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57 Taking Tests

Page
310
from
Write on Track

Taking Tests

Start-Up Activity

Ask students how many of them would like to be taller. (Most 3rd graders would!) Say you are going to measure everybody at the beginning of the week and at the end, and they'd better be taller. (Let students know that would be ridiculous and unfair. They can't do anything to make themselves grow taller in one week!)

Now say, "But you can do things to make yourselves grow smarter in one week." This chapter focuses on ways that students can improve their study habits and test performance so that, from the beginning of the week to the end, they have measurably grown.

Think About It

“I get a satisfaction from being tested and defeating the test.”

—Ashton Eaton

State Standards Covered in This Chapter

CCSS.ELA-LITERACY.RI.3.10

CCSS.ELA-LITERACY.W.3.8

CCSS.ELA-LITERACY.W.3.10

CCSS.ELA-LITERACY.W.3.3

CCSS.ELA-LITERACY.W.3.2

CCSS.ELA-LITERACY.W.3.1

LAFS Covered in This Chapter

LAFS.3.RI.4.10

LAFS.3.W.3.8

LAFS.3.W.4.10

LAFS.3.W.1.3

LAFS.3.W.1.2

LAFS.3.W.1.1

TEKS Covered in This Chapter

110.5.b.9.D

110.5.b.6

110.5.b.13.C

110.5.b.13.D

110.5.b.11

110.5.b.12

110.5.b.12.A

110.5.b.12.B

110.5.b.12.C

TEKS Covered in This Chapter

Page 311 from Write on Track

Five Smart Things to Do

Lead your students through the five study tips on this page. Help students understand the difference between long-term memory and short-term memory. Trying to study everything at the last minute means they will struggle to remember on the test. Instead, if they listen well, plan their study time, review their work, and work with partners, they will be placing their learning in long-term memory, where it will stay and be easy to recall.

State Standard Reference:
LAFS Standard:
LAFS.3.RI.4.10
TEKS Standard:
110.5.b.9.D, 110.5.b.6
NE ELA Standard:
LA 3.1.6

Related Resource Tags

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Level:
Grade 3
21st Century Skills:
Taking Tests

Page 312 from Write on Track

Types of Tests

Introduce the basic types of test question: true/false. matching, multiple choice, fill in the blank, and responding to writing prompts. Then lead students through tips for succeeding with each type.

For true/false, help students understand that if any part of the sentence is false, the whole sentence is false. Also, point out absolute words like "all" or "never," which usually mean that the sentence if false.

State Standard Reference:
LAFS Standard:
LAFS.3.RI.4.10
TEKS Standard:
110.5.b.9.D, 110.5.b.6
NE ELA Standard:
LA 3.1.6

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 3
Mode:
Writing for Assessment
21st Century Skills:
Taking Tests

Page 313 from Write on Track

Matching Test

In addition to the tips on page 313, tell students that they should go from the long answer to the short answer on a matching test. In other words, they should first read the definition "settled area near a big city," and then scan the list of terms to find "suburb" rather than starting with the term and having to read each definition to find the right one.

Related Resource Tags

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Level:
Grade 3
Mode:
Writing for Assessment
21st Century Skills:
Taking Tests

Page 314 from Write on Track

Multiple-Choice Test

In addition to the multiple-choice tips on page 314, let students know that they can often rule out one or more choices to a given question to narrow the options before choosing the right answer. 

State Standard Reference:
LAFS Standard:
LAFS.3.RI.4.10
TEKS Standard:
110.5.b.9.D, 110.5.b.6
NE ELA Standard:
LA 3.1.6

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 3
Mode:
Writing for Assessment
21st Century Skills:
Taking Tests

Page 315 from Write on Track

Fill-in-the-Blank Test

Lead students through the tips and examples on this page. Also, tell them to read the sentence to themselves, placing the word "blank" in the spot that they need to fill in. Often, their minds will fill in the word as they read the sentence to themselves.

State Standard Reference:
LAFS Standard:
LAFS.3.RI.4.10
TEKS Standard:
110.5.b.9.D, 110.5.b.6
NE ELA Standard:
LA 3.1.6

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 3
Mode:
Writing for Assessment
21st Century Skills:
Taking Tests

Page 316 from Write on Track

Responding to Writing Prompts

Define the word "prompt" for your students. A writing prompt is a set of instructions for what to write on a test. Students should start by carefully reading the prompt and figuring out what their writing is supposed to do (for example, tell a true story).

Then, students should use a shortened version of the writing process to plan, write, and revise their responses.

Have a volunteer read the prompt and ask students what the writing should do. (Tell about a time when the writer felt thankful.) Then have another volunteer read the student's response. Note how it specifically answers the prompt, even using some language from it ("I felt thankful . . ."). 

State Standard Reference:
LAFS Standard:
LAFS.3.RI.4.10
TEKS Standard:
110.5.b.9.D, 110.5.b.6
NE ELA Standard:
LA 3.1.6

Related Resource Tags

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Level:
Grade 3
Mode:
Writing for AssessmentNarrative Writing
Form:
Narrative Paragraph
21st Century Skills:
Taking Tests

Page 317 from Write on Track

Tips for Responding to an Explanatory Prompt

Explanatory prompts ask students to inform or explain, sometimes by comparing and contrasting, sometimes by using cause and effect, and sometimes by using categories.

Lead students through the tips on page 317. Then have a volunteer read the explanatory prompt. Ask students what the writing is supposed to do (compare your school to a one-room school). Afterward, have a volunteer read the sample student response, noting how it addresses the prompt.

State Standard Reference:
LAFS Standard:
LAFS.3.RI.4.10
TEKS Standard:
110.5.b.9.D, 110.5.b.6
NE ELA Standard:
LA 3.1.6

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 3
Mode:
Writing for AssessmentExplanatory Writing
Form:
Explanatory Paragraph
21st Century Skills:
Taking Tests

Page 318 from Write on Track

Tips for Responding to a Persuasive Prompt

A persuasive prompt asks students to convince the reader, share an opinion, or argue for a point.

Lead students through the tips at the top of the page.

Have a volunteer read the persuasive prompt. Ask students what the writing needs to do (share an opinion about playground equipment). Then have a volunteer read the short letter. Note how it answers the prompt.

State Standard Reference:
LAFS Standard:
LAFS.3.RI.4.10
TEKS Standard:
110.5.b.9.D, 110.5.b.6
NE ELA Standard:
LA 3.1.6

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 3
Mode:
Writing for AssessmentPersuasive Writing
Form:
Opinion Letter
21st Century Skills:
Taking Tests

Page 319 from Write on Track

Remembering for Tests

Teach students these three strategies for studying and remembering ideas for tests. Help them understand that the more senses they involve, the easier time they will have remembering. For example, making an idea map requires students to write (sense of touch and movement) and read (sense of sight). Visualizing ideas makes them more concrete and easier to hold onto.

State Standard Reference:
LAFS Standard:
LAFS.3.RI.4.10
TEKS Standard:
110.5.b.9.D, 110.5.b.6
NE ELA Standard:
LA 3.1.6

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 3
Mode:
Writing for Assessment
21st Century Skills:
Taking Tests