10th grade reading worksheets

Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Fall 2008

ELA/MME Unit of Study: READING

Grade 10

A Reading Test Genre Study for the

English Language Arts / Michigan Merit Exam

ELA/MME Unit of Study: Reading, Grade 10 2 Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter Oakland Schools Fall 2008

Reading Test Genre Study: Teacher Background

Test Genre Overview Reading for a timed, standardized test is a particular genre of reading. This six-day unit of study was designed as a reading test overview. Each lesson builds on the previous days strategies, so it is important that the lessons be taught in sequence. These lessons and activities were chosen because they address the content most commonly seen on the PLAN Test (the second of three levels of the ACT testing system). The key to becoming a successful PLAN Reading Test taker is to develop familiarity with exactly what will be on the test and practice to internalize effective test-taking strategies. We introduce a new strategy almost every day in the unit and dont spend much time reviewing strategies. Strategies should be reinforced and processed with students throughout the year. Day six should be used to practice timed sections. Individual students can choose the type of passage with which they feel they need the most practice.

Rationale for Tips and Strategies Students directly benefit from familiarity with the PLAN Reading Test, introduction to key test-taking strategies, and practice. These elements are addressed in various parts of the lessons, such as the Teaching Points and sample test passages. The work in this unit simulates actual testing conditions and helps students develop the much-needed familiarity that will save them valuable seconds, even minutes, when they are taking the timed test.

IMPORTANT NOTE: Students should not practice PLAN test-taking skills and strategies on a computer. The PLAN is a paper-and-pencil test, so it is essential that students practice writing with pencils. Practice materials found online should be printed and used in hard-copy form.

How to Obtain Practice Tests and Related Materials Many Active Engagement tasks require you to provide practice ACT reading passages to your students. Because the PLAN is essentially a pre-ACT, ACT materials can and should be substituted for practice PLAN materials as needed. The PLAN Reading Test, however, is shorter than the ACT, at a less difficult level, and does not include a Natural Science passage.

Some sample passages are included in this booklet, but you will need to provide additional passages to teach this unit.

Finding Additional Sample Passages ACT practice materials can be obtained at low- or no-cost in the following ways:

Your schools counseling office can provide you with multiple free copies of the current Preparing for the ACT, which includes a full-length practice test followed by an answer key.

The web page http://actstudent.org/testprep/ has a list of materials that include authentic ACT questions: 1. the online PDF version of the above-mentioned Preparing for

the ACT; 2. the Real ACT Prep Guide (includes three full-length practice

tests); and 3. the online Sample Test questions (one full-length practice test).

A list of other practice test materials available for purchase, including samples of ACT, EXPLORE, and PLAN tests, is attached at the end of this document; however, newer tests are retired often, so the order form may not reflect the most recent tests available. To receive the most recent additional materials, please phone ACT at 319/337-1429 for an order form. We recommend obtaining as many of these resources as possible for your classroom. Students are permitted to write in their test booklets on the actual test and will need their own copies of whatever practice materials you choose for each lesson.

ELA/MME Units of Study You can find this and other ELA/MME Units of Studyboth Reading and Writing, Grades 9-11on the Oakland Schools website at: http://www.oakland.K12.mi.us/elamme

Key Strategy The Process of Elimination (POE) is introduced to students on Day 2. This is the primary strategy for answering ALL multiple-choice questions on the PLAN (including those found in the math, science, and English sections). An essential goal of this unit is for students to understand that using the POE consistently will improve their scores.

We hope this unit will provide useful suggestions and better prepare your students for the English Language Arts/Michigan Merit Exam.


Organization of Daily Lessons

In each lesson you will find common features, described below. Italicized sections are suggested language for teachers to use in the classroom in order to provide clear and explicit instruction for students.

FOCUS The Focus is the topic to be addressed on a particular day. CONNECTION The Connection explains how a days lesson fits with the previous days lesson. It also highlights the purpose and strategies for the current lesson, making the instructional goals more transparent to students. MATERIALS List of teaching materials needed for a days lesson. TEACHING POINTS A Teaching Point is a central element of a lesson. It models how to use a particular strategy. Some days contain multiple Teaching Points. ACTIVE ENGAGEMENT Active Engagement is the opportunity for students, either on their own or in small groups, to practice what they just learned through the Teaching Points.

HANDOUT Each days lesson in this unit is followed by handouts and overheads. A binder clip icon indicates the item is a Handout for students on that day. All Handouts are copy-reproducible. Students should keep all Handouts in a folder. Many Handouts are used again in the following days lessons.

OVERHEAD Most lessons include pages to be displayed on an overhead projector; they are designated by the presenter icon shown above. The Overheads are designed so that they can be used to model strategies for students. A number of pages can be used as both Handouts and Overheads; they will have both the Overhead and Handout icons.

ANSWER KEY Immediately following some Handouts, you will find an Answer Key for the sample passages, questions, and charts; this key is designated by the icon shown above. WRAP-UP The Wrap-up is an opportunity for teachers to revisit the lesson Focus and activities for the day, answer any final questions, and preview the next days lesson. GRADEBOOK Each lesson ends with a suggestion for how teachers might use lesson activities for grading purposes.


ELA/MME UNIT OF STUDY: READING, GRADE 10 Overview: Daily Focus All unit materials are provided in this publication and the sample PLAN Test booklet distributed with it, except as noted otherwise below:

DAY Reading Genre Study 45-60 minute class meeting DAY Reading Genre Study

45-60 minute class meeting

1

Introducing the PLAN Reading Test and Strategies English, reading, and writing test structure Reading techniques Learning to mark-up the passage

Instructor must provide some materials see Finding Additional Sample Passages (p. 2)

4

Translating PLAN Question Types Question Stems

2

Reading Strategies and Question Types Using Process of Elimination (POE) Answering Main Idea and General Info

Questions Instructor must provide some materials see Finding Additional Sample Passages (p. 2)

5

Analyzing WorkKeys Understanding WorkKeys Reading for

Information Test Answering WorkKeys questions

3

PLAN Strategies: Reading Test Strategies Answering Line Detail Questions Answering Inference Questions

6

Designated Practice Session Simulated reading test sections Individually tailored PLAN and WorkKeys

practice Instructor must provide some materials see Finding Additional Sample Passages (p. 2)

NOTE: Day 6 is not a structured lesson plan included in this unit. This day should be designed by the teacher according to individual student or class needs. However, it is essential to use this day for timed practice sections of the PLAN Reading and/or WorkKeys tests.


DAY 1 - PLAN Reading FOCUS: Introducing the PLAN Reading Test and Strategies MATERIALS: Students should keep all materials for this unit in the ELA/MME Units of Study: Student Materials Folder since they will use them again on subsequent days. Day 1/Document 1 (Overhead/Handout) PLAN Structure and

Overview (p. 7) Day 1/Document 2 (Overhead/Handout) PLAN Reading Test

Overview (p. 8) Day 1/Document 3 (Overhead/Handout) Learning How to Mark-it-

up (p. 9) Day 1/Document 4 Learning How to Mark-it-up Answer Key (p. 10) Day 1/Document 5 Modeling Mark-it-up Script for Teachers (p. 11) Day 1/Document 6 (Handout) Reading Strategies (p. 12) Day 1/Document 7 (Overhead/Handout) General PLAN Test-

Taking Tips (p. 13) Teacher-Provided Additional Sample ACT/PLAN Reading Passages

and Questions (see Finding Additional Sample Passages on p. 2) CONNECTION: Over the next few days, you are going to study what PLAN Reading Test takers know and do; this will help you feel confident when taking the PLAN Reading Test. Good test-takers develop familiarity with how tests look and, as a result, know what to do. They expect to find: questions following reading selections, passages that are boring or hard to read, and questions that are written in unusual ways. Today you are going to learn about the PLAN Test structure, the PLAN Reading Test content, and strategies for approaching your reading of the passages. TEACHING POINT 1: Knowing exactly what to expect is key to doing well on any timed, standardized test. Good test takers know exactly how many questions are in each section, what kinds of questions there are, and how much time there is to answer them. The PLAN Reading Test directions never change. Familiarize yourself with them now, and dont waste time on test day reading directions. Lets take a look at the overall structure for the entire PLAN Test.

