The Future Is.... NOW!

Computer-Based testing Strategies in ELAR

Strategies for test-taking are one of the most important things we can teach our students.  It is the knife to the hunter; the wrench to the handyman.  If standardized testing is the dragon, strategies is the sword we arm our kiddos with to take down the beast!

This year a "new" test form (or "beast")  has emerged; the computer-based test!  The most terrifying component was that the strategies we previously had were designed for paper-based tests.  

For the students, it was like encountering a "new world" beast with "old-world" weapons, and not enough time to figure out how to take the beast down.

So what did I do?  

I created a set of computer-based testing strategies for students to use, of course, that link the bridge between the paper and the keyboard.  There is a graphic organizer that goes along with the strategies also (see below), that is a helpful companion.  I will add the strategies below, however, keep in mind that these, like anything in this world, will evolve.  The strategies grow and change with the test, so I will do my best to keep any alterations and improvements posted.  

If I use my imagination, I can easily foresee ALL testing moving towards the computer format.  I mean, why not?  It's convenient, earth-friendly, and ideally, more efficient.  However, the future is now, and the time to think about computer-based test strategies is upon us.  If you would like a copy of the graphic organizer, would like more information, or even have a suggestion, please comment.  The goal of a teacher is to educate students, not just the kiddos in one's own class, so I am happy to help in any way I can;-)

Reading Strategies for Computer- Based Testing 

1.      Get comfortable and get your space in order.

a.       Locate your computer, computer mouse, scrap paper and pencil.

2.      When you log on to take the test, ask yourself: “What tools will help me be a better test taker?”

a.       Your test tools include: a highlighter, eraser, pencil, note pad and an X to cross out answers you think might be wrong.

b.      Your Accessibility Panel includes:      

                                                              i.      Text to speech: where you can have the questions read to you out loud by the computer

                                                            ii.      Zoom: if you need the screen bigger

                                                          iii.      Color and Contrast: if you think you could read better if the screen was a different color or was brighter or darker.

                                                          iv.      Place marker: a bar that helps to keep your place as you read

3.      Take a deep breath.

a.       It is easy to rush through computer tests, so breathe deep, take your time, and do not rush.

4.      Make a prediction:  highlight the title of the passage using your highlighting tool at the top of your screen and look at any pictures that may be included. 

a.       Write the title of your passage on the line in your graphic organizer.

b.      Make a prediction on your graphic organizer what you think the passage will be about.

c.       Decide whether you think the passage is fiction or non-fiction

5.       Read through ALL the questions before you read the passage.

a.       Use your highlighter tool to highlight your KWIQ words as you read.

b.      Using your graphic organizer, number the questions and write down your KWIQ words.

c.       If the question specifies a certain paragraph, write that down!

6.      Read the passage

a.       As you read the passage, highlight the parts of the passage that answer your questions or refer to your KWIQ words.

b.      If you can, answer the questions as you read the passage.

c.       When you are done reading the passage, answer the remaining questions.

                                                              i.      ALWAYS flip back to the passage to find text evidence to support your answer.

d.      If you can eliminate an answer use your X tool to cross out that answer.

e.       If you think an answer choice might be correct, use your pencil tool and draw a + sign by the answer.

f.       Read through ALL answer choices before you click on the bubble.  Sometimes there are two possible answers, but you have to pick the BEST answer.

7.      Paired Passages

a.       Use the same strategies as you would with any passage.

b.      Read only ONE passage at a time.  Answer the questions for that passage.

c.       Read the other passage. Answer the questions for that passage.

d.      Then, answer the crossover questions using the same process of elimination.

Graphic Organizer:

Web 2.0 Applications: Glogster

Working With Glogster

Glogster is a relatively simple Web 2.0 application to use, and is dynamic in terms of the content areas it can be utilized in.  In the instance above, I created a report for a short story my pre-AP students are currently reading.

I can definitely see the potential in using Glogster, particularly if I were to assign certain students a certain literary device to look for in a story.  It would be a great indicator of a students comprehension of literary devices, literary analysis, and coherent understanding of plot.  I could see this also being useful in any other subject, particularly in checking for student understanding.

While these e-posters are certainly visually appealing, the major set-back is that you are limited by the cost of being a Glogster member. It is $95 for one teacher + 125 students per year and $390 for up to ten teachers and 250 students per year.  Moreover, when using the free version, you have certain limitations that prevent you from truly getting the full Glogster feel (such as embedding videos in the poster).

That said, if you would like to utilize this, you would definitely need the help of administrators to fund this.   It would be worth it, if you think you and your team have the time and resources to get your (or rather the districts) money's worth.


Here's the link to my Glogster poster :)

"Roman Fever" Glogster

Cursive is dead, and we have killed it!

Is Cursive Relevant in the ELA-R Classroom?

As education tries to catch up with the increasingly viable importance of technology in the classroom, the question I find myself asking as a middle school ELAR teacher is "is cursive still relevant?"  As a member of the Millennial Generation I was one of the last groups of children where the ability to write in cursive was decidedly important, as it was core to the curriculum teacher's based their lessons upon.  Now as an educator myself, I find that few middle school students know how to write in cursive.  In fact, cursive writing has altogether been removed from many state teaching standards for elementary school.

While I can understand how the teaching of cursive has become devalued in a society where the future is in the ability to understand how to use computers and engage in technology, my problem becomes why cursive lessons have not been replaced with typing lessons?  Now, the students entering into the middle school classroom are unable to write in cursive and unable to type.  This is a major problem when it appears that typing is something students are taught in high school (sometimes), and the ultimate desire of any modern-day educator is to integrate technology in the classroom in every level of education.  Furthermore, the inability to type creates students who are fearful of expressing their thoughts on a computer.  Rather than enhance  expression, anything where typing is necessary becomes more of a hindrance to students.

The unfair assumption has become that the ability of students to access social media means that they are media-literate.  This could not be further from the truth.  Sure students can text, upload selfies, and make minuscule comments on their friend's status', but that is a far cry from being able to type a research essay or collaborate with peers in an online discussion about the various themes found in a text.

My proposition is: teach students typing in elementary.  

By students entering into middle school and high school with the necessary foundations of media-literacy we can open the doors of possibility for educators to use technology in the classroom, and for the students to have the confidence and necessary tools in their belt to dive in and express themselves with full confidence.

While there are many educators out there in the United States who have entering into the classroom students who are fully capable of typing, among many other skills in terms of their interaction with technology, the group of students borne into a lower socio-economic standing do not have these skills.  In order to level the playing field for students of every background, typing needs to become a part of the elementary school curriculum.  

Yes, cursive may be dead in education, but there needs to be a replacement that speaks to the needs of the tech-savy society our students live in.

Video:  "Cursive is Dead!"