English SAT Prep, Level 2 Course of Study
BOE Approved May 2009
Table of Contents
Members of Revision Committee
Statement of Purpose
Program of Studies Description
Core Content Standards
Textbook and Resource Materials
Proof of Proficiency
Members of Revision Committee:
Linda Sharon - Cherokee
Jon Posch - Shawnee
William Wiegand - Lenape
Julie Pettit - Seneca
Statement of Purpose:
The purpose of all curriculum guides is to provide direction for instruction. They identify the written outcomes in a subject and /or grade as the basis for classroom activities and student assessment. In order to achieve maximum understanding, the objectives identified as learning outcomes must be written clearly and reflect the specific learning and behavior which are expected.
Objectives are written as major outcomes and stated to require critical thinking. Teachers should understand that they must make careful decisions about the specific sub skills and prior learning needed to reach these objectives. These professionals are encouraged to reflect with others teaching the same curriculum for this purpose and also to identify the most appropriate resources and methods of assessment. The assessments are directly aligned with the objectives. Therefore, the objectives in this guide are designed to provide direction to the teacher in order to facilitate instructional planning.
All teachers, parents and students should be informed of the expected outcomes (i.e. objectives) for the subject and/or grade level.
Program of Studies Description:
Prepares students for the verbal and math sections of the SAT. Nine weeks will be spent on verbal and nine weeks on math. The critical reading, writing, vocabulary, and logical reasoning skills needed on the SAT will be addressed. Specific test-taking strategies for the SAT will also be presented. The course will be graded Pass/Fail. Students will be assessed based upon personal improvement throughout the course.
Core Content Standards for SAT Prep:
STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.
3.1.12.A.1 Interpret and use common textual features (e.g., paragraphs, topic sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information.
3.1.12.A.2 Identify interrelationships between and among ideas and concepts within a text, such as cause-and-effect relationships.
3.2.12.A.8 Use a scoring rubric to evaluate and improve own writing and the writing of others.
3.1.12.C.1 Decode new words using structural and context analysis.
3.1.12.D.1 Read developmentally appropriate materials at an independent level with accuracy and speed.
3.1.12.D.3 Read a variety of genres and types of text with fluency and comprehension.
3.1.12.E.1 Assess, and apply reading strategies that are effective for a variety of texts (e.g., previewing, generating questions, visualizing, monitoring, summarizing, evaluating).
3.1.12.E.3 Analyze the ways in which a text’s organizational structure supports or confounds its meaning or purpose.
3.1.12.F.1 Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.
3.1.12.F.2 Use knowledge of root words to understand new words.
3.1.12.F.3 Apply reading vocabulary in different content areas.
3.1.12.F.4 Clarify pronunciation, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources.
3.1.12.F.5 Define words, including nuances in meanings, using context such as definition, example, restatement, or contrast.
3.1.G.7 Analyze and evaluate figurative language within a text (e.g. irony, paradox, metaphor, simile, personification).
3.1.12.G.9 Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.
3.1.12.G.15 Identify, describe, evaluate, and synthesize the central ideas in informational texts.
3.1.12.G.18 Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view.
STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
3.2.12.B.3 Draft a thesis statement and support / defend it through highly developed ideas and context, organization and paragraph development.
3.2.12.B.9 Provide compelling arguments and strong closure to written pieces.
3.2.12.B.13 Write sentences of varying length and complexity using precise vocabulary to convey intended meaning.
3.2.12.C.3 Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas.
3.2.12.C.4 Use transition words to reinforce a logical progression of ideas.
3.2.12.C.6 Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.
3.2.12.D.3 Evaluate the impact of an author's decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.
STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
3.3.12.A.2 Support, modify, or refute a position in small or large-group discussions.
3.3.12.B.1 Ask prepared and follow-up questions in interviews and other discussions.
3.3.12.B.4 Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.
3.3.12.B.8 Paraphrase comments presented orally by others to clarify viewpoints.
3.3.12.C.1 Select and use precise words to maintain an appropriate tone and clarify ideas in oral and written communications.
3.3.12.D.1 Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, and personal expression).
STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.
3.4.12.A.1 Discuss, analyze and extend ideas heard orally.
3.4.12.A.3 Demonstrate active listening by taking notes, asking relevant questions, making meaningful comments, and providing constructive feedbackto ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.
3.4.12.A.4 Identify and define unfamiliar vocabulary through context in oral communications.
3.4.12.A.5 Analyze how a speaker’s word choice and nonverbal cues reveal purpose, attitude, and perspective.
3.4.12.B.5 Follow oral directions to perform specific tasks to answer questions or solve problems.
Textbook and Resource Materials:
Christ, Henry. Amsco’s Preparing for the SAT in Critical Reading & Writing. Amsco
School Publications Inc., 2005.
SAT Comprehensive Program 2008 Edition. Kaplan Publishing, 2007.
The New SAT Writing Workbook. Kaplan Publishing, 2004.
Objective 1: The student will be able to decode new words using structural and context analysis. (NJCCCS 3.1.12.C.1)
· Construct definitions based on context clues and compare them with dictionary definitions.
