I feel one of the biggest challenges of upper elementary state tests does not actually have anything to do with specific content. I mean, yes...it's important to have a solid base of the standards. However, I feel that testing "overwhelm" is our biggest culprit that robs students of confidence and stamina. With a few quick strategies in their toolbox, however, students will be able to conquer this challenge with ease!

Here are three practical strategies you can try with your students this week as testing season approaches.

1. Teach Students to Read the Question First 

Many students automatically start reading a long passage and get lost before they even know what they’re looking for. Try this quick routine: Have students circle the question first before reading. Ask them to underline key words like main idea, best evidence, cause, effect, or theme. Then have them read the passage with a purpose—looking specifically for information that answers the question. A simple practice activity: Give students a short passage and cover it. Let them read the questions first and predict what they should watch for when they uncover the passage. This builds intentional reading habits very quickly. 

2. The “Cross It Out” Strategy (Process of Elimination) 

Students often feel stuck when they see four answer choices. Teaching them that they don’t have to find the right answer immediately can lower a lot of pressure. Model this thinking aloud: Read all answer choices. Cross out any answer that is clearly wrong. Narrow it down to two choices. Go back to the passage or problem to confirm. A great mini-practice: Put a question on the board and have students vote for which answer they would eliminate first and explain why. This helps them practice reasoning, not just guessing. 

3. Teach a Simple Pacing Plan for Long Tests 

Long assessments can feel overwhelming if students think they have to finish everything perfectly in order. A helpful structure: First Pass: Answer questions you feel confident about. Mark & Skip: If something feels confusing, circle it and move on. Second Pass: Return to the circled questions with fresh eyes. One easy classroom practice: Use a 10-minute “mini test sprint.” Students work through several questions quickly, skipping tough ones and returning later. This helps them learn that movement through the test is part of good strategy. 

These small habits—reading questions first, eliminating answers, and pacing through a long test—can really empower students during state testing. When they feel like they have a plan, their confidence grows tremendously.

Here are a couple of resources designed to make the testing process easier for students!

         CLICK HERE                        CLICK HERE                       CLICK HERE

Thank you for taking the time to help your students by learning how to empower them with some pretty helpful strategies!

Good luck in your continuing testing preparation!

:) Jennifer

As state testing season approaches, one of the most powerful (and often overlooked) skills we can sharpen is students’ ability to closely read the questions — not just the passages. On upper elementary ELA state tests, many incorrect answers don’t come from a lack of comprehension. They come from misreading task words like analyze, compare, infer, best supports, most likely, or missing small but critical details such as “Part A” vs. “Part B” or “Select two answers.” 

Research on assessment literacy consistently shows that students who understand question structure and academic vocabulary perform significantly better — even when reading ability is similar. Here are three practical, high-impact strategies you can use next week:  

1️⃣ The “Circle–Underline–Box” Routine (3 Minutes, Daily Practice)Before students answer a question, train them to: Circle key task words (analyze, explain, describe, summarize, infer). Underline exactly what they are being asked to find (character trait, theme, text evidence, main idea, etc.). Box constraints (two details, best answer, paragraph 3, Part B). Model this under a document camera using released-style questions. Think aloud: “The word best tells me more than one answer might seem right. I need the strongest evidence.” Have students practice with just 2–3 questions a day — no full test required. The goal is building automaticity with academic language.  

2️⃣ Build a “Testing Vocabulary Wall” (Interactive + Active Use)Instead of a static word wall, create a living testing vocabulary chart with: Word Student-friendly definition What the student must DO when they see that word A quick example For example:Infer → “Use clues + what I already know” → I must look for hints, not direct statements. Have students: Sort question stems by skill (theme, character change, text structure). Rewrite a question using synonyms (“Which detail best supports…” → “Which detail proves…”). Create mini-quiz questions for a partner using assigned vocabulary words. This repeated exposure builds cognitive flexibility and reduces anxiety when formal test language appears. 

3️⃣ Error Analysis Fridays (Metacognition in Action)Once a week, project one question with common wrong-answer traps.Instead of asking “What’s the right answer?” ask: Why might someone choose B? What word in the question makes C incorrect? Which part of the question did we need to pay closer attention to? Have students annotate why distractors are wrong. This builds test-wise thinking and strengthens comprehension simultaneously. You’ll start hearing students say things like: “Ohhhh, it says MOST LIKELY, not ALWAYS.” That awareness is gold.  

Close reading of test questions is not test prep fluff — it’s executive functioning, vocabulary precision, and metacognitive reading all rolled into one. And the best part? These strategies strengthen everyday comprehension, not just test performance.

Check out some resources that are aligned to provide practice for these exact skills!

        CLICK!                                      CLICK!                          CLICK!

   

Thank you for joining me to improve your test prep with these proven strategies!

:) Jen   (JB Creations)

Last spring, one of my fourth graders stared at the writing prompt for what felt like forever. He finally whispered, “I don’t even know how to start.” 

 It wasn’t that he couldn’t write — he just didn’t feel confident about what the test wanted from him. And honestly? I see this every year in 3rd, 4th, and 5th grade classrooms. Writing isn’t usually the problem — clarity and structure are. 

Here are three extremely practical ways to build writing confidence before state testing: 

🎯 1. Teach students to analyze the prompt like detectives. Instead of saying “read the prompt carefully,” model exactly how to break it apart.   Have students: 

     -Underline key words (explain, compare, describe, support, two reasons) 

     -Circle vocabulary they need to understand 

     -Box how many parts the response requires 

Then practice restating the prompt out loud and in writing: “If the prompt asks ___, I need to ___.” This alone dramatically improves focus and completeness. • 

🎯2. Create one consistent essay organizer everyone uses. Confidence comes from familiarity. Design a simple organizer students use every time — something that includes: 

       -Introduction (restated prompt + main idea) 

       -Body Paragraph 1 (reason/evidence + explanation) 

       -Body Paragraph 2 (reason/evidence + explanation) 

       -Conclusion (wrap up + restate thinking) 

When students know exactly where their ideas go, they stop panicking and start writing. The goal is automatic structure — not reinventing the wheel for every prompt. 

🎯 3. Practice “power phrases” that pull writing together. Many students struggle with transitions and formal tone. Teach and practice specific phrases they can rely on: 

       -To begin with

       -Another important reason

       -There are many examples that show

       -For instance

       -In conclusion

Post them. Chant them. Practice inserting them into responses. The more automatic these phrases become, the more polished and organized their essays feel — especially under testing pressure. Writing confidence doesn’t come from more worksheets. It comes from clarity, structure, and repetition of strong habits.

Here are a few tried & true resources that have been helpful when learning to write essays effectively!  

              
         PROMPT PRACTICE!            WRITING BUNDLE!           BUILD AN ESSAY!

You’ve got this — and so do your students.

Talk soon,  

Jennifer