act reading preparation (for use in english) university of illinois-chicago curriculum framework...

ACT Reading Preparation

(for use in English)

University of Illinois-ChicagoCurriculum Framework Project

Spring 2011

Schedule for Lesson #1

• Introduction to Test

•Strategies

•General

•Prose Fiction

Introduction to the Test:Why Prepare for the ACT?

•SKILLS Tested on the ACT:

• Main Idea

• Supporting Details

• Inference

• These lessons will focus on TEST TAKING STRATEGIES.

Introduction to the Test:Order of Passages

The ACT Reading passages almost always

appear in the following order:

• Prose Fiction

•Social Science

•Humanities

•Natural Science

Introduction to the Test:Order of Passages

•By practicing with these passages, you can figure out your strengths and weaknesses.

• Start with your strengths.

Introduction to the Test:Content of the Reading Test

Prose Fiction (25%)

•885 words

•Questions based on intact short

stories or excerpts from short stories

or novels.

Social Science (25%)

• 775 words

• Questions based on passages that may include:

anthropology, archaeology, economics, history, political science, and sociology.

Humanities (25%)

•600 Words

•Often from first-person narrative perspective

•Questions based on passages that may include: art, dance, music, philosophy, and theater

Natural Sciences (25%)

• 545 words

• Questions based on passages about

topics such as: astronomy, biology,

botany, chemistry, physics, and

zoology

Pause and Consider

Which of the 4 passages do

you feel is your biggest

strength?

Introduction to the Test:Reading Question Categories

•Main Idea Questions (MI)

•Supporting Detail Questions (SD)

• Inference/Evaluation Questions (I)

Introduction to the Test:Main Idea Questions

•Understanding theme/thesis

•Understanding author’s purpose

•Determine which of the answer choices

best summarizes the information

presented in the passage either as a

whole or in a specific paragraph.

Introduction to the Test:Main Idea Question Stems

•Which of the following is the main point…?

• The main argument the author makes about. . . is

•What is the main theme of [a specific paragraph or line]?

Introduction to the Test:Supporting Details Questions

• Shows understanding of individual points

• Demonstrate comprehension and careful understanding

• Determine which fact(s) best supports main idea.

• Sequence the events in the passage

Introduction to the Test:Supporting Details Question Stems

• According to the [a specific paragraph/section/passage]

• Who/when/what/where did…

• According to the passage, all of the following are true

about ------ EXCEPT. . .

• The passage makes it clear that…

Introduction to the Test:Inference-Evaluation Questions

• Make judgments

• Identify the implications of the supporting details in the passage.

• Draw conclusions based on reading the passage

• Determine the author’s idea through generalization of the facts

Introduction to the Test:Inference-Evaluation Questions

• Analyze cause-and-effect relationships

• Identify multiple meanings of a word and determine its definition with context clues from the passage

• Determine the implications of the author’s general tone or attitude

Introduction to the Test:Inference-Evaluation Question Stems

• The author suggests/implies/infers that…

• With which of the following statements would the

author agree?

• According to the passage, the WORD/TERM ‘…’

means which of the following?

• The idea….is best exemplified by which of the

following quotations from the passage?

• The attitude of the author toward x is…

Introduction to the Test:Roman Numeral Questions

• 3 or 4 statements each labeled with a Roman numeral.

• Treat each as true-false statement.

• Save time by figuring out which statements are false & eliminating answers that contain that answer.

Which of the following subjects are covered on the ACT:

I. English Usage

II. Math

III. Gymnastics

A. I and II only

B. I and III only

C. II and III only

D. I, II, and III

Tests & Strategies: Part 1

General Strategies:

1. Change Your Reading Habits

2. Pace Yourself

3. Leave Nothing Blank

4. Concentrate on Three Passages Most

5. Know Nonfiction v. Fiction Passages

6. Prioritize Your Tasks

General Strategy #1: Change Your Reading Habits

• Read editorials• Editorials from good newspapers and some magazines

are approximately the same length as ACT passages.• They also cover a variety of topics which broadens

your knowledge base. Better background knowledge = faster, more accurate reading.