· Compose sentences for SAT words that incorporate context clues.
· Use knowledge of root words to understand new words.
· Create cartoons and that illustrate the meaning of prefixes, suffixes, and root words.
· Create pantomimes to illustrate a variety of vocabulary words.
· Research and design a poster tracing the etymology of SAT vocabulary words.
1. Students will take quizzes and tests that require them to decode new words using structural and context analysis.
2. Students will complete projects and exercises that require them to draw the meaning of words from structural and context analysis.
3. Students will compile a portfolio in which exemplary projects and exercises in which they have practiced decoding novel vocabulary will be placed.
Objective 2: The student will be able to read developmentally appropriate materials with increased comprehension, accuracy, and speed. (NJCCCS 3.1.12.D.1)
· Evaluate figurative language within texts.
· Read a variety of genres and types of texts, focusing on comprehension.
· Practice using context clues to derive meaning from words.
· Understand and apply SAT test taking strategies to a variety of texts.
· Analyze paragraphs for structure and organization.
· Evaluate the effectiveness of a variety of arguments found in newspaper editorials.
· Practice finding specific details in a text.
· Read texts similar to those that will appear on the SAT, and then identify and summarize the author’s point and supportive arguments.
1. The student will appraise and respond orally or in writing to various assigned texts.
2. The student will read texts and respond to questions.
3. The student will read texts that are similar to those that will appear on the SAT, and create questions that mirror those found on the test.
4. The student will create projects that reflect test-taking strategies specific to the reading section of the SAT.
5. Student portfolio including examples of student analysis of sample SAT passages.
Objective 3: The student will be able to analyze the ways in which a text’s organizational structure supports or confounds its meaning or purpose. (NJCCCS 3.1.12.E.3)
· Read a text to identify the main idea.
· Provide a title to a text after reading.
· Provide a summary for a text after reading.· Recognize an inference question; locate the inference in the text and select ananswer based on inferred facts.
· Supply an interpretation after reading a text.
· Provide a paraphrase of a read text.
· Make a comparison between two ideas, persons, or arguments after reading a text.
· Locate single or combined details in a read text.
· Evaluate an author’s tone, attitude, purpose, and style after reading a text.
· Evaluate an author’s diction and figurative language after reading a text.
· Predict the outcome of a text based upon inferences from the reading passage.
· Write a paragraph paraphrasing or interpreting a text.
1. Take a multiple-choice quiz after reading a text in which students identify the central idea.
2. Write a title for an untitled passage that alludes to a theme of the passage.
3. Write a paragraph paraphrasing or interpreting text.
4. Student portfolio including examples of student analysis of both sample SAT passages and sample SAT essays.
Objective 4: The student will be able to determine the best answer for a single or double blank sentence completion using Greek and Latin Roots. (NJCCCS 3.2.12.B.13)
· Memorize Greek and Latin prefixes using flash cards.
· Memorize Latin and Greek verb, noun, and adjective roots via trial.
· Memorize Latin and Greek suffixes via homework assignments.
1. Take a series of matching quizzes based on Greek and Latin words.
2. Circle and define Latin and Greek prefixes, roots, and suffixes in an SAT section.
3. Write a paragraph paraphrasing an SAT reading passage, circle and define a number of Latin and Greek words.
4. Complete SAT sentence completions using knowledge of roots.
5. Complete SAT critical reading questions analyzing novel vocabulary.
6. Student portfolio including correctly completed examples of student work involving Greek and Latin roots.
Objective 5: The student will be able to… write a persuasive essay in clear, concise and organized language as necessary for the success of the SAT’s. (NJCCCS 3.2.12.B.3)
· Draft a thesis statement.
· Practice writing openings and closings.
· Become familiar with SAT writing prompts.
· Write at least 4 essays according to SAT standards.
· Have students become familiar with the SAT standard grading rubric.
1. Student generated essays.
2. Student work reviewing peer writing.
3. Graded thesis statements responding to SAT sample essays.
4. Student portfolio demonstrating improvement of essays throughout the course.
Objective 6: The student will be able to… recognize and correct errors in grammar, word usage, subject-verb agreement, fragments and run-ons. (NJCCCS 3.2.12.D.3)
· Teacher explanation of grammar rules.
· Practice in SAT prep questions (writing section).
· Computer based games/exercises that reinforce the rules.
· Student generated posters, etc that explain rules.
1. Teacher made tests in which students identify pats of speech, parts of sentences, and sentence errors.
2. SAT prep practice tests in which students identify sentence errors, paragraph errors, and revise writing for clarity.
3. Student portfolio featuring a collection of correctly completed grammar activities and SAT exercises.
1. Vocabulary: Ongoing
2. Reading Comprehension 2 weeks
3. Sentence Completion (single word): 1 week
4. Sentence Completion (two words): 1 week
5. Essay Writing: 1 week
6. Recognizing Sentence Errors: 1 week
7. Improving Sentences: 1 week
8. Improving Paragraphs: 1 week
9. Practice Tests/Full Review: 1 week