Grades 35 EOG Reading Comprehension Test: Update and Instructional Implications

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Grades 3-5 EOG Reading Comprehension
TestUpdate and Instructional Implications

• Videoconference
• January 29, 2003

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Presenters

• Mary Rogers Rose, DPI
• Linda Bassetti, Randolph Co. Schools
• Pan Allen, Charlotte Mecklenburg Schools
• Katy Dula, Charlotte Mecklenburg Schools

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Presenters

• Kathy Bumgardner, Gaston Co.Schools
• Sharon Collins,Wake Co. Public Schools
• Beth Ware , Wake Co. Public Schools
• Frances Fincher, Raleigh NC

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Session Objectives

• Highlight changes in the End-of-Grade Reading
  Test
• Note alignment with the ELA SCOS objectives

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Session Objectives

• Share new sample selections and items
• Consider some connections for instruction

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Session Agenda

• Overview of Reading Comprehension EOG Test
• Test Structure
• Linking the NC Curriculum and the EOG
• Instructional Connections
• Developing Strategic Readers

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Session Agenda

• Instructional Connections
• Unpacking the Questions
• North Carolina Thinking Skills
• Questioning

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Session Agenda

• Instructional Connections
• Maintaining Student Engagement
• Vocabulary Strategies
• Developing Strategic Readers

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Grades 3-5 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

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NC End-of Grade Test in Reading Grades 3-5
2003

• Emphasizes comprehension
• Assesses vocabulary through application and
  understanding of terms in context
• Requires reading different types of text

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NC End-of Grade Test in Reading Grades 3-5
2003

• Engages students in complex, comprehensive
  reading and thinking
• Involves critical analysis and evaluation
• Measures higher order thinking skills

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NC End-of Grade Test in Reading Grades 3-5
2003

• 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 Grades 3-5
2003

• 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 Grades 3-5
2003

• 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 Grades 3-5
2003

• 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

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Changes in the Reading Comprehension EOG

• Grades 3-5 2003 Test
• (1999 Standard Course of Study)
• Includes 50 items
• Organizes by category
• Includes goals 1-3 of SCOS

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Changes in the Reading Comprehension EOG

• Grades 3-5 2003 Test
• (1999 Standard Course of Study)
• Uses 8 selections
• Divides content
• 60 literary/
• 40 informational

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NC End-of Grade Test in Reading Grades 3-5
2003

• Text Types
• Literary 60
• 2 fiction
• 1 nonfiction
• 1 poem
• 1 drama

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NC End-of Grade Test in Reading Grades 3-5
2003

• Text Types
• Informational 40
• 2 content
• 1 consumer/directions

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Changes in Testing Vocabulary

• Selection
• According to the selection
• Based on the information in the selection
• Which of the following belongs in the empty box
  in the graphic organizer?

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Changes in Testing Vocabulary

• Narrator (narrative selections)
• Speaker (poems)
• Most likely
• Most similar

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Format Changes

• No not or except questions are used
• Purpose setting statement are printed in plain
  text
• Most selections are printed in familiar two
  column format
• Drama is printed across the page in standard
  drama format

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Format Changes

• Poem lines are numbered in standard poem
  numbering (every five lines) if a question refers
  to lines.

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Format Changes

• Poem lines quoted in questions are indicated with
  backward slash marks.
• For example
• /Roses are red/

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Format Changes

• 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 Changes

• 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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Test Blueprint

• Questions are classified by
• Category
• Thinking skill level
• ELA curriculum objective, and
• Difficulty level

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Genesis of the Categories

• Adapted NAEP Framework
• Align with SCS
• distinct, measurable categories
• Align NC EOG with national assessments

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Cognition-30

• Refers to the initial strategies a reader uses
  to understand the selection. It is about purpose
  and organization of the selection. It considers
  the text as a whole or in a broad perspective.
  Cognition includes strategies like using context
  clues to determine meaning or summarizing to
  include main points.

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Cognition-30

• Initial understanding Key concepts and features
• Purpose
• Main idea
• Supporting details
• Summarizing main points

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Cognition-30

• Vocabulary in context
• Multiple meaning of words
• Text features
• Reference materials
• Book parts

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Cognition Question Examples

• What is the main idea of the selection? (purpose,
  summary)
• Based on the context of paragraph 3, what does
  XXX mean? (vocabulary in context)
• What is the purpose of the first subheading in
  the selection?

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Cognition Question Examples

• Which of the following best describes Joe?
  (clearly stated in the selection)
• Why does the selection include illustrations/a
  list of materials, etc.?

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Interpretation-35

• Requires the student to develop a more complete
  understanding.
• It may ask students to clarify,
• to explain the significance of,
• to extend, and/or to adapt ideas/concepts.

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Interpretation-35

• Digging Deeper
• Make inferences
• Draw conclusions/Make generalizations
• Identify tone/mood
• Determine meaning of figurative language
• Make predictions

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Interpretation Question Examples

• What is the significance of Joes decision to buy
  the bicycle?
• What is the tone/mood of the selection?

