Study Skills 2

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STUDY SKILLS

2

Three Watson Irvine, CA 92618-2767 www.sdlback.com Development and Production: Laurel Associates, Inc. Copyright © 1999, 2008 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher, with the exception below. Pages labeled with the statement Saddleback Educational Publishing © 2008 are intended for reproduction. Saddleback Publishing, Inc. grants to individual purchasers of this book the right to make sufficient copies of reproducible pages for use by all students of a single teacher. This permission is limited to a single teacher, and does not apply to entire schools or school systems. ISBN-10: 1-56254-216-8 ISBN-13: 978-1-56254-216-0 eBook: 978-1-60291-503-9 Printed in the United States of America 11 10 09 08 07 98765432

CONTENTS 1

GETTING STARTED/GETTING MOTIVATED

26

LIBRARY SKILLS REVIEW

2

DISCOVERING HOW YOU LEARN

27

DICTIONARY SKILLS

3

USING YOUR BEST LEARNING STYLES

28

DICTIONARY SKILLS: DEFINING WORDS

4

BREAKING TASKS INTO PARTS

29

DICTIONARY SKILLS: WORD HISTORIES

5

IMPROVING MEMORY: VISUALIZING

30

DICTIONARY SKILLS PRACTICE

6

IMPROVING MEMORY: USE IT OR LOSE IT

31

REFERENCE: THE ENCYCLOPEDIA

7

IMPROVING MEMORY: LINKING

32

REFERENCE: THE ATLAS

8

IMPROVING MEMORY: MORE MNEMONIC METHODS

33

REFERENCE: THE THESAURUS

34

REFERENCE: PERIODICAL INDEXES

9

A BASIC STUDY SYSTEM: THE SQ3R METHOD 35

REFERENCE: ALMANACS AND YEARBOOKS

10

MORE PRACTICE WITH THE SQ3R METHOD 36

11

LEARNING HINTS FOR MATH

REFERENCE: DICTIONARY OF FAMOUS QUOTATIONS

12

LEARNING HINTS FOR SCIENCE

37

A REFERENCE REVIEW

13

LEARNING HINTS FOR LITERATURE

38

THE BIBLIOGRAPHY

14

BUILDING YOUR VOCABULARY

39

USING A COMPUTER: A GENERALVOCABULARY

15

MORE VOCABULARY BUILDERS 40

LEARNING ONLINE: INTERNET TERMINOLOGY

16

THE TEXTBOOK: SPECIAL STUDY AIDS 41

LEARNING ONLINE: USING THE INTERNET

17

TEXTBOOKS: TABLE OF CONTENTS

18

TEXTBOOKS: THE INDEX

19

TEXTBOOKS: CHAPTER STUDY AIDS

43

NOTE TAKING: OUTLINES

20

GETTING THE MOST FROM YOUR TEXTBOOK: A REVIEW

44

NOTE TAKING: MORE OUTLINING PRACTICE

45

NOTE TAKING: MAPPING

21

SKIMMING FOR HIGHLIGHTS 46

NOTE TAKING: OTHER USEFUL METHODS

22

SCANNING FOR INFORMATION 47

NOTE TAKING: METHODS REVIEW

23

LIBRARY SKILLS: HOW MATERIALS ARE ORGANIZED

48

NOTE TAKING: SELECTIVE LISTENING

24

LIBRARY SKILLS: THE LIBRARY CATALOG

49

STREAMLINING YOUR NOTES

25

LIBRARY SKILLS: NONBOOK MATERIALS

50

USING CONTEXT TO CLUE MEANING

42

NOTE TAKING: RECOGNIZING MAIN IDEAS SUPPORTING POINTS

AND

i

51

CONTEXT CHANGES MEANING

76

MORE ESSAY TEST PRACTICE

52

USING INFERENCE AS A CONTEXT CLUE

77

ESSAY TESTS: WHEN TIME IS ALMOST UP

53

USING CONTEXT CLUES: CLOZE

78

ANTICIPATING TEST QUESTIONS

54

PREFIXES AND SUFFIXES: CLUES TO MEANING

79

STANDARDIZED TESTS

80 55

READING RATE

STANDARDIZED TEST PRACTICE: GRAMMAR AND PUNCTUATION

56

READING RATE: HABITS THAT CAN SLOW YOU DOWN

81

STANDARDIZED TEST PRACTICE: VOCABULARY AND SPELLING

CRITICAL THINKING: RECOGNIZING CAUSE EFFECT

82

STANDARDIZED TEST PRACTICE: READING AND COMPREHENSION

CRITICAL THINKING: RECOGNIZING FACT OPINION

83

STANDARDIZED TEST PRACTICE: GRAPHIC AIDS

59

CRITICAL THINKING: SIMILARITIES AND DIFFERENCES

84

STANDARDIZED TEST PRACTICE: MATH

85

WRITING BETTER PAPERS

60

CRITICAL THINKING: SEQUENCING 86

ORAL REPORTS

61

CRITICAL THINKING: SUMMARIZING 87

MAKING DECISIONS

62

CRITICAL THINKING: MAKING INFERENCES 88

GRAPIC AIDS: DIAGRAMS

63

CRITICAL THINKING: MAKING PREDICTIONS 89

GRAPHIC AIDS: TABLES

64

VISUALIZING INFORMATION 90

GRAPHIC AIDS: BAR GRAPHS

65

VISUALIZING TO REMEMBER DETAILS AND SOLVE PROBLEMS

91

GRAPHIC AIDS: DOUBLE BAR GRAPHS

92

GRAPHIC AIDS: LINE GRAPHS

93

GRAPHIC AIDS: CIRCLE GRAPHS AND PICTURE GRAPHS

57

AND

58

AND

ii

66

RECOGNIZING WHEN YOU KNOW ENOUGH

67

PREPARING FOR A TEST

68

RELIEVING TEST ANXIETY

94

GRAPHIC AIDS REVIEW

69

FOLLOWING WRITTEN DIRECTIONS

95

GRAPHIC AIDS: THE VOCABULARY OF MAPS

70

FOLLOWING SPOKEN DIRECTIONS

96

GRAPHIC AIDS: SPECIAL MAPS

71

TRUE/ FALSE TESTS

97

GRAPHIC AIDS: MORE ABOUT MAPS

72

MULTIPLE CHOICE TESTS

98

GRAPHIC AIDS: MAP-READING PRACTICE

73

COMPLETION TESTS

99

CREATING GRAPHICS AS STUDY AIDS

74

MATCHING TESTS

100

PICTURING IDEAS IN GRAPHIC FORM

75

ESSAY TESTS

ANSWER KEY 1 GETTING STARTED/GETTING MOTIVATED

14 BUILDING YOUR VOCABULARY

Answers will vary.

Answers will vary.

2 DISCOVERING HOW YOU LEARN 3

Answers will vary. USING YOUR BEST LEARNING STYLES A. 1. c 2. a 3. b B., C. Answers will vary.

4 BREAKING TASKS INTO PARTS A. 5, 4, 1, 3, 2 B. 1. glafnord, lormist, clapfry 2. welnik, flemp, quemp 3. remplater, torster, deroster

5 IMPROVING MEMORY: Visualizing Answers will vary.

6 IMPROVING MEMORY: Use It or Lose It Answers will vary.

15 MORE VOCABULARY BUILDERS A. 1. aloud 2. pictures 3. formally 4. council 5. past 6. optometrist 7. proteins 8. obsessed B. 2. break 3. metal 4. coward 5. need 6. later 7. accepted 8. advice

16 THE TEXTBOOK: Special Study Aids A.

G L T A B L E O P C S P H S E A A N R D Y I QU X

R A P H W F CON R I N D E L I T S E S T I S

7 IMPROVING MEMORY: Linking Answers will vary.

S

I N T E N T H R X E O A D D U I C ON S T G I S O N

S U M M A R I E S

B. Answers will vary.

8 IMPROVING MEMORY: More Mnemonic Methods A. golf club=6, skinny man and fat man=10, sailboat=4, pencil=1, swan=2 B. 264 C., D. Answers will vary.

17 TEXTBOOKS: Table of Contents A. 1. U.S. History 2. 95 3. The American Revolution 4. yes, Discovering Our Land 5. yes, Introduction, A Note to the Student 6. no B. Answers will vary.

9 A BASIC STUDY SYSTEM: The SQ3R Method 18 TEXTBOOKS: The Index Answers will vary.

10 MORE PRACTICE WITH THE SQ3R METHOD A. 1. survey 2. recite 3. review 4. question 5. read B. Answers will vary.

11 LEARNING HINTS FOR MATH A. 1. I 2. I 3. C 4. C 5. I B., C. Answers will vary. Answers will vary.

13 LEARNING HINTS FOR LITERATURE 1

2

C H A R A O E N S F O 4 L P L O I U 6 C T H T I 7 P O I N

C T E R S 3

S T T Y L E M E

19 TEXTBOOKS: Chapter Study Aids A. 1. a 2. b 3. a B., C. Answers will vary.

20 GETTING THE MOST FROM YOUR

12 LEARNING HINTS FOR SCIENCE

A.

A. 1. b 2. a 3. c 4. c B. A check by 1, 3, and 5 C. Answers will vary.

5

S E T T N T O F V I E W N G

TEXTBOOK: A Review A. 1.words and their definitions 2. chapter titles and pages 3. additional information 4. names and topics covered in the book 5. list entries in alphabetical order 6. near the beginning of the book 7. maps, charts, and graphs 8. summary 9. glossary 10. topics covered in the chapter B. Answers will vary.

21 SKIMMING FOR HIGHLIGHTS A. Wording will vary, but should approximate: New Orleans is unique because of the blend of cultures. B. Answers will vary.

B. Answers will vary.

iii

22 SCANNING FOR INFORMATION A. 1. 34° 2. 94° 3. 16° 4. 84° 5. Minneapolis, Minnesota B. scan C. 1. scan 2. skim 3. scan 4. scan 5. scan 6. skim

23 LIBRARY SKILLS: How Materials Are Organized A. 1. c 2. a 3. e 4. b 5. d B. Answers will vary.

24 LIBRARY SKILLS: The Library Catalog A. 2. author 3. subject 4. subject 5. title 6. author B. 1. a 2. a 3. c 4. b 5. a

25 LIBRARY SKILLS: Nonbook Materials A. 1. b 2. a 3. b 4. a B. Cross out b, c, and d. C. Answers will vary.

32 REFERENCE: The Atlas A. 1. b 2. c 3. a B., C. Answers will vary.

33 REFERENCE: The Thesaurus A. 1. duplicate 2. tempestuous 3. amiable 4. commencement 5. interrogated B. Answers will vary.

34 REFERENCE: Periodical Indexes A. 1. oil spills 2. Tragedy in Alaska Waters 3. Douglas B. Lee 4. National Geographic 5. yes 6. 176 7. 260–263 8. August 1989 B. MONTHS: 1. July 2. August 3. March 4. June 5. October 6. December MAGAZINE TITLES: 1. Sports Illustrated 2. Popular Electronics 3. Saturday Evening Post 4. Readers Digest 5. Better Homes & Gardens 6. Business Weekly

35 REFERENCE: Almanacs and Yearbooks A.

26 LIBRARY SKILLS REVIEW A. 1. author, subject, title 2. Dewey decimal 3. call number 4. vertical file B., C. Answers will vary.

27 DICTIONARY SKILLS A. 1. 940 2. 342 3. 342 4. 932 5. 940 6. 932 B. 1. adjective 2. adverb 3. conjunction 4. plural 5. preposition 6. pronoun C. 1. b 2. d 3. c 4. a 5. e D. Answers will vary.

28 DICTIONARY SKILLS: Defining Words A. 1. envelops 2. envelopes 3. envelope 4. envelop B. 1. capital 2. hangar 3. manner 4. waived C. Answers will vary.

29 DICTIONARY SKILLS: Word Histories A. 1. e 2. h 3. f 4. d 5. b 6. g 7. a 8. i 9. c B. 1. bouffant 2. haul 3. harmony C. Answers will vary.

30 DICTIONARY SKILLS PRACTICE A. 1. meteorologist 2. humidity 3. cumulus 4. precipitation 5. anemometer 6. hygrometer B. Answers will vary.

31 REFERENCE: The Encyclopedia A. 2. 2 3. 3 4. 19 5. 19 6. 18 B. Answers will vary. C. 1. b 2. c 3. a

iv

S P OR T E CONOMY L J WE A T H E E COU N T R I C H E T A I N V E N T I RG S O T R U N S MA P S S T A T E S P B I OGR A P H Y S

S

G O R V L E S E A L RW I ON S G M I E O N N T

B. Answers will vary.

36 REFERENCE: Dictionary of Famous Quotations A. 1. Benjamin Franklin 2. Charles Colton 3. H. D. Thoreau B. Answers will vary.

37 A REFERENCE REVIEW 1

A. 2

B 3 O E O N K C I O N A R Y F C 6 Q A T L A S U O O P T E A D T I I A O 7 A L M A N A C S

R E A 4 5 D I C T E H R E S S G A U U I R D U E S

B. Answers will vary.

38 THE BIBLIOGRAPHY

45 NOTE TAKING: Mapping

A. 1. T 2. T 3. T 4. F 5. F 6. T 7. T 8. F 9. F 10. F B. Answers will vary.

A. Accept any reasonable mapping of the paragraph provided. B. Accept any paragaraph that could reasonably be based on the outline provided.

39 USING A COMPUTER: A General

46 NOTE TAKING: Other Useful Methods

Vocabulary A. 2 4

F L

1 3

A S H

E N

5

T E 6

O F

A. Accept any reasonable pattern of the paragraph provided. B. Accept any reasonable timeline of a period in U.S. history.

B Y

T L E

I

47 NOTE TAKING: Methods Review

T W

A. 1. outlining 2. mapping 3. patterning 4. listing B. 1. T 2. F 3. T 4. T 5. F 6. T 7. F C. Accept any reasonable outline, map, pattern, or listing of the paragraph provided. D. Accept any reasonable outline, map, pattern, or listing (other than the method used in C above) of the paragraph provided in C.

P R O G R A M 7 R C D R O M 8

T R

9

M E N U R

A S 12

10

D

11

S A V E O L

H A R D D R

13

I V E C T O E N

48 NOTE TAKING: Selective Listening A. Make sure the information underlined could be considered main points. The most appropriate items are: Weather is how wet or dry, cold or warm it is outside. Climate is the weather pattern over a period of time. B. Answers will vary. One possibility: What is the difference between climate and weather? Weather is short term; climate is long term. C. Accept any reasonable diagram of the paragraph.

B. Answers will vary.

40 LEARNING ONLINE: Internet Terminology A. 1. d 2. c 3. a 4. e 5. h 6. b 7. f 8. g 9. i B. All items should be circled. Additional locations will vary. C. Answers will vary.

41 LEARNING ONLINE: Using the Internet A. 1. F 2. T 3. F 4. T B. 1. surf the Net 2. BRB 3. flame 4. CULBR 5. LOL 6. IMHO C., D. Answers will vary.

49 STREAMLINING YOUR NOTES A. 1. d 2. e 3. h 4. i 5. a 6. c 7. b 8. j 9. f 10. g B., C. Answers will vary.

42 NOTE TAKING: Recognizing Main Ideas and Supporting Points 50 A. 1. Chimpanzees seem to have a language of their own. 2. first sentence 3. any point in the first paragraph 4. Physically, chimpanzees have good mechanical skills. 5. first sentence 6. any point in the second paragraph 51 B. Answers will vary.

43 NOTE TAKING: Outlines Accept any reasonable, properly sequenced outline.

44 NOTE TAKING: More Outlining Practice Accept any two paragraphs that could reasonably be based on the outline provided.

USING CONTEXT TO CLUE MEANING A. 1. b 2. c 3. a 4. c 5. a 6. b 7. c B. Check for a star beside each correct answer in Part A and a check by each incorrect answer. CONTEXT CHANGES MEANING A. 1. b, a 2. c, a, d, b 3. b, a 4. a, b B. Answers will vary, but for each of the five words there should be two sentences with the word used in a different way in each sentence.

52 USING INFERENCE AS A CONTEXT CLUE A. Answers will vary, but should approximate: 1. refrain or avoid 2. pay back 3. generous person 4. downpour 5. detective B. Answers will vary.

v

53 USING CONTEXT CLUES: Cloze

62 CRITICAL THINKING: Making Inferences

A. 1. door 2. scent 3. problem 4. key 5. engine 6. driveway 7. clanking 8. block 9. turned 10. smart 11. lemon B. Answers will vary.

A. 1. b 2. a B. 1. The North had more soldiers, guns, factories, and miles of railroad. 2. the North to win 3. July 1861 4. the South won; “I” after 2 and 4

54 PREFIXES AND SUFFIXES: Clues to Meaning 63 CRITICAL THINKING: Making Predictions A. 2. Senator 3. unemployment 4. international 5. non-profit 6. greatest, government B. Answers will vary.

A. 1. a 2. c B. The person being coughed and sneezed on will catch a cold.

64 VISUALIZING INFORMATION

55 READING RATE A. 1. T 2. F 3. F 4. T 5. T 6. F 7. T B. Answers will vary.

Drawings will vary.

65 VISUALIZING TO REMEMBER DETAILS AND SOLVE PROBLEMS Drawings will vary.

56 READING RATE: Habits That Can Slow You Down A., C. Answers will vary. B. 1. c 2. a 3. b

57 CRITICAL THINKING: Recognizing Cause and Effect A. 1. CAUSE: Mrs. Santos carefully wrapped the glass vase. EFFECT: The vase arrived in perfect condition. 2. CAUSE: Rachel did not invite Connie to her party. EFFECT: Connie told everyone Rachel was a bore. 3. CAUSE: Mark changes the oil in his car every 3,000 miles. EFFECT: His car runs perfectly. B. 1. CAUSE: Lulu misses several practices. EFFECT: She plays poorly in the game. 2., 3. Answers will vary.

66 RECOGNIZING WHEN YOU KNOW ENOUGH Answers will vary.

67 PREPARING FOR A TEST Answers will vary.

68 RELIEVING TEST ANXIETY A. 1. sleep 2. eat a good meal 3. exercise 4. hurrying 5. relaxing scene 6. easy questions 7. budget / time B. Answers will vary.

69 FOLLOWING WRITTEN DIRECTIONS A. Note that the incorrect answer is to be circled. 1. c 2. b 3. a B. Note that the answers should be marked with squares, not circles. 1. a, b 2. b 3. b C. Answers will vary, but order should be 5, 1, 2, 4 (no answer for 3).

58 CRITICAL THINKING: Recognizing Fact and Opinion A. 1. F 2. O 3. F 4. F 5. O B. 1. O 2. O 3. F 4. F 5. O 6. F 7. F 8. O C. Answers will vary.

59 CRITICAL THINKING: Similarities

70 FOLLOWING SPOKEN DIRECTIONS Answers will vary.

71 TRUE /FALSE TESTS

and Differences A. SIMILARITIES: same height; same color hair DIFFERENCES: Kim has shorter hair and is quieter 72 and more serious than Tammy. B. Answers will vary.

60 CRITICAL THINKING: Sequencing A. a. 4 b. 1 c. 5 d. 8 e. 2 f. 9 g. 6 h. 10 i. 7 j. 3 B. Underline these words in Part A: d. After g. At last h. To this day i. As j. Soon

61 CRITICAL THINKING: Summarizing Answers will vary.

vi

A. 1. F 2. F 3. T 4. F 5. T B., C. Answers will vary. MULTIPLE CHOICE TESTS A. 1. a 2. d 3. a B. 1. b 2. a 3. c

73 COMPLETION TESTS A. 1. botanist 2. orthodontist 3. Cartographers 4. dermatologist B. capital letter at beginning of sentence C. Answers will vary.

74 MATCHING TESTS A. 1. d 2. f 3. b 4. a 5. c 6. e B. 1. b 2. e 3. a 4. c 5. d C. Answers will vary.

75 ESSAY TESTS A. 1. c 2. e 3. b 4. a 5. d 6. f B. 1. Describe 2. Explain 3. Summarize 4. Describe C. In Part B underline: 1. three, 1900s 4. Act I, Scene 1

76 MORE ESSAY TEST PRACTICE A. 1. b 2. c 3. a B., C. Answers will vary.

77 ESSAY TESTS: When Time is Almost Up A. . . .(g)Greece. They thrilled (s)Shakespeare’s . . . (T)tragedy are (popyular)popular today. However, . . .than to plays. The mood and tone of (tragidy)tragedy . . . a light, (funnie)funny play. It . . . Eddie Murphy is my favorite comedian. A tragedy . . . mistakes. (h)However, . . . overcomes them. In a (tragidy)tragedy, these mistakes (brings) bring the . . . downfall. Most people in my family like comedies. B. Answers will vary.

