Steck-Vaughn High School … · 2020. 8. 13. · 4 Steck-Vaughn High School Equivalency Test Preparation Prepared for the test. Primed for life. To succeed on the HiSET ® exam or

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Steck-Vaughn High School Equivalency Test Preparation

READING

WRITING

SCIENCE

SOCIAL STUDIES

MATHEMATICS

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2 Steck-Vaughn High School Equivalency Test Preparation


3

It all starts with commitment. As an adult educator, you’re familiar with the challenge

of teaching adults the importance of a high school

equivalency credential. You also know that any

chance of success or achievement requires a serious

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Preparation series is easy to commit to.

Comprehensive instruction. Relatable content. The Steck-Vaughn High School Equivalency Test

Preparation series offers a wealth of conceptual and

skills development, along with purposeful practice

activities specifically designed for adult learners and

closely aligned to the HiSET® assessment and TASC

test. What’s more, this flexible series provides in-depth

coverage of all the subject areas and complete,

focused instruction that increases in complexity as

the lessons progress.

UN

IT 2

Unit 2 | Measurement/Geometry 121

CROSS SECTIONS OF A CYLINDER

Each base of the cylinder is a circle.

The cross section is formed by a plane that is parallel to the bases of the cylinder. Any cross section of a cylinder made by a plane parallel to the bases will have the same shape as the bases.

So, the cross section is a circle.

The bases of the cylinder are parallel, so the cross section is a quadrilateral with at least one pair of opposite sides that are parallel.

The bases of the cylinder meet the lateral (curved) surface at right angles, so the cross section must contain four right angles.

So, the cross section is a rectangle.

Cross SectionsLESSON 12

Learn the SkillA cross section of an object is a two-dimensional figure that helps you visualize the object layer

by layer. A cross section is part of a plane that intersects a three-dimensional object. Often the cross sections of three-dimensional objects are simple figures such as squares, circles, and triangles.

Practice the SkillWhen finding cross sections formed by the intersection of a plane and a three-dimensional object,

you will practice using the properties of three-dimensional objects. By mastering your knowledge of the properties of three-dimensional figures and their cross sections, you will improve your study and test-taking skills. Read the example and strategies below. Use this information to answer question 1.

In Part A of the example, the cross section appears to be an oval or ellipse. This is due to foreshortening caused by the point of view from which the figure is drawn.

It is possible for a cross section of a cylinder to have a shape other than a circle or a rectangle. For example, if the plane intersects the lateral surface as in Part A but is not parallel to the bases the cross section is an oval or ellipse.

1 The figure below shows a cube intersected by a plane parallel to its base. What is the shape of the cross section formed?A trapezoidB circleC squareD ellipseE triangle

The cross section of a prism is congruent to its base when it is parallel to the bases.

TEST-TAKING TIPS

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Social Studies Science

Reading Writing



Prepared for the test.Primed for life.To succeed on the HiSET ® exam or the TASC assessment, learners

need a solid foundation of essential skills. The Steck-Vaughn High

School Equivalency Test Preparation series is updated to reflect the

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for either test by providing engaging, accessible practice in all the

required concepts and skills.





Mathematics Writing

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Print and Digital

The program covers each subject area—

Reading, Writing, Mathematics, Science,

and Social Studies—in a set of print

workbooks and in an interactive digital

format on Paxen Focus, our online learning platform. A complete

Instructor Edition is also available in

print or digital form. It features teaching

notes, lesson plans, and answer keys for

every lesson in the program.

READING

WRITING

SCIENCE

SOCIAL STUDIES

MATHEMATICS


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READINGUnit 1: Non-Fiction

Unit 2: Fiction

Unit 3: Poetry





Mathematics Writing

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Mathematics Reading

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WRITINGUnit 1: Usage

Unit 2: Sentence Structure

Unit 3: Mechanics

Unit 4: Vocabulary

Unit 5: Organization

Unit 6: Argumentative Essay

Unit 7: Informative Essay

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Reading Writing

MATHEMATICSUnit 1: Numbers and Operations

Unit 2: Measurement/Geometry

Unit 3: Data Analysis/Probability

Unit 4: Algebraic Concepts

Social Studies Reading

Mathematics Writing




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SCIENCEUnit 1: Life Science

Unit 2: Physical Science

Unit 3: Earth/Space Science




Reading Science

Mathematics Writing

Stud

ent Ed

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SOCIAL STUDIESUnit 1: Geography

Unit 2: U.S. History

Unit 3: World History

Unit 4: U.S. Government/ Civics

Unit 5: Economics



UN

IT 1

62 Lesson 13 | Cause and Effect

Cause and Effect

LESSON 13

1 What is the body's response to this chemical signal?

A The body drains blood and fluids from the injured area.

