SAT Prep AGENDA Learning Target Today I will

SAT Prep

AGENDA • Learning Target: Today, I will demonstrate my understanding of basic literary elements through the completion of the multiple choice section of the ACT Practice Exam. 1. Test Correction [1+3] 2. Vocabulary 1 -50 Study 3. ACT Essay Prompt [Due on 11/2 , to Turnitin. com by 11: 59]

Agenda – 11/12 + 11/14 Learning Target: Today, I will demonstrate my understanding of basic grammar through the completion of the ACT Grammar Practice Exam. 1. Group Practice 2. SAT vs. ACT Overview 3. ACT Power. Point 4. Pair Review [Vocabulary]

Structure of the exams SAT vs. Act

Test Format SAT ACT Reading- One 65 minute section (52 multiple choice questions) Math- One 25 minute section (no calculator; 20 questions, 15 multiple choice, 5 grid in) Math- One 55 minute section (with calculator; 38 questions, 30 multiple choice, 8 grid in) Writing and Language- One 35 minute section (44 multiple choice questions) Essay- One 50 minute section (optional) English- One 45 minute section (75 multiple choice questions; 4 choices) Math- One 60 minute section (60 multiple choice questions; 5 choices) Reading- One 35 minute section (40 multiple choice questions; 4 choices) Science- One 35 minute section (40 multiple choice questions; 4 choices) Writing- One 40 minute section (optional)

Content Covered SAT ACT Reading Relevant Words in Context Math Grammar and Usage Analytical Writing (optional) Grammar and Usage Math Reading Science Reasoning Writing (optional)

Test Style SAT ACT Questions are evidence and Straightforward, questions may be context-based in an effort to focus long but are usually less difficult to on real-world situations and multi- decipher step problem-solving

Scoring SAT ACT Math and Evidence-Based English, Math, Reading, and Reading & Writing are each scored Science scores will each range on a scale of 200 -800. between 1 -36. Composite SAT score is the sum Composite ACT score is the of the two section scores and average of your scores on the four ranged from 400 -1600. sections; ranges between 1 -36

Score Choice SAT ACT yes – you can choose which set(s) of SAT scores to submit to of ACT scores to submit to colleges

Difficulty Levels SAT ACT Questions increase in difficulty Difficulty level of the questions is level as you move through that random question type in a section (except reading passage questions, which progress chronologically through the passage)

Math Levels SAT ACT Arithmetic, problem-solving & data Arithmetic, algebra I and II, analysis, heart of algebra, functions, geometry, trigonometry; geometry, and trigonometry; no formulas are provided formulas provided.

More Popular? SAT ACT With private schools and schools on the east and west coasts; however, every four-year college in the US accepts SAT scores With public schools and schools in the Midwest and south; however, every four-year college in the US accepts ACT scores

When is it offered? SAT ACT Seven times per year: January, March or April, May, June, October, November, December Six times per year: February, April, June, September, October, December

Registration deadline SAT ACT Typically about four weeks before Typically about five to six weeks the test date before the test date

More information SAT ACT www. collegeboard. com www. act. org

ACT English Strategies for Success

English—One 45 minute section with 75 questions • Usage and Mechanics • Punctuation • Grammar and usage • Sentence structure • Rhetorical Skills • Writing strategy • Organization • Style

Usage and Mechanics Part 1: Punctuation

Usage & Mechanics - Punctuation • • • Commas Apostrophes Semicolons Colons Parentheses and Dashes Periods, Question Marks, and Exclamation Points

Punctuation - Commas • Commas separate Independent Clauses • Lesley wanted to sit outside, but it was raining. • Henry could tie the shoe himself, or he could ask Amanda to tie his shoe.

Commas In a Series • A series contains three or more items separated by commas. The items can either be nouns (such as “dog”) or verb phrases (such as “get in the car”). • The hungry athlete devoured a piece of chicken, a pound of pasta, and a slice of chocolate cake.

Commas Separate Adjectives • A comma separates adjectives only if they can be in reverse order and still make sense. • Rebecca’s new dog has long, silky hair.

