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Michigan Merit Exam 2008-2009 mme

Michigan Merit Exam 2008-2009 mme. Teacher Prep Course Presenters Lisa Guzzardo Asaro Dr. Judith Dorsch Backes Carrie Wozniak. Pg. 2. Online Access to Training Materials. www.swiftpens.com Module 5 Click on MME TAB Click on TOOLBOX. Pg. 3-11. MME OVERVIEW.

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Michigan Merit Exam 2008-2009 mme

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  1. Michigan Merit Exam2008-2009 mme Teacher Prep Course Presenters Lisa Guzzardo Asaro Dr. Judith Dorsch Backes Carrie Wozniak

  2. Pg. 2 Online Access to Training Materials www.swiftpens.com • Module 5 • Click on MME TAB • Click on TOOLBOX

  3. Pg. 3-11 MME OVERVIEW • MME Contributing Components • MME Exam 2007 Assessment Design • Score Categories and Scale Score Ranges, 2008 • Stand Names by Subject • Performance Level Descriptors • Average ACT Scores for MI Schools • Student Reminders

  4. Pg. 2 ACT Prep Materials andOnline Resources • Michigan eLibrary www.mel.org • Learning Express Library www.learningexpresslibrary.com

  5. Pg. 2-3 www.mel.org • Click on Tests and Tutorials • New User ID/Returning ID • User ID (write it down) • Password (write it down) • Verify Password

  6. Learning Express LibrarySign-in Pg. 3 Featured Resources • Learning Express E-Books.com • Academic Test Prep • ACT Exam Success • Learning Express’ ACT Exam Prep

  7. Pg. 5-66 ACT Exam SuccessTable of Contents CHAPTER 1 Introduction 1 (4) CHAPTER 2 ACT Assessment Study Skills and Test-Taking Strategies 13 (5) CHAPTER 3 ACT English Test Practice 31 (23) CHAPTER 4 ACT Math Test Practice 131 (27) CHAPTER 5 ACT Reading Test Practice 203 (39) CHAPTER 6 ACT Science Reasoning Test Practice 249 (48) APPENDIX Additional ACT Resources 327

  8. E-Books: ELAChapter 3 (page 31) Overview: About the ACT EnglishTest On the ACT English Test, you will have 45 minutes to read five prose passages and answer 75 multiple choice questions. These questions test two types of English skills: your understanding of the conventions of standard written English (“Usage and Mechanics”) and your knowledge of rhetorical strategies and techniques (“Rhetorical Skills”).

  9. E-Books: ELA ContinuedChapter 3 The 40 questions about usage and mechanics cover: • punctuation (13%), • grammar and usage (16%), and • sentence structure (24%). The 35 questions about rhetorical skills address: • general writing strategies (16%) • organizational techniques (15%), and • style (16%).

  10. E-Books: MATHChapter 4 (page 131) • Overview: About the ACT Math Test • The 60-minute, 60-question ACT Math Test contains questions from six categories of subjects taught in most high schools up to the start of 12th grade. The categories are listed below with the number of questions from each category: • Pre-Algebra (14 questions) • Elementary Algebra (10 questions) • Intermediate Algebra (9 questions) • Coordinate Geometry (9 questions) • Plane Geometry (14 questions) • Trigonometry (4 questions)

  11. E-Book: ReadingChapter 5 (page 203) • The ACT Reading Test assesses your ability to read and understand what ACT considers college freshman level material. The test is 35 minutes long and includes 40 questions. • There are four passages on the test, each of which is followed by ten multiple-choice questions.

  12. E-Book: Reading ContinuedChapter 5 • The passages (each around 800 words) are identified by a heading that will tell you what type of text you are about to read (fiction, for example), who the author is, the date it was written, and might also give you more information to help you understand the passage. • The lines of the passage are numbered to identify sections of the text in the questions that follow.

  13. E-Book: Science ReasoningChapter 7 (page 249) • The most important thing you should know about this test is that it is not a science test, but instead a reasoning test. • Unlike tests that you may have taken in high school, the ACT Science Reasoning Test does not assess your knowledge of a particular science topic. • Rather, it is designed to test your ability to understand and learn scientific material.

  14. WorkKeys: 3 Parts • The WorkKeys system from the ACT is designed to help students develop better workplace skills. • WorkKeys help students figure out how prepared they are for jobs that interest them and guides them to the education and training they need. http://www.act.org/workkeys/assess/reading/index.html

  15. WorkKeys Characteristics and Skills • There are five levels of difficulty. Level 3 is the least complex and Level 7 is the most complex. • The levels build on each other, each incorporating the skills assessed at the previous levels. • For example, at Level 5, individuals need the skills from Levels 3, 4, and 5. • Examples are included with each level description.

  16. Pg. 2-11 WorkKeys:ACT Reading for Information PART ONE: Reading for Information • It is often the case that workplace communications are not necessarily well-written or targeted to the appropriate audience. • Reading for Information materials do not include information that is presented graphically, such as in charts, forms, or blueprints.

  17. WorkKeys: ACT Reading for Information PART ONE: Reading for Information • This test measures the skills people use when they read and use written text in order to do a job. • The written texts include memos, letters, directions, signs, notices, bulletins, policies, and regulations.

  18. Pg. 12-22 WorkKeys:ACT Applied Mathematics PART TWO: Applied Mathematics • This test is designed to be taken with a calculator. A formula sheet that includes all formulas required for the assessment is provided. • While individuals may use calculators and conversion tables to help with the problems, they still need to use math skills to think them through.

