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HSPE Prep

HSPE Prep. Testing Reminders. Before the test: Get a good night’s sleep Eat a healthy breakfast Use the restroom before going into the test Turn off phones/electronic devices. Testing Reminders. Bring to the test: #2 pencils Water Snack Something for after the test:

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HSPE Prep

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  1. HSPEPrep

  2. Testing Reminders • Before the test: • Get a good night’s sleep • Eat a healthy breakfast • Use the restroom before going into the test • Turn off phones/electronic devices

  3. Testing Reminders • Bring to the test: • #2 pencils • Water • Snack • Something for after the test: • Homework, book, crossword puzzle, sudoku, pillow • NO PHONES, ELECTRONICS BEFORE, DURING or AFTER TEST.

  4. Testing Reminders • During the test: • Follow directions • Write inside the boxes • Use good test-taking strategies • Do your best • No time limits

  5. Testing Reminders • On the essays: • Use some sort of pre-write • Make connections for your audience • Use specific examples • Include plenty of commentary • Avoid repetition • Avoid dead words • Leave enough time to edit • Darken punctuation marks

  6. Testing Reminders • NO PHONES or ELECTRONIC DEVICES • After the test: • Raise your hand when you finish • Do something quiet until the test session is over: • Read • Study • Sleep

  7. Multiple Choice Test Taking Tips Read the question before you look at the answer Come up with the answer in your head before looking at the possible answers Eliminate answers you know aren’t right Read all the choices before choosing your answer Don’t keep on changing your answer, usually your first choice is the right one

  8. Short Answer Test Taking Tips Provide the number of details asked for. Use examples directly from the text. Don’t over answer. Read the question carefully to provide the details asked for.

  9. Maintown Public LibraryJob ApplicationPart-Time Public Library Clerk

  10. 1 What is the main idea of Rosa’s answer to Question 1? • A. Rosa likes assisting patrons and finding solutions to issues. • B. Rosa interacts well with others and can use the Internet. • C. Rosa can use a library catalog and shelve books. • D. Rosa enjoys reading and has library experience. Comprehension 1: Demonstrate understanding of theme/message/ main idea and supporting details (Reading GLE 2.1.3)

  11. 2 How are Rosa’s answers for Question 3 and Question 4 similar? • A. Both show the importance of customers asking library staff for assistance. • B. Both show that satisfied library customers leave feeling that their needs have been met. • C. Both show that library clerks need to know how to deal with customer dissatisfaction. • D. Both show the importance of understanding the different types of media the library has available. Analysis 6: Compare and contrast using the elements of the text(s) (Reading GLEs 2.3.1, 2.4.6)

  12. 3 The selection shows Rosa’s desire to get the library clerk position. Provide two details from the selection that support this idea. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Comprehension 1: Demonstrate understanding of theme/message/ main idea and supporting details (Reading GLE 2.1.3)

  13. Text-based details may include, but are not limited to: Avid reader, a quality I feel a library clerk should possess I volunteer in my school library (student aide after school) Experience (training) using a library catalogue / (check-out system/ researching / processing new books / shelving books (delivery to the floor)) Ability to learn tasks in a timely manner / ensure that the public library gains a valuable employee Want to extend my visits / because the library is a place of learning and reflection (comfortable, welcoming, well-organized, bright, cheerful)

  14. 2 3 The selection shows Rosa’s desire to get the library clerk position. Provide two details from the selection that support this idea. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Rosa claims that she volunteers as a library aid after school and therefore has experience using a library catalog and check-out system. She also states that she enjoys the Maintown Public Library because of it‛s design and bright, cheerful atmosphere. C. …experience using a library catalog and check-out system. E. …Maintown Public Library…its design and bright, cheerful atmosphere This response provides two text-based details to support the idea that Rosa desires a library clerk position.

  15. 0 3 The selection shows Rosa’s desire to get the library clerk position. Provide two details from the selection that support this idea. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Rosa doesn‛t want just a summer job. She wants a regular job. She wants to work 15 hours a week. She was a student aid after school for two years. She knows exactly how to handle customers and any problems. This response is too vague.

