FCAT 2.0 Retake Prep

The test of success is not what you do when you are on top. Success is how high you bounce when you hit bottom. George S. Patton

ObjectivesO Define the Content Focus of the Fall 2011

and Spring 2012 Reading Retake FCAT 2.0.

O Define the importance of learning and executing effective Test Taking Strategies and behaviors.

O Demonstrate the ability to use the test taking strategy, PIRATES and/or appropriate strategies for answering Multiple Choice Questions on the Retake FCAT 2.0.

About the Test O FCAT 2.0 measures student achievement of the

Next Generation Sunshine State Standards (NGSSS) in Reading.

O Students who were in grade 10 and entered grade 9 in the 2009-10 school year were expected to score 1926 (FCAT Equivalent Score) or above in Reading for graduation purposes. (2011)

O In January 2012, the State Board of Education will approve the final FCAT 2.0 Achievement Levels (NEW cut scores) required for graduation purposes.

Content

O In 2011 the Content Focus for the Spring FCAT Reading Retake was aligned with the 1996 Sunshine State Standards (SSS) and divided into 4 Clusters. The NEW Reporting Categories are:

1. Vocabulary (15% - 25%)2. Reading Application (20% - 30%)3. Literary Analysis: Fiction and Nonfiction (20% -

30%)4. Informational Text/Research Process. (25% -

35%)

Reporting Category 1. Vocabulary

NGSSS Benchmark

Content Focus Points Possible

LA.910.1.6.3

Context Clues 5

LA.910.1.6.8

Analyze Words/Phrases 2

LA.910.1.6.9

Multiple Meanings 1

Includes: 10.1.6.7, 1.6.11

Reporting Category Point Total

8

Reporting Category 2. Reading Application NGSSS Benchmark

Content Focus Points Possible

LA.910.1.7.2

Author's Purpose 1

LA.910.1.7.3

Conclusions/inferences; Main Idea; Relevant Details

9

LA.910.1.7.4

Cause and effect 1

LA.910.1.7.5

Test Structure/Organizational Patterns

1

LA.910.1.7.7

Compare; Contrast 2

Reporting Category Point Total

14

Category 3. Literary Analysis: Fiction and Nonfiction

NGSSS Benchmark

Content Focus Points Possible

LA.910.2.1.5

Character development; Plot development

2

LA.910.2.1.7

Descriptive language; Figurative language

9

Includes: 10.2.2.1

Reporting Category Point Total

11

Category 4. Informational Text/Research Process NGSSS Benchmark

Content Focus Points Possible

LA.910.6.1.1

Text features 1

LA.910.6.2.2

Analyze and evaluate information; Determine the validity and reliability of information; Synthesize information

11

Reporting Category Point Total

12

Test Taking Strategies

OP: Put PIRATES on the test. OA: Allot time and prioritize test sections. OS: Say something positive. OS: Start within two minutes.

Step 1repare to Succeed

Step 2 Inspect the instructions OR: Read all the instructions carefully.OU: Underline what to do and where to do it. ON: Note any special requirements

Step 3Read, Remember, ReduceOREAD the whole question.

Even if you think you know the answer, there may be a better alternative.

OREMEMBER it with memory strategies.

OREDUCE your alternatives.

Step 4 Answer or Abandon

O If you know the answer, answer the question. Answer the easy questions 1st.

O If you are not sure, abandon it for a moment. Try not to get stuck on any hard questions. You will waste time and feel anxious. Go back to the harder ones later.

Step 5 Turn Back

OTurn back to abandoned items at the end of the test (use the ACE guessing techniques in Step 6)

OTell yourself to earn more points.

Step 6Estimate

O Avoid absolutes (e.g. “all”). Be alert for grammatical inconsistencies between the question and the potential answers.

O Choose the answer options most likely to be correct. This helps you take your ‘best guess’.

O Eliminate obviously incorrect answers 1st. If two alternatives are similar, one is likely to be correct; choose the best but eliminate choices that mean basically the same thing, and thus cancel each other out.

