ELA Test Prep Strategies for Success with Custom Classroom by Angela

Kirsten 0:09

This is the social studies teacher podcast, a show for busy elementary teachers looking for fun and engaging ways to easily add social studies into their classroom schedule without feeling overwhelmed or pressed for time. I'm Kirsten at the southern teach, an educator and mom who is passionate about all things social studies. I love sharing ideas and strategies that are low prep and easy to implement. So let's dive in together.

Kirsten 0:46

Hi there, and welcome to another episode of the social studies teacher podcast. I am on video today because we are doing a three part test prep series during the month of March. So we are starting with ELA test prep strategies. I have Angela from custom classroom by Angela on the podcast today, she goes into really great detail, giving some strategies for success and just thoughts and ideas that you can implement with your upper elementary students. So without further ado, let's dive in and listen and watch this episode.

Kirsten 1:23

All right, so I'm so excited to introduce my very first guest to the social studies teacher podcast. Welcome Angela. Thanks for being here.

Angela 1:33

Yeah, it's exciting to be here. Thanks.

Kirsten 1:36

So I did want a little background of like your background as an educator, just any helpful information that the listeners would like to know.

Angela 1:46

Yeah, I think one of the most relevant things for our topic today is my background in test prep. So I did teach for a couple years in second grade and fourth grade and then sixth grade, but a majority of my time I spent doing intervention with kids who are trying to pass standardized tests, and that led me to realize kind of the lack in test prep materials. So I've spent, oh man, over 10 years now, writing test prep materials for different states, like mostly Texas, but also Florida and California and a couple other states and nationwide. And so I feel like having a strong foundation and understanding the test has kind of helped me help other teachers and educators make it less of a daunting task, I guess, to accomplish with their students.

Kirsten 2:40

It is pretty tricky, because once you get into upper elementary and middle school and all of that, there's that high stakes component that you don't see in primary grades, and you might have a wide range of students depending on where you teach. So that's definitely admirable what you have done in the classroom, and what you do now to help teachers with test prep. So that's pretty much our topic today: test prep, ELA, like different strategies - so just starting off, what do you think would be the toughest part of getting students ready for those high stakes, ELA tests?

Angela 3:20

I would say one of the hardest parts is really preparing students for the testing format. And many students, especially upper elementary like we talked about, are brand new to this experience. So most states don't start till third grade, and when kids are having these tests, they're learning an entirely new skill. So becoming a strong test taker is very different than simply understanding your content or what you're like normally teaching them. And high stakes testing often looks completely different from what students would normally work on in the classroom, or even compared to normal progress monitoring assessments that are commonly used. And so really the first challenge is helping them to feel comfortable with the testing platform itself. So now it's primarily online, which is a whole new thing to think about with these littles. I mean, when you're third, fourth, fifth grade, that's a lot. And so it's important to literally show them what it looks like, get on the computer, navigate the tools, click through the questions, you know, get used to that platform so it's not foreign to them. And when kids know exactly what to expect, they're more likely to feel a sense of relief instead of feeling overwhelmed when when sitting down to the test, because it's not a completely brand new feeling for them.

Angela 4:43

And the second challenge is really consistently exposing them to questions, and the types of questions are often phrased in like, very weird, unnatural ways, especially compared to like, what you do on a normal day and so a lot of times there will be multiple choice, or more than one answer, or they have to select, like, two different parts of a question. Nowadays too, there's even like interactive components where they'll have to, like, drag and drop and kind of figure out, build a table. Like learning these and becoming familiar with them really helps them so it's not navigating completely uncharted waters. Otherwise it would add unnecessary stress, like just expose them to it let them know what's coming. If you have a good plan and you expose them, then regular practice with these types really helps students feel comfortable, and that goes a long way in kind of boosting their mindset and confidence, which are critical for performing well, and when students feel prepared and know what to expect, and they can focus more on showing what they truly know, what they've learned, rather than this distraction of kind of the unknown. So really, what I'm getting at is, you know, expose them, let them see what it's like, know the questions, and you know, they'll just feel more confident and they'll be less stressed come actual testing day.

