Transcript hspaLanguageArts.ppt

HSPA Language Arts
The HSPA is an exam
administered statewide in
March to high school juniors.
It is designed to test our
students’ proficiencies in
Mathematics and Language
Arts. A passing score of 200 in
each section is necessary for
graduation.
The Language Arts Literacy
(LAL) Section of the HSPA is
divided into two cluster
areas.
Each of these clusters
reflects knowledge and
skills specified in New
Jersey’s Core Curriculum
Content Standards.
I.
Writing: Expository Writing
Time:
Task:
Students will
read a quote,
adage or
universally
accessible
topic and
respond in
an educated,
thoughtprovoking
essay.
“Early to bed, early to rise…”
“Harder, better
faster, stronger…”
“To be or not to be…”
Types of Prompts:
· Quotes- famous quotations by historians, authors, politicians, etc. Example: “Do not be too
timid and squeamish about your actions. All life is an experiment.”
· Adages- short, memorable sayings that have great meaning attached. Example: Life is ten
percent what happens to you and ninety percent how you react to it.
· Universally Accessible Topic- Food for thought that is not attached to curriculum or studies,
but rather an idea formed from life experience. Example: Some say that love is the most
powerful emotion. Others think love is simply a reaction.
???Can your imagination reach its full
potential on this picture???
1. Aim for a 4-paragraph response (at a
minimum) which uses various cohesive devices
(think- transitions!).
2. Remember that this is all expository
(explanatory) not narrative (telling a story).
3. You will need: an opening and a closing; a welldeveloped, cohesive, single focus; organization
and logical progression
4. You will also need at least two well-developed
examples, using vivid details, that directly
relate to the prompt.
You will see the same set of
directions embedded in each prompt:
“Using an example from literature,
history, science, film, or your own
experience or observation, write an
essay analyzing…”
Let’s Get
Organized!
Grab the reader’s attention
Integrate the quote, adage or topic
Find background information to introduce the topic
Thesis statement or main idea
Example(s)
from
history, science, film
literature,
· You can actually study for this
part,
because
themes
are
UNIVERSAL
Think about some major novels
that you have read thus far and/or
some historical figures. Figure out
what they stand for, what themes
they exemplify, and be ready to
work that into whatever prompt
presents itself.
Example(s) from
your own
experience or
observation
You will write this
as an explanation,
not a narration.
Do not be tempted
to relive the
story; speak about
it with an
academic voice.
Generate final remarks without introducing brand new examples
Unify and Summarize your ideas
Remind the audience of your main point / thesis
Use a satisfactory close / clincher (could tie back into intro)
II. Writing- Persuasive Writing
Time:
Students will write in response to a current
controversy related to an interpersonal,
school/community, or societal issue.
This piece of writing may be required to be
in the form of a letter, a formal essay, an
editorial, or a speech.
•Interpersonal controversies- when
two or more individuals disagree about
choices, decisions, behaviors, or ideas.
Example: You and a friend are arguing
about whether or not to attend a party
this weekend.
•School/Community controversieswhen two or more groups of people
disagree about rules, behaviors,
procedures, conditions, or ideas.
Example: Proposition of including a
HSPA Class as a requirement for all
students.
•Societal controversies- when people
disagree about laws, conditions, and
ideas. Example: Mandatory curfew for
teenagers.
Read the “Directions For Writing” and figure out what MODE
(format- for example, a letter) you should be writing in. Then
decide on a position- you should choose whichever will be easier
to write about, even if you do not necessarily agree with it.
The more you plan, the easier it is to execute your essay. It is tempting to start
right away, because it is a timed assignment. However, it will save you time, in the
long run, if you put aside 15 minutes to plan. Use the 3 and 3 method. Plan out
your 3 main ideas. Then think of 3 support comments for each. When planning,
think about WHO is affected by the problem or HOW it would affect someone.
THREE BY THREE METHOD
Statement or Proposal:
First Main Idea: (mid)
Second Main Idea: (worst)
Third Main Idea: (best)
1st Support Statement:
1st Support Statement:
1st Support Statement:
2nd Support Statement:
2nd Support Statement:
2nd Support Statement:
3rd Support Statement:
3rd Support Statement:
3rd Support Statement:
Introduction- RANT:
·
Restate the problem / scenario,
·
Agree or Disagree with the proposed solution,
·
Name your 3 main ideas,
·
THESIS STATEMENT (the overall gist of why you have taken this point of view).
Body Paragraphs- TEST:
·
TRANSITION (to move from the previous idea).
·
Explain your main idea in a general statement.
·
Support with at least 3 support ideas (facts, examples, reasons, evidence).
·
Tie up with a general concluding sentence.
Conclusion- RATE:
·
Restate the problem / scenario,
·
Approach your 3 examples by REPHRASING (not restating) them,
·
Thematic Clincher,
·
Edit your work using the only tool you have, the writer’s checklist.
