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Other Books in the Get Ready! Series: Get Ready! for Standardized Tests: Grade 1 by Joseph Harris, Ph.D. Get Ready! for Standardized Tests: Grade 2 by Joseph Harris, Ph. D. Get Ready! for Standardized Tests: Grade 3 by Karen Mersky, Ph.D. Get Ready! for Standardized Tests: Grade 4 by Joseph Harris, Ph.D. Get Ready! for Standardized Tests: Grade 5 by Leslie E. Talbott, Ph.D. Get Ready! for Standardized Tests: Grade 6 by Shirley Vickery, Ph.D. Get Ready! for Standardized Tests: Math, Grade 1 by Sandy McConnell Get Ready! for Standardized Tests: Math, Grade 2 by Kristin Swanson Get Ready! for Standardized Tests: Math, Grade 3 by Susan Osborne Get Ready! for Standardized Tests: Math, Grade 4 by June Heller Get Ready! for Standardized Tests: Reading, Grade 1 by Molly Maack Get Ready! for Standardized Tests: Reading, Grade 2 by Louise Ulrich Get Ready! for Standardized Tests: Reading, Grade 4 by Kris Callahan
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T E S T P R E P A R A T I O N S E R I E S Get Ready! F O R S TA N DA R D I Z E D T E S T S R E A D I N G, G R A D E T H R E E3 Joanne Baker Carol Turkington Series Editor McGraw-Hill New York Chicago San Francisco Lisbon London Madrid Mexico City Milan New Delhi San Juan Seoul Singapore Sydney Toronto
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Copyright © 2001 by The McGraw-Hill Companies, Inc. All rights reserved. Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distrib- uted in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-141533-5 The material in this eBook also appears in the print version of this title: 0-07-137407-8. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in cor- porate training programs. For more information, please contact George Hoare, Special Sales, at george_hoare@mcgraw- hill.com or (212) 904-4069. TERMS OF USE This is a copyrighted work and The McGraw-Hill Companies, Inc. (“McGraw-Hill”) and its licensors reserve all rights in and to the work. Use of this work is subject to these terms. Except as permitted under the Copyright Act of 1976 and the right to store and retrieve one copy of the work, you may not decompile, disassemble, reverse engineer, reproduce, modify, create derivative works based upon, transmit, distribute, disseminate, sell, publish or sublicense the work or any part of it without McGraw-Hill’s prior consent. You may use the work for your own noncommercial and personal use; any other use of the work is strictly prohibited. Your right to use the work may be terminated if you fail to comply with these terms. THE WORK IS PROVIDED “AS IS”. McGRAW-HILL AND ITS LICENSORS MAKE NO GUARANTEES OR WAR- RANTIES AS TO THE ACCURACY, ADEQUACY OR COMPLETENESS OF OR RESULTS TO BE OBTAINED FROM USING THE WORK, INCLUDING ANY INFORMATION THAT CAN BE ACCESSED THROUGH THE WORK VIA HYPERLINK OR OTHERWISE, AND EXPRESSLY DISCLAIM ANY WARRANTY, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO IMPLIED WARRANTIES OF MERCHANTABILITY OR FITNESS FOR A PAR- TICULAR PURPOSE. McGraw-Hill and its licensors do not warrant or guarantee that the functions contained in the work will meet your requirements or that its operation will be uninterrupted or error free. Neither McGraw-Hill nor its licensors shall be liable to you or anyone else for any inaccuracy, error or omission, regardless of cause, in the work or for any dam- ages resulting therefrom. McGraw-Hill has no responsibility for the content of any information accessed through the work. Under no circumstances shall McGraw-Hill and/or its licensors be liable for any indirect, incidental, special, punitive, con- sequential or similar damages that result from the use of or inability to use the work, even if any of them has been advised of the possibility of such damages. This limitation of liability shall apply to any claim or cause whatsoever whether such claim or cause arises in contract, tort or otherwise. DOI: 10.1036/0071415335
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Want to learn more? , We hope you enjoy this McGraw-Hill eBook! If you d like more information about this book, its author, or related books and websites, please click here.