HANDOUT: Day 1/Document 1 PLAN Structure and Overview

Display Day 1/Document 1, and ask students to follow along with you. Notice that youll be required to quickly shift gears between the different sections. Similarly to how you move from math class to English class to science class throughout the school day, you will need to prepare yourself for moving from one type of work to another. As soon as you finish the math section, you will shift your focus to reading long passages and answering questions. TEACHING POINT 2: PLAN Test takers know that time is of the essence on each section of the test. On the PLAN Reading Test, reading quickly and not getting bogged down by details is an important skill. Youll want to spend most of your time answering the questions, and Ill show you how to do that. Lets look at the PLAN Reading Test Overview handout.

HANDOUT: Day 1/Document 2 PLAN Reading Test Overview

Display Day 1/Document 2. You have 20 minutes to read 3 passages and answer 25 questions. This means that you have about 7 minutes to read each passage and answer the 8 to 9 questions that follow it. The same way that the directions never change, the 3 passage typesProse Fiction, Social Science, and Humanitieswill always be on the Reading Test and always in exactly the same order. TEACHING POINT 3: In order to read quickly and effectively, you must mark-up each passage as you read it. Marking-up is the process of making notes in your test booklet as you read; these notes will allow you to quickly find answers to the questions. Lets see how everyone is currently approaching this type of reading.


HANDOUT: Day 1/Document 3 Learning How to Mark-it-up ACTIVE ENGAGEMENT 1: Before I model an approach, lets see what you do. Right now, I would like you all to pick up your pencils and take three or four minutes to read the sample passage in front of you, trying to mark it up with whatever notes you think are useful for answering possible questions. Give students ~3-4 minutes to read and make marks on the passage. What are some of the things you marked up? Walk around and select two or three examples from students work using non-judgmental phrasing such as I noticed John did this Emphasize to students that while their current note-taking methods might be effective for other school work, you will show them some additional strategies for note-taking that are effective for the ACT/PLAN tests. TEACHING POINT 4: Watch me as I read and mark-up a passage. Display Day 1/Document 3 (Learning How to Mark-it-up). Begin reading through the passage silently, using a pen to mark up the passage accordingly. As you make marks and notes, explain to students your rationale for doing so. Use Day 1/Document 4 (Learning How to Mark-it-up Answer Key) and follow the Modeling Marking-it-up Script for Teachers (Day 1/Document 5) for this Teaching Point.

HANDOUT: Day 1/Document 6 Reading Strategies Teacher-Provided Additional Sample ACT/PLAN Reading Passages and Questions (see Finding Additional Sample Passages on p. 2)

ACTIVE ENGAGEMENT 2: Lets practice with the mark-it-up strategy. I would like you to first read the sample passage to yourself, marking-it-up as you go using the techniques that I just modeled and that you see on your Reading Strategies handout (Day 1/Document 6). Remember to sum-up the main idea in a few words when youre done. After youve finished marking-it-up and summing-it-up, compare notes

with your partner and discuss why you marked what you did. After 3-4 minutes, encourage students to stop reading and move on to discussing their notes with their partners. Students will struggle in the beginning to read the passage as quickly as they need to. Remember, the more you rely on marking-it-up, the more quickly you will be able to address the questions. If time allows, ask students to continue with additional passages and/or re-visit the sample passage as a class by asking different pairs what they marked up and why, as well as how they summed it up.

HANDOUT: Day 1/Document 7 General PLAN Test-Taking Tips

WRAP-UP: Display Day 1/Document 7. Remember, today we learned that knowing what to expect on the test, such as knowing the directions ahead of time, along with reading quickly and marking-up the passage, are key factors in scoring well on this test. Additionally, as its noted here on your Test-Taking Tips handout, you should remember to only use pencil as you practice and to write on your test booklet instead of using scratch paper. Hold onto this handout because tomorrow we will be focusing on the fourth point, using the Process of Elimination. We will also learn how to use our mark-it-up strategy to help us answer two common types of PLAN Reading Test Questions. GRADEBOOK: Teachers may consider assigning participation points for students by checking their mark-it-up notes or by assigning a sample passage or two to be marked-up for homework.


GRADE 10: Day 1/Document 1

PLAN Structure and Overview

Section 1: English 50 questions 30 minutes Standard written English usage and mechanics, and rhetorical skills

Section 2: Math 40 questions 40 minutes Pre-Algebra, algebra, and geometry Section 3: Reading 25 questions 20 minutes

Reading comprehension in prose fiction, social science, and humanities

Section 4: Science 30 questions 25 minutes

Data representation in chemistry, research summaries in physics, and conflicting viewpoints in biology

TOTAL 145 questions 1 hour, 55 min



PLAN Reading Test Overview Directions: There are three passages in this test. Each passage is followed by several questions. After reading a passage, choose the best answer to each question, and fill in the corresponding oval on your answer document. You may refer to the passages as often as necessary. Three Passage Types: Prose Fiction 8-9 questions ~7 minutes Short stories or excerpts from short stories or novels Social Science 8-9 questions ~7 minutes Anthropology, archaeology, biography, business, economics, education, geography, history, political science, psychology, and sociology Humanities 8-9 questions ~7 minutes Architecture, art, dance, ethics, film, language, literary criticism, music, philosophy, radio, television, and theater (in the form of memoirs and personal essays)



Learning How to Mark-it-up

The following passage is taken from a book that attempts to correct common misconceptions about American history. It would be an exaggeration to 5 speak of Thomas Paine as the most prominent or most persuasive champion of the American Revolution. In fact, it could be argued that his message was more typical of the minority perspective. It is 10 true that Paines famous pamphlet Common Sense swayed many of the undecided, and helped stir up the ground swell of opinion that would lead to the signing of the Declaration of 15 Independence. However, Paine was far more radical in his rejection of England than were many of his revolutionary compatriots. Indeed, colonial North Americans were generally persuaded that 20 the British political system represented the most democratic of existing governments. Most of Paines contemporaries viewed themselves as heirs to the traditional liberties of Englishmen, and 25 justified revolution as a means to reassert their basic, constitutional rights. In this respect, the majority of Americans considered the impending rebellion to be nothing more or less than another chapter 30 in the history of English resistance to tyranny. Such colonists styled themselves as the defenders of the British Constitutions, traditionalists who sought to correct an illegitimate exercise of power. 35 King and Parliament had wrongfully denied colonists their rights as Englishmen, and it was this abuse of authoritynot the entire package of

English political theorythat they wished 40 to overthrow. In contrast, Paine argued that the British political system was essentially, and fatally, flawed. While Paine acknowledged that the British Constitution 45 and Parliament might lend England the appearance of democracy, this appearance was deceptive. England was a society of hereditary privilege. In Common Sense, Paine attacked the British system as 50 hopelessly undemocratic, and urged Americans to seek their freedom entirely outside of the traditions of the corrupt Old World. Instead of trying to secure historically established rights, Paine 55 believed that Americans should seek out unprecedented new liberties, such as the right of free trade. The revolution that Paine advocated, therefore, represented a radical and sharp break with the English 60 past. To the degree that Americans actually severed ties with England, and committed themselves to the ideal of universal liberty, Paines dreams were 65 realized. Yet the revolutionary movement in America was always tempered by a conservative strain. Although the leaders of the Revolution shared Paines idealistic faith in the abilities of the common man, 70 they also possessed a worldly appreciation for the value of the ancient political institutions and procedures of their day. English rule may have been rejected, but the tested institutions of English political 75 theory were not. Dominated by such practical, politically experienced men, the Revolution was steered from the extreme course proposed by Thomas Paine.

