Download Mrs. Campbell`s 5th Grade Study Notes for the MCT2 READING

Mrs. Campbell’s 5th Grade Study Notes for the MCT2
READING SECTION:
Vocabulary- Use context clues (key words around the unknown word), pull out affixes or roots of words
that you DO know and compare and contrast those parts to a word you DO know (superficial/superman)
Synonyms = same meaning (pretty, cute, beautiful)
Antonyms = opposite meanings (nice, mean)
Homonyms = same sounds, different meanings (break apart the words by syllables and sounds of letters)
(cent, scent… there, their, they’re)
KNOW figurative language:
simile= compares using like or as
metaphor= compares without using like or as (usually uses: am, is, are, was, were)
personification=gives human-like features (talking, dancing) to non-human things/animals
hyperbole= an exaggeration (“I’ve told you a million times!”)
idiom= phrase specific to a culture (obviously made up by someone) “It’s raining cats and dog”
imagery = uses vivid language, “juicy” adjectives, and helps you to “picture” in your mind
rhyme = cat/hat/bat/mat/fat
rhythm = has everything to do with Syllables (count the syllables in each line and there should be a
pattern if there is rhythm – think of a song, since all songs have rhythm)
alliteration = repeated Consonant (non-vowel) sounds at the beginning of words (peter piper picked)
onomatopoeia = “sound” words (ex: crackle, moo, pop, zoom, boom, ect.)
assonance = repeated Vowel sounds (short or long a,e,i,o,u) that’s NOT at the beginning or end of the
words (ex: fleet feet sweep by sleeping geeks)
References:
dictionary= definition/meaning of words, how to pronounce words, syllables, part of speech
Glossary=just like a dictionary but found in the back of a book
Thesaurus= where you find synonyms and antonyms
Atlas=maps (remember there are LOTS of different types of maps that show you LOTS of different
things!)
Almanac=collection of interesting information specific to an audience (kid’s almanac, farmer’s almanac,
ect)
Index = quick way to search for a specific topic within a book (usually at the back of the book)
Table of contents = shows major topics within a book (usually at the very beginning of a book)
Formal language = “mature, appropriate, school” language that you’d use in front of principal or president
Informal language = “slang” or language that you’d use in front of your friends
Text Structure:
Sequential Order = describes items or events in order OR tells the steps to follow in order to do
something or make something; all about TIME (signal words: first, second, next, then, before, after,
finally, ect)
Description = A topic, idea, person, place, or thing described by telling its features, characteristics, or
examples (usually science or social studies topics) (signal words: for instance, such as, to begin with, an
example, to illustrate, characteristics, ect.) Look for the topic word(s), or a synonym or pronoun, to be
repeated
Cause and Effect = Cause is why something happened. Effect is what happened. (Sometimes the effect
can be listed first, though!) (signal words: so, because, since, therefore, if…then, this led to, reason why,
as a result, consequently, for this reason, ect.)
Procedure = think of a science experiment; it has a procedure, or a certain way or doing something, in
order and has a specific outcome that sequential order usually won’t have
Compare and Contrast = Shows how two or more things are alike and/or different (signal words: same
as, similar, alike, as well as, both, instead of, either…or, on the other hand, different from, et.) Should
be able to use a Venn Diagram!
Order of Importance = information is given from the most important feature to the least important, or
from the least to the most important. (signal words: most importantly, least importantly, major,
significant, central, main, ect. (remember, though, it has to be used Throughout the passage, not just
once!)
Problem and Solution = tells about a problem (and sometimes says why there is a problem), then gives
one or more possible solutions (signal words: question is…, to solve this, one answer is, one reason for the
problem is, what we can do, ect.)
Genres:
Fiction = not real (narratives, stories, make-believe, imaginative, ect.)
Nonfiction = true/real, factual (science, history, ect.)
Biography = (nonfiction story written about a person’s life by someone else)
Autobiography = written story of the author’s own life
When you “draw a conclusion”, you are simply stating a fact/true about all that was written/read.
Main Idea/Summary should be like a sandwich smooched together; it should include a little something
from the Beginning, Middle, and End (BME).
A paraphrase is simply something re-stated in your own words. Just like you’d retell a movie you saw;
you’d be paraphrasing it in your own words. On tests, a paraphrase question might look JUST like the
example given, with just a couple of words changed.
If a text contains a flashback, it will have a moment/paragraph that includes a memory of something
that happened in the past, and then will continue on with the story (think of a movie that has someone
remembering something, but then continues on with the movie)
If a question asks you to choose a correct interpretation of something, just choose the answer choice
that is true/correct.
