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Preparing for the CST’s

Preparing for the CST’s. And that extra part for CSU Readiness Assessment. Vocabulary in Context. Be a detective. Look for clues to the right answer in the sentence.

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Preparing for the CST’s

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  1. Preparing for theCST’s And that extra part for CSU Readiness Assessment

  2. Vocabulary in Context Be a detective. Look for clues to the right answer in the sentence. Example: Though Mr. Rivera is a gliff man and could live anywhere he chooses, he still lives in the small house where he was born. a. an unhappy c. an ambitious b. a wealthy d. a strong

  3. Vocabulary in Context Try another one: The water looked fine for swimming but, in fact, the currents in the river were gliff. a. contaminated b. soothing c. treacherous d. unnoticeable

  4. Vocabulary in Context Final Practice: Many of the problems we have with our natural resources could be gliffed if all of us did what we could to conserve those resources. a. avoided b. defined c. publicized d. understated

  5. Logical Relationships Look at the person you’re sitting next to or near. You probably have some kind of relationship with that person: friend, classmate, sweetheart, enemy, etc. Sentences that are next to each other also have a relationship!

  6. Take notes on the types of relationships that might exist! Write these in your Classwork section of your notebook!

  7. Logical Relationships Example 1: Stephanie is a talented singer. She’s terrible at sports. Relationship? CONTRAST

  8. Logical Relationships Example 2: Shyam studies two hours every night. He’s getting straight A’s on his report card. Relationship? Cause and Effect

  9. Logical Relationships Example 3: Robert is getting straight A’s on his report card. He just failed the biology test! Relationship? Contradiction

  10. Logical Relationships Example 4: Mallory seems happier than I’ve ever seen her. She’s in love! Relationship? Explains or provides a reason.

  11. Logical Relationships Example 5: Jose has many talents. He can touch his nose with his tongue! Relationship? Example

  12. Logical Relationships Example #6: Rudy wasn’t watching where he was going. He walked right into the bus stop sign. Relationship? consequence

  13. Logical Relationships Do you have all six logical relationships? • Contrast • Cause and effect • Contradiction • Explanation or reason • Example or illustration • Consequence

  14. Work in groups of 3 • Talk about each of the following questions with your group. • Write your answers on your chart paper. • Be ready to defend your answers.

  15. Practice • The Historic Dominguez Rancho Adobe, usually visited by those in search of tranquility, became a political battleground in the 1930’s. The cities of Compton and Carson each claimed ownership of the estate. In relation to the first sentence, what does the second sentence do? a. It makes a comparison b. It provides factual support c. It describes an inevitable result. d. It introduces a different point of view.

  16. Practice 2. Harry typically vacations in Las Vegas. This year he spent his vacation in Hawaii. In relation to the first sentence, what does the second do? a. It clarifies an assumption. b. It notes an exception. c. It adds emphasis. d. It draws a conclusion.

  17. Practice 3. Teresa has missed the last three dance practices. She does not know all the steps to the dance. In relation to the first sentence, what does the second sentence do? a. It states a consequence. b. It suggests a cause. c. It offers proof. d. It limits the preceding idea.

  18. Homework Write six pairs of sentences. Each pair of sentences should demonstrate the following relationships: • Contrast • Cause and Effect • Contradiction • Explanation or Reason • Example or Illustration • Consequence

  19. Preparing for theCST’s And that extra part for CSU Readiness Assessment

  20. Sentence Variety Not all sentences are created equal. Some are simple; some are complex. Some are choppy; some are elegant. As a college student, you are expected to write your ideas using a wide variety of sentence structures WITHOUT making mistakes. Take notes on the following discussion in your classwork section of your notebook. Choose ONE partner who will help you succeed!

  21. Show me what you know. . . Combine these two sentences in three different ways. Marc has an IQ of 170. He graduated high school when he was only 15 years old.

  22. Possible Variations Simple combinations: • Marc has an IQ of 170, so he graduated high school when he was only 15. • Marc has an IQ of 170, and he graduated high school when he was only 15. Consider this combination: Having an IQ of 170, Marc graduated high school when he was only 15.

  23. The student senate debated the issue for two hours and finally voted down the resolution. Rewrite the sentence, keeping all the important information, and starting with. . . Having debated the issue for two hours, ______________________________________.

  24. Now answer this multiple choice question: • The student senate debated the issue for two hours and finally voted down the resolution.Rewrite, beginning with Having debated the issue for two hours. . . The next word or words will be a. the issue c. the student senate b. it d. a vote

  25. Here’s another sentence to rewrite: The tree fell away from the house when it was struck by lightning. Rewrite the sentence, keeping all the important information, and starting with Struck by lightning, ________________________________________________________.

  26. Now answer this multiple choice question: 2. The tree fell away from the house when it was struck by lightning. Rewrite, beginning with Struck by lightning . . . The next word or words will be a. It was when c. the tree fell b. it fell when d. and falling

  27. Sentence Correction Some test questions ask you to look for Clarity of Meaning or Parallel Structure

  28. What is unclear about the underlined part of this sentence? Ancient Greeks ate with their fingers, wiped them on pieces of bread, and tossed them to the dogs lying under the table. They tossed THEIR FINGERS to the dogs?!?!?!

  29. Ancient Greeks ate with their fingers, wiped them on pieces of bread, and tossed them to the dogs lying under the table. So which of these answers is the best way to make the sentence clearer? • tossed them • tossing them • tossed the bread • they tossed

  30. Painters studied in Florence for the opportunity both to live in Italy and for seeing the art treasures. Which of these answers improves the structure of the sentence? • and for seeing the art treasures. • and to see the art treasures. • as well as the art treasures to be seen. • as well as seeing the art treasures

  31. The Case of the Missing Sentence! • You’ll be given a paragraph with a sentence missing! You’ll see three long dashes indicating where the missing sentence. • If a sentence is missing in the beginning of the paragraph, what kind of information might it contain? • If a sentence is missing from the middle of a paragraph, what kind of information might it contain? • If a sentence is missing from the end of a paragraph, what kind of information might it contain?

  32. Look at the questions on your paper. Work with your partner to come up with your best guess for each answer.

  33. Good luck on the CST’s and that extra section for the CSU Readiness Assessment!!!!

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