Testing : do not disturb : a guide to testwiseness for students and teachers

Testing: Do Not Disturb
A Guide to Testwiseness for
~
Students and Teachers
Georgia Department of Education

TESTING: DO NOT DISTURB A Guide to Testwiseness for Students and Teachers
Division of Standards and Assessment and
Division of Curriculum Services Georgia Department of Education
January, 1983

TABLE OF CO~TE~TS

, I.

Foreword

II.

Acknowledgements and Copyright notices

III. Tips on Test Taking

For students. For Parents . For Teachers Key Word List

IV.

General Test Taking Tips

T-I
'}'- 2
'1'-]
'1'-4
'1'-5
T-6
1'-7
T-P T-9
'I'-lu 1'-11 1'-12

General Testwiseness Tips

.

Using Prior Knowledge/Common Sense/Logical Thinking

Break into Manageable parts/Treat as True/False

Elimi na te Obvious ly \"irong and Ricii culous Items

Eli mi na te M~solute Sta temen ts

.

Ee..;are of the \':ord "r-.ot"

.......

Choose Most General or Complete Statement

Eliminate Options that Say the Sal;le Thing

Base Answer on the Selection

Estimate the Answer

.

;\Ork Probleln Backwards

.

FaQiliarization of EST Answer sheet

1
2 3 4-5
6-9
1J -15 16-21 22-33 34- 38 39-43 44-48 40-55 56-6J 62-69
70-74 75-79
20-86

[:-1 Translating Fractions to Percent ana the Reverse .

i'j- 2 Identify GeoJnetric Relations

.

j'j-] Pr3ctice Addition, Subtraction, :Vlultirlication an6

[:ivision . . .

. ....

i~-4 Sol vi ng Sing Ie \':ord Problems. . . . . . . . . . . . . .

9S- QI) 97-98

'll. Reading

R-l
f<-2
H-] R-4
;:<.-5
R-6
1<-7
R-E 1<-9 R-IO R-l1

Distinguish Between Fact and Opinion (1).

Distinguish Between Fact and Opinion (2).

Distinguish Between Fact and aoinion (]).

Recognize Explicitly Stateo Main Ioeas, Details,

uf Events, aflu Couse and Effect Relation~>hips.

Uses Fiyurative Language

.

Interpret Directions and Instruction (1)

Interpret Directions and Instruction (2)

Interpret Directions and Instruction (]).

Interpret Directions ana Instruction (4)

Interpret Directions and Instruction (5)

Locates Information in Reference Sources

Sequ\;l1ce

.Jnn-1nl
.Jn2-1n~
.10Ll-]05
](J()-]]n .1 11- 11?
.In-1J5 116-117 .118-11 Q 120-123 124- J25 .126-](8

VIr. T(~stwiseness Resources

.129-148

FOR E W 0 R 0
Testwiseness is one of those skills which, if learned properly, can improve a student's ability to perform on formal and informal tests and also increase the student's confidence in his/her ability to perform successfully on such instruments. students can be taught how to take tests more effectively. The purpose of this document is to provide Georgia teachers with a series of twelve test-taking activities which are designed to teachers specific skills. The testtaking tips introduced herein can be applied to any testing situation at almost any grade level. Each activity has a teachers' guide for explanation. The mathematic and reading activities are based on the objectives of the Georgia High School Basic Skills Test. The final section is an annotated listing of resources which may be helpful in planning addition exercises. If these activities are used they should help m~ke students more proficient and confident when they face testing situations.

ACK~O~LEDGE~ENTS
This guide is a joint effort on the part of the Division of Standards and Assessment and the Division of Curriculum Services. Dr. Stan Bernknopf and Dr. Bill Hammond have been particularly resourceful in the production of this document. Robin Davis is also acknowledgeti for ller assistance in the final preparation of this document.
WRITING COMMITTEE
srccial Thanks is expressed to the members of the writing committee tor their hard work, support and creativity.
Rec;ina Fletcher, Teacher DeKalb County Schools Charles Hacker, Coordinator of Reading Atlanta City Schools Frances Jackson Reaoing Specialist Atlanta City Schools Lucretia Payton, Associate Professor Curriculum & Institution Gecrgia state University Atlanta city Schools Stephanie V. K. ~hitworth Secondary Reading Consultant Fulton County Schools
ii

COPYRIGHT NOTICES
Grateful acknowleoaement is made for permission to include the following copyrighted material:
Excerpts from the Houghton f\1ifflin study Handbook by James F. ShetJherJ. Copyright 19&2. Used by permission at the publishers.
sxcerpts from the Houghton Mifflin College Study Skills by Ja;:1es F. Shepherd. copyright 1979. Used by permission of the publishers.
Rerrinted and ada9ted from FANTASTIC T6LEVISION by Gary Geroni with Paul H. Schulman. copyright 1977 Ly Gary Geroni. Used by permission of Harmony Books, a oivi~ion of Crown Publishers, Inc.
Exc("!rpt frolll "world's First-and-Greatest Detective" by Jar~es StRwart Gordon. Reader's Digest, October 1977. Adapted from "'"orld's First-and-Greatest Dectective". Copyright 1977 by Reader's Digest Association, Inc.
Excerpt from "Teenage Eating Habits" in Science ~ews, 1965.
Exc~rpt from "High Flying High School Courses" in the New York Tir-;<es. Copyriqht 1967 by The New York Times Cor;-:)lany.
Exc(~rI't from "Sinkholes" in the New York Times. Copyright 1967
uy 'lhe New York Times Company.
Excerpt from "Criminal Detection Weapons" in the Albany Timesenion. Copyright 1966 by The Albany Times-Union.
Excerpt adapted from "How They Filmed a Classic", fro!" the book The Making of the Wizard of OZ by Aljean Harrety. Copyright 1979 by Alfred A. Knopf, Inc.
Excerpt frow "Newberry and Caldecott Medals" in the New York Times. Copyright 1979 by The New York Times COlnpany.
Excerpt from "Thousands Are Stranded as Blizzare~ Buries Mid ....'est" in The New York Times. Copyright 1979 by the New York Times Company.
iii

Excerpt from "~ights of the Arrested" adapted from Family Encyclopedia of American History. Copyright 1975, by the Reader's Digest Services, Inc. Excerpts from "Minnows: Fascinating Little Fishes" by Lawrence Pringle. Copyright 1977. Highlights for Children, Inc., Columbus, Ohio. EXc0r~t from "Currier & Ives: Printmaker to America" by virqinia M. LaCrone. Copyright 1977. Highlights for Children, Inc., ColunilJus, Ohio.
Gxcerpt from "How the Prey Outsmarts the Predator" by George w.
Frame. December 15, 1979 issue, page 25. Copyright 1979, Highlights for Children, Inc., Colunbus, Ohio. Excerpt from Essential Skills (Book 9). Jamestown Publishers. Excerpt from Simulation Exercises: Designing and Implementing i~inimur'1 Corupetency Programs, by W. Jarrles Popham and Elaine Linheim. Copyright by Instructional Objectives Exchange, Los ~ngeles, California.
iv

INTRODUCTION
TIPS O~ TEST TAKING
Children today need support systems that work cooperatively in assuring them that both parents and teacher3 care about how they succeed in taking tests.
Inside this manual you will find helpful hints and sugqestions for both teachers ana parents in prepar ing students for taking tests. Let's ""ork together and reduce the fear and anxiety in test taking.

-2INTRODUCTION SOMETHING TO PO~DER TIPS FOR STUDENTS
Test-Taking Is Plain "Ole" Common Sense

After you've read a question:

1.

Select the answer you think is correct.

2.

Find the number of the question on the answer sheet.

3.

Fill in the circle that corresponds to the answer you choose.

4.

Using the pencil you were given make a heavy dark m~rk that

fills in the entire circle.

5.

If you decide to change your answer, erase your original

mark cOlnpletely, then mark the circle for your new answer.

6.

Never mark two answers for the same question.

7.

Do not fold, crease or tear the answer sheet.

To achieve the best possible score, consider the following:

1.

Do not spend too much time on anyone question.

2.

Answer all of the questions you feel sure of, then go back

and review the questions you did not answer the fir~t time,

you may find some answers by rejecting those choices you know

to be incorrect.

3.

\.\-hen you receive directions, follow theln step by step.

4.

When you can't follow the directions you were given, use

your co~non sense and personal judgment.

5.

Did you read the directions accurately? You must read

carefully.

-3-
FOR PARENTS
1. Begin the child's morning promptly and keep things moving without frustrating your child.
2. Demonstrate verbally and non-verbally that you have confidence in your child.
3. Prepare a balanced breakfast for your child. 4. Discourage undue pressure. 5. Don't compare your child to your neighbor's
child (each child is an individual.) 6. Make sure your child has adequate sleep (8 hours
uninterrupted). 7. Prepare your child's garments early.
o. Keep up on your child's progress throughout the
year. 9. Tell your child to do the best he/she can. 10. Introduce child to test taking skills (talk with
teacher in advance). 11. Play voca bulary games wi th your ch i Id (re fer to
Key Word List following this section). 12. Reduce fear. 13. Demonstrate to your child that you are relaxed. 14. Discourage your child from taking tranquilizers,
stimulants and excessive liquids. 15. Smile (Hug your child).

-LL

FOR TEACHERS

THROUGHOUT THE YEAR Review test vocabulary usage* Convince students that you have faith in them Becoll1e aware of content students need to know Develop positive attitudes towards testing
*Sec Key Word List which follows this section.

PRIOR TO TESTING

DURING TESTING

Make out seating chart (Management purposes)

Relax

Work with a stop watch (beginning and ending of test sessions)

Eliminate visual and auditory distractions

Explain purpose of testing.

Demonstrate verbally and non-verbally a positive attitute towards administering
test.

Communicate to parents the importance of testing (providing testing dates-memo's)

Make sure the environment is conducive for students to take test (welllighted, quiet, wellventilated and uncrowded) .

Provide instruction a~d practice in test taking skills.

Make sure you can be heard by all students (voice).

Practice relaxation exercises with students.

Encourage students to get sufficient sleep and rest prior to test taking.

Encourage students to dress comfortably.

Provide experience in taking timed tests.
Have test materials well organized.

Be explicit in giving directions and instructions.

-5FOR TEACHERS (CON'T)

~HROUGHOUT THE YEAR

PRIOR TO TESTING
Read over the manual before administering the test.
Review the utilization of answer sheets (have students practice using the answer sheet).
Take care of student lavatory needs.
Conduct a question and answer period on test taking.

DURING TESTING

*See Key ~ord List which follows this section.

-6-
KEY \'JORD LIST
This list contains words frequently used on exams and an explanation of what is expected when the word is used. There is also a sample question with each word.

1. COMPARE: 2. CONTRAST: 3. CRI'rICIZE: 4. Df~FINr.;: 5. DESCRIBE: 6. DIAGRAN:

Look for qulities or characteristics that resemble each other. Emphasize similarities among them, but in some cases also mention differences.
EXAMPLE: COinpare college education in England with that in America.
stress the dissimilarities, difference or unlikeness of things, qualities, events, or problems.
EXAMPLE: Contrast the essay test form with the objective test form.
Express your judgment abou the merit or truth of the factors or views mentioned. Give the results of your analysis of these factors discussing their limitations and good points.
EXAMPLE: Criticize the present grading system used in this class.
Give concise, clear, authoritative and exact meanings. Don't give details, but make sure to give thp liimits of the definition. Show how the thing you are defining differs from other things in its class.
EXAMPLE: Define the following terms: "Osmosis", "perennial", "Annual".
Recount, characterize, sketch, or relate in sequence or story form. Give a word picture of the appearance or process.
EXAMPLE: Describe life in the united states in the 20th Century.
Give a drawing, chart, plan, or graphic answer. usually you should label a diagram. In some cases, add a brief explanation or description.
EXAMPLE: Diagram the circulatory system of a plant.

-7 KEY WORD LIST (CaN'T)

7. DISCUSS: 8. ENUMERATE: 9. EVALUATE: 10. EXPLAIN: 11. 1 LLUSTRATE: 12. INTEI<PRET: 13. JUSTIFY:

Examine, analyze carefully, and give reasons pro and con. Be complete, and give details.
EXAMPLE: Discuss the Marshall Plan. Give the strong points in the Marshall Plan, and the weak points, with examples of each.
write in list or outline form, giving points concisely one by one. Don't explain or give details.
EXAMPLE: Enumerate the advantages of a high school education.
Carefully appraise the problem, citing both advantaqes and limitations. Emphasize the appraisal of authorities and, to a lesser degree, your ~ersonal evaluation.
EXAMPLE: Evaluate the twelve-month school year.
Clarify, interpret, and spell out the material you present. Give reasons for differences of opinions of results, and try to analyze causes. Answer by telling WHAT the principle or process is, HOW it operates, and IvHY it works.
EXAJ-1PLE: Explain the principle of "Osmosis".
Use a fig u r e, [J i c t u r e, d i a 9 ram 0 r con ere tee x ()Ill [J let 0 explain or clarify a proble/o.
EXAMPLE: Illustrate how a Ullnily Cedl lJudqct its income.
Translate, give examples of, solve or comment on a subject, usually giving your judgment about it.
EXAivlPLE:: Interpret Dr. King's "Dream" speech.
Prove or give reasons for decisions or conclusions, taking pains to be convincing.
EXAMPLE: Justify John Galt's decision to abandon society.

14. LIST: 15. OUTLINE:
16. PROVE: 17. RELATE: 18. REVIEw: 19. STA'rE:

-8-
KEY WORD LIST (CON'T)
As in "enumerate," write an itemized series of concise statements.
EXAMPLE: List the causes of the First l'Vorld War.
Organize a description under main poins and subordinate points, omitting minor details and stressing the arrangement or classifications of things. List only the important ideas and group the less important ideas under them.
EXAMPLE: Outline the steps necessary in writing a term paper.
Establish that something is true by citing factual evidence or giving clear logical reasons.
EXAMPLE: Prove that intelligence testing is or is not a valid criterion for admission to college. what you believe doesn't count; you have to produce evidence.
Show how things are related to, or connected with, eacll other or. how one causes another, correlates with another, or is like another.
EXAMPLE: Relate how MacBeth's wife caused his downfall.
Examine a subject critically, analyzing and commenting on the important statements to be made about it.
EXAMPLE: Review Aristotles's view of "the good life".
Present the main points in brief, clear sequence usually omitting details, illustrations, or examples.
EXAMPLE: state your reasons for coming to college.

-9KEY WORD LIST (CaN'T>

20. SUMMARIZE: 21. TRACE:

Give the main points or facts in condensed form, like the summary of a chapter, omitting details and illustrations. To summarize means to add up and give results.
EXAMPLE: Summarize the effects of the Treaty of Versailles. state highlights only. Be brief.
In narrative form, describe progress, development, or historical events from some point of origin.
EXAMPLE: Trace the migration of humanoids to North America.

Excerpted From:

Sinclair Community College. "Suggestiorls for Preparation in Taking Tests," Dayton: Sinclair Commullity College, 1977 (Mimeographed>.

SdI~ SS3N3SIM~S~~
T1~3N3~

-11Teacher Guide T-l General Testwiseness Tips

Lesson T-l

Purpose:

To make students aware of some general testwiseness tips and to allay their anxiety by verbalizing their fears.

What You Need: Activity Sheet T-l

Teacher Talk: This is the first of 14 lessons on testwiseness. Each lesson is designed to teach you a technique which should help you on the Basic Skills Test (or any test). The procedure for these lessons will be to first introduce the technique by having the classwork through an example together. Then you will be given an activity sheet with 5 practice questions. TO create a little testing pressure - these practice sessions will be timed. A class discussion will follow in which you will be asked to share your thought processes. So you will need to try and remember exactly what went through your mind as you answered each ques-
tion. Hopefully this shar ing "out loud" wi 11 help all of us to
develop better thinking strategies for attacking multiple choice
test items.

Before we begin to solve actual test-like items, this first lesson will be a simple discussion of some very general, but extremely important testwiseness tips. Most of these things you will already know. The purpose of Lesson T-l is to emphasize them and stress that you actually follow through wi th these suggestions when it's time to take the test.

You may want to compile a testwiseness notebook by putting the Activity Sheets together. If so, this will be your first page.

Activity: Pass out Activity Sheet T-l, "Testwiseness Tips". Use this sheet as a discussion guide. Elaborate on each tip as you see fi t. Encourage students to share personal anecdotes, fears, and incidents regarding their pr ior test i ng exper iences. Elicit as much discussion from them as you can. Just verbalizing their fears will help to reduce their anxiety.

Guide for Discussion:

Physical Readiness - Caution students not to drink a lot
of liquids and to use the restroom before each testing session.

-12-
Teacher Guide T-l General Testwiseness Tips (Con't)

3) Long sleeves with ruffles and fancy cuffs may be cumbersome, tight necklines may be irritating, etc.

Reduce Anxiety - Explain that almost everyone gets nervous before a test and that a little anxiety is good for you - it works like adrenaline does for athletes.

Explain that following the "Physical Readiness" suggestions will automatically help reduce their nervousness.

Any test is usually never as difficult as you imagine.

Remember that you can take it again - but don't let that influence you to give up - try your very best.

5) Sometimes a student won't choose an answer because its letter is the same as the previous one(s). They think
test-makers wouldn't put three "c" answers in a row.
Students shouldn't pay any attention to these letter
patterns!

9) & 10

Put everyone else out of your mind and just concentrate on you. Don't worry about which page others are on. Don't get frustrated when other finish early - it doesn't necessarily mean that they have done better than you.

Have Class Practice the Following:

Exercise for reducing anxiety: Relax your face. Don't actually smile, but feel yourself smiling on the inside. Then, take a very deep breath. Then, still smiling, let breath out very slowly.

Follow Directions

One common deficiency among students who score low on tests is that they do not pay enough at-
tention to the directions.

-13-
Teachers Guide T-l General Testwiseness Tips (Con't>

Time Management

1.

Unlike most reading comprehension tests, the

Basic Skills Test does not direct you to read

the selection first. rn--any test, regardless

of the directions, it is usually best to glance

over the questions first so that you will have a

idea of what you are reading for.

2.

Do no read each paragraph so laboriously for

everything. Discover what you need to know and

read for that.

3.

Answering the easiest questions first helps to

build their confidence.

4.

The difficult items may come to them more easily

when they go back to them. Also, they may find

the answer in a related part of the test.

5.

Explain that some tests penalize students for

guessing. The Basic Skills Test does not. Guess-

ing does not mean wildly choosing any answer, but

making educated guesses. Lesson 2-13 teach tech-

niques for making education guesses.

6.

Explain that the Basic Skills Test is not timed,

but that they won't have all day either.

The old saying that changed answers are usually changed from right to wrong does not always hold true.

Name

_

Activity Sheet T-l

-14-

General Testwiscness

Tips

Directions: This activity sheet lists some general Testwiseness
Tips that will, hopefully, help you to do better on the Basic
Skills. Test or any other test you take. Use it as a listening guide as your teacher leads a class discussion.

Physical Readiness

TESTWISENESS TIPS

1.

Get a good night's sleep.

2.

Eat a nourishing breakfast.

3.

Wear comfortable clothing and dress for the

temperature of the room you will be taking the

test in.

4.

Do not take tranquilizers or stimulants.

5.

If you're supposed to wear glasses, wear them.

This is no time for vanity.

Reduce Anxiety

1.

Be on time.

2.

Don't rush through the test - but don't dally

either.

3.

Don't worry about the whole test at once - just

takle each question one at a time.

4.

Don't "score" yourself as you take the test.

5.

Don't look for letter patterns of correct

answers.

6.

Don't panic if you have a memory lapse or mental

block. This is a normal occurence. Just go on to

the next item and come back to the trouble

spot later.

