CAHSEE Prep Saturday Tutoring 2014 Lesson 1

Today’s learning Standard: CCSS.ELA- Literacy.RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Objective: Students will analyze 3 passages for evidence that supports a main idea by underlining relevant evidence and orally justifying why that evidence supports the main idea. What am I expected to learn today? How will my teacher know I’ve learned it?

Agenda (same every Saturday) 1. Business 2. Minilesson 3. Quiz 4. Group work practice 5. Exit slip 6. Recap

Business  Introductions/name tents  Distribute materials (we will explain these later):  folders for materials (will be kept in this room)  index cards (stay in folders)  Unit Overview and tape it to the front of your folders  Today’s 3 passages ( put your name on front)  Extra Practice Pack (stays in folders: put your name on front)

Why are we here?  Your diagnostic scores, past scores, or teachers indicate you will benefit from an “extra boost”  Will be required to attend every session

Calendar Mon/TuesWednesdayThurs/FriSaturday 25 TODAY! Tutoring 1/7 27, , 31Feb 1 Tutoring 2/7 3, 456, 78 Tutoring 3/7 10, , 1415 NO TUTORING 17 (No school)Tue/Wed 18, 1920, 2122 Tutoring 4/7 24, , 28March 1 Tutoring 5/7 3, 446, 78 Tutoring 6/7 10, , 1415 Tutoring 7/7 17 CAHSEE Week

What will these sessions be like?  Like a formal class: A mini-lesson, a quick quiz on the lesson, practice passages applying the lesson, and an exit slip  Extra Practice Pack: If you ever find yourself done with the assigned task, move onto the Extra Practice Pack. You must finish the entire Extra Practice Pack by the time of the CAHSEE.  Just like a class, you NEVER have free time in these tutoring sessions!

Fill out top of Unit Overview Today we will work on Objective #1.

Fill out bottom of Unit Overview

Minilesson  Today we will learn about 2 things:  Evidence that supports a main idea  Test-taking protocol

Minilesson  Choosing evidence that supports a main idea is something most of us struggled to do on the diagnostic  These questions test us on:  Can I read and understand a passage?  Can I understand a passage’s main idea?  Can I spot the details or evidence that support that main idea?

Actually, it’s a very easy concept MAIN IDEA: Teachers at ESAT work hard to support their students. MAIN IDEA: Teachers at ESAT work hard to support their students. EVIDENCE: Ms. Fayloga spends many hours planning lessons. EVIDENCE: Ms. Fayloga spends many hours planning lessons. EVIDENCE: Ms. Mangiliman often tutors after school. EVIDENCE: Ms. Larson- Long hates everyone under 30. EVIDENCE: Ms. Larson- Long hates everyone under 30. EVIDENCE: Ms. Madruga loves to help students during Advisory. EVIDENCE: Ms. Madruga loves to help students during Advisory. Which piece of evidence does NOT support the main idea?

It’s a very easy concept…  Which of the following ideas is supported by details or evidence in this room? a) ESAT is closed on Saturdays. b) Sophomores are not allowed to come to school on Saturdays. c) Teachers at ESAT decorate their classrooms. d) Ms. Chew forbids teachers to decorate their classrooms.

So what’s the problem?  This gets hard when we have to apply it to a reading passage  Sometimes we don’t really understand the passage  Sometimes we’re too lazy to go back and reread the passage to find evidence or to understand the main ideas  Today we’re going to practice applying this concept using CAHSEE passages

Test-taking protocol Step 1: While covering the answers, write on the top left what each question is testing me on. What do I need to be able to know or do to get this right? Step 2: Read the passage and summarize chunks of it in the margins. Step 3: Covering the answers with my index card, write predictions at the right OR go back and underline evidence from the passage. Step 4: Look at the answers. Use process of elimination. Think about WHY the wrong answers are wrong.

Testing on if I understand a main idea in the passage. I’ll need to be able to find supporting evidence in the passage. Test-taking protocol Complete this step for #61. NO PEEKING!

Testing on if I can spot a detail that supports a main idea. I’ll need to be able to tell the difference between evidence that DOES and does NOT support that main idea. That means, what detail or piece of evidence? Big idea I’m trying to find evidence of = HOW she succeeded Test-taking protocol Complete this step for #62. NO PEEKING!

Testing on if I understand the way the whole passage is organized. I’ll need to be able to put the events in time order. Test-taking protocol Complete this step for #63. NO PEEKING!

First vote for women in US = Wyoming 1870 Voting for women had been un- successful in East Esther Morris cleverly got politicians to help her Esther Morris’s plan got women the vote. Because this is a short passage, let’s summarize into SMALL chunks. For longer passages, we will summarize paragraphs or even two paragraphs. Test-taking protocol

Complete this step for #61. Let’s turn back to the passage and underline evidence…

Notice this is not a hard question– but the test-makers know that LAZY students will NOT take the 10 seconds to turn back to the passage. So this is not just testing if you can find evidence to support an idea, but whether you are lazy or not. Don’t be lazy!

Test-taking protocol Complete this step for #62. Let’s turn back to the passage and underline evidence…

Again, the point of this question is to see which students are LAZY. Prove to the test-makers you work HARD! Don’t get a low score just because it’s a boring test!

Test-taking protocol Complete this step for #63. Let’s turn back to the passage and underline evidence…

To get this right, you really have to go back and reread the passage. Don’t be lazy! Before Time

Look at the answers to #61. Wrong- they were moving SLOWLY Wrong- there’s no evidence of that in the passage Test-taking protocol

Wrong- has nothing to do with HOW she succeeded That means, what detail or piece of evidence? Big idea I’m trying to find evidence of = HOW she succeeded Test-taking protocol

Look at the answers to #63 Wrong- the passage contradicts that. Wrong- it begins in 1870, not the present Wrong- it begins in 1870 and ends in Test-taking protocol

Quiz  Silently and independently, do “The Abominable Snowman.” You MUST use test-taking protocol. For 163, you MUST underline supporting evidence in the passage.  When done, raise your hand and turn in your quiz. Silently begin Extra Practice Pack.

Group work Students working with teacher Students in small groups As directed.Move into groups and complete Pros and Cons of Vitamin Supplements, which you did for the diagnostic. For 69 and 71, underline supporting evidence in the passage. Exit slip: Must get 100% on Pros and Cons of Vitamin Supplements, correctly underline evidence for 69 and 71, and be ready to orally justify your response.

Objective(s): Students will…  analyze 3 passages for evidence that supports a main idea by underlining relevant evidence and orally justifying why that evidence supports the main idea.