rajstng 4ct reading scores by - pheasant run connections...

Rajstng 4CT Reading Scores by: • • " ' -: ;! '•• ? -: \ i* i>-'',.-- ; ^ :': V' • /••" ':. ^^^ " -1 '": I : f . :. ~''

Improving Stucj^nt Compreben$ian

Abilities"

Jblfet Wfest High School

Jay Leggero

j I eggero @ j t h s. 0-rg

Doug Fowler

Segment 1 - 1st Semester Reading

Goals, Activities, & Assessments

Segment 2 - 1st Semester Writing


Segment 3 - 2n Semester Reading


Segment 4 - 2nd Semester Writing


Specific Detail Questions- "Specific Detail Questions'" on the non-fiction passages are straightforward.

They ask you to identify a specific detail or piece of evidence from the passage. Getting the right answer

is simply a matter of closely reading the passage. You can use the question to help you eliminate

answers that are clearly wrong. The specific detail questions are the questions that you will see most

often on the ACT test Generally they are the easiest questions to answer as long as you carefully read

the passage.

CCSS.ELA-Literacy.RH. 11-12.1 Cite specific textual evidence to support analysis of primary and

secondary sources, connecting insights gained from specific details to an understanding of the text as a

whole.

CCSS.ELA-Literacy.RI. 11-12.3 Analyze a complex set of ideas or sequence of events and explain how

specific individuals, ideas, or events interact and develop over the course of the text.

CCSS.ELA-Literacv.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text, including determining where the text

leaves matters uncertain.

Inference Questions - An inference is an assumption made based on specific evidence. An inference is a

guess, but it's an educated one, and you can typically come to only one of a few possible conclusions.

"Inference Questions'" ask for implied information. The answers to inference questions will not be stated

directly in the passage. Instead, you must search out the answer from the evidence provided by the

passage.

CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which

explanation best accords with textual evidence, acknowledging where the text leaves matters

uncertain.

CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text, including determining where the text

leaves matters uncertain.

Main Idea Questions -"Main idea Questions" may deal with the whole passage or with sections of the

passage. In both cases, these questions will ask you to identify the main idea or arguments presented

within the passage. If you have read the passage carefully it will work to your advantage because you

will not have to refer back to the passage if you did a good job reading the first time. If you choose the

strategy of reading for answers, you will struggle with this question.

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and

secondary sources, connecting insights gained from specific details to an understanding of the text as

a whole. /~N

o

CCSS.ELA-literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary

source; provide an accurate summary that makes clear the relationships among the key details and

ideas.

CCSS.ELA-Literacy.RI. 11-12.2 Determine two or more central ideas of a text and analyze their

development over the course of the text, including how they interact and build on one another to

provide a complex analysis; provide an objective summary of the text.

Cause & Effect Questions - "Cause-Effect Questions'" will ask you to identify either the cause or the

effect of a particular situation. Cue words in the questions will let you know whether you must identify

the cause or the effect of the relationship. Words such as "because" warn you that the question seeks

the cause of an event, while words such as "resulted in/ "led to/' and "caused" let you know that you

will need to Identify the effect of a situation. Answering the cause-effect question requires a careful

reading of the passage. If you are unable to answer this question without referring back to the passage,

you should at least have an idea of where to look.

CCSS.ELA-literacy.RH. 11-12.3 Evaluate various explanations for actions or events and determine

which explanation best accords with textual evidence, acknowledging where the text leaves matters

uncertain.

CGSS.ELA-literacy.Ri.11-12.2 Determine two or more central ideas of a text and analyze their



CCSS.ELA-Literacy.Rl. 11-12.3 Analyze a complex set of ideas or sequence of events and explain how


Comparison Questions - "Comparison Questions" ask you to make comparisons, usually between

different viewpoints or data. Comparisons can be tricky questions to handle because you need to

assimilate information on both sides of the comparison and then see how the sides compare. The

question will contain cue words or phrases that indicate it is a comparison question. "Compares" and

"analogy" are two words that frequently appear in comparison questions.

CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including

how key sentences, paragraphs, and larger portions of the text contribute to the whole.

CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their



CGSS.ELA-Literacy.RI. 11-12.3 Analyze a complex set of ideas or sequence of events and explain how


Point-of-View Questions - tf Point-of-View Questions'" on the nonfiction passages differ somewhat from

those on the Prose Fiction passage. As opposed to the fiction point-of-view questions, which ask you to

identify the point-of-view of the narrator (a fictional invention), the nonfiction point-of-view questions

ask you to identify how the writer (a real person) views his or her subject As you read a passage,

consider whether the writer's argument seems to support or attack the passage's subject, and pay

attention to the language the writer uses. The writer's tone (Is it angry? Is it sympathetic?) will be a

good indication of his or her feelings about the subject

CCSS.ELA-literacy.RH.11-12.6 Evaluate authors' differing points of view on the same historical event

or issue by assessing the authors' claims, reasoning, and evidence.

CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in

his or her exposition or argument, including whether the structure makes points clear, convincing, and

engaging.

CCSS.ELA-Literacy.RI.11-12.6 Determine an author's point of view or purpose in a text in which the

rhetoric is particularly effective, analyzing how style and content contribute to the power,

persuasiveness or beauty of the text.

Vocabulary Questions - "Vocabulary Questions" ask you to decipher the meaning of a word given its

context Usually, these words will have multiple meanings, so you must decide the function of the word

in the specific context You will immediately recognize these questions from their formulaic phrasing.

They provide you with a line number along with an italicized word or short phrase in quotation marks,

and then they ask you to provide the meaning of the word in context

CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text,

including analyzing how: an author uses and refines the meaning of a key term over the course of a

text (e.g., how Madison defines faction in Federalist No. 10).

CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text,

including figurative, connotative, and technical meanings; analyze how an author uses and refines the

meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in

Federalist No. 10).

Procedures for the 1st Semester Curtain Opener

Class Time15 minutes

3-5 minutes

7-10 minutes

Student ActionAnnotate passage, completereading activities, and answer

ACTquestion(s)Discuss and compare Curtain

Openers with partner(s)Review and discuss Curtain

Openers as a class

Teacher ActionCirculate throughout room,

monitor student progress, andtake attendance

Circulate throughout roomand monitor student progressSelect the group of partners

and facilitate discussion of theCurtain Opener

Steps in Reviewing the Curtain Opener as a Class

Step 1 - Once you have selected the group to present their Curtain Opener, the group will a.sk

the class for a definition or synonym of any words that they highlighted and did not know. The

number of words that they highlight should be kepi! to a maximum of 5 words for time

purposes.

Step 2-Now the class can ask for the definition or synonym for any words that they did not

know and were not highlighted by the group presenting. The number of words that the class

asks should be kept at a maximum of 5 words for time purposes.

Step 3-Students should present their answers for the various reading activities completed.

You can interject when needed and ask other students for their answers to keep them on task.

Step 4 — The group presenting will answer the ACT question and the teacher should take a poll

of the class to see what they had for the answer before revealing the correct answer.

Step 5-The group that presented the previous time (the tag team champs) should have come

up with an ACT question that current group presenting will answer. If they get the correct

answer and gave correct answers for the vocabulary words and reading activities then they

become the new tag team champs.

Step 6 - End the Curtain Opener with a "Power Clap" on the count of 3. Designate students to

collect and put away the highlighters and move on to the next activity.

EXTRA CREDIT: For any group that presents their Curtain Opener flawlessly and become the tag

team champs they earn 5 points of extra credit. For any tag team champs that defend their

belts, they receive 1 point of extra credit for each title defense.

<0

Copyright 2012 Leggero Fowler Lynch

Unit ACT Reading SkillAmericanRevolution

SpecificDetail

FederalistEra

SpecificDetai

WestwardExpansion

Inference

Sectionalism MainIdea

Development ofDemocracy

Cause & Effect

ReformMovements

Comparison

Civil War Point-of-View

Reconstruction Vocabulary

Curtain Opener #3 - Gilded Age -Agree or Disagree: "Industrializationduring the Gilded Age improved the quality of life for most Americans."

labor.

/The Industrial Revolution during the Gilded Age inspired a conflict between management and

After the Civil War, industrialization, urbanization, and immigration increased in the United

States. By 1880, five million Americans worked in manufacturing, construction, and transportation.

During the Gilded Age, society generated large quantities of wealth and economic growth. Middle class

quality of life improved by the development of new technologies and products. Women and children

aided industrial growth. From 1880 to 1900, the number of employed women went from 2.6 to 8.6

million. By 1890, children between the ages often and fifteen made up 18% of the labor force.

