The ABC’S of the ACT
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The document provides an overview of the ACT exam, including its structure, scoring, differences from the MME, and timing. It discusses the English, math, reading, science, and writing sections. It also outlines when the ACT can be taken, how to register, and incentives for achieving a high score like Michigan Promise Scholarships and community recognition.
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The document provides information about the structure and format of the ACT exam. It discusses the different sections of the test including English, Math, Reading and Science and the time limits for each. Key details are provided such as the multiple choice question format, how the test is scored on a scale of 1-36, and tips for test taking including pacing yourself, answering easier questions first, and developing a strategy for guessing. The overall message is that being familiar with the test structure can help with confidence and improving your score.
Admissions pp final
This document provides information and advice about planning for and applying to college. It recommends that students start thinking about college early in high school by taking rigorous courses, preparing for standardized tests, developing well-rounded extracurricular activities, and researching different college options. The document outlines factors that colleges consider in admissions like GPA, test scores, essays, activities, and recommendations. It also explains differences between community colleges, state universities, and private schools, as well as various application processes and timelines.
21st century learning k 5
The document discusses three types of curricula: the intended curriculum set by the state, the implemented curriculum delivered by teachers, and the attained curriculum actually learned by students. It notes that the implemented curriculum has the strongest relationship to student achievement. It also discusses essential skills, knowledge and vocabulary for learning targets and content validity.
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This document provides guidance on using the GNAP method for introductions. GNAP stands for Greeting, Name, Affiliation, Purpose. It recommends using GNAP when meeting people in person or on the phone for business, social, or other interactions. Examples are given of how to use GNAP in different situations like calling for a job interview, introducing yourself at an in-person interview, and greeting a guest speaker. The document also includes prompts for practicing GNAP introductions with a partner or career specialist in simulated scenarios.
Workshop 2 general test taking strategies
The document provides general test taking strategies for students. It recommends maintaining focus by eating breakfast, avoiding negative discussions during breaks, and getting enough sleep. Students should use time wisely by checking their work if finished early and maintaining a steady pace. Easy questions should be answered first by circling unsure questions. Care should be taken to avoid mistakes when bubbling answers. Chunks of questions should be answered before bubbling to avoid losing focus. Students should always guess even if unsure to never leave a bubble empty. Process of elimination and "furthermore" tests can help with multiple choice questions. Students are advised to be confident and not give up.
Workshop 1 getting to know the act (1)
The document provides an overview of the State of Michigan's assessment tests: ACT plus Writing, WorkKeys, and M-Step. It summarizes the structure and content of each test, including testing days and times, subject areas covered, question types and formats. Key information about registering for scores is also provided. Sample test questions and interfaces are demonstrated.
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This document provides various strategies and tips for students preparing for and taking tests. It includes reminders to stay calm and confident during the test. Charts are presented to help with time management, organizing arguments for essays, and identifying areas to improve writing rubric scores. Brief instructions are given for relaxation techniques like deep breathing and stretching.
General Test Taking Strategies
The document provides strategies for maximizing performance on standardized tests. It recommends eating a healthy breakfast, avoiding negative conversations during breaks, and getting 8-10 hours of sleep to maintain focus. Students should review instructions in advance to save time and check past test results to identify areas for further preparation. Test takers should pace themselves, answer easy questions first, and use strategies like process of elimination to guess intelligently on questions they're unsure of. Maintaining focus and avoiding careless mistakes are also emphasized.
Workshop 1 getting to know the State Assessment
The document provides an overview of Michigan's Assessment given over three days which includes the ACT plus Writing on day one, WorkKeys on day two, and the MME (Michigan Merit Exam) on day three. Day one focuses on the ACT which tests English, math, reading, science, and an essay. It provides details on the question types and content covered in each subject area. Day two covers WorkKeys tests in reading, applied math, and locating information. Day three includes the MME which tests Michigan standards in math, science, and social studies. The document emphasizes preparation and encourages students to register to receive their scores.
The adventures of huckleberry finn background info
Mark Twain's novel Huckleberry Finn has been frequently censored due to its portrayal of racial issues during the time period in which it was set. The Mississippi River valley played an important role in the collision of Native American, white settler, and slave cultures in the 1800s. Transportation infrastructure like bridges across the Mississippi expanded dramatically during this era.