Kirsten 6:08

I love all of that and I hear like I hear you say that there's basically a disconnect between what they're normally doing as far as showing what they know in the classroom they might be doing projects or other just different ways to show learning. And then there's the test. It's standardized across your state, it's the same test everybody takes in the grade level, and sometimes that's just like night and day, mostly because I feel like it's not exactly the most fun way to show learning throughout the school year. So I can definitely see how that is the really hard part, because I know firsthand, of course, like some students are super like they're super good at showing like they'll write a really great paragraph or essay or just even talk about what they know, but then they are just not the best test takers. I'm one of those people. I'm not a good - I've never been good at that kind of stuff, but yeah, it can be super tricky trying to navigate all of that.

Kirsten 7:08

So what I wanted to ask next is if you have any simple ways that teachers can help students understand how a test is structured. Because, like you said, there are some states that have been online for a while, but for example, Texas has just recently, within the last couple of years, transferred completely to all online. So what are some ways teachers can help students understand that test structure that they're expected to know on test day?

Angela 7:37

Yeah that's a great question, because it is so important. There's a lot of simple ways that can be very effective to help students kind of really understand how it's structured, and as a result, build their confidence on testing day. And so one of the most important I kind of touched on this earlier, is repeat exposure to the questions. So if your specific state uses multiple choice, or like a type of written response, or even like a digital interactive thing, it's really important to actually practice that. So have resources. If your state's online, give it to them online sometimes that I know pen and paper can be so important, but they also need to see the connect in showing their knowledge online in different ways as well. So just being comfortable with using whatever digital device they have in the classroom that they're actually going to test on, and be comfortable with, like the digital tools on the platform too, is also huge, because there's components where maybe there's a ruler that's on the computer and you have to measure with that on a screen versus like in real life it's totally different. So you know, you gotta think about kind of those little things and practicing it throughout the year.

Angela 8:48

But beyond that, one of the best strategies, really, that I've found is to find, like, a natural spot in your daily routine to consistently incorporate test questions. And for me, personally, I love the warm ups for this, and it's the perfect opportunity, because almost every classroom, regardless of your subject, whether you're doing social studies or math or ELA, there's a moment where you're beginning that lesson or that activity or that chunk of the day, and you're transitioning. And so it's like a natural spot to kind of insert test like questions. So if you find that spot in the day, then it's easy to just do it consistently, every day your students come to expect it, it's like a natural part of the day, and when the questions are then formatted like the test, now, students are gaining daily exposure to what the test might feel like, and then it's less overwhelming. I mean, really, this repeat exposure is one of the most important things you can do, so that you don't get lost in kind of the fast track of the year, and then suddenly it's February or March and you're panicking to cram for test prep because you're like, Oh my God. Like this idea I had didn't work, and then we forgot to do it, or we, you know, we moved on to other things. And so it's just an easy way to practice all year in, like, small, manageable ways. And so I like to think about it with an example. Here, I'm going to use a marathon as an example, and it's perfect for you Kirsten, becauseyou just ran a half maratho, amazing, like more power to you there.

Kirsten: 10:27

Thank you.

Angela: 10:28

So I, you know, I think about it, you can tell kids like, you're not going to just wake up and run 26 miles with no preparation, right? Instead, you're going to train in like these little, small increments over weeks or months, and gradually build your stamina and your competence. And so the same goes for preparing students for a test. You need to practice a little bit consistently throughout the year, so you're building those skills, you feel confident, kind of step by step in little chunks, so that those types of questions, that vocabulary, it becomes second nature. It's just something you're used to seeing. And so this approach has worked well, from what I've seen my times doing intervention or working with teachers now, more recently, is it's it's just a great way to prepare for state tests. And the repeat exposure helps students not only recognize every style of question the test might throw at them, but it also helps them build trust in their abilities. And by the time testing day arrives, they've already experienced success with these types of questions and so they walk in knowing they know what to expect, they feel prepared, and so it's really the key here is consistency and finding a way where you could hold yourself accountable, that you'll know I can do this every day and I can stick with it, and not trying to reinvent the wheel and come up with some amazing, big, cutesy project that is hard to keep up with when we're overwhelmed, there's too much going on, so find a simple way to kind of incorporate this every day and that's really a huge step in the right direction for students to feel successful.

Kirsten: 12:10

I love that analogy, the half marathon or marathon analogy. And I also think back to when I was in the classroom, back when the tests were on paper. We had to teach them how to, like fill in the bubbles, especially like math tests, where it's not multiple choice, where they have to write in their answer and the correct way to put it in the right place value once they find their answer. So and I think I recall at a conference you recently presented at you talked about how like if they're writing a constructed response or something like that, and they have the little space to plan and just practicing in a Google Doc or some type of space to practice, planning it out on the online device rather than on paper, just so that they get used to the different tools that they might have to encounter. So that's always helpful.