7.

Don't expect to- know the answer to every

question. Expect some-rtems to be too hard. Just

do your best.

8.

Avoid unneces~ary clock watching.

9.

Ignore other test takers.

10.

Don't sit near your friends.

11.

Think positively.

12.

Don't give up!

Follow Directions

1.

Read all directions carefuIIx,

General Testwiseness

-15-

Tips (Continued)

2.

Do the sample questions even though you think you

understand.

3.

If you don't completely understand what to do,

don't hesitate to ask for clarification.

4.

Sometimes you will need to re-read the directions

or the questions to be sure you are answering

what is being asked.

5.

Don't assume that all the questions in the same

section follow the same pattern. One question

may ask for a true statement, the next may ask

which statement is not true.

Time Management

1.

Read the questions first, then read the

paragraph.

2.

Understand that reading to answer specific

questions is a different task from reading for

content mastery.

3.

Answer the easiest questions first.

4.

Skip over the more difficult items and corne back

to them later. List these numbers on your

scratch paper, and be sure to skip that row on

your answer sheet.

S.

Answer all questions. There is no penalty for

guessing.

Teacher Guide T-2

-16-

Using prior Know-

ledge/Common Sense

Logical Thinking

Lesson T-2

Purpose:

To build student self-confidence in test-taking skills by showing students they do have the
common sense necessary to think through test items and to arrive at the correct answer.

What You Need: Activity Sheet T-2, Stopwatch

Teacher Talk:Educational researchers have studied the difference between how low scorers and high scorers approach problems
on a test. High scorers do not get upset about the entire test, but attack each item as a separate challenge. When they corne to
a difficult question they do not panic, but rather they try to reAson through the item step by step in a logical manner. Low scorers, on the other hand, tend to do the following:

assume that they either "know" or "don't know" an answer. operate on hunches or feeling. give up quickly if a solution is not at hand. try to remember solutions to similar problems,
rather than solve each new problem independently. use a negative approach, selecting an answer only because the others appear unattractive.

If this sounds like how you go about taking a test, then there's hope for you! It's been discovered that unsuccess ful test takers often begin to tackle difficult test item just as a high scorer would - but get discouraged or confused and give up too soon. In reality, many of these students actually could have solved the problem. They just needed to stick with it, to think through it clearly, slowly, step by step, and to have a little confidence in themselves.
Just putting your very own prior knowledge, common sense, and logical thinking to good use will often help you to answer questions that might first appear impossible. For example, look at the test item on the overhead projectorCBoard).

-17-
Teacher Guide T-2 Using Prior Knowledge/Common Sense Logical Thinking (Continued)

Which of the following questionnaire items is a dichotomous question?

(A)

Do you find the subject of test-taking to be

interesting?

Yes

No

(B) What is your opi-n"'Ti-o-n--o--:f.... the value of learning

test-taking skills?

(C)

How do you rate your test-taking skills?

Good

Fair

Poor

(D)

How many hours wil you study today? ~--:::,..-----

I 2 3 4 5 678

(Answer: A)

If you already knew that di was the Greek prefix meaning "twice, double, or twofold," how would you think through this problem? (Help students to think out loud as they look at each option). Notice that (A) has two parts, (B) is open-ended, (C) has three parts, and (D) has 8 parts. (You might also ask someone to volunteer to try and define the word dichotomous, which means "divided into two parts").

Before actually beginning the practice with multiple choice

items, take a moment to acquaint students with the following term-

inology: stem, options, distractors. Multiple choice items con-

sist of a stem (a statement or question) followed by a number of

options or choices. The actual number of options ranges from 3

to usually no more than 5. The entire Basic Skills Test is multi-

ple choice format, all having 4 options are called distractors.

And that's exactly what they do

they try to distract the

student's attention away from the correct choice.

It is extremely important to consider all options carefully. After analyzing and thinking through each choice you will
be able to eliminate the obviously wrong options and concentrate on the options left. Sometimes more than one option will seem to be correct, but only one of them will be the best answer.

-18-
Teacher Guide T-2 Using Prior Knowledge/Common Sensei Logical Thinking (Continued)

Activity: Pass out Activity Sheet T-2. Go over directions
with students. Warn them to pay attention to their thought processes as they answer each item. They will be asked to verbalize their tactics in the discussion portion of the lesson. Remind them that they are being timed and to use all of their time wise1y. They should put into effect all the hints from Lesson T-1 such as skipping the most difficult items and going back to them,
checking over work when finished, etc. Time: 3 minutes.

Guide for Discussion:

1.

Even though they do not know the word

bifurcated, common sense tells them to

eliminate the other 3 options.

2.

Eliminate (B) - milk is not a stimulant.

Eliminate (D) - yes, they may all be refreshing,

but that is a 1 )matter of opinion and 2) you

get a good idea that that is not what the

question is asking.

Now choose between (A) and (C).

They are all liquids, but even more so, they

are liquids that can be consumed. Eliminate (C)

the more general, and go with (A).

3.

Your pr ior knowledge tells you Los Angeles and

San Francisco are both in California. But what

about the more unfamiliar Redding?

Eliminate (D) - two options are in California,

for sure. The only option left is (E), and

because options (A) and (B) are correct, we can

conclude Redding must be in California too.

4.

Eliminate (A) and (B) - you know we've had both

roads and bridges a long time before 1860.

Choose between (C) and (D).

Eliminate (C) - the telegraph was invented before

the telephone.

-19-
Teacher Guide T-2 Lesson T-2 (Con't)

5.

Eliminate (A), (B) and (C) in any order - they

all can be used to learn something new.

(D) is correct

we can't teach something we

don't know.

Answer Key:

1. (D)

2. (A)

3. (E)

4. (D)

5. (D)

Excellent Resources for further exercises:
Shepherd - College Study Skills, Page #225-232 Shepherd RSVP, Page #315-318.

- Name --------------------

Activity Sheet T-2

-20-

Using Prior Know-

ledge/Common sensei

Logical Thinking

Directions: Use common sense, prior knowledge, and logical thinking to answer the following items. pay attention to your thought-processes., You wi 11 be asked to share them out loud in a discussion afterwards. Be sure and place your answers in the separate answer block provided at the bottom of the page. You will have 3 minutes.

1.

Jeans are:

(A) worn on the head (B) worn on the shoulders (C) worn on the feet
(D) bifurcated

2.

Coffee, tea, and milk are:

(A) beverages (B) stimulants (C) liquids
(D) refreshing

3.

Which of the following cities is in the state of

California?

(A) Los Angeles (B) San Francisco
(C) Redding (D) None of these (E) All. 'of' these

4.

Before 1860 in the united States, there were

improvements, in all of the following except:

(A) roads (B) br idges (C) the telegraph
(D) the telephone

5.

Which of the following methods is NOT used for

learning information?

(A) Recite by writing rather than by speaking (8) Summarize information in a comparison chart
a (C) Make a mnemonic device to aid learning
(D) Teach the unknown information to friend

-21-
Activity Sheet T-2 Using Prior Knowledge/Common Sensei Logical Thinking
Make up an Item of your own and "Test" your neighbor.
2@@@@
3@)@@@ 4@(')(S)@ 5@@@@
(A) (B) (C)
(0)

-22-

Teacher Guide T-3 Break into Manageable parts/Treat as T/F

Lesson T-3

Purpose:

To give students practice in logically attacking a long, involved multiple choice item by breaking it
into manageable parts and treating each option as a separate true/false item.

What You Need:

Activity Sheet T-3, Stopwatch, dittoed or xeroxed copies of example, or put it on overhead.

Teacher Talk:

In Lesson #2, we learned that if we use our

pr ior knowledge, common sense, and logical thinking, we have a

better change of answering multiple choice questions correctly.

However, every test is going to have some items that appear extra

long and extra confusing. When you come to such items, it is

even more important that you remain calm and keep a positive

attitude. The following suggestion will help you through these

difficult cases.

After reading over the entire item, don't get flustered. Go back and break the question down into manageable parts. You
will find that you usually know more about a problem that you think you do. Treat e'ach option as a separate true/false question. This will help to insure that you are giving each option the proper consideration, and it will help you to focus on one segment at a time.

It may help if you use your scratch paper to list items you eliminate or to jot down sequences, words, etc. Scratch paper can be used for more than just the math items. Let's think through a more involved question together.

Lakeland, Florida-Apr il 20 - Two cars dropped from sight, plunging to the bottom of a 30-foot sinkhole that turned up so suddenly the drivers could not avoid it.

No one was hurt, but the incident was the fifteenth of its kind reported in this area so far this year.

At a town 13 miles from Lakeland, two bedrooms of one house dropped into a hole 60 feet across and 35 feet deep. Part of the
next house hung dangerously over the hole. The people in both houses had to be taken to safety.

Teacher Guide T-3

-23-

Break into Manage-

able Parts/Treat as

T/F (Continued)

The worst sinkhole in recent years appeared in 1965. It was 70 feet across and 150 feet deep. It destroyed one house, damaged several others and cracked walls a city block away.
One hole, 15 feet deep, opened up this year in the middle
of u.s. Highway 19 seconds after a car had driven by. Others in
the same area occurred at night, damaging houses, swallowing up lawns, trees and parts of streets and causing 23 frightened residents to run away from their homes in nightclothes.

Which of the fo llowing facts could be pr inted in a newspaper article on sinkholes?

(A)

The worst sinkhole in recent years was 70 feet

deep and 150 feet wide.

(B)

On April 29th three cars pluged into a 20 foot

sinkhole.

(C)

One hole, 19 feet deep, opened up in the middle

of u.s. Highway 15.

(D)

A sinkhole 60 feet across and 35 feet deep

occurred at a town 13 miles from Lakeland.

(Answer: D)

Because these options contain a lot of facts and figures, the entire item looks ominous at first. However, if we look at each option separately, we find this isn't so difficult after all.

Eliminate A

The worst sinkhole had the oppos i te

dimensions so this option is false.

Eliminate B - Thi3 also contains "twisted" figures - there were only 2 cars and the hole was 30 feet - this option is also false.

Eliminate C - Numbers, once again, are reversed - it was Highway 19, and 15 feet deep - this option is false.

So that leaves "b" - and if we check-back to the selection,
we see that the numbers do correspond and that the statement is true.

Teacher Guide T-3

-24-

(Continued)

Activity: Pass out Activity Sheet T-3. Go over directions with

students. Emphasize that students take time to go through these

options carefully, yet to remember that they are being timed.

Time -them for 10 minutes.

--

Guide for Discussion:

1.

For "picky" items such as this you will have to

refer carefully to the selection to verify each

detail in each stem. Once you have an idea of

the kinds of distractors, you could use your

scratch paper to jot down and visually connect

the authors, book, awards, etc. For example:

"E. Raskin - westing Game -J. Newbery P. Goble - Gir1. . Horses - R. Caldecott". This could he lp those of you who tend to have problems skimming the selection for all these
details.

Eliminate A - she's received Newbery - Not
Caldecott - False. Eliminate B - Caldecott is the award, not the author. We can stop here - there's no need in sorting through all the other information in this distractor. The false first part makes the rest of it false too!

Keep "C" in mind - it looks true.

Now we can eliminate "0" - they will be presented in June, not July.

Return to "C"and mark it as your correct answer.

2.

Scan the index and read the items to see if there

are any we can automatically el imi nate. Due to

the nature of this item, it is best if we double

check each option carefully. Remember this time

we are looking for an incorrect or false

statement.

Eliminate A - this is true. Eliminate B - this is true. Eliminate C - this is true. This leaves option "0" as the correct answer. But let's double check to sure. "0" is false. The magazine ran only 2 articles on airplanes.

-25-

Teacher Guide T-3 (Continued)

3.

Eliminate A - it is false. 10 hours x $2 = $20

plus first 2 hours free! This equals 12 hours

for only $20. (not $25)

Eliminate B - it is false. 40 hours x $4 - $160 (not $200).
Keep nCR - it looks true - 12 hours + 40 hours =
52 hours total. 52 hours x $15 = $780.

Now let's check to be sure "0" is false.

Eliminate "0" - it is false. $160 + $20 = $180
total cost at high school. $780 - $180 = $600
(not $500)

Go back and mark answer "C" since it is the only true one.

-26-
Teacher Guide T-3 (Continued)

4.

If you have a lot of trouble with sequence

problems, you may want to use scratch paper and

jot down the events in an abbreviated form. For

example:

1. person arrested. 2. right read
3. jail 4. writ of h.c.
5. court 6. officer explains
7. judge 8. if yes - jail

Keep nA - it seems true - on our list, the event before court is writ of habeas corpus.
Eliminate "B n - not completely true - it only says he is brought to jail, not that he has to stay an entire night.

Eliminate nC" - False according to sequence - this does happen at the very first, but it isn't a cause of the arrested person being brought to court - only the habeas corpus writ will get him
to court to see if he'll be held or not.

Eliminate nD" - False according to sequence after he is brought to court - not before.

this happens

Return to nAn - double check by thinking through it again. If it still seems true, and it does,mark "A".

5.

By skimming over all options, we see we can

quickly eliminate two (2) of them.

Eliminate "A" - False, we need i ve (5 > ingredients - this only lists four (4).

Eliminate "c"
ingredients.

False, only three (3)

We need not even spend time analyzing the individual amounts in "An and nC n - it is obvious important ingredients are missing entirely.

-27Teacher Guide T-3 (Continued)

Now choose between "B" and "D". Eliminate "B" - False - three (3) hot dogs would not be a pound. Double check "D" to be sure it is true.
2 (8 oz.) packages = 1 (16 oz.) package of vegetables 1 (16 oz.) package hot dogs = 1 lb.
Mark "D" as correct answer.

Answer Key:

1.

(C)

2.

(D)

3.

(C)

4.

(A)

5.

(D)

Name

_

Activity Sheet T-3

-23-

Break into Manage-

able Parts/Treat as

T/F

Directions: As you answer each of the following multiple choice questions, treat each option as a true or false question.
write T or F next to each letter in the margin. Be prepared to share your reasons with your classmates in the discussion session. Use scratch paper for both the verbal and math questions. Be ready to share these with the class too. You may pass on some helpful hints! You have ten (10) minutes.

1.

The nation's major prize for authors and

illustrators of children's books will be given to

Ellen Raskin, author of The westing Game, and

Paul Goble, illustrator and author of The Girl

Who Loved wild Horses.

Miss Raskin will receive the John Newbery Medal for the most distinguished contribution to Ii terature for children in 1978. Mr. Goble wi 11 receive the Randolph Caldecott Medal for the most distinguished picture book for children in 1978. Both awards will be presented in June at the annual convention of the American Library Association.
Reader's Digest Book H-p.30

Which of the following statements is correct?

(A) Ellen Raskin, author of The Westing Game, wi 11 receive the 1978 Caldecott Medal in June at the annual convention of the American Library
Association.'

(B) Randolph Caldecott, author and illustrators of The Girl Who Loved Wild Horses will receive the 1978 Globe Award in June at the annual convention of the American Library Association.

(C) The Girl Who Loved Wild Horses is a picture book for children.

(D)

The John Newbery Medal and the Randolph Caldecott

Medal will be presented in July at the annual

convention of the American Library Association.

Activi ty Sheet T-3

-29-

(Continued)

2.

Abraham Lincoln

Poem by Aileen Fisher, Feb.26

Accident of "America," The Article by Denise Goodman Jun-Jul: 41

Adelina Patti Article by Mary Needham Ascot
Oct:30

Adelson, Herman S. - Author of Making the Team, Jun-Jul:6

Adventure at Midnight Story by Sue Brooks, April:32

African wild Dogs Article by Georgia W. and Lory
Herbison Frame, Aug-sept:30

Airplanes The Gossamer Condor, Apr:12 Channel Crossing, Dec(Res):16

Alaska How Much Do You Know About Alaska? Oct:40 Living in fhe Bush Article by Gretchery .walker, Jan:19

Albert, Richard E.

Author of

Shadow, Shadow, Hide-and-seek,

May:24

Aloysius and the Missing Jelly Story by Sydney K. Davis,Mar:20

Aloysius and the Picnic Lunch Story by Sydney K. Davis, Jun-Jul:20

Alpenhorn The Swiss Alpehhorn,Aug-Sept:38

Activity Sheet T-3

-30-

(Continued)

According to this annual index in the December issue of a children's magazine, which of the following is incorrect?

(A) Sydney K. Davis authored two stories about a character named Aloysius.

(B) Adelina Patti is the title of an article.

(C) The issue which came out during the month of Lincoln's birthday contained a poem about him.

(0 )

The magazine ran three articles concerning

airplanes during the year.

3) At lease 100 high schools in the united States now have courses in aviation for those students who want to take such a course. Many high schools offer flying lessons along with instruction in how an airplane works. Three high schools in Atlanta, Georgia for example, now have permanent aviation course and offer flying lessons at $9.00 an hour.
Some schools even own their own planes. One such school is in Crescent City, California. It gives students in its aviation courses two free hours of flight training. Afterwards, the rates are $2.00 an hour for the first ten hours and $4.00 an hour for the next 40 hours. It would cost the student about $15.00 an hour if he tried to get this flying instruction from a private flying school.

Aviation students at the high school in Cresent City:
(A) pay a total of $25.00 for their first 12 hours of flight training.
(B) pay $200.00 for the next 40 hours of flight training.
(C) would pay $780.00 for the same number of hours of flight training at a private school.
(D) save $500.00 by taking flight training from their high school rather than from a private flying school.
4) "You have the right to remain silent. Anything 'you say can and will be used in a court of law. You have a right to talk to a lawyer and to have the lawyer present with you when you are

-31-
Activity Sheet T-3 (Continued)
questioned. If you can't hire a lawyer, one will be appointed to represent you before any questioning if you wish".
These four sentences are said by police officers across the Uni ted States whenever they make an arrest. The sentences must be said in order to protect the arrested person'sbasic rights.
After the suspect is read these rights, that person is brought to the police station and put in jail. But a writ of Habeas Corpus prevents the police from keeping a person impr isoned wi thout good reason. The words habeas corpus mean "you should have the body".
When a person is arrested, that person's lawyer or a friend appears before a judge and asks for a Writ of Habeas Corpus. The writ orders the arresting police officer to bring that person into court. The officer must then show why the suspected person is being lawfully detained. A judge decides if there is enough reason to hold the person. If the judge's decision is "yes", the person is returned to jail to wait for trial.

Before the arresting of f icer br ings the arrested person into court, what must occur?

(A)

a party interested in the arrested person appears

before a judge' and asks for a Wr it of Habeas

Corpus. ,

(B)

the arrested person must spend one night in jail.

(C)

the arresting officer must read the suspect his

rights.

(0)

the arresting officer must explain why the

suspected person is being lawfully detained.

-32-
Activity Sheet T-3 (Continued)

5) Calico Franks
2 packages (a-ounces each) frozen mixed vegetables with onion sauce. 1-1/2 cups milk
1 pound frankfurters, sliced 1 cup soft breadcrumbs (2-s1ices)
1 package (4-ounces) shredded cheddar cheese.

You want to make calico Franks for dinner. You take stock of the items in your kitchen. with which set of ingredients
below would you be able to make this recipe?

(A)

2 packages frozen mixed vegetables with onion

sauce.

1 package frankfurters

1 canister bread crumbs

1 4 oz. package shredded cheddar cheese

(B)

2 packages frozen mixed vegetables with onion

sauce.

1 quart milk

3 hot dogs

1/2 loaf of bread

1 a oz. package shredded cheddar cheese

(C)

2 packages frozen mixed vegetables with onion

sauce.

1 gallon milk

1 loaf of bread

(0)

1 (16 oz.) package frozen mixed vegatables with

onion sauce.