78 ANTICIPATING TEST QUESTIONS Answers will vary.

79 STANDARDIZED TESTS A. 2. b 3. c 4. c 5. b 6. c B. Answers will vary.

80 STANDARDIZED TEST PRACTICE: Grammar and Punctuation A. 1. b 2. a 3. c B. 1. c C. Answers will vary.

81 STANDARDIZED TEST PRACTICE: Vocabulary and Spelling A. 1. a 2. a 3. d B. 1. c 2. a 3. b C. Answers will vary.

82 STANDARDIZED TEST PRACTICE: Reading and Comprehension A. 1. a 2. a 3. c B. Answers will vary.

83 STANDARDIZED TEST PRACTICE: Graphic Aids A. 1. a 2. a 3. d 4. d 5. b B. Answers will vary.

84 STANDARDIZED TEST PRACTICE: Math 1. a 2. c 3. b 4. c 5. a 6. b 7. a

85 WRITING BETTER PAPERS A. 1. 6 2. 2 3. 5 4. 4 5. 3 6. 5 B. Answers will vary.

86 ORAL REPORTS A.

S T A T I S T I P P NO T E C A R L E C T E R N A C E O C D C P T O H I I T C E Y E CON E S N E R V

C S R D S

C T A C T OU S

B. Answers will vary.

87 MAKING DECISIONS A. 1. 1 2. 2 3. 2 4. 3 5. 3 6. 4 7. 5 B. Answers will vary.

88 GRAPHIC AIDS: Diagrams A. 1. c 2. a 3. b B. 1. tilt 2. the sun C. Diagrams will vary.

89 GRAPHIC AIDS: Tables A. 1. 5:40 P.M. B. 1. Cookmaster TM24 2. Cookmaster has more power. 3. Acme 224 4. New Age Z100 C. Answers will vary.

90 GRAPHIC AIDS: Bar Graphs A. 1. least 2. most 3. more 4. less 5. mid-priced B. Answers will vary.

91 GRAPHIC AIDS: Double Bar Graphs A. 1. T 2. F 3. 0 4. T 5. F 6. 0 7. 0 B. Answers will vary.

92 GRAPHIC AIDS: Line Graphs A. 1. rise 2. dip B. 1. a 2. c C. Answers will vary.

93 GRAPHIC AIDS: Circle Graphs and Picture Graphs A. 1. business 2. communications 3. engineering 4. history 5. chemistry 6. foreign languages B. 1. T 2. F 3. F 4. 0 5. F

94 GRAPHIC AIDS REVIEW 1. 80°, literal 2. 90°, literal 3. June 9, inferential 4. 50°, literal 5. 40°, literal 6. mild, inferential 7. USA, inferential

vii

95 GRAPHIC AIDS: The Vocabulary of Maps A. 1. b 2. a 3. f 4. j 5. i 6. g 7. c 8. e 9. d 10. h B. 1. continents 2. latitude 3. hemisphere 4. equator 5. longitude

96 GRAPHIC AIDS: Special Maps A. 1. b 2. a B. 1. Portland 2. warm and moist 3. very similar 4. yes 5. eastern Oregon and Washington C. Answers will vary.

97 GRAPHIC AIDS: More About Maps A.

1

C A P

I

2

3

T A L S E C 4 H I G H W A Y E L N E D

B. 1. The line should be 3 inches long. 2. 1/2 inch 3. 3 miles 4. 6 miles 5. Answers will vary.

viii

98 GRAPHIC AIDS: Map-Reading Practice A. 1. The 5 items listed (Phoenix, Flagstaff, Grand Canyon National Park, Yuma, Navajo National Monument) should be circled on the map. B. 1. Phoenix (D4) 2. north 3. south, highway 10 4. the Painted Desert 5. east to west C. Drawings will vary.

99 CREATING GRAPHICS AS STUDY AIDS A. 1. after World War I 2. after World War II 3. world peace 4. United Nations B. 1. improved 2. a cause 3. still troubled C. Diagrams will vary.

100 PICTURING IDEAS IN GRAPHIC FORM Accept any reasonable graphic aid.

NAME

DATE

GETTING STARTED/GETTING MOTIVATED A good start is important for a successful study session. It helps to have the proper tools and a comfortable place to study. Even more, it helps to be mentally ready to begin.

A.

At some time or another, everyone procrastinates—puts off an unpleasant task. Understanding the reasons for procrastination can help you overcome the problem. 1. On the line, describe a recent task or activity you did not want to do. ____________________________________________________________________ 2. Circle the reasons you did not want to begin the task. List any other reasons on the lines after the letter f. a. You weren’t sure you could do it. b. You were afraid it would take too much time. c. You had too many other things to do. d. It did not seem important to you. e. You were worried about being interrupted. f. other reasons: ___________________________________________________ _________________________________________________________________ 3. Promise yourself a reward at the end of a task. This can motivate you to get started. Read the list of possible rewards below. Circle any that might motivate you. On the lines after the letter h, list any other rewards that might work for you.

B.

a. talk to a friend

f. take a nap

b. exercise, play a sport

g. listen to a CD

c. have a snack

h. other rewards that might motivate you:

d. watch TV

_____________________________________

e. play a video game

_____________________________________

Be realistic in what you expect from yourself. Don’t set impossible goals. Expecting an A grade in your most difficult subject may be unrealistic. However, there are goals you can meet. On the back of this sheet, name a subject that is very hard for you. Then list three realistic goals for that class. (For example, turning in all assignments on time.)

Saddleback Educational Publishing © 2008 • Phone: (949) 860-2500

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STUDY SKILLS 2

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NAME

DATE

DISCOVERING HOW YOU LEARN When you learn, you gain skills. You can become skillful at all sorts of things—from solving a math problem to hitting a baseball. Three ways that people learn (learning styles ) are listed below. LEARNING STYLE

EXAMPLES

auditory—learn by hearing

listen to a lecture or tape

visual—learn by seeing

look at a diagram or picture, watch a video

kinesthetic—learn by doing make a model, do an experiment To make the most of study time, identify your best learning style. Then take advantage of it! For example, if you are an auditory learner, try to hear the material. You might read your notes out loud or tape record them and play them back. If you are a visual learner, close your eyes and picture the material.

A.

B.

C.

Imagine that a game called Snapball has become popular. Look at the phrases below. First, circle your preferred methods for learning the game. Then write A (auditory), V (visual), or K (kinesthetic) on the line next to each item you circled. This should help you identify your strongest learning styles. ____ read a book or manual

____ watch videotaped demonstrations

____ watch it being played

____ listen to recorded instructions

____ try playing it

____ practice many times

____ look at diagrams

____ make notes

Some learners like to work individually. Others learn better in a group. Put a check (✓) by the ways you would choose to learn the game of Snapball. ____ learn it by yourself at home

____ get a friend to learn it with you

____ take a class

____ take private lessons

On the back of this sheet, write sentences that (1) describe one or two learning styles that are best for you, (2) tell whether you prefer group or individual learning, (3) identify an activity you recently learned to do or a subject you learned about, and (4) explain the steps you took to learn it.

Saddleback Educational Publishing © 2008 • Phone: (949) 860-2500

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STUDY SKILLS 2

9/5/07, 7:55 PM

NAME

DATE

USING YOUR BEST LEARNING STYLES Once you have discovered your best learning styles, make the most of the information. If you are an auditory learner, give yourself something to hear. If you are a visual learner, give yourself something to see. If you are a kinesthetic learner, give yourself something to do.

A.

B.

Draw a line to match each method of study with a learning style. 1. auditory learner

a. draw diagrams of main points

2. visual learner

b. make a model

3. kinesthetic learner

c. say main points out loud

Think about the different people in your class, at your job, or on your team. To better understand learning styles, put yourself in an instructor’s role. Choose a subject or skill to teach (ideas: World War II, free throw shooting, first aid). Write an assignment or activity that would make the most of each learning style. SUBJECT OR SKILL:

______________________________________________________

1. Those who learn by hearing (auditory learners): _______________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 2. Those who learn by seeing (visual learners): ___________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ 3. Those who learn by doing (kinesthetic learners): _______________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

C.

Answer these questions on the back of this sheet. 1. What is the name of a favorite teacher? 2. How does he/she enable you to use your best learning style?

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NAME

DATE

BREAKING TASKS INTO PARTS Sometimes a task can seem too huge to manage. For example, think about the job of cleaning out your closet or garage. Wow! Forget it! Study tasks can be the same way. If an assignment or project seems overwhelming, you might be tempted to put it off. To handle a big task, divide it into small, manageable parts or steps. Break up the total time you have until an assignment is due. Set a deadline for accomplishing each step. Consider yourself a success as you complete each step!

A.

If your teacher assigns a report, divide the work into manageable parts. Write the numbers 1 through 5 on the lines to show the logical order for completing a written report. (The first step has been identified for you.) ____ Write your final copy. ____ Edit and revise the first draft.

1 Go to the library and take notes from readings. ____ ____ Write the first draft. ____ Review your notes and prepare an outline for your report.

B.

When you have to learn many details, break them into groups or clusters. Study and learn one group at a time. Look at the list of nonsense words in boldface and their made-up meanings in the box. How would you divide this list into three groups before memorizing it? Group the items on the lines below. glafnord = truck

flemp = green

deroster = nurse

welnik = yellow

torster = librarian

lormist = bus

remplater = teacher

quemp = red

clapfry = airplane

GROUP 1

GROUP 2

GROUP 3

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

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BIG QUEMP FIREGLAFNORD

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NAME

DATE

IMPROVING MEMORY: VISUALIZING What happens if someone asks you to name everything in the living room of your home? You will probably recall a mental picture of the room before answering. To visualize something is to create a picture of it in your mind. Mental pictures can help you remember information. The crazier the picture, the better! Why? We tend to remember things that are unusual. For example, if you keep forgetting to take your books to school, try this. Visualize your books chasing you out the front door of your house. Every time you open the door, see that image in your mind.

A.

B.

C.

Read the following list once. Then cover the list. Write as many items as you can recall on the lines. pond

_____________________________

fork

_____________________________

cap

_____________________________

kitten

_____________________________

nose

_____________________________

computer

_____________________________

Read the next list once. This time take a moment to visualize each item. Then cover the list. Write as many items as you can recall. turkey

_____________________________

bat

_____________________________

ferry

_____________________________

giant

_____________________________

prison

_____________________________

popsicle

_____________________________

How many items did you recall from Part A? ________ How many items did you recall from Part B? _________

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NAME

DATE

IMPROVING MEMORY: USE IT OR LOSE IT When faced with details to memorize, think about the saying “Use it or lose it.” The best way to remember information is to use it, or apply it. One way to use information is to write it down. Taking notes, copying names and dates, or writing spelling words can help you remember them.

S H O R T T E R M

You have two levels of memory. Short-term memory is what you keep in your mind for the moment. You may store a phone number in your short-term memory just long enough to call it once. Long-term memory is what you know and can bring to mind whenever you want. The best way to move information from your shortterm memory to your long-term memory is to repeat it—use it again and again. Certain phone numbers are stored in your long-term memory because you repeatedly call them.

A.

B.

M E M O R Y

= R E P E A T

R E P E A T

R E P E A T

R E P E A T

R E P E A T

R E P E A T

=

L O N G T E R M M E M O R Y

Ask a classmate to tell you his/her phone number. Listen carefully to store the number in your short-term memory. Write the number on the line.

______________________

Bring to mind a number you call often and have stored in your long-term memory. Write that number on the line.

______________________

Answer the following questions on the back of this sheet. 1. Why would you be more likely to remember your locker combination than the dates of the Civil War? 2. Why do most people know how to correctly spell their names? 3. You meet the new neighbors. How can you make sure their names are stored in your long-term memory? 4. Your golf instructor has showed you how to swing a driver. How can you store the information in your long-term memory? 5. You have a list of spelling words to learn. How can you store the correct spellings in your long-term memory?

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NAME

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IMPROVING MEMORY: LINKING Mnemonics (nee-MON-iks) are memory aids. Linking is one helpful mnemonic method. Creating links between words helps you use one word to bring to mind the next. turkey glove sailboat giant prison lollipop

❵ ❵

The turkey put on his glove before boarding the sailboat.

The giant went to prison for stealing a lollipop.

Hint: To further aid memory, combine linking and visualization. Create a mental picture of the linked words.

A.

Create mnemonic links between the words in each list below. (Study the examples as a model.) 1. pie hammer poodle

❵

_____________________________________________ _____________________________________________

2. banjo nickel merry-go-round cemetery

B.

❵

_____________________________________________ _____________________________________________

Linking can help you recall numbers. If you wanted to memorize the phone number 224-8431 you might think: 2+2=4, eighty-four, thirty-one. On the line, create a memory link for the phone number 612-1440 _______________________________________________________________________

C.

Visualize each mnemonic link in Part A. Draw a picture of each image on the back of this sheet.

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NAME

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IMPROVING MEMORY: MORE MNEMONIC METHODS The number-shape system can help you remember phone numbers, dates, and other important numbers. Think of images or pictures for each of the numbers from 1 to 10. Each image should have the same shape as the number it represents. For example, an image for the number 8 might be a snowman.

A.

B. C.

Draw a line to match each shape with the number it resembles. golf club

1

skinny man and fat man

2

sailboat

4

pencil

6

swan

10

8

Picture a swan swinging a golf club on a sailboat. What number would this image represent?

_________

Create your own shapes for each number. Write the shape on the line. 1 = ___________________________

6 = ___________________________

2 = ___________________________

7 = ___________________________

3 = ___________________________

8 = ___________________________

4 = ___________________________

9 = ___________________________

5 = ___________________________

10 = ___________________________

An acrostic is another mnemonic device. It can help you remember lists. To create an acrostic, take the first letter from each word that you want to remember. Create a sentence or phrase in which each word begins with the same letter as the words you want to recall. For example, you might need to learn the names of the last five U.S. presidents. This acrostic could help you: Cars rarely beat city buses. Carter

D.

Reagan

Clinton

Bush

Now think of an acrostic that would help you remember the first five U.S. presidents—Washington, Adams, Jefferson, Madison, and Monroe. Write your acrostic on the back of this sheet.

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Bush

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A BASIC STUDY SYSTEM: THE SQ3R METHOD If you feel your study lacks organization, the SQ3R method might help you. It has been around since 1941, and it still works! The symbols SQ3R stand for words that name different ways to study. See the chart below.

S

Survey

SQ3R

Preview the material—look at the title, read the first paragraph, read all headings, read the last paragraph.

Q

Question

Look for questions to answer as you read. Sources include end-of-chapter questions, questions from your instructor, worksheets, and headings you can turn into questions.

R

Read

Be an active reader. Answer questions as you go along.

R

Recite

Say aloud the main points and the answers to your questions to a friend or to yourself. Then write them down. This shows you understand and helps you remember.

R

Review

A few hours or even days later, go over the answers to your questions. This will keep the material fresh in your mind. It will help you store it in your long term memory.

Use SQ3R to avoid test panic and last-minute study sessions. The method helps you organize your study as well as learn and remember material.

Practice the first steps in the SQ3R method. Choose a chapter from any textbook. On the back of this sheet, do the following: 1. SURVEY STEP: Write the title of the chapter. Read headings and first and last paragraphs. Write down the main ideas you expect to be covered in the chapter. 2. QUESTION STEP: Write three questions that you expect the chapter to answer. You might find these already written at the beginning or end of the chapter. You might have to create the questions yourself from section headings. Saddleback Educational Publishing © 2008 • Phone: (949) 860-2500

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MORE PRACTICE WITH THE SQ3R METHOD Review the five steps of the SQ3R method before you do the following activities.

SQ3R

A.

S = SURVEY Q = QUESTION

R = READ

R = RECITE R = REVIEW

Read the sentences. Decide which step of the SQ3R method the student is using. Write the step on the line. (Hint: The steps appear out of order.) The first one has been done for you.

survey 1. __________________ By reading the chapter title and the first and last paragraphs, Jessie knows she will be learning how mountains are formed. 2. __________________ “The three kinds of mountains include folded, block, and volcano,” Jessie says aloud. 3. __________________ Later that week, Jessie goes over the answers to her questions. 4. __________________ Jessie asks herself, “What are the three kinds of mountains?” 5. __________________ As she reads the chapter, Jessie looks for the names of the three types of mountains.

B.

Practice forming questions to guide your reading. Write a question based on each chapter heading below. The first one has been done for you. 1. HEADING: Inventions of Ancient Egypt

What were some QUESTION: ____________________

inventions that came from ancient Egypt? ___________________________________________________________________ 2. HEADING: Daily Life in Ancient Egypt

QUESTION: _____________________

___________________________________________________________________ 3. HEADING: Egyptian Religion

QUESTION: _____________________________

___________________________________________________________________ 4. HEADING: The First Pharaoh of Egypt

QUESTION: ____________________

___________________________________________________________________ 5. HEADING: Making a Mummy

QUESTION: _____________________________

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NAME

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LEARNING HINTS FOR MATH Some special study hints can help you in mathematics class.

A.

2 109 13 = = x 13 84 84 4 ÷ 2 =8 3 109 1 2÷ 109

Read the sentences. Is each learning strategy described correct or incorrect for use in math class? Write C or I beside each item. 1. ____ Don’t spend time on a problem you don’t understand. Move right on to the next one. 2. ____ If you get stuck, try to figure out problems on your own. 3. ____ Be willing to guess and risk being wrong. 4. ____ Once you’ve solved a problem, make sure you can solve some similar ones.

5. ____ Memorization techniques are of little use in math class.

B.

Use the key below to check your answers on Part A. Put a star (★) by correct items. Read each explanation as you correct your work.

I You can’t move on to a harder problem until you have 1. ____ mastered an easier one. I If you get stuck, get help! Find a teacher, tutor, or another 2. ____ student to help you. Watch an expert solve a problem. Then try to imitate the process. C Making mistakes and changing your mind is part of 3. ____ learning. C A page of math is often actually one problem presented in 4. ____ different ways. Find a pattern—one thing that happens in all the problems. I Memorization techniques and mnemonic devices can help 5. ____ you learn math vocabulary and formulas.

C.

To take well-organized math notes, try this hint. Divide your page into two columns. Keep words (definitions, rules, and tips) on the left. Keep examples (sample problems and diagrams) on the right. On the back of this sheet, make two columns. In the column on the left, explain a math rule or term. In the column on the right, show a problem or diagram as an example.

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NAME

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LEARNING HINTS FOR SCIENCE To make science more interesting and understandable, relate topics to your life.

A.

Science can be a great subject for kinesthetic learners (those who learn by doing). Suggest a kinesthetic activity for each topic below. The first one has been done for you.

make a model 1. the human heart: ________________ 2. life stages from caterpillar to butterfly: _______________________________ 3. how light affects plants: _____________________________________________ 4. how a lever works: __________________________________________________ 5. how vibrations make sound: _________________________________________

B.

For better understanding, take topics out of the classroom. Read the following list of topics. For each, do one of the following: (1) Suggest a place to visit that might further your learning, or (2) Check a TV program listing and write the name of a program on the topic. 1. animals of Africa: ___________________________________________________ 2. sea life: ____________________________________________________________ 3. solving energy problems: ____________________________________________ 4. forecasting the weather: _____________________________________________

C.

Mnemonic devices can be helpful in science class. This acrostic might help a chemistry student recall four elements that are the building blocks of life: No Handles On Cans (Nitrogen, Hydrogen, Oxygen, Carbon) On the back of this sheet, write an acrostic for each of the following: 1. the parts of an eye (iris, pupil, lens, retina, optic nerve) 2. the main parts of a plant (roots, stem, leaves)

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NAME

DATE

LEARNING HINTS FOR LITERATURE Your literature teacher may expect you to analyze the works you read. This means to break down the work and look closely at its parts or elements.

A.