Kirsten: 13:00

Okay, let's talk vocabulary, because, like you said, there are just, like, random questions, the way it's phrased or worded is just like, What are they trying to say? And there's always those specific phrases that they'll put in. So what are some easy ways, as far as, like, tricky vocabulary that teachers can help students break down the tough words that might be in a test?

Angela: 13:29

Standardized tests love to throw in tricky vocabulary and so to kind of start off, one important thing to think about is content vocabulary versus testing vocabulary, which are two completely different things. And let me kind of put an example out there. I found this social studies question in Texas, and I thought it was interesting. It said, have students identify which characteristics are associated with the American Revolution era and which are associated with the Civil War era. And so I thought it's interesting here, because, you know, there is the content vocabulary in there. Students need to know about the American Revolution, they need to know about civil war, but there's a lot to unpack in this question. So if students don't understand what the word characteristics means, or even like what associated means, then they're gonna struggle to even understand, you know what it's asking. So even if you have a student that you felt like in class really grasped the concept, and maybe they were like, super into the American Revolution, they know everything about it, well, they could still get this question wrong simply because they don't understand what it's asking. They don't know the other key words. And so you can't forget about those hidden words within the question that you really need to unpack in addition to the content. And so we need to remember that students also come from a variety of backgrounds, whether it's home life or their language exposure or just like other circumstances in life, that many of these students might be impacted simply by the vocabulary because they haven't been exposed to it. They haven't been asked questions in that way. And so we can't assume that just because we taught the content we covered, let's say the Civil War, that students are going to automatically understand that question. And so this goes back to I was kind of talking about teaching test taking skills and helping students become familiar with that common language that's used in standardized tests. They need to know what these words mean, like how to approach them, so that really they can process the question, to understand it and actually respond. Because ultimately, all standardized tests are really a reading test, that's what it comes down to. The students have to be able to read, they got to comprehend the question, they got to process it, they need to know what it's asking to even begin to get to the correct answer. And so this understanding of the vocabulary is critical. And so with that kind of intro being said, I'll cycle back to you know, what are ways teachers can actually break this down and help kids understand. And so I like to think about, actually, like putting a bunch of questions in front of them to look at directly. And so I strongly recommend, let's say you put a question up for the whole class, and you color code it. You color code maybe, let's say you pick orange for the content vocabulary, and you highlight those and you know, kind of address what those mean and and hopefully that's what you've been talking about in class, so they understand those. And then you highlight some of the other words around it let's say in like yellow, and you ask kids, what do you think they mean? What are they asking? Like, what's your interpretation of what the exact word means, or what they're trying to get you to answer? And then this gives kids a chance to discuss as the class, and kind of form some connections to the words and understanding and this importance to detail, and like really taking the time to break down a question will expose everyone in the class to this new vocabulary, this specific test taking vocabulary, and help them kind of process what these words mean. And it also can be really helpful to put these on your classroom word wall to so it's not just content vocabulary up there, maybe in like a different color you have testing vocabulary. Because there's going to be some common words that students are going to see across all subject levels that are just normally come up in test like question. So the more familiar they are with them, the more they pop up, they see them around the classroom, they interact with them, they're going to become part of their normal vocabulary and what to expect. And I know there's very little time in the day, but it can make a huge difference to really stop and teach this vocabulary, because they're gaining skills, also not just in that specific word, but in navigating tests and helping themselves eventually feel confident and understanding what's exactly being asked of them. And so really kind of, to sum it up, helping kids understand content vocabulary versus testing vocabulary is critical. And also really just breaking down questions together as a class and pointing things out the vocabulary and this just gives them tools they need to tackle really tricky test like questions with confidence, because it's not just about the content the majority of the time, and so it's important to make sure they have skills to navigate the test so they can actually demonstrate what they've learned in class.

Kirsten: 18:36

That's a great answer, packed with really great tips too. I love the color coding part. I'm definitely, like a visual person, and I know, like, there's plenty of learners in our class, and so even just kind of seeing like those keywords, like, for example, the Civil War, American Revolution, that can kind of get them, like, geared up for the answers or possible answers, and then just being able to just continued practice with those tricky vocabulary like characterized by or inferred or best described, all of those little tiny words that might trip some kids up depending on what the word is. So love that answer.

