ELA CAHSEE Boot Camp Week 2

Report
Welcome to CAHSEE week 2
Do-Now Week 2 (write this down
in your notebook-5min)
1.
List one common prefix and suffix.
2.
What are context clues? How can they
help you understand ELA questions on
the CAHSEE?
Agenda 2/1/2014
 Do-Now
Week 2 (5 min)
 PPT-Week 2 Word Analysis-Context Clues (15 min)
 Test Prep Activity#1-Context Clues Practice (10
min)
 Test Prep Activity#2-PQRST Reading Strategy (15
min)
 Exit Slip (15-20 min)
NOTES-
any slide with
a green title should be
written down in your
notebook.
ELA CAHSEE Boot Camp
 Week
2 Word Analysis-Context Clues
Standards:
 10RW1.1
Identify and use the literal and
figurative meanings of words and
understand word derivations. [5 questions]
 10RW1.2
Distinguish between the
denotative and connotative meanings of
words and interpret the connotative
power of words. [2 questions]

The CAHSEE uses 7 multiple-choice questions to
measure these standards. There is no magic list of words
that will appear on the test, so this section of the Study
Guide discusses some of the strategies that can help
you succeed.

You will be asked to explain what a particular word or
phrase means. The CAHSEE measures your
understanding of both denotation (the dictionary
definition) and connotation (the image or feeling that a
word or phrase suggests to readers).

For example, house and home have the same
denotation: both describe a place of shelter. However,
their connotations are quite different. House makes
most readers think of particular buildings where people
live; home suggests warmth, comfort, and safety
(Review)Prefixes, Suffixes, and Root
Words
 Prefix-a
word part that can be added to the
beginning of a word to make a new word. (dis)
 Root Word-the word that’s left over when prefixes
and suffixes have been removed. (infect)
 Suffix-a word part that can be added to the end of
a word to make a new word. (ant)
 Dis-infect-ant=Disinfectant
COMMON PREFIXES AND
SUFFIXES
 PREFIXES
 Re=
back, again
 Sub= under
 Un= not
 Trans= across,
beyond
* semi= half, partly
SUFFIXES
* able ible= able to
* fy= to make
* ism= the practice of
* less= without, lacking
* ness= quality of
(Review) HOW WILL THIS
HELP YOU ON THE CAHSEE?
 Word
analysis skills are very important for the
CAHSEE because they will help you decode the
meaning and context of words within reading
passages and also in the questions you are being
asked
Word Analysis-Strategies for
Deducing Meaning
 Context
clues-Learning This Skill Today!
 Multiple-choice strategies
 Structural Clues
 Direction
 Change
 Word Association
 Deconstruction
What are context
clues?(Remember the text is green, take notes!)
Context
clues-are words in a
sentence or paragraph that
help the reader figure out the
meaning of an unfamiliar word.
Types of Context Clues
 Synonym
clue-figuring out the meaning of
the unfamiliar word by replacing it with the
familiar word.
 Comparison clue-comparing an unfamiliar
word to a familiar word
 Contrast clue-an unfamiliar word may be
used in contrast (differences) to a familiar
word
 Explanation clue-an unfamiliar word may
be followed with an explanation using
familiar words.
Synonym Clue
 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.
Comparison Clue
 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.”
Contrast Clue
 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.”
Explanation Clue
 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.”
Context Clues Large Group
Practice Activity Part I.
 Directions-Choral
read Ana’s diary entry.
Based on the surrounding words determine
the definition of the following underlined
words. (don’t write the directions, write the
terms below and the text evidence)
 Poof-poofs-meaning and text evidence
 Tramzam-meaning and text evidence
 Zilgping-meaning and text evidence
 Zoosh-meaning and text evidence
Context Clues Large Group
Practice Activity Part II.
Dear Diary,
I overslept this morning. I had to eat my bowl of poofpoofs very quickly, and I almost missed the tramzam.
When I got to Simon Tech, I realized that I had
forgotten my zilgping. Luckily, Mr. Carr is very zoosh,
and told me I could bring it tomorrow.
Context Clues Large Group Practice
Activity Part III.-Answers
 Poof-poofs-breakfast,
was being eaten in
the morning in a bowl.
 Tramzam-school bus, was what Ana was
going to take to school.
 Zilgping-homework, was something Ana
needed at school.
 Zoosh-cool, a person can act this way, Mr.
Carr’s name in the sentences makes it
obvious 
End of Notes!!!!
Test Prep Activity#1-Context
Clues Practice
 Using
the skills listed on pages 3-4 underline, write
the the context clues for CAHSEE practice
questions independently on page 5 and write the
question/ answer in your notebooks.
 With a partner compare the words you each
underlined as context clues for each question.
 Compare your answers with your partner.
 Students will then as a large group share their
meaning of the word “institution”, and cite within
the text the context clues that helped them define
the term.
Activity#1-Context Clues
Practice-Answers
 CAHSEE
Example Question 1=B Fragile
 Meaning of institution ExampleOrganization focused on a particular area
or program (education).
Test Prep Activity#2-PQRST







With your table groups use the reading on page 30 (“I’ve
Watched”) to complete the PQRST Template.
Before reading the poem complete sections P and Q of
the template. (YOU MAY WRITE ON THE PQRST sheet)
Popcorn read the poem with your table group.
Underline context clues that will help answer the
questions to complete the R section of the template.
Complete section S of the template by summarizing the
context clues and information you identified in the
reading that will help you answer questions 35-36.
Skip section T of the template.
As a table group select the correct answers for questions
35-36.
Students will share-out their answers as a large group.
Activity#2-PQRST Answers
35-D
36-D
37-
C
Exit Slip: (15-20 mins)
 Get
your assigned computer/ close
notebook
 Log-on/
www.achievedata.com/zoom/test
 Use
the test key from the CAHSEE
BOOTCAMP file cabinet under Mrs.
LaToya Kelley’s page. Cahsee
Bootcamp Folder.
 Exit
Slip
Slip Name- CB ELA Week Two Exit
Time to Switch
(1 minute stretch
break before we
start the next
subject)
Reminders: (2 mins)
Sign
in Laptops
Bootcamp next Saturday 2/1 bring your notebook and a
pencil
Study over your notes nightly
Room must be left spotless (no
trash, chairs on desks, I will check
your desk before dismissal)

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