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Interpretation Question Examples

• Based on the selection, what will most likely
  happen next?
• Which of the following best describes Joe? (not
  clearly stated in the selection)

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Additional Interpretation Question Examples

• Which quotation from the selection tells the most
  about _____?
• Which statement about _____ is supported by the
  selection?
• Which conclusion is best supported by information
  in _____?

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Critical Stance-20

• Refers to tasks that ask the student
• to stand apart from the selection and consider
  it objectively. It involves processes like
  comparing/contrasting
• and understanding the impact of
• literary elements.

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Critical Stance-20

• Examine authors Craft
• Determine the impact of literary elements
• Determine effect of authors word choice,
  purpose, and decisions

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Critical Stance-20

• Compare and contrast
• (within text)
• Evaluate accuracy of information and ideas

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Critical Stance Question Examples

• How is X different from Y?
• How does Joe change from the beginning to the end
  of the selection?
• What is the effect of beginning the selection
  with ______?
• What is the most likely reason the ___ is
  included in the selection?

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Additional Critical Stance Examples

• In lines ____ and ____ why does the author most
  likely repeat the phrase _____?
• What does the author most likely begin and end
  the selection by saying _____?
• With which statement would the author most likely
  agree?

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Critical Stance Examples

• Based on the information in the selection, which
  of the following relationships is most similar to
  the relationships below?
• XY
• (All relationships found in the text.)

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Connections-5

• Refers to connecting knowledge from the
  selection with other information and experiences.
  It involves the student being able to relate the
  selection to events beyond/outside the selection.
  In addition, the student will make associations
  outside the selection and between selections.

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Connections-5

• Go beyond the text
• Text-to-text
• Text-to-world

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Connections Question Examples

• Which experience is most similar to Joes
  experience in the selection?
• How would this experience help Joe the next time
  he buys a bicycle?
• People who play this game are most likely to have
  which of the following characteristics?
• Which experience most likely helped the author
  write this selection?

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Additional Connections Question Examples

• Which part of this selection could be true in
  real life?
• Based on the information in the selection which
  of the following relationships is most similar to
  the relationship below?
• XY
• (Initial relationships from text, others from
  outside experience.)

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Linking the SCS to the Reading EOG

• Direct and Embedded Objectives
• Direct Objectives
• Assessed directly by a multiple choice question
• Embedded Objectives
• Represent background knowledge
• Include skills and strategies readers apply to
  comprehend selections and answer questions

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Question and Answer

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Unpacking the Questions

• Read the question and examine the question stem.
• Read all the answer choices.
• Highlight vocabulary that may be unfamiliar to
  students.
• Determine needed background knowledge.

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Unpacking the Questions

• Analyze each answer choice.
• Explain why one answer is correct and the other
  three are not.
• Identify the NC Thinking Skills needed to respond
  correctly.
• Identify the NCSCOS goals and objectives
  represented in the test item.

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Spud Sample Question

• Category Interpretation
• Thinking Skill Integrating
• Difficulty Level Hard
• Objective 2.05
• When the speaker describes Spuds ideas, he says,
  Ive regretted listening to any of them.

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Spud Sample Question

• What does the speaker most likely mean?
• Spuds ideas always got the speaker
• in trouble.
• Spuds ideas were not popular with
• the class.
• Spuds ideas were not what the
• speaker wanted to do.
• Spuds ideas always were the same.

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North Carolina Thinking Skills

• Knowing
• Organizing
• Applying
• Analyzing
• Generating
• Integrating
• Evaluating

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Analyzing Questions

• By what the students must bring to
• the question (Unpacking the Question)
• By NC Thinking Skills
• By QAR Question-Answer-Relationships

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QAR Where Do You Find the Answer?

• In the Book
• Right There (Cognition)
• 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
• (Cognition, Interpretation)
• You need to look in different parts of the text
  to find the answer.

• In My Head
• Author and Me
• (Interpretation, Critical Stance, Connections)
• 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
• (Interpretation, Critical Stance, Connections)
• You have to think about what you know, applying
  prior knowledge, to answer the question. The
  answer is not in the text.

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Owls

• What is the most likely purpose of the last
  sentence?
• What does the word nocturnal tell the reader
  about owls?
• Based on the information in the selection, why
  might owls have been the subject of superstitions
  throughout history?

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Keeping Students Engaged
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EOG Vocabulary Speaking the Same Language

• Examples of EOG language
• Stanzas
• Italics, italicized words
• Parentheses

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EOG Vocabulary Speaking the Same Language

• Examples of EOG language
• What is the effect of
• Brackets
• Bold print
• Subtitles/ subheadings

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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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Instructional Strategies to teach the EOG
Vocabulary

• Create an EOG Word Wall.
• Review vocabulary
• Word sorts
• Im thinking of a word..
• Games such as Bingo, Go Fish, Memory, etc.

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What the research says How to develop strategic
readers

• Effective Teaching Practices
• Planning well
• Engaging the learner

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What the research says How to develop strategic
readers

• Supportive Learning Environment
• Opportunity
• Materials
• Talk
• Writing
• Connections

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Please Visit Our Web Pages

• Testing
• www.ncpublicschools.org/ accountability/testing

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Please Visit Our Web Pages

• Curriculum
• www.ncpublicschools.org/ curriculum