Reporting Category: Use word analysis strategies and word ...



Study Guide SOL Reading Test 2014-15 (up dated7-23)

Apply knowledge - literary terms/vocabulary

11 Grade Vocabulary for SOL

|Term |Definition |Example |

|Alliteration |Repetition of consonant sounds at the beginning of words |Peter Piper Picked a Peck of Pickled Peppers |

|Assonance |The repetition of vowel in conjunction with dissimilar |Lick and pin, face and strait |

| |consonant sounds | |

|Consonance |The repetition of similar consonant sounds at the end of |Biscuit and state, kiss and case |

| |words or accented syllables | |

| | | |

|Onomatopoeia |Words that sound like what they mean |Buzz, thud, clip-clop, hiss |

|Metaphor |A comparison between 2 unlike objects – states one is the|Susie is the sun of my life |

| |other |The light of my life |

|Simile |A comparison between 2 unlike objects – uses like or as; |Johnny is as strong as an ox |

| |than or resembles |Cute as a kitten |

|Personification |Giving human qualities to animals or objects. |a smiling moon, a jovial sun; the door opened with a sigh|

|Symbol |an object, sign, or image that is used to stand for |Flag may be used to symbolize a nation. Dove symbolizes |

| |something else |peace. |

|Hyperbole |exaggeration or overstatement |I'm so hungry I could eat a horse. |

| | |He's as big as a house. |

|Oxymoron |Putting two contradictory words together. |hot ice, cold fire, wise fool, sad joy, military |

| | |intelligence, eloquent silence |

|Paradox |A statement that contains ideas that seem contradictory. |Wise fool; I can resist anything but temptation; the |

| | |beginning of the end; cruel to be kind |

|Imagery |language that evokes one or all of the five senses: |The teenager's face had oil dripping from his forehead, |

| |seeing, hearing, tasting, smelling, touching. |and acne erupting from each swollen, red pore. His body |

| | |odor smelled of perspiration and old laundry. The taste |

| | |of his kiss was like stale chips and Red Bull. It was a |

| | |very unpleasant experience. |

|Analogy |the comparison of two pairs which have the same |hot is to cold as fire is to ice OR hot: cold fire: ice |

| |relationship. The key is to ascertain the relationship |audible is to hear as tactile is to feel; |

| |between the first so you can choose the correct second |end is to terminate as hire is to employ |

| |pair. Part to whole, opposites and results are types of |poet is to poem as author is to book |

| |relationships you should find. | |

|Cliché |An idea or expression that has become tired and trite |Break a leg; time will tell; light as a feather; live and|

| |from overuse, its freshness and clarity having worn off. |learn |

|Theme |The general idea or insight about life that a writer | |

| |wishes to express. | |

|Idiom |does not seem to make sense if taken literally |“under the weather”, “give me some sugar” “she is on top |

| | |of the world” |

|Tone |the attitude a writer takes towards a subject or |serious, humorous, sarcastic, ironic, satirical, |

| |character: |tongue-in-cheek, solemn, objective |

| | | |

| | | |

|Understatement |The opposite of hyperbole, |If you win $10 million in the lottery, and you tell your |

| |Figure of speech employed by writers or speakers to |friends, “It’s a little bit of change.” |

| |intentionally make a situation seem less important than |If your basketball team wins by 50 points, and your coach|

| |it really is. It deliberately decreases the severity of a|says, “We did okay.” |

| |situation. |If it is 5 degrees below freezing, and you say, “It’s |

| | |chilly.” Well, that’s an UNDERSTATEMENT! ( |

| |It usually has an ironic and sarcastic effect. | |

|Irony |implied discrepancy between what is said and what is | |

| |meant. | |

| |Three kinds of irony: | |

| |1. verbal irony is when an author/ or character says one |1. Water is as clear as mud" - The person actually says |

| |thing and means something else. |that the water is not at all clear. |

| |2. dramatic irony is when an audience perceives something| |

| |that a character in the literature does not know. |2. Romeo and Juliet by William Shakespeare - Romeo finds |

| |3. irony of situation is a discrepancy between the |Juliet drugged and assumes she is dead. He kills himself |

| |expected result and actual results. |then she awakens, see that he is dead and kills herself. |