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To my husband, Bill; sons, Josh and Peter; Mother; and most especially to Grandma Ziegler, who first introduced me to the joys of reading. Joanne Baker
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For more information about this title, click here. R E A D I N G , G R A D E T H R E E Contents Skills Checklist xi Chapter 3. Word Meanings in Context 19 Introduction 1 What Third Graders Should Types of Standardized Tests 1 What You and Your Child Can Do 19 The Major Standardized Tests 2 What Tests May Ask 20 How States Use Standardized Tests 2 Practice Skill: Word Meanings in Valid Uses of Standardized Test Scores 3 Context 20 Inappropriate Use of Standardized Test Scores 3 Chapter 4. Antonyms, Synonyms, Two Basic Assumptions 4 and Homophones 23 A Word about Coaching 4 How to Raise Test Scores 4 Antonyms and Synonyms 23 Test Questions 5 What Third Graders Should What You and Your Child Can Do 23 Chapter 1. Test-Taking Basics 7 What Tests May Ask 24 Practice Skill: Synonyms 24 What This Book Can Do 7 Practice Skill: Antonyms 26 How to Use This Book 8 Homophones 27 Basic Test-Taking Strategies 8 What Third Graders Should What You and Your Child Can Do 28 Chapter 2. Vocabulary 11 Practice Skill: Homophones 28 Vocabulary 11 Chapter 5. Word Sounds 31 What Third Graders Should Know11 What You and Your Child Can Do 11 Consonant Sounds 31 What Tests May Ask 13 What Third Graders Should Practice Skill: Vocabulary 13 What You and Your Child Can Do 31 Analogies 15 What Tests May Ask 32 What Third Graders Should Practice Skill: Beginning Word SoundsKnow16 32 What Tests May Ask 16 Practice Skill: Ending Word Sounds 33 Practice Skill: Analogies 16 Consonant Blends 34 What Third Graders Should vii Copyright 2001 by The McGraw-Hill Companies, Inc. Click Here for Terms of Use.
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R E A D I N G , G R A D E T H R E E : G E T R E A D Y ! What You and Your Child Can Do 34 Chapter 9. Breaking It Down 59 What Tests May Ask 34 Main Idea and Details 59 Practice Skill: Consonant Blends 35 What Third Graders Should Know59 Vowel Sounds 36 What You and Your Child Can Do 59 What Third Graders Should Know36 What Tests May Ask 60 What You and Your Child Can Do 36 Practice Skill: Main Idea and Details 60 What Tests May Ask 36 Sequence 61 Practice Skill: Vowel Sounds 36 What Third Graders Should Know62 What You and Your Child Can Do 62 What Tests May Ask 62 Chapter 6. Spelling 39 Practice Skill: Sequence 62 Spelling 39 Characters and Settings 63 What Third Graders Should WhatKnow39 Third Graders Should Know63 What You and Your Child Can Do 39 What You and Your Child Can Do 63 What Tests May Ask 41 What Tests May Ask 64 Practice Skill: Spelling 41 Practice Skill: Characters and Root Words, Prefixes, and Suffixes 42 Settings 64 What Third Graders Should Know43 What You and Your Child Can Do 43 Chapter 10. Reading What Tests May Ask 43 Comprehension 65 Practice Skill: Root Words, Prefixes, and Suffixes 43 What Third Graders Should K Compound Words 46 What You and Your Child Can Do 65 What Third Graders Should Predicting OutcomesKnow46 66 What You and Your Child Can