Most literature—short stories, plays, novels, and sometimes poems—contains basic elements. Check your understanding of these elements. Solve the puzzle by matching each element listed in the box with a clue. characters theme

setting conflict

point of view resolution

plot style

ACROSS 1

1. The people in the story

2

C

R

4. The events of the story line

3

S

6. The main message; what the story says about life

4

7. The eyes through which something is written (whether the narrator is a character in the story or an outside voice)

5

L

S

6

7

V

DOWN

1. The basic problem in the story 2. How the basic problem is solved 3. Techniques of writing an author uses (images, symbols, dialect, short sentences, and so on) 5. Where and when the story takes place

B.

To analyze a literary work, ask yourself questions about the elements listed in Part A. The more questions you ask, the more you will learn about the work. One question based on the element of character might be: What changes does the main character go through? Think of one question for each element listed in the box. Write your eight questions on the back of this sheet.

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NAME

DATE

BUILDING YOUR VOCABULARY A well-developed vocabulary can help you in nearly every subject. It is important not only in English class, but in science, math, business, and music too. One of the best ways to build your vocabulary is to read, read, and read some more!

A.

Read a page in a newspaper or magazine. On the lines below, jot down three new or unfamiliar words. Make a guess at what you think each word means. Then look it up and write its dictionary definition. For the rest of this week, make a point of using the new words in your writing or conversation. Remember, you store information in your long-term memory by using it! WORD

1. __________________

GUESSED MEANING

DICTIONARY MEANING

________________________ _______________________ ________________________ _______________________

2. __________________

________________________ _______________________ ________________________ _______________________

3. __________________

________________________ _______________________ ________________________ _______________________

B.

Two or more words with the same basic meaning are called synonyms. To build your vocabulary, try to replace commonly used words with synonyms. For example, rather than saying work you might say labor, toil, or drudgery. Write three synonyms for each of the following words. You may use a dictionary for help. 1. father

________________, ________________, ________________

2. thin

________________, ________________, ________________

3. strange

________________, ________________, ________________

4. anger

________________, ________________, ________________

5. hungry

________________, ________________, ________________

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NAME

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MORE VOCABULARY BUILDERS Some words sound so much alike that people often misuse them. For example, the words personal and personnel are often confused.

Personal has to do with a person’s private affairs. EXAMPLE: I keep my personal papers in my desk drawer. Personnel refers to people who work in an organization. EXAMPLE: The music store recently hired new personnel.

A.

Circle the correct word to complete each sentence. 1. You may read the story silently or ( allowed / aloud ). 2. Greg’s new camera takes great ( pictures / pitchers ). 3. Everyone at the party was ( formerly / formally ) dressed. 4. The city ( council / counsel ) meets on Tuesdays. 5. I was on a diet, so I hurried ( passed / past ) the candy store. 6. My vision was blurred, so I went to the ( optimist / optometrist ). 7. We get energy from food rich in ( protons / proteins ). 8. He was ( obsessed / abscessed ) with a desire for riches.

B.

Read the paragraph below. Each boldfaced word has been misused. Write the correct word on the line with the matching number. The first one has been done for you. I once had to go to the (1) hospitable. The doctors EMERGENCY thought my left arm had a serious (2) brake in it. They said they would operate and put a (3) medal rod in my arm. I am not a (4) cowered, but I was a bit frightened. However, I knew I would (5) knead the operation sooner or (6) latter. Finally, I (7) excepted the doctor’s (8) advise. I had the operation!

1. _____________________________ hospital

5. _____________________________

2. _____________________________

6. _____________________________

3. _____________________________

7. _____________________________

4. _____________________________

8. _____________________________

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NAME

DATE

THE TEXTBOOK: SPECIAL STUDY AIDS Textbooks are designed to help students learn about a subject. Authors often provide special study aids to make information easy to find.

A.

Special textbook study aids are listed on the left. Circle each word as you find it hidden in the puzzle. Words may go up, down, across, or diagonally. Check off words as you find them. ___ INTRODUCTION

___ GLOSSARY

___ INDEX

___ APPENDIX

___ HEADINGS

___ CHARTS

___ GRAPHS

___ SUMMARIES

___ QUESTIONS

___ WORD LISTS

W J T M E C O A R P A P

___ TABLE OF CONTENTS

B.

A U A P P E N D I X D A

T T B C S E L D E E Z W

R M L P H C L F P X A N

O A E D R A B M Q P D K

G L O S S A R Y U O E N

R N F O I A U T E N A I

A O C G N K R A S F L K

P W O R D L I S T S U E

H U N G E E I R I A C A

S S T Q X S D M O L H R

I K E H E A D I N G S L

R L N U I T F G S I I E

I N T R O D U C T I O N

T A S U M M A R I E S J

Look through two textbooks. On the chart below, check off the special study aids each textbook contains. TITLE:

TITLE:

FEATURES:

table of contents introduction glossary index appendix headings charts graphs chapter summaries beginning-of-chapter questions end-of-chapter questions chapter vocabulary word lists Saddleback Educational Publishing © 2008 • Phone: (949) 860-2500

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NAME

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TEXTBOOKS: TABLE OF CONTENTS At the front of most textbooks you will find a table of contents. It outlines the contents of the whole book. It usually lists unit and chapter titles and gives their page numbers. You can use the table of contents as a quick reference to find information. A glance can tell you what to expect in the text and how one chapter relates to another.

A.

Study the sample table of contents. Then answer each question.

CONTENTS Introduction ................................................ 2 A Note to the Student ................................ 5 UNIT ONE: DISCOVERING OUR LAND

Chapter 1: The First Americans ............ 10 Chapter 2: European Exploration ......... 22 Chapter 3: The Race for Land .............. 41 UNIT TWO: ENGLAND AND THE NEW WORLD

Chapter 4: English Settlements ............ 56 Chapter 5: The Thirteen Colonies ......... 61 UNIT THREE: THE FIGHT FOR FREEDOM

Chapter 6: The Winds of Rebellion ....... 81 Chapter 7: The American Revolution .... 95 Chapter 8: A New Government ........... 114

1. What appears to be the subject of this textbook? ______________ 2. On what page does Chapter 7 begin? ________________ 3. What will that chapter be about? ________________ 4. Is this textbook divided into units? _____ If so, what is the name of the first unit? ________________ 5. Does this table of contents list any items other than units and chapters? _____ If so, name those items. _____________________________ 6. Does this table of contents provide subheadings that tell what you will find within each chapter? ________________

B.

Select two textbooks that you have used this year. Locate the table of contents in each book. On the back of this sheet, describe differences in the details provided in the two tables of contents.

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NAME

DATE

TEXTBOOKS: THE INDEX You will find an index at the back of most textbooks. This section alphabetically lists names and ideas found within the book. After each listing, the index tells the page numbers where information about that subject is found.

A.

Look at the index section below. Then circle a letter to complete each statement. Wilson, Woodrow, 132–134 Women in the Civil War, 91; in Gulf War, 321; rights of, 80, 114; in space, 31; in World War I, 128; in World War II, 154 World War I air warfare, 129; alliances, 122–125; events leading to, 119–121; major battles of, 125–127; peace treaty, 130; United States in, 127

World War II aerial bombing, 150; alliances, 139; D-Day, 160; events leading to, 137– 139; home effort, 150; major battles of, 152; United States in, 149; V-E Day, 161 Wright, Orville and Wilbur, 101

1. Index entries are listed in a. order of time. b. alphabetical order.

c. order of importance.

2. The sample appears to be an index section from a a. history textbook. b. biology textbook. c. personal finance textbook. 3. You could find information about U.S. President Wilson on a. page 129. b. page 101. c. page 132. 4. If you were writing a report on women astronauts, you could find information on a. page 91. b. page 128. c. page 31.

B.

C.

Put a check (✓) beside the items that you would NOT find in an index. 1. ____ chapter titles

4. ____ topics covered in the book

2. ____ names of people who are mentioned in the book

5. ____ a list of the author’s other works

3. ____ word definitions

6. ____ page numbers

On the back of this sheet, describe three ways a textbook index is different from the table of contents.

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NAME

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TEXTBOOKS: CHAPTER STUDY AIDS Most textbooks provide study aids in each chapter. These can help you preview a chapter to learn what information you should look for. The aids can also help you review the chapter to check your understanding and prepare for tests. Look for these study aids in the chapters of your textbooks: (1) headings and subheadings (2) word lists (3) pre-reading questions

A.

(4) visual aids: pictures, maps, charts, graphs (5) chapter summaries (6) end-of-chapter questions

Each chapter title is written in bold print. Circle the letter of a heading most likely to be found in that chapter. 1. How to Use Your Library: a. Using the Card Catalog b. Studying for Tests c. Improving Listening Habits 2. Solving Energy Problems: a. Building a Radio b. Using Wind Power c. How Sound Travels 3. Animals in Danger: a. Upsetting the Balance of Nature b. How Plants Grow c. What Are Mammals?

B.

Find a word list at the start of any textbook chapter. Write the book title and the chapter title. Then copy three words from the chapter word list. TEXTBOOK TITLE: ______________________________________________________ CHAPTER TITLE: _______________________________________________________ WORDS FROM LIST: _________________ _________________ ________________

C.

Select any textbook for this activity. First, review the list of study aids in the box above. Then circle all the aids you find in your textbook chapters. If the chapters provide any other study aids, list them on the back of this sheet. (For example, you might look for timelines, boxed features, margin notes, lists of learning objectives, and so forth.)

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NAME

DATE

GETTING THE MOST FROM YOUR TEXTBOOK: A REVIEW Check your understanding of the special features of a textbook. Then, use them as you study.

A.

Circle a word or words to correctly complete each sentence. 1. The glossary is a list of ( words and their definitions / sources the author used for information ). 2. A table of contents lists ( chapter titles and pages / all topics covered in the book ). 3. Near the end of a book, an appendix may provide ( a list of all topics covered in the book / additional information ). 4. An index lists ( names and topics covered in the book / new and unusual words ). 5. Both a glossary and an index ( appear at the beginning of a book / list entries in alphabetical order ). 6. A table of contents and an introduction are both found ( at the beginning of each chapter / near the beginning of the book ). 7. Visual aids include ( maps, charts, and graphs / indexes, glossaries, and chapter questions ). 8. At the end of a chapter, you would be likely to find a ( table of contents / summary ). 9. The entries from all chapter word lists might be listed together in a ( glossary / appendix ). 10. Chapter headings identify ( topics covered in the chapter / words that might be new or unfamiliar ).

B.

Which textbook study aids have you found most helpful? Why? Write your answer on the back of this sheet.

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NAME

DATE

SKIMMING FOR HIGHLIGHTS It is wise to skim textbook material before you read it completely. Skimming means getting an overall view of the information. To skim a textbook chapter, read (1) titles, headings, and subheadings; (2) introductory and concluding paragraphs; (3) the first sentence of every paragraph. (This is usually the topic sentence and will state the main idea.) Skimming may also include looking at illustrations and graphics. After skimming a chapter, ask yourself what you know about the material. See if you can answer the end-of-chapter questions. Then go back and read for details.

A.

Skim the following paragraph. Read and circle the title. Read and underline the first and last sentences. On the line,write the main idea in your own words.

NO PLACE LIKE NEW ORLEANS

Known as the Queen City of the Mississippi, New Orleans, Louisiana, has always been an unusual place. French colonists first settled there in 1718. Later, Spain gained rule. Then France took charge again. Buildings, food, and music reflected both French and Spanish styles. New Orleans was also home to many slaves who had won freedom. African-American culture blended with French and Spanish to make this a city like no other on Earth.

MAIN IDEA: ____________________________________________________________

B.

Skim a chapter from any one of your textbooks. 1. On the back of this sheet, copy the chapter title and chapter headings. 2. Read the introductory and concluding paragraphs of the chapter. 3. Read the first sentence of every paragraph. 4. If there are end-of-chapter questions, answer as many as you can. If there are no questions, write three things you learned from your skimming.

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SCANNING FOR INFORMATION Scan a reading selection to quickly find a specific piece of information. (For example, you scan to find a word in the dictionary.) Both skimming and scanning involve reading selectively. In other words, you read only the parts that will serve your purpose. When skimming, you cover highlights of the whole reading. When scanning, you stop reading once you find the information you are looking for.

A.

NORMAL TEMPERATURES

Use the climate table to answer the questions below.

(in degrees Fahrenheit) WINTER

STATE

CITY

Alaska California Illinois Minnesota New York Oregon Texas

Juneau Los Angeles Chicago Minneapolis New York Portland Houston

SUMMER

HIGH

LOW

HIGH

LOW

27 67 29 20 37 44 62

16 48 14 2 26 34 41

64 84 83 83 84 80 94

47 64 63 63 69 56 73

1. What is the normal winter low in Portland, Oregon? _________ 2. What is the normal summer high in Houston, Texas? _________ 3. How cold is it likely to get in a Juneau, Alaska, winter? _________ 4. How hot can you expect summer to be in New York city? _________ 5. Where is the temperature most likely to fall below 0˚? ________________________________________

B.

Did you skim or scan to answer the questions in Part A? ________________

C.

Write skim or scan to tell which method you’d use to read for the following information. 1. ___________ find Andrew Jackson listed in a history book index 2. ___________ learn about President Jackson’s administration 3. ___________ learn the date Andrew Jackson was born 4. ___________ find the address of Joe’s Clock Shop in the phone book 5. ___________ check a program guide to see when the local news is on TV 6. ___________ learn about the end of the Cold War

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LIBRARY SKILLS: HOW MATERIALS ARE ORGANIZED Most school and public libraries contain circulating materials—those you can check out. Fiction and general nonfiction books are usually circulating materials. Reference materials and periodicals are usually non-circulating materials. You can use them only in the library.

A.

The Dewey decimal classification system uses numbers to divide nonfiction material into 10 main categories: DEWEY DECIMAL CLASSIFICATIONS

000–099 100–199 200–299 300–399 400–499

General Works Philosophy Religion Social Sciences Languages

500–599 600–699 700–799 800–899 900–999

Science Technology (applied science) Fine Arts (art, music, sports, hobbies) Literature History

Write a letter to match each title below with a category number. 1. ____ Jazz in America

a. 400–499

2. ____ Bonjour Mon Amis: Beginning French

b. 600–699

3. ____ The Blue and the Gray: A Civil War History

c. 700–799

4. ____ Medical Breakthroughs of the 20th Century

d. 800–899

5. ____ Collected Poems of Robert Frost

e. 900–999

Each general Dewey decimal category is further divided into smaller subjects. Within Science (500–599), books about mammals have numbers beginning with 599. Subjects are broken down further by adding decimal numbers. For example, 599.8 indicates a book about apes. You will find a Dewey decimal number on a book’s spine. The same number will appear on the computerized catalog or card catalog listing.

B.

Locate the Dewey decimal number on the spine of any nonfiction library book. On the back of this sheet, write the title of the book, the Dewey decimal number, and the name of the book’s general category.

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LIBRARY SKILLS: THE LIBRARY CATALOG Each book in the library has a call number. The first line shows the Dewey decimal number. It is followed by letters from the author’s name. EXAMPLE:

527.6 LAR

You can find library materials by using the catalog. You will find the catalog information on the library computer or on cards in a cabinet drawer. Alphabetized listings give the call numbers of each book in the library. Each book will have three listings—byauthor, by title, and by subject.

A.

To find each book described below, would you look under author, title, or subject? Write your answer on the line. The first one has been done for you. 1. __________________ a book about skydiving. subject 2. __________________ a book written by Charles Dickens 3. __________________ a book about Charles Dickens 4. __________________ a book of Halloween stories 5. __________________ a book called The First Halloween 6. __________________ a book written by Hal Owens

B.

Study the entry to the right. It could appear on a card in a catalog drawer or on a computerized catalog. Use the information as you circle each answer.

617.7 Author: Wilson, Walter WIL Title: Lasers: Healing Light Publisher: Chicago: New Press, 1995 121 p.: includes illus and index 1. lasers 2. medicine, technology

1. The entry is: a. an author listing. b. a title listing. c. a subject listing 2. The author is: a. Walter Wilson. b. Healing Light. c. Ellis Strations 3. The publisher is: a. Wilson, Walter. b. Lasers. c. New Press 4. The title is: a. Wilson, Walter. b. Lasers: Healing Light. c. New Press 5. The call number of the book is: a. 617.7 WIL. b. 617.7. c. 121.

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LIBRARY SKILLS: NONBOOK MATERIALS Important but often overlooked sources for research materials are microfilm and microfiche. In addition to digital documents, libraries reproduce and archive some materials in microforms. These items are photographed and reduced in size. They may be reproduced on microfilm, a tape that comes in reels. They might also appear on transparent cards called microfiche. If stored properly, microforms can last hundreds of years. Microforms are ideal for storing copies of 18th and 19th century newspapers and census information. Microform items may be listed in the card catalog. Other libraries list them in a separate catalog. You will need a special machine to read microforms. Most libraries also have printers to produce hard copies of the information. Mechanical readers and printers usually have instructions. However, you may need help from a librarian.

A.

Study the information above. Circle a letter to complete each statement. 1. Material is stored in microform to a. make it easy to find. b. save space.

NEWS ______ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

2. Items you would likely find on microfilm include a. a year-old issue of your local newspaper. b. a current best-selling novel.

____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

3. To read microfilm you must a. take it home. b. use a machine. 4. To locate the microform material you should a. check catalog listings. b. wander around the library.

B.

The vertical file is another source of nonbook material. This cabinet holds pamphlets, booklets, and news and magazine clippings on many topics. In many libraries, vertical files are being replaced and students are often referred to the Internet to locate information. Cross out the items you would not expect to find in a vertical file.

C.

a. a booklet on AIDS prevention

c. back issues of the local paper

b. a popular novel

d. a biology textbook

On the back of this sheet, write definitions of (1) microfilm, (2) microfiche, (3) mechanical reader, and (4) vertical file.

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LIBRARY SKILLS REVIEW

A.

To complete each statement, fill in the blanks with words from the box. author vertical file

subject call number

title Dewey decimal

1. The three types of catalog listings are _____________________, _____________________, and _____________________. 2. Most city and school libraries arrange materials according to the ____________________________ system. 3. You can locate a book in the library by using the ______________________. 4. Pamphlets and news clippings are stored by topic in the ___________________________.

B.

Get to know your school or city library better by answering the questions below. (You may need to visit, call, or view the library’s Web site for information.) 1. Complete the following chart of library hours: Sunday Monday Tuesday Wednesday

OPENS

CLOSES

_________ _________ _________ _________

_________ _________ _________ _________

OPENS

CLOSES

Thursday _________ _________ Friday _________ _________ Saturday _________ _________

2. For how long may a regular, circulating book be checked out? ___________ 3. What is the daily fine for an overdue book? _______________ 4. What is the library policy on lost books? ______________________________ ____________________________________________________________________ 5. Can you search for books through the library’s Web site? __________

C.

On the back of this sheet, make a map of your school or city library. Show at least four of the following: (a) checkout desk, (b) periodical (magazine) section, (c) card catalog, (d) computers, (e) copy machine, (f) microfilm section, (g) librarian’s desk, (h) vertical file, (i) fiction books, (j) exits.

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DICTIONARY SKILLS Do you need to spell a word? Find out what it means? Learn how to pronounce it? At some time, nearly everyone turns to a dictionary for help.

A.

Guide words appear at the top of each dictionary page. All the entry words on that page will fall alphabetically between the two guide words. These guide words head three separate dictionary pages: PAGE 342

PAGE 932

PAGE 940

footstep–forceful

thicket–thirst

tired–toad

Write the page number on which you would find each of the following entry words. 5. ________ to

2. ________ footwork

4. ________ thimble

6. ________ think

Write the meaning of each of the following dictionary abbreviations. (Hint: There is usually a guide to abbreviations at the front of the dictionary.) 1. adj. ______________________

4. pl. ______________________

2. adv. ______________________

5. prep. ______________________

3. conj. ______________________

6. pron. ______________________

Choose words from the box to identify the parts of the dictionary entry below. Write the letter of each choice on a line.

D.

4. ____

5. ____ ➤

➤

3. ____

agile (aj´ l) adj. moving with quickness and ease; active; nimble [The kangaroo is an agile jumper.]