1 carton (1/2-gallon) of milk

1 (16 oz.) package hot dogs

1 loaf of bread

1 lb. of cheddar cheese

-33-
Activity Sheet T-3 (Continued)
Make up an item of your own and "test" your neighbor.
l@(li)@)
2@C9J@@ 3@@>@@
4@,l@@@
5@@~
(A) (B) (C) (D)

Teacher Guide T-4

-34-

Eliminate Obviously

Wrong and Ridiculous

Items

Lesson T-4
Purpose: To teach students to eliminate silly, ridiculous, and obviously wrong options. The more that are eliminated, the higher the chances of choosing the correct answer.
What You Need: Activity Sheet T-4, Stopwatch
Teacher Talk: In Lesson 3 you learned to treat each option in a multiple choice item as a separate true and false question. In this and the next few lessons, you will be learning to recognize and to eliminate various types of options known as distractors.
One way test writers distract test takers is to include options that are obviously wrong. Many times those distractors are extremely silly or ridiculous, other times they are more subtle. Let's take a look at one of the more subtle ones.
The state wi th the highest total population in the Uni ted States in 1950 was:
(A) Chicago (B) Canada (C) New York (D) Washington, D.C.
(Answer: "C")
Which option(s) can we automaticaiii eliminate?
(A) because it's not a state, it's a city. (B) because it's not a state,it's a country. (D) because it's a district.
Through this process of elimination we have "C", the correct answer left.
Some students get upset or disturbed when they notice silly, obviously wrong options on a test. However, they should take advantage of such distractors. If you can definitely, easily eliminate two options, then that leaves you only two to have to analyze, concentrate on, and choose from. It gives you a 50/50 chance of getting the right answer. 'The more 'i'tems'you can eliminate, the fewer you have to choose from, and the better your odds.

Teacher Guide T-4

-35-

Eliminate Obviously

Wrong and Ridiculou3

Items

You're not penalized for guessing on the Basic Skills Test, so eliminate as many distractors as you can and make an educated guess among the remaining options. And remember, you've got common sense, prior knowledge, and logical thinking on your side.

Activity: Pass out Activity Sheet T-4. Go over directions with students. Time them for three (3) minutes.

Guide for Discussion:

1)

Eliminate B, C, and D

plains, deserts and

prairies are all flat places.

2)

Eliminate B for ridiculousness - he did chop down

a cherry tree, but it wasn't with a chainsaw.

3)

Eliminate 0 for silliness - he did throw a silver

dollar across the Delaware, but that doesn't give

us cause to say he threw money away.

Now choose between A and C -

be careful - eliminate A first!

that's the word fourth not

4)

Eliminate A - way too much

Eliminate B - way too little

Choose between C and D

Correct answer is 0 - if you have trouble wi th

fractions, think of 3/3 as 1 cup, and one third

is left, so you need 1-1/3 cup.

5)

Eliminate Band C - ridiculous

Choose between A and D

if you read the

paragraph carefully, you should have no--S::ouble

with this one!

Eliminate D - selection says nothing aoout sound

being used for warning system.

6)

Eliminate A - ridiculous

Eliminate D - obviously wrong

Choose between Band C

Eliminate C

Is the trail never, ever wide

enough? It must be at some point.

Answer K.~":"

1.

(A)

2.

(C)

. 3.

(0)

4. (A)

5. (B)

Name

-36-

_

Activity Sheet T-4

Eliminate Obviously

Wrong and Ridiculous

Items

Directions: Answer the following multiple choice questions. As you do so, keep mental track of what went through your mind. Note which distractors you eliminated first, and why. You will have three (3) minutes.

1)

Mount Reid is a mountain peak in the:

(A) Klondike Range (B) Great Plains
(C) Sahara Desert (D) Canadian Prairie

2)

Among many other things, George Washington is

remembered for being:

(A) fourth president of the United States
(B) inventor of the chain saw (C) a general in the army (D) careless with money

3)

A recipe for a quiche calls for 2/3 cup of milk.

You want to double the recipe. How much milk

should you add?

(A) 1 gallon
(B) 2 tablespoons (C) 1-1/4 cup (D) 1-1/3 cup

4)

Scientists who study fish are called

ichthyologists (ik-thee-ol-o-justs). They have

found that many kinds of minnows are easy to keep

in aquariums. By putting microphones underwater,

they have discovered that minnows make sounds,

including purrs,

triolls,

and knocks.

Ichthyologists have also learned that minnows

sometimes "smell danger". When a minnow is hurt

or killed, a chemical from its skin spreads

through the water. It acts as a danger signal.

Other minnows flee and hide when they small the chemical.

-37-
Activity Sheet T-4 Eliminate Obviously Wrong and Ridiculous Items (Continued)

Which of the following is a correct statement concerning minnows?

(A) An injured minnow emits a chemical which warns

other minnows of danger.

(B)

Minnows are considered cowards.

(C) Minnows will sing into a microphone.

(D)

Because minnows can make sounds, they are able to

warn each other of approaching danger.

In Tanzania's Serengeti National Park, I have often seen gnus, zebras, and gazelles migrating in single file. One possible reason they move this way is because it is easier to follow an existing trail than to make a new one.
But perhaps more important, there is less chance of stumbling upon a hidden predator when following each other, than if they all were spread out side by side. Also, in single file the prey would not be in each others' way if they all at once tr ied to run from danger.

The animals described in this selection migrate in single file because:

(A)

they like to play follow the leader.

(B)

it is safer

(C)

the trail is never wide enough for more than one

animal.

(D)

Only one animal knows the way.

-38Activity Sheet T-4 Eliminate Obviously Wrong and Ridiculous Items (Continued)
Make up an item of your own and "test" your neighbor.
(A) (B) (C) (0 )

- 39-

Teacher Guide T-5 Eliminate Absolute Statements

Lesson T-5

Purpose:

To give students practice in recogn~z~ng and eliminating options containing specific determiners
which tend to make absolute and false statements.

What You Need: Activity Sheet T-5, stopwatch

Teacher Talk: Test writers will often use absolute statements for distractors. "All children love candy" is an absolute
statement. If there is even one child in the world who does not like candy, then this statement is false. The following
specific determiners usually appear in absolute statements and
tend to make those statements false or incorrect. (project list on overhead).

all
every only always invariably best no none
never worst

These determiners are not so specific or absolute and statements containing them are more likely to be true or correct:

many
most usually generally frequently often seldom some

The words in these two lists are the ones that are used over and

over again on true/false tests. These are the words that make

such true/false tests so difficult

unless you are wise to

them.

-40-
Teacher Guide T-S Eliminate Absolute Statements(Con't)

You will also find these determiners modifying the options in multiple choice items. Learn to spot them and use them to eliminate those distractors which contain the specific ones.
This technique fits in perfectly with the technique learned in Lesson #3 for treating each option in a multiple choice item as a true/false statement.

Let's look at the following example:

Most psycologists agree that:

(A) children who grow up in institutions have no chance of succeeding in life.

(B)

violence is a behavior that is always found in

boys from fatherless homes.

(C)

those who receive no love and caring during

infancy usually have personality difficulties.

(0)

those who were abused as children never abuse

their ch, ildren.

(Answer: "C n )

Using the true/false technique, go through each option, pointing out the determiner, and decide whether each option is true or false. Elaborate where necessary to help students think about and analyze each statement itself.

(A) No

(B) always

(0) Never

These items can be eliminated. The determiner usually in
option (C) is more general and does not make this statement absolute. Therefore, option (C) could be true and is the correct choice.

Activity: Pass out Student Activity Sheet T-S Go over directions Give students three (3) minutes

Teacher Guide Lesson T-5 (Con't)

Guide for Discussion:

Be sure you emphasize that students will not be allowed to wr i te on the
actual BST booklet, and that underlining the determiners in this lesson was only to help students become more aware of them. Students should have underlined the following specific determiners and eliminated those options:

1. A - never B - always D - always Correct Answer C - often

2. A - only B - never C - always Correct Answer D Sometimes - 3
3. A - completely - totally D - absolutely Correct Answer B
Some

(See which students were clever enought to get this one even though these words were not
included in the list of specific determiners).

4. A - all B - always D - no Correct answer C - usually

(Take time to congratulate those students who were able to figure this one out!)

5.A - always B - invariably C - only Correct answer D no determiner

Answer Key:

.,... (C)

2.

(0)

3. (B)

4.

(C)

5.

( D)

Resources for further practice:
Shepherd RSVP - P. 331-332 Shepherd College Study Skills - p. 217-223

- Name - - - - - - - - - - -

-lJ2-
Activity Sheet T-5 Eliminate Absolute Statements

Directions: As you answer the following statements, underline the specific determiners. (You will not be able to do this on the actual Basic Skills Test). Remember to treat each option as a separate True/False item. place your answers in the answer box provided. You will have three (3) minutes.

1.

English words:

(A) never have more than one meaning

(B) always have more than one meaning

(C) often have more than one meaning

(D) always have less than one meaning

2.

Early Deosophus Man

(A) killed small animals only by throwing

sharp stones.

(B) never hunted in groups

(C) always lived in dense forest areas

(D) sometimes lived in tribes

3.

French diplomacy between 1789 and 1815 was:

(A) completely unsuccessful in establishing

better trade relations.

(B) to find some success in spreading

revolutionary ideas to the rest of Europe.

(C) totally committed to the preservation of

trhe monarchial form of government in Europe.

(D) absolutely successful in winning sympathy

for Napoleon.

4.

The sigla frequently overfesks the trelsum

because:

(A) all siglas are fellious

(B) siglas are always votial

(C) the trelsum is usually tarious

(D) no treisa are feskable

5.

In medieval times, women of the nobility:

(A) always married men younger than themselves.

(B) invariably became members of religious

orders.

(C) pursued only domestic responsibilities

(D) managed the household when their husbands

were absent

Name: - - - - - - - - - - - -

Activity Sheet T-S Eliminate Absolute Statements (Continued)

Make up an item of your own and "Test" your neighbor:
l@@@@ 2@)@) 3@@>@@
4@)
5@@
(A) (B) (C)

-4/1-
Teacher Guide T-6 Beware of the word "NOT"

Lesson T-6

Purpose: To impress upon students the importance of reading the stem carefully, to look for the words not, except,
incorrect, and false.

What You Need: Activity Sheet T-6, Stopwatch

Teacher Talk: As mentioned in Lesson I under general test-taking hints, it is extremely important that you read the stem carefully and then read through and think through each
individual option. Students often make careless errors on some items they knew the answer to, and should have gotten correct, only they mis-read the stem or skipped over a key word.

Students often fail to notice the word not in a question. Let's take a look at the following example--Qn the overhead projector.

When venturing out in tempertures below freezing, it is NOT recommended that one wear:

(A) a heavy, warm coat (B) thick wool socks (C) gloves or mittens (D) sandals

(Answer: D)

Careless students tend to miss an item such as this. They

skim over the stem missing the word NOT, and pick up only the

phrases "temperatures below freezing" and "recommended that one

wear. " They glance at the first option, immediately associating

a heavy, warm, coat with something to be worn in cold weather,

mark an "A" as their choice, and go on to the next question on

the test. If they had read more carefully, they would have zeroed

in on the word NOT, and begun searching for something which is

not worn in co I d"'Wea ther . Choices A, B, and C should have been

eliminated, leaving 0, the correct option. Sandals are NOT

recommended for winter wear.

---

-45-
Teacher Guide T-6 Beware of the word NOT

When the word not appears in the stem of an item, it usually stands out in some way. It is often italicized, underscored, or printed in all capital letters. On the Basic Skills Test, it will appear in all caps.
Other words used in a similar manner are except, incorrect, and false. Be on the lookout for these words as you take a test and be extra careful that you really understand what the question is asking before you hurriedly choose an answer.
Activity: Hand out Activity Sheet T-6. Go over directions with students. Time students as they work through the items. Time: 5 minutes.

Guide for Discussion:

Be sure students understand that they will not be able to underline these words in the BST booklet. Discussion of the items should include:

1.

except

This word tells you are looking for

something that would not be wr i tten in a hiking

book.

2.

not

Eliminate those items that would have

been on the Superman set.

3.

false - Students are to look for something the

container of a product does not do. They may

need addi tional help from you thinking through

this one.

4.

incorrect

Look for a statement that is not

true.

5.

not

The dress needs to be dried flat, it

should not be put in the dryer.

Answer Key:

1. (8)

2.

(C)

3. (B)

4. (D)

5. (D)

Name

-46-

_

Activity Sheet T-6

Beware of the word

NOT

Directions: As you answer the following questions, underline the words not, except, incorrect, false in the stem. (You will not be permitted to do this in the actual Basic Skills
Booklet.) Be prepared to share your thought processes with the class.

1.

The "Hiking Handbook" should include all of the

following hiking tips except:

(A) wear sturdy, comfortable shoes (B) don't tell anyone where you are going (C) carry a compass and/or a map (D) take along a water canteen

2.

Superman's dar ing acts from the 1953 T. V. show

may look corny to us these days. But when the

show began, the producers came up with clever

ways to make the hero's stunts look real. When

Superman was to leap out of a window, actor

Georgia Reeves simply jumped on a hidden

springboard. Then he sailed through a prop

window and landed gently on a thick mattress, out

of view.

Filming Superman's T.V. flights over his city, Metropolis, required a simple glass table. Reeves would stretch out on the table, which was invisible to the camera, as if he were gliding through air. The film of this stunt was then placed over an aerial view of Hollywood.
Which of the following would probably NOT have been found on the Superman set?
(A) make-up specialist (B) spotlights (C) hook suspended from ceiling by invisible cable. (D) mattress

Activity Sheet T-6

-t17 -

Beware of the word

NOT

3. Which of the following is a false statement about the function of the packaging in which a product is sold?

(A) it provides protect ion for the product it contains (B) it justifies disguising the quality of a
product. (C) it often provides some convenience for bayers (D) it informs buyers about characteristics of a product

4. Francois-Eugene vidocq, the famous French

detective of the early 1800's, was clever at

solving strange cr imes.

He often wore

disguises. Then he could mi ngle wi th cr iminals

wi thout be ing noticed. By mixing wi th robbers,

he often gathered the facts he needed to catch

them. For one case he would dress as a cruel,

hard-nosed man. For another case he would

appear as a raggedy old person.

As a young man Vidacq was himsel f a pr isoner.

He learned a lot about the habi ts of cr imi nals.

When he became a detective, Vidocq remembered

tha t cr imi nals often repeat their methods. So

he inaugurated a new way far keeping files on

cr iminals.

Police now use this system

throughout the world.

with regard to vidocq's career as a detective, which of the following statements is incorrect?

(A)

We have vidocq to thank for our present cr imi nal

records systems.

(B)

By wear i og a disgui se, vidocq was able to spy on

criminals.

(C)

Vidocq received part of his early training in an

actual prison.

(D)

Vidocq's key to success was learning that

cr imi nals never commi t the 'same cr ime' in the same

way.

-48-
Activity Sheet T-6 (Continued)

5. The label in Laurie's new Easter dress reads:

(Front)
65% Polyester 35% Cotton Made in Hong Kong RN-58973 Care Instructions on back

(Back)
Hand or Machine Wash Gently in Cold Water Flat Dry Use Warm Iron if Needed Do not dry clean or Bleach

Laurie's dress should NOT be:
(A) machine washed (B) ironed (C) hand-washed (D) machine dried

Make up an item of your own and "test" your neighbor.
1@Ch>
2@@@ 3@{}@
4@
5~@
(A)
(B)
(C)
(0 )

-49-
Teacher Guide T-7 Choose Most General or Complete Statement.

Lesson T-7

Purpose:

To give students practice in recognizing that the option making the most general or complete
statement is usually the correct one.

What You Need: Activity Sheet T-7, Stopwatch

Teacher Talk: Many materials on "testwiseness" tell students to choose the longest option as the correct answer. This is only partly true. The better hint here would be to choose the option that is the most general or more complete statement. These particular options often will be the longest just because they need sufficient modif iers ,drsclaimers, and subordinate clauses.
But don't use length as a regular rule.

When the option containing the higher degree of generalization turns out to be the correct answer, you will usually note that the other distractors will often be too specific. Let's look at an example:

The major problem with' selling soft drinks and beer in throwaway cans is that these types of containers:

(A) are expensive to produce and to dispose of (B) utilize much increasingly costly metal
(C) require much expensive energy to produce (D) create costly Ii tter and garbage disposal
problems.

(Answer: A)

In this question, Options B, C, and D are all too specific. B refers to cost of the metal itself, C to cost of actually making the can, and D to costly disposal. All three of these things are
encompassed in the one statement for Option A. Because Option A refers to the cost of both production and di sposal, it is the more complete statement.

Activity: Pass our Activity Sheet T-7. Go over directions wi th students. Time them for 5 minutes.

-50-

Teacher Guide T-7 Choose Most General or Complete statement (Continued)

Guide for Discussion:

1. Eliminate D - ridiculous and too specific Eliminate A - he was a poet, not a novelist and
option is too specific. Correct Answer C, is the most general statement and just happens to be the longest because it contains several modifiers.

2. Correct Answer D, encompasses two of the other more specific options.

3. Eliminate A - specific determiner only makes this too specific. Eliminate D - specific determiner exclusively makes this too specific. Now choose between Band C. Taking a second look at Option B, we see that although there is "variety" - it is still all from other authorities. Correct Answer C includes ideas expressed Options A, B, and C.

4. Eliminate D - much too specific and ridiculous. Notice similarity between A and C - both of these items are too specific. Correct answer is
B - it is not the longest, but definitely the most general of all four (4) options.

5. Eliminate C - too specific Eliminate B - too specific and more than just cost entered into their success. Now choose between A and D. Choose D because it is the more complete statement and includes the fact that they were lithographers, preserved history, and knew what public would buy.

Answer Key:

1. CC)

2.

(D)

3. CC)

4.

(B)

5. CD)

-51-
Teacher Guide T-7 Choose Most General or Complete statement
Lesson: T-7
Purpose: To give students practice in recognizing that the option making the most general or complete statement is usually the correct one.
What You Need: Activity Sheet T-7, Stopwatch.
Teacher Talk: Many materials on "testwiseness" tell students to choose the longest option as the correct answer. This is only partly true. The better hint hear would be to choose the option that is the most general or more complete statement. These particular options often will be the longest just because they need sufficient modifiers,-arsclaimers, and subordinate clauses. But don't use length as a regular rule.
When the option containing the higher degree of generalization turns out to be the correct answer, you will usually note that the other distractors will often be too specific. Let's look at an example.
The major problem wi th selling soft dr inks and beer in throwaway cans is that these types of containers:
(A) are expensive to produce and to dispose of. (B) utilize much increasingly costly metal. (C) require much expensive energy to produce. (D) create costly litter and garbage disposal
problems.
(Answer: A)
In this question, Options B, C and D are all too specific. B refers to cost of the metal itself, C to cost of actually making the can, and D to costly disposal. All three of these things are emcompassed in the one statement for Option A. Because Option A refers to the cost of both production and disposal, it is the rr.ore complete statement.
Activity :pass out Activity Sheet T-7. Go over directions with students. Time limit five (5) minutes.

-52-
Teacher Guide T-7 Choose Most General or Complete Statement (Con't)

Guide for Discussion:

1. Eliminate 0 - ridiculous and too specific. Eliminate A - he was a poet, not a novelist and option is too specific. Eliminate B - he was English, not French - This option is too specific. Correct answer, C, is the most general statement and just happens to be the longest because it contains several modifiers.

2. Correct Answer 0, encompasses two of the other more specific options.

3. Eliminate A - specific determiner only makes this too specific.
Eliminate 0 - specific determiner exclusively makes this too specific. Now choose between B and C. Taking a second look at Option B, we see that although there is "variety" - it's still
all from other authorities. Correct Answer "c"
includes ideas expressed in options A, B, and C.

