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GED 2014 OrientationSteve Schmidt, ABSPD, abspd.appstate.edu, schmidtsj@appstate.eduGED 2014 Overview - About half of all test items are multiple choice with four answer options- Other test items will be technology related and include drop down menus, hot sports, drag and drop, and fill in the blank with a number SubjectTime# of ?’sContentOtherMathematics1 Hour30 Minutes46Quantitative problem solving with - rational numbers 25% - measurement 20%Algebraic problem solving with - expressions/equations 30% - graphs/functions 25%- TI 30 XS on screen calculator- First 5 questions are calculator inactive- New formula sheet- Webb’s DOK 1 – 20% Level 2 – 50% Level 3 – 30%ReasoningThrough Language Arts2 Hours30 Minutes(with one 10 minute break)51Reading- Close reading of 400 to 900 word passages, each with 6 to 8 questions - 75 % informational (science, social studies, workplace contexts )- 25 % literatureWriting- 45 minute separately timed extended response Language- Grammar, usage, capitalization, and punctuation in context - The extended response focuses on evaluating arguments, creating arguments, and backing them with evidence- The extended response is 18.5% of the total score-Webb’s DOK 1 – 20% Levels 2/3 – 80%Science1 Hour30 Minutes34Life science – 40%Physical science – 40%Earth and space science – 20%- Two 10 minute short answers are 15% of total score -Webb’s DOK 1 – 20% Levels 2/3 – 80%Social Studies1 Hour30 Minutes35Civics and Government – 50%US History – 20%Economics – 15%Geography – 15%- 25 minute separately timed extended response (18% of the total score)-Webb’s DOK 1 – 20% Levels 2/3 – 80%The Really Big Reason Not to Worry about GED 2014 is ______________________ !“The passing standard for high school equivalency was normed on graduating high school seniors, and the pass rate on the individual content area tests is comparable to what it was for the 2002 series.” - Martin Kehe, VP Product Development, GED Testing Service Name These State Capitals: Alabama: Florida: Kentucky: Nebraska: Colorado: Georgia: Michigan: Confusion: Webb’s Depth of Knowledge Level Descriptors for Social StudiesLevel 1Recall of InformationLevel 2Basic ReasoningLevel 3Complex ReasoningRecall or recognition of: fact, term, concept, trend, generalization, event, or documentIdentify or describe features of places or peopleIdentify key figures in a particular context meaning of wordsDescribe or explain: who, what, where, whenIdentify specific information contained in maps, charts, tables, graphs, or drawingsDescribe cause-effect of particular eventsDescribe or explain: how (relationships or results), why, points of view, processes, significance, or impactIdentify patterns in events or behaviorCategorize events or figures in history into meaningful groupsIdentify and summarize the major events, problem, solution, conflictsExplain, generalize, or connect ideas, using supporting evidence from a text/sourceApply a concept in other contextsMake and support inferences about implied causes and effectsDraw conclusions or form alternative conclusionsAnalyze how changes have affected people or placesUse concepts to solve problemsWebb’s Depth of KnowledgeWebb’s is about _________________ , not paring GED 2002 and 2014: Social StudiesGED 2002: Webb’s DOK Level _____The question below refers to the following timeline: 100,000 Homo sapiens neanderthalensis: Neanderthal 35,000 Homo sapiens sapiens: Cro-Magnon 32,000 Flute: the first known musical instrument 29,000 Cave art 27,000 Figurines 23,000 Sewing needle 17,000 Spear-thrower 12,000 Bow and arrow 7,000 Ice Age ends: glaciers retreatWhen Ice Age hunters invented the spear-thrower, they were able to hurl weapons faster and more accurately than they could barehanded. How long ago is this innovation believed to have taken place? A) 7,000 years ago B) 17,000 years ago C) 27,000 years ago D) 10,000 years after the development of the sewing needle E) 10,000 years before the development of the sewing needleGED 2014: Webb’s DOK Level _____The excerpt below is from a 1947 speech by President Harry Truman.I am fully aware of the broad implications involved if the United States extends assistance to Greece and Turkey . . . One of the primary objectives of the foreign policy of the United States is the creation of conditions in which we and other nations will be able to work out a way of life free from coercion. This was a fundamental issue in the war with Germany and Japan. Our victory was won over countries which sought to impose their will, and their way of life, upon other nations.To ensure the peaceful development of nations, free from coercion, the United States has taken a leading part in establishing the United Nations. The United Nations is designed to make possible lasting freedom and independence for all its members. We shall not realize our objectives, however, unless we are willing to help free peoples to maintain their free institutions and their national integrity against aggressive movements that seek to impose upon them totalitarian regimes . . . Based on the excerpt, why did the United States provide financial assistance to Greece and Turkey?A) to eliminate public protests B) to prevent government corruption C) to uphold international agreements D) to shape their foreign policyTeaching for Increased Cognitive RigorTier 2 Vocabulary InstructionTeachers can begin by choosing academic (Tier 2) words that their students will encounter frequently across a variety of content areas such as those below: acceleratepertinentdistincttraditionperspectivecontributespeciesinhibitconcentratesophisticatedfluctuatearbitraryprimeequateapproximatenotiondemonstratesummagneticdefinitesequenceignorecompensateregionidentifyachievephasedistorttransmitexternalconvertspecifyinitialconceptmodifyfocusassertprincipleequivalentcontrastobtaindenotesummarymagnitudedimensionseriesillustratecomplexrequireindividualadjacentphenomenaelementultimatepresumecreatestableinnovationconcludesufficeformulateassessproceedestablishchapterobviousderivetechniquemajorsegmentshiftimpactcomplicaterespectiveverifyaffectportionemphasizeundergotracecriterionstatisticintenseconsequentconceivefunctionassignpublishevaluateenvironmentoccurdesigntechnologymanipulateisolateslightlyimplicitcomplyrestrictreactalternativepotentialempiricalusagecontextcrucialstatusinterpretconsistfeasiblegenerateassumepursueevident minimumpassivedevisetensemathematicssectionsimilarimplycomponentreverseverbalanalyzeprecedeensurevalidconsultantdatastructureintuitiveconstantnegativeguaranteeauthorizerandomexpandselectperioddevotetheorymethodverticalsimultaneousindicatecomprehendrolehypothesisapproachpreciseentityvaryautomaticdefinesubsequentinvolveconstructrangeexposeTeach Tier 2 Vocabulary Using Direct and Explicit Instruction- Gaps in our readers’ knowledge about word meanings can make learning acquiring vocabulary from reading inefficient and ineffective- Research shows that teaching Tier 2 vocabulary to ABE students using dictionaries is not very effective - To develop vocabulary knowledge, direct and explicit instruction will usually be the best route- Most ABE students can learn about 5 new vocabulary words per week. Visit the ABSPD website for Tier 2 Vocabulary Lessons:Google: abspd Teaching ResourcesABE ReadingVocabulary LessonsText Dependent Questions - A recent study found that 80% of questions students were asked about texts they were reading could be answered without looking at the text itself!- Do the materials you use with students feature text dependent questions?The Soccer War!Soccer is an extremely popular sport through most of the world. However, as with anything that people feel intensely about, emotions sometimes get out of hand. English fans have been known for brawling in the stands. A riot in a game between Argentina and Chile in 1964 resulted in the deaths of 309 people. But up until now at least, there has only been one out-and-out soccer war.That war took place between El Salvador and Honduras, two Central American countries. The year was 1969, and for many years the Salvadoran economy had been in a dire condition: too many people with too little land and too few jobs created a situation of severe poverty. As a result, many desperate Salvadorans had been illegally crossing into Honduras looking for work, and they harbored a strong sense that they were mistreated there. So tensions were already very high at the beginning of a World Cup qualifying match between the two countries.The first game of the three-game play-off was held in Honduras, and the home team eked out a 1 – 0 win in the last minute of play. Fighting broke out afterward in the streets, and the stadium was set on fire. The second game was played in El Salvador, and the El Salvador team won. More rioting and fires followed. By the time the third game was played, in Mexico City, an actual military encounter appeared inevitable. And that is exactly what happened. Immediately after El Salvador’s close victory, armies began skirmishing along the border of the two countries; then El Salvador invaded Honduras and bombed its airfields. The war was over in less than a week, but ill feelings between the two countries persisted for years afterward. (From Six-Way Paragraphs, Middle Level, Third Edition, Pauk) Which of these questions are text dependent?1. Think about a time you played soccer. What emotions did you feel?2. Why would a soccer game cause a riot?3. Why did many Salvadorans feel resentment toward Honduras?4. Explain how the war started between El Salvador and Honduras. 5. Could a soccer war start today? Explain why or why not.With a partner, create a text dependent question for this passage:A Close Reading Strategy1. IntroductionProvide some context (background) for the text. The instructor reads the text aloud. The students read the text independently. 2. Number the paragraphsNumber each paragraph in the left hand margin. This will help locate information.3. Chunk: 1–3 / 4 / 5-6 / 7-8Chunking breaks a large, overwhelming text into manageable sections. Look where natural breaks are where the author shifts focus. Tell students where to group at first (as in the example above) and then allow them to group on their own over time. 4. Circle key termsHave students circle key words in the text. Key words could be:Words that are repeated throughout the text - if you only circle 5 key words in a text, you should have a good idea what the reading is about. 5. Underline the claimsInstead of asking students to underline “the important stuff,” have them underline the author’s claims, the specific belief statements the author makes. Authors usually make several belief statements in a paper. 6. Left Margin: SummarizeIn the left margin, have students summarize each chunk (step 3) in 10 words or less. 7. Right Margin: Text MarkingIn the right margin, have students do some text marking such as:?