2. Table of Contents
2
I. Types of Passages
II. Passage-Based Strategies
III. Question-Based Strategies
3. II. Passage-Based Strategies
3
A. Data Representation Passage Strategies
B. Research Summary Passage Strategies
C. Conflicting Viewpoints Passage Strategies
4. Data Representation Strategies
For the most part, we don’t start by
reading the passage
Go directly to the first question of the
passage.
Determine what the question is asking and
where to look for the answer.
Use the information provided to refer back to
the data and find the answer.
Use process of elimination to find the correct
answer.
4
7. II. Passage-Based Strategies
7
A. Data Representation Passage Strategies
B. Research Summary Passage Strategies
C. Conflicting Viewpoints Passage Strategies
8. Research Summary Approach
We do want to read first in the case of Research
Summaries, but for what do we read?
Background and Italicized terms
Note Methodology and Variables
Read for the differences among studies (critical)
Make note of keys, axes, and basic trends on figures
Then, we will proceed to the questions and use our map of
the text to refer back and find answers
8
11. Research Summary Passage Reading
9
Background: Note (but do
not memorize!) italicized
terms
Methodology, Variables,
Controls, and sometimes a
hypothesis
15. II. Passage-Based Strategies
13
A. Data Representation Passage Strategies
B. Research Summary Passage Strategies
C. Conflicting Viewpoints Passage Strategies
18. Conflicting Viewpoints Strategy
1. Go directly to the questions.
2. Skim each question enough to
identify whether it refers to
passage A or B, both, or
neither.
14
19. Conflicting Viewpoints Strategy
1. Go directly to the questions.
2. Skim each question enough to
identify whether it refers to
passage A or B, both, or
neither.
3. Write “A”, “B”, “Both”, or “N”
next to each question.
14
20. Conflicting Viewpoints Strategy
1. Go directly to the questions.
2. Skim each question enough to
identify whether it refers to
passage A or B, both, or
neither.
3. Write “A”, “B”, “Both”, or “N”
next to each question.
4. Read the introduction, noting
the main ideas and italicized
terms.
14
23. Conflicting Viewpoints (Continued)
5. Read and circle the Main Idea
sentence that is right before the 2
passages.
6.Read the first passage and answer
only the questions that pertain to
that opinion.
15
24. Conflicting Viewpoints (Continued)
5. Read and circle the Main Idea
sentence that is right before the 2
passages.
6.Read the first passage and answer
only the questions that pertain to
that opinion.
7.Read the second passage and
answer only the questions that
pertain to it.
15
25. Conflicting Viewpoints (Continued)
5. Read and circle the Main Idea
sentence that is right before the 2
passages.
6.Read the first passage and answer
only the questions that pertain to
that opinion.
7.Read the second passage and
answer only the questions that
pertain to it.
8.Bring everything together, and
answer questions that relate to
both or neither passage.
15
Teacher Notes
1. Start by reminding students that the starting point for the Science section is Triaging. You might even have students review their notes from the first Science lesson to make sure they can identify the differences among passage types. Triaging is a critical strategy that allows students to be more effective with their with passage and question-based strategies.
Teacher Notes
1. Next we will learn strategies for each of our three passage types: Data Representation, Research Summary, and Conflicting Viewpoints. Students will soon see how important it is to distinguish among passage types.
Teacher Notes
1. We will start with Data Representation Passages, which is also the recommended starting point for students on the test because figure-reading is “teachable” compared to scientific investigation questions that often require a deeper understanding.
Teacher Notes:
As mentioned previously, you will want to begin with a thorough review of the Data Representation characteristics, especially if it has been a couple weeks since you last addressed Science.
Walk through each step of the strategy, which might not be “ground-breaking” for students after the first step. What we find is that for Data Representation, so many of the questions refer to tables, figures, or other numbers that it does not necessarily help to read. There can be some exceptions to the first rule that we “Don’t start by reading the passage”: (1) students who struggle to find answers by referencing the passage after attempting this approach on several science sections/exercises, and (2) passages that do not provide any line references, making it difficult to find answers without background.
