REVIEWS Key Concepts in Reading Comprehension

PROVIDES Practice Answering a Variety of Comprehension Questions

STRENGTHENS Critical Thinking Skills

DEVELOPS Test-Taking Skills

IMPROVES Reading Comprehension Assessment Scores

CURRICULUM ASSOCIATES®, Inc.

– PLUS –READING

TESTREADYTESTREADY

A Quick-Study® Program

®

TEACHER GUIDEBook

6

ISBN 0-7609-3042-2©2005, 1997—Curriculum Associates, Inc.

Permission is granted for reproduction of the reproducible pages in limited quantity for classroom use.All Rights Reserved. Printed in USA.

Quick-Study® and TEST READY®—Trademarks ofCURRICULUM ASSOCIATES®, Inc.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

Table of Contents

Page

For the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Steps for Writing a Narrative Paragraph (Reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . .5

Steps for Writing an Expository Paragraph (Reproducible) . . . . . . . . . . . . . . . . . . . . . . .6

Optional Scoring Rubric 1 (Reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Optional Scoring Rubric 2 (Reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Profiles of Three Types of Readers (Reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Optional Pretest (Reproducible) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Answer Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Permissions for Student Book SelectionsCurriculum Associates wishes to thank the following authors and developers for their permission to reprint copyright materials. Every effort has been made to locate all copyright holders. Any errors or omissions in copyright notice are inadvertent and will be corrected in future printings as they are discovered.

Page 1: “The Pizza Thief” from Clues for Better Reading, Book E, by Diane Lapp andJames Flood, Copyright 1991 by Curriculum Associates, Inc.

AuthorDeborah Adcock is a developer of curriculum materials in reading, language, and mathematics.

Contributing AuthorChristopher Forest is a freelance writer of education materials.

1

What is TEST READY® PLUS Reading?

TEST READY PLUS Reading is a reviewprogram that provides practice in test-takingskills in reading comprehension and open-ended writing tasks. This seven-level program isdesigned for students in grades 2 through 8.Each TEST READY PLUS Reading level is a40-page book of eight lessons, a Practice Test,an Answer Form, and a Student PerformanceChart.

• Lessons 1 through 8 provide practice inanswering questions related to readingcomprehension and higher-order thinkingskills, including recalling information,constructing meaning, interpreting fact andopinion, evaluating and extending meaning,evaluating literary forms, and identifyingword origins, as well as completinganalogies. Refer to the Scope and Sequenceon page 14 for a list of question types.

Lessons 1 through 8 also provide practicewith open-ended writing tasks. Students aregiven a prompt about which they must writea brief narrative or expository paragraph.

• The Practice Test provides practice with theconcepts and skills reviewed in each lesson.The Practice Test allows students theopportunity to experience the test-takingprocess.

• The Answer Form provides students with theopportunity to record answers on a formsimilar to the ones used with moststandardized tests.

• The Student Performance Chart, on theinside front cover, provides students with achart for recording their progress after theycomplete each of the eight lessons and thePractice Test. The scores for the open-endedquestions are not recorded on the chart.

• TEST READY PLUS Reading, Book 6,

reviews reading skills introduced anddeveloped in grade 6.

How does TEST READY® PLUS Reading,Book 6, correlate to major standardizedtests and proficiency tests?

Major standardized tests vary in content, format,and level of difficulty. TEST READY PLUS

Reading provides practice with a variety ofwidely used test formats and a broad range ofgrade-appropriate reading skills that majorstandardized tests and proficiency tests evaluate.

How does TEST READY® PLUS Reading,Book 6, correlate to the standardreading curriculum?

Topics included in each lesson of TEST

READY PLUS Reading reflect the majorcontent and skill areas in the grade 6 readingcurriculum. Reading selections include suchgenres as folktales, legends, narratives,expository passages, informational text,recipes, poems, brochures, and classic stories.

Who should use TEST READY® PLUSReading, Book 6?

TEST READY PLUS Reading, Book 6, is appropriate for use

• with sixth-grade students preparing forstandardized tests and proficiency tests.

• with seventh-grade students at the beginning of the school year to pinpoint mastered andunmastered concepts and skills.

• as a summer school course of study withstudents who need further work in grade 6reading.

For the Teacher

2

How do I introduce my students to TEST READY® PLUS Reading?

• Discuss all the information on the insidefront cover of the student book. Ask studentsto pay particular attention to the Testing Tips.Suggest that they refer to these tips as oftenas necessary as they work through the book.

• Be sure each student knows how to fill in theanswer circles.

• Explain to students that you will be timingthem as they complete the questions in thebook just as you would for a standardized-testing or proficiency-testing situation.Advise them of the amount of time they willhave to complete each lesson part.

How can I help my students prepare forthe open-ended writing tasks?

