Review

 25 Multiple-Choice Questions  2 Short Written Responses  1 Extended Essay

 The first two parts require you to listen to or read extended multiple-choice questions based on those passages  The third part requires you read two literary passages of different genres and answer multiple-choice questions and write 2 short written responses  The fourth part is an essay of critical analysis and evaluation of two works of literature you have read

 Pick Apart the Prompt: Read each prompt AT LEAST TWICE and UNDERLINE key words and phrases  TAP: Identify topic, audience, and purpose to make sure you understanding the task  Topic: What am I writing about?  Audience: To whom am I writing?  Purpose: What do I want to accomplish given my topic and audience? Inform? Persuade?  Guidelines: Use the guidelines as a checklist to make sure you are completing the task

 Focus: Develop a controlling using words from the prompt + your own ideas  Controlling idea = words from the prompt + your own ideas  Organize: Be sure to organize the ideas before starting to write:  Graphic Organizer + Rough Draft = Final Copy  Use the Clues Provided in the Test: the prompt and the passage will include ideas and even the correct spelling of words, which you should include in your essay

 Develop, Develop, Develop: Remember CEI to develop your paragraphs:  Claim: Make a claim or statement to introduce the idea of the paragraph  Evidence: Use specific examples from the passage or text to support your claim  Interpretation: Connect the claim and evidence of this paragraph to your controlling idea  Composing: Take time to reheard sentences in your head before writing them down

 Handwriting: If we cannot read it, we cannot score it! Sloppy handwriting can distract your reader!  Proofreading: Be sure to leave five minutes to reread each short response and extended response. If you need to make any corrections, use a single line to cross out a word or sentence and write in your correction above it

 You will be expected to listen to a speech or lecture on a topic  You may take notes as you listen, then answer multiple-choice questions on what you have heard  You will hear the speech twice; before the second reading you will have five minutes to review the multiple-choice questions that follow

 Keep the following questions in mind:  What is this piece about? What is the main idea or purpose?  What does the author say? Believe? Recall? Value? Assert?  What does the author mean? Imply? Suggest? Agree with? Disagree with?  How are languages and imagery used?  To what conclusions or inferences is the reader led?  What experiences is meant to be shared and understood?

 If you are listening to a lecture or a passage from a text, ask yourself:  What is the subject? What do I already know about this subject?  What main idea or theme is being developed? What phrase or terms signal the main thoughts?  What is the purpose? To inform? Persuade? Celebrate? Guide? Show a process? Introduce a new or unfamiliar subject?

 Write more than you think you can use: capture as many details as you can  Use a strategy to take notes:  Skip lines when listening the first time, leaving room to fill in details during the second reading  Or  Use a T-chart to take notes during the first reading on the left, and the second reading on the right  Use a question mark if you are unsure about a specific detail during the first reading

 Don’t write down every word: use your own abbreviations:  + (and)b4 (before)info. (information)  w/ (with)e.g. (for example)$ (money)  % (percent)w/o (without) bc (because)  -> (therefore)* (important) ½ (half, part of)  Listen for signal words to focus attention on important points:  Thereforethe reason thatmy point is  Most importantlythe biggest problem  As a resultfor exampleon the other hand  Finally

 Be sure to use the time between readings to look at the question  You can also look at the questions DURING the second reading  Consult your notes whenever you need to  Important details and information you have written down are likely to appear in your notes  Try to recall the selection your teacher read and the way he or she read it  Your memory is likely to store information that may not appear in your notes

 Read each question carefully  This may seem obvious, but be sure you understand the question before considering the answer  Watch for particular words or phrases that offer clues to the correct answer  Take a moment to think about the question before look a the answers  Try to think what the answer SHOULD be  This strategy can help to confirm your gut feeling, which is usually right

 Read, compare, and consider ALL the choices before picking one  Choose the BEST and MOST COMPLETE answer  Narrow your search  If you are not sure which answer is correct, cross out choices you know are INCORRECT  Then focus your attention on the remaining choices

 Don’t spend too much time on a really difficult question  Make your best choice and move on to the next question  If you have time left over, you can return to the question you were unsure about  Also, you will sometimes find that answering one question helps you to answer another  Answer every question  Even if you are completely stumped by a question, do not leave it blank  Make you best guess, you have a 25% chance of getting it right!

