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ACT ACT ACT ACT

ACT ACT ACT ACT. More Review. This Week’s Schedule . Monday – Individual Oral Presentations Tuesday – PSAE/ACT Review Wednesday – PSAE Thursday – PSAE Friday –Post-PSAE Cele bration. What is the PSAE?. DAY 1 – ACT DAY 2 – Work Keys Prairie State Achievement Exam

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ACT ACT ACT ACT

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  1. ACT ACT ACT ACT More Review

  2. This Week’s Schedule • Monday – Individual Oral Presentations • Tuesday – PSAE/ACT Review • Wednesday – PSAE • Thursday – PSAE • Friday –Post-PSAE Celebration

  3. What is the PSAE? • DAY 1 – ACT • DAY 2 – Work Keys • Prairie State Achievement Exam • Combines your scores from the ACT and WorkKeys to determine if YOU meet the Illinois Standard • Graduation requirement • Senior promotion requirement

  4. ACT • English • Math • Reading • Science • Writing • How many questions and how long?

  5. ACT • English- 75 questions, 45 minutes, Punctuation, Grammar, Sentence Structure, Style, Organization • Math- 60 questions, 60 minutes, Easy  Hard, Pre-Algebra (14Q), Elementary/Intermediate Algebra (19Q), Geometry (23Q), Trig (4Q) • Reading- 40 questions, 35 minutes… pacing is KEY!, 4 passages (8-9 min/passage),Main Idea, Vocabulary, Development, Voice, Implied Idea, Explicit Detail, Application • Science- 40 questions, 35 minutes, Interpretation of graphs & charts, Data representation (15Q), Research Summary (18Q), Conflicting Viewpoint (7Q)

  6. Reading Strategy • Know how many passages you can do • Choose your passages based on your interest • Humanities, Prose Fiction, Natural Science, and Social Science • Take your time on the passages you have and when 5 minutes is called, bubble in the remaining passages with your LETTER OF THE DAY

  7. Work Keys • 50% of your PSAE score • What does this test? • Get half of the questions right and you can get a certificate, which is GREAT for your resume and job interviews

  8. Tips from Seniors/Ms. Moylan • GUESS/DO NOT LEAVE ANY BUBBLE BLANK – Make sure you have a LETTER OF THE DAY • Have a positive attitude • Get enough sleep (go to bed by 10pm) • Eat breakfast • Show up prepared and on time • Take deep breaths • Wear a watch for time management

  9. Affect/Effect Effect Think: “to influence” MOST of the time = verb The heat affected her mood. The bad news affected her spirit. Think: as a result MOST of the time = noun The effect was eye-popping. The sound effects were amazing. Affect

  10. Affect/Effect • The Midwest has been severely _____ by the flooding this spring. (affected/effected) • The fire in the apartment building _____ over 20 families. (affected/effected) • How will the new president _____ the economy? (affect/effect) • The new seat belt law will go into ____ on May 31. (affect/effect) • The _____ of the tornado was awful. (affect/effect)

  11. Comma Splice • She obviously chose that candy bar, she is a sucker for chocolate. • Separate two independent clauses. • She obviously chose that candy bar; she is a sucker for chocolate. • She obviously chose that candy bar. She is a sucker for chocolate.

  12. To fix or not to fix… • Since the music outside effected Staci’s mood. She was now smiling instead of crying. • Who’s money is that? • Chad goes to the grocery store and got: milk, eggs, cheese and bread. • My mom is mad at me, I got home late.

  13. Answers • Since the music outside AFFECTED Staci’s mood, she was now smiling instead of crying. • Whose money is that? • Chad went to the grocery store and got several groceries: milk, eggs, cheese and bread. • My mom is mad at me; I got home late.

  14. ACT • The student felt capable to do very well on the ACT exam. • A: NO CHANGE • B: capable of doing very well on the ACT exam. • C: capable to doing well on the ACT exam. • D: capable in doing well on the ACT exam. • The artist was totally aiming for perfection. • A: NO CHANGE • B: tried super hard • C: made a lot of efforts • D: aimed

  15. ACT • The student felt capable to do very well on the ACT exam. • A: NO CHANGE • B: capable of doing very well on the ACT exam. • C: capable to doing well on the ACT exam. • D: capable in doing well on the ACT exam. • The artist was totally aiming for perfection. • A: NO CHANGE • B: tried super hard • C: made a lot of efforts • D: aimed

  16. ACT • When John saw the book on the desk, he told his friend that he had better study it. • A: NO CHANGE • B: told his friend to study it. • C: told his friend that studying was necessary by him. • D: told his friend that the book needed to be studied by him. • The teacher and the student were engaged in a heated debate over the date of Joan of Arc’s capture, and it turned out that she was right. • A: NO CHANGE • B: the right one was she. • C: the right one was her. • D: the student was right.

  17. ACT • When John saw the book on the desk, he told his friend that he had better study it. • A: NO CHANGE • B: told his friend to study it. • C: told his friend that studying was necessary by him. • D: told his friend that the book needed to be studied by him. • The teacher and the student were engaged in a heated debate over the date of Joan of Arc’s capture, and it turned out that she was right. • A: NO CHANGE • B: the right one was she. • C: the right one was her. • D: the student was right

  18. ACT • August Wilson’s cycle of plays depicting the African-American experience garnered much attention because they were so realistic. • A: NO CHANGE • B: they had so much realism • C: their realism was so apparent. • D: it was so realistic. • I saw a gorgeous heirloom tomato at the farmer’s market, so I bought it. • A: NO CHANGE • B: so I bought they. • C: so I bought this. • D: so I bought them.