Many performance-based tests require studentsto write a paragraph about a given topic so thattheir writing abilities can be evaluated using arubric. To help prepare students for Part Two of TEST READY PLUS Reading, you mayprovide them with copies of the reproduciblesSteps for Writing a Narrative Paragraph andSteps for Writing an Expository Paragraph onpages 5 and 6 of the Teacher Guide. Review the concepts of prewriting, writing, revising,editing, and publishing with students. Discussthe components of each step as outlined oneach reproducible. Allow students to keepcopies of these steps at hand when completingPart Two of Lessons 1 through 8. Also, providestudents with scrap paper for writing theirdrafts. The final draft should be written on thelines provided below the writing prompt.

How do I simulate standard test-takingprocedures while using TEST READY®

PLUS Reading?

Provide two sharpened pencils and one TEST

READY PLUS Reading book per student. If using the Answer Form on pages 37 and 38,ask students to detach the form and fill in thepersonal information section.

Discuss the proper procedure for erasing,following the instructions in the standardizedtest or proficiency test that students will betaking.

Use a stop watch to time the tests accurately.Students stop after completing Part One andbefore beginning Part Two. Tell students thatyou will write the time on the chalkboard 15 minutes after they have begun Part One towarn them that they have 10 minutes left. Do the same when students are completing Part Two, writing the time on the chalkboard 15 minutes after they have begun Part Two to warn them that they have 5 minutes left. Stopstudents at the end of each allocated time.

Should I time all the lessons as well asthe Practice Test and optional Pretest?

Whether you time all the lessons, the PracticeTest, and the optional Pretest depends upon yourgoals for using TEST READY PLUS Reading.

If you are interested primarily in getting studentsused to being timed on a test that providespractice with an answer sheet and typical testquestions, you may want to time all the lessons(or parts of each lesson), the Practice Test, andthe optional Pretest using the suggested timelimits that follow.

If you are concerned equally with buildingreading comprehension and practicing testingformats, you may want to use the lessons as aninstructional component, allowing studentsenough time to answer the lesson questionsthoughtfully. You would then time only thePractice Test and the optional Pretest followingthe suggested time limit.

3

Where do students record their answers?

Part One

Students record answers in one of two places:1. on the book page under each test item2. on the Answer Form on pages 37 and 38Choose the answer format that is compatiblewith the standardized or proficiency test thatstudents will be taking. Part Two

Part Two of the lessons provides space forstudents to write their final writing draft. Ifstudents need more writing space, providethem with additional paper.

How much time is required to completeTEST READY® PLUS Reading?

Each of the eight lessons requires 65 minutesfor completion, correction, and discussion. ThePractice Test requires 45 minutes.

When using TEST READY PLUS Reading

as preparation for standardized tests andproficiency tests, begin the program at least 9 days prior to the scheduled test date ifallocating about one hour of class time per dayor 18 days if allocating about one-half hour perday. (Allow 10 days or 20 days if you include theoptional Pretest.)

Total Test-Taking Time and Suggestions

for Allotting Class Time

Lessons 1–8 Suggested Time

Part One Comprehension 25 minutes

Part Two Open-ended Writing 20 minutes

Correction and Discussion 20 minutesof Part One

Tests Suggested Time

Practice Test

Part One Comprehension 25 minutesPart Two Open-ended Writing 20 minutes

Optional Pretest

Part One Comprehension 25 minutesPart Two Open-ended Writing 20 minutes

Correction and Discussionof Each Test

20 minutes

What is the correction procedure forPart One?

After students complete each lesson, youshould allot 20 minutes of class time to reviewand discuss the answers to the questions.Explain concepts that may not be fullyunderstood. Encourage students to discuss thethought process they used to answer thequestions. When answers are incorrect, helpstudents understand why their reasoning wasnot correct. Because incorrect answer choiceson the test usually include a range ofmisconceptions about the topic, discussing whythe choices are incorrect will help studentsreview and clarify the overall content related toa question. Allow time for students to sharestrategies for answering different questiontypes and formats. For the best results, correcteach lesson orally with students immediatelyfollowing its completion.

What is the correction procedure forPart Two?

Many school systems have developed their ownrubrics for evaluating student writing. If yourschool has its own rubric, use it to evaluatestudent writing for Part Two of TEST READY

PLUS Reading. If your school does not haveits own rubric, you may use one of the two thatare on pages 7 and 8 of the Teacher Guide. Bothrubrics are similar in content and concept tothose used in most schools and those suggestedfor performance-based tests. Use of either

rubric is optional, depending on the kind of

test for which you are preparing your

students.

