Test Preparation for the New Common Core Aligned Regents Exam
The new Common Core standards are interwoven in the instruction and practice that takes place in my classroom. Additional supplementary nonfiction texts have been added to each unit in order to balance both literary and nonfiction readings. Writing from sources and using academic vocabulary are also a focus in my classroom, along with gathering textual evidence from research-based sources.
Students are taught rhetorical devices and practice interpreting and analyzing nonfiction works - speeches for example - in order to gain strength in reading comprehension and analysis skills. This is useful for the new Regents exam because they tend to use famous speeches and students will be well aware of the rhetorical appeals they could then identify and discuss in an in-depth manner. Within each unit of study, students are constantly asked: "what is the author's intended effect?" and "which literary technique(s) or rhetorical device(s) are used to best convey the central idea?" Thus, students are always evaluating the author's use of writing strategies and the ways in which they help to emphasize his/her point.
Throughout each unit, students are being prepared for each part of the new Common Core Regents exam. The text-based analysis response of two to three paragraphs (Part III of the new exam) is a practice that students get multiple opportunities to improve upon and excel in. In every single unit, students write at least two text-based analysis responses. Initially, this practice is scaffolded in a variety of ways. For example, initially,students are placed in groups and decide upon a central idea of the given text. Next, they individually find at least three textual examples to prove their claim. The students then share their quotes with their group members and provide explanation as to why they are useful and strong examples. Students then complete an outline, followed by the actual written assignment. By midway through the year, students no longer need as much scaffolding.
In addition, the Synthesis Essay (Part II) is the longer written piece in the new Common Core Regents exam. Students are given four informational texts to read and interpret. Students are then asked a controversial question and must take a stand on one side and make a strong claim statement. The essay must support that claim/thesis statement, however, students must also acknowledge the counterclaim as well. Using at least three of the four texts for evidence, students write a well-developed essay. In order to prepare students for this task, the practice is also scaffolded. Students are given steps to follow, outlines to organize ideas, and multiple opportunities to practice this written response.
The multiple choice questions are taught in a variety of ways as well. Along with challenging students throughout the year with difficult texts to read, understand, and evaluate, students are not only asked to answer multiple choice questions, but they must include a rationale (with textual evidence) as to why their answer is definitely the correct choice. This causes students to go back into the text and support their answer choice. Students are no longer allowed to simply guess or just use the process of elimination technique. Instead, they must explain how they made an inference and support their answers completely.
Below are sample worksheets that students complete in specific units throughout the year to prepare for college and career readiness, as well as the Common Core exam.
Students are taught rhetorical devices and practice interpreting and analyzing nonfiction works - speeches for example - in order to gain strength in reading comprehension and analysis skills. This is useful for the new Regents exam because they tend to use famous speeches and students will be well aware of the rhetorical appeals they could then identify and discuss in an in-depth manner. Within each unit of study, students are constantly asked: "what is the author's intended effect?" and "which literary technique(s) or rhetorical device(s) are used to best convey the central idea?" Thus, students are always evaluating the author's use of writing strategies and the ways in which they help to emphasize his/her point.
Throughout each unit, students are being prepared for each part of the new Common Core Regents exam. The text-based analysis response of two to three paragraphs (Part III of the new exam) is a practice that students get multiple opportunities to improve upon and excel in. In every single unit, students write at least two text-based analysis responses. Initially, this practice is scaffolded in a variety of ways. For example, initially,students are placed in groups and decide upon a central idea of the given text. Next, they individually find at least three textual examples to prove their claim. The students then share their quotes with their group members and provide explanation as to why they are useful and strong examples. Students then complete an outline, followed by the actual written assignment. By midway through the year, students no longer need as much scaffolding.
In addition, the Synthesis Essay (Part II) is the longer written piece in the new Common Core Regents exam. Students are given four informational texts to read and interpret. Students are then asked a controversial question and must take a stand on one side and make a strong claim statement. The essay must support that claim/thesis statement, however, students must also acknowledge the counterclaim as well. Using at least three of the four texts for evidence, students write a well-developed essay. In order to prepare students for this task, the practice is also scaffolded. Students are given steps to follow, outlines to organize ideas, and multiple opportunities to practice this written response.
The multiple choice questions are taught in a variety of ways as well. Along with challenging students throughout the year with difficult texts to read, understand, and evaluate, students are not only asked to answer multiple choice questions, but they must include a rationale (with textual evidence) as to why their answer is definitely the correct choice. This causes students to go back into the text and support their answer choice. Students are no longer allowed to simply guess or just use the process of elimination technique. Instead, they must explain how they made an inference and support their answers completely.
Below are sample worksheets that students complete in specific units throughout the year to prepare for college and career readiness, as well as the Common Core exam.
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