In many schools in many states across the country, April marks the beginning of testing season. Texas is no different. We just wrapped up our first round of tests, and we have another week-long round at the end of the month. Our 3rd, 4th, and 5th grade students are actively preparing to “show what they know” on our state assessment. It’s an exhausting time for everyone involved. If you work in a school (or love someone who does), you certainly know what I mean. Perhaps the trickiest of all balancing acts is ensuring that we are adequately preparing kids for the test without losing sight of everything we know about good instruction. After all, even during testing season, we are still preparing them for life.
Our 3rd graders will take the test for the first time this year, so a big part of their preparation is familiarizing students with the format of a standardized test. In reading, students tend to look at a passage, see that it’s formatted much differently than the books they typically read, and forget everything they know about processing texts. The 3rd grade team at my school is using a unique approach to helping students learn to navigate these reading passages. They have done so much work with book clubs this year, and they’ve seen great conversations bloom in these small groups that gather around a text. Instead of throwing this out in the name of test preparations, they have their students continue to work in book clubs, with a passage as their common text. The teachers begin each day with a mini lesson, as all reading workshops do. This is typically a reminder of a good strategy for navigating reading passages. Students then read the passage and meet with their club to discuss it. They discuss the genre, the main idea or theme, and the author’s purpose. They grow ideas about the passages through conversation, just as they’ve done all year. After a few days of thinking and talking together, students work on the questions independently.
The teachers meet with each group throughout the week to listen to their conversations and help them make connections between passages and the books they’re used to reading. At the end of the week, students try their hand at a passage and the questions independently.
I asked the 3rd grade teachers to give me some input on the work they’re doing. Rather than paraphrase, I'm happy to share exactly what they told me:
Short-term test preparations often increase anxiety, and this can be counterproductive. We are doing our best to hold on to our beliefs about the real-life reading work we want kids to do, even as we prepare them for this busy testing season.
What beliefs do you want to hold on to in a time of test-prep frenzy? Please share in the comments below!