Step 7Survey

OSurvey the test. ODon’t leave any questions

unanswered. OAlways make ‘calculated’

guesses.OSwitch answers only if you are

sure they are wrong. In most cases your intuition is correct.

You Have Time

Do not be disturbed about other students finishing before you do.

Take your time, don’t panic, and you will do much better on the test.

Keep it Neat and Complete

REMEMBER - your answer booklet should be neat and complete. 1. Erase stray marks on the answer

booklet.2. Make sure you completely bubbled

in all answers. (No “donut” holes).3. Check that you’ve answered every

question.

Preparing for the Exam1. Review key FCAT Terms. 2. Read and practice answering “Released

Tests” for your grade level. (Reading Grade 10). Go to the Florida Department of Education’s Official Website and download the test to your computer. Work your way through it.

3. Focus on the types of “Sample Questions” you have the most difficulty with.

4. Practice “as if”. When studying, DO NOT use highlighters, pens, or listen to music. Simulate the required testing behaviors.

What to Do (and not to do) the Night Before

O Do get plenty of rest.O Do hydrate; drink plenty of water.O Do eat or drink a protein rich meal for

breakfast the day of the test (eggs, nuts, yogurt, protein shake).

O Do not overeat. It will make you drowsy.O Do not drink coffee or an energy drink as they

may make you jittery or cause a headache. Try green tea instead.

O Do stretch, take a few deep breaths or light – moderate exercise to relieve stress.

Activity 1 What are some examples of Context Clues?O With a partner, generate a list of 4 –

6 types of context clues that can be used to help you understand difficult vocabulary words in context.

O Share your ideas with the whole group.

REVIEW HOW TO USE THEM RETURN

Using Context CluesO AVOID following your 1st impulse. Do

not choose the answer that you immediately recognize because you are already familiar with the definition of a word.

O RETURN to the passage, find where the word is used, and REREAD that particular section – mentally replacing the answer choice you’ve chosen for the word being asked about.

Go to the example

Using Context Clues, cont.

Example: A passage states: “He was notorious for making decisions on the spur of the moment…”

Question: Which of the following words, if substituted for the word “notorious” would introduce the LEAST change in the meaning of the sentence? A. evil B. disturbed C. famous D. despised

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Six Types of Context Clues

1. Definition 2. Example-Illustration 3. Contrast 4. Logic 5. Root Words and Affixes 6. Grammar

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Definition

O Readers use the definition in the sentence to understand the unknown

Sample sentence:Some spiders spin silk with tiny organs called spinnerets.

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Example-Illustration

O Readers use an example or illustration to understand the unknown word

Sample sentence:Toads, frogs, and some birds are predators that hunt and eat spiders.

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Contrast

O Readers understand the unknown word because it is compared or contrasted with another word in the sentence

Sample sentence:Most spiders live for about one year, but tarantulas sometimes live for 20 years or more! RETURN

Logic

O Readers think about the rest of the sentence to understand the unknown word.

Sample sentence:An exoskeleton acts like a suit of armor to protect the spider.

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Root Words and Affixes

O Readers use their knowledge of root words and affixes to figure out the unknown word.

Sample sentence:People who are terrified of spiders have arachnophobia

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Grammar

O Readers use the word’s function in the sentence or its part of speech to figure out the unknown word.

Sample sentence:Most spiders molt five to ten times.

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Emotional WordsO Find words in the passage that are adjectives describing

emotions. O One strategy is to sort the words by (-) and (+).O Another strategy is to look throughout the passage for

attitude words that might convey a positive or negative attitude.

Example: Question: The author’s attitude on this topic is best described as: A. indignation B. eagerness C. impartiality D. fear

Finding Key Words RETURN

Finding Key wordsO Key words will be nouns or verbs in the question or

answer choices.O Scan through the passage quickly looking for

either those key words to be repeated in the passage, or their synonyms to appear in the passage.

O Be sure that you reread the answer choice and consider the context that it is in.

