| We have a new attitude.... do you?
Friends Can Achieve Together Families Collect Answers Together the newFCAT.com When there is no school... (a holiday from classes) The learning will continue! SUMMARY 1. Continue reading and writing in the Home Journal. 2. Extra credit is given for at least one essay each week (choose any topic or look on www.teacherstoteachers.com for topics). 3. Avoid Entertaining TV and games – use time reading, walking, exercising or watching educational TV. 4. Call each night with 5 new words. 5. Complete the Exercises. (Yellow, Purple or Green workbook and other exercises). 5% Extra Credit! Other Extra Credit 15-Minute Exercises a) Write a review of a movie. What is the lesson of the movie? Describe the main characters. What do they learn in the movie? b) Write an analysis of a song. Get the lyrics from lyricsdepot.com and ask: What is the main idea of the song? Why was it written? What is the main emotion (pain, sadness, joy)? Why is the song one of your favorites? |
| LOTS OF FCAT LINKS ARE BELOW Here's a good place to start for practice tests and worksheets: www.fcatexplorer.com FCAT PRACTICE at www.achievementinfo.com/ 2002ELA7 Here's another link: www.achievementinfo.com/2001 ELA7 Welcome to TEACHERS to TEACHERS For information about the Reading Program at DATA School, click HERE FOR QUOTES to inspire students TOPICS for students to write about (EXTRA CREDIT) PHOTOS of Students Let's read 1000 Books and a SAMPLE BOOK REPORT SEE STUDENT WORK (including Billy's Gemstones For other information, go to these links www.futureoffortlauderdale.com www.math-success.com www.mathforartists.com FCAT PRACTICE (this page here) Familes Collect Answers Together To contact Mr. Mac 954 646 8246 write to smccrea@downtownacademy.org or go to his web site www.stevemccrea.com FCAT PAGE at the Department of Education www.firn.edu TEST SAMPLES http://www.firn.edu/doe/ sas/fcat/fcatsmpl.htm |
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| Mr. Y has good stories (and he's a good middle school teacher) SEE PARENT BOOK If you tell a story with a mass of undigested facts, it is of no use to the reader and it shows that the storyteller is simply lazy. QUOTES for inspiration Quotations of Dr. Deming |
| GO TO DataINTRO DATAPhotos DataStudents DataIntro2 "I can't find anything here" If you want to FIND IT, go to FINDIT English for Speakers of Other Languages ESOL pages Here's a reprint from a test in Massachusetts ... and a letter from Mr. Mac Hello The countdown begins for the FCAT test and it’s probably easier and more popular to curse the FCAT and complain about the test. I’m taking a different attitude: I encourage you to look at the FCAT as an opportunity for Families to Collect Answers Together. F.C.A.T. Using these pages, why not work with your child to find the answers. If you child has no difficulty with these questions, bravo! If your child doesn’t like the test, then show how you find the answers in the reading. Talk aloud, explaining each step that you go through to find the answer. If you have questions, call me at 954 646 8246 -- Mr. Mac Any student who presents this completed worksheet to me before January 12 will receive two extra credit points (to be used in the Third Quarter). BRAVO! ================ Practice items from the Internet MCAS 2002, 7th Grade English (ELA), Writing Prompt Grade 7 Writing Prompt Respect. Singers sing about it. Some people inspire it. Think about someone you respect and admire. The person can be someone you know, or someone you have read or heard about. In a well-developed composition, describe the person you have selected. Explain in detail at least two reasons why you respect this person. -------------------------------------------------------------------- Grade 7 Make-Up Writing Prompt All of us face challenges in life. One challenge might be making new friends. Another challenge might be learning how to play a sport or a musical instrument. In a well-developed composition, describe a challenge that you or someone you know has faced. What lesson did you learn? ----------- http://www.achievementinfo.com/2002ELA7 /2002ELA7.00.html http://www.achievementinfo.com/2002ELA7 /index.html MCAS 2002, 7th Grade English (ELA), Questions 1 to 8 Click here for a PDF version of this set of questions. The PDF format may offer a clearer version when you print these pages (requires the free Adobe Acrobat Reader). Your printer may also be able to print directly from the version which is now appearing on your computer screen. -------------------------------------------------------------- Many beautiful things last only a little while. But are they worth the time it takes to create them? Read the selection below. Use information from the selection to answer questions that follow. Sand Art, on Deadline Talent Is a Divine Gift–Not to Be Squandered1 Anonymous 1 The young man arrived on the Massachusetts beach early carrying a portable radio, a shovel, and an odd assortment of tools. There were a bricklayer’s trowel, a palette knife, spatulas, spoons,and a spray bottle. 2 He walked down near the water–the tide was out–put down the radio and tuned it to soft rock. Then he shoveled wet sand into a pile nearly four feet high and as many feet across. He took up the trowel and used it to slice large hunks off the pile, creating a rectangular shape. 3 After that, he set to work with palette knife, spatulas, and spoons. He shaped a graceful tower, topped walls with crenelated2 battlements, fashioned elegant bay windows, and carved out a massive front gate. 4 The man knew his sand. With deft3 strokes, he smoothly finished some surfaces, embroidered baroque designs on others. As delicate shapes began to dry, he gently moistened them with water from the spray bottle, lest they crumble in the breeze. 5 All this took hours. People gathered, commenting to each other and asking questions of the sculptor. Lost in concentration, he gave only perfunctory4 replies. At last he stood back, apparently satisfied with a castle worthy of the Austrian countryside or Disneyland. 6 Then he gathered his tools and radio and moved them up to drier sand. He had known for a while what many in the rapt crowd still overlooked; the tide was coming in. Not only had he practiced his craft with confidence and style, he had done so against a powerful, immutable deadline. 