Writing Situation: Your state legislators have proposed a new
law. It would be illegal for anyone other than emergency
personnel to stop or linger at an accident. This proposed law
has caused controversy in your state. You decide to write a
letter to your state legislator expressing your opinion on this
proposed law.
Directions for Writing: Write a letter to your state legislator
either supporting or opposing a law that would prohibit anyone
other than emergency personnel to stop or linger at an
accident. Use reasons, facts, examples, and other evidence to
support your position.
THREE BY THREE METHOD
Statement or Proposal:
Agree with this new law proposing that anyone other than emergency
personnel will not be allowed to stop or linger at an accident.
First Main Idea: (mid)
Second Main Idea: (worst)
Third Main Idea: (best)
Cause more accidents
by rubber-necking
Traffic
Get in the way of emergency
personnel
1st Support Statement:
1st Support Statement:
1st Support Statement:
Change of speed for
observation causes drivers to
become distracted
60% of highway traffic
congestion is caused by
rubbernecking at accident
scenes
Emergency personnel are
trained responders
2nd Support Statement:
2nd Support Statement:
2nd Support Statement:
Change of focus to others at
the sight of an accident
lessens one’s ability to drive
defensively and be aware
Affects 2-way flow, as
opposed to merely the side
of the road on which the
incident occurred
Added congestion provides
more obstacles around which
to work
3rd Support Statement:
3rd Support Statement:
3rd Support Statement:
saw a distracted driver slam
into the car in front of him…
complicated accident scene…
responders to the first crash
diverted to scene of subsequent
accident
Because each driver has to
wait, since the previous
drivers have slowed to look
at the accident scene, they
too feel a right to pause
Many times, emergency
personnel have to cordon off
a safety perimeter
Honorable State Legislator, (Remember the Mode… this is a letter)
I understand that a new law has been proposed that would make it illegal for
anyone other than emergency personnel to stop or linger at the scene of an accident.
(Restate the Question) I strongly agree with this new law for the safety and convenience of
all motorists. (Agree or disagree with the proposal) Not only do rubbernecking delays
cause more accidents, but they also cause traffic jams and road congestion. In addition,
these onlookers can get in the way of emergency personnel who have been dispatched to
the scene. (Name your 3 reasons- this should be in a sentence or two) A law banning this
loitering at accident scenes will help control the number of subsequent mishaps while
also deterring people from allowing their curiosity to interfere with others’ safety.
(Thesis Statement)
A thesis is the main point of your paper. Here
are some sample theses for this topic:
1.
Lingering at an accident is a dangerous hassle to everyone involved.
2.
Lessening the number of motorists who stop to gawk at an existing
accident will, in turn, help to lessen subsequent incidents.
3.
This law will help to make traveling safer and more efficient for all
motorists.
4.
A law banning this loitering at accident scenes will help control the
number of subsequent mishaps while also deterring people from
allowing their curiosity to interfere with others’ safety.
It is, in fact, this very curiosity that causes motorists to change their speed in
order to effectively gawk at an accident scene. (Transition- this can be a single word or it can
be more sophisticated… see how I took the last idea from my thesis and integrated it here)
Whether it is the sight of bent steel or the lure of flashing lights, drivers change their focus,
lessening their ability to drive defensively and disengaging their awareness of the road
around them. This, in turn, leads to an increase in subsequent accidents. Just yesterday, as I
was passing the scene of a small fender bender, I watched a distracted driver slam into the
car in front of him. This certainly complicated the accident scene, as responders to the first
crash were diverted to check the scene of the successive accident. In fact, the resulting
accident produced more damage than the previous one. (Explain your point and support with
details- Incorporate your 3 sub-reasons from your 3-by-3. My anecdote is made up, but the
scorers don’t need to know that! Be creative yet structured.) The current reactions to accident
sites are providing further danger for all highway motorists. (Tie up with a closing.)
Even in instances in which there is no ensuing accident, there are residual consequences
to rubbernecking. The most frequent effect is in traffic. Statistics show that sixty percent of highway
congestion is caused by those lingering at accident scenes. This affects, not only the roadway that is
directly impacted by the obstruction, but also the motorists on the other side of the roadway. As each
driver slows in reaction to the scene, the backup increases exponentially. As each driver waits for the
previous drivers to slow to look at an accident scene, he then feels entitled to slow, in turn. If each
driver pauses for only five seconds, then every twelve cars become a minute delay. In a metropolitan
area like North Jersey, you can imagine the ramifications, as accident-related traffic is blocking up
our roadways every day.
You can see the same body format here. Note my made
up “fact”… just make it plausible, and the scorer won’t
know the difference!
