ELA CAHSEE ELA CAHSEE PreparationPreparation

We will work We will work together and you together and you

will will

pass that test!pass that test!

Bart Simpson Promises….

Session 1: Vocabulary Session 1: Vocabulary

CAHSEE 411CAHSEE 411 Test-Taking TipsTest-Taking Tips Literal Language/Figurative Literal Language/Figurative

LanguageLanguage Vocabulary in ContextVocabulary in Context Word OriginsWord Origins Denotation/ConnotationDenotation/Connotation Talking to the TextTalking to the Text

What do you already know about the English Language Arts section of the

CAHSEE?You must pass

to graduate, but you get many chances

No time limit

Vocabulary, Reading Comprehension, Writing

Conventions, And an essay

350 to Pass;Go for 370!

70 multiple choice questions

ELA section of the

CAHSEE

What Exactly is on the CAHSEE?

Approximately 72 multiple choice questions about reading and writing strategies

One essay response questionThe nitty-gritty: You have to be correct on a

little more than half of the questions (including a passing essay score) in order to pass. You a have to have about a 70% to be marked “Proficient” on the test.

Reading on the CAHSEE

7 Vocabulary Questions18 Reading Comprehension

Questions (read a passage and answer questions)

20 Literary Response Questions

(read literature and answer questions)

Test-Taking Tips for Multiple-Choice Questions

see page xiii

Process of elimination: you improve your chances of getting the

right answer every time you can eliminate an obvious wrong choice. If you can get it down to two choices, you have a 50/50 chance of being correct!

Go back and reread: many questions refer to a specific paragraph in a

text. Go back and reread the section before answering the question.

Treat Right There and Between the Line questions differently: Once in a while, the answer can be found right

there on the test, in black and white. More often, you have to use your higher order thinking skills to infer (make an educated guess) the correct answer. Don’t assume all the answers on the CAHSEE will be found in the pages of the CAHSEE. Some of them are in your brain!

Literal Language

see pgs. 2 & 10

The literal meaning of a word is its dictionary definition.

For example:

A biography is the life story of a real person.

Read and TtT on page 2 of MU, Early Preparation

Using Context Clues

see pg. 23On the CAHSEE, you may run into a word you have

never seen. How can you figure it out? In context (using the clues of the words surrounding it).

Exp:

The tree oozed with a sticky What are the clues? Circle them on your paper. If the word resin was just a blank line, what word

could you substitute for it?

Context Clues

see p. 23You may find different types of context clues within

the sentence or paragraph that the difficult world is in:Synonym/restatementAntonym/contradictionDefinition or descriptionExampleComparison and contrastCause and effect

See page 23 for examples of each

Tips to Remember Literal Definitions

see p. 2Mnemonic devices- memory tricks to remember the

meaning of a word. Rhymes, silly sentences, or letter cluesPersonal: The mnemonic needs to be something you will

remember.Exp: Mnemonic for remembering spelling:

I before E except after C,and when sounding like "ay" as in Neighbor or Weigh

Tips to Remember Literal Definitions

see p. 2Mental Images-create a

picture or cartoon in your mind to help you remember the word.Exp: Imagine the letters in the word frigid (“extremely cold”) shaking because they are freezing cold, and are in an icy place.

Frigid

Possible mental image:

Figurative Language

see p. 10Also called figures of speechIt changes the literal meaning of words

• to express complexity,• to capture a physical or sensory effect,

or • to extend meaning.

There are a number of figures of speech. Some of the more common ones are:

Simile

see p. 10Making a comparison between unlike things, using

“like” or “as.”

Exp: Forrest Gump’s famous simile is

“Life is like a box of chocolates. You never know what you’re going to get.”

What two things are being compared in this simile?

Metaphorsee p. 10Making a comparison between unlike things

without the use “like” or “as.”

An example is, “You are my sunshine.” –

What two unlike things are being compared in this quote?

Personification see p. 10Giving human qualities to an animal, thing or idea.

The telephone screamed to be answered.

The door flew open.

The birds shouted their songs.

Idiomssee p. 10An idiom is a figurative, sometimes strange,

expression that cannot be understood if taken literally.

Exp:

“It is raining cats and dogs”“This test will be a piece of cake”“She decided to quit cold turkey”

Word Originssee p. 15Where do words come from? In other words,

what makes up the parts of a word?Root: The base from which a word is built by adding

word parts, such as suffixes and prefixes. Many come from Latin and Greek.

