4. Compare and Contrast Strategy
1. Read Passage A for Main Idea and
Mental Map in 1.5-2 minutes
3
5. Compare and Contrast Strategy
1. Read Passage A for Main Idea and
Mental Map in 1.5-2 minutes
2. Answer the “Passage A Only”
questions
3
6. Compare and Contrast Strategy
1. Read Passage A for Main Idea and
Mental Map in 1.5-2 minutes
2. Answer the “Passage A Only”
questions
3. Read Passage B for Main Idea and
Mental Map in 1.5-2 minutes
3
7. Compare and Contrast Strategy
1. Read Passage A for Main Idea and
Mental Map in 1.5-2 minutes
2. Answer the “Passage A Only”
questions
3. Read Passage B for Main Idea and
Mental Map in 1.5-2 minutes
4. Answer the “Passage B Only”
questions
3
8. Compare and Contrast Strategy
1. Read Passage A for Main Idea and
Mental Map in 1.5-2 minutes
2. Answer the “Passage A Only”
questions
3. Read Passage B for Main Idea and
Mental Map in 1.5-2 minutes
4. Answer the “Passage B Only”
questions
5. Bring everything together and
answer the questions that pertain to
both passages
3
9. Table of Contents
4
I. Timing
II. Reading the Passage
III. Compare and Contrast Passages
IV. Reading/Answering the Questions
V. Types of Questions
11. Reading Questions
When should I read them? How should I read them?
Two possible strategies:
Skim before reading the
passage
Save the questions until
after reading the passage
Pros and cons will be
discussed on the next slide
5
12. Reading Questions
When should I read them? How should I read them?
Two possible strategies:
Skim before reading the
passage
Save the questions until
after reading the passage
Pros and cons will be
discussed on the next slide
Put yourself in the head of the test-
makers.
What are they trying to ask?
Are they looking for the main
idea? The author’s
perspective? Etc…
5
13. Reading Questions
Benefits of
reading the
questions
before the
passage:
Directs your
reading and
allows you to
use reading
time more
efficiently
If you do this,
read only the
questions, not
the answer
choices.
Benefits of
reading the
questions after
the passage:
Don’t waste time if you
can’t remember and utilize
the questions while reading
6
14. How to Read a Question
Adopt the
mindset of a
test writer –
what is being
asked?
1
Eliminate the
fluff
2
Predict the
answer
before you
look at the
choices.
3
7
15. Table of Contents
8
I. Timing
II. Reading the Passage
III. Compare and Contrast Passages
IV. Reading/Answering the Questions
V. Types of Questions
16. IV. Types of Questions
9
A. Detail Questions
B. EXCEPT Questions
C. Inference Questions
D. Main Idea Questions
17. Detail Questions
Can you be more specific?
Includes: vocabulary, line-references, questions about
specific characters and other PROPER NOUNS
10
19. Use the reference line when
given.
Read a few sentences
immediately before and
after the referred point.
Detail Questions
11
20. Use the reference line when
given.
Read a few sentences
immediately before and
after the referred point.
Don’t rely on memory! Refer
back to the passage.
You should only use your
memory to recall detail
location from your Mental
Map.
Detail Questions
11
21. IV. Types of Questions
12
A. Detail Questions
B. EXCEPT Questions
C. Inference Questions
D. Main Idea Questions
22. Read the question in the affirmative:
• Which of the following are reasons the
author cited in support of her point?
Eliminate answers that are correct for the
affirmative version of the question.
• There will be four possible answers. Use
Process of Elimination.
You are left with one answer choice that
does not correctly answer the affirmative of
the question. Choose it!
“Except” Questions
Example Question: All of the following are reasons the
author cited in support of her point EXCEPT…
13
23. IV. Types of Questions
14
A. Detail Questions
B. EXCEPT Questions
C. Inference Questions
D. Main Idea Questions
26. Inference Questions
What’s an inference?
A conclusion drawn based on context
and known facts
The answers to these questions will not be
directly in the text.
However, there will ALWAYS be evidence
in the text.
15
27. Inference Questions
What’s an inference?
A conclusion drawn based on context
and known facts
The answers to these questions will not be
directly in the text.
However, there will ALWAYS be evidence
in the text.