Aside from the residual effect of accidents on subsequent motorists, there are also
implications for the initial victims. It is important to note that emergency personnel are trained
responders. They need clear access to accident victims in order to respond promptly and
effectively. Added congestion from stalled drivers and inquisitive onlookers provides unnecessary
obstacles around which they have to work. Part of this process includes cordoning off a safety
perimeter, a task that is much easier when the area is not swarmed with hungry spectators. Personal
safety of the victims and the emergency personnel should rank higher than the nosiness of trifling
observers.
I think you are getting the process!
TEST, TEST, TEST
Transition, Explain, Support, Tie up!
As a commuter on New Jersey’s bustling highways, I am so grateful for this new
law proposing that it become illegal for anyone other than emergency personnel to stop or
linger at an accident. (Restate the problem and proposal) If imposed, there will be an immediate
decrease in the number of subsequent accidents and in the amount of accident-related traffic.
More importantly, it will provide a safer and more efficient atmosphere wherein trained
emergency personnel can respond to the scene. (Approach your 3 examples) Much like speed
limits and traffic signs help dictate the flow of traffic, this new law will help provide safety
and direction for all New Jersey motorists. (Thematic Clincher)
Sincerely,
Mel Reinhard
(Remember the Mode… Finish your letter!)
III. Reading- Narrative Reading
Time:
TASK:
Read a story (approx. 4 pages)
and answer 10 multiple choice
and 2 open-ended questions.
A NARRATIVE TEXT is written
primarily to tell a story. This
story will establish or develop a
conflict and address common
aspects of human existence.
Because appropriate literature
may contain unsettling or
disturbing issues or events, text
selected for the assessment will
provide a positive resolution
and affirm the dignity of the
human spirit.
IV. Reading- Persuasive Reading
Time:
TASK:
Read a story (approx. 3 pages)
and answer 10 multiple choice
and 2 open-ended questions.
A PERSUASIVE TEXT is a text in which the writer attempts to sway the reader to a
specific point of view. Because persuasive writing is based on a personal vision, it is
inherently controversial.
Exploring these controversial issues develops and
enhances students' critical thinking skills. Persuasive passages are selected from
previously published text. Students will respond to open-ended and multiple choice
questions about these passages to assess literal and inferential thinking through
understanding, analyzing, and assessing texts.
1.
recognize a theme or central idea.
2.
recognize details that develop or
support the main idea.
3.
extrapolate information and/or follow
directions.
4.
paraphrase, retell, interpret phrases /
sentences from the text.
5.
recognize a purpose for reading.
6.
make tentative predictions of
meaning.
7.
make judgments, form opinions, draw
conclusions from the text.
8.
use context clues to define vocabulary
words
1.
2.
3.
4.
5.
6.
7.
8.
Recognize the author’s main idea- what is (s)he trying to sell, make you believe, or
make you do?
Understand the author’s main points- the arguments supporting the point of view.
Look for support ideas- usually details that include quotes, anecdotes, details,
examples, or statistics.
Know the author’s purpose- look for the action that (s)he wants from the reader.
Read the question and all answers thoroughly before selecting an answer. Note
that many answers will seem plausible, and in some cases several answers will be
correct, but one will be the best answer.
If you aren’t sure of the correct answer, try to eliminate incorrect answers.
For questions that refer to the text, go back and read the whole section of text from
which the sample comes.
Watch out for “concrete” language meant to throw you off (ex- Always, Never,
Everyone, Nobody, Must). Look, instead, for “soft” words (ex- Some, Often, May,
Many, Sometimes). Soft language is usually used in the correct answer!
1.
2.
3.
4.
5.
Put your finger over the word that you are trying to define. Then read the
sentence filling in your choices as a replacement. Do any of them read funny?
Rule them out!
Figure out the part of speech: adjective, noun, verb? Then rule out any choices
that are of a different part of speech!
Look at the connotation of the word. Is it positive or negative? Any choices that
have a conflicting connotation? Rule them out!
Look back at the surrounding paragraph and assess the tone. From your
remaining choices, can you determine which option best fits the paragraph? If
the language is harsh and an answer option seems mild… rule it out!
Once you complete steps 1-4 you should be left with your BEST option!
1.
The first bullet is usually "close to the text" / to apply what you know.
2.
The second bullet is usually "beyond the text" / to extend what you know.
3.
Reword the question to create your topic sentence. Use pieces of the statement and
the bullet question. This helps you to focus and lets the scorer know what you are
writing about.
4.
Frame out your answer using several text examples. It is always good to correctly
work quotes into your response. Use 5-8 sentences per paragraph (and at least 1
paragraph for each bullet) for a full response.
5.
Close your open-ended response with a concluding sentence similar to your topic
sentence.
6.
Even if you can’t answer completely, make an attempt. These questions are scored
from 0-4 points and are worth 44% of the total reading score. A partial answer can
earn you some points.
Preparation time is now…
Get ready for HSPA Success!