HANDOUTS for Grade 10 - Weeblyedselplus.weebly.com/.../1/9/7/5/19755251/10th_grade_reading_handouts.pdf · ELA/MME Unit of Study: READING HANDOUTS for Grade 10 A Reading Test Genre

ELA/MME Unit of Study: READING

HANDOUTS for Grade 10

A Reading Test Genre Study for the

English Language Arts / Michigan Merit Exam

Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Fall 2007

ELA/MME Unit of Study: Reading, Grade 10 7 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Oakland Schools Fall 2007

GRADE 10: Day 1/Document 1

PLAN Structure and Overview

Section 1: English 50 questions 30 minutes Standard written English usage and mechanics, and rhetorical skills

Section 2: Math 40 questions 40 minutes Pre-Algebra, algebra, and geometry Section 3: Reading 25 questions 20 minutes

Reading comprehension in prose fiction, social science, and humanities

Section 4: Science 30 questions 25 minutes

Data representation in chemistry, research summaries in physics, and conflicting viewpoints in biology

TOTAL 145 questions 1 hour, 55 min


PLAN Reading Test Overview Directions: There are three passages in this test. Each passage is followed by several questions. After reading a passage, choose the best answer to each question, and fill in the corresponding oval on your answer document. You may refer to the passages as often as necessary. Three Passage Types: Prose Fiction 8-9 questions ~7 minutes Short stories or excerpts from short stories or novels Social Science 8-9 questions ~7 minutes Anthropology, archaeology, biography, business, economics, education, geography, history, political science, psychology, and sociology Humanities 8-9 questions ~7 minutes Architecture, art, dance, ethics, film, language, literary criticism, music, philosophy, radio, television, and theater (in the form of memoirs and personal essays) ELA/MME Unit of Study: Reading, Grade 10 8 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Oakland Schools Fall 2007


Learning How to Mark-it-up

The following passage is taken from a book that attempts to correct common misconceptions about American history. It would be an exaggeration to speak of Thomas Paine as the most prominent or most persuasive champion of the American Revolution. In fact, it could be argued that his message was more typical of the minority perspective. It is true that Paine’s famous pamphlet Common Sense swayed many of the undecided, and helped stir up the ground swell of opinion that would lead to the signing of the Declaration of Independence. However, Paine was far more radical in his rejection of England than were many of his revolutionary compatriots. Indeed, colonial North Americans were generally persuaded that the British political system represented the most democratic of existing governments.

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Most of Paine’s contemporaries viewed themselves as heirs to the traditional liberties of Englishmen, and justified revolution as a means to reassert their basic, constitutional rights. In this respect, the majority of Americans considered the impending rebellion to be nothing more or less than another chapter in the history of English resistance to tyranny. Such colonists styled themselves as the defenders of the British Constitutions, traditionalists who sought to correct an illegitimate exercise of power. King and Parliament had wrongfully denied colonists their rights as Englishmen, and it was this abuse of authority—not the entire package of

English political theory—that they wished to overthrow. In contrast, Paine argued that the British political system was essentially, and fatally, flawed. While Paine acknowledged that the British Constitution and Parliament might lend England the appearance of democracy, this appearance was deceptive. England was a society of hereditary privilege. In Common Sense, Paine attacked the British system as hopelessly undemocratic, and urged Americans to seek their freedom entirely outside of the traditions of the corrupt Old World. Instead of trying to secure historically established rights, Paine believed that Americans should seek out unprecedented new liberties, such as the right of free trade. The revolution that Paine advocated, therefore, represented a radical and sharp break with the English past. To the degree that Americans actually severed ties with England, and committed themselves to the ideal of universal liberty, Paine’s dreams were realized. Yet the revolutionary movement in America was always tempered by a conservative strain. Although the leaders of the Revolution shared Paine’s idealistic faith in the abilities of the common man, they also possessed a worldly appreciation for the value of the ancient political institutions and procedures of their day. English rule may have been rejected, but the tested institutions of English political theory were not. Dominated by such practical, politically experienced men, the Revolution was steered from the extreme course proposed by Thomas Paine.


