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Vocabulary can make or break an assessment!. Test Taking Vocabulary. Show what you know?. Directions: Take out a piece of paper. Number 1 – 15 going down the page (left side); skip two lines between each number .

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Show what you know

Show what you know?

Directions:

Take out a piece of paper.

Number 1 – 15 going down the page (left side); skip two lines between each number.

On the next slide you will be introduced to 15 key test-taking terms.For each term you will write a sentence which identifies your current understanding of each term. The sentences will begin with one of the following sentence starters:

“I know the word ________ means…”or

“I think the word ________ means…”or

“I don’t know the word _________ but I can speculate that it means…”

Example: I know the word define means to name, label or describe something.


Test taking vocabulary1

1. Analyze

2. Compare

3. Contrast

4. Define

5. Discuss

6. Evaluate

7. Identify

8. Illustrate

9. Interpret

10. Infer

11. Justify

12. Sequence

13. Summarize

14. Synthesize

15. Trace

Use the sentence starters:

“I know the word ________ means..” or

“I think the word ________ means…” or

“I don’t know the word _________ but I can speculate that it means…”

Test Taking Vocabulary


Pair share
Pair-Share

Be prepared to share your responses with the class.

Remember the four L’s plus thank you.

Directions:

Find a partner.

Number yourselves #1 and #2.

Share two terms that you knowor think you know and two terms that don’t know but can speculate about with your partner.(If you think you know them all, share four.)

Use the sentence starters to share your definition or explanation of the word.Partner #1 begin.


Remember the four l s plus thank you
Remember the four L’s plus thank you.

  • Look: face partner, make eye contact

  • Lean: lean forward and nod as appropriate.

  • Listen: demonstrate listening by repeating, summarizing or commenting on partner’s ideas.

  • Low Voice: use a partner voice—loud enough for your partner but not others, to hear.

  • Thanks: Thank your partner for sharing his/her ideas.


Time to review and clarify
Time to Review and Clarify

Teachers Directions:

  • For each test-taking term slide, read the word and definition.

  • Have students repeat both chorally.

  • Select a student to read the explanation and another to read the sample sentence.

  • Discuss the graphic.

  • Finally, have students adjust their definitions according to the directions provided (next slide).


Student directions
Student Directions

  • As you learn more about each word by reviewing each slide, edit your definitions. Use your own words so that it will be easy for you to remember.

  • Draw a graphic/symbol which will help you remember the word.

    In the end, you should be able to explain the words or teach them to another person.


I had to analyze the situation before making my decision.

Direction Reminder: Teacher read, students repeat, students read (explanation and sentence), all discuss graphic, and students edit work.


We can compare a bus and a car because they both have wheels.

Direction Reminder: Teacher read, students repeat, students read (explanation and sentence), all discuss graphic, and students edit work.


When we contrast a bus and a car we find that a bus can hold a lot more people than a car.

Direction Reminder: Teacher read, students repeat, students read (explanation and sentence), all discuss graphic, and students edit work.


In class we had to define fifteen terms using our own words.

Direction Reminder: Teacher read, students repeat, students read (explanation and sentence), all discuss graphic, and students edit work.


Students discuss their college options with their parents.

Direction Reminder: Teacher read, students repeat, students read (explanation and sentence), all discuss graphic, and students edit work.


It s review time
IT’S REVIEW TIME!!!

Student Directions:

  • When given the signal…

  • Stand and move out of rows.

  • When the teacher clicks the speaker, you will hear a wild applause.

  • During the applause move around the room to find a partner. (Move until applause stops!)

  • Share your two most interesting graphics with the person closest to you at the end of the applause.

  • Explain why they will help you remember the terms.

  • Student standing closest to the door share first.


The soccer coach evaluatesall of the players before selecting the team.

Direction Reminder: Teacher read, students repeat, students read (explanation and sentence), all discuss graphic, and students edit work.


Now that we have identified the problem, we must decide how to fix it.

Direction Reminder: Teacher read, students repeat, students read (explanation and sentence), all discuss graphic, and students edit work.


The example sentence illustrated the meaning of the word.

Direction Reminder: Teacher read, students repeat, students read (explanation and sentence), all discuss graphic, and students edit work.


You can interpret the data in different ways.

Direction Reminder: Teacher read, students repeat, students read (explanation and sentence), all discuss graphic, and students edit work.


She inferred that he was married because he wore a wedding ring.

Direction Reminder: Teacher read, students repeat, students read (explanation and sentence), all discuss graphic, and students edit work.


It s review time1
IT’S REVIEW TIME!!!

It’s a game! Let’s prep…

  • Find a partner sitting near you.

  • Place yourselves so that one of you has his/her back to the screen.

  • When the teacher clicks forward, the partner facing the screen will see five of the 10 words previously covered.

  • Partner facing the screen needs to give clues to the one whose back is to the screen so that he/she can guess the word. (DO NOT SAY ANY FORM OF THE WORD IN THE CLUES… AND NO PEEKING!)

  • Upon finishing the list, raise your hand so that your teacher can identify you… after the first five partnerships have finished, stop the game…

    Come on, be in the fabulous five!!!


First fabulous five test taking terms
First Fabulous Five Test-Taking Terms

Evaluate

Infer

Compare

Illustrate

Contrast


Partner alert
Partner Alert!!!

Partners switch places for the second list of fabulous five test-taking terms.


