[1956BD]

For the reading test I teach my students to read the questions first. Then as they read the story they know what information they are looking for. If they see an answer I teach them to underline it. When they have finished reading the story then they have to read the questions again. I make them go back to the text to find the answer. They have to read all four responses and cross off those that they know are not correct and then select the best answer and mark it. Then, next to the question, I make them write the paragraph # where they found the answer. In our test the paragraphs are numbered, but students could learn to do that too. This information also has to be underlined in the paragraph. It is a great deal of work and takes time, but it works because of all the rereading and searching. Our test is not timed so they can work as long as they need to.

I use the analogy of detectives with my students. I tell them that a good detective always checks his or her fact several times. If that means rereading or checking more than once for proof. that's O.K. I do a great deal of modeling this procedure with them, using sample test stories. Then I let them try one story on their own, then two, then three and finally one whole test of four stories about a week before the test. We go over their mistakes, most of the time in small groups.

In math I think the most difficult part is word problems and figuring out what operation needs to be done to solve it. We practice problem solving all year to prepare. I really emphasize the key words and phrases that mean add, subtract, multiply and divide. Vocabulary is important. The second thing that I think makes it difficult for the child is that the test is a mixed review. They have to do an addition problem, then division, then geometry, then number line , then subtraction..... You get the idea. That means their mind has to keep switching gears. In class we don't teach that way. We focus on multiplication for a couple of weeks, then geometry for a couple, then measurement for a couple, until we have taught all our units. That way of teaching is needed for the new material we have to teach, but at the same time we need to constantly be reviewing what they have already learned.

I teach math for an hour and a half each day. I spend an hour on my focused lesson or unit for that week. Then I spend a half hour on math fluency. We do a mixed review sheet each day so they learn to switch gears like they have to on the test. We also do timed tests on facts, review different types of problem solving, telling time, measurement, geometry vocabulary and anything else we have already learned.

When I started doing math fluency with my students I started seeing higher math scores on the state test.

I hope some of this helps you and your students.