New York State - Jarrett Pubstores.jarrettpub.com/content/ny_08-09.pdfpractice exercises. Students also learn to improve their listening and note-taking skills. For Grades 3, 5, and

English Language Arts Math/Multi-Disciplinary Social Studies Spanish-Language Social Studies

K–12

The Quality Leader — the best learning strategies, the best practice readings, the best content reviews, and the most authentic practice tests available at any price!

New York StateCatalog 2010

JARRETT PUBLISHING COMPANYThe Gold Standard in Test PreparationJarrett Publishing Company

The Gold Standard in Test Preparation(800) 859–7679

New York California Florida

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Mastering New York’s English Language Arts Standards

The titles in this series help students to improve their reading, listening and writing skills while also raising their scores on New York’s demanding English Language Arts tests. Based on the latest educational research, each book begins with the seven strategies of reading comprehension described in the classic Mosaic of Thought. Later chapters describe the principal features of literary and expository texts, followed by a practice diagnostic test. Students are then presented with each type of question on the statewide test and provided

with explicit instruction in the metacognitive skills needed to answer each question. High quality, award-winning literature provides the basis for all practice exercises. Students also learn to improve their listening and note-taking skills. For Grades 3, 5, and 7, students then review grade-appropriate rules for punctuation, capitalization, grammar, and usage, which they apply by peer-editing model paragraphs. For Grades 4, 6, and 8, students practice answering extended-response questions, just like those on the actual test. See pages 5–15

Editing a Paragraph

The titles in this series, for students in Grades 3, 5, and 7 — provide detailed rules, numerous practice exercises, and model editing paragraphs to enhance success on the peer-editing paragraph of the statewide test. See pages 7, 11, 14

A separate activity book, Mastering New York’s Grade 3 Reading Standards: Student Activities, accompanies the Grade 3 book, reinforcing reading comprehension skills through a variety of written exercises. See page 6

Activity BookMastering

New York’s Grade 3 Reading Standards:Student Activities

JARRETT • ZIMMER • KILLORANMOULTON • REDMOND

MasteringNew York’s Grade 3 Reading Standards:Student Activities

KILLORAN ZIMMER JARRETT

MASTERINGNEW YORK’S GRADE 4ENGLISH LANGUAGE

ARTS STANDARDS


NYELA 3 Cover for PDF 6/2/05 9:27 AM Page 1


ARTS STANDARDS




ARTS STANDARDS


ARTS STANDARDS

JARRETT ZIMMER KILLORANJARRETT KILLORAN ZIMMER


ARTS STANDARDS


ARTS STANDARDS

JARRETT ZIMMER KILLORAN

KILLORAN ZIMMERJARRETT


ARTS STANDARDS


ARTS STANDARDS


MasteringNew York’s Grade 3 Writing Standards:

Editing a Paragraph

JARRETT • ZIMMER • KILLORAN


Editing a Paragraph


Editing a Paragraph



Editing a Paragraph


Editing a Paragraph

JARRETT • ZIMMER


Editing a Paragraph

The best reading passages. The best instruction in reading comprehension. The best practice questions.


The Gold Standard in Test Preparationjarrettpub.com

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Students need more than the delivery of information through instruction. They need to teach themselves through application and reinforcement. Mastering Grade 5 English Language Arts and Mastering Grade 5 Mathematics in our innovative A Blueprint for Success series do just that. They help your students develop their own metacognitive strategies to improve their reading, listening, writing and math skills.

This book provides the perfect companion to Mastering New York’s Grade 5 English Language Arts Learning Standards, or can be used on its own. Each of its six units provides a complete practice examination with engaging readings and questions similar to the statewide test. Students gradually develop their own strategies for answering questions on their own. In the early units of this book, the information presented is carefully scaffolded. Scaffolding hints lead students through the steps they should take when answering reading comprehension questions. These questions are designed to facilitate refl ective thinking by providing hints, clues, and signals. By the time your students have fi nished the book, they will have completed six practice tests and all the skills they need to succeed on the actual test. See page 10

Problem-solving is a complex intellectual activity requiring several higher-order cognitive processes. As a result, some students often fi nd “word problems” questions more diffi cult to solve than simple mathematical expressions, even when they know the operations required to solve the problem. In this book, fi fth graders encounter mathematics embedded in stories. Students learn how to understand a problem, identify key mathematical relationships, and create their own plan to solve a problem rather than rely on the mindless application of a formula to reach an answer. The New York State Grade 5 Mathematics Test asks questions that require students to read and apply mathematical ideas. Materials that simply provide a series of practice items will not help students succeed at these more complex tasks. This book actually helps students to become better problem-solvers and develop a deeper understanding of basic mathematical principles. The book is closely correlated to the popular Everyday Mathematics series. See page 16

The Internet is rapidly changing the way people communicate. In the 21st century, information literacy will be as essential as reading, writing, and mathematics. Mastering the Internet introduces your upper elementary and lower middle school students to essential skills needed for the Information Age. The book closely mirrors the National Educational Technology Standards (NETS). This inexpensive workbook can be used in English Language Arts and social studies classrooms. It is also perfect for use in computer labs and science classes. It is ideal for homework assignments — with or without the computer.

Students learn the differences between dial-up and broadband connections, and the signifi cance of the “digital divide.” They also learn how to analyze and evaluate information they fi nd on various websites. Most importantly, students learn how to use the Internet to conduct research. They review the steps of the research process, from refi ning their topic to drafting a bibliography with both Internet and printed sources. See page 17

Multi-Disciplinary Uses of the Internet

A Blueprint for Success

Math

ELA

Mastering Grade 5 Mathematics: A BLUEPRINT FOR SUCCESS

Francis J.GARDELLA

A Jarrett Publication

Mastering Grade 5 English Language Arts:

A BLUEPRINT FOR SUCCESS

James SWALM

JuneCOULTAS


Mastering the Internet

Carroll MOULTON

William REDMOND




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Social studies requires students to apply their critical thinking skills to the complex, content-rich subjects of history, geography, economics, government and citizenship. These books, designed by former test-item writers for the NYS Regents, help your students to master key concepts while also boosting their test scores.

Elementary Social StudiesThese books motivate students while teaching them the key terms and concepts they need to know for New York’s Grade 5 Social Studies Test. See pages 18 and 19

High School: Global HistoryEach of these recently updated titles provides explicit instruction in data-interpretation and test-taking strategies, a comprehensive review of New York’s global history core curriculum, and a plethora of practice test questions. Special emphasis is placed on answering document-based questions. See pages 21, 22, 23

High School: United States HistoryEach of these recently updated titles provides all of the same features as the global history series above, with a student-friendly and content-rich review of New York’s core curriculum for U.S. history and government. See pages 24 and 25

Spanish-Language Social StudiesThese Spanish-language textbooks help newcomers improve their mastery of social studies skills and concepts while learning English. These resources can be used in both bilingual and Spanish-language classrooms, and will help Spanish-speaking students perform their very best on Regents examinations. See pages 26 and 27

Intermediate Social StudiesThis book provides test-taking strategies and is fully aligned with New York’s core curriculum. Teachers can rely on this book to prepare students for the Grade 8 Social Studies Test. See page 20

KILLORANZIMMERJARRETT

Learning About NEW YORK STATE


SECONDEditionSECONDEdition

5289_front.cov_LANY.indd 1 10/11/07 3:22:22 PM


MASTERINGNew York’s Intermediate Social Studies Standards

JARRETTZIMMER

KILLORAN


THE KEY TO UNDERSTANDINGU.S. HISTORY AND

GOVERNMENTMASTERING

U.S.HISTORY

New Edition

Revised andUpdated


GLOBAL HISTORYTHE KEY TO UNDERSTANDING

2009/10Edition

MASTERING GLOBAL HISTORY

KILLORAN

ZIMMER

JARRETT

A QUICK REVIEWOF GLOBAL HISTORY



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Mastering New York’s Grade 3 English Language Arts Standards is specifi cally designed to help third graders perform their very best on the statewide Grade 3 ELA Test. Not just a test preparation text, this book uses an interactive approach to foster reading, listening, and writing skills.

Introduction. The first unit lays a solid foundation in reading comprehension by summarizing the key strategies found in the recommendations of several landmark studies: asking questions, making connections, forming mental images, summarizing, predicting, and solving problems.

Diagnostic Pretest. A pretest familiarizes students with the types of readings and questions found on the Grade 3 ELA Test. It also helps teachers diagnose student weaknesses and guides their preparation for the actual test.

The main part of the book is organized into two “sessions,” just like the actual test:

Session 1: Reading. Students are introduced to the main reading comprehension skills tested — such as decoding difficult words, identifying the main idea and supporting details, explaining cause-and-effect relationships, making comparisons, making predictions, and drawing conclusions. The book explains each skill in Unlocking the Answer, and provides students with opportunities for guided and independent practice. Multicultural passages in a wide variety of genres are taken from award-winning children’s publications.

Session 2: Listening and Writing. Students improve their critical listening skills by listening to several practice passages as they experiment with different note-taking formats. They also learn how to analyze “question words” and practice answering short-response questions, both in a graphic organizer and in a written format. Emphasis is placed on using story details in their responses. Finally, this part of the book also includes instruction and practice in the peer-editing task. Students review the basic rules of punctuation and capitalization, and then practice editing sample student paragraphs.

A Final Practice Test. The book concludes with a complete practice test that accurately reflects the number of questions and level of difficulty of the actual Grade 3 English Language Arts Test. No other practice test better simulates the actual test.

Grade 3 ELA

2

CHAPTER 1

HOW TO BEA GOOD READER

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Are you a good reader? Recognizing words is just part of being a

good reader. The most important part of reading is understanding the

ideas of the writer and seeing how these fit in with your own ideas.

