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Lucky ELA tips* *Not that you really need luck.. 2014 Grade 7 English Language Arts Test Design Day 1 Day 2 Day 3 Book 1 Book 2/ Book 3 Book 4 Total Passages.

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Presentation on theme: "Lucky ELA tips* *Not that you really need luck.. 2014 Grade 7 English Language Arts Test Design Day 1 Day 2 Day 3 Book 1 Book 2/ Book 3 Book 4 Total Passages."— Presentation transcript:

1 Lucky ELA tips* *Not that you really need luck.

2 2014 Grade 7 English Language Arts Test Design Day 1 Day 2 Day 3 Book 1 Book 2/ Book 3 Book 4 Total Passages Multiple-Choice Questions Short-Response Questions Extended-Response Questions ________________________________________________________ Total Number of Literary Passages 3-8 Total Number of Informational Passages 6–11

3 Multiple Choice Selections—Booklets 1 and 2

4 *Read all parts of every question *Go back in the story to check your answers *Mark up the passages/Use highlighter/Make notes in margin/Underline key parts of the questions (like except, not, etc.) *Stay on task *For vocabulary questions, go back and read the word in its context (sentences before, during, and after!) *Always read all captions and directions *Eliminate wrong choices and make educated guesses

5 Short Answer Questions—Booklets 3 and 4

6 ELA Short Response Scoring: 2 level: Response is accurate, complete, fulfills all requirements of the task. Examples are included and clearly text-based. Grammar and spelling are perfect. 1 level: Response includes some correct information, but may be too general or overly specific. Some examples may be incomplete or omitted. Grammar and spelling are generally clear. 0 level: Response is inaccurate, confused, and/or irrelevant, or the student has failed to respond to the task.

7 How do you approach the short response questions? * Know that you must write a 5-7 sentence TDEC’d paragraph. * Memorize TDEC structure. * Go back into the passage to search for specific examples for the “E” in TDEC.

8 28.What was Deborah Ashcraft’s motivation for organizing the Canstruction project 1992? Use details from the article to support your answer. Topic sentence  Alter the assigned question to create your own topic sentence. Try: Deborah Ashcraft’s motivation for organizing the Canstruction project was … Detail  After reading the whole article, what answers to the question immediately enter your brain? I think: 1) She wanted to help others 2) She wanted to have creative fun Examples  How can you use SPECIFIC EXAMPLES from the article to back up your chosen details? I would look back in the article and find: 1) The project collected over 1.2 million tons of food for charity the year the article was published. 2) At Ashcraft’s job, she must make plans for houses and stores, which could possibly get boring after a while. But the Canstruction project allows architects like Ashcraft to set their minds free, creating colorful can reproductions of whatever they can dream of, like a Wurlitzer organ. Concluding statement  Wrap up your paragraph with a point Try: Hopefully, more people will be motivated to start charitable and creative projects like Deborah Ashcraft.

9 Here’s the paragraph response all together: Deborah Ashcraft’s motivation for organizing the Canstruction project was to help others and have creative fun. The charitable project definitely helped many in the community. They collected over 1.2 million tons of food for charity the year the article was published. The project was not only charitable, but fun! At Ashcraft’s job, she must make plans for houses and stores, which could possibly get boring after a while. But the Canstruction project allows architects like Ashcraft to set their minds free, creating colorful can reproductions of whatever they can dream of, like a Wurlitzer organ. Hopefully, more people will be motivated to start charitable and creative projects like Deborah Ashcraft.

10 TDEDECTDEDEC Use the following FIVE to SIX SENTENCE paragraph structure:

11 Extended Response Questions—Booklets 3 and 4

12 Some Tips: Mark up the KEY parts of the question. Read (and address) ALL of the bullet points. Plan out an essay structure before you begin writing—use the bullet points for help. Use the bullet points before (when you set up the essay) and after (to check that you hit all points).

13 PAST ELA ESSAY PROMPT: Write an essay in which you describe the benefits of a car that can run on air, and the benefits of the clothes washer and clothes dryer. In the essay, include your opinions of which invention might have the greater impact on people’s lives and why. Use details from both articles to support your answer. In your answer be sure to *describe the benefits of the inventions * include your opinion of which invention would impact people more and why * use details from both articles to support your answer * check your writing for correct spelling, grammar, and punctuation

14 One possible essay structure: I.Introduction Grabber (1-2 general, interesting sentences about the topic) Sentence introducing the benefits of invention 1 Sentence introducing the benefits of invention 2 Statement comparing inventions (which is the more impactful invention) For example: Since the invention of the wheel thousands of years ago, people have continually sought to better their lives with the next great invention. Two such inventions, the washing machine and the air- powered car, are important machines designed to improve the lives of consumers. The washing machine makes life easier and the air-powered MiniCAT vehicle is a big improvement on a very popular form of transportation. While both inventions are certainly important to mankind, it seems likely that the new air-powered technology for vehicles will have a greater impact on this overcrowded world.

15 II.-III. Body paragraphs  * Here’s where you use SPECIFIC examples from the texts and details from your brain to explain the assertions you made in your introduction. * Make sure to go back into the texts to collect correct and specific information. *Make sure your fulfill all the promises you laid out in the introduction. * Check off the State’s bullet points at the end to make sure you haven’t missed anything.

16 IV. Conclusion Reword your thesis (the point you were making) Sentence summarizing the benefits of invention 1 Sentence summarizing the benefits of invention 2 GO BEYOND/LESSON (think “reverse grabber”) For example: Thus, it is most certainly true that the washing machine and air- powered car have and will continue to improve our daily lives. Today’s busy people no longer have to toil away dragging their dirty clothes through turgid waters. And hopefully soon more people will be able to conveniently and cheaply drive their new air-powered MiniCATs to local filling stations for a quick refill of air. With all the worry about global climate change and inflating gas prices, this invention will certainly ease a lot of lives and pocketbooks. So like the inventors of these useful machines, do not be satisfied with the way things are, sometimes a few clever adjustments to an old machine can make all the difference.

17 Some grammar terms to know…

18 Affect-to move, influence, or cause. Ex/We were affected by the hurricane. Effect-a result. Ex/The effect was a lot of damage. Its-possessive form of “it.” Shows ownership. Ex/Its tail was very bushy. It’s-contraction of “it is” or “it has.” Ex/It’s going to rain. Two-a number, 1+1. Ex/There were two girls in the theater. Too-indicates extra, more Ex/I love foreign films, too. To-used to show a location or position Ex/I am going to the park. Then-means “next in order.” Ex/Then I went to the store. Than-used to introduce the second part of a comparison. Ex/I am shorter than my brother.

19 They’re-contraction of “they are.” Ex/They’re the nicest people I know. There-indicates a place. Ex/There was a dog sitting over there. Their-possessive form of “they.” Shows ownership. Ex/Their father is very nice. Woman-(singular) one female. Ex/The woman brought her daughter to the film. Women-(plural) two or more females. Ex/The women in charge of the PTSA are very nice. Accept-to agree to something. Ex/I accept the nomination for Student Council president. Except-to leave something out; exclude. Ex/I like all fruits except grapefruit.

20 A lot-two separate words that when taken together indicate more than one of something. Your-the possessive form of “you.” Shows ownership. Ex/Your sister has red hair. You’re-a contraction for “you are.” Ex/You’re not thinking about missing the concert? Quiet-free from noise or disturbance. Ex/Please be quiet during the test. Quite-means “truly.” Ex/I am quite happy with my new Snuggie.


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