reading

test prep
101
Tools & Tips
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 Reading Test Prep 101
If youve ever had to help students prepare for standardized testing,
then you already know that practicing the test is not the most effective (or
fun) path to success. In fact, the drill and kill model is not only painful for
students, but also for teachers! Its boring, tiring, and inefficient.

The purpose of this mini-unit is to share ideas and strategies for helping
students feel confident and prepared for reading tests through engaging and
interactive lessons. The goal is to treat the test as its own genre and let
students get to know it through ongoing exploration!

Lesson 1: KWL the Test!

Lesson 2: Test Walk

Lesson 3: Reading for Fun Vs. Reading on a Test

Lesson 4: Types of Questions (Sort 1)

Lesson 5: Types of Questions (Sort 2)

Lesson 6: Not Questions

Lesson 7: Text Mapping (Whole Group)

Lesson 8: SMART Strategies

Lesson 9: Text Mapping (Independent)

Lesson 10: The Tortoise and the Hare

Lesson 11: Tale of a Test-Taker

Lesson 12: Thinking Through Test Day

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 Lesson 1: KWL the Test!
Kids have a lot of misconceptions and worries about standardized
tests that can get in the way of their success. Begin with a simple KWL chart
to uncover their fears and inaccurate ideas about the test. Some questions
may sound silly, but it helps them to get it all out there!

K W L
What do you KNOW? What do you WANT to What did you LEARN?
know?

Read the Ks aloud and

discuss any
*Give each student a *Give each student a misconceptions.
sticky note or two to sticky note or two to Read the Ws aloud
write down things they write down questions and answer any
think they know about they have about the questions. End by
the test. test. having students retell
Collect on the chart. Collect on the chart. what they learned and
jotting it down in the L
section.

Answering students
questions helps relieve
unnecessary fears!

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 Tips for Answering Questions
Below are a few common questions I get from students every year. I
thought I'd share how I answer these questions just in case you are struggling
with what to say! My goal is always to present the test in a positive light,
regardless of how I personally feel about its purpose and administration.

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 Lesson 2: Test Walk
In this lesson, the goal is to help students look at the test with a critical eye. Normally, when
students see the testing format, they are . The goal here is to get students to take a
step back and just notice the features of the test.

First, select a few pages from a released state test and make copies for the class. Make
sure the pages include some of the key features you want them to notice such as the numbered
paragraphs, underlined words, an example of a chart, diagram, or other important text feature,
and a few sample questions.

Before passing out the text, I like to read aloud a short, fun story. Any of the Mo Willems
Pigeon books work perfectly! At the end of the read aloud, ask a few questions like, What were
you thinking about while we read this book? What was our purpose for reading? What was
the authors purpose for writing? Etc.

Next, pass out the sample pages of the test, making it clear that they are NOT going to be
reading the passage answering the questions. Provide students with highlighters and give
them a mission: Highlight anything you notice on this test that you would not normally see in your
everyday reading. You might have students browse through a few chapter books or other
normal reading materials first.

After students highlight, share out and discuss the purpose of the different features they
noticed. Why are the paragraphs numbered? Why are there directions? Why are some words
underlined? Why are there tables, charts or diagrams? What features are on the test that are
NOT in our everyday, regular reading?

Next, discuss the purpose of their reading and writing. What is the authors purpose in
writing this text? What would our purpose be in reading this text? How is this reading different
from reading for fun? How is it similar?

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 Lesson 3: Reading For Fun Vs.
Reading on a Test
Now that students have looked closely at a test sample, have them consider the similarities
and differences of reading for fun and reading on a test. The discussion yesterday should have
helped them begin thinking about this.

Group students into pairs or small groups. Each group should create a Venn Diagram or
Double Bubble Map comparing Reading For Fun and Test Reading. The goal here is to start
uncovering (and un-doing) habits or misconceptions that have already begun. This activity will help
you begin to identify and redirect students with the following issues:

Big Problem #1: On a Question Quest!

Some students are overly focused on answering the questions on a test. This means they
rush through the reading to get to the questions without using their good comprehension
strategies. In the past, when standardized reading tests were more about recalling and finding
stated information, this strategy worked fine. But the tests are becoming more and more
challenging. Students must be able to understand deeply, infer, and draw conclusions about their
reading.

Big Problem #2: Lost in Text!