Whenever you answer an inference
question, you should be able to point to a
piece of the text that leads to your answer.
15
28. Inference Questions
What’s an inference?
A conclusion drawn based on context
and known facts
The answers to these questions will not be
directly in the text.
However, there will ALWAYS be evidence
in the text.
Whenever you answer an inference
question, you should be able to point to a
piece of the text that leads to your answer.
You might consider saving inference and
main idea questions for the end of the test
so you can answer them when you have the
best understanding of the passage.
15
29. IV. Types of Questions
16
A. Detail Questions
B. EXCEPT Questions
C. Inference Questions
D. Main Idea Questions
31. Ask about the passage as
a whole
Require an
understanding of the
“bigger picture”
Main Idea
17
32. Ask about the passage as
a whole
Require an
understanding of the
“bigger picture”
Multiple clues (rather than
one location) point to the
correct answer
Main Idea
17
33. Ask about the passage as
a whole
Require an
understanding of the
“bigger picture”
Multiple clues (rather than
one location) point to the
correct answer
Can ask about the
author’s opinion or tone,
themes, thesis points, etc.
Main Idea
17
34. How to Approach Main
Idea Questions
Answering
Main Idea
Questions
Correctly
Purpose of the
questions: to test
an understanding
of the passage as
a whole
Recall pieces of
evidence to
support the right
answer
You might consider
saving these
questions for the
end of a passage!
18
Teacher Notes
1. Now that students have thoroughly practiced their ACT passage-reading skills, it is time to discuss a passage type that plagues students for a variety of reasons: Compare and Contrast. Though not intended to be “more difficult” than the other passages, the CC can be challenging because it takes longer and requires the integration of viewpoints. Accordingly, there is a different strategy for reading the CC passages.
Teacher Notes:
Each CC consists of two distinct passages (40-50 lines each) with some questions referring only to Passage A, some only to Passage B, and others to both.
This Compare and Contrast approach – though straightforward – is a novel concept for many students. The strategy allows us to isolate the ideas contained in one passage, answer those questions, and then focus on the other passage
Note that the suggested reading time is 1.5-2 minutes, which means 3-4 minutes of reading for both passages combined. We find that it often takes more time to read two passages even though the total number of lines is similar to any other passage. We now have to read for two Main Ideas and Mental Maps
Nothing else changes. Though tempting because the passages are shorter, we do not try to memorize details!
Some students will choose to do this passage last because it is harder for them or takes more time. We agree! Students who find it to be a strength should of course do it first.
Explain to students how this strategy fits a “time crunch” at the end of the test. If we only have four minutes left when we arrive at C&C, read only the passage with more associated questions and answer those! We may have to guess on the rest, but at least we can maximize educated answers by having read one passage
Have students practice Compare and Contrast with Passage 3 in the 2016-17 Preparing for the ACT.
Teacher Notes:
Each CC consists of two distinct passages (40-50 lines each) with some questions referring only to Passage A, some only to Passage B, and others to both.
This Compare and Contrast approach – though straightforward – is a novel concept for many students. The strategy allows us to isolate the ideas contained in one passage, answer those questions, and then focus on the other passage
Note that the suggested reading time is 1.5-2 minutes, which means 3-4 minutes of reading for both passages combined. We find that it often takes more time to read two passages even though the total number of lines is similar to any other passage. We now have to read for two Main Ideas and Mental Maps
Nothing else changes. Though tempting because the passages are shorter, we do not try to memorize details!
Some students will choose to do this passage last because it is harder for them or takes more time. We agree! Students who find it to be a strength should of course do it first.
Explain to students how this strategy fits a “time crunch” at the end of the test. If we only have four minutes left when we arrive at C&C, read only the passage with more associated questions and answer those! We may have to guess on the rest, but at least we can maximize educated answers by having read one passage
Have students practice Compare and Contrast with Passage 3 in the 2016-17 Preparing for the ACT.
Teacher Notes:
Each CC consists of two distinct passages (40-50 lines each) with some questions referring only to Passage A, some only to Passage B, and others to both.