4. Eliminate 0 - much too specific and ridiculous. Notice similarity between "A" and "C" - both of these items are too specific. Correct Answer is "B" - it is not the longest, but definitely the most general of all four (4) options.

5. Eliminate C - too specific. Eliminate B - too specific and more than just cost entered into their success. Now choose between "A" and "0". Choose "0" because it is the more complete statement and includes the fact that they were lithographers, preserved history, and knew what the public would buy.

Answer Key:

1.

(C)

2.

(0 )

3.

(C)

4.

(B)

5. (0)

Name:-------.,..------------

-53-
Activity Sheet T-7 Choose Most General or Complete stateMent

Directions: As you answer the items in this activity, think about which options are too specific and which are the more
general, or more complete. Are the correct answers always the longest options.?

1.

william ~ordsworth

(A) wrote 43 novels. (B) was an early French poet (C) was one of the earliest great and well-known
English Romantic poets. (D) served under Julius Caesar.

2. The difficulty of reading material is sornetirres estimated by studying the lengths of:

(A) words (B) sentences (C) paragraphs (D) words and sentences

3. When students giv2 speeches in sp2ech clnss, the information they present is more irnpressiv'? if
it is:

(A) taken from only one authoritative source (H) taken from a variety o[ refrrence sources (C) based on original thought as well as
research. (D) exclusively opinion and original thought.

4. Male birds generally select and defend the n2sting territory, but it is the femalp who chooses the exact place for the nest. In general, she Goes !110St of the building. Female or ioles and horned larks make the nest ",i thout any he Ip fro~ the' lOa les . ('Jet on 1 y does the mother hummi ng bird bui 10 the nest, but the
fa ther does not even know where it is! ~oodpeckers and the English sparrow are our only species in which wales do most of the nest
building. Does this mean that most male birds are lazy? Of course not. They havl~ other jobs to do.

-54-
Activity Sheet T-7 Choose Most General or Complete Statement (Con't)
The purpose of this paragraph is to explain that:
(A) females in the oriole and horned lark families work the hardest.
(B) it is generally the female's job to build the nest.
(C) The male woodpeckers and the male English sparrow are the only males who build nest.
(D) male hummingbirds are the least responsible of all.
5. In their heyday, Currier and Ives prints graced the walls of barbershops, firehouses, and hotels, as well as the homes of rich and poor alike. People were eager to buy pr ints which showed pioneers and prints of current government officials. This was the only picture news available.
One thing Currier and Ives had in common was an ability to sense just what news the public wanted. They preserved history in Ii thographs of historical fires, perils of the sea, pioneers setting out to conquer the West, the history of the clipper ship, the railroads, the first pair of long trousers, the whale fishery, horse racing, blacksmith shops, baseball, paddle boats, and pictures of government officials.
Which is the best reason for the success of Currier and Ives?
(A) They were lithographers who preserved history.
(B) Their lithographs were affordable to both the rich and the poor.
(C) They made available prints of current government officials.
(D) They were lithographers who had an amazing knack for knowing which historical events would interest the public.

-55-
Activity Sheet T-7 (Con't)
Make up an item of your own and "test" your neighbor.
2@C9>@@ 3@@@@
4<E>C1
S@@)@
(A) (B) (C) (D)

-56-

Teacher Guide T-8 Eliminate Options
That Say Same Thing

Lesson: T-8

Purpose:

To give students practice in recognizing and eliminating two (2) options which say the same thing
in different ways.

What You Need: Activity Sheet T-8, Stopwatch

Teacher Talk: Another elimination technique you can use when taking multiple choice tests is to find two (2) options which say the same thing only in different words and eliminate both of them. (Or all three (3) of them, if that's the case.) Let's see who can solve this example.

When a number is multiplied by its transform, the product is:

(A) larger than the original number (B) greater than the original number (C) smaller than the original number (0) more than the original number (Answer: C)

Even if you don't know what a tr ans form is, you should have been able to figure this one out. The words larger, greater, and more in Options A, B, and C all mean the exact same thing. If you eliminate one, you have to eliminate the others because there can't be more than one correct answer. And that leaves
Option "Ii"'C"

Activity: Pass out Activi ty Sheet T-8. Go over directions with students. Emphasize that they may not recognize all vocabulary (and they shouldn't), but if they use this new elimination
procedure, they should do well. Time them for five (5) minutes.

Guide for Discussion:

1. Eliminate Options A, C, and 0 - they all mean
the same thing. Emphasize to students that even if they don't know all the words, they can use their various testwiseness techniques to help them arrive at the right answer, or to at least better their odds. That's the purpose for using nonsense terms here.

-57-
Teacher Guide T-8 Eliminate Options That Say Same Thing (Con't)

2. Eliminate Options B, C, and 0 - they all equal 4-1/2. Warn students that this is just an exercise and that they rarely will be able to do
the math problems without working them.

3. Eliminate A

the selection states they are

costly.

Eliminate Band o

they both say the same

thing.

Answer is nCR - although we could possibly infer

this conclusion, it is "not a reason given".

4. Eliminate C

specific determiners must and

ever:(. Elim~nate A and B - both indicate that she is

only doing the 6:00 p.m. broadcast, which is not

true.

5. Eliminate Band C

incoming and arriving

flights are one and the same. Now choose

between "A" and "0".

Eliminate A - the Chicago Airport is O'Hare.

Answer is "0"

the tennis player were not

injured.

Answer Key:

1.

(B)

2.

(A)

3.

(C)

4. (0)

5. (0)

- Name ---------------------

Activity Sheet T-8 Eliminate Options

-58-

That say Same Thing

(Con't)

Directions: As you answer these i tmes, look for options that say the same things, only in different words. Do not worry if some of the vocabulary is strange to you - that shouldn't make any difference. You will have five (5) minutes.
1. The stridule principle of arithmetic is useful when you:
(A) add (B) divide (C) sum (D) total
2. The line that is normal to the curve Y = X2 2X
- 3 at the point (l, 0) intersects the curve at one point. What is the abscissa of this other point?
(A) -3.25 (B) -18/4 (C) -4.50 (D) -4-1/2
3. Although there are many advanced, highly technological devices available today for fighting crime, these special "space-age" weapons are not. in general use by police. Why aren't they 1'n more common use? One answer is tha t they are costly. .l\no.ther is that devices tha t can detect cr iminals in the act may be too all-seeing and all-hearing to suit most people. Closed-curcuit television may be able to watch a neighborhood more closely than most people would like. Computers - machines that store facts may give police information about a person's life that ought to be nobody's business but his own.
For example, it could become impossible for a person to break the law while using an automobile and get away with it. Every car could have a special device. If a car went faster than the speed limit, that fact cduld be marked down by a computer and" a ticke't:: for speeding could be sent quickly through the mail.

-59-
Activity Sheet T-8 Eliminate Options That Say Same Thing (Con't)
But how many people would want such a complete car-watching, and people-watching system?
Which of the following was NOT a reason given as to why these weapons are not in more common use?
(A) they are too expensive (B) they may invade an individual's privacy (C) the policeman's job would become obsolete (D) they may give police information about a
person that ought to be nobody' s business but his own.
4. When Connie Chung, Los Angeles's KNXT-TV's award-winning news report is doing an in-depth special report, she often begins her day at 8 a.m. She tapes interviews for the report. Then she goes on to gather more information. She usually comes to the studio at noon to prepare for the 6 p.m. news. she looks over the script that the news writers have prepared. AT 6 po.m. and 11 p. m. she broadcasts the day's news. In between, she reviews here interview tapes. Even after she does her final news program for the day, she may keep right on editing and making changes to improve her special report. When the in-depth report is aired, the viewer sees just a five (5) or ten (10) minute news story that has taken her days, even months, to prepare.

-60-

- Name ---------------------

Activity Sheet T-8 Eliminate Options

That Say Same Thing

In order to complete an in-depth special report, Connie Chung:
(A) is excused from broadcasting the 11:00 p.m. news (B) is only required to broadcast the 6:00 p.m. news (C) must work every night after the 11:00 p.m.
broadcast (D) often works before, between, and after the
regular news broadcasts
5. The second bliz zard in two (2) weeks paralyzed much of the Middle West, stranding thousands of travelers and closing the world's businest airport in Chicago.
The first snow-related death occurred when a 32-year old snowmobile driver collided with a car in northern Michigan.
O'Hare Airport, which normally handles about 135 domestic and international flights an hour at peak per iods, was shut down for the sixth time in history.
Incoming flights were diverted, outgoing flights were canceled and hundreds of marooned passengers settled down for the night in the airport terminal.
As more than one foot of snow fell on Chicago, twelve (12) people playing tennis at an indoor club escaped injury when the roof caved in on them.
The states hit hardest by the blizzard were Illinois, Iowa, Wisconsin and Indiana. The bli zzard also brought heavy snow to parts of Kansas, Mis sour i, Nebraska, Michigan, Minnesota and Ohio.

-61-

- Name ------------------

Activity Sheet T-8 (Con't)

Which was NOT a result of the storm?
(A) The Chicago airport had to be closed (B) Incoming flights were diverted (C) Arriving flights could not land (D) Twelve tennis players were injured

Make up an item of your own and "test" your neighbor. 1
2@(g)@@
3@)@@ 4@(])@@
c(Q)
(A) (B) (C) (D)

-62-

Teacher Guide T-9 Base Answer on the Selection

Lesson: T-9

Purpose:

To emphasize that students select answers that are based on the selection rather than on their own opinions.

What You Need: Activity Sheet T-9, Stopwatch, Transparency of T-9 Example, Overhead projector.

Teacher Talk:

Previous lessons have emphasized the importance

of reading the questions carefully to be sure you are answering

what the question is actually asking. Remember, for example,

when not or incorrect is included in a stem? If you weren't

lookingfor something false, or something not present in the

selection, you might miss that item.

A similar mistake students make when taking tests is to ignore the selection and to choose an answer based on their own thoughts or beliefs. It is difficult to keep our opinions separate and to choose an answer we tend to disagree with, but we must be careful to base all answers on the selection. If an option cannot be supported by something in the selection, even though we agree
with it, then we should eliminate it.

Which options in this example can we eliminate because they are options which are not supported by the selection?

Diana Elizabeth Carter is considered Canada's top lady auto racer. She has finished in the top five in over 100 races, mostly against men. There are, at most, 15 other women drivers in Canada, but they don't last for more than two (2) seasons. Diana has been at it steadily for seven (7).

In spite of the dangers of racing, she would rather be on a track than a thruway. She knows what to expect on a track. On a thruway she has to do "defensive driving," figure out what the next driver, coming or going, will do.

"They may make a safe car soon," Diana says, but there is no way they can make a safe driver in a hurry".

-63-

Teacher Guide T-9 Base Answer on the Selection (Con't)

According to Diana Carter, which of the following statements is true?

(A) Driving a race car on a track is safer than driving a regular car on a thruway.

(B) Women have no business in auto racing.

(C) The auto industry will never make a safe car.

(D) Auto racing is not dangerous. (Answer: A)

Eliminate B - The article may state that there are few women in racing, but that wasn't
intended to indicate that they shouldn't be.

Eliminate C

Specific determiner never:

Also, although we may agree that cars may never

be safe, Diana's statement indicates that maybe

they will be someday.

Eliminate D Although Diana herself says the track is safer than the thruway, she still
indicates that the track is dangerous.

Choose "A"

Although we may definitely feel

that a racetrack is extremely more dangerous

than a thruway, according to Diana and this

selection - it isn't.

-64-

Teacher Guide Lesson T-9 (Con't)

Activity: Pass out Activity Sheet T-9. Go over directions with students. Time them for five (5) minutes.

Guide for Discussion:

1. Eliminate A - the germs are killed when the milk is pasturized.

Eliminate B - ridiculous option

Eliminate D - most people do prefer cold milk, but that's an opinion: and not why we refrigerate it.

2.

Eliminate B - Rule 15 states "no rubber tires" and an inner

tube is a rubber tire.

Eliminate C - You may think there is nothing wrong with swimming in cut-offs and silly to have such a rule, but Rule #6 does forbid them.

Eliminate D - Some people may consider 13 year olds to be grown-up enough to minds a baby brother, but that is a
matter of opinion. We cannot call this teenager an adult.

Correct Answer is "A" - Although we know it is definitely dangerous to carry glass objects into a pool area (and much
safer to wear cut-offs), there is not rule regarding food, beverages, or their containers. So we must choose "A", even if we don't personnally agree with this opinion.

3. Eliminate B - this seems like a good reason, but nothing in the selection even suggests any reasons for these eating habits.

Eliminate C - also seems logical but cannot be supported. Now choose between "A" and "D".

Eliminate A - once again, it appears to be a good conclusion, but the article states nothing about what students actually know, it only describes their eating habits.

Correct Answer is "D" - determiner probably is general
enough to accept this opposite version of the statement in the article.

Teacher Guide Lesson T-9 (Con't)

4.

Remember we are looking for the false option and

eliminating true statements.

Eliminate A - True - Selection says there were some find
performances. Now choose between "B" and "0" - which are
both opinions.

Eliminate C - True - Both were described as superb.

Eliminate 0 - The reviewer did say this - according to the selection it is true. Choose "B" - This is the "false" statement. You may have seen The Wiz and liked it very much, therefore disagreeing with the reviewer, but that is
your personal opinion - not hers!

5.

Eliminate A - This may be absolutely true, but the article

mentions only the sport's origins.

Eliminate B - This may be a common op~nl0n, with which you agree, however, the article does not make this comparison.

Eliminate 0 - since it was played at an Ivy League school, we may have this impression of the game, but the selection
does not support this statement. The correct answer is "C" - If soccer was played by major colleges, it probably was pretty popular, and it was played before football was invented.

Answer Key:

1. (C)

2.

(A)

3. (0)

4.

(B)

5.

(C)

Name

-6-

_

Activity Sheet T-9

Base Answer on the

selection

Direction: As you answer the following questions, think about whether or not each option is based on the selection. Don't get caught in the trap of choosing an answer simply because you believe it is right. Also, continue to recognize and eliminate the other types of distractors you have studied. Be prepared to
retrace your th inking "out loud" later in the discuss ion. You will have five (5) minutes.

1. Bacter ia grows best in wet, dark, warm places. Most bacteria can be killed by dryness, by sunlight, or by very high temperatures. Also, most bacteria stop growing or grow very slowly in a cold or very low temperature.
Why do we refrigerate milk?
(A) to kill harmful germs (B) because it's kept that way at the store (C) to keep the bacteria from growing (D) because it tastes better cold
2. Swimming Pool Rules
1. Pool hours are from 1:00 p.m. - 5:00 p.m. daily. 2. Children under 10 must be accompanied by an
adult. 3. Running in the pool area is strictly forbidden. 4. Only one person on the diving board at a time. 5. Rubber tires, rafts, floats, fins and snorkling
equipment are not permitted. 6. Bathing suits are considered the only proper
attire for swimming. NO cut-offs, please.
Anyone not complying with these rules will be as1<ed to leave.
According to the posted rules, which of the following would be permitted in the pool or pool area?
(A) a bottle of coke (B) inner tube (C) cut-off jeans (0) a toddler accompanied by his 13-year old brother

-67-
Activity Sheet T-9 (Con't)
3. A survey was made of the food habits of 6,200 boys and girls from the junior and senior high schools in Greensboro, North Carolina. It was found that the older the student, the more meals he or she missed. Students in the seventh grade missed 10% of their meals. By the time students readed the twelfth grade, they were missing 25% of their meals.
Although a majority of the students ate breakfast, more students in the high school grades missed this important meal than those in the junior high school grades.
Eating breakfast is important. It has been found that students who miss breakfast generally do poorer in school.
Younger students often chose more wholesome snacks in the mid-mornings and mid-afternoons. They preferred mi lk, fruit, bread, and cereals, while older students chose soft drinks and candies to curb their hunger.
According to the selection, it can be concluded that:
(A) junior high students know more about good eating habits than senior high students.
(B) twelfth graders miss more meals than seventh graders because they areinvolved in more after-school activities such as band practice, football, and cheerleading.
(C) seven graders miss fewer meals than twelfth graders because parents keep a closer eye on younger children.
(D) students who eat a good breakfast probably tend to do better in school.
4. THE WIZ. Directed by Sidney Lumet. Produced by Rob Cohen. Screenplay by Joel Schumacher, based on the play The wi z, from the book The Wonderful Wizard of Oz by L. Frank Baum.

-6B-
Activity Sheet T-9 (Con't)
So much talent, energy and money went into The wiz that I fully expected to give it a rave review. But only the sets and costumes are superb. There are some find performances and even a few perfect moments - but on the whole I was disappointed. The warmth and humor of the original show are lacking.
According to this review, which of the following statements cannot be made:
(A) Some of the acting was very good.
(B) The Wiz was actually a better movie than this review gives it credit for being.
(C) The sets and costumes were two highlights of the movie.
(D) So much talent, energy, and money went into The Wiz, it should have been a better movie.
5. American football as we know it started in 1874. A canadian team from McGill University came to play two different kinds of games against a Harvard University team. One was Harvard's traditional soccer called the Bost Game. The other was McGill's English Rugby. Harvard liked McGill's rules - running with the ball and takling when allowed. They introduced these rules in their next game against Yale. It was the basis of today's football game.
According to this selection, we can conclude that:
(A) Football is the most popular sport in America today.
(B) The game of rugby is physically more strenuous than the game of football.
(C) Soccer was popular before football was even invented.
(D) Soccer was a game played only by the upper social classes.

-69-
Activity Sheet T-9 Base Answer on the Selection (Con't)
Make up an item of your own and "test" you neighbor.
2@(9)@@
3@>()@@)
4@@>@)(S)
5 @@
(A) (B) (C) (D)

Teacher Guide T-lO

-70-

Estimate the Answer

Lesson T-lO

purpose:

To give students practice in estimating the answer in math problems.

What You Need: Activity Sheet T-lO, Stopwatch

Teacher Talk:

You may have noticed that most of the examples and practice exercises on the activity sheets in Lessons #2 through *9 dealt wi th verbal or reading comprehension problems. In the next two (2) lessons you will be practicing two (2) techniques to help you
, with math problems.
One technique is to estimate an answer before actually working through an entire problem. You can do this quickly by rounding off the complex numbers to numbers that would be simpler to work with. For example, let's estimate the following problem:

42(9030

(A)

195

(B)

215

(C)

250

CD)

300

(Answer: B)
We can round off 42 19030 to 40 rnOJO~ which equals 225. We know the correct answer should be somewhere around 225. Looking through the options, we can make aA educated guess that (B) 215 will be the correct choice because it is' closest to 225. When we actually work the problem, we see that we are right:

215
42 9030
.u.
63
....u.
210
210
o

Or, we can even take our educated guess and plug it into the "check" for this division problems:

215

X"'l' !2

430

\.

860

9030-

-71-

Teacher Guide T-lO
Estimate the Answer CCon't)

Activity:

Pass out Activity Sheet T-lO. Explain that they are

not to use calculators because they will not be allowed to use

them during the actual Basic Skills Test. Time Students for ten

ClO) minutes.

Guide for Discussion:

1) Round off 3936 4000 X 60 to X 60
24,000

Option CC) is the closest.

2) Round off 52.4

50

X30.5 to x30

1500

caution students that CB) 1500.2 is much too close to the estimated answer to be the correct choice. The next best option would be CA)
1598.2. Students should actually work the problem before choosing CA) or CB).

