Meeting'the'Challenges'of'the'' GED 'Math'Test' '

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1 MeetingtheChallengesofthe GED MathTest AWorkshopfromtheGEDTestingService ResourcesfortheClassroom MartinKehe&BrianSmith December4,2015 GED andgedtestingservice areregisteredtrademarksoftheamericancounciloneducation.usedunderlicense. Copyright 2015GEDTestingServiceLLC.Allrightsreserved.

2 TableofContents MathPerformanceLevelDescriptors Level1! 3! MathPerformanceLevelDescriptors Level2! 5! SampleHighImpactIndicators MathematicalReasoning! 7! VerbalandVisualWordAssociation(Barton&Heidema,2002)! 8! UsingMPTVP1! 10! UsingMPTVP2! 11! Scaffolding! 14! ProblemPSolvingGraphicOrganizer! 16! FiveSimpleStrategiesonHowtoReadComplexTexts! 17! ResourcesfromtheWorldWideWeb! 19! Copyright2015GEDTestingServiceLLC.Allrightsreserved.GED andgedtesting Service areregisteredtrademarksoftheamericancounciloneducation(ace).theymaynot beusedorreproducedwithouttheexpresswrittenpermissionofaceorgedtestingservice. TheGED andgedtestingservice brandsareadministeredbygedtestingservicellc underlicensefromtheamericancounciloneducation. GEDTestingService 2 Copyright2015GEDTestingServiceLLC.Allrightsreserved.

3 2014 GED Test Resources 2014 GED Test - Mathematical Reasoning Performance Level Descriptors: Performance Level 1 This resource was created by GED Testing Service to help you understand the skills a testtaker needs to score at Performance Level 1 on the 2014 GED test Mathematical Reasoning. Test-takers who score at Performance Level 1 typically have a limited but developing proficiency in demonstrating skills in the following categories: number sense and computation, geometric measurement, data analysis and statistics, and algebraic expressions and functions. Test-takers who score in this performance level generally demonstrate the following skills: Quantitative problem solving with rational numbers Order fractions and decimals, including on a number line. Apply number properties involving multiples and factors at a limited and/or inconsistent level. Perform computations with and solve problems using rational numbers at a limited and/or inconsistent level. Write and compute with numerical expressions with squares, square roots, cubes, and cube roots of positive, rational numbers at a limited and/or inconsistent level. Compute unit rates at a limited and/or inconsistent level. Quantitative problem solving in measurement Compute the area and perimeter of triangles and rectangles, at a limited and/or inconsistent level. Determine side lengths of triangles, rectangles when given area or perimeter at a limited and/or inconsistent level. Represent, display, and interpret categorical data in tables and scatter plots. Algebraic problem solving with expressions and equations Compute with linear expressions at a limited and/or inconsistent level. Evaluate linear expressions. Write linear expressions and equations, at a limited and/or inconsistent level, when given written descriptions. Compute with polynomials at a limited and/or inconsistent level. Solve algebraic and real-world problems involving linear equations at a limited and/or inconsistent level. Solve real-world problems with inequalities at a limited and/or inconsistent level. Algebraic problem solving with graphs and functions Locate points in the coordinate plane at a limited and/or inconsistent level. Determine the slope of a line from a graph, equation, or table at a limited and/or inconsistent level. Interpret unit rate as the slope in a proportional relationship. GED and GED Testing Service are registered trademarks of the American Council on Education ( ACE ). They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED and GED Testing Service brands are administered by GED Testing Service LLC under license from the American Council on Education. 3