Prefix: Letters or groups of letters added at the front of the word base/root to change its meaning

Suffix: Letters or groups of letters added to the end of a base word or root to change its meaning or part of speech.

Prefixsee p. 15A letter or group of letters added to a base

word or root to change its meaning.

Example: perhaps, impress

Prefix Charta-, an- Not, without

col-, com-, con-,cor- Together

de- From, down

Em-, en-, im-, in- In, into

il-, im-, in, ir- Not

per- By, completely

pro- Forward

re- again

sub- under

Trans- Across, through

Rootsee p. 16A root is the base from which a word is built

by adding parts such as prefixes and suffixes. Many roots come from Latin and Greek.

Example: popular the root pop=people

Suffixsee p. 15A suffix is a letter or group of letters added to

the end of a base word or root changes its meaning or part of speech.

Example: constellation, disgustingly

Grammar ReviewThe test will not ask you directly about the “parts of

speech”, but they are important in order to understand how suffixes change them.

Noun: person, place, or thing (dog, New York, OFL)

Verb: action word (talk, study, run)Adjective: word that describes (happy, bright,

fast)Adverb: a word that modifies a verb, an

adjective, another adverb; usually ends in ‘-ly’ (happily, consciously, slowly)

Suffixes Change Parts of Speech

Adjectives

-al, -ial, -ual=relating to

-cian=having a certain skill or art

-ful=full of

Suffixes…

Noun -ant One who

Noun -ion, -sion, -tion State of, result of

Noun -ity, -ty Condition of, quality of

Adverb -ly Like, manner of

ExampleRoot=ActThe suffix “-tion” makes it a noun meaning

“state of”Therefore action is a noun meaning “the state

of acting”But “-or” means “one who”, so actor means

“one who acts”

Don’t forget the prefix!If act is still our root, and we add

“re-”, a prefix meaning “again”, we have

React, meaning “act in response”, in other words, act again

Put it all together…Since prefixes, suffixes, and roots all work together,

many words have all 3, and knowing them can help you figure out the meaning and way to use a new word.

Pro (forward) + act (do something) + ive (makes the word an adjective)=

Proactive (adjective) (def.=taking the initiative by acting rather than reacting to events)

exp. “My coworker is very proactive; she always gets her work done before being asked”

It’s not just the acne soap, but you are being proactive when you use Proactiv, taking steps to clear your skin before it gets too bad….

Denotation vs. Connotation

see p. 28

Denotation is the same as the literal meaning of a word.

A Connotation is like figurative meaning, or the feelings and associations a word brings to mind.

An example…Stubborn vs. determined

Both denote (literally mean) persistence and determination,

but while determined connotes (brings to mind) positive feelings abut someone who is focused on a goal and strong-minded,

stubborn connotes negative associations, and you may think of someone who is bull-headed and unable to listen to reason or advice.

stubborn and determined…

mean the same thing in the dictionary (have the same denotation), but have very different connotations (feelings/attitudes they bring to mind).

What other words can you think of that have specific connotations for you?

exp. cheap, scrawny, slow

A pneumonic devise…

This may not work for you, but the person who wrote this slide remembers the difference between denotation and connotation using the following pneumonic device:A connotation “cons” you to feel a certain way about

a word.A denotation starts with a “d” like dictionary.

If this doesn’t work for you, make up your own pneumonic!

Reading Strategy: Talking to the Text

Talking to the Text (TttT) means “talking” with your pencil on a text.

You can write down whatever helps you, includingunderline important phrases or sentences write your questions, clarifications, summaries,

connections, predictions, or visualizations in the margins

even mark places you are confused or don't understand something.

Talking to the Text

How does homework work in this class?

Complete all assigned homework from the Measuring Up book, using the Talk to the Text (TtT) . Each session, you will tear your homework out of the book and turn it in to your teacher.

You will be making flash cards for all the terms we go over in class. These will have more than just definitions in them (see pg. 3 of your packet)

Homework for Next Session Homework for Next Session

Page 3-9, 11-14, 17-22, 25-34, Page 3-9, 11-14, 17-22, 25-34, Measuring Up Measuring Up Talk to the Text on all reading Talk to the Text on all reading

assignmentsassignments Vocabulary Flashcards for all Vocabulary Flashcards for all

bolded words p. 1-28bolded words p. 1-28 Use definitions from glossary, but Use definitions from glossary, but

follow page numbers for what terms follow page numbers for what terms are includedare included

Session 2: Reading Session 2: Reading Comprehension and Literary Comprehension and Literary ResponseResponse Test-Taking Tips #2Test-Taking Tips #2 Talk to the Text Review: Owning Talk to the Text Review: Owning

What You ReadWhat You Read Reading Comprehension StrategiesReading Comprehension Strategies Reading Informational TextsReading Informational Texts Reading and Analyzing LiteratureReading and Analyzing Literature

Test-Taking Tips 2

Read all directions carefully before answering any questions.