On the back of this sheet, write dictionary entries for these nonsense words: klimchuck, ogilvie, and humero. Use the sample dictionary entry as a model. Remember to list your entries in alphabetical order.

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2. ____

➤

1. ____

➤

(a) definition (b) main entry word (c) part of speech (d) phonetic pronunciation (e) sentence example

➤

C.

3. ________ forbid

e

B.

1. ________ tissue

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DICTIONARY SKILLS: DEFINING WORDS A dictionary entry tells you how to spell a word. It also tells how a word is pronounced and what it means. It gives the word’s part of speech. Often, the entry will give an example of how to use a word. This can help you understand the definition.

A.

Study the following dictionary entries. The definitions will help you complete each sentence below. Circle the correct word in each sentence. envelop (en vel´ p) v. to cover on all sides; wrap up or wrap in [The fog seemed to envelop the fishing boat.]

e

envelope (en´ v lop or on´ v lop) n. 1. a folded paper cover in which letters are sealed for mailing [Put the postage stamp on the front of the envelope.] 2. any wrapper or covering [There is a picture of the vegetable on the seed envelope.]

e

e

1. The spider ( envelops / envelopes ) its victim in its web. 2. The secretary addressed 300 ( envelops / envelopes ) in one day. 3. The jewelry maker put each ring in a sealed ( envelop / envelope ). 4. The huge coat seems to ( envelop / envelope ) your whole body.

B.

Circle the correct word in each sentence. Use a dictionary to help you with word meaning. 1. Lansing is the state ( capital / capitol ) of Michigan. 2. The airplanes were safely parked inside the ( hanger / hangar ). 3. His big smile and happy ( manner / manor ) won him lots of friends. 4. The judge ( waived / waved ) all charges and set the suspect free.

C.

Write an original sentence for each word you DID NOT circle in Part B. Write your sentences on the back of this sheet.

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DICTIONARY SKILLS: WORD HISTORIES Dictionaries show the background and development of some entry words. These special notes are called word histories or etymologies. Notice that the sample entry below shows the word history in brackets. pony (po´ ne) n. [L. pullus young animal] 1. a small horse 2. [Slang] a horse at the race track 3. something smaller than standard. pl. ponies

A.

B.

Write a letter to match each abbreviation on the left with a language on the right. 1. ____ L

a. Old English

2. ____ Celt

b. German

3. ____ Du

c. Spanish

4. ____ Fr

d. French

5. ____ Ger

e. Latin

6. ____ Gk

f. Dutch

7. ____ OE

g. Greek

8. ____ ME

h. Celtic

9. ____ Sp, Span

i. Middle English

Read the words in the box below. Write each word on the line beside its historical origin. bouffant

harmony

haul

1. ___________________ from the French word bouffer, meaning to puff 2. ___________________ from the Middle English word halen, meaning to pull 3. ___________________ from the Greek word harmos, meaning joint

C.

Look up these words in a dictionary: (1) margin, (2) ocean, (3) enthusiasm, (4) cripple, and (5) spider. On the back of this sheet, write the historical origin of each word. Then use each word in a sentence.

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DICTIONARY SKILLS PRACTICE Read the dictionary entries for these terms from the world of weather forecasting.

precipitation (pri sip i ta´ sh n) n. 1. the act of bringing on suddenly [the precipitation of a problem] 2. rain, snow, sleet, etc. 3. the amount of rain, snow, etc. that falls

e

e

e

e e

humidity (hyoo mid´ i te) n. the amount or degree of moisture in the air

e

cumulus (kyoom´ y l s) n. a kind of cloud in which round, white, puffy masses are piled up on each other

meteorologist (me te rol´ just) n. a person who works in weather forecasting

e

anemometer (an mom´ i t r) n. a device for measuring the speed of wind

hygrometer (hi grom´ i t r) n. an instrument for measuring the amount of moisture in the air

e

A.

Circle a word to complete each sentence. Use information from the definitions above to help you choose the correct word. 1. The ( hygrometer / meteorologist ) predicted rising temperatures. 2. High ( cumulus / humidity ) made the air feel heavy and damp. 3. The ( cumulus / humidity ) clouds looked like cotton balls in the summer sky. 4. By evening, the ( anemometer / precipitation ) had changed from rain to snow. 5. At the storm’s peak the ( anemometer / hygrometer ) measured wind speeds of 45 miles per hour. 6. I was damp and sweaty and did not need a ( anemometer / hygrometer ) to tell me that the air was moist.

B.

Use a dictionary to look up these words from the drama world: (1) aside, (2) encore, (3) soliloquy, (4) stand-in, (5) thespian. Write your own definition of each word on the back of this sheet. Then use each word in a sentence.

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REFERENCE: THE ENCYCLOPEDIA The encyclopedia is a good source of summarized information. Most general encyclopedias are divided into volumes. Each volume contains alphabetized entries on almost any subject.

A.

Look at the drawing of encyclopedia volumes. Which volume would you use to answer each question below? Write the volume number on the line after the question. The first one has been done for you. A

B

C

D

E

F

G

H

1

2

3

4

5

6

7

8

I-J K-L 9

10

M

N-O

P

Q-R

S

T

U-V

W X-Y-Z

11

12

13

14

15

16

17

18

19

VOLUME #

B.

1. Where was Thomas Jefferson born?

9 ________

2. What does a bat eat?

________

3. Which countries produce the most coffee?

________

4. What sights could you expect to see in Yosemite Park?

________

5. Where do yaks live?

________

6. Who led the women’s suffrage movement?

________

Look up women’s suffrage in a general encyclopedia. At the end of the entry you are likely to find a list of cross references. These are related topics that can give you more information on the subject. Write some cross references for women’s suffrage on the lines below. _______________________________________________________________________ _______________________________________________________________________

C.

The encyclopedias listed below contain information on only one field. Draw lines to match each question with the specialized encyclopedia you would consult to find the answer. 1. Name a short story by Edgar Allan Poe.

a. Encyclopedia of Careers

2. What team won the 1994 World Series?

b. Encyclopedia of Literature

3. What education does a dental assistant need?

c. Encyclopedia of Sports

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REFERENCE: THE ATLAS Are you looking for geographical information? An atlas can probably help you. The table of contents lists all the maps, charts, and tables and their page numbers. The index lists specific place names and page numbers. Many indexes list guide letters and numbers to help you locate places on a map.

A.

B.

There are different kinds of atlases. Draw lines to match each question with the atlas you would use to find the answer. 1. What is the highest mountain peak on each continent?

a. Atlas of World Wildlife

2. What highway runs east-west across the northern United States?

b. World Atlas

3. Where are koala bears found?

c. Road and Travel Atlas

Answer the questions below. Use a World Atlas for some of the information. 1. In what city or town were you born? ________________________________ 2. Find that place in the index of a World Atlas. Copy the index entry. __________________________________________________________________ 3. Turn to the page listed in the index. Study the map. Use guide letters and numbers to help you locate your place of birth. In what country is it? _________________________________________ 4. In what state or province is it? ___________________________________ 5. What is the name of a nearby city? ________________________________ 6. What is the closest body of water? (For example, name a river, lake, ocean, or gulf.) ________________________________________

C.

Look through any atlas. In addition to maps, list some types of information it contains. Write on the back of this sheet.

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REFERENCE: THE THESAURUS Are you tired of using the same words again and again? Are you looking for new words to perk up your essays and reports? You need synonyms—words with nearly the same meaning. A thesaurus can help you find them! A thesaurus is a dictionary of synonyms.

A.

Replace each word in parentheses with a synonym from the box. Write the new word on the line. If you need help, turn to a thesaurus and look up the word in parentheses. amiable

commencement

duplicate

interrogated

tempestuous

1. She tried to (copy) _______________________ the singer’s style. 2. The (stormy) ______________________________ sea tossed the little boat. 3. The (good-natured) _______________________ host welcomed his guests. 4. An all-night party followed the (graduation) _______________________ ceremony. 5. The police officer carefully (questioned) _______________________ each suspect.

B.

Read the story below. Write a synonym on the line after each word in parentheses. Use a thesaurus for help. I’ll never forget the moment I first saw her. A (steady) _______________________ (rain) _______________________ was falling. It was a dark, (gloomy) _______________________ evening. I turned a corner, and there she was—a lovely stranger! Her coat was (wet) ___________________. She looked (cold) _________________ and (lonely) _______________________. I held out my hand. “Come home with me,” I (said) _______________________. She barked. It was clear that she was (happy) ____________________ to have a new (friend) _______________________.

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REFERENCE: PERIODICAL INDEXES Periodical indexes can help you find magazine articles on a given topic or by a specific author. Most libraries provide the Readers’ Guide to Periodical Literature in bound volumes. Most libraries also offer an electronic magazine index. To use this you need a computer and a CD-ROM or the Internet. An entry in the Readers’ Guide or in an electronic magazine index is called a citation.

A.

Use information from the sample citation to answer the questions below. OIL spills Tragedy in Alaska Waters. Douglas B. Lee. il. Natl Geog, 176: 260-263 Ag 1989

1. What is the subject heading? ______________________________ 2. What is the name of the article? _____________________________________ 3. What is the author’s name? ___________________________________ 4. In what magazine does the article appear? ____________________________ 5. Does the article have illustrations (pictures)? _________________ 6. What is the volume number? ___________________ 7. On which pages is the article? ____________________________ 8. What is the date of publication? ___________________________

B.

Did you notice that the citation above includes several abbreviations? You probably know what many of them mean. If you do not, you can check the abbreviation list at the beginning of any periodical index. On the back of this sheet, tell what the following abbreviations stand for. MONTHS: 1. Jl 2. Ag

3. Mr 4. Ju

5. O 6. D

MAGAZINE TITLES: 1. Sports Illus 2. Pop Electr

3. Sat Eve Post 4. Read Digest

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5. Bet Hom & Gard 6. Bus W

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DATE

REFERENCE: ALMANACS AND YEARBOOKS Published once a year, almanacs and yearbooks are handy sources of information. They contain annual facts and statistics about government, sports, economics, population, weather, and many other topics.

A.

The list on the left names topics you could find in a yearbook or an almanac. Circle the words where you find them hidden in the puzzle. They may go up, down, across, or diagonally. Check off each word as you find it. ___ INVENTIONS

___ SPORTS

___ CENSUS

___ LAWS

___ WEATHER

___ BIOGRAPHY

___ MAPS

___ ELECTIONS

___ ECONOMY

___ COUNTRIES

___ STATES

___ RELIGION

___ GRAPHS

___ CHARTS

R E L E C T I O N S B D

___ GOVERNMENT

B.

O C D O Y I T C E T I C

L O J C H A R T S A O T

M N W O E I G M L T G G

S O E U X N A R M E R O

P M A N T V S A A S A M

O Y T T A E U U P P P I

R B H R P N N R S I H A

T D E I R T T C L H Y S

S O R E L I G I O N W G

C R I S O O K B E O A E

G O V E R N M E N T R J

C Z L A W S K A S W D S

Use an almanac or yearbook (for example, the World Almanac and Book of Facts or the Information Please Almanac) to look up the following facts. Write the information you find on the back of this sheet. 1. the normal, annual inches of precipitation in your region 2. the population of Boston, Massachusetts 3. the top five U.S. daily newspapers 4. the average price of a home in San Diego, California 5. the name of the horse that won the 1990 Kentucky Derby 6. the life expectancy of a female in Cuba 7. how long a student must attend school in the Netherlands

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REFERENCE: DICTIONARY OF FAMOUS QUOTATIONS An appropriate quotation can make a point and add interest to an essay. For example, an essay about slavery might quote President Abraham Lincoln: “In giving freedom to the slave, we assure freedom to the free. . . .” Study the sample entry from a dictionary of quotations:

➝

WRITER INDICATES NEW LINE

➝

William Shakespeare

SOURCE

➝

Good-night, good-night! parting is such sweet sorrow / That I shall say goodnight till it be morrow. [Romeo and Juliet, Act II, scene ii]

A.

Most entries are grouped under the speaker’s or writer’s name. The names are arranged alphabetically. Read each quote below. Using the code in the box, match numbers to letters and spell out the name of the speaker or writer. A B C D E 1 2 3 4 5

F G H 6 7 8

I J K L M N O P Q R S T U V W X Y Z 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

1. “There never was a good war or a bad peace.” ___ ___ ___ ___ ___ ___ ___ ___ 2 5 14 10 1 13 9 14

___ ___ ___ ___ ___ ___ ___ ___ 6 18 1 14 11 12 9 14

2. “When you have nothing to say, say nothing.” ___ ___ ___ ___ ___ ___ ___ 3

8

1 18 12 5 19

___ ___ ___ ___ ___ ___ 3 15 12 20 15 14

3. “Beware of all enterprises that require new clothes.”

B.

___ .

___ .

8

4

___ ___ ___ ___ ___ ___ ___ 20 8 15 18 5

The index also lists quotes by subject. For example, the key word love appears in most indexes. Use a dictionary of quotations to find a quote that you like on each of the following subjects: (1) love, (2) money, (3) peace, (4) friendship, and (5) dogs. Copy the quotes on the back of this sheet. Include the names of the writers or speakers.

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A REFERENCE REVIEW

A.

Which reference source would you use to answer each question? To solve the crossword puzzle, match each clue with a reference source from the box. REFERENCE SOURCES dictionary thesaurus Readers’ Guide

encyclopedia atlas book of quotations almanac

1

ACROSS 2

4. From what language do we get the word menu? 6. What river divides the states of Washington and Oregon?

3

4

5

O

Y

H

7. What was America’s favorite TV program last year?

6

T

G

DOWN

1. Who said these lines: “Why fear death? It is the most beautiful adventure in life.” 2. In which magazines could you find articles on wind surfing?

7

N

3. Describe the nesting habits of the bald eagle. 5. What are two synonyms for sailor?

B.

On the back of this sheet, answer any three questions from Part A. Use reference books to find the answers.

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9/5/07, 7:45 PM

NAME

DATE

THE BIBLIOGRAPHY A bibliography is an alphabetized list of reference sources. You will often find a bibliography at the end of a textbook or nonfiction book. It will list works that the author used in writing the book. At times, you may be asked to include a bibliography with a report or term paper.

A.

Carefully read the following bibliography. Then write T or F to show whether each statement below is true or false. Anderson, Preston G. Quack Attack: The Story of Duck Migrations. New York: Sportsmen’s Press, 1998. “Ducks,” Encyclopedia of Wildlife . Vol. 4, Colorado: Rocky Mountain Press, 2003, p. 391. French, Anna P. “Flight of the Mallard.” Waterfowl Weekly. June 2006, Vol. 21, p. 18.

1. ____ A listing for a book begins with the author’s last name. 2. ____ An encyclopedia listing begins with the topic. 3. ____ Listings appear in alphabetical order. 4. ____ Bibliography listings for books, encyclopedias, and magazines all follow exactly the same format. 5. ____ A listing tells how many pages are in a book. 6. ____ A listing tells the year that the work was published. 7. ____ Sportsmen’s Press is located in New York. 8. ____ The author’s name is enclosed in quotation marks. 9. ____ The title of a book is written in all capital letters. 10. ____ Waterfowl Weekly is the name of a magazine article.

B.

Locate a bibliography in a textbook or other nonfiction book. Copy three listings on the back of this sheet. Be sure to correctly copy all punctuation and capitalization.

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STUDY SKILLS 2

9/5/07, 7:45 PM

NAME

DATE

USING A COMPUTER: A GENERAL VOCABULARY A computer can help you find library materials, write papers, and do research. Computers are a part of our lives, and new terms are a part of our language. Are you familiar with basic computer terminology?

A.

To solve the puzzle, match each clue with a term from the box. CD-ROM hard drive

byte icon

cursor menu

software program

flash save

enter delete

ACROSS

file trash

1

2. A USB memory data storage drive

2

S

4

5. It holds and organizes information on a software program 6. (1) n. it gives the computer instructions (2) v. to create a set of instructions

3

5

E

6

7. A flat, round disk that holds programs, graphics, videos, and sound

R 7

D 8

9

U

9. A list of choices

10

R 11

11. To store information for later use

E

12. A mechanical accessory that holds lots of programs and files

12

13

D

DOWN

1. The space needed to store one character of information 3. Programs that give a computer its instructions

N

4. A key that tells the computer to accept your information (may be marked return) 7. A blinking line; it shows where your next keyboard stroke will appear 8. To get rid of a file by moving it to the icon of a garbage can 10. Key used to remove text, files, and so on 13. Small picture that stands for a file or program

B.

On the back of this sheet, draw a diagram of a computer station. Include and label these items: (1) monitor, (2) keyboard, (3) mouse, (4) printer.

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STUDY SKILLS 2

9/6/07, 11:25 AM

NAME

DATE

LEARNING ONLINE: INTERNET TERMINOLOGY The Internet is a giant network of computers linked by high-speed fiber-optic lines. The Internet enables businesses, hobbyists, researchers, and students from around the world to quickly share information.

A.

Read the Internet terms on the left. Then write a letter to match each term with its meaning on the right. 1. ____ World Wide Web (WWW)

a. a journal that is available on the Web

2. ____ online

b. to transfer a file to your computer from another computer

3. ____ blog

c. connected to the Internet

4. ____ user

d. a huge collection of documents; it gives you access to information from around the world

5. ____ netiquette

e. one who uses the Internet f. a computer on the Internet that can respond to client requests; users subscribe to its services

6. ____ download 7. ____ server

g. electronic mail used to send messages 8. ____ e-mail

h. good manners on the Internet

9. ____ cookie

B.

i. a piece of information sent by a Web server to a Web browser

Circle places where a woreless network can be found. library

coffee shop

home

airport

Now list four additional places where a wireless network can be found. _________________ _________________ _________________ _________________

C.

On the back of this sheet, explain why the “information superhighway” is a good nickname for the Internet.

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STUDY SKILLS 2

9/5/07, 7:45 PM

NAME

DATE

LEARNING ONLINE: USING THE INTERNET What can you do on the Internet ? You can send electronic mail (e-mail) around the world. You can find reference material for school reports. You can get information about a hobby, rock star, or TV show.

A.

Write T or F to show whether each statement about e-mail is true or false. 1. ____ E-mail is a good way to send very private information. 2. ____ Messages sent in ALL CAPITAL LETTERS are considered to be screaming. 3. ____ E-mail is best for sending long documents of 10 pages or more. 4. ____ Check your e-mail messages before sending them. Once you send a message, you can’t get it back.

B.

Are you ready to surf the Net? Test yourself on the slang and acronyms of the Internet and e-mail. Write an item from the box on each line. surf the Net

flame

BRB

CUL8R

IMHO

LOL

1. ________________ to look through the huge wave of information available on the Internet LOL! 2. ________________ be right back (HA, HA, HA!) 3. ________________ an insulting e-mail message 4. ________________ see you later 5. ________________ laughing out loud 6. ________________ in my humble opinion

C.

List three topics you might explore on the Internet. ______________________ ______________________

D.

Try surfing the Net. Launch your Web browser. Start at the menu. Then follow these steps: (1) Click on “search.” (2) Type in a topic of interest to you. (3) Scroll down the list under that topic. Click on one. (4) On the back of this sheet, list five of the suggested sites.

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______________________

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41

STUDY SKILLS 2

9/5/07, 7:45 PM

NAME

DATE

NOTE TAKING: RECOGNIZING MAIN IDEAS AND SUPPORTING POINTS Do you ever have trouble deciding what to include in your notes? To improve your note-taking skills, learn to identify main ideas and supporting points.

A.

Read the following two paragraphs. Then answer the questions. Chimpanzees seem to have a language of their own. It consists of a number of speech sounds. Some sounds relate to an emotion, such as anger. Others are linked with a situation, like danger. Chimpanzees’ communication abilities are limited. It appears they cannot add new tones to their vocabulary of sounds. Physically, chimpanzees have good mechanical skills. They can assemble simple tools. For example, they’ve been known to put sticks together or stack boxes in order to reach food. Chimpanzees have been trained to ride bikes and eat with forks.

1. In the first paragraph, what is the main idea or topic sentence? ____________________________________________________________________ 2. Where in the paragraph is the main idea or topic sentence located? ____________________________________________________________________ 3. What point supports the main idea of the first paragraph? ____________________________________________________________________ 4. What is the main idea or topic sentence in the second paragraph? ____________________________________________________________________ 5. Where is the second paragraph topic sentence located? ____________________________________________________________________ 6. What point supports the main idea of the second paragraph? ____________________________________________________________________

B.