7 As the spectators looked on, water began to lap at the base of the castle. In minutes it was surrounded, a miniature Mont-Saint-Michel.5 Then the rising flood began to erode the base, chunks of wall fell, the tower tumbled, finally the gate’s arch collapsed. More minutes passed, and small waves erased bay windows and battlements–soon no more than a modest lump was left. 8 Many in the crowd looked distraught; some voiced dismay. But the sculptor remained serene. He had, after all, had a wonderful day, making beauty out of nothing, and watching it return to nothing as time and tide moved on. Copyright © 1989 by The New York Times Company. 1 squandered – wasted 2 crenelated – notched; indented 3 deft – quick and expert 4 perfunctory – showing little interest or care 5 Mont-Saint-Michel – a small island in northwestern France connected to the mainland by a road that is covered by water at high tide --------------------------------------------------------------------- Question #1 In this selection, why does the sculptor start early in the day? A. He knows the tide is out on this particular morning. B. It gives time for the crowd to gather. C. He needs the sun to help dry the sand. D. It is easier to begin with only a few people around. --------------------------------------------------------------------- Question #2 The writer uses paragraphs 3 and 4 to describe the sculptor’s A. enthusiasm. B. skill. C. speed. D. motivation. ------------------------------------------------------------- Question #3 Which statement best indicates that the sculptor was an expert? A. He attracted a large crowd. B. He had an ability to create elaborate details. C. He was able to finish his work. D. His satisfaction with the results showed on his face. ------------------------------------------------------------- Question #4 In this selection, what does the incoming tide signal? A. It is time to begin working. B. It is the busiest time of the day. C. It is the end of a day’s work. D. It is time for the spectators to leave. ------------------------------------------------------------------- Question #5 How did the spectators react when the tide began to come in? A. They tried to save the sand castle. B. They were upset to see the art ruined. C. They were nervous about their own belongings. D. They helped the artist finish the castle. ------------------------------------------------------------- Question #6 The reader can tell that the sculptor’s reward for his work is A. personal satisfaction. B. attention from the crowd. C. fame as an artist. D. payment for his work. ----------------------------------------------------------- Question #7 In paragraph 8, the word serene means A. nervous. B. alert. C. drowsy. D. calm. --------------------------------------------------------- Question #8 (Open-Response Question) The artist does not feel that sand art is a waste of time. What evidence from the story indicates that the artist values his work? Use information from the story to support your answer. -------- A thief can be outsmarted. "The House of Tiles" is a legend that tells how a robbery was prevented. Read the legend below. Use information from the legend to answer the questions that follow. The House of Tiles by Genevieve Barlow and William Stivers 1 One of the most beautiful buildings in Mexico City is called the House of Tiles. It is not far from the old cathedral of the capital. For many years, only the wealthy and noble people lived in this residence. In the twentieth century, the two Sanborn brothers bought the house. Here, they established a restaurant that serves Mexican as well as American food; it even serves malted milk and hamburgers. This is the legend of the origin of the House of Tiles. 2 In the eighteenth century, young don1 Luis, the second Count of Orizaba, lived with his wealthy and distinguished family in Mexico City. Luis was not a good son. He was lazy and selfish. He amused himself by day and night and never thought of anything serious. 3 Luis’ parents were very sad because of the bad conduct of their son. One day Luis’ father said to lazy Luis, "You’ll never be able to make a house of tiles."2 4 "I don’t care. I only want to have a good time," Luis answered, and left quickly to attend a party. 5 During the following days, Luis thought a lot about what his father had said and he decided to change his behavior. 6 Instead of amusing himself all the time, he would work long hours with great enthusiasm. At the end of a few years, he had amassed a fortune. 7 He bought a large two-story house not far from the cathedral. He and his workmen covered the house with beautiful white, yellow, and blue tiles. When all this work was finished, Luis lived in this elegant house. Afterwards, he spent a lot of time in Europe where he bought elegant and costly furniture. 8 Now, Luis was ready to give a grand party in his magnificent house in honor of his parents. He invited all the wealthy and noble people of the capital. 9 During the party there were songs and dances. Shortly before midnight, Luis noticed that a very costly and ornate clock had disappeared from a table that was below some large windows. 10 Luis thought that there was a thief among the guests. No doubt, the person hid the clock underneath his or her clothes. For that reason, the young man went to the center of the great room and announced aloud, "Ladies and gentlemen, I regret having to interrupt the music, but I am very sad. A valuable clock is no longer on the table below the large windows." 11 "How strange!" many people said. 12 "This clock, mounted with diamonds, is a gift from the king of Spain," Luis continued. "Now it is ten minutes to twelve. Soon the clock will play music before striking twelve. The doors of the house are all locked. No one can leave. Now we are going to turn out the lights of this room for a few minutes. In the dark, the person who has the clock can put it back on the table." 13 After a few moments the servants entered with the lights. Every eye was turned toward the table. There was the clock! It was one minute to twelve. 14 The people impatiently watched the tiny hands of the clock reach twelve and pass it, but the clock didn’t play any music, nor did it strike the hour. 15 Luis, seeing the looks of surprise and curiosity on the faces of the people, said, "The truth of the matter, my friends, is that the clock never plays any music nor strikes the hour. Now, we can go on with our party." 