This Compare and Contrast approach – though straightforward – is a novel concept for many students. The strategy allows us to isolate the ideas contained in one passage, answer those questions, and then focus on the other passage
Note that the suggested reading time is 1.5-2 minutes, which means 3-4 minutes of reading for both passages combined. We find that it often takes more time to read two passages even though the total number of lines is similar to any other passage. We now have to read for two Main Ideas and Mental Maps
Nothing else changes. Though tempting because the passages are shorter, we do not try to memorize details!
Some students will choose to do this passage last because it is harder for them or takes more time. We agree! Students who find it to be a strength should of course do it first.
Explain to students how this strategy fits a “time crunch” at the end of the test. If we only have four minutes left when we arrive at C&C, read only the passage with more associated questions and answer those! We may have to guess on the rest, but at least we can maximize educated answers by having read one passage
Have students practice Compare and Contrast with Passage 3 in the 2016-17 Preparing for the ACT.
Teacher Notes:
Each CC consists of two distinct passages (40-50 lines each) with some questions referring only to Passage A, some only to Passage B, and others to both.
This Compare and Contrast approach – though straightforward – is a novel concept for many students. The strategy allows us to isolate the ideas contained in one passage, answer those questions, and then focus on the other passage
Note that the suggested reading time is 1.5-2 minutes, which means 3-4 minutes of reading for both passages combined. We find that it often takes more time to read two passages even though the total number of lines is similar to any other passage. We now have to read for two Main Ideas and Mental Maps
Nothing else changes. Though tempting because the passages are shorter, we do not try to memorize details!
Some students will choose to do this passage last because it is harder for them or takes more time. We agree! Students who find it to be a strength should of course do it first.
Explain to students how this strategy fits a “time crunch” at the end of the test. If we only have four minutes left when we arrive at C&C, read only the passage with more associated questions and answer those! We may have to guess on the rest, but at least we can maximize educated answers by having read one passage
Have students practice Compare and Contrast with Passage 3 in the 2016-17 Preparing for the ACT.
Teacher Notes:
Each CC consists of two distinct passages (40-50 lines each) with some questions referring only to Passage A, some only to Passage B, and others to both.
This Compare and Contrast approach – though straightforward – is a novel concept for many students. The strategy allows us to isolate the ideas contained in one passage, answer those questions, and then focus on the other passage
Note that the suggested reading time is 1.5-2 minutes, which means 3-4 minutes of reading for both passages combined. We find that it often takes more time to read two passages even though the total number of lines is similar to any other passage. We now have to read for two Main Ideas and Mental Maps
Nothing else changes. Though tempting because the passages are shorter, we do not try to memorize details!
Some students will choose to do this passage last because it is harder for them or takes more time. We agree! Students who find it to be a strength should of course do it first.
Explain to students how this strategy fits a “time crunch” at the end of the test. If we only have four minutes left when we arrive at C&C, read only the passage with more associated questions and answer those! We may have to guess on the rest, but at least we can maximize educated answers by having read one passage
Have students practice Compare and Contrast with Passage 3 in the 2016-17 Preparing for the ACT.
Teacher Notes:
Each CC consists of two distinct passages (40-50 lines each) with some questions referring only to Passage A, some only to Passage B, and others to both.
This Compare and Contrast approach – though straightforward – is a novel concept for many students. The strategy allows us to isolate the ideas contained in one passage, answer those questions, and then focus on the other passage
Note that the suggested reading time is 1.5-2 minutes, which means 3-4 minutes of reading for both passages combined. We find that it often takes more time to read two passages even though the total number of lines is similar to any other passage. We now have to read for two Main Ideas and Mental Maps
Nothing else changes. Though tempting because the passages are shorter, we do not try to memorize details!
Some students will choose to do this passage last because it is harder for them or takes more time. We agree! Students who find it to be a strength should of course do it first.
Explain to students how this strategy fits a “time crunch” at the end of the test. If we only have four minutes left when we arrive at C&C, read only the passage with more associated questions and answer those! We may have to guess on the rest, but at least we can maximize educated answers by having read one passage
Have students practice Compare and Contrast with Passage 3 in the 2016-17 Preparing for the ACT.
Teacher Notes
1. After completing the passage-based strategies, students are ready to learn question-based strategies. First, we must discuss how and when to read the questions, with the understanding that there is not necessarily a “right or wrong” to some of these decisions.
Teacher Notes
We either read questions before or after reading the passage, and the recommended approach depends on the student (see next slide).