B The body sends in its own bacteria to attack the foreign

bacteria.

C The body increases the flow of blood and other fluids to

the area, which produces swelling.

D The body decreases the amount of oxygen in the area.

Bacteria

Cut in skin Skin surface

Histamine

White blood cell

Blood vessel

White blood cellsand fluid moveinto area

Swelling

When a sharp object breaks the skin, bacteria can enter

the body. Bacteria trigger a part of the body’s immune

system. As a first step to fighting infection, the body

releases a chemical called histamine.

Learn the Skill

A cause is an object or action that makes an event happen. The effect is the event that results from the cause. Often, a cause is stated directly. In other cases, it is implied. A cause may have more than one effect, and a single effect may have more than one cause.

Practice the Skill

By mastering the skill of cause and effect, you will improve your study and test-taking skills, especially as they relate to science high school equivalency tests. Look at the diagram and strategies below. Use the information to answer question 1.

Here, one cause can trigger

several effects. The cause is

an object that cuts the skin

and inserts bacteria. The initial

effect is that the bacteria cause

the release of chemicals such

as histamines.

The histamines then become

the cause of a secondary

effect—the swelling and

redness around the wound.

Just because events occur

at or around the same time

does not ensure a cause-

and-effect relationship.

When answering questions

on cause and effect,

consider whether it is

logical that a given object

or event influenced the

other.

USING LOGIC

HiS_SE_SCI_Unit1_L9-L17.indd 62 11/08/16 9:49 PM

The “Learn the Skill” section defines and provides additional information about the skill to be studied.

The “Practice the Skill” section provides clear, step-by-step examples, followed by a practice question in multiple-choice format.

A variety of boxed features reinforce learning. “Using Logic” helps learners determine ways to use logic and reasoning to find the best answer for multiple-choice questions.

STUDENT PAGES


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UN

IT 1

Apply the Skill

Unit 1 | Life Science 63

Directions: Questions 2 and 3 are based on the

information below.

In the late 1700s, the deadly disease smallpox

was widespread. Edward Jenner, a doctor, found that

most people who caught a related but milder disease

called cowpox recovered. He further discovered

that later exposure to smallpox did not affect these

people. Jenner decided to expose a healthy young

boy to the cowpox virus. The boy became mildly ill

and then recovered. Jenner then exposed the boy

to smallpox. The boy did not become ill. Without

knowing it, Jenner had given the first vaccination.

Vaccination involves injecting people with dead or

weakened bacteria or viruses. As a result, a person's

immune system produces antibodies to a particular

bacterium or virus. Antibodies are proteins that

identify disease-causing invaders. If a person is later

exposed to the same microbe, the antibodies from

his or her immune system can quickly recognize the

invader. Today, vaccination is a major weapon in

preventing disease.

Person is exposed to cowpox virus.

Person becomes ill with a mild case of cowpox.

Person's body develops immunity to smallpox.

Exposure to smallpox does not cause illness in person.

2 What does the body produce as a result of

exposure to cowpox?

A antibodies that protect against cowpox and,

to some degree, smallpox

B red blood cells that protect against antibodies

C bacteria that cause cowpox

D antibodies that protect against any disease

3 What limitations were inherent in the

procedure that Edward Jenner carried out?

A It resulted in immunity to both cowpox and

smallpox.

B It produced poisons that killed the test

subjects exposed to smallpox.

C The results could not explain why the test

subjects became immune to cowpox and

smallpox.

D The procedure could not be repeated.

Directions: Question 4 is based on the paragraph

below.

It wasn’t until the 1850s and the efforts of

scientist Louis Pasteur that people began to

understand the cause of disease. Pasteur correctly

thought that disease was caused by microscopic

germs that attacked the body from outside. However,

many scientists of that time thought it ridiculous that

unseen organisms could destroy vastly larger ones.

Pasteur’s discovery, known as the germ theory

of disease, convinced them otherwise. Pasteur

later used his germ theory as a basis to explain

the causes of and treatments for diseases such

as anthrax and rabies. Later scientists built upon

Pasteur’s theory with the development and treatment

of various types of vaccines.

4 What effect did Pasteur’s research have

on the understanding and prevention of

disease?

