Wednesday, January 9, 2013



2-week ELA Math intensive crash course:


ELA week 1:


April 15, 16, 17, 18


Math week 2:


April 22, 23, 24, 25  


All classes 5:00 pm to 7:00 pm


 Tuition: $499


(includes practice tests and materials)


Register by in person April 15 between 3:00 and 5:00 pm or by

calling 1 (800) 631-1757 


Grades 3 to 8

Small Group Setting

** Crash Courses Available in Forest Hills, Queens Location only**

 Standard 1: Students will read, write, listen, and speak for information and understanding.
• Acquire information by locating and using library media resources, with some assistance

• Collect and interpret data, facts, and ideas from unfamiliar texts
• Understand written directions and procedures
• Locate information in a text that is needed to solve a problem
• Identify a main idea and supporting details in informational texts
• Recognize and use organizational features, such as table of contents, indexes, page numbers, and chapter headings/subheadings, to locate information
• Compare and contrast information on one topic from two different sources
• Identify a conclusion that summarizes the main idea
• Select books independently to meet informational needs
• Make inferences and draw conclusions on the basis of information from the text, with assistance
• Use text features, such as captions, charts, tables, graphs, maps, notes, and other visuals, to understand and interpret informational texts
• Use graphic organizers to record significant details from informational texts
• Use text features, such as headings, captions, and titles, to understand and interpret informational texts, with assistance
• Distinguish between fact and opinion, with assistance
• Identify missing information and irrelevant information, with assistance
Standard 2: Students will read, write, listen, and speak for literary response and expression.• Select literature on the basis of personal needs and interests from a variety of genres and by different authors
• Engage in purposeful oral reading in small and large groups
• Read print-based and electronic literary texts silently, on a daily basis, for enjoyment
• Relate the setting, plot, and characters in literature to own lives
• Explain the difference between fact and fiction
• Make predictions, draw conclusions, and make inferences about events and characters
• Identify cultural influences in texts and performances
• Maintain a personal reading list to reflect reading accomplishments
• Use specific evidence from stories to identify themes; describe characters, their actions, and their motivations; relate a sequence of events
• Use knowledge of story structure, story elements, and key vocabulary to interpret stories
• Read, view, and interpret literary texts from a variety of genres, with assistance
• Define the characteristics of different genres, with assistance
• Identify literary elements, such as setting, plot, and character, of different genres, with assistance
• Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning, with assistance
• Recognize how different authors treat similar themes, with assistance
• Identify literary elements, such as setting, plot, and character, of different genres, with assistance
• Use graphic organizers to record significant details about characters and events in stories

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

• Evaluate the content by identifying
   - the author’s purpose
   - whether events, actions, characters, and/or settings are realistic
   - important and unimportant details
   - statements of fact, opinion, and exaggeration, with assistance
   - recurring themes across works in print and media
• Compare and contrast characters, plot, and setting in literary works
• Analyze ideas and information on the basis of prior knowledge and personal experience
• Recognize how language and illustrations are used to persuade in printed and filmed advertisements and in texts, such as letters to the editor
• Judge accuracy of content to gather facts, with assistance from teachers and parents/caregivers
• Use opinions and reactions of teachers and classmates to evaluate personal interpretation of ideas, information, and experience
• Evaluate information, ideas, opinions, and themes in texts by identifying, with assistance,
   - a central idea and supporting details
   - missing or unclear information
• Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in more than one text, with assistance
Standard 4: Students will read, write, listen, and speak for social interaction.• Share reading experiences to build relationships with peers or adults; for example, read together silently or aloud• Respect the age, gender, position, and cultural traditions of the writer• Recognize the types of language (e.g., informal vocabulary and jargon) that are appropriate to social communication

Tuesday, January 8, 2013

ELA and Math Test Prep

2013 ELA and   MATH
Kweller Prep

1 (800) 631-1757

ELA TEST DATES: Tuesday, April 16-Thursday, April 18

MATH TEST DATES: Wednesday, April 24-Friday, April 26
10:00 am to 1:00 pm
Saturday and Sunday
Tuition: $1,999
Grades 3 to 8
Class Dates
1. February 16 and 17
2. February 23 and 24
3. March 2 and 3
4. March 9 and 10
5. March 16 and 17
6. March 23 and 24
7. April 6 and 7
8. April 13 and 14
** Passover is March 26 
 Easter is March 31**
** No Class Easter Weekend March 30 and 31**
What to Expect on the NEW Ela and Math tests:
  • Use them to help guide your own text choices for instructional materials and expose students to similarly complex, diverse texts.
  • Don’t expect antiquated, public domain texts to be on future state assessments.
ELA Questions
  • Interpret the way standards are conceptualized in each question.
  • Consider the instructional changes that will need to occur in your classroom.
  • Analyze the reading comprehension, argumentation, and marshaling of evidence called for in the constructed response questions.
  • Pay attention to the text-based distractors in each multiple-choice question.
  • Don’t limit the amount of writing your students do in the classroom.
  • Don’t assume that the lined space provided for constructed response indicates the amount of writing students should provide to respond to the question.
  • Don’t assume that the sample questions represent a mini-version of future state assessments.
Math Questions
  • Interpret the way the standards are conceptualized in each question.
  • Note the multiple ways the standard is assessed throughout the sample questions.
  • Take note of numbers (e.g., fractions instead of whole numbers) used in the samples.
  • Pay attention to the strong distractors in each multiple-choice question.
  • Don’t consider these questions to be the only way the standard will be assessed.
  • Don’t assume that the sample questions represent a mini-version of future state assessments.
Please see below for additional information about both the ELA and the math questions.