A good reader is an active reader. When you

read, be sure to ask yourself questions. Think

about how the author’s ideas match up with

your own. Thinking about what you read

helps you to understand the reading bet-

ter. In this chapter, you will learn some

important ways of thinking about what

you read. These include things you

should think about before, during, and

after you read any selection.

When you are about to read something, you should always ask yourself: BEFORE READING



ISBN: 1-882422-89-9FAMIS: 882422-89-8

Students are introduced to the strategies used by good readers

at the beginning of the book.



Other sample pages can be viewed at jarrettpub.com

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Mastering New York’s Grade 3 Reading Standards: Student Activities is designed as a companion to Mastering New York’s Grade 3 English Language Arts Standards and Mastering New York’s Grade 3 Writing Standards. Each of these books is fully aligned with New York State’s ELA “core curriculum.” Together, these three books provide third-graders with a complete program for mastering New York’s ELA standards and for performing their very best on the challenging statewide assessment.

Highly Interactive Format. This activity book consists of ten chapters corresponding to the chapters of Mastering New York’s Grade 3 English Language Arts Standards. Each chapter consists of a series of fun-filled, student-friendly writing activities that reinforce the skills presented in the accompanying textbook. For example, Chapter 3, “Reading Literature,” asks students to match the main parts of a story with their definitions. This is followed by a practice reading and separate writing activities on the story’s setting, characters, plot and theme. Next comes a matching activity on terms relating to poetry, a practice poem, and an activity in which students answer questions about the poem. By completing these carefully structured exercises, students reinforce and apply their knowledge of literary and poetic elements.

Can Be Used Independently or with the Text. This book can be used by itself to reinforce those reading skills assessed on New York State’s ELA Test. All practice readings are drawn from outstanding children’s literature. The book can also be used in conjunction with Mastering New York’s Grade 3 English Language Arts Standards. Students can first read a chapter from the latter text and then reinforce what they have learned by completing corresponding exercises in the activity book. Each activity is designed to bolster a cluster of related reading comprehension skills assessed on the Grade 3 English Language Arts Test.

Grade 3 Reading and Writing


JARRETT • ZIMMER • KILLORANMOULTON • REDMOND


ACTIVITY ADirections. Use details from the passage to fill out the web or cluster

below for the character of Crocodile in the story. One of the details about

Crocodile has been filled in for you.

ACTIVITY BDirections. Fill in the Venn diagram below to show how Ostrich and

Crocodile are like each other and how they are different. Notice that part

of the diagram has been filled in for you.

BothOstrich

Crocodile

lives in dry places friends long ago has many teeth

Y

Y

Y

Y

Y

Y

Y

Y

Y

Crocodile

Other animalsfear him.

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ISBN: 0-9795493-4-5FAMIS: 9010769-6-1

Each writing activity reinforces reading comprehension skills

assessed on the statewide test.




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Grade 3 EditingOne of the most challenging parts of New York’s Grade 3 English Language Arts Test is editing a paragraph. Mastering New York’s Grade 3 Writing Standards: Editing a Paragraph is specifi cally designed to help students with this section of the test.

Reviews the Major Rules. This easy-to-follow, student-friendly exercise book explains all the rules for capitalization and punctuation that third graders need to know, based on New York State’s Grade 3 Writing Standards.

Plentiful Practice. After reviewing each set of rules, students apply them to a variety of exercises. Graphic organizers summarize and reinforce these rules. Students then edit paragraphs similar to those on the actual state test. These exercises are cumulative. Each set of practice editing paragraphs includes one or two errors based on the rules covered in earlier chapters. This encourages students to review rules they have already learned and helps reinforce their prior knowledge. By the time students have worked their way through all the exercises in this book, they will have reviewed all the relevant rules as well as edited 33 practice paragraphs.

Builds Student Confidence. This in-depth practice gives students the confidence and experience they need to do their best in editing paragraphs. The book’s pages are perforated so that students can tear them out to turn in to their teacher or to exchange with classmates for genuine peer-editing.


Editing a Paragraph



Editing a Paragraph

Name

Date

Teacher

Class

Unlawful toPhotocopy

LESSON 1: CAPITALIZE “I” 5

Here is a paragraph a student wrote about his friend. The paragraph

has some mistakes in capital letters. Some sentences may have no

mistakes. There are no mistakes in spelling.

Read the paragraph and find the mistakes. Draw a line through each

mistake in the paragraph. Then write the correction above it.

How many errors did you leave uncorrected?

How many new errors did you introduce?

My best friend is Tim. i like to go with Tim to the park.

At the park, i play soccer and other games with Tim.

After playing at the park, i often get hungry. Tim and

i like to get something to eat. We often get hot dogs

or pizza.

7

y Always begin the first word of each sentence with a capital letter.

Directions. Read the list of ten sentences found on the next page.

• If the sentence is correct, make no changes to the sentence.

• If the sentence does not begin with a capital letter, cross out the first

word of the sentence. Then rewrite the first word above it with a cap-

ital letter. For example:

Marymary lives on Main Street.

Incorrect

Correct

he likes summer vacation.

He likes summer vacation.

IMPORTANT RULES

LESSON 2

CAPITALIZE

SENTENCE BEGINNINGS

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ISBN: 0-9795493-2-9FAMIS: 910060-1-7

Students review all the major capitalization and punctuation rules based on the NY Writing Standards.

The book includes 33 editing paragraphs just like those on

the actual test.




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Grade 4 ELAMastering New York’s Grade 4 English Language Arts Standards, like all the other books in this series, applies the latest educational research to help students master New York’s learning standards in reading, listening, and writing.

Introduction. The book opens with the metacognitive reading strategies described in Mosaic of Thought. Students also review the elements of stories and learn how to analyze poems.

The remainder of the book is organized into three “sessions,” just like the actual test:

Session 1: Reading. The first section helps students master key reading comprehension skills. At the fourth grade, these include scanning for details, making inferences, and locating information in an index and table of contents. Each chapter follows a similar pattern of organization. An opening reading provides a backdrop for practice questions. Students are then presented with a special Unlocking the Answer feature for each type of comprehension or critical-thinking skill These explicit, metacognitive instructions provide students with a step-by-step approach for answering each type of question. They are followed by practice questions focusing on that skill. Each chapter closes with a Practice Exercise in which students read a test-length passage and answer questions about it.

Session 2: Listening and Writing. Students learn new techniques for improving their listening and note-taking skills and apply them to several practice passages. They also review the main steps for answering short-response questions.

Session 3: Reading and Writing. Students learn how to answer short and extended-response questions on “linked passages” similar to those on Session 3 of the actual test. Students learn how to plan an extended response and consider the characteristics of a well-written response.

A Final Practice Test. The book concludes with a practice test that accurately reflects the number of questions and level of difficulty of the actual statewide test. This practice test allows teachers to evaluate student progress and to identify potential weaknesses. In addition, each unit of the book concludes with a full-length practice “session.”

Appendix. The Appendix reviews the basic writing conventions that students should apply in writing their answers. Here students are exposed to the most important rules for good writing mechanics and usage.



ARTS STANDARDS

ISBN: 1-882422-88-0FAMIS: 882422-88-X

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128 MASTERING NEW YORK’S GRADE 4 ENGLISH LANGUAGE ARTS STANDARDS

On the actual test, an extended response will be given a score based on five charac-

teristics:

Think of these five characteristics –– focus, organization, development, style,

and mechanics –– as the elements of good writing.

Focus refers to how well you keep your writ-

ing focused on your topic. This means you

should clearly identify the topic you are writ-

ing about at the beginning of your response

and then stick to it.

Think of your topic as an imaginary

umbrella that covers the rest of your response.

It provides a unifying theme that helps bring

the different parts of your answer together into

a whole. Everything you write should directly

relate in some way to that topic.

When you write an extended response in

the Grade 4 English Language Arts Test,

the question actually provides your focus.

FOCUS

FOCUS:How well you stick to the topic and

answer the question

ORGANIZATION: How clearly you

organize your answer

DEVELOPMENT:How well you

support your ideas with details

STYLE:How well you

express yourself

MECHANICS:How well you follow the rules

of capitalization, spelling,

punctuation and usage

THE ELEMENTS OF GOOD WRITING

TOPIC

MAIN IDEAdetails

details detailsdetails

details

Students review the elements of good writing in order to improve

their written answers.




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Grade 5 ELAMastering New York’s Grade 5 English Language Arts Standards applies the latest educational research to help fi fth-graders improve their reading, listening, and writing skills.

Introduction. At all levels of reading, from preschool to adult, good readers apply key reading strategies — asking questions, making connections, forming mental images, summarizing, predicting and solving problems. Like the other books in this series, the first chapter reinforces these essential skills.

Diagnostic Pretest. Students then take a diagnostic pretest, which includes a contemporary short story, a poem and an informational passage.

Session 1: Reading. Subsequent chapters review and reinforce comprehension strategies with grade-appropriate readings, explanations, and sample questions. Special emphasis is placed on providing students with interesting texts from a variety of disciplines, presenting broad themes and multicultural experiences. For example, students practice decoding unfamiliar words from a paragraph of Guy de Maupassant’s story, “The Piece of String.” They answer main-idea questions on a reading passage about wolves, and answer sequence and cause-and-effect questions on an article about the first African-American cadet to graduate from West Point. Students are constantly exposed to the different types of questions used to test a particular learning objective.

Session 2: Listening and Writing. Students next practice their listening and note-taking skills. They practice taking notes in different formats and learn how to analyze “question words” — what, how, and why — to answer short-response questions. This is followed by two complete chapters summarizing the most important rules of capitalization, punctuation, grammar and usage. Fifth-graders learn how to edit a paragraph and practice editing sample paragraphs. Additional editing practice is provided in the separate Mastering New York’s Grade 5 Writing Standards, which complements this book.

A Final Practice Test. The book concludes with a complete practice test, having the same number of questions and level of difficulty as the actual test. This helps teachers and students to identify any remaining weaknesses that still need to be addressed.