Kirsten: 19:15

Well, I did some spying on your website before we did this interview, and you mentioned something about teaching students how to be smarter than the test. And I was just wondering if you could share some of your best test taking strategies. Like one of the ones I remember teaching about was, like the classic one, like you eliminate the answers that could not possibly be right, and so from there you're like, kind of narrowing it down. But do you have any other strategies to add on to that?

Angela: 19:44

Yeah for sure. I do love the phrase be smarter than the test, because it's a concept that's really empowering to them, right? Kind of like gamifying it. So I'll kind of think of it more of like an activity and a mindset here uh, more than, like, directly a strategy. Because if you get kids to think critically, then you can kind of open doors for success on on test prep. So what I like to do is frame it like a competition. And so I would say, you know, we're going to be smarter than the test. We're going to be smarter than the person who wrote these questions. And that mindset can kind of feel less intimidating and more like a game for them. And so to start, I would show students an example of a test question. We kind of go through it together. I love color coding, so I would highlight like a couple things, like key patterns. And so one of the main things I typically see that pops up on standardized tests is multiple choice, just kind of commonly used across all subjects. And so this one's a great one to try this activity with. And so typically, what I see is there's usually going to be one answer that's blatantly wrong, and kids can easily cross it off, which is kind of that normal thing. A long time ago, there was a lot more of those, and so that's less and less, but then I point off that, you know, there's that one that's way off, but there's usually one that's going to be really close to the correct answer. So there's gonna be the correct one, there's gonna be one that's really close, there's gonna be one that's like, pretty close and then way off. If you're lucky, you'll get two of their way off but that's not as likely nowadays. The testing has just gotten harder. And so I'll kind of mark those, like a check or a question mark if I'm thinking it's pretty good, or an x to kind of cross it out. And the goal here is to kind of let them see that pattern and tell them not to get tricked by that almost right answer. So after kind of going through a couple examples like this and walking through the process, I would flip the script on them and let them become the test maker. And so, you know, for example here, you could give them something very general. I'll use the ELA example, because that's kind of my specialty. But let's say we're going to think about the story The Three Little Pigs. Everyone knows it. We've heard it. We don't have to read anything to understand it. We've got that knowledge. And that would have then students write a let's say I want them to infer something about one of the pigs. I would have them write a multiple choice question. So come up with your question and then write your correct answer first. And then I want you to think really hard about a question that's almost correct but not quite right because of some small detail that you remember from the story. And then maybe another one that's kind of close, and then one that's off. And so I'd have them write that question, and then once everyone's written their question, have them trade with other people and see if did they trick other students? Were students able to not be tricked? And this can create a lot of debate, which is where all the magic happens, like, that's the best part, and trying to be able to debate, like, why one answer is correct over the other, and if two are like, almost exactly correct, then that's great, because then you have to dig even deeper and think, Oh, well, this specific little thing that I remember from the story makes this answer better than this answer, and hearing that justification from the person that wrote the test can be super powerful, because it's letting them realize that how I thought about the question is very different than how you thought about the question. And you got to realize like you're not in the mind of the test writer, so they're not thinking the way you think. They're thinking on their previous knowledge and how they're reading the test. And so you've got to, like, dig really deep and use all the resources in front of you. And ELA is a little bit different, because then, you know, you have a passage there and so you can actually look right at the passage and try to defend and prove, but still, in other subjects, you need to think back to what you've learned to be able to prove that answer. And so this process is incredibly valuable because it really promotes critical thinking that students are doing during a high stakes testing like this is happening all while they're going through the test. And then they can see how test makers design questions for these tests, and specifically to try to assess the knowledge and the skills, and they realize how important it is to base their answers on evidence and content versus just how they're thinking or feeling. And it also builds a natural habit of slowing down and thinking carefully and realizing like someone's trying to trick me here so I need to really pay attention, I can't rush. And it's best to just continue to practice this over time so then students get confident, and they are less likely to fall for those kind of tricky decoy answers. And honestly, the whole activity is really fun, like students love trying to outsmart their classmates and kind of like, be the test maker. And, you know, I think it's just beyond just the fun, then they're also building strong skills and analyzing questions and using evidence and defending their thoughts and reasoning. So, you know, I love, like, on a little bit of a tangent, and I write a bunch of test prep materials, and I'll have teachers reach out, and they're like, Oh, I think this answer is wrong. You know, my students said this and they debated. And I'm like, this is perfect. This is exactly what I hope for. It's like, a huge win for me. I'm like, if your students had to debate it, then this is great, because then, you know, they're thinking more critically, and if they can defend that other one, great. Give them credit. Like, that's awesome, but they had to think a little bit deeper about the text or the question, if they do truly feel that passionate about it. So you know, while standardized testing is by far, super far from perfect and doesn't completely assess kids, I know we have a variety of learners, it does create this opportunity to think deeper, and activities like this can give students a chance to think like a test maker. And then also, you're equipping them with tools to navigate challenging questions with confidence. And it's also helping them truly be smarter than the test and build these skills that they'll carry on with them, even beyond testing day.