Some students love reading and read tests the same way they read for fun. These
students focus on enjoying the story, get lost in the characters or topic, and let their mind wander
into personal connections. Unfortunately, when reading on a test, we need students to read with a
much more critical eye. They need to think about the authors purpose, the intended theme or
lesson, the text features, etc.

Big Problem #3: Test Stress!

Another problem that can set students up for

failure is feeling the stress of the test. Students who feel
anxiety while taking the test cant gain the deeper
understanding needed to answer the questions. This
activity can help you see who feels most nervous and
also begin to build confidence in those students who are
anxious about taking the test.

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 Sample Venn Diagram
Below is an example of ideas from my students over the years. Your students will have their own ideas, of course, but I think its helpful to have
a vision of the outcome so that you can ask questions that prompt thoughtful reflection.

Reading *Dont get to choose what to read

Test
*Get to pick things I want to read
For Fun Reading
*Can look words up in the
dictionary if I dont know what *Can pause and think *Have a time limit on reading and
they mean about my reading answering questions

*Can ask for help if I dont get it or *Use my good reading strategies *Cant talk to anyone about my
cant read it
reading

*Can start and stop whenever I want; can
spend multiple days reading the same
thing
*Can pick things that are my just-right
reading level
*Read for fun and to get lost in the book
*Can read out loud or with a friend
*Can just pick something different if
I dont like what Im reading
*Can talk to people about what Im
reading
*Reread parts that dont make sense
*Will read short texts, some fiction, some
*Can underline or make notes about nonfiction
interesting or important parts
*Might not be interested in the topic but still
*Wonder about the authors message and need to read it
purpose for writing
*Will have to answer questions about
*Visualize what is happening what I read
*Think about connections and what I *Really important that I
already know understand what Im reading and stay
focused
*Might learn something new or get to
read a good story
*Paragraphs are short and numbered
*My purpose is to read and show I
understood

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 Lesson 4: Types of Questions
Many kids have trouble connecting classroom learning to a test-taking setting. This
question sort is designed to help students think about skills they have learned (summary,
main idea, authors purpose) and connect those skills to the corresponding questions on
the test. Students can sort with partners or in small groups. After sorting, discuss what
students notice about all the summary questions, all the main idea questions, and all the
authors purpose questions. Refer back to classroom anchor charts or reading journals
that will remind students of prior learning. This lesson also serves as a quick review of
these important skills.

If your students have already had lots of practice with these different kinds of
questions, you might have them complete the sort without telling them the categories.

ANSWER KEY:

1 2 3

4 6 5

7 9 8

11 12 10

15 14 13

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 Summary Summary
Question Types 1

Question Types 1
B M E B M E

Main Idea Main Idea

Main Idea Main Idea

Supporting Supporting Supporting Supporting Supporting Supporting

Detail Detail Detail Detail Detail Detail

Author's Author's
Purpose Purpose
P I P I
E E

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 Notes to add under each flap -
Summary the big ideas from the
beginning, middle, and end of the
Question Types 1
passage or article
B M E summary, summarize,
best summary

Main Idea the message or big idea

from one section or paragraph
Main Idea
mostly about, mainly
Supporting Supporting Supporting
about, main lesson
Detail Detail Detail

Author's the reason the

author wrote the passage or part
Purpose (persuade, inform, entertain)
author's message,
P I writer's message, purpose for
E writing
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 Question Sort #1
Authors
Summary Main Idea
Purpose

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 Question Sort #1
Cut out the questions below and sort them into the 3 categories.

3. What is the most

1. Which is the best 2. What is
likely reason the
summary of this paragraph 4
author wrote this
selection? mostly about?
article?

4. What is the best

5. The purpose of 6. Paragraph 12 is
summary of the
this selection is to - mainly about
article?

7. What is the best 8. This essay was 9. What is the section

summary of the probably written for Coco the Cat
story? what audience? mostly about?

11. Which sentence

12. What is the main
10. Why does Carrie best summarizes the
lesson from the
write her letter? section From Earth
fable?
to Moon?

13. This selection was 14. Paragraphs 5 15. Read the first sentence
of the summary shown.
most likely through 9 are Which sentence best
written to - mostly about completes the summary?

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 Lesson 5: Question Sort 2
This second question sort focuses on the most common types of questions on
standardized reading tests. Students must realize when they are being asked to GIVE
PROOF from the passage, when they must INFER using their background knowledge and
clues, and when the question is strictly focused on WORD MEANING. When the students
can identify what the question is asking them to do, they have a much better chance of
answering correctly.