16 Thus ends the legend of Luis and the House of Tiles. From "Legends of Mexico" by Barlow and Stivers. Used with permission from NTC/Contemporary Publishing Group. 1 A title used before the first name of a Spanish nobleman or gentleman; doña is the feminine equivalent. 2 This saying means "You’ll never amount to anything." ------------------------------------------------------------------- Question #9 The author uses paragraph 1 to describe the A. wonderful sites and stories found in Mexico City. B. setting for the legend "The House of Tiles." C. wealthy and noble people in Mexico City. D. way Mexican and American foods are served. ------------------------------------------------------------------ Question #10 Based on this legend, Luis could best be described as A. generous. B. well-educated. C. clever. D. well-mannered. --------------------------------------------------------------- Question #11 One literary device the writer uses in paragraphs 12, 13, and 14 is A. foreshadowing. B. flashback. C. satire. D. suspense. ---------------------------------------------------------------------- Question #12 The reader can conclude all of the following except that A. the thief was never identified. B. the thief was in the room. C. the thief regularly attended Luis’ parties. D. the thief had a surprised look on his face. ---------------------------------------------------------------------- Question #13 In this phrase, "lived with his wealthy and distinguished family," what part of speech is the word distinguished? A. noun B. verb C. adjective D. adverb ---- The poem "A Drowsy Day" describes impressions of a rainy day. Read the poem below. Use information from the poem to answer the questions that follow. A Drowsy Day The air is dark, the sky is gray, The misty shadows come and go, And here within my dusky room Each chair looks ghostly in the gloom. 5 Outside the rain falls cold and slow– Half-stinging drops, half-blinding spray. Each slightest sound is magnified, For drowsy quiet holds her reign; The burnt stick in the fireplace breaks, 10The nodding cat with start awakes, And then to sleep drops off again, Unheeding Towser1 at her side. I look far out across the lawn, Where huddled stand the silly sheep; 15My work lies idle at my hands, My thoughts fly out like scattered strands Of thread, and on the verge of sleep– Still half awake–I dream and yawn. What spirits rise before my eyes! 20 How various of kind and form! Sweet memories of days long past, The dreams of youth that could not last, Each smiling calm, each raging storm, That swept across my early skies. 25Half seen, the bare, gaunt-fingered boughs Before my window sweep and sway, And chafe2 in tortures of unrest. My chin sinks down upon my breast; I cannot work on such a day, 30But only sit and dream and drowse. –Paul Laurence Dunbar 1 Towser – traditional name for a dog 2 chafe – to feel irritated or impatient Reprinted with the permission of Atheneum Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing Division from I GREET THE DAWN Selected, Illustrated, and with an Introduction by Ashley Bryan. Copyright © 1978 Ashley Bryan. ---------------------------------------------------------------------- Question #14 In stanza 2, the speaker describes what he can A. feel. B. taste. C. hear. D. smell. --------------------------------------------------------------------- Question #15 In line 26, "sweep and sway" is an example of A. irony. B. alliteration. C. hyperbole. D. symbolism. -------------------------------------------------------------------- Question #16 Stanza 4 provides clues about the speaker’s A. cat. B. friends. C. age. D. work. ------------------------------------------------------------------- Question #17 The exclamation points at the end of lines 19 and 20 are meant to express the speaker’s A. grief. B. anger. C. curiosity. D. amazement. ---------------------------------------------------------------- Question #18 Lines 23 and 24 let the reader know that during the speaker’s youth, he A. would daydream frequently. B. experienced good and bad times. C. played outside during storms. D. was happy all of the time. ---------------------------------------------------------------- Question #19 In the poem, how does the weather influence the speaker’s mood? Use details from the poem to support your answer, =========== YOU ARE HALF WAY THRU THIS PRACTICE… BRAVO… KEEP GOING! The characters in the excerpt you are about to read are Kate Keller, the mother; Captain Arthur Keller, the father; Helen Keller, the child; and a doctor. The Miracle Worker is a play for television about Helen Keller, whose vision and hearing were lost following a childhood illness. This scene from Helen Keller’s life takes place in 1882. Read the excerpt below. Use information from the excerpt to answer the questions that follow. THE MIRACLE WORKER A PLAY FOR TELEVISION by William Gibson ACT ONE [It is night, and we are in a child’s crib, looking up: what we see are the crib railings and three faces in lamplight, looking down. They have been through a long vigil, it shows in their tired eyes and disarranged clothing. One is a gentlewoman in her twenties with a kindly and forbearing face, KATE KELLER; the second is a dry elderly DOCTOR, stethoscope at neck, thermometer in fingers; the third is a dignified gentleman in his forties with chin whiskers, CAPTAIN ARTHUR KELLER. Their dress is that of 1880, and their voices are southern. The KELLERS’ faces are drawn and worried, until the DOCTOR speaks.] DOCTOR She’ll live. [KATE closes her eyes.] You’re lucky, Captain Keller. Tell you now, I thought she wouldn’t. KELLER [heavily] Doctor. Don’t spare us. Will she be all right? DOCTOR Has the constitution of a goat. Outlive us all. Especially if I don’t get some sleep. [He removes his stethoscope, his face leaves the railing; we continue to hear him, but see KELLER’s hand across the crib take and squeeze KATE’s.] You run an editorial in that paper of yours, Captain Keller, wonders of modern medicine, we may not know what we’re curing but we cure it. Well, call it acute congestion of the stomach and brain. [KELLER moves after the