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Shedding Light on theEOG Reading
Comprehension Test
• Updated April 2011
• Kelli Harrell
Schedule for the Day
8:30-11:15 Reading11:15-12:4512:45-3:00 Math
Are you living on the edge?
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Do you feel you are stuck in a hole and can’t get out?
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Is your load to heavy to bear?
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Do you need more “coverage” (for your class)?
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NC End-of Grade Test in Reading
Asks students to Apply reading strategies Define key vocabulary by
examining context Organize details
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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
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NC End-of Grade Test in Reading
Asks students to Determine meaning of
figurative language Draw conclusions/Make
inferences Determine mood, tone, style
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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 connections12
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 SCOSEliminates dramaReduces the use of frames
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Changes in the Reading Comprehension EOG
Uses 8-9 selectionsDivides content: 60% literary40% informational
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NC End-of Grade Test in Reading Grades 3-5
Text Types: Literary 60%
2 fiction 1 nonfiction 1-2 poems
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NC End-of Grade Test in Reading Grades 3-5
Text Types: Informational 40%
2 content 1 consumer/directions
1 Field Test Passage
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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
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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
Format
Selection paragraphs are numbered if a question refers to a paragraph and the selection is more than four paragraphs long.
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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
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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.
North Carolina Thinking Skills
Knowing Organizing Applying Analyzing Generating Integrating Evaluating
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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
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Knowing According to the selection, what is
the main reason… According to the selection, which
statement is true? Which of the following describes…?
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Basic Thinking Skill: Organizing
Processes Comparison Classifying Ordering Representing
Verbs Categorize, group, classify, compare, contrast
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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?
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Grade 3
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Grade 4
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Grade 5
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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
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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
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
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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
Mid-Level Thinking Skill: Generating
Processes Producing new information, meaning, ideas Inferring Predicting Elaborating information
Verbs Conclude, predict, infer, explain, elaborate
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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?
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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
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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?
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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
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Evaluating Why does the author compare (x)
to (y)? Which is the best clue that…? What can a reader tell about
(character) from her…?
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Question Sort
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Comprehension Challenge
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Your Turn!!!
Take the EOG!!!
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Every Pupil Response
Turn and Talk Fist of Five Signal Cards
Yes/No True/False A/B/C/D
CPS System
Remember
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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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As you read this poem, imagine how the seal moves. Then answer the questions that follow.
Seal by William Jay Smith
See how he dives
From the rocks with a zoom! See how he darts 5
Through his watery room Past crabs and eels
And green seaweed, Past fluffs of sandy
Minnow feed! See how he swims
With a swerve and a twist, 10 A flip of the flipper,
A flick of the wrist! Quicksilver-quick, Softer than spray, 15 Down he plunges And sweeps away; Before you can think, Before you can utter Words like "Dill pickle" 20 Or "Apple-butter," Back up he swims Past Sting Ray and Shark, Out with a zoom, A whoop, a bark; Before you can say 25 Whatever you wish, He plops at your side With a mouthful of fish!
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 fishC. To show the movement of a sealD. To explain how the author feels about seals
Category: Critical StanceThinking Skill: AnalyzingKey: c
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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 StanceObjective (G6) 4.02Thinking Skill: AnalyzingDifficulty Level: HardKey: A
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5. Lines 1 through 15 appeal most to which sense?
A. sightB. smellC. soundD. taste
Category: Critical StanceObjective (G6): 5.02Thinking Skill: OrganizingDifficulty Level: EasyKey: A
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“Show me students who can write (answers), and I’ll show you students who can pick (answers).”
-Roger Farr
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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
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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.
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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.
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QAR: Where Do You Find the Answer?
In My HeadAuthor and MeYou have to think about what you already know and what the author is talking about in the text to find the answer. On My OwnYou have to think about what you know, applying prior knowledge, to answer the question. The answer is not in the text.
In the BookRight 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.
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Did You Know?
If students do not understand 5% of the words, they will have difficulty comprehending the text if they comprehend at all.
EOG Vocabulary: Speaking the Same Language
Examples of EOG language
What is the effect of Brackets Bold print Subtitles/ subheadings
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Free powerpoint template: www.brainybetty.com
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– 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?
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.
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Eog word wall
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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.
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Testing Vocabulary Challenge
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Review Activities and Games Reading Jeopardy
Comparing Terms Testing Vocabulary Challenge I Have…Who Has Jigsaw Book Vocabulary Knowledge Rating/Sorts
Draw Me Vocabulary CharadesName That Category
Talk a Mile a Minute Triangle Trivia Card Games Bingo Wheel of Fortune
Marzano and others69
New Smart Board Games Text Structure Tic Tac Toe Connect Four
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Talk a Mile a Minute
Fiction
characters
setting
problem
solution
theme
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Talk a Mile a Minute
Non-fiction
heading
subheading
glossary
table of contents
bold print
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Talk a Mile a Minute
Graphic organizer
Venn diagram
box
arrows
sequence
empty
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Talk a Mile a Minute
significance
important
impact
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Triangle Trivia – Comprehension Strategies
200 Points200 Points
50 Points50 Points
100 Points100 Points100 Points100 Points
50 Points50 Points 50 Points50 Points
Summarize
Main Idea
Inference
Ask Question
s
Visualize
Make Connection
s
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Triangle Trivia – Recipe Terms
200 Points200 Points
50 Points50 Points
100 Points100 Points100 Points100 Points
50 Points50 Points 50 Points50 Points
ingredients
bake
utensils
whip/blend
equipment
directions
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Triangle Trivia – Text Features
200 Points200 Points
50 Points50 Points
100 Points100 Points100 Points100 Points
50 Points50 Points 50 Points50 Points
heading
graph
diagram
map
subheading
caption
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Triangle Trivia – Poetry
200 Points200 Points
50 Points50 Points
100 Points100 Points100 Points100 Points
50 Points50 Points 50 Points50 Points
simile
speaker
stanza
poet
metaphor
rhyme
Jigsaw Book
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Your students will be ready for the EOG!!!
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Please Visit Our Web Pages www.ncpublicschools.org/
accountability/testing www.ncpublicschools.org/
curriculum
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