 During the first reading take notes the entire time, you should not lift your pen off the paper  Do not write everything and anything I read word for word, think of the How to Listen Well questions to guide your notes  Do not write in complete sentences, abbreviate, this is the time to use your “text messaging” lingo, as long as you know what your notes say that is all that matters

 When I finish the first reading and directions, turn the page and read through the multiple- choice questions individually  Make sure you read the question and ALL FOUR answer choices before selecting your choice  If you are unsure of an answer leave it blank, I am going to read the excerpt again a second time, DON’T GUESS!

 For the second reading, flip back to your notes page and jot down on your notes page any key words from the multiple-choice questions you didn’t answer and listen for those in the excerpt OR  For the second reading, leave the booklet open to your multiple-choice questions and listen carefully for the key words in the questions you didn’t answer

 Take out your Comprehensive Examination in English Booklet  Make sure the front cover says Test Sampler Spring 2010  Listen carefully as I read the directions  DO NOT open the examination booklet until I instruct you to do so  Remember: Use all of the strategies we just went over to help guide you in completing the listening task successfully!!!

 You will read two passages, one literary and one informational, and answer multiple-choice questions about each; the passages are not linked by subject or theme

 If you are reading a literary passage, ask yourself:  What is this piece about? What is the narrative point of view?  What does the author say? Describe? Suggest? Reveal?  What do we understand about the narrator? Other characters?  How are language and imagery used?  What experience is meant to be shared and understood?

 If you are reading an informational text, ask yourself:  What is the subject? What do I already know about the subject?  What main idea or theme is being developed? What phrases or terms signal that?  What is the purpose? To inform? Persuade? Celebrate? Guide?  Show a process? Introduce a new or unfamiliar subject?

 Skim the multiple-choice questions for key ideas before reading  Read actively:  Underline ideas, details, and facts that are important to answering the task  Use context clues to determine the meaning of unfamiliar words  Reread portions of the text that confuse you  Take notes in the margins to summarize key ideas with a word or phrase of your own

 Read the first passage: Reading Comprehension Passage A first and complete the multiple-choice questions that follow  After you complete the multiple-choice questions from Passage A, Read the second passage: Reading Comprehension Passage B and complete the multiple-choice questions that follow  Separating the passages and completing them separately should help you to answer the multiple-choice questions without confusion

 When answer the multiple-choice questions, use the strategies we went over for Part 1: Listening (Slides 13-16)  LOOK BACK in the passage for your answers!!!  Unlike the listening passage in Part 1, the reading comprehension passages in Part 2 are right in front of you, USE THEM TO YOUR ADVANTAGE!!!  Underline the answers to the multiple-choice questions in the text  The answers are right in front of you, DON’T BE LAZY!!!

 Turn to Part 2 in your Examination Test Booklet (Page 5)  Remember: Use all of the strategies we just went over to help guide you in completing the Reading Comprehension task successfully!!!

 This section may include a passage and a poem or two passages  Refer to Part 1 Listening Multiple-Choice Questions (Slides 13-16) and Part 2 Reading the Passages and Tips and Techniques to help guide you with Part 3 (Slides 24-26)  Difference from Part 2: Part 3 requires two well- written paragraphs: one that discusses the ways in which two passages of different literary genres reveal a common subject, and one that shows how a specific literary element or techniques is used by one of the authors of the selected passages

 Review the short-response to know why you’re reading and what details and information you are looking for  Skim the multiple-choice questions for key ideas  Read the passage and poem AT LEAST TWICE: 1 st time for main idea and 2 nd time for literary elements, techniques and theme  As you read, identify literary elements and techniques by underlining them or jotting notes in the margin

 The first question will ask you to develop a controlling idea about the common theme, referring to ideas from both passages  Ex: Write a well-developed paragraph in which you use ideas from BOTH passages to establish a controlling idea about the them of lessons from childhood. Develop your controlling idea using specific examples and details from each passage

 In the second question, you will be asked to choose a specific literary technique and show how it is used by one of the authors  Ex: Choose a specific literary element (e.g., theme, characterization, structure, point of view) or a literary technique (e.g., symbolism, irony, figurative language) used by ONE of the authors. Using specific details from the passage, in a well-developed paragraph show the author uses that element or technique to develop the passage

 Review the directions  Form a controlling idea about the topic based on the passages  Decide which specific ideas and details from the passages will help you develop your paragraph  Use the multiple-choice questions to identify important ideas  Map out the ideas that you will develop in each paragraph before you start writing (graphic organizer)