  16. 1 3 The selection shows Rosa’s desire to get the library clerk position. Provide two details from the selection that support this idea. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Rosa Chan points out her many skills that could qualify as a library clerk. For example, in Personal Responses, Question 1, “I have experience using a library catalogue, assisting others in researching topics through the internet, and showing books.” These are all required in the Job Duties section. In Question 3, she believes “a clerk should determine a customer‛s needs and make those needs as a priority.” and that, “my job would be to assist them in their search.” She would also help a distressed patron on an expressed concern about the service or product by asking questions and trying to solve it. C. "I have experience using a library catalogue, assisting others in researching... This response provides one text-based detail to support the idea that Rosa desires a library clerk position.

  17. 1 3 The selection shows Rosa’s desire to get the library clerk position. Provide two details from the selection that support this idea. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Rosa really wants to work as a library clerk at the public library. She explains in her answer to question two that she enjoys spending time in the library and feels very comfortable there. her answer to question one explains how she feels strongly qualified to work there. E. …she…feels very comfortable there. This response provides one text-based detail to support the idea that Rosa desires a library clerk position.

  18. 2 3 The selection shows Rosa’s desire to get the library clerk position. Provide two details from the selection that support this idea. Rosa desires to get the library clerk position. Two details supporting this idea include, “I feel my experience and ability to learn tasks in a timely manner would translate well to the public library system and ensure that the public library gains a valuable employee.” Another is, “I consider myself an avid reader, a quality I feel a library clerk should possess.” C. …my experience… D. … ability to learn tasks in a timely manner /…ensure that the public library gains a valuable employee.” A. … avid reader, a quality I feel a library clerk should possess This response provides three text-based details to support the idea that Rosa desires a library clerk position.

  19. 0 3 The selection shows Rosa’s desire to get the library clerk position. Provide two details from the selection that support this idea. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ She has what is best for the customer in mind so they would get what they need imediatly. She knows the system so you wouldnt have to train her. This response does not provide details to support the idea that Rosa desires to get the library clerk position.

  20. 4 Which detail supports the summarizing statement? • Rosa is well qualified for this job. • A. Rosa reads many different genres of books. • B. Rosa volunteered as a library aide for two years. • C. Rosa enjoys the cheerful atmosphere at the library. • D. Rosa wants to create a positive environment for customers. Comprehension 2: Summarize with evidence from the text (Reading GLE 2.1.7)

  21. 5 Why does Rosa use Mr. Morris as a job reference? • A. Mr. Morris knows that Rosa is an avid reader. • B. Mr. Morris knows how to resolve customer service problems. • C. Mr. Morris knows that Rosa understands library operations. • D. Mr. Morris knows how to write excellent letters of recommendation. Analysis 7: Make connections (cause and effect) within a text (Reading GLE 2.3.1)

  22. 6 Which statement is the most important conclusion the reader may draw from Rosa’s response to Question 1? • A. Rosa’s ability to process books in a timely manner is useful. • B. Rosa’s library experience has given her customer service skills. • C. Rosa’s student aide activities give her the skills to work as a library clerk. • D. Rosa’s enjoyment of mystery and science fi ction genres adds to her knowledge base. Critical Thinking 10: Evaluate reasoning and ideas/themes to draw conclusions and develop insights related to the text (Reading GLEs 2.4.1, 2.4.5)

  23. High School Stand-Alone Items 2010-2012

  24. 7 Jason is writing a biography about former Supreme Court Justice Thurgood Marshall. Which of these would be the least useful source of information for his paper? • A. A timeline about Marshall, his education, his career and political involvement • B. A documentary describing Marshall’s leadership during the civil rights movement • C. A website video of a speech that Marshall gave during his career as a Supreme Court Justice • D. A magazine article about Marshall’s careers as a civil rights lawyer and a Supreme Court Justice Analysis 8: Analyze usefulness of resources (Reading GLEs 2.3.2, 3.1.1) 2012