O Always try to connect the question to the right words in the passage that will allow you to save time in finding the right part of the passage to look in for the answer and will give you the key to the correct answer choice.

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Analyze Words/TextSample 1The sample item below is based on “Woman with Flower/Offspring” on page H–12.

Read these lines from “Woman with Flower.”

The leaf’s inclined to find its own direction;Give it a chance to seek the sunlight for itself.

Based on the rest of the poem, which sentence best restates the meaning of the lines above? A. The leaf isolates itself from other leaves.B. The leaf wants to create its own illusions.C. The leaf prefers to seek its own destination.D. The leaf avoids previously established paths.

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Word RelationshipsSample 2Sample Question for Grade 10

The sample item below is based on “Woman with Flower/Offspring” on page H–12.

Which phrase best describes both the gardener in “Woman with Flower” and the speaker of “Offspring”? A. devoted, but anxiousB. distressed, but cautiousC. attentive, but impracticalD. industrious, but indecisive RETURN

Multiple MeaningsSample 1: Sample Question for Grade 10

The sample item below is based on “Woman with Flower/Offspring” on page H–12.

Read these lines from “Woman with Flower.”

The leaf’s inclined to find its own direction;Give it a chance to seek the sunlight for itself.

In the lines above, what does the word inclined reveal about the leaf ? A. The leaf grows at an angle to find its own direction.B. The leaf bends down to find its own direction.C. The leaf hesitates to find its own direction.D. The leaf prefers to find its own direction.

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Multiple MeaningsSample 2: Sample Question for Grade 10The sample item below is based on “Quest-4 Cell Phone” on page H–13.

Read this excerpt from the User Manual.

To obtain a WEEK VIEW mode when in MONTH VIEW mode, simply highlight any day in the desired week and choose WEEK at the bottom left side of the display.

In which sentence does mode have the same meaning as used in the excerpt above? A. She reacted to the change in the mode of the teacher’s voice.B. The instructor asked the students to find the mode of a set of numbers.C. She switched the computer’s application from keyboard to voice mode.D. The subway is her favorite mode of transportation when she visits the city. RETURN

Getting into the Author’s Mind

A number of questions become much easier when you place yourself into the mind of the author of the passage. Ask yourself a few different questions:

O “Why did the author write this passage?” O “What was the author trying to say?” O What angle is the author taking?” O “What is the single most important point the author is trying to make?”

Strategy: Put yourself in the shoes of the author and imagine that you wrote the passage and try to identify what you were trying to describe and how you were trying to describe it.

GO TO Sample Question for Grade 10 RETURN

Author’s PurposeSample 1: Sample Question for Grade 10

The sample item below is based on “Walking” on page H–9.

What was the author’s purpose in writing this passage? to relate an outdoor walking experienceB. to emphasize the importance of observing natureC. to describe some of the changes that occur in natureD. to illustrate the interdependence among plants and animals

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Author’s PerspectiveSample 2: Sample Question for Grade 10

The sample item below is based on “Cutting Off the World’s Roof ” on page H–15.

The author of this article would most likely make the statement that mountains must A. move with Earth’s crust.B. crumble when faults occur.C. yield to the forces of nature.D. sink under their own weight.

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Conclusions/InferencesSample 1: Sample Question for Grade 10

The sample item below is based on “Cutting Off the World’s Roof ” on page H–15.

From reading the article, the reader can infer that the “world’s roof ” will A. be avoided by adventure seekers.B. increase in elevation in the future.C. continue to be studied by geologists.D. be affected by major fault movements.

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Relevant DetailsSample 2: Sample Question for Grade 10

The sample item below is based on “Walking” on page H–9.

According to the passage, the language of the Earth is A. visible and audible.B. silent and indescribable.C. heard at certain times of the year.D. learned through studying sunflowers.

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Conclusions/InferencesSample 3: Sample Question for Grade 10The sample item below is based on “Walking” on page H–9.

Based on the passage, which action will the narrator most likely take in the future? A. She will transplant the lonely sunflower to a place with fertile soil.B. She will collect seeds from the sunflowers along the unpaved road.C. She will return to the spot where the sunflower bloomed in the spring.D. She will explore a new walking path where numerous sunflowers grow. RETURN

Cause and EffectSample 1: Sample Question for Grade 10

The sample item below is based on “Cutting Off the World’s Roof ” on page H–15.

What caused Nicholas Brozovic´ and his fellow geologists to first believe that glaciers influence the height of mountain ranges?

A. models of mountain terrainB. analysis of prominent featuresC. pictures of Himalayan summitsD. measurements of various elevations RETURN

Breaking Down Passage Organization

In trying to understand the author’s perspective, you will sometimes be asked about how the passage is organized

O Note how the opening sentence in a passage or paragraph relates to the rest of the passage

O As you go through the answer choices for these organization problems, quiz yourself on each answer choice

A. He provides an example – Ask yourself, is there an example in the question? Don’t work exclusively from your memory. Make sure you can go back and actually find the example in the passage. B. He makes a comparison – Ask yourself, is there a comparison in the question? Again, go back to the passage and actually find the comparison being made and verify that it exists. C. He makes an acknowledgement – Ask yourself, where is the acknowledgement made and to whom? D. He discusses a theory – Ask yourself, which theory is being discussed?

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Text Structures/Organizational Patterns

Sample Question for Grade 10

The sample item below is based on "Cutting Off the World’s Roof " on page H–15.

How does Ken Howard organize the article "Cutting Off the World’s Roof "?

A, He writes mainly about his personal experiences.B. He describes differences between several theories.C. He answers questions about different mountain ranges.D. He persuades readers to accept one theory over another.Go to Breaking Down Passage Organization RETURN

Contrast Sample 1: Sample Question for Grade 10

The sample item below is based on “Quest-4 Cell Phone” on page H–13.

The “SYMBOLS” chart is different from the other text features in the User Manual because it

A. lists events in order of importance.B. illustrates how to input calendar dates.C. provides a key for categories of calendar entries.D. clarifies the operating instructions of the cell phone.

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Contrast Sample 2: Sample Question for Grade 10

The sample item below is based on “Woman with Flower/Offspring” on page H–12.

In “Offspring,” the images of nature in the first stanza differ from those in the second stanza. In the first stanza, the images A. are realistic.B. are extraordinary.C. refer primarily to the speaker.D. show the daughter’s dependence. RETURN

Theme Sample Question for Grade 10

The sample item below is based on “Woman with Flower/Offspring” on page H–12.

Which line from the poem “Woman with Flower” most clearly reveals its theme? A. “I wouldn’t coax the plant if I were you.”B. “And wait until it’s dry before you water it.”C. “Much growth is stunted by too careful prodding,”D. “The things we love we have to learn to leave alone.”

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Figurative LanguageSample Question for Grade 10The sample item below is based on “Walking” on page H–9.

Read this sentence from the passage.

It was a green and sleeping bud, raising itself toward the sun.

What literary device does the writer use in the sentence above?A. metaphor, comparing the sunflower to a tired childB. hyperbole, exaggerating the fast growth of the sunflowerC. personification, portraying the sunflower as a person waking upD. symbolism, representing the season of spring as a sunflower plant RETURN

Text Features Sample Question for Grade 10

The sample item below is based on “Quest-4 Cell Phone” on page H–13.

The use of bold-print words throughout the User Manual helps the reader to A, locate the required selections.B. categorize the individual tasks.C. identify the important information.D. understand the necessary functions.

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Determine the Validity and Reliability of Information

Sample Question for Grade 10

The sample item below is based on “Cutting Off the World’s Roof ” on page H–15.

What is the strongest evidence in support of the glacial erosion theory? A. The tallest mountains are those closest to the equator.B. The faults are forty miles long and several miles deep.C. Angles of mountain slopes increase below the snow line.D. Rocks of similar ages appear at different heights and locations.

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