Did you notice that a topic sentence usually states the main idea at the beginning of the paragraph? The second most frequent location for a topic sentence is at the paragraph’s end. Find an encyclopedia entry for an animal that interests you. Copy a topic sentence from one of the entry’s paragraphs.

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STUDY SKILLS 2

9/5/07, 7:45 PM

NAME

DATE

NOTE TAKING: OUTLINES By making an outline, you identify main ideas, major points, and details. Outlining is one of the best methods of note taking. EXAMPLES:

SIMPLE OUTLINE (suitable for outlining one paragraph)

MORE DETAILED OUTLINE (suitable for outlining longer works)

I. MAIN IDEA A. MAJOR POINT B. MAJOR POINT C. MAJOR POINT

Study the above model of a detailed outline. Then outline the following paragraphs on the form below.

I. MAIN IDEA A. MAJOR POINT 1. DETAIL 2. DETAIL B. MAJOR POINT 1. DETAIL 2. DETAIL

In my opinion, one of the most interesting movie characters ever created is Captain Jack Sparrow. He appears in all three Pirates of the Caribbean films. Jack is an unusual pirate. He is cowardly and impish. He survives by using his wit and skills at negotiating instead of violence. He confounds his enemies by using confusing vocabulary. Despite his greed, appeals to his humanity bring out his honorable character and likeability. Although Sparrow looks and acts like a bloodthirsty pirate, there are clues that he is different. He refuses to transport slaves on any of his ships. Nor has he ever committed murder. When he abandons his crew to save himself from the Kraken, underlying loyalty and morality compels him to save them. Although drawn to greedy and cowardly acts, Sparrow’s conscience always saves the day.

I. ____________________________________________________________________ A. _________________________________________________________________ 1.

_____________________________________________________________

2.

_____________________________________________________________

3.

_____________________________________________________________

B. _________________________________________________________________ 1.

_____________________________________________________________

2.

_____________________________________________________________

3.

_____________________________________________________________

4.

_____________________________________________________________

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STUDY SKILLS 2

9/5/07, 7:45 PM

NAME

DATE

NOTE TAKING: MORE OUTLINING PRACTICE When you make an outline, you can see how written material has been put together. This helps you understand the information. It can also help you become a more organized writer yourself.

Study the information in the following outline. On the lines below, write two paragraphs based on the outline. I. Scientists believe there have been several ice ages. A. Characteristics of an ice age 1. very cold climate 2. lasted millions of years 3. sheets of ice (glaciers) covered land B. Effects of an ice age 1. moving glaciers carried huge rocks 2. carved valleys (Yosemite Valley in California) 3. hollowed out lakes (Great Lakes in upper Midwest)

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

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STUDY SKILLS 2

9/5/07, 7:45 PM

NAME

DATE

NOTE TAKING: MAPPING Mapping is an effective way to identify main ideas, major points, and details. You know that an outline uses numbers and letters to organize notes. A map uses circles and lines to picture ideas and show how they relate to one another. A typical map could be organized like this: MAJOR POINT

MAJOR POINT

MAIN TOPIC DETAIL

MAJOR POINT

A.

DETAIL

Read the following paragraph. In the space below, map your notes. At the end of World War II, Americans went on a spending spree. They wanted to buy all the things that were scarce during the war years. They bought goods as fast as manufacturers could make them. Factories hired more workers and stepped up production. A new law, the G.I. Bill of Rights, gave war veterans money for education and job training. It helped them get loans. The postwar economy boomed, and most Americans prospered.

B.

Check your understanding of mapping. Study the notes that are mapped out below. Then, on the back of this sheet, use the information shown in the map to write a paragraph.

gap between rich and poor

POST–WORLD WAR II BOOM DID NOT INCLUDE EVERYONE

some groups left out blacks

women

45

rich moved to suburbs

city housing became slums

other minorities

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problems in cities

45

STUDY SKILLS 2

9/5/07, 7:45 PM

NAME

DATE

NOTE TAKING: OTHER USEFUL METHODS Some ideas are easier to understand and remember when they are drawn as a picture, or pattern. The pattern below works well in science classes. You can also use it to show how story characters relate to one another. EXAMPLE:

A.

Vertebrates of the Animal Kingdom

AMPHIBIAN

BIRD

FISH

MAMMAL

REPTILE

frog

penguin

eel

whale

lizard

Read the following paragraph. Then show the information in a pattern. Draw your diagram in the space below the paragraph. The U.S. federal government consists of three branches: the Executive Branch, the Legislative Branch, and the Judicial Branch. The President heads the Executive Branch. The Armed Forces, Department of Foreign Affairs, and CIA and Secret Service fall under Executive control. The Legislative Branch, or Congress, makes our laws. It is divided into two houses, the Senate and the House of Representatives. The Judicial Branch is our court system. The highest court in the land is the U. S. Supreme Court. District Courts are lower courts that also interpret laws and punish lawbreakers.

Listing is a simple way of taking notes. It is a useful method when the order of the information is important. In history class, for example, you can learn dates and important events by listing them.

B.

Practice listing. Choose a period in U.S. history (for example, the American Revolution). On the back of this sheet, make a timeline that shows some of the major events that occurred during that period. (For help, consult a history book or encyclopedia.)

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STUDY SKILLS 2

9/5/07, 7:45 PM

NAME

DATE

NOTE TAKING: METHODS REVIEW

A.

B.

Write letters on the blank lines to spell four methods of note taking. 1. o__ t __ __ __ i n g

3. p __ t __ __ r __ i n g

2. m __ __ __ i n g

4. l i __ __ i n g

Write T or F to show whether each statement is true or false. 1. ____ When taking notes, it is important to look for main ideas. 2. ____ The main idea is always in the paragraph’s first sentence. 3. ____ Mapping and patterning are useful methods for visual learners. 4. ____ Mapping and patterning show how details relate to one another. 5. ____ The outlining method should never be used in history class. 6. ____ Listing emphasizes the order in which things occur. 7. ____ You should choose one note-taking method and stick to it.

C.

Read the paragraph. Take notes using one of these methods: outlining, mapping, patterning, or listing. Write the notes in the space below. A Battle Over Bones The discovery of a skeleton known as the Kennewick Man started a battle. It began in 1996. Two college students were wading in the Columbia River at a Kennewick, Washington, park. They found a skull! The rest of the skeleton was soon pulled from the mud. Scientists said the bones were more than 9,000 years old. Since the discovery, interested parties have argued over rights to the skeleton. Anthropologists want to study the bones. Native American tribes want the bones reburied without scientific study. Meanwhile, the Kennewick Man has been locked in a drawer. The federal government must decide what to do with him.

D.

Use a different note-taking method to recreate the notes you took in Part C. Write your new notes on the back of this sheet.

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47

STUDY SKILLS 2

9/5/07, 7:45 PM

NAME

DATE

NOTE TAKING: SELECTIVE LISTENING The quality of your notes has little to do with their length. Selective listening is the key to taking good class notes. This means learning to pick out main points. It means weeding out information that does not present important ideas.

A.

Imagine that the following information is part of a class lecture. Underline main points that you would include in your notes. Many people think the words climate and weather mean the same thing. They are wrong. Weather is how wet or dry, cold or warm it is on a certain day, week, or season. Climate is the weather pattern over a long period of time. For example, a place that has a sunny climate may have stormy weather on a certain day. When you wonder if you should carry an umbrella one day, you are thinking about the weather . When you wonder if you’d enjoy living in a certain region, you consider the climate .

B.

Test questions usually ask about main ideas. What test question would you ask about the paragraph in Part A? Write the question and its answer on the lines. _______________________________________________________________________ _______________________________________________________________________

C.

Sometimes it helps to diagram an idea or draw a picture as you listen. This helps you visualize information. Read the following paragraph. On the back of this sheet, draw a diagram that illustrates the main idea.

Mountains greatly affect climate. When winds blow across a warm ocean, they carry moisture with them. When these winds meet mountains, they rise to go over them. As the winds begin to rise, they cool. Rain falls as the air cools. This rainy side of a mountain is called the windward side. The other side of the mountain is usually drier. This dry side is called the leeward side. Saddleback Educational Publishing © 2008 • Phone: (949) 860-2500

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48

STUDY SKILLS 2

9/5/07, 7:45 PM

NAME

DATE

STREAMLINING YOUR NOTES Good note takers record information quickly. You can pick up speed by developing your own style of shorthand. Throw out some of the regular writing rules. Stop putting periods after abbreviations. Use word beginnings rather than whole words. It is wise to make a guide to your abbreviations and symbols. Keep it handy at the front of your notebook. Review your notes soon after class. Rewrite any notes that may be hard to read later. Fill in ideas you remember but have left out of your notes.

A.

Use standard symbols in place of words. Write a letter to match each symbol on the left with its meaning on the right. 1. ___ w/

a. following

2. ___ w/o

b. less than

3. ___ & or +

c. more than

4. ___ *

d. with

5. ___ f f

e. without

6. ___ >

f. especially

7. ___ <

g. therefore

8. ___ =

h. and or also

9. ___ esp

i. most importantly

10. ___

B.

• • •

• ff recipe makes > enough for 10 people • includes < 10 grams of fat per serving w/o sacrificing flavor •

• • •

is both healthy & satisfying

j. the same as, equal to

Create your own symbol or abbreviation to stand for these ideas. 1. __________ I don’t understand this! 2. __________ This is my own opinion on the topic. 3. __________ Look this up in the book later.

C.

Make up special symbols and abbreviations for certain classes. For example, in U.S. history, AR may stand for the American Revolution. Create a list of symbols and abbreviations that would be useful in your current classes. Write your symbols with their meanings on the back of this sheet.

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49

STUDY SKILLS 2

9/5/07, 7:45 PM

NAME

DATE

USING CONTEXT TO CLUE MEANING Sometimes you will read or hear a word that you don’t know. Often you can tell what the word means from its context—the way that it is used.

A.

Read each sentence. Use context clues to guess the meaning of the boldfaced word. Circle the letter of your choice. 1. Astronomers have recorded solar quakes similar to earthquakes. a. having to do with the sea

c. having to do with the stomach

b. having to do with the sun

d. one of a kind

2. The sun has been rocked by seismic waves 40,000 times stronger than those that shook San Francisco in 1906. a. caused by scientific experiment

c. caused by quake or explosion

b. having great value

d. very weak

3. The quake waves accelerated from 22,000 mph to 250,000 mph. a. gained speed

b. slowed down

c. got louder

d. faded

4. A serpentine path wove among the trees and around the hills. a. straight b. smooth and paved c. twisted and winding d. bumpy 5. As night fell, my pusillanimous friend jumped and hid at every strange noise. a. cowardly

b. fearless

c. slender

d. catlike

6. Sara had a boring personality, but her pulchritude got her lots of dates. a. strange smell

c. intelligence

b. physical beauty

d. sense of humor

7. As the bell rang, the pugilists entered the ring for Round 2 of the match.

B.

a. beauty pageant contestants

c. boxers

b. tennis players

d. debaters

Check your answers in Part A. Find each boldfaced word in a dictionary. If your answer is correct, draw a star beside it. If your answer is wrong, mark it with a check and underline the correct answer.

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STUDY SKILLS 2

9/5/07, 7:45 PM

NAME

DATE

CONTEXT CHANGES MEANING A word’s meaning may depend on the way that word is used.

A.

Draw a line to match each boldfaced word with its meaning in the sentence. Use context as your clue to meaning. 1. This watermelon is hard to eat because it’s so seedy.

a. untidy and shabby

That seedy old coat should go in the trash. 2. Bill ate lightly before exercising.

a. gently, with little force

Leaves brushed lightly on the window.

b. without care or concern

Betsy skipped lightly along.

c. very little, to a small degree

Homer took his duties lightly.

d. nimbly, gracefully

3. If you poach the fish for five minutes, it will be moist and flaky.

a. hunt or fish without the right to do so

If you poach fish from that lake, the park ranger will give you a ticket.

b. cook in water that is just below the boiling point

4. The teacher carefully read each student’s composition.

a. something created, such as a piece of music or writing

The beauty cream was a composition of olive oil, mayonnaise, and grated cucumber.

B.

b. full of seeds

b. a mixture

The following words have more than one meaning: (1) bent, (2) chapter, (3) fault, (4) fringe, (5) horn. On the back of this sheet, write two sentences for each word. Use each word in two different ways, making the meanings clear through context. Consult a dictionary if you need help.

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STUDY SKILLS 2

9/5/07, 7:50 PM

NAME

DATE

USING INFERENCE AS A CONTEXT CLUE An inference is an idea or conclusion based on facts. Suppose you go to the grocery store. Given the facts that the door is locked, the lights are off, and no one is inside, you can infer that the store is closed. You can also use inference to unlock word meanings. Like a detective, you must examine the clues and make a judgment based on what you find.

A.

Use context clues to infer the meaning of each boldfaced word. Write your definition on the line below the sentence. 1. You are likely to lose weight if you abstain from highcalorie foods like pie, pizza, and soda. abstain: _________________________________________________________ 2. I often fly across the country because my employer will reimburse my travel expenses. reimburse: ______________________________________________________ 3. Because of his gifts to charities, he was named Philanthropist of the Year. philanthropist: _________________________________________________ 4. As the clouds rolled in, I grabbed my boots and closed the windows, fearing a deluge was on the way. deluge: _________________________________________________________ 5. With just a few clues, Henry Hamilton, master sleuth, solved the mystery. sleuth:

B.

_________________________________________________________

Read the following sentences. Underline any unfamiliar words. Use context clues to guess the meanings of the words you underlined. Then write the words and their meanings on the back of this sheet. The barrister stood up in court. She read a verbatim account of the ghastly accident. It was just as her client had described it.

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STUDY SKILLS 2Sec1:6

9/5/07, 7:50 PM

NAME

DATE

USING CONTEXT CLUES: CLOZE Cloze is an activity that requires you to figure out word meanings. You use context clues to select words to fill in the blanks. The word cloze comes from the term closure. This refers to completing or closing a sentence.

A.

Read the following paragraph completely. As you read, try to mentally supply an appropriate word for each blank. Then reread the paragraph. This time select a word from the list to write in each blank. You must use all the words in the box. WORD LIST door driveway engine turned

clanking lemon problem smart

block scent key

The used car looked great on the outside, but once I drove it, I knew something was wrong. As soon as I opened the (1) ________________, the heavy (2) _________________ of vanilla hit me. Clearly, the owner was trying to cover up an odor (3)___________________. With some effort, I forced the (4) ___________________ into the ignition. The (5) __________________ sputtered and finally turned over. As I rattled out of the (6)_________________, I could hear the transmission (7) __________________. I drove halfway around the (8)_______________. Then the brakes started squealing, and I (9) _________________ around. I was (10) _________________ enough to know that this car was a (11)___________________. It was not the car for me!

B.

Write your own word list and cloze paragraph on the back of this sheet. Follow these steps to construct your cloze paragraph: 1. Leave the first and last sentences complete. 2. Throughout the rest of the paragraph, omit words at random. 3. Make a list of the words you omit. Now challenge a classmate to fill in the blanks.

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STUDY SKILLS 2

9/5/07, 7:50 PM

NAME

DATE

PREFIXES AND SUFFIXES: CLUES TO MEANING Some commonly used prefixes (word beginnings) and suffixes (word endings) are listed in the chart below. Become familiar with these word parts. They can help you figure out the meaning of whole words.

A.

COMMON PREFIXES

EXAMPLES

COMMON SUFFIXES

EXAMPLES

unpredisnonreinter-

untied preview dishonest nonsense review interstate

-ful -ment -aire -or

joyful improvement millionaire inventor

not before the opposite of not repeat, again between, among

-est

full of the act or result of a member of a group a person who does something most

smallest

Add a prefix or suffix from the chart to each word root in parentheses. Complete the sentence by writing the new word in the blank. The first one has been done for you. (Watch your spelling.) 1. In 2004, President George Bush ran for re + election) ____________________. reelection (____ 2. The Democratic candidate was Massachusetts (Senate + ____) ____________________ John Kerry. 3. It was a year when Americans were not worried about (____ + employment) ____________________ and a weak economy. 4. Americans were concerned with foreign affairs and (____ + national) ____________________ relations. 5. Ralph Nader, a founder of many (non + ________) ____________________, organizations, was a third-party candidate. 6. George Bush received the (great + _____) ____________________ number of votes and was reelected head of the U.S. (govern + _______) ____________________.

B.

Underline the prefixes and suffixes in the following words: misbehaved

semiformal

hopeful

unicycle

invisible

motorist

premix

On the back of this sheet, use each word in a sentence. After each sentence write another example of a word that uses the same prefix or suffix. Use a dictionary if you need help. Saddleback Educational Publishing © 2008 • Phone: (949) 860-2500

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STUDY SKILLS 2Sec1:6

9/5/07, 7:50 PM

NAME

DATE

READING RATE Unless you read very slowly, you probably are reading as fast as you need to. What really counts is what you understand and remember. But reading at a speed that is too slow can lead to boredom and daydreaming. Does your mind wander when you read? Do you often reread sections? If so, practice is the best way to increase your reading rate. The more you read, the faster you will read!

RY TO HIS T H E O F RLD WO

People don’t read at the same speed all the time. Rates vary, depending upon: 1. Purpose: When reading for pleasure, most readers speed up. When reading material on a test, most slow down.

TH E TIM MA E CH H. G INE .W ELL S

2. Difficulty: Most readers speed up for easy material and slow down for more difficult text. 3. Familiarity: Most readers slow down if the subject matter is new.

A.

Write T or F to show whether each statement below is true or false. 1. ____ Reading rates are constantly changing. 2. ____ A good reader is a very fast reader. 3. ____ You would probably read a driving test manual faster than you would read your favorite magazine. 4. ____ The difficulty of the material affects reading rate. 5. ____ A computer expert will probably read a computer manual more quickly than someone who knows little about the subject. 6. ____ If you slow down, you will be sure to remember material. 7. ____ Reading very slowly can lead to daydreaming.

B.

What was last thing you read (other than this exercise)? On the back of this sheet, write a paragraph about that recent reading experience. Evaluate purpose, difficulty, and familiarity.

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STUDY SKILLS 2

9/5/07, 7:50 PM

NAME

DATE

READING RATE: HABITS THAT CAN SLOW YOU DOWN If you practice reading, your rate will improve naturally. There are certain habits, however, that slow readers down.

A.

Evaluate your reading habits. Pay attention to your body as you read. Put a check (✓) beside any of the following statements that describe you as a reader. 1. ____ I read aloud or move my lips. 2. ____ I use my finger or a pencil to point at or follow words. 3. ____ I move my head. These habits slow down readers by adding a mechanical step to the process.

B.

Once you are aware of problem habits, you can begin breaking them. Draw a line to match each reading habit with a way to break it. 1. reading aloud

a. fold your hands in your lap

2. pointing

b. hold your chin in your hand

3. head movement

c. chew gum or hold a pencil in your teeth

Another reading problem is a poor vocabulary. If you have to stop and think about words, your speed is slowed. Improve comprehension and increase speed by (1) using context to clue word meanings, (2) becoming aware of prefixes and suffixes, and (3) keeping a notebook of new words.

C.

As you read the following passage, underline unfamiliar words. Then write the words and their meanings on the back of this sheet.

“Brother, can you spare a dime?” These lyrics come from a song of the Great Depression era. This was a time when many Americans were destitute and desperate. The prosperity of the 1920s was over. By 1932, the unemployed and their dependents numbered over one-third of the populace. Prevalent unemployment led to hunger and homelessness. Rumors of jobs lured people west. Some people became itinerants, living in hamlets of shacks known as “shantytowns.”

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CRITICAL THINKING: RECOGNIZING CAUSE AND EFFECT Many school subjects deal with what happened to cause an end result. For example, when you study the American Revolution, you will look at events that caused this conflict. Then you will study the effects of those causes—the war itself. Recognizing cause-and-effect relationships leads to clearer understanding.

A.

THE CAUSE

THE EFFECT

(what happened)

(the result of what happened)

Paul went to the movies instead of studying.

Paul flunked the test.