3) Round off 412619 to 412600

The estimated quotient is

650 4(2600
...2.i..
20 20 ()

The option closest to 650 is CC) 654.75. When students actually work the problem, this is the quotient they should come up with. Or, they can check the answer by multiplying 654.75 x 4.
4) Round off 5.80 to 6.00, 4.20 to 4.00, and 3.90 to 4.00
Then, 6 + 4 - 4 = 6
The closest option is CA) $6.10

-72Teacher Guide T-IO (Con' t)

5) Round off 62 to 60 and 42 to 40
Work: (60 + 40) x 2 = 200
The closest option is (D) 208 feet.
Hint: Show students how to draw diagrams on scratch paper to help them visualize the problem.

f J 62

42

Garden

42

62

Warn students that estimating is only to help them be sure they are on the right track. Time permitting, they should always work
the problems to be sure they do come up with the anbswer that was closest to the estimated guess.

Answer Key:

1.

(C)

2.

(A)

3.

(C)

4.

(A)

5.

(0)

-73-

- - - - - - - - - - - - - - - - - - Name

Activity Sheet T-IO Estimate the Answer

Directions: Solve the following mathematical problems by using
the technique of estimation. Use scratch paper to do your figuring. Do not use a calculator.

1)

3938

X 60

(A) 181,280 (B) 216,280 (C) 236,280 (D) 20,938

2) A rectangular lawn is 52.4 meters by 30.5 meters. What is the area of the lawn?

(A) 1598.2 m (B) 1500.2 m (C) 2545.3 m (0 ) 82.9 m

3) An airplane flew 2619 km in 4 hours. How many km did it average each hour?

(A) 10,476 km (B) 565.5 km (C) 654. 75 km
(0 ) 672.25 km

4) Joan has $5.80 left over the last week's allowance. She makes $4.20 at-a babysitting job. She spends $3.90 on schools supplies. How much does she have left?

(A) $ 6.10 (8) $13.90 (C) $ 5.50
(D) $ 2.30

5) Sam has just planted a garden in his back yard. He wants to put a fence around it. If the garden is 62 feet by 42 feet, how much fencing will he need to purchase?

(A) 2,604 ft. (8) 240 ft. (C) 104 ft. (0) 208 ft.

-74-
Activity Sheet T-IO Estimate the Answer (Con't>
Make up an item of your own and "test" your neighbor.
2 <9>@
3@@@@
4@()Cc
(A) (B) (C)
(0)

-75-
Teacher Guide T-ll Work Problem Backwards

Lesson T-ll

Purpose:

To give students practice in working difficult problems backwards.

What You Need: Activity Sheet T-ll, Stopwatch

Teacher Talk: In Lesson T-IO you learned to round off complex numbers to come up wi th a simple estimated guess. In this lesson you will practice working mathematical problems backwards by substituting each of the options into the problem ana working it four (4) times. This may seem like a lot of work, but sometimes it is easier for most~us to add than to subtract, or to multiply than to divide.

Or sometimes it is easier to plus the various options into a formula and work each of them, rather than take the chance of transforming the formula and having our new formula incorrect. For example:
If C = TId and we know that the circumference of the
given circle is 43.96 cm, what is the diameter of the
circle? (Hint: use 3.14 for TT)

(A) 12 cm (B) 13 cm (C) 14 cm (D) 15 cm

(Answer: C)

You might try to isolate "d" on one side of the equals sign and

not be sure whether the other side should be C or

or C 11.

It may be easier and safer just to substi tute the options and

work the formula four (4) times.

Substituting (A) - 3.14 x 12 = 37.6t1 SUbstituting (B) - 3.14 x 13 = 40.82 Substituting (C) - 3.14 x 14 = 43.96 Substituting (D) - 3.14 x 15 = 47.1

Since 43.96 is the circumference given in the information to the problem, you know for certain that the correct answer is (C).

-76-
Teacher Guide T-ll Work Problems Backwards (Con't)
Activity: Pass out Activity Sheet T-ll, Time students for ten (10) minutes.
Guide for Discussion:
1) Multiplying 14 hours times each of the options we have:
(A) 14 x S2.00 = $28.00 (B) 14 x Sl.85 = S25.90 (C) 4 x $1.75 = S24.50 (D) 14 x $2.25 = S31.50
So option (B) is the correct answer. caution students that if they want to stop after working option (B) and finding it correct, that they totally re-work the problem a second time on clean scratch paper from beginning to end. By doing this they will be sure they haven't made any careless errors. Test-makers know the type of errors students tend to make, and they use those errors to come up with distractors. Working the problem a second time on a new piece of scratch paper should help to locate any careless errors.

-77-

Name

-'--

_

Activity Sheet T-ll

work Problems Back-

wards

Directions: Work each of these mathematical problems backwards by sUbstituting each of the options to find the correct answer. Do not use a calculator. You will have ten (10) minutes.
1) Barbara earned $25.90 for working 14 hours. How much did she earn per hour?
(A) $2.00 (B) $1.85 (C) $1. 75 (D) $2.25

2) 75

2.5

(A) 3
(B) 300 (C) 30 (D) 3
3) At track practice, Jill had five trys at the standing long jump. Her jumps measured 116 em, 118 ern, 125 em, and 123 cm, and 123 cm. What was her average long jump?
(A) 123 cm (B) 119 cm (C) 125 cm (0) 121 cm

4)

830,726

691,247-

(A) 143,295 (B) 136,579 (C) 139,479 (0) 138,397

Make up an item of your own and "test" your neighbor. 1 abc d 2 abc d 3 abc d

4 abc d

5 abc d

-78-

Teacher Guide T-11 (Con't)

Lesson T-11 (Con't)

Guide for Discussion (Con't)

2) By substituting the options and using multiplication to "check" this division problem we have:

(A)

.3

x 2.5

~

(B) 300 x2.5
750;0

(C) 30 x2.5 75.0

CD) 3 x2.5
7:5

The correct answer is (C) 30.

3) Since many students have trouble with long division, they can first add up the jumps, then use multiplication to check each of the options to see which will yield that sum.

116 118 125 123 123
6"05 em

5(605 would be the next step.

However, by substituting the options and multiplying instead of dividing, we get:

(A) 123
x5
ill

(B) 119
x5
~

(C) 125 x5
ill

CD) 121
x5
605

Since 605 is the total of all the jumps, then (D) 121 em. is the average.

4) By substituting and checking each option by adding it to 691,247 we get:

(A) 691,247 +143,295 834,554

(B) 691,247 +136,579 827,826

(C) 691,247 +139,479
Ino,726

(D) 691,247 +1.38,397 829,644

The only option that yields 830,726 is option (C).

-79-
Teacher Guide T-ll (Can't)
5 ) By substituting each of the options for "r" we get: (A) 9 x 9 = 81 x 3.14 = 254.34 (B) 8 x 8 = 64 x 3.14 = 200.96
(C) 10 x 10 = 100 x 3.14 = 314.00
(D) 7 x 7 = 49 x 3.15 = 153.86 The radius which yields the area given in the problem is option (A)

-80-
Teacher Guide T-12 Familiarization of BST Answer Sheet

Lesson T-12

Purpose:

To familiarize students with Basic Skills Test answer sheet.

What You Need:

Activity Sheet T-12. (Copies for Student and Transparency - This is a facsimilie of BST answer sheet). Number #2 pencils. Seating arrangement or chart. If possible, actually meet in room in which test will be given.
Overhead projector.

Teacher Talk:

Explain to students that you have brought them

to this room to help eliminate any confusion on the day of the

test. They know where to report and which seat they are to

occupy. Also, they will now practice filling out the information

requested on the front of the answer sheet so that on the actual

day of the test they will be able to do this quickly, neatly and

with few questions and little frustration.

Acti vi ty:

Distr ibute Acti vi ty Sheet T-12 and pencils and have

students fill out information requested as you fill out example

on the overhead projector.

Guide for Discussion

1. Not that at the top there are 3 lines provided

for student's name!

-

2. Some students may need to check at home for year of birth.

3. Help students to spell school and system names properly. Having these available on board the day of the test may be helpful.

4. Go over "Marking Directions" with students. As
them to explain importance of marking this information and answers properly.

5. Bubble-in all information requested.

-81-

Teacher Guide T-12 Familiarization of BST Answer Sheet (Con't)

6. Let students get familiar with the layout of the

answer sheet.

Be sure to emphasize the

following:

(A) Note math sections and reading sections. Warn students to be sure they are marking answers in the appropriate sections during the test.

(B) Note that answers are listed vertically, in columns. They should work down each column and then move to the next column-Qn the page.

(C) Note that questions are numbered continously from 1 to 212 throughout the entire test. paying attention to the number of each item should prevent them from putting an answer in
the wrong section.

7. Point out the shaded area under section 1 mathematics. Explain to students that this is for computer purposes. They are not to use it as scratch paper!

8. Respond to any questions students might have.

9. Spend time helping each individual discover the best eye-hand coordination for moving from test
booklet to answer sheet.

(A) For some students it is best to fold the test booklet back so that only the page they are working on is in sight. For others it may be better to leave the booklet open and flat.

(B) Right-handed students should posi tion the test

booklet on the left, with the sheet angled

comfortably on the right.

Reverse these

posi tion for left-handed students. This proper

positioning will help the student to avoid

reaching over the test booklet to mark this

answer sheet.

-82-
Teacher Guide Lesson T-12 (Con't)
(C) To insure that they are keeping their place during the test, have students compare the number of every fifth test question with the number of the answer space they are preparing to mark.
(D) To cut down on time spent locating answer, slide the answer sheet under the test booklet and cover ei ther (1) the columns already used or (2) each numbered answer row as it is marked.
10) Spend time practicing bubbling-in answer. This can be done by us ing an actual set of wr i t ten questions or by simply calling out l-B, 2-A, 3-D, etc. Remind them to fi 11 in the circles from the inside out. Incorporate the following into this exercise:
(A) Practice skipping items, leaving them black and coming back to them. Did anyone lose their place or get the numbers mixed up?
(B) Practice changing an answer or two. Be sure they completely erase the first choice.
(C) Have students double check this practice answer sheet to be sure that (1) there is only one answer marked for each question, (2) all items are answered (remember it is better to make an educated guess than to leave the difficult items blank), (3) all stray marks are erased.
11. Spend some time discussing the proctor situation with students. Explain to them that the teacher or proctors will be walking around the room to be sure that students are in the correct section of the test booklet and that they are marking the correct section of the answer sheet. Students should understand that proctors cannot help them with actual answers nor help them with words in the question or the answer. Proctors can help them to interpret directions only.
12. Review Lesson T-l, General Testwiseness Hints. This would be most appropriate at this time and hopefully help to allay student's fear concerning the test.

..

Activity Sheet T-12 -83-

,)

PLEASE PRINT
.... First N~me:
.... Middle Name: .... La!t Name:

Familiarization of BST, Answer Sheet . .

_

Date of Birth: Month,

_

School Name:

Year

_

_

_

System Name:

_

GREEFOERREGf\ICAED SBKAISLLICS :............ CRITE~Q\J

FALL 1981SPRING 1982

TESTS TESTS ........ MARKING DIRECTIONS .... Use only soft black lead pencil (No. 21.
.. Do NOT use ink .or ball point pen.
.. Make heavy black marks that completely fill .. the circle. .. Erase completely any marks you wish to change.
.. Make NO stray marks on this Answer Sheet.

...... FIRST NAME

M

LAST NAME

.. FIRST 12 LETTERS

I

FIRST 12 LETTERS

PLAN

, & I , 10 '1 II

111 "'10"'1

.. OA

.-...- OB

ETHNIC GROUP :~_ Black American
o American Indian
o Asian o Hispanic oOWhite
All other students
STUDENT NUMBER
(OPTIONAL)

.........-........... SEX

Opti 1 C.d.

DATE OF BIRTH

Month

Year

...... oFemale
...-................... oMale

DJan
o Feb
C'Mar C) Apr
OMay
JJun
OJul
8Aug
,:J Sep ::'i Oct
C)Nov
U Dec

'.) 1962
.::> 1963 C; 1964
.~.: 1965
:::,: 1966 ,~ 1967 -~: 1968
;:....' 1969 ~~. 1970 ., 1971
:~ 1972 . )1973

~=
"'~':''''~.:.J

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-84-

-- PRACTICE TEST I - MATHEMATICS

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97@@@@ 98@@@@ 99@@@@ 100@@@@ 101@@@@ 102@@@@

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PRACTICE TEST II -
1~@@@
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---------------------------I------I------------------------III

.- I

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-1

HATIiEY!A'rICS ACTIVI'rIES

lv'..ATHEMATICS
Math tests tended to contain straight math questions---mainly in ar i thema tic and algebra, wi th some geo,netry mixed in from time to time. Stanuardized tests in math still consist mostly of such questions. However, over the years math tests have tended to move away from pure manipulation of numbers to a better mixture of l09ic and application of mathematics concepts.
This portion of the booklet is to assist you in helping students learn how to approach and answer var ious types of mathematics problems as well as review basic computation.

Lesson M-l

-89MI

Purpose: Indicator cluster 4: Translating fractions to percents and the reverse.

What .You Need: Activity Sheet Ml, Scratch Paper, Pencil and Stop Watch or Timer.

Teacher Talk: SAY: This lesson is to provide practice in writing percents. (Write the Examples on the board)

Example 1. Write 3/4 as a percent. Write 80% as a fraction.

SAY:

Let's look at example 1. What are you being asked to do? What operation would you use to solve example 1. (division)
Division is the operation to use.

until

SAY: Divide the numerator by the denominator
the answer is in hundredths. Then write the answer

Activity: Distribute the scratch paper and Activity sheet MI.

SAY:

Read the directions silently as I read them aloud "This test is divided into two parts. In part 1, you are to write fractions and perce~ts. In part 2, you are to write percents as fractions. Fill in the circle
next to the a~swer you choose."

Guide for Discussion :Review. the answers to each test item. Ask for volunteers to provide answers to each item. If there are any particular problems
that seem to confuse students, spend time clarifying the steps involved in finding the solution.

Answer Key:
Part I: 1. B, 2. D, 3. A, 4. B Part II: 1. C, 2. A, 3. D, 4.'A

-90-

Teacher Talk: (cont'd)

As percents.

.75 4 3.00
28
20
o20

SAY:

Now let's look at example 2. what are you to do? what is the first step in solving this problem?

* 80% = .80 write the percent as a decimal.

* .80 = 80 write the decimal as a fraction

100
* .80 = 80 = 4 Rename 80 lowest terms.

100 '5

TOo

Point out to the students that it is important to be accurate in computation because answer choices may look similar or reflect common computational errors.

Activity: (cont'd) You will have 15 minutes to complete this test. If you finish before time is up check each test item. When I say stop, put your pencils down.

Directions:

This test is divided into two parts. In part one you are to write fractions as percents. In part two write percents as fractions. Fill in the circle beside the answer you choose.

Part I. PART II.

write fractions as percents.

1. 2/3 =
~ 56% -
i 66 2/3% 75% D 43%

i2. 1/4 = 30 1/2% 40% 16%
25%

3. 5/6
i 83 1/3% 56%
30% ~ 82%

4. 4/5
I 54% 80%
45% 7f:. 1/5%

write percents as fractions. Reduce to lowest terms.

- 1. 60% =
(!) 1/4 ~ 1/25
~ 3/5 24/100

2. 67% =
I 67/100 3/7
1/3 4/8

3. 12.5% = ~ 2/3
I 4/25 1/8 1 1/4

..

Lesson M2

-91M.....2...-

Purpose: Indicator 21: Identify geometric relations and geometric properties.

what You Need: Activity Sheet M 2, Stop Watch or Timer and Pencil

Teacher Talk:

Discuss general geometric relations, properties
i.e., parallel, perpendicular, diagonal lines; similar, congruent figures; vertical, horizontal; geometric shapes; symmetry intersection.

Activity Say:

Read the directions silently as I read them aloud.
"Choose the best answer to each question." If you are not sure of an answer go on to the next question. You will have 10 minutes to finish this test. If you complete the questions before time is up, check each item.

Guide for Discussion: Ask volunteers to give answers to each question. Review terms that are particularly difficult for students. Additional review may be needed. The teacher's
edition of the math series used by your school should provide several activities for each of these geometric relations and properties.

Answer Key: 1. C; 2. B; 3. A; 4. A; 5. B; 6. B; 7. B; 8. C; 9. A; 10.

Activity Sheet M.~2~__

-92-
M2

- Name -----------------------
Directions: Choose the best answer for each question. Fill in the circle next to the answer you choose.

1. Name a pair of parallel lines

GH and AB

~

() EF and DC

CD AB and DC
'@ EF and GH

e
H

2. Which pairs of figures is congruent?
0AA G)
3. Which lines are perpendicular?
AB and DC
AB and DE DE and DC
{W AB and FG

VL (000

-93-

Activity Sheet M 2

4. Line AB is - - - - - -
CD Horizontal
o Vertical
() Diagonal
C0 Parallel to line CD
5. Two intersecting lines
(t) Are always parallel
~ Have 1 point in common
() Have no points in common. () Are always perpendicular.
6. Which figure is
F
7. Which is a model of a
o Q<8. Which figure is a line segment?
G).A
9. Parallel lines- - - - - - - - QD Have no points in common
@ Have two poi nts in common
() Are always vertical.
@) Intersect

__

(f) A...

--.~

Lesson M 3

-95M---==3-----

Purpose: computes with whole numbers, fractions, decimals and percents.

Wha t you need:

Activity sheet M3, scratch paper, oencil and stop watch or timer.

Teacher Talk:

Say: This activity is designed to review computation with whole numbers, fractions,
decimals and percents.

The main point to remember when solving any computation is accuarcy.

Review with students proper alienment of numbers when adding, multiplying. Review placement of decimal points when computing with decimals.

Activity:

Distribute activity sheet M 3 and scratch paper. "This practice test will check how well you add, substract, multiply and divide. Fill in the circle beside the answer you choose. You will have 20 minutes to complete this test. If you finish before time is up, check each item.

Guide for Discussion:

Have students to volunteer to give answers to each item. Discuss any ite~s that prove to be particularly difficult for the students. work throuqh these problems step by step with students volunteering information needed.

Answer Key:

1. Di 2. Bi 4. Di 5. Ai 6. Bi 7. Di 8. B; 9. C; 10. A; 11. C; 12. B; 13. B; 14. Bi 15. 513; 16. Ci 17. D; 18. Bi 19. D

Activity continued:
Before time is up check each item. paper to work problems.

Use your scratch

Activity Sheet M 3

-96-
M3

Name

Directions:

This practice test will check how well you add, subtract, and multiply and divide. Fill in the
circle beside the answer you choose. Use your
scratch paper to solve problems.

1. 56 + 42=
i 80 107 89
98

2. 1 1/3 X 10= 3. .84 - .14=

I14 13 1/3 16 2/3 10 1/3

~

.70 .98 .78 .90

5. 801 - 361= 6. 829 + 93=

i 440 1162
562 560

I 868 922 814 1012

7. 2/3 - 4/9=
I 8/27 2/3
3 1/2 1 1/2

4. 4 1/4 + 5 3/8=
j 9 4/8 1 2/4 9 4/12 9 5/8
8. 32 - 18= 1504 26 56

Y. 8.003 17.6
38.21

i

63.84 63.13 63.813 638.13

10. 87.203 -7.9
I 79.303 95.103 80.703 70.706

11. 18 1/2 5 7/8
t 23 8/8 13 8/10 24 3/8 24 8/11

12. 9294 975
3041
I 12,109 13,310 12,112 14,975

13. 751 X 4.6
12865.46 3.4546 32.4346 345.46

14. 4 f52.8
I7.8 13.2 14 13.2

15. 4 (ip52
I .418 .503 .513 .499

16 . 3 1/4 X 2 2/3=
14 2/3 6 2/12 8 2/3 6 2/7

17. 3.5 + 7.9 + 19.2=
~ 20.34 .306
~ 4.482 30.6

18. 7.867 4.978
~ 2.991 2.889 3.111 @ 11.111

19. 2 3/10 + 4 3/10=
~ 6 9/10 6 6/20
S 8 3/10 6 6/10

20. 6 {316.6
i 528 52.8 5.28 .528

-97-

Lesson M4

Purpose:

Solves simple word problems.

what you need: Activity sheet M4, pencil, scratch paper and stop watch or timer.