| | | |

| | | |

| | |3. The police station gets robbed. |

|Pun |A figure of speech which consists of a deliberate |1. A bicycle can't stand alone because it is two-tired. |

| |confusion of similar words or phrases for rhetorical |2. What's the definition of a will? (It's a dead |

| |effect, whether humorous or serious. |giveaway). |

| |“Play on words” |3. Time flies like an arrow. Fruit flies like a banana. |

| | |4. A backward poet writes inverse. |

|Allusion | a reference within a work to something famous outside |When Patrick Henry referred to The Odyssey and The Bible |

| |it, such as a well-known person, place, event, story, or |in his speech, he was making an allusion to those works. |

| |work of art, literature, music, pop culture. | |

| | | |

|mood |The atmosphere that pervades a literary work with the |The moods evoked by the more popular short stories of |

| |intention of evoking a certain emotion or feeling from |Edgar Allen Poe, for example, tend to be gloomy, |

| |the audience. In drama, mood may be created by sets and |horrific, and desperate. |

| |music as well as words; in poetry and prose, mood may be | |

| |created by a combination of | |

|External conflict |Conflict between a character and another character or | |

| |force | |

|Internal conflict |Conflict within a character | |

| | | |

|Foil |a character who provides a contrast to another character | |

|Foreshadowing |Clues that suggest events that will occur | |

|Protagonist |The main character | |

|Antagonist |The person or thing against the main character | |

|Flat character |One dimensional,, only one main character or personality | |

| |trait | |

|Round character |Shows many character or personality traits, more complex | |

|Static character |Stays the same throughout the story | |

|Dynamic character |Changes by the end of the story | |

Plot Structure includes the following:

exposition–gives the characters, the setting the basic situation

conflict–the problem

rising action–conflicts and events that lead up to the climax

climax–the moment of most excitement or highest suspense

falling action–events that help wrap up the conflicts

resolution–the end, how the conflicts are resolved

Point of View:

First Person–uses “I” and the narrator tells about him or herself

Third Person, limited–describes the thoughts and feelings of only one character

Third Person, Omniscient–all-knowing, can describe the thoughts and feelings of any character

Reporting Category: Use word analysis strategies and word reference skills

*Use context to infer the meaning of unfamiliar words

Vocabulary: Context Clues

Context clues are words in a sentence or paragraph that help the reader deduce (reason out) the meaning of an unfamiliar word.

A. Types of Context Clues

There are five major types of context clues:

1. Synonym Clue: Sometimes an unfamiliar word is used as a synonym (a word having either the same or similar meaning as another word). You can infer (figure out) the meaning of the unfamiliar word by replacing it with the familiar word.

Example: I feel completely satiated; in fact, I am so full that I could not possibly eat another morsel of food.

“Full” is a synonym for “satiated.” We can conclude that the word “satiated” means full or satisfied.

2. Comparison Clue: Sometimes an unfamiliar word is used in a comparison with a familiar word or group of words.

Example: The children huddle around their teacher, like baby chicks around a mother hen.

The children are being compared to baby chicks around a mother hen; we can conclude, then, that “huddle” means “crowd together closely.”

Note: The phrase “like baby chicks around a mother hen” is a simile. A simile is a literary device that uses the words “like” or “as” to describe one thing by comparing it with another.

3. Contrast Clue: Sometimes an unfamiliar word may be used in contrast to a familiar word or group of words. You can infer the meaning of the unfamiliar word by giving it the opposite meaning of the familiar word.

Example: Unlike Robin, who is full of life, Rachel is lackluster.

The opposite of “full of life” is “empty of life.” The word “lackluster” is used to contrast Robin and Rachel. We can conclude, then, that the word “lackluster” means “lacking liveliness.”

4. Explanation Clue: Sometimes an unfamiliar word may be followed with an explanation, in which a familiar word or group of words is used.

Example: Marsha is insatiable; she can eat all day and never feel full.

Here, the second part of the sentence (“she can eat all day and never feel full”) is used to explain the first part of the sentence (“Marsha is insatiable”). We can conclude, then, that “insatiable” means “incapable of being full” or “incapable of being satisfied.”

5. Example Clue: Sometimes an unfamiliar word may be followed by an example, in which the familiar word is used.

Example: In college, you can choose courses from a broad range of academic disciplines, such as history, economics, mathematics, and psychology.