Commas Set Off Clauses and Phrases from a Complete Sentence • Commas set off clauses and phrases from a complete sentence • After preparing an elaborate meal for herself, Anne was too tired to eat. • Anne was too tired to eat after preparing an elaborate meal for herself.

Commas Set Off Elements Non-essential • Non-essential elements embellish nouns without specifying them. • Everyone voted Carrie, who is the most popular girl in our class, prom queen. • The decrepit street sign, which had stood in our town since 1799, finally fell down.

Commas: Essential Elements • Essential elements are not set off by commas because they are necessary to the meaning of the sentence. • The girl who is sick missed three days of school. • The dog that ate the rotten steak fell down and died.

Commas: Appositives • An appositive is a phrase that renames or restates the modified noun, usually enhancing it with additional information. • Everyone voted Carrie, the most popular girl in school, prom queen. • The dog, a Yorkshire Terrier, barked at all the neighbors.

Apostrophes • Apostrophes are the second most commonly tested punctuation mark on the English Test. • Apostrophes primarily indicate possession, but they are also used in contractions.

Apostrophes: Possessive and Singular Nouns • A singular noun can be made possessive by adding an apostrophe followed by an “s”. • Simon’s teacher was in the room. • My mom forgot the dog’s food. • We removed the bottle’s label.

Apostrophes: Possessive and Plural Nouns • Most plural nouns can be made possessive by adding only an apostrophe. • The boys’ teacher was in the room. • My mom forgot the dogs’ food. • We removed the bottles’ labels.

Apostrophes: Plural Nouns • For plural nouns that do not end in “s”, you should treat the plural form as a singular noun. • The women’s locker room needs to be cleaned.

Apostrophes: Possessive and Multiple Nouns • Sometimes you’ll want to indicate the possession of more than one noun. • The placement of the apostrophe depends on whether the possessors share the possession. • Nick and Nora’s dog solves crimes. • Dan’s and Joann’s socks are dirty.

Apostrophes: Explanation • In the example of Nick and Nora, the dog belongs to both of them, so you treat “Nick and Nora” as a single unit. • In the second example, both Dan and Joann have dirty socks, but they don’t share the same dirty socks, so you treat Dan and Joann as separate units.

Apostrophes: Wrong Word • The ACT will test on your ability to distinguish between “its” and “it’s. ” • Other commonly tested issues: • “their/they’re/there” • “your/you’re” • “whose/who’s”

Semicolons • You’ll usually find several questions dealing with semicolons on the English Test. • The main functions of a semicolon that you should know for the test are its ability to join related independent clauses and its use in a series.

Semicolon: Independent Clauses • Semicolons are commonly used to separate two related but independent clauses. • Julie ate five brownies; Eileen ate seven. • Josh needed to buy peas; he ran to the market.

Semicolon: Explanation n. In the previous examples, the semicolon functions as a “weak period. ” It suggests a short pause before moving to a less-related thought. n. Generally, a period between these independent clauses would work just as well, so the ACT won’t offer you a choice between a semicolon and a period.

Semicolons: Independent Clauses with a Transition • Frequently, you will see two independent clauses joined by a semicolon and a transitional adverb (such as however, consequently, furthermore, nevertheless, etc. ) • Julie ate five brownies; however, Eileen ate seven. • Josh needed to buy peas; thus, he ran to the market.

Semicolons: A Series n The semicolon replaces the comma as a structural backbone of a series if the items already contain commas. l. The tennis tournament featured the surprise comeback player, Koch, who dropped out last year due to injuries; the up-and-coming star Popp, who dominated the junior tour; and the current favorite, Farrington, who won five of the last six tournaments.

Colons • Colons are used after complete sentences to introduce related information that comes in the form of a list, an explanation, or a quotation. • When you see a colon, you should know to expect elaborating information.

Colons: Examples n The wedding had all the elements to make it a classic: the elegant bride, the weeping mother, and the fainting bridesmaid. • The wedding had all the elements to make it a classic: the elegant bride beamed as her mother wept and as the bridesmaid fainted. • The mother’s exclamation best summed up the wedding: “If only the bridesmaids hadn’t fainted!”