Do 46 What Third Graders Should Know66 What Tests May Ask 46 What You and Your Child Can Do 66 Practice Skill: Compound Words 46 What Tests May Ask 66 Practice Skill: Predicting Outcomes 66 Drawing Conclusions 68 Chapter 7. Capitalization and What Third Graders Should Know68 Punctuation 49 What You and Your Child Can Do 68 What Tests May Ask 68 What Third Graders ShouldPractice Skill: Drawing ConclusionsKnow49 69 What You and Your Child Can Do 49 Cause and Effect 69 What Tests May Ask 50 What Third Graders Should Know70 Practice Skill: Capitalization 50 What You and Your Child Can Do 70 Practice Skill: Punctuation 52 What Tests May Ask 70 Practice Skill: Cause and Effect 70 Chapter 8. Grammar Rules 53 What Third Graders ShouldChapter 11. Literary GenresKnow53 73 What You and Your Child Can Do 53 Facts versus Opinions 73 What Tests May Ask 55 What Third Graders Should Know73 Practice Skill: Parts of Speech 56 What You and Your Child Can Do 73 Practice Skill: Adjectives 57 What Tests May Ask 74 viii
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C O N T E N T S Practice Skill: Facts versus Opinions 74 What Tests May Ask 84 Reality versus Fantasy 75 Practice Skill: Reading Graphs 84 What Third Graders Should Recognizing Parts of a BookKnow75 85 What You and Your Child Can Do 75 What Third Graders Should What Tests May Ask 75 What You and Your Child Can Do 86 Practice Skill: Reality versus Fantasy 75 What Tests May Ask 86 Biography 75 Practice Skill: Parts of a Book 86 What Third Graders ShouldAppendix A: Web Sites andKnow75 What You and Your Child Can Do 76 What Tests May Ask 76 Resources for More Practice Skill: Biography 76 Information 87 Poetry 77 What Third Graders ShouldAppendix B: Read MoreKnow77 What You and Your Child Can Do 77 about It 91 What Tests May Ask 77 Practice Skill: Poetry 78 Appendix C: What Your Child’s Test Scores Mean 93 Chapter 12. Study Skills 81 Appendix D: Which States Alphabetizing 81 Require Which Tests 101 What Third Graders Should Know81 What You and Your Child Can Do 81 Appendix E: Testing What Tests May Ask 82 Accommodations 111 Practice Skill: Alphabetizing 82 Using the Dictionary 82 Glossary 113 What Third Graders Should Know83 What You and Your Child Can Do 83 Answer Keys for Practice Skills 115 What Tests May Ask 83 Practice Skill: Using the Dictionary 83 Sample Practice Test 117 Reading Graphs 84 Answer Key for Sample What Third Graders Should Know84 What You and Your Child Can Do 84 Practice Test 161 ix
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R E A D I N G , G R A D E T H R E E G S K I L L S C H E C K L I S T MY CHILD … HAS LEARNED IS WORKING ON VOCABULARY ANALOGIES ANTONYMS SYNONYMS HOMOPHONES WORD MEANINGS IN CONTEXT CONSONANTS VOWELS BLENDS BASE WORDS ROOT WORDS SUFFIXES PREFIXES COMPOUND WORDS CAPITALIZATION PUNCTUATION PARTS OF SPEECH MAIN IDEA AND DETAILS SEQUENCE CHARACTERS AND SETTINGS PREDICTING OUTCOMES DRAWING CONCLUSIONS CAUSE AND EFFECT FACTS AND OPINION REALITY VERSUS FANTASY BIOGRAPHY POETRY ALPHABETICAL ORDER TO THE THIRD LETTER DICTIONARY SKILLS GRAPHS RECOGNIZING PARTS OF A BOOK xi Copyright 2001 by The McGraw-Hill Companies, Inc. Click Here for Terms of Use.
