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'''SAT Reading section techniques and strategies''' | '''SAT Reading section techniques and strategies''' | ||
{{New SAT test disclaimer}} | |||
* see also: | * see also: | ||
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* here for videos [https://www.youtube.com/playlist?list=PLyC6Fj2OdXlrS_2vRYBHtzPwu2WOLSCVQ modeling some of these techniques and correcting student errors on SAT Reading section practice tests (by Michael Bromley)] | * here for videos [https://www.youtube.com/playlist?list=PLyC6Fj2OdXlrS_2vRYBHtzPwu2WOLSCVQ modeling some of these techniques and correcting student errors on SAT Reading section practice tests (by Michael Bromley)] | ||
== Reading Practice == | |||
* SAT reading section engages students in difficult and unfamiliar text | |||
** in science, social studies, fiction, and journalism | |||
* many teachers and prep tutors recommend that students engage in general reading in preparation | |||
** this is fine advice, but it's too general to be useful | |||
* instead, we recommend that students become constant readers of fiction and non-fiction across multiple disciplines | |||
* more specifically, since the SAT Reading section uses excerpts, | |||
** identify the sources of released and practice tests | |||
** search titles or text extracts on academic databases (J-STOR, etc.) | |||
** engage difficult short stories from | |||
*** Sake, Virginia Woolf, James Joyce or Henry James | |||
*** learn the historical context of these stories as well<br /> | |||
== Overview == | == Overview == | ||
* SAT Reading Section Test Directions: | * SAT Reading Section Test Directions: | ||
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* for paired evidence questions, usually 2 of the possible answers from the evidence source question don't address the prior question itself, so eliminate | * for paired evidence questions, usually 2 of the possible answers from the evidence source question don't address the prior question itself, so eliminate | ||
* focus on '''information in questions''' | |||
** every question contains information: identify it! | |||
*** ex. the question, ''Why is the sky blue?'' tells us that the "sky" is "blue" | |||
** identify exactly what the question is asking for | |||
** pay attention to important question qualifiers such as ''most often'', ''usually, some times, generally,'' etc. | |||
** if there are '''two parts''' to a question, possible answers or in comparison questions | |||
*** ''you only need to eliminate ONE of the parts for the answer to be wrong'' | |||
* '''eliminate for errors''' instead of jumping on what you think is the correct answer | * '''eliminate for errors''' instead of jumping on what you think is the correct answer | ||
** unless you see the correct answer directly in the text! | ** unless you see the correct answer directly in the text! | ||
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* in expository / comparison passages: | * in expository / comparison passages: | ||
** pay attention to rhetorical questions | ** pay attention to rhetorical questions | ||
** look for straw man arguments (statements that put words in the mouths of opponents | ** look for straw man arguments (statements that put words in the mouths of opponents | ||
== BIG IDEAS == | == BIG IDEAS == | ||
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** simplifying means isolating the core elements of a sentence or paragraph | ** simplifying means isolating the core elements of a sentence or paragraph | ||
* simplify by eliminating unnecessary sentence parts and modifiers and modifying phrases | * simplify by eliminating unnecessary sentence parts and modifiers and modifying phrases | ||
>> ex. | >> ex. from Official Practice Test 3, Question 4: | ||
Certain of her | |||
acquaintances were wont to give her plentiful | |||
admonition as to the undesirability of interfering on | |||
behalf of a distressed animal, such interference being | |||
“none of her business.” | |||
* "remove the noise" from the text by ignoring words you do not fully comprehend<br /> | |||
Certain of her | |||
[somebodies] were [something] to give her plentiful | |||
[something] as to the undesirability of interfering on | |||
behalf of a [something] animal, such interference being | |||
“none of her business.” | |||
* simplify to: | |||
Certain [people] give her plentiful [something] about | |||
interfering on behalf of an animal, bc that interference | |||
is “none of her business.” | |||
=== Timed test === | === Timed test === | ||
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** Fiction | ** Fiction | ||