Teacher Talk:

Say:

Word problems are easy to solve if you read each problem carefully and decide how to solve the pro-
blem before working it. Key words and numbers will help you determine how to find the solution to a problem, (some key words to review are listed below) in all, together (addition), difference, how many left (substraction), in all, together (multirlication).

Say: \,oJhen solving word problems you should not only read to find key words and numbers but also to find out if you are solving a two step problem.

Activity:

Distribute scratch pap~r and activity sheet M 4.

Say:

Read the directions silently as I read them aloud. "Read each word problem carefully. Find the correct answer and fill in the circle beside the nnswer on your work sheet. watch for key words and numbers. Use your scratch paper. You will have ten minutes to complete the test. If you finish before time is up check each problem.

Guide for Discussion:

Have student volunteers read each problem. Ask someone to identify key words and numbers and tell what operation (s) should be used to correctly find the solution. Clarify any terms that may confuse the students.

Answer Key: 1. Bi 2. Ci 3. Di 4. Di 5. Bi 6. Ci 7. Bi 8. Ai 9. B
110

Activity Sheet

M4

-93M4

Name

_

Directions:

Read each word problem carefully. Find the correct answer and fill in the circle beside the answer on your work sheet. watch for key words and numbers.

l. Mrs. Jones bought 4 cucumbers at.$.23 a piece. How much did she spend in all?

@.27

@.92

(9.63

@-23

2. Carol saves $10.20 per month. How much is this per year?

$1. 96

10.20

(5)122.40

@$10.32

3. Salu earns $1.75 per hour working part-time at the grocery store. How much does he earn in a week in which he works 21 hours?

(;)1.96

(ID $18.85

9.65

@ 36.75

4. Mr. Stevens bought 9 gallons of gas at $1.15 per gallon. How much change did he receive from a $20 bill?

0 10 . 15

7.44

8.40

@ 9.65

5. Mrs. Smith baked 20 dozen cookies for the school bake sale. How many cookies did she bake?

@32

240

20

l>8

6. Timmy saved $15.00. His father gave him $3.75 and his aunt sent him 5.00. How much money did he have in all?

(&8.75

lID 20. 75

23.75

18.75

7. Amy had 1/2 liter of milk, she used 1/4 of it to make ice cream. How much did she use in ice cream?

2/3 li ter 1/8 Ii ter

1/4 li ter

2/4 liter

8. One school bus seats 50 students. How many buses are needed to take 250 students on a field trip?

@>5

25

@lO

{Q)6

9. A gallon of milk sells for $2.39. A pint sells for $.49. How

much would you save buying the gallon jug instead of a gallon

made up on pint cartons?

.

@$3.92 @$1.53

$2.88

ltD $1. 80

READING ACTIVITIES

-100-
R1
Lesson R 1
Purpose: The student distinguishes between fact and opinio~. What you Need: Activity Sheet, paper, pencil Teacher Talk: A good reader should beaware of the differences between
factual statements of opinion. The practice exercise that you are about to do will aid you in improving your ability to distinguish between statements that are factual and those that represent opinions only. Activity: write 3 Statements on the board (Fact and Opinion): Directions to students: Read carefully the three statements that I've written on the board and determine which statements are factual or opinions. Following this brief exercise, you should be able to perform well on the activity sheet that I'm about to give you. You will have five minutes for this activity. Guide for Discussion: Discuss the student answers with them why and how did they determine that an answer was a fact? What are the differences between a fact and an opinion?
Answer Key: 1. F 2. 0 3. F 4. F 5. F

-101R1

Activity sheet R 1

Name

Directions: Read each statement below in quotes. write the letter F by factual statements and 0 by the statements which express an opinion. You will have five minutes to complete this activity.

1.

Dietician - "You need a variety of foods each day to give

you nutrients your body needs to stay healthy."

2.

Teacher- "If I have a clear idea of the skills my students

are supposed to learn, I am certain I can design lessons so

that most students can acquire these skills."

3.

Librarian - "The more a student reads, the better he reads."

4.

Science Teacher - "Scientific thinking can be divided into

three main parts. First, observations are needed to supply

information. Secondly, a pattern in observations is used

to make an hypothesis and thirdly, the hypothesis must be

tested by experiments."

5.

Math Teacher - "Oceanographers are scientists who use the

principals of natural science, mathematics and engineering

to study movements, physical properties, and plant and

animal life of the Ocean."

-102-

R2

Lesson R 2

Purpose: The student distinguishes between fact and opinion.

What You Need: Activity Sheet, paper, pencil

Teacher Talk:

A good reader should be aware of the differences between factual statements of opinion and should be able to recognize them whenever they appear.
The practice exercise will aid you in improving your ability to distinguish between factual statements from opinions.

Activity:

Write three statements on the board (Fact or opinion): Directions to students: Read carefully the three statements that I've written on the board and determine which statements are factual or opinions. Following this brief exercise, you should be able to perform well on the activity sheet that I'm about to give you.
You will have ten minutes for this activity.

Guide for Disscussion: Emphasize utilization of time. Tell the students what to do if they do not know an answer. Discuss the answers with them after the exercises. Find out why they selected their answers.

Answer Key: 1. 0 2. 0 3. 0 4. F 5. 0

-103R2

Activity Sheet R 2

Name:

Directions: After you've read each statement below, write F (for fact) in the blank on the left of the statement or 0 (for opinion).

1.

Blue is the best color for sweaters and most woolens.

2.

Crocodiles are more dangerous than alligators.

3.

t-juhammed Ali is the greatest heavyweight boxer of all time.

4.

Martin Luther King Jr. was shot.

5.

The Braves are going to win the pennant next year.

-loa. R3

Lesson R3

purpose: The student distinguishes between fact and opinion.

What You Need: You will need Activity Sheet (R2).

Teacher Talk:

Explain to students that recent research reports

tells us that microcomputers are the new wave in educational

technology. The purpose of this activity is to test our know-

ledge of microcomputers via fact and opinion.

Activity: Distribute activity sheet. Directions to students: Read each statement carefully before reaching a definite or final
decision on the fact or opinion. Place an "F" on the left side of the statement for fact or an "0" for opinion.

Guide for Discussion: Ask students to discuss why they feel a statement is a fact or an opinion.

Answer Key: 1. F; 2. F; 3. F; 4. F; 5. F; 6. F; 7. 0; 8. 0; 9. f'; 10. F

R _3_

-105-

Activity Sheet R3 Name

Directions: Check the following statements carefully below that
would be valid because it is supported by authority or state facts. You will have five minutes to complete this activity. Place F by the statement if it is a fact. Place 0 by the statement if it is an opinion.

1.

Microcomputers are the new wave in educational technology.

2.

Nearly a fifth of the nation's public schools already have

at least one microcomputer available for use in

instruction.

3.

Computers are stimulating.

4.

Kids like the computer because it plays back, and it plays

back fairly without playing favorites.

5.

An advantage the microcomputer offers teachers is that it

is that it can keep records of how each player does.

6.

Isaac Asimov is a science fiction writer.

7.

A computer gets mad.

8.

A computer breaks the rules.

9.

The vast majority of software being used in school are

basically drill and practice for one child or tutorial for

one child.

10.

The computer can serve as a monitor.

R4

-106-

Lesson R 4

Purpqse: The student recognizes explicitly stated main ideas, details, sequences of events, and cause and effect relation-
ships.

What You Need:

Activity sheet, overhead projector, pencil and grease pen.

Teacher Talk:

The main idea is a major point or purpose of the passage.

The purpose of this practice exercise is for you to have answers
to questions about written material when the information is directly stated in the material.

Let's examine a sample test item taken from materials created by the Dekalb county Schools. Using the overhead projector I will flash the test on the screen for your reading.

Activity: Chimpanzees traveled in space before people did. Scientiests wanted to know whether the human body and brain
would be able to function in a state of weightlessness. So, before they sent humans into space, scientists sent frogs, mice, rabbits, dogs, and monkeys. The scientists
decided to send chimpanzees into space because the chimpanzee's brain is similar to the human brain in size, weight and structure.' If t~e chimpanzees could make the journey .. successfully, then humans would try.

The purpose of sending Chimpanzees 'into space was to find out whether they could:

A. get food and water by pressing levers B. live in a state of weightlessness C. find the other animals that had been sent into space D. learn to rest after every hour's work

Following this exercise, distribute activity sheets to students. Instruct students to read the stories and questions about each story carefully.

Guide for Discussion: Study the paragraphs. Read each paragraph entirely before deciding on a main id~a. One of the' things John F. Kennedy was famous for, was his ability' 'to glance
through an article for a few moments and then tell the "gist" of it. You too, can develop skill in locating and grasping main ideas.

Answer Key:
Activity Sheet 1 - 1. D Activity Sheet 2 - 1. C Activity Sheet 3 - 1. C

2. A 2. A
2. D

3. D 3. B

4. C
4. D

R4

1.

Activity Sheet R 4

Name

Directions:

Read the story to answer the questions printed beneath

the story. Mark the correct letter' on your answer sheet.

Jennifer was a procrastinator. with the Junion-Senior Prom approaching, Jennifer had only two weeks to do her shopping. She went to several dress shops to find a unique dress. Two days before the prom, she still had not found that one-of-a-kind dress. She heard of
several exclusive shops located twenty-five miles from her home, and she travelled there to shop. On Thursday, two days before the prom,
she finally found what she thought was the perfect dress; however, the dress needed alterations. The dress would not be ready until Saturday morning.

On Saturday morning, Jennifer went to pick up her dress. After getting there, she found out that the had become bogged down with many
other alterations and was unable to finish Jennifer's dress on time.

Jennifer waited and started home at five o'clock. ~hen she was fifteen miles from home the radiator on her car became overheated. She walked to the nearest service station which was five miles away.

After the station towed her car away and started the repair work, the mechanic discovered that the car needed parts that had to be ordered. The process of ordering and receiving the parts took three hours. Jennifer's father was on a cusiness trip, and she was driving her mother's car. She was unable to get someone to help her; therefore she arrived home too late to attend the prom. After this experience, Jennifer vowed never to wait until the last minute to do anything.

1. The main idea of this selection is:

~

Carry someone along with you on a trip. You get better deals when you wait until the last

~

minute. Have your car checked before a trip. Never wait until the last minute to shop.

2.

Which

of the Jennife

r

following picked up

happened her prom

first? dress

.

~ The service station ordered parts for Jennifer's

car.

Jennifer's radiator became overheated.

Jennifer walked five miles to the service station.

1. Activity Sheet 4

-108R4

3. Which of the following is not true? A. Jennifer bought her dress in a town twenty-five miles away. B. The service station took more than three hours to repair the car.
c. Jennifer's father was on a business trip.
D. Jennifer had fun in spite of the complications.
4. Jennifer did not attend the prom because: A. She waited until the last minute. B. She had trouble with her car. C. Both A and B. D. Neither A nor B.

-lUY-
R4
Activity Sheet R 4
Name
Directions: Read the paragraph below carefully, then answer the questions that follow.
Learning to play golf requires attention to many details. The beginning player must select the club handle grip that suits him best, the lock grip or the over-lap grip. Then he must learn how to stand with his foot even with the ball. Next, he must learn swing correctly; the front arm must be straight, the head must be down, and the arms must follow through after the ball is hit. Remembering all these details is a difficult task to most beginners, and until they become automatic, the new player usuallly has little success.
1. According to the article, which is the correct order for the following items?
1. select a club handle grip 2. follow through 3. learn how to keep the head down 4. learn how to stand in relation to the ball
1, 2, 3, 4 4, 3, 1, 2 1, 3, 4, 2 2, 3, 1, 4
2. Which of the following is not necessary to learn to play golf?
having a good set of clubs developing a proper swing aeveloping a suitable grip developinq a good follow through
3. ~hat is the reason that golf is difficult game to play?
golf is expensive it requires a number of skills one must be a good athlete to play it requires a great deal of strength
4. Which would be the best title for the above selection?
Developing Your Golf Swing Getting Ready to Play Golf How to Grip Your Golf Club Skills Needed by the Beginning Golfer

-1.10-

3.

R4

Activity Sheet R4
Name
Directions: Read the following story to determine "true" statements. Work in the correct answer.

Danny overslept Monday morning. He knew that his fir~t-period
reading class would start at 8:15 a.m. and would last the entire
period. If he were even five minutes late to class, he would probably
be unable to finish his test. At 8:05 a.m. Danny left his house to go to his school, which was about six minutes away. At the inter-
section, a policeman, who had access to no radar detection ~ystem,
stopped Danny and gave him a traffic citation. unfortunately, Danny was fifteen minutes late to his first period class.

1. Which of the following statements is most likely true?

<9
f) @

Danny received a traffic cit~tion for failure to stop at
a stop sign.
Danny received a traffic citation for failure to stop at
a stop sign and for speeding in a school zone. Danny received a traffic citation for failure to stop at
a stop sign and failure to have his driver's license with
him.

2.
~
@

~hich of the following is the most likely cause of
Danny's inability to complete his first period reading test that Monday morning?
The test was too long
Danny overslept that morning
The policeman stopped Danny and gave him a traffic citation
Danny did not arrive in class until 8:25 a.m.

-111-

R5

Lesson R 5

Purpose:

The student interprets figurative language.

What You Need: Paper, pencil, Activity Sheet, chalkboard and crayon.

Teacher Talk: Words, phrases and sentences that are not meant to be interpreted exactly in their word for word or literal sense are examples of figurative language.

Activity:

On the chalkboard I am going to write two common expressions that are not to be interpreted word by word
or literally. Underline these expressions.

A. Right now our plans are up in the air, but we expect a decision by next week.
B. I'll be glad to repair the motorcycle - that kind of work is right down my alley.

Guide for Discussion: Expressions like these have been used for roany years and have well-known meanings. Some figurative expressions are written or spoken by the user to help get an idea across. To understand what is meant, you must first recognize which of the words and phrases are not used Ii terally.
You will sometimes come across words and phrases and even sentences that clidn I t make sense when interpreted literally.

Answer Key: 1. B 2. C 3. A 4. A

-112-
R5
Activity Sheet R5
Name
Directions: The following sentences use figurative language. After each sentence are three descriptions. Circle the letter that best describes what the sentence really means.
1. Before a big test Erika gets nervous as a cat on a hot tin roof.
A person who imitates the words and movements of a cat. A person who keeps moving around and can't keep still. A person who jumps from a high spot to the ground.
2. Renata doesn't study a textbook well; instead she dips into a chapter here or nibbles at a few pages there and enjoys herself.
~ She has a small appetite for studying.
she eats a lot while studying.
@ She studies the parts she likes.
3. Marissa is such a fast reader that she gulps down novels, with sOlne understanding of them but without any real enjoyment.
~ A girl eating paperback novels. ~ A girl reading quietly through novels.
o A girl confused by what she is reading.
4. In the morning Jack rises from bed about as guickly as a seedling emerges from the ground.
) Someone who jumps out of bed in the morning.
Someone who gets out of bed so slowly that it's almost impossible to see any movement.

-113-
R6
Lesson R 6
Purpose: The student interprets directions and instructions (may include labels, forms, applications, transportation, occupation and career information).
What You Need: Activity sheet, pencil, answer sheet (optional).
Teacher Talk: Note the background of this practice exercise. Although most of these ads are the same size, it will obviously take you longer to read the one that has the most print. But, the efficiency with which you are able to read depends upon your ability to read with flexibility. That is, you ~ake adjustments in the way you read as the circumstances require.
Activity: Distribute the Activity Sheet then say to students: Which of these ads "caught" your eye first? Why? Are you interested in working as a baby sitter? When the choice is completely up to you, you will probably start like most people, with something that catches your attention. Read and follow the directions on your activity sheet, then answer the items below on your answer sheet.
Guide for Discussion: Flexibility is the key to reading for purpose, rate or Intensive Reading.

Answer Key: 1. C

2. D

3. B

4. D

Activity Sheet R 6

R~

-lltl-

Name

Directions: Read the following "Read Summer Jobs Hire A Student Ad"
Use the information to answer items 1)2)3) & 4 below.

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YNG. PERSON to babysit 2 sm. children, 4&6 yrs.,
at my hse. WK. nites 6-10. Min. age 16. Wknds. not
req. Must be gentle wjchildren. No company or pets
during wrk. hrs. Own transp. TV avail. Meal provided.
Sal. open. Loc. refs. nec. For more inf.o. ph. 8~7219. Sat. or Sun. between noon and 5 p.m. Ask for Tracy.
--_.... _........'

I1. Acc:~;ng to the ad. the applicant must be: Female 16 or older Married

-115-
R6
2. According to the ad, the employer requires the sitter to:
Work on weekends Own a television work mornings Produce references
3. Which phrase means that both the employer and the applicant will determine how much the sitter will be paid?
wrk. hrs. sal. open refs. nec. weekends not required 4. According to the ad, the employer expects:
to drive the sitter to and from work to take the children to the sitter's home to have the sitter take the children to a nursery to have the sitter make any necessary travel arrangements

-116-
R7
Lesson R 7 Purpose: The student interprets directions and instructions may
include labels, forms, applications, transportation, occupation and career information. What You Need: Activity Sheet, paper, pencil and/or Teacher made answer sheet. Teacher Talk: It's always nice to receive an invitation, especially when it comes from someone or persons that you know well. How many times have you received an invitation, read it hurriedly, marked your calendar, etc., then on the day of the occasion you rush to the affair to learn that you must have reservations? why do you think this happens? Should you have re-read the invitation? Activity: Today, we're going to do an exercise using an invitation that might assist us in finding the answers to my questions. You will only need a pencil to complete this practice exercise. You will have five minutes to complete the activity, so please do your very best. Guide for Discussion: Some people would refer to this exercise as Reading with Flexibility. Encourage students to read rapidly, but to speed up or slow down as necessary. Have students discuss or make-up activities in which following directions is important.
Answer Key: 1. B 2. B 3. B 4. C

-117-

Activity Sheet R 7 Name

Directions: Read the invitation. Use the information to answer items I, 2, 3 & 4 below. Mark the appropriate spaces on the answer sheet for the answers you choose.

You are invited to attend a reception dinner to be given on Saturday, June 18, 1982 in honor of
Mr. James Neal who has been promoted to the position
HEAD COACH in the Columbia, South Carolina School System

Carolina Inn 4000 pine Cone Drive

Dinner: $12.50

Reception- 5:30 p.m.

Dinner - 7:30 p.M.

Reservations and donations should be received by

June 6th

Reservations Chairperson: Monica Neal

4000 Pine Cone Drive

columbia, S.C. 29204

where should you send your reservations and donations?

Carolina Inn

~ 4001 Pine Cone Drive

4000 Pine Cone Drive

~ South Carolina School Sys.

2. If you send a $12.50 check, you can:

i

refuse to attend have dinner attend the reception only donate to the money tree

Why is James Neal being honored? He has coached a winning team.
He is being promoted to Head Coach. He has recently been hired as head football coach. He is going on a cruise.

