, even superficial, ways.

A sweet testing treat ... Pavlovian conditioning to enjoy standardized tests? Whatever works.                  Download the Smart Cookie labels and the Try Your Best labels.
The morning of standardized exams, I set out colorful pencils and smiley face erasers. I place snack-sized bags of treats at each seat with a positive message to start the day. I play calm classical music until test-time, and have “fun packets” on hand for students to stay busy with seatwork while waiting for the exam to begin. (Mazes, word searches, and scrambles, KenKen, and Kakooma are all favorite “fun packet” activities among my students.) After testing finishes each day, I take my students outside to burn off steam with extra recess.

In my state, all classroom charts and bulletin boards must be covered prior to standardized testing. This sudden change in our classroom can be unsettling for students, so I get them involved in the process. They paint free-form murals on butcher paper. Then, when I cover the walls with their art, the students love the new look.




Tips from Command Central Experts:

•  My favorite book about teaching “test prep” as an authentic genre is Test Talk by Amy Greene and Glennon Doyle Melton. In this slim, action-oriented professional book, they explain how the language of standardized tests tricks students, and they provide clear examples of how we can help our students “unlock the code” during our regular reading and writing workshops.
•  Integrating Test Prep Into Reading & Writing Workshops by Nancy Jennison is really helpful in that it breaks down the different types of questions commonly asked on ELA exams and analyzes the specific skills needed to answer each type of question. I thought I understood the ELA tests, but this book gave me a deeper understanding of the “anatomy” of the tests.
• For five superstar ways to make test prep fun, check out Angela Bunyi’s blog post filled with creative test prep solutions. I also refer back to an older post of hers for inspiration about test prep survival kits and breakfast study parties.

Week of March 9

                Thursday Thoughts March 9

STEAM day was amazing!  I actually had a 5th grade student walk up to me and thank me for allowing the school to do STEAM activities all day.  I'm ashamed to admit that I said "you are so welcome," as if I had the right to take the credit.  I can't thank you all enough for making this day one to remember for students.   The communication, collaboration, creativity and critical thinking(4Cs) that took place in classrooms (and in the garden) yesterday was unbelievable!  Sure...I walked into some classrooms and had a little anxiety when I saw Styrofoam, cotton balls and glitter everywhere but I quickly remembered that this is what the day was all about.   Students learn best by doing and based on what I saw, some of our best teaching and learning of the year took place on yesterday.  Thank you!

Staff Spotlight

This week I would like to shine the spotlight on Nikki Panjwani.  Earlier this school year, Nikki moved from Pre K to IRR.  In this role, she supports students in at least four different classrooms and is constantly on the move.  You will often see her working one on one with specific students or helping small groups of students within their classroom.  She is kind, patient and strives to give her very best to all of the students in her care.  Whenever she has a couple of minutes to spare, Nikki volunteers to help Susan in the front with copies, filing or anything asked of her.  Nikki we thank you for your flexibility and your dedication to students.

Test Prep Activities That Build ConfidenceBy Mary Blow
March 7, 2017Scholastic.com

As I write this, state testing is imminent. We have been working hard and learning so much, but like many of you, I am apprehensive because many students, for various reasons, struggle to transfer what they have learned to state testing situations. The activities below are designed to review what we have learned this year, explore how to transfer knowledge and skills to state test situations, and build confidence.

Talk to Your Students

Talking with my students is the first step for preparing them for state tests. They are extremely honest when sharing their concerns. The insight allows me to customize the review activities. This in turn builds their confidence and alleviates anxiety, which helps them to perform better. 
                                     
This year, for example, my sixth graders shared the following concerns:
1.     “I get confused about what I am reading,” a young man shares. After some discussion, I learn that the lack of images and other text features puts struggling readers at a disadvantage, especially because many of the passages are excerpts and little context is provided. Showing them how to establish background knowledge will be important.
2.     “I always end up guessing on the multiple-choice questions,” confesses another brave student. “I can get it down to two answers, but then I’m stuck.” I mentally note that many students are getting hung up on the distractors. Multiple-choice debates will help alleviate this problem.
3.      “I never know what the questions are asking,” one student shyly states. I look around the room and many students reiterated this concern by silently nodding their heads. After some discussion, it becomes apparent that many don’t understand the formal language used on state assessments. BINGO! They need to learn how to break down writing prompts to transfer what they know and to clarify the implicit and explicit tasks.
4.     “My brain shuts down, and I can’t focus,” shares another. Before I can respond, another student pipes in, “Me, too. I get nervous and forget everything I know.” It is apparent that test anxiety is impacting some students’ success. We will definitely shake off test anxiety with some brain exercises and fun activities the day before the test.

Establish Background Knowledge

Whenever starting a new text in class, my students preview the passage and establish a mindset. We usually read passages that are rich in text features, which are key to activating prior knowledge. But, what happens when there aren’t any text features and my sixth graders, especially my struggling readers, are looking at pages and pages of text? They lose confidence. They get anxious. They shut down.
To prevent this from happening, I teach my students to skim the text, reading the first phrase or sentence in each paragraph to activate prior knowledge. Luckily I have a great resource, Unlocking Complex Text by Laura Robb. In addition to great reading strategies Robb shares for comprehending, there is a CD of printable passages in the back of the book.  I use The Great Fire and Blizzard both by Jim Murphy for this activity. 
                                          
We begin by reading the title and predicting what the article is going to be about. For example, in The Great Fire, students will say it must be about a really big fire.
    