- I knew this before ! – This is new to me? – Not sure what this meansClose Reading Strategy Practice1. Number the paragraphs4. Underline claims2. Chunk paragraphs: 1 / 2 / 35. Left margin: Summarize 3. Circle key words6. Right margin: Text marking Video Used for Context: Truman’s Ultimatum Regarding Hiroshima (Youtube)The Atomic Bombing of Japan in August 1945 It was very necessary to drop the atomic bomb on Japan to end World War II. During the Pacific island hopping military campaigns leading up to August 1945, the Japanese demonstrated time and again near fanatical resistance. They typically fought until the last man and refused to surrender. On Saipan the Japanese committed mass suicide instead of giving up. During the battle for Okinawa they unleashed kamikaze attacks, suicide missions where planes loaded with fuel attempted to crash into American ships. In defending their home islands, their resistance would even be greater. Japan’s military leadership was planning an all-out fight against the invasion of their home islands including 3500 kamikaze attacks and 5000 suicide boats. While the Japanese lacked supplies, they still had an army of 2.3 million troops prepared to defend to defend their homeland. The government was also arming civilians; even young children were given sharpened bamboo sticks and being trained in how to kill. Some argue that it would have been better to offer a demonstration of the atomic bomb’s power to Japanese officials instead of dropping it on civilians. At the time, the United States had only two atomic bombs ready with a third scheduled for completion in late August. Using one on a test was risky. What if the test failed? What if the Japanese walked away from the test more determined to fight on than ever? Developing additional atomic weapons would take months more of effort prolonging the long and bloody war and leading to many more people being killed. While there were over 200,000 casualties in Hiroshima and Nagasaki, continuing the war would have brought many more. Military leaders estimated that at least 250,000 to 1 million American soldiers would have been killed and tens of millions of Japanese during an invasion. Five hundred thousand Purple Heart medals, those given to wounded soldiers, were manufactured in advance of the invasion. Bottom Line: Students must read like a __________________ GED 2014 Technology Skills KeyboardingCan your students: ?Type approximately 25 words per minute, fast enough to complete a 500 word constructed response in 45 minutes? ?Use the keys: space bar, return/enter, shift, arrows, delete, backspace, tab? ?Use the numbers and punctuation keys?Using a MouseCan your students use a mouse to: ?Point to an area or word on screen? ?Left click, right click, double click? ?Highlight and select text? ?Cut, copy, and paste text? ?Select an object or window by clicking on it? ?Drag an object to a new location? ?Open/close a pop-up window? ?Select one or more radio and/or check buttons? ?Scroll horizontally and vertically?NavigationCan your students: ?Use the screen navigation commands previous/next? ?Navigate multiple windows? ?Navigate toolbars and drop-down menus? ?Navigate screen tabs? ?Use the undo and redo operations? ?Mark a section/question as a “Flag for Review” and return to section/question as needed?Free Technology ResourcesGCF Learn FreeThis free site guides students in learning how to use a mouse and computer basics as well as helping students learn Microsoft Office applications like Word and Excel. Google: gcf learn free or Typing WebThis free site helps students learn keyboarding. Instructors can register students to monitor their progressGoogle: typing web or GED 2014 Extended Response/Short Answer OverviewThe extended responses ask students to unpack a prompt, read source material, plan their response, type it, and then edit/revise. Students should be able to keyboard about 25 words per minute. TestTime GivenWhere FoundOther InfoReasoning throughLanguage Arts45 minutesEnd of first half of test- Separately timed - 18.5% of total test scoreSocial Studies25 minutesLast item- Separately timed- 18% of total test scoreScience2 different 10 minuteresponsesDistributed throughout the test- Not separately timed, students must keep track!- 15% of total test scoreOn the GED 2002 Writing test, a student who failed the essay failed the test. On GED 2014, students can score 0 points on the extended response/short answers and still pass Reasoning through Language Arts, Social Studies, and Science (although it is close to 20% of the test score!).Reasoning through Language ArtsExtended responses are graded on a rubric that emphasizes how well students analyze and create an argument, back it with evidence, develop ideas, have an organizational structure, and use Standard English. Students can score up to 6 points. Their total score is then doubled and added to the number of correct answers on the rest of the test to get their raw score. The raw score is then converted to a scale score that runs from 100 to 200. Social StudiesThe grading rubric is very similar to Reasoning through Language Arts except in trait 1 students must show the connection between an enduring issue and another text and provide some historical context.Students can score up to 4 points. Their total score is then doubled and added to the number of correct answers on the rest of the test to get their raw score. The raw score is then converted to a scale score that runs from 100 to 200. Short AnswersScienceStudents can score up to 3 points on each of the 2 short answer questions. Instead of a rubric, responses are scored based on the content that should be in the answer. There are three kinds of short-answer questions: summaries, drawing and supporting a conclusion, and creating an experimental design. Quick WritesA Quick Write helps students think about a topic before, during, and after reading. Students are asked to respond to a question or prompt related to a text and should write down whatever comes to their mind without worrying about grammar or organization. The writing topics are related to a text and may be:- Summaries of learning- An explanation of a concept or vocabulary- A prediction, inference, or hypothesisGive students from 2 to 10 minutes to write and be sure you