James Neal will be honored with a: football made with silver dollars reception at the school reception, dinner reception at 4001 Pine Cone Drive

-118R8
Lesson R 8 Purpose: The student interprets directions and instructions (may
include labels, forms, applications, transportation, occupation and career information). What You Need: Activity Sheet, paper, pencil, old classified section of a newspaper (optional). Teacher Talk: Many advertisements are emotional appeals designed to play on peoples' feelings about themselves and their needs. It is my desire to share an activity with you that will aid you in understanding appeals in advertisements. Activity: Distribute the activity sheet. Read the directions with the students. Guide for Discussion: The main purpose of advertising is often to "sell" a product or service rather than inform people, so that they can make up their own minds. Although there are exceptions, most advertisements do not help people to think carefully about a product. Such appeals often try to draw your attention away from the facts, and when facts are used they are carefully selected and arranged to present the product in the best possible way. Have students find similar ads in newspapers and magazines to discuss them.
Answer Key: 4. C 5. D 6. C
..

Activity R8
Name
Directions: use the newspaper ad at the right to answer questions 4, 5, & 6.

-119R8
20th Anniversary Sale CHRYSLER NEW YORKER Fully equipped froM the factory $119.90 per month Full price $4,600.00
20% Down payments are for 36 months at A.P.R. of 10.92% Deferred payment Price
$5177.00

4. what does the abbreviation A.P.R. mean in the ad?
A. Average Price Reduction B. Advertised Price Review C. Annual Percentage Rate D. Annual Protection Rate
5. Ho ...,' much money is needed for a dOvin payment on the Chry~~ler?
A. $119.99 B. S3G.00 C. $450.0U
D. ~:ot giv~n
6. If Larry bought the Chrysler on the deferred pEyment plRn, how much would he pay in interest?
A. $ 9.82 B. $360.00 C. $577.00 D. $ 99.19

-12U-
R~
Lesson R ...9_ Purpose: The student interprets directions and instructions (may
include labels, applications, transportation, occupation and career information). What You Need: Activity sheet, pencil. Teacher Talk: Khen you fill out an application or any printed form, you should read everything before doing anything, then you should follow the directions carefully and in order. Activity: In a minute or two you're going to have an opportunity to read an application form for employment. Please be reminded to read cautiously. Guide for Discussion: Another important skill for "filling out" forms is Following Directions. Take advantage of this time to "stress"/emphasize this skill. Discuss each item on the form after allowing students to fill it in.
Answer Key: 1. B

Ad lvitJ Sheet R 9

-R 9

Name

Directions:

Below you will find application forms divided into five sections. Five questions follow each fonn Each question shows different ways an applicant might complete a section of the form. Select the response in which the applicant has followed all the directions given and supplied all the information requested. Mark the letter of that response on your answer sheet.

S

e

c

First Name

t

i

o

Address

n

Middle

APPLICATION FOR EMPLOYMENT

Last

City

State

Social Security Number Home Phone

1

S

e

Citizenship

c

How did you know about this position?

t

i

Name of Person to notify in case of emergency

o

Relationship

Phone

11
2

S

e

Position Desired

c

t

l

o

Date Available

n

3

Circle 1 in each column:

Full time

Permanent

Part time

Temporary

Monthly Salary Expected

..I...
N
I~
I

Activity Sheet R JL-

R .L

S

e

Education

c

t

High School

i

o

College

n

4

Name and Location

Major

Degree Earned

S

e

Indicate your office

c

Skills

t

i

o

n

5

Typing Speed: Shorthand Speed:

For Office Use (Leave Blank) Conunents:

1. Which of the followine responses shows that the applicant has correctly completed Section #1 of the form?

v

First Name Eve1vn
Address

1409 Pam1ico Drive

Middle Dill City Houston

Last Gaines

State

Social Security Number 555-12-5221 Home Phone No Phone

First Name
Evelyn
G)
Address 1409 Pamlico Drive

Middle Dee
City Houston,

Last Gaines
State Texas

Social Security Number 555-12-5221
Home Phone None

..I...
N N I

Activity Sheet R ~

First Name E.
<9 . Address
1409 Paml ico Dr.

First Name

0I

Gaines, Address

1409 Pamlico Dr.

Middle D.
City Houston,

Last Gaines
State Texas

Middle Evelyn
City Houston,

Last Dee
State 51720

RL

I Social Security Number

I

Home Phone Disconnected

I Social Security Number 555-12-5221

I

Home Phone No Phone

...I...
N W I

-124-
Rl.O.
Lesson R 10 Purpose: The student interprets directions and instructions (may
include labels, forms, applications, transportation, occupation and career information). What You Need: Activity sheets, pencil, paper transparency of any type caloric chart for illustration purposes. Teacher Talk: Literally thousands of persons, especially women, eat less than 1,600 calories daily, presumably to be sufficiently attractive. Therefore DIET is talked about more than any other subject. Women especially, count calories and place a watchful eye on their intake of fat and proteins. Activity: Let's examine a caloric chart today, discuss it for a few minutes, then do a practice exercise to learn a bit more about the number of calories and proteins found in some of our favorite foods. Guide for Discussion: This activity could very well be labeled a life skill to show how well students understand how to solve problems in every day life.
Answer Key: 1. B 2. D 3. C

Activity Sheet R ~

R 1JL

Name

Directions: Use the Calorie/Protein Chart to answer questions 1,2 & 3.

Meat-Poultry Chicken (Fried) Beef (ground)
Dairy Products and Eggs Cottage Cheese Egg, boiled Milk
Vegetables Green Beans Corn Peas
Bread and Cereals Oatmeal Whole Wheat Bread

Calorie/Protein Chart Portion
1 Piece 30z.
\ cup 1 1 cup
1 cup 1 cup ~ cup
1 cup 1 slice

Calories
185 249
110 75
165
27 140 60
150 55

Protein Gram
26.4 24.7
14.0 6.1 7.2
1.0 4.0 3.4
5.4 2.0

1. How many calories are there altogether in 1 piece of fried chicken and \ cup of peas?

(960

@185

@)245

@Not given

2. How many calories are there altogether in one ounce of ground beef?

@63

@)83

@?> 249

@ Not given

3. Which of these food portions has the greatest amount of protein?

G 1 cup of corn

@ 1 cup of oatmeal

1 cup of milk

@ 1 slice of whole wheat bread

..I....
'N
t11 I

-126-

Rll

Lesson R 11

purpose: The student locates information in reference sources.

What You Need: Paper, pencil, activity sheet.

Teacher Talk: You are expected to select appropriate information needed from sources such as index, table of contents or directory. The following practice item will prepare you for the activity sheet.

Read each question carefully and mark the letter of the best answer on your answer sheet.

Use this Chart to answer questions 1 & 2.

Roundtrip from Oakland, New Jersey to:

50% Off

40% Off

30% Off

Atlanta Des Moines Milwaukee Omaha Sioux Falls

$ 75.00 102.00 120.00 125.00 147.00

$ 90.00 122.00 144.00
150.00 177.00

$105.00 143.00 168.00
175.00 207.00

50% discount in effect for night coach flights Monday through Friday 40% discount in effect for day coach flights Monday through Thursday
and for night coach flights Friday through Sunday. 30% discount in effect for day coach flights Friday through Sunday.

1. According to the airline chart, when can the traveler save the most money on airfare? A. During the day Monday through Thursday B. During the day Friday through Sunday
*C. At night, Monday through Thursday D. At night, Friday through Sunday.

2. what is the cost of a roundtrip fare from Oakland to Omaha on wednesday night?

*A. $125 B. $147
C. $175 D. Not given

-127-
Lesson R -l.l
Guide for Discussion: Purpose has a great deal to do with reading as it has with nearly everything we do. Your own interests influence what you choose to read, but sometimes you have a definite purpose, or reason, for reading, than just to find something interesting i.e. Have students prepare activity based on a reference source of their choice.
~hich of the following is the best place to find the address of Grady Memorial Hospital? A. A newspaper B. A magazine C. A telephone book D. An encyclopedia Very good participation. Now, let's do some more practice exercises.
Answer Key for Activity Sheet Only: 1. A 2. C 3. C 4. B

-128-

Activity! 11

RlL

Name- - - - - - - - - - - - - - - - - - -
Directions: Read each question carefully and mark the letter of the best answer on your answer sheet. Use scratch paper if you need to do so.

1. Which of these names appear first in the telephone book?

~

Mitch Greene Michael Greer Michelle Greenburg ~ed Greenleaf

2. If Nancy's car gets 20 miles to the gallon, how many miles can she drive on 12.5 gallons?

~

16 miles 25 miles 250 miles Not given

3. What is a flammable substance?

~

A disinfectant something used to put out fires Something that catches fire easily Something that burns very slowly

4. what does this road sign mean?

Speed LiITlit
55

I

You must drive exactly 55 miles per hour. You must not drive faster than 55 miles per hour. You may never drive slower than 55 miles per hour.
Not given

TESTWISENESS RESOURCES

-130-

ARTICLES

"Humanizing the Testing Aspect of Evaluation," Cluff, Robert B., and Smith, Charles W., 27 pp., U.S. Department of Health, Education and Welfare, Office of Education (no date) ED. 076-498.

This paper presents guidelines for teachers for effective preparation and presentation of teacher-made tests. It outl ines some tools useful in test preparation, such as teacher file cards of items covered in class, and clearly defined course objectives. Also covered are some pr inciples to be considered in test prepara t ion, such as, for a test to be valid, questions must be in line with what was actually taught. It suggests pre-tests as a means of evaluating instruction and preparing students for testing.

"Test sophistication: An Important Consideration," Erickson, Michael E. Journal of Reading, vol. 16, No.2 (November, 1972>, k140-144, EJ 070 710

This article gives instructions on how to improve student test-taking skills, suggesting that students may fare poorly on standardized tests because of an acute deficiency in test-taking abi 1 i ty. The author ident i f ies the skills peculiar to each type of item found on standardi zed readi ng tests, suggest i ng students be trained to readily identify general skills
being used by each type of item. He outlines four basic item types which the student must be able to identify: central though, detail, context, and inference: and he tells how to answer each type.

"Everything You Wanted to Know .n.bout Testwiseness," Ford, Valeria .n.. 30
pp., U.S. Department of Health, Education and v.elfare, t\ational Institute of Education, August, 1973. ED. 093-912.

The purpose of this paper is to define and

elaborate on the term test-wiseness.

It

includes motivational aspects in addition to

actual techniques that a test-wise examinee

should employ to improve test performance, such

as following directions, making efficient use of

time, developing strategies for analogy and

multiple-choice questions, and guessing.

ARTICLES (CaN'T)

-131-

Activities for very young children are based on

the specific abilities which are needed by

pre-school and primary grade children in taking

var ious standardized readiness tests (e. g.,

\

Metropolitan Readiness Test). These activities include teaching the concepts most like, same,

different; working on columns and rows;

becoming familiar with format and language use

in standardized tests. Empirical research

supporting

the

suggested

techniques

is

elaborated in detaiL A rationale for the use

of a test-wiseness learning program to be used

in the school is presented; and several possible

procedures as to how such a program could be

implemented are suggested.

Hallberg, Albert. "Facing the Test: English," Dade County Public Schools, Miami, Florida. 1971, 21 pp. ED.064-720.

This Quirmester Course is designed to help students apply the principles of effective study
in a variety of testing situations. Emphasis is on developing such skills as planning wise use of allotted time, adapting reading rate to var ious types of test items, ident ifying types of analogous relationships and word attack skills, including recognition of Greek and Latin roots and affixes. A resource listing of six (6) pages is included.

Hurwitz, David A. "Everything You Never Wanted to Know About Test Taking Because You Were Afraid You vlould Flunk". Central state University, Wilberforce, Ohio, August 16, 1979. . - -

This twenty-four page booklet is designed as a

practical guide for helping students to take

tests objective, direct answer, multiple choice,

IWitching,

true-false,

essay

test

and

quantitative tests.

Manpower Admi nistra tion, Department of Labor, "Doing Your Best on Tests," 14 pp. Superintendent of Documents, U.S. Government Pr inting Off ice, Washington, D.C., 1971. ED. 080-593.

A guide to taking apti tude tests, this booklet briefly Olscusses, with drawings, the following: Why take an Apti tude Tes t; . Your Phy's ical Condition is Important; How You Feel ~bout

ARTICLES (CaN'T)

-132-

Taking Tests Makes a Difference; The Ones Who Give The Tests Are There To Help You; Some Rules to Know. A test to show hos much the reader has learned about taking aptitude tests is provided along with the ocrrect answers. The booklet concludes with some brief hints for test-takers.
Millman, Jason; Bishop, Carol H; and Ebel, Robert. "An Analysis of Test-v,iseness, "Educational and Psychological Measurement, Vol. 25, No.3, 1965. 7U7-726.
This article offers an analysis of test-wiseness as a source of variance in test scores. It defines test-wiseness as a subject's capacity to utilitize the characteristics and formats of the test and/or test-taking situation to receive a high score, independent of the examinee's knowledge of the subject matter being tested. The article is not concerned wi th the general mental attitude and motivational state of the examinee, but rather is restricted to the actual taking of (no preparing for) objective achievement and aptitude tests. It stresses strategies of time use or cues as techniques in effective test-taking.

AUDIO-VISUAL MATERIALS

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A Little Anxiety: Test Taking Skills, slide-cassette presentation. Division of Education Services, Educational Testing Service, Princeton,
New Jersey - 08541 (609)743-1103 $94.75

This twenty minute slide presentation includes an instructor's guide with handouts and suggestions for exercies and copies of the College Board's Taking the SAT, and John Dobbins book How To Take a Test. Material discuss coaching and cramming, how to approach r.lUltiple choice questions, ways to improve performance on
reading comprehens ion, word problems, verbal analogues, and other kinds of questions. Although geared particularly towards the SAT,
these suggestions re la te to a var iety of standardized tests.

Flexinq Your Test Muscles: A Guide to Developinq Test-Taking Skills, Student Assessmen t Section, Flor ida Department of Education, Knott Building, Tallahassee, Florida - 32301, Free.

This nineteen page booklet for teachers

(elementary through secondary) presents a

training program whioch includes specific

activities for development of sound test-taking

skills. The focus is on four (4) areas:

pre-test

orientation,

time

management,

problem-solving tactics and anxiety control.

Learninq How to Take a Test, Professional Associates, Box #6254, Harrisburg, pennsylvania - 17112, $28.00.

This color filmstrip with an automatic advance

cassette can be used for classroom or

individualized instruction in improving test

scores.

It includes a teacher's manual.

Appropriate for junior high and senior high

school stucient.

Taking Tests, South Filmstrip, $19.95, Order Form: (800)638-1010

Media Materials,Inc. Department T-A 2936 Remington Avenue Baltimore, ~aryland 21211

AUDIO-VISUAL MATERIALS

-1311-

This filmstrip is designed to help students

develop a strategy for taking tests. Both

objective tests and essay test are discussed.

Specific test-taking skills include:

(1)

pre-viewing questions, (2) underlining big words

in direct ions, (3) not ing "clue" words and (4)

outlining answers to essay questions.

Self-Relaxation Program for Children, Professional Associates, Box 6254, Harrisburg, Pennsylvania - 17112 - $9.95

This twelve minute audio cassette explains the

purposes and procedures for teaching children

how to relax.

It describes a five-step

procedure which is designed for use individually

or with small groups of children. The tape

describes each exercise with examples.

BOOKS

-135-

Agin, Avis; Prather, Johanna P. Test Taking Techni1:ues. Four (4) cassettes, Ten (10) Activity Books or Dittos, One ( ) Guide-$49.00.
Additional Books - $1.89 additional. Dittos-$19.00, Order From:

Educational Activities, Inc.
P.O. Box #392 Freeport, New York - 11520 (516)223-4666 or (800)6454-3739

Jun ior-Senior High School. Lessons teach students how to prepare for test by us i ng lecture and textbook notes to study. Emphas is is placed on the
skill of predicting possible test questions. Specific hints are given on how to deal with objective questions (true-false, multiple choice or matching) and essay questions.

Cerrito, Frank. How to Prepare for the Mathematics Test, 214 pp. paperback $3.17. Order from:

Adult Education Services McGraw-Hill Book Company
#51 Hightstown 1, Princeton Road Hightstown, New Jersey - 08520

One of five (5) volumes on how to prepare for the New High School Equivalence Exam. Offers plenty of practice in solving math problems and
in basic arithmetic, which now comprises more than half of the BED test .... plus instruction and drillwork in geometry and algerbra contents: PI.-e-test Arithmetic (whole nU!TIbers, fractions, decimals, percents, power
and roots, tables and gr'aphs), Algerbra (signed numbers, evaluating algerbraic expressions, operations wi th polynomials, linear equations and inequalitip-s, solving simultaneous equations), geometry (lines and angles, polygons, the triangle, the circle, solids), post-test.

Education/Parent Book, The plus Factor

The Basic Skills of Taking

'rests (Even Math Tests) Education Services - P.O. Box #5281, Atlanta,

Geurgia ~- 30307-=-$4.00 -( 404 )627-2112.

1) General Strategies 2) Adults 3) General, Reading & Math
4) Parents and Educators

-13F.-

BOOKS

Fundamentals of Studying, Part Two. The Reading Laboratory, Inc. (P.O. Box #681, South Norwalk, Connecticut-06856) Six (6) filmstrips, six (6) cassettes, student workbook, teacher's manual - $99.50. Additional student workbooks - 1-24 copies @ $1.50
25-up copies @ $1.25

1) General Strategies 2) Miadle School, High School 3) ?
4) For Teachers

One of six (6) filmstrips/cassettes is entitled studying to take a test.

Goodman, Roger and Junce, William, How to Prepare for the Reading Skills Test. 210 PP. paperback $3.71. Order from:

Adult Education Services MCGraw-Hill Book Company 51
Hightstown, 1 Princeton Road Hightstown, New Jersey 08520

How to Prepare for Reading Skills Test (Con't)

One of five (5) vo1umns on how to prepare for

the new high school equivalency exam. Focuses

on reading cOloprehension skills reflects the

shift in emphasis in the new G.E.D. test from

mainly classical literature to inclusion of

general and practical reading.

Contents:

Pre-test, Practical Reading, General Readings,

Prose Literature, Poetry, Drama, Post-test.

Helping Students Prepare for Tests, Educational Testing Service, Suite #2020, 250 Piedmont Avenue, N.E., Atlanta, Georgia - 30308 (404)524-4501, 8-1/2 x 11 sheets stapled into booklet.

1) General Strategies 2) Middle School, High School 3) General 4) Could be used by teachers

Su rv i val Test-Taking Ski lIs in Verbal Areas. Pyrchzak, Fred, J. Weston welSh, Publisher, Portland, Maine - 04104-0658. Toll Free (800)341-6U94.

24 spirit masters - 03-2018-SG - $10.25 24 photocopy master - 01-2019-SG-$ 7.50

SURVIVAL TEST-TAKING SKILLS IN VERBAL AREAS(CON'T)

-137-

1) General strategies 2) Middle School, High School 3) Reading
4) Not for teachers

24 Skill-building worksheets to improve general reasoning abil i ty and to boost student scores on all verbally oriented tests. Teacher-directed study activities develop skills in vocabulary, reading, grammar and other verbal areas. General strategies include practice wi th typical test item formats and filling out machine-scored answer sheets. Solid preparation not only for surviving classroom and standardized tests, but college admission and employment tests as well.

How To Prepare for a Competency Test, developed and produced by the Center for Humanities, Inc. Kit consists of two (2) filmstrips, two (2 )
cassettes, two (2) L.P.'s, Teacher's Guide - $79.50.

Order from:

Guidance Associates, Inc. Communications Park Box #3000 Mount Kisco, New York - 10549

By encouraging students to recognize and use the basic skills they already piossess, this program helps allay fears of competency tests. Scenar ios point out such important bas ic steps as correct reading of in forma tion, following directions in a step-by-step fashion, understanding symbols used in maps and charts, and becoming familiar with the basics of computation.

