Michigan Merit ExamMichigan Merit Exam2008-2009 2008-2009 mmemme

Teacher Prep Teacher Prep CourseCoursePresentersPresenters

Lisa Guzzardo AsaroLisa Guzzardo AsaroDr. Judith Dorsch BackesDr. Judith Dorsch Backes

Carrie WozniakCarrie Wozniak

Online Access to Training Online Access to Training MaterialsMaterials

www.swiftpens.comwww.swiftpens.comModule 5Module 5

Click on MME TABClick on MME TABClick on TOOLBOXClick on TOOLBOX

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MME OVERVIEWMME OVERVIEW

MME Contributing ComponentsMME Contributing Components MME Exam 2007 Assessment MME Exam 2007 Assessment

DesignDesign Score Categories and Scale Score Score Categories and Scale Score

Ranges, 2008Ranges, 2008 Stand Names by SubjectStand Names by Subject Performance Level DescriptorsPerformance Level Descriptors Average ACT Scores for MI Average ACT Scores for MI

SchoolsSchools Student RemindersStudent Reminders

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ACT Prep Materials andACT Prep Materials andOnline ResourcesOnline Resources

Michigan eLibraryMichigan eLibrary

www.mel.orgwww.mel.org

Learning Express LibraryLearning Express Library

www.learningexpresslibrary.www.learningexpresslibrary.comcom

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www.mel.orgwww.mel.org

Click on Tests and TutorialsClick on Tests and Tutorials

New User ID/Returning IDNew User ID/Returning ID• User ID User ID (write it down)(write it down)• Password Password (write it down)(write it down)• Verify PasswordVerify Password

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Learning Express LibraryLearning Express LibrarySign-inSign-in

Featured ResourcesFeatured Resources Learning Express E-Books.comLearning Express E-Books.com

• Academic Test Prep Academic Test Prep – ACT Exam SuccessACT Exam Success

Learning Express’ ACT Exam Learning Express’ ACT Exam PrepPrep

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ACT Exam SuccessACT Exam SuccessTable of ContentsTable 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

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E-Books: ELAE-Books: ELAChapter 3 (page 31)Chapter 3 (page 31)

Overview: About the ACT English Test

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”).

E-Books: ELA Continued

Chapter 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%).

E-Books: MATHE-Books: MATH Chapter 4 (page 131)Chapter 4 (page 131)

Overview: About the ACT Math TestThe 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)

E-Book: ReadingE-Book: ReadingChapter 5 (page 203)Chapter 5 (page 203)

The ACT Reading Test assesses your ability to read and understand what ACT considers college freshman levelmaterial. The test is 35 minutes long and includes 40 questions.

There are four passages on the test, eachof which is followed by ten multiple-choice questions.

E-Book: Reading E-Book: Reading ContinuedContinued

Chapter 5Chapter 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.

E-Book: Science ReasoningE-Book: Science ReasoningChapter 7 (page 249)Chapter 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.

WorkKeys: WorkKeys: 3 Parts3 Parts

The The WorkKeys systemWorkKeys system from the from the ACT is designed to help students ACT is designed to help students develop better workplace skills.develop better workplace skills.

WorkKeysWorkKeys help students figure out help students figure out how prepared they are for jobs that how prepared they are for jobs that interest them and guides them to the interest them and guides them to the education and training they need.education and training they need.

http://www.act.org/workkeys/assess/reading/index.html

WorkKeys WorkKeys Characteristics and SkillsCharacteristics and Skills

There are There are five levels of difficultyfive levels of difficulty. Level 3 is the . Level 3 is the least complex and Level 7 is the most complex. least complex and Level 7 is the most complex.

The levels The levels build on each otherbuild on each other, each , each incorporating the skills assessed at the incorporating the skills assessed at the previous levels. previous levels.

For example, at Level 5, individuals need the For example, at Level 5, individuals need the skills from Levels 3, 4, and 5. skills from Levels 3, 4, and 5.

Examples are included with each level Examples are included with each level description. description.

WorkKeys:WorkKeys: ACT Reading for InformationACT Reading for Information

PART ONEPART ONE: Reading for Information: Reading for Information

It is often the case that It is often the case that workplace workplace communicationscommunications are not necessarily well-written are not necessarily well-written or targeted to the appropriate audience. or targeted to the appropriate audience.

Reading for Information materials do not include Reading for Information materials do not include information that is presented graphically, such as in information that is presented graphically, such as in charts, forms, or blueprints.charts, forms, or blueprints.

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PART ONE: Reading for InformationPART ONE: Reading for Information

This test measures the skills people use when This test measures the skills people use when they read and use written text in order to do a they read and use written text in order to do a job. job.

The written texts include The written texts include memos, letters, memos, letters, directions, signs, notices, bulletins, policiesdirections, signs, notices, bulletins, policies , , and and regulationsregulations..

WorkKeys: WorkKeys: ACT Reading for InformationACT Reading for Information

PART TWO: Applied MathematicsPART TWO: Applied Mathematics

This test is designed to be taken with a This test is designed to be taken with a calculator. A calculator. A formula sheetformula sheet that includes all that includes all formulas required for the assessment is formulas required for the assessment is provided.provided.