Colons: Problems • A colon should ALWAYS be preceded by an independent clause. • Wrong: • The ingredients I need to make a cake: flour, butter, sugar, and icing. • Right: • I need several ingredients to make a cake: flour, butter, sugar, and icing.

Colons: Problems • There should never be more than one colon in a sentence. • Wrong: • He brought many items on the camping trip: a tent, a sleeping bag, a full cooking set, warm clothes, and several pairs of shoes: sneakers, boots, and sandals. • Right: • He brought many items on the camping trip: a tent, a sleeping bag, a full cooking set, warm clothes, sneakers, boots, and sandals.

Other ACT Punctuation • The English test rarely test punctuation marks other than those already listed. • However, in the odd case that test writers do throw in some other punctuation errors, you should know what to expect. • The ACT officially states that it covers, in addition the previously mentioned punctuation, parentheses, dashes, periods, question marks, and exclamation points.

Parentheses • Parentheses usually surround words or phrases that break a sentence’s train of thought but provide explanatory information for it. • The road trip (which was made in a convertible) lasted three weeks and spanned fourteen states.

Parentheses • Similarly, parenthetical sentences can be inserted between other sentences, adding additional information to them without diverting their flow. • Their road trip lasted three weeks and spanned fourteen states. (The one they took two years ago lasted two weeks and covered ten states). When they got home, they were exhausted.

Dashes • Dashes function similarly to parentheses. • Dashes indicate either an abrupt break in thought or an insertion of additional, explanatory information. • He walked so slowly – with his hurt leg he couldn’t go much faster – that even his neighbor’s toddler eventually overtook him. • I don’t have the heart to refuse a friend’s request for help – do you?

Periods, Question Marks, and Exclamation Points • These are the least common forms of punctuation tested. • The sentence ends here. • Does the sentence end here? • Hooray, the sentence ends here!

Usage and Mechanics Part 2: Basic Grammar and Usage

Basic Grammar and Usage • • Subject-Verb Agreement Pronoun-Antecedent Agreement Pronoun Cases Verb Tenses Adverbs and Adjectives Idioms Comparative and Superlative Modifiers

Subject-Verb Agreement • Singular verbs must accompany singular subjects, and plural verbs must accompany plural subjects. • The man wears four ties. • His favorite college is in Nebraska. • Matt, along with his friends, goes to Coney Island. • The men wear four ties each. • His favorite colleges are in Nebraska. • Matt and his friends go to Coney Island.

Subject-Verb Agreement • Subject-verb agreement is a simple idea, but ACT writers will make it tricky. • Often, they’ll put the subject at one end of the sentence and the verb a mile away.

Subject-Verb Agreement: Examples n An audience of thousands of expectant people who have come from afar to listen to live music in an outdoor setting seem terrifying to a nervous performer. l. A. No Change l. B. seems l. C. have seemed l. D. to seem

Subject-Verb Agreement: Explanation • To solve this problem, cross out the junk in the middle that separates the subject, “an audience, ” from the verb, “seem. ” • You’re left with: An audience seem terrifying to a nervous performer. • Now you can see what the verb should be: An audience seems terrifying to a nervous performer.

Subject-Verb Agreement: Collective Nouns • Collective nouns (such as committee, family, group, number, and team) can be either singular or plural. • It depends on whether the noun is being treated as a single unit or as divided individuals.

Subject-Verb Agreement: Collective Nouns • Singular: • The number of people living in Florida varies from year to year. • Plural: • A number of people living in Florida wish they had voted for Gore. • Singular: • The committee decides on the annual program. • Plural: • The committee have disagreed on the annual program.

Subject-Verb Agreement: Collective Nouns • Trick • The is generally singular • A is generally plural

Subject-Verb Agreement: Indefinite Pronouns • Indefinite pronouns refer to persons or things that have not been specified. • These can be tricky because some indefinite pronouns that seem plural are in fact singular. • Indefinite pronouns are popular with ACT writers, so you’d be wise to memorize a few of these.

