Public Schools of Edison Township Division of Curriculum and Instruction
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PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION COLLEGE STUDY SKILLS Length of Course: Term Elective / Required: Elective Schools: High Schools Student Eligibility: Grade 11 Credit Value: 5 Credits Date Approved: 11/22/10 COLLEGE STUDY SKILLS TABLE OF CONTENTS Introduction 3 Course Objectives 5 Edison's Essential Instructional Behaviors (EIB's - Draft 14) 6 Program Objectives/NJ Core Curriculum Standards 8 Guessing on the SAT 25 Guessing Quiz 26 CONTENTS I. VOCABULARY -------------------------------------------------------------------------- 31 The Princeton Review Hit Parade 34 Lesson 1: Truth in Roots 36 Lesson 2: Deep are the Roots 41 Lesson 3: The Mighty Prefix 50 Lesson 4: Vocabulary Building - Four Letter Words You Can Use In School 66 Lesson 5: Vocabulary Building - Every Word has a Biography, I & II 69 Lesson 6: Vocabulary Building - Synonym Clusters, I & II 75 Lesson 7: Vocabulary Building - Deep are the Roots, I & II 86 Supplemental Materials 94 II. WRITING TEST: MULTIPLE CHOICE -------------------------------------------- 109 Introduction to Writing 110 Introduction to the SAT Writing Test 111 Strategies for Identifying Sentence Errors 111 Grammar Review 116 Verb Check for the SAT Writing Test 123 Strategies for Improving Sentences 124 Strategies for Improving Paragraphs 127 Four Characteristics of Effective Writing 131 Writing Practice Test 132 Writing Skills Practice and Answer Key 146 Calculating Your Score on the Writing Test 160 Timed Tests 161 Additional Writing Prompts 244 III. SENTENCE COMPLETION ---------------------------------------------------------- 246 Strategy 1: Key Words of Context Clues 248 Strategy 2: Definition 255 Strategy 3: Signal Words, Contrast/Similarities/Cause and Effect 259 Strategy 4: Connotation of Blanks 273 Strategy 5: Double-Blank Sentences 274 IV. CRITICAL READING -------------------------------------------------------------------- 286 Strategy 1: Literal Comprehension 314 Strategy 2: Vocabulary-in-Context 334 Strategy 3: Extended Reasoning 362 Strategy 4: Paired Passages 413 Bibliography 456 Modifications will be made to accommodate IEP mandates for classified students. COLLEGE STUDY SKILLS 3 INTRODUCTION The Scholastic Assessment Test (SAT I) is a standardized test frequently used for admission to four-year institutions of higher learning. The test is one factor used by many admissions personnel; other factors are academic performance in high school, class rank, extracurricular activities, recommendations, and personal interviews. The SAT I is designed to predict future academic performance during the first year of college. The verbal section measures critical reading, reasoning and vocabulary. The writing section includes multiple choice questions and a written essay. The multiple choice questions measure students’ ability to identify sentence errors, improve sentences, and improve paragraphs. The essay measures students’ ability to effectively and insightfully address a writing task on demand using examples to support their positions. In view of the importance attached to the SAT I, this course is designed to augment the academic courses that the college-bound student takes. Homework, assigned regularly, shall include opportunities for vocabulary development and applications of the skills and strategies presented in class. Students will be tested regularly to ensure growth in these areas. Notebooks and vocabulary flashcards are required. Students will be pre-tested in all areas included in the SAT I to determine strengths and weaknesses and, at regular intervals, will be given timed tests to determine progress. At the conclusion of the course, a post-test simulating actual SAT I conditions will be administered to determine overall growth in verbal proficiency. Performance throughout the course will be recorded on a progress chart. The College Study Skills curriculum guide was revised in February 2005 to reflect the changes to the 2005 SAT I. As outlined by the College Entrance Examination Board, the new test deletes the analogy section and adds a writing section. Revised course COLLEGE STUDY SKILLS 4 content is aligned to the New Jersey Content Standards. Implementation begins in September 2005. This curriculum guide supersedes other previously used for College Study Skills. The curriculum guide was revised by: Lauren Bowers – Edison High School, October 1, 2010 Gina Corsun - Edison High School Dorothy Ferreri - John P. Stevens High School Coordinated by: Janet Thompson - Supervisor of English, John P. Stevens High School Diann Richards - Supervisor of English, Edison High School COLLEGE STUDY SKILLS 5 COURSE MASTERY OBJECTIVES VERBAL At the successful completion of this course, students will: 1. demonstrate an understanding of the purpose, philosophy, and format of the verbal section of the Scholastic Assessment Test (SAT I). 