While individuals may use calculators and While individuals may use calculators and conversion tables to help with the conversion tables to help with the problems, they still need to use math skills problems, they still need to use math skills to think them through. to think them through.

WorkKeys:WorkKeys:ACT Applied MathematicsACT Applied Mathematics

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WorkKeys: WorkKeys: ACT Locating InformationACT 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

•.

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Understanding theUnderstanding theACT Writing PromptACT Writing Prompt

The ACT Writing TestThe ACT Writing Test Prompts used for the ACT Writing Prompts used for the ACT Writing

TestTest Sample ACT Essay PromptSample ACT Essay Prompt Anchor #1Anchor #1 Anchor #2 - #4Anchor #2 - #4

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Combined English/Writing Combined English/Writing Scale ScoresScale Scores

Complete these steps to calculate your Complete these steps to calculate your Combined English/Writing ScoreCombined English/Writing Score

Find your scale score for the English Test in Find your scale score for the English Test in the left column.the left column.

Find your Writing Test subscore at the top of Find your Writing Test subscore at the top of the table.the table.

Follow the English Test score row across and Follow the English Test score row across and the Writing Test subscore column down until the Writing Test subscore column down until the two meet.the two meet.

The Combined score is found where the row The Combined score is found where the row and column meet.and column meet.

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ACT and the Persuasive ACT and the Persuasive EssayEssay

The Fast Food EssayThe Fast Food Essay The Metaphor Graphic OrganizerThe Metaphor Graphic Organizer

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The Metaphor Graphic The Metaphor Graphic OrganizerOrganizer

F-G

G-H

H-I

FAST FOOD Graphic FAST FOOD Graphic Organizer for your Organizer for your Student’s Student’s EssayEssay

Know Your CustomersKnow Your Customers (B-C)(B-C)• Do/Don’tDo/Don’t• Scorer’s InstructionScorer’s Instruction

Know Your IngredientsKnow Your Ingredients (D-M)(D-M)

Know How to Put the Ingredients TogetherKnow How to Put the Ingredients Together (N)(N)

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KNOW YOURKNOW YOURINGREDIENTSINGREDIENTS

1. 1. POSITIONINGPOSITIONING (D)(D) The student’s essay must The student’s essay must take a position on the question take a position on the question • Show students how to rephrase the promptShow students how to rephrase the prompt• Select a positionSelect a position

2. 2. EXAMPLESEXAMPLES (E)(E) Students must include Students must include excellent examplesexcellent examples• Strong examples include specific events, dates, or Strong examples include specific events, dates, or

measurable changes over timemeasurable changes over time• Students must write about things that have Students must write about things that have

happened in detailhappened in detail• Varity of examples is important too…how much Varity of examples is important too…how much

ground students coverground students cover

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KNOW YOURKNOW YOURINGREDIENTSINGREDIENTS CONTINUEDCONTINUED

3. 3. ORGANIZATIONORGANIZATION (F) (F) No matter what topics students decide to write upon No matter what topics students decide to write upon

the organization should be the same.the organization should be the same.

The Top Bun: Introduction Paragraph #1The Top Bun: Introduction Paragraph #1

The introduction to an ACT essay The introduction to an ACT essay has to do has to do 3 things3 things::

– Grab the scorer’s attentionGrab the scorer’s attention– Explain your position on the topic clearly and conciselyExplain your position on the topic clearly and concisely– Acknowledge the counter argument to the student’s Acknowledge the counter argument to the student’s

positionposition– Transition the scores smoothly into your three examplesTransition the scores smoothly into your three examples

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KNOW YOURKNOW YOURINGREDIENTS INGREDIENTS CONTINUEDCONTINUED

Transition between Meat ParagraphsTransition between Meat Paragraphs (paragraphs #2–3 and #3-4)(paragraphs #2–3 and #3-4)

The first meat paragraph dives right into The first meat paragraph dives right into its topic sentence, but the second and its topic sentence, but the second and

third meat paragraphs need transitions.third meat paragraphs need transitions.

Help student with transition words like Help student with transition words like another or finally.another or finally.

3. 3. ORGANIZATIONORGANIZATION (H)(H)

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KNOW YOURKNOW YOURINGREDIENTS INGREDIENTS CONTINUEDCONTINUED

3. 3. ORGANIZATIONORGANIZATION ((H-I)H-I)

No matter what topics students decide to write No matter what topics students decide to write upon the organization should be the same.upon the organization should be the same.

