Beyond March Madness: Fruitful Practices to Prepare for High-Stakes ELA Tests

Successful implementation of the Common Core State Standards (2010) will require an alignment between learning standards, effective instruction, and the new assessments designed by the Partnership for the Assessment of Readiness for College and Career (PARCC) and Smarter Balanced (SB) consortia. Bot...

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Bibliographic Details
Published in:The Reading teacher 2013-10, Vol.67 (2), p.121-125
Main Authors: Dougherty Stahl, Katherine A., Schweid, Jason
Format: Article
Language:English
Subjects:
Accountability
Art teachers
Childhood
Children
Depth of (higher level
Depth of (higher level, literal level, etc.)
Educational standards
etc.
Intervention
Language arts
Learning
Listening comprehension
Literacy
literal level
Policy
Prior learning
Reading comprehension
Reading instruction
Reading teachers
RESEARCH INTO PRACTICE
Risk assessment
Rubrics
Standardized
Standards-basedComprehension
Teaching
Teaching methods
Writing instruction
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Summary:Successful implementation of the Common Core State Standards (2010) will require an alignment between learning standards, effective instruction, and the new assessments designed by the Partnership for the Assessment of Readiness for College and Career (PARCC) and Smarter Balanced (SB) consortia. Both the CCSS and the new generation of assessments call for students to comprehend and respond to complex texts using text evidence and high levels of thinking. Traditional test preparation that focused on isolated skills is not likely to be effective in preparing students for success on the PARCC or SB tests. Instead, fruitful practices are likely to be (a) teaching integrated content units, (b) teaching comprehension strategies, (c) providing opportunities for high levels of speaking, listening and thinking about texts, (d) using official writing rubrics, and (e) providing diagnostic interventions for at‐risk readers.
ISSN:0034-0561
1936-2714
DOI:10.1002/TRTR.1199