Exam Study Guides Q2

Reading Quarter 2 Exam Study Guide

This serves as an outline of all material included in the Quarter 2 Exam.  Identify your “problem areas,” and spend extra time on these.  Use your Unit 2 Assessment books to study details, as well as returned homework and notes in Writer’s Notebooks.

The exam will include content from stories, as well as comprehension strategies and skills.  All stories from Unit 2 will be covered on the exam. 

1. Apply various reading strategies to read a selection and answer comprehension questions.  Monitoring and adjusting reading speed is especially important in order to ensure you finish the test.

2. Know the main ideas and supporting details of all stories covered in Unit 2.

3. Be able to determine if a statement about a story is true or false. 

4. Know the definitions of all vocabulary words.  Be able to use each word in the correct context.

5. Know all comprehension strategies.  These include Monitoring and Clarifying, Predicting, Summarizing, Asking Questions, Visualizing, and Monitoring and Adjusting Reading Speed.  Be able to apply strategies to examples in stories.

6. Know all comprehension skills.  These include Author’s Purpose, Cause and Effect, Sequencing, Main Idea and Supporting Details, Compare and Contrast, Making Inferences, and Drawing Conclusions.  Be able to apply skills to examples in stories.

7. Be able to apply strategies and skills to your personal reading and life experiences.  Be able to assess the significance of strategies and skills.

8. Be able to identify traits that contributed to Queen Hatshepsut’s reign, and explain how these traits affected her decisions. Evaluate her abilities as a ruler.

9. Be able to compare and contrast civilizations.

10. Explain events that helped the experts decipher the Rosetta Stone, identifying the cause and effect of each event.  How might the outcome be different if these events hadn’t happened? 

11. The cities of Kashgar and Herat were two stops on the
    Silk Route
    that had very different ways of life.  Be able to visualize each city, and draw a representation that demonstrates the differences between the two. 

Language Arts Quarter 2 Exam Study Guide

This serves as an outline of all material included in the Quarter 2 Exam.  Identify your “problem areas,” and spend extra time on these.

1.      Be able to proofread and correct sentences for

a.      Grammar errors

b.      Wordiness

c.      Spelling errors

d.      Sentence combination

2.      Know the correct tenses of verbs and be able to identify examples of each.

3.      Know and identify adjectives and what adjectives modify.

4.      Know and identify adverbs and what adverbs modify.

5.      Know and identify prepositions and their objects.

6.      Know all spelling patterns and spelling words.  Be able to identify misspelled words, correctly spelled words, and be able to spell words from an oral spelling test.

7.      Write a sentence with a linking verb and predicate noun. 

8.      Write a sentence with an adjective. 

9.      Write a sentence with an adverb that modifies a verb, adjective, adverb.

10. Write a sentence with a prepositional phrase. 

11. Write a sentence with dialogue.

12. Know how to write a thesis statement – know the three parts of a thesis statement.

13. Know the different types of effective leads.  Be able to write an effective lead.

14. Know what is in a concluding paragraph.  Be able to write an effective conclusion.

15. Know the different types of clinchers.  Be able to write a conclusion with a clincher.   

Blog Article Due Thursday, Nov 17

Read the article and answer the questions that follow:

http://news.channelone.com/ap/health/Panel%3A-Test-every-child-for-cholesterol-by-age-11-54542103-fm

Do you think cholesterol tests for children are a good idea?  Why or why not?

What else can we do to fight childhood health issues related to diet and obesity?

Crossword site

Be sure to follow the directions exactly!

http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp

Blog Article, Due Friday, November 11

Read the article and answer the following questions.

http://www.chicagotribune.com/news/education/ct-met-state-test-scores-1020-20111020,0,5375024.story

What are some reasons students are not passing standardized tests?
How can teachers, administrators, parents, and students work together to ensure students pass their standardized tests?

Blog video due Friday, 11/4

Watch the video and respond to the question posted next to the video.

http://www.channelone.com/video/your-turn:-college-loans/

Q1 Review Sheets

Language Arts Quarter 1 Exam Study Guide

This serves as an outline of all material included in the Quarter 1 Exam.  Start studying now!  Do not wait until the weekend, or next week, to review the material.  Identify your “problem areas,” and spend extra time on these.

1.     Distinguish between homonyms, homographs, and homophones.

2.     Identify pronouns and their antecedents, even if antecedent is in different sentence.

3.     Identify types of sentences as interrogative, imperative, exclamatory, and declarative.

4.     Know the difference between common and proper nouns, and concrete versus abstract nouns.  Be able to explain the differences, and cite original examples of each.

5.     Identify simple subjects, complete subjects, simple predicates, and complete predicates.  Explain the difference between simple and complete as it applies to subjects and predicates.  Be able to write a sentence that contains a complete subject that differs from the simple subject, and a complete predicate that differs from the simple predicate.