• Read high quality texts• Make it a habit to read magazines and newspapers

such as U.S. News, Time, The New Yorker, NY Times, Discovery, Science, Smithsonian, Christian Science Monitor, National Geographic, The Nation, The New Republic, Harpers, and Atlantic

• Read reviews and criticism. Read columnists.

Be Aware of Your Reading Habits

• Don’t mouth the words!

• Keep eyes moving!

• Read groups of text rather than word-by-

• Determine how fast you can skim and still

comprehend.

Concentrate on Your Reading

• Force yourself to pay close attention.

• Know the difference between your interacting voice and your distracting voice.

• Interacting voice: the voice that makes connections, asks questions, identifies confusions, agrees and disagrees with ideas. This voice deepens the reader’s understanding of the text.

• Distracting voice: the voice that pulls the reader away from the meaning of the text.

• Practice reading with concentration until you can do so easily.

Pause and Consider

On which of these

“Reading Habits” do you MOST need to

improve?

What is the first step you can take

to improve?

General Strategy #2: Pace Yourself

•You have 35 minutes to answer 40

questions on the reading.

•This mean 8 minutes and 45

seconds per passage/ten

questions.

General Strategy #3: Leave None Blank

• There is no penalty for guessing, so it is to

your advantage to answer every question

during the time allowed for that test.

•Make sure to leave time for guessing on

the reading test. Many people will have to

guess on the last passage so leave at least 30

seconds to fill in extra bubbles.

General Strategy #4: Concentrate on Three Passages (if necessary)

If you:

• find yourself unable to push your reading to complete all four passages in the time you have, then…• aim to read three really well.

• can answer 30 questions correctly, then…• you will still find your score a 26 on this section.• With some good guessing for the last ten, you might

raise that to a 30.

General Strategy #5: Nonfiction vs Fiction Passages

• The approach you take to reading the passages

should be different for these two types of

passages.

• Fiction and often Humanities passages are

inferential (abstract, not concrete) and must be

read between the lines.

• The non-fiction passages do not need such a

close reading for you to be successful.

General Strategy #6: Prioritize Your Tasks

• LOOK AT 4 PASSAGES & COMPLETE EASIEST FIRST

• PREVIEW FIRST AND LAST SENTENCES (prereading)

• A quick preview allows you to answer: “What is the topic of the selection?”

• PREVIEW QUESTION STEM

• Identify each question as MI, SD, or I.

General Strategy #6: Prioritize Your Tasks

• READ THE PASSAGE

• Read to answer the questions.

• ANSWER THE QUESTIONS

• Don’t waste time on ones you don’t know- guess or leave time to go back .

• ANSWER ALL QUESTIONS FOR A PASSAGE BEFORE MOVING ON!

Prose Fiction Strategies

1. Watch for Word Choice for Effect

2. Keep Track of Sequence

3. Pay Attention to Characters

4. Identify the Author’s Tone

5. Watch for Satire and Irony

Strategy #1: Watch for Word Choice for Effect

Watch for metaphor, simile, personification, hyperbole, and allusions.

Note the author’s use of connotative language (intended meaning vs. literal meaning)

Connotative language brings to mind certain values and attitudes attached to the words.

Strategy #1: Watch for Word Choice for Effect

Don’t always take the author literally. Consider these examples…

The inhabitants don’t even really see the décor anymore; the house itself becomes a kind of giant hallway, everyone is hurrying through.

We marched into battle daily over other issues of privacy.

All of these impressions came over me as I stood in that doorway-a tide of passage and movement and the cresting needs of small children.

“Josie watched him charm his life away through high school, where, with little effort, he carried off all

the prizes. How she hated it when her mother pointed out his accomplishments to her.”

Example from Practice Test (56A)

“Their intimacy was born when…” (line 9)

“Miguel Chico leaned to the clinical…” (line 23)

“He felt the kitchen charged with their antagonism...” (line 54)

Other Examples from Practice Test (56A)

Strategy #2: Keep Track of Sequence

These passages often move around in time and place (not in a linear manner).

As you read, mark your passage every time a shift occurs in time.

Keep clear what is in the present and what is in the past.

Strategy #3: Pay Attention to Characters

These passages generally are detailed descriptions of characters. Usually, there is a central character who interacts with other characters.