Identify the cause and effect in each situation. 1. Mrs. Santos carefully wrapped the glass vase before mailing it. The vase arrived at its destination in perfect condition. CAUSE:

_____________________________________________________________

EFFECT:

____________________________________________________________

2. Connie told everyone that Rachel was a bore. Rachel did not invite Connie to her birthday party. CAUSE:

_____________________________________________________________

EFFECT:

____________________________________________________________

3. Mark’s car runs perfectly. He changes the oil every 3,000 miles.

B.

CAUSE:

_____________________________________________________________

EFFECT:

____________________________________________________________

Cause-and-effect relationships are not always as clear as those above. You may have to think beyond what is printed to anticipate an effect. Read the paragraph below. Then answer each question on the back of this sheet. Lulu is left fielder on a softball team. Two weeks into the season, Lulu misses an afternoon practice. The coach comments on it. The next week, Lulu misses two practices. Again, the coach mentions her absence. At the next game, Lulu drops three easy fly balls. She strikes out when she is up to bat.

1. What is the clear cause-and-effect relationship in this paragraph? 2. What do you anticipate Lulu’s coach will do next? 3. Do you think this effect would be fair for Lulu? Why or why not? Saddleback Educational Publishing © 2008 • Phone: (949) 860-2500

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NAME

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CRITICAL THINKING: RECOGNIZING FACT AND OPINION A fact is a statement that can be proved right or wrong. An opinion is an expression of beliefs or values. You can disagree with an opinion. A critical reader sees the difference between statements of fact and of opinion. It’s also important to recognize the difference when you are the writer. EXAMPLES:

A.

FACT

OPINION

(The proof is in the history books.)

(This is the writer’s belief.)

America was named after Amerigo Vespucci.

Our country should have been named after Christopher Columbus.

Write F or O to tell whether each statement is a fact or an opinion. 1. ____ The first World Series was played in 1903. 2. ____ The World Series is the most exciting event of the year. 3. ____ The umbrella bird lives in the forests of South America. 4. ____ A tuft of feathers sticks up from the umbrella bird’s head. 5. ____ The umbrella bird is the size of a crow but is much prettier.

B.

The passage below mixes facts and opinions. Write F or O beside each number to identify each sentence as a fact or an opinion. (1) If you want a good laugh, you should rent the DVD Pirates of the Caribbean. (2) The story is just as funny today as when it was written several years ago. (3) The movie stars Johnny Depp. (4) He plays the part of the pirate, Jack Sparrow, who was captain of the Black Pearl. (5) He is abandoned on an island as an act of mutiny by his crew. (6) He wasn’t a very nice captain, so his crew did the right thing. (6) But three days later, Jack escapes from the island. (7) Depp’s costars are Orlando Bloom and Keira Knightley. (8) Together, the three make an unbeatable comedy team.

1. ___

C.

2. ___

3. ___

4. ___

6. ___

7. ___

8. ___

On the back of this sheet write three facts about a sports or film star. Then write three statements of opinion about the star.

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CRITICAL THINKING: SIMILARITIES AND DIFFERENCES A good way to organize information is by pointing out similarities (comparing) and differences (contrasting). Comparing and contrasting something new with something familiar usually helps understanding.

A.

Read the following selection. Then answer the questions. Bill has arranged a blind date for his friend Adam. “Your date, Kim, reminds me of my sister Tammy,” Bill tells Adam. “She is about the same height as Tammy. She has blond hair, too, but hers is shorter. You know how Tammy can be rather loud at times? Well, Kim is quieter and more serious.”

List similarities between Tammy and Kim: ______________________________ ______________________________________________________________________ List differences between Tammy and Kim: _______________________________ ______________________________________________________________________

B.

Look at each pair of pictures. Write a sentence comparing the two items in each pair. Then write a sentence contrasting them. Write your sentences on the back of this sheet. 1.

4.

CARDINAL

EAGLE

2.

EYE

NOSE

GAS PUMP

BATTERY

5.

GUITAR

PIANO

3.

6. CHOCO BAR GEORGE WASHINGTON

BILL CLINTON

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APPLE

59

CANDY BAR

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NAME

DATE

CRITICAL THINKING: SEQUENCING Information may be organized in a sequence, or logical order. Details in stories are often presented in order of time (chronological order).

A.

Read the following legend of Blackbeard the Pirate. Arrange the events in chronological sequence. Write 1 by the sentence you think should be first, 2 by the next sentence, and so on. a. ____ Maynard shouted, “Ship ahoy! It’s the villain Blackbeard!” b. ____ Lieutenant Robert Maynard stood on deck as his ship sailed along the North Carolina coast. c. ____ Maynard and his men fearlessly pursued the pirate ship. d. ____ After much slashing and shooting, Maynard and Blackbeard stood face to face. e. ____ Maynard stared out to sea, hoping to spot the ship of Edward Teach, better known as Blackbeard the Pirate. f. ____ Maynard’s saber flashed, and off flew the pirate’s head! g. ____ At last they caught up with Blackbeard’s vessel. h. ____ To this day, people say Blackbeard’s ghost haunts the shore, searching for its head. i. ____ As Maynard boarded the pirate sloop, he muttered, “I’ll arrest Blackbeard, or die trying!” j. ____ Soon, he saw sails on the horizon.

B.

Writers often use key words to indicate when events take place. These key words are time qualifiers. Some examples of time qualifiers are while, after, following, during, soon, before, and first. Reread the sentences in Part A. Underline any words or phrases that serve as time qualifiers and help to make sequence clearer.

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CRITICAL THINKING: SUMMARIZING At times you will be asked to summarize what you have read. A teacher may ask you to write a summary of a textbook chapter. A boss might ask you to summarize a training manual. Like an outline, a summary briefly describes the key points in a large amount of information. In a summary, however, main points are written out in paragraph form. THE FOUR STEPS OF SUMMARIZING 1. Read (or listen to) the original material. 2. Identify important points. (Omit ideas that are not important, such as lengthy examples, explanations, and comments.) 3. Write the summary. (Write in paragraph form in your own words. Make it short, but be sure to include all key points.) 4. Compare your summary with the original. (Check to see that you did not omit a main point. If you did, revise your summary to include it.)

Follow the four steps described above. (1) Read the selection below. (2) Identify main points by underlining them. (3) Write a summary on the back of this sheet. (4) Compare your summary with the original selection. Revise it if necessary. THE VAQUEROS In the 1700s the first cowboys rode the ranges of what is now Texas and New Mexico. These cowboys were native Mexicans. They had been brought north by the conquering Spaniards and forced to work the mission lands. The Mexican cowboys learned to ride and rope. They took pride in their skills, calling themselves vaqueros —mounted herdsmen. With knives strapped to their legs and ropes in hand, the vaqueros drove cattle across the long, flat plains. Throughout the 1800s, settlers moved into the Southwest. As they divided cattle lands into ranches, missions let the vaqueros go. Roads soon replaced cattle trails. Towns stood where missions had been. The thundering herds of wild cattle and the breed of men called vaqueros both disappeared.

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NAME

DATE

CRITICAL THINKING: MAKING INFERENCES When results are not clearly stated, you can make inferences—draw conclusions—based on what you read. You can use the details at hand to figure out what is not directly stated. You already make inferences in daily life. For example, if you hear the squeal of brakes, a loud crash, and the wail of sirens, you can probably infer that there has been an auto accident.

A.

Read each item. Circle the letter of the inference you make from the details stated. 1. The Fighting Tigers left the field. Their heads hung low. Their faces were grim. Their helmets dangled loosely from their hands.

a. The zoo is closing. b. The team lost the football game. c. The team won the football game. 2. The phone rang. Bill was afraid to answer. He held his breath and slowly picked up the receiver. He listened. Then he broke into a grin.

a. Bill was expecting important news, and it was good. b. Bill got a surprise call with good news. c. Bill got some bad news.

B.

Read the paragraph in the box. Then, on the back of this sheet, answer these questions. 1. What advantages did the North have at the start of the Civil War? 2. What did the Northerners expect to happen at the Battle of Bull Run? 3. When was the Battle of Bull Run fought? 4. Who won the Battle of Bull Run? Some answers will be directly stated in the paragraph. Others you can figure out by making inferences. Write an I after each answer that is an inference. At the outset of the Civil War, the North’s Union Army had more soldiers and guns than the Confederates did. The North had more factories and more miles of railroads. Excited Northerners actually brought picnic baskets and blankets to watch the Battle of Bull Run. But that day in July 1861 did not turn out as the Northerners expected.

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NAME

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CRITICAL THINKING: MAKING PREDICTIONS An inference is a conclusion about something that has already happened. A prediction is a guess about what will happen. Both inferences and predictions are based on details from the information stated.

A.

Read each passage. Circle the letter of the prediction you can make. 1.

Seeing the rat come out of its hole, the snake began to uncoil. It slithered silently within striking distance. The rat did not see the snake approach. It happily nibbled at some seeds. The snake was ready. It raised its head. It flicked its tongue.

a. The snake will kill the rat. b. The rat will get away. c. A human will save the rat. 2.

The Parkrose Penguins had been city hockey champs for the last three years. Now it was time for championship number four! But the Penguins’ star goalie, Toothless McGee, was injured. He could not play. The Penguins were tired, and their spirits were low. Meanwhile, their opponents, the Wood Village Vikings, had a young, strong team. The energetic Vikings were on a winning streak and ready for action.

a. The game will be called off. b. The Penguins will win a fourth championship. c. The Vikings will take the championship.

B.

Look at the picture on the right. On the back of this sheet, predict what you think will happen. Base your prediction on details in the picture.

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NAME

DATE

VISUALIZING INFORMATION Visualizing—creating a picture in your mind—can help you make sense of details. It can also help you remember information.

Visualize the following details as you read. After reading each paragraph, draw a picture based on the information. BACTERIA Single-celled bacteria are all around us. They live in the dark, in light, and underwater. Bacteria cells come in three shapes—rod, round, and spiral.

Each cell has a coating that holds it together. Some bacteria have a second, sticky coating that helps each cell attach to another. Bacteria stick together in pairs or groups. Some make chains, while others cluster together like grapes.

Many bacteria are stationary— they don’t move. Others seem to swim. Small hairlike strands stick out from these cells. The hairs beat fast and propel the cells forward.

Bacteria can grow in size and in number. When a cell gets large, it may split in two. Each new bacterium is an exact copy of the first. When you get sick, it may be because the bacteria in your body are growing and splitting.

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NAME

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VISUALIZING TO REMEMBER DETAILS AND SOLVE PROBLEMS Mental images can help you remember important details.

A.

Suppose you were going to be tested on the following passages. Visualization can help you remember the details. Draw a simple picture in the space beside each passage. 1.

From north to south, Washington, Oregon, and California line the Pacific coast.

2.

3.

B.

Earth is surrounded by gases we call the atmosphere . Scientists divide the atmosphere into four layers. The layer closest to Earth is the troposphere . Next to it come the stratosphere , mesosphere , and thermosphere .

For 30 years a wall divided Berlin, Germany. It was built to keep workers from leaving Communist East Berlin. But people found a way to flee to West Berlin. They escaped through sewers under the city. They leaped from windows of buildings along the wall. They dug tunnels under the border.

When faced with a problem or task, it may help to picture the solution or outcome. On the back of this sheet, draw pictures to help you answer the following questions. 1. What do you get if you cross a German shepherd and a poodle? 2. How would you decorate a birthday cake for your best friend? 3. How might you best rearrange the furniture in your bedroom? 4. How can you evenly divide a 6-inch line into three parts?

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NAME

DATE

RECOGNIZING WHEN YOU KNOW ENOUGH How do you know when you’re ready for a test? You know that you’ve studied enough when you can:

A.

1. visualize information (make clear images in your mind)

3. list information in a clear and logical order

2. identify main points

4. make up questions and answer them.

Read the following information. Then test your understanding by writing events on the timeline below. The Boston Tea Party In October 1773, angry American colonists gathered in Philadelphia for a meeting. British Parliament had been taxing goods sold in the colonies. Many colonists believed they should have a voice in deciding what taxes they would pay. They were determined not to buy goods that carried the British tax. In December, three British ships anchored in Boston Harbor. Their cargo of tea carried a heavy tax. Colonists asked the governor to send the tea back to England. He refused, saying, “The King’s law must be obeyed!” On the night of December 16, more than 100 Boston men took action. Dressed in feathered headdresses and carrying clubs and tomahawks, they boarded the tea ships. They dumped chests of tea into the harbor. Their protest became known as the Boston Tea Party. This open act of rebellion persuaded many colonists to question their ties to Britain.

1773

{ { {

SEPT. OCT. NOV. DEC. 1774

B.

Test your understanding even further. On the back of this sheet, draw a picture of each event on your timeline.

C.

On the back of this sheet, write three questions based on information in Part A. Then write the answers to the questions.

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NAME

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PREPARING FOR A TEST Just as an actor needs rehearsals before a show, a student needs many study sessions before a test.

Read the following pretest tips. Then answer the questions or follow the instructions. 1. WATCH FOR CLUES IN CLASS. Material your instructor repeats is likely to be on a test. What is one important point the instructor repeated? ____________________________________________________________________ 2. REVIEW PAST TESTS. Notice the kinds of questions your teacher most often asks. Identify types of questions you had problems with. Does the teacher usually ask you to recall specific facts (names, dates, and so on), or to understand general ideas? ____________________________________________________________________ 3. PLAN AHEAD. Set up a schedule of regular review. Avoid cramming. Describe your study session the night before your last test. ____________________________________________________________________ ____________________________________________________________________ 4. TEST YOURSELF. As you come up with test questions, you will identify the most important information. Write one test question for material covered in this class. ____________________________________________________________________ 5. MAKE A SUMMARY SHEET. Summarize class notes and reading material. Identify key ideas. Include facts, dates, and names you need to memorize. On the back of this page, make a summary sheet for any current class. 6. REWRITE YOUR SUMMARY SHEET FROM MEMORY. After reviewing your summary sheet, try to rewrite it from memory. 7. KNOW WHEN TO STOP STUDYING. Get some sleep! Be alert for the test!

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RELIEVING TEST ANXIETY Test anxiety is that tense, jittery feeling people get on exam day. It’s a familiar feeling for most people. In fact, a little nervousness can help you stay alert. But don’t let your nerves get the best of you! Some of the following tips can help you control test anxiety.

A.

Using the code below, match numbers to letters and spell out each tip. A B C D E 1 2 3 4 5

F G H 6 7 8

1. Get enough

I J K L M N O P Q R S T U V W X Y Z 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

__ __ __ __ __ . 19 12 5

5 16

2. Your mind needs fuel, so __ __ __ 5

3.

__ __ __ __

__ __ __ __ .

1

7

13 5

1 20

15 15

4

1 12

__ __ __ __ __ __ __ __ can reduce stress and stimulate your mind. 5 24 5 18 3

4.

__

9 19 5

__ __ __ __ __ __ __ __ causes tension. Use two alarm clocks on 8 21 18 18 25 9 14 7

test day. Allow plenty of time to get ready. Arrive early for the test. 5. If you feel anxious, imagine a

__ __ __ __ __ __ __ __ 18 5 12 1 24 9 14 7

__ __ __ __ __ . 19 3

5 14 5

6. Gain confidence. Answer __ __ __ __ 5 1 19 25 first. 7.

__ __ __ __ __ __ 2 21 4

B.

7

5 20

17 21 5 19 20 9 15 14 19

your __ __ __ __ . 20 9 13 5

Recall the morning of your last test. On the back of this sheet, write a paragraph describing that morning, including your pretest meal. In a second paragraph, explain how you could change your pretest activities to reduce anxiety.

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__ __ __ __ __ __ __ __ __

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FOLLOWING WRITTEN DIRECTIONS Most tests begin with a set of directions. Read ALL directions before you begin answering questions. Misunderstood directions can lead to wrong answers! Before answering the questions below, careful reading will be especially important.

A.

Circle the letter of the incorrect answer to each question. 1. What sports are popular with American spectators? a. baseball

b. football

c. knitting

2. Which of the following is likely to damage a child’s health? a. too much candy

b. fresh air

c. lack of exercise

3. Which of the following is not in the United States? a. New York City

B.

b. London

c. Paris

Draw a square around the letter of the correct answer. (There may be more than one correct answer.) 1. Which of the following animals hunt living prey? a. lions

b. wolves

c. cows

2. Which of the following was invented in the 20th century? a. fire

b. television

c. the wheel

3. Which of the following will not improve chances of surviving a car accident? a. a seatbelt

C.

b. a good stereo system

c. an airbag

Answer the following questions on the back of this sheet. Print answers in all capital letters. Answer the last question (#5) first. Then go back to question #1 and answer the remaining questions in normal order. Skip question #3.

BOO!

1. For what two reasons might a person say “Boo”? 2. What country is just north of the United States? 3. Zeke had an ax called Old Betsy. Last year he bought a new handle. Then he bought a new blade. Is the ax still Old Betsy? 4. The planet Jupiter is named after what Roman god? 5. What is your middle name?

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NAME

DATE

FOLLOWING SPOKEN DIRECTIONS When test directions are given out loud, it is important to listen carefully. Do not stop listening and begin writing until the speaker has finished. If you don’t understand what you heard, ask questions.

A.

Pair up with a classmate. Decide who will be the speaker. The other partner will be the listener. Follow the directions below. DIRECTIONS TO THE SPEAKER:

Draw a design on the back of your sheet. Then give spoken directions that will enable your listener to draw the same design. DIRECTIONS TO THE LISTENER:

Listen carefully. Follow your partner’s directions to create a design on the back of this sheet. DIRECTIONS TO BOTH PARTNERS:

The listener may not ask questions.

B.

Compare the original design with the listener’s design. Circle the phrase that best describes the results. The designs are: exactly the same

nearly the same

slightly similar

completely different

C.

Trade roles. Repeat the activity with a new design. This time, however, the listener may ask questions and the speaker may respond.

D.

Compare the two designs from Part C. Again, circle the phrase that best describes the results. The designs are: exactly the same

E.

nearly the same

completely different

The first two activities you completed (Parts A and B) were examples of one-way communication. Only one person spoke. The second two activities (Parts C and D) were examples of two-way communication. There was interaction between people. Write the following four forms of communication on the back of this sheet. Then write 1-way or 2-way next to each type of communication. 1. a movie

3. an argument with a friend

2. a panel discussion

4. a message on a telephone answering machine

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TRUE/FALSE TESTS When asked whether a statement is true or false, you have a 50–50 chance of being right! With these odds, guessing is a good idea. True/false questions can be tricky, however. Read all statements completely! If any part is false, the whole statement is false.

A.

The following statements are test-taking hints. Write T or F to tell whether each statement is true or false. 1. ____ You have a 90 percent chance of being right on a true/false question.

TF

2. ____ You should never guess on a test item. 3. ____ A very long true/false statement is most often false. 4. ____ Items with the words all, always, and never are always false. 5. ____ Usually words such as sometimes, usually, and often make a statement true.

B.

Check your answers in Part A with the following key. Write the number of correct items here: __________ 1. FALSE: With two answers to choose from, you have a 50 percent chance of being right. 2. FALSE: Unless there is a penalty for guessing, make your best guess. The question is sure to be wrong if you leave it blank. 3. TRUE: Remember, every part of a statement must be true. In very long statements, there is a greater chance that one part is false. 4. FALSE: Words like all, always, and never usually indicate a false answer, but not always as indicated in item 4 above. Keep in mind that few broad statements are true without exception. 5. TRUE: These words allow for exceptions.

C.

Review what you learned earlier about relieving test anxiety. On the back of this sheet, write three false statements based on that information.

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MULTIPLE CHOICE TESTS Multiple choice questions test your ability to recognize the correct answer among several answers.

A.

Read the following tips for taking multiple choice tests. Answer the practice questions. 1. TIP #1: Read questions completely and carefully. Notice the tricky wording as you answer this practice question: Which is not a commonly used source of electric power? a. bananas

b. water

c. wind

d. nuclear energy

2. TIP #2: Read all choices before you answer. Notice how important it is to read the whole item in this question: Safe driving habits include: a. obeying speed limits.

c. adjusting speed to weather conditions.

b. signaling before turns.

d. all of the above.

3. TIP #3: If you aren’t sure of the right answer, use the process of elimination. Cross out answers that are clearly wrong. Try this method as you answer this question: What should you do if you don’t know the answer to a multiple choice question? a. guess.

