The Reflective Teacher: Teaching and the Test by Monica Breaux

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The first graders at my school just finished six long, grueling days of taking the Iowa Test of Basic Skills. Although parts of the test cover things we do in class every day, other parts of the test involve topics we don't do as regularly. The ITBS, therefore, can be a very stressful and distressing week for the students -- as well as for the teachers who give the test. The students don't like to take tests -- much less the ITBS, which is in a large, thick booklet -- and many of them want to shut down and put in any answer just to get it over with.

Monica Breaux

I started this school year determined to raise scores in every area of the test, but especially in science, because science is one of the subjects my students usually score poorly on. I felt I had to do something different to increase my students' scores. So, at the beginning of the school year, I applied for, and received, a Quality Science and Math (QSM) Grant to purchase science materials for my classroom.

My first goal was to immerse my students in as much non-fiction first grade science reading material as I could. Therefore, I bought non-fiction big books to use to integrate science into my shared reading lessons in language arts. I also purchased leveled, non-fiction guided reading books to increase interest in science and in reading among my poor, disinterested readers. And I bought a set of 36 science readers on different topics for my library corner, so the children could read factual science information any time they were in the library center. With the purchase of all of that reading material, I felt that I was off to a great start in accomplishing my first goal.

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My second goal was to provide my students with as many experiences in different aspects of science as I possibly could, because a large part of the science section of the ITBS is based on student experiences. So, I also bought several different types of science kits and tools. I bought two magnet kits to go along with experiments we would read about in our big books and guided reading books. I bought materials to use during our study of plants, when we would plant carrot, onion, and radish seeds, and watch those seeds grow into edible vegetables before our eyes. We would examine bugs and roots with the new magnifying glasses I purchased. We would watch caterpillars turn into butterflies in our new butterfly garden. The student would get to measure different things using measuring tools in various sizes. And the talking microscope with slides of different insects was sure to be one of the biggest hits with students.

Throughout the school year, we read many, many non-fiction books. We read about insects, plants, food, magnets, rivers, ponds, frogs, our senses, rocks and soil, our bodies, and many other science topics. We conducted numerous science experiments and created many, many KWL charts and Scientific Response Logs.

We also integrated science topics and activities into our math lessons. We studied probability, and created graphs for almost every topic we studied in science. We got caterpillars in the mail and watched them form their individual chrysalises. We planted carrot seeds, onion seeds, and radish seeds in a planter in which we could actually view the root vegetables as they grew. We went on nature walks with our new magnifying glasses. We measured rice, using instruments that showed us teaspoons, tablespoons, cups, pints, quarts, and gallons. Every single day, discussions came up about the things we had discovered -- and even about things we had to investigate further. I felt that I had accomplished the two goals I set out to achieve at the beginning of the year.

Well, the testing came and went, and I'm glad it's over with. My students demonstrated the same attitude toward the test that I expected they would. Now, I am anxiously awaiting their scores. Those scores won't be in for at least four to six weeks, but I am confident that, because of the items I purchased with the QSM Grant and the way I integrated science into my entire curriculum, that the scores will be higher than they have been in previous years. At least I pray every night that they will be!

Previous Teacher Diaries Be sure to see Education World's previous teacher diary features, The First 180 Days: First-Year Teacher Diaries and A First-Year Teacher and Her Mentor.

Article by Monica Breaux
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04/22/2003