DOCTOR, we hear them off-camera; we see only KATE’s tearfully happy face hovering over us, her hand adjusting the blanket.] KELLER I’ll see you to your buggy. I won’t undertake to thank you, Doctor– DOCTOR [simultaneously] Main thing is the fever’s gone. I’ve never seen a baby, more vitality, that’s the truth. By morning she’ll be knocking down your fences again. KELLER Anything that you recommend us to do, we’ll do– DOCTOR Might put up stronger fencing. Just let her get well, she knows how to do it better than we do. Don’t poke at Providence, rule I’ve always made it a practice to– [But throughout, their voices have been dying out of focus, and the image of KATE’s face has begun to swim. Music steals in; we hear the music without distortion, but light and sound otherwise are failing. KATE’s serene face smiles down with love, blurring in a halo of light, then is a spot, then is gone. Darkness.] [Cut to CAPTAIN KELLER standing in his yard, inside the gate, lamp in hand, the lighted house behind him; we hear, but do not see the DOCTOR.] DOCTOR You’re a pair of lucky parents, Captain Keller. KELLER [with weight] Thank you. [The DOCTOR clicks a giddy-yap, we hear the clop of hoofs and roll of wheels. KELLER’s eyes follow the unseen buggy out of sight, then lift to the stars, thanking them too. Suddenly from the house behind him comes a knifing scream; music out.] [Cut to KATE’s face again, not from the baby’s eyes, but across the crib, and her look is terrible; she chokes down a second scream. KELLER hurries in to her, the lamp aloft.] KELLER Katie! KATE Look. [She makes a pass with her hand in the crib, at the unseen child’s face.] KELLER What, Katie? She’s well, she needs only time to– KATE She can’t see. [She takes the lamp from him, moves it before the child’s face.] She can’t see! KELLER [hoarsely] Helen. KATE Or hear. When I screamed she didn’t blink. Not an eyelash– KELLER Helen. Helen! KATE She can’t hear you. KELLER Helen! [His face has something like fury in it, crying the child’s name; KATE almost fainting takes up the baby’s hand, pressing it to her mouth to stop her own cry. We go close to her lips, kissing the baby’s hand. Dissolve on lips and hand.] Reprinted with the permission of Scribner, a Division of Simon & Schuster, from THE MIRACLE WORKER by William Gibson. Copyright © 1956, 1957 William Gibson. Copyright © 1959, 1960 Tamarack Productions, Ltd., and George S. Klein and Leo Garel as trustees under three separate deeds of trust. ----------------------------------------------------------------- Question #20 In the opening text, the playwright sets the mood by discussing the A. baby’s temperature. B. faces of the characters. C. doctor’s voice. D. ages of the characters. ----------------------------------------------------------------------- Question #21 Captain Keller’s first words in the play express what feeling? A. anxiety B. relief C. thankfulness D. hostility Question #22 The doctor clearly believes that baby Helen is unusually A. content. B. smart. C. strong. D. lucky. Question #23 Mrs. Keller screams because she is A. angry. B. confused. C. horrified. D. injured. Question #24 Throughout this excerpt, the doctor’s words show him to be what kind of person? A. conceited B. confident C. nervous D. soft-spoken Question #25 Which of the following sentences from this excerpt is used as a stage direction? A. She’ll live. B. Kate closes her eyes. C. You’re lucky, Captain Keller. D. Tell you now, I thought she wouldn’t. ------------------------------------------------------------- Question #26 What is the main idea of this excerpt? A. Love is the best solution for all problems. B. Miracles can happen. C. Happiness can change to grief in an instant. D. Medical opinion can usually be trusted. Question #27 Compare the reactions of the mother and the father when they realize Helen is deaf and blind. Use information from this excerpt to support your answer This excerpt from "Can Bears Predict Earthquakes?" presents evidence that scientists have found to explain how animals seem to predict earthquakes. Read the excerpt below. Use the information from the excerpt to answer the questions that follow. CAN BEARS PREDICT EARTHQUAKES? by Russell Freedman. In 1974 bears in Alaska came out of hibernation about two weeks early. They roused themselves from their winter sleep, left their dens, and took to the hills. Soon afterward, Alaska was hit by the worst earthquake in its history. In 1975 farm animals near Oroville, California, started to act strangely. Chickens refused to enter their coops. Cattle stopped grazing and bellowed loudly in the fields. Horses ran wildly around their corrals. Dogs whined and howled all over the area. This went on for several days. Then Oroville was struck by a major earthquake that measured 6.0 on the Richter scale. In 1976 people in the Friuli region of northern Italy reported similar events. Here, chickens refused to roost. Cattle panicked in their barns. Hundreds of cats moved out of the area. Mice and rats left their hiding places and marched through people's houses. Once again, this strange behavior was followed by an earthquake. These stories were reported in the press and were investigated by scientists. Similar reports in recent years have come from China, Japan, Russia, and Guatemala. Experts agree that animals often do act strangely weeks, days, or hours before earthquakes. The animals seem to sense that a quake is coming.... As yet, we do not fully understand the changes that take place in the earth and atmosphere before an earthquake. And we know little about the ability of animals to detect such changes. What is it that the animals are sensing? For the most part, animals possess the same senses as humans - they see, hear, feel, smell, and taste. In many cases, however, an animal's senses are much more highly developed than ours. A dog identifies odors that our noses can never appreciate. A bat hears sounds beyond our range of hearing. An owl sees on the darkest night. A pigeon feels vibrations that we cannot feel. Some animals possess senses that are beyond human experience. For example, scientists recently discovered that some animals detect slight changes in the earth's magnetic field. This is an important finding, since magnetic changes appear to be associated with earthquakes. During