Breath! Relax! The test is untimed, so there is no reason to rush.

Believe that you will pass the test. See yourself opening up the envelope of test results and receiving a passing score. You will pass if you believe you can.

Reading on the CAHSEE

7 Vocabulary Questions 18 Reading Comprehension Questions (read a

passage and answer questions)

today20 Literary Response Questions

(read literature and answer questions)

today

Talking to the Text (TtT) Review

Talking to the Text (TttT) means “talking” with your pencil on a text. It helps you “own” what you read!

You can write down whatever helps you, includingunderline important phrases or sentences write your questions, clarifications, summaries,

connections, predictions, or visualizations in the margins

even mark places you are confused or don't understand something.

Other reading strategies to use:

See p. 65Analyze- break down the information to examine the

individual ideasInfer- make educated guesses based on the evidence

in the text and what you already knowPredict- guess what will happen based on what you

know.Main ideas/Details- analyze how the author

organizes information using main ideas and details.

A new reading strategy: Chunking

ChunkingChunking is exactly what it sounds like. You break down a tough word, sentence, or

paragraph into easier-to-read chunks. Chunk in a way that is clear to you, either by

circling pieces of text or using dashes (/) to separate chunks.

You wouldn’t eat a whole cake in one meal, so why try to digest an entire text at once?

Chunking Example

Distinguishing Between Different types of Texts on the CAHSEE

Question to ask: What type (genre) of text is this?

Literary Text (something you may see in an English class)

• Poem

• Play

• Short Story

Informational Text (something you would see in the real world)

• Job Application?

• Brochure?

• Business Letter?

• History/science/biographical text?

• Etc.

Reading Informational Texts

These types of texts are ones you read to find out information, not for pleasure

Usually, they are laid out so that you find information fast

The structural features like headings, bullets, graphics, and numbers are there to help you find the information you need.

Most times, they have already chunked the text for you with these features. Use them!

Reading Consumer Documents

see p. 39What type of text is a consumer document?

Informational document

Consumer Document-document made for a consumer (person who buys products), and include:WarrantiesContractsProduct InformationInstructional Manuals

Features of Consumer Documentssee p. 39

Some of these features are found in other instructional/nonfiction documents

HeadingsNumbersBulletsGraphicsSpecial Type Treatment: boldface, italic, underlined,

colored

(More) features of consumer documents

see p. 39

Table of contentsIndexesGlossariesWorks CitedBibliographies

Workplace Documents

see p. 45

Include texts you may see on the job..Procedure manualsJob applicationsMemosGuides to health benefitsEmail messagesOrganizational chartsInstructions for operating machinery

Literary Response and Analysis

20 Multiple Choice QuestionsThese types of texts include

PoetryPlaysFictionEssays

The Literary Response and Analysis section of the CAHSEE asks you to read literature and answer

questions about it.

GenreGenre is a French word

meaning “kind” or “type”. The major genres in literature are

•poetry •fiction •drama•essays

It can also refer to more specific types of literature such as

comedy, drama, tragedy, epic poetry or science fiction.

Character

There are 2 main types of characters:Protagonist - Main character; usually the “good guy”Antagonist – The character who opposes the main character in some way; the “opponent”

see p. 95

Characters: The different people in the story

Protagonist/Antagonist Examplesee p.95On The Simpsons, Bart Simpson is the protagonist

and Principal Skinner is one of the antagonists.

Conflictsee p. 95

A main problem in the story that the main character faces.

Can be internal or external. Internal Conflict: A character “at war” with him or

herself (exp: Ariel has to decide whether she should leave the ocean)

External Conflict: One character versus society, nature, or another character (exp: protagonist vs. antagonist)

Types of External Conflict

Man Vs. Nature- Main character fights against nature. exp: A story of a man caught in a snowstorm trying to

fight his way out. Man Vs. Man-Main character fights against another

character.exp: In The Little Mermaid, the main conflict was

between Ariel and the Sea Witch. Man Vs. Society-Character fights against the rules of

his/her society.exp: In The Little Mermaid, Ariel must fight against the

rules of her family and underwater society in order to marry the prince.