80 Passage provided by Emily Douglas



Learning How to Mark-it-up Answer Key

Passage provided by Emily Douglas


The following is an example of the think-aloud rationale that accompanies the Learning How to Mark-it-up Answer Key on the previous page. The important thing to remember is to demonstrate and emphasize consistency, to explain your rationale, and to use the Day 1/Document 6 reading strategies: reading for main idea/ignoring details; underlining main ideas, descriptions, and points of view; circling examples and shifters; marking + and points in the passage; and summing up the main idea in a few words. Marking these specific items in the passage provides students with the most effective means of quickly and correctly answering the test questions. To begin, Im going to circle exaggeration, so I can look for descriptions of what this exaggeration is in the passage. Im going to circle in fact because that type of phrase is used to note something important, so Ill also underline this point about the minority perspective. This piece here about Common Sense seems like a positive, influential piece of information, so Ill mark that as well. Im going to circle the sentence shifter however and the word indeed because those are used to show a contrast between two ideas and an important point. Im going to circle most of Paines contemporaries, so I can easily remember what this paragraph is talking about. And Im going to underline this mention of such colonists, so I keep in mind that the colonists and his contemporaries are the same people. Next Im going to circle in contrast because its showing an important shift, like the word however did, and Im going to underline the rest of the sentence, so I can easily look back and see what Paine argued for. Similarly, Im going to underline this part about Paine believed because his beliefs seem to be important to the main idea of the passage. And Im going to circle the word therefore and underline radical and sharp break because theyre again describing his beliefs and making an important point. Im going to circle two more shifter wordsyet and althoughso I can find the points following them very easily. Im also going to underline the extreme course proposed by Thomas Paine because it goes along with the other words used to describe him, like radical and extreme. Finally, Ill write myself a quick sum-it-up note to help me answer any main idea questions that might be on the test.


Modeling Mark-it-up Script

for Teachers



Reading Strategies

1. Read quickly. 2. Read for main idea and tone/attitude; ignore details. 3. Read the entire passage (dont just read the first and last

sentence and assume you know what its about!). 4. Prepare yourself for boring or difficult passages. 5. Underline main ideas, descriptions, and points of view. 6. Circle examples and shifters. Shifters are words like

however, although, despite, even though, nonetheless, and but. Theyre important because they indicate a major shift is coming up in the passage that will most likely be tied to one or more of the questions.

7. Mark (+) or () to indicate positive or negative tone, attitudes,

and examples. 8. Sum up what you just read in a few words somewhere next to

the passage.



General PLAN Test-Taking Tips

1. Read and remember the directions for each section of the test. Directions never change, and you dont want to waste time reading them on test day!

2. Do not use pens or highlighters. You will only be allowed to

use pencils on test day, so make sure you are comfortable using one when you practice.

3. Try to write in your test booklet as much as possible.

4. Always use Process of Elimination (POE) to eliminate

incorrect answer choices before choosing the correct answer. This applies to ALL multiple questions in the English, math, reading, and science sections of the test.

5. Make sure to wear a watch. You will need to keep track of the

time. Do not rely on the proctor to keep track for you.

6. Never leave a question blank. If you are about to run out of time, make sure to fill in the remaining bubbles on your answer sheet. There is no guessing penalty, so you should always fill in all bubbles before time is up.

7. Avoid cramming for the test the night before. This usually

makes your score go down, not up!


DAY 2 - PLAN Reading FOCUS: Reading Strategies and Question TypesProcess of Elimination (POE), Main Idea Questions, General Info Questions MATERIALS: Materials from previous day Day 2/Document 1 (Overhead) Process of Elimination (POE)

Sample Question (p. 16) Day 2/Document 2 (Handout) POE Strategies (p. 17) Day 2/Document 3 (Overhead/Handout) Answering Main Idea

Questions (p. 18) Day 2/Document 4 Answer Key for Answering Main Idea Questions

(p. 19) Day 2/Document 5 (Overhead/Handout) Answering General Info

Questions (p. 20) Day 2/Document 6 Answer Key for Answering General Info

Questions (p. 21) Teacher-Provided Additional Sample ACT/PLAN Reading Passages

and Questions (see Finding Additional Sample Passages on p.2) CONNECTION: Yesterday you learned what to expect on the PLAN Reading Test and how to mark-up the passages as you read. Today you will learn how to answer questions using the Process of Elimination (POE) and how to use reading strategies to help you quickly answer two of the most common question types on the Reading Test: Main Idea and General Info Questions. TEACHING POINT 1: Students who are familiar with tests like the PLAN know that they must be careful of distracter answer choices. Distracter answer choices are answer choices that are carefully written to look correct but are actually incorrect. So our goal on the Reading Test is to first identify these distracter answer choices and cross them out using the POE. ACTIVE ENGAGEMENT 1: Let me show you what we can do using the POE. Display Day 2/Document 1 (Process of Elimination Sample Question). Lets look at this question. I cant find the correct answer if I dont know who the fourteenth president was. But if I first focus on finding answer choices that I know are incorrect, I can narrow it down to

the right answer, even though I have no idea who the fourteenth US president was. I start with answer choice A and work my way down, crossing off wrong answers as I go. If I come to a choice that Im not sure about, Ill leave it alone for the time being, and move onto the next choice. Remember never to eliminate an answer choice that youre not sure about because it might be the right answer! Ask your class to go through each answer choice on the overhead and help you decide whether or not you should eliminate it. Be sure to actually cross off wrong answer choices as you go. Students will quickly see that even though they may never have heard the name Franklin Pierce, they can easily eliminate the other choices based on what they know about them.

HANDOUT: Day 2/Document 2 POE Strategies Students should take out Day 1/Document 3

Learning How to Mark-it-up TEACHING POINT 2: Walk students through each of the four types of common incorrect answer choices on Day 2/Document 2 (POE Strategies). Using POE is particularly helpful in answering two of the most common question types: Main Idea Questions and General Info Questions, also known as Just Think About It and Just Look It Up Questions. Ask students to look at Day 1/Document 3 (Learning How to Mark-it-up). By using our marking-it-up strategy on yesterdays passage, we can easily eliminate incorrect answer choices on these two types of questions. Lets look at the Main Idea Question type first.

HANDOUT: Day 2/Document 3 Answering Main Idea Questions

ACTIVE ENGAGEMENT 2: Display Day 2/Document 3. Read Question 1 aloud to students. Any time you see language like the primary purpose of the passage, it means that we are looking for the main idea of the passage, and all we need to do is look at the sum-it-up note that we wrote while marking-up the passage. So, lets look back at what I wrote on yesterdays passage. Display the marked-up Day 1/ Document 3 (Learning How to Mark-it-up) and revisit what you wrote for


sum-it-up. Then display Day 2/Document 3 (Answering Main Idea Questions) again. I said that the passage discussed Paines extreme, radical ways of thinking. We call the strategy for answering Main Idea Questions Just Think About It because all you have to do is think about how you summed up the passage. If you read quickly and summed up the main idea, you should never have to re-read parts of the passage to answer this question type. Now, using POE, lets go through the answer choices, see which ones DO NOT match that main idea, and eliminate them. As you go through the answers, ask students to think carefully about each choice; then look at their POE Strategies handout (Day 2/Document 2) to help them determine which ones might be incorrect. Keep in mind that after you eliminate incorrect choices, youll be looking for a correct answer choice that is a paraphrase, or a similar meaning using different wording, of what we said for sum-it-up. Finish up by showing students the two other questions on Answering Main Idea Questions (Day 2/Document 3) and drawing their attention to the different ways of wording a Main Idea Question.

