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FCAT PACKET

7th Grade

This packet belongs to _____________________________________

Decorate your packet with a picture of yourself being successful on the FCAT!

I worked so hard and met the challenge of the FCAT!

Alliteration

Allusions

Analyze

Authors Purpose

Bias

Captions

Cause and Effect

Character Development

Character point of view

Charts

Compare/Contrast

Conclusions

Conflict (internal/external)

Context Clues

Describe

Diagrams

Distractor

Entertain

Essential Message

Evaluate

Excerpt

Explain

Figurative Language

Formulate

Graphs

Headings

Hyperbole

Illustrations

Imagery

Inference

Inform

Irony

Italicized

Main Idea

Metaphor

Mood

Multiple Meaning Words

Multiple text

Onomatopoeia

Paraphrase

Personification

Perspective

Persuade

Plot Development

POO: Definition/Explanation

POO: Listing/description

POO: Patterns of Organization/Organizational Pattern

POO: Question/answer

POO: spatial

POO:Argument/support

POO:Chronological order

POO:Patterns of Organization/Organizational Pattern

Predict

Relevant

Reliability

Sections

Similarities/Differences

Simile

Story: Resolution

Story: Setting

Story:Rising action

Subheadings

Subtitles

Summarize

Summary Statement

Support

Synthesize (within/across text)

Tables

Text boxes

Text Features

Theme

Tone

Trace

Validity

Word Choice

Word Part: Suffixes

Word Part: Prefixes

Word Parts: Root Word (affixes/stems)

Quick FCAT Tips

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from THE LITTLE MERMAID

FAR out in the ocean, where the water is as blue as the prettiest cornflower, and as clear as crystal, it is very, very deep; so deep, indeed, that no cable could fathom it: many church steeples, piled one upon another, would not reach from the ground beneath to the surface of the water above. The water is a priceless diamond. There dwell the Sea King and his subjects. Sand, salty sea-foam and soft sunshine splash the summer air. We must not imagine that there is nothing at the bottom of the sea but bare yellow sand. No, indeed; the most singular flowers and plants grow there; the leaves and stems of which are so pliant, that the slightest agitation of the water causes them to stir as if they had life. The seaweed dances for joy on the sea floor. Fishes, both large and small, glide between the branches, as birds fly among the trees here upon land. In the deepest spot of all, stands the castle of the Sea King. Its walls are built of coral, and the long, gothic windows are of the clearest amber. The roof is formed of shells, that open and close as the water flows over them. Their appearance is very beautiful, for in each lies a glittering pearl, which would be fit for the diadem of a queen.

1. Find two similes.

2. Find one metaphor.

3. Find one example of hyperbole.

4. Find one example of personification.

5. Find an example of alliteration.

6. Find an example of onomatopoeia.

7. Based on context clues, what do you think a diadem is?

On Your Own

8. Write your own simile describing a baby.

9. Write your own metaphor describing an athlete.

10. Write your own personification describing a tree.

11. Write your own hyperbole describing how tall someone is.

12. Write a sentence that includes alliteration. It can be anything.

13. In your own words what is onomotopia?

The Growth Mindset

Research has found that the beliefs and attitudes held by students when they begin middle school have a strong influence on their achievement over these critical years. In particular, the research found that students who believed that their intelligence was something that they could develop and increasewhat we term a growth mindsetalso held many other positive attitudes. First, believing that their ability could be increased, they valued learning as a goal, even when it involved hard work or initial errors or failures. They also believed in the effectiveness of effortthat is, they viewed effort in a positive way and felt that they had the ability, through their own efforts, to learn and master new material. When they had difficulty in a subject, they explained why they had difficulty in a useful wayrather than just saying, Im not smart enough, or I just cant do math, they explained their difficulty as due to lack of effort or inadequate strategy. And they responded with more positive, effort-based strategies to work harder and spend more time on the subject instead of giving up. Even more striking, students with a growth mindset had an upward trajectory in mathematics grades over seventh and eighth grade, while those who viewed their intelligence as a fixed quality did not. This was true even though students had equal levels of prior achievement: students who believed that their intelligence was flexible and changeable did better than did equally able students who viewed their intelligence as an unchangeable, fixed entity. This was true for students at all levels of ability.

Research on Learning and the Brain

Research shows that the brain is in fact much more changeable than previously thought. It was once believed that the brain did not grow new cells, and that there were severe limitations on the malleability, or flexibility, of the brain after early childhood. But in the past few decades, research has shown that learning causes substantial changes in the brains of both animals and human beings throughout life. Thinking occurs in the brain through the chemical communication of nerve cells connected in a complex network. With learning, the cells of the brain develop new connections between them, and existing connections become stronger. Studies in brain imaging have shown that when people practice and learn new skills, the areas of the brain responsible for those skills actually become larger and denser with neural tissue, and that new areas of the brain become active when performing related tasks. Furthermore, it has been found that the brain continues to grow new nerve cells, or neurons, daily, and that this process speeds up when a lot of active learning is occurring. Thus, the brain has the capacity to develop throughout life. However, this development depends on the stimulation of challenge and learning. This fact makes it all the more critical that students be given challenging material and motivated to apply effort and take an active role in learning. Instructor-Led Intervention Approach: Teaching a Growth Mindset Would it be possible to improve students motivation and achievement by teaching them a growth mindset? In a pilot study we did just that by teaching middle school students about what has been learned about the flexibility of the brain to develop and grow new networks with challenge and learning.

1. What is the main idea of this passage?

2. What is a growth mindset?

3. How could having a growth mindset help you?

4. How could the information in this article help you be successful on the FCAT?

5. What information did you learn about the potential of the human brain?

6. Using context clues what does trajectory mean?

The Ant and the Grasshopper

In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest.

"Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that way?"

"I am helping to lay up food for the winter," said the Ant," and recommend you to do the same."

"Why bother about winter?" said the Grasshopper; we have got plenty of food at present." But the Ant went on its way an