Ideas for Test Practice Unit

Test Practice Unit: Multiple Choice
Ahead of time/immersion:
1. Prepare sentence strips or index cards with the items from “The Language of
Tests.” These can be used in #3-b. Students can also use these in handouts as
they prepare questions for “Beat the Teacher,” “Fact or Fib” or for their games
later on.
2. Work on building stamina by reading 30 minutes per day and at least 60 minutes
one day per week during SSR or reading workshop time.
3. Do think-alouds about your thought processes with sample questions each day.
a. This will allow you to demonstrate the way you paraphrase a question in
your own words to try to figure out what the test writer is really after.
b. You could model using “The Language of Tests” as you respond to
question “stems” following read-alouds, eventually having the students
assume more and more responsibility for thinking aloud with you. Building
the “formal language/register” of testing into daily
interactions/conversations about books so that they are more familiar with
what these mean when it comes to testing.
c. You might model the process of elimination, including covering up answer
choices that you know are incorrect (such as with a think, dark sticky
note).
d. Use clips from “Who Wants to Be a Millionaire” to show thinking
processes/problems that test takers incur.
http://www.youtube.com/watch?v=dMriTkE3igY- lost on the first question, didn’t think
through answered too quickly.
http://www.youtube.com/watch?v=sMHLg8Qjc8s – good use of schema, answered first
questions with ease, then took more time even “asking the expert”
Day 1:
Tell the students that reading a test is not like reading a book or novel. Give the
students a short multiple choice test with varied levels of questions on it. Students
will take the test and then discuss test-taking strategies and create their own lists of
strategies for test taking. A list might include:
· Focus—“game face”
o Sleeping enough

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o Eating right
o Trying to relax/not feel stressed
 Peppermints/lemon drops
 Water (hydration)
· Predicting
· Read instructions/directions
· Memory
· Context clues
· Wear your glasses if you have them
· Use sticky notes to help you narrow answers
· Never skip a question—give your best guess if you are not sure
o “Millionaire” strategy
· Read the questions BEFORE the story
· Ask yourself, “What do they want to know?”
o Emphasize/boldface words that guide you in responding, such as “main
purpose,” “not true,” etc.
Day 2:
Students examine tests such as Acuity diagnostic practice or Scott-Foresman tests from
www.pearsonsuccessnet.com to find question stems. (You might print off a copy or
present it on the SmartBoard.) They should note such stems as:
· The main idea of the story…
· The main idea of the passage…
· The main idea of the selection…
· Identify the inference.
· This story is mainly about…
· Which of these happened first
· Which sentence from the story is an opinion?
These could be placed on an anchor chart.
Day 3:
Using something that is familiar to everyone in the class (a familiar story, textbook
chapter, etc.), model how to think of a question and design four possible answers.
Today you are going to get the chance of a lifetime—instead of taking more tests, I am
going to show you how to write a test like a test writer. Writing a test is like making a
game or solving a puzzle—and once you understand how it “goes,” you will be more
likely to do well on tests and it will be harder for test writers to trick you!

· Say, “As I think about writing test questions for this text, I will want the reader to 3
prove to me that s/he has read and understood the text. Test writers use
question stems like those on the list that we made yesterday. I am going to
choose one stem and design a question and set of possible answers, just like a
test writer would.”
o For example, using the book A BAD CASE OF STRIPES by David
Shannon, a question might be:
 This story is mostly about ______.
· Say, “Now that I have a question stem, I am ready to think about the answer
choices that I will give to my test takers. In doing this, I have to be sure that I put
in the right answer, so I am going to do that first. I am thinking that this would be
a good answer:
A. a girl who learns to be herself, even if her friends laugh at her
· Now I want to put in the rest of the choices that are wrong. These are called
distractors. Why would the wrong answers be called “distracters?” (Discuss
meaning of being distracted—they are designed to trick or distract the
reader/test-taker.)
· The first distractor I am going to add is one that is definitely wrong, but could fool
someone who is careless (like boy on “Who Wants to be a Millionaire”) or who
did not read carefully. So, let me think… oh, I know. Add:
B. lima beans
How is this distractor wrong but tricky?
· The second distractor I am going to add is one that is almost right but would not
fool you if you read the story and the question/choices carefully. Again, it would
easily could fool someone who is careless with their reading or thinking (like boy
on “Who Wants to be a Millionaire”). So, let me think… oh, I know. Add:
C. a woman who helps Camilla solve her problem
How is this distractor wrong but tricky? (the story is about Camilla, not the
woman)
· The last distractor I am going to add is still wrong, but could still trick someone
who is careless (like boy on “Who Wants to be a Millionaire”) or who did not read
carefully. So, let me think… oh, I know. Add:
D. a girl who has trouble deciding what to wear
How is this distractor wrong but tricky? (if you just started the story but didn’t
read the rest of it carefully, you would think this is what it’s about)
Using the same text as the teacher (that is familiar to everyone) the students
work in partners to design their own questions, using the question stems and
then the correct answer with three distracters. (Have them write on large paper
or construction paper. This makes it easier to see during sharing time and more
fun for the kids to write.)

