TERM 1 STUDY GUIDE
Remember the syllabus that was issued to each student at the beginning of the term? Well, now it’s time to test your knowledge on the language arts skills that we English teachers have taught you throughout the term.
Objectives that were listed on your syllabus include: story elements (e.g. setting characters, character traits, plot, resolution, point of view); genres (e.g., fiction, nonfiction, poetry, biographies, autobiographies, plays); context clues to determine the meanings of unfamiliar or multiple meanings of words; infer the implied main idea from one or more related texts; author’s purpose (e.g. inform, entertain, persuade, describe); develop and apply expansive knowledge of words and word meanings to communicate; roots and affixes(e.g., non-, trans-, over-, anti-, inter-, super-, semi-, come-, ex-, il-, mid-, under-, sub) to determine and infer the meaning of unfamiliar words; analyze and evaluate vocabulary usage based on appropriateness for context and purpose (e.g., formal and informal language); recognize and generate an appropriate summary or paraphrase of the events or ideas in literary text, literary nonfiction, and informational text citing text-based evidence; analyze, interpret, compare, contrast, or respond to increasingly complex literary text, literary nonfiction, and informational text citing text based evidence; prepositions; language mechanics (capitalization and punctuation); grade-level spelling; letter writing (friendly and business letters).
Use this study guide to help you prepare for your common term assessment.
1. Story elements (e.g. setting characters, character traits, plot, resolution, point of view)
Study notes on story elements, flipcharts, and/or flashcards.
Milroy always wanted to fly. When he was eleven years old, he got a job helping out at the small airfield near home. He washed floors in the building, mowed grass-anything to be near the airplanes. Once, one of the pilots took him for a short flight.
What is the point of view of the paragraph?
A) first
B) second
C) third person limited
D) third person omniscient
Summer is the best time of the year for me. I like the heat even when it’s over 100 degrees in the shade. Then, I usually just go to the beach and swim all day. I don’t have to work in the summer, and that’s another reason that I like it.
What is the point of view of the paragraph?
A) first
B) second
C) third person limited
D) third person omniscient
2. Genres (e.g., fiction, nonfiction, poetry, biographies, autobiographies, plays)
Study your genre wheel. Know the characteristics of each genre.
“All Summer in a Day” is an example of which genre?
A. nonfiction B. poetry C. a play D. science fiction
The Chicago Bulls, previously the dullest team in the National Basketball Association, now have one of the top gate attractions in the league--Michael Jordan, an unstoppable "big guard" and a natural showman who occasionally swings to forward, creating excitement with almost his every move, especially when a game is in the balance. As a college player at the University of North Carolina, Jordan was, in the opinion of Coach Dean Smith, the best back-court offensive rebounder he had ever coached. Jordan was twice chosen College Player of the Year and was a unanimous All-American. In addition, he was the leading scorer on the American team that won the gold medal at the Pan American Games in Caracas, Venezuela, in 1983 and the co-captain of the Olympic team that took the gold in Los Angeles in 1984.
The above passage is an example of which genre?
A. autobiography B. biography C. poetry D. mystery
3. Context clues to determine the meanings of unfamiliar or multiple meanings of words
Determine how a word is used in a sentence.
Why did they object so strongly to your suggestion?
A) to express or feel disapproval, dislike, or distaste
B) anything that is visible
Which sentence uses the underline word in the same way?
Tim offered to race Sam to the corner.
A) The horses were in a race. B) I am part of the human race.
C) Will you race me to the corner?
4. Infer the implied main idea from one or more related texts
5. Author’s purpose (e.g. inform, entertain, persuade, describe)
The Underground Railroad was a secret organization which helped slaves escape to freedom. Many slaves were able to escape because of the conductors and station masters. he northern states were free states and slaves were free once thy arrived in the North. Secret codes and signals were used to identify the conductors and station masters.
The author wrote this selection to
A) persuade the reader to use the Underground Railroad
B) entertain the reader with a serious story about slavery
C) inform the reader about the Underground Railroad
D) persuade the reader to vote against slavery
What point of view is the above excerpt written in?
A) first person
B) second person
C) third person limited
D) third person omniscient
It was a glorious morning in Alabama. The sun was shining through the trees. Alan couldn’t wait to find his fishing pole and calls his friend Sam to go fishing. They had great times on these early morning fishing trips. They took their dogs with them and the dogs would swim in the lake while they fished. It was so funny to watch those dogs paddle around the lake.
The author wrote this selection to
A) inform the reader about Alabama’s beautiful scenery
B) persuade the reader to go fishing with friends and their dogs
C) entertain the reader with a story about a fishing trip
D) to warn the readers about sun protections
What point of view is the above excerpt written in?
A) first person
B) second person
C) third person limited
D) third person omniscient
6. Apply expansive knowledge of words and word meanings to communicate
7. Roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, come-, ex-, il-, mid-, under-, sub) to determine and infer the meaning of unfamiliar words
Study your word cell handout and word cell bellringer activities.