The scoring rubrics are designed to allow you toassess several aspects of a student’s writing, notjust his or her final written product. OptionalScoring Rubric 1 contains writing criteria inthree categories: content, style, and mechanics.Each category may be granted 1 to 3 points, the3 being reserved for writing of the highest levelin each category. Optional Scoring Rubric 2

4

contains criteria that appear in the threecategories of Rubric 1; however, the criteria arenot categorized. The writing is evaluatedaccording to the mixed criteria listed in fiveranges, 0–4. If the writing excels, the rating is 4.

After reading a student’s final written work forLessons 1 through 8, use the scoring rubric toassign the rating that most closely matches thestudent’s skills.

It is recommended that correction for Part Twobe done by you, apart from students. You maychoose to discuss Part Two in class withstudents, engaging volunteers to share theirwriting samples with the class.

How should I use the results of TEST READY® PLUS Reading?

TEST READY PLUS Reading providesreading comprehension review and can be auseful diagnostic tool to identify concepts andskills that need further study and reinforcementin both reading and writing. You may choose toprovide remediation in deficient areas beforeadministering the standardized test orproficiency test.

How can I use the results of TESTREADY® PLUS Reading to establish a student’s reading needs?

Matching student responses with the Scope andSequence chart on page 14 of the Teacher Guideis your first step in establishing a student’sreading needs. The Scope and Sequence helpsto identify the types of questions a studentanswered correctly and incorrectly. Thisinformation helps determine the student’sstrengths and weaknesses in readingcomprehension. In addition to this information,add what you already know about the student’sreading performance from classroomobservations. Once all this information hasbeen gathered, use the Profiles of Three Typesof Readers on page 9 of the Teacher Guide toapproximate the student’s reading ability at thistime. The Profiles of Three Types of Readerslists the criteria for identifying an effectivereader, a basic reader, and a disabled reader.

Are there any factors that I shouldconsider in preparing my students for testing situations?

Attitude toward test taking can affect astudent’s ability to perform on standardizedtests and proficiency tests. Diffusing testanxiety is often possible when studentsexperience success with content and formatsimilar to those in actual tests. Making sure thatall students complete TEST READY PLUS

Reading with a feeling of accomplishment isone of the most effective preparations forstandardized-test and proficiency-test situations.

Question Type Lesson and Question

Finding Main Idea (stated and implied) 1(1); 2(1); 3(1, 13); 4(1); 5(1, 17); 8(12); PT(1, 15, 18);OP(1, 15, 18)

Recalling Facts and Details 1(5, 8, 16, 19); 2(9, 15, 16, 19); 3(2, 3, 7, 11, 18, 20);4(3, 4, 9, 10, 11, 14); 5(10, 11); 6(7, 17, 20); 7(11, 16, 19); 8(6, 9, 11, 14, 19); PT(7, 8, 10, 13, 19, 20); OP(7, 8, 10, 13, 19, 20)

Understanding Sequence 1(3); 2(3, 10, 20); 3(19); 4(7, 17, 19); 5(9); 6(5);PT(16); OP(16)

Establishing Setting 1(9); 2(2); 6(1, 9); PT(12); OP(12)

Finding Word Meaning in Context 1(18); 3(4, 6); 4(18); 5(8); 6(14); 7(2, 18);8(13, 17); PT(11); OP(11)

14

Scope and SequenceBasic Reading Skills

NOTE: The boldfaced number in a set indicates the lesson. The numbers in parentheses indicate the questions. PT = Practice Test; OP = Optional Pretest

Advanced Reading Skills

Question Type Lesson and Question

Making Predictions 1(10); 3(10); 4(5, 15); 6(16); 8(2)

Drawing Conclusions/Making Inferences 1(12, 13, 15, 20); 2(8, 11, 12, 14); 3(15); 4(2, 6, 13); 5(2, 3, 7, 13); 6(2, 3, 10, 18, 19); 7(4, 7, 9, 12, 14); 8(4, 5, 7, 8, 10, 16); PT(3, 4); OP(3, 4)

Recognizing Cause and Effect 1(6, 14); 2(5, 13, 17); 3(9); 4(8); 5(6, 15, 16); 6(6, 13); PT(2, 6); OP(2, 6)

Distinguishing Between Fact and Opinion 1(4); 2(6); 3(5); 8(15); PT(5); OP(5)

Comparing and Contrasting 1(11); 2(4, 7); 3(8); 5(18); 6(4); 8(3, 18); PT(14); OP(14)

Analyzing Literary Forms 2(18); 6(15); 7(5, 6); 8(20)

Interpreting Figurative Language 1(7); 3(17); 6(8, 11); 7(1, 3, 8, 17, 20); PT(9); OP(9)

Evaluating Intent 1(2, 17); 4(12); 7(10, 13); 8(1); PT(17); OP(17)

Summarizing 5(12)

Identifying Comprehension Strategies 3(12, 16); 4(20); 5(19, 20); 6(12); 7(15)

Interpreting Graphic Aids 3(14); 4(16); 5(4, 5, 14)