Subject-Verb Agreement: Indefinite Pronouns n These are always singular, and they tend to appear on the English Test: l. Another l. Anybody l. Anyone l. Anything Everybody Nobody Everyone No one Everything Somebody Each Someone

Subject-Verb Agreement: Indefinite Pronouns n The most commonly tested are the ones previously listed n You probably won’t come across more than a couple of indefinite pronouns on the English Test you take. n Examples: l. Anyone over the age of 21 is eligible to vote in the United States. l. Each has its own patch of grass.

Subject-Verb Agreement: Compound Subjects • Most compound subjects (subjects joined by and) should be plural. • Kerry and Vanessa live in Nantucket. • The blue bike and the red wagon need repairs.

Subject-Verb Agreement: Compound Subjects • “There is” or “There are” • Depends on whether the noun is singular or plural. • There are five grapes. • There is a cat.

Subject-Verb Agreement: Compound Subjects • “Or” or “Nor” • If you have singular subjects joined by an “or” or “nor, ” the sentence always takes a singular verb. • Either Susannah or Caitlin is going to be in trouble.

Subject-Verb Agreement: Compound Subjects • “Or” or “Nor” • If one of the subjects is plural and the other is singular, the verb agrees with the subject closer to it. • Neither the van nor the buses were operating today. • Either the dogs or the cat is responsible for the mess.

Pronoun-Antecedent Agreement n. ACT writers usually include several pronounantecedent agreement errors on the English Test. n. An antecedent is a word to which a later pronoun refers back. n. Example: l. In the sentence “Richard put on his shoes, ” “Richard” is the antecedent to which “his” refers.

Pronoun-Antecedent Agreement • Wrong: • Already late for the show, Mary couldn’t find their keys. • Right: • Already late for the show, Mary couldn’t find her keys.

Pronoun-Antecedent Agreement • Sometimes the agreement error isn’t as obvious on the test. • In everyday speech, we tend to attempt gender neutrality and brevity by using “their” instead of “his” or “her. ” • People tend to say “someone lost their shoe” rather than “someone lost his or her shoe. ”

Pronoun Cases • The ACT writers will definitely include some questions on pronoun cases: • Nominative • Objective • Possessive • You don’t need to know the names of these cases, but you do need to know the differences.

Verb Tenses n You LIE down for a nap. n You LAY something down on the table. n You LAY down yesterday. n You SWIM across the English channel. n You SWAM across the Atlantic Ocean. n You HAD SWUM across the bathtub as a child.

Adverbs and Adjectives • ACT writers will test you once or twice on your ability to use adjectives and adverbs correctly. • To describe a noun, use an adjective. • To describe a verb, adjective, or adverb, use an adverb.

Adverbs and Adjectives • Examples • Wrong: My mom made a well dinner. • Right: My mom made a good dinner. • Since “dinner” is the noun, the descriptive word modifying it should be an adjective (good).

Adverbs and Adjectives • Adverb/Adjective errors are pretty common in everyday speech, so don’t rely entirely on your ear. For example: • • Wrong: She shut him up quick. Right: She shut him up quickly. Wrong: I got an A easy. Right: I got an A easily.

Comparative and Superlative Modifiers n Comparative modifiers compare one thing to another. n Examples: l. My boyfriend is hotter than yours. l. That purple-and-orange spotted dog is weirder than the blue cat. l. Dan paints better than the other students.

Comparative and Superlative Modifiers n Superlative modifiers tell you how one thing compares to everything else. n Examples: l. My boyfriend is the hottest boyfriend in the world. l. That purple-and-orange dog is the weirdest pet on the block. l. Of all the students, Dan is the best.

Usage and Mechanics Part 3: Sentence Structure

Connecting and Transitional Words • Coordinating Conjunctions • (and, or, for, nor, so, but, yet) connect words, phrases, and independent clauses of equal importance in a sentence. • Words: you can hand the bottle to Mike or Beth. • Phrases: To get there, you must drive over a bridge and through a farm. • Clauses: Tim can go to the store, or Jen can go instead.

