1. 1 Shedding Light on the EOG Reading Comprehension Test Updated April 2011 Kelli Harrell Schedule for the Day 8:30-11:15 Reading 11:15-12:45 12:45-3:00 Math

2. Are you living on the edge? 2

3. Do you feel you are stuck in a hole and can’t get out? 3

4. Is your load to heavy to bear? 4

5. Do you need more “coverage” (for your class)? 5

6. NC End-of Grade Test in Reading Emphasizes comprehension Assesses vocabulary through application and understanding of terms in context Requires reading different types of text 6

7. NC End-of Grade Test in Reading Engages students in complex, comprehensive reading and thinking Involves critical analysis and evaluation Measures higher order thinking skills 7

8. EOG Reading Comprehension Test Assesses NCSCOS (reading comprehension) Uses the North Carolina Thinking Skills Requires students to read selections from a variety of text types 8

9. NC End-of Grade Test in Reading Asks students to Apply reading strategies Define key vocabulary by examining context Organize details 9

10. NC End-of Grade Test in Reading Asks students to Paraphrase the main idea Read and interpret different genres Determine purposes of selections and portions of selections 10

11. NC End-of Grade Test in Reading Asks students to Determine meaning of figurative language Draw conclusions/Make inferences Determine mood, tone, style 11

12. NC End-of Grade Test in Reading Asks students to Interpret information in reference materials Critically analyze and evaluate text Examine authors’ craft Make text-to-text and text-to-world connections 12

13. Changes in the Reading Comprehension EOG 2008 Includes 50 items (plus 8 field test items) Organizes by NC Thinking Skill Includes goals 1-3 of SCOS Eliminates drama Reduces the use of frames 13

14. Changes in the Reading Comprehension EOG Uses 8-9 selections Divides content: 60% literary 40% informational 14

15. NC End-of Grade Test in Reading Grades 3-5 Text Types: Literary 60% 2 fiction 1 nonfiction 1-2 poems 15

16. NC End-of Grade Test in Reading Grades 3-5 Text Types: Informational 40% 2 content 1 consumer/directions 1 Field Test Passage 16

17. Format No not or except questions are used Purpose setting statement are printed in plain text Most selections are printed in familiar two column format 17

18. Format Poem lines are numbered in standard poem numbering (every five lines) if a question refers to lines. Poem lines quoted in questions are indicated with backward slash marks. For example: /Roses are red/ 18

19. Format Selection paragraphs are numbered if a question refers to a paragraph and the selection is more than four paragraphs long. 19

20. Format Analogies with the colon (5-8) Which of the following relationships is most similar to the relationship below? fruit : apple A car : bus B cookie : ice cream C tree : pine D vegetable : cow 20

21. 21 RCS Language Arts Pacing Guides 2.01 Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary (reread the text, consult other sources, ask for help). 2.02 Interact w/ text before, during and after reading, listening and viewing by: setting a purpose using prior knowledge and text information, making predictions and making connections with previous experiences, information and ideas. 2.04 Identify and interprets elements of fiction and nonfiction and support by referencing the text to determine the: plot and main ideas/supporting details. 2.06 Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas. 2.09 Listen actively by asking questions and paraphrasing what was said.

22. North Carolina Thinking Skills Knowing Organizing Applying Analyzing Generating Integrating Evaluating 22

23. Basic Thinking Skill: Knowing Processes Focus on needed information Define the problem/set goals to solve a problem Formulate questions Store and recall information in long term memory Verbs List, name, label, recall, identify, match, choose 23

24. Knowing According to the selection, what is the main reason… According to the selection, which statement is true? Which of the following describes…? 24

25. Basic Thinking Skill: Organizing Processes Comparison Classifying Ordering Representing Verbs Categorize, group, classify, compare, contrast 25

26. Organizing Based on the selection, how did … differ from …? What do … and … have in common? Which heading/detail belongs in the empty box (graphic organizer)? What is the main difference between x, y, and z? 26

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28. 28 Grade 3

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32. 32 Grade 4

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34. 34 Grade 5

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37. Mid-Level Thinking Skill: Applying Processes Demonstrate prior knowledge in a new situation Bring together information to solve a problem Use generalizations to solve problems Verbs Apply, make, show, record, construct, demonstrate, illustrate 37

38. Applying Who would most likely need (character’s) invention? Why did x happen? In which part of the selection does the author give information about what happened before the selection began? According to the graph, which x has the most y? 38

39. Mid-Level Thinking Skill: Analyzing Processes Study parts and relationships Identify attributes, components, characteristics Identify relationships and patterns Identify the main idea Prioritize key events Verbs Outline, diagram, differentiate, analyze 39

40. Analyzing What is this story meant to explain? Why did the author most likely begin by…? The first paragraph states “..”. What does this mean? What is the purpose of using (word 1) and (word 2) in the selection? What lesson should (character) have learned from his experience? 40

41. Mid-Level Thinking Skill: Generating Processes Producing new information, meaning, ideas Inferring Predicting Elaborating information Verbs Conclude, predict, infer, explain, elaborate 41

42. Generating How does (character) most likely feel when…? What will most likely happen next? With which statement would (character) most likely agree? What is the main purpose of this poem? 42

43. Upper Level Thinking Skill: Integrating Processes Connecting and combining information Summarizing Restructuring (synthesizing) – incorporate new information into existing structures Verbs Combine, summarize, design, imagine, generalize, synthesize 43

44. Integrating In paragraph x, why is the (horse) compared to a “(leaping flame)”? Which of the following best describes x? Which would be the best fit if added to the selection? 44

45. Upper Level Thinking Skill: Evaluating Processes Assess reasonableness and quality of ideas Establish criteria for judging Verifying accuracy of claims Verbs Judge, evaluate, rate, verify, assess, define criteria 45

46. Evaluating Why does the author compare (x) to (y)? Which is the best clue that…? What can a reader tell about (character) from her…? 46

47. Question Sort 47

48. Comprehension Challenge 48

49. Your Turn!!! Take the EOG!!! 49

50. Every Pupil Response Turn and Talk Fist of Five Signal Cards Yes/No True/False A/B/C/D CPS System

51. Remember 51 We cannot just give students questions and expect them to develop critical thinking. We must MODEL expected thinking and then provide multiple opportunities for guided and independent practice.