HANDOUT: Day 2/Document 5 Answering General Info Questions

TEACHING POINT 3: Now that weve looked at a Main Idea Question, lets look at some examples of General Info Questions, which are the most common question types on the PLAN Reading Test. Display Day 2/Document 5 (Answering General Info Questions). For these types of questions, we just have to look up the answer using our mark-it-up notes. But remember, although youre going back to look up the correct answer, you still want to use POE to eliminate incorrect answer choices first. ACTIVE ENGAGEMENT 3: Display Day 1/Document 3 (Learning How to Mark-it-up), and go through each General Info Question as a class using the Answering General Info Questions handout (Day 2/Document 5). Follow the same pattern that you used with Main Idea Questions by reading each question and immediately following the steps listed at the top of the handout. Remember, the better you are at marking-up a

passage when you read it, the easier it will be to just look up the answer by using the marks you made.

HANDOUT: Teacher-Provided Additional Sample ACT/PLAN Reading Passages and Questions (see Finding Additional Sample Passages on p. 2)

ACTIVE ENGAGEMENT 4: Now lets try this process using a different reading passage and questions. Ask students to work in pairs. They should be using different sample passages than the ones used on Day 1. Pairs should:

1. read the passage silently, marking-up as they go; 2. identify the questions for each passage that are either Main Idea

or General Info Questions; and 3. use their mark-it-up notes and the POE Strategies handout (Day

2/Document 2) to answer each question. WRAP-UP: As a class, revisit a few of the questions; discuss what kind of question each was and why certain incorrect answer choices were eliminated. Today we saw how the reading strategies we learned yesterdayreading quickly and marking-up the passagecan help us answer Main Idea and General Info Questions quickly. We also learned how to use POE to narrow down our possible answer choices. Tomorrow well learn how to use all of these strategies to answer other types of questions. GRADEBOOK: Teachers may consider assigning participation points at the end of class for handouts and sample-passage work where the marking-it-up strategy and POE were used correctly, as well as for answered questions. Teachers might also consider assigning an additional point or two for bringing back the previous days handouts.



Process of Elimination (POE) Sample Question

1. Who was the fourteenth president of the United States of America? A. George Washington B. Arnold Schwarzenegger C. Chris Rock D. Franklin Pierce E. Al Gore



Process of Elimination (POE) Strategies

EXTREMES. Pay attention to the adjectives and adverbs used in the answer choices. Descriptors that sound extreme, such as hateful or ecstatic are often too extreme and indicate a seductive and incorrect answer choice.

ABSOLUTES. Beware of answer choices with absolutes.

Words like always, never, everyone, and all usually indicate a wrong answer choice.

BAIT AND SWITCH. Watch out for answer choices that use

the EXACT same wording as the passage because its usually a trick! Correct answers are always a paraphrase of the actual passage and will not include the exact same wording.

NOT MENTIONED, BUT SOUNDS GOOD. Look out for

answer choices that sound correct based on what you read but that were never actually mentioned in the passage.



Answering Main Idea Questions Just Think About It

Step 1: Look back at your sum-it-up note. Step 2: Make sure you have a general idea of what the passage is aboutJust think about it! Step 3: Eliminate incorrect answer choices, such as ones that focus on

details of the passage or use the exact same wording as the passage.

1. The primary purpose of the passage can best be described as an effort to:

OR 2. The authors purpose in writing this passage is most likely to: A. describe the revolutionary tone of Paines writing in his pamphlet, Common Sense B. show that Paine was the most advanced thinker of his time C. argue that Paine was more traditional than his contemporaries D. explain the radical nature of Paines attitude toward the British political system

OR

3. One of the main arguments the author is trying to make in the passage is that: A. Paines tone in Common Sense is revolutionary B. Paine was the most advanced thinker of his time C. Paine was more traditional than his contemporaries D. Paine had a radical attitude toward the British political system


Step 1: Look back at your sum-it-up note. Step 2: Make sure you have a general idea of what the passage is aboutJust think about it! Step 3: Eliminate incorrect answer choices, such as ones that focus on details of the passage or use the exact same wording as the passage. 1. The primary purpose of the passage can best be described as an effort to:

OR 2. The authors purpose in writing this passage is most likely to: A. describe the revolutionary tone of Paines writing in his pamphlet, Common Sense [too specific for main idea] B. show that Paine was the most advanced thinker of his time [extreme] C. argue that Paine was more traditional than his contemporaries [bait and switch] D. explain the radical nature of Paines attitude toward the British political system

OR

3. One of the main arguments the author is trying to make in the passage is that: A. Paines tone in Common Sense is revolutionary B. Paine was the most advanced thinker of his time C. Paine was more traditional than his contemporaries D. Paine had a radical attitude toward the British political system


Answer Key for

Answering Main Idea Questions



Answering General Info Questions Just Look It Up

Step 1: Just Look It Up using the marks and notes you made while reading. Step 2: Eliminate incorrect answer choices, such as ones that use

extremes, absolutes, bait and switch, or not mentioned but sounds good.

4. Which of the following best describes the difference between the colonists attitude towards England and the radical attitude of Thomas Paine? A. Colonists viewed England as compassionate and Paine viewed England as neglectful B. Colonists relied on English help and Paine avoided it

C. Unlike Paine, most colonists wanted to keep certain aspects of the English government

D. Unlike most colonists, Paine wanted the United States to form a more traditional government

5. Which of the following best describes the effect that Common Sense had on the American people?

A. It had little effect on common American opinion B. It affected people more than the Declaration of Independence did C. It inspired a rebellious spirit in those who chose not to follow English ways D. It caused Americans to recognize the importance of minorities 6. The authors attitude toward the subject of the passage is best described as one of: A. disapproval B. admiration C. outrage D. interest


Step 1: Just Look It Up using the marks and notes you made while reading. Step 2: Eliminate incorrect answer choices, such as ones that use

extremes, absolutes, bait and switch, or not mentioned but sounds good.

4. Which of the following best describes the difference between the colonists attitude towards England and the radical attitude of Thomas Paine? A. Colonists viewed England as compassionate and Paine viewed England as neglectful [Not mentioned and inaccurate]

B. Colonists relied on English help and Paine avoided it [Not mentioned but sounds good]

C. Unlike Paine, most colonists wanted to keep certain aspects of the English government

D. Unlike most colonists, Paine wanted the United States to form a more traditional government [bait and switch]

5. Which of the following best describes the effect that Common Sense had on the American people?

A. It had little effect on common American opinion [extreme, opposite] B. It affected people more than the Declaration of Independence did [not mentioned] C. It inspired a rebellious spirit in those who chose not to follow English ways D. It caused Americans to recognize the importance of minorities [bait and switch] 6. The authors attitude toward the subject of the passage is best described as one of: A. disapproval [extreme, inaccurate] B. admiration [not personal] C. outrage [extreme] D. interest


Answer Key for

Answering General Info Questions


DAY 3 - PLAN Reading FOCUS: Reading Strategies and Question TypesLine Detail Questions and Inference Questions MATERIALS: Materials from previous days Day 3/Document 1 (Handout/Overhead) Answering Line Detail

Questions (p. 24) Day 3/Document 2 Answer Key for Answering Line Detail

Questions (p. 25) Day 3/Document 3 (Overhead) Writers Imply, Readers Infer (p. 26) Day 3/Document 4 Answer Key for Writers Imply, Readers Infer

(p. 27) Day 3/Document 5 (Handout/Overhead) Answering Inference

Questions (p. 28) Day 3/Document 6 Answer Key for Answering Inference

Questions (p. 29) Day 3/Document 7 -- Sample PLAN Reading Test Passage (p.30,

Passage III, from PLAN Sample Test Booklet, Test Number 26D). Day 3/Document 8: Answer Key Sample PLAN Reading Test

Passage (p. 32, Passage III, from PLAN Sample Test Booklet, Test Number 26D).

CONNECTION: Yesterday we learned how to use the Process of Elimination (POE) and how to answer Main Idea and General Info Questions. Today we will continue to work with question-answering strategies for two other question types: Line Detail Questions and Inference Questions.