As we read a question stem, we want to put ourselves in the head of the test-maker. What type of question is this? Am I supposed to find a line of evidence for a detail? Make an inference? Where should I re-read, if at all? The best thing we can do is to rephrase the question in our own clarified words. It takes practice, but ultimately, we want to avoid the situation in which we blindly read through the question and answer choices without taking a few seconds to think critically about what the test is asking. Don’t make assumptions; find evidence!
Teacher Notes
We either read questions before or after reading the passage, and the recommended approach depends on the student (see next slide).
As we read a question stem, we want to put ourselves in the head of the test-maker. What type of question is this? Am I supposed to find a line of evidence for a detail? Make an inference? Where should I re-read, if at all? The best thing we can do is to rephrase the question in our own clarified words. It takes practice, but ultimately, we want to avoid the situation in which we blindly read through the question and answer choices without taking a few seconds to think critically about what the test is asking. Don’t make assumptions; find evidence!
Teacher Notes
We either read questions before or after reading the passage, and the recommended approach depends on the student (see next slide).
As we read a question stem, we want to put ourselves in the head of the test-maker. What type of question is this? Am I supposed to find a line of evidence for a detail? Make an inference? Where should I re-read, if at all? The best thing we can do is to rephrase the question in our own clarified words. It takes practice, but ultimately, we want to avoid the situation in which we blindly read through the question and answer choices without taking a few seconds to think critically about what the test is asking. Don’t make assumptions; find evidence!
Teacher Notes
Ideally, students have an opportunity to try both strategies as they practice throughout the course; however, each students needs to pick a strategy and stick with it eventually. The pros and cons are discussed in the slide above. We find that most students maximize their scores by reading the questions after the passage because it’s too time-consuming to read them both before and after, especially if we struggle to remember enough about the questions to let it guide our reading.
Students with extended time and those with low scores (<18) are most likely to benefit from reading the questions before the passage because it is worst the extra time, but that varies from one student to the next.
Teacher Notes
We want to adopt the mindset of the test writer: what are they really asking me? Can I “eliminate the fluff” and reword the question in such a way that it clarifies? For many questions, we want to make a “prediction” of the answer before looking at the choices, hoping to avoid the bias that comes with reading the choices too soon. In the exercises, students will practice this by using open-ended questions. It will force them to develop answers without relying on the answer choices.
Teacher Notes
There are dozens of question structures that students could encounter on the ACT, but we focus on four main ways of classifying questions: Details, ALL EXCEPT, Main Idea, and Inference.
Teacher Notes
There are four basic types of questions. These will be addressed on the following slides. Students will be encouraged to answer detail questions first and inference/main idea questions last when they take the test, even though the questions can (and will) show up in any order.
Teacher Notes
Hopefully, the first thing that jumped out at students on this slide was “Proper Nouns.” Detail questions should also stick out this way. They commonly involve a question that includes a specific line reference, an italicized word, or specific characters/proper nouns.
Students should be able to identify questions as detail questions because these are the first ones that they should answer in the Reading Section. On the next slide, we explain this reasoning along with the Detail Question strategy.
Teacher Notes
For each detail question (55-60% of questions), we use a reference line and/or our mental map to refer back to the passage. It’s not “good enough” to rely on memory or assumptions.
The idea is that after a 2-3 minute read-through, we may not have enough information to answer an inference or main idea, but we should be able to use a line reference or mental map to go back and find evidence for a detail. After answering the detail questions, we should have enough information about the passage to go back and answer any inferences or main ideas that we skipped.
Teacher Notes
For each detail question (55-60% of questions), we use a reference line and/or our mental map to refer back to the passage. It’s not “good enough” to rely on memory or assumptions.
The idea is that after a 2-3 minute read-through, we may not have enough information to answer an inference or main idea, but we should be able to use a line reference or mental map to go back and find evidence for a detail. After answering the detail questions, we should have enough information about the passage to go back and answer any inferences or main ideas that we skipped.
Teacher Notes
For each detail question (55-60% of questions), we use a reference line and/or our mental map to refer back to the passage. It’s not “good enough” to rely on memory or assumptions.