Kirsten: 26:25

Yeah, I love that activity idea. That's a fantastic idea of just like, swapping in the minds of like, rather than being the test taker, you're the test creator. And so creating like, I could even see it like doing it throughout the year, or however often you want to do it, but just like thinking about the different genres that might be on the ELA test, you know, it'll depend, or even just like a paired passage, or something like that, kind of varying the different types of questions that they create based on the genre that they're going to be taking. So I really like that idea. I think that's a really great way, not only, like you said, to build critical thinking, but to just kind of, like, even on test day, like they're thinking, like, I'm going to be smarter than the test, thinking about those answer choices and like, really, you know, digging back into practicing this kind of activity. So yeah, I love that really great idea. And speaking of we're teaching them all these different test skills. There's that pressure usually, like, especially when it's like, coming close to test time. But really, throughout the year, there's always in the back of your mind, you're like, I gotta teach them all these things before test time. So there's a lot of pressure to teach to the test. And of course, sometimes it's not very fun, but the activity you talked about sounds very engaging and fun. So there's that activity you could do, but what are some other ways teachers can like, prep the students without it being overwhelming or dull? I guess, is the best word for it.

Angela: 28:02

It can be dull. Yeah, I love thinking about that phrase like teach to the test, right? It has a lot of different meanings, and it's thrown around quite a bit by people, most of the time, in a negative way. And so personally, I like to kind of reframe it, and it's not really teaching to the test, it's preparing the student with the knowledge, the skills they need to actually face this hurdle that they're going to have to overcome in school. So regardless of your feeling or opinions about the test, it's there, and so we might as well prepare them so they're the most confident they can be for this activity.

Kirsten: 28:42

And it's not going to end either. It's going to happen in middle school and high school, and then if you choose to go to college, there's always the SATs. So it's, it's kind of one of those things that you got to do.

Angela: 28:53

It's part of life. And so there's this one kind of example I've thought about for a while that I hopefully bear with me through it, but I think it's a good example of how testing is, and so I like to think about it like, imagine you've never stepped foot in a grocery store, okay, and someone's given you a shopping list of all these items you need to get. Well, you walk in, the layout completely unfamiliar. You're have no idea where the products are going to be. Like, how am I going to find a snack, what's organized where? It's a really overwhelming feeling, especially if you got, like, a time limit, like you got to find all this in a certain time, and it could take you a really long time to find things. I mean, I feel like this sometimes when I go to a new store, or they change all the aisles on me. But imagine now, like, before going to the store, you've at least been shown like a map. Maybe they're like, oh, produce is always here to the left, and like, old items are always on the back, and like, processed foods always here right, kind of in the middle or right in front of your face. And then you also got, like, some practice runs. You went to, like a Trader Joe's, you went to my favorite HEB, or you go to Walmart, and so you've seen, like, a variety of stores. And then now, if you had to walk into this certain one where you now have to do your list, you at least have a basic understanding of, like, how a grocery store work, even if a little bit of each one is different in there and slightly different aisles, just this exposure to the general structure and kind of flow of a store can make you feel a lot more confident in finding your items on your list. And so the process would be less stressful, you'd save time, you'd save energy, you'd be more efficient shopper. And so I like to think about this also with preparing students. They sit down, they open up their computer, they're taking the test. You don't want them to feel completely lost. They need to know how to navigate things and click around and use the tools and whatever resources they need on there, and also just navigate the questions and the vocabulary and so all these elements that like kind of come together are helping students know how to handle taking the test, and it has it helps so that they're not at a huge disadvantage, and it kind of levels the playing field for all students, so that they can come in and actually show what they know - there's not other hurdles. Because it'd be completely unfair to just throw one student in that's never seen the store before, or another student like now, they shop with their parents every week, so they have all this exposure, and so you're helping them have this confidence and, like, base level of or at least know what I'm getting into. And I also like to think about it as the kids get older too. You know, you said it's not going away, right? There's ACT, there's SAT. Most students don't just walk in and take those tests cold. There's usually studying. There's some test prep book. They get tutors. I mean, there's, it's a whole thing. And so that's really teaching to the test, right? You're you're preparing yourself to know what to expect. You're getting used to the types of questions. And sure, you know, there's some kids that are naturally good test takers, and this isn't as big of a deal for them, but in my experience, that is definitely not the majority. Most kids, when it comes to standardized tests or high stakes tests, they have a lot of nerves. They have a lot of anxiety. They lack kind of confidence, especially if they've had a year or two where they didn't do well, then that's all they can think about. And so if you directly expose them to what to expect, then you're giving everyone tools they need to feel comfortable and confident, and we're giving them something that they can rely on when they sit down and actually take the test, and then they're not panicking, and they actually have a chance to show what they've learned in the school and what they know and how they've progressed throughout the year. So like, and ultimately, yes, I believe in teaching to the test in this way, because it's not a negative thing. It's really a sense of preparing students for exactly what to expect and how to navigate the test. And so I know I went on a bit of a tangent there, because I love that - Yeah, but important to break that down first.