Before this sort, make sure you have reviewed these 3 types of questions with
your class. After the sort, ask students to compare each group of questions and look
for patterns and similarities.

Another approach to this sort is to share the questions in each category and ask
students to try to identify the similarity or category among each group.

ANSWER KEY:

Give Proof Word Meaning Infer

10 2 1

11 5 (also give proof) 3

13 7 6

4 8 9

14 12 15

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 Question Sort #2
Give Proof Word Meaning Infer

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 Give Give
Question Types 2

Question Types 2
Proof Proof

Word Word
Meaning Meaning
Important words are often Important words are often
shown in or may be shown in or may be
underlined. underlined.

Infer Infer
+ Clues from the
passage can help
you make
predictions and
draw conclusions.
+ Clues from the
passage can help
you make
predictions and
draw conclusions.

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 Notes to add under each flap -
Give *Use words, examples, or clues in
Question Types 2 the text to support an idea
Proof -the reader can tell
-helps the reader know
-shows that
-which best supports the idea that

Word *Identify the meaning of a word in

Meaning the text
-synonyms or antonyms
Important words are often
shown in or may be -dictionary entries
underlined.
-definitions

Infer *Use clues from the text and your

own background knowledge to
+ Clues from the
passage can help
you make
predictions and
draw conclusions.
predict or draw conclusions
-will probably
-can predict that
-most likely
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 Question Sort #2
Cut out the questions below and sort them into the 3 categories.

1. From the article, the 3. The reader can tell

2. In paragraph 9, the
reader can tell that that Jon and Rita will
word stunning means -
iguanas - probably -

4. Which sentence from

5. Which words from 6. At the end of the
the story shows that the
paragraph 8 help the selection, the reader can
passage was written to
reader understand the tell that Joe will
teach you how to play
meaning of delicate? probably
baseball?

8. Read the meanings for

the word pen. 9. How did the girls most
7. What does the word
likely feel when they
unfair mean in Which meaning best fits found out they were not
paragraph 12? the way pen is used in invited to the party?
paragraph 4?

10. Which sentence from 12. Which word in

11. How can the reader tell
the story shows that paragraph 7 means the
that Lulu loves Mr. and
Alan has played soccer opposite of the word
Mrs. Banana?
before? early?

13. Which sentence from 14. The title of the story is

paragraph 2 best He Never Gave Up. 15. What will Roland
supports the idea that Which sentence from the probably do if he ever
teamwork is story shows that the title sees the wolf again?
important? is true?

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 Lesson 6: Not Questions &
Backwards Thinking
Not questions are notoriously tricky for young readers. Students must first
recognize that they are reading a not question, know the correct answer and then apply a
different set of strategies. Ive found that with just a bit of practice, students can conquer
these backwards questions.

Practice Makes Perfect

Begin this lesson by displaying 3 examples of not questions and asking students
what is similar about the three questions. Have students discuss why this kind of question
might be tricky. Next, have students practice reading and answering questions. You can do
this whole group by giving each student one card and playing Quiz-Quiz-Trade or give
partners a set to practice.

Teach students to code answers. They can write T for True and F for false next
to each answer or Y for Yes and N for No. During the game, I have them orally say it
with their partner, but then we practice actually writing the coding.

Kids Create Their Own

End this lesson by giving students notecards and having them create their own not
questions. The kids love this and it really helps kids understand the format of these
questions. I like to have the kids play Quiz-Quiz Trade with their own cards the next day as
a review.

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 Sample Not Questions
1. Which of the following does 3. Which of the following is NOT a
2. All the following are synonyms
NOT mean the same thing as reason to eat healthy?
for the word big EXCEPT-
?
A To give your body energy.
A huge
A chilly B To give your body vitamins.
B tiny
B freezing C To help you get more sleep.
C gigantic
C warm

5. Which of the following would

4. Which of the following is an 6. All of the following are
NOT be a good word to describe
antonym for the word ? examples of verbs EXCEPT -
a roller coaster?
A gloomy A jump
A relaxing
B joyful B dog
B thrilling
C upset C run
C exciting

9. All of the following support

8. All of the following words
7. Which word means the the idea that sharks are
could be used to describe a bear,
opposite of little? dangerous EXCEPT -
EXCEPT -
A enormous A Sharks are meat-eaters.
A large
B tiny B Sharks have razor sharp
B furry
C miniature teeth.
C tiny
C Sharks have gills.

