Reading EOG for Grades 3 – 5 Fact Sheet

DPI Information

  • Reading EOG is 180 minutes with 6 – 7 passages (mix of literary and informational passages) with 52 questions (1 passage and 8 questions are field test items)
  • The Reading EOG will have the following breakdown for text type and standards.

Domain / Grade 3* / Grade 4 / Grade 5
Reading for Literature / 32 – 37%
Standards 1, 2, 3, 4 / 30 – 34% / 36 – 40%
Reading for Information / 41 – 45%
Standards 1, 2, 3, 4, 7, 8 / 45 – 49% / 37 – 41%
Reading Foundational Skills / NA / NA / NA
Writing / NA / NA / NA
Speaking and Listening / NA / NA / NA
Language / 20 – 24%
Standards 4a, 5a / 19 – 21% / 21 – 25%
Total / 100% / 100% / 100%

*Standards were identified based on the Read to Achieve passages.

  • The raw scores by achievement levels for 2013-2014

Grade / Achievement Level / Scale Score / Minimum Number Correct on Form / Number of Questions / Approximate Percent Correct on Form
3 / Lowest 2 / 432 / 26 / 44 / 59%
Lowest 3 / 439 / 33 / 75%
Lowest 4 / 442 / 36 / 82%
Lowest 5 / 452 / 42 / 95%
4 / Lowest 2 / 439 / 26 - 27 / 44 / 59 – 61%
Lowest 3 / 445 / 32 / 73%
Lowest 4 / 448 / 34 – 35 / 77 – 80%
Lowest 5 / 460 / 41 – 42 / 93 – 95%
5 / Lowest 2 / 443 / 24 – 25 / 44 / 55 – 57%
Lowest 3 / 450 / 31 / 70%
Lowest 4 / 453 / 34 / 77%
Lowest 5 / 464 / 40 – 41 / 91 – 93%
  • The data is reported back in the following format:

WCPSS Recommendations and things to consider:

  • Review 3rd Quarter CASE 21 results because the assessment was designed to more closely mirror the EOG – longer passages and more questions
  • Did your students show evidence of stamina during the longer assessment?
  • Do they show a preference for one text type – literary or informational?
  • Is their book box balanced with all text types?
  • Review your CASE 21 Item Analysis.
  • Is there a standard or standards that you need to review?
  • 3 – 5 teachers want to refer to the Testing as a Genre units found on C-MAPP to guide them in preparing their students for the EOG.
  • Grade 3 has a unit of study while grades 4 and 5 embed the testing genre in the final unit of study.
  • Students should be spending up to 45 minutes daily reading on their own in texts that are arange levels to build the stamina needed with the teacher checking in to provide support and guidance.
  • Teachers may want to include “test-type texts” in the students’ book boxes so that they spend time becoming comfortable with the testing genre.
  • Current EOG released items do not have copyright permissions so they will need to be accessed for modeled and shared activities at
  • Previously released EOG items can be used in the book boxes and can be retrieved at . The questions should not be used but teachers can use the bookmarks below to construct questions based on the CCSS
  • Check out the grade level bookmarks at the link below to guide teachers in teaching the academic vocabulary that supports the standards as well as question stems and prompts to guide them in their work with students.
  • Are students writing about their reading?
  • Are they annotating texts?
  • Are they asking questions of the author and themselves?
  • Are they using their texts to support their thinking?
  • A strategy that is used in the Testing as a Genre unit is RUNNERS –

R – Read the title and predict what the text will be about.

U – Underline the important words in the questions.

N – Notice numbered paragraphs.

N – Now read the selection.

E – Engage with the text by annotating.

R – Reread the questions and eliminate the wrong answers.

S – Select the best answer and prove it!

  • Are you engaging students in rigorous conversations about texts – during read alouds, small group instruction, and reading conferences?

WCPSS Literacy – March 2015