Much of what happens is from the viewpoint of the main character. Understand the main character’s feelings and you understand the passage.

Passages usually have characters who are personally conflicted.

Passages like to walk a line between the imagined and the real. What goes on in a person’s head says as much as what really happens. (ABSTRACT)

Generally, there is a moment in the passage when the character has a shift or flip (turning point) in his or her character. Watch for that point.

Many questions deal with the characters

Ask Yourself:

Who are these people? What are they like? How are they related to each other?

What is their state of mind? Are they angry? Sad? Reflective? Excited?

What’s happening on the surface? What’s happening beneath the surface?

Question: What does this tell you about the relationship between

Josie and Miguel?

“Their intimacy was born when they discovered that each found the wicked stepmother far more interesting than the boring Snow White, who deserved her even more boring and bland prince.”

(lines 9-12)

Example from Practice Test (56A)

Strategy #4: Identify Author’s Mood and Tone

Atmosphere or feeling created by a literary work, partly by a description of the objects or by the style of the descriptions. A work may contain a mood of horror, mystery, holiness, childlike simplicity, etc.word choice level of formalitypoint of viewemotional response on the part of the author

towards the subject.

What MOOD/TONE is conveyed by the following phrase?

“He felt the kitchen charged with antagonism toward each other, very like when he was in his father’s presence. Here, he was an observer, but he lost his appetite in an instant.” (lines 54-56)

TENSION, ANXIETY

What MOOD/TONE is conveyed by the following phrases?

“Josie watched him charm his life away through high school, where, with little effort, he carried off all the prizes.” (lines 29-31)

“How she hated it when her mother pointed out his accomplishments to her.” (lines 31-32)

ANGER, FRUSTRATION

Strategy #5: Watch for Satire and Irony

Satire

holding up human vices and follies to ridicule and scorn. Satire is often achieved through understatement. Know when someone is making a statement they don’t quite mean seriously.

expressing something other than, and especially the opposite of, the literal meaning. Something which is ironical often is not what was expected in a particular situation or is an outcome which may not have been looked for.

“Even through he was one of Mama Chona’s pets (NOTE: play on words… “mama’s boy”), Josie adored him. Together, they loved and argued about books and movies and from the start, felt they could talk honestly to each other about most family matters. Their intimacy was born when they discovered that each found the wicked stepmother far more interesting (NOTE: making fun of their Josie and Miguel’s relationship) than the boring Snow White, who deserved her even more boring and bland prince.” (lines 5-12)

Satire: Example from Practice Test (56A)

Review of Prose Fiction Strategies

1. Watch for Word Choice for Effect

2. Keep Track of Sequence

3. Pay Attention to Characters

4. Identify the Author’s Tone

5. Watch for Satire and Irony

Schedule for Lesson #2: Active Reading

•Structural Clues (explain + model)

•Annotating (explain + model)

•Hinge Words (explain + model)

Active Reading: Structural Clues

Think of the passage as a map

Questions are like hints as to where to go next

The passage gives you the rest: Anticipate author’s direction by noticing structural clues (how passage is organized, where paragraphs break, what words are bold or italicized)

Each passage was written by a PERSON, and people write for a PURPOSE.A passage that traces historical causes or

consequences will probably be organized chronologically.

A passage that critiques a theory will first describe the theory and then explain its problems one at a time.

A passage that draws a comparison between two things may first list similarities, then differences.

Why is it important to figure out

an author wrote a

passage?

Many questions ask you what the AUTHOR means, NOT what YOU

think!

Knowing what the AUTHOR would

say can help you answer confusing

questions!

Look up the answers

Don’t remember them—find them!

Think of the passage as a reference book and refer back.

Don’t trust your memory!

Active Reading: Annotate

Write on your test as you read.

Use different marks to mean different things.

Circle names of people Underline critical phrases,

terms, main ideas Number ideas in a

sequence

No matter what, underline “key words” in the question stem.

Look for those “key words” in the passage.