A No effect; levels of disease remained

unchanged.

B Minor effect; levels of disease decreased,

but only slightly.

C Moderate effect; Pasteur’s findings worked

on certain diseases, but not others.

D Major effect; Pasteur’s efforts changed how

people understand and treat diseases.

HiS_SE_SCI_Unit1_L9-L17.indd 63 11/08/16 9:49 PM

The “Apply the Skill” section offers extended practice opportunities in which learners demonstrate their understanding of the lesson content.



Unit 1 | Non-Fiction 77

UN

IT 1

1 If a writer favors tighter restrictions on factory

pollution, which rhetorical device would be most

effective for persuading readers?

A an analogy explaining how the pollution is produced

B enumeration of the diseases caused by pollution

C juxtaposition of two opposite adjectives to describe factories

D a qualifying statement saying that some pollution is

acceptable

Parallelism, the

repetition of the

structure of a phrase

or clause, is a form

of repetition. For

example, When we

go to the polls, when

we go to the protests,

when we go to the

steps of the Capitol,

our voices ring out.

Style and tone

are not rhetorical

devices, but authors

use them to create

a desired effect. For

example, a patriotic

tone can make

readers feel proud

and moved to take

action.

Learn the Skill

A rhetorical device is a particular use of language to achieve an effect—for example, to emphasize a significant point of view, attract audience attention, or create a feeling. Rhetorical devices are common in all writing, especially in speeches and arguments.

Practice the Skill

By mastering how to analyze rhetorical devices, you will improve your study and test-taking skills, especially as they relate to high school equivalency language arts/reading tests. Study the table below. Then answer the question that follows.

Non-Fic

tion

NNonon-F-Ficicic

tititionononAnalyze Rhetorical Devices

LESSON 16

RHETORICAL DEVICES

DEVICE DEFINITION EXAMPLE

Analogy

An extended comparison

to help clarify an idea

or make a point more

persuasively

Think of stem cells as blank

computer chips that we can

program to do different tasks.

EnumerationList of details to create

rhythm or emphasize a

point

This bill would benefit many in

the community—teachers,

parents, school workers, and,

most importantly, students.

Repetition and parallelism

Restatement of the same

or similar phrases or

words to create rhythm

and emphasis

Preserving the land would

protect local wildlife. That is

good. It would generate tourism.

That is good. And it would save

a unique ecosystem for future

generations. That is good.

Juxtaposition of opposites (antithesis)

Two opposing concepts

placed side by side to

emphasize a point

“That’s one small step for

a man, one giant leap for

mankind.”—Neil Armstrong

Qualifying statements

A statement that modifies,

or changes, a previous

statement to emphasize a

point

Few people survived the

blast—although fewer escaped

with no injuries.

When a question asks you

to choose the best answer,

choose the one that

would apply in most or all

situations. Some incorrect

answer choices may be

incomplete, too broad, or

not always applicable.

TEST-TAKING TIPS

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Test-Taking Tips offer both general and specific suggestions for answering multiple-choice questions.

Callouts provide strategies and other information to help learners understand and interpret key text passages and/or visuals.

STUDENT PAGES


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84 Lesson 7 | Parallel Structure

UN

IT 2

Learn the Skill

When a sentence has parallel structure, it uses the same pattern to show that two or more ideas have equal importance. A pattern can be created by using the same word form or sentence structure.

Practice the Skill

By mastering the skill of recognizing and creating parallel structure, you will improve your writing and test-taking skills, especially as they relate to high school equivalency language arts/writing tests. Read the strategy and assessment below. Then answer the question that follows.

Parallel Structure

LESSON 7

1 Sentence 1: As soon as I arrive home from work, I

change into more comfortable clothes and turn on the

television.

Which correction should be made to sentence 1?

A (No change)

B change arrive to arriving

C change arrive to arrived

D replace turn with turned

When writing your essay, you

should use parallel structure

when including specific

details and examples. Be

sure to present such items

equally, using the correct

word forms.

WRITING STRATEGIES

Strategize The following steps will help you understand parallel structure:

Assess

(1) As soon as I arrive home from work, I change into more comfortable clothes and turn on

the television.

✘ Wrong: I like running, to swim, and biking.✔ Right: I like running, swimming, and

biking.

✘ Wrong: My friend’s son and the daughter of my boss are both in the military.

✔ Right: My friend’s son and my boss’s daughter are both in the military.

✘ Wrong: Using only a hot plate and having a microwave, my girlfriend makes fabulous meals.