Plot see p. 107

Plot: The pattern of action of a story; the series of linked events that make up the story

Usually starts with a problem or conflict that has to be resolved.

Exp: In Little Mermaid, the plot begins with the conflict between Ariel and her protective father.

Plot Structuresee p. 107

A. Exposition: Introduces characters and setting

B. Introduction of conflict: The major problem/conflict of the story is introduced.

(Rising Action: Builds the conflict and helps develop characters)

C. Climax: Highest or most exciting point in the action

(Falling Action: After the climax, plot slows and moves towards resolution)

D. Resolution: The conclusion to the story in which the major conflicts are solved.

Flashbacksee p. 107

A look at a past event. The author stops the action of the story to go back to an event that

happened at an earlier time.

What movies or books have flashbacks in them?

Ironysee p. 131

is a literary device for conveying meaning by saying the exact opposite of

what is really meant.

Sarcasm is one kind of irony. It is praise which is really an insult.

Sarcasm generally involves cruelty, the desire to put someone down, for example

“This is my brilliant son who failed out of college.”

Life is filled with ironies. Here are a few examples…

1. All you want is an Escalade. You work hard for years to buy one. The first day you buy it, you park it at the supermarket and go inside. While you are inside, someone steals your Escalade. When you come out with your groceries, the thief runs you over with your own car, breaking both your legs, and takes off in your brand new Escalade.

2. A girl lies to her boyfriend and says she has to baby-sit, but really goes to the movies with her friends. While buying popcorn, she sees her boyfriend there with another date.

Types of IronyVerbal Irony: occurs when someone says the

opposite of what the person means. Exp: A person is having a horrible day and says, “I’ve never

been so happy in my life.”Situational Irony: occurs when what happens is the

opposite of what you expect to happen. Exp: Escalade story, boyfriend at the movies storyDramatic Irony: occurs when you, the reader or the

viewer, knows something crucial that the main character does not know. This is the most important type for the CAHSEE

Exp: In Romeo and Juliet, the audience knows Juliet is not really dead and has faked her death, but Romeo does not.

Dramatic Irony

Dramatic Irony: occurs when you, the reader or the viewer, knows something crucial that the main character does not know. This is the most important type for the CAHSEE

With your class, brainstorm examples of dramatic irony in books, stories, movies, or television shows.

Literary Terms

ThemeToneMoodDrama

Symbolism

Themesee p. 101

A theme is the lesson learned in the story. Also described as observation about life or

human nature.

A universal theme can be found in the literature of m any different cultures and

from many different times.

Exp: The theme of Cinderella is “the best things come to those who wait”

Tonesee p. 167

Tone is way words are used to convey a writer’s attitude towards a subject.

Think of when someone says, “Don’t use that tone with me, young lady!” The tone of

writing shows the writer’s attitude, and can change the meaning of what is being said or

written.

Moodsee p. 125

Mood is the feeling created by a piece of literature. Another way to think about it is

the way you feel when you read it.

Some literature makes you feel sad, others joyful or anxious.

Dramasee p. 90

•Drama, or dramatic literature is another word for play.•Plays/dramas are when characters tell a story in a theater performance.•Characters in a play speak in dialogue, the words characters speak on stage. •Stage directions are directions in play scripts that tell actors what to do and how to say their lines (Usually in parentheses and italics)

Dramatic Monologuesee p. 90

•Dramatic says that it could be acted out on a stage, and is a form of drama (theater)

• Monologue is a long speech that one person makes, either to themselves or to another character.

• A dramatic monologue is written to reveal both the situation in the play and the character’s thoughts. •A soliloquy is just like a dramatic monologue, but it is spoken to the audience and is part of a longer play.

Symbolismsee pg. 101A symbol is a person, place, or thing that stands for

an idea or concept.

Exps:

Object Idea

Rose Love

Sunshine Happiness

Dove Peace

Hawk WarSometimes the symbols are not as clear as the examples above, because sometimes

authors create their own symbolism within a story.

PoetryComplete pages 117-118 togetherRemember to use our reading strategies

ChunkingTtTInferencePredictionEtc.

Drama

Complete pages 143-146 together

Remember our literary termsDialogueDramatic MonologueStage Directions

Homework Due Next Session Homework Due Next Session

42-47; 58-64; 75-77; 92-94 (Jeff 42-47; 58-64; 75-77; 92-94 (Jeff Story); 98-100; 104-106; 117-118; Story); 98-100; 104-106; 117-118; Measuring UpMeasuring Up Remember to TtT and chunk!Remember to TtT and chunk!