Passage provided by Emily Douglas


Passage provided by Emil

ELA/MME Unit of Study: ROakland Schools

Learning How to Mark-it-up Answer Key

y Douglas

eading, Grade 10 10 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Fall 2007


Modeling Mark-it-up Script

for Teachers

The following is an example of the think-aloud rationale that accompanies the Learning How to Mark-it-up Answer Key on the previous page. The important thing to remember is to demonstrate and emphasize consistency, to explain your rationale, and to use the Day 1/Document 6 reading strategies: reading for main idea/ignoring details; underlining main ideas, descriptions, and points of view; circling examples and “shifters”; marking + and – points in the passage; and summing up the main idea in a few words. Marking these specific items in the passage provides students with the most effective means of quickly and correctly answering the test questions. To begin, I’m going to circle “exaggeration,” so I can look for descriptions of what this exaggeration is in the passage. I’m going to circle “in fact” because that type of phrase is used to note something important, so I’ll also underline this point about the “minority perspective.” This piece here about “Common Sense” seems like a positive, influential piece of information, so I’ll mark that as well. I’m going to circle the sentence shifter “however” and the word “indeed” because those are used to show a contrast between two ideas and an important point. I’m going to circle “most of Paine’s contemporaries,” so I can easily remember what this paragraph is talking about. And I’m going to underline this mention of “such colonists,” so I keep in mind that the “colonists” and “his contemporaries” are the same people. Next I’m going to circle “in contrast” because it’s showing an important shift, like the word “however” did, and I’m going to underline the rest of the sentence, so I can easily look back and see what Paine argued for. Similarly, I’m going to underline this part about “Paine believed” because his beliefs seem to be important to the main idea of the passage. And I’m going to circle the word “therefore” and underline “radical and sharp break” because they’re again describing his beliefs and making an important point. I’m going to circle two more shifter words—“yet” and “although”—so I can find the points following them very easily. I’m also going to underline “the extreme course proposed by Thomas Paine” because it goes along with the other words used to describe him, like “radical” and “extreme.” Finally, I’ll write myself a quick sum-it-up note to help me answer any main idea questions that might be on the test.



Reading Strategies

1. Read quickly. 2. Read for main idea and tone/attitude; ignore details. 3. Read the entire passage (don’t just read the first and last

sentence and assume you know what it’s about!). 4. Prepare yourself for boring or difficult passages. 5. Underline main ideas, descriptions, and points of view. 6. Circle examples and “shifters.” Shifters are words like

however, although, despite, even though, nonetheless, and but. They’re important because they indicate a major shift is coming up in the passage that will most likely be tied to one or more of the questions.

7. Mark (+) or (–) to indicate positive or negative tone, attitudes,

and examples. 8. Sum up what you just read in a few words somewhere next to

the passage.



General PLAN Test-Taking Tips

1. Read and remember the directions for each section of the

test. Directions never change, and you don’t want to waste time reading them on test day!

2. Do not use pens or highlighters. You will only be allowed to

use pencils on test day, so make sure you are comfortable using one when you practice.

3. Try to write in your test booklet as much as possible.

4. Always use Process of Elimination (POE) to eliminate

incorrect answer choices before choosing the correct answer. This applies to ALL multiple questions in the English, math, reading, and science sections of the test.

5. Make sure to wear a watch. You will need to keep track of the

time. Do not rely on the proctor to keep track for you.

6. Never leave a question blank. If you are about to run out of time, make sure to fill in the remaining bubbles on your answer sheet. There is no guessing penalty, so you should always fill in all bubbles before time is up.

7. Avoid cramming for the test the night before. This usually

makes your score go down, not up!



Process of Elimination (POE) Sample Question

1. Who was the fourteenth president of the United States of America? A. George Washington B. Arnold Schwarzenegger C. Chris Rock D. Franklin Pierce E. Al Gore



Process of Elimination (POE) Strategies

EXTREMES. Pay attention to the adjectives and adverbs used in the answer choices. Descriptors that sound extreme, such as hateful or ecstatic are often too extreme and indicate a seductive and incorrect answer choice.

ABSOLUTES. Beware of answer choices with absolutes. Words like always, never, everyone, and all usually indicate a wrong answer choice.