✔ Right: Using only a hot plate and a microwave, my girlfriend makes fabulous meals.

The use of and,

but, or or to

connect items

in a series

should alert

you to examine

the sentence

for parallel

structure.

A

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Charts and graphic organizers help learners absorb more complex information.

The “Writing Strategies” feature shows learners how to use specific skills when composing their essays

The “A” indicates that further information on the lesson topic is available in the appendices at the back of the book.



Unit 2 | U.S. History 65

UN

IT 2

1 When comparing or contrasting the plans of Lincoln

and the Radical Republicans, which of the following

statements is accurate?

The Reconstruction plans of Lincoln and the Radical

Republicans

A both aimed to rebuild the nation as quickly as possible.

B featured different objectives for the process of

Reconstruction.

C imposed similarly harsh penalties on the Confederacy.

D featured different timetables for bringing the nation

together.

As the Civil War came to a close, President Abraham

Lincoln began to consider how the United States should

be rebuilt. His plan for reconstructing the South called

for generous terms that would allow the nation to heal

with as little animosity between the North and the South

as possible. On the other hand, Radical Republicans in

Congress strongly opposed this plan. They believed that

the Confederacy should receive harsh penalties for the

diffi culties of the Civil War.

Words and phrases such

as similarly, likewise, on the

other hand, and however

often signal that an author

is comparing or contrasting

information.

You may fi nd information

to compare and contrast in

both text and visuals, such

as tables, charts, or graphs.

Learn the Skill

When you compare two or more items, you consider both the similarities and diff erences between them. Th e study of history, geography, civics, and other social studies subjects oft en requires you to compare details about people, places, and events.

To contrast means to focus only on the diff erences between items. By focusing on the ways in which things are alike and diff erent, you gain a deeper understanding of the material you read.

Practice the Skill

By mastering the skill of comparing and contrasting, you will improve your study and test-taking skills, especially as they relate to social studies high school equivalency tests. Read the information and strategies below. Use this information to answer question 1.

Compare and Contrast

LESSON 6

You may assume that most

parallel items described

in a text or visual can be

compared and contrasted.

For instance, the text on

this page compares and

contrasts the Reconstruction

plans of Abraham Lincoln

and the plans of Radical

Republicans. Make sure,

however, that the items you

compare and contrast relate

to each other in a similar

way, such as two diff erent

plans or two diff erent fruits.

MAKING ASSUMPTIONS

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New vocabulary terms are highlighted at point of use in bold type and clearly defined.

“Making Assumptions” guides learners in making well-informed, rational assumptions that will help in answering multiple-choice questions. (SS, Sc, Rd)

STUDENT PAGES


11

UN

IT 2

Unit 2 | Measurement/Geometry 121

CROSS SECTIONS OF A CYLINDER

Each base of the cylinder is a circle.

The cross section is formed by a plane that is parallel to the

bases of the cylinder. Any cross section of a cylinder made

by a plane parallel to the bases will have the same shape as

the bases.

So, the cross section is a circle.

The bases of the cylinder are parallel, so the cross section

is a quadrilateral with at least one pair of opposite sides that

are parallel.

The bases of the cylinder meet the lateral (curved) surface at

right angles, so the cross section must contain four right angles.

So, the cross section is a rectangle.

Cross Sections

LESSON 12

Learn the Skill

A cross section of an object is a two-dimensional figure that helps you visualize the object layer by layer. A cross section is part of a plane that intersects a three-dimensional object. Often the cross sections of three-dimensional objects are simple figures such as squares, circles, and triangles.

Practice the Skill

When finding cross sections formed by the intersection of a plane and a three-dimensional object, you will practice using the properties of three-dimensional objects. By mastering your knowledge of the properties of three-dimensional figures and their cross sections, you will improve your study and test-taking skills. Read the example and strategies below. Use this information to answer question 1.

In Part A of the example,

the cross section

appears to be an oval

or ellipse. This is due to

foreshortening caused

by the point of view from

which the figure is drawn.

It is possible for a cross

section of a cylinder to

have a shape other than

a circle or a rectangle.

For example, if the plane

intersects the lateral

surface as in Part A but is

not parallel to the bases

the cross section is an

oval or ellipse.

1 The figure below shows a cube intersected by a plane

parallel to its base. What is the shape of the cross

section formed?

A trapezoid

B circle

C square

D ellipse

E triangle

The cross section of a prism

is congruent to its base

when it is parallel to the

bases.