6.     Be able to identify fragments and run-ons.

7.     Be able to correctly order sentences using time and order words.

8.     Identify prefixes and suffixes in words.

9.     Know all spelling words.  There have been 6 sets of 20 spelling words.  That is 120 words!

10.                        Know how to create a Venn Diagram.

11.                        Know the steps of the writing process, and how to complete each step.

12.                        Know the correct proofreading marks.  Be able to use proofreading marks to edit mistakes.

Reading Quarter 1 Exam Study Guide

This serves as an outline of all material included in the Quarter 1 Exam.  Start studying now!  Do not wait until the weekend, or next week, to review the material.  Identify your “problem areas,” and spend extra time on these.  Use your Unit 1 Assessment book to study details, as well as returned homework and notes in Writer’s Notebooks.

The exam will include content from stories, as well as comprehension strategies and skills.  All stories from Unit 1 will be covered on the exam.  These are The Fire Builder, Amaroq the Wolf, On Top of the World, Saint George and the Dragon, A Picture Book of Jesse Owens, and Back to the Drawing Board. 

1. Apply various reading strategies to read a selection and answer comprehension questions.  Monitoring and adjusting reading speed is especially important in order to ensure you finish the test.

2. Know the main ideas and supporting details of all stories covered in Unit 1.

3. There are 30 vocabulary words from Unit 1.  Know the definitions of each word.  Be able to use each word in the correct context.

4. Know the purpose of the Concept/Question board.

5. Define the unit theme of perseverance, and give examples of characters from Unit 1 who have shown perseverance.  Be able to apply perseverance to your own life in comparison to characters in Unit 1.

6. Know all comprehension strategies covered in Unit 1.  These include Monitoring and Clarifying, Predicting, Summarizing, Asking Questions, Visualizing, and Monitoring and Adjusting Reading Speed.  Be able to define and apply strategies to examples in stories.

7. Know all comprehension skills covered in Unit 1.  These include Author’s Purpose, Cause and Effect, Sequencing, Main Idea and Supporting Details, Compare and Contrast, Making Inferences, and Drawing Conclusions.  Be able to define and apply skills to examples in stories.

8. Be able to apply strategies and skills to your personal reading and life experiences.  Be able to assess the significance of strategies and skills.

Video response, due Monday

Watch one of the videos about education on this link.  The videos are below the survey.  Then, comment on the video.  Make sure the topic is clear in your comment.

http://www.channelone.com/news/school-budget-cuts/

Perseverance Project

In case you lost your handout...

Perseverance Project

Grade 6

2011-2012

Mrs. Sullivan

DUE DATE:  October 6, 2011

Select, research, and present a person or group of people who have shown perseverance.

Work with a partner or individually.

85 Points:

Written Presentation: 50 points

2 Paragraph Summary and Sources Page:  15 points

Oral Presentation:  20 points

Written Presentation:

When you decide on a presentation, you will receive your customized rubric.

Present your research in one of the following ways:

·         Powerpoint Presentation

o   Include presentation and a written summary of the topic (2 paragraphs)

·         Prezi Presentation

o   Include presentation and a written summary of the topic (2 paragraphs)

2 paragraph summary and Sources:

·         Each presentation needs a 2 paragraph summary. (10 points)

o   Paragraph 1 should include the person or group researched, and a background history on the person.  Include the major events or accomplishments of this person, as well as any information from their life that contributed to their success. (5 points)

o   Paragraph 2 should include how the person has shown perseverance, as well as how this person has inspired you. (5 points)

·         Each project needs a page of sources used in the project. (5 points) 

o   Sources should be listed in MLA style.  You need at least one print (book) source. 

o   Use this website to create your source list accurately.  http://www.easybib.com/

o   Example:

§  Sources:

1.      “Wilma Rudolph Biography." Lakewood Public Library (Lakewood, Ohio). Web. 16 Sept. 2010. <http://www.lkwdpl.org/wihohio/rudo-wil.htm>.

You need to have both of your rubrics in order to be graded.  You will submit them to Mrs. Sullivan at the beginning of your presentation.

Power Point or Prezi Student Name:     ________________________________________

CATEGORY	8	6	4	2
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Effectiveness	Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.	Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide.	Project is missing more than two key elements. It would make an incomplete study guide.	Project is lacking several key elements and has inaccuracies that make it a poor study guide.
Background	Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic.	Background does not detract from text or other graphics. Choice of background is consistent from card to card.	Background does not detract from text or other graphics.	Background makes it difficult to see text or competes with other graphics on the page.
Originality	Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.	Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.	Presentation shows an attempt at originality and inventiveness on 1-2 cards.	Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.	Most information is organized in a clear, logical way. One card or item of information seems out of place.	Some information is logically sequenced. An occasional card or item of information seems out of place.	There is no clear plan for the organization of information.
Mechanics	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings or grammatical errors.	Presentation has 3-4 grammatical errors or misspellings.	Presentation has more than 4 grammatical and/or spelling errors.
Neatness	2 point scale	2 point scale	2 point scale	Presentation is neatly completed.