BAIT AND SWITCH. Watch out for answer choices that use the EXACT same wording as the passage because it’s usually a trick! Correct answers are always a paraphrase of the actual passage and will not include the exact same wording.

NOT MENTIONED, BUT SOUNDS GOOD. Look out for answer choices that sound correct based on what you read but that were never actually mentioned in the passage.



Answering Main Idea Questions “Just Think About It”

Step 1: Look back at your sum-it-up note. Step 2: Make sure you have a general idea of what the passage is about—“Just think about it!” Step 3: Eliminate incorrect answer choices, such as ones that focus on

details of the passage or use the exact same wording as the passage.

1. The primary purpose of the passage can best be described as an effort to:

OR 2. The author’s purpose in writing this passage is most likely to:

A. describe the revolutionary tone of Paine’s writing in his pamphlet, Common Sense

B. show that Paine was the most advanced thinker of his time

C. argue that Paine was more traditional than his contemporaries

D. explain the radical nature of Paine’s attitude toward the British political system

OR

3. One of the main arguments the author is trying to make in the passage is that:

A. Paine’s tone in Common Sense is revolutionary

B. Paine was the most advanced thinker of his time

C. Paine was more traditional than his contemporaries

D. Paine had a radical attitude toward the British political system



Answer

Step 1: Look back at yoStep 2: Make sure you about—“Just thStep 3: Eliminate incorr details of the pa passage. 1. The primary purpose of the pass

OR 2. The author’s purpose in writing t

A. describe the revoluti [too specific for ma B. show that Paine was

C. argue that Paine was

D. explain the radical n

3. One of the main arguments the a

A. Paine’s tone in Com

B. Paine was the most

C. Paine was more trad

D. Paine had a radical a

ELA/MME Unit of Study: Reading, Grade 10 Oakland Schools

Answer Key for ing Main Idea Questions

ur sum-it-up note. have a general idea of what the passage is ink about it!” ect answer choices, such as ones that focus on ssage or use the exact same wording as the

age can best be described as an effort to:

his passage is most likely to:

onary tone of Paine’s writing in his pamphlet, Common Sense in idea] the most advanced thinker of his time [extreme]

more traditional than his contemporaries [bait and switch]

ature of Paine’s attitude toward the British political system

OR

uthor is trying to make in the passage is that:

mon Sense is revolutionary

advanced thinker of his time

itional than his contemporaries

ttitude toward the British political system

19 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Fall 2007


Answering General Info Questions “Just Look It Up”

Step 1: “Just Look It Up” using the marks and notes you made while reading. Step 2: Eliminate incorrect answer choices, such as ones that use

extremes, absolutes, “bait and switch,” or “not mentioned but sounds good.”

4. Which of the following best describes the difference between the colonists’ attitude towards England and the radical attitude of Thomas Paine?

A. Colonists viewed England as compassionate and Paine viewed England as neglectful

B. Colonists relied on English help and Paine avoided it

C. Unlike Paine, most colonists wanted to keep certain aspects of the English government

D. Unlike most colonists, Paine wanted the United States to form a more traditional government

5. Which of the following best describes the effect that Common Sense had on the American people?

A. It had little effect on common American opinion

B. It affected people more than the Declaration of Independence did

C. It inspired a rebellious spirit in those who chose not to follow English ways

D. It caused Americans to recognize the importance of minorities 6. The author’s attitude toward the subject of the passage is best described as one of:

A. disapproval

B. admiration

C. outrage

D. interest ELA/MME Unit of Study: Reading, Grade 10 20 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Oakland Schools Fall 2007


Answerin

Step 1: “Just Look It Up reading. Step 2: Eliminate incorre

extremes, absosounds good.”