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R E A D I N G , G R A D E T H R E E Introduction Almost all of us have taken standardized tests While there is a great deal of controversy in school. We spent several days bubbling-in about whether it is appropriate for schools to answers, shifting in our seats. No one ever told use standardized tests to make major decisions us why we took the tests or what they would do about individual students, it appears likely that with the results. We just took them and never standardized tests are here to stay. They will be heard about them again. used to evaluate students, teachers, and the Today many parents aren’t aware they are schools; schools are sure to continue to use stu- entitled to see their children’s permanent dents’ test scores to demonstrate their account- records and, at a reasonable cost, to obtain ability to the community. copies of any information not protected by copy- The purposes of this guide are to acquaint you right, including testing scores. Late in the school with the types of standardized tests your chil- year, most parents receive standardized test dren may take; to help you understand the test results with confusing bar charts and detailed results; and to help you work with your children explanations of scores that few people seem to in skill areas that are measured by standardized understand. tests so they can perform as well as possible. In response to a series of negative reports on the state of education in this country, Americans Types of Standardized Tests have begun to demand that something be done to improve our schools. We have come to expect The two major types of group standardized tests higher levels of accountability as schools face are criterion-referenced tests and norm-refer- the competing pressures of rising educational enced tests. Think back to when you learned to expectations and declining school budgets. tie your shoes. First Mom or Dad showed you High-stakes standardized tests are rapidly how to loosen the laces on your shoe so that you becoming the main tool of accountability for stu- could insert your foot; then they showed you dents, teachers, and school administrators. If how to tighten the laces—but not too tight. They students’ test scores don’t continually rise, showed you how to make bows and how to tie a teachers and principals face the potential loss of knot. All the steps we just described constitute school funding and, ultimately, their jobs. what is called a skills hierarchy: a list of skills Summer school and private after-school tutorial from easiest to most difficult that are related to program enrollments are swelling with students some goal, such as tying a shoelace. who have not met score standards or who, every- Criterion-referenced tests are designed to one agrees, could score higher. determine at what level students are perform- 1 Copyright 2001 by The McGraw-Hill Companies, Inc. Click Here for Terms of Use.
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R E A D I N G , G R A D E T H R E E : G E T R E A D Y ! ing on various skills hierarchies. These tests and there are far too many of them to go into assume that development of skills follows a detail here about specific tests. However, chil- sequence of steps. For example, if you were dren prepare for them in basically the same way teaching shoelace tying, the skills hierarchy they do for norm-referenced tests. might appear this way: A very small pool of norm-referenced tests is used throughout the country, consisting primar- 1. Loosen laces. ily of the Big Five: 2. Insert foot. • California Achievement Tests (CTB/McGraw- 3. Tighten laces. Hill) 4. Make loops with both lace ends. • Iowa Tests of Basic Skills (Riverside) 5. Tie a square knot. • Metropolitan Achievement Test (Harcourt- Criterion-referenced tests try to identify how Brace & Company) far along the skills hierarchy the student has • Stanford Achievement Test (Psychological progressed. There is no comparison against any- Corporation) one else’s score, only against an expected skill • TerraNova [formerly Comprehensive Test of level. The main question criterion-referenced Basic Skills] (McGraw-Hill) tests ask is: “Where is this child in the develop- ment of this group of skills?” These tests use various terms for the academ- Norm-referenced tests, in contrast, are typi- ic skills areas they assess, but they generally cally constructed to compare children in their test several types of reading, language, and abilities as to different skills areas. Although mathematics skills, along with social studies and the experts who design test items may be aware science. They may include additional assess- of skills hierarchies, they are more concerned ments, such as of study and reference skills. with how much of some skill the child has mas- tered, rather than at what level on the skills How States Use Standardized Tests hierarchy the child is. Ideally, the questions on these tests range Despite widespread belief and practice to the from very easy items to those that are impossi- contrary, group standardized tests are designed bly difficult. The essential feature of norm-ref- to assess and compare the achievement of erenced tests is that scores on these measures groups. They are not designed to provide can be compared to scores of children in similar detailed diagnostic assessments of individual groups. They answer this question: “How does students. (For detailed individual assessments, the child compare with other children of the children should be given individual diagnostic same age or grade placement in the develop- tests by properly qualified professionals, includ- ment of this skill?” ing trained guidance counselors, speech and This book provides strategies for increasing language therapists, and school psychologists.) your child’s scores on both standardized norm- Here are examples of the types of questions referenced and criterion-referenced tests. group standardized tests are designed to answer: The Major Standardized Tests • How did the reading achievement of students at Valley Elementary School this year com- Many criterion-referenced tests currently in use pare with their reading achievement last are created locally or (at best) on a state level, year? 2