Vocabulary Flashcards for all Vocabulary Flashcards for all bolded words p. 39-152bolded words p. 39-152 Use directions in student packet, page Use directions in student packet, page

33

Session 3: Writing Session 3: Writing Conventions and Writing Conventions and Writing Strategies Strategies Test-Taking Tips # 3 Test-Taking Tips # 3 Writing on the CAHSEEWriting on the CAHSEE Writing StrategiesWriting Strategies Writing ConventionsWriting Conventions Writing Applications (CAHSEE Writing Applications (CAHSEE

Essay Writing)Essay Writing) Structure of a 5-Paragraph EssayStructure of a 5-Paragraph Essay

Test-Taking Tips #3

Make a plan when you first get your test. Some people like to do the easy questions first, some like to get the

hard ones out of the way. You have to stay within the section, but you can do the questions in the section in any order you wish.

Come to the test prepared by studying this guide, and be confident that you can pass!

On Writing Conventions questions (grammar and usage), trust your ear. Read the sentence choices aloud in your head to decide which one

sounds correct. Try not to second-guess yourself. Unless you’re sure you made a

mistake, don’t over think and change a lot of questions.

What is the purpose of writing?

To communicate an ideaTo express emotionsTo entertainTo explainTo persuade (convince)To describeTo respond to literatureAny others??

CAHSEE Writing

27 Multiple-Choice writing questions total1 Essay Questions

There are three strands:Writing Strategies

Writing ConventionsWriting Applications

CAHSEE Writing Writing Strategies

•12 test questions that ask you to find and correct errors and choose better words and phrases. They are based on a rough draft of an essay or article. . •In this section, you do not have to write any essays, but you have to answer multiple choice questions about editing and revising essays. •Questions may begin, “which sentence would best begin this essay” or “which of the following sentences do not fit well in the paragraph”

Writing Strategies Tips

Read the questions CAREFULLY. The test will often have the important word in ALL CAPITALS.Exp: “Which of the following word is the BEST substitution for

the word “employees” in sentence 1?”

Study the rules of grammar provided here, and think of what a teacher with a red pen may choose. The test is looking for standard English grammar, spelling, and sentence structure.

Study the following information on combining sentences carefully. There are typically a few questions about combining sentences.

Combining SentencesSentences can be combined by

using three punctuation marks: the hyphen (-), the colon (:), the semi-colon (;).

(You can also use coordinating conjunctions(for, and, nor, but, or, yet, so—F.A.N.B.O.Y.S.!!!)

to combine clauses that are grammatically parallel

(the same order of word types).

Combining SentencesA colon (:)

is also used to add more information and especially to list things after the colon.

What follows a colon may be a clause (She is a great dancer: she practices ballet, salsa and hip-

hop.) or a group of words that cannot stand by themselves (She practices many types of dance:

ballet, salsa and hip-hop.)

Combining SentencesA semi-colon (;)

is used to connect clauses and is the most important punctuation mark for combining

sentences.

It can be used alone to connect clauses (She is beautiful; her eyes shine like diamonds.) It can also be used to connect clauses together with special linking words such as however, moreover,

therefore.

Combining SentencesSample Question: Choose the answer that is

the most effective substitute for each underlined part of the sentence. If no substitution is necessary, choose “Leave as is.”

I expect you to finish the work by three, however, if it takes longer, call me.

(A) three however, if it takes longer, call me. (B) three: however, if it takes longer, call

me.(C) three; however, if it takes longer, call

me.(D) Leave as is.

Combining SentencesSolution: What punctuation mark joins the two

thoughts into one sentence?

A semicolon joins them, since they are both independent clauses that stand on their

own but are related. The semi-colon prevents run-ons if used

correctly. The correct answer is (C).

(A) three however, if it takes longer, call me. (B) three: however, if it takes longer, call

me.(C) three; however, if it takes longer, call

me.(D) Leave as is.

Main Ideas and Supporting Details

see p. 173In the Writing Strategies questions, you may have to

identify main ideas and supporting details.

Topic-Subject of a piece of writingMain Idea- The most important idea the writer

expresses about this topicSupporting Details-The facts, examples,

statistics, or concepts that back up the main idea.

Thesis Statement

see p. 173 (we will also talk about this next time when we write essays)

A topic sentence, usually at the end of the first paragraph, that controls the entire essay. In other words, the thesis statement is the point you are trying to prove in your essay.

Example thesis statement: “Most students dislike writing essays because they would rather be doing exciting science experiments, reading poetry, or playing sports.”