Transitional Adverbs • These adverbs can also join independent clauses (however, also, consequently, nevertheless, thus, moreover, furthermore, etc. ) • When they do, they should be preceded by a semicolon and followed by a comma. • Joe always raves about soccer; however, he always refuses to watch a match. • If you can’t go to the prom with me, let me know as soon as possible; otherwise, I’ll resent you and your inability to communicate for the rest of my life.

Sentence Fragments • Incomplete sentences • Even though the rain had stopped. • Having spent his last dollars on sunglasses. • Always a bit shy.

Sentence Fragments • The answer choices on English Test questions will often make clear whether you should incorporate a fragment into a neighboring sentence. Example: • • We didn’t go outside. Even though the rain had stopped. A. B. C. D. No Change outside; even outside, even

Sentence Fragments • • Other sentence fragment questions will ask you to turn a fragment into its own full sentence. Example: • A. B. C. D. We didn’t go outside. While the rain continued to fall. No Change Although the The Since the

Comma Splices • A comma splice occurs when two independent clauses are joined together by a comma with no intervening conjunction. • Bowen walked to the park, Leah followed behind. • Mary bought cookies for the party, Johnny bought chips.

Run-on Sentences • Two or more independent clauses joined together without punctuation. • Joan runs every day she is preparing for a marathon. • John likes to walk his dog through the park Kevin doesn’t.

Run-on Sentences • Figure out where the sentences need to be split and punctuate accordingly. • John likes to walk his dog through the park. Kevin doesn’t. • John likes to walk his dog through the park, but Kevin doesn’t. • John likes to walk his dog through the park; however, Kevin doesn’t.

Misplaced Modifiers • Does the following sentence sound odd to you? • Having eaten six corn dogs, nausea overwhelmed Jane. Nausea didn’t eat six corn dogs. Jane did. This is a case of a misplaced modifier. The modifier must come directly before or after the word it is modifying.

Misplaced Modifiers • Correct Answers to previous sentence: • Having eaten six corn dogs, Jane was overwhelmed by nausea. • Jane, having eaten six corn dogs, was overwhelmed by nausea.

Misplaced Modifiers • Wrong: • Bill packed his favorite clothes in his suitcase, which he planned to wear on vacation. • Right: • Bill packed his favorite clothes, which he planned to wear on vacation, in his suitcase.

Misplaced Modifiers • Other Examples: • Only Jay walked an hour to the store. • This means no one but Jay made the walk. • Jay walked only an hour to the store. • This means the walk to the store wasn’t too bad; it took Jay only an hour.

Parallelism • When you see a list on the English test, look for a parallelism error. • Parallelism errors occur when items in a list are mismatched. • If you have a list of verbs, then all items in the list must be verbs of the same tense.

Parallelism • Example: • Wrong: • In the pool area, there is no spitting, no running, and don’t throw your cigarette butts in the water. • Right: • In the pool area, there is no spitting, no running, and no throwing your cigarette butts in the water.

Parallelism • More Examples: • Wrong: • To grow tired of London is growing tired of life. • Right: • To grow tired of London is to grow tired of life. • Wrong: • Growing tired of London is to grow tired of life. • Right: • Growing tired of London is growing tired of life.

Rhetorical Skills Part 1: Writing Strategy

Writing Strategy • Writing strategy involves improving the effectiveness of a passage through careful revision and editing. • Choose the most appropriate topic or transitional sentence. • Choose which sections of an argument can be deleted.

Rhetorical Skills Organization

Organization • Sentence reorganization questions often invoke the placement of a modifier in a sentence.

Organization • Example: • A. B. C. D. Austen wrote about a society of manners, in which love triumphs over a rigid social hierarchy despite confinement to her drawing room. No Change (place after love) (place after Austen) (place after society)

Rhetorical Skills Style

Style • Redundancy • • Redundant statements say the same thing twice. ALWAYS avoid redundancy on the test. Wrong: The diner closes at 3 a. m. in the morning. Right: The diner closes at 3 a. m.