  25. 8 Read the poster. • Which persuasive device is used in the poster? • A. Peer pressure • B. Testimonial • C. Repetition • D. Transfer Help Your Community and Help Yourself! Since the Service Learning Challenge began in 2005, hundreds of local students have reached out to the community through meal delivery and transportation services for the disabled, after-school and weekend recreation events for community children, and organizing blood drives for the local hospital. By becoming involved, Service Learning Challenge volunteers discovered the personal benefits that come from helping others. “I didn’t know how rewarding volunteering could be. Joining the Service Learning Challenge has been a great experience, and I recommend other students get involved.” —Brett Farston, 2009 valedictorian Give just a few days a year and realize all you can accomplish. www.servicechallenge*@.edu Critical Thinking 9: Analyze author’s purpose and evaluate effectiveness for different audiences (includes fact/opinions; author’s point of view, tone, and use of persuasive devices) (Reading GLEs 2.4.2, 2.4.3, 2.4.4) 2012

  26. 10 Read the paragraph. • Yesterday after school, Jenna practiced her guitar instead of • doing her homework assignment. This morning her ride to • school never showed up and she had to walk in the rain. • Consequently, she arrived at school soaking wet, frustrated • and without her homework. • Use information from the text to provide the cause for the given effect. Cause Effect Analysis 6: Compare and contrast using elements of the text(s) (Reading GLEs 2.3.1, 2.4.6) 2011

  27. 11 Read the poster. Use information from the poster to complete the Venn diagram by providing two similarities. Crestwood High School Fall Production Join the Cast as an Actor or Crew Member Students interested in becoming involved in the Crestwood High School Fall play should follow the guidelines listed below. Applications for both positions, actors and crew, can be picked up in the school office. Acting scripts may be checked out from the office and returned after auditions. Thursday, October 1st, students interested in acting roles should meet in the school lunchroom at 3:00 prepared to submit their application and audition by reading lines from pages 1 or 2 of the script. Tuesday, October 6th, students interested in crew member jobs should meet in the school auditorium at 3:00 to submit their application and meet with the stage crew supervisor, Mr. Ramirez. All production members need to be available daily after school from October 3rd– November 25th. Analysis 7: Make connections (cause and effect) within a text (Reading GLE 2.3.1) 2011

  28. Actor Crew • Tuesday, October 6th • School auditorium • Meet with Mr. Ramirez • Scripts checked out • from school office • Thursday, October 1st • School lunchroom • Read lines from script • _____________________ • _____________________ • Submit an application • Available daily after school Oct. 3rd –Nov. 25th 2011

  29. 12 Which sentence contains an example of personification? • A. The annoyed cat, curled up on his bed, gave a wide, cavernous yawn, and with a final glare to the noisy room, went back to sleep. • B. Like a neon rooster, the alarm clock fills my room each morning with a dreadful screech and sickening green light. • C. The sun winked from behind the bank of gray clouds. • D. Softly, slowly, the spider slipped behind the sofa. Literary Analysis 05: Demonstrate understanding of literary elements and devices (genres; story elements such as plot, character and setting; simile; metaphor; alliteration; personification; problem/resolution) and graphic elements (Reading GLEs 2.2.2, 2.2.3, 2.3.3) 2010

  30. 13 Use the sentence below to answer the question. • After tabulating the judges’ final scores for all the • contestants, the principal proudly announced the winner of • this year’s talent show. • What does tabulating mean? _______________________ Comprehension 04: Understand and apply content vocabulary critical to the meaning of the text (Reading GLE 1.3.2) Reasonable definitions may include, but are not limited to: Figuring Totaling Estimating Calculating 2010

  31. 14 Amber has chosen the construction of Egyptian pyramids as the topic for her research paper. Which of these books would be the best source of information for her paper? • A. Egyptian Geography: A Study of an Ancient Land • B. Egyptian Pharaohs: Growing Up as a Leader • C. Egyptian Society: An In-depth Look at Egypt. • D. Egyptian Architecture: Tombs and Treasures Analysis 08: Analyze usefulness of resources (Reading GLEs 2.3.2, 3.1.1) 2010