The Bottom Bun: Conclusion (Paragraph #5)The Bottom Bun: Conclusion (Paragraph #5)

The conclusion of a student essay shouldThe conclusion of a student essay should accomplish 2 thingsaccomplish 2 things::

– Recap the student’s argumentRecap the student’s argument– Expand the student’s position and look to the Expand the student’s position and look to the

futurefuture

KNOW YOURKNOW YOUR

INGREDIENTSINGREDIENTS CONTINUEDCONTINUED

4. COMMAND OF LANGUAGECOMMAND OF LANGUAGE (K-M)(K-M)

An ACT essay with a clear position and strong An ACT essay with a clear position and strong examples will not get a perfect score without the examples will not get a perfect score without the Special SauceSpecial Sauce, so work with students to pay close , so work with students to pay close attention to these 3 facets of their essay:attention to these 3 facets of their essay:

• Variation in Sentence StructureVariation in Sentence Structure• Word ChoiceWord Choice• Grammar and SpellingGrammar and Spelling

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KNOW HOW TO PUT YOUR KNOW HOW TO PUT YOUR INGREDIENTS TOGETHERINGREDIENTS TOGETHER

Process and Pacing ChartProcess and Pacing Chart

STEP 1: Understand the prompt and take a position.

1 MINUTE

STEP 2: Brainstorm examples. 4–5 MINUTES

STEP 3: Create an outline. 5–6 MINUTES

STEP 4: Write the essay. 15 MINUTES

STEP 5: Proof the essay. 3 MINUTES

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On Demand Persuasive On Demand Persuasive WritingWriting

IDEA ORGANIZERIDEA ORGANIZER

My position is...

My counter argument is...

Reason #1Support ...

Reason #2Support ...

Reason #3Support ...

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My Position:

Opposing

Position:

Reason 3:

Reason 2:

Reason 1:

Counter

Argument

Deconstructing the EssayDeconstructing the EssayIPOD Graphic OrganizerIPOD Graphic Organizer Pg. 25

Conclusion

IPOD Graphic OrganizerIPOD Graphic OrganizerBacksideBackside Pg. 26

ACT Persuasive Writing ACT Persuasive Writing Scoring GuidelinesScoring Guidelines

Student will use a 6 point, Student will use a 6 point, Persuasive Essay Persuasive Essay holistic rubricholistic rubric on the day of the teston the day of the test

Teachers can use a 6 point, Teachers can use a 6 point, Persuasive Essay Persuasive Essay analytic rubricanalytic rubric instructionally with students instructionally with students before the test datebefore the test date

Student Student friendly rubricfriendly rubric

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ACT Writing ACT Writing Comment and Condition Comment and Condition CodesCodes

COMMENT CODESCOMMENT CODES Make and Articulate JudgmentMake and Articulate Judgment Develop IdeasDevelop Ideas Sustain FocusSustain Focus Organize and Present IdeasOrganize and Present Ideas Communicate ClearlyCommunicate Clearly

CONDITION CODESCONDITION CODES Passage submitted cannot be scoredPassage submitted cannot be scored No valid English scoreNo valid English score

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Setting ACT Setting ACT Score GoalsScore Goals

English Test English Test ++ Mathematics Test Mathematics Test ++ Reading Test Reading Test ++ Science Reasoning TestScience Reasoning Test + =Total Score Goal =Total Score Goal divided by 4divided by 4

=Composite Score Goal=Composite Score Goal

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College College Readiness Readiness StandardsStandards

English Scores 13-36English Scores 13-36 Mathematics Scores 13-36Mathematics Scores 13-36 Reading Scores 13-36Reading Scores 13-36 Science Reasoning Scores 13-36Science Reasoning Scores 13-36

• Life Science/BiologyLife Science/Biology• Physical Science/Chemistry/PhysicsPhysical Science/Chemistry/Physics• Earth Science/SpaceEarth Science/Space

ACT WritingACT Writing

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ACT Persuasive Writing ACT Persuasive Writing Anchor SetAnchor Set

Scored Anchor SetScored Anchor Set• Have students read the student anchor Have students read the student anchor

essayessay• Have students read the scoring Have students read the scoring

explanations for scores 1 – 6explanations for scores 1 – 6• Teachers use these sets to scaffold Teachers use these sets to scaffold

student instructionstudent instruction

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Deconstructing the EssayDeconstructing the EssayIPOD Graphic OrganizerIPOD Graphic Organizer

Use the anchor sets provided or find Use the anchor sets provided or find anchor sets online, and have students anchor sets online, and have students complete each IPOD component with complete each IPOD component with information from the paragraphsinformation from the paragraphs

Students should do this for a scored 4, Students should do this for a scored 4, 5, and a 65, and a 6

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Additional MME Additional MME Wrap Around Wrap Around InformationInformation

Math:Math: 39 multiple choice39 multiple choice Science:Science: 49 multiple choice49 multiple choice Social Studies:Social Studies: 42 multiple 42 multiple

choicechoice

40 MINUTES for each part40 MINUTES for each part

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MME MathMME Math

ACT Test Taking Tips for Math ACT Test Taking Tips for Math studentsstudents Pgs. 33-34

Additional ResourcesAdditional Resources

Oakland Schools Prep Materials...page 2Oakland Schools Prep Materials...page 2 Characteristics of Complex Text as defined by Characteristics of Complex Text as defined by

ACT…page 3ACT…page 3 Academic Vocabulary…page 4-5Academic Vocabulary…page 4-5 Algebra I, Geometry, Algebra II Bookmarks…Algebra I, Geometry, Algebra II Bookmarks…

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