Style • Appropriate Word Choice: • The content of a passage will generally give you a clue about the appropriate tone. • Tone is one of the most important elements in correctly answering word choice questions.

Style • Word Choice Example: • A. B. C. D. During the Great War, the British Public believed that Lloyd George rocks! He was wisely admired for his ability to unify the government and thus to unify Britain. No Change rocked! was an effective political leader. had the ability to unify the government and thus to unify Britain.

Question Types n The Question Types—There are three main question types you’ll encounter in ACT English n Economy n Sense n Technicality

Economy These questions test your understanding of whether material is strictly essential to the passage, or whether it could be said more simply or economically.

Sense These questions ask you to identify and correct logical flaws in the passage—statements that just don’t make sense.

Technicality These questions check your knowledge of key punctuation, grammar, and usage issues.

Strategies

Suggested Strategies for taking the English Test • Practice pacing yourself on the test. • Taking a practice test will help you feel more comfortable with the pace at which you should work. You should allow about 30 seconds for each question.

Strategies continued… • Answer every question. • First do the questions that are easy for you. Eliminate the answers you’re sure are incorrect. Guess the answer from the remaining choices. You won’t be penalized if your guess is wrong (and it might be right).

Strategies continued… • Save the hard items for last. • If you find yourself spending too much time on any one question, circle it in the test booklet and pass it by. Return to it if you have time later.

Strategies continued… • Notice that the directions ask for the BEST answer. That means that you cannot stop at the first correct answer you find. You must read all the choices and select the one you think is best.

Strategies continued… • Read the text before and after the underlined portion before selecting your answer. • The correct answer will be consistent with the author’s intent for the paragraph and the passage as a whole.

Strategies continued… • Determine the best phrasing for the underlined portion on your own…then look for it among the answer choices. • Re-read the sentence you are correcting, substituting your answer for the underlined portion to make sure it is the best answer.

Strategies continued… • Circle the letter for the answer choice in your test booklet. Going back and forth from the test booklet to the answer sheet can be difficult, takes time, and may result in a mismarked answer sheet. When you have circled the answers for each two page spread, transfer the answers to the answer sheet.

Strategies continued… • All that matters is what circle you fill in. If you get the right answer but fill in the wrong circle, it will be wrong!

Strategies continued… • Keep it short. Almost a third of all the English items test your awareness of redundancy, verbosity, relevance, and similar issues. For these “economy” questions, the shortest answer is frequently correct. • Avoid wordiness—think short and clear.

Strategies continued… • Sentences must have fluency or flow—say it to yourself in your head to hear how it sounds. • When in doubt, look for the two shortest options, and pick the one that sounds the best.

Strategies continued… • RELAX!!! • Realize that you will make mistakes. • Remember that the average score for the ACT is about 55% correct.

Quick Summary • • When in doubt, take it out. Make sure it makes sense. Use your ears. Look for pitfalls.

Do you think you’re ready? ? ?

ACT: The Reading Test

ACT READING TEST • 4 categories of reading passages • Social Studies • Natural Sciences • Humanities • Prose Fiction • Each passage is about 1, 000 words long • written at about the same difficulty level as college textbooks • Each has a very specific theme • SKIM ALL READING PASSAGES…DO NOT READ CLOSELY • 10 questions after each passage • 3 categories of reading questions: Specific Detail, Inference, Big Picture

SUGGESTIONS FOR READING THE PASSAGE • Read actively, with an eye towards where the author is going • Read very quickly but actively, getting a sense of the main idea of the passage and seeing how everything fits together • don’t worry about details; you can go back and find them later • circle key words (such as names, dates, and unfamiliar words) so that you can find them easily when you are answering the questions

READING CLUES • Structural clues • But, nevertheless, and moreover help you get a sense of where the paper is going • Signal clues • Clearly, as a result, or no one can deny that… determine logic of the passage • Remember you can come back for details later

SIGNAL WORDS TO WATCH FOR • Indicating a contrast • but, however, on the other hand, nevertheless • Indicating a continuation with a similar or complementary thought • moreover, furthermore, or a semicolon • Indicating a conclusion • therefore, thus • Reasons for a conclusion • since, because of , due to • Examples or illustration • for instance, for example