Active Reading: Example from Prose Fiction (56A)

Question

4. According to the passage, one interest that Miguel Chico and Josie shared was:

F. musical concerts.

G. eating good food.

H. seeing movies.

J. going on family outings.

Text from Passage

“Even through he was one of Mama Chona’s pets, Josie adored him. Together, they loved and argued about books and movies and from the start, felt they could talk honestly to each other about most family matters. Their intimacy was born when they discovered that each found the wicked stepmother far more interesting than the boring Snow White, who deserved her even more boring and bland prince.” (lines 5-12)

Active Reading: Example from Prose Fiction (56A)

Question

8. It can reasonably be inferred from the passage that Miguel Chico’s father makes Miguel Chico feel:

F. nervous.

G. proud.

H. satisfied.

J. gratified.

Text from Passage

“Her nephew mumbled something noncommittal and was glad when his aunt and cousin did not ask him to repeat it. He felt the kitchen charged with antagonism toward each other, very like when he was in his father’s presence. Here, he was an observer, but he lost his appetite in an instant. Josie fixed three more crackers and offered him one. He took it and set it next to the other on the blue napkin in his lap.” (lines 52-59)

Active Reading: Example from Natural Science (56A)

Question

32. The passage suggests that polio and smallpox viruses differ from influenza viruses in that they:

F. cannot reproduce.

G. are more deadly.

H. lack surface proteins.

J. do not mutate as frequently.

Text from Passage

“More stable viruses, like smallpox and polio, are relatively easy to control with an effective one-time vaccine. Not influenza. Because the virus mutates so frequently, the flue vaccine must be concocted each year, based on scientists’ best guess of what surface proteins will determine the nature of the next season’s outbreak.” (lines 7-13)

Question

33. According to the passage, in order to reach the public in time for flu season, flu vaccines must be formulated approximately how far ahead of time?

A. Two years

B. Ten months

C. Six months

D. Twelve to fifteen weeks

Text from Passage

“Once they forecast the probable composition of the virus, scientists choose the appropriate antigens (substances that stimulate an immune response) to make their vaccine. They must know by mid-February of any year which antigens to include in the following winter’s formulations, if they hope to insure production of adequate amounts of vaccine for delivery by the start of flu season in December.” (lines 52-59)

Active Reading: Annotate

Underline or circle hinge words

Words or phrases that are used to alert you to shifts in thought

Words or phrases that are used to drive a point home

Answers are often located near hinge words!

Common Hinge Wordsbut, although,

however, nevertheless, on the other hand, despite, while, in spite of, consequently, alternatively

Question

34. The passage suggests that, as compared to the Asian and Hong Kong pandemics, the Spanish flu pandemic was more:

F. mild.

G.unexpected.

H. deadly.

J. common.

Text from Passage

“Compared with the Spanish flu pandemic, the more recent outbreaks were extraordinarily mild. When the Asian flu first emerged, the attack rate was the expected 25 percent, but the mortality rate was relatively low; about 70,000 Americans died. With the Hong Kong flu, there were just 28,000 deaths. This lower mortality rate could be traced to the fact that of the two major antigens on the virus’s surface, the Asian flue and Hong Kong flu differed in only one” (lines 36-44)

Schedule for Lesson #2: Active Reading

• Examine Specific Questions from Practice Test

• Identify Strategies to Help Answer Difficult

Questions

• Practice the Strategies

Question 2: Inference – Generalizations and Conclusions

Question

2. It can reasonably be inferred that Josie feels her mother will never allow her, Josie, to:

F. eat the sweet desserts she truly enjoys.

G. do things with the school’s popular students.

H. be comfortable with decisions she makes for herself.

J. enjoy the kind of life Miguel Chico has.

Text from Passage

“Not at all, Miguelito. But Josie knows she’s not supposed to eat between meals.” She spoke as if her daughter were a stranger in the room. Miguel Chico put down the cracker he had just buttered.

“Not you, Miguel. You’re a growing boy. You can eat as much as you want. It’s only natural…”

“Ofelia and Serena understand why I ask them to be careful about what and when they eat,” his aunt said. …”Do you think I’m being unreasonable?”

(lines 47-51)

Strategies to Help Answer This Question

• Prose Fiction Strategy #1: Watch Use of Word Choice for Effect

• Example: “She spoke as if her daughter were a stranger in

the room.”