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53. Why is this poem written so that the lines curve? A. To show the word seal begins with an “s” B. To describe how a seal catches fish C. To show the movement of a seal D. To explain how the author feels about seals Category: Critical Stance Thinking Skill: Analyzing Key: c 53

54. What is the effect of the short lines in the poem? A. They help emphasize the seal’s quick action. B. They help the reader understand why seals dive and swerve. C. They create a rhyming pattern. D. They add humor to the poem. Category: Critical Stance Objective (G6) 4.02 Thinking Skill: Analyzing Difficulty Level: Hard Key: A 54

55. 5. Lines 1 through 15 appeal most to which sense? A. sight B. smell C. sound D. taste Category: Critical Stance Objective (G6): 5.02 Thinking Skill: Organizing Difficulty Level: Easy Key: A 55

56. “Show me students who can write (answers), and I’ll show you students who can pick (answers).” -Roger Farr 56

57. Preparing Students For the Reading EOG Build Reading Stamina Model Strategies with Practice Items Read questions first Underline key facts/ideas Analyze questions (QAR) Eliminating incorrect answers Checking their answers Explain How the Test Works 57

58. Test Taking Tips Read the title and intro. statement (if any). Predict. Read some or all questions to set purpose for reading. Read selection slowly and carefully. Reread questions. Cross out incorrect answer choices. Choose correct answer. Mark on your paper, then bubble. 58

59. More Testing Tips If you are unsure of an answer, make your best guess. Circle it to revisit later. Stay on the right line when bubbling. Check your answers with any extra time. Only change answers if sure. If nervous, close eyes, breath and try to relax. 59

60. QAR: Where Do You Find the Answer? In My Head Author and Me You have to think about what you already know and what the author is talking about in the text to find the answer. On My Own You have to think about what you know, applying prior knowledge, to answer the question. The answer is not in the text. In the Book Right There You can put your finger right on the answer in the text. The question often uses the same words as the answer. Think and Search You need to look in different parts of the text to find the answer. 60

61. 61 Did You Know? If students do not understand 5% of the words, they will have difficulty comprehending the text if they comprehend at all.

62. EOG Vocabulary: Speaking the Same Language Examples of EOG language What is the effect of Brackets Bold print Subtitles/ subheadings 62

63. Free powerpoint template: www.brainybetty.com 63 –The selection describes ____. What does this word mean? –In paragraph __, the auth0r states “….”. What does the word ____ mean? –(sentence in context) In which of the following sentences is the word ____ used the same way as in the sentence above? –(sentence in context) Which of the following definitions of _____ applies to this sentence? –In this selection, which word means the same as “….”? –In paragraph x, why are some words written in parenthesis?

64. Instructional Strategies to teach the EOG Vocabulary Use EOG vocabulary in everyday instruction. Introduce the vocabulary in small meaningful chunks. Teach the vocabulary within the context of your Reading instructional plan. 64

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66. Eog word wall 66

67. Instructional Strategies to teach the EOG Vocabulary Create an EOG Word Wall. Review vocabulary: Word sorts I’m thinking of a word.. Games such as Bingo, Go Fish, Memory, etc. 67

68. Testing Vocabulary Challenge 68

69. Review Activities and Games Reading Jeopardy Comparing Terms Testing Vocabulary Challenge I Have…Who Has Jigsaw Book Vocabulary Knowledge Rating/Sorts Draw Me Vocabulary Charades Name That Category Talk a Mile a Minute Triangle Trivia Card Games Bingo Wheel of Fortune Marzano and others 69

70. New Smart Board Games Text Structure Tic Tac Toe Connect Four 70

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72. 72 Talk a Mile a Minute Fiction characters setting problem solution theme

73. 73 Talk a Mile a Minute Non-fiction heading subheading glossary table of contents bold print

74. 74 Talk a Mile a Minute Graphic organizer Venn diagram box arrows sequence empty

75. 75 Talk a Mile a Minute significance important impact

76. 76 Triangle Trivia – Comprehension Strategies 200 Points 50 Points 100 Points 50 Points Summarize Main Idea Inference Ask Questions Visualize Make Connections

77. 77 Triangle Trivia – Recipe Terms 200 Points 50 Points 100 Points 50 Points ingredients bake utensils whip/blend equipment directions

78. 78 Triangle Trivia – Text Features 200 Points 50 Points 100 Points 50 Points heading graph diagram map subheading caption

79. 79 Triangle Trivia – Poetry 200 Points 50 Points 100 Points 50 Points simile speaker stanza poet metaphor rhyme

80. Jigsaw Book 80

81. Your students will be ready for the EOG!!! 81

82. Please Visit Our Web Pages www.ncpublicschools.org/ accountability/testing www.ncpublicschools.org/ curriculum 82