B.

b. cry.

c. tear up the test.

You may be asked to read a passage and answer questions about it. If you read the questions first, you’ll know what information to look for. For example, if a question asks about a certain person, you will be on the lookout for that name. First read the paragraph below. Then circle the answers to the questions. Legend says that Pecos Bill was the most amazing Texan who ever lived. When he was just a baby, he tamed a bear to follow him like a puppy. He grew up to be a cowboy and rode a wild mustang named Widow-Maker across the range. In time, Bill grew lonely. He asked a spirited young woman called Slue-Foot Sue to be his bride. Together, Bill and Sue raised a big bunch of kids and a batch of orphaned coyotes too.

1. Where was Pecos Bill born?

a. Oklahoma

2. What was the name of Bill’s horse? 3. Who was Slue-Foot Sue?

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a. Widow-Maker

a. a bear

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b. Texas

b. Coyote

b. Bill’s mother

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COMPLETION TESTS Teachers often create test items by writing a statement and leaving out a key word or phrase. Students fill in the blank to complete the statement. The teacher may or may not provide answer choices.

A.

Read the following tips for taking completion tests. Answer the practice questions by filling in the blanks with words from the box. botanist

Cartographers

dermatologist

orthodontist

for the words a or an before a blank. • Look If an appears before the blank, the following word must begin with a vowel. PRACTICE QUESTIONS

1. A _____________________ is a scientist who studies plants. 2. An _____________________ is a dentist who specializes in straightening teeth. at the verb in the sentence. If the missing word is the subject of • Look the sentence, it must match the verb. A singular verb means the subject will be singular. A plural verb means the subject will be plural. PRACTICE QUESTIONS

3. _____________________ are map makers. 4. A _____________________ is a doctor who specializes in skin diseases.

B.

What additional clue could help a student choose the correct answer to question #3? _______________________________________________________________________

C.

Select one of your current classes. On the back of this sheet write three questions based on the subject matter in that class. Ask one true/false question, one multiple choice question, and one completion question.

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MATCHING TESTS A matching test asks you to choose an item from one list that in some way goes with an item from a second list. The list on the right usually contains the answer choices. Read this list first to see all the possible answers. If you don’t know an answer, mark the item and return to it later. Cross off each answer item as you use it. This process of elimination will narrow your choices for the harder questions.

A.

B.

Complete the following sayings. Write a letter to match the beginning words on the left with the ending words on the right. 1. ____ Go west . . .

a. a thousand words.

2. ____ A penny for your . . .

b. spoil the child.

3. ____ Spare the rod and . . .

c. the eye of the beholder.

4. ____ A picture is worth . . .

d. young man.

5. ____ Beauty is in . . .

e. bread alone.

6. ____ Man does not live by . . .

f. thoughts.

Complete the comparisons. Draw a line to match each item on the left with an appropriate comparison on the right. 1. Her hair was as black as . . .

a. an old boat.

2. His long, bony fingers were as cold as . . .

b. coal.

3. Our roof is as leaky as . . .

c. television reruns.

4. My vacation was as boring as . . .

d. a red caboose.

5. The dalmatian pup followed the parade like . . .

e. icicles.

C.

Choose a subject and write a matching test on the back of this sheet. (Suggestions: 1. Match comparisons or sayings like the tests above. 2. Match friends’ first and last names. 3. Match teachers with their subjects.)

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ESSAY TESTS Essay questions ask you to answer in composition form. You must organize information and express it in complete sentences. The questions usually include key words that tell you the type of answer the teacher expects. A literature question might read: Compare the characters Gina and Paula in the short story, “The Mystery of Fiddler’s Cove.” The key word compare suggests that students should tell how Gina and Paula are alike and different.

A.

B.

Write a letter to match each key word on the left with a description of how the answer should be written. 1. ____ describe

a. State differences.

2. ____ summarize

b. State both similarities and differences.

3. ____ compare

c. Create a verbal picture; give details.

4. ____ contrast

d. Make clear the cause or reason.

5. ____ explain

e. Write a shortened account; note major points.

6. ____ criticize

f. State your opinion; include good and bad points.

Circle the key word that best introduces each essay question. 1. ( Criticize / Describe ) three inventions of the early 1900s. 2. ( Criticize / Explain) how ocean warming affects climate. 3. ( Describe / Summarize ) in one paragraph the contents of Dr. Martin Luther King’s “I Have a Dream” speech. 4. ( Describe / Contrast ) the setting of Act I, Scene 1 of Macbeth.

C.

It may help to underline key words and phrases in an essay question. Pay close attention to numbers and dates. Reread the statements in Part B. Underline the numbers and dates.

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MORE ESSAY TEST PRACTICE Organizing an essay answer is like organizing paragraphs in any composition. Begin by stating the main idea in a topic sentence. Try rephrasing the question. This will help you understand and focus on what your teacher expects.

A.

Read each essay question below. Circle the letter of the sentence that would best begin an answer. 1. Contrast your personality with the personality of a friend. a. I can trust my friend Tina with any secret. b. It’s surprising that Tina and I are friends since we are so different. c. My friend Tina is the most generous person I know. 2. Criticize television coverage of your local news. a. I would rather get my news from the newspaper than from TV. b. The local news always includes a detailed weather report. c. I depend on TV coverage for news, but I think the local station needs to make some changes. 3. Summarize three events in the story “Murder at Midnight.” a. Three main events lead to the climax of “Murder at Midnight.” b. I highly recommend reading the thriller “Murder at Midnight.” c. “Murder at Midnight” kept me in suspense from beginning to end.

B.

Think about an answer to this question: What are some steps you can take to relieve test anxiety? Outline or map main ideas and supporting details on the back of this sheet.

C.

Use your outline or map from Part B to completely answer the essay question. Begin with a topic sentence that rephrases the question. Write on the back of this sheet.

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ESSAY TESTS: WHEN TIME IS ALMOST UP Usually, you will not have time to rewrite your essay test answers. What if you need to make changes or correct grammar or spelling? Go ahead and do so as neatly as possible. Most teachers expect their students to cross out words and make corrections.

A.

Study the following essay answer. Look for 12 examples of misspelled words, grammar problems, or unnecessary information. Print corrections neatly. ASSIGNMENT: Compare the dramatic forms of comedy and tragedy.

Comedy and tragedy are two types of plays that have entertained audiences for centuries. These dramatic forms drew spectators to the outdoor theaters of ancient greece. They thrilled shakespeare’s audiences. Both comedy and Tragedy are popyular today. However, I think more people now go to movies than to plays. The mood and tone of tragidy and comedy are different. A comedy is a light, funnie play. It has a happy ending. Eddie Murphy is my favorite comedian. A tragedy, on the other hand, is a serious play with an unhappy ending. Both dramatic forms look at a character’s problems and mistakes. however, in a comedy, the main character usually learns from the mistakes and overcomes them. In a tragidy, these mistakes brings on the character’s downfall. Most people in my family like comedies. It is important to budget time for each test question. But what if you have a few minutes left and a question still unanswered? In that case, quickly write main details in outline form. This will show that you know the information. A teacher may give you some credit for making an effort.

B.

Suppose time is almost up and you still have this question to answer: Describe four parts of a textbook. On the back of this sheet, outline information you would want your teacher to see.

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ANTICIPATING TEST QUESTIONS As you study, ask yourself, “What questions would test understanding of this material?” Anticipating likely questions will help prepare you for test day.

A.

Read the following selection. Then write questions about the material. The Roman Republic In 509 B . C . the people of Rome rebelled against their king. They took government into their own hands and set up the Roman Republic. The Republic was a democracy. Many Romans became citizens and had a voice in government. However, only adult males could vote. Wealthy landowners, called patricians , actually ran the early Republic. Patricians served in the senate and made laws. The common people, called plebeians , had few rights. Plebeians were not allowed to vote until 287 B . C . Although not all Romans had equal rights, the Republic became a model for our own system of representative government.

1. Write one true/false question. ___________________________________________________________________ 2. Write one multiple choice question. ___________________________________________________________________ ___________________________________________________________________ 3. Write one completion question. ___________________________________________________________________ 4. Make a three-question matching test. (1) ____________________________

a. ___________________________

(2) ____________________________

b. ___________________________

(3) ____________________________

c. ___________________________

5. Write one essay question. ___________________________________________________________________ ___________________________________________________________________

B.

Answer each of your questions on the back of this sheet.

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STANDARDIZED TESTS A standardized test rates your scores against those of others who have taken the same test. Some tests measure achievement, or what you have learned. Other tests measure aptitude, or ability. Most standardized tests ask multiple choice questions. You will record answers in pencil by filling in bubbles. The best way to prepare is to practice on similar materials. Some general tips, however, can help.

A.

Fill in a bubble to complete each tip. The first one has been done for you. 1. When you begin a test, quickly scan all the

4. When you come to a hard question, a. ❍ stop and turn in your answer sheet.

a. ● questions.

b. ❍ don’t go on until you figure it out.

b. ❍ faces in the room. c. ❍ exits.

c. ❍ don’t linger over it; go back to it when you’ve finished.

2. As you work, keep track of the a. ❍ temperature. b. ❍ time.

5. If you aren’t sure of the answer, it is best to a. ❍ ask someone.

c. ❍ activities outside the window. 3. Don’t begin answering questions until you have

b. ❍ make a good guess. c. ❍ leave it blank. 6. If you finish before time is up,

a. ❍ eaten a snack.

a. ❍ go back and work on questions you skipped.

b. ❍ made sure other students have begun.

b. ❍ go back and check your answers.

c. ❍ carefully read all directions.

B.

On the back of this sheet, tell when, where, and why you last took a standardized test. Describe topics it covered. Evaluate its difficulty.

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c. ❍ both of the above

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STANDARDIZED TEST PRACTICE: GRAMMAR AND PUNCTUATION Standardized English exams usually test your ability to spell, use correct grammar, and read and understand passages. Most have a vocabulary section. Practice is the best way to prepare for a standardized test.

A.

Fill in a bubble to answer each question below. Hint: For completion sentences, try out each answer choice in your mind. Use the one that sounds right or makes the most sense. DIRECTIONS: Read each question carefully. Choose the word or group of words that best completes each sentence. 1. The children went to ___________ rooms for a nap. a. ❍ they’re

b. ❍ their

c. ❍ there

d. ❍ they

2. The fireworks display ___________ especially exciting last year. a. ❍ was

b. ❍ is

c. ❍ were

d. ❍ will be

3. Mitch was the __________ of the three boys. a. ❍ taller

B.

b. ❍ tall

c. ❍ tallest

d. ❍ most tall

Fill in a bubble to answer the question below. Hint: Answers dealing with capitalization and punctuation can look alike. Read all answer choices carefully. DIRECTIONS: Choose the answer that shows the best punctuation for the underlined part of this sentence. 1. Look out Bob the ladder isnt steady cried Mark. a. ❍ “Look out Bob the ladder isnt steady!” b. ❍ “Look out! Bob the ladder isnt steady” c. ❍ “Look out, Bob! The ladder isn’t steady,” d. ❍ Look out, Bob- the ladder isnt steady!”

C.

On the back of this sheet, write your own English test question. As a model, use the question in Part B.

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STANDARDIZED TEST PRACTICE: VOCABULARY AND SPELLING Read all directions carefully. Watch out for negative words, such as NOT or OPPOSITE. Most standardized tests are scored by computer—so if you make an error, be sure to erase your wrong answer completely.

A.

Fill in a bubble to answer each vocabulary question below. Hint: Remember to use context clues to help you choose the best definitions. DIRECTIONS: Choose the word that means the opposite of the boldfaced word. 1. A tantalizing smell was coming from the kitchen. a. ❍ revolting

b. ❍ appealing

c. ❍ sweet

d. ❍ strong

2. The guests were shocked by his inhospitable attitude. a. ❍ welcoming

b. ❍ cold

c. ❍ unfriendly

d. ❍ serious

3. I found the story completely enthralling. a. ❍ fascinating

B.

b. ❍ long

c. ❍ puzzling

d. ❍ boring

Fill in a bubble to answer each spelling question below. Hint: First, eliminate the answers you know are misspelled. If you are not sure of an answer, look for the choice that looks most familiar. DIRECTIONS: Choose the word that is spelled correctly. 1. The clearance sale was a big _________ . a. ❍ sucess

b. ❍ succese

c. ❍ success

d. ❍ suces

2. The unhappy colonists started a __________. a. ❍ revolution

b. ❍ revulushun

c. ❍ revilution

d. ❍ revalution

3. Brian’s _________ of Spanish helped him when he was in Mexico. a. ❍ knowlege

C.

b. ❍ knowledge

d. ❍ nowlage

On the back of this sheet, write one vocabulary question and one spelling question. Use the items above as models.

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c. ❍ knowlidge

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STANDARDIZED TEST PRACTICE: READING AND COMPREHENSION

A.

Fill in a bubble to answer each question below. Hint: Read the questions first. That way, you’ll know what to look for in the passage. DIRECTIONS: Read the paragraph below. Answer the questions that follow. An air of mystery has long surrounded the Galapagos Islands. Lying 600 miles off the coast of Equador, the islands were once known as the Enchanted Isles. Legends say that pirates buried treasure there and shipwrecked castaways lived out lonely lives. Strange animals and birds inhabit the Galapagos. They include a rare cormorant that cannot fly and a type of mockingbird unknown elsewhere. There are giant turtles weighing as much as 500 pounds and great lizards called iguanas.

1. The best title for this paragraph would be a. ❍ The Enchanted Isles

c. ❍ Legends of South America

b. ❍ Rare Birds of the Americas

d. ❍ Animals of the Galapagos

2. In this passage, the word cormorant refers to a. ❍ a type of bird.

c. ❍ a pirate ship.

b. ❍ one island in the Galapagos.

d. ❍ a mysterious legend.

3. In this paragraph, the author suggests that the Galapagos Islands are

B.

a. ❍ very valuable.

c. ❍ very unusual.

b. ❍ a good vacation spot.

d. ❍ overpopulated.

DIRECTIONS: Read the poem stanza below. Then, on the back of this sheet, write 3 questions of your own, each with 4 answer choices. (Suggestions for question subjects: setting, time, sounds, character activities.) Then ask a classmate to “answer” your questions. Discuss any difference of opinions.

The Raven, by Edgar Allan Poe Once upon a midnight dreary, while I pondered, weak and weary, Over many a curious volume of forgotten lore, While I nodded, nearly napping, suddenly there came a tapping, As if someone gently rapping, rapping at my chamber door. “Tis some visitor,” I muttered, “tapping at my chamber door— Only this and nothing more.” Saddleback Educational Publishing © 2008 • Phone: (949) 860-2500

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STANDARDIZED TEST PRACTICE: GRAPHIC AIDS Some tests may ask you to interpret data from charts, tables, graphs, diagrams, and maps.

A.

Fill in a bubble to answer each question below. Hint: When asked to draw conclusions, look at each answer choice. Try to find data that supports, or does not support, each choice. DIRECTIONS: Use the table below to help you answer the questions. INDIVIDUAL BATTING AVERAGES PLAYER

AVERAGE

Walt Wilson Clem Carlson Bud Bickerson Jack Jackson

.323 .278 .278 .172

AT BATS RUNS

650 212 486 209

99 15 57 26

HITS

HOME RUNS

RUNS BATTED IN

210 59 135 36

34 2 5 1

114 22 43 15

1. Which batter scored the most runs for his team? a. ❍ Wilson

b. ❍ Carlson

c. ❍ Bickerson

d. ❍ Jackson

2. Which player came up to bat the most times? a. ❍ Wilson

b. ❍ Carlson

c. ❍ Bickerson

d. ❍ Jackson

3. Which conclusion can be drawn from the information in this table? a. ❍ Jackson was probably injured. b. ❍ Carlson and Bickerson are about the same age. c. ❍ Wilson is the most experienced player. d. ❍ Wilson is the most valuable player. 4. Which is the highest-paid player? a. ❍ Wilson

b. ❍ Carlson

c. ❍ Bickerson

d. ❍ can’t tell from information provided 5. Jackson scored more runs that Carlson, but his batting average was a. ❍ the same.

B.

b. ❍ lower.

d. ❍ none of these.

You may find questions about advertisements in the graphic aids section of a test. Cut out a newspaper or magazine ad. Tape it to the back of this sheet. Below the advertisement, write three questions based on the data in the ad. Use the questions above as models.

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c. ❍ higher.

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STANDARDIZED TEST PRACTICE: MATH Work math problems on scrap paper, not in your head. If you see a choice that matches your answer, you can move right on. Otherwise, eliminate clearly wrong answers. Choose the best answer from the remaining choices. Some math questions are completely numerical. For example: b. ❍ 1-1/8 c. ❍ 3/4 d. ❍ none of these 1/4 + 1/2 + 3/8 = a. ❍ 7/8 Some questions are sentences that include numbers. For example: A rope is 15 feet long. How many five-foot sections could be cut from it? b. ❍ 5 c. ❍ 15 d. ❍ 3 a. ❍ 2

Fill in a bubble to answer each question below. Hint: Don’t be confused by look-alike numbers. Watch for a misplaced decimal point or reversed numbers. DIRECTIONS: Read each problem. Choose the best answer. 1. 300 x 23 = a. ❍ 6,900

b. ❍ 900

c. ❍ 2,300

d. ❍ none of these

2. 42,000 ÷ 10 = a. ❍ 240

b. ❍ 42

c. ❍ 4,200

d. ❍ 420

3. 1/4 + 1/16 + 1/2 = a. ❍ 3/4

b. ❍ 13/16

c. ❍ 1-1/16

d. ❍ none of these

4. 521 – 21.5 = a. ❍ 25

b. ❍ 500

c. ❍ 499.5

d. ❍ 210.5

5. Which is another way to write 1/2? a. ❍ 50%

b. ❍ 50

c. ❍ 100

d. ❍ none of these

6. A parking meter allows 15 minutes for every $.25. How many quarters are needed to park for 2-1/2 hours? a. ❍ 8

b. ❍ 10

c. ❍ 2

d. ❍ 12

7. Two sides of a square are 3" each. What is the sum of the other two sides? a. ❍ 6"

b. ❍ 3"

c. ❍ 12"

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+ – x ÷

d. ❍ none of these

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WRITING BETTER PAPERS To boost your grade on any paper, follow a few basic rules. 1. Make sure you understand your teacher’s instructions. Then follow them exactly! 2. Pay attention to due dates. Hand in every paper on time! 3. Listen for suggested length. Make sure you stick to the guidelines. 4. Avoid plagiarism (lifting exact material from another source). Give credit to your source when you copy exact words, facts, and figures. 5. Hand in a clean, clear paper. Usually a paper must be typed or written in black or blue ink. 6. Never allow a spelling or punctuation error in your final copy. After you’ve checked your paper, have someone else proofread it. 7. Keep a spare copy of your paper.

A.

Read the sentences. Which rule has each student ignored? Write a number in each blank. 1. ____ Phil is a good speller. He saves time because he never has to check his paper for spelling errors. 2. ____ “My paper is great,” says Sam. “It won’t matter if it’s a day late.” 3. ____ Brenda’s printer cartridge is running out of ink. She decides it’s okay. “If I hold the paper up to the light, I can still read it.” 4. ____ “This sounds great!” thinks Oscar as he reads the encyclopedia. “I’ll just copy these paragraphs into my paper!”

The motorcycle, which is a kind of bike with a gas engine is a popular way to travel. It may not be as comfortable as a car, but it is cheaper to buy and run. It can also easily get through traffic in the cities and is easy to park. Motorcycles are, however, more dangerous than cars. You don’t have the protection that a car gives you. You must wear more gear on your body in order

5. ____ Professor Goldman asked for papers 3 to 5 pages long. “I’ll really wow him!” Allen says. “I’ll write a 10-page report!” 6. ____ “I’m sure Ms. Wilson will appreciate my creative side!” thinks Jenny. “I’ll write in pink ink and decorate the margins.”

B.

Think about the last paper you turned in. On the back of this sheet, comment on how well you followed the rules above.

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ORAL REPORTS When giving an oral report, don’t make the mistake of reading your written report aloud. That’s a sure way to get yawns from the audience! The following hints can help you gain confidence and present a lively report.

