Ace the Test: Effective Strategies for Preparing for the ELA Exam

Preparing for ELA State Testing: A Balanced Approach

As the new year begins, schools across the state are gearing up for the upcoming state tests. In New York, where I work, the ELA (English Language Arts) test is a major event for both students and educators. For students in grades 3-8, the two-day test requires them to read passages and answer a mix of multiple-choice, short-answer, and extended-response questions.

Recently, New York made the switch from paper-based to computer-based testing, adding a new challenge to the preparation process. A blog post by Tim Shanahan, a respected educator and researcher, caught my attention, as it resonates deeply with my own experience. Shanahan emphasizes that effective teaching naturally leads to improved test scores, which ultimately prepares students for the test itself. As a former special education teacher and current district administrator, I wholeheartedly agree.

In the past, as test day loomed, our focus would shift almost entirely to prepping for the test—revisiting past exams, practicing test-taking strategies, and often sidelining other instruction. This was especially true in higher-needs districts, where test results were closely scrutinized, and the focus on addressing missed questions became the priority. For example, if many students missed a question on identifying the main idea, teachers were instructed to spend more time on that specific skill. However, the main idea of a short story can depend on the content and structure of each text. In fact, research from ACT shows that the types of questions asked on reading comprehension tests don’t determine reading performance—the complexity of the text does.

Reading comprehension tests measure how well students can navigate a collection of texts—not how well they can answer specific question types. So, what’s Shanahan’s advice? Teach kids to read. In the early grades, this means teaching them how to decode words, starting with phonological and phonemic awareness. In the upper grades, it’s about teaching them to read complex texts, not just ones that are at their ‘instructional level.’  This sounds like a solid approach. But what does this look like in the classroom?

Addressing Deficits and Focusing on Core Skills

What have we done differently this year? Last school year, I began analyzing our data to identify key areas of need. The most glaring issue was a lack of foundational skills such as phonological awareness, phonemic awareness, and phonics—deficits that extended from elementary to middle school levels and above. Without strong word recognition skills, students will struggle on the state test, no matter how well they perform in other areas.

To tackle this, we shifted our focus this year to strengthening word reading skills. We redesigned our elementary assessments so that teachers could target specific phonics deficits through small-group instruction. At the middle school level, we adjusted schedules to give teachers dedicated time to work on these critical skills based on assessment results. It’s been challenging, with some resistance from staff and moments of self-doubt—was this the right move? Should we go back to our old ways? But when our mid-year data came in, I was encouraged by the progress, especially in some of our lowest-performing schools. It confirmed that we were on the right track.

A More Holistic Approach to Test Prep

As state testing season nears, what’s my advice? While I don’t recommend abandoning test prep entirely, there’s a better way to approach it. Students need to become familiar with the test format and question types, especially given the switch to computer-based testing. We can’t overlook the importance of ensuring students are comfortable using technology and navigating the system. After all, it’s not just about what they know—it’s also about how well they can interact with the digital platform.

That said, we still have a couple of months before the test, and here's what I'm focusing on with my teachers: we’re using reading passages that tie into content students are already learning. For instance, in 6th grade, students are studying Greek civilization, so the texts they read in class are based on Greek myths. This allows us to teach reading comprehension and writing skills within the context of something students are already have knowledge about.

Similarly, for students reading Esperanza Rising, we’re focusing on themes like friendship, bravery, and perseverance—concepts that tie directly to the novel. Through these thematic connections, students practice key skills like identifying evidence in the text, writing strong topic sentences, and crafting well-supported paragraphs. Teachers can even encourage students to compare the characters in

Esperanza Rising to those in other texts, helping them hone their analytical skills.

For Teachers:

As a teacher, think about the content you’re already teaching—whether it’s social studies, science, or ELA. Tap into resources like Newsela, CommonLit, or ReadWorks, which offer a variety of articles and passages that can supplement your instruction. You can also use old state tests (if available) to find articles that align with what your students are learning. The key is to embed test preparation into the content students are already studying, deepening their understanding while also preparing them for the test.

Keep in mind Shanahan's advice: “The path to better reading scores. Teach kids to read. It works like magic.” Keep that quote in sight—whether it’s on your desk, bulletin board, or classroom wall—and remind yourself that engaging, effective instruction will prepare students for both the test and life beyond it.

For Administrators:

As an administrator, take time to meet with teachers in the testing grades. Understand what they’re teaching and ask what support they need to prepare students for the test. Do they need more resources, collaboration time, or access to technology? Providing your teachers with the necessary support can make a huge difference in their ability to teach effectively and prepare students for the test.

While state testing can feel overwhelming, it’s important to remember that it’s not going away. So, rather than viewing the state test as a negative, consider it an opportunity to reframe your approach: How can you address students’ needs, deepen their knowledge, and help them improve their test performance at the same time?

Ultimately, the goal is to teach students to read and write better- skills they will carry with them throughout their lives. If we focus on that, the state test will take care of itself.

References

Shanahan, T. (2018, December 08). My principal wants to improve test scores… Is he right?  https://www.shanahanonliteracy.com/blog/my-principal-wants-to-improve-test-scores-is-he-right