LANGUAGEARTS:
a)Noun: aperson,place,thing or idea.(Our classwonthecontest.)
b)Verb:ACTIONword.
(Our classcollectedthemostcans.)
c)Adjective: awordthatDESCRIBESor tellswhatkind,howmanyorwhichone.(Twenty-sixstudentspacked thecansincardboard boxes.)
d)Adverb: awordthattellswhen,where, or howmuch.(Neighborshappilydonatedcanstoour class)
e)Subject:istheperson,place,or thing thatacts or isactedon,or isdescribedin asentence.Threetypesofsubjectsexists:
i.Simple subject:is a nounorpronoun(he,she,dog,house).
ii.Completesubject:is a nounor pronoun plusanymodifiers(the blackdog,thetreeacrossthebay,hisdog house).
iii.CompoundSubject: 2ormore subjectsjoinedbyaconjunction(MitchorAmy, thedog and thehouse,heandI)
f)CompoundSubject:Everyveryinasentencemusthaveat least1subject.Butthatdoesn’t meanthataverbcan haveonlyonesubject.Someverbsaregreedyasfarassubjectsgo.Agreedyverbcanhave2, 3,4 or moresubjectsall to itself.When a verbhas 2ormoresubjects,youcansaythattheverbhas aCOMPOUNDSUBJECT.
(At the localDairyQueen,Officer Jenkins,Ms.Lowery,theWilliams twins,Marshagaspedatthesightofpickledslices on their bananasplits.)
g)Predicate:isthe actionor description thatoccursinthesentence.As withsubjects,3typesofpredicatesexists:
i.Simple predicate:acompleteverb(averbandanyhelping verb).
ii.Complete predicate:a simple predicateplusallmodifiers(sitonthecouch,wassinging quietly, couldhavedanced across theroom).
iii.Compoundpredicate:2ormore predicateswiththesamesubject (Wassinging quietlyandsmiling tohimself,could havedancedacrossthe roomandstayedawakeallnight,sit onthe couchor sit onthe floor)
READINGTERMS:
□Antonym:aword opposite in meaningto another word.
□Author’spurpose:persuade,entertain,describe,inform.
□Causeandeffect:causeisthereasonthatsomethinghappensandEffectiswhathappensas aresultofthecause.
□Chronologicalorder:eventsthathappen in order.
□Compareand contrast: finding outhowtwoormorethings are alike.
□Conclusion:theendofthe story(thefinaldecision).
□Conflict:probleminthe story.
□Contextclues:Tousewordsaroundtheunfamiliarwordtofigureoutitsmeaning.
□Fact:somethingthatactuallyoccurred or exists.
□Homographs:isoneofagroupofwordsthatsharethesamespellingbuthavedifferentmeanings
□Homonyms:words thatsound the same buthavedifferentmeanings
□Homophones:wordsthat sound alikebut aredifferent in spellingsormeanings
□Infer-tousedetailsfromthereadingpassageandwhatyouknowtodrawaconclusion.
□Keyword:wordsinthequestionthatwillhelpyouquicklylocateadditionalinformationwithinthe text
□Main idea-themostimportantideaina paragraph.
□Plot:series ofevents thatcenter onaproblem,or conflict.
□Prediction:whatyouthinkwillhappennext,trytofigureoutthingstheauthordoesnotsaydirectly.
□Resolution:howtheproblem wassolvedin thestory.
□Sequence:the orderin which something hasoccurred.
□Synonym:aword thathas the samemeaning as anotherword.
GeneralTESTtakingtipsfor
Parentstoremember
□Makesureyour child attendschoolregularly. Remember thattestreflecttheoverallachievementofyour child.The more oftenthechildisinalearning situation,themorelikely,he/shewill dowell ontests.
□Giveyour childencouragement.Praisethem forthe thingsdonewellthroughouttheyear.Achildwhoisafraid offailing is morelikelytomakeamistake.
□Seethatyour childhasawell-roundeddiet.Ahealthybodyleadstoahealthy,activemind.
□Seethatyour childcompleteshomework assignments.Homeworksupportsclassroominstruction andcan helpyour childworktogether tobenefitthechild.
□Meetwithyourchild’steacher(s) asoften as possibleto discussyourchild’s progress.Parentsandteachersshould worktogether to benefit thechild.
□Makesureyour child iswellrestedonschooldays. Childrenwho aretiredarelesslikelytopayattentionin class ortohandle thedemandsofclasswork andtests.
□Trynot tobeoverlyanxious abouttestscores.Too muchemphasisontest scorescanbe upsetting tochildren.
□Makesureyour child arrivesontime for schooleachday.
□Remember,makesure thatyour childiswellrestedand hasahealthybreakfast onthedayof the test.