TEST-TAKING TIPS

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Page layouts are simple and easy to follow.

Illustrations with detailed explanations engage learners’ interest and enhance understanding.



Preview the Skill

SCI 16 Science Instructor Edition Unit 1 | Lesson 13

Link to Past Skills Have learners review the table and accompanying paragraph on page 31 in Unit 1, Lesson 6—Summarize. Have learners use both the skills of summariz-ing and identifying cause and eff ect to discuss the infor-mation presented. Lead learners to construct a summary statement that explains a cause-and-eff ect relationship present in the example.

Use Graphic Organizers Have learners review the para-graph in column one of page 64 and complete a graphic organizer like the one below showing a cause-and-eff ect situation from the passage.

Poisonous venomremoved fromsnake

Animal’s bloodmakes antiveninthat can be usedby humans

Venom injectedinto a horse orsheep

SuperSkill Review Use the information beginning in the right column of page 64 and continuing through page 65 to discuss cause-and-eff ect relationships between vaccines and disease prevention. Guide learners through the background information for each question and then discuss answers to questions 7 through 12 in order.

Decoding Help learners decode information found on the graph on page 65 and on the illustration on page 66. Point out that changes that are visually obvious in the two can be identifi ed as eff ects. Caution students, however, about making judgments about the specifi c causes of any eff ect. Causes may not be obvious, and it is possible to incorrectly assign a cause to an observed eff ect.

Apply Science Processes

Analyze Remind students that in addition to knowing and understanding science content, they also will answer questions that involve science processes. Direct learners to the paragraph and sequence diagram in column one of page 63. Aft er identifying the problem Jenner was study-ing, have learners work in pairs to write possible hy-potheses for his experiment. Point out that the sequence diagram is a summary of the procedure Jenner followed. Th is analysis should help students as they determine the answer to question 3.

Ask learners if they or anyone they know has ever acci-dentally exposed a cell phone to water. Ask them how the water aff ected the cell phone. Explain that exposure to or immersion in water can cause a cell phone to stop func-tioning.

Learn the Skill

Use Graphic Organizers Draw the following graphic organizer on the board and ask learners to fi ll in the boxes using the cell phone scenario described above.

Three-Step Flow Chart

Functioning cell phone

Immersion in water

Nonfunctioning cell phone

Practice the Skill

SuperSkill Review Have learners read the Using Logic box on page 62. Discuss the possibility that a sequence of events might be misinterpreted as cause and eff ect. Ask learners how they can use logic to recognize that the cell phone scenario above is a true example of cause and eff ect.

Apply the Skill

Give Examples Provide another everyday example of cause and eff ect; for example, heavy morning thunder-storms could cause the cancellation of an aft ernoon or evening activity. Also ask learners to suggest their own. Use the graphic organizer method to write each example on the board. Th en discuss whether the suggestions accurately represent cause-and-eff ect examples.

Cause and Eff ect

UNIT 1, LESSON 13, pp. 62–66

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A detailed lesson plan and teaching notes are provided for every lesson: Preview the Skill, Learn the Skill, Practice the Skill, Apply the Skill, and finally a special feature.

INSTRUCTOR PAGES


Preview the Skill Decoding Discuss the fi gure in question 6. Review the formula for area of a square. Learners must fi rst identify that the dimensions of the cross section is 4 cm by 4 cm. Th en they multiply those dimensions to fi nd the area.

Problem-Solving Strategies Strategies such as making a table are oft en helpful. For question 8, suggest that learners make a table of the possible cross sections. Th is table should include a cross section parallel to the face on the bottom, a cross section perpendicular to the face on the bottom, and any cross sections through opposite sides not parallel to a face.

Problem-Solving Strategies For question 11, learn-ers must fi rst solve for the radius of the circle. Using that radius, they will fi nd the area of the base. Finally, they will deduce that because the area of the base is the same as the area of a cross section, the area of the cross section is equivalent to the area of the base.

Problem-Solving Strategies Oft en, necessary informa-tion isn’t given directly in the problem. For question 24, learners must fi rst fi nd the diameter of the bagel includ-ing the hole and the diameter of the hole. Th e diameter of the bagel including the hole is given, 5 inches. Th e

diameter of the hole is 1__3

the diameter of the bagel: ( 1__3 )(5) =

5__3

inches. Learners should remember to divide a diameter

by 2 to fi nd the radius. Finally, they should subtract the area of the hole from the area of the bagel including the hole.

