Great resource on apostrophes:

http://www.grammarbook.com/punctuation/apostro.asp

Recommended study techniques for Paragraph Editing:

1.    Use a highlighter to highlight every error you made on the 12 sheets.

2.    Catalog the errors you made by type (spelling, punctuation, etc.)

3.    Identify what categories you most often have issues with.

4.    Remember our class discussions.   We had Q&A sessions for every sheet so make sure that you spoke up and recall what the instruction was.

5.    Use the Writer’s Handbook to review those categories.   This

6.    As needed, you may want to supplement the classroom instruction and Writer’s Handbook with some internet research on specific categories.

7.    Meet with the teacher, a friend, a grown up, or an older sibling to get support.  Mr. Chappell is available during REC period most days if you arrive in a timely manner.

Comprehension Test Re-Take

TEST RETAKE

If a student received a low score on their Paired Passages Comprehension Test today (11/21/14) , there will be a retake after the Thanksgiving Break for anyone receiving less than a C. 

We'll have to wait until all of the students who went on break early return and take the original test before allowing the optional retake. 

Out of fairness to the students who studied and got it right the first time, the maximum grade for the retake will be a C.

Best,
Mr. Chappell

Reading Comprehension test tomorrow!

Here is a study guide that can help. 

Paired Passages Comprehension Study Guide

1)      VISIT THE QUESTIONS FIRST.  Identify the important information from the questions BEFORE your read.  In other words, check out the questions first.

2)      GET A BIRD’S EYE VIEW.  Get familiar with the format, titles, length, and structure of the reading. 

3)      FULLY UNDERSTAND THE QUESTIONS.  When you are ready to answer the questions, make sure you completely understand what the question is asking you to think about.  Look for key words within the question and read it several times.  Watch out for words that are subtle or can tip you up.

4)      DON’T SKIP POSSIBLE ANSWERS.  Make sure you read ALL of the possible answers.  Often students will rush their responses when they find a good answer as “B” and skip looking at “C” and “D.”  But if they took their time and read all of the possibilities, they might find that “D” was a superior choice.

5)      GO BACK TO DIFFICULT QUESTIONS.  If you get stuck on one particular question, take a break from it and work on another section.  Then go back to it with “fresh eyes.”  Sometimes the answer will become more clear.  Also, sometimes you might find clues to the answer within other questions later in the test.

6)      PICK THE “BEST” ANSWER.  Recognize that often there will be more than one correct answer.  Usually, one is more direct and straight-forward.  Always choose the one that requires the least “explaining” in order to justify the answer.  Also, choose the one that is correct 100% of the time instead of the one that is correct only in certain cases.

7)      USE THE CONTEXT CLUES.  Use context clues to identify new words or phrases that you are unfamiliar with.  Look at the surrounding words.  Look at the sentence that comes before and after the sentence that you are struggling with. 

8)      ADJUST YOUR READING SPEED.  Adjust your reading speed depending upon your goal.  If you are reading the text the first time, take your time to fully understand it and don’t rush.  If you are struggling with a particularly difficult section, take your time and think about the meaning of each sentence and how they are connected.  If you are skimming to go back to locate certain words or phrases, you can move faster.  Pace yourself if there is a time limit.

9)      TAP INTO YOUR BACKGROUND KNOWLEDGE.  Tap into your background knowledge.  The more you know about a subject, the easier it will be to follow.  This is why students who read regularly will have an easier time. 

10)   USE YOUR NOTE SPACE.  Write on the answer sheet and reading selections as much as you want.  Make little notes and observations for yourself.  This is YOUR test.  Throw some helpful graffiti on there to make it your own!

11)   VISUALIZE IT.  Try to visual what is happening.  Picture the story or information in your imagination.  Draw mental pictures to organize information and ideas. 

12)   ELIMINATE IT.  Use the process of elimination to cut out the answers that make no sense.  This will limit your choices and help you to focus on your best options.

13)   INFER IT.  Make inferences.  This is reading “between the lines.”  You may have to fill in some gaps or look at what is implied but not specifically stated.

14)   LOGIC IT.  Use logic.  Very often there will be questions that require the idea to be true in BOTH stories.  Use the following simple logic chart to check your answers.  Also, use common sense.

	Question 1:  Focuses on the nonfiction passage.  Question 2:  Focuses on the fiction passage. Question 3:  Asks what both passages have in common. Question 4 & 5:  Require students to differentiate between the passages and understand what topic is covered in each one.  A few will require students to combine the information from both passages to infer or extrapolate the answer.

 

True	True	= True
True	False	= False
False	True	= False
False	False	= False

Parents and Students,

I'm trying out Planbook.com.  If it proves to be a good fit for what we do, I'll be happy to continue working with it.

Check it out:

https://planbook.com/planbook.html?t=1114520&k=mostexcellentstudents

Best,
Mr. Chappell

Survey Monkey

Link to Survey Monkey.  Only one survey allowed per student.  


https://www.surveymonkey.com/r/2YPTY66

Victor's Lie link to Google Doc

Victors Lie Link


https://docs.google.com/document/d/1cjwUOcYCoXMHX2KV_S-7Z_m7bZYjlcdFlcTPoBN1nZo/edit?usp=sharing

DISTRICT WRITING ASSESSMENT, FALL

1. Log on to laptop

2. Wait for Clean Access Pop Up Screen to Load

3. Recommend using Firefox

4. Make sure you wifi switch on the side is flipped on

5. Google “Criterion ets old” or use this link:

https://prev-criterion.ets.org/

6. Log in as student

7. Select either:

a. Grade 7 BPS Fall 2014 Writing Prompt

(or with a 504 / IEP Extended time)

b. V2 Grade 7 BPS Fall 2014 Writing Prompt

8. You get only 1 submission.

9. It is timed (not for V2)

10. Good luck!

CERS Evidence Gathering

EVIDENCE GATHERING

PROMPT:  When discussing the short story “Seventh Grade” by Gary Soto, some would argue that Victor’s decision to lie about knowing French was a bad choice.  Others might argue that his decision was a good one.  Make a claim on either side and support that claim with relevant evidence and reasoning.  Finally, synthesize your argument.

Question 1:  How many pieces of evidence does the teacher require?   One

Question 2:  What form of evidence is appropriate for this CERS writing essay?  Quotation

CLAIM A (bad to lie)	CLAIM B (good to lie)
Single Best Quotation that shows it was bad for Victor to lie	Single Best Quotation that shows it was good for Victor to lie

QUOTE FORMAT EXAMPLES:

WITHOUT DIALOG ACTION >>>

“On the first day of school, Victor stood in line half an hour before he came to a wobbly card table,” (21).

WITH DIALOG >>>

“’How come you’re making a face?’ asked Victor,” (22).