Author’s purpose: (easy as PIE)
Persuade = will make you want to “pull out your wallet” or go/do something right then (uses persuasive
language like bandwagon, card-stacking, “deals”)
Inform = informational, describing, tells you something that you might not have known before
Entertain = usually a story/narrative
Facts = can be PROVEN
Opinions = can NOT be proven (signal words: always, never, think, people’s thoughts or feelings)
Tools of persuasion:
Name calling = negative/positive “name-calling” such as “You’d be the BEST principal ever if you’d…” or
“Only geeks would not buy…”
Endorsement = someone famous/important telling you to do/buy something
Repetition = repeated words for memory-sake “Buy! Buy! Buy! Will be gone today!”
Association = 2 things combined for the sake of a “deal” (buy this paper since it has been recycled, and
you’ll help save trees) (Buy our computer since it will help student motivation)
Stereotypes = putting a group of people in a “box” and labeling it (all old people drive slow, every parent
that cares will love this car)
Bandwagon = makes you feel left out and tries to convince you to join them (everyone is reading this
book, so you should too!, all fifth graders will be going to the dance, so you should go too!)
Remember to UNRAAVEL and JUSTIFY answers from passages!!!
Re-read your answer choice and Make Sure it makes SENSE!
Don’t kick yourself later for not spending 30 more seconds on a question in order to get it
RIGHT!!! You know you will have ALL the time you’ll need!!!!
WRITING SECTION:
KNOW the 5 stages of the writing process and what happens at each:
1) Planning
• Plan for writing by just putting your thoughts on paper (brainstorming, graphic organizers)
2) Drafting
• Begin writing complete sentences, in order (using your planning stage to start writing)
3) Revising
• BIG changes: adding, elaborating, deleting, and rearranging sentences or paragraphs
4) Editing
• SMALL changes: grammar, punctuation, spelling, indenting, and varied sentence structure.
5) Publishing/Sharing
• Using other stages as a guide, re-write perfectly with NO changes made during this stage; share
writing with others
Vivid language and specific details = think of imagery; uses “juicy” and mature adjectives (instead of
“pretty” you’d use beautiful, gorgeous, stunning, lovely)
-Underline/Circle those adjectives and phrases and compare and contrast in answer choices
When sentences are being added to a paragraph, mark WHERE (after line 3, ect) they’re being added,
and read the paragraph with each answer choice to see which one would FLOW the best; make sure it
makes sense! You might have to read the paragraph five times to make sure! There should be a “taste” of
the previous sentence in the new sentence being added (music was mentioned and the sentence being
added has to do with music).
If a sentence is being removed/deleted, do the same thing! The paragraph/passage will sound BETTER
and will “flow” better without that sentence!
An introductory sentence is the first sentence and should “summarize” what is about to written (gives
us a “taste” of what is to come!) If you are asked to choose one, look for the best summary of the
paragraph.
A concluding sentence is the last sentence and should “wrap up” the paragraph/passage.
If a question asks you to put sentences in order to have a well-organized composition, all you have to do
is put the sentences in sequence!
The best way to is to read all the sentences, at least twice, and see if any automatically “stick out” to
you as being first or last. Then, look at the answer choices and see if one that you believe is first or last
is listed as first or last, and check over the sequence to make sure it sounds right.
If nothing else, just READ the sentences over and over, and put them in order yourself, then check the
answer choices and hopefully your order will be an option.
Nouns:
Common = not capitalized because they’re not specific (dog, mom, building)
Proper = capitalized because they ARE specific (the name of the dog is Spot, that building is Renasant
Bank)
Singular
Dog
Plural
Dogs
Singular possessive
Dog’s
Plural possessive
Dogs’
An appositive is a noun or noun phrase that rename or identifies a noun:
Mrs. Campbell, our teacher, is helping us to study.
(Remember that anytime you have an interrupter in the middle of the sentence, such as an appositive,
there should be commas around it!)
Interrupters are just pieces of information “thrown” into a sentence to give us more information. There
should always be commas around interrupters if they’re in the middle of a sentence.
Ex; Terrionna, who is wearing a red shirt today, will be first in line.
Concrete nouns: you CAN use at least ONE of your 5 senses to detect (it has a color, smell, sound,
taste, or touch with your fingers) ex; cat, phone, cup, floor, food
Abstract nouns: you can NOT use ANY of your 5 senses to detect (it has no color, smell, sound, taste,
and you can’t touch it with your fingers) ex; bravery, courage, love, confidence, success, challenge
Compound word = 2 or more words combined (bookcase, prime number)
Predicate Nominative is a noun that renames the subject and follows a linking verb.