ARTS STANDARDS



58

Some questions on the Grade 5 English Language Arts Test will check how well

you understand the main idea of a reading. These questions may be stated in a vari-

ety of ways:

This chapter will help you answer these types of questions. How you answer main

idea questions will largely depend on whether the reading selection is a story, poem

or an informational reading. Let’s examine each of these genres in turn to see how

to go about finding the main idea.

When you see a main idea or mostly about question about a story, look carefully at

the answer choices. The best answer will describe what happens in the entire story

rather than just a part of it.

Often each answer choice will provide a very short summary retelling what is

really important in the story. This usually includes the problem facing the main

character(s) in the story and how it is solved. Less important story details are left out.

Just pretend your friend has asked you about a story you just finished reading.

You have only one sentence to tell your friend about the story. What information

would you provide?

STORIES

What is this

article mainly about?

What is the main idea of the reading

passage?

What would be another

good title for the story?

CHAPTER 6

FINDING THE MAIN IDEA

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ISBN: 1-882422-90-2FAMIS: 882422-90-1

The book provides explicit instruction and modeling for

key skills on the test.




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Grade 5 A Blueprint for Success: ELAHow do students prepare for demanding tests like the SAT? By taking practice tests. Mastering Grade 5 English Language Arts: A Blueprint for Success adopts this same approach to improve your students’ reading, listening and writing skills. This book does more than provide basic instruction. It forces students to practice and apply what they have learned. Through individual practice, they develop their own learning and test-taking strategies. With this unique approach, you will see your students’ scores soar on the New York State Grade 5 English Language Arts Test.

The book is divided into six units. Each unit contains a complete practice test with several reading passages, a listening passage, a peer-editing paragraph, and questions similar to those found on the actual New York State Grade 5 English Language Arts Test.

Instruction, Application and Practice. Almost every question on the state test contains an important clue. By learning to recognize these clues, your students can develop their own strategies for successfully answering each type of question. Units 1 and 2 provide immediate feedback to students with a helpful clue, the correct answer, and a detailed explanation directly after each question. Units 3 and 4 provide answers and explanations at the end of each section, rather than after each question. Students get a chance to work through an entire reading passage and its questions, and then get immediate feedback with answers and explanations.

Independent Practice in Later Units. Units 5 and 6 are where your students practice what they have learned from the earlier units. This gives them the chance to see how ready they are for the New York State Grade 5 ELA Test. There is no help, no correct answers are identified, and no explanations are provided to them until you decide to give your students this information. The answers only appear in the Teacher’s Guide.

Unique Approach Appeals to Students and Boosts Test Scores. Unlike other test prep books, this one really works! Its unique approach compels students to apply and practice their reading, listening and writing skills. Important reading comprehension skills are carefully scaffolded and balanced throughout all six units. Students encounter every type of test question multiple times and develop their own strategies.

Mastering Grade 5 English Language Arts:

A BLUEPRINT FOR SUCCESS

James SWALM

JuneCOULTAS


UNIT 1 7

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UNLOCKING THE ANSWER

This question is about a specific detail in the reading passage. You

probably do not remember why the trains stopped twice.

What words in the question give you a clue as to where to begin look-

ing in the passage for help in answering this question?

In which sentence can you find the answer to this question?

From paragraph 2 in the story, we know that the large snow drifts and then

the heavy snow caused the trains to stop twice. Therefore, the correct answer is

Choice D.

3 The web below tells what the passengers did while waiting for the snow to

be cleared. Which phrase best completes the web?

Played Games

Together

WroteLetters

Ate Meals

at the Hotel

What people

did on the trains

while the snow

was cleared?

A Went to the hotel to relax

B Slept on the trains

C Helped shovel snow off the trains

D Tried to get on another train

ISBN: 1-935022-04-0FAMIS: 901483-16-8

In Units 1 and 2, assessment items are accompanied by helpful

hints, directing students to the correct answer.




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Grade 5 EditingMastering New York’s Grade 5 Writing Standards: Editing a Paragraph helps fi fth-graders succeed on the challenging “editing a paragraph” task. This student-friendly, interactive book shows students, step-by-step, how to edit paragraphs on the statewide test.

Reviews the Major Rules. Students learn all the rules that fifth graders should know for capitalization, punctuation, grammar and usage, based on New York State’s Grade 5 Writing Standards. After reviewing each set of rules, students practice applying them by completing various exercises and editing a series of paragraphs just like those found on the actual Session 2 of the statewide test.

Plentiful Practice. The exercises in the book are cumulative. Each set of practice paragraphs includes errors based on rules from previous chapters, so that students are encouraged to review those rules they have already learned. This active reinforcement also strengthens their prior knowledge. By the time students have worked their way through the exercises in this book, they will have reviewed all the relevant rules and edited more than 25 practice paragraphs.

Builds Student Confidence. This in-depth practice builds student confidence. The book is hole-punched for easy placement in a loose-leaf binder, and all of the editing pages are perforated. Students can tear out pages from the book to turn in to the teacher, or to exchange with other students for genuine peer-editing.


Editing a Paragraph



Editing a Paragraph

21

Besides the punctuation you have just reviewed, you should know how to use quo-

tation marks and apostrophes.

QUOTATION MARKS

Sometimes a writer uses the exact words spoken or written by another. To show

such direct speech, the writer uses quotation marks. The following examples show

how these marks are used.

y If the person speaking comes before the words being spoken or written, put

a comma before the quotation marks.

Mary asked Bill, “What time is it?”

Bill replied, “I don’t know.”

y If the words spoken or written come before the speaker:

“What time is it?” asked Mary.

“I don’t know,” replied Bill.

End statements with a comma,

followed by quotation marksUse quotation marks

before quoted words

Question mark goes inside

the quotation marks

Follow end punctuation

with final quotation marks

Use quotation marks

before quoted words

End speech with its

own punctuationComma goes before

the quotation mark

Important Rules

LESSON 4

QUOTATION MARKS

AND APOSTROPHES

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Name

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Class

Here is a paragraph a student wrote. There are mistakes in the paragraph. Some

sentences may have more than one mistake, and other sentences may contain no

mistakes at all. There are no mistakes in spelling.

Read the paragraph and find the mistakes. Draw a line through each mistake in

the paragraph. Then write the correction above it.



What score would you have received?

NOTE: Most of the errors in this paragraph are based on what you learned in

this lesson. However, there are also some errors based on earlier lessons. This is

true for all the other practice paragraph-editing tasks in the rest of the book.


12 MASTERING NEW YORK’S GRADE 5 WRITING STANDARDS: EDITING A PARAGRAPH

EDITING TASK

My favorite day of the week is sunday? On Sundays, I don’t

have to get up early. I can sleep as long as i want. On Sunday my

mother usually makes buttermilk pancakes for Breakfast. After

we finish eating, our family often takes a walk in the park? Wow,

do we have fun doing that! What is your favorite day of the week.

ISBN: 1-882422-98-8FAMIS: 882422-98-7

All important rules that will be tested are simply and

succinctly reviewed.With 25 practice paragraphs,

just like the test, students receive ample practice in what they need.




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Grade 6 ELANew York State’s English Language Arts tests for Grades 6, 7 and 8 present challenging texts and assess student mastery of higher-level thinking skills, such as the analysis of fi gurative language or the evaluation of information from non-fi ction sources. Mastering New York’s Grade 6 English Language Arts Standards applies the latest educational research to help sixth graders improve their reading, listening and writing skills and succeed on the test.

Introduction. Like the other books in this series, this one opens with the metacognitive reading strategies described in the landmark study, Mosaic of Thought, and provides a grade-appropriate model actually showing students how to apply these seven strategies. Research suggests that these strategies are essential for improving reading comprehension in middle school. Subsequent chapters in this unit review the main characteristics of stories, poems, and expository texts.

Session 1: Reading. Students improve their mastery of reading skills with practice readings, direct instruction, and practice questions. Special emphasis is placed on those higher thinking skills tested on the statewide assessment — such as locating outside information, analyzing how an author uses language to create images in the reader, explaining how an author uses literary devices, and evaluating the accuracy of information. Engaging, multicultural practice readings are drawn from a variety of disciplines. Authors include Edna St. Vincent Millay, Ogden Nash, Gary Soto, and James Thurber.

Session 2. Students practice their listening and note-taking skills. They also learn how to analyze “question words” — what, how and why — in order to answer short-response and extended-response questions. They examine the elements of good writing — meaning, organization, development, language and adherence to conventions — and score sample student responses. Finally, they review the key steps of the writing process and apply them to answering extended-response questions.

Session 3. One of the most challenging aspects of this test is the requirement that students analyze paired readings. Here, students learn to analyze linked passages and receive extensive practice in answering questions about them.

A Final Practice Test. The book concludes with a complete practice test, reflecting the number of questions and level of difficulty of the actual test.


ARTS STANDARDS


ARTS STANDARDS


ISBN: 1-882422-93-7FAMIS: 882422-93-6

88

Some questions on the Grade 6 English Language Arts Test will examine your

ability to analyze and evaluate information. These questions may ask you:

In this chapter, you will learn how to answer these kinds of questions. First, read

the following excerpt from the book On the Bus with Rosa Parks by Rita Dove. It

will provide the basis for the questions in this chapter.

to consider anauthor’s qualifications,

biases, andviewpoint

to distinguishfact from opinion

to evaluate theaccuracy and validity

of information

to relateideas and

information

to locateinformation

CHAPTER 9

EVALUATING INFORMATION

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ON THE BUS WITH Rosa Parks

by G. Rita Dove

At one time, African Americans were kept separate from whites in public places in

several Southern states. This system was known as segregation. Rosa Parks helped

overturn this system.

We all know the story. One December evening, a woman left work and

boarded a bus for home. She was tired; her feet ached. But this was Mont-

gomery, Alabama in 1955, and as the bus became crowded, the woman, a

black woman, was ordered to give up her seat to a white passenger. When she remained

seated, that simple decision eventually led to the end of segregation in the South, bring-

ing in a new era of the civil rights movement.

