For a great article read....NCTE 2002 article by Donna SantmanTeaching to the 
Test?: Test Preparation in the Reading Workshop. From, Philomena
 

 

Philomena Marinaccio-Eckel, Ph.D.
Florida Atlantic University  
Dept. of Teaching and Learning    
College of Education                    
2912 College Ave. ES 214
Davie, FL  33314
Phone:  954-236-1070
Fax:  954-236-1050
 

 

-----Original Message-----
From: Linda DeGreen <[email protected]>
To: Mosaic: A Reading Comprehension Strategies Email Group 
<[email protected]>
Sent: Sat, Feb 25, 2012 6:52 am
Subject: Re: [MOSAIC] readers workshop & test taking


I second Pauline's thoughts. I would also add that I teach the QAR  
strategy at the beginning of the year and then we use this and other  
test taking strategies to answer questions in a test format throughout  
the year.
We teach test taking as a separate genre. Kids need to know how the  
elements or characteristics of tests work , the same way they  
understand the elements of reading a mystery or any other genre .
Linda

On Feb 24, 2012, at 8:19 PM, Pauline K Nagle wrote:

> I would suggest teaching test taking as a genre, a type of reading  
> that has
> a specific structure and way to comprehend it.  Lucy Calkins has a  
> good
> book about this, but I can't recall the name.  I will find the title  
> and
> send it to you.  I think students need to learn how to tackle the  
> text and
> how to handle the type of questions, and this must be taught as a  
> skill set
> and practiced.  But it does not need to take over your reader's  
> workshop or
> reading instruction.  You just need to teach how the comprehension  
> skills
> they use in their independent reading texts can be applied on an  
> excerpt
> and how the questions are asked.
>
> On Fri, Feb 24, 2012 at 6:58 PM, evelia cadet  
> <[email protected]>wrote:
>
>>
>>
>>
>>
>> As I have said before, this is the first year I am following the  
>> Reader's
>> Workshop model.  My district does not follow/support reader's  
>> workshop.  I
>> am lucky to have the freedom in my school to use any teaching  
>> structure I
>> want.  Out of almost 70 teachers, only 2 teachers in my school are  
>> doing
>> reader's workshop.  We are trying to convert the other teachers in  
>> our
>> campus.  They are noticing how our students are engaged in reading  
>> and are
>> forming a reading community that is extending outside the classroom.
>> However, people in my school are data driven (specifically  
>> standardized
>> testing data), and they will not consider any instructional method,  
>> unless
>> there is tangible evidence they drive results (standardized state  
>> testing).
>> Ok, this was just the introduction, here is my concern.  My students
>> seemed to be enjoying reading and they are showing evidence of
>> understanding/applying the comprehension strategies/skills we are  
>> working
>> on in class.  Nevertheless, when they take one of those practice  
>> test we
>> are required to give, everything seems to go downhills.  It is like  
>> they
>> are unable to transfer what we are learning with authentic  
>> literature to
>> the context of the test.  I honestly don't know what to do.  I know  
>> there
>> are people in my school, including some in the administration,  
>> waiting to
>> see what impact reader's workshop has on test results.  Any ideas or
>> advices.  HELP!!!!!!  Thank you.
>>
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>>
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