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Test Breakdown:

Test Breakdown:. 40%: Multiple Choice Reading Comprehension: Fiction Poem Literary non-fiction 40%: Argumentation essay, based on a social issue; 4 articles (pro/con/information)

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Test Breakdown:

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  1. Test Breakdown: • 40%: Multiple Choice Reading Comprehension: • Fiction • Poem • Literary non-fiction • 40%: Argumentation essay, based on a social issue; • 4 articles (pro/con/information) • 20%: Rhetorical analysis of a literary excerpt

  2. Topic Archive August, 2018: Should shark netting be used on coastal beaches? June, 2018: Is graffiti vandalism? January, 2018: Could algae be the solution to our energy problems? August, 2017: Should self-driving cars replace human drivers? June, 2017: Should school recess be structured play? January, 2017: Should the United States eliminate Daylight Savings Time? August, 2016: Should the United States government create strict sugar regulations? June, 2016: Should celebrities become the voice of humanitarian causes? January, 2016: Should food be genetically modified? August: 2015: Should American citizens be required to vote in national elections? June, 2015: Should college athletes be paid? January, 2015: Should extinct species be brought back into existence? August, 2014: Should the United States bid to host a future Olympic Games?

  3. Evaluate: Do these topics meet the criteria for Part II (Argumentation): Who, if anyone other than themselves, bears responsibility for the deaths of Romeo and Juliet? 1a. Should there be a legal age for marriage? If so, what should it be? 2. Is Atticus Finch justified in his parenting decision when Jem destroys Mrs. Dubose’s camellias? 2a. Does race play a role in America’s criminal justice system? 3. Is George in any way responsible for Lennie’s death? 3a. Public Law 111-256 (“Rosa’s Law”) replaced the term “mental retardation” with “intellectual disability.” Do you agree that this change serves a purpose? 4. Select a main character in A Raisin in the Sun. Could that character achieve his or her dreams today? 4a. Should the government intervene in real estate sales practices?

  4. Test Blueprint Reading time: Text 1: 3 minutes Text 2: 3 minutes Text 3: 4 ½ minutes Text 4: 2 minutes Text 5: 5 minutes Total: 18 minutes Writing Time: 3 minutes: Read the Directions 5 minutes: Written plan 50 minutes: Write the essay Total: Approx. 80 minutes (Combined with the 6 minutes left over from Part 1, I now have 16 extra minutes.)

  5. Writing Rubric: Common Core Standards, Grades 6-12: Type: Argumentation Novice Pro Semi-Pro Pre-Novice Effectively does TWO of the following: States importance of issue Makes a claim Acknowledges opposing claim(s) Effectively does ONE of the following: States importance of issue Makes a claim Acknowledges opposing claim(s) Effectively does ALL of the following: States importance of issue Makes a claim Acknowledges opposing claim(s) Effectively does NONE of the following: States importance of issue Makes a claim Acknowledges opposing claim Writing an introduction Mentions, but does not develop, sufficient evidence; Does not attend to opposing claim(s) Develops claims and opposing claims thoroughly and fairly with evidence: facts, stats, reasons, examples, anecdotes Good start toward developing claims and opposing claims; Includes some substantial evidence Developing an argument No relevant facts, statistics, reasons, or evidence. Establishes clear and effective organization through: paragraphing, sectioning, complex sentences, transitions and other linking devices Expressing relationships between ideas Transitions from paragraph to paragraph, but needs more internal transition and linkage within paragraphs All or mostly simple sentences with no or very few transition words and conjunctions used No paragraphing A few organizational structures and transitional words Using Tier II and III Vocabulary Tier II and III vocabulary are evident, but there are several instances where Tier II vocabulary should be used instead of Tier I Sufficient, appropriate use of Tier II and III language throughout A few Tier II and II vocabulary used No Tier II or III vocabulary used Using formal writing tone Formal writing tone used throughout; Few or no glaring errors in spelling, grammar, punctuation, capitalization; obvious care in presentation Good attempt at formal writing style and proofreading, but a few glaring errors indicate that more careful proofreading is needed Attempt at formal writing style, but needs more proofreading and/or care in presentation Overall tone is too informal, including some or all of: “texting” abbreviations, slang, messiness, errors in spelling, punctuation, grammar Writing a conclusion Sketchy conclusion that just restates the claim and/or the issue; does not make an impact on the reader Strong conclusion that follows from the evidence presented and makes an impact on the reader Good start toward a strong conclusion that follows from the evidence and makes an impact on the reader no conclusion Developed by Amy Benjamin in accordance with the Common Core State Standards for Literacy in English Language Arts and Social Studies, Science, Technical Subjects, www.amybenjamin.com

