One of the complaints I hear from teachers is having to spend a substantial amount of time each year preparing students to take state assessment instruments. My stance is is that this is not necessary. We can take a few good lessons from how the coaches of Olympic athletes prepare their protegees for that all important day. For years, prior to the actual Olympic event, these coaches provide guidance to build muscles, increase endurance and build stamina in the young athletes. As the big day finally approaches, they refine their instruction so that their mentees can maximize their performance and do their best. So too, should teachers provide long-term practice over the entire course of the school year. No matter what state, most typical state reading tests focus on four text elements: main idea and supporting details; relationships (sequential, comparative, or cause and effect; generalizations or conclusions; or some facet of the author’s craft or writing style. To ensure that students will score well on these tasks, using them regularly throughout the year. When students are used to analyzing stories in this way on a daily basis, it is second nature to respond appropriately on state tests. For more helpful tips on maximizing student performance, see “Tests that Teach: Using Standardized Tests to Improve Instruction.” (ASCD, 2007). You can pick up a copy of “Tests that Teach” from the main pages of my website.