KAPLAN’S 3 STEP METHOD • You should spend only about 9 minute per passage • less than 3 minutes should be spent pre-reading • the rest of the time should be spent considering questions and referring back to the passage to find the answers • tale 2 sweeps through the questions for each passage • Get the easier questions the first time around • Go back for the more difficult ones • Questions are not in order of easiest to hardest

KAPLAN’S 3 STEP METHOD • 1. Pre-read the passage quickly • 2. Consider the question stem • 3. Refer back to the passage for the answers

KAPLAN’S 3 STEP METHOD • STEP 1: PRE-READ (3 min. per passage) • • • understand the main idea of the passage get an overall idea of how the passage is organized underline key points (like a highlighter) jot down notes in the margin circle key clue words DO NOT get bogged down with the details

KAPLAN’S 3 STEP METHOD • STEP 2: QUESTION STEM • don’t let the answer choices direct your thinking • The test makers intentionally design the answers to confuse you if they can • Look at the questions stem ONLY; do not look at the possible answers first

KAPLAN’S 3 STEP METHOD • STEP 3: REFER BACK TO THE PASSAGE • You WILL NOT re-read the entire passage • look only for the area where the answer to the question can be found • sometimes the questions will give you a line # to help you out • you answer should match the passage--not in exact vocabulary but in meaning (answers are usually a paraphrase of the answer in the passage)

ACT READING PASSAGE • Prose fiction (1 passage per test) • Nonfiction (3 passages per test, one each in: ) • Social Studies • Natural Sciences • Humanities • Your approach should be the same for all 3 nonfiction passages

PROSE FICTION • The prose fiction passage is usually a story in which characters, fully equipped with their own motivations and emotions, interact in revealing ways • for this reason, the passage won’t break down into an orderly outline with several key terms and clue words • Pay attention to the story

PROSE FICTION • In the prose fiction passage, almost all the questions relate to the characters • your job is to find answers to the following questions: • Who are these people? What are they like? How are they related to each other? • What is their state of mind? Are they angry, sad, reflective, excited? • What’s really going on? What’s happening on the surface? Beneath the surface? • Most of the fiction passages focus on one person or are written from the point of view of one of the characters

PROSE FICTION • Figure out who this main character is and pay special attention to what he or she is like • Read between the lines to determine unspoken emotions and attitudes • Get a good feel for tone and style of the whole passage before going on to the questions

NATURAL SCIENCE PASSAGE • Know you are more likely to find unfamiliar vocabulary in Science passages • Don’t panic! The Science passages on the Reading test require no prior knowledge. • Any unknown terms are usually defined in the passage or will have inferable definitions from the context • Don’t let yourself become overwhelmed

SPECIFIC DETAILS • Specific Details questions ask about things stated explicitly in the passage • Line reference • Always refer back to the passage • When given a line reference, always read a few sentences BEFORE and AFTER the cited lines (context)

NAILING DOWN DETAILS • The challenge with this is finding the proper place in the passage where the answer can be found (sometimes you will be given a line reference) • Then, you have to match up what you see in the passage with the correct answer, which will probably be worded differently (paraphrased)

INFERENCE QUESTIONS • For these types of questions, it is your job to combine ideas logically to make an inference • This is something that is not stated explicitly in the passage but that is implied • This type of question has words like suggest, infer, or imply in the question stem • Common sense is your best tool here • Some will give you a line # • DO NOT make inferences too extreme (always, never, all the time, etc. )

BIG PICTURE QUESTIONS • Ask yourself, as you read: • What is the point of this? • Why is the author saying this? • If you are stumped, try doing all the other questions first and completing this one last.

FIND AND PARAPHRASE Your main job is to FIND AND PARAPHRASE, Your task is NOT to “Comprehend and Remember”

SKIPPING • Answer the EASY questions for each passage first • Skip the tough ones and come back to them later • When you return to that question later, try to identify the THREE WRONG answers • Guess if you have to and don’t let that get you stressed