Angela: 33:13

And now let me move on. Kind of like that second part of your question was, how do you keep test prep fun and engaging so it's not dull and boring and just like worksheets, right? Because if you keep giving students just like pages and pages of test like question, of course, they're going to get bored, they're going to get disengaged, gonna feel overwhelming, and I think that's what a lot of people picture when they hear the term teach to the test, but it you can absolutely teach to the test and prepare students in fun and exciting ways. And so other than you know, the example of becoming the the test maker, one of my favorite things to do is just incorporate into games. So I design a ton of resources with this in mind, whether it's like a PowerPoint game that's fun and interactive. Or I love task cards, even though they're like, less than less people use them. They're so versatile, because you could take a card and you can plug it in any game. I mean, it could be as simple as, like, you bring Connect Four in from home, and like, a kid has to answer the question and then play the game. So they're just easy to like, incorporate into fun activities throughout the day, and it's also a great way to work into like centers or stations and make it kind of a natural part of their day, where they're just used to seeing these styles of questions, and when it's interactive and with peers, it can be even more fun, and sometimes even better, because then there's conversations about the question. And this is just like more ways you can expose kids to the questions and just help them feel comfortable with it. And so it's really all about mixing things up and creating opportunities for them to practice and just different engaging ways, and they're more comfortable. It's enjoyable, they're less overwhelmed, and then ultimately, they can find success. So you know, teaching to the test doesn't have to be a negative thing. It can still be a fun way to prepare students, just another tool we're giving them just that kind of knowledge and confidence. And by exposing them to the format like, directly what it looks like, but also through fun, engaging games or activities or like, I also love mystery pictures. It's just a way to give small chunks of exposure throughout the school year, but keeping them engaged, but with in a very effective way, so that they're still building confidence and their abilities to show what they know on a test.

Kirsten: 35:48

Yeah, I love all of those ideas, and it made me think back to a few years ago, maybe the week before the test, we had this game day, and we had all these different centers, and we did one day for ELA, one day for math, and they had a lot of fun, but that was just one way. It was also kind of calm their nerves, kind of just like, hey, we're practicing some test skills, but at the same time, we're going to have fun and enjoy it. And they ended up doing really well on the test. So yeah, I mean, just kind of making it like, yeah, sure, you're might, you might have those direct teaching moments of like, how to prepare for the test and what words to look out for, but also making it fun with games and mystery pictures and all that stuff. So love those ideas.

Kirsten: 36:37

So let's say maybe a listener hasn't had much experience. Maybe they just got into upper elementary, or this is their first couple of years teaching within a testing grade. That can be pretty daunting. I know when I jumped from kindergarten to third grade, like, voluntarily, I wanted to do it, but at the same time, I was a little nervous, because I had never, like, I hadn't had any experience with it, but whether you're new or you're just trying to figure out a test prep plan, what is the best place to start?

