One of the hardest things I struggle with as a teacher is preparing students for standardized tests — it is both a pedagogical and a moral struggle. On one hand, I disagree with standardization; how can humans be standardized? On the other, I understand a form of accountability is needed in schools. There is an entire blog entry I could write on standardized tests, but this one is about how to help students improve their reading skills, which, in turn, will help them receive higher scores on said tests.
Based on the data I have collected from my own classes, the hardest standard for students to master involves textual analysis:
ELACC11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
I believe this standard is so difficult because it requires abstract thought. Not only do students have to read and understand a text, they must also be able to critique it, make justifications based on its content and analyze underlying meanings. It is not enough to merely read texts and answer questions, students need to read actively and interact with texts as they read.
In order to encourage interactive reading, my collaborators and I facilitate textual annotation. Even as I read for my graduate courses, I understand the text better if I keep running notes on its content — including writing on the pages themselves. If it helps me, surely it will help my students. Of course, just telling students to annotate does nothing. When I first started doing this, I merely received texts back covered in highlighter marks. Instead, I like to begin with prompts for annotations inserted into the texts we provide.
For instance, we read Dr. Martin Luther King, Jr.’s Dream speech. This was one of the first texts we annotated this year, so I tried to guide their annotations by providing them within the text (click to get a MS Word attachment): MLKDreamSpeech+Annotation. As you can see, the questions call students to think critically about the text as they read, as well as respond to it as they read. It is my opinion that this action allows them to understand the text on a more critical level, as well as recall significant events from the text more readily than had they read it only.
As far as what we did with the text, we used it (as well as The Declaration of Independence) as the groundwork for our social justice unit (more lessons from that unit to come). Instead of reading the text as a class, we watched it:
I found the process of listening, watching, and annotating this text helped students create a strong foundation for the unit, allowing them to grasp the difficult standard more easily on their own, once annotations were no longer provided.
…food for thought!