4. Which of the following best descEngland and the radical attitude of T

A. Colonists viewed En [Not mentioned and

B. Colonists relied on Egood]

C. Unlike Paine, most cgovernment

D. Unlike most colonistgovernment [bait an

5. Which of the following best descpeople?

A. It had little effect on

B. It affected people mo

C. It inspired a rebelliou

D. It caused Americans 6. The author’s attitude toward the s

A. disapproval [extrem

B. admiration [not pers

C. outrage [extreme]

D. interest


Answer Key for g General Info Questions

” using the marks and notes you made while

ct answer choices, such as ones that use lutes, “bait and switch,” or “not mentioned but

ribes the difference between the colonists’ attitude towards homas Paine?

gland as compassionate and Paine viewed England as neglectful inaccurate] nglish help and Paine avoided it [Not mentioned but sounds

olonists wanted to keep certain aspects of the English

s, Paine wanted the United States to form a more traditional d switch]

ribes the effect that Common Sense had on the American

common American opinion [extreme, opposite]

re than the Declaration of Independence did [not mentioned]

s spirit in those who chose not to follow English ways

to recognize the importance of minorities [bait and switch]

ubject of the passage is best described as one of:

e, inaccurate]

onal]



Answering Line Detail Questions Refer to the sample passage in Day 1/Document 3 (Learning How to Mark-it-up). Step 1: Find the specific lines or paragraph cited. Step 2: For line references, re-read starting two lines before, and ending two

lines after, the citation. For paragraphs, re-read the paragraph cited. Step 3: Eliminate incorrect answer choices, including those that provide

information found in other sections of the passage. 7. The primary focus of lines 23—40 is:

A. the view of English government held by Paine’s fellow colonists

B. the revolutionary way of thinking that Paine demonstrated

C. the reality of the relationship between England and the United States

D. the abuse of English political theory 8. As it is used in the passage, the phrase hereditary privilege (line 47) refers to the:

A. family heritage that Thomas Paine wrote about in Common Sense

B. disadvantages of living in England rather than the United States

C. English habit of favoring tradition and birthright

D. political rights of the United States 9. As it is used in line 32, the word styled most nearly means:

A. improved

B. decorated

C. considered

D. deceived ELA/MME Unit of Study: Reading, Grade 10 24 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Oakland Schools Fall 2007


Answeri Step 1: Find the specificStep 2: For line referenc

Step 3: Elimprovide informat

7. The primary focus of lines 2

A. the view of English g

B. the revolutionary wa

C. the reality of the rela

D. the abuse of English

[Question 7: This question is aski“just think about it.”] 8. As it is used in the passage,

A. family heritage that T

B. disadvantages of livi

C. English habit of favo

D. political rights of the

[Question 8: This question requirtheme discussed in the passage.] 9. As it is used in line 32, the w

A. improved

B. decorated

C. considered

D. deceived

[Question 9: This question requir“styled” and then find the answer


Answer Key for ng Line Detail Questions
lines or paragraph cited. es, re-read starting two lines before, and ending two inate incorrect answer choices, including those that ion found in other sections of the passage.
3—40 is:

overnment held by Paine’s fellow colonists

y of thinking that Paine demonstrated

tionship between England and the United States

political theory

ng for the main idea of lines 23—40. You need to re-read it and

the phrase hereditary privilege (line 47) refers to the:

homas Paine wrote about in Common Sense

ng in England rather than the United States

ring tradition and birthright

United States

es you to understand a phrase in-context in relation to a larger

ord styled most nearly means:

es you to re-read line 32, come up with you own synonym for choice most similar to your synonym.]



Writers Imply, Readers Infer

He put down $20.00 at the window. The woman behind the window gave him

$10.00. The person next to him gave him $5.00, but he gave it back to her. So, when

they went inside, she bought him a large bag of popcorn.

1) Where do these events take place? 2) What time of day is it? 3) Do you think they are on a date? 4) Is he a nice guy? Passage adapted from: Beers, Kylene. When Kids Can't Read What Teachers Can Do. Portsmouth: Heinemann, 2003. 62-63.



Answer Key for Writers Imply, Readers Infer

(answers may vary)

He put down $20.00 at the window. The woman behind the window gave him

$10.00. The person next to him gave him $5.00, but he gave it back to her. So, when

they went inside, she bought him a large bag of popcorn.

1) Where do these events take place? The movies because they are buying tickets and popcorn. 2) What time of day is it? Probably the afternoon because if it had been an evening movie, the tickets would have been more expensive. 3) Do you think they are on a date? Yes, because he buys her ticket. 4) Is he a nice guy? Yes, because she offers him money for her ticket and he won't take it.