Second list of fabulous five test taking terms
Second List of Fabulous Five Test-Taking Terms

Interpret

Identify

Analyze

Define

Discuss


Winner alert
WINNER ALERT!!!

If you are a winner, winner, chicken dinner,

stand and take a bow!

Come on…don’t be shy… 


Don’t try to justify his rudeness.

Direction Reminder: Teacher read, students repeat, students read (explanation and sentence), all discuss graphic, and students edit work.


The names of the students who made the soccer team were listed in alphabetical sequence.

Direction Reminder: Teacher read, students repeat, students read (explanation and sentence), all discuss graphic, and students edit work.


Now listed in alphabetical summarize the article in three sentences.

Direction Reminder: Teacher read, students repeat, students read (explanation and sentence), all discuss graphic, and students edit work.


The chef synthesized all of the ingredients to make soup. listed in alphabetical

Direction Reminder: Teacher read, students repeat, students read (explanation and sentence), all discuss graphic, and students edit work.


Trace listed in alphabetical the life cycle of a butterfly.

Direction Reminder: Teacher read, students repeat, students read (explanation and sentence), all discuss graphic, and students edit work.


It s review time2
IT’S REVIEW TIME!!! listed in alphabetical

  • Now it’s time to show what you know. We will now take a quiz to see how well you understand the test-taking terms.

  • Take out sheet of paper. Number it 1-15.

  • The following slides will provide you with a clue in the form of a definition, an explanation, a sentence, or a graphic. Write down the test-taking term that you think best matches the clue. Check your answers.


Teacher directions
Teacher Directions: listed in alphabetical

  • The first “click” of the mouse will display the clue.

    (Allow wait time while students write down their responses.)

  • The second “click” will reveal the answer.


The Clue # 1 listed in alphabetical

This man is probably a musician…

Word Bank:

Sequence

Infer

Compare

Illustrate

Discuss

Infer


The Clue # 2 listed in alphabetical

Mark arranged his phone numbers into alphabetical order; in other words, he put them into ________.

Word Bank:

Sequence

Infer

Compare

Illustrate

Discuss

Sequence


The Clue # 3 listed in alphabetical

If you sing a song originally made famous by a rock superstar on American Idol, the judges will _______ you to the original.

Word Bank:

Sequence

Infer

Compare

Illustrate

Discuss

Compare


The Clue # 4 listed in alphabetical

Students should______________texting options with the salesperson before changing their phone plan.

Word Bank:

Sequence

Infer

Compare

Illustrate

Discuss

Discuss


The Clue # 5 listed in alphabetical

In order to convince your parents to let you attend a social event, you must clearly ________ how the event will help you grow as a person.

Word Bank:

Sequence

Infer

Compare

Illustrate

Discuss

Illustrate


Check your responses so far so good
Check your responses… listed in alphabetical So far…so good?

  • Infer

  • Sequence

  • Compare

  • Discuss

  • Illustrate

100 %


The Clue # 6 listed in alphabetical

Which is the best reality TV show—The Apprentice, The Amazing Race, Little People, Big World? Let’s _________ these three to determine the best!

Word Bank:

Define

Evaluate

Analyze

Justify

Contrast

Evaluate


The Clue # 7 listed in alphabetical

What?! You think The Amazing Race is the best reality show? We need to break this down, look at the pieces… we need to _________ more closely.

Word Bank:

Define

Evaluate

Analyze

Justify

Contrast

Analyze


The Clue # 8 listed in alphabetical

Word Bank:

Define

Evaluate

Analyze

Justify

Contrast

These “cameras” are really different!

Contrast


The Clue # 9 listed in alphabetical

He’s a pizza delivery boy making minimum wage! How can he __________ going to Jared’s and buying a huge diamond for his girlfriend’s finger?

Word Bank:

Define

Evaluate

Analyze

Justify

Contrast

Justify


The Clue # 10 listed in alphabetical

The choices you make _______ your character and affect how the world looks at you.

Word Bank:

Define

Evaluate

Analyze

Justify

Contrast

Define


Check point how ya doin
Check Point - listed in alphabetical How ya doin’?

6. Evaluate

7. Analyze

8. Contrast

9. Justify

10. Define

100 %


The Clue # 11 listed in alphabetical

Sherlock Holmes uses careless clues left by the criminal “masterminds” to _________ their every move.

Word Bank

Summarize

Trace

Synthesize

Identify

Interpret

Trace


The Clue # 12 listed in alphabetical

Kid Rock ____________(d) music from Lynyrd Skynyrd’s song Sweet Home Alabama with his own lyrics to create his hit song All Summer Long.

Word Bank

Summarize

Trace

Synthesize

Identify

Interpret

Synthesized


The Clue # 13 listed in alphabetical

Sometimes when my good friend is retelling me a story, including every detail, every name, every event, minute to minute, I wish she would just hit the high points… you know, ___________.

Word Bank

Summarize

Trace

Synthesize

Identify

Interpret

Summarize


The Clue # 14 listed in alphabetical

What does this mean? Why the orange? I need someone to ________ this for me.

Word Bank

Summarize

Trace

Synthesize

Identify

Interpret

Interpret


The Clue # 15 listed in alphabetical

Word Bank

Summarize

Trace

Synthesize

Identify

Interpret

With eyes like this, Homer should be able to ______ even the smallest bug in the grass!

Identify


You did it
You did it!!! listed in alphabetical

11. Trace

12. Synthesize

13. Summarize

14. Interpret

15. Identify

100 %


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