  19. Pgs. 23-31 WorkKeys: ACT Locating Information • The WorkKeys Locating Information test measures the skill people use when they work with workplace graphics. • Examinees are asked to find information in a graphic or insert information into a graphic. • They also must compare, summarize, and analyze information found in related graphics • .

  20. Pgs. 2-7 Understanding theACT Writing Prompt • The ACT Writing Test • Prompts used for the ACT Writing Test • Sample ACT Essay Prompt • Anchor #1 • Anchor #2 - #4

  21. Combined English/Writing Scale Scores Pgs. 8-9 Complete these steps to calculate your Combined English/Writing Score • Find your scale score for the English Test in the left column. • Find your Writing Test subscore at the top of the table. • Follow the English Test score row across and the Writing Test subscore column down until the two meet. • The Combined score is found where the row and column meet.

  22. Pgs.10-23 ACT and the Persuasive Essay The Fast Food Essay The Metaphor Graphic Organizer

  23. The Metaphor Graphic Organizer F-G G-H H-I

  24. FAST FOOD Graphic Organizer for your Student’s Essay Pg. 11 • Know Your Customers(B-C) • Do/Don’t • Scorer’s Instruction • Know Your Ingredients(D-M) • Know How to Put the Ingredients Together(N)

  25. KNOW YOURINGREDIENTS Pgs. 13-18 1. POSITIONING(D) The student’s essay must take a position on the question • Show students how to rephrase the prompt • Select a position 2. EXAMPLES(E) Students must include excellent examples • Strong examples include specific events, dates, or measurable changes over time • Students must write about things that have happened in detail • Varity of examples is important too…how much ground students cover

  26. KNOW YOURINGREDIENTSCONTINUED Pgs. 13-18 3. ORGANIZATION(F) • No matter what topics students decide to write upon the organization should be the same. The Top Bun: Introduction Paragraph #1 • The introduction to an ACT essay has to do 3 things: • Grab the scorer’s attention • Explain your position on the topic clearly and concisely • Acknowledge the counter argument to the student’s position • Transition the scores smoothly into your three examples

  27. KNOW YOURINGREDIENTS CONTINUED Pgs. 13-18 3. ORGANIZATION(H) • Transition between Meat Paragraphs (paragraphs #2–3 and #3-4) The first meat paragraph dives right into its topic sentence, but the second and third meat paragraphs need transitions. • Help student with transition words like another or finally.

  28. KNOW YOURINGREDIENTS CONTINUED 3. ORGANIZATION(H-I) • No matter what topics students decide to write upon the organization should be the same. The Bottom Bun: Conclusion (Paragraph #5) • The conclusion of a student essay shouldaccomplish 2 things: • Recap the student’s argument • Expand the student’s position and look to the future

  29. Pgs. 13-18 KNOW YOURINGREDIENTSCONTINUED 4. COMMAND OF LANGUAGE(K-M) • An ACT essay with a clear position and strong examples will not get a perfect score without the Special Sauce, so work with students to pay close attention to these 3 facets of their essay: • Variation in Sentence Structure • Word Choice • Grammar and Spelling

  30. KNOW HOW TO PUT YOUR INGREDIENTS TOGETHER Process and Pacing Chart Pg. 19-23

  31. Pgs. 24 On Demand Persuasive Writing • IDEA ORGANIZER My position is... Reason #1 Support ... Reason #2 Support ... Reason #3 Support ... My counter argument is...

  32. My Position: Opposing Position: Reason 1: Reason 3: Counter Argument Reason 2: Deconstructing the EssayIPOD Graphic Organizer Pg. 25

  33. IPOD Graphic OrganizerBackside Pg. 26 Conclusion

  34. ACT Persuasive Writing Scoring Guidelines • Student will use a 6 point, Persuasive Essay holistic rubric on the day of the test • Teachers can use a 6 point, Persuasive Essay analytic rubric instructionally with students before the test date • Student friendly rubric Pgs. 28-29 Pg. 30 Pgs. 31

  35. Pg. 32 ACT Writing Comment and Condition Codes COMMENT CODES • Make and Articulate Judgment • Develop Ideas • Sustain Focus • Organize and Present Ideas • Communicate Clearly CONDITION CODES • Passage submitted cannot be scored • No valid English score

  36. Pgs. 33-34 Setting ACT Score Goals • English Test + • Mathematics Test + • Reading Test + • Science Reasoning Test+ • =Total Score Goal divided by 4 • =Composite Score Goal

  37. Pgs. 35-43 College Readiness Standards • English Scores 13-36 • Mathematics Scores 13-36 • Reading Scores 13-36 • Science Reasoning Scores 13-36 • Life Science/Biology • Physical Science/Chemistry/Physics • Earth Science/Space • ACT Writing

  38. ACT Persuasive Writing Anchor Set Pgs. 44-66 • Scored Anchor Set • Have students read the student anchor essay • Have students read the scoring explanations for scores 1 – 6 • Teachers use these sets to scaffold student instruction

  39. Deconstructing the EssayIPOD Graphic Organizer Pg. 67 • Use the anchor sets provided or find anchor sets online, and have students complete each IPOD component with information from the paragraphs • Students should do this for a scored 4, 5, and a 6

  40. Pgs. 2-6 Additional MME Wrap Around Information • Math:39 multiple choice • Science:49 multiple choice • Social Studies:42 multiple choice 40 MINUTES for each part

  41. MME Math • ACT Test Taking Tips for Math students Pgs. 33-34

  42. Additional Resources • Oakland Schools Prep Materials...page 2 • Characteristics of Complex Text as defined by ACT…page 3 • Academic Vocabulary…page 4-5 • Algebra I, Geometry, Algebra II Bookmarks…page 6-7

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