Industry leaders, like Andrew Carnegie, seldom understood their workers and preferred them tor^ P\- /o V? r- work without complaints. Workers became viewed as "mere machines" and failed to make decisions *

^ The viewpoint of Andrew Carnegie towards his workers can best be characterized as:r*? The viewpoint of the AFL towards African Americans can best be characterized as:

Copyright © 2012 Leggero Fowler Lynch

g—their own. Wages were too low to support a family as inequalities and corruption plagued their lives. (~L Sv ^* *-* The business owners rarely had contact with their employees. Industrial workshops hired women and s~>

0 children to increase the work force and take advantage df the cheap labor. ^/

The response to worker conditions and safety came from the labor movement. In 1869, Uriah

Stephens founded the Knights of Labor. The Knights promoted an eight-hour work day, equal pay for

equal work, and they pushed for boycotts and arbitration versus strikes. Although membership reached

700,000 by 1886, radical activities and the formation of craft unions damaged the Knights.

Cigar maker Samuel Gompers organized the American Federation of Labor (AFL) in 1886. The

AFL began to rise at the same time that the Knights faltered. The AFL was a group of skilled workers that

worked for laborer's interests and not for broad social change. Gompers used the strike effectively, won '

eight-hour work days, and earned the right of collective bargaining. One shortcoming of the AFL was the

Cp refusal of African American workers. The labor movement had its share of gains, but also its drawbacks.

^ What's their viewpoint? Use one word to describe the viewpoint.

Curtain Opener #3 - Gilded Age -Agree or Disagree: "Industrializationduring the Gilded Age improved the quality of life for most Americans/'

The Main Idea:

Write the mam Idea in your own words in 1-2 sentences:

Type of ACT Question: LSD 2.INF 3.MI 4.C-E 5.COMP 6.POV 7.VOC

1. The passage suggests that one of tne differences between the AFL and

the Knights of Labor is that the AFL:

A. welcomed all workers into their union.

B. did not support collective bargaining.

C. included only skilled workers.

D. was founded by Uriah Stephens.

2. It can be reasonably inferred from the passage that all of the following

groups were victims of the Gilded Age EXCEPT:

A. industry leaders.

B. working families.

C. women,

D. children.

Copyright © 2012 Leggero Fowler Lynch

1

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I"

The Four Step Reading Test Strategy Procedure

Step 1: Preview the Questions

Circle any questions that tell you where in the passage to find the

answer.

Step 2: Underline the Key Words

Underline any key words (pink highlighter) in the question that you will

also find in the passage.

Step 3: Work the Passagei

Read the passage and underline any key words in the passage that you

underlined in the questions.

Step 4: Work the Questions

Types of Questions:

1st LEVEL

QUESTIONS

2nd LEVEL

QUESTIONS

3rd LEVEL

QUESTIONS

Questions that are circled AND have wordsunderlined.Questions that are circled OR have wordsunderlined.Questions that are not circled nor have wordsunderlined, and you do not know the answer.

Answer all 1st LEVEL QUESTIONS first. Answer all 2nd LEVEL QUESTIONS

second. Leave 3rd LEVEL QUESTIONS unanswered until all 1st and 2nd

LEVEL QUESTIONS are answered for all four reading test passages,

unless you know the answer to the question after reading it through

the first time.


Procedures for the 2nd Semester Curtain Opener

Class Time8-15 minutes

3-5 minutes

5-10 minutes

Student ActionApply the 4-Step Reading TestStrategy to the ACT Questions

and passage, identify thedifferent types of ACT

questions, and completegraphic organizer

Discuss and compare CurtainOpeners with partner(s)

Review and discuss CurtainOpener as a class

Teacher ActionCirculate throughout room,

monitor student progress, andtake attendance

Circulate throughout roomand monitor student progressSelect the group of partners

and facilitate discussion of theCurtain Opener

Steps in Reviewing the Curtain Opener as a Class

Step 1 - Once you have selected the group to present their Curtain Opener, the group will

identify the 1st level questions and explain why they are 1st level questions by showing where

they are told to find the answer and what words they correctly underlined in the question. The

group will also identify the type of ACT question and explain their answer for the ACT question.

Step 2 - Next, the group will identify the 2nd level questions and explain why they are 2nd level

questions by either pointing out where the question tells you where to find the answer or

showing what words they correctly underlined. The group will also identify the type of ACT

question and explain their answer for the ACT question.

Step 3 - Next, the group will identify the 3rd level questions and explain why they are 3rd level

questions as well as identify the type of ACT question and explain their answer for the ACT

question.