HANDOUT: Day 3/Document 1 Answering Line Detail Questions.

Students should take out Day 1/Document 3 Learning How to Mark-it-up

TEACHING POINT 1: A Line Detail Question is any question that cites specific line numbers or paragraph(s). On the PLAN Reading Test, these questions tell you exactly where to look for the answer, which

makes them easier than other question types! Display Day 3/Document 1 (Answering Line Detail Questions), and walk the students through Steps 1-3. Then, display Day 1/Document 3 (Learning How to Mark-it-up); model for students where you would start and stop re-reading to answer the sample questions. In order to find the primary focus of lines 23-40, Im going to start reading 1 or 2 sentences before the section and read through line 42. Based on my reading, Im going to come up with a main idea for these lines. It sounds to me like this paragraph is about the colonists view of government. Now lets use POE to eliminate answer choices for Question 7. Choice B may be eliminated because Paines revolutionary thinking is not mentioned in this paragraph. The information about English political theory is a detail in the paragraph, not the main idea, so we may eliminate choice D. C may be eliminated because it is too broad to be the main idea of this paragraph. A is the correct answer. ACTIVE ENGAGEMENT 1: Now lets try the same thing with Question 8. Read the question, and find the line number it references; then, read the passage, starting one to two sentences before that line and ending one to two sentences after it. Note that this question is asking about the meaning of a particular phrase as it is used in the passage. Continue using POE as you go. After students complete Question 8, discuss the correct and incorrect answers as a group. Repeat with Question 9. TEACHING POINT 2: An Inference Question is a question that asks you about something suggested or implied in the passage rather than directly stated. This type of question requires you to make an inference, that is, you combine what is stated in the text with what you already know. An inference is based on your own thinking, but is supported by the text. Display Day 3/Document 3 (Writers Imply, Readers Infer). Read the passage aloud. Use the questions after the passage to interpret the text. Discuss the inferences that readers must make to make sense of the passage and answer the questions. Then, walk students through how you are interpreting the passage. The events most likely take place at the movies. I made that inference because the characters are buying tickets and popcorn. I can infer that it is most likely the afternoon because if it had been an evening movie, the tickets would have been more expensive. Maybe the characters are on a date since he bought her ticket. It is implied that he is a nice guy because he won't take the money she offers


him. Youll notice that none of these answers are directly stated in the text, but that you can still figure out what is happening based on the information given. That is what it means to infer.

HANDOUT: Day 3/Document 5 Answering Inference Questions

ACTIVE ENGAGEMENT 2: Display Day 3/Document 5. Now look at Question 10. Notice that it is both a Line Detail Question and an Inference Question. So lets use our line-detail strategy and what we just learned about inferring to eliminate incorrect choices and find the right answer. Repeat with Question 11.

HANDOUT: Day 3/Document 7 Sample PLAN Reading Test Passage (p. 30, Passage III, of Sample Test Booklet and Answer Sheet 26D)

ACTIVE ENGAGEMENT 3: Students should read the Sample PLAN Reading Test passage, making sure to incorporate their mark-it-up strategy, and answer the questions for that passage using the strategies they have learned. Display the answer key on the overhead, or write the answers on the board. WRAP-UP: With the class, discuss the questions and answers, particularly those that were confusing to students. Now you know how to use the POE strategy and the line-detail strategy to answer Line Detail and Inference Questions. At this point, you have learned how to tackle the most common types of PLAN Reading Test questions. Tomorrow, well review those strategies and spend some time learning how to understand, or translate, other question types. GRADEBOOK: Teachers may consider assigning participation points at the end of class for handouts and sample-passage work where the marking-it-up strategy and POE were used correctly, as well as for answered questions. Teachers might also consider assigning an additional point or two for bringing back the previous days handouts.

Another option would be to ask students to write their own Line Detail and Inference Question(s) for a previous reading assignment from your class. They would need to model the question and answer choices after PLAN Reading Test questions, and offer a rationale for the correct and incorrect answer choices.



Answering Line Detail Questions Refer to the sample passage in Day 1/Document 3 (Learning How to Mark-it-up). Step 1: Find the specific lines or paragraph cited. Step 2: For line references, re-read starting two lines before, and ending two

lines after, the citation. For paragraphs, re-read the paragraph cited. Step 3: Eliminate incorrect answer choices, including those that provide

information found in other sections of the passage. 7. The primary focus of lines 2340 is: A. the view of English government held by Paines fellow colonists B. the revolutionary way of thinking that Paine demonstrated C. the reality of the relationship between England and the United States D. the abuse of English political theory 8. As it is used in the passage, the phrase hereditary privilege (line 47) refers to the: A. family heritage that Thomas Paine wrote about in Common Sense B. disadvantages of living in England rather than the United States C. English habit of favoring tradition and birthright D. political rights of the United States 9. As it is used in line 32, the word styled most nearly means: A. improved B. decorated C. considered D. deceived


Step 1: Find the specific lines or paragraph cited. Step 2: For line references, re-read starting two lines before, and ending two

Step 3: Eliminate incorrect answer choices, including those that provide information found in other sections of the passage.

7. The primary focus of lines 2340 is: A. the view of English government held by Paines fellow colonists B. the revolutionary way of thinking that Paine demonstrated C. the reality of the relationship between England and the United States D. the abuse of English political theory [Question 7: This question is asking for the main idea of lines 2340. You need to re-read it and just think about it.] 8. As it is used in the passage, the phrase hereditary privilege (line 47) refers to the: A. family heritage that Thomas Paine wrote about in Common Sense B. disadvantages of living in England rather than the United States C. English habit of favoring tradition and birthright D. political rights of the United States [Question 8: This question requires you to understand a phrase in-context in relation to a larger theme discussed in the passage.] 9. As it is used in line 32, the word styled most nearly means: A. improved B. decorated C. considered D. deceived [Question 9: This question requires you to re-read line 32, come up with you own synonym for styled and then find the answer choice most similar to your synonym.]

GRADE 10: Day 3/Document 2 Answer Key for

Answering Line Detail Questions



Writers Imply, Readers Infer

He put down $20.00 at the window. The woman behind the window gave him

$10.00. The person next to him gave him $5.00, but he gave it back to her. So, when

they went inside, she bought him a large bag of popcorn.

1) Where do these events take place? 2) What time of day is it? 3) Do you think they are on a date? 4) Is he a nice guy? Passage adapted from: Beers, Kylene. When Kids Can't Read What Teachers Can Do. Portsmouth: Heinemann, 2003. 62-63.



Answer Key for Writers Imply, Readers Infer

(answers may vary)

He put down $20.00 at the window. The woman behind the window gave him

$10.00. The person next to him gave him $5.00, but he gave it back to her. So, when

they went inside, she bought him a large bag of popcorn.

1) Where do these events take place? The movies because they are buying tickets and popcorn. 2) What time of day is it? Probably the afternoon because if it had been an evening movie, the tickets would have been more expensive. 3) Do you think they are on a date? Yes, because he buys her ticket. 4) Is he a nice guy? Yes, because she offers him money for her ticket and he won't take it.