This, anyway, was the story I had heard from the time I was curious enough to lis-

ten to adult conversations. I was three years old when a white bus driver warned Parks,

CONTINUED

In this chapter students learn how to distinguish fact from opinion, to evaluate the reliability of information in a source,

and to locate additional information.




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Grade 7 ELAMastering New York’s Grade 7 English Language Arts Standards applies the latest educational research to help seventh graders improve their reading, listening and editing skills.

Introduction. Like the other books in this series, this text opens by introducing students to the metacognitive reading strategies described in Mosaic of Thought. Subsequent chapters review the main characteristics of stories, poems, and expository texts.

Session 1: Reading. The book helps students to master key reading comprehension skills with readings, explanations, and practice questions. Award-winning children’s texts are presented from a variety of disciplines. Special emphasis is placed on those higher-level thinking skills tested on New York State’s Grade 7 test, such as evaluating information and analyzing an author’s use of figurative language.

Session 2: Listening and Writing Skills. Students practice their listening and note-taking skills, and learn how to analyze “question words” — what, how and why — in order to answer short-response questions. Next they review the most important rules of capitalization, punctuation, grammar, and usage. Seventh graders learn how to edit a paragraph and practice with paragraphs like those on the actual test. Additional practice is provided in a separate exercise book, Mastering New York’s Grade 7 Writing Standards: Editing a Paragraph.

A Final Practice Test. The book concludes with a complete practice test that reflects the number of questions and level of difficulty of the actual Grade 7 English Language Arts Test.


ARTS STANDARDS


ARTS STANDARDS


To find the main idea of a story or informational article, it may often help you

to skim the passage.


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— SKIMMING —

Skimming is a cornerstone of the ability to read. When you skim, you read

quickly through a passage to get a general sense of what it is all about — you

are not really reading every word. You can use skimming with a story, article or

any other type of text.

HERE ARE TWO COMMON WAYS TO SKIM:

y Some people skim by first looking

at the title, illustrations, captions

and special headings of the read-

ing. Then they read the first and

last paragraphs of the passage

more carefully. This helps to

familiarize them with the text

ahead and to get a sense of what

the passage is all about. By read-

ing the index, subject headings and

sub-headings you are preparing

yourself so that when you actually

read the text you will have some

familiarity with it. It is a good idea

to read the last paragraph of the

text a second time. This is where you can often find all of the most impor-

tant concepts of the text identified and summarized.

y Other good readers “speed read” through the entire passage. They force

their eyes to move along the page at a much faster rate than normal. They

sometimes stop at topic sentences to read them more slowly. This allows

you to discover the main idea of the text. These are later expanded when

you read the text more carefully for details.

Whatever way of skimming you use, remember that you are not trying to read

every word when you skim. You are just “skimming” the surface to see what the

passage is generally about. You can always read the selection more carefully a

second time to grasp the details.

In this poem, Frost describes her father — a strong, tall farmer. His face is brown

from working in the sun. She compares his hands to wood — emphasizing his

strength. His eyes change color with the weather: blue on clear days, gray when it

is raining.

The last line of the second stanza tells us the poet’s father often looks at the weather

vane on his barn. We learn the weather vane is shaped like a galleon. It turns as it is

pushed by the wind, and her father knows from the weather when to move the barley

(type of grain) into bins and when to stack the wood. The final two lines compare her

father to a ship’s captain: he “captains” their farm, which “rides” the winds. The main

idea of the poem is that the poet’s father manages his farm with authority and wisdom.


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FATHERby Frances Frost

My father’s face is brown with sun,

His body is tall and limber.

His hands are gentle with beast or child

And strong as hardwood timber.

My father’s eyes are the colors of sky,

Clear blue or gray as rain;

They change with the swinging change of days

While he watches the weather vane.

That galleon, golden upon our barn,

Veers with the world’s four winds.

My father, his eyes on the vane, knows when

To fill our barley bins.

To stack our wood and pile our mows

With redtop and sweet tossed clover.

He captains our farm that rides the winds,

A keen-eyed brown earth-lover.

Stanza 1

Stanza 2

Stanza 3

Stanza 4

Galleon = a large

old ship with sails

1. Who is the poem about?

2. What are some of the images the poet uses?

3. What is the main idea of the poem?

ANALYZING A POEM


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“WHY” QUESTIONS“Why” questions focus on causes. They ask you to give reasons why somethingtook place. Often this kind of question asks you to tell about the motives or reasonsthat led a person or group to do something. Look at the following “why” question:

To answer this question, think about all of the reasons “why” the people of NewYork City decided to name an airport after their mayor. Let’s briefly review some ofthe reasons stated in the listening passage:

y Fiorello LaGuardia was elected mayor of New York City three times.

y LaGuardia won control of New York City’s finances and helped fight corruption in city government.

y LaGuardia helped build the city’s first airport, and was responsible for manyother important building projects.

y LaGuardia helped put thousands of New Yorkers to work during the GreatDepression when jobs were extremely scarce.

Why did the people of New York City name an airport after FiorelloLaGuardia? Use details from the passage to support your answer.

CHECKING YOUR UNDERSTANDING

Not every short-answer question will appear exactly as you see them in this chap-ter. Sometimes the same question may be asked differently. For example, a “why”question might be disguised as a “what” question:

What reasons led New York City to name its airport after LaGuardia?

This may look like a “what” question, but it is really a “why” question for thepurposes of this chapter. It asks for the causes of something.

Don’t Be Fooled!

ISBN: 1-882422-92-9FAMIS: 882422-92-8

Readings and skills are presented in a student-friendly, highly

graphic manner to appeal to a diversity of learning styles.




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Grade 7 EditingMastering New York’s Grade 7 Writing Standards: Editing a Paragraph takes your students by the hand and shows them exactly how to edit paragraphs on Session 2 of the New York State English Language Arts Test for Grade 7.

Reviews the Major Rules. This book explains all the rules that seventh graders should know for capitalization, punctuation, grammar and usage based on New York State’s Grade 7 Writing Standards.

Plentiful Practice. After reviewing each set of rules, students learn to apply these rules by editing a series of paragraphs just like those found on the actual test. The exercises in the book are cumulative. Each set of practice paragraphs includes rules from earlier lessons, so that students can build on their previous knowledge. By the time students have worked their way through the pages of this book, they will have reviewed all the rules they need to know and edited more than 25 different practice paragraphs.

Builds Student Confidence. This in-depth practice builds student confidence. The book is hole punched for easy placement in a student loose-leaf binder. The editing pages of the book are perforated, so that students can tear them out to turn in to the teacher or to exchange with other students to check their corrections.

“Excellent. I really appreciated the way you broke up the editing into capitalization, punctuation, grammar, and usage. I wish I had Editing a Paragraph: Grade 7 book before my students took the examination this year.”

—Casey Gallagher, ELA Teacher,

Jericho Middle School


Editing a Paragraph

JARRETT • ZIMMER


Editing a Paragraph

14

Commas are the most common form of punctuation, but they are also the most dif-

ficult to use. The basic idea of a comma is to show a reader when to pause in read-

ing a sentence. You can often tell where to place a comma just by reading the

sentence aloud.

The comma also helps to make the meaning of the sentence clearer. Sometimes

where you place a comma can even change the entire meaning of a sentence. In this

lesson you will learn the main rules for when to use commas.

y Commas in Compound Sentences. Use a comma before the conjunctions

and, but, or, nor and so, in a compound sentence.

Julie ate a sandwich, and Todd had a piece of chicken.

Twana was very tired, so she went to bed early.

The dog growled, but the delivery woman was not afraid.

Important Rules

LESSON 3

THE COMMA

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Add commas to the following sentences where needed:

1. My grandmother baked banana bread and my father cooked spaghetti.

2. The family sat down to eat but my brother refused to join us.

3. My sister was not hungry so she asked to be excused from the table.

4. My brother could not play outside nor could he watch television.

5. He could not play outside so he decided to go to the movies.

APPLYING WHAT YOU HAVE LEARNED

ISBN: 1-882422-94-5FAMIS: 882422-94-4

Every important rule is explained simply but comprehensively.

Name Date

Teacher Class

Here is a paragraph a student wrote. There are mistakes in the paragraph. Somesentences may have more than one mistake, and other sentences may contain nomistakes at all. There are no mistakes in spelling.Read the paragraph and find the mistakes. Draw a line through each mistake inthe paragraph. Then write the correction above it.



What score would you have received?

NOTE: Most of the errors in this paragraph are based on what you learned inthis lesson. However, there are also some errors based on earlier lessons. This istrue for all the other practice paragraph-editing tasks in the rest of the book.


12 MASTERING NEW YORK’S GRADE 7 WRITING STANDARDS: EDITING A PARAGRAPH

EDITING TASK

There is no better place for students to visit than the san

diego zoo. The zoo boasts over 400 animals. It is open 365 days

a year? The zoo has been an enriched learning center since the

day it opened. The admission price at the zoo is only $19.50 for

an Adult and $11.75 for a child under seven years of age. The

zoo provides special discounts to school groups. The zoo is located

on Zoo Drive in Balboa Park, just north of downtown San Diego!

All editing paragraphs are cumulative and include errors covered in previous chapters.




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Grade 8 ELAWhere you can fi nd test-length, high-quality reading and listening passages that are similar to those on New York’s 8th-grade English Language Arts Test? Mastering New York’s Grade 8 English Language Standards provides the answer. The book applies the latest research to help eighth-graders improve their reading, listening, and writing skills.

Introduction. Like the other books in the series, this text begins by introducing students to the key reading strategies of proficient readers — such as asking questions, making predictions, determining what is important, and drawing connections between the text and what they already know.