Writing Conventions15 test questions that test your

understanding of grammar

and your knowledge in the

mechanics of punctuation

(e.g. semicolons, colons, ellipses, hyphens).

You will also have to identify and use clauses and understand sentence construction (parallel structure,

proper placement of modifiers, etc.).

Grammar ReviewThe test will not ask you directly about the “parts of speech”, but

they are important in order to understand Noun: person, place, or thing (dog, New York, OFL) Verb: action word (talk, study, run)Adjective: word that describes (happy, bright, fast)Adverb: a word that modifies a verb, an adjective, another

adverb; usually ends in ‘-ly’ (happily, very, slowly)

Subject: the subject is the part of the sentence (usually a noun) that performs the action. (she gave me the book; the dog slept)

Predicate: the part of the sentence that is not the subject (she gave me the book; the dog slept)

Subject+ Predicate=complete sentence

Grammar Review: Clausessee p. 194 A clause is a group of words that has a verb and a subject. Some are

complete sentences, but others need to be linked to another clause to make sense.Independent (Main) Clause: a complete thought, and

can stand alone as a sentence or be linked to another clause. Exp: People had to keep a fire going all the time.

Dependent (Subordinate) Clause: does not express a complete idea, so it has to be linked to the independent clause. Exp: Before matches made it easy to start a fire

Complete sentence using both types of clauses:

Before matches made it easy to start a fire, people had to keep a fire going all the time.

Grammar Review: Punctuationsee p. 194-195 Semicolon: used between independent clauses without

conjunctions (for, and, nor, but, or, yet, so—F.A.N.B.O.Y.S.!!!)

Exp: Fire is our good friend; fire is our deadly enemy. Colon: used between independent clauses when the second

clause explains the first or provides a list.Exp: Fire is important: it heats our home and our food. Ellipses: three spaced dots, show that something has been

omitted (left out)Exp: The firefighter said, “It’s really dangerous…but we have the blaze under

control.” Hyphen: Used in some compound adjectives, numbers, and

prefixes.Exp: The well-organized squad of twenty-four firefighters are pro-American.

Grammar Review: Sentence construction and usage

see p. 198 Parallel structureSubordinationProper placement of modifiersConsistency of tenses

Talk to the Text in your Measure Up book and discuss with the class

**Reminder: Consistency of tenses**

see p. 198 This is a common CAHSEE subjectFor questions about sentence construction,

they will commonly put something like the example: “he rushed into the house and closes the door in my face”

What is wrong with that sentence?

**Consistency of tenses (cont.)**

All verbs in a sentence must be in one tense. It is incorrect to go back and forth between past, present, and future.

The example could be changed to either:“he rushed into the house and closed the door in my

face” (past) OR“he rushes into the house and closes the door in my

face” (present) Don’t forget: the tense needs to be consistent

(the same) throughout a sentence.

Grammar Review:

Proofreading see p. 202UsageStructureDictionGrammarMechanics

Talk to the Text in your Measure Up book and discuss with the class

**Reminder: Noun/Verb Agreement**

Subjects and verbs must always “agree” in a sentence.

For example, the following sentence has an agreement issue:Frank and Sabrina is the two students who have

books.

What is wrong with this sentence? What does not “agree”?

**Noun/Verb Agreement (cont.)**

There are two students (Frank and Sabrina), so the verb should be plural (are instead of is)

The correct sentence would be: “Frank and Sabrina are the two students who have books.”

When you see this on the CAHSEE, often there will be a trick to figuring out singular vs. plural. For example, the following words are singular even though they refer to a group:

class, group, team, etc.

CAHSEE Writing Writing Application

On the writing portion of the CAHSEE exam, you will be given a

“Writing Task” which is one essay question.

You may be asked to do one of the following:

Biographical NarrativeResponse to Literature

Expository EssayPersuasive EssayBusiness Letter

Biographical Narrativesee p. 210

Tells the story from the life of a real person.

Often, this type of CAHSEE essay question will ask you to write about

someone who is important in your life.

Response to Literaturesee p. 214

You read a (literature) text and are asked to respond (write an essay) based on a

question regarding that passage.

This type of question asks that you first comprehend the text, then write about it (use TtT

and chunking!).

Expository Essaysee p. 219

Expository essays (also called compositions) are most often nonfiction, meaning that it

deals with real people, things, events and places.

The question may ask you to write about an important moment in history or technology,

or a question about school.

Persuasive Essaysee p. 223A persuasive essay (or composition) asks you to

defend a position or argue for your side of an issue about which people disagree.