Angela: 37:10

Yeah, that's a great question, because I think a lot of teachers feel overwhelmed, whether they're new to testing or new to the grade level or even veteran, it just it's changed so much over time, and like you mentioned earlier, specifically in Texas too our tests changed a lot in the last two years. So many veteran teachers have even found themselves struggling a bit to keep up with what's happening with standardized testing. So the number one thing I think I recommend is to sit down and actually take the test yourself. Like, I know that seems, you know, like the last thing you want to do, but sit down, take it, grade it yourself, and you'll be surprised. I've done this before. You'll miss some questions. And you know, even as the expert, it's like you just rush through, or like you missed some little thing, and that vocabulary or what they were looking for tricked you, and just the questions can be worded so oddly, so before you can really expect your students to navigate the test successfully, you need to really put yourself in their shoes. And I know our plates are completely full, and this is just like one more thing, but really taking the test, you're picking up on things subconsciously that you're not even thinking about, like patterns or traps or tricks, and that you just naturally will see. And then when that kind of in the back of your mind, you'll be able to incorporate that naturally as you're teaching your students, or they come across some problem, it'll kind of like, Oh, I remember that kind of happened to me when I was taking the test.

Angela: 38:51

And once you've done that, the next step is really to create a solid review plan. So most of today we've talked about that, like repeat exposure throughout the year, which is super important. But then, like you mentioned with the games right before the test, that kind of, I like to think of it as, like a four week period right before the test is also really important, that you strategically design that plan. And I a lot of times have people that will call it like a boot camp or like review time, but whatever you call it, regardless, thinking forwards about that plan can help set your students up for a ton of success, because if it's boring and like draining and like unmotivating, how students come out of it is going to be completely different than if it's fun and uplifting and exciting and building confidence. And so one resource I have that I recommend is I made a YouTube video and basically outlines a four week boot camp, and it kind of breaks down where I talk about each day and focusing on vocabulary and incorporating warm ups, and then, kind of like how to run stations and incorporate games. And it's specifically I made it for ELA, but it's very flexible, this one where, if it was for math or science or social studies, you could incorporate, still the idea of it in your day. And Kirsten, I'll give you the link, and then you can share that if anyone wants to watch that just on YouTube, but it's a great way to kind of at least begin the frame of what you want to do, and chunking up those weeks and kind of breaking it down so that you're exposing them both to direct content and test questions. The kind of boring stuff has to be there too, right? But then also balances in that, like peer interaction, collaboratively working in groups, games and kind of like a fun mix, so that you're getting all of the components into that time period that is so important right before go time.

Angela: 40:56

And the second piece that's a little bit harder is collaborating. And I know too many times we are tempted to just do it all ourselves. I know I was like that, you know, hence all my making test prep now. But you know, there's nothing wrong with reaching out to other people on campus, other grade levels, administrators, and just asking, like, what people have done before, so you're not completely reinventing the wheel. And I know a lot of schools, there's teachers that maybe many of the people in the grade level are new or teachers, and they don't have as many resources. So branch out to other grade levels and really collaborate and ask for help. Like, don't be afraid to ask for help. Like, email people like me or you Kirsten, right? And ask those questions. There's no stupid question, right? Just ask away, because the more knowledge you have, the better prepared you are to, you know, help your student find success.

Angela: 41:51

And it's also important to remember that this time period is not just about like cramming it all in and just like every single little thing has to happen. And that's where I like stations where I mentioned before, and the kind of review is pulling out the standards that each student is specifically struggling with. And kind of like pinpointing those to address those in different small groups, because the most important thing is giving them confidence on things that they lack prior to that day. So I know that was a lot, but the bottom line here is really like, understand the test yourself, create a strategic plan, and ask for help. And when you do those things, I think you're going to feel more confident yourself, as well as help your students feel confident and find success.

Kirsten: 42:48

Love all of those tips. And adding on to that, with the collaboration piece in the small group, something that I thought back of what we used to do is as a grade level, we did, like a Power Hour, and they took mock tests, and we were able to kind of bucket them into, like our whole grade level. We broke them into based off of, you know, what skills they needed support in, or if there were students who we knew would basically, like take the test and they would maybe miss one or two questions. So we each took a group based on what we were comfortable with, there might have been some veteran teachers, or even just like they've been teaching math for years, they would help those students that were like, on the cusp of passing or on the cusp of getting that highest level masters for Texas. And then maybe the people who weren't as comfortable, like they would have other groups that are just working on basic skills. So doing that just not only for ELA, but we also did it for math, and we even pulled interventionists that would help out. And so that was probably one of my favorite part of test prep and I feel like doing something like that if you can, along with your four week plan that you mentioned, could be pretty helpful.