the 1960s, scientists at Northwestern University in Illinois found that creatures as different as protozoans, flatworms, and mud snails can be led off course if a magnet is placed in their line of travel. During the 1970s, German scientists demonstrated that honeybees are sensitive to weak magnetic fields. When the magnetic field inside a hive was artificially changed, the bees seemed to lose their sense of direction. At Cornell University in New York, researchers found that slight shifts in magnetic fields also affect homing pigeons. When tiny magnets were attached to the pigeon's backs, they had trouble finding their way home. When the magnets were removed, the birds regained their sense of direction. In 1978 scientists discovered small amounts of magnetite in the bodies of honeybees and pigeons. Magnetite is an iron oxide that has magnetic properties. This mineral may make it possible for animals like pigeons and bees to tune in to the earth's magnetic field. Other recent experiments have shown that several kinds of birds, and some fishes as well, react to small changes in magnetic fields. Researchers also have found that birds can detect slight changes in air pressure. They can hear extremely low-frequency sounds coming from the earth. Magnetic changes, air-pressure changes, and low-frequency sounds all have been associated with impending earthquakes. So far, no one can say with certainty that animals detect danger signals in the earth and atmosphere before earthquakes. But the evidence seems to indicate that they do. Which signals are the animals reacting to? How do they tell the difference between harmless changes in the earth and atmosphere and changes that may precede a quake? If we could answer those questions, then we might be able to predict earthquakes with enough accuracy to save hundreds of thousands of human lives. Reprinted with the permission of Simon & Schuster Books for Young Readers, from CAN BEARS PREDICT EARTHQUAKES? by RussellFreedman. Copyright © 1982 Russell Freedman. ------------------------------------------------------------------- Question #28 This excerpt is best described as nonfiction rather than fiction because it A. tells about extraordinary events. B. tells a story about animals. C. includes surprising descriptions. D. provides mostly factual information. ---------------------------------------------------------------- Question #29 The main purpose of the first three paragraphs of this excerpt is to provide examples of A. how earthquakes destroy the environment. B. unusual animal behavior before earthquakes. C. different ways animals adapt to earthquakes. D. how earthquakes affect magnetic fields. Question #30 According to the excerpt, which animals may sense earthquakes because they can hear low-frequency sounds coming from earth? A. fish B. honeybees C. birds D. bears Question #31 In paragraph 12, what is the main purpose of the two questions? A. to demonstrate that the author can answer them in the last paragraph B. to summarize the information in the preceding paragraphs C. to give the reader more information about the animals D. to show that there is much left to learn about the subject ---------------------------------------------------------------- Question #32 In paragraph 5, the author writes, "we know little about the ability of animals to detect such changes." What does detect mean? A. predict B. react to C. sense D. understand --------------------------------------------------------------------- Question #33 If you wanted to find the origin of the word investigate, which source would be the best to use? A. an almanac B. an encyclopedia C. a dictionary D. a thesaurus Question #34 What convincing evidence have scientists found to support the possibility that animals can predict earthquakes? Use information from the excerpt to support your answer. This selection is an excerpt from the Anglo-Saxon epic poem Beowulf. The poem describes the battles of the heroic Scandinavian prince Beowulf against the monster Grendel, who has been terrorizing King Hrothgar’s banquet hall for twelve years. This excerpt describes the arrival of the monster at the banquet hall. Read the excerpt and answer the questions that follow. from Beowulf 1 Out in the black fen something stirred. It was cruel and slimy and its eyes shone green. A part of the night it moved through, its wicked heart was darker than the darkest place in that night. . . . [Back in the castle] 2 Queen Wealhtheow paced the corridors, wringing her white hands until the knucklebones nearly pierced the delicate flesh. Unferth, drunk, his buckle-belt undone, leaned from a turret to scan the murky marsh. Hrothgar and his lords waited in the banqueting hall below. Food was set out, steaming on the tables; but nobody felt like eating it. • • • 3 The coming of Grendel was neither swift nor slow. This time, the night so thick, it was impossible to tell the precise moment when the creature emerged from his dreggy pool and began to drag his coils toward hall Heorot. There was only the sound to go by–the foul breath squeaking in little gasps, the noise in his throat like the splintery crunching of bones. The rats could not see him and ran over his scales in the dark. Grendel let them go. He was hungry for more than rats. 4 The door of the banqueting hall was thick and studded. Stout bars held it shut against the night’s alarms. None of the ten waiting warriors had slept a wink. Hrothgar’s eyes never left the door. He sat bolt upright, sword in hand, a broad axe at his side. The others were in similar attitudes. 5 But they had no chance against the fury of the beast. 6 One moment the door was standing . . . 