Session 1: Reading. The introduction is followed by six chapters reviewing key reading comprehension skills assessed on the statewide test. Special emphasis is placed on those higher-level critical thinking skills most frequently tested, such as identifying an author’s purpose. Each of these chapters follows a similar pattern of organization with a high-quality, test-length introductory reading passage, a step-by-step approach for answering questions, guided practice, and independent practice. Students are kept engaged with passages by such prominent authors as O. Henry, Robert Frost, Langston Hughes, Emily Dickinson and Amy Tan.

Session 2: Listening and Writing. Students review listening and note-taking techniques. In addition, students learn how to write short and extended responses.

Session 3: Reading and Writing. Students learn how to read paired passages and write about them.

A Final Practice Test. The book concludes with a complete final practice test.


ARTS STANDARDS


ARTS STANDARDS


Whatever way of skimming you use, just remember that you are not trying to read

every word when you skim. You are just “skimming” the surface to see what the pas-

sage is about. You can always read the selection more carefully a second time to

grasp the details.


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— READING FOR A PURPOSE —

Experts find that good readers read for a purpose. This helps them decide

which information is important. When you read a passage during a test, your

main purpose is to understand the text and answer questions about it. This

purpose, however, is too general to guide your reading. It is impossible to

memorize every detail in the reading. Therefore, what should you focus on?

In test situations, good readers find it often helps to focus on the main idea of

the passage and how the author uses details to support it. The way this is done

for each genre is slightly different:

y Look for when and where it takes place.

y Focus on the characters and the problems they face.

y Visualize what happens to the characters as the story progresses.

Imagine that the story is a movie unfolding in your head as you read.

y Decide what kind of poem it is.

y Think about the author’s feelings and how these are expressed.

Say the words of the poem silently to yourself as you read them. When you

read a poem, listen to its music.

y Identify the author’s topic.

y Think about what the author has to say about the topic (the main idea).

y Think about how the author supports or explains this message.

Try to have an internal dialogue in your mind about what the author says.

Ask questions, make connections and draw conclusions. Decide if you agree

with what the author has to say.

IF YOU ARE READING A STORY:

IF YOU ARE READING A POEM:

IF YOU ARE READING AN INFORMATIONAL PASSAGE:

Understanding an author’s purpose — why the author wrote the text — is oftenimportant to interpreting the meaning of the text. Some questions on the Grade 8English Language Arts Test may ask you to identify an author’s purpose. Suchquestions may ask you:

Usually the author does not state his or her purpose directly. You have to use cluesfrom the text to figure it out. Authors generally have one of the following purposesin mind when they write:

TO INFORMInformational texts –– such as articles about people, history or science –– are usuallywritten to provide readers with facts and ideas. Some informational texts describepeople or events. Others may explain how something works, while still others teachreaders about something or describe possible solutions to a problem.

TO ENTERTAINLiterary texts are often written to entertain readers. Stories with interesting charac-ters and lively plots are fun to read. However, literary works also often contain alesson or moral. The author wants to communicate a general truth about life.

TO PERSUADESome authors write to persuade readers to form a particular opinion or to take aparticular action. Letters to the editor, speeches, advertisements and essays are oftenwritten to persuade.

TO EXPRESS FEELINGSSome authors write to express their deepest feelings or beliefs. The author wants toshare an experience with readers. Personal stories, poems, and essays often expressstrong emotions.

What is the purpose of the

article?

Why did the author most likely write

the story?

What was the author’s purpose in writing the text?

AN AUTHOR’S PURPOSE


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READINGCOMPREHENSION

SKILLS

LITERARYELEMENTS ANDTECHNIQUES

GOINGBEYOND THE

READING

LITERARYTECHNIQUES

LITERARYELEMENTS

INFORMATIONALTEXTS

Tone

Setting

Characters Plot

Theme

LiteraryDevices

PoeticElements

EVALUATINGINFORMATION

RELATING IDEASAND DETAILS

ClassifyingInformation

Relevant andIrrelevant

Information

SupportingIdeas

UNDERSTANDINGVOCABULARY

FINDING THEMAIN IDEA

DEFININGWORDS

SYNONYMSAND

ANTONYMS

MULTIPLEMEANINGS

AUTHOR’SQUALIFICATIONS

BIASES ANDVIEWPOINTS

FACT ANDOPINION

RELATINGDETAILS

FINDINGDETAILS SEQUENCE

TEXTORGANIZATION

MAKEPREDICTIONS

AUTHOR’SPURPOSE

DRAWCONCLUSIONS

STORIES

POEMS

COMPARE-AND-CONTRAST

CAUSE-AND-EFFECT

ContextClues

WordParts

LOCATINGINFORMATION

WithinA Text

OutsideA Text

This concept map shows the reading comprehinsion skills you learned in Session 1of this book. Each skill is related to a question type found on the Grade 8 EnglishLanguage Arts Test. Review the relevant chapter if you can’t remember that skill.


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ISBN: 1-882422-91-0FAMIS: 882422-91-X

This student-friendly book places special emphasis on those

higher-level thinking skills often tested at Grade 8.




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Grade 5 A Blueprint for Success: MathematicsMastering Grade 5 Mathematics: A Blueprint for Success takes a new approach to mathematics learning and test preparation. Students encounter mathematics embedded in stories, based on real-life situations.

Each lesson begins with a story involving two or three aspects of math. Students address increasingly complex concepts and skills as they progress through the book in conjunction with Everyday Mathematics or a similar resource. In fact, this is the only test preparation resource directly correlated to that popular series.

Brings Mathematical Concepts to Life. The stories are carefully crafted to illuminate important mathematical concepts. For example, to explain the factors of a number, students read about planting garden plots of varying dimensions. They have to think of different widths and lengths for planting the same number of seeds. These different widths and lengths are actually the different factors of a particular number. To understand ratios, students read about a marching band. They divide its members into groups to choreograph their marching patterns. Each division is based on a fixed ratio of trumpet-players to drummers.

Highly Innovative. The book is written in a conversational tone. Two friendly mathematics professors serve as your students’ personal guides. Metacognitive problem-solving models show your students how to apply their knowledge of mathematics. This problem-solving component is followed by a series of multiple-choice and open-response assessment items about the story. In the first set of these, “Professor Mathematics” provides hints, gently guiding students to the answer. This is followed by independent practice with further test items.

Emphasizes Major Concepts. “Professor Mathematics” then presents a brief summary of the concepts and skills students have just used. Next, students create Study Cards based on these same key concepts and terms. This gives your students an opportunity to see how well they understand these concepts and provides them with a resource for later review.

Prepares Your Students for the Test. In the final section of each lesson, students answer a series of questions on the same mathematics concepts, but now identical in format to assessment items on the Statewide Math Test. These final exercises are sequential and cumulative, so that by the end of the book, they are equivalent to the actual test. The book concludes with a complete practice test, just like the state math test.Each story brings out an

essential mathematical relationship or principle.

ISBN: 1-935022-05-9FAMIS: 901500-16-X

Mastering Grade 5 Mathematics: A BLUEPRINT FOR SUCCESS

Francis J.GARDELLA





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Multi-Disciplinary Uses of the InternetThe Internet is rapidly changing the way people communicate. Help your elementary and middle school students improve their reading, writing, research and information technology skills as they join the Information Age.

In the 21st century, information literacy will be as essential as reading, writing, and mathematics. Mastering the Internet introduces students to computer and Internet use in an integrated setting along with English Language Arts, social studies, and science skills. Mastering the Internet appeals to different learning styles by its seamless integration of hands-on, computer-based activities with traditional instructional approaches that do not necessarily require a computer.

While engaging students in exciting, student-friendly activities, Mastering the Internet also closely mirrors the National Educational Technology Standards.

Fully Explores the Implications of Internet Use. Early chapters explain how computers and the Internet work. Students also learn how to connect to the Internet, “surf” the Web, search for specific information, and how to analyze and evaluate information they find on websites. In later chapters, students consider chat rooms and social networking, accessing music and video on the Web and related copyright issues, the effects of the Internet on everyday life, and how the Internet will affect us in the future. Emphasis is placed on using the Internet safely and with adult supervision. The book forces your students to consider carefully how they use the Internet. The book concludes with a glossary of key terms for the Information Age.

Highly Interactive and Multi-Disciplinary. Mastering the Internet includes a plethora of fun-filled activities that your students will enjoy: • Getting online and surfi ng the Web. • Designing a home page for your own website. • Searching for information on the Web. • Evaluating the reliability of information from various

websites. • Writing a research report using the Web. • Opening an account to send and receive e-mails. • Learning about chat rooms and social networking. • Debating whether music and videos should be downloaded

for free. • Creating a PowerPoint presentation, a blog, and a podcast.Students learn how to use the

Internet for multi-disciplinary research.

ISBN: 1-935022-03-2FAMIS: 901464-15-5

Mastering the Internet

Carroll MOULTON

William REDMOND





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Grade 4 Social StudiesLearning About New York State (2nd edition) has been completely updated and revised. This interactive book uses a hands-on approach to guide students through New York’s social studies learning standards. Its unique approach motivates students to learn more by presenting a series of fun-fi lled, exciting activities — such as conducting interviews, taking surveys, and acting as amateur cartographers and historians. Each activity can be used independently, a key benefi t for fourth-grade teachers facing time constraints. With this book, students will have the knowledge they need to succeed on the state-mandated Grade 5 Social Studies Test.

Activity Approach. The philosopher John Dewey believed that the best way to learn is by doing. More recent research confirms Dewey’s insights. This philosophy of active learning permeates every page and activity of this book. Students using this book will embark on an exciting journey in which they travel through more than 40 activities. The book’s activity approach encourages continual interaction and dynamic learning. Students learn by doing as they uncover information for themselves in the course of reading, researching, and discussing. The book teaches critical-thinking skills, not memorization. The activities are designed to challenge students at all cognitive levels.