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Day 4:
Repeat the process from Day 3, except this time use a nonfiction text. (Use a nonfiction
text such as those used in Acuity or an old ISTEP that is public domain.) Intentionally
choose a question stem that supports nonfiction such as:
· All of these are true except _______.
· This would most likely be found in a book entitled _____.
· This was written mainly to _________.
· The purpose of this is to ______________.
· Use the selection to consider ____________-.
· A good title for this story is ____________.
Day 5:
As soon as the questions are drafted, the students circulate, quizzing each other and
thinking aloud about how they could solve the question.
Beat the Teacher:
· After designing the questions (made during previous lessons), the teacher places
herself on the hot seat.
· After a few rounds of Beat the Teacher, have the students number off 1-4.
· The teacher chooses a number, and all of the kids in that group come forward
and share the “hot seat area” and play the role of the teacher. They receive a
question, then they discuss the answers/think aloud using the model the teacher
gave when creating distracters by saying things like, “I think this is wrong
because…” to explain their thinking. Then give their response as a group.
· Repeat this process so that everyone gets at least one turn to be in the hot seat
area and to model thinking aloud about answering test questions that have been
written by themselves or their peers.
Day 6:
· Use the questions generated in day 4’s lessons to make statements. Read the
question and add either the correct answer or one distractor. The children will
decide if it’s a “trustworthy” statement or a “fib.” (T or F) After modeling this a
few times, turn this over to the children.

5
· Let the students try this with the previously-made questions. The teacher will
type the questions that are generated to show how to respond to these in a True-
False test later on.
Day 7:
· Using a nonfiction text (possibly a textbook or a piece that supports other
learning in the classroom), have the children work in partners to create 3 fibs
and 3 trustworthy statements on large index cards (1 per card). They should
write “T” or “F” on the back of each card.
· When finished, they will submit the cards to the teacher. She will shuffle them
and redistribute 6 cards to each team.
· Students will practice reading the question, deciding whether it’s a “trustworthy”
statement or a “fib.” Then they will check their answers on the backs of each
card.
· The teacher will collect the cards and possibly use them as a test over the
content or subject matter later on.
Day 8:
Talk about tests as a genre and that they have qualities or attributes that you don’t see
anywhere else in your reading. HOWEVER, good reading strategies can be applied to
the genre of testing.
Tests are like puzzles. I believe that most people keep the box lid of the puzzle in front
of them when they are putting together the puzzle. Sometimes they focus on the picture
as a whole and other times they focus on one particular section. They move back and
forth conceptually and physically between the picture and the puzzle pieces. Doesn’t
that sound like the good test takers we’ve watched as they navigate their way through
testing? The good test takers move back and forth between the questions and the
passage, sometimes looking at the whole story, sometimes looking for a particular
answer. These good test takers use strategies to solve the puzzle of the test.
Part One:
· Give each student a handful of puzzle pieces from a 100-200 piece puzzle.
· Do NOT show them the picture on the puzzle box.
· Give the instructions that they are NOT allowed to ask questions, to talk to one
another, or to help one another.
· Give them about one minute to work on their pieces.
· Stop them. Tell them to turn to a partner and talk about this experience. They
should be ready to share with the group after two minutes.
· Record on chart paper the feelings and thoughts of the students. Keep this chart
for future reference and label it Chart #1.

