High Stakes Test-Taking Strategies to Teach in Language Arts and English Middle school and high school teachers must prepare students for both reading and writing tests in most states. In addition to carefully integrating tested standards into the curriculum, language arts and English teachers can also take specific steps to prepare students for both of these high-stakes tests. Strategies for All Learners Two-Sided Flashcards These flashcards serve double-duty as students can work alone or in pairs to review literary terms they may come across in a high stakes test. Consult your standards and pacing guide to determine essential course vocabulary. Subdivide the list into 10 words per week. Each week, have students create flashcards by writing an example and its literary purpose on one side of the card; then they should write the term and its definition on the reverse side of the card. Begin each class with individual or paired drills, switching between the example side and the definition side as the cue. Question Exchange Attention to punctuation, formatting, and sentence structure all contribute to the correct interpretation of the question. Teach students to pay close attention to these items when reading questions on high-stakes tests to understand how they indicate the purpose of the question. For example, a question might read: Which of the following details is least important to the paragraph? or Which of the following details is most important to the paragraph? Pair students and distribute sample test questions or reading passages. Have students scan the passage to locate examples of emphasis created through grammar or formatting and write the passage on the front of an index card. Partners should swap cards and rewrite the passage on the back of the card, this time changing the direction of the question by altering it. Discuss as a large group how the entire meaning of the passage changes when one word is bolded, repeated, or italicized. Testing Situation Role Play If your state releases previously used tests for instructional and remediation purposes, use such tests to create a mock testing scenario. Use this opportunity to explain the scoring process and cut scores, review important words that appear in questions, and practice test-taking strategies. Then, mimic the actual testing administration as closely as possible. Finally, review the answers to the test and use the mock session as a final review before the actual test day. Use the situation to build student confidence and to encourage positive test-taking behaviors. Strategies for Struggling Students 1. Teach a strategy for reading passage analysis. Objective Strategy Analyze reading passages Draw conclusions Read the first and last sentence and write a prediction about the topic of the passage at the bottom of the page. Skim the passage and mark "+" or "-" by words, phrases, or lines that are positive or negative in nature. Use the marks to determine a "shift" or change in the piece. Determine the point of view and use the plus and minus signs to assess the attitude of the narrator about the topic. Use the key steps of passage analysis to determine the theme, or the message the passage sends to the reader. 2. Teach a strategy for academic writing. Objective Strategy Use a concrete process for the academic writing model, or five-paragraph essay: Lead: Three-point thesis: P1: Topic       Detail,        Detail,        Detail P2: Topic       Detail,        Detail,        Detail P3: Topic       Detail,        Detail,        Detail Restate thesis: Final thought: Teach the academic model through a visual representation, such as the five paragraph model. Read and analyze the writing prompt very carefully. List potential subjects. Beside each subject, brainstorm three points to be made about that subject. Select one and write a three-point thesis: _________ is _______, _______, and _________. Construct three paragraphs, using one point from the thesis as the topic sentence for each. Provide an example, explanation, or detail as support. Write a closing paragraph that reminds the reader of the thesis statement, and plants the thought the writer is sending firmly in the reader's mind. This article was contributed by Janice Christy, M.Ed., English Department Chair, Louisa County High School, Louisa, Virginia.