Aligned to the Core Curriculum. In order to perform their best on the statewide social studies test given early in fifth grade, students need to learn about geography, history, economics, and government. Unlike textbooks that pay only marginal attention to the broad scope and sequence of New York’s core curriculum, this book is fully aligned and covers all of the tested standards.

Special Features Enhance Student Learning. An introductory chapter provides students with basic study skills for learning and test-taking. Students learn how to create vocabulary cards and are introduced to useful mnemonic devices to help them recall important information. Students also learn the basic steps of the writing process.

Stresses Interpretive, Reading and Writing Skills. The book provides explicit, metacognitive instruction in interpreting data in those formats that appear on the Grade 5 Social Studies Test. Students also learn how to distinguish between facts and opinions, to explain cause-and-effect relationships, and to distinguish between primary and secondary sources. Students further learn how to locate, gather, analyze, and evaluate information. They also learn how to organize an outline, and write descriptive, narrative, “how-to” and persuasive essays.


Learning About NEW YORK STATE


SECONDEditionSECONDEdition

5289_front.cov_LANY.indd 1 10/11/07 3:22:22 PM

ISBN: 0-9795493-5-3FAMIS: 901222-85-2

One day you get a letter from your friend in California. She writes that she will be visit-

ing you this summer. Before arriving, she would like to learn about the physical features

of New York State. New York State is so large that you don’t know what to write.

TWO WAYS TO DESCRIBE NEW YORK

You decide to ask your teacher what to write. Your teacher says, “Please try this first.

Draw what an apple looks like. Then, write a description of what an apple looks like.”

That seems simple enough, you think to yourself.

After you have completed the task, your teacher asks:

Which was easier—drawing an apple or describing it?

Which provides more information, the drawing or the description?

Do they both provide the same kind of information? Explain your answer.

Ah! Now you understand what your teacher meant. To give someone accurate infor-

mation about a place, it is sometimes best to provide both a picture and a description.

You decide to send your friend a written description and a “picture” of New York State.

You start by getting a book about New York from the library. However, there is a

problem. The book has no pictures, only written descriptions of New York State. You

again ask your teacher for help. She says that written descriptions give you an oppor-

tunity to play the role of an “amateur cartographer.”

MY APPLE DRAWING MY APPLE DESCRIPTION

Definition

WHAT DOES NEW YORK STATE

“LOOK” LIKE?

In this activity, you will learn about some of the important physical

features of New York State. Look for the following important words:

Mohawk River Great Lakes Weather

Hudson River Finger Lakes Climate

UNIT 2: GEOGRAPHY 33

2C



The book’s activity approach appeals to a variety of student learning styles.

2: GEOGRAPHY 33


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Grade 5 Social StudiesMastering New York’s Elementary Social Studies Standards: Grade 5 Edition is the single best resource available to prepare students for New York State’s demanding Grade 5 Social Studies Test.

Fully Aligned to State Standards. Written in a student-friendly, easy-to-read style, the book is fully aligned with New York’s Social Studies core curriculum.

Test-Taking Strategies. Introductory chapters provide students with different techniques for remembering information and help them to interpret different types of data — such as maps, cartoons, and historical documents — frequently found on the test. Students also learn through a simple, step-by-step approach how to answer multiple-choice, constructed-response, and document-based questions.

Special Features Enhance Student Learning. Applying the latest advances in cognitive science, the book emphasizes key concepts. Content chapters review the most important information students need to know for each standard — geography, history, economics and government. A plethora of graphic organizers, charts, maps, illustrations and pictures facilitate student learning. “Big Ideas” serve as advanced organizers for each unit. Concept maps at the end of each content chapter help students visualize the most important information and see how major ideas are related.

Authentic Practice Questions. Special sections test student comprehension with multiple-choice, constructed-response, and at least two document-based essay questions at the end of every chapter. The book

contains ten document-based essay questions in all, covering all four standards — history, economics, geography, and government.

A Final Practice Test. The book ends with a complete practice test. This practice test provides students with the confidence they need to perform their best on the statewide test.


USING THE “HAMBURGER” APPROACHNow try using your notes from the previous page to write your essay on the linesbelow:

CHAPTER 5: HOW TO ANSWER DOCUMENT-BASED ESSAY QUESTIONS 49

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There were several causes that helped lead to the American Revolution.

Therefore,

Sentencethat tells

your readerwhat youressay isabout

Main paragraphstaken from

Part Aand youroutline orconcept

map

Introduction

Conclusion

ISBN: 0-9795493-3-7FAMIS: 9011172-9-3

From 1754 to 1763, Great Britain and France fought the French and Indian War for

control of Canada and the Ohio River Valley. The Iroquois sided with the British,

while most Algonquian tribes helped the French. By 1763, Great Britain had con-

quered Canada and won the war.

CAUSES OF THE AMERICAN REVOLUTION

When the war ended, many colonists were looking forward to settling on former

French lands in the west. However, the British government was anxious to avoid

clashes between Indians and colonists. King George III issued the Proclamation of

1763, stating that colonists could not settle west of the Appalachian Mountains. This

was just the first of many new issues dividing the British and the American colonists.

The British also faced a large debt from fighting the war. To help pay for the

expenses of the war, the British imposed new taxes on the American colonists. These

taxes were passed by the British Parliament without first obtaining the approval of

the colonial legislatures. In 1765, the British Parliament passed the Stamp Act.

Every legal document in the colonies required a special government stamp. Colonists

reacted by forming special groups, known as the “Sons of Liberty,” to protest the

new tax. The Sons of Liberty organized parades and attacked British tax collectors.

They also organized boycotts among colonists, refusing to buy British goods. Faced

with mounting protests, the British government withdrew the Stamp Act. Instead,

they passed new taxes on glass and other goods sold in the colonies. Colonists again

rose up in protest. Special Committees of Correspondence were formed to organize

protests across the colonies and to exchange information. Once again, the British

withdrew the unpopular taxes.

In 1773, the British government introduced yet another new tax, on tea. Colonists

in Boston threw chests of tea into the harbor in protest. This event, known as the

Boston Tea Party, led directly to the American Revolution. When the British closed

Boston Harbor, assemblies throughout the colonies protested. Fighting broke out

when British troops and colonial volunteers, known as Minutemen, fired on each

other in Massachusetts.

NEW YORK AND

THE AMERICAN REVOLUTION

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Students are introduced to a unique and student-friendly

approach for organizing and writing their answers to document-based questions.

5: HOW TO ANSWER DOCUMENT-BASED ESSAY QUESTIONS 49


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Mastering New York’s Intermediate Social Studies Standards prepares students for the Grade 8 Social Studies Test better than any other resource. This book has been fully updated and revised.

Fully Aligned to State Standards. The book is fully aligned with New York State’s core curriculum.

Test-Taking Strategies. The book provides detailed test-taking strategies to help students become “test-wise.” Special techniques help students remember information. Students learn how to master every type of data or document found on the test — including maps, charts, graphs, timelines, cartoons and historical texts — as well as how to answer each type of multiple-choice and constructed-response question. Explicit metacognitive instruction shows students a step-by-step method for answering document-based questions, accompanied by several practice DBQ’s.

Special Features Enhance Student Learning. Special features in each chapter facilitate student assimilation and recall of key concepts, facts, and people.

• What You Should Focus On sections serve as advance organizers, presenting the key ideas of each chapter.

• A concise text reviews core concepts and developments. A variety of visual elements help students see relationships between major developments. Content is presented in various formats to appeal to different learning styles.

• Concept Maps show how major facts and ideas are related. • Major Themes in U.S. History sections examine important

topics of American history thematically — such as the role of geography, and how our national foreign policy and economic policy are determined.

• New York Connection sections show how New York history relates to events in American history.

• Summarizing Your Understanding sections review the major themes, terms, concepts, and people in each chapter.

Authentic Practice Questions. Testing Your Understanding sections assess student comprehension with an abundance of multiple-choice, constructed-response, and document-based essay questions, similar to those on the actual test.

A Final Practice Test. The book concludes with a complete practice test, giving students the confidence they need to pass the actual test.

Grade 8 Social Studies

“Our students in honors, modifi ed, and special education programs have been successfully using this valuable resource for years. This vehicle for review directly mirrors the state standards and offers step-by-step support in test taking, analyzing documents, and writing DBQs.”

—Pamela A. O‘Donnell, Social Studies Chairperson, Seneca Middle School

MASTERINGNew York’s Intermediate Social Studies Standards

JARRETTZIMMER

KILLORAN

ISBN: 1-882422-87-2FAMIS: 882422-87-1

REASONS FOR URBANIZATION

In the late 1800s, cities

across the nation expe-

rienced a rapid growth

in their population.

There were a number

of reasons why people

flocked to cities. Many

new factories and

workshops attracted

people in search of

jobs. People were also

drawn to the cultural

aspects of city life, such

as theatres, museums,

and libraries. Many

newcomers were farm-

ers who had no work because new farm machinery had replaced them. In the

late 1800s, immigrants from Europe began moving to American cities in growing

numbers. By the 1900s, African Americans also began migrating from the South to

large cities, especially in the North and Midwest, in search of a better life. As cities

grew, new problems developed.

THE PROBLEMS CREATED BY GROWING CITIES

Inadequate Public Services.

Cities lacked the ability to deliver

increased public services — hospitals,

police forces, schools, fire departments,

street cleaning, and garbage collection.

Overcrowding. Families were crowded into

tenements (small apartment buildings).

These tenements often lacked daylight,

fresh air, and adequate plumbing.

Social Tensions. In the cities, rich people lived next door to the poor. Seeing the luxuries of

the wealthy distressed poor people and increased social tensions.

Corruption. Many cities were run by corrupt

political bosses, like Boss Tweed in New York

City, who promised jobs and services to

immigrants in exchange for their votes.

Transportation. Horse-drawn coaches and later

electric trolleys were needed to transport workers

to their jobs. To eliminate the pollution created

by coaches and trolleys, New York City built a

subway in 1900. By 1930, New York City had the

world’s largest subway system.