Oral Presentation:

You will present your piece to the class on October 6 or 7.  (20 points)The following rubric will be used:

Presentation Rubric

5	4	3
Student speaks clearly and articulately. Volume of speaker is appropriate and understandable. Student acts in a professional manner.	Student speaks clearly but some words are not clear in speaking. Volume of speaker is appropriate but not clearly understandable. Student is mostly professional, but has some inappropriate presentation behavior.	Student does not speak clearly nor does student articulate. Words are not clear to listener. Volume of speaker is low and unclear.  Student mumbles or speaks too softly to be understood well. Student is unprofessional during presentation.
Student has no errors in subject and verb agreement in his or her speaking. All pronouns are applied correctly.  Plurals are formed correctly.	Student has 1-2 errors in subject and verb agreement in his or her speaking. Pronouns are applied correctly. An error in possessives, but plurals are formed correctly.	Student has more than 2 errors in subject and verb agreement in his or her speaking. (She going) Pronouns are not applied correctly. (hisself) Possessives and plurals are not formed correctly. (Jasmine book)
Student includes clear and well supported information about what he or she is speaking about.	Student includes clear information about what he or she is speaking about.	Student does not include clear information about what he or she is speaking about.
Standard English is applied.  No slang or non-formal speech is used.	Standard English is mostly applied.  No slang. Some informal words are used. (you know, um)	Slang (fittin’ to, bling, etc.) and informal words are used throughout student’s speaking.

Total:  __________/20

Persuasive Essay Outline and Rubric

Fast-food franchises are installing outlets in some high schools, selling hamburgers, fried chicken, tacos, fries, and sodas. Many soda companies already pay a great deal of money to be allowed to install soda machines in high schools. The money from these commercial ventures helps pay for athletic equipment, field trips, and audio-visual equipment. On the other hand, fast food is greatly contributing to the epidemic of obesity among America’s youth. Placing fast-food outlets in schools encourages students to eat food that is high in salt, fat, and empty calories. In your opinion, should fast-food franchises be allowed in high schools?

Persuasive Essay Outline

I.             Introduction – Paragraph 1

a.  Catchy intro – use an effective lead

b.  Thesis Statement

                                        i.    Specific topic

                                       ii.    Precise opinion

                                     iii.    Plan of development

1.  Detail 1

2.  Detail 2

3.  Detail 3

c.  Transition

II.         Body

a.  Paragraph 2, Detail 1

                                        i.    Support

                                       ii.    Support

                                     iii.    Support

                                    iv.    Refute opposition

b.  Paragraph 3, Detail 2

                                        i.    Support

                                       ii.    Support

                                     iii.    Support

                                    iv.    Refute opposition

c.  Paragraph 4, Detail 3

                                        i.    Support

                                       ii.    Support

                                     iii.    Support

                                    iv.    Refute opposition

III.       Conclusion – Paragraph 5

a.  Sum up your ideas

b.  Leave the reader thinking

Persuasive Essay - 30 points

CATEGORY	4 - Above Standards	3 - Meets Standards	2 - Approaching Standards	1 - Below Standards	Score
Attention Grabber	The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.	The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.	The author has an interesting introductory paragraph but the connection to the topic is not clear.	The introductory paragraph is not interesting AND is not relevant to the topic.
Focus or Thesis Statement	The thesis statement names the topic of the essay and outlines the main points to be discussed.	The thesis statement names the topic of the essay.	The thesis statement outlines some or all of the main points to be discussed but does not name the topic.	The thesis statement does not name the topic AND does not preview what will be discussed.
Evidence and Examples	All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.	Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.	At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.	Evidence and examples are NOT relevant AND/OR are not explained.
Refuting Opposition	The opposition is clearly stated and refuted in each paragraph or in one separate paragraph.	The opposition is clearly stated and refuted, but not in each paragraph or in a separate paragraph.	The opposition is clearly stated but not refuted.	The opposition is ignored.
Closing paragraph	The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.	The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.	The author's position is restated within the closing paragraph, but not near the beginning.	There is no conclusion - the paper just ends.
Sentence Structure	All sentences are well-constructed with varied structure.	Most sentences are well-constructed and there is some varied sentence structure in the essay.	Most sentences are well constructed, but there is no variation is structure.	Most sentences are not well-constructed or varied.
Grammar & Spelling	Author makes no errors in grammar or spelling that distract the reader from the content.	Author makes 1-2 errors in grammar or spelling that distract the reader from the content.	Author makes 3-4 errors in grammar or spelling that distract the reader from the content.	Author makes more than 4 errors in grammar or spelling that distract the reader from the content.
Neatness	2 point scale	2 point scale	Paper is typed and follows correct format, with heading, title, double spaced, 12 point font.	Paper is typed but does not follow correct format.