Angela: 44:00

Takes A Village.

Kirsten: 44:01

Yeah, exactly. So yeah, like, kind of dividing, divide and conquer, I guess is a good word that could be good, especially if you might have not as much, because I know that was one of the things that helped me when I was in a test taking grade that first year, is having that support and being able to do the Power Hour and just work with a smaller group and really focus on specific skills that I felt comfortable teaching to them, or, you know, helping them prepare for.

Angela: 44:30

It's a lot,

Kirsten: 44:31

it is a lot. It's a lot, a lot of pieces going into it, but this is, I know this conversation will help many other teachers, so it's always great. But speaking of last question, any other resources, other than your four week plan that could be really helpful to get them ready to take the ELA or whatever test that they have to take?

Angela: 44:55

Yeah, I'll cycle back to warm ups, because really like, if they're so important, it's my favorite.

Kirsten: 45:03

And that's usually pretty easy to implement.

Angela: 45:06

It's like, the simplest, really most effective way to incorporate test prep into the day, you know, doesn't add any stress, it doesn't change your schedule. You can just keep with your normal routine and just like, plug it in. And with warm ups, you know, you know for sure that students are getting, like, that little bit of test prep every single day. And then, if you've stayed with it, starting in August or September, and you've kind of carried through, you kind of breathe a sigh of relief later in the year to know that you didn't let any specific things slip through the cracks, and then you're less panicked come actual testing time, right? Because it's, it's really often that you know you'll as a teacher, you're trying to think of some like, elaborate or cute or fun way to incorporate test prep, and if it ends up being too much work, too much planning, it's going to fall apart, and it's really hard to maintain and stay consistent. And really, that's the key, is consistency. And when warm ups are a part of kind of that natural flow of your day, how you start that class period or that subject every single day, it's automatic. You don't even have to think about it. It just happens. And this keeps you from ending up in March or April and panicking because you're like, Oh no, I gotta cram all this. And I didn't teach them about this type of question or Oh no, we need to be writing more essays, which is what everybody in Texas is thinking right now.

Kirsten: 46:32

Yeah.

Angela: 46:34

So the bottom line is, really, you know, test prep doesn't have to be complicated to be effective. You know, a simple warm up consistently every day can expose students to these test like questions, and, more importantly, like small, manageable chunks to set them up for success. When they sit down and they have to take, like, these full practice tests, it's overwhelming. And so by chunking it up in small bits and like little little doses here and there. It really helps them in in so many ways. So warm ups, love warm ups.

Kirsten: 47:09

Same here. Yes, and even just being able to take that time to, like, teachable moment, like, you know that you go over the questions together and you teach them a little bit, and it's just like, it's bite sized and usually pretty easy to stay consistent with. So love that. Well, this has been a wonderful conversation. I would love you to share where we can find you and learn more from you.

Angela: 47:34

Well, you can find me. Most of my stuff is on Teachers Pay Teachers, just in my store is Custom Classroom by Angela, and so I'll share some of the links too. Really, I feel like the best way to interact with some of the information I have is my YouTube channel, which is also Custom Classroom by Angela, where, you know, if you enjoyed hearing some of these things about test prep I have a ton of videos that talk about test prep and test prep anxiety and like building confidence. And then if you are in in the state of Texas, I have a ton about specifically Texas related things, all things test prep, which a lot of times can feel overwhelming. So if you're a video person, you know, sit down, watch it, kind of break it down and try to make it feel more manageable, less stressful. And then, you know, if you realize, hey, I need help, and I don't, I don't have time to prepare these things, you know, go to my, my store on teachers pay teachers, and you can find, like, the warm ups ready made, the games - I do ELA, so if you're looking for ELA, that's what will be there. But also, I'll put my email address too. You can put in there is just reach out with questions too. If you have a test prep question, reach out to me or Kirsten and ask because you're not alone. I'm sure someone else has asked that question, and we're happy and ready to answer that question, so that it's like one less thing you have to stress about on your already very, very full day.

Kirsten: 49:07

So good. Well, thank you so much for chatting today.

Angela: 49:11

All right, thanks for having me. It was no fun.

Kirsten: 49:13

Yes, it was. Thanks for listening to the social studies teacher podcast. If you enjoyed listening to this episode, hit that subscribe button and leave a review. I would love to hear your thoughts. You can also find me on Instagram at the southern teach. I can't wait for you to join me in the next episode for more teacher tips and strategies.