Answering Inference Questions Refer to Day 1/Document 3 – Learning How to Mark-it-up. 10. It can be inferred from lines 5-10 that:

A. the minority perspective is overlooked in America

B. many people misunderstand Paine’s role in American history

C. Thomas Paine has never been a well-known historical figure

D. Americans are only now realizing how conservative Thomas Paine was 11. It is reasonable to conclude from the passage that if Thomas Paine had never written Common Sense:

A. the Declaration of Independence never would have been signed

B. some other revolutionary colonist would have written it instead

C. American history might have looked somewhat different

D. English tyranny would have ended the colonists’ hopes for freedom




Answer Key for Answering Inference Questions

Refer to Day 1/Document 3 – Learning How to Mark-it-up. 10. It can be inferred from lines 5-10 that:

A. the minority perspective is overlooked in America [not mentioned]

B. many people misunderstand Paine’s role in American history

C. Thomas Paine has never been a well-known historical figure [extreme; inaccurate]

D. Americans are only now realizing how conservative Thomas Paine was [opposite] 11. It is reasonable to conclude from the passage that if Thomas Paine had never written Common Sense:

A. the Declaration of Independence never would have been signed [too extreme]

B. some other revolutionary colonist would have written it instead [not supported]

C. American history might have looked somewhat different

D. English tyranny would have ended the colonists’ hopes for freedom [not supported]


Common Question Stems

Question Stem Translation Strategy for Answering +POE


(The completed table might look spa

Question Stem Words/Phrases

The primary purpose of the passage…

Tp

The passage asserts… T

The author’s purpose… TThe main function of the second paragraph…

Ts

It can be reasonably deduced…

Bslb

As it is defined in the passage…

Iw

The passage suggests… Thd

The author states… T

According to the passage…

Bf

The passage indicates… To

The author claims… T

It can be reasonably inferred…

Bslb

The primary focus of lines 30-50…

T3

The author's attitude toward the subject…

Hf

GRADE 10: Day 4: Document 2

Com


Answer Key for mon Question Stems

omething like this. Answers will vary depending on sample

ssages and questions used.)

Translation Strategy for Answering (always use POE!)

he main idea of the assage…

Just think about it (use sum-it-up note)

he text says… Just look it up

he main point… Just think about it he main idea of the econd paragraph…

Look it up and read 1-2 lines before and 1-2 lines after

ased on information upported by the text, a ogical conclusion would e.

Look it up and think about it

n this passage the ord ____ means…

Look it up and think about what that word (in context) means, then use POE

he passage gives ints, but does not irectly state…


he author says… Just look it up

ased on information ound in the passage… Just look it up

he passage points out r explains briefly… Just look it up

he author says… Just look it up ased on information upported by the text, a ogical conclusion would e.


he main idea of lines 0-50…

Look it up and read 2 lines before and 2 lines after

ow does the author eel about the subject? Just think about it



Graphic Organizer: WorkKeys Examples

Types of text found in WorkKeys with some real-life examples for each type:

• Memo—from coaches or sponsors of clubs and organizations • Letter—from principal, teacher, employer • Direction—job application, class assignments (research paper, lab paper) • Sign—building evacuation, parking lot specifications • Notice—upcoming events, cancellations with refunds available • Bulletin—from counselors and administrators • Policy—Student Code of Conduct, grading policies, attendance policies, dress

code policy, field trip policy • Regulation—fire regulations, safety regulations, extracurricular events



WorkKeys Level 3 Text Level 3 Sample (Reprinted with permission from ACT)

Hardemuth Department Store Housewares Department All items in stock must have a sample displayed. The samples must have a scannable bar code on the bottom. Put a hanging price tag on all samples with the regular price displayed. Sale prices should be displayed on a yellow hangtag in a plastic jacket. Finally, post a sign with the regular price on the shelf underneath each sample item. Cookware sets must have both an eight-piece sample set and a thirteen-piece sample set for display only. Separate the boxes with the cookware sets. Boxes with eight-piece sets must be kept on the shelf above the eight-piece sample set. Boxes with the thirteen-piece sets must be kept on the shelf above the thirteen-piece sample set.