as the instructor write too. Quick Writes can be used as part of instruction, assessment, or discussion. They help bring out the writer in students, build their writing confidence, and help their reading skills too!Prompt: What information did you learn about GED 2014 from reading this passage?Big changes are coming to the world of adult basic skills education with the coming of the new high school equivalency test, GED 2014! It will have four tests: Reasoning through Language Arts, Mathematical Reasoning, Science, and Social Studies. GED 2014 will still be primarily multiple choice, but each multiple choice question will have four answer choices instead of five as on GED 2002. There will also be fill in the blank, drag and drop, hot spot , and pull down menu items. To be successful with the technology demands of GED 2014, students will have to be comfortable using a mouse and navigating a Windows type environment. Instead of writing a 200 word essay giving their opinion, students will write text based responses. On the Reasoning through Language Arts test, students will have 45 minutes to read a source text, plan their response, and then write an argument based answer citing evidence from the text. There is a similar but shorter 25 minute extended response on the Social Studies test too. The Science test has two 10 minute short answer responses. Students need be able to type about 25 words per minute to do these tasks. A computer algorithm will score the responses based on a three item rubric that includes how well students design an argument backed with evidence, develop ideas and organization, and use grammar effectively. Instead of Bloom’s taxonomy, GED 2014 questions are informed by Webb’s Depth of Knowledge (DOK). Webb’s DOK is about complexity, not difficulty. In math for example, a level 2 task in Webb’s will ask students to solve multi-step word problems. Students will have to read text carefully, analyze what the author is saying, and apply this knowledge in their answers. They will be challenged by increased reading passage lengths of between 400 and 900 words as well as having to analyze multiple texts on a similar topic. Students will have to read about 350 words per minute to successfully complete the test. Finally, GED 2014 has an increased cost of $120, a revamped math test, and testing by computer. The new math test features 55 percent algebraic reasoning and an emphasis on problem solving. The Casio FX-260 calculator has been replaced by the new TI-30XS. The new calculator is very similar to the Casio, features a multi-line display, and shows fractions better. While taking the actual GED 2014 test on the computer, students must use a dry erase board and marker instead of scrap paper and use the onscreen version of the TI-30XS. Writing about Reading: What-Why-How ChartWhat? What does the author think about the topic?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Why?These are the author’s reasons for thinking this way.How?These are the author’s support, evidence and/or examples for each reason.Adapted from GED Testing ServiceConstructed Response Prompt: An Analysis of Daylight Saving Time1Twice a year, most Americans adjust their clocks before bedtime to prepare for Daylight Saving Time (DST). Every spring, clocks are moved ahead one hour. In the fall, they are moved back one hour, and all to maximize the benefits of the sun. DST was first implemented in the United States in 1918 to conserve resources for the war effort, though proponents encouraged its adoption long before then. Benjamin Franklin, for example, touted the idea of DST to citizens of France way back in 1784!DST in America2For years following DST’s U.S. debut, cities could choose if and when they wanted to participate. However, by the 1960s, the open choice resulted in various cities throughout the United States using different times. These varying times created confusion, particularly for entertainment and transportation schedules. Imagine traveling across several states, each adhering to its own little time zone!3In order to remedy the confusing situation, Congress established a start and stop date for DST when it passed the Uniform Time Act of 1966. Although this act helped clarify when DST went into effect around the country, cities were not required to use DST. To this day, parts of Arizona and all of Hawaii, for example, do not use DST.Benefits of DST4Many studies have investigated the benefits and costs of DST. Research in the 1970s found that DST saved about 1% per day in energy costs. On average, most electricity used is for lighting and appliances. It makes sense that more sun at the end of the day meant less need for electricity. This follows right along with Ben Franklin’s argument over 200 years ago.5Supporters of DST also claim that more sunlight saves lives. Studies have indicated that traveling home from work or school in daylight is safer. Nearly three decades of research shows an 8-11% reduction in crashes involving pedestrians and a 6-10% decrease in crashes for vehicle occupants after the spring shift to DST.6Other studies reveal that, following a similar logic, DST reduces crime because people are out completing chores after their business or school day in sunlight, lessening their exposure to crimes that are more common after dark. Arguments against DST7Opponents of DST cite other studies that disagree with these outcomes. A 2007 study in California indicated that DST had little or no effect on energy consumption that year. A three-year study of counties in Indiana showed that residents of that state spent $8.6 million more each year for energy, and air pollution increased after the state switched to DST. The researchers theorized that the energy jump was caused in part by increased use of air conditioning as a result of maximizing daylight hours. 