Failed Stanford Test | Failed EOG Test

Failed Stanford 10, CRCT, FCAT 2.0, end of grade (EOG), end of year (EOY), and STAAR test what do you do?

Failed EOG, Stanford 10, CRCT, FCAT 2.0, and STAAR Reading Exams | Retaking Failed Reading Test | What to do when your child has failed their EOG high-stakes tests?

Summer EOG, Stanford 10, CRCT, FCAT 2.0, and STAAR reading retest preparation that works! Are your children are at risk of being retained because they failed their High-Stakes Reading TEST?

Top academic areas to work on to prepare for EOG Reading Test!

1. Build reading fluency rates: Increased reading fluency greatly improves reading comprehension.
2. Develop tier 2 and tier 3 academic vocabulary knowledge: Academic vocabulary knowledge is critical to understanding complex reading passages and higher order reading comprehension questions.
3. Build reading comprehension skills by identifying authors purpose, inference, and drawing conclusion that make up the most complex domains of reading comprehension. 
4. Develop critical thinking and strategic decision making, analytical thinking skills, and academic problem solving with socratic seminars and student friendly academic discourse. 
5. Develop Higher-Order-Thinking skills by using Blooms Taxonomy and Webbs DOK question stems. 
6. Make the art of reading a skill that has value not test prep drudgery! 

7 Things Teacher and Students Will do Daily to Improve Literacy!

 

1. Teachers and Students Will Develop Academic Decision Making, Questioning, Argument (Academic Discourse), Risk-Taking, and Curiosity in their Classrooms
2. Teachers Will Expose Children to Advanced Literature with Advanced Syntopical Readings 
3. Teacher's and Students Will Lead Socratic Seminars (High-Level, Text-Based Discussions)
4. Teachers and Students Will Focus on Reading Strategies, Structures, and Processes for Advanced Understanding of Literacy (Growth of the Mind and Experience Expanded Consciousness of Being)
5. Teachers and Students Will Create Reading Assignments for Real Audiences and with Real Purpose
6. Teachers and Students Will Focus on Analyzing Tier 3 and Tier 2 Academic Vocabulary
7. Teachers and Students Will Read Daily to Feed and Expand, Reasoning, Thinking, Knowledge, Spirituality (Personal Well Being), and Human Capacity

How can a Dyslexic Reading Teacher HELP 95% of all at-risk students pass the EOG Reading Test? 10 Consecutive Years!

"Mr Taylor who annually starts with a class of fourth graders, 2/3 of whom are below grade level, and ends the year with most of the class at and above grade level. He gets results by emphasizing reading and writing, and holds students responsible for the work assigned. All the students read the same challenging books, stories and poems; they spend a lot of time on vocabulary, take notes, identify the main chapter idea and write a chapter summary every day. They read about six challenging books a year...Fortunately for his students, he puts them first and is determined that every student will make at least one year of progress in his class. Some students make spectacular gains in reading, writing or math. The average student this past year made about three years academic progress....His Title I students perform as well as students in the nearby "rich" area with all top-rated schools."  Robert Cherba 

The first step in passing any High-Stakes Reading or Math test is understanding the types of vocabulary used and break down of types of questions. Tier 3 and Tier 2 vocabulary are the hardest to learn and remember, these words give students the most problems on test! Preparing to retake failed test should start with the grade level Tier 2 and Tier 3 Academic vocabulary.

Tier 1 Academic Vocabulary: Basic words that commonly appear in spoken language. Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words rarely require explicit instruction.Examples of Tier 1 words are clock, baby, happy and walk.

Tier 2 Academic Vocabulary: Less high frequency words used by mature language users across several academic content areas. Because of their lack of redundancy in oral language and their multiple meaning or descriptive nature, Tier 2 words present challenges to students who primarily meet them in print and on test. Examples of Tier 2 words are obvious, complex, establish and verify. Blooms and Webb's DOK verbs are integral to any successful reading instruction or intervention.

Tier 3 Academic Vocabulary: Low Frequency words that are not frequently used except in specific academic content areas or domains. Tier 3 words are central to building backgrounds knowledge and conceptual understanding within the various academic domains and should be integral to instruction of content. Medical, legal, biology and mathematics terms are all examples of these words.