• Prose Fiction Strategy #3: Pay Attention to Characters

• Dialogue (see example)

• Active Reading: Annotate: mark characters’ names

Question 2: Inference – Generalizations and Conclusions

Question

F. eat the sweet desserts she truly enjoys.

H. be comfortable with decisions she makes for herself.

Text from Passage

(lines 47-51)

Dialogue

Practice: Generalizations & Conclusions

PLEASE REFER TO YOUR PRACTICE PASSAGES

Question 31: Supporting Details

Question

31. According to the passage, it is NOT true that flu vaccines:

A. must continually be reformulated.

B. are designed based on scientists predictions.

C. have generally been effective to some degree.

D. can prevent a flu pandemic from occurring.

Text from Passage

The existence of the influenza vaccine may give us a sense of false security when it comes to the possibility of a pandemic outbreak of influenza. (A pandemic is an international epidemic, with disease occurring at a higher-then-expected rate on several continents at once.)

(lines 1-6)

• Active Reading: Structural Clues – Marking Keywords in the Question

Stem and Passage

• Example: “The existence of the influenza vaccine may give us a

sense of false security when it comes to the possibility of a

pandemic outbreak of influenza.”

• Active Reading: Keywords in the Question Stem

• Example: “According to the passage, it is NOT true that flu vaccines”

Question 31: Supporting Details

Question

31. According to the passage, it is NOT true that flu vaccines:

A. must continually be reformulated.

B. are designed based on scientists predictions.

C. have generally been effective to some degree.

D. can prevent a flu pandemic from occurring.

Text from Passage

The existence of the influenza vaccine may give us a sense of false security when it comes to the possibility of a pandemic outbreak of influenza. (A pandemic is an international epidemic, with disease occurring at a higher-then-expected rate on several continents at once.)

(lines 1-6)

Practice: Supporting Details

Question 38: Inference – Cause & Effect

Question

38. The passage indicates that random mutations take place during replication of the influenza virus because:

F. the arrangement of its genes is abnormal.

G. its genes are packaged in the form of RNA.

H. its RNA is passed on to its offspring intact.

J. this virus type renders antibodies ineffective.

Text from Passage

The explanation for the influenza virus’s mutability lies in the arrangement of its genes. Because its genetic material is packaged in the form of ribonucleic acid (RNA), random mutations during replication are relatively common and are passed on intact to the virus’s offspring. It takes just 12 to 15 weeks to change a flue virus’s genetic arrangement by a significant degree.

(lines 47-54)

• Active Reading: Structural Clues – Marking Keywords in the Question

Stem and Passage

• Example: “The existence of the influenza vaccine may give us a

sense of false security when it comes to the possibility of a

pandemic outbreak of influenza.”

• Active Reading: Keywords in the Question Stem

• Example: “According to the passage, it is NOT true that flu vaccines”

Question 38: Inference – Cause & Effect

Question

38. The passage indicates that random mutations take place during replication of the influenza virus because:

F. the arrangement of its genes is abnormal.

G. its genes are packaged in the form of RNA.

H. its RNA is passed on to its offspring intact.

J. this virus type renders antibodies ineffective.

Text from Passage

The explanation for the influenza virus’s mutability lies in the arrangement of its genes. Because its genetic material is packaged in the form of ribonucleic acid (RNA), random mutations during replication are relatively common and are passed on intact to the virus’s offspring. It takes just 12 to 15 weeks to change a flue virus’s genetic arrangement by a significant degree.

(lines 47-54)

Practice: Supporting Details

•Distracters Defined

•Examples of Distracters

• Practice Overcoming Distracters

Understand Distracters Distracters = the “other” answer choices

Distracters are THINKING CHALLENGES designed to make wrong answers seem correct

Prey upon your tendency to rush

They are supposed to DISTRACT YOU

Inference Questions: seek opinions from facts

The answers are not directly stated in the reading

Read your “road map” differently

ACT constantly tries to make distracters more distracting

Practice with them!

The FOUR (4) Types of Distracters

The Distortion

The Shift

The Unsupported Positive

The Extreme

Distracters: The Trick

There is usually ONE distracter that is REALLY DIFFICULT to get around.