10. Which word does NOT mean 11. All of the following are 12. Which word means the
the same thing as laugh? colors EXCEPT - opposite of angry?

A giggle A dog A mad

B chuckle B red B happy
C yawn C pink C furious

13. All of the following 14. Which of the following is NOT

statements support the idea that a reason to brush your teeth? 15. Which word is an antonym
mice are small EXCEPT - for tired ?
A Brushing gives you fresh
A Mice can sneak through small breath. A sleepy
holes. B Flossing is important for B exhausted
B A mouse can fit in your hand. healthy teeth. C energized
C Mice have long tails. C Brushing cleans your teeth.

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 Lesson 7: Text Mapping (Whole Group)
This lesson will introduce the test-taking strategy of mapping text features and have students
start practicing returning to the text for evidence.

For this lesson (which actually takes me about three days), look for a state-released reading
passage or for a practice passage that is only two pages of text (with text features) and includes a
variety of questions.

If possible, use a poster machine to make a large version of each page of text. If you dont
have access to a poster machine, no worries - just project the text using the document camera. Copy
the corresponding questions and chop them up so each is on its own card. I like to copy them onto
colorful paper so that the questions stand out.

1. Shared Reading

Have students take a look at the text and predict the genre and author's purpose for writing. Next, ask
volunteers to read aloud each paragraph.

2. Scavenger Hunt & Text Feature Review

Second, use different colors to do a whole class scavenger hunt for different text features. As
students mark the different features on the shared text, discuss the purpose of those features and
answer the questions on the Text Feature Scavenger Hunt." This is a great review of text features!

*Note: I titled this page Text Feature Scavenger Hunt so that you can use this with other texts and not
just tests. There is also a Question Scavenger Hunt that you can use to have students color-code the
questions.

3. Matching Questions

Next, show one question at a time and ask students to help decide we should look for the answer
in the passage. Attach the question to that section using a magnet or paperclip. (You dont need to
answer the questions. The purpose is to have students think
about WHERE they would look for the answer.) If questions
dont have a specific section or you have to think about the
whole passage, place them to the side or above in their own
category.

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 POSTER SAMPLE

Authors purpose and

summary questions can go
I chose this passage above or to side since you
because of all the great have to think about the whole
text features! passage.

Match the questions to

where students should look
for their answers!

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 Text Feature Scavenger Hunt!
The Directions The Title Paragraphs
*Box in BLUE. *Box in RED. *Circle the paragraph
How many sentences long are Based on the title, what can you numbers in ORANGE.
the directions? predict about the text?
How many paragraphs are in
this selection?

Photographs or Captions Headings

Illustrations *Box in BLUE. *Highlight in YELLOW.
*Box in PURPLE. What is the purpose of the How many sections are there?
captions? (Hint: Count the headings!)
What is the purpose of these
features?

Table or Chart Diagram, Timeline, or Underlined Words

*Box in BROWN. Map *Highlight in YELLOW.
What is the purpose of the table *Box in GREEN. List underlined words:
or chart?
What is the purpose of the
feature?

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Question Scavenger Hunt!
Word Meaning Main Idea
*Box the question in RED. *Box the question in GREEN.

Which questions have to do with the Which questions have to do with finding the
meaning of words? main idea?

Text Features Cause & Effect

*Box the question in BLUE. *Box the question in PINK.

Which questions have to do with text Which questions have to do with cause and
features (such as pictures, captions, effect relationships?
headings, diagrams or charts)?

Authors Purpose Summary

*Box the question in ORANGE. *Box the question in PURPLE.

Which questions ask the reader about why Which questions ask the reader to
the author wrote the text? summarize?

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 Lesson 8: SMART Strategies
Choose another passage or article to use for this lesson. Teach the SMART Strategies and practice
doing them together. I've included a sample anchor chart, a fold-up, a bookmark, and a half-page sized
reference of the SMART Strategy acronym. Use what works for you!

Here is an overview of the strategies and their rationale:

S - Scan & Predict

Most kids open a test and immediately begin reading. We want to slow that habit down and replace it with
a moment to predict, connect, and activate background knowledge. It's like a quick warm-up for the
brain! If possible, cover up the basic text and show students only the text features such as title, heading,
and pictures. Ask students to predict the topic and author's purpose based on just these clues.

M - Map Text Features

Text features hold a wealth of information and are often overlooked by young readers. Train your
students to study the text features before beginning to read. You can use the Text Feature Scavenger
Hunt again, too!