Subject
LV
P.N.
Example: Mrs. Campbell is my teacher.
Predicate Adjective is an adjective that describes the subject and follows a linking verb.
Prep. Phrase
Subject
LV
P.A.
Example: In the morning, my sister looked very pretty.
Tanaysha is so sweet.
Linking verbs help show comparison (just like in metaphors too): am, is, are, was, were, has been, are
being, might have been, become, seem.
Remember, though, sometimes a regular verb can act like a linking verb.
Verb Tense:
Past perfect uses HAD
Present perfect uses HAS or HAVE
Coordinating conjunctions (used in compound sentences):
For And Nor But Or Yet So
Subordinating conjunctions (used in complex sentences): after, although, because, before, therefore,
though, unless, until, when, whenever, where, while, ect.
Prepositions link nouns, pronouns, and phrases to other words in a sentence.
A prepositional phrase begins with a preposition and ends with a noun.
Remember that the subject and predicate of a sentence will never be found in a prepositional phrase.
Ex: The book is on the table. The book is beneath the table. The book is beside the table.
*More prepositions are found in your English book. It would benefit you to KNOW them!
A prepositional phrase can act as an adjective or an adverb.
A prepositional phrase is acting as an adjective if it’s modifying a noun or pronoun (and answering the
question(s) what kind, how many, or which one). The phrase will usually come after or shortly after a
noun or pronoun.
Ex; The whale with the unusual markings is our favorite.
(adjective phrase; tells which whale)
A prepositional phrase is acting as an adverb phrase if it modifies a verb, adjective, or another adverb
and tells how, when, where, how often, and to what extent. The phrase will usually come after or shortly
after a verb, adjective, or other adverb.
Ex; The whales in the water park show performed with ease. (adverb phrase; tells how)
Interrogative pronouns have to do with People or Things: who, whom, what, which, whose
Avoid double-negatives (using two negative words). NEVER use 2 of these words together:
No, not, none, nothing, nowhere, neither, nobody, no one, hardly, scarcely, barely
*Know the abbreviations-I gave you several worksheets you can study of abbreviations.
Semicolons are used in compound sentences (to join 2 simple sentences). We NEVER use a FANBOYS
conjunction and a semicolon together. They cancel each other out. We use EITHER a semicolon OR a
FANBOYS conjunction.
Colons are used in time (10:00 a.m.), Business letters (Mr. Bolden: ) and before lists introduced by
independent clauses:
You may be required to bring many items: sleeping bags, pans, and warm clothing.
I want the following items: butter, sugar, and flour.
We use quotation marks “ “ around shorter works (remember they’re small, so they need “babysitters”):
titles of poems, titles of songs, titles of short stories, titles of chapters, titles of articles
We underline (or if it’s typed it’ll look like it’s in italics) around bigger works(remember, they’re BIG and
want to stand on a platform): titles of books, magazine titles, movies
Correct dialogue should include punctuation (quotations, commas, ect.) in the correct order:
Mrs. Campbell said, “I know you will do great on the test.”
“I know,” said Mrs. Campbell, “that you will do great on the test.”
“I know that you will do great on the test,” said Mrs. Campbell.
Sentence Structure:
Clause = has both a subject and predicate
Independent= CAN stand alone as a sentence
Dependent= can NOT stand alone as a sentence (doesn’t make sense)
Phrase = missing either the subject or predicate (doesn’t have both)
Simple sentence = one complete thought/independent clause.
Compound = two independent clauses/simple sentences joined together by a FANBOYS conjunction OR a
semicolon
Complex= one independent clause and one dependant clause (and usually uses a subordinating conjunction)
Compound subject = 2 or more subjects (nouns)
Compound predicate = 2 or more predicates (verbs)
*Every time you see “compound” you should know that you’ll have to have at least one FANBOYS (or
semicolon).
For example, a compound sentence with a compound subject will have at least 2 FANBOYS:
Subject
Subject
(look on both sides of this conjunction and you’ll see 2 independent clauses)
Ex; Katasiah and Alicia are going to the zoo today but LaKenya will be going to the park with Jenterria.
To correct a run-on sentence, you could: separate it into 2 sentences with a period OR turn it into a
compound sentence by adding a conjunction or a semicolon. We do NOT just add a comma; that would be
considered a comma-splice (unnecessary commas).
Above all, be sure and get a good night’s rest, eat a good breakfast, and know
that you WILL do great, that I am PROUD of you, and that I’ll love you no
matter what you do on the test!! Just try your BEST!