** Expository/Persuasive | ** Expository/Persuasive | ||
** Social Science (academic) | ** Social Science (academic or journalistic) | ||
** Scientific (academic) | ** Scientific (academic or journalistic) | ||
** Comparison | ** Comparison | ||
*** historical primary source | |||
*** journalistic or editorial | |||
*** persuasive | |||
=== Fiction === | === Fiction === | ||
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** social media and other technological challenges to modern society | ** social media and other technological challenges to modern society | ||
** libraries, academics, and information technology | ** libraries, academics, and information technology | ||
== Vocabulary == | |||
* SAT Reading measures contextual vocabulary not strict vocabulary knowledge | |||
=== Contextual vocabulary approach & strategy === | |||
* read the surrounding paragraph/s for context | |||
** read more than just the immediate sentence | |||
** frequently, an answer is clarified by prior or subsequent sentences | |||
** see Practice Test 1, Reading question no. 12 | |||
*** to answer this question, the student must read two sentences ahead | |||
*** to identify the contextual meaning of "ambivalent," the student must identify that the "ambivalent feelings" result from both that "Many relish the opportunity" and ... "many dread the thought" | |||
**** notice, also, the transitional phrase, "At the same time": | |||
<pre> | |||
This frequent experience of gift-giving can engender [ambivalent] feelings in gift-givers. Many relish the opportunity to buy presents because gift-giving offers a powerful means to build stronger bonds with one’s closest peers. At the same time, many dread the thought of buying gifts; they worry that their purchases will disappoint rather than delight the intended recipients. | |||
</pre> | |||
* identify the part of speech of the vocabulary word | |||
** usually it is a noun, adjective, or verb | |||
* identify how that word interacts grammatically with the surrounding word/s: | |||
{| class="wikitable" | |||
|+ | |||
!If it is a... | |||
! | |||
! | |||
! | |||
|- | |||
|noun | |||
|is it modified by an adjective? | |||
|is it the subject or object of a verb? | |||
is it the object of a non-finite verb (i.e., is it part of a participle or prepositional phrase)? | |||
| | |||
|- | |||
|verb | |||
|is it modified by an adverb? | |||
|what is its subject and object or other complement (i.e. what is the full predicate)? | |||
| | |||
|- | |||
|adjective | |||
|what is the noun it modifies? | |||
| | |||
| | |||
|} | |||
* if there is a similar word type in the sentence, use it to identify a parallel meaning | |||
** ex. from Test 9, Reading question no. 10 | |||
** the vocabular term "clean" must be similar in use to "pure" | |||
** both adjectives describe a "sound" that the narrator heard | |||
<pre> | |||
"And listen to this.” And I heard a sound as [clean] and pure as a small silver bell. “The high-pitched tone tells you that the soot is very fine, as smooth as the sliding banks of old rivers." | |||
A) complete. | |||
B) skillful. | |||
C) distinct. | |||
D) upright. | |||
</pre><blockquote>A) complete does not match "pure"; also, sounds are not "completed" | |||
B) skillful < sounds may be skillfully created, but the sound itself cannot be skillful | |||
C) distinct > correctly matches "pure" | |||
D) upright < sounds cannot be "upright"</blockquote> | |||
* next, identify the "type" or characteristic of the word: | |||
* is it used for... | |||
** people | |||
** ideas/ concepts | |||
** things | |||
** animals or plants | |||
* eliminate according to that "type" that it is (noun), does (verb) or is like (adjective) | |||
=== Useful vocabulary for SAT Reading section comprehension === | |||
* Vocabulary terms are essential not just for reading comprehension of passages but also of questions themselves. | |||
* Please see these entries on useful and important vocabulary for SAT verbal sections: | |||
** [[SAT verbal sections terms for effective test-taking]] | |||
** [[SAT Reading section historical timeline & themes#Historical%20terminology|SAT Reading section historical timeline & themes]] | |||
** Writing section skills & strategies category for more on | |||
*** [[Transition words translations|transition words]] | |||
*** [[SAT_Writing_section_techniques,_strategies_%26_approaches#Useful_vocabulary_words_for_SAT_Writing_section|Useful vocabulary words for SAT Writing section]] | |||
== Comprehending difficult text == | |||
=== reading skills practice === | |||
* break down complex sentences | |||