A sample question may ask you to write an essay for your school paper in which you convince the readers of the importance of

volunteer hours as a graduation requirement or a convincing essay about whether or not there should be art and music in school.

The readers want you to think about the other side of the argument and keep that in mind as you defend your ideas

Business Lettersee p. 227

A Business Letter is a formal correspondence about a business related

matter. When you’re writing a business letter, your purpose may be

•to apply for a job• to complain•to request information•Etc.

Business Letter (continued)

See p. 228 for an example of formatBesides the way it looks, treat the business

letter pretty much the same way you would treat an essay. It should include:SalutationIntroductionBodyConclusionSignature

CAHSEE Essay Writing#1. Remember

Make sure to answer all parts of the writing task.

If the question is asking you to describe the main characters decisions and

emotions, make sure to address both.

CAHSEE Essay Writing# 2. Remember

Make sure you have the correct five-paragraph essay structure with a strong introduction, three body

paragraphs, and conclusion.

Use specific details and examples from the passage to demonstrate your understanding of the main idea’s

and the author’s purpose.

Vary your sentences to make your writing more interesting.

CAHSEE Essay Writing

# 3. Remember

Real people (usually teachers) are hired by the testing company to grade essays.

They read a lot of essays, give it a score (1 through 4) quickly, and two grader’s scores are combined for your final score.

Make your essay easy to read both in terms of the structure, and in terms of handwriting. If the grader has to struggle to read your essay, they can’t pay attention to your great ideas!

Your CAHSE Essay Should Include Five strong paragraphs (at least four sentences)A thesis statement at the end of the

introduction paragraph Clear main ideasSupporting evidenceUnderstandable writing

Clearly written (check your handwriting!)Good (enough) spellingClear grammar

How should my essay look?

Introduction

Body paragraph 1

Conclusion

Body paragraph 2

Body paragraph 3

Kind of like a hamburger….

Introduction

Body Paragraph 1

Body Paragraph 2

Body Paragraph 3

Conclusion

Stay Tuned….We will go over more information about

writing essays next time, and you will practice with the help of your classmates and your teacher.

For now, follow the structure described as well as you can when you respond to the essay assigned for tonight’s homework! (page 212)

Homework Due Next Session Homework Due Next Session

Page, 167-170, 174-176, 196-197, 204-Page, 167-170, 174-176, 196-197, 204-206, 206, Measuring UpMeasuring Up

Do your best to respond to the essay Do your best to respond to the essay topic on page 212. We will go over it in topic on page 212. We will go over it in class. class. Use p. 211 as a modelUse p. 211 as a model Use everything we have learned so far about Use everything we have learned so far about

essay structureessay structure Write at least 5 paragraphsWrite at least 5 paragraphs

Vocabulary Flashcards for all bolded Vocabulary Flashcards for all bolded words p. 167-202words p. 167-202

Session 4: Writing Session 4: Writing Applications (Writing Essays) Applications (Writing Essays)

Test Taking Tips #4Test Taking Tips #4 Essay-Writing Tips Essay-Writing Tips The 5-Paragraph Structure The 5-Paragraph Structure Brainstorming, Drafting, and Brainstorming, Drafting, and

Revising Revising

Test-Taking Tips #4

Sleep well the night before the test and eat breakfast on the morning of the test. You need energy to keep you going!

On the essay portion, read the prompt carefully. Think about what it asks you to do before starting to brainstorm

Use the planning page to brainstorm ideas before writing.

Revise and proofread your essay when you are done. You can always erase and rewrite what is messy or misspelled. The grader needs to be able to read what you write.

Which test-taking tip will help you most?

Look back at all four slides of test taking tips and decide your three favorite tips.

Turn to the person sitting next to you and share your responses. How will you use those tips on the test?

Essay Writing…it’s not as bad as you may think!

This is your chance on the test to share your own voice and ideas!

Make sure you “talk to the text” on the question itself, and underline exactly what the questions is asking.

Brainstorm first! Getting your ideas on paper will make you less nervous and help your essay become more clear and specific.

Break your thoughts into groups, called paragraphs! If you write one long paragraph, you will get one low score .

How do I start?

Step 1: Talk to the question and make sure you know what it is asking you to do (put it in your own words if that helps)

Exp: Write an essay discussing whether or not you would recommend your school to other teenagers.

On your paper, talk to this essay topic (TtT!)