In the department store where you work, you are asked to mark prices for an upcoming sale. If the thirteen-piece cookware set is going on sale, where should you mark the sale price? A. Beside the display on a separate sign B. On a yellow hangtag in a plastic jacket C. On the display items with a yellow marker D. On the regular hanging price tag E. Over the bar code on the bottom of the box



Answer Key for WorkKeys Level 3 Text

Level 3 Sample (Reprinted with permission from ACT)

Hardemuth Department Store Housewares Department All items in stock must have a sample displayed. The samples must have a scannable bar code on the bottom. Put a hanging price tag on all samples with the regular price displayed. Sale prices should be displayed on a yellow hangtag in a plastic jacket. Finally, post a sign with the regular price on the shelf underneath each sample item. Cookware sets must have both an eight-piece sample set and a thirteen-piece sample set for display only. Separate the boxes with the cookware sets. Boxes with eight-piece sets must be kept on the shelf above the eight-piece sample set. Boxes with the thirteen-piece sets must be kept on the shelf above the thirteen-piece sample set.

In the department store where you work, you are asked to mark prices for an upcoming sale. If the thirteen-piece cookware set is going on sale, where should you mark the sale price? A. Beside the display on a separate sign B. On a yellow hangtag in a plastic jacket C. On the display items with a yellow marker D. On the regular hanging price tag E. Over the bar code on the bottom of the box ELA/MME Unit of Study: Reading, Grade 10 38 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Oakland Schools Fall 2007


WorkKeys Level 6 Text


AaS

EO

Section 199.781 1) A multiple lift shall only be performed if the following criteria are met:

(i) A multiple lift rigging assembly is used; (ii) A maximum of five members are hoisted per lift; (iii) Only beams and similar steel structural members are lifted; and (iv) All employees engaged in the multiple lift have been trained in these procedures. (v) No crane is permitted to be used for a multiple lift where such use is contrary to the manufacturer’s specifications and limitations.

(2) Components of the multiple lift rigging assembly shall be specifically designed and assembled with a maximum capacity for total assembly and for each individual attachment point. This capacity, certified by the manufacturer or a qualified rigger, shall be based on the manufacturer’s specificationswith a 5-to-1 safety factor for all components. (3) The total load shall not exceed:

(i) The rated capacity of the hoisting equipment specified in the hoisting equipment load charts; (ii) The rigging capacity specified in the rigging rating chart.

(4) The multiple lift rigging assembly shall be rigged with members: (i) Attached at their center of gravity and maintained reasonably level; (ii) Rigged from top down; and (iii) Rigged at least 7 feet apart.

(5) The members on the multiple lift rigging assembly shall be set from the bottom up. (6) Controlled load lowering shall be used whenever the load is over the connectors.

s a construction worker, you are assisting with a multiple lift of six steel beams. The rigged members re rigged 8 feet apart and attached at their center of gravity. The multiple lift is NOT lawful under ection 199.781, as shown, because the:

A. Multiple lift has too few beams. B. Multiple lift has too many beams. C. Rigged members are too close together. D. Rigged members are too far apart. E. Rigged members should not be attached at their center of gravity.

LA/MME Unit of Study: Reading, Grade 10 39 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter akland Schools Fall 2007




AaS

EO

Section 199.781 1) A multiple lift shall only be performed if the following criteria are met:

(i) A multiple lift rigging assembly is used; (ii) A maximum of five members are hoisted per lift; (iii) Only beams and similar steel structural members are lifted; and (iv) All employees engaged in the multiple lift have been trained in these procedures. (v) No crane is permitted to be used for a multiple lift where such use is contrary to the manufacturer’s specifications and limitations.

(2) Components of the multiple lift rigging assembly shall be specifically designed and assembled with a maximum capacity for total assembly and for each individual attachment point. This capacity, certified by the manufacturer or a qualified rigger, shall be based on the manufacturer’s specificationswith a 5-to-1 safety factor for all components. (3) The total load shall not exceed:

(i) The rated capacity of the hoisting equipment specified in the hoisting equipment load charts; (ii) The rigging capacity specified in the rigging rating chart.