Learning More, Scoring Higher

Listening Library, Inc., P.O. Box "L",

Old Greenwich, Connecticut

06870.

Ki t includes two ( 2 )

filmstrips/cassettes, lS-page guide/8

$49.00

(1) General Strategies (2) Middle School (3) General Strategies - Classroom tests(?)
(4) Not for Teachers

A new way to teach upper
their test taking skills. "The Geodesic Dome-House students as they learn:

elementary students how to study and improve
Fea tures a high-interest, contemporary theme, of the Future". Join two (2) inquisitive

(1) How to begin a research project (2) Note-taking and outlining skills (3) How to locate and use library materials (4) How to prepare for and take test effectively.

A Better Reading Workshop - Potter, Robert A., Books 1,2,3 Book Company, Inc., New York, 1978, 60 pp. @ paperback, Adopted Test Book List).

-138-
and 4, Globe $1. 74 (state

This is a ser ies of four (4) reading workbooks (1) Reading for Speed and Accuracy~ (2) Reading with Care~ (3) Making Inferences~ (4) special Study Skills. At the end of each workbook is a
section entitled Test-Taking Tips and three (3)
Making Inference8~ (4) Special Study Skills. At the end of each workbook is a section entitled Test-Taking Tips and three (3) practice tests
imulat ing var ious types of standardi zed answer sheets. The reading level is 4-6~ the books are intended for intermediate through Senior High.

The Newpaper Guide to Basic Skills Instruction: Mathematics and Problem Solving. The Georgia Press Educational Foundation, Inc., 1075 spring Street, N. W., Atlanta - 30309, 1982. Teacher Guide and Student Activity Sheets for duplicating-$6.00.

(1) No General strategies (2) Middle School/High School (3) Mathematics (4) Teacher-directed activities and student worksheets.

Taking Tests - King Features, Education Division, Dept. #1344, 235 East 45th Street, New York City, New York - 10017. Four (4) page pamphlet, packages of 25 for $3.95.

(1) General strategies for taking classroom test (2) Middle school

The wisdom of Popeye the Sailor in a four-page, full color, comic book format, booklet. Popeye explains the 'be-st' ways to prepare for and take different kinds of tests.
Taking Tests - Media Mater ials, Inc., 2936 Remington Avenue, Baltimore, Maryland - 21211 - $17.95.
"Taking Tests" is a kid consisting of sound filmstrip, Instructor's Guide Student Response Booklets, and catalogue cards. It instructs students in general test-taking techniques and gives specific tips on taking objective and essay tests.

-13~-

Taking the T(error) out of Testing, Education Servies, 1387 Oxford Road., North East, Suite #112, Atlanta, Georgia.

A kit which contains activities designed to

acquaint and provide students with and help them

practice a multitude of skills which they can

apply when they are taking tests. This kit

includes a teacher's guide wh ich gi ves a br ief

summary of each sk ill wh ich is to be dfeveloped

through a student activity format.

$14.00.

Test-Besting, Human Resource Publishers, P.O. Box #10564, Tallahassee, Florida - 32302.

Parents Manual - $ 4.95 Teachers Manual - $29.95 Student materials- $19.95 (Set of 30)

Testwiseness- Comprehension X, Y and Z, three (3) booklets, 32 pp., paperback, $1.50 echo

Order from:

Botel/Sheppard Associates 3458 West Penn street, philadelphia, Pennsylvania - 19129 (215)849-4411

(Middle school/high school) (Remidial 5-13) . Designed for use with toal class and herterogeneous sub-groups. written on levels 1 X-20 Y - 3rd, Z-4th. Eased on the theory that students can do better and feel more sure of
themselves when they take simpler versions of standardized test for practice anbd actually create their own questions and answers. Includes rna in idea, detail, inference, vocabulary in context, maze or completion.

Test Taking Skills Kit, Evaluation and Assessment Service, Inc. Box

#653, Herndon, virginia

22070, $89.95 for classroom kit (5 copies of

each booklet); $250.00 for school kit (309 copies of each booklet).

The kits consist of 15 different student activity booklets grouped into the follkowing
categories:

Following Test Directions Using Time Wisely
Analytical Skills - Reading Analytical Skills - Language Analytical Skills - Math

A teacher's guide and practice answer sheet are available for each booklet. Appropriate for upper elementary through high school.

-140-

The Newspaper Guide to Basic Skills Instruction:

Reading and Problem

SolvIng ActivItIes. The Georgia Press Educational Foundation, Inc., 1075

Spring Street, N.W., Atlanta, Georgia - 30309, 1982. Teacher Guide and

student activity sheets for duplicating. $6.00.

1) No general strategies 2) Middle school/high school 3) Reading 4) Could be used by teacher - teacher directed
activities.

A collection of newspaper activities keyed to the indicator clusters established by the Georgia Board of Education. The teacher's guide
contains an explanation and an introduction to each skills cluster. Accompanied by a similar
student introduction included in the student
worksheets. Students should work through teacher directed activities before completing student worksheets. A post-assessment activity
determines whether students need further practice.

Literary Tabs, Dramer, Dan

Jamestown Publishers, Providence,

240 pp. paperback.

1) no general strategies

2) High School

3) Reading - sequential organization, vocabulary

discriminatioIl, inferential thinking, main

idea.

'

4) Not for teachers

1980.

Literature-rela ted articles give inside stories about well-known Ii terary works. Comprehension questions which follow do more than just ask students to pick correct answers from multiple choices - they ask students to lable each choice as true, false, pretty true, pretty false, or
insufficient evidence; or for example for main idea which item is main idea, which is too general or too specific, whicvh is false and
which is unessential.

Test-Taking Skills and Secrets (Even for Math) Grade 6 - Adult.

Education Service - 1'387 Oxford Road., N.E. ( Atlanta',' Georgia - Suite

#112.

,. ,--

A book written for students to give them general

knowledge about how to take all kinds of tests.

$ 4.00.

.

-141-

Taking the Mystery Out of Math Tests, Education services, 1387 Oxford Road., ~. E., Atlanta, Georgia.

A book designed to aid students in improving scores on all types of math tests.

Education/Parent Book

The plus Factor

The Basic Skills of Taking

Tests (Even Math)

Education Services, 1387 Oxford Road., },J.E., Suite

#112, Atlanta, Georgia.

Teaches students how to take the test which can determine their future opportunities. Should be a part of every teacher's curriculum and every parent's library. Talks in easy to understand terms about skills involved in taking tests. Useful to both parents and educators. - $14.00.

The Complete Guide to Taking Tests. Feder, Bernard. Prentice Hall, Inc., Englewood Cliffs, New Jersey - 1979. 160 pp. paperback - $4.95.

1) strategies - general, classroom objective tests, standardized tests, verbal aptitude, writing, numerical ability, essay.
2) High school 3) Math, reading description of SAT, CRE, etc. 4) Good for teachers too!

Pathways, A guide to Reading and study Skills. Gilbart, Helen W., Houghton Mifflin Company, Boston, 1982. 381 pages, paperback.

1) General strategies

use of time, anxiety,

standarized tests, objective tpsts, essary

tests.

2) High school.

3) General strategies - some reading.

4) Could be used for teachers - resource only

Testmanship: Seven Ways to Ra ise Your Examin iat i on Grade. Hook, Julius N., Barnes and Noble, Inc. - "NewYork City, 1967.

The author defines "Testmanship" as the advantageous display of one's ability and knowledge in a test situation. Defining the basic rules for success, it includes knowing different kinds of tests, how tests are graded, preparation and thinking skills necessary for dif ferent questions types. The book includes a chapter on tests of reading ability.

Taking Test and Scor ing High Honig, Fred, (Or ig i nal Title: How to Study
for Tests and Pass Them). New York - Area PUblishing Company, Inc., 1967.

sub-titled How to study for Tests and Pass
Them, this book emphasizes the development of successful study habits. Part I contains
chapters on the following topics: What it takes to study Successfully, Analyze the Test, Where
'2 '3 to Study, When to Study, How to Study. In
addition there are chapters in Part and on the two (2) basic forms of test questions <objective and subjective), the basic types of each found on most tests, and subject areas of test questions <verbal; numerical; apatial;
mechanical skills; observing asnd remembering;
problem solving; judgment and reasoning; and following directions). The final section Part 14, includes chapters on review of one's test preparation, strategy of the test-taker during the examination, and preparation for an oral test and/or interview.

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Score:' The Strategy of Taking Tests. Huff, Darrell, Appleton-Centurycrofts, Inc. New York, 1961. <o.p.)

Based on the principle that lack of skill or sophistication in the art of taking tests is a
handicap, this book is aimed at developing such skill in the reader. It attempts to develop confidence; examines different kinds of tests;
and provides systems, methods, devices, techniques and special tips for attacking efficiently and briskly any test the reader may
metter. It details the specific tests that will be encountered in a variety of fields and includes represe~tative test items for practice.

College Reading and Study Skills - M9~ho~ter, Kathleen T., Little, Brown and Company, Boston, 1980. 324 pp. paperback.

1) General strategieis - time management, hints for true/false, multiple choice, matching, and essay exams.
2) High school, college 3) Just general strategies, although reading and
vocabulary information and exercises are included in other parts of book 4) Could be used for teachers - resource
On chapter of this book deals with preparing for and taking exams

How To Take Tests -' Millman, Jason, and" . pauk, Walter. New York,

MCGraw-Hill Book Company, - 1969.

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\_

This book concentrates on the principles of skillful test taking of both standardized and teacher-made tests. The author points out that " the study and periodic review... There is no quick and easy way to score high without ser ious study ... However, the student who wants his test marks to reflect his diligence and preparation should find this book especially
rewarding." The book focuses on achievement and aptitude tests, presenting and analyzing useful pr inciples of test-taking including; us ing time wisely, reading directions and questions
carefully, checking answers for errors. Sections are included on special types of test questions (for example, essay and true/false) and test of selected abilities (for example, vocabulary tests).

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Advising Schools Popham, W. James, A Handbook for Concerned Citizens Psychological Corporation - Harcourt Brace Jovanavich. - $7.95.

This handbook is designed to increase the effective output of ci tizen advisory groups by providing guidelines and strategies for addressing questions such as: What areas of local education should be of concern to advisory counsels? what is the proper curriculum for our
school to pursue? What kind of tests are best for measuring our children's skills? How can we help determine graduation requirements?

College Study Skills

Shepherd, James F., Houghton Mifflin Company,

Boston, 1979. 273 pp. paper?aGk.

Strateg ies

genera:!.. ~strategies, double

negatives, specific determiners

2 ) High school, college

3 ) general strategies

4 ) Could be used by teachers - resource

Reading Skills for C~llege study - Shepherd, James F., Houghton Mifflin Company, Boston, 1980. 338 pp. paperback.

1 No general strategies 2) High school, college
3) Reading-to understand and respond for essay exams
4) Not for teachers

Chapter #10 of this book which deals mostly with reading in various content area textbooks, deals with reading and understanding selections and then practicing answer ing var ious essay questions dealing ~ifh the articles read.

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RSVP: The Houghton. Mifflin Reading, Study and Vocabulary Program. Mirflin Company, Boston, 1981. 368 pp.

1) General Strategies - lots of them 2) High school, college
3) Has some reading, good graph and table section .4) Could be used for teachers - resource only

The Houghton Mifflin Study Skills Handbook - Shepherd, James F.,
Houghton Mifflin Company, Boston, 1982. 426 pp. paperback.

1) General strategies - anxiety, time management, multiple choice, T-F, matching, sentence
completion, and essay. 2) High school. 3) General strategies only 4) Could be used for teachers - resource.

The Ndw Student, Reading and Study Skills. Spargo, Edward. Jamestown Publishers, Inc. - Providence, 1977. 254 pp. paperback.

1) General strategies-objective and essay_ 2) Middle school, high school.
3) Content-general strategies. 4) Not for teachers - resource only.

Three (3) chapters deal with reviewing for exams, taking objective exams, and taking essay
exams

Taking Exams Mattingly and Butler Publishers, LTD., distributed by:

Evaluation and AssessmentSe~vice, Inc., Box #653, Herndon, virginia -

22070 - $6.95.

.

This 33-page booklet is" designed as a practical guide for middle, and secondary school students and their parents. It includes a detailed discussion of study habits as well as of specific suggestions concerning test-taking behaviors which will improve test scores.

Guidelines for Reading Bias in Testing-Psychological Corporation., Tidwell, Rameria - Harcourt Brace Javanovich - $4.95.

These practical guidelines for eliminating test

bias are suitable for use by test

administrators, test developers, and those

. responsible for
pp.

interpreting

t e"s t

scores.~

26...

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Making the Grade ... How to Take and Pass a Test. Victor, John - The Associated Press, 1979. 34 pp. booklet.

1) General strategies

time, problem solving,

Analogies.

2) High school.

3) Reading and Math.

4) Could be used for teachers - resource.

Reading Mini-Tests- Education Solutions, Inc., 60 Fifth Avenue, New York City, New York - 10011.

Educational solutions has designed a Mini-Test program for assisting teachers in working with students on the following demands presented by standardized tests of reading achievement:

*General test taking skills common to all tests, such as using time wisely
and guessing strategies.

*Specific test-taking skills related to the most common forma ts and types of test items as well as the kinds of distractors used.

*Special types of comprehension, such as finding the main idea or defining words in context, as requ ired by mos t
tests.

SRA Diagnosis

Science Research Associates, Inc. , 259 East Eric

street, Chicago, Illinois - 60611.

This reading program contains survey reading tests and criterion-referenced tests.

Stanford Diagnostic Mathematics Test B

Leslie S. Beatty, Richard

Madden, E. F. Gardner, Bjoin Karisen - 1976, 1978 - Grades 1-6-13.

Content:

*Number System and Numeration: Understanding of

the whole number system and decimal place value,

as well as understanding of the properties of

the number system, and the use of these

properties

in

operations with specific

objectives appropriate to each grade level.

*Computation: Concerned with knowledge of the pr imary number facts, opera tions algor i thms and
solutions of simple and compound number
sequences with specific objectives appropriate to each grade level.

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*Applications: Measures ability to solve simple

story problems, select the correct solution

model for problems, and read and interpret

tables and graphs.

Also includes items

involving geometry and properties and units of

measure wi th specific objectives appropriate to

each grade level.

Stanford Diagnostic Reading Test (B) Bjoin Karisen, Richard
Madden, Eric Gardner - 1973, 1976, 1978 Psychological Corporation Harcourt Brace Javonavich.

Designed to measure the major components of the reading process. Intended for use in the early part of an
instructional sequence, the test can be used to diagnose the specific needs of each pupil so that the appropriate instructional strategies can be provided.

Wisconsin Test Reading Skill Improvment Interpretive Scoring Systems, 4401 West 76th Street, Minneapolis, Minnesota 55435

These Criterion referenced tests evaluate 38 words identification skills at four levels of difficulty and are designed for graces Kindergarten through 3. Arithmetic assessment includes number and numeral identification, the four basic arithmetic processes, and optional skills involved in money measurement, telling time, and use of decimals and percents.

Foreign Language prognosis Test, by Percival M. Symonds

This test is designed to predict an eighth or ninth grade student's success in learning a foreign language, this test can prove to be a valuable device in guidance and sectioning. There are two test forms (A & B). Testing time for each form is 44 minutes. Each form is supplementary and, where time permits, both forms should be given.

Fountain Valley Reading Skills Test. - Richard L. Zweig Associates, 20800 Beach Boulevard, - Huntington Beach, CA 92647

This program contains 77 tests on cassette tapes and assesses competence in 277 reading skills.

Goolsby, Thomas M., Jr., and Wray, Grace A. "Practice Tes t for Pre-Primary and Beginning First Grade, 8pp., Office of Education, Department of Health, Education and Welfare, washington DC Cooperative Research program, March 1969. ED. 054 219

This is a pictorial practice test which prepares preprimary and beginning first grade children who h~ve not had experience with a group test to do tasks similar to those they will find on a test. The instructions for the
practice test stress important cues and directions helpful during test administration, and include the entire dialog for the test procedure.

lOX Basic Skill System - Psychological Corporation, Harcourt Brace Javonovich. 1978-1979 -Grades 5-6, and High School.

This test is designed to provide critical information about student mastery of basic skills and to promote
on target, effective" instruction to improve performance.

The Basic Skill Tests are criterion - referenced measures of minimal competency at the elementary and secondary levels in the areas of reading, writing and mathematics.

Math Mini Tests - Educational Solut ions, Inc., 60 Fifth Avenue, New York, NY 10011

Mini tests enable students to demonstrate their actual skill in mathematics or reading without having their scores distorted by lack of understanding of the special skills demanded by these achievement tests. Test taking kits for Grades 6-7 I available in March, 1982. Kits for grades 8-9 A available in late spring, 1982.

McCall

Smith Test Lessons in Reading

McCall, Edwin Smith

Reasoning, William

Seventy-eight lessons designed to help high school students sharpen their ability to read thoughtfully.
Standard fallacies of thought speech and writing are described. The students are then asked to identify these fallacies in sentences. A manual/answer key
is supplied with each order; additional copies should be ordered as needed.

prescriptive Reading "Inventory

california Test Bureau

McGraw-Hill, Inc., Del Monte Research Park, Monterey, CA 93940

This reading program assesses competence in 155 reading skills. A succinct booklet which starts by explaining what tests measure and goes' on to talk about such general strategies as time management, guessing, machine-scored answer sheets. This booklet also discusses questions on vocabulary, analogies, reading comprehension, and
mathematics, standard written English. Geared toward high-level standardized tests such as the SAT.

College Reading: Skills and Practice. weinberg, Joel. Houghton Mifflin Co., Boston, 1978. 407 pp. paperback, spiral bound.

1) Some general, mostly reading and math main Ldeas,. details
2) High School, college 3) Math, reading 4) Could be used by teachers - resource

Just a few pages on general strategies A log of good vocabulary-suffixes, prefixes, roots,
literal meanings, multiple meanings, using context, etc.
Reading study skills cover main idea, details, critical reading

-lLl.7-

Reading mathematics section has good review of fractions, decimals, percentages, functions, interest, metrics, unit pricing, graphics, solving word problems
Reading Skills Handbook. Wiener, Harvey S. and Bagerman, Charles, Houghton Mifflin Co. Boston, 1982. 348 pages, paperback.
1) No general strategies 2) HIgh School 3) Reading strategies-many of them (same 1st ed.) 4) Could be used by teachers - resource.
Organized in two parts, like the first edition, this second edition has updated many reading passages to offer lively, provocative selections from nonfiction and fiction, from newspapers magazines and essays as well as passages from testbooks. Students encounter in this course.
criterion - Reference Test Kits, Grades 4 & 8 - reading and math. Education Services 1387 Oxford Rd., N.E., Atlanta, GA $12.00
4 student activity kits designed to teach skills which are being tested by the Georgia Criterion Referenced Program.
TESTS
Criterion Reading - Random House, Inc., 457 Madison Ave., New York 10022
This reading program assesses student competence in 450 different skills.
Criterion Test of Basic Skills - .I?s"yc_h~~ogical Corporation Grades 1-6.
This criterion - referenced assessment of reading and arithmetic skills may be individually administered by school psychologists, resource teachers, classroom
teachers, or aides.
Content:
In reading, primary emphasis is placed on phonetic word attack skills. Sight word reading and letter writing are also included.
~.

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Division of Curricul1Qll Servic=es

Offic=e of Instrac:tioaal Servic=es and

Div1sion of StaDcJards and AMessaellt

Offic=e of pJaaning aDd Development

Georgia DepattDlellt ot Edualtion

" " Atlanta, Georgia SO:5M

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,.Charles McDlUllel

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, State SUperiatem1eDt of Scllools

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