In Part One of the lesson the students had no idea what the puzzle was supposed to 6
look like or even if they had all of the pieces. Many times students just dive right into
reading a testing selection much the same way, not previewing the title, not thinking
about their prior knowledge, or not asking questions before they read.
Part Two:
· Now, give the students (cooperative groups) an entire puzzle to work (around 50
pieces or less) along with the box cover of the puzzle.
· The instructions are different this time: they work as a group and talk with one
another.
· They should be thinking aloud with their group as they decide where to place the
puzzle pieces.
· It’s important that the students are very specific in their conversation with each
other about this experience compared to the first experience.
· One member of each group should be the recorder of thoughts and comments.
· Record on chart paper the thoughts of the class from this experience. Keep this
chart for future reference and label it Chart #2.
The purpose of part one is get students to realize the significance of “before” reading
strategies such as:
· Preview the text—looking at the picture of the puzzle (part two)
· Activate prior knowledge/schema—knowing how to put a puzzle together
· Making predictions—trying to see if the puzzle piece fits
· Asking questions—deciding where to start, such as with forming the border first
or working directly with a particular section of the puzzle
Day 9:
· Display the two chart papers (Charts 1 an 2) side by side.
· Discuss with the students the differences and likenesses.
· Talk about which puzzle was easier to work with and why.
· Which strategy was most helpful and why.
· Lead the students in a conversation/responses by “implanting” good reader
strategies such as:
o Landmarks or key words = colors, objects, etc., on the puzzle.
o Citing/referencing the text = looking at the picture of the puzzle.
o Prediction = trying to see if the piece fits.
o Confirming = placing a piece down.

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The purpose of this lesson is for the students to begin making the connection that
working a puzzle is very similar to the before, during, and after strategies that good
readers use. It would be good to create a “T” chart comparing puzzle strategies with
good reader strategies.
Good Reader “Puzzle”
Strategies Strategies
Looking at the big picture of the
puzzle.
Knowing how to put a puzzle together.
Previewing the
text.
Activating prior
knowledge/schema.
Asking questions.
Making predictions and
confirming predictions.
Identifying key concepts or
ideas.
Deciding where to start.
Trying a piece to see if it fits and placing
a piece down.
Matching colors, objects, etc., on a
puzzle.
Looking at the picture of the puzzle and trying
to figure out where the missing pieces go
based on known information.
Using context clues to
get meaning.

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Guide students in thinking about strategies that readers use and how these can help
them become good test-takers. Perhaps create a chart with information like:
BEFORE I READ:
1. I take time to think about what I already know on this topic.
2. I look through the pages to think about charts, boldfaced headings, and pictures.
3. I ask myself “I Wonder” questions before reading.
WHILE I READ:
1. I stop often to think about what I understand.
2. I continue to consider my questions about the topic.
3. I use context clues and all possible clues to get to the meaning of unknown
words.
4. I try to identify key ideas and concepts.
AFTER I READ:
1. I turn back through the pages and reflect on what I have learned.
2. I think about my “I Wonder” questions.
3. I use what I have learned by writing or talking about it.
Day 10:
Many students are not clear as to what a test question is actually asking them. This
lesson focuses on understanding questions through a question sort. Guide students
in linking “before-reading” strategies (from the previous lesson) to their thinking
in this lesson.
First students cut the questions apart (from the handout, “Sample Questions for Puzzle
Lesson”), so that they can be handled and easily moved around.