7 The next, it was down, smashed by a single blow, and Grendel was upon them! Copyright © Robert Nye 1968. ------------------------------------------------------------------- Question #35 What does paragraph 2 show about the people in the castle? A. They were unprepared. B. They were nervous. C. They were hungry. D. They were patient. Question #36 In paragraph 3, which word best describes Grendel’s attitude as he heads toward the castle? A. determined B. cautious C. casual D. weary Question #37 What was the main thing Hrothgar and his men were counting on to keep Grendel out of the hall? A. the bars on the door to the hall B. the blackness of the night C. the guard in the turret D. the weapons inside the hall Question #38 Although the author never directly describes what happened after Grendel got into the hall, the tone of the last three paragraphs suggests that A. Grendel was soundly defeated by Hrothgar. B. Grendel’s strength overcame Hrothgar and his men. C. Grendel fled when he saw the men’s swords. D. Grendel was surprised to see the men in the hall. -------------------------------------------------------------------- Question #39 In paragraph 3, the author writes "the noise in his throat like the splintery crunching of bones." What kind of figurative language is he using? A. alliteration B. exaggeration C. simile D. metaphor Question #40 In paragraph 4, the author writes, "Stout bars held it shut against the night’s alarms." What does stout mean? A. long B. iron C. wooden D. strong Congratulations – you completed the 12 pages. Bravo! Now you can find more exercises on the internet by going to … http://www.achievementinfo.com/2002ELA7 EASY FCAT Version For 8th grade to practice first... datafcateasy |
| Families Collect Answers Together F C A T |
| Dear Parents and Guardians: Here are some comments about typical complaints about FCAT: It’s not fair. True Students who are good at reading long books are sometimes not good at answering FCAT questions. Students who have fabulous talents sometimes don’t have the skill of writing a short answer quickly. What does it take? Practice, practice, practice. Reading 30 minutes in the day and 30 minutes at night is too much. I agree. An hour of reading uses up time that students could be using to play video games and watch football games and watch TV. Hmmm. Reading to change the mind or entertainment? Which do you choose? Practicing for FCAT takes away time for real learning. That’s why I’m asking students to practice at home using the workbooks that I sent home. If your child does not have an FCAT book at home, please call me and I will arrange for another copy to be mailed to you. It’s so boring. Yes, the exercises are often about subjects that we don’t care about and the writing is about something that is not interesting. Welcome to the real world where we have to do things that someone else asks us to do. Some other ways to look at FCAT a) FCAT questions look like SAT questions. Good! Free practice for preparing for college! b) I learned something really interesting from an FCAT reading. And it was a 6th grade text! Now I remember “April 25-The anniversary of the sinking of the Sultana, when 1700 people died.” Where can you find more FCAT materials? We obtained lots of worksheets from the internet. If your child runs out of FCAT questions, you can find materials online. I have printed sets of questions and you can purchase these for the cost of the photocopying (I prepared this as a convenience to you, not to make money). The cost of the photocopies is 8 cents each (from Kinkos). A twenty-page packet costs $1.60. It’s cheaper to download the documents – you can find FCAT readings and questions at the following links, which are also on my web site at www.teacherstoteachers.com and click on “FCAT practice links.” http://fcit.usf.edu/FCAT8R/DEFAULT.HTM http://www.firn.edu/doe/sas/fcat/fcatsmpl.htm http://www.firn.edu/schools/broward/ftlaud-hs/fcatweb.htm Write to Mr. Mac if you need more links. I’m finding them every day. Smccrea@downtownacademy.org Get a list of THINGS TO DO OVER THE HOLIDAYS Midyear letter to Parents and Guardians From the Reading Coach -- If your child does not have an FCAT Practice Workbook at home, call me. 954 646 8246 1. FCAT and Writing Practice – It might say “holiday” on the calendar, but the school work continues. Every week your child should write an extra credit essay – which can be used in the Third Quarter in Reading Class. Remember, at least 4 extra credit essays are needed for an A and any missed class work needs an extra credit essay (even if the student is absent due to illness). Plan ahead – write an essay each weekend! FOR TOPICS ask for a list of topics or visit the web site HERE. 2. Reading Practice -- Students for the past 18 weeks have been reading every evening and writing 2 sentences in a reading journal. Please continue. Extra credit will be given to students who write at least 10 summaries over the holidays. 3. Educational and Entertaining TV – The difference is clear. The brain needs to work to watch educational TV. The brain is entertained when playing a video game. Do your child a favor and limit the amount of entertaining TV and games to one hour per week. Yes, per week. Video games take away time from reading, walking and other useful activities. 4. Five Words Each night -- Some students are participating in a fun activity: Find five new words and then look up definitions in a dictionary (or ask an adult) – then call Mr. Mac 954 646 8246. It’s my pleasure to hear their sentences. Students are working toward a “who learned the most words” certificate in January. This is a non-academic exercise (no academic points are earned) but it’s just fun. Over the holiday, 80 points can be earned (5 points per day) and the top 25% winners in each class will be announced. Everyone who participates will get their names on the 5-words bulletin board. YOU CAN FIND A LIST OF WORDS at www.freevocabulary.com and in any dictionary! 5. “Exercises” -- each student received a packet (a yellow work book, a purple work book, or a green workbook) and a photocopied set of sheets. These items are worth an extra 5 percent on the grade. Please encourage your student to complete these pages. Yes, it’s a lot of work, but it’s good for them! Any questions? 954 646 8246. It’s all extra credit and that’s good! SUMMARY 1. Continue reading and writing in the Home Journal. 2. Extra credit is given for at least one essay each week (choose any topic or look on www.teacherstoteachers.com for topics). 3. Avoid Entertaining TV and games – use time reading, walking, exercising or watching educational TV. 4. Call each night with 5 new words. 5. Complete the Exercises. (Yellow, Purple or Green workbook and other exercises). 