  6. Common Hitching Devices Coordinating Conjunctions Subordinating Conjunctions Relative Pronouns Conjunctive Adverbs However Moreover Therefore Furthermore As, although, after while, when until because, before if AAAWWUBBI Which Who That And But So Or/nor Can attach to an independent clause to create a complex sentence. Warning:Many sentence fragments begin with these words. Usually, you must hitch these words and the clauses that they introduce to your previous sentence. Note: No comma is to be used with that. Can join two independent clauses to make a compound sentence. Warning:You must use a commawith these when they join independent clauses. You may use a semicolon instead of a coordinating conjunction to join two independent clauses. Can move within own clause; Requires commas on both sides Warning: If you wish to use these to join clauses, you must use a semicolon. Can hitch up to an independent clause, creating a subordinate (dependent) clause, forming complex sentence. Can appear after main clause (no comma) or before main clause (needs a comma)

  7. 5 Minute Plan What is the question? What is my viewpoint? (claim) Why is this issue important? What is the counterclaim? What valid points does the counterclaim have? But why am I still right? What are my parting words of warning? (If…then…) • Connectives: but, however • although, even though, nevertheless • therefore, so Use your sentence frames. Use your academic word list.

  8. To write, you need three things: Something to Say Sentences to Hold the Words The Words to Say It

  9. Foundational Values Note: These are overlapping: Democratic Principles: Personal freedom, expression of individuality, promotion of democracy, the right to be left alone, civil liberties, honoring the past Sense of Community: Helping others, sharing resources, considering future generations; establishing sense of belonging; caring for loved ones Desire for safety and security: Protection against enemies, protection of resources, having sufficient food and shelter, avoiding and responding to natural disaster, maintaining health Economics: Maintaining sufficient resources for now and the future, protecting personal fortunes while offering opportunities to everyone Beauty, Pleasure, Convenience; Fairness

  10. Ingredients of Informational Text Background to the Issue (Introduction) Acknowledgement of the opposing side (Counterclaim) Examples Anecdotes (little stories) Comparison/Contrast Cause & Effect (If…then statements) Working definitions Quotations (references to authorities) Rhetorical questions Statistics Summaries Emotional language Technical language Variety of perspectives (I, we, you, he, she, they)

  11. Tier 2: Words of education, business, government, religion: Components: Prefix, root, suffix Latin-based elevation, formation, protrusion, expanse… elevate, formulate, isolate, develop… remote, irregular, precipitous Tier 3: glossary word: Multisyllabic Specific to a subject area Latin or Greek-based topography, photosynthesis, cartography extrude, metamorphose, striate sedimentary, organic, leeward Tier 1: Basic conversational words: Friends & family 1 or 2 syllables Learned naturally, through exposure hills, grass, rocks, land, sky, clouds, …grow, fly, climb, …green, high, rocky, grassy FYI: Most common 1,000 words account for 70% of words used in English. Different kinds of vocabulary.