104 MASTERING NEW YORK’S INTERMEDIATE SOCIAL STUDIES STANDARDS

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Chicago, 1915 — as cities grew, so did their problems

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Clear explanations and vivid illustrations help students master all of the required learning standards.


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With over a quarter of a million copies in print, this best-selling review book is now even better. This book has been thoroughly revised and updated.

Test-Taking Strategies. More than 60 pages of test-taking strategies, including separate chapters on answering multiple-choice, thematic, and document-based essay questions. The book is written by nationally-recognized experts in testing, with extensive experience in writing Regents questions.

Emphasis on Document-Based Questions. The book provides step-by-step instructions for answering document-based essay questions and includes seven practice document–based essay questions.

Fully Aligned to New York’s Learning Standards. The book closely follows New York’s curriculum for global history and geography.

Special Features Enhance Student Learning.

• What You Should Focus On sections act as advance organizers identifying each historical era’s main developments.

• Major Historical Developments sections provide a concise, but highly insightful survey of all the major developments of each historical period.

• Looking At sections explore important themes often tested on the Regents — including the impact of geography, comparative religion, the arts, government, technology, and ethnic diversity.

• Study Cards at the end of each chapter help students review key events, terms, concepts, and people.

• Area Study Guides at the end of the book encourage students to review important developments in the history of each region.

Authentic Test Practice. Regents-style questions are found at the conclusion of every chapter. Many assess student understanding of a map, quotation, table or graph — just like the actual Regents. The book also includes two full-length, recent Global History Regents Examinations.

High School Global History

GLOBAL HISTORYTHE KEY TO UNDERSTANDING

2009/10Edition

ISBN: 1-882422-40-6FAMIS: 882422-40-5



This book provides the best, most comprehensive review available, with more special learning features than any

other book available.


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Mastering Global History (4th edition) is a textbook intended for students who fi nd global history especially challenging and who may need additional help for the Regents examination. Content is presented in a variety of formats to appeal to different learning styles. The book is specifi cally designed for students with reading diffi culties, limited English profi ciency, or learning disabilities. A number of important features help students who have a below-grade reading level.

Test-Taking Strategies. More than 35 pages of test-taking strategies explain how to approach multiple-choice questions, thematic essays, and document-based essays. The book is written by nationally recognized experts in the field of testing, with extensive experience in writing questions for Social Studies Regents examinations. A special chapter shows students how to interpret different types of data — including charts, maps, timelines, graphs, and pictures. Sharpening Your Test-Taking Skills sections show students how to answer scaffolding questions and how to plan and write thematic essays and DBQs.

Fully Aligned to New York’s Learning Standards. Content chapters completely and comprehensively survey the most important developments in global history from the dawn of civilization to the current worldwide financial crisis.

Accessible Text. Paragraph structures and vocabulary are simplified to allow easy readability and to boost student comprehension. Pre-reading and post-reading questions guide and motivate students. Students are continually asked to self-monitor their comprehension

by interacting with the text. Visual elements on every page, such as illustrations, maps, charts, and graphs, help students to see relationships and conceptualize major events and developments.

Special Features Enhance Student Learning. Looking At sections highlight key themes in global history, such as world religions, the rise of governments, forces of social change, and the relationship of art to society. End-of-course Study Organizers prompt students to apply what they have learned. A list of major concepts and Area Study Guides further reinforce what students have learned.

This Book Ends with a Complete Regents Examination.


MASTERING GLOBAL HISTORY

KILLORAN

ZIMMER

JARRETT

ISBN: 1-882422-44-9FAMIS: 882422-44-8

KEY TERMS, CONCEPTS, AND PEOPLE

WARRIORS ON HORSEBACK AND THE REVIVAL OF EUROPE, 1200 TO 1500 127

Renaissance

• Italian City-States• Humanism & Secularism• Leonardo Da Vinci• Niccolo Machiavelli• Nicholas Copernicus• Galileo Galilei

Counter Reformation

• Council of Trent• Inquisition• Jesuits• Wars of religion

Mongol Empire

Other African States

• Benin• Zimbabwe• Ethiopia

Decline of Feudalism

• Black Death• Gunpowder• Rise of Royal Power

The Protestant Reformation

• Martin Luther• Ninety-five theses

THEWARRIOR STATES

OF ASIA

THEKINGDOMS OF

AFRICA

West African KingdomsJapan’s Feudal Period

• Chinggis Khan

THERESURGENCE OF

EUROPE

WARRIORS ONHORSEBACK

AND THE REVIVALOF EUROPE

• Ghana- Salt-gold trade

• Mali- Islam- Mansa Musa- Timbuktu

• Songhai

• Feudalism• The Shogun

- Samurai- Daimyo- Bushido

• Yuan Dynasty- Kublai Khan- Marco Polo

Russia• Mongol

Conquest• Ivan the Great

China

Geographical Setting

• Sahara Desert• Savanna• Rain forest

SHARPENING YOUR TEST-TAKING SKILLS

EXAMINING THEMATIC ESSAYS

At the end of the last chapter, you learned about essay questions and the major

“action words” used in most essay questions. This section focuses in more detail

on one type of essay question found on many global history tests — thematic essay

questions. Let’s begin by looking at a typical thematic essay question:

Notice that a thematic essay question opens with directions. The directions tell

you the form in which your answer must be written. Next, you are provided with a

generalization. Here the generalization is about geography. The question then gives

you a task to complete. Some suggestions provide helpful examples you might use

in your essay to support the generalization, but are not limited to those examples.

Thus, what you are essentially asked to do is:

(1) to show your understanding of a generalization by giving specific facts to sup-

port it; and

(2) to write a well-organized essay with a thesis statement based on the general-

ization, several paragraphs as explained in the task, and a conclusion.

Theme: Geography

Task:

The geographical features of an area often affect

historical developments taking place there.

You may use any example from your study of global history and geography.

Some suggestions you might wish to consider include: ancient Egypt, the ancient

Greeks, the Roman Empire, the Byzantine Empire, and the Mongol Empire.

You are not limited to these suggestions.

Choose two past civilizations from your study of global history and

geography.

For each civilization:

• Describe a geographical feature that affected it.

• Explain how that feature had an impact on that civilization.

Directions: Write a well-organized essay that includes an introduction with a

topic statement, several paragraphs as explained in the Task, and a conclusion.

THE BIRTH OF THE MODERN WORLD, 1500 TO 1770 165



Students learn to assimilate and recall major concepts, events, and people with a text that is

concise, graphic, and engaging.


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Just imagine how great it would be if your students could review two years of global history in only a week or two! Now they can using A Quick Review of Global History. The book concisely summarizes the major eras of global history in 12 short chapters while providing students with innovative tools for answering multiple-choice, thematic and document-based questions. This book actually appeals to two different types of students: advanced students who need only a short review of the material before taking the Regents, and those students who fi nd global history especially challenging and benefi t from a concise presentation of content. This book is simply the best resource available for preparing students for the Global History Regents when time is a factor.

Test-Taking Strategies. Written by nationally recognized experts in the field of testing, with extensive experience in writing test questions for the Regents. Special chapters show students how to write thematic essays and how to answer document-based essay questions.

Student Friendly. The text is student-friendly and easy to understand. Almost every page includes some type of graphic, chart, or illustration.

Fully Aligned to New York’s Learning Standards. All the information that a student needs to pass the Global History Regents is contained within the covers of this book. Content chapters masterfully survey global history from the dawn of civilization to the current global financial crisis. Each content chapter provides students with a concise survey of a major historical era, pared down to the most essential and important information that will be tested. A brief overview introduces each content chapter, posing a series of key questions about that historical period.

Special Features Enhance Learning. Students are encouraged to make their own Study Cards. Summarizing Your Understanding sections at the end of each chapter identify the major themes and generalizations upon which most thematic and document-based essay questions on the Regents examination are based. A Final Review chapter includes a glossary of major concepts, a checklist of major terms and people, thematic study organizers, and area study guides.

Authentic Test Practice. Testing Your Understanding sections at the end of each chapter present Regents-style questions to foster student mastery and reinforce learning. The book includes an actual full-length Regents examination. Question 15 from that Regents (2008) actually uses a visual from one of our books!


A QUICK REVIEWOF GLOBAL HISTORY

ISBN: 1-882422-46-5FAMIS: 882422-46-4



A fi nal chapter presents a concise, but comprehensive review of all the major events and concepts

tested on the Regents.


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The Key to Understanding U.S. History and Government provides a complete review for students taking the U.S. History and Government Regents examination, usually in Grade 11.

Test-Taking Strategies. Written by nationally-recognized experts in social studies testing, the book includes more than 45 pages of test-taking strategies. Students learn how to organize and write both thematic and “DBQ” essays about American history. Students also review how to interpret each type of data found on Regents examinations — including graphs, maps, tables, cartoons, and documents.

Fully Aligned to New York’s Learning Standards. Content chapters provide students with a concise and insightful survey of American history and government. Students assimilate and recall major concepts, events and people with a text that is concise, graphic and engaging. The book contains many maps, graphic organizers, and photographs to help students better understand major developments in U.S. history, from its colonial origins to the historic election of Barack Obama and the current financial crisis.

Special Features Enhance Student Learning. • Study Cards. These cards summarize the most important

content information. Students are also encouraged to make their own study cards.

• What to Focus On sections in each content chapter act as advance organizers, guiding students to the most important information.

• Looking At sections explore the major topics that often form the basis of Regents essay questions while fostering greater in-depth knowledge of geography, foreign policy, government, law, and economic development.

• Summarizing Your Understanding sections review the key concepts, facts, events, people and relationships in each chapter.

• A Final Review chapter contains a checklist of important terms, a list of sixty notable Americans, a list of the major principles of the U.S. Constitution, and a group of charts that summarize milestones in American politics, economics, and foreign policy.