We do encourage everyone to try this approach, especially because timing tends to be an issue on Science.
Teacher Notes
The 2016-17 Preparing for the ACT Practice Test should be familiar to students from the Triaging. Passage 3 should be used for class-wide practice.
We want to apply each step of the strategies, which means that we will not start by reading this passage. At the end, we want to reflect on this decision: would it have helped to read? Many students will say no or will at least say that it does not make sense to read until the question refers to the text.
Teacher Notes
1. Students can then complete Science Passage 4 as individual practice, either timed or untimed (up to your discretion). If timed, students should be given around 6 minutes. Have students discuss how they arrived at correct answers in a small group setting.
Teacher Notes,
1. Next, we will talk about the Research Summary Strategy, which requires more thought and understanding. In contrast to the Data Representation passage, we will recommend that students begin with a brief read-through of a Research Summary.
Teacher Notes:
There is too much important information in the passage to skip the read-through for a Research Summary. Begin with a thorough review of the Research Summary characteristics: text-heavy, multiple studies or experiments, “deeper” understanding questions.
We “read for” several things in the passage (above), but the most important is to distinguish among studies familiarize yourself with the figures. When reading a passage together as a class (coming soon!), call on students to make note of each of these characteristics.
After reading, our strategy is similar to what it was for Data Representation in that we will use the information in the question to refer back to the passage.
Teacher Notes:
This sample passage (Passage VI from the 2016-17practice test) represents a “typical” set-up of the Research Summary’s text. Students should know to look for things like background, definitions, methods, variables, and the differences among studies (not shown in the text here) because they are common questions.
Teacher Notes:
This sample passage (Passage VI from the 2016-17practice test) represents a “typical” set-up of the Research Summary’s text. Students should know to look for things like background, definitions, methods, variables, and the differences among studies (not shown in the text here) because they are common questions.
Teacher Notes:
This sample passage (Passage VI from the 2016-17practice test) represents a “typical” set-up of the Research Summary’s text. Students should know to look for things like background, definitions, methods, variables, and the differences among studies (not shown in the text here) because they are common questions.
Teacher Notes
After reading through the text on the previous slide as a class, work through each of the questions in Passage 6 as a class as well.
Teacher Notes
1. Students can then complete Science Passage 1 as individual practice, either timed or untimed (up to your discretion). If timed, students should be given around 6 minutes. Have students discuss how they arrived at correct answers in a small group setting.
Teacher Notes
1. Students can then complete Science Passage 5 as individual practice, either timed or untimed (up to your discretion). If timed, students should be given around 6 minutes. Have students discuss how they arrived at correct answers in a small group setting.
Teacher Notes
1. It is important to make a connection between our strategy for Conflicting Viewpoints in Reading and that of Science. In both cases, our goal is to break the content into chunks – analyzing one passage at a time.
Teacher Notes
Begin with a thorough review of the Conflicting Viewpoints characteristics: background information and figures, followed by a “main idea” sentence and then two or more conflicting viewpoints.
**Important Note** This strategy is most effective in the context of a 2-passage Conflicting Viewpoints. On the ACT, we could see two, three, or even four different viewpoints. When there are 3 or 4 viewpoints, students should revert to the Research Summary strategy of reading for the basic differences among viewpoints before entering into the questions.
One of our challenges in the Science Conflicting Viewpoints is that the questions are not organized neatly into “A” and “B” like they are in the Reading section. Accordingly, our starting point is to label the questions because as students will learn on the next slide, they benefit from reading one passage, answering its questions, and then considering the other passage.
Teacher Notes
Begin with a thorough review of the Conflicting Viewpoints characteristics: background information and figures, followed by a “main idea” sentence and then two or more conflicting viewpoints.