Understanding ELA Sample Questions

Multiple Choice
Multiple-choice questions are designed to assess CCLS reading standards. They will ask students to identify different aspects of a given text including central idea, style elements, character and plot development, and vocabulary.
Multiple-choice questions will assess reading standards in a range of ways. Some will ask students to identify aspects of text or vocabulary. Many questions will require students to combine skills. For example, questions may ask students to identify a small piece of text that best supports the central idea. To answer correctly, a student must first comprehend the central idea and then show understanding of how that idea is supported. Students will also be required to negotiate plausible, text-based distractors. Each distractor will be drawn from the text and require students to truly comprehend what they have read in order to discern the correct response.
Short Constructed Response
Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions in which students are asked to respond to a prompt or question by stating their answer and providing textual evidence to support their answer.
The goal of the short response questions is to require students to show succinctly their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences. Responses should require no more than three complete sentences.
Extended Constructed Response
Extended constructed response sample questions are designed to assess a student’s ability to write from sources. They will focus primarily on CCLS writing standards. Many will be framed around a central question, and all will reference one or two texts.
Extended constructed response questions allow students to demonstrate the ability to write a coherent essay using textual evidence to support their ideas. Student responses will be rated based on CCLS writing standards and a student’s command of evidence to defend his or her point.

Understanding Math Sample Questions

Multiple Choice
Sample multiple-choice math questions are designed to assess CCLS math standards and incorporate both standards and math practices in real-world applications. Math multiple-choice questions assess procedural and conceptual standards. Unlike questions on past math assessments, many require the use of multiple skills and concepts. Answer choices are also different from those on past assessments. Within the sample questions, all distractors will be based on plausible missteps.
Short Constructed Response
Math short constructed response questions are similar to past 2-point questions, asking students to complete a task and show their work. Like multiple-choice questions, short constructed response questions will often require multiple steps, the application of multiple math skills, and real-world applications. Many of the short constructed response questions will cover conceptual and application standards.
Extended Constructed Response
Math extended constructed response questions are similar to past 3-point questions, asking students to show their work in completing two or more tasks or one more extensive problem. Extended constructed response questions allow students to show their understanding of math procedures, conceptual understanding, and application.

Common Core Sample Questions

English Language Arts (ELA)


Grade 3 ELA PDF icon (626KB)Grade 3 Math PDF icon (420KB)
Grade 4 ELA PDF icon (640KB) Grade 4 Math PDF icon (520KB)
Grade 5 ELA PDF icon (663KB) Grade 5 Math PDF icon (440KB)
Grade 6 ELA PDF icon (715KB) Grade 6 Math PDF icon (524KB)
Grade 7 ELA PDF icon (633KB) Grade 7 Math PDF icon (542KB)
Grade 8 ELA PDF icon (638KB) Grade 8 Math PDF icon (283KB)

sample Essay - hunt - If I could speak any language

Practice Test for Essay #6                                                                          Isabel Mendoza

            Around the world people speak many different languages, such as French, Italian, Chinese, and Japanese. Out of all the languages, I would like to speak Spanish because it is integral to numerous aspects of my life. Spanish is my family’s dominant language, and it is very common worldwide. Furthermore, my experiences learning it in school have motivated me to work harder to attain fluency. Overall, Spanish is essential to my personal life, the world around me, and my academics.

            The Spanish language is critical to my relationships with my family members. My mom is of Hispanic descent, but I myself never got to learn the language. She immigrated from Ecuador, a small country near the equator. My mom says learning English is harder than learning Spanish, but that is not the case for me. Communication is difficult between my family and me because I can’t understand what anyone says. When my grandmother asks me a question, I cannot answer her, and when my cousins tell funny stories, I never find out what they have said until I get home. Learning Spanish would greatly help me interact with my family at home.

            Spanish is spoken across multiple continents, such as South America and Europe. If I visited Ecuador, for example, I would be able to order with native merchants and shopkeepers. In addition, being fluent would enable me to make new friends abroad. Furthermore, Spanish is similar to other languages, such as French and Italian, so it would help me communicate in those languages too. Due to its widespread popularity and universality, Spanish is valuable on a global scale.

            Spanish is important not only in my family and in traveling but also in my education. Ever since I began learning Spanish in school, I decided I want to speak the language fluently. In school, we are learning the names of family members and numbers, but I want to know these words off the top of my head. Outside the classroom, I have also tried to study with Rosetta Stone, but it is very challenging to memorize all the words. I hope to learn Spanish better as an academic subject because it is such a large part of my life as a whole.

            Spanish is an excellent language that would help in my family life, in my travels, and in school. If I could speak Spanish, I would be able to communicate effectively with my family members who originated from Ecuador, and I could go abroad speaking Spanish. This exceptionally utile language stands out the most, so I will devotedly continue learning it in school and outside of school.

Hunter High School Acceptance Letter


One-on-one & private tutoring