GED 2014 Teachers: read over the notes below each slide prior to showing the PowerPoint. You may have students work with a partner or in small groups in the review session. Each student should have scrap paper and a pen or pencil. You will probably not be able to go through this entire presentation in 30 minutes. So, decide for yourself how you might want to cut this down a little. You could decide to skip some slides. For the Freshmen Review, you may decide to go over the sample-answer slides quickly without much detail.

What will the 2014 GED® test look like? •Reasoning through Language Arts: 3 hours – including 10 minute break (1 extended responses; 2 short answer responses) •Mathematical Reasoning: 1.25 hours •Science: 1.25 hours (2 short answer responses) •Social Studies : 1.5 hours (1 extended response answer)

2014 GED® test Item Types •Extended Response •Short Answer •Technology-Enhanced Items •Drag-and-drop •Drop-down selection items •Hot spot •Cloze •Fill-in-the-blank •Multiple choice

Compare and Contrast 2002 and 2014 GED Tests cont. Multiple choice, fill-in the blanks, Drag & Drop, Drop down selection, Extended response 75% non-fiction/25% fiction Passage Lengths 400-900 words New writing skills include responding to informational text and developing an argument that is supported with text based evidence. GED 2002 Question types: Multiple choice/5 Paragraph Essay Types of reading: 25% non-fiction/75% fiction Passage Lengths 200-400 words

Reasoning through Language Arts A focus on: •75% informational texts, 25% literature •Academic, workforce, and literary contexts •A range of text complexity, including texts at the CCR level •Text length of 450 to 900 words •Vocabulary, with emphasis on words that appear frequently in a wide variety of disciplines •(e.g., relative, vary, formulate, specificity, accumulate, calibrate, itemize, periphery) •Shift towards “writing about reading” tasks

What students will need to do Read closely multiple text(s) Determine what is explicitly stated Make logical inferences based on evidence Assess and present valid argument(s) with evidence from the source text(s) Cite relevant, specific, and sufficient evidence Establish effective organizational structure Include appropriate ideas and word choice to support the main ideas Demonstrate clarity and command of standard English conventions

What students will need to do Recognize the errors in the responses that are not correct Demonstrate command of conventions of standard English Identify option that is grammatically correct Edit to eliminate run-on sentences, fused sentences, or sentence fragments

What students will need to do Read closely text that •Is more complex •Is greater in length •Determine what is explicitly stated •Make logical inferences based on evidence •Make inferences about characters

What students will need to do Summarization (6 Rules) •Delete unnecessary material •Delete redundant material •Compose a word to replace a list of items •Compose a word to replace individual parts of an action •Select a topic sentence •Invent a topic sentence if need be

GED 2014

GED 2014

GED 2014

Extended Response

Reading skills that are tested by extended-response items include: Identifying the main idea Sequencing story events Comparing and contrasting characters, themes, or story elements Interpreting figurative language and literary devices Making predictions Finding word meaning in context Making connections (text to self, text to text, text to world) Identifying cause and effect Recognizing types of writing (nonfiction, persuasive, instructions) Making inferences Identifying point of view and author's purpose Evaluating the clarity and organization of a passage

What’s the evidence? What are key words, phrases, or ideas that support the claim?

How good is the evidence? Is there enough evidence? Is it specific and relevant to the topic/argument? Is it valid, or is it based on assumptions that might not be true? Is it reliable? If experts are cited, are they qualified in the area or are they simply celebrity figures? Is it logical, or does it rely on fallacies like personal attacks, appeals to emotion, or bad reasoning (e.g., false dilemma, slippery slope, hasty generalization)?

Explaining the Evidence: Making A Claim THESIS thesis statement = the main idea or main point of a written assignment Clearly identifies a topic Makes a claim/takes a stance about the topic Answers the question: “What am I trying to prove?” Creates a roadmap for the writing Usually located in the introduction

Thesis Frames Looking at the arguments regarding ____________, it is clear that ____________________________________. When comparing the two positions in this article, ____________ provides the clearest evidence that _________________________________________. Although _____________________ (believes, demonstrates, argues) that ______________________, _________________ supports/provides the clearest evidence ____________________________________.

Frames for Incorporating Evidence In the article “____________________, ____________ maintains that ________________________________. ________’s point is that ________________________. ____________’s claim rests upon the questionable assumption that _______________________________. One reason I maintain this position is that ___________ emphasized that ______________________________.

Frames for Incorporating Evidence

Responding to a short-answer or extended-response question Write Your Answer Review and Revise Your Answer Analyze And Plan Ideally, this is what students should do when responding to the short-answer or extended-response questions. Analyze the question. Determine what it is asking. Focus on the “performance verb.” Then, make a plan. You could plan your answer with an answer box. Write your answer being sure to stay focused on the question. Review your response and revise if necessary.

The three major types of economic systems are: the traditional economy, the command economy, and the market economy. Traditional – basic economic questions are answered by custom and tradition. Command – basic economic questions are answered by the government. Market – basic economic questions are answered by individuals (consumers and producers). Click on the hyperlink, and then click on circular flow model. This shows the circular flow in a market economy.