Skim and Scan Questions 30–33 have learners analyze the net of the solid fi gure and ask questions about the cross section that results from various planes intersect-ing it. Encourage learners to make a model of the three-dimensional solid because the questions as presented are abstract.

Enrich and Extend

Provide learners clues about a three-dimensional solid based on its cross sections and have students identify the solid. For example, for a square pyramid, give the clues: A cross section perpendicular to its base through its vertex is a triangle. A cross section parallel to its base is a square. When two cross sections are both parallel to the base, the one closer to the vertex is smaller.

Be sure that learners understand the diff erence between two-dimensional fi gures and three-dimensional solids. Show learners a paper plate. Ask them to identify the two-dimensional shape. [circle] Th en stack several paper plates on top of one another. Ask learners to identify the three-dimensional solid formed by the stack of paper plates. [cylinder] Discuss how a series of two-dimensional circles stacked on top of one another forms a three-dimensional solid. Further discuss how each circle is a cross section of the cylinder parallel to the base of the cylinder.

Learn the Skill

Give Examples Explain that a circle is not the only cross section of a cylinder. Form a cylinder out of modeling clay to show to learners. Use a knife to slice the cylinder parallel to its base. Allow learners to see the cut cylinder so they can see the cross section is a circle. Next, slice the cylinder perpendicular to its base. Have learners identify that the cross section is a rectangle. Slice the cylinder at an angle from one side to the other, but not parallel to the base. Learners can now see that the cross section is an ellipse (or oval). Repeat this activity with a rectangular prism that has a square base. Ask learners if a possible cross section is a triangle. Brainstorm with learners how a cut from one vertex to an opposite side can result in a triangular cross section.

Practice the Skill

Decoding Learners must carefully visualize the cross section of diff erent types of slices. Slices can be paral-lel, perpendicular, or at an angle to the base of a three-dimensional solid. In the example, the cross section of a cylinder and a plane might be unclear initially. As you work through example 1, have learners slice a food item in the shape of a cylinder, such as a marshmallow, with a knife parallel and perpendicular to its base.

Apply the Skill

Skim and Scan Some of the questions in the lesson ask learners to identify the shape of the cross section only, and other items ask learners to identify the number of sides of a cross section. Some items ask students to make calculations such as the area of a cross section.

Unit 2 | Lesson 12 Mathematics Instructor Edition MA 27

Cross Sections


HiS_IE_MATH_Unit2_L1-13.indd 27 03/08/16 11:09 am

Preview the Skill

Unit 1 | Lesson 16 Reading Instructor Edition LAR 19

Skim and Scan To help learners answer question 4, have them skim and scan paragraph 4 for words that refer to an illness. Th en have them answer the question.

SuperSkill Review Remind learners that they have already learned about the basic elements of persuasion. Th ey include making a claim, providing evidence, and forming a conclusion. Discuss with them how rhetorical devices can add layers of meaning and subtly infl uence the reader, either strengthening or weakening the claim. But they do not replace hard evidence that is needed to form the basis of an argument. Readers need to be aware of these devices and decide for themselves if they accept the writer’s argument.

Language Analysis

Summarize how memorable political speeches usually contain rhetorical devices such as analogy, enumeration, repetition, parallelism, antithesis, and qualifying statements. Have learners work together in pairs or small groups to fi nd other examples of enumeration and parallel phrases in paragraphs 3 and 4 of President Kennedy’s Inaugural Address on page 79.

To help learners understand diff erent types of rhetorical devices, use these examples to introduce ways writers might try to emphasize a point of view or to persuade readers to support their argument. Discuss why an author might write each of these.

• He smokes like a chimney. (analogy)• If we try, we might succeed; if we do not try, we

cannot succeed. (antithesis)• We shall fi ght on the beaches, we shall fi ght on the

landing grounds, we shall fi ght in the fi elds and in the streets, we shall fi ght in the hills, we shall neversurrender. —Winston Churchill (repetition and parallelism)

Learn the Skill

Link to Past Skills Have learners review the skill Determine Author’s Purpose from Unit 1, Lesson 10. Explain that readers oft en need to determine why an author uses a specifi c rhetorical device, for example, to inform or clarify an idea, to attract attention, to emphasize a point, or to persuade.

Practice the Skill

Decoding Remind learners that authors oft en use rhetorical devices to emphasize a point, to explain an idea, or to persuade the reader to accept their argument. To help learners answer question 2 correctly, have them summarize paragraph 1 on page 78 in a few words.