9
Next, they identify key words in each question and then place the question in a category
such as:
· Main Idea/Supporting Details
· Author’s Purpose
· Text Features
· Vocabulary in Context
(Have them save the questions in an envelope, as they will be used again in a later
lesson.)
Analyze questions (that they have cut apart from the handout) by looking at key words
and deciding what each question might be asking. It is important that students
paraphrase each question, putting it into their own words, so that they understand that
the strategies they use in all of their reading is done with the genre of testing as well.
Day 11:
The purpose of this lesson is to read a passage carefully while noting key words and
main ideas while using the “During Reading” strategies from Day 9’s lesson plans.
Today, you will give the students their first opportunity to see the test selection (see
handout, “Sample Passage for Puzzle Lessons,” which is the frog story.
It is helpful to enlarge the passage so that the text is large and easy to see.
1. Tell the students to cover up the selection and read the title only.
2. To activate schema/prior knowledge, have them predict words or phrases that
they think may appear in the passage.
3. Next, have them read the purpose or summary statement and underline the main
idea or key words.
4. Last, tell the students to read the selection. As they read, they should write key
words on sticky notes and place in the margins alongside the passage. ELL
students might benefit from sketching.
5. Guide a discussion about the strategies the students used to navigate the
passage.
6. Collect the stories and questions (which are in envelopes) to re-use for
tomorrow’s lesson.
Day 12:

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The purpose of this lesson is to put all of the pieces of the puzzle of test comprehension
together. Students will use the “After Reading” strategies from Day 9’s lesson plans.
· Return the enlarged selection and envelopes of questions to the students.
· Tell the students to skim/scan the selection and “tape” their questions to where
they think the answer is found.
· Have them underline or highlight their answer choice within the selection.
· Then ask students to share with their groups what they “notice,” such as the
questions are not necessarily answered in the selection in numerical order (you
might find the answer to #2 before #1, etc.). They should also note the variety of
the questions being asked.
· Put Charts 1 an 2 back up. Record the students’ observations and compelling
questions and add to the T-chart that was created (comparing reading strategies
and puzzle solving strategies).
Day 13:
Today give the students the smaller size version of the frog selection along with the
“bubbled” multiple choice questions. Have them “complete the puzzle.”
Review: a test writer/designer creates one correct answer and three distractors or uses
negative wording like, “Which one of the following is not true?” Reading carefully and
adjusting your thinking to the type of question/wording will help you to solve the puzzle
without being tricked.
Days 14-15:
--This is where you can create your own game to go along with a reading selection/book
either ahead of time or along with the class! You are welcome to borrow Mrs.
Hamblen’s book, SILVER PACKAGES by Cynthia Rylant and the game that she
created to go along with it. 
To develop a game around a book, students must refine summarization skills; apply
expository writing skills; expand their oral language; develop deeper understanding of
story grammar; consider important characters, plot, and setting; and look closely at
character development.
With a clear focus on deep thinking, state standards, and long-term understanding, this
comprehension game has a well-deserved place in comprehension instruction and in
test practice.

Part One: 11
· Read aloud SILVER PACKAGES (or another text that you have chosen and for
which you have created or will create a board game).
· Using the “Planning Sheet—Comprehension Game,” begin thinking aloud about
the “Questions to Consider” along the left-hand side of the page. (Note: you
might want to enlarge this page for student use.)
· Show kids game boards from simple, popular games. Look at the paths—such
as the “border” path of a Monopoly game, the winding path of a Candyland
game, etc. Note the themes and use of color.
· Then sketch the game board for your game in the top right of the page. Note:
including important elements from the setting(s) of the story allows students to
feel more engaged with the story, as if they are “walking alongside the
characters.” This is part of visualizing and comprehending.
· Next, design a sample game card. Be sure to use starters of multiple choice or
T/F questions from the list, “The Language of Tests.” Think aloud about
including the correct answer and three distractors when creating a multiple
choice question.
· Then take out the game board that has been designed and show the kids the
ending product. Talk about how they will need to read a book, know it WELL,
and keep it in front of them as they consider questions that are worth asking
based on information and events from the text that they think readers should
remember. Note: they should have some “right there in the text” answers as
well as some inferential.
· Set up your expectations—you may even want to share the grading sheet at this
point (or type it up as a criteria checklist). You may want the students to include:
o The Characters: Identify the main characters in the story write questions
about their character traits.
o The Settings: Identify the settings in the story from Charlie Bucket's shack
to the outside and inside of the Chocolate Factory and write questions
about them.
o The Events: Identify the main events in the story and build the game
around going through the different happenings.
o Remind students to use elements of each area in their board game design
and in their game questions. There should be a minimum of 20-25
questions, but students may write more if they want.