8Recent research has also brought into question the safety aspect of the yearly switch to and from DST. In one study pedestrian fatalities from cars increased immediately after clocks were set back in the fall. Another study showed 227 pedestrians were killed in the week following the end of DST, compared with 65 pedestrians killed the week before DST ended. 9The adjustment period drivers endure each year is a dangerous time for pedestrians, and Daylight Saving Time may be the reason. Instead of a gradual transition in the morning or afternoon by just minutes of sunlight each day, the immediate shift of one hour forward or backward fails to provide drivers and pedestrians time to adjust.10When you also consider the cost of the abrupt transition in terms of confusion caused by people who forget to adjust their clocks, opponents say, any benefits gained by DST are simply not worth the trouble.PromptThe article presents arguments from both supporters and critics of Daylight Saving Time who disagree about the practice’s impact on energy consumption and safety.In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response.Source – GED Testing Item SamplerSample Student Response Between the two positions in this article, the one against Daylight Saving Time is better supported. Although both positions are well organized and supported with several examples, the evidence supporting the view against DST is more specific and thorough. The first position makes some valid points, ones that are sure to catch any reader's attention. The writer brings up expenses, safety, and crime rates, all of which are supposedly improved through the use of DST. However, the evidence he uses to support this claim seems general and outdated. In paragraph four, he mentions that one study took place in the 1970s. He also uses phrases such as "many studies" and "other studies." While the points he makes are interesting, there are no specifics. One is left wondering just how outdated or reliable these studies are, and if they even apply to the average American. Had he used less generalized phrases, he may have sounded more convincing. The second position is much better supported, especially compared to the somewhat lacking arguments of the previous position. The writer's information is precise, and he seems to use more studies than the first author. While the first author used studies from the 1970s, this one mentions a study done in 2007. The specifics of each study also improve the quality and seeming validity of the arguments made. The writer gives the states in which the studies were conducted and the reasons why the researches believed they got those results. Also, like the first author, the issues of which he writes are ones that will catch the reader's attention: energy consumption, safety, and confusion. While they are similar to those points brought up by the first writer, this second position is far better supported through its organization and attention to detail.Rubric for Reasoning through Language Arts Extended ResponseReasoning Through Language Arts Score1 Creation of Arguments and Use of Evidence Is there a thesis stating which argument is better and why? Are criteria used to evaluate the text-based evidence? Does text-based evidence support the thesis?2102 Development of Ideas and Organizational Structure Are the ideas well developed and presented logically? Is the essay well organized? Is there an awareness of audience and use of precise words?2103 Clarity and Command of Standard English Conventions Are there different sentence types? Does the grammar get in the way of understanding? Is it long enough to show students can use Standard English?210Rubric for Social Studies Extended ResponseSocial Studies Score1 Creation of Arguments and Use of Evidence Does a prompt-based argument connect the 2 source texts? Do multiple pieces of text-based evidence support the argument? Does the student’s own knowledge also support their argument?2102 Development of Ideas and Organizational Structure Are there several well developed ideas? Are the ideas well organized and flow from one idea to the next? Is there an awareness of audience (formal style/objective tone)?103 Clarity and Command of Standard English Conventions Are there different sentence types? Does the grammar get in the way of understanding? Is it long enough to show students can use Standard English?10 The Bottom Line for GED 2014 Writing: Write Like a ______________________Reasoning through Language Arts Graphic OrganizerSummarize the two argumentsArgument 1 is better supported than Argument 2 becauseFirst reason Argument 1 is better than Argument 2Evidence Second reason Argument 1 is better than Argument 2EvidenceConclusion – Summarize your main pointsSocial Studies Graphic OrganizerPassage 2 relates to the enduring issue in Passage 1 byFirst way Passage 2 relates to Passage 1Evidence from textMy knowledge of the issueSecond way Passage 2 relates to Passage 1Evidence from textMy knowledge of the issueConclusion – Summarize your main pointsTeaching Using Models: Reasoning through Language ArtsIn her Washington Post editorial, Keepit Slow argues that speed limits below 60 miles per hour save gas and lives. In his blog, Speed Demon says that speed limits are not necessary because he likes to drive fast, cars today are safer, and gas prices are coming down. Keepit Slow’s editorial is the better of the two because she supports her claims with strong, recent evidence from reliable sources while Mr. Demon’s uses only his personal experience to back up his arguments. In the editorial, Keepit Slow’s first reason why speed limits