WONDERS UNIT 1 ASSESSMENT: test break down &
items to review
PART I – reading, short written responses, and grammar: questions 1-40
READING:
A. Genres: realistic fiction, narrative nonfiction, biography, persuasive informational texts
B. Skills:
1. context clues/vocabulary words in context;
2. Greek roots (astro,
3. Homographs
4. Idioms
5. Text features – using illustrations, charts/graphs to draw conclusions
6. Prefixes
7. Setting – how can a setting affect the plot/outcome of a story
GRAMMAR:
A.
B.
C.
D.
E.
F.
G.
Interjections
Simple/compound subjects
Simple/compound predicates
Complex sentences
Compound sentences
Semicolons
Fragments and run-ons
OPEN RESPONSES/SHORT ANSWERS:
A. “what is the author’s view point of… provide text evidence”
B. Compare/contrast
C. **Text evidence is the key! Be able to pull text evidence to support answers.
PART II – Writing
A. Write a narrative essay; (based on the EQ from week 1 about “big ideas”)
A. GENRES
Realistic Fiction: Realistic Fiction tells about characters that are like people you might
know in real life. It also tells about everyday events that could happen in real life.
Realistic fiction includes descriptive details and dialogue (exact words that characters
say in quotation marks). Realistic fiction often includes ILLUSTRATIONS. These help you
get to know the characters and picture the setting of a story.
Narrative Nonfiction: uses text structure to tell about real people and real events. It
usually relates events in SEQUENCE, or the order in which they happened. Information
used to write narrative nonfiction may come from primary sources, which provide
firsthand information about topics or events. Examples include autobiographies and
letters. Information can also come from secondary sources, which retell, analyze, or
interpret information given in primary sources. Examples include textbooks and online
encyclopedias.
Biography: is a true story of a person’s life written by another person. It may be about
someone who lived in the past or someone who is alive today. They are written in the
THIRD person, which means they refer to their subjects by name or as “he” and “she”.
They may include text features such as illustrations, photographs, and captions.
Persuasive Informational Text: try to convince readers to support an idea. Authors of
persuasive articles usually state their POINTS OF VIEW clearly and then support those
positions with reasons and evidence. They typically include text features such as
headings, charts, and graphs. Headings give readers clues about the content of sections
within the article. The information presented in charts and graphs supports the author’s
position and helps clarify information in the text.
B. SKILLS
Context Clues/vocabulary words in context: words that are around the vocabulary
word that give a hint on the vocabulary word’s meaning. “OR” is a key word used in
obvious context clues.
Greek roots: astro: means “star”
Astronomy: study of the stars
meanings:
Find two more greek roots you know and their
Homographs: words that are spelled the same BUT have different meanings and might
sound different. Example: bass=fish and bass=instrument or close=nearby and close=to
shut Now come up with two other pairs of homographs and their definitions
Idioms: expressions that aren’t meant to be taken literally. Examples: “Two heads are
better than one” OR “shooting the breeze” Now come up with two other idioms on
your own:
Text Features- using illustrations, charts/graphs to draw conclusions
HINT: When looking at an illustration that is given in a story for the test, what
conclusions can you come up with?
Prefixes-a part of a word but not a word itself, that comes at the beginning of a word
and then often changes the meaning of the word compared to the meaning of the base
word. EXAMPLE: Re=again (reheat-heat it up again) OR Auto-self (autobiography or
automatic) Now come up with two more prefixes on your own. What is the prefix and
what does it mean? Give a word that has the prefix in it.
Setting: How can a setting affect the plot/outcome of a story? The setting is the time
period and place where a story or scene takes place. A setting can affect the plot if it
causes the characters to react and do something because of the setting: For example, in
The Mixed up Files of Mrs. Basil E. Frankweiler, one main setting is the Metropolitan
Museum of Art. This affects the plot and characters on how they act, how they have to
hide their stuff, behave, etc.
C. GRAMMAR
Interjections: exclamatory using an exclamation point at the end of the abrupt remark.
(doesn’t have to be a complete sentence if it is hooked on by a hypen) Example: -oh boy!
Or –dear me!
Simple/compound subjects: simple subject: ONE noun that is the subject of a sentence.
Compound subject: TWO OR MORE nouns that are the subject of a sentence.
Example of a simple subject: Mark began to take his test. Mark is the single subject
Example of a compound subject: Mark, Blake, and Steve began to take their tests.
Mark, Blake, Steve are the subjects of the sentence.
Simple/compound predicates: simple predicate: ONE verb that is the predicate of a
sentence. Compound predicate: TWO OR MORE verbs that are the predicates of a
sentence.
Example of a simple predicate: Mark flew through the test. Flew is the single predicate
Example of a compound predicate: Mark flew through the test but forgot to proofread
it. Flew and forgot are the predicates of the sentence.
Complex Sentences: is a sentence that has an independent clause and a dependent
clause connected with a SUBORDINATING conjunction. Example: Because I was so cold,
I grabbed my jacket. (must have a comma at the end of the last word of the dependent
clause) OR : I grabbed my jacket because I was so cold. (no comma needed when
subordinating conjunction is in the middle of the sentence.)
Compound Sentences: two independent clauses which are joined by a coordinating
conjunction (and, or, but) OR a semicolon if the two clauses are related in thought. Example:
They got to the game early and they got good seats. OR I would have received a better grade,
but my lack of studying affected my test.
Semicolons: I am going to the beach; it is so hot.
Fragments: an incomplete sentence; missing either a subject or a predicate
Example: The cold, strong wind (missing the predicate)
OR went through the back door (missing the subject)
Run-ons: two main clauses that are NOT separated by a period, semicolon, OR a
conjunction.
Example: It’s almost noon we aren’t going to make the show.
D. Open Responses on your stories/ Short Answers
What is the author’s view point of…..provide TEXT EVIDENCE! Text evidence is the key!!!
Be able to pull text evidence to support your answers.
Code words: I know this because; In the text it states…; For Example,; For instance, An
example of this is shown;
-You may use a direct quote, but you must use quotation marks.
Compare/Contrast – You will have a writeen response – you will need to show how they are
the same and how they are different. These two things have similarities and differences.
The similarities are… Be sure to back it up with examples.
PART II- WRITING
A. You will have four short written responses. These should be 2- 4 sentences. You must
back up your answers with text evidence.
B. You will have two longer written responses: You will need to indent, your answer
should be clear, organized, answering the question completely, and supported with
text evidence. Use your stories to prepare for these prompts. The two prompts are:
C. 1) Both clipper ships and steamboats were new forms of transportation when
first used. Compare and contrast steamboats with clipper ships using clear text
evidence. (Use Sailing the Seas and Fulton's Triumph)
D. 2) How does Brian change from the beginning of the passage to the end? Use
clear text evidence from the passage to support your answer. (Use Camping
Without a Phone.)