A- Add Notes As You Read

I show my students an example of one of my own books where I've jotted notes in the margin and
underlined important parts. We discuss how good readers are always asking "What is important?"
Then we read the passage and take notes to help us remember important parts.

R - Return to the Passage for Evidence

Most kids dread going back to the passage. Make it a hunt! Train the kids to think like detectives who must
find clues to answer questions. In the beginning, cutting up questions and physically matching them to
the appropriate part of the text is a powerful activity. Eventually, you can move up to color-coding
questions to their spot in the text, or even simply writing the question number back in the text.

T - Try Out All The Answers to Find the Best One

One major stumbling block for young test-takers is the impulse to pick the first answer that sounds
good. Students must understand that test-makers often put in a "good" answer and a "better" answer.
In order to find the "better" answer, they MUST look through all the answer choices. Teach students to
code choices with an X for bad answers, a "?" for possibilities, and a check for ones that sound like the
best.

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 Introduce SMART
Strategies early in the
year so that students
can practice these
habits again and again!

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I use MY S.M.a.R.T. I use MY S.M.a.R.T.
Strategies! Strategies!
S CAN & PREDICT
What is the topic?
S CAN & PREDICT
What is the topic?
What is the author's purpose? What is the author's purpose?

M AP TEXT FEATURES
Box title, headings, and graphic features
M AP TEXT FEATURES
Box title, headings, and graphic features
Circle paragraph numbers Circle paragraph numbers

a DD NOTES AS YOU READ

Jot down big ideas
a DD NOTES AS YOU READ
Jot down big ideas
Underline important parts Underline important parts

R ETURN TO THE PASSAGE

TO HUNT FOR EVIDENCE
R ETURN TO THE PASSAGE
TO HUNT FOR EVIDENCE

TRY OUT ALL ANSWERS

Code the answer choices
TRY OUT ALL ANSWERS
Code the answer choices
Look for the BEST answer Look for the BEST answer
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 ? ? ?
CAN & CAN & CAN &
PREDICT PREDICT PREDICT

AP TEXT AP TEXT AP TEXT

FEATURES FEATURES FEATURES

DD NOTES DD NOTES DD NOTES

AS YOU READ AS YOU READ AS YOU READ

ETURN TO THE ETURN TO THE ETURN TO THE

PASSAGE PASSAGE PASSAGE
A B C D A B C D A B C D

RY OUT ALL RY OUT ALL RY OUT ALL

ANSWERS ANSWERS ANSWERS
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 ?
CAN &
PREDICT

AP TEXT
FEATURES

DD NOTES
AS YOU READ

ETURN TO THE
PASSAGE
A

RY OUT ALL B
C
ANSWERS D
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 Lesson 9: Text Mapping (Independent)
The goal for this lesson is to begin moving students toward independence when using their SMART
Strategies. I have students try this in partners first and then later on their own.

Give each student or partner team a copy of a 2-page passage or article and the corresponding
questions. Run everything one-sided so that students can lay out the passage and cut apart the
questions.

S - Scan & Predict

Have students scan their article and then partner share their predictions and thoughts.

M - Map Text Features

Students complete the Text Feature Scavenger Hunt by color-coding their passage.

A - Add Notes As You Read

Students read and jot notes. Check in with partners, small groups, or the whole class to discuss what
parts were most important.

R - Return to the Passage

You might first have students use the Question Hunt page to sort questions by type. Next, students cut
apart their questions and paste them onto the passage next to where they will look for the answer. For
questions that dont have a specific location (like summary and authors purpose) I have students paste
those on the back or top. Meet back whole group to discuss where students placed each question and
why. *Tell students NOT to answer yet!!

T - Try Out All Answer Choices

I like to give each student a set of cards labeled A, B, C, D and do this part whole group. We read a
question and the answer choices, and then I give students (or partners) a moment to go back to the text.
Next, I ask them to hold up the letter of the WORST answer. (The kids love this!) We discuss why that
answer doesn't work and should be eliminated. Then I ask them to hold up the card of the answer that
sounds right, but isn't (if there is one on that question). We discuss that, as well. Last, students talk with a
partner and select their final answer. One fun way to do this part is to have students switch partners for
each new question.

*Ive included a set of A, B, C, D cards on a following page.

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 Student Work Samples

Students attach the

questions next to the
paragraph or text feature
where they will look for
the answer.

We meet for a whole

group discussion and to
compare ideas.

