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We're not really allowed to do any ISTEP prep during class, only during homeroom. The thought process (which I do agree with) is that they know it or they don't at this point, and it's not right (unethical?) to use class time to teach to the test. We only review concepts during homeroom which is about 20 minutes long, and that is only taking place this week because ISTEP is next week.
thoughts?
HVD
[this topic was moved from the Teaching English section so you could continue the discussion - mes]
I want to defend and say we are not teaching to the test, meerly making them comfortable with formatting issues. For example, each prompt in the I-step, has three or four questions. So with prompt attack, we read the prompt together, find those three or four questions and put them into a graphic organizer. That way when they are ready to synthesize the essay from the graphic organizer, it is already in some sort of logical order.
The other point I wanted to add was that through this prompt, the students are still reading and writing. This is one genre of writing that they need to know. They are still going through the writing process, it is simply guided, they are answering the prompt. Really you can make whatever you are covering in class a specific writing prompt, so as this continues through the year, they are not just writing for istep, but they are writing on whatever is beig taught in class on any given week.
PJD
Ah, I see. In my head, I was seeing it as people who literally bust out old ISTEP questions and do that for a month before ISTEp and not school. That's what they did when I was student teaching.
HVD
Our school really is focused on Quadrant D Lessons. I want to come up with some awesome ideas. Quadrant D has to to a bit with Blooms taxonomy but also making it real-world relevant? Any ideas? Anybody familiar with Quadrant D or "Gold Seal" lessons?-EAG