5% Extra Credit! Other Extra Credit Exercises (15 minutes) a) Write a review of a movie. What is the lesson of the movie? Describe the main characters. What do they learn in the movie? b) Write an analysis of a song. Get the lyrics from lyricsdepot.com and ask: What is the main idea of the song? Why was it written? What is the main emotion (pain, sadness, joy)? Why is the song one of your favorites? Five new words. Call tonight 954.646.8246 Prize after 50 words! Put this list on your refrigerator. Add 5 new words each day. Call 954.646.8246 EACH DAY (every day) to register your new words. Date Word 1 Word 2 Word 3 Word 4 Word 5 Dec.18 19 --------------------------------------------------------------- 20 --------------------------------------------------------------- 21 --------------------------------------------------------------- 22 --------------------------------------------------------------- 23 --------------------------------------------------------------- 24 --------------------------------------------------------------- 25 YES --------------------------------------------------------------- 26 --------------------------------------------------------------- 27 --------------------------------------------------------------- 28 --------------------------------------------------------------- 29 --------------------------------------------------------------- 30 --------------------------------------------------------------- 31 --------------------------------------------------------------- Jan. 1 YES --------------------------------------------------------------- 2 --------------------------------------------------------------- 3 --------------------------------------------------------------- 4 --------------------------------------------------------------- 5 --------------------------------------------------------------- 6 --------------------------------------------------------------- 7 --------------------------------------------------------------- 8 --------------------------------------------------------------- 9 --------------------------------------------------------------- Back to school -- Adults -- you can check this list and ask, “Did you call Mr. Mac?” Learning doesn’t stop on holidays. Your brain never sleeps. You learn something new every day (not just on school days). If you miss calling today, you can make it up by calling with an extra word tomorrow. YES – Call on holidays and Sundays! --------------------------------------------------------------- MORE WORDS from Mr. Mac Yes, there is more to say.... UPDATE FROM THE READING TEACHER ----------------------------------------------------------- 1. School library: Each classroom has at least 100 books to encourage students to read. We welcome donations of books and book shelves. Your child is expected to have a book in his/her book bag READY for reading at 10 a.m. when it is time for the thirty minutes of sustained reading. Please remind your child that it is his/her responsibility to have a book already selected. The time for selecting the book is during lunch or after 3 p.m. The time for sustained reading is for reading, not searching for a new book. 2. Web sites and email accounts: Part of preparing the student for high school is equipping the student with Internet skills. These include creating and maintaining a web page and using an email account. The student earns a non-academic point for each email message that he/she sends to me each week (maximum of 5 international points per week). This non-academic point is awarded to encourage students to put their thoughts in an email message. 3. SECURITY: You are encouraged to monitor your child’s use of the Internet in your home. If your child says, “I’m sending an email message” or “I’m working on my web site,” please look over the child’s shoulder -- LOOK AT the ads that come in. Your child has been told NOT to click on ads, but I’ve found that a frequent reminder is needed. 4. Video Games on the Internet: At school, the students are not allowed to play video games during class time. Your child will receive an automatic Saturday detention for two hours for each instance when I find the student playing video games or card games during class time. The students have been warned by the teacher, but a reminder from home will be helpful. Students who enjoy these games tend to “automatically” start the game when they sit down to a computer. If I find one of those games on the computer during class time, there is no argument… detention on Saturday. Please support the school in this matter. 5. Recommendation for the Home: No video games during the week. It is suggested that you should limit your child’s playing of video games. There is no minimum daily requirement for eye-finger coordination or exercise. Millions of youths became adults in the age before video games (and they all survived just fine without video games). It is possible for your child to turn into a cool kid even if s/he does not play any videogames during the week. As the reading teacher, I request that you ban the playing of video games during week days. There’s PLENTY of homework and extra work. Video games after 9 p.m. on Friday until 6 p.m. on Sunday (no more than 1 hour of gaming during the week end) will be allowed. 6. NO MORE THAN 60 minutes of “forgettable” TV each day. Sitcoms, dramas, talk shows and entertainment shows are forgettable and are generally not educational. TV puts the mind into a passive mode. However, there are programs that engage the imagination. TV News and Public Television specials are helpful. Up to 2 hours per day of educational TV is OKAY (with an occasional three hours if there is something special). For example, if ROOTS is shown again, make sure you see the entire program. HOWEVER, if your child is watching HISTORY channel and CSPAN and CNN and PBS (public TV news) and NATURE, that could be 6 hours a day and that’s too much! I recommend only 30 minutes of forgettable TV and one hour of educational TV per day, including WEEKENDS. 7. READING…There is a CD with 600 books on it. AMAZING. The CD is available for $2 (you can buy it from Mr. Mac) and the entire amount is donated to the school’s student council. There’s enough material on the CD to keep your child busy until 2024. If you don’t have a computer in your home, you can use the CD in the library or at a friend’s house. The CD is “freeware” and permission is granted to burn copies of the CD. Please make copies for yourself and friends and spread these digital books. 