8. Analyze and evaluate vocabulary usage based on appropriateness for context and purpose (e.g., formal and informal language)
Study all bellringer examples of formal/informal language. Play the formal/informal review game located on teacher’s website.
*I would like to report an accident at the intersection of Maple and Vine.
*Why can’t we sag if we want to?
*See ya there.
*I am very interested in scheduling an appointment with Doctor Hall.
9. Recognize and generate an appropriate summary or paraphrase of the events or ideas in literary text, literary nonfiction, and informational text citing text-based evidence
Mark has a large collection of photographs of flyers. He has a large photograph of the first moon landing. He also has photos of the Wright Brothers and of Charles Lindbergh landing in Paris after crossing the Atlantic. He likes to build model airplanes in his free time.
Which best summarizes the passage?
A) Mark is very interested in the history of flight.
B) Mark has more photographs of baseball players than flyers.
C) Most of Mark’s photographs are not framed.
Harvey has a new metal detector that he uses on beaches to find coins for his coin collection. He spent fifty dollars to buy a book on valuable coins. He spent hundred of dollars last year buying coins for his collection.
Which best summarizes the passage?
A) To be a successful collector, you must be rich.
B) Harvey spends a lot of money on his coin collection.
C) Large collections are more valuable than small ones.
Where do you live? In the United States, most people live in cities. New York City on the East Coast and Los Angeles on the West each has over ten million people. There are many smaller cities too, like Paducah, Kentucky, and Sioux City, Iowa.
Which best summarizes the passage?
A) New York is on the East Coast
B) Most people live in cites
C) New York City and Los Angeles
Last summer was one of the hottest, driest on record. Day after day, the sun’s burning rays parched the ground. There was such a lack of rain that the soil cracked and the grass wilted.
Which sentence belongs in the summary?
A) Birds of all kinds flew to the area.
B) Fields and meadows lost their bright color as flowers died out.
C) The magnolia trees bloomed.
D) Winter would be there soon.
10. Prepositions
Study list of prepositions from page 446, preposition song sheet, all preposition handouts and bellringers. Be able to locate prepositions, prepositional phrases, and objects of prepositions. Don’t forget about infinitives! Remember they are not prepositional phrases!
1. We will take the test during our English class.
2. Eloise likes her iced tea with lemon.
3. After the race, the pit crew put the car back into the garage.
4. He wanted to take his girlfriend to the movies on Friday night.
11. Language mechanics (capitalization and punctuation)
Study capitalization rules handout, worksheets, and bellringers.
Comma Tips:
1. In a list of three or more items, place a comma after each item except the last.
My family has a German shepherd, a beagle, a bull terrier, and a coonhound.
2. Place a comma before a conjunction in a compound sentence.
I practiced my shooting on the court all summer, but I still couldn’t hit a three-pointer.
3. Place a comma after an introductory phrase or clause.
When Kendra yells, everyone listens.
4. Use commas to set off a phrase describing or renaming a noun or pronoun if it is not necessary to the meaning of the sentence.
SpongeBob, my favorite cartoon character, has a fan club I could join.
5. Use commas to set off parenthetical expressions.
Jackie, believe it or not, puts mustard on her pancakes.
6. Use commas to separate items in dates and addresses.
The first Memorial Day was celebrated in Columbus, Mississippi, on April 25, 1866.
Oprah was born January 29, 1954, and Elvis Presley was born January 8, 1935.
7. Use a comma after the salutation or closing of a friendly letter.
Dear Alice, Sincerely yours,
8. Use a comma with a direct address.
Nancy, could you please turn in your assignment? Will you go with us, Beth?
9. Use a comma after an introductory word in a sentence.
Well, I think I studied enough for the test. Yes, I know I will pass the test.
Interjections
Study the four types of sentences and end punctuation.
Study common abbreviations.
Quotation Marks: “Don’t forget your tickets,” said Mrs. Parks.
12. Grade-level spelling-Review term spelling list.
13. Letter writing (friendly and business letters)-Review parts of friendly and business letters on teacher’s website (letter generator links).
Dear Sue,
(1) I really enjoyed going to your party last weekend. (2) I especially liked playing and swimming in the pool. (3) Swimming pools are available in many different shapes and sizes. (3) Your mother cooked some delicious hotdogs for us to eat. (4) Thank you for inviting me. (5) Again some time in the future.
Which of the following sentences does not belong in the paragraph?
A. Sentence 1 B. Sentence 2 C. Sentence 3 D. Sentence 4
How can sentences 1 and 2 be combined into one sentence?
A. I really enjoyed going to your party last weekend; therefore, I especially liked playing and swimming in the pool.
B. I really enjoyed going to your party last weekend but I especially liked playing and swimming in the pool.
C. I really enjoyed going to your party last weekend while playing and swimming in the pool.
D. I really enjoyed going to your party last weekend, and I especially liked playing and swimming in the pool.
How can sentence 5 be written in a complete sentence?
A. I hope to visit you again some time in the future.
B. In the future I will visit you sometime.
C. Once again, some time in the future.
D. Can we in the future?