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I N T R O D U C T I O N • How did math scores at Wonderland Middle Valid Uses of Standardized Test School compare with those of students at Scores Parkside Middle School this year? Here are examples of appropriate uses of test • As a group, how did Hilltop High School stu- scores for individual students: dents compare with the national averages in the achievement areas tested? • Mr. Cone thinks that Samantha, a third grad- • How did the district’s first graders’ math er, is struggling in math. He reviews her file scores compare with the district’s fifth and finds that her first- and second-grade graders’ math scores? standardized test math scores were very low. Her first- and second-grade teachers recall The fact that these tests are designed primar- episodes in which Samantha cried because ily to test and compare groups doesn’t mean she couldn’t understand certain math con- that test data on individual students isn’t use- cepts, and mention that she was teased by ful. It does mean that when we use these tests other children, who called her “Dummy.” Mr. to diagnose individual students, we are using Cone decides to refer Samantha to the school them for a purpose for which they were not assistance team to determine whether she designed. should be referred for individual testing for a Think of group standardized tests as being learning disability related to math. similar to health fairs at the local mall. Rather • The local college wants to set up a tutoring than check into your local hospital and spend program for elementary school children who thousands of dollars on full, individual tests for are struggling academically. In deciding a wide range of conditions, you can go from sta- which youngsters to nominate for the pro- tion to station and take part in different health gram, the teachers consider the students’ screenings. Of course, one would never diagnose averages in different subjects, the degree to heart disease or cancer on the basis of the which students seem to be struggling, par- screening done at the mall. At most, suspicious ents’ reports, and standardized test scores. results on the screening would suggest that you need to visit a doctor for a more complete exam- • For the second year in a row, Gene has per- ination. formed poorly on the latest round of stan- In the same way, group standardized tests dardized tests. His teachers all agree that provide a way of screening the achievement of Gene seems to have some serious learning many students quickly. Although you shouldn’t problems. They had hoped that Gene was diagnose learning problems solely based on the immature for his class and that he would do results of these tests, the results can tell you better this year; but his dismal grades contin- that you should think about referring a child for ue. Gene is referred to the school assistance a more definitive, individual assessment. team to determine whether he should be sent An individual student’s group test data to the school psychologist for assessment of a should be considered only a point of informa- possible learning handicap. tion. Teachers and school administrators may use standardized test results to support or ques- Inappropriate Use of Standardized tion hypotheses they have made about students; Test Scores but these scores must be used alongside other information, such as teacher comments, daily Here are examples of how schools have some- work, homework, class test grades, parent times used standardized test results inappropri- observations, medical needs, and social history. ately: 3
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R E A D I N G , G R A D E T H R E E : G E T R E A D Y ! • Mr. Johnson groups his students into reading to learn what skill areas the tests measure, groups solely on the basis of their standard- what general skills your child is being taught in ized test scores. a particular grade, how to prepare your child to • Ms. Henry recommends that Susie be held take the tests, and what to do with the results. back a year because she performed poorly on In the appendices you will find information to the standardized tests, despite strong grades help you decipher test interpretations; a listing on daily assignments, homework, and class of which states currently require what tests; tests. and additional resources to help you help your child to do better in school and to prepare for the • Gerald’s teacher refers him for consideration tests. in the district’s gifted program, which accepts students using a combination of intelligence test scores, achievement test scores, and A Word about Coaching teacher recommendations. Gerald’s intelli- This guide is not about coaching your child. gence test scores were very high. When we use the term coaching in referring to Unfortunately, he had a bad cold during the standardized testing, we mean trying to give week of the standardized group achievement someone an unfair advantage, either by reveal- tests and was taking powerful antihista- ing beforehand what exact items will be on the mines, which made him feel sleepy. As a test or by teaching “tricks” that will supposedly result, he scored too low on the achievement allow a student to take advantage of some detail tests to qualify. in how the tests are constructed. The public has come to demand increasingly Some people try to coach students in shrewd high levels of accountability for public schools. test-taking strategies that take advantage of We demand that schools test so that we have how the tests are supposedly