Watch out for this distracter.

Which one depends on the question.

Distracter #1: The Distortion

The answer choice is wrong, either

completely or partially. It cannot be

verified by the passage.

Add words

Take out words

Flip words

Something as subtle as a not or un- in a

choice or question can be the key to the

correct answer.

Example of Distortion (56A, Prose Fiction)

Question

F. eat sweet desserts she truly enjoys.

H. be comfortable with decisions she makes for herself. (CORRECT)

Text from Passage

He and Josie were in the kitchen spreading apple butter on saltines…

(lines 47-51)

Distracter #1: Distortion

Which distracter is a “DISTORTION”?

Example of Distortion (56A, Prose Fiction)

Question

F. eat sweet desserts she truly enjoys. (DISTORTION)

The details in the passage show that Josie’s mother gets on her case about what she eats, and the details show that Josie was just eating sweets. However, it would be incorrect to say that Josie’s mother will never Josie to eat sweet desserts. Their conflict is more about Josie herself, not about her food choices.

Text from Passage

He and Josie were in the kitchen spreading apple butter on saltines…

(lines 47-51)

Distracter #2: The Switch

Answer choices may actually appear in the text

•BUT…it’s not the answer to the question you’re trying to answer

Watch for choices that are worded substantially like statements in the passage-direct repetition.

Remember-this is not a matching test!

Example of Switch (56A, Prose Fiction)

Question

F. eat sweet desserts she truly enjoys.

Text from Passage

Miguel Chico leaned to the clinical, if not the scientific, and took Josie’s side in most family quarrels. Enjoying his popularity and the privileges of a favorite grandchild, he was still denying what he saw in himself, let alone others, in those early years of learning to be the consummate pleaser.

(lines 23-28)

Distracter #2: Switch

Which distracter is a “SWITCH”?

Example of Switch (56A, Prose Fiction)

Question

G. do things with the school’s popular students. (SWITCH/DISTORTION)

J. enjoy the kind of life Miguel Chico has. (SWITCH)

The concept of “enjoying” appears in both the distracter and the passage. Additionally, in other parts of the passage, the narrator describes Josie’s jealousy of Miguel. However, the details in this paragraph are actually about Miguel.

Text from Passage

(lines 23-28)

Example of Distortion/Switch Blended (56A, Prose Fiction)

Question

G. do things with the school’s popular students. (SWITCH/DISTORTION)

J. enjoy the kind of life Miguel Chico has. (DISTORTION)

The word “popularity” is used to describe Miguel, amid other details about his and Josie’s relationship. The repetition of the words makes it an enticing choice.

Text from Passage

(lines 23-28)

Distracter #3: The Unsupported Positive

Choices that sound great - warm and fuzzy

SEEM reasonable and correct

Know your own biases and prejudices

Just because the choice says “because love is all we need,” doesn’t mean it’s is the answer to the

question you are being asked!

Example of Unsupported Positive (56A, Prose Fiction)

Question

F. nervous. (CORRECT)

G. proud.

H. satisfied.

J. gratified.

Distracter #3: Unsupported Positive

Which distracter is a “UNSUPPORTED

POSITIVE”?

Example of Unsupported Positive (56A, Prose Fiction)

Question

F. nervous. (CORRECT)

G. proud. (UNSUPPORTED POSITIVE)

H. satisfied.

J. gratified.

There is neither text that really supports this answer, nor text that would even lead one to choose this answer.

This choice is distracting solely because it plays on the bias image of a father as an encouraging figure who makes his son feel “proud.”

Distracter #4: The Extreme

An incorrect answer choice may include extreme words such as “always” and “completely.”

If you can think of one exception, or if the answer is debatable, then the extreme answer choice is incorrect.

Not all extreme answer choices are incorrect.

Extreme: Examples

A. Indians won all their battles.”

_________

D. they established an ideal

community.”

_________

F. the bank was always busy.

_________

H. Impressionism was an entirely different style of painting.

You can do this!!!

Focus, discipline, and PRACTICE are the keys to

success!!!

Be better tomorrow than

you were yesterday!

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