STAR tests can be a dirty phrase in many California classrooms. In my room, it inspires outright terror, resistance, and (not so) nonchalant shrugs. Students in my classroom have issues with a "traditional" classroom setting and some are grade levels below in most subjects.
The most common answers when I ask about test-taking strategies for the test?
"I just guess, Ms. D."
"I make patterns, Ms. D. Last year, I made a butterfly for the Science section. It was cool."
Aaaaahhhhh! So we've spent a lot of time talking about the STAR test: what it tests, why they have to take it, what's done with the results, and so on. Now, most of my students are deciding to attempt at correct answers. And so it begins.
Today, working in partners to review the released test questions, they reminded each other of how to set up equations.
"No, no, add the x's then isolate them."
"Geeze, how could you forget how to find 15% of $138.00? Change the 15% to point 15, of means times, and multiply the 0.15 by $138.00. We know this, guys."
Six months ago, most of my 6th and 7th graders were puzzling over dividing a three-digit number by a one-digit number. Now, they say, when presented with math problems that I never thought we would even reach, "We know this, guys."
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