  32. 15 Read the paragraph below. • “I’ve done my best.” Nathaniel smiled to himself as he stapled • the papers together for his geography report. All his hard • work had finally paid off. He checked the papers one last time • and carefully placed them in Mr. Richardson’s turn-in box. • Which word best describes Nathaniel’s attitude? • A. Proud • B. Critical • C. Nervous • D. Tranquil Critical Thinking 09: Analyze author’s purpose and evaluate effectiveness for different audiences (includes fact/opinion; author’s point of view, tone, and use of persuasive devices) (Reading GLEs 2.4.2, 2.4.3, 2.4.4) 2010

  33. Expository Essay(writing to explain) Strong Essays Have: narrowed topic and focus on main idea well-chosen supporting details (elaboration) which may include description, examples, anecdotes, and/or reasons a logical, understandable organizational pattern an introduction and conclusion. transitions to connect ideas commitment to the topic (voice)

  34. Essay WritingHow are they graded? 0 – Does Not 1 – Mostly Does 2 - Does • Conventions (0, 1, 2) • Spelling • Grammar & Capitalization • Mechanics (sentence fragments, run-on sentences, etc.)

  35. Essay WritingHow are they graded? • C-O-S – Content, Organization, Style (4, 3, 2, 1) • Focus • Organizational pattern • Transitions • Uses language effectively • Varied sentence length • Sense of person (or voice)

  36. Essay WritingHow are they graded? 4 – consistent, effective 3 – adequate 2 – inconsistent, attempts 1 – limited, little, no 0 - “I don’t know”, Question mark (?), Response is one word, Response is only the title of the prompt, Prompt is simply recopied, Page is left blank

  37. Expository Essay – Sample Prompts By the time you are sophomore in high school you have been in many different classes. Think about a memorable class. Write a multi-paragraph letter to a teacher explaining why that class was memorable. Today you can change places with anyone you would like to be. This person can be real or imaginary, from the past or the present. Write a letter to a teacher that explains why you would like to change places with this person.

  38. Expository Essay Score of 4 – Highest Score Maintains consistent focus on topic and has selected relevant details Has a logical organizational pattern and conveys a sense of wholeness and completeness Provides transitions which clearly serve to connect ideas Uses language effectively by exhibiting word choices that are engaging and appropriate for intended audience and purpose Includes sentences, or phrases where appropriate, of varied length and structure Allows the reader to sense the person behind the words

  39. Persuasive Essay(writing to persuade) Strong Essays Have: topic or issue clearly stated in the introduction a clear position more than one argument to support position reasons, examples, anecdotes, facts, and/or statistics to support arguments a clear, logical organizational strategy which makes the best case for position a consideration of the opposing arguments transitions to connect position, arguments, and evidence an awareness of the audience demonstrated in the choice of words, details, and voice persuasive language and techniques an effective persuasive conclusion, such as a call for action.

  40. Persuasive Essay – Sample Prompts Many people have expressed concern about the starting time for high school. The school board has suggested that school begin two hours later and end two hours later. Take a position on this proposal and write a multiple-paragraph letter to the school board to persuade them to agree with your position. Your local officials would like to offer a new activity or place for teens in your community. What new activity or place would you suggest? Write a multiple-paragraph letter to you local community officials persuading them to select your new activity or place.

  41. Persuasive Essay Score of 4 – Highest Score Maintains consistent focus on topic and has selected relevant details Has a logical organizational pattern and conveys a sense of wholeness and completeness Provides transitions which clearly serve to connect ideas Uses language effectively by exhibiting word choices that are engaging and appropriate for intended audience and purpose Includes sentences, or phrases where appropriate, of varied length and structure Allows the reader to sense the person behind the words

  42. Essay Scores Your total Writing HSPE score should equal 17/24 or better to pass. One expository essay (6 points) graded twice = 12 points One persuasive essay (6 points) graded twice = 12 points

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