should be below 60 miles per hour is that it saves gas. She uses data from the US Department of Commerce to back her claim that driving under 60 would “save Americans 2 billion dollars a year in fuel costs.” She also points to a recent 2007 study by the state of Florida that showed consumers paid $220 million dollars more per year for gas when speed limits were raised in the 1990s. Also, Ms. Slow shows that driving slower save lives. She uses data from the National Highway Traffic Safety Administration to show that fewer people died when speed limits were lowered in the 1970s. Keepit Slow also talked about a 2006 study by the Pew Trust that showed how “deaths increased by 1200 people each year for every mile per hour the speed limit was raised.”In contrast to Keepit Slow, Speed Demon’s arguments are not based on strong evidence but on his personal opinion. His biggest argument was that there should be no speed limits because “dude, I just love to boogity, boogity, boogity.” He could provide no evidence for his claim that cars today were made better than in the past beyond his phrase “everyone knows that.” He based his argument that gas prices were going down on the price he paid when he filled up his car last week, not on national studies. In conclusion, Keepit Slow’s editorial supports her opinions by using recent facts from reliable sources. Speed Demon’s blog is just his personal opinion, and he has not done any research to prove his points. The first paragraph introduces the topicThe thesis (argument) is in boldThe criteria for evaluating evidence are underlinedSpecific evidence from the text is in italicsOrganization is shown through paragraph structure where first Keepit Slow’s evidence is discussed and then Speed Demon’s evidence is contrastedTransition words like also and in contrast connect paragraphs togetherAwareness of audience and purpose is shown by a conclusion which summarizes the argument Teaching Using Models: Social StudiesThe excerpt from Article 6 of the United States Constitution says the Constitution is “the supreme law of the land.” This shows the enduring principle that the United States government is founded based on laws as spelled out in the Constitution. In his 1974 speech, President Ford supports this enduring principle that the United States is a country founded on laws. Ford’s speech was given just after President Nixon resigned because of Watergate. President Ford makes it clear that “our great Republic is a government of laws and not of men” and that even the President of the United States is not above the law. The Constitution is our country’s law and political power rests in it, not any one person. Also, President Ford further supports this enduring principle when he says “our Constitution works.” This means that the United States government has continued for 200 years in spite of all the challenges we have had as a country. Even a President resigning and a new one taking office does not change does not change how the Constitution works.Finally, President Ford goes on to say that he was appointed based on laws made by people “acting under the Constitution.” People were not acting on their own authority but were directed by the laws in the Constitution. So, President Ford supports the enduring principle that the Constitution is the law of the land in the United States in his 1974 speech when he became President. The enduring principle is explained in boldThe underlined shows the connection between the enduring principle and the later speech. Personal information on the historical context is in the first sentence of the second paragraph.Specific evidence from the text is shown in italics Transition words like also and finally connect paragraphs togetherThe paragraphs bring in evidence from both passages and explain how they support the enduring principle Writing Frames - Reasoning through Language Arts_________________________ makes the claim that ______________________________________________________________________________________________________________________________________________________________________________________________________________________________ makes the claim that ______________________________________________________________________________________________________________________________________________________________________________________________________The best argument is _______________________________________________________________________________________________________________________________________________because _________________________________________________________________________The first reason _______________________________________________________is better is because _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evidence supporting this reason is ____________________________________________________________________________________________________________________________________________________________________________________________________________________There is also _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________Also, the second reason _____________________________________________is better is because ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evidence supporting this reason is ____________________________________________________________________________________________________________________________________________________________________________________________________________________Another piece of evidence is _________________________________________________________________________________________________________________________________________________________________________________________________________________________In