Answering Inference Questions Refer to Day 1/Document 3 Learning How to Mark-it-up. 10. It can be inferred from lines 5-10 that: A. the minority perspective is overlooked in America B. many people misunderstand Paines role in American history C. Thomas Paine has never been a well-known historical figure D. Americans are only now realizing how conservative Thomas Paine was 11. It is reasonable to conclude from the passage that if Thomas Paine had never written Common Sense: A. the Declaration of Independence never would have been signed B. some other revolutionary colonist would have written it instead C. American history might have looked somewhat different D. English tyranny would have ended the colonists hopes for freedom



Answer Key for Answering Inference Questions

Refer to Day 1/Document 3 Learning How to Mark-it-up. 10. It can be inferred from lines 5-10 that: A. the minority perspective is overlooked in America [not mentioned] B. many people misunderstand Paines role in American history C. Thomas Paine has never been a well-known historical figure [extreme; inaccurate] D. Americans are only now realizing how conservative Thomas Paine was [opposite] 11. It is reasonable to conclude from the passage that if Thomas Paine had never written Common Sense: A. the Declaration of Independence never would have been signed [too extreme] B. some other revolutionary colonist would have written it instead [not supported] C. American history might have looked somewhat different D. English tyranny would have ended the colonists hopes for freedom [not supported]


Grade 10: Day 3/Document 7

Sample PLAN Reading Test Passage I am an autobiographer as opposed to a fiction

writer. In my case I have to remember facts and try to use my talent or my art or my creativity to tell the truth about the facts. I submit that theres a world of difference between truth and fact. Fact tells us the data: 5 the numbers, the places where, the people who, and the times when. But facts can obscure the truth. Because I write about a time when real people were aliveI mean, its not as if that is a time which I can create out of the full complement of my imaginationI have to 10 get back to get the facts. But then I have to do something else in order to tell the truth of the matter.

Sometimes one is obliged to take time out of time and to redefine, to set the time at another time. Or take things out of consequence, out of sequence. They 15 become more consequential when you have the liberty to take them out of sequence.

I suppose I do get blocked sometimes but I dont like to call it that. That seems to give it more power than I want it to have. What I try to do is write. 20 I may write for two weeks the cat sat on the mat, that is that, not a rat, you know. And it might just be the most boring and awful stuff. But I try. When Im writing, I write. And then its as if the muse is convinced that Im serious and says, Okay. Okay. Ill come. 25

To write well, to write so that a reader thinks shes making up the book as she goes along., thats hard. To be in such control of language! First off, one has to translate what one thinks into words, which is always impossible. And then into such gracious and 30 graceful words that the reader can take it in, almost as a palliative, without even knowing, and be somehow increased as a result. That means that one is offering the reader something twice translated: The reader is going to translate it again. So, to write it so well that 35 you can at least approximate what you mean to say, thats very hard. And to write so that it seems to leap off the page

Maybe, if a writer is hesitant to get to a depth in a character, to admit that this fictional character does 40 this, or thinks this, or has acted this wayor that an event was really this terrifyingthe brain says, Okay, you go on and go to sleep, Ill take care of it. Ill show you where that is.

One sees that the brain allows the dreamer to be 45 more bold then he or she ever world be in real time. The dream allows the person to do things, and think

things, and go places, and be acted upon. The person, in real time, would never do those things. It may be thats a way the brain has of saying, Well let me let 50 you come on down and see what really is down here.

Theres a phrase in West Africa called deep talk. When a person is informed about a situation, an older person will often use a parable, an axiom, and then add to the end of the axiom, Take that as deep 55 talk. Meaning that you will never find the answer. You can continue to go down deeper and deeper. Dreams may be deep talk. ACT Reprinted with permission


17. Which of the following statements best describes the role of facts in Angelous writing? A. Facts enhance Angelous creativity, but the people she writes about come straight from her imagination. B. Facts are ignored in Angelous writing, and instead she relies on her creativity and imagination. C. Facts provide the basis for Angelous writing, but they dont get at the truths present in the stories she

tells. D. Facts are used in sequence even though they sometimes obscure the stories Angelou wants to tell.

18. Angelou seems to expect readers of her work to:

F. translate her work into different languages. G. accept every word she writes as the work of a genius. H. realize that the sequence of events has been changed. J. unconsciously adapt what they read to their own purposes.

19. Facts, as defined by Angelou in the first paragraph, function as: A. truth and as context. B. setting but not as truth. C. truth and also as art. D. imagination and its complement.

20. Angelou suggests in the second paragraph (lines 13-17) that occasionally autobiographers must: F. make events consequential yet in sequence. G. rearrange most facts in a random manner. H. make truth more vivid than fact. J. rearrange events to best tell a story.

21. The main point of the fourth paragraph (lines 26-38) is that: A. language and though are not the same. B. readers always translate writers work. C. words can sometimes seem to leap off the page. D. writing well is a very difficult task.

22. What Angelou claims in lines 28-30 suggests that: F. thinking is harder than writing. G. writing is more important than thinking. H. writing is not the same as thinking. J. writing and thinking are identical processes.

23. The last paragraph suggests that the main function of a parable is to:

A. mask truths. B. offer perspective. C. provide conclusive evidence. D. control events.

24. As it is used in line 4, the word submit most nearly means: F. believe. G. send in. H. subvert. J. forget.

25. Lines 49-51 seem to be suggesting that: A. dreams may open people to hidden truths. B. dreams are necessary for fearful people. C. dream events never happen in real time. D. people are not very bold unless they dream.



Answer Key for Sample PLAN Reading Test Passage

17. C 18. J 19. B 20. J 21. D 22. H 23. B 24. F 25. A


DAY 4 - PLAN Reading

FOCUS: Translating PLAN Question TypesQuestion Stems MATERIALS: Materials from previous days Day 4/Document 1 (Overhead/Handout) Common Question Stems

(p. 35) Day 4/Document 2 Answer Key for Common Question Stems

(p. 36) Teacher-Provided Additional Sample ACT/PLAN Reading Passages

and Questions (see Finding Additional Sample Passages on p.2) CONNECTION: Over the past two days we have learned to use strategies for answering Main Idea, General Info, Line Detail and Inference Questions. Today we will learn how to translate, or understand, the difficult wording of these and other question types. TEACHING POINT 1: You may have noticed that some of the language used in the test questions is unfamiliar and different from the way we usually speak and write. It is difficult to determine correct answers if you don't really understand the questions. Today we will focus on how questions are worded, so we can better understand what is being asked. There may be words and phrases in the question stem that you don't understand. So, you need to look at the question stem and figure out, "What is the question REALLY asking?" A question stem is the main part of the question that tells you what to look for as an answer.

HANDOUT: Students should take out Day 2/Document 3 Answering Main Idea Questions

ACTIVE ENGAGEMENT 1: Lets revisit our Main Idea Questions handout from Day 2. Since we already know that all of these questions are asking the same thing, lets see if we can figure out which part of each question is the question stem. Walk through each question from the Main Idea Questions handout (Day 2/Document 3) and ask students to identify what they think the question stem is, based on what they know about Main Idea Questions. Remember, the question stem is the part of the

question that tells you what to look for as an answer. In this first case, the question stem is the primary purpose. Make sure that students discuss, as a class, the rationale for each Main Idea Question stem. Because Main Idea Questions are the most straightforward, they are ideal for practicing identifying question stems.

HANDOUT: Day 4/Document 1 Common Question Stems Teacher-Provided Additional Sample ACT/PLAN

Reading Passages and Questions (see Finding Additional Sample Passages on p.2)

ACTIVE ENGAGEMENT 2: Lets practice putting together all of the strategies we have learned so far and work on finding the question stems in other types of questions. Ask students to read the sample PLAN Reading Test Passage. Make sure to use your mark-it-up strategy as you read and include your sum-it-up note at the end, which will help you answer any Main Idea Questions. When the reading time is up, ask students to work in pairs to: examine the questions at the end of the passage, locate the question stems, translate the questions, and, finally, answer the questions. Once you have finished reading, work with your partner to find the question stem in each of the questions following the passage. Based on its question stem, you should decide what each question is asking, which strategy to use to answer it (for example, is it a Just Think About It Main Idea Question or a Just Look It Up General Info Question). Then, use your POE strategy to eliminate incorrect answers and find the correct one. As you identify each question stem, jot it down in the Question Stem column of your Common Question Stems (Day 4/Document 1). Translate what the question stem is asking in the next column; then, write down which strategy to use for answering that question in the third column. Model this for students by filling in all the columns for the first question. WRAP-UP: Review some of the question stems students found and ask them to read aloud what they wrote for Translation and Strategy for Answering. If possible, record their responses on the overhead. Remember that the more quickly you are able to identify a question stem


and figure out what it is asking, the more time youll have to use POE to find the correct answer. Tomorrow were going to learn how to use some of these same strategies to tackle the WorkKeys Reading for Information Test. GRADEBOOK: Teachers may consider assigning participation points at the end of class for handouts and sample-passage work where the marking-it-up strategy and POE were used correctly, as well as for answered questions. Teachers might also consider assigning an additional point or two for bringing back the previous days handouts. At this point, students should be consistently applying all of the strategies from Days 1-4.