(4) The multiple lift rigging assembly shall be rigged with members: (i) Attached at their center of gravity and maintained reasonably level; (ii) Rigged from top down; and (iii) Rigged at least 7 feet apart.

(5) The members on the multiple lift rigging assembly shall be set from the bottom up. (6) Controlled load lowering shall be used whenever the load is over the connectors.

s a construction worker, you are assisting with a multiple lift of six steel beams. The rigged members re rigged 8 feet apart and attached at their center of gravity. The multiple lift is NOT lawful under ection 199.781, as shown, because the:

A. Multiple lift has too few beams. B. Multiple lift has too many beams. C. Rigged members are too close together. D. Rigged members are too far apart. E. Rigged members should not be attached at their center of gravity.

LA/MME Unit of Study: Reading, Grade 10 40 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter akland Schools Fall 2007


Level 3 Text versus Level 6 Text What makes Level 6 more challenging?

Characteristics of Level 3 Text: • • • • • Characteristics of a Level 6 Text: • • • • •



Answer Key for Level 3 Text versus Level 6 Text

Characteristics of Level 3 Text: • Sentences are simple and direct. Most have the subject first and the verb second.

• Paragraphs and sentences are short. • Instructions are direct and lead to simple tasks. • Readers must pick out a clearly stated detail. They do not need to draw any conclusions.

• Vocabulary includes common, everyday words.

Characteristics of a Level 6 Text: • Sentences are longer, more formal, and more complex. • Paragraphs and sentences are filled with details and information. • Readers must apply straightforward instructions to similar situations. • Secondary definitions for certain vocabulary are used. • The material is taken from a regulatory document.




Cycle City ATTENTION CASHIERS: All store employees will now get 20% off of all items they buy here. Please follow the new directions listed below. Selling bicycles and equipment to employees

• Ask to see the employee’s store identification card. • Enter the employee’s department code number into the cash register. • Use the cash register to take 20% off the price. Then push the sales tax button. • Write your initials on the sales receipt. • Sell equipment to employees during store hours only.

Accepting returns from employees

• Employees receive a store credit certificate for items they return to the store. • Store credit certificates are next to the gift certificates. • Employees may not get a cash refund for items they return to the store.

According to the instructions shown, what is the last thing a cashier should do before pushing the sales tax button? A. Check the employee’s store identification card B. Check the employee’s store credit certificate C. Enter the cashier’s store identification number into the cash register D. Enter the employee’s department code number into the cash register E. Use the cash register to take 20% off the price ELA/MME Unit of Study: Reading, Grade 10 43 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Oakland Schools Fall 2007




Cycle City ATTENTION CASHIERS: All store employees will now get 20% off of all items they buy here. Please follow the new directions listed below. Selling bicycles and equipment to employees

• Ask to see the employee’s store identification card. • Enter the employee’s department code number into the cash register. • Use the cash register to take 20% off the price. Then push the sales tax button. • Write your initials on the sales receipt. • Sell equipment to employees during store hours only.

Accepting returns from employees

• Employees receive a store credit certificate for items they return to the store. • Store credit certificates are next to the gift certificates. • Employees may not get a cash refund for items they return to the store.

According to the instructions shown, what is the last thing a cashier should do before pushing the sales tax button? A. Check the employee’s store identification card B. Check the employee’s store credit certificate C. Enter the cashier’s store identification number into the cash register D. Enter the employee’s department code number into the cash register E. Use the cash register to take 20% off the price




Snowmobile Regulations & Safety

• Snowmobile operators must have a valid state motor vehicle driver’s license in their possession. Persons possessing a learner’s permit may operate a snowmobile when supervised one-to-one within line of sight (but no more than 100 yards) by a licensed person 21 years old or older.

• Maximum speed limit is 45 mph (72 kph) or less where posted or as conditions warrant. Speed is checked by radar. Obey all speed limit signs and stop signs.

• Snowmobiles must be registered according to applicable state law. Muffler, lights, and brakes must be in good working condition.

• Snowmobile exhaust and muffler systems must be in good working order. The maximum noise allowed is 78 decibels when measured during full acceleration at a distance of 50 feet. Snowmobiles exceeding the decibel standard will be denied entry into the park.