Apply the Skill

Decoding To help learners answer question 3, explain that the term paradox in paragraph 2 means a statement that appears to contradict itself. It is oft en used to express surprise or disbelief at something unexpected. For example, actress Pearl Bailey once said, “Some of the biggest failures I ever had were successes.” Continue by explaining that in Winston Churchill’s quotation, the word resolved means “determined” and irresolute means “doubtful.”

Non-Fic

tionAnalyze Rhetorical Devices

UNIT 1, LESSON 16, pp. 77�81

HiS_IE_LAR_Unit1.indd 19 09/08/16 11:58 am

Preview the Skill

Compare and Contrast

UNIT 2 , LESSON 6, pp. 65–69

Link to Past Skills Remind students that when answering a compare and contrast question on a test they should look closely at the main ideas of each passage or stimulus. Th ey should ask themselves how the main ideas are similar or diff erent. Th en have learners review the skill Main Idea and Details from Unit 2, Lesson 2. Remind them to compare and contrast the main ideas of passages as they read historical information.

SuperSkill Review Ask learners to read the paragraph about sharecropping on page 67. Model for learners how to use a simple T-chart to list ways in which sharecropping and slavery were similar and diff erent. Th is information will help them answer questions 6 and 7 correctly.

Sharecropping Slavery

• • • •

• • • •

Decoding Tell learners to read the two amendments on page 67. Th en help them decode the meaning of each amendment by asking them to paraphrase its content. Th is information will help learners answer questions 8 and 9 correctly.

Cross-Curricular Connection

Science Unit 1, Lesson 10 (Compare and Contrast) Direct learners to consider the ways in which they compare and contrast scientifi c information, such as the various classifi cations of organisms. Discuss how the types of information compared and contrasted in social studies and science are alike and diff erent.

Ask learners to consider two of their favorite musical artists. Invite them to consider the similarities that these artists share. Perhaps both are solo artists or bands, or perhaps they perform within the same genre of music. Next, ask learners to describe the ways in which these artists are diff erent.

Learn the Skill

Use Graphic Organizers Remind learners that by comparing and contrasting two or more things, they will consider how those things are both alike and diff erent. Explain that a Venn diagram like the one below can help organize information about the similarities and diff erences between two items.

Hoped to heal division between North and South

Radical Republicans

Wanted to harshly punish the Confederate States for the Civil War

Both

Proposed Reconstruction plans

following Civil War

AbrahamLincoln

Practice the Skill

Give Examples Direct learners to review the paragraph on page 65 and fi nd the example of a phrase that signals a contrast. Have them use this phrase to compare and contrast Reconstruction plans and answer question 1 correctly.

Apply the Skill

Skim and Scan Have learners skim and scan the paragraphs on page 66 for details relating to the way that General Lee and General Sherman treated local inhabitants of invaded areas. Th is information will help learners answer questions 4 and 5 correctly.

SS 16 Social Studies Instructor Edition Unit 2 | Lesson 6

HiS_IE_SS_Unit2_L1-L10.indd 16 15/07/16 12:41 pm

Lesson Heading Title

Preview the Skill Review the Skill

LAW 20 Writing Instructor Edition Unit 2 | Lesson 7


Parallel Structure

Use Graphic Organizers. To create parallel structure, a writer will use the same structure or word form.

Correct: John drives carefully and observes all speed limits.

Incorrect: John drives carefully and observing all speed limits.

First, show students the incorrect form of the sentence. Th en read the sentence aloud. Ask learners whether they can hear a parallel structure. Ask students to identify the verbs in the sentence to determine whether their format matches. Next, show students the correct form of the sentence.

Writing Strategies To help learners answer question 5, have them write sentence 3 several times. Tell them to use a diff erent answer option in each rewrite. Encourage students to examine their written work to determine which option models the best parallel structure.

Read Aloud Ask learners to read aloud paragraph B on p. 87. As they read, students should listen for parallel structure by focusing on like word forms and structures. Students should be able to hear examples of faulty parallelism, and this exercise will help them answer question 9.

Grammar Review

Write the following sentence for learners: At the state fair, we went on the Gravitron, ate cotton candy, and playing bingo was fun. Ask learners to rewrite the sentence so that the items listed are parallel. Remind students that selecting like word forms and structures maintains parallelism. Correct sentence: At the state fair, we went on the Gravitron, ate cotton candy, and played bingo.