You are probably familiar with the primary (first) meaning of the word “discipline” - - control. But that doesn’t quite fit in the context of the above sentence. The word “discipline” also has a secondary meaning; we can use the context of the sentence to figure out this meaning. The word is followed by several examples: history, economics, mathematics, and psychology. (Note: The words “such as” let us know that examples will follow.) We can conclude, then, that each of these subjects is an example of a discipline and that the word “discipline” means “a branch of instruction or learning.”

Nonsense Word Activity

The underlined word in each sentence below is a nonsense word; it is not a real word. Using all of the word strategies that you have learned, try to figure out its intended meaning.

1. Although the dentist tried to be as gentle as possible, I still felt considerable popodo.

2. If you want to go to college one day, you need to dorrididoop very hard in all of your classes.

Roots and Affixes-

A word can consist of three parts: the root, a prefix, and a suffix.

Prefixes and suffixes are known as affixes because they are affixed to (attached to) a root.

Prefixes and suffixes, which originated as words themselves, are now syllables added to roots to create new words.

The root is the base element of the word—the part of the word that contains the basic meaning (definition) of the word.

A prefix is a syllable(s) forming a word element placed before a root, word, or word group to modify the meaning or make a new word.

A suffix is a syllable(s) forming a word element that is placed after a root, word, or word group to modify the meaning or make a new word. The suffix may also modify the word’s grammatical function by redefining its part of speech (e.g., noun, verb, adjective, adverb).

Common Roots Common Prefixes Common Suffixes

struct = build un = not, none able = capable of

port = carry pre = before, in advance ion = act or process; condition

graph = writing re = again, back ology = study of

bio = life sub = under, below ful = quantity that fills

tract = pull dis = not, none less = without, missing

flect, flex = bend auto = self

dict, dic = speak, say de = away, from, reverse of

im = in, into

Practice:

• autobiography

• biography

• biology

• predictable

• subtract

• graphology

• disrespectful

• submarine

• reclosable

• predict

*Understand the purpose of text structures

Text organizational patterns:

• • Enumerating/Listing

• • Time Sequence/ chronological

• • Development/Process

• • Main Idea and Details

• • Fact and Opinion

• • Compare/Contrast

• • Cause/Effect

• Spatial -a method of organization in which details are presented as they are (or were) located in space

Autobiography- a history of a person's life written or told by that person

Biography- author is writing about another person’s life

Nonfiction (not fake) is opposite of fiction as it is informative and comprises the interesting facts with analysis and illustrations. Factual

Fiction- it is made up not true

Which question is answered in paragraph #?

Only 1 question can be answered out of the 4 choices

Which question is NOT answered in paragraph # ?

3 questions can be answered in the paragraph

Purpose of writing

Theme - fiction (the message)

Purpose –nonfiction (why was it written)

*Explain how imagery and figures of speech appeal to the reader’s senses and experience.

*Making connections using metaphors

Consider the following passage from “Letter to President Pierce, 1855” by Chief Seattle, excerpted from the Spring 2003 Released Test for End of Course English/Reading:

The whites, too, shall pass—perhaps sooner than other tribes. Continue to contaminate your bed, and you will one night suffocate in your own waste. When the buffalo are all slaughtered, the horses all tamed, the secret corners of the forest heavy with the scent of many men, and the view of the ripe hills blotted with talking wires, where is the thicket? Gone. Where is the eagle? Gone.

“What is the significance of the use of the object ‘bed’ in this passage? What is Chief Seattle’s purpose in using this word?”

*Make an inference based on a pair of texts

*Explain how imagery and figures of speech appeal to the reader’s senses and experience

* Figurative language

*Tone

* Text structure

How to Identify and answer INFERENCE questions successfully.

In order to answer inference questions, you must let go of prejudices and prior knowledge of the subject being read and use the passage to PROVE that the inference you select is correct. Details (supporting details, vocabulary, character’s actions, descriptions, dialogue) MUST be used from the passage.