Common Question Stems

Question Stem Translation Strategy for Answering +POE


(The completed table might look something like this. Answers will vary depending on sample passages and questions used.)

Question Stem Words/Phrases Translation

Strategy for Answering (always use POE!)

The primary purpose of the passage

The main idea of the passage

Just think about it (use sum-it-up note)

The passage asserts The text says Just look it up

The authors purpose The main point Just think about it The main function of the second paragraph

The main idea of the second paragraph

Look it up and read 1-2 lines before and 1-2 lines after

It can be reasonably deduced

Based on information supported by the text, a logical conclusion would be.

Look it up and think about it

As it is defined in the passage

In this passage the word ____ means

Look it up and think about what that word (in context) means, then use POE

The passage suggests The passage gives hints, but does not directly state


The author states The author says Just look it up

According to the passage

Based on information found in the passage Just look it up

The passage indicates The passage points out or explains briefly Just look it up

The author claims The author says Just look it up

It can be reasonably inferred

Based on information supported by the text, a logical conclusion would be.


The primary focus of lines 30-50

The main idea of lines 30-50

Look it up and read 2 lines before and 2 lines after

The author's attitude toward the subject

How does the author feel about the subject? Just think about it

GRADE 10: Day 4: Document 2

Answer Key for

Common Question Stems


DAY 5 - WorkKeys FOCUS: Analyzing WorkKeys and understanding how the WorkKeys Reading for Information Test measures reading skills that employers believe are critical to job success. MATERIALS: Day 5/Document 1 (Overhead) Graphic Organizer: WorkKeys

Examples (p. 39) Day 5/Document 2 (Handout) WorkKeys Level 3 Text (p. 40) Day 5/Document 3 Answer Key for WorkKeys Level 3 Text (p. 41) Day 5/Document 4 (Handout) WorkKeys Level 6 Text (p. 42) Day 5/Document 5 Answer Key for WorkKeys Level 6 Text (p. 43) Day 5/Document 6 (Handout) Level 3 Text versus Level 6 Text

(p. 44) Day 5/Document 7 Answer Key for Level 3 Text versus Level 6

Text (p. 45) Day 5/Document 8 (Handout) WorkKeys Level 4 Text (p. 46) Day 5/Document 9 Answer Key for WorkKeys Level 4 Text (p. 47) Day 5/Document 10 (Handout) WorkKeys Level 5 Text (p. 48) Day 5/Document 11 Answer Key for WorkKeys Level 5 Text (p. 49) CONNECTION: Over the past few days you have analyzed the PLAN Reading Test by learning mark-it-up and POE strategies, as well as practicing how to translate and answer different types of test questions: Main Idea, General Information, Line Detail, and Inference Questions. Today you will focus on another reading test that is part of the Michigan Merit Exam: the WorkKeys Reading for Information Test. TEACHING POINT 1: Test takers should understand that both the PLAN Reading Test and WorkKeys Reading for Information Test evaluate ability to read and understand text that is written for different purposes. The WorkKeys Test assesses your ability to understand a variety of short work-place passageswritten communication an employee is expected to comprehend in order to do a job. Each passage will be followed by one or more multiple-choice questions. WorkKeys has established an online database that classifies different jobs by skill levels ranging from Level 3, the simplest, to Level 7, the most complex. As you go up in levels, the text selections on the WorkKeys Reading for Information Test become progressively more difficult.

Share some reasons why the WorkKeys Reading for Information Test is an important part of the MME: Describe the types of workplace texts that you, as a teacher and an

employee of a school district, are expected to understand (e.g., disciplinary policies or safety regulations). Discuss the importance of these written communications and the possible consequences of not comprehendingor ignoringthem.

This new test is being administered because employers are seeking workers who understand a variety of communications for a particular job.

Some employers are requiring WorkKeys scores from job applicants, and most community colleges are requiring them.

TEACHING POINT 2: Display Day 5/Document 1 (Graphic Organizer: WorkKeys Examples). Here are examples of the types of text that you will find on the WorkKeys Reading for Information Test. Explain to students the different types of writing on the list, including:

Memo A brief written reminder, statement, or record; and Bulletin A short account or statement issued for the information of

the public.

HANDOUT: Day 5/Document 2 WorkKeys Level 3 Text Day 5/Document 4 WorkKeys Level 6 Text ACTIVE ENGAGEMENT 1: Today you will examine different levels of WorkKeys texts and the questions that follow them. Each WorkKeys question is a General Info Question, so you need to just look it up. Take a few minutes on your own to first read the question, then read the text, and, finally, answer the question. Follow this procedure for both the Level 3 and the Level 6 texts. Be prepared to explain how you selected your answers. You will have 10 minutes to complete this activity. Have students share their answers to the questions and explain how they chose them.


HANDOUT: Day 5/Document 6 Level 3 Text versus Level 6 Text

ACTIVE ENGAGEMENT 2: Pair up students with partners. Now that you have worked with both a Level 3 and a Level 6 text, get together with your partner and write on the handout what makes a Level 6 text more challenging than a Level 3 text. Ask partners to share their responses with the class.

HANDOUT: Day 5/Document 8 WorkKeys Level 4 Text Day 5/Document 10 WorkKeys Level 5 Text ACTIVE ENGAGEMENT 3: Now you will examine sample texts from Levels 4 and 5. For both samples, first read the questions, then read the texts, and, finally, answer the questions. Be prepared to explain how you selected your answers.

WRAP-UP: Ask students to share with the class their answers and the processes they used to choose them.

GRADEBOOK: For today, consider assigning points for completed handouts, note taking, and group participation.



Graphic Organizer: WorkKeys Examples

Types of text found in WorkKeys with some real-life examples for each type:

Memofrom coaches or sponsors of clubs and organizations Letterfrom principal, teacher, employer Directionjob application, class assignments (research paper, lab paper) Signbuilding evacuation, parking lot specifications Noticeupcoming events, cancellations with refunds available Bulletinfrom counselors and administrators PolicyStudent Code of Conduct, grading policies, attendance policies, dress

code policy, field trip policy Regulationfire regulations, safety regulations, extracurricular events



WorkKeys Level 3 Text Level 3 Sample (Reprinted with permission from ACT)

Hardemuth Department Store Housewares Department All items in stock must have a sample displayed. The samples must have a scannable bar code on the bottom. Put a hanging price tag on all samples with the regular price displayed. Sale prices should be displayed on a yellow hangtag in a plastic jacket. Finally, post a sign with the regular price on the shelf underneath each sample item. Cookware sets must have both an eight-piece sample set and a thirteen-piece sample set for display only. Separate the boxes with the cookware sets. Boxes with eight-piece sets must be kept on the shelf above the eight-piece sample set. Boxes with the thirteen-piece sets must be kept on the shelf above the thirteen-piece sample set.

In the department store where you work, you are asked to mark prices for an upcoming sale. If the thirteen-piece cookware set is going on sale, where should you mark the sale price? A. Beside the display on a separate sign B. On a yellow hangtag in a plastic jacket C. On the display items with a yellow marker D. On the regular hanging price tag E. Over the bar code on the bottom of the box



Level 3 Sample (Reprinted with permission from ACT)

Hardemuth Department Store Housewares Department All items in stock must have a sample displayed. The samples must have a scannable bar code on the bottom. Put a hanging price tag on all samples with the regular price displayed. Sale prices should be displayed on a yellow hangtag in a plastic jacket. Finally, post a sign with the regular price on the shelf underneath each sample item. Cookware sets must have both an eight-piece sample set and a thirteen-piece sample set for display only. Separate the boxes with the cookware sets. Boxes with eight-piece sets must be kept on the shelf above the eight-piece sample set. Boxes with the thirteen-piece sets must be kept on the shelf above the thirteen-piece sample set.