conclusion, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Writing Frames – Social Studies_______________________________________________________ states the enduring principle of _________________________________________________________________________________________________________________________________________________________________________________________ (explains, supports, criticizes, gives an example of ) the enduring principle by _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________The first way ___________________ (explains, supports, criticizes, gives an example of ) the enduring principle is by _____________________________________________________________________________________________________________________________________________________________________________________________________________________________The evidence for this is ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________During this time in history, __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The second way ___________________ (explains, supports, criticizes, gives an example of ) the enduring principle is by ______________________________________________________________________________________________________________________________________________________________________________________________________________________________The evidence for this is ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________During this time in history, __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________In conclusion, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Assessment Targets (Content Guidelines) Are Available!Here are the content topics (for the full list that includes subtopics, see the GED 2014 Assessment Guide at or go to Q.1Apply number sense concepts, including ordering rational numbers, absolute value, multiples, factors and exponentsQ.2Add, subtract, multiply. divide, and use exponents and roots of rational, fraction and decimal numbersQ.3Calculate and use ratios, percentages and scale factorsQ.4Calculate dimensions, perimeter, circumference, and area of two-dimensional figuresQ.5Calculate dimensions, surface area, and volume of three-dimensional figuresQ.6Interpret and create data displaysQ.7Calculate and use mean, median, mode and weighted averageQ.8 Utilize counting techniques and determine probabilities A.1Write, evaluate, and compute with expressions and polynomialsA.2Write, manipulate, and solve linear equationsA.3 Write, manipulate, solve, and graph linear inequalitiesA.4Write, manipulate, and solve quadratic equationsA.5Connect and interpret graphs and functionsA.6Connect coordinates, lines, and equationsA.7Compare, represent, and evaluate functionsSome Thoughts about Math: 1. There is a new focus on algebra. It is 55% of GED 2014. The reason: algebra is a gatekeeper skill for postsecondary success!2. There is a focus on application, specifically problem solving in real world situations. Students should be comfortable with using a method for problem solving like the Polya method. 3. The new formula sheet assumes they know how to find basic area and perimeter. There is a bigger focus on surface area and volume. 4. Data analysis is very important. Students should be comfortable seeing various graphs/charts. Polya Problem Solving Method - UPS ? Understand the problemWhat are you asked to do?Will a picture or diagram help you understand the problem? Can you rewrite the problem in your own words?Create a planUse a problem solving strategy:Guess and check Solve an easier problemMake a list ExperimentDraw a picture or diagram Act it outLook for a pattern Work backwardsMake a table Change your viewpointUse a variable SolveBe patient Be persistent Try different strategiesCheckDoes your answer make sense? Are all the questions answered?What other ways are there to solve this problem?What did you learn from solving this problem? Understand PlanSolveCheck Guess My Rule!Fill in any missing numbers and write the rule in the box. Example: InOut19218327436545654763Multiply by 9InOut1142916425366497InOut2446368101001214414196InOut2123174225276327378 InOut3263941215618721InOut4218251229162037242845A Few PatternsToothpick HousesBuild or draw the following sequences of houses made from toothpicks.3429001365250042291001365250036576001365250030861001365250020574001365250014859001365250034290045085001485900450850020574004508500308610045085003657600450850042291004508500Fill in the following table:Houses12347Number of ToothpicksSee if you can come up with a way to predict the number of toothpicks needed to build any number of houses. Describe your method.Using your method, see if you can fill in the missing parts of the table:Houses5681220100Toothpicks5176401How can you calculate the number of houses you can build if you know the number of toothpicks you have? Explain.How would you write your method for question 4 in symbols?GED Testing Service? | ?Copyright 2013 GED Testing Service LLC. All rights reserved.Six Reasons We Should Not Be Afraid of GED 20141. GED Testing estimates a similar pass rate for GED 2014 at the high school equivalency level to GED 2002.2. We survived the transition from GED 1988 to GED 2002 which featured a much harder math test.3. The increased rigor of GED 2014 is a good thing since it will better prepare students for postsecondary success. Currently only 12 percent of adult basic skills students are successful in completing a post-secondary credential. Today’s competitive economy demands a postsecondary credential for a living wage job. “Postsecondary education is not a nice thing for the few but a must for the many.” 4. GED 2014 is probably a “short timer” in North Carolina. For 2015, the selection criteria for a high school equivalency test is that it must have both a paper/pencil and computer version. Since GED 2014 does not currently offer a paper version, North Carolina will most likely go with TASC or HiSET. (This is my informed opinion, not official state policy!)5. Professional Development in the form of adult secondary trainings are taking place across the state. Google the NC Basic Skills Training Calendar to see when and where. 