BrainstormChoose the best method for

brainstorming Pro/Con Chart Spider/bubble brainstorm Check page 266-275 for

other ideas Anything else that works for

you!

Now brainstorm about the topic: Write an essay discussing whether or not you would recommend your school to other teenagers.

For Against

What belongs in the introduction paragraph?

A hook to draw the reader inBackground information about the

topicThesis statement

What is a hook?

A hook is the attention-grabbing first sentence of your essay.

We call it a hook because you are trying to “hook” the reader in.

Hooks can include:A questionAn interesting statement, fact, or quoteA thought-provoking idea

Whatever you choose, it should be on-topic and appropriate for your audience!

Give us an example…

For an essay on whether or not to recommend OFL, a hook could include:“Why do so many people leave high school before

they graduate?” “Many students interviewed at OFL say they prefer

OFL to their previous school.”“Independent study is not right for everyone, but

many students do better working on their own.”

What is background information?

Background information is anything your reader needs in order to understand what you are talking about in your thesis and essay.

Assume the reader of your essay is a smart person who doesn’t know much about your topic.

Exp: “Opportunities for Learning is an independent study school that many students choose if the traditional school is not working for them.”

What is a Thesis Statement?

Book defines as “Clearly expressed main idea about a topic”

Put another way, the point you are trying to prove in your essay.

The most clear thesis statements include your three main arguments

Exp: “Opportunities for Learning is a good alternative for students because the teachers are caring, the centers are safe and clean, and students can earn credits at a faster pace than at other high schools.

Where do I put my Thesis Statement?

The thesis statement is almost always at the very end of the first (introduction) paragraph.

Thesis Statement

The information in your

introduction goes from

general (hook) to specific

(thesis)

Putting the introduction together…

Independent study is not right for everyone, but many students do better working on their own. Opportunities for Learning is an independent study school that many students choose if the traditional school is not working for them. Opportunities for Learning is a good alternative for students because the teachers are caring, the centers are safe and clean, and students can earn credits at a faster pace than at other high schools.

What goes in the body paragraphs?

In the most organized essays, the body paragraphs match the order of the thesis, explaining each with more information:

Exp: Opportunities for Learning is a good alternative for students because 1 the teachers are caring, 2 the centers are safe and clean, and 3 students can earn credits at a faster pace than at other high schools.

The Body Paragraphs

Introduction

Body paragraph 1

Conclusion

Body paragraph 2

Body paragraph 3

Thesis: Opportunities for Learning is a good alternative for students because

the teachers are caring, the centers are safe and clean, and students can earn credits at a faster pace than at other

high schools.

The teachers are caring

Students can earn credits at a faster pace

The centers are safe and clean

The Body Paragraphs

Within the body paragraphs is where all your ideas and examples are used. You can brainstorm these first, and then bring them together within each body paragraph.

Example: Body ¶ 2: The centers are safe and clean

Desks are clean and no one tags on

them.

The bathroom is always clean and

orderly

Students feel safe because there are never fights at the

center

Conclusion

Wraps up your essay, restating your main ideas in new words

Adds up the evidence from your essay to make your final point.

Think back to the hamburger: The final bite (last sentence) of your essay should be delicious! It should leave your reader with a good understanding of your main point.

Shape of the Conclusion

The information in your

conclusion goes from specific

(restatement of your thesis in new words) to more general (bigger ideas

about the topic)

Now fill in the information on the planning chart for the OFL essay…

Introduction

Body paragraph 1

Conclusion

Body paragraph 2

Body paragraph 3

Choose an essay question

Choose an essay question between pages 211 and 230 (but read all of them!) and answer it using the brainstorming, planning chart, then writing method.

Use the rubrics on page 53 (Response to

Literature) & 54 (Response to Writing Prompt) of your packet to evaluate yourself before turning the essay into your teacher.

All Homework Due!!All Homework Due!!

Session 1Session 1: Pages 3-9, 11-14, 17-22, 25-: Pages 3-9, 11-14, 17-22, 25-3434

Session 2Session 2: Pages 42-47; 58-64; 75-77; : Pages 42-47; 58-64; 75-77; 92-94 (Jeff Story); 98-100; 104-106; 92-94 (Jeff Story); 98-100; 104-106; 117-118117-118

Session 3Session 3: Page 167-170, 174-176, 196-: Page 167-170, 174-176, 196-197, 204-206, 197, 204-206, Measuring Up; Measuring Up; Essay, Essay, page 212page 212

Vocabulary Flashcards for all bolded Vocabulary Flashcards for all bolded words p. 1-202words p. 1-202