If you are like every teacher I know, you are feeling … stressed. It results from many things: stacks of papers to grade, reading responses to catch up on, blog posts to comment on, your own life to organize, spring break taking too long to get here.
And, probably, The Test.
Whether it’s the AP test, the state test, the SAT test, I’m noticing that the words most on everyone’s lips right now are “but what about the test?”
Usually, I say, “Don’t worry about the test.”
Today I say, “I get it.” Because a few weeks ago I received fall test results on my third grader. The state labeled him “Basic.” This kid who at 9 earned a black belt in martial arts. Who competed in a chess tournament for the first time, who carries a Big Nate book with him everywhere he goes. The state was telling me, a mother who is also a teacher, he barely met the 3rd grade benchmark. Well, I freaked out.
Even though I work with teachers and reminding them that their students are more than those test scores …when I saw these numbers, I forgot myself for a moment. And so I called his teacher. And she so beautifully, gently, and wisely reminded me: “He’s is more than a test. He’s doing great.”
I share this to say that even though I am not currently in a classroom, I get how these numbers can make us forget ourselves. I know we’re going to worry about the test. But, also, can we stop? Can we please remember that we’ve been doing the dang thing all year?
Today, this week, next week it’s not the time for “test prep”. We’ve been prepping. Perhaps we should rename this window of time Test Transfer?
What does this Test Transfer look like in action? I love the ideas Lisa Dennis writes about in her post 5 Ways To Avoid the Trap of Test Prep. These are excellent routines to put into place all year to help you feel more prepared.
I love too how Nancie Atwell suggests treating test writing as its own genre (see Lesson 56 in Lessons That Change Writers for a great example).
Standing on the shoulders of these folks, along with work started at the Ohio Writing Project with my colleagues Beth Rimer and Megan Rodney, we have been approaching these weeks as a chance to show students how to transfer their learning to the test:
Demystifying The Prompts
Using chart paper, we print out the writing prompts only, allowing students to walk amongst the prompts and think about what they notice (these are easy to grab in a screen shot from your state’s student practice test site). We ask: What do you notice a writer has to do when they show up at this writing? We outline the steps together, even making a game plan. First, we do this. Next we do this. Then we write.
Then we practice just the planning part. We project another writing prompt, and we again practice the planning. We get faster and more fluid. It becomes no big deal because the students see, “oh, we’ve been doing all these steps. Now I get to show it off.”
Thinking About Our Thinking
One of the things my colleague Kelly Taylor started to notice is that her 6th graders weren’t necessarily missing questions because they didn’t know the answers. They just weren’t reading the questions correctly. Duh, right? But once she began showing just questions and talking about how she would go about thinking about how to answer it, kids slowed down. She pulled the curtain back and helped kids develop a vocabulary for thinking about their thinking. We often assume they know how to do that. They didn’t.
We don’t want to send students blindy into a testing situation. That’s not fair to them, and it doesn’t set them up for maximum success. Instead of just giving them a bunch of practice tests, I like how Kelly is taking apart those tests, just like we do with any genre, and holding it up to the light.
Relaxing, Kind Of
We are trying to remember that in every core class, in every grade, we are up against a “BIG TEST.” And the kids are picking up on that tension. What we don’t want to do is do so much test-prep that by the test comes along, kids are completely burnt out. So, we’re reading more poetry. We’re looking at picture books. We’re collecting novels in verse for a book club that will take place during testing. We’re remembering that for six months we’ve been hard at work teaching these kids how to read, how to think, how to write.
Last week we played Minute to Win It games as we reviewed questions. In between questions, we played games. We laughed. We worked hard. We transferred learning.
Take a moment to look back at the post I wrote last year about teachers. Our students are as ready as they’re going to be. Trust yourself that you’ve done the work. Cheer them on as they head into the testing season.
And remember the words of my son’s third grade teacher: You are more than a test. You are doing great.
Angela Faulhaber is a literacy coach in the Cincinnati, OH area. She is on her first day of spring break today and reserving all the books from the library to devour.