In the department store where you work, you are asked to mark prices for an upcoming sale. If the thirteen-piece cookware set is going on sale, where should you mark the sale price? A. Beside the display on a separate sign B. On a yellow hangtag in a plastic jacket C. On the display items with a yellow marker D. On the regular hanging price tag E. Over the bar code on the bottom of the box

Answer Key for WorkKeys Level 3 Text



WorkKeys Level 6 Text


As a construction worker, you are assisting with a multiple lift of six steel beams. The rigged members are rigged 8 feet apart and attached at their center of gravity. The multiple lift is NOT lawful under Section 199.781, as shown, because the:

A. Multiple lift has too few beams. B. Multiple lift has too many beams. C. Rigged members are too close together. D. Rigged members are too far apart. E. Rigged members should not be attached at their center of gravity.

Section 199.781 1) A multiple lift shall only be performed if the following criteria are met:

(i) A multiple lift rigging assembly is used; (ii) A maximum of five members are hoisted per lift; (iii) Only beams and similar steel structural members are lifted; and (iv) All employees engaged in the multiple lift have been trained in these procedures. (v) No crane is permitted to be used for a multiple lift where such use is contrary to the manufacturers specifications and limitations.

(2) Components of the multiple lift rigging assembly shall be specifically designed and assembled with a maximum capacity for total assembly and for each individual attachment point. This capacity, certified by the manufacturer or a qualified rigger, shall be based on the manufacturers specifications with a 5-to-1 safety factor for all components. (3) The total load shall not exceed:

(i) The rated capacity of the hoisting equipment specified in the hoisting equipment load charts; (ii) The rigging capacity specified in the rigging rating chart.

(4) The multiple lift rigging assembly shall be rigged with members: (i) Attached at their center of gravity and maintained reasonably level; (ii) Rigged from top down; and (iii) Rigged at least 7 feet apart.

(5) The members on the multiple lift rigging assembly shall be set from the bottom up. (6) Controlled load lowering shall be used whenever the load is over the connectors.




As a construction worker, you are assisting with a multiple lift of six steel beams. The rigged members are rigged 8 feet apart and attached at their center of gravity. The multiple lift is NOT lawful under Section 199.781, as shown, because the:

A. Multiple lift has too few beams. B. Multiple lift has too many beams. C. Rigged members are too close together. D. Rigged members are too far apart. E. Rigged members should not be attached at their center of gravity.


Section 199.781 1) A multiple lift shall only be performed if the following criteria are met:

(i) A multiple lift rigging assembly is used; (ii) A maximum of five members are hoisted per lift; (iii) Only beams and similar steel structural members are lifted; and (iv) All employees engaged in the multiple lift have been trained in these procedures. (v) No crane is permitted to be used for a multiple lift where such use is contrary to the manufacturers specifications and limitations.

(2) Components of the multiple lift rigging assembly shall be specifically designed and assembled with a maximum capacity for total assembly and for each individual attachment point. This capacity, certified by the manufacturer or a qualified rigger, shall be based on the manufacturers specifications with a 5-to-1 safety factor for all components. (3) The total load shall not exceed:

(i) The rated capacity of the hoisting equipment specified in the hoisting equipment load charts; (ii) The rigging capacity specified in the rigging rating chart.

(4) The multiple lift rigging assembly shall be rigged with members: (i) Attached at their center of gravity and maintained reasonably level; (ii) Rigged from top down; and (iii) Rigged at least 7 feet apart.

(5) The members on the multiple lift rigging assembly shall be set from the bottom up. (6) Controlled load lowering shall be used whenever the load is over the connectors.



Level 3 Text versus Level 6 Text What makes Level 6 more challenging?

Characteristics of Level 3 Text: Characteristics of a Level 6 Text:



Characteristics of Level 3 Text: Sentences are simple and direct. Most have the subject first and the verb second.

Paragraphs and sentences are short. Instructions are direct and lead to simple tasks. Readers must pick out a clearly stated detail. They do not need to draw any conclusions.

Vocabulary includes common, everyday words.

Characteristics of a Level 6 Text: Sentences are longer, more formal, and more complex. Paragraphs and sentences are filled with details and information. Readers must apply straightforward instructions to similar situations. Secondary definitions for certain vocabulary are used. The material is taken from a regulatory document.

Answer Key for Level 3 Text versus Level 6 Text




Cycle City ATTENTION CASHIERS: All store employees will now get 20% off of all items they buy here. Please follow the new directions listed below. Selling bicycles and equipment to employees

Ask to see the employees store identification card. Enter the employees department code number into the cash register. Use the cash register to take 20% off the price. Then push the sales tax button. Write your initials on the sales receipt. Sell equipment to employees during store hours only.

Accepting returns from employees

Employees receive a store credit certificate for items they return to the store. Store credit certificates are next to the gift certificates. Employees may not get a cash refund for items they return to the store.

According to the instructions shown, what is the last thing a cashier should do before pushing the sales tax button? A. Check the employees store identification card B. Check the employees store credit certificate C. Enter the cashiers store identification number into the cash register D. Enter the employees department code number into the cash register E. Use the cash register to take 20% off the price




Snowmobile Regulations & Safety

Snowmobile operators must have a valid state motor vehicle drivers license in their possession. Persons possessing a learners permit may operate a snowmobile when supervised one-to-one within line of sight (but no more than 100 yards) by a licensed person 21 years old or older.

Maximum speed limit is 45 mph (72 kph) or less where posted or as conditions warrant. Speed is checked by radar. Obey all speed limit signs and stop signs.

Snowmobiles must be registered according to applicable state law. Muffler, lights, and brakes must be in good working condition.

Snowmobile exhaust and muffler systems must be in good working order. The maximum noise allowed is 78 decibels when measured during full acceleration at a distance of 50 feet. Snowmobiles exceeding the decibel standard will be denied entry into the park.

If bison or other wildlife are on the road, stop at least 25 yards away and/or pull your machine as far as possible to the opposite side of the road; give them a chance to get off the road. If they run toward you, and you can confidently turn around, do so and move to a safe place to reassess the situation. If they walk or run toward you, and you cannot turn around, get off your machine and stand to the side of it, keeping the machine between you and the animal(s). If they are standing calmly, inch toward them and assess their behavior. If they remain calm, pass on the opposite side of the road at a moderate speed. Do not make sudden or erratic movements; use groomed pullouts where possible. If the animal(s) appear agitated, do not attempt to pass as any advance may cause the animal(s) to charge. Do not chase animals or cause them to stampede.

Adapted from: National Park service, Official Website of Yellowstone National Park (see planning a visit, then things to do, winter activities, rules and regulations, and snowmobiling). Retrieved August 15, 2001, from http://www.nps.gov.yell/planvisit/todo/winter/snowmobile.htm

You are a park ranger. A person wants to enter the park riding a snowmobile that you suspect is too loud. To determine whether the snowmobiles noise is too loud as specified by the guidelines shown, you should ask the person to:

A. Check the snowmobiles decibel level at a speed of at least 25 miles per hour. B. Demonstrate that the exhaust and muffler systems are in good working order. C. Run the snowmobile at a speed no greater than 45 miles per hour (72 kilometers per hour). D. Run the snowmobile at full acceleration while you test the decibel level from 50 feet away. E. Show a drivers license or learners permit and snowmobile registration.




Snowmobile Regulations & Safety

Snowmobile operators must have a valid state motor vehicle drivers license in their possession. Persons possessing a learners permit may operate a snowmobile when supervised one-to-one within line o

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