 Write a MINIMUM of 6 sentences  Use the passage wisely to help provide you with spelling and important details  Choose details that best accomplish your specific writing purpose  Use quotation marks when using word-for-word details  Remember to use CEI (Claim, Evidence, Interpretation) to develop your paragraphs  Be sure you give evidence to support your controlling idea  Reread your short response from beginning to end to make sure sentences are clear and punctuation is correct

 Review the directions  Choose one specific literary element or technique used by one of the authors *HINT: Poem!!!  Decide which specific details from the passage will help you develop your paragraph  Use the multiple-choice questions to identify important ideas  Map out the ideas that you will develop in each paragraph before you start writing (Graphic Organizer)

 Write a MINIMUM of 6 sentences  Use the passage wisely to help provide you with spelling and important details  Choose details that best accomplish your specific writing purpose  Use quotation marks when using word-for-word details  Remember to use CEI (Claim, Evidence, Interpretation) to develop your paragraphs  Be sure you give evidence to support your controlling idea  Reread your short response from beginning to end to make sure sentences are clear and punctuation is correct

 Use sentence starters to explain literary elements and techniques:  “The author’s use of ______ helps the reader to understand….”  “Through th e use of ______ the author reveals…”  Be sure to show how the author uses the specific element or technique to develop the passage

 Turn to Part 3 in your Examination Test Booklet (Page 9)  Remember: Use all of the strategies we just went over to help guide you in completing the Reading Comprehension task successfully!!!

 Part 4 of the Regents exam expects you to choose the works on which you will write and does not limit the genres  The essay must show why and how the works chosen illustrate your interpretation of a “critical lens,” and it must do so through clear organization and effective language

 Your Task: Write a critical essay in which you discuss TWO works of literature you have read from the particular perspective of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of the statement, agree OR disagree with the statement as you have interpreted it, and support your opinion using specific references to appropriate literary elements from the two works. You may use scrap paper to plan your response. Write your essay in the test booklet.

 Critical Lens: “A story must be exceptional enough to justify its telling; it must have something more unusual to relate than the ordinary experience of every average man and woman.”  -Thomas Hardy

 Guidelines:  Be sure to:  Provide a valid interpretation of the critical lens that clearly establishes the criteria for analysis  Indicate whether you agree or disagree with the statement as you have interpreted it  Choose TWO works you have read that you believe best support your opinion  Use the criteria suggested by the critical lens to analyze the works you have chosen

 Avoid plot summary. Instead, use specific references to appropriate literary elements (for example: theme, characterization, setting, point of view) to develop your analysis  Organize your ideas in an unified and coherent manner  Specify the titles and authors of the literature you choose  Follow the conventions of standard written English

 Put the critical lens statement into your own words.  What is the lens trying to say?  Think of the critical lens as a TRUE (agree) or FALSE (disagree) question.  Have a specific reason for your decision.  It is usually easier to agree with the critical lens, but students have written very strong essays by disagreeing with the statement and supporting their opinion

 Go into the test knowing at least four works of literature really well  As a general rule, students choose works of literature read in the 11 th grade because they are the most familiar with them, but you may use works of literature from earlier grades  Choose two works of literature that can be used to prove or disprove the critical lens statement  Think about the characters in the works of literature you are selecting.  The characters, their actions, and the conflicts they face are usually helping in proving or disproving a critical lens statement

 Review the requirements of the task and remember to use the guidelines as a checklist  Form a controlling idea in response to the task:  Controlling idea = your interpretation of the critical lens + agreeing or disagreeing  Map out the ideas that you will develop in each paragraph before you start writing (graphic organizer)  Try to identify AT LEAST THREE literary elements from each work of literature that relate to your controlling idea (e.g., character, conflict, setting, theme, symbol)

 Write a MINIMUM of FOUR paragraphs  Use the rest of the task widely to help provide you with spellings and important details  Choose those details that best accomplish your specific writings purpose, and specific examples: AVOID RETELLING THE STORIES!!!!  Use sentence starters to explain literary elements and techniques:  “The author’s use of ______ helps the reader to understand….”  “Through th e use of ______ the author reveals…”  Be sure to show how the author uses the specific element or technique to develop the passage

 Maintain your focus on the topic  Check to see that you specifically included BOTH titles and authors  Be sure to reread your essay from beginning to end and make sure sentences are clear and punctuation is correct

 Turn to Part 4 in your Examination Test Booklet (Page 14)  Remember: Use all of the strategies we just went over to help guide you in completing the Reading Comprehension task successfully!!!