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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

ACT ACT ACT ACT

More Review

this week s schedule
This Week’s Schedule
  • Monday – Individual Oral Presentations
  • Tuesday – PSAE/ACT Review
  • Wednesday – PSAE
  • Thursday – PSAE
  • Friday –Post-PSAE Celebration
what is the psae
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
slide4
ACT
  • English
  • Math
  • Reading
  • Science
  • Writing
  • How many questions and how long?
slide5
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)
reading strategy
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
work keys
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
tips from seniors ms moylan
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
affect effect
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

affect effect1
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)
comma splice
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.
to fix or not to fix
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.
answers
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.
slide14
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
slide15
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
slide16
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.
slide17
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
slide18
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.
slide19
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.
slide20
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
slide21
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
slide22
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)
slide23
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)
slide24
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.
slide25
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.
slide26
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.
slide27
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.
slide28
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’,
slide29
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’,
reflection
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.