Part Two: 12
· Divide students into teams of 2-4 students. These should be students with very
similar independent reading levels.
· Allow students time to complete this process of choosing and reading a book or
text that is at their independent reading levels. This text will become the basis of
their game and then planning their game on the “Planning Sheet—
Comprehension Game”.
· Students should submit these to the teacher for approval. Teachers will want to
be sure that the students are accurately depicting the setting(s) and have
designed a game board/ path that is simple and not confusing.
· Check to be sure that the kids have created a suitable sample question.
Teachers might want to meet with teams to confer about the questions on the
planning sheet so that she is sure they are giving full consideration to the text.
Day 16:
Note: You might want to give the students a chance to plan their boards on a big piece
of paper before having them make their final copy on the poster board.
· Provide students with materials for making their games. Every team will need:
o either a large piece of construction paper or poster board to use as their
board
o markers, crayons, colored pencils, pencils
o Index cards or ½-sheets of paper for writing questions; answers should be
noted on the back.
o Possibly use the Ellison die-cut of a game path for struggling students OR
provide circular, colored stickers OR pre-cut paper in circles, squares,
etc., to glue down into a path.
Students will work as teams to create their game boards, following their planned
designs.
They will want to consider playing pieces.
· You could provide small tokens for everyone, they could design stand-up paper
characters from the story to be tokens to move around the board.
· You might find simple items that coordinate with the game from a place like
Dollar Tree.
· They may need 1-2 dice or spinners, as well.

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· You could consider cutting the board into sections and taping it with mailing tape
so that it can fold up and fit into a box (a plain shirt box could be designed to go
with the game) or into a 2 gallon Zip-Loc baggie.
As they finish, they should work on creating at least 20-25 questions for the players.
This can be differentiated for students by increasing the number of questions and by
adjusting the number of MC or T/F questions that they may create. For those who
struggle a little more, allow more T/F questions to be created; for those who are
more capable of working quickly while thinking deeply, require more MC questions.
(Remember, the texts being used to create the games should be at the students
independent reading levels.) Remember, there are sample game cards in the
handouts pages as well as in the teacher’s model game. 
Day 17:
Students should complete writing their questions and answers. If possible, have
them type them and print them on card stock. (A parent helper could assist with this,
if available.)
Next, model how to think through the rules of the comprehension game. Use your
game as a model, and think aloud about how you don’t want the rules to be tricky—
your game should be easy to play.
Complete the “Planning Sheet for Writing: Rules for My Comprehension Game.”
Provide teams with time to write sensible, easy-to-follow rules. These should be
packaged (eventually) in a large Zip-Loc baggie along with the book (or typewritten
copy of the text), cards, and playing pieces.
Day 18:
As students complete their games, they should assess themselves using the handout,
“Assessment Tool for Comprehension Game.” Then they should see the teacher for a
final grade (she may use the same form). Next, students should trade games with
another team that is finished. (This will encourage teams to finish so that they can
enjoy each other’s games.) Students will need to read the text first, then the rules, and
then attempt to play the game.
You may want one of the game’s creators to stay with the game as it goes from team to
team to ensure that they are playing correctly and that everything stays intact with the
game.

Allow as much time to read and to play each other’s games as you see fit. 14
You may even make these into centers or a “Fun Friday” activity during
reading workshop or SSR. 
Resources and References
Coleman, Barbara in “Puzzled About Comprehension and Standardized Testing?”
Spotlight on Comprehension: Building a Literacy of Thoughtfulness. 2005.
Portsmouth, NH: Heinemann Press.
Hoyt, Linda in “Comprehending Standardized Tests.” Spotlight on Comprehension:
Building a Literacy of Thoughtfulness. 2005. Portsmouth, NH: Heinemann Press.
Lokting, Karen in “Searching for a Comprehension Game-Plan?... Just Follow the
Yellow Brick Road!” Spotlight on Comprehension: Building a Literacy of
Thoughtfulness. 2005. Portsmouth, NH: Heinemann Press.
Rylant, Cynthia. Silver Packages. 1997. New York: Scholastic.

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