Deb Napoli:
  • I review universal themes and evidence to back them up using the social studies content I teach. For example, if students need to write about a change they want to see, they can cite many examples from history about how change was necessary. This review helps them on both their writing tasks and their Open Ended Questions for the reading section. NJ ASK Social Studies Theme Review.doc
Jamie Gargano:
  • "I emphasize the connotation of words for questions that ask about the word's meaning. If a question is asking what "vile" means, students could determine that vile sounds negative. Now, they can eliminate all choices that aren't negative (respectful, commendable, etc). This usually increases their chances of guessing the right answer by 50%." The same is true for tone questions. When determining the tone of the text or a sentence, refer back to connotation of words."

Jen Smith:
  • I'm going to be all over the NJ ASK vocabulary games
  • The Cheat Sheet for writing was very helpful last year. The kids felt more confident because they had something to "study."

Kat Moore:
  • I just stumbled on www.prepdog.com. It's full of reading test prep activities! Choose a grade level and difficulty level and let the kids go. Great for Tech Center. My Pinterest teacher friend Stephanie Moormanl uses this activity to hold kids accountable in this center.


Katie Slane:
  • Take teachable moments to insert figurative language. I often say idioms, as it is appropriate to say them, and then explain the connection.
Lindsay Creaney:
  • Interpret and explain quotes and poetry. I am working on showing them how to take it one line at a time (context clues) to fully understand.
  • Work on rephrasing questions for their essay prompt. I find many of my students don't fully understand how to reword the question and then
    they instead ask the question back.
  • Have a simile or metaphor ready for each type of writing Example: This problem is like a ___

Melissa Lomax:
  • Go back over folktales....focus on theme
  • Looking at multiple prompt questions and deciphering whether the question is speculative or explanatory

Allison McGinniss:
  • Going to have my students practice quickly identifying RACE questions, Speculative Prompts, and expository prompts: need to know approach.
Melissa Rappo:

Sherry Forbes:
  • I plan to give a copy of the dump list and have them start practicing making a dump list...maybe using the Dump commerical
  • I plan to give each student their score from last year so they may create a goal for this year
Bev Powell:
  • I will work on having them mark up the test. Go back and circle underline things they need to use to answer their questions.
Aimee Eckert-Hosier:
  • I plan on having student lead teaching groups to help struggling students on specific skills.

Alexia Frisbey:
  • I think I would definitely use the NJASK ? Terms on the back of hw assignments &/or include in our class vocab contest.
Maria Waring:
  • I plan on having each student memorize at least one figurative language that can be used in ANY prompt.
Jody Gielda:
  • Working on what to dump on the back of the writing checklist.
  • Transitions, figurative language for a problem, create writing rubric together
Jayne Martini:
  • Use the cheat sheet in the week before the test to have the students memorize figurative language, transition words, etc.

Deb Underwood
  • We're going to start to review the NJASK Terms soon.
Sarah Palais:
  • I will certainly work on having students create memorized writer's checklist personalized for them.

April Lee:
  • I plan to work on interpreting the questions. Many of my students don't really know what the questions are asking.

Barb Locasale:
  • I provide examples of people throughout history who have failed at something, and gone on to change the world for the better (Did you know Winston Churchill failed 6th grade???). This gives my students motivation to keep trying on the NJ ASK.