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Helping Students Helping Students Learn To Be Test Learn To Be Test
Savvy!Savvy!
Helping Students Helping Students Learn To Be Test Learn To Be Test
Savvy!Savvy!Improving the Performance of Students Improving the Performance of Students
Who Are Struggling With Who Are Struggling With Test Taking Skills!Test Taking Skills!
Settling In!Students need to be focused, calm, and ready for the test BEFORE they
jump in.• Focusing Energy & Deep Breathing• C~ Close My Eyes• 3 ~ Take 3 Deep Breaths• S~ Remind myself of the strategies I
will use on the test
• R~ Relax• ~C3SR• Last thing pick up pencil
Attitudes and Expectations / Self Talk• Affirmations~ An affirmation is a positive
statement asserting that a goal of the speaker or thinker wishes to achieve is already happening
• Self talk is critical to how a student approaches a test.
• Positive affirmations will help students achieve their best.
Positive Affirmations• “I see myself answering every
question using all the skills that I have been taught.”
• “When I get stuck, I do not have to panic. I know how to help myself. I will use my strategies to help me do my best.”
Pacing and Mental Fatigue
• When students don’t understand Pacing they will:
• Rush through test• Not finish the test on time• Spend too much time on one item
or section of the test• Get frustrated and give up
Practice Pacing:Use pacing throughout the
entire school year~Set a timer for daily instruction~ Help students learn to set pacing
goals~Help students learn to use the class
clock as a pacing tool(Divide clock into 15 minute intervals
to pace themselves when testing)
Mini Breaks• Provides students with brief periods of
rest• Increases Students’ “Sustained
Attention Threshold” (Length of time you can pay attention before burn out)
• Best when designed as a routine or procedure that helps students refocus and return to taking the test
• No Longer than 30 seconds/ C3SR Last thing they do is pick up their pencil
Using the Cover Sheet as a Thinking Tool
• Jot down anything you think you may forget or get confused about as you start getting tired
• Jot down the number of any skipped questions for quick reference
• Continue to add information as needed
• Record ideas that are triggered by questions as they test
Cover Sheet Reading Brain Drains
• Plot/ Mood/ Fact/ Opinion/ Fiction/Nonfiction
• Author’s Purpose• Genre
My Reading Scores100%
90%
80%
70%
60%
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30%
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10%
Grade Title Title Title Title Title Title Title Title Title Title Title
Math Brain Drain• Multiplication Charts(Use Graph Paper to make
multiplication chart)• Big “G”• “Y”• Area & Perimeter equations
Problems with the Cover Sheet
• Students do not know how to decide what is important information-they write down everything
• Visual Clutter- cover sheets are not organized so students can not easily refer back to it for help
Managing the Cover Sheet
• Fold in math to use each block for each problem
• Everything should have a place• Data Storage Center ~ DSC• Use as a manipulative tool:
Tear it Up!Bubble Sheet Marker & Multiplication
Sheet Marker
Managing the Bubble Sheet
• Using a place marker to help reduce mental fatigue• Clustering to increase accuracy and reduce mental
fatigue: a form of a Mini Break• Stop to Bubble after you answer each passage or
after each page of the math test. Cluster answers per page!
• Write answers to the side of each question in capital letters to reduce bubbling errors
• ~When transferring answers from • test booklet to bubble sheet, it should • be done from top to bottom not side to• side.
“Gotcha”• Teach students about Sharks in multiple
choice test• Sharks are terms or phrases that may eat you
and make you die on the test. • Terms like: not, most likely, however, but,
except, all• Beat the Shark• Shark Bulletin Boards• What’s the correct ACTION? • Slash and Trash (Eliminating answers 50/50)
Test Taking Skills for Reading
Comprehension
• Dissecting the Questions: Revealing the Secrets
• Four reasons we read: for pleasure, for information, to learn, and to answer questions on the test
Restatements and Key Lighting
• Read questions first• Read each question twice (1st time
for fun and the next time to find out what it’s asking you and to key light key words or terms)
• Use colored markers to box in key words in questions
Restatements • A restatement requires the reader to
translate key terms and phrases from the question into their own language to show they understand what they are reading.
• Restate key terms in questions and answers and restate as a true statement.
RunnersRacing Toward Reading Success
Read the title, pictures (and any introduction at the top, predict what you think the selection is about. Write your
prediction at the top of your paper. Underline the important key words in the
questions as you read them. Read the questions first.
Now think about what the question is asking you.
Now read the selection carefully! Stop and Summarize after reading a few
paragraphs. Read the selection twice if it’s a poem. Use reading codes.
Each question has answers that can be supported by the text/passage. Highlight
the answers to the questions.Re-read the questions; mark out incorrect responses. 50/50 Slash The Trash!Select the best answer!
Other Ideas• Use of colored overlaysIf a student reads all over the place, you
may want to try using colored overlays.~ Use of colored paperIf students are experiencing handwriting
issues. www.dyslexiacure.com
For More Information:For More Information:For More Information:For More Information:RAE Educational Services, Inc.RAE Educational Services, Inc.
Nancy L. Gryder, Ed.S.Nancy L. Gryder, Ed.S.PO Box 47PO Box 47
Bakersville, NC 28705Bakersville, NC 28705Email: [email protected]: [email protected]