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A B C D
F G H J

A B C D
F G H J
 Lesson 10: The Tortoise and the Hare
Begin this lesson by reading aloud the classic tale The Tortoise and the
Hare. There are many versions of this book including great ones by Jerry
Pinkney, Janet Stevens, and a fun version by Kristyn Crow. There are also lots
of videos of this story on YouTube.

Read (or view) the story and ask students to think about what helped the
tortoise succeed and what led to the hares failure. Create a quick anchor chart
of ideas:

Things That Led to the Things That Led to the

Tortoises Success Hares Failure
Stayed focused on his Rushed for awhile but
goal then rested too long
Didnt give up even Didnt use smart
though it was difficult racing strategies
Set a good pace (not Got distracted
too fast, not too slow)

Next, ask students to think about how the tortoise would approach taking a
test and how the hare would approach taking a test. Brainstorm ideas together
or have students use the sort on the following page.

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 The Tortoise and the Hare Take a Test!

The Tortoise The Hare

He would probably get a

He would get distracted and He would take his time, but
good nights rest and eat a
lose his focus. not waste time.
healthy breakfast.

He would rush through parts He would probably stay up

He wouldnt bother with
of the test but then take late, skip breakfast, and
strategies!
breaks for too long. show up late for school.

He would stay focused and He would use smart He would make choices that
only take short breaks. test-taking strategies. led to success!

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 Lesson 11: Tale of a Test-Taker
I love this lesson for 2 reasons: one, because its fun, and two, because it
encourages students to plan and good test-taking decisions.

Read the Story

Have students read the story on the following page with a partner or as a
whole class. Ask students to use a marker to highlight or underline all of the
decisions made by Harry that kept him from success on the test. Discuss what
students noticed.

Rewrite the Story

End this lesson by asking students to rewrite Harrys day and change all
his mistakes into smart test-taking strategies. (I also have them change
Harry's name to their own and make the story more personal.) Have students
work in partners or small groups to rewrite the story and then give everyone a
chance to share.

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 Tale of a Test-Taker
Harry woke up late on the day of the big test. Uh oh! No time for breakfast!
Harry rushed off to school and made it to his class just in time.

After the teacher passed out the test, Harry got to work. He read the first
passage quickly, not bothering to look at the photographs or read the captions.
He didnt want to waste time using his good reading strategies either. He just
wanted to get to those questions!

When he started working on the questions, he read each question once and
quickly picked the first answer that sounded right. There was no need to go back
to the passage to check his answers - Harry was smart!

As he began reading the second passage, Harry started to feel sleepy. He

had stayed up late the night before watching TV. Harry decided it wouldnt hurt to
take a little nap

Harry woke up a little bit later and realized that he needed to get back to
work. But the next passage was about aliens and Harry loved to draw aliens. He
decided to take a couple of minutes to sketch a few

Finally getting back to work, Harry found that the next question was pretty
tricky. He wasnt sure about the answer to this one. He started to feel
frustrated. This question was too hard! This test was too hard! Hed never be
able to finish. Ugh! Harry was so upset he couldnt even think clearly anymore.
And his stomach was rumbling in hunger. He groaned sadly.

With only ten minutes left, Harry quickly circled answers on the rest of the
questions and started bubbling on his answer page. His bubbles were messy but
there was no time to worry about that. He raced through the last few and then
raised his hand to turn in the test. He didnt feel like checking over his answers
even though he had a few minutes left. He just wanted to be done!

Harry was not very happy later when he saw his test score.

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 Lesson 12: Thinking Through Test Day
This last lesson can be done a few days before the test, or before a
"mock" test if you plan to do one. The purpose of this lesson is to remind
students of testing day expectations and answer any questions about logistics.

As a teacher, answer the following questions for yourself and then plan
how you will share this information with students.
*What time will the test begin?

*How long do students have to work?

*What is the procedure for restroom or water breaks?

*What is the procedure for water bottles or snacks?

*What will students do after they finish?

*What should a student do if they have a question or concern during the test?

*Under what circumstances may a student leave their seat during the test?

*What should a student do if they don't know the best answer?

*How will you begin the morning on the day of test?

*Will there be breaks? If so, when?

Once you have shared this information with students, I'd encourage you
to jot down the basics on a chart for student reference. Then, allow students
to ask any other questions on their minds. It's important to get all of those
logistical questions out of the way before the day of the test so students know
exactly what to expect. This decreases anxiety and will help students feel
confident and in control.

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