Sentences that lack parallel structure sound awkward. For example, you can hear the clumsiness in a sentence like this: Jon likes playing tennis, shooting hoops, and to swim laps. To maintain the parallel structure of this sentence, use like forms of the verbs, such as playing, shooting, and swimming or to play, to shoot, and to swim. If you avoid mixing the verb forms, you can hear the rhythm created by parallel structure: Jon likes playing tennis, shooting hoops, and swimming laps.

Learn the Skill

Link to Past Skills Review connecting words from Lesson 2, Combining Sentences. Emphasize that the use of and, but, or or in a series oft en indicates that the connected elements are of equal importance. Explain that when they see these small connecting words, students should examine the sentence to determine whether parallel structure is present and correct.

Practice the Skill

Read Aloud To help learners answer question 1, have them read the sentence aloud as it is written. Th en ask volunteers to read the sentence again, with each volunteer using one of the corrections listed in the answer options. As each volunteer reads aloud, instruct students to listen for the rhythm of parallel structure to determine the best answer.

Apply the Skill

Decoding To help them answer question 3, ask learners to decode sentence 9. Remind them to look for parallel structure. To determine whether the sentence has parallel structure, students should look for patterns created by like word forms or similar sentence structure.

HiS_IE_LAW_Unit2_L1-L7.indd 20 02/08/16 8:43 PM

13



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32 Lesson 7 | Subject-Verb Agreement

UN

IT 1

Subject-Verb Agreement

LESSON 7

1 Sentence 1: Jackie or Bill play on the company

softball team.

Which correction should be made to sentence 1?

A change company to companies

B replace team with teams

C change play to playing

D change play to plays

Strategize The following rules and examples will help you understand subject-verb

agreement:

If two subjects are connected by and, the resulting compound subject takes a plural verb: Tom and Jan write. Think: They write.

If two subjects are connected by or, the verb agrees with the subject closer to the verb: Tom or Jan writes. Think: He or she writes.

1. ✘ Wrong—My mom, who hates boats, are going on a fishing trip with me.

✔ Right—My mom, who hates boats, is going on a fishing trip with me.

2. ✘ Wrong—My cousins and I am playing basketball on Saturday.

✔ Right—My cousins and I are playing basketball on Saturday.

3. ✘ Wrong—I sees birds outside my window every morning.

✔ Right—I see birds outside my window every morning.

Assess

(1) Jackie or Bill play on the company softball team.

The following chart lists

singular and plural forms

of the verbs be, have, and

do. They do not follow the

same rules as other verbs.

Verb Singular Plural

be am, is, was are, were

have have, has, had have, had

do do, does, did do, did

TEST-TAKING TIPS

Learn the Skill

Subjects and verbs must agree in person and number, even when a subject and a verb are separated by other words or phrases. Sometimes a sentence will have two or more subjects that share the same verb. These subjects take a plural verb.

Practice the Skill

By mastering the skill of making subjects and their verbs agree, you will improve your writing and test-taking skills, especially as they relate to high school equivalency language arts/writing tests. Read the strategy and assessment below. Then answer the question that follows.

A

HiS_SE_LAW_Unit1.indd 32 16/08/16 3:21 PM

Interactive and EngagingCourses engage learners with interactive content and instant feedback.

Digital

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17

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19

1569312GED® is a registered trademark of the American Council on Education (ACE) and administered exclusively by GED Testing Service LLC under license. This material is not endorsed or approved by ACE or GED Testing Service.

P O W E R E D B Y PA X E N

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• Spotlighted Item features that provide practice with new technology-enhanced item types on the GED® Tests

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• Workbook content that provides twice the practice opportunities for additional support

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COMPLETE TEST PREPARATION FOR ALL FOUR SUBJECT-AREA TESTS

Reasoning Through Language Arts Student Book Science Student BookReasoning Through Language Arts Workbook Science Workbook

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Helping adult learners build a foundation for a better future

Steck-Vaughn High School Equivalency Test Preparation is part of Paxen Publishing's

complete continuum for adult learners, designed to help instructors assess skill level, remediate problem areas, and move learners quickly and efficiently to high-school equivalency, no matter where they start in each subject area.

High School EquivalencyEducational Functioning Levels 5–6 (Grades 9–12)

• Steck-Vaughn Test Preparation for the GED® Test

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Steck-Vaughn High School … · 2020. 8. 13. · 4 Steck-Vaughn High School Equivalency Test Preparation Prepared for the test. Primed for life. To succeed on the HiSET ® exam or