• If bison or other wildlife are on the road, stop at least 25 yards away and/or pull your machine as far as possible to the opposite side of the road; give them a chance to get off the road. If they run toward you, and you can confidently turn around, do so and move to a safe place to reassess the situation. If they walk or run toward you, and you cannot turn around, get off your machine and stand to the side of it, keeping the machine between you and the animal(s). If they are standing calmly, inch toward them and assess their behavior. If they remain calm, pass on the opposite side of the road at a moderate speed. Do not make sudden or erratic movements; use groomed pullouts where possible. If the animal(s) appear agitated, do not attempt to pass as any advance may cause the animal(s) to charge. Do not chase animals or cause them to stampede.

Adapted from: National Park service, “Official Website of Yellowstone National Park” (see “planning a visit,” then “things to do,” “winter activities,” “rules and regulations,” and “snowmobiling”). Retrieved August 15, 2001, from http://www.nps.gov.yell/planvisit/todo/winter/snowmobile.htm

You are a park ranger. A person wants to enter the park riding a snowmobile that you suspect is too loud. To determine whether the snowmobile’s noise is too loud as specified by the guidelines shown, you should ask the person to:

A. Check the snowmobile’s decibel level at a speed of at least 25 miles per hour. B. Demonstrate that the exhaust and muffler systems are in good working order. C. Run the snowmobile at a speed no greater than 45 miles per hour (72 kilometers per hour). D. Run the snowmobile at full acceleration while you test the decibel level from 50 feet away. E. Show a driver’s license or learner’s permit and snowmobile registration.





Snowmobile Regulations & Safety • Snowmobile operators must have a valid state motor vehicle driver’s license in their

possession. Persons possessing a learner’s permit may operate a snowmobile when supervised one-to-one within line of sight (but no more than 100 yards) by a licensed person 21 years old or older.

• Maximum speed limit is 45 mph (72 kph) or less where posted or as conditions warrant. Speed is checked by radar. Obey all speed limit signs and stop signs.

• Snowmobiles must be registered according to applicable state law. Muffler, lights, and brakes must be in good working condition.

• Snowmobile exhaust and muffler systems must be in good working order. The maximum noise allowed is 78 decibels when measured during full acceleration at a distance of 50 feet. Snowmobiles exceeding the decibel standard will be denied entry into the park.

• If bison or other wildlife are on the road, stop at least 25 yards away and/or pull your machine as far as possible to the opposite side of the road; give them a chance to get off the road. If they run toward you, and you can confidently turn around, do so and move to a safe place to reassess the situation. If they walk or run toward you, and you cannot turn around, get off your machine and stand to the side of it, keeping the machine between you and the animal(s). If they are standing calmly, inch toward them and assess their behavior. If they remain calm, pass on the opposite side of the road at a moderate speed. Do not make sudden or erratic movements; use groomed pullouts where possible. If the animal(s) appear agitated, do not attempt to pass as any advance may cause the animal(s) to charge. Do not chase animals or cause them to stampede.

Adapted from: National Park service, “Official Website of Yellowstone National Park” (see “planning a visit,” then “things to do,” “winter activities,” “rules and regulations,” and “snowmobiling”). Retrieved August 15, 2001, from http://www.nps.gov.yell/planvisit/todo/winter/snowmobile.htm You are a park ranger. A person wants to enter the park riding a snowmobile that you suspect is too loud. To determine whether the snowmobile’s noise is too loud as specified by the guidelines shown, you should ask the person to: A. Check the snowmobile’s decibel level at a speed of at least 25 miles per hour. B. Demonstrate that the exhaust and muffler systems are in good working order. C. Run the snowmobile at a speed no greater than 45 miles per hour (72 kilometers per hour). D. Run the snowmobile at full acceleration while you test the decibel level from 50 feet away. E. Show a driver’s license or learner’s permit and snowmobile registration. ELA/MME Unit of Study: Reading, Grade 10 46 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Oakland Schools Fall 2007

Documents

HANDOUTS for Grade 10 - Weeblyedselplus.weebly.com/.../1/9/7/5/19755251/10th_grade_reading_handouts.pdf · ELA/MME Unit of Study: READING HANDOUTS for Grade 10 A Reading Test Genre