8. OPTIONAL WORK: Optional work comes from my web site at www.teacherstoteachers.com and click on DATA. There are pages and pages of materials to read and activities to complete. The students get extra credit for completing these tasks…they need to print out or write out their answers and turn them in to Mr. Mac for extra credit. 9. DAILY HOMEWORK for READING: Every child must maintain a reading journal in the home. Read for 15 to 30 minutes, then write at least two sentences to summarize what happened so far. THIS IS THE MINIMUM. I recommend 45 minutes of reading every evening. 10. FOR STRUGGLING READERS… I was a struggling reader when I was in middle school. I used to read comic books because I needed pictures to help me to see the story. Eventually I also started to read the real books. I loved it when my mother read to me. I didn’t think it was cool to have someone read to me when I was in high school, but secretly I was a lazy reader. It helped my vocabulary when she read difficult words and then explained them to me with other examples. If your child does not like to sit for an hour to read, then you have a struggling reader and you should read to your child at least 30 minutes a day. Stop after 10 minutes and ask, “What happened so far? What do you think will happen next?” RECOMMENDED WEB SITES 1. Search for “nancy snyderman brain” on Google and then read the first two links. Fascinating about the differences in the brain between most men and most women. The link is also found by going to my web site (teachersTOteachers.com), clicking on DATA and then clicking on “BRAIN GAME.” 2. www.number2.com is a web site with FREE test practice. Yes, start now. Thank you for your attention to these matters. Mr. Mac, Reading Teacher Call me with your questions 954 646 8246 Downtown Academy of Technology and Arts www.oocities.org/teachers2teachers/data.html Here are some sample reprints from a similar type of test...This test comes from Massachusetts http://www.achievementinfo.com/2001ELA8/index.html Question #1 (Grade 8 Writing Prompt) Each year many children are involved in accidents while riding on their bikes, scooters, or while skateboarding, rollerblading, and skiing. Some people suggest that there should be a law requiring a person under the age of 16 to wear a helmet while engaging in any of these activities. Others disagree, arguing that wearing protective gear like helmets takes all the fun out of these sports. Imagine that Massachusetts is considering such a law. Your class has been assigned to write an essay for the state legislature. Your essay will be sent to lawmakers who will then decide whether to draft the new law and put it to a vote. WRITING ASSIGNMENT: Write a persuasive essay stating whether children under the age of 16 should be required to wear helmets while biking, scooting, skateboarding, rollerblading, and skiing. Give at least two reasons to support your position. Remember, you must argue in such a convincing manner that others will agree with you. The outcome of the state legislature's vote on helmets could be decided by your essay. We have a new attitude.... do you? Friends Can Achieve Together Families Collect Answers Together the newFCAT.com |
| TIP VISUAL LEARNERS: Draw a picture or circle the important words. Write on the column.... it's okay! TIP VERBAL and SOCIAL LEARNERS Write one or two words to help summarize each paragraph. Pretend that you are writing words for another person to read later (yourself, in about two minutes). EXERCISE: Create "thoughts" for each of these photos. What is the cat thinking? What is the bird thinking? Have fun! |
| TIP VISUAL: LEARNERS: Draw a picture or circle the important words. Write on the column.... it's okay! TIP VERBAL and SOCIAL LEARNERS Write one or two words to help summarize each paragraph. Pretend you are writing words for another person to read later (yourself, in about two minutes) |
Take a visual break Stretch Breathe Let's get back to work! Friends Collect Answers Together Are you working with a friend? If not, call one up and ask your friend to join you on this web page at www.oocities.org/ teachers2teachers/ datafcat |
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| A Quick Review of FCAT and other tips for two types of students
GO TO NEWFCAT.COM 1) Visual and Active learners Big Picture , they like to watch and do In math, they say “I need a picture” Hunter 2)Social and Interactive learners They like details and they like to TALK Farmer (someone who is consistent and reliable) In math, they look for too many details There are two types of people... RIGHT And LEFT Left Brain Organized , Details , FARMER School teacher , Librarian, Engineer Stay in line , Where is your pencil? Here’s my homework! Numbers are fun Memorize the multiplication tables. No fingers for addition Right brain Artist , HUNTER Big picture (is this important?) Creative , Not organized but convenient Numbers are a little confusing Memorizing is boring Fingers are fun to use… |
| What can we learn from the other way of learning?
FROM SOCIAL: It’s okay to discuss answers. Learn to talk to yourself or talk to a friend inside your head. FROM VISUAL: Draw a picture. Use your imagination. What are the problems in Math? Hunters usually do well in math, but need to go faster. Farmers need to act like hunters. They don’t have to cover EVERY possible detail. What are the problems in verbal exercises? HUNTERS Don’t see value in picky details with new words. FARMERS “I know a lot of words” so they think they don’t need to study. (Yes, you do!) What are the problems in WRITING? FARMERS are good writers because they usually discuss things with other farmers. They practice talking and they can learn to write the way they talk. DETAILS ARE GOOD. (problem – choose the right details) HUNTERS need to learn to tell more stories. Listen to Farmers and try to tell stories with DETAILS. This exercise is for you (on Mr. Mac's video program). METHOD. Turn off the volume. Do the exercise, but don’t listen to what the teacher is saying. When the clock stops… REWIND Then listen to how the teacher does the problem. VISUAL METHOD ON THE VIDEO Pictures and not a lot of details… VERBAL SOCIAL and INTERACTIVE method ON THE VIDEO Lots of talking and discussing alternatives...with details. |