constructed rather hard data with which to hold the schools than strengthening the students’ skills in the accountable. But too often, politicians and the areas tested. Over the years, for example, many public place more faith in the test results than rumors have been floated about “secret formu- is justified. Regardless of whether it’s appropri- las” that test companies use. ate to do so and regardless of the reasons This type of coaching emphasizes ways to help schools use standardized test results as they do, students obtain scores they didn’t earn—to get many schools base crucial programming and eli- something for nothing. Stories have appeared in gibility decisions on scores from group stan- the press about teachers who have coached their dardized tests. It’s to your child’s advantage, students on specific questions, parents who then, to perform as well as possible on these have tried to obtain advance copies of tests, and tests. students who have written down test questions after taking standardized tests and sold them to Two Basic Assumptions others. Because of the importance of test securi- ty, test companies and states aggressively pros- The strategies we present in this book come ecute those who attempt to violate test securi- from two basic assumptions: ty—and they should do so. 1. Most students can raise their standardized test scores. How to Raise Test Scores 2. Parents can help their children become Factors that are unrelated to how strong stu- stronger in the skills the tests assess. dents are but that might artificially lower test This book provides the information you need scores include anything that prevents students 4
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I N T R O D U C T I O N from making scores that accurately describe • providing lots of fun ways for parents to help their actual abilities. Some of those factors are: their children work on the skill areas that will be tested. • giving the tests in uncomfortably cold or hot rooms; • allowing outside noises to interfere with test Test Questions taking; and The favorite type of question for standardized • reproducing test booklets in such small print tests is the multiple-choice question. For exam- or with such faint ink that students can’t read ple: the questions. 1. The first President of the United States Such problems require administrative atten- was: tion from both the test publishers, who must A Abraham Lincoln make sure that they obtain their norms for the tests under the same conditions students face B Martin Luther King, Jr. when they take the tests; and school adminis- C George Washington trators, who must ensure that conditions under D Thomas Jefferson which their students take the tests are as close as possible to those specified by the test pub- The main advantage of multiple-choice ques- lishers. tions is that it is easy to score them quickly and Individual students also face problems that accurately. They lend themselves to optical can artificially lower their test scores, and par- scanning test forms, on which students fill in ents can do something about many of these bubbles or squares and the forms are scored by problems. Stomach aches, headaches, sleep machine. Increasingly, companies are moving deprivation, colds and flu, and emotional upsets from paper-based testing to computer-based due to a recent tragedy are problems that might testing, using multiple-choice questions. call for the student to take the tests during The main disadvantage of multiple-choice make-up sessions. Some students have physical questions is that they restrict test items to those conditions such as muscle-control problems, that can be put in that form. Many educators palsies, or difficulty paying attention that and civil rights advocates have noted that the require work over many months or even years multiple-choice format only reveals a superficial before students can obtain accurate test scores understanding of the subject. It’s not possible on standardized tests. And, of course, some stu- with multiple-choice questions to test a stu- dents just don’t take the testing seriously or dent’s ability to construct a detailed, logical may even intentionally perform poorly. Parents argument on some issue or to explain a detailed can help their children overcome many of these process. Although some of the major tests are obstacles to obtaining accurate scores. beginning to incorporate more subjectively Finally, with this book parents are able to scored items, such as short answer or essay help their children raise their scores by: questions, the vast majority of test items con- tinue to be in multiple-choice format. • increasing their familiarity (and their comfort In the past, some people believed there were level) with the types of questions on stan- special formulas or tricks to help test-takers dardized tests; determine which multiple-choice answer was • drills and practice exercises to increase their the correct one. There may have been some skill in handling the kinds of questions they truth to some claims for past tests. Computer will meet; and analyses of some past tests revealed certain 5
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R E A D I N G , G R A D E T H R E E : G E T R E A D Y ! biases in how tests were constructed. For exam- In Chapter 1, we provide information about ple, the old advice to pick D when in doubt general test-taking considerations, with advice appears to have been valid for some past tests. on how parents can help students overcome However, test publishers have become so testing obstacles. The rest of the book provides sophisticated in their ability to detect patterns information to help parents help their children of bias in the formulation of test questions and strengthen skills in the tested areas. answers that they now guard against it aggres- sively. Joseph Harris, Ph.D. 6
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