  12. The Academic Word List (AWL): Background:The Academic Word List consists of 570 word families that are not in the most frequent 2,000 words of English but which occur frequently over a very wide range of academic texts. These 570 word families are grouped into ten subsets that reflect word frequency. A word like analyze falls into Subset 1, which contains the most frequent words, while the word adjacent falls into Subset 10 which includes the least frequent (among this list of high incidence words). The AWL is not restricted to a specific field of study. That means that the words are useful for learners studying in disciplines as varied as literature, science, health, business, and law. This high-utility academic word list does not contain technical words likely to appear in one, specific field of study such as amortization, petroglyph, onomatopoeia, or cartilage. Two-thirds of all academic English derive from Latin or Greek. Understandably, knowledge of the most high-incidence academic words in English can significantly boost a student’s comprehension level of school-based reading material. Students who are taught these high-utility academic words and routinely placed in contexts requiring their usage are likely to be able to master academic material with more confidence and efficiency, wasting less time and energy in guessing words or consulting dictionaries than those who are only equipped with the most basic 2000-3000 words that characterize ordinary conversation. The following link gives you a two-page version of the list: http://www.doe.in.gov/TitleI/pdf/Word_List_Feldman.pdf Source: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.

  13. demonstrate inferred current acknowledge

  14. contribute illustrate shift impact

  15. Passage C: Literary Nonfiction research evidence primary potentially

  16. shifts consequences evidence environmental

  17. demonstrating specific impact consequences phrase reinforce contradict respond benefits

  18. Argumentation: Should cash be eliminated? Text 1: decade eliminate potentially issue perceive sufficient economy majority

  19. facilitate reside

  20. Text 2: physical national decades transfer specific percent benefit consequently consumers economists logic

  21. Text 3: eliminated process implicate economy federal authorities data

  22. fundamental individual regulate enforce ensure

  23. Text 4: physical benefits unparalleled enable financial security enforcement residents obtain military significant

  24. Part III: Literary Analysis typical research orient

  25. Part III: Literary Analysis precise perception approach

  26. LIVING ENVIRONMENT January 2019 Pages 1 and 5: Multiple Choice cycle environmental policies primarily remain survive species adapt varieties factors

  27. PHYSICAL SETTING EARTH SCIENCE January 2019 Pages 1 and 5: Multiple Choice object primarily approximate evidence events physical expose location symbol

  28. Algebra I January 2019 Pages 1 and 5: Multiple Choice rational defined function initial attain

  29. Algebra II January 2019 Pages 1 and 5: Multiple Choice vary (variability) factor (factoring) estimate registered equivalent

  30. TRANSITION EXAMGLOBAL HISTORY AND GEOGRAPHY January 2019 Pages 1 and 5: Multiple Choice justified access valid traditional establish region acquire policy migration ethnic widespread government

  31. U.S. HISTORY AND GEOGRAPHY January 2019 Pages 1 and 5: Multiple Choice feature contributed policy primary, primarily eliminate legislative individual benefit identified restriction promote economic benefits method phrase overall implementing establishment elimination

  32. …and on the student-written essay question (Part II, Argumentation) Level 6: AWL Words Used: elimination/eliminated, currently, accessible, media, benefits, despite, percent, credit, significantly, alternative, government, equivalent/ equate legislation, data (14) Level 5: AWL Words Used: credit, eliminated, research, majority, physically, individuals, process, demonstrated, residents, ultimately, regulate (11) Level 4: AWL Words Used: elimination, credit, security, various, majority, consequences, beneficial, physically, revolution (9) • Level 3: AWL Words Used: physical, eliminated, potential, evident, alternative, authorities • (6) Level 2: AWL Words Used: eliminated, credit, cycles, overall (4)

  33. Sentence Frames: Scaffolding the Writing Task for Special Education Students, English Language Learners, and Everyone Else

  34. Use this frame at the outset of your argument to introduce an ongoing debate: In discussions of _____________, one controversial issue has been ___________________________. People who believe____________ claim that________________________________. On the other hand, those who believe _____________________________ assert that ______________________________________________________. My own view is __________________________________________.

  35. Use these frames as you acknowledge that the opposing side has a certain degree to validity: While at one time it may have been true that__________________, we can now state that____________________________________. ___________________ makes sense when he/she/they say________ ________________, but _____________________________________. Despite the validity of ______________________’s claim about ____________, he/she/they miss the mark when it comes to________________________ because___________________________________________________.

  36. Use these frames to establish the importance of this topic in your conclusion: ______________ is important because__________________. We should care about______________because if_____________, then_________________________. Ultimately, what is at stake here is____________________________. My discussion of _________________ addresses the larger matter of _____________________.

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