6. There are more resources available than ever before.Please look at these resources at :A Teacher’s Guide. A self-paced, eight-week program to help busy educators organize and apply the range of training resources available about the 2014 GED test.The Assessment Guide for Educators. This in-depth guide to the 2014 GED test covers a range of topics including the 2014 GED test’s alignment with the common core and the scoring rubrics for extended response.The GED Test: A Content Comparison. A breakdown of the similarities between the 2002 Series GED Test and the 2014 GED test as well as a summary of the changes by content area.The 2014 GED Test Webinar Archive. A series of seven webinars that cover the latest detailed information pertaining to the 2014 GED test including The Wonderful World of GED Testing Technology, Webb’s Depth of Knowledge, and 2014 GED Test 101. The Item Samplers. Item Samplers closely resemble the operational test interface complete with Depth of Knowledge (DOK) levels and detailed answer explanations.TI-30XS Calculator Introduction Video. The TI-30XS demonstration video shows how the new on- screen calculator will function for the 2014 GED test.2014 GED Program FAQs. An extensive list of frequently asked questions about the 2014 GED program. Reading Quiz The jklasduew, many fear, is doomed to disappear. The little green sprig with the dull, dhqwuet leaves and the round, tsetnmning berries may lose its place at our odjkeysd fjklcsbwp, because it is a cvmprhdkib. It grows and feeds upon trees, and foresters have dhtwrquzn it a cbnjksisdw.Among the ancient wediugn, however, the fcdswtss was the object of special rfdnkplwq when it grew upon an oak. The oak was a zxhmiyjtf tree, and whatever was found growing upon it was regarded as sent from heaven. Thus the lmbtwdcs was called “all-heal,” and was looked upon as tgbnkjmcx for dswbnjmktfk.This fhkinxrbvs gathered the pimtfvghg with great fjdwko. Five days after the new moon of the winder jdmahsd a grand jikkmgdr was formed. The throsidf came first. Then came a kpadhjfb who bore the golden knife for cutting. The priests came next, with the Prince and all the people following. The Prince climed the tree and cut the vfjdlksd, which was gathered up and dseing to the people. In their houses as a fkeiow and offer of thnkpvfs to bplmkhtcdktsw jiptbvxxws during the season of frost and cold.Customs have changed much since then, but the trimstrbbe still holds a large place in jngtggs and New Year’s jlpgvvuw. We shall be nkpfirf to have it disappear.______ 1. The people offered cftgbhk to the gods of the woods during (a) summer (b) April (c) winter (d) September______ 2. We may infer that fgjkl has (a) a pleasant odor (b) kpterw leaves (c) dprjve berries (d) fcnske blossoms______ 3. Wtufh is lkihsnkgw with udiosa because it (a) destroys other vegetable life (b) has no marketable value (c) does not lend itself to bfsdftt purposes (d) has an unpleasant odor______ 4. The origin of the use of tgbhnkd is (a) recent (b) unknown (c) American (d) a pagan______ 5. The selection that states that in ancient times the oak was regarded as (a) king of the forest (b) mklphgtly (c) something to be gvdrvhning (d) a shelter from the storm______ 6. Strvvbnokcf if tge sweefn will cause (a) general rejoicing (b) no concern (c) genuine regret (d) bhmer______ 7. The plant was cut by the (a) people (b) priests (c) Prince (d) jfdbrest______ 8. The brcssnplnt was led by the (a) priests (b) poets (c) herald (d) people______ 9. That vghjkltlr which grew upon an oak was considered (a) god-given (b) wndrfl (c) beautiful (d) bhnkmlnerGuess My Rule Answer KeyFill in any missing numbers and write the rule in the box. Example InOut19218327436545654763Multiply by 9InOut114293164255366497Divide number by itselfOr square rootInOut24416636864101001214414196Multiply number by itself Or square the numberInOut212317422527632737842Multiply by 5 and add 2 InOut326394125156187218Divide by 3 and add 1InOut42182512291633203724412845Add 17A Few Patterns Answer Key Toothpick HousesBuild or draw the following sequences of houses made from toothpicks.3429001365250042291001365250036576001365250030861001365250020574001365250014859001365250034290045085001485900450850020574004508500308610045085003657600450850042291004508500Fill in the following table:Houses12347Number of Toothpicks611162136See if you can come up with a way to predict the number of toothpicks needed to build any number of houses. Describe your method.Multiply the number of houses times 5 and add 1. Each new house adds 5 toothpicks. The number of toothpicks will be 6 times the house number minus the previous house number – for house 2, 2 * 6 = 12 – 1 = 11Using your method, see if you can fill in the missing parts of the table:Houses5681220100101580Toothpicks263141611015015176401How can you calculate the number of houses you can build if you know the number of toothpicks you have? Explain.Divide by 5. Since each new house adds 5 toothpicks to the previous total, dividing by 5 would tell the maximum number that could be built. How would you write your method for question 4 in symbols?T = # of toothpicksT/5 = Houses to buildGED Testing Service? | ?Copyright 2013 GED Testing Service LLC. All rights reserved. ................
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