  19. ACT • August Wilson’s cycle of plays depicting the African-American experience garnered much attention because they were so realistic. • A: NO CHANGE • B: they had so much realism • C: their realism was so apparent. • D: it was so realistic. • I saw a gorgeous heirloom tomato at the farmer’s market, so I bought it. • A: NO CHANGE • B: so I bought they. • C: so I bought this. • D: so I bought them.

  20. ACT • Machiavelli argues that if one wants to be a good leader, one doesn’t necessarily have to be honest. • A: NO CHANGE • B: you don’t necessarily have to be honest. • C: honesty is not something that you’ll necessarily need. • D: being honest is not required of you. • If you park in front of fire hydrants, one will receive many parking tickets. • A: NO CHANGE • B: one will be receiving • C: you will find oneself having received • D: you will receive

  21. ACT • Machiavelli argues that if one wants to be a good leader, one doesn’t necessarily have to be honest. • A: NO CHANGE • B: you don’t necessarily have to be honest. • C: honesty is not something that you’ll necessarily need. • D: being honest is not required of you. • If you park in front of fire hydrants, one will receive many parking tickets. • A: NO CHANGE • B: one will be receiving • C: you will find oneself having received • D: you will receive

  22. ACT • It was the peoples impression that the criminal was guilty. • A: NO CHANGE • B: the peoples’ impression • C: the peoples’s impression • D: the people’s impression • His teacher (probably not the most refined man always arrived to class with spaghetti-sauce stains on his shirt. • A: NO CHANGE • B: teacher, probably not the most refined man) • C: teacher (probably not the most refined man) • D: teacher probably – not the most refined man)

  23. ACT • It was the peoples impression that the criminal was guilty. • A: NO CHANGE • B: the peoples’ impression • C: the peoples’s impression • D: the people’s impression • His teacher (probably not the most refined man always arrived to class with spaghetti-sauce stains on his shirt. • A: NO CHANGE • B: teacher, probably not the most refined man) • C: teacher (probably not the most refined man) • D: teacher probably – not the most refined man)

  24. ACT • Without her contributions- her probing questions, her insightful comments – the meeting would not have been successful. • A: NO CHANGE • B: her contributions, her probing questions, her insightful comments; the meeting would • C: her contributions – her probing questions, her insightful comments; the meeting would • D: her contributions; her probing questions, her insightful comments – the meeting would • The dapper gentleman sported a rare and delightful form of facial hair the French Fork. • A: NO CHANGE • B: a rare and delightful form of facial hair; the French Fork. • C: a rare and delightful form of facial hair – the French Fork - . • D: a rare and delightful form of facial hair – the French Fork.

  25. ACT • Without her contributions- her probing questions, her insightful comments – the meeting would not have been successful. • A: NO CHANGE • B: her contributions, her probing questions, her insightful comments; the meeting would • C: her contributions – her probing questions, her insightful comments; the meeting would • D: her contributions; her probing questions, her insightful comments – the meeting would • The dapper gentleman sported a rare and delightful form of facial hair the French Fork. • A: NO CHANGE • B: a rare and delightful form of facial hair; the French Fork. • C: a rare and delightful form of facial hair – the French Fork - . • D: a rare and delightful form of facial hair – the French Fork.

  26. ACT • His dim witted jokes failed to amuse her. • A: NO CHANGE • B: His dim-witted jokes • C: His dim witted-jokes • D: His dim, witted jokes • Grammar is enjoyable, it elevates the soul. • A: NO CHANGE • B: enjoyable it elevates the soul. • C: enjoyable; it elevates the soul. • D: enjoyable, the soul is elevated by it.

  27. ACT • His dim witted jokes failed to amuse her. • A: NO CHANGE • B: His dim-witted jokes • C: His dim witted-jokes • D: His dim, witted jokes • Grammar is enjoyable, it elevates the soul. • A: NO CHANGE • B: enjoyable it elevates the soul. • C: enjoyable; it elevates the soul. • D: enjoyable, the soul is elevated by it.

  28. ACT • The in class essay made all of the students a little anxious. • A: NO CHANGE • B: The in-class-essay • C: The in-class essay • D: The in class-essay • After Jessica showed me her bejeweled gravy boat, I knew I must have one like her’s. • A: NO CHANGE • B: one like hers. • C: one like her. • D: one like hers’,

  29. ACT • The in class essay made all of the students a little anxious. • A: NO CHANGE • B: The in-class-essay • C: The in-class essay • D: The in class-essay • After Jessica showed me her bejeweled gravy boat, I knew I must have one like her’s. • A: NO CHANGE • B: one like hers. • C: one like her. • D: one like hers’,

  30. Reflection • What was the hardest skill/question/idea from today? Explain. • How prepared do you feel for the ENGLISH portion of the ACT? Explain? • How prepared do you feel for the other sections of the ACT? Explain.

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