4 2014 GED Test Mathematical Reasoning Performance Level Descriptors: Level 1 (continued) For a linear or nonlinear relationship, sketch graphs and interpret key features of graphs and tables in terms of quantities at a limited and/or inconsistent level. Represent or identify a function in a table or graph as having exactly one output for each input. Evaluate linear and quadratic functions. In order to progress to Performance Level 2, test-takers need to continue to strengthen the skills listed in Performance Level 1, including: Apply number properties involving multiples and factors. Perform computations with and solve problems using rational numbers. Write and compute with numerical expressions with squares, square roots, cubes, and cube roots of positive, rational numbers. Compute unit rates. Compute the area and perimeter of triangles and rectangles. Determine side lengths of triangles and rectangles when given area or perimeter. Compute with linear expressions and polynomials. Write linear expressions and equations, when given written descriptions. Evaluate linear expressions. Solve algebraic and real-world problems involving linear equations and inequalities. Locate points in the coordinate plane. Determine the slope of a line from a graph, equation, or table. For a linear or nonlinear relationship, sketch graphs and interpret key features of graphs and tables in terms of quantities. And develop the following skills: Simplify numerical expressions with rational exponents. Identify absolute value of a rational number as its distance from 0 on the number line and determine the distance between two rational numbers on the number line. Determine when a numerical expression is undefined. Use scale factors to determine the magnitude of a size change, and convert between actual drawings and scale drawings. Compute the area and circumference of circles. Compute volume and surface area of 3-dimensional figures. Solve for height, radius, diameter, or side lengths of 3-dimensional figures, when given volume or surface area at a satisfactory level. Represent, display, and interpret categorical data in bar graphs, circle graphs, dot plots, histograms, and box plots. Calculate the median, mode, and weighted average, and calculate a missing data value, given the average and all the missing data values but one at a satisfactory level. Compute with rational expressions. Solve algebraic and real-world problems involving linear and quadratic equations and systems of linear equations. Graph linear equations in the coordinate plane. Write the equation of a line when given the slope and a point or two distinct points. Use slope to identify parallel and perpendicular lines and to solve geometric problems. GED Testing Service 4

5 2014 GED Test Resources 2014 GED Test - Mathematical Reasoning Performance Level Descriptors: Performance Level 2 This resource was created by GED Testing Service to help you understand the skills a testtaker needs to score at Performance Level 2 on the 2014 GED test Mathematical Reasoning. Test-takers who score at Performance Level 2 typically demonstrate a satisfactory proficiency in demonstrating skills in the following categories: number sense and computation, geometric measurement, data analysis and statistics, and algebraic expressions and functions. Test-takers who score in this performance level generally demonstrate the skills identified in Performance Level 1 as well as the following skills: Quantitative problem solving with rational numbers Apply number properties involving multiples and factors at a satisfactory level. Simplify numerical expressions with rational exponents. Identify absolute value of a rational number as its distance from 0 on the number line and determine the distance between two rational numbers on the number line. Solve real-world problems using rational numbers at a satisfactory level. Determine when a numerical expression is undefined. Write and compute with numerical expressions with squares, square roots, cubes, and cube roots of positive, rational numbers at a satisfactory level. Compute unit rates at a satisfactory level. Use scale factors to determine the magnitude of a size change, and convert between actual drawings and scale drawings. Solve two-step, arithmetic, real world problems involving ratios and proportions. Quantitative problem solving in measurement Compute the area and perimeter of triangles, rectangles, and polygons. Determine side lengths of triangles, rectangles, and polygons when given area or perimeter. Use the Pythagorean theorem to determine unknown side lengths in a right triangle. Compute volume and surface area of cylinders, cones, right pyramids, at a satisfactory level. Solve for height, radius, diameter, or side lengths of cylinders, cones, and right pyramids, when given volume or surface area at a satisfactory level. Represent, display, and interpret categorical data in bar graphs, circle graphs, dot plots, histograms, and box plots. Calculate the median, mode, and weighted average, and calculate a missing data value, given the average and all the missing data values but one at a satisfactory level. Use counting techniques to solve problems and determine combinations and permutations at a satisfactory level. GED and GED Testing Service are registered trademarks of the American Council on Education ( ACE ). They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED and GED Testing Service brands are administered by GED Testing Service LLC under license from the American Council on Education. 5