Try it

Based on the information in the passage, it could be suggested that the narrator believes Elsa's prior marriages to be:

A. uncomfortable, but well-suited to Elsa

B. satisfactory and dull to Elsa

C. cold and damaging to Elsa

D. awful, but worth it to Elsa

The widow Elsa was as complete a contrast to her third bridegroom, in everything but age, as can be conceived. Compelled to relinquish her first marriage after her husband died in the war, she married a man twice her years to whom she became an exemplary wife despite their having nothing in common, and by whose death she was left in possession of a splendid fortune, though she gave it away to the church. Next, a southern gentleman, considerably younger than herself, succeeded to her hand, and carried her to Charleston, where, after many uncomfortable years, she found herself again a widow. It would have been remarkable if any feeling had survived through such a life as Elsa's; it could not but be crushed and killed by the early disappointment of her first groom's demise, the icy duty of her second marriage, and the unkindness of her third husband, which had inevitably driven her to connect the idea of his death with that of her comfort.

To find clues that point to the correct answer, look for descriptions that would support those first adjectives in the answer choices. Here are some of the descriptions of her marriages in the passage:

• "…she became an exemplary wife despite their having nothing in common…"

• "…after many uncomfortable years, she found herself again a widow."

• "…the icy duty of her second marriage and the unkindness of her third husband which had inevitably driven her to connect the idea of his death with that of her comfort."

How to Identify the Main Idea

The main idea of a paragraph is the point of the passage, minus all the details.

It's the big picture - the Solar System vs. the planets.

The football game vs. the fans, cheerleaders, quarterback, and uniforms.

The Oscars vs. actors, the red carpet, designer gowns, and films.

Summarize the passage in one sentence that includes the gist of every idea from the paragraph.

Try it:

A new hearing device uses a magnet to hold the detachable sound-processing portion in place. Like other aids, it converts sound into vibrations. But it is unique in that it can transmit the vibrations directly to the magnet and then to the inner ear. This produces a clearer sound. The new device will not help all hearing-impaired people - only those with a hearing loss caused by infection or some other problem in the middle ear. It will probably help no more than 20 percent of all people with hearing problems. Those people who have persistent ear infections, however, should find relief and restored hearing with the new device.

Directions: Read the excerpts and answer the questions that follow.

2003 Commonwealth of Virginia Department of Education page 16

Letter to President Pierce, 1855

Chief Seattle

1 We know that the white man does not understand our ways. One portion of the land is the same to him as the next, for he is a stranger who comes in the night and takes from the land whatever he needs. The earth is not his brother, but his enemy, and when he has conquered it, he moves on. He leaves his fathers’ graves, and his children’s birthright is forgotten. The sight of your cities pains the eyes of the red man. But perhaps it is because the red man is a savage and does not

understand.

2 There is no quiet place in the white man’s cities. No place to hear the leaves of spring or the rustle of insect’s wings. But perhaps because I am a savage and do not understand, the clatter only seems to insult the ears. The Indian prefers the soft sound of the wind darting over the face of the pond, the smell of the wind itself cleansed by a mid-day rain, or scented with the pin˜ on pine. The air is precious to the red man. For all things share the same breath—the beasts, the trees, the man. Like a man dying for many days, he is numb to the stench.

3 What is man without the beasts? If all the beasts were gone, men would die from great loneliness of spirit, for whatever happens to the beasts also happens to man. All things are connected. Whatever befalls the earth befalls the sons of the earth.

4 It matters little where we pass the rest of our days; they are not many. A few more hours, a few

more winters, and none of the children of the great tribes that once lived on this earth, or that

roamed in small bands in the woods, will be left to mourn the graves of a people once as powerful

and hopeful as yours.

5 The whites, too, shall pass—perhaps sooner than other tribes. Continue to contaminate your bed,

and you will one night suffocate in your own waste. When the buffalo are all slaughtered, the wild horses all tamed, the secret corners of the forest heavy with the scent of many men, and the view of the ripe hills blotted by talking wires, where is the thicket? Gone. Where is the eagle? Gone. And what is it to say goodbye to the swift and the hunt, the end of living and the beginning of survival? We might understand if we knew what it was that the white man dreams, what he

describes to his children on the long winter nights, what visions he burns into their minds, so they

will wish for tomorrow. But we are savages. The white man’s dreams are hidden from us.