Authentic Test Practice. Testing Your Understanding sections provide practice in answering Regents-style multiple-choice, thematic, and document-based questions. The book closes with an actual full-length Regents examination (January 2009). Every multiple-choice question on this Regents indicates the pages in the book where you can find the answer and further information that discusses that particular topic.

High School U.S. History and Government


THE KEY TO UNDERSTANDINGU.S. HISTORY AND

GOVERNMENT

ISBN: 1-882422-49-XFAMIS: 882422-49-9

Prosperity and Depression 185

LOOKING AT ECONOMIC POLICY

reviously, you learned about our economy in Looking at Economic

Growth. This section focuses on the role of government in the opera-

tion of our economy.

THE GOALS OF NATIONAL ECONOMIC POLICY

Since the late 19th century, the government’s role in our economic life has changed. Ear-

lier, the federal government rarely interfered in the economy, except to ensure fair

competition. After the Great Depression, the federal government took on a greater role

in the economy. Since the New Deal, the federal government has had these three goals:

To keep the nation informed of what is happening in the economy, the Presi-

dent presents Congress each year with the Economic Report of the President.

MEASURING THE NATION’S ECONOMIC HEALTH

To measure the health of our national economy and to compare it to the

economies of other nations, economists often look at several statistical indicators:

ECONOMIC INDICATORS

Gross Domestic Product

(G.D.P.). This is the

value in dollars of all the

goods and services

produced in the United

States in a single year.

Per Capita Income. This

is the G.D.P. divided by

the population. It pro-

vides an indication of

the average income of a

single person.

Unemployment Rate. This

measures the number of un-

employed people who would

like to work and are actively

looking, divided by the total

working population.

National Debt. This is the

total amount of money owed by

our national government to

those who have lent it money.

Inflation Rate. This measures how quickly

money loses its value because people are paying

more for the same goods. When things cost more

than before, this is a sign of inflation.

promotemaximum

employment

promotemaximumproduction

fightinflation

(rising prices)

P

(continued)



Special “Looking At” sections explain the fundamentals of

topics that often form the basis of thematic essay questions.


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Mastering U.S. History is intended for those who fi nd American history especially challenging. The book is specifi cally designed for students with reading diffi culties, limited English profi ciency, or learning disabilities. Its interactive text takes students beyond passive reading. Sharpening Your Test-taking Skills sections teach students to write thematic and document-based essays. Skill Builder sections explore the different types of data on the Regents, helping students to answer both scaffolding and multiple-choice questions. Test Helper: Looking At sections explain the fundamentals of foreign policy, government, law, and economics. Content chapters provide a concise but lucid survey of U.S. history and government from colonial times to the Obama presidency. Students create their own vocabulary cards to help them recall the most important individuals, events and terms tested on the Regents. A Summary and Test of key terms ends each chapter, providing repetition and reinforcing student mastery. A Final Review chapter provides study guides with key milestones in U.S. domestic history and foreign policy. A Final Practice Examination provides practice in answering multiple-choice questions, interpreting documents, and writing thematic and document-based essays.


Imagine if your students could review a year and a half of U.S. history and government in just a week or two! Now they can with the remarkable A Quick Review of U.S. History and Government. This is simply the best resource available for preparing students for the U.S. History Regents when limited time is a factor. The book covers everything students need for their fi nal review in a comprehensive yet concise manner. The book briefl y summarizes major eras of U.S. history while providing students with innovative tools for answering multiple-choice, thematic and document-based essays. Special chapters show students how to organize and write thematic and DBQ essays. Students are given an ample number of document-based essay questions for practice. A What You Should Focus On section opens each content chapter by highlighting the main themes of that era. This advanced organizer helps to focus students on what is most important and most likely to be tested. This is followed by a concise survey of the period, highlighting major events, ideas, facts and people. Each content chapter concludes with a list of major terms, concepts, and people, followed by a series of Regents-style practice questions. The book ends with a complete fi nal practice test.


MASTERINGU.S.

HISTORY

New Edition

Revised andUpdated


ISBN: 1-882422-50-3FAMIS: 882422-25-2

ISBN: 1-882422-56-2FAMIS: 882422-56-1



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Spanish Language: U.S. HistoryLos Estados Unidos is a comprehensive textbook for Spanish-speaking junior and senior high school students. The book provides teachers with the ability to use a narrative text, primary documents, and social science in a single lesson. Everything a teacher needs to construct dynamic classroom lessons is in this book.

Introduction. An opening section acquaints students with basic facts about U.S. geography, customs, and holidays.

Test-Taking Strategies. This section provides test-taking strategies to help students to answer exercises found in later chapters as well as to perform better on classroom quizzes and statewide examinations.

Content Chapters. Each content chapter is divided into identical sections:

• Key Historical Developments. Each chapter opens with an advanced organizer, summarizing the main highlights of a historical period. This is followed by a description of the key events of the period in greater detail. The book surveys U.S. history from its Native American and colonial origins to the present-day.

• Voces Del Pueblo. Students read primary sources of the writings, poems, and experiences of key individuals who have played a key role in United States history.

• Personajes De La Epocha. Key individuals are highlighted to illustrate the diversity of the American experience. Students look at the experiences and accomplishments of a range of individuals who contributed signifi cantly to their times.

• La Constitucion En Marcha. Students examine the continuing role the Constitution has played in American life by learning about key laws, Supreme Court cases, and amendments.

• Resumen De Tu Comprension. Students apply their knowledge by summarizing key terms, concepts, and facts in the chapter.

• Comprueba Tu Comprension. Each unit concludes by testing students’ understanding of the chapter with both multiple-choice and essay questions.

• Key Reviews. Special thematic sections throughout the book and Un Resumen Fundamental section at the end of the book help students to understand the basics of key areas essential for performing well on United States history and government examinations.

Practice Tests. Two practice tests take an inventory of student knowledge.

ISBN: 1-882422-24-4FAMIS: 882422-24-3

Voces Del Pueblo sections illustrate a variety of American viewpoints, including

George Washington, Booker T. Washington, Chief Joseph, Emma Lazarus, Mark Twain

and Martin Luther King, Jr.




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Claves Para La Comprension de Historia Universal is a Spanish-language textbook designed for use in both ESL and bilingual classes. The book’s features provide Spanish-speaking students with powerful tools for success. The book is a complete translation of The Key to Understanding Global History, and can be used side-by-side with the English text. An introductory chapter sets the stage by surveying world geography and the historical method. Content chapters survey the most important events and developments in global history from the dawn of civilization to the present. This engaging narrative of key events is accompanied by graphs, maps and pictures. Special thematic sections throughout the book deepen student understanding by providing theoretical perspectives on issues such as world religions, the rise of governments and economic development. The book includes practice with every type of question found on the Global History and Geography Regents examination. Students also learn how to organize and write both thematic and DBQ essays, how to interpret original documents, and how to answer scaffolding questions.

Spanish Language: Global History

Principos de Economia is a Spanish-language textbook designed for use in both ESL and bilingual classes in high school courses in economics. The book is organized around a series of “hands-on” activities that help students learn the main principles of economics. Students acquire knowledge of major economic concepts and principles. They study the problem of scarcity, the three fundamental economic questions, economic systems, microeconomics, macroeconomics, and international trade. Each chapter ends with vocabulary cards and practice questions about major economic terms and concepts. Students learn about major economic thinkers and read excerpts from their works. Students also learn how to use their own thinking skills to make rational economic choices as consumers and citizens. The structure of the text prevents students from becoming “passive readers” by requiring them to interact with what they read. The book utilizes a variety of learning approaches to help students understand, assimilate and recall key economic principles. Study cards, visual organizers, checklists, and hundreds of practice questions reinforce student learning at every step of the way.

Spanish Language: Economics

ISBN: 1-882422-42-2FAMIS: 882422-42-1

ISBN: 1-882422-18-XFAMIS: 882422-18-8



JAR

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28SAMPLE PAGES FOR ALL BOOKS IN THIS BROCHURE CAN BE VIEWED AT: jarrettpub.com

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Mastering New York’s Grade 3 English Language Arts Standards

1-882422-89-9 882422-89-8


1-882422-88-0 882422-88-X


1-882422-90-2 882422-90-1


1-882422-93-7 882422-93-6


1-882422-92-9 882422-92-8


1-882422-91-0 882422-91-X

Mastering New York’s Grade 3 Reading Standards: Student Activities

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Mastering Writing Standards — Editing A Paragraph: Gr. 3 0-9795493-2-9 9010060-1-7



Mastering New York’s Grade 5 English Language Arts: A Blueprint for Success

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Mastering Grade 5 Mathematics: A Blueprint for Success 1-935022-05-9 901500-16-X

Mastering the Internet 1-935022-03-2 901464-15-5

Mastering New York’s Elementary Social Studies Standards: Grade 5

0-9795493-3-7 9011172-9-3

Mastering New York’s Intermediate Social Studies Standards

1-882422-87-2 882422-87-1

The Key to Understanding Global History 1-882422-40-6 882422-40-5

The Key to Understanding U.S. History and Government 1-882422-49-X 882422-49-9

A Quick Review of Global History 1-882422-46-5 882422-46-4

A Quick Review of U.S. History and Government 1-882422-56-2 882422-56-1

Mastering Global History 1-882422-44-9 882422-44-8

Mastering U.S. History 1-882422-50-3 882422-25-2

Learning About New York State 0-9795493-5-3 901222-85-2

Claves Para La Comprension De Historia Universal 1-882422-42-2 882422-42-1

Los Estados Unidos: Su Historia, Su Gobierno 1-882422-24-4 882422-24-3

Principios de Economia 1-882422-18-X 882422-18-8

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Documents

New York State - Jarrett Pubstores.jarrettpub.com/content/ny_08-09.pdfpractice exercises. Students also learn to improve their listening and note-taking skills. For Grades 3, 5, and