And even before referring to the STAR released test questions, teachers
should be speaking out against the tests which do not accurately
measure what a student has learned, thinks about, can apply, etc.
At the very least, teachers should be speaking out in staff meetings
against this. Instead, most teachers just sit and watch as principals
display on the overhead graph after graph, test score matrix after test
score matrix, and lead discussions about how to raise the test scores
for this group or that group.
Who, if not teachers, even among themselves, is going to know, if no
one talks?
Renee
On Mar 11, 2009, at 9:36 PM, Stephanie Perry wrote:
I also teach in California with most of my class being ELL's. What I
have found is that most grasped the strategy work we did, they did not
transfer the skills because they didn't understand the test language.
With ELL's, you should show them how the question will be asked on the
test, relate that question with your strategy work, and teach the test
vocab (i.e. Words like passage, statement, evidence). I highly
recommend using the STAR released test questions at cde.ca.gov. They
can help to show those first year test takers what to expect. Hope
that helps!
Stephanie
3rd/CA
On 3/11/09, Brenda White-Keller <[email protected]> wrote:
Our district has formative and summative tests for reading which
includes
phonics, written conventions, and comprehension. My students, 14 are
ELL's
and 8 are below grade level, did poorly. Only 45% passed if you look
at the
test overall. Some of their mistakes were careless, but I know the
principal is really anxious for the students to pass the Calif. state
test
in the spring (yes, we test 2nd graders...go figure). I guess I'm
looking
for encouragement because I know you're all positive thinkers. I'm
trying
to decide what to do with the info. I spend time on comprehension
strategies...predicting, visualizing, etc. but maybe I need to change
my
focus. They are improving in the comprehension area. Ok, help!!!
Thanks,
Brenda
Ca/2
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