[Public Domain]

Sfrom “The Wasteland”

Al Gore

1 One of the clearest signs that our relationship to the global environment is in severe crisis is the

floodtide of garbage spilling out of our cities and factories. What some have called the “throwaway society” has been based on the assumptions that endless resources will allow us to produce an endless supply of goods and that bottomless receptacles (i.e., landfills and ocean dumping sites)will allow us to dispose of an endless stream of waste. But now we are beginning to drown in that stream. Having relied for too long on the old strategy of “out of sight, out of mind,” we are now running out of ways to dispose of our waste in a manner that keeps it out of either sight or mind.

2 In an earlier era, when the human population and the quantities of waste generated were much

smaller and when highly toxic forms of waste were uncommon, it was possible to believe that the

world’s absorption of our waste meant that we need not think about it again. Now, however, all

that has changed. Suddenly, we are disconcerted—even offended—when the huge quantities of

waste we thought we had thrown away suddenly demand our attention as landfills overflow,

incinerators foul the air, and neighboring communities and states attempt to dump their overflow

problems on us.

3 The American people have, in recent years, become embroiled in debates about the relative merits of various waste disposal schemes, from dumping it in the ocean to burying it in a landfill to burning it or taking it elsewhere, anywhere, as long as it is somewhere else. Now, however, we

must confront a strategic threat to our capacity to dispose of—or even recycle—the enormous

quantities of waste now being produced. Simply put, the way we think about waste is leading to

the production of so much of it that no method for handling it can escape being completely

overwhelmed. There is only one way out: we have to change our production processes and

dramatically reduce the amount of waste we create in the first place and ensure that we consider

thoroughly, ahead of time, just how we intend to recycle or isolate that which unavoidably

remains.

Excerpt from EARTH IN THE BALANCE by Al Gore. Copyright _ 1992 by Senator Al Gore. Reprinted by permission of Houghton

Mifflin Company. All rights reserved.

RYCHI307TH: @sunultra1/raid/CLS_tpc/GRP_virginia/JOB_03-olptg11/DIV_g11rdg-1

35 Al Gore’s image of America drowning in an “endless stream of waste” is

designed to elicit what emotion in the reader?

A Fear _

B Sympathy

C Hostility

D Regret

36 Al Gore uses the phrases “throwaway society” and “out of sight, out of mind.”

These are examples of —

F metaphor

G hyperbole

H irony

J cliche´ _

37 The organizational structure of the selection from Al Gore’s book is best

described as —

A spatial sequence

B compare/contrast

C time sequence

D problem/solution _

38 The tone of this selection from Al Gore’s book is best described as —

F scholarly

G hostile

H cautionary _

J empathetic

39 Chief Seattle says, “Like a man dying for many days, he is numb to the stench.” This is an example of —

A metaphor

B hyperbole

C simile _

D symbolism

40 In paragraph 5, Chief Seattle asks three questions; each time, he answers

the question himself. What is the effect of this?

F It engages the reader more directly than a simple statement would. _

G It creates reader sympathy for the fate of the Indian.

H It reflects Chief Seattle’s educational background.

J It frustrates the reader because it is not straightforward.

41 Chief Seattle’s warning, “Continue to contaminate your bed, and you will

one night suffocate in your own waste,” can be described as —

A a critique of Al Gore’s essay

B an explanation of the concept Al Gore presents

C a foreshadowing of the concerns expressed in Al Gore’s essay _

D the antithesis of Al Gore’s essay

42 If you were to write a research paper in which you used these selections as

examples, which of the following most likely describes the topic of the paper?

F Native American attitudes toward the early settlers

G Attitudes toward the environment over time _

H Al Gore and Chief Seattle: A Study in Contrasts

J What should America do with its garbage?

SESSION: 38 P

sunultra1/raid/CLS_tpc/GRP_virginia/JOB_03-olptg11/DIV_g111

Answers

35 A 002 Understand the elements of literature.

36 J 002 Understand the elements of literature.

37 D 002 Understand the elements of literature.

38 H 002 Understand the elements of literature.

39 C 002 Understand the elements of literature.

40 F 002 Understand the elements of literature.

41 C 002 Understand the elements of literature.

42 G 003 Locate and use information from a variety of resource materials.

Compare and contrast “The Wasteland” and Letter to President Pierce, 1855

-----------------------

Climax

falling action

rising action

Resolution

Exposition

Conflicts

1.

2.

3.

[pic]

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