Step 4-The current tag team champs should have come up with an ACT question for the

presenting group. If they get the correct answer and correctly answered and identified all of

the multiple-choice ACT questions by correctly applying the 4-Step Reading Test Strategy then

they become the new tag team champs,

Step 5 -End the Curtain Opener with a ''Power Clap" on the count of 3 and move on to the next

activity,

EXTRA CREDIT: For any group that presents their Curtain Opener flawlessly and become the tag

team champs they earn 5 points of extra credit. For any tag team champs that defend their

belts, they receive 1 point of extra credit for each title defense.


COttl-Great Depression - "Who suffered the most socially,politically, and economically during the Great Depression?"

o5r<>r%

V

The 1920s became a time of

prosperity, wealth, and optimism. During the

decade, the American people thrived during

an economic "boom/7 However, despite the

good times of the 1920s, many warning signs

showed that the prosperity of the decade

would not last.

K OuQA/arning sign became the amount

of people who bought items with installment

-plans. Despite the booming economy, the

material possessions of many middle class

Americans became a mirage to the amount of

'rt wealth they possessed. Businesses sold

record numbers of consumer goods, many of

15 the goods purchased with installment plans.

Middle class Americans bought expensive

luxury items such as radios, vacuum cleaners,

and automobiles on the Installment plan that

they normally could not afford.

As American businesses grew at a

rapid rate, so did the stock market. Rather

than leaving their money in banks to earn .a

small percentage of Interest, many people

chose to place their money in the stock

25 market. Most people viewed the stock

markets growth as unstoppable and

purchased stocks by buying on margin. Too

many Americans risked every penny they

earned In the stock market.

30 The overproduction of goods and

dropping prices of crops for farmers served as

another warning sign In the economy. The

assembly line and other new manufacturing

models met the demand of consumer goods.

35 However, the speed of the production of


goods eventually backfired. Consumer goods

came out so fast that companies could not

sell their Items. As a result, businesses ended

up with large warehouses full of unsold goods

40 and forced to lay off workers. Farmers at this

time also experienced problems due to

overproduction. As farmers grew more and

more crops, the prices that farmers earned

plummeted. All of these problems led to a

45 chain reaction that destroyed the American

economy.

In order to deal with the

overproduction of manufactured goods and

crops, both businesses and farms had to lay

50 off a number of workers. The newly

unemployed workers were no longer able to

provide for their families. The newly

unemployed who bought luxury items on

credit no longer made their payments and

55 had their possessions confiscated. As a result,

business profits rapidly decreased, and in

many cases led to bankruptcy.

On October 24th and October 29th of

1929, the stock market finally began to feel

60 the effects of the 1920s lifestyle as the stock

market lost a record setting amount of

money. This event became known as the

Great Crash. Following the crash, businesses

declared bankruptcy overnight. Over the next

65 few years, millions of jobs and banks

disappeared along with whatever savings that

people may have had with them. Suicides

became commonplace as many looked for a

way out of their newfound problems. The

70 Great Crash sparked the beginning of the

Great Depression.

i/nerks

C0#l-Great Depression - "Who suffered the most socially,politically, and economically during the Great Depression?"

Type of Questions: SD INF Ml CE POV COMP VOC

1. As it is depicted in the passage, all of

the following were warning signs of the

-ffi ,at Depression EXCEPT: <5

A. installment plans.

B. overproduction.

C. dropping farm prices.

D. banks disappearing.

word

bankruptcy most nearly means:

3

A. ruin.

B. insignificant.

C. misplaced.

D. overlooked.

3. The best title for this passage would be:

A. "The Road to Depression"

B. "The Fall of the Farmer"

C. "Installment Plans: Pay it Later"

D. "The Great Crash"

4. One can reasonably infer from the

passage that:

A. most Americans were prepared for

the Great Crash.

B. Americans who saved their money

in banks were safe from the Great

Crash,

C. the Great Crash affected most

Americans negatively,

D. farmers were unaffected by the

Great Crash.

In the third paragraj^Jvthe author's

comparison between banks and the

stock market focuses primarily on the:

A. customer service.

B. amount of money earned.

C. creation of each one.

D. complexity of interest.

6(c^JTrTthe last paragraph, tR^ author

iXpressesrtn

A. the Great Crash destroyed the

American's lifestyle of the 1920s.

B. most Americans saw the Great

Crash coming and were prepared,

C. the crash on October 24th was not

as bad as the October 29th crash.

D. the Great Crash did not affect

businesses until the 1930s.

7. According to the passage, the

overproduction of goods led to:

A. more products bought with

installment plans.

B. an increase in the price of

consumer goods.

C. workers being laid off to save

money.

D. American businesses selling their

goods to other countries.


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