The idea is that after a 2-3 minute read-through, we may not have enough information to answer an inference or main idea, but we should be able to use a line reference or mental map to go back and find evidence for a detail. After answering the detail questions, we should have enough information about the passage to go back and answer any inferences or main ideas that we skipped.
Teacher Notes
1. Though we only expect 2-3 “ALL EXCEPT” questions per test, it is important that we have a strategy for them. Above all, these questions can become a time trap because they can be like answering three questions in one. We’ll use the following slide to help students decide whether or not to engage this question type.
Teacher Notes
This can be an overwhelming slide, but the take-home message is that we have to have evidence to eliminate three choices, which is why these questions can become a time trap; they are three questions in one!
Teacher Notes:
1. Some students will find that they need to be able to answer “Main Idea” questions first because if they don’t, they fear a lack of understanding of the passage. At POINTS, we find that in answering detail questions with references back to the passage, students often gain a better understanding of the passage that can enhance the initial read-through. Accordingly, we encourage students to try answering main idea and inference questions after the detail questions if they struggle with the main idea.
Teacher Notes:
1. Some students will find that they need to be able to answer “Main Idea” questions first because if they don’t, they fear a lack of understanding of the passage. At POINTS, we find that in answering detail questions with references back to the passage, students often gain a better understanding of the passage that can enhance the initial read-through. Accordingly, we encourage students to try answering main idea and inference questions after the detail questions if they struggle with the main idea.
Teacher Notes:
1. Some students will find that they need to be able to answer “Main Idea” questions first because if they don’t, they fear a lack of understanding of the passage. At POINTS, we find that in answering detail questions with references back to the passage, students often gain a better understanding of the passage that can enhance the initial read-through. Accordingly, we encourage students to try answering main idea and inference questions after the detail questions if they struggle with the main idea.
Teacher Notes:
1. Some students will find that they need to be able to answer “Main Idea” questions first because if they don’t, they fear a lack of understanding of the passage. At POINTS, we find that in answering detail questions with references back to the passage, students often gain a better understanding of the passage that can enhance the initial read-through. Accordingly, we encourage students to try answering main idea and inference questions after the detail questions if they struggle with the main idea.
Teacher Notes:
1. Some students will find that they need to be able to answer “Main Idea” questions first because if they don’t, they fear a lack of understanding of the passage. At POINTS, we find that in answering detail questions with references back to the passage, students often gain a better understanding of the passage that can enhance the initial read-through. Accordingly, we encourage students to try answering main idea and inference questions after the detail questions if they struggle with the main idea.
Teacher Notes
1. We expect approximately 2-3 Main Idea questions per passage, which require an understanding of the “bigger picture.” Those these questions relate to themes and structural elements, we must still find the evidence.
Teacher Notes
1. Many students know when they are encountering a main idea question, but few know how to make a distinction in their strategies. Main idea questions still call for evidence, but we can no longer expect a single line reference for support; instead, we should piece together our read-through (and the main idea that we defined) with additional evidence found in the other questions.
Teacher Notes
1. Many students know when they are encountering a main idea question, but few know how to make a distinction in their strategies. Main idea questions still call for evidence, but we can no longer expect a single line reference for support; instead, we should piece together our read-through (and the main idea that we defined) with additional evidence found in the other questions.
Teacher Notes
1. Many students know when they are encountering a main idea question, but few know how to make a distinction in their strategies. Main idea questions still call for evidence, but we can no longer expect a single line reference for support; instead, we should piece together our read-through (and the main idea that we defined) with additional evidence found in the other questions.
Teacher Notes
1. Many students know when they are encountering a main idea question, but few know how to make a distinction in their strategies. Main idea questions still call for evidence, but we can no longer expect a single line reference for support; instead, we should piece together our read-through (and the main idea that we defined) with additional evidence found in the other questions.
Teacher Notes
This slide summarizes the main points regarding Main Idea Questions
Why save main idea questions for last? Answering all the detail questions first gives you more info about the passage that may be helpful for the main idea questions.
Teacher Notes:
Approximate breakdown of questions into categories, hopefully reminding us that Detail questions offer one of our biggest opportunities for improvement.
Teacher Notes
Details
#12, 13, 14, 18, 19, 20
ALL EXCEPT (none)
Main Idea
#11, 15, 16
Inferences
#17