**Important Note** This strategy is most effective in the context of a 2-passage Conflicting Viewpoints. On the ACT, we could see two, three, or even four different viewpoints. When there are 3 or 4 viewpoints, students should revert to the Research Summary strategy of reading for the basic differences among viewpoints before entering into the questions.
One of our challenges in the Science Conflicting Viewpoints is that the questions are not organized neatly into “A” and “B” like they are in the Reading section. Accordingly, our starting point is to label the questions because as students will learn on the next slide, they benefit from reading one passage, answering its questions, and then considering the other passage.
Teacher Notes
Begin with a thorough review of the Conflicting Viewpoints characteristics: background information and figures, followed by a “main idea” sentence and then two or more conflicting viewpoints.
**Important Note** This strategy is most effective in the context of a 2-passage Conflicting Viewpoints. On the ACT, we could see two, three, or even four different viewpoints. When there are 3 or 4 viewpoints, students should revert to the Research Summary strategy of reading for the basic differences among viewpoints before entering into the questions.
One of our challenges in the Science Conflicting Viewpoints is that the questions are not organized neatly into “A” and “B” like they are in the Reading section. Accordingly, our starting point is to label the questions because as students will learn on the next slide, they benefit from reading one passage, answering its questions, and then considering the other passage.
Teacher Notes
Begin with a thorough review of the Conflicting Viewpoints characteristics: background information and figures, followed by a “main idea” sentence and then two or more conflicting viewpoints.
**Important Note** This strategy is most effective in the context of a 2-passage Conflicting Viewpoints. On the ACT, we could see two, three, or even four different viewpoints. When there are 3 or 4 viewpoints, students should revert to the Research Summary strategy of reading for the basic differences among viewpoints before entering into the questions.
One of our challenges in the Science Conflicting Viewpoints is that the questions are not organized neatly into “A” and “B” like they are in the Reading section. Accordingly, our starting point is to label the questions because as students will learn on the next slide, they benefit from reading one passage, answering its questions, and then considering the other passage.
Teacher Notes
Begin with a thorough review of the Conflicting Viewpoints characteristics: background information and figures, followed by a “main idea” sentence and then two or more conflicting viewpoints.
**Important Note** This strategy is most effective in the context of a 2-passage Conflicting Viewpoints. On the ACT, we could see two, three, or even four different viewpoints. When there are 3 or 4 viewpoints, students should revert to the Research Summary strategy of reading for the basic differences among viewpoints before entering into the questions.
One of our challenges in the Science Conflicting Viewpoints is that the questions are not organized neatly into “A” and “B” like they are in the Reading section. Accordingly, our starting point is to label the questions because as students will learn on the next slide, they benefit from reading one passage, answering its questions, and then considering the other passage.
Teacher Notes
After reading Passage A and answering its questions, students can read Passage B and answer those questions. Finally, we bring everything together and answer those questions that pertain to both or neither passages (neither is when a question pertains to the background information).
Teacher Notes
After reading Passage A and answering its questions, students can read Passage B and answer those questions. Finally, we bring everything together and answer those questions that pertain to both or neither passages (neither is when a question pertains to the background information).
Teacher Notes
After reading Passage A and answering its questions, students can read Passage B and answer those questions. Finally, we bring everything together and answer those questions that pertain to both or neither passages (neither is when a question pertains to the background information).
Teacher Notes
After reading Passage A and answering its questions, students can read Passage B and answer those questions. Finally, we bring everything together and answer those questions that pertain to both or neither passages (neither is when a question pertains to the background information).
Teacher Notes
After reading Passage A and answering its questions, students can read Passage B and answer those questions. Finally, we bring everything together and answer those questions that pertain to both or neither passages (neither is when a question pertains to the background information).
Teacher Notes
This sample Conflicting Viewpoints consists of more than two different perspectives, so students should revert to the Research Summary strategy (see bolded note two slides ago). Answer the questions in a classroom setting after students have read and noted some significant differences among the passages.
