1. Bellwork:
1. Pick up book & handouts (including small piece of paper)
2. Answer the warm-up question below.
To determine whether chimpanzees are more likely to delay gratification for a cooked food reward than they are for a raw food reward, cognition researchers Felix Warneken and Alexandra Rosati conducted an experiment comparing chimpanzees’ decisions [1] in two situations: a “raw-delay” condition and a “cooked-delay” condition. In the raw-delay condition, Warneken and Rosati offered the chimpanzees a choice between receiving a piece of raw food immediately and waiting for one minute to receive three pieces of raw food; the chimpanzees chose the larger, delayed reward 60 percent of the time. In the cooked-delay condition, in which the chimpanzees could receive one piece of raw food immediately or wait one minute for three pieces of cooked food, they chose the larger, delayed reward approximately 85 percent of the time.
A NO CHANGE B in: two situations, C in two situations; D in two situations

2. Warm Up: Answer
To determine whether chimpanzees are more likely to delay gratification for a cooked food reward than they are for a raw food reward, cognition researchers Felix Warneken and Alexandra Rosati conducted an experiment comparing chimpanzees’ decisions [1] in two situations: a “raw-delay” condition and a “cooked-delay” condition. In the raw-delay condition, Warneken and Rosati offered the chimpanzees a choice between receiving a piece of raw food immediately and waiting for one minute to receive three pieces of raw food; the chimpanzees chose the larger, delayed reward 60 percent of the time. In the cooked-delay condition, in which the chimpanzees could receive one piece of raw food immediately or wait one minute for three pieces of cooked food, they chose the larger, delayed reward approximately 85 percent of the time. A NO CHANGE B in: two situations, C in two situations; D in two situations Answer: A Choice A is the best answer because it correctly uses a colon to punctuate the break between the independent clause that generally introduces the two situations tested in the experiment and the more detailed identification of those two situations that follows. Difficulty Level: H

3. What am I going to do today?
May 19, 2019
What am I going to do today?
Warm Up (colons and semicolons)
Analyze Standards and Test Components for the Reading Section
Table Analysis
Jigsaw - skills
Read Chapter 6 – “Command of Evidence” – turn in notes
Quantitative Information – USA Test Prep Projector Questions
Read "Analysis in Science/History/Social Studies" PDF from College Board
Model Science passage from Test 1: using charts & graphs
Students review their missed answers on Pre-Test for Reading #22-31
College Visit: Reinhardt University
How will I show I learned it?
Progress tests
5/19/2019

4. Table Analysis (READING PACKET)
Understanding Tables: (Using a highlighter or pen)
Star the TABLE TITLE
Circle a HEADING
Underline the SOURCE (where did this table come from?)
Identify its intended audience
Write the main idea: In a sentence, explain the primary purpose of the table
Context: how/why might a person use the information used in this table?

5. SAT Reading Test Content Specifications
Number
Percentage of Test
Time Allotted
65 minutes
Passage Word Count
3,250 words total from 4 single passages and 1 pair;
500–750 words per passage or paired set
Total Questions
52 questions
100%
Multiple Choice (4 options)
Passage Based
Contribution of Items to Subscores and Scores (Percentages do not add up to 100%)
Words in Context (Across Reading and Writing and Language Tests)
10 questions (2 questions per passage/pair)
19%
Command of Evidence (Across Reading and Writing and Language Tests)
Analysis in History/Social Studies (Across Math, Reading, and Writing and Language Tests)
21 questions(all history/social studies questions)
40%
Analysis in Science (Across Math, Reading, and Writing and Language Tests)
21 questions(all science questions)
Passage Contents
U.S. and World Literature
1 passage; 10 –11 questions
20%
History/Social Studies
2 passages, or 1 passage and 1 pair; 10– 11 questions each
Science
2 passages, or 1 passage and 1 pair; 10 –11 questions each
Graphics
1–2 graphics in 1 History/Social Studies and in 1 Science passage
Text and Graphical Complexity
Text Complexity
A specified range from grades 9–10 to postsecondary entry across 4 passages and 1 pair
Graphical Data Representations
(tables, graphs, charts, etc.)
Somewhat challenging to challenging (moderate to moderately high data density, few to several variables, moderately challenging to moderately complex interactions)
Handout: Test Specifications – SAT Reading Test and Test Specifications - SAT Writing and Language Test
Activity: Using the Test Specifications – SAT Reading Test and Test Specifications - SAT Writing and Language Test; ask participants to engage in a jigsaw activity to review the test specifications. Organize participants into small groups, and assign each group one section of the test specifications. (continued on next slide)

6. Jigsaw
Reading Domain
Students
Group 1
(6 students)
Group 2
(5 students)
Group 3
With your partners, read your assigned content. You will then summarize the most important information to your classmates. What do they need to know? How will this information affect them on test day?

7. Reading
“Command of Evidence” chapter
Pg in book
Take notes

8. USA Test Prep – Quantitative
Projector Questions
Write your answer choices on your “index card”

9. Class notes on today’s reading.
What did we learn?
Class notes on today’s reading.

10. 3-2-1 Review 3 things you learned today
On the back of your “index card,” complete the following:
3 things you learned today
2 ideas for how you will use this information
1 question/comment you have

11. Reading “Analysis in Science and in History/Social Studies” PDF
handout
Review Handout: copy of science passage (#22-31)

12. Modeling: Using Graphics
Scientific Passage – Practice Test 1
#22-31

13. Review Your Work!
Look back at your answers for questions in your practice test. Try to figure out the correct answer, then check your new answers on page

14. Connotation Groupings
With a partner (or two), separate the words into two groups: positive & negative connotations.

15. Positive Connotation Negative Connotation
benevolent
antagonist
amicable
censure
camaraderie
condescending
compassion
deleterious
compromise
discredit
empathy
disdain
exemplary
enervating
fortuitous
hackneyed
integrity
haughty
jubilation
impetuous
prudent
mundane
reconciliation
ostentatious
resilient
perfidious
reverence
prosaic
sagacity
querulous
tactful
rancorous
spurious

16. Vocabulary Flashcards
(n) A thing or event that existed before
SYN: forerunner; precursor
Landlines were the antecedents for cell phones.