2. demonstrate proficiency in applying test-taking skills in testing situations, including efficient pacing during time allotments of fifteen or thirty minutes (matching the verbal subtests of the SAT I). 3. recognize individual strengths and weaknesses in each area of verbal skills as evidenced by pre-, during, and post-tests. 4. demonstrate a substantially increased reading and writing vocabulary through a cumulative and intensive study of significant Latin and Greek roots/prefixes, word biographies, and synonym clusters. 5. demonstrate proficiency in applying strategies for recognizing words through the use of context clues. 6. demonstrate proficiency in recognizing nuances of meaning when choosing appropriate vocabulary. 7. demonstrate proficiency in applying strategies in answering sentence completion items. 8. demonstrate proficiency in applying critical reading skills (vocabulary in context, literal comprehension, extended reasoning) to passages relating to humanities, natural sciences, social sciences, the arts, and the narrative; extended reasoning (inferential) includes interpretation, analysis/synthesis, and evaluation. 9. demonstrate confidence in ability to answer sentence completion and reading comprehension items. 10. demonstrate proficiency in recognizing sentence elements that are ambiguous and confusing, choosing words carefully, and connecting them for clear meaning. 11. become more familiar with the conventions of standard written English, such as word choice, use of noun and preposition phrases, and sentence construction. 12. demonstrate confidence in using the writing process to revise draft essays and in collaborating with classmates and teachers to clarify meaning in writing. 13. develop proficiency in identifying the subject and verb of the sentence, thus enhancing understanding of subject and verb agreement. 14. demonstrate an understanding of the distinction between informal pronoun usage, spoken pronoun usage, and standard written pronoun usage. 15. demonstrate an increased ability to identify various sentence patterns and their effective use and incorporate sentence variety in personal writing. COLLEGE STUDY SKILLS 11 Public Schools of Edison Township Division of Curriculum and Instruction Draft 13 Framework For Essential Instructional Behaviors, K-12 Common Threads Edison’s Framework for Essential Instructional Behaviors, K-12, represents a collaboratively developed statement of effective teaching. The lettered indicators are designed to explain each common thread, but do not denote order of importance. This statement of instructional expectation is intended as a framework; its use as an observation checklist would be inappropriate. 1. Planning Which Sets The Stage For Learning & Assessment Does the planning show evidence of: a. units and lessons which show a direct relationship between student learning needs, the written curriculum, and the New Jersey Core Content Curriculum Standards. b. clearly defined, curriculum-based learning objectives that are based on diagnosis of student needs and readiness levels c. instructional strategies and materials that challenge students to achieve at the highest standards of performance. d. lesson design sequenced to make meaningful connections to overarching concepts and essential questions. e. use of thematic disciplinary units to integrate science, social studies, language arts, and math. f. activities to promote student reading, writing, listening, speaking, and viewing. g. provision for effective use of available materials, technology and outside resources. h. accurate knowledge of subject matter. i. knowledge of a variety of instructional strategies and best practices, including strategies for assessing student readiness levels and differentiating instruction. j. strategies to enable co-planning and co-teaching in shared teaching situations. k. lessons that provide for increasing student independence and responsibility for learning. l. multiple means of assessment, including performance assessment, that are authentic in nature and realistically measure student understanding. m. diagnostic and formative assessments that inform instructional design. n. appropriate homework assignments that reinforce and extend learning and build upon previously learned concepts. 2. Productive Learning Climate & Classroom Management Does the student-teacher interaction and the classroom show evidence of: a. an environment which is learner-centered, content rich, and reflective of children’s efforts. b. a climate of mutual respect, one that is considerate of and addresses differences in culture, race, gender, and readiness levels. c. opportunities for student voice and student