1. Make sure your topic is not too broad. You’ll be likely to ramble if you give a talk on Cars. Narrow the topic. Safety Advances in New Cars would be a better choice. 2. Support your points with statistics. But be careful! Too many numbers can bore your audience. 3. Anecdotes (personal stories) add interest to your speech. Keep them short. Get to the punch line or point quickly. 4. Most speakers prefer to use note cards rather than full pages of paper. Write down main ideas and words to trigger your memory. 5. Make eye contact with your listeners. To calm your nerves, pick out a friend or an interested person. Look at him or her often. 6. If you are nervous, it can help to lean on a lectern or desk. 7. Practice is the best confidence-builder.

A.

The nine boldfaced words or phrases in the hints above are hidden in the puzzle. Circle each word or phrase where you find it. The words may go up, down, across, backward, or diagonally. S P R A C T I C E

B.

A N E C D O T E S

T O C E A N V Y O

I T T D C S R E N

S E E O T H A C E

T C R O P I B O R

I A N L P I T N V

C R O P K I C T O

S D T O I D M A U

R S I V N E E C S

E V R O L M A T G

Recall a teacher’s oral presentation. On the back of this sheet, criticize it by pointing out good features and suggesting improvements.

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T P L A I I U S M

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MAKING DECISIONS In order to make a well-thought-out decision, you must gather, process, and apply information. The next time you are faced with a decision, follow these steps:

A.

1. Identify the problem. 2. Collect information.

GATHER

3. Form tentative conclusions. 4. Test the conclusions.

PROCESS

5. MAKE A DECISION!

APPLY

Review the five steps above.Write a number in the blank to match each item with a step in the decision-making process. (Hint: Some numbers will be used more than once.) 1. ____ Rosa sees that her TV is broken. 2. ____ She reads reports in consumer magazines before shopping for a TV. 3. ____ Rosa visits several electronics stores and compares TV prices. 4. ____ “I could save money by borrowing my mother’s TV,” Rosa thinks. 5. ____ “I really would like to buy a TV of my own,” she decides. 6. ____ “I can get a good TV for $200. By looking over my budget, I see that I could afford that.” 7. ____ “I will buy that $200 TV!”

B.

Brainstorming means thinking of all the reasons for and against a certain action. Practice brainstorming. On the back of this sheet, write four or five thoughts that could lead to a decision on one of these issues: 1. Should I get a part-time job? 2. Should I try out for the team (choir, school play, etc.)? 3. Should I spend my whole paycheck or save some money? 4. Should I wear my old clothes or buy a new outfit? 5. Should I tell ________ how I really feel, or should I keep quiet?

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GRAPHIC AIDS: DIAGRAMS Details often become clearer when they are pictured in a diagram. Diagrams help visual learners—those who learn best by seeing images.

A.

Read the sentences below the diagrams. Then write a letter to match each diagram with the sentence it illustrates. 1. ____

2. ____

3. ____

NORTH POLE

MOON

SUN

EARTH

EARTH

EARTH

SOUTH POLE

a. The moon doesn’t have its own light. It is the sun that lights up the moon. b. Gravity is the strong pull that holds things close to Earth. c. Earth’s axis is an imaginary line through the center of the planet. Earth spins around that axis.

B.

Use information in the diagrams to answer these questions. 1. Does the axis of Earth point straight up, or does it tilt? ________________ 2. What is the Earth’s light source? __________________________

C.

You can clarify information by creating your own diagram. On the back of this sheet, draw a diagram that pictures each of these rules from a driver’s manual. 1. The far left lane on a freeway should only be used for passing. 2. It is unlawful to pass when a solid yellow line is in your lane.

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GRAPHIC AIDS: TABLES Details can be organized in a table. This kind of graphic aid lists (1) things and (2) different kinds of information about each thing.

A.

You can scan a table quickly to find one piece of information. Scan the following table. Find the arrival time for Flight #241 and write it on the line. WINDSTAR AIRLINES FLIGHT #

446 371 1211 241 1670

DEPARTS OAKLAND, CA

ARRIVES SEATTLE, WA

6:15 AM 9:05 AM 11:22 AM 2:56 PM 6: 45 PM

8:28 AM 12:45 PM 1:45 PM 5:40 PM 9:40 PM

STOPS

none one (Portland, OR) none one (Portland, OR) one (Portland, OR)

1. Flight #241 will arrive in Seattle, Washington, at __________.

B.

If you read an entire table, you can make comparisons and draw conclusions based on the information. Use details in the consumer information table below to answer the questions. TOP-SELLING MICROWAVE OVENS BRAND AND MODEL

Peabody G7521 Acme 224 Cookmaster TM24 Zap It QR 727 New Age Z100

PRICE

RATING

$245 $199 $290 $189 $200

Excellent Excellent Good Good Fair

POWER IN WATTS

900 1,000 1,050 900 1,000

MAKE COMPARISONS: 1. Which microwave oven is the most expensive? ________________ 2. How does the Cookmaster compare to the Zap It in terms of power? ___________________________________________________________________ DRAW CONCLUSIONS: 3. Which oven seems to be the best buy? ________________________________ 4. Which oven seems to be the worst buy? _______________________________

C.

On the back of this sheet, write two statements based on the schedule in Part A. First make a comparison. Then draw a conclusion.

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GRAPHIC AIDS: BAR GRAPHS A bar graph visually compares the details of different things. The bars show the amounts of whatever is being compared.

A.

The following bar graph compares microwave ovens. Notice that this is the same topic as a table in the last exercise. Also notice that the table gave more information, but the bar graph emphasizes the comparisons. Study the bar graph. Circle a word or words to correctly complete each comparison.

MICROWAVE OVEN PRICES BRANDS AND MODELS PEABODY G7521

ACME 224 COOKMASTER TM24

ZAP IT QR 727 NEW AGE Z100

$290

$300 $245

$250

$199

$200

$189

$200

$150 $100

1. The Zap It is the ( most / least ) expensive oven in the group. 2. The Cookmaster is the ( most / least ) expensive oven in the group. 3. The Peabody costs ( more / less ) than the Zap It. 4. The Acme costs ( more / less ) than the Peabody. 5. The New Age Z100 is a ( high-priced / low-priced / mid-priced ) microwave oven.

B.

Select a consumer product. Find out the prices for similar models of several different brands (suggestions: soccer shoes, skateboards, car stereos, fast food hamburgers). On the back of this sheet, make a bar graph that shows the prices. Then use the information in the graph to write two statements of comparison.

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GRAPHIC AIDS: DOUBLE BAR GRAPHS A double bar graph is used when the information compared is divided into two groups. A key usually shows what each bar stands for.

A.

Read the double bar graph. Then write T or F to show whether each statement below is true or false, according to the graph. Write 0 if the graph does not provide the information needed to answer the question. 12345678901234567 12345678901234567 12345678901234567 12345678901234567 12345678901234567 12345678901234567 12345678901234567 12345678901234567 12345678901234567 12345678901234567 12345678901234567 12345678901234567 12345678901234567

TELEVISION VIEWING TIME KEY:

Males

ADULTS

1234 1234 1234 1234 Females

TEENAGERS

CHILDREN

HOURS PER WEEK

30 25

21 1234 1234 1234 191234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234

20 15 10 5 0

1234 16 1234 141234 1234

151234 15 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234

1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234 1234

1. ____ Adult women watched the most television per week. 2. ____ Teenagers watch more TV than adults. 3. ____ Americans’ television-watching habits are changing. 4. ____ Females watch more television than males. 5. ____ All groups watched more than 20 hours of television per week. 6. ____ People watch too much television. 7. ____ American children watch more TV than European children.

B.

A letter in a local paper complained: The children of today are in trouble. They spend all their time in front of a television set. Children should follow their parents’ example and spend more time away from the tube! On the back of this sheet, write an answer to the letter. Base your response on information in the graph.

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GRAPHIC AIDS: LINE GRAPHS Line graphs show change, usually PAPPY PETER’S POGO STICKS 5-YEAR SALES YEAR

over a period of time. A line graph may be used to show a trend— the direction in which something is moving.

3,000

’94

’95 ’96

A.

ITEMS SOLD

2,500

The line graph to the right shows a sales trend for Pappy Peter’s Pogo Stick Company. Read the graph. Then circle the correct word in each statement.

2,000

•

1,500 1,000 500

•

’97 ’98

•

•

•

1. According to the trend, Pappy Peter’s sales are on the ( rise / decline ). 2. After the first year (1994), Pappy Peter’s sales took a ( jump / dip ).

B.

The graph in Part A does not answer the following questions directly. But you can use the information to draw conclusions and make predictions. Read the graph to circle the letter of the best answer. 1. From information in the graph, what conclusion can you draw? a. Pogo sticks are becoming more popular. b. Pogo sticks are becoming less popular. c. Pogo sticks are dangerous. 2. From the information in the graph, what prediction can you make? a. There will be a pogo stick shortage. b. Pappy Peter will open an overseas factory. c. Pappy Peter’s Pogo Stick Company will be a success.

C.

Line graphs can show comparisons. On the graph above, use a broken line (– – –) to chart the sales of the World on a String Yo-yo Company. (Sales figures: 1994, 600 yo-yos sold; 1995, 1,000 sold; 1996, 1,200 sold; 1997, 700 sold; 1998, 550 sold.) On the back of this sheet, write a sentence comparing the sales trends of the two toy companies.

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GRAPHIC AIDS: CIRCLE GRAPHS AND PICTURE GRAPHS A circle graph, or pie graph, stands for the whole of something—100 percent of it. Each part of the circle stands for a portion of the whole. Circle graphs visually compare the parts to one another and to the whole.

A.

The circle graph shows the percentage of students enrolled in six majors at Capital City College. Read the graph. Then list the majors in order of popularity. (List the most popular major as #1. List the least popular as #6.) 1. ________________________

COMMUNICATIONS

2. ________________________ 25%

BUSINESS

30%

3. ________________________ 4. ________________________

FOREIGN LANGUAGES

7% 10%

5. ________________________

20%

6. ________________________

HISTORY

8%

ENGINEERING

CHEMISTRY

Picture graphs do not give exact numbers. Instead, they round off amounts to the nearest units. A picture graph (or pictograph) uses symbols to show how amounts compare to one another.

B.

The picture graph shows the rainfall during six months in Hometown, USA. Study the graph. Then write T or F to show whether each statement below is true or false. Write 0 if the graph does not show the information. Jan. ➞

1. ____ January was the wettest month.

Feb. ➞

2. ____ February was the driest month.

Mar. ➞

3. ____ Hometown received 22 total inches of rainfall in six months.

Apr. ➞

4. ____ Hometown was unusually wet during these six months.

May ➞ June ➞

= 1/2 inch

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5. ____ For six months, Hometown had a steady drying trend.

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GRAPHIC AIDS REVIEW You can read a graph to answer literal questions. The details you need are directly shown on the graph. You can also use the details to make inferences (come to conclusions).

Use the information in the graph to answer each question. Then decide whether the question is literal (you can find the exact answer on the graph) or inferential (you can use graph details to come to a conclusion). Circle literal or inferential after each question. JUNE 1–JUNE 15 TEMPERATURES ————————————— DAY ————————————— 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 90° 80° 70° 60° 50°

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

KEY:

normal high low

daily highs daily lows

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ normal

1. What is the normal high in early June?

______

LITERAL

/ INFERENTIAL

2. What was the daily high on June 9?

______

LITERAL

/ INFERENTIAL

3. Which day were the most fans probably used? ______

LITERAL

/ INFERENTIAL

4. What was the lowest temperature between June 1 and 15?

______

LITERAL

/ INFERENTIAL

5. How many degrees difference was there between the lowest low and the highest high? ______

LITERAL

/ INFERENTIAL

6. Is the region described on the graph mostly cold, mild, or hot in early June?

______

LITERAL

/ INFERENTIAL

7. In June, it is summer in the USA and winter in Australia. Notice the temperature range in the region described on the graph. In which country is this region probably located? ______

LITERAL

/ INFERENTIAL

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GRAPHIC AIDS: THE VOCABULARY OF MAPS A map can help you find locations, directions, and distances between places.

A.

Review the vocabulary of maps. Write a letter to match each word on the left with its meaning on the right. 1. ____ coordinates

a. an imaginary line around the middle of the Earth; 0 degrees latitude.

2. ____ equator

b. a pair of numbers used to find a place on a map

3. ____ hemisphere

c. the largest bodies of land; there are seven on Earth

4. ____ longitude

d. a key that tells how distances on the map compare to the actual area

5. ____ latitude

e. a design that shows north, south, east, west

6. ____ prime meridian

f. one of the halves into which a globe is divided

7. ____ continents

g. 0 degrees longitude; this imaginary line passes through Greenwich, England

8. ____ compass rose

h. the height of the ground above sea level

9. ____ scale

i. imaginary lines that circle the globe from east to west j. imaginary lines that stretch from the North Pole to the South Pole

10. ____ elevation

B.

Identify the parts of a map. Fill in the blanks with the letters of a vocabulary word or phrase from Part A. N

T __ __ __ __ __ __ S 1. __ O __ __ __

H __ __ __ __ S __ __ __ __ R __ 3. __

E

W U __ __ T __ __ R 4. __ __ __

L __ __ T __ __ __ __ __ E 2. __ S

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G __ __ __ __ D __ 5. __ O __ __ __

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GRAPHIC AIDS: SPECIAL MAPS Each map on this page serves a special purpose.

A.

Identify each type of map. Write the letter of the map next to its name. 1. ____ climate map

2. ____ natural resource map

a.

b. ✩ Olymp

ia

WASHINGTON

✩S

ale

m

UNITED STATES OREGON

B.

TIMBER

WHEAT

WATER POWER

FISH

123456 123456 123456 123456 WARM & MOIST 123456 123456

COOL & MOIST

DRY

Use information on the maps above to circle the answers. Most of the questions are literal—the answers are on the maps. But to answer some questions, you must make an inference. 1. If you grew up in the northeastern United States, is it likely that you have experienced snow? ( yes / no ) 2. What is the climate of the southwest coast of the United States? ( warm and moist / dry and chilly ) 3. How do Oregon’s natural resources compare to those of Washington? ( very similar / very different ) 4. If you were traveling to the southeastern United States, would it be a good idea to pack an umbrella? ( yes / no ) 5. Which region of the Pacific Northwest would likely be home to wheat ranchers? ( western Oregon and Washington / eastern Oregon and Washington )

B.

On the back of this sheet, sketch a map that shows a special feature of your state (suggestions: climate, population, products, natural resources, recreation, landforms).

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GRAPHIC AIDS: MORE ABOUT MAPS

A.

Figure out the word that completes each clue. Then write the word in the puzzle. ACROSS 2

1

1. The map symbol ★ usually indicates a state ___.

C

3

L

4

H

4. The map symbol usually indicates an interstate ___.

S

G

Y

E D

DOWN

2. The ___ explains the symbols on the map. 3. The ___ shows size and distance on a map.

B.

Use the following map, its scale, and a ruler to complete each activity.

4

•

scale 1 inch = 6 miles

Sunset City

Bayview

•

0

3

6

9

12

1. In the box, draw a line to show a distance of 18 miles.

2. What is the distance in inches from Bayview to Sunset City? ________ inch 3. How many miles is it from Bayview to Sunset City? ________ miles 4. How many miles is it from Sunset City to the interstate highway? ________ miles 5. Compare the locations of Sunset City and Bayview in relation to the interstate highway. Write a statement of comparison on the back of this sheet. Saddleback Educational Publishing © 2008 • Phone: (949) 860-2500

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GRAPHIC AIDS: MAP-READING PRACTICE Coordinates are letters and numbers along the sides of a map. Use coordinates as guides to specific locations.

A.

Locate and circle the following places on the Arizona map below. COLORADO

UTAH

A

GRAND CANYON NATIONAL PARK

NAVAJO NATIONAL MONUMENT

A

89

1. Phoenix, Arizona, at D4

NEVAD

B

2. Flagstaff, Arizona, at B4

PAINTED DESERT

Flagstaff

40 Flagstaff

Lake Havasu

★ Phoenix

D

NEW MEXICO

40

C

3. Grand Canyon National Park at A3

Scottsdale

CALIFO RNIA

E

10

Phoenix Tempe

Mesa

4. Yuma, Arizona, at E1

8

Yuma

Tucson

Tucson

Yuma

F

5. Navajo National Monument at A5

MEXICO

1 ARIZONA 2 0

B.

Cities and Towns

15

30

3

60

4

5

120 MI.

0 to 50,000

1,000,000 and over

50,000 to 500,000

Capital

500,000 to 1,000,000

Study the map. Then circle the word or words to complete each statement. 1. The capital of Arizona is [ Tucson (E4) / Phoenix (D4) ]. 2. The town of Flagstaff (B4) is [ north / south ] of Phoenix (D4). 3. To drive from Phoenix to Tucson, you would travel [ north / south ] on [ highway 40 / highway 10 ]. 4. Highway 89 North would take a traveler from Flagstaff to [ Lake Havasu / the Painted Desert ]. 5. Highway 40 crosses Arizona from [ east to west / north to south ].

C.

On the back of this sheet, draw a simple map of your state. Identify the capital city, a tourist attraction, a major landform, and a main highway.

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CREATING GRAPHICS AS STUDY AIDS Make your own graphic aidto identify, organize, and understand details. Picturing information in a diagram can be especially helpful for visual learners.

A.

A Venn diagram uses intersecting circles to compare two ideas. The center circle of a Venn diagram shows features shared by the two ideas. Each outside circle shows features unique to each one. Use information on the Venn diagram below to answer each question. LEAGUE OF NATIONS FORMED AFTER WORLD WAR I PLANNED BY U.S. PRESIDENT WOODROW WILSON • UNITED STATES DID NOT JOIN • NEVER BECAME VERY STRONG

• •

• •

INTERNATIONAL ORGANIZATION INTENDED TO PROMOTE PEACE

UNITED NATIONS • FORMED AFTER WORLD WAR II • UNITED STATES MAJOR MEMBER • GOAL TO SOLVE WORLD PROBLEMS •

AS WELL AS PROMOTE PEACE STRONG INTERNATIONAL FORCE

1. When was the League of Nations organized? __________________________ 2. When was the United Nations organized? _____________________________ 3. What goal did both organizations share? ______________________________ 4. Which organization was more successful? _____________________________

B.

The graphic below shows causes and effects of the fall of the Soviet Union. Study the information. Then circle a word or words to complete each statement. CAUSES • leadership of Mikhail Gorbachev • economic problems • openness to democratic ideas • freedom movements in Eastern Europe

➔

FALL OF SOVIET UNION

➔

EFFECTS • formation of Commonwealth of Independent States • end of Cold War with the USA • economic hardships • conflicts between pro-communist and pro-democratic groups • civil wars

1. The fall of the Soviet Union ( improved / hurt ) relationships with the U.S. 2. Gorbachev’s leadership was ( a cause / an effect ) of the fall. 3. The fall resulted in a ( greatly improved / still troubled ) economy.

C.

Create a Venn diagram on the back of this sheet. Choose any two things you’d like to compare (suggestions for comparison: teachers, friends, vacation spots, cars, literary characters, cultures)

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PICTURING IDEAS IN GRAPHIC FORM Create a graphic aid for each selection below. On the back of this sheet, diagram details that could help you study the information. You may want to map main ideas and supporting details, show comparisons, or identify cause-and-effect relationships.

1.

Native Americans of the Great Plains had good reason to distrust the white settlers. To make way for train tracks, railroad companies hired hunters to kill the buffalo. To the Native Americans, the buffalo herds were a source of food and clothing. White settlers stole land and fenced it off. The United States government forced Native Americans onto reservations. Peace treaty promises were quickly broken. The Native Americans began to believe they must fight to keep their way of life. Some, such as the Sioux and the Cheyenne, attacked miners and farmers. War came to the plains.

2.

The Pilgrims and the Puritans were among the first European settlers in America. In 1620, a group of Pilgrims left England on the Mayflower . They arrived in what is now Massachusetts. Most came to worship freely and govern themselves. The colony stayed small, relying on farming and fishing. The Puritans also came to America for religious freedom. In 1630, they arrived on 15 ships. They founded Boston and other Massachusetts Bay settlements. They traded with England, and their colony grew quickly. The Puritans did not extend freedom to others. They tried to force everyone in the colony to follow their religion.

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