                                                         

    
Since there aren’t any pictures, I tell them to read the beginning sentence or phrase in the first line of each paragraph. One student reads the first line aloud. The next student reads the first line in the second paragraph, and so forth, until we get to the end of the passage. 
Below is an example from the first four paragraphs:
1.     Student 1: “Chicago in 1871 was a city ready to burn” (paragraph 1).
2.     Student 2: “The situation was worst in the middle-class and poorer districts” (paragraph 2).
3.     Student 3: “Wealthier districts were by no means free of fire hazards” (paragraph 3).
4.     Student 4: “The links between richer and poorer sections went beyond the materials used…” (paragraph 4).
It takes about 30 to 40 seconds to complete the entire passage, time well spent in a testing situation. Before we begin reading, we share what we learned. In these four paragraphs, we learn that the setting is Chicago, 1871. There are poor and rich neighborhoods. The fire affects all neighborhoods, but the middle and poor neighborhoods appear to be at a bigger risk. Knowing all this information before reading the passages establishes background knowledge.  
We know students’ comprehension increases with repeated readings, but many students struggle to make it through the first reading. The test is hours long. My sixth graders better comprehend the text the first time through because their minds are not focused on establishing the gist of the article. I do suggest, however, that they reread selected sections of the text identified in the questions.

Hold Multiple-Choice Question Debates

Of course I teach my students to circle key words and eliminate answer choices they know are not the answer, but what happens when they are down to two choices? In response to my students who struggle with multiple-choice questions, those who over analyze and those who done read close enough, I fall back on a tried and true activity, multiple-choice debates. In the blog “Think-Pair-Share Test Prep Activities,” I explain the activity in detail.

During this activity, students work in groups, discussing their multiple-choice answers before handing in homework. If they don’t agree on an answer they debate it, using text details to support their reasoning. The first time we do this, each student turns in a separate handout for an independent grade. Whether or not they choose to change their answers is up to them.
The second time, I raise the stakes to encourage stronger debates. Each student comes to the group with completed handouts; however, each group member must agree on a single answer for each question. The group secretary completes a master copy from which all students receive the same grade. Older students might be able to jump right to this higher level of debate, but I like to ease my students into the debate process.
Mixed-ability grouping is important to the success of this activity. I group them based on their style of thinking. For example, some students are very analytical, focusing on the minutest detail and overanalyzing the questions. Others focus on the big picture and overlook significant details. The mixed-ability grouping helps my sixth graders to become diverse thinkers. It isn’t foolproof, but they do become better at analyzing the questions.
Break Down Writing Prompts
Many of my students struggle with formal assessments, not because they cannot read well, but because they don’t understand the formal language used in the questions. They aren’t sure what the question is asking them to do. Your state test writing prompts may be different, but ours consist of implicit and explicit tasks that students must complete. Some of these questions require students to complete up to three tasks, some of which are hidden in the formal language, making it even more difficult for my sixth graders to succeed.
                             
I created a gallery walk activity to review and to address this concern. You can replicate this activity with any piece of literature, fiction or nonfiction. I used a science fiction short story “Follow the Water” from Scholastic Scope because I wanted to review literary elements. Visit Scope’s Ideabook “The Test-Readiness Activity You Need” for step-by-step description of this activity, including handouts and illustrations. Scope’s Ideabook is open to all teachers.
The gallery walk activity requires students to identify keywords, clarify academic vocabulary, list the implicit and explicit tasks, and discuss the answers. This was a very powerful activity that required my students to recall and apply what they learned about fiction literature. It was so successful that we will do this again to review nonfiction texts.
                              
Working in groups of 4-5, students analyze and annotate a writing prompt designed to mimic those on state tests. Each group member becomes a specialist on one question. When finished, they are re-grouped. One expert for each question is now to a new group. 
                                
As they travel through the gallery, the expert in each group becomes the leader, teaching the others how to break down the prompt. They clarify terms and jot down text connections. Everyone takes notes during the discussion, which they are allowed to use for the independent writing portion of the activity.
At the end of the gallery walk, each student draws a number that correlates to one of the questions. Students respond in a thoroughly written paragraph. I like the group effort, but individual accountability that keeps everyone invested. When we finished the activity, I overheard one student say, “This was hard, but it was fun.”
                                
The activity is differentiated. The easier questions are assigned to students who struggle, and I assist them during the gallery walk to be sure the information they are sharing is thorough and accurate.

Shake off Test Anxiety 

In May 2011, I posted a blog “Conquering Text Anxiety” in which I share a video on brain exercises to help reduce test anxiety. The exercises in this video can be done in a testing environment to help students regain focus.
Last year, we added a little exercise and fun to shake off the anxiety. We danced our stress away. We will definitely do this again, dancing to our favorite songs:
• “The Hokey Pokey”
• “The Twist”
• “Macarena”
• “Continental Drift”
Enjoy the fun. It is a well-deserved break for both teachers and students as laughter and singing chases the worries away.
Occasionally I like to refer back to lessons we learned from reading classical picture books. This is a good time to read The Little Engine that Could by Watty Piper. Developing the Little Engine’s “I think I can…” attitude is important to building confidence and reducing test anxiety. A pep talk takes very little of your time and is extremely important, maybe the most important of all activities. Like the Little Engine who repeats, “I think I can…” over and over until he reaches his goal, students chase away doubt by reciting the same mantra at the first sign of wavering confidence. Believing they contributes to their success.
                        
Finally, I reaffirm that it is only one test in a day in their life, reinforcing that whether it is a year from now or 10 years from now, I am not going to remember what they scored on a test. They are not defined by a number — not by a state test score or by a grade on a report card. They are defined, however, by their actions and attitude. When I see them in the future, I will remember how hard they worked to be successful in my class throughout the year, acknowledging how much respect I have for students who work hard. “If you do your best,” I reassure them, “then I will be proud of you.” Fear of failure is conquered; they feel confident. 
I am sure you have worked as hard as we have to become great readers and writers this year. I hope these activities help your students to succeed.