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The document discusses sentence fragments and run-on sentences. A sentence fragment is a group of words that do not express a complete thought, missing either a subject or verb. A run-on sentence improperly combines two or more independent clauses without correct punctuation or capitalization. Examples of fragments and run-on sentences are provided along with explanations of how to identify and correct them.
Summer School Information
All courses for the 2008-2009 summer school session must be completed by August 6, 2009. Course content counts for 70% of the final grade, exams count for 20%, and attendance counts for 10%. Students can find course syllabi and contact facilitators through the school website or by calling the high school in emergencies. After completing a course, students will be notified if credit was earned.
Close And Critical Reading Review
The document provides instructions for how to write a summary in 3 sentences or less by focusing on the most important details, deleting unnecessary information, avoiding redundancy, using your own words, substituting general terms for lists, including a topic sentence, and ensuring accuracy and completeness by answering key questions about the content.
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The document summarizes a professional development session for teachers on literacy instruction and technology integration. It provides an agenda for the day including sessions on functional literacy instruction, instructional strategies, assessing reading and writing, and exploring online tools. Resources are shared like wiki sites, grammar exercises, and literacy websites for teachers to find more materials.
Informational Text
Informational text provides factual information about a specific topic or event to educate readers. It aims to explain, argue, or describe rather than entertain. The main goal of informational text is to present the reader with theories, facts, conclusions and other information to expand their knowledge and understanding of the world. It uses various organizational structures like sequence of events, categories, processes, comparisons, problems and solutions, and cause and effect. Informational text gives necessary details and explanations, identifies important versus unimportant information, and sometimes incorporates narrative elements to engage readers.
Informational Text
Informational text provides factual information about a specific topic or event to educate readers. It aims to explain, argue, or describe rather than entertain. The main goal of informational text is to present the reader with theories, facts, conclusions and other information to expand their knowledge and understanding of the world. It uses various organizational structures like sequence of events, categories, processes, comparisons, problems and solutions, and cause and effect. Informational text gives necessary details and explanations, identifies important versus unimportant information, and sometimes incorporates narrative elements to engage readers.
Genre: Drama
This document defines drama and provides details about its purpose and typical form and features. Drama tells a story through dialogue and action, with the goal of entertaining audiences and provoking thought or emotion. Plays consist of spoken dialogue and stage directions that describe setting, character movement, and more. There is usually a protagonist and antagonist, and conflict can take various forms, such as person against self or society. Dramatic structure includes exposition, rising action, climax, falling action, and resolution.
Authors Craft Notes
The document provides context about F. Scott Fitzgerald's novel The Great Gatsby. It discusses foreshadowing, focuses on clues that Myrtle will never rise from her social class, and defines key literary terms like genre, purpose, form and features of novels, types of conflict, foil characters, and symbolism. The possible student answer identifies examples from the text that demonstrate Myrtle is failing in her attempt to move up classes and will remain in the Valley of Ashes.
Author Craft Notes
The document provides an overview of key elements for analyzing stories, including theme, plot, characters, setting, point of view, types of conflict, characterization, setting, rhetorical devices, and figurative language. It defines these elements and discusses how they relate to one another and contribute to the author's overall meaning or theme. Contextual elements beyond the surface story are also mentioned as revealing the author's experiences.
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This document provides guidelines for writing a persuasive essay, including:
- Essays should have an introduction paragraph, 4 body paragraphs, and a conclusion paragraph, with 5-8 sentences per paragraph and 30-48 total sentences.
- The introduction should begin dramatically and provide background before stating your position.
- Each body paragraph should have a topic sentence, 3 sentences of support details, and a concluding sentence with a transition.
- The conclusion should restate your position, summarize your 3 reasons, and provide a final insight.
- Prewriting techniques like a "Why Chart" and "Rules of Threes" outline are recommended to plan the essay.
Summary Power Point
The document provides instructions on how to summarize a passage in 3 sentences or less. It advises the reader to carefully read and take notes on the important details, delete unnecessary information, redundant material, and plagiarized content. It also recommends substituting superordinate words for lists and creating an accurate topic sentence that answers what the text says, how it says it, and what the text means.
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