6 2014 GED Test Mathematical Reasoning Performance Level Descriptors: Level 2 (continued) Algebraic problem solving with expressions and equations Compute with and factor polynomials at a satisfactory level. Evaluate linear and polynomial expressions. Write linear, polynomial, and rational expressions, and linear and quadratic equations given written descriptions, at a satisfactory level. Compute with linear and rational expressions, at a satisfactory level. Solve real-world problems involving linear equations at a satisfactory level. Solve algebraic and real-world problems involving a system of two linear equations. Solve real-world problems involving inequalities and graph solutions on a number line at a satisfactory level. Solve quadratic equations in one variable with real solutions at a satisfactory level. Algebraic problem solving with graphs and functions Locate points and graph linear equations in the coordinate plane at a satisfactory level. Determine the slope of a line from a graph, equation, or table at a satisfactory level. For a linear or nonlinear relationship, sketch graphs and interpret key features of graphs and tables in terms of quantities at a satisfactory level. Write the equation of a line when given the slope and a point or two distinct points at a satisfactory level. Use slope to identify parallel and perpendicular lines and to solve geometric problems at a satisfactory level. Compare two different proportional relationships each represented in different ways at a satisfactory level. In order to progress to Performance Level 3, test-takers need to strengthen the skills listed in Performance Level 1 and Performance Level 2, including: Use scale factors to determine the magnitude of a size change, and convert between actual drawings and scale drawings. Solve two-step, arithmetic, real world problems involving ratios, proportions, and percents. Use counting techniques to solve problems and determine combinations and permutations. Write linear expressions given written descriptions. Solve inequalities. Use slope to identify parallel and perpendicular lines and to solve geometric problems. Compare two different proportional relationships or two linear or quadratic functions each represented in different ways. And develop the following skills: Compute the area and perimeter of composite figures. Determine the probability of simple and compound events. GED Testing Service 6

7 GEDTestingService 7 Copyright2015GEDTestingServiceLLC.Allrightsreserved. SampleHighImpactIndicators MathematicalReasoning AssessmentTargets Q.4Calculatedimensions,perimeter, circumference,andareaoftwou dimensionalfigures. Q.5Calculatedimensions,surfacearea, andvolumeofthreeudimensionalfigures. Indicators Q.4.aComputetheareaandperimeterof trianglesandrectangles.determineside lengthsoftrianglesandrectangleswhen givenareaorperimeter. Q.4.bComputetheareaandcircumference ofcircles.determinetheradiusordiameter whengivenareaorcircumference Q.4.cComputetheperimeterofapolygon. Givenageometricformula,computethearea ofapolygon.determinesidelengthsofthe figurewhengiventheperimeterorarea. Q.4.dComputeperimeterandareaof2UD compositegeometricfigures,whichcould includecircles,givengeometricformulasas needed. Q.5.aWhengivengeometricformulas, computevolumeandsurfaceareaof rectangularprisms.solveforsidelengthsor height,whengivenvolumeorsurfacearea. Q.5.bWhengivengeometricformulas, computevolumeandsurfaceareaof cylinders.solveforheight,radius,or diameterwhengivenvolumeorsurfacearea. Q.5.cWhengivengeometricformulas, computevolumeandsurfaceareaofright prisms.solveforsidelengthsorheight,when givenvolumeorsurfacearea. Q.5.dWhengivengeometricformulas, computevolumeandsurfaceareaofright pyramidsandcones.solveforsidelengths, height,radius,ordiameterwhengiven volumeorsurfacearea. Q.5.eWhengivengeometricformulas, computevolumeandsurfaceareaof spheres.solveforradiusordiameterwhen giventhesurfacearea. Q.5.fComputesurfaceareaandvolumeof composite3udgeometricfigures,given geometricformulasasneeded. Application Studentscan Identifythedimensionsofageometricfigurefromadiagram,thensubstitutethevalues forthosedimensionsintotheappropriateformulaforgeometricmeasurement,then calculatetheresultingnumericalexpression. Calculatetheperimeterofpolygons. Identifytheshapesthatcompriseacompositefigure.

8 VerbalandVisualWordAssociation(Barton&Heidema,2002) VocabularyTerm(s) VisualRepresentation! Definitions(s) PersonalAssociationora Characteristic GEDTestingService 8 Copyright2015GEDTestingServiceLLC.Allrightsreserved.

9 Definition(in(your(own(words Frayer Model Facts/characteristics Examples Word Nonexamples GEDTestingService 9 Copyright2015GEDTestingServiceLLC.Allrightsreserved.

10 UsingMPTVP1 Putyourselfinthelearner srole,whatstepsandprocesseswouldyouuseinorderto modelthefollowingproblem. AlgebraicSugarCane 10factoriesproducesugarcane.Thesecond producedtwiceasmuchasthefirst.thethirdand fourtheachproduced80morethanthefirst.thefifth producedtwiceasmuchasthesecond.thesixth produced40morethanthefifth.theseventhand eightheachproduced40lessthanthefifth.theninth produced80morethanthesecond.thetenth producednothingduetodroughtinaustralia.ifthe sumoftheproductionequaled11,700,howmuch sugarcanedidthefirstfactoryproduce? GEDTestingService 10 Copyright2015GEDTestingServiceLLC.Allrightsreserved.

11 UsingMPTVP2 Putyourselfinthelearner srole,whatstepsandprocesseswouldyouuseinorderto modelthefollowingproblem. Youarestandingbytheduckpondwithtwopails.Oneholds7gallonsandtheother holds3gallons.neitheroneofthemhasgallonmarkingsontheside.howcanyouget exactly5gallonsofwaterinthebigpail? 3 Gallons 7 Gallons GEDTestingService 11 Copyright2015GEDTestingServiceLLC.Allrightsreserved.

12 Modeling KU12TeachandLearningfromtheUniversityofNorthCarolinaSchoolofEducation HeathCoffey,Ph.D. Modelingisaninstructionalstrategyinwhichtheteacherdemonstratesanewconceptor approachtolearningandstudentslearnbyobserving. Theoryofmodelingasaninstructionalstrategy Researchhasshownthatmodelingisaneffectiveinstructionalstrategyinthatitallowsstudents toobservetheteacher sthoughtprocesses.usingthistypeofinstruction,teachersengage studentsinimitationofparticularbehaviorsthatencouragelearning. 1 Accordingtosocial learningtheoristalbertbandura, Learningwouldbeexceedinglylaborious,nottomention hazardous,ifpeoplehadtorelysolelyontheeffectsoftheirownactionstoinformthemwhatto do.fortunately,mosthumanbehaviorislearnedobservationallythroughmodeling:from observingothersoneformsanideaofhownewbehaviorsareperformed,andonlater occasionsthiscodedinformationservesasaguideforaction. 2 Researchhasshownthatmodelingcanbeusedacrossdisciplinesandinallgradeandability levelclassrooms. Typesofmodeling DispositionModeling Indispositionmodeling,teachersandstudentsconveypersonalvaluesorwaysofthinking. Althoughteachersmustbecarefulnottooffendandtobeinclusivewhenmodelingdispositions, thistypeofmodelingisimportantforfacilitatingthedevelopmentofcharacterandcommunity. Teacherscanmodeldesiredpersonalcharacteristicsbyactingwithintegrityandempathyand bysettinghighexpectations. Teacherswhoarecreative,diligent,wellUprepared,andorganized modelthekindsofstrategiesneededtosucceedintheworkforce. 3 TaskandPerformanceModeling Taskmodelingoccurswhentheteacherdemonstratesataskstudentswillbeexpectedtodoon theirown.thistypeofmodelinggenerallyprecedesactivitieslikescienceexperiments,foreign languagecommunication,physicaleducationtasks,andsolvingmathematicalequations.this strategyisusedsothatstudentscanfirstobservewhatisexpectedofthem,andsothatthey feelmorecomfortableinengaginginanewassignment. MetacognitiveModeling Metacognitivemodelingdemonstrateshowtothinkinlessonsthatfocusoninterpreting informationanddata,analyzingstatements,andmakingconclusionsaboutwhathasbeen learned.thistypeofmodelingisparticularlyusefulinamathclasswhenteachersgothrough multiplestepstosolveaproblem.inthistypeofmodelingteacherstalkthroughtheirthought processwhiletheydotheproblemontheboardoroverhead. ThisthinkingUoutUloudapproach, inwhichtheteacherplansandthenexplicitlyarticulatestheunderlyingthinkingprocess shouldbethefocusofteachertalk. 4 Thistypeofmodelingcanalsobedoneinareadingclass whiletheteacherasksrhetoricalquestionsormakescommentsabouthowtoanticipatewhatis comingnextinastory. GEDTestingService 12 Copyright2015GEDTestingServiceLLC.Allrightsreserved.

13 ModelingasaScaffoldingTechnique Whenusingmodelingasascaffoldingtechnique,teachersmustconsiderstudents positionin thelearningprocess.teachersfirstmodelthetaskforstudents,andthenstudentsbeginthe assignedtaskandworkthroughthetaskattheirownpace.inordertoprovideasupportive learningenvironmentforstudentswhohavelearningdisabilitiesorenglishlanguagelearners, teacherswillmodelthetaskmultipletimes. 5 StudentPCenteredModeling Teacherscanoftencallonstudentstomodelexpectedbehaviorsorthoughtprocesses.In studentucenteredmodeling,teachersengagestudentswhohavemasteredspecificconceptsor learningoutcomesinthetaskofmodelingfortheirpeers.thistypeofmodelingmakestheclass less teacherucentered, which,insomecases,providesamoresupportivelearning environmentforstudents. 6 Notes 1. Bandura,A.(1986).SocialFoundationsofThoughtandAction:ASocialCognitive.EnglewoodCliffs, NJ:PrenticeHall. 2. Bandura,A.(1977).SocialLearningTheory.NewYork:GeneralLearningPress.p Duplass,J.(2006).MiddleandHighSchoolTeaching:Methods,Standards,andBestPractices. Boston:HoughtonMifflinCompany.p Duplass,J.(2006).p Baldwin,M.,Keating,J.,&Bachman,K.(2006).TeachinginSecondarySchools:Meetingthe ChallengesofToday sadolescents.uppersaddleriver,nj:pearson. 6. Duplass,J.(2006).p.204. GEDTestingService 13 Copyright2015GEDTestingServiceLLC.Allrightsreserved.

14 Scaffolding KU12TeachandLearningfromtheUniversityofNorthCarolinaSchoolofEducation HeathCoffey,Ph.D. Scaffoldingisaninstructionaltechnique,associatedwiththezoneofproximaldevelopment,in whichateacherprovidesindividualizedsupportbyincrementallyimprovingalearner sabilityto buildonpriorknowledge.scaffoldingcanbeusedinavarietyofcontentareasandacrossage andgradelevels. Scaffoldingintheclassroom Whenusingscaffoldingasaninstructionaltechnique,theteacherprovidestasksthatenablethe learnertobuildonpriorknowledgeandinternalizenewconcepts.accordingtojudyolsonand JenniferPlatt,theteachermustprovideassistedactivitiesthatarejustonelevelbeyondthatof whatthelearnercandoinordertoassistthelearnerthroughthezoneofproximal development. 1 Oncelearnersdemonstratetaskmastery,thesupportisdecreasedandlearners gainresponsibilityfortheirowngrowth. Inordertoprovideyounglearnerswithanunderstandingofhowtolinkoldinformationor familiarsituationswithnewknowledge,theinstructormustguidelearnersthroughverbaland nonverbalcommunicationandmodelbehaviors.researchonthepracticeofusingscaffoldingin earlychildhooddevelopmentshowsthatparentsandteacherscanfacilitatethisadvancement throughthezoneofproximaldevelopmentbyprovidingactivitiesandtasksthat: Motivateorenlistthechild sinterestrelatedtothetask. Simplifythetasktomakeitmoremanageableandachievableforachild. Providesomedirectioninordertohelpthechildfocusonachievingthegoal. Clearlyindicatedifferencesbetweenthechild sworkandthestandardordesired solution. Reducefrustrationandrisk. Modelandclearlydefinetheexpectationsoftheactivitytobeperformed. 2 Intheeducationalsetting,scaffoldsmayincludemodels,cues,prompts,hints,partial solutions,thinkualoudmodeling,anddirectinstruction. Eightcharacteristicsofscaffolding JamieMcKenziesuggeststhatthereareeightcharacteristicsofscaffoldinginstruction.Inorder toengageinscaffoldingeffectively,teachers: Providecleardirectionandreducestudents confusion.priortoassigninginstructionthat involvesscaffolding,ateachermusttrytoanticipateanyproblemsthatmightariseand writestepubyustepinstructionsforhowlearnersmustcompletetasks. Clarifypurpose.Scaffoldingdoesnotleavethelearnerwonderingwhytheyare engaginginactivities.theteacherexplainsthepurposeofthelessonandwhythisis important.thistypeofguidedinstructionallowslearnerstounderstandhowtheyare buildingonpriorknowledge. Keepstudentsontask.Studentsareawareofthedirectioninwhichthelessonis heading,andtheycanmakechoicesabouthowtoproceedwiththelearningprocess. Offerassessmenttoclarifyexpectations.Teacherswhocreatescaffoldedlessonsset forthclearexpectationsfromthebeginningoftheactivityusingexemplars,rubrics. Pointstudentstoworthysources.Teacherssupplyresourcesforresearchandlearning todecreaseconfusion,frustration,andwastedtime. GEDTestingService 14 Copyright2015GEDTestingServiceLLC.Allrightsreserved.

15 Reduceuncertainty,surprise,anddisappointment.AwellUpreparedactivityorlessonis testedorevaluatedcompletelybeforeimplementationtoreduceproblemsandmaximize learningpotential. Deliverefficiency.Littletimeiswastedinthescaffoldedlesson,andalllearninggoals areachievedefficiently. Createmomentum.Thegoalofscaffoldingistoinspirelearnerstowanttolearnmore andincreasetheirknowledgeandunderstanding. 3 MarthaLarkinsuggeststhatthereareeightguidelinesthatteachersmostcommonlyfollow whendevelopingscaffoldedlessons. 4 Accordingtoresearchintheareaofscaffolding,teachers often: Focusoncurriculumgoalstodevelopappropriatetasks. Defineasharedgoalforallstudentstoachievethroughengagementinspecifictasks. Identifyindividualstudentneedsandmonitorgrowthbasedonthoseabilities. Provideinstructionthatismodifiedoradaptedtoeachstudent sability. Encouragestudentstoremainfocusedthroughoutthetasksandactivities. Provideclearfeedbackinorderforstudentstomonitortheirownprogress. Createanenvironmentwherestudentsfeelsafetakingrisks. Promoteresponsibilityforindependentlearning. Advantagesanddisadvantagesofscaffolding Thistypeofinstructionhasbeenpraisedforitsabilitytoengagemostlearnersbecausetheyare constantlybuildingonpriorknowledgeandformingassociationsbetweennewinformationand concepts.additionally,scaffoldingpresentsopportunitiesforstudentstobesuccessfulbefore movingintounfamiliarterritory.thistypeofinstructionminimizesfailure,whichdecreases frustration,especiallyforstudentswithspeciallearningneeds. 5 Althoughscaffoldingcanbemodifiedtomeetthelearningneedsofallstudents,thisisalso disadvantageousbecausethistechnique,whenusedcorrectly,isincrediblytimeuconsumingfor teachers.scaffoldingalsonecessitatesthattheteachergiveupsomecontrolintheclassroom inorderforlearnerstomoveattheirownpace.teacherswhoengageinscaffoldingasa teachingstrategymustbewellutrainedinordertocreateeffectiveactivitiesandtasksforall students. 6 Notes 1. Olson,J.andPlatt,J.(2000). TheInstructionalCycle. TeachingChildrenandAdolescentswith SpecialNeeds(pp.170U197).UpperSaddleRiver,NJ:PrenticeUHall,Inc. 2. Bransford,J.,Brown,A.,&Cocking,R.(2000).HowPeopleLearn:Brain,Mind,andExperience& School.Washington,DC:NationalAcademyPress. 3. McKenzie,J.(2000). ScaffoldingforSuccess. [Electronicversion]BeyondTechnology,Questioning, ResearchandtheInformationLiterateSchoolCommunity.Dateaccessed:21February,2009 fromhttp://fno.org/dec99/scaffold.html 4. Larkin,M.(2002). UsingScaffoldedInstructiontoOptimizeLearning. ERICClearinghouse.ED VanDerStuyf,R.(2002)."ScaffoldingasaTeachingStrategy."Dateaccessed:21February, VanDerStuyf,R.(2002). GEDTestingService 15 Copyright2015GEDTestingServiceLLC.Allrightsreserved.

16 ProblemPSolvingGraphicOrganizer Readtheproblem HighlightorcircleAllthekeywordsinthe problem Rewritetheproblem Considerthestrategiesandmakeaplan Whatstrategy/strategieswillyouuse? Tryoutyourplanandsolvetheproblem Showallyourworkandexplainyoursteps Lookback Thinkabouttheproblem Whatistheproblemreallyasking Didyouanswerthequestion?Doesyouranswermakesense?Checkouranswer, GEDTestingService 16 Copyright2015GEDTestingServiceLLC.Allrightsreserved.

17 GEDTestingService 17 Copyright2015GEDTestingServiceLLC.Allrightsreserved. FiveSimpleStrategiesonHowtoReadComplexTexts 1.Numbertheparagraphs TheCommonCoreasksstudentstobeabletociteandrefertothetext.Onesimplewaytodo thisisbynumberingeachparagraph,sectionorstanzainthelefthandmargin.whenstudents refertothetext,requirethemtostatewhichparagraphtheyarereferringto.therestofthe classwillbeabletoquicklyfindthelinebeingreferredto. 2.Chunkthetext. Whenfacedwithafullpageoftext,readingitcanquicklybecomeoverwhelmingforstudents. Breakingupthetextintosmallersections(orchunks)makesthepagemuchmoremanageable forstudents.studentsdothisbydrawingahorizontallinebetweenparagraphstodividethe pageintosmallersections. Atthebeginningoftheyear,grouptheparagraphsintochunksbeforehandingoutthe assignment.lookattheparagraphstoseewherenaturalchunksoccur.paragraphs1u3maybe thehookandthesisstatement,while6u8maybetheparagraphswheretheauthoraddresses theopposition.itisimportanttounderstandthatthereisnorightorwrongwaytochunkthetext, aslongasyoucanjustifywhyyougroupedcertainparagraphstogether. Bytheendoftheyear,letgoofthatresponsibilityandaskstudentstochunkthetextontheir own.theynumbertheparagraphsthenmustmakedecisionsaboutwhatparagraphswillbe groupedtogether.usually,mostoftheclassisverysimilarinthewaytheychunkedthetext. 3.Underlineandcircle withapurpose. Tellingstudentstosimplyunderline theimportantstuff istoovague. Stuff isnotaconcrete thingthatstudentscanidentify.instead,directstudentstounderlineandcircleveryspecific things.thinkaboutwhatinformationyouwantstudentstotakefromthetext,andaskthemto lookforthoseelements.whatyouhavestudentscircleandunderlinemaychangedepending onthetexttype. Forexample,whenstudyinganargument,askstudentstounderline claims Ubeliefstatements thattheauthorismaking.studentswillquicklydiscoverthattheauthormakesmultipleclaims throughouttheargument. Whenstudyingpoetry,studentscouldunderlinetheimagerytheyfindthroughoutthepoem. Circlingspecificitemsisalsoaneffectiveclosereadingstrategy.Havestudentscircle Key terms inthetext.definekeytermsaswordsthat:1.aredefined.2.arerepeatedthroughout thetext.3.ifyouonlycircledfivekeytermsintheentiretext,youwouldhaveaprettygoodidea aboutwhattheentiretextisabout. Havestudentscirclethenamesofsources,powerverbs,orfigurativelanguage. Providingstudentswithaspecificthingyouwantthemtounderlineorcirclewillfocustheir attentiononthatareamuchbetterthan underliningimportantinformation. 4.Leftmargin:WhatistheauthorSAYING? Itisn tenoughtoaskstudentsto writeinthemargins.beveryspecificandgivestudentsa gameplanforwhattheywillwrite.thisiswherethechunkingcomesintoplay. Askstudentstosummarizeeachchunk.Demonstratehowtowritesummariesin10Uwordsor less.thechunkingallowsthestudentstolookatthetextinsmallersegments,andsummarize whattheauthorissayinginjustthatsmall,specificchunk.

18 5.Rightmargin:Digdeeperintothetext IntherightUhandmargin,directstudentstocompleteaspecifictaskforeachchunk.Thismay include: UseapowerverbtodescribewhattheauthorisDOING.(Forexample:Describing, illustrating,arguing,etc.)note:itisn tenoughforstudentstowrite Comparing andbe done.whatistheauthorcomparing?abetteranswermightbe: Comparingthe characterofmontagtocaptainbeatty. Representtheinformationwithapicture.Thisisagoodwayforstudentstobecreative tovisuallyrepresentthechunkwithadrawing. Askquestions.Whenmodeled,studentscanbegintolearnhowtoaskquestionsthatdig deeperintothetext.usethesequestionsastheconversationdriver. Therearemanyotherthingsstudentscanwriteinthemargins.Modelandteachthese strategiessothatstudentswillhaveanideaofwhattowritewhentheyareontheirown. AdaptedfromFiveclosereadingstrategiestosupporttheCommonCore.Allam,C(2012,June 11). GEDTestingService 18 Copyright2015GEDTestingServiceLLC.Allrightsreserved.

19 ResourcesfromtheWorldWideWeb ReasoningthroughLanguageArts AspenInstitute.Materialsforteachingclosereadingskillsthataretiedtostandards.Thissite alsoprovidesleadershipmaterials. NEWSELA.Thiswebsiteisaninnovativewaytobuildreadingcomprehensionwithnonfiction throughdailynewsarticles. ProCon.org.Awebsitethatprovidesbothsidesoftheargument.Usefulforuseinteaching argumentativewriting. MathematicalReasoning AnnenbergLearner.Coursesofstudyinsuchareasasalgebra,geometry,andrealUworld mathematics.theannenbergfoundationprovidesnumerousprofessionaldevelopment activitiesorjusttheopportunitytoreviewinformationinspecificareasofstudy. GettheMath.HowalgebraisusedinrealUworldsituations. math/ KeyElementstoAlgebraSuccess46lessons,homeworkassignments,andvideos. TheMathDude.Afullvideocurriculumforthebasicsofalgebra. NationalLibraryofVirtualManipulativesforMathUAlltypesofvirtualmanipulativesorcan bepurchasedasadvd.thisisagreatsiteforstudentswhoneedtoseethe why ofmath. SocialStudies AnnenbergInteractives.Accesslessonsandactivitiesforallareasoflearning. DocsTeach Thissiteincludeslinkstoprimarysources,lessonplans,activityideas,and templatetobuildyourownlessons. NationalArchivesandRecordsAdministration.ThewebsiteoftheNationalArchives.All typesofeducationalunitsandcopiesofnationaldocumentsareavailablefromthis governmentalsite. TheLibraryofCongress.TheLibraryofCongresshashistoricdocuments,aswellastimelines andarticlesthatcanbedownloadedforclassroomuse. GEDTestingService 19 Copyright2015GEDTestingServiceLLC.Allrightsreserved.

20 TeachingwiththeLibraryofCongressUBlog ClassroomMaterials PrimarySourceSetsfromtheLibraryofCongress Science ABCScience.News,videoclips,games,andlotsofactivitiesforthescienceclassroomfrom theamericanbroadcastingcompany. Annenberg:TheHabitablePlanet.TheHabitablePlanetisamultimediacourseforhigh schoolteachersandadultlearnersinterestedinstudyingenvironmentalscience.thewebsite providesaccesstocoursecontentandactivitiesdevelopedbyleadingscientistsand researchersinthefield. DiscoveryChannel.Thewebsitehaslotsmoreinformationthaneventhechannel.Lotsof interactivitywithexcellentvideos,interactivity,andhighulevelgames. Edheads.Anorganizationthatprovidesengagingwebsimulationsandactivities. Currentactivitiesfocusonsimulatedsurgicalprocedures,cellphonedesign(with marketresearch),simpleandcompoundmachines,andweatherprediction. HowStuffWorks.Everwonderedwhyacdworks?Howaboutthetenmythsaboutthebrain? Howaboutwhatwouldhappenifyouputsugarinyourgastank?Aninterestingsciencesite filledwithrealuworldinformation. SteveSpangler.Thissitehaslotsoffreeexperimentsandvideosforuseintheclassroom. TheWhyFiles.UniversityofWisconsin,BoardofRegents.Realworldarticlestosupportall areasofscience.clickonthe WhyFilesinEducation. WeatherClassroom.TheWeatherClassroompresentsallkindsofonlineinteractive resourcesforstudentsandteacherstworthinvestigating. StayinTouch! GEDTestingService GED Facebook YouTubechannel GEDTestingService 20 Copyright2015GEDTestingServiceLLC.Allrightsreserved.

21 ! GED andgedtestingservice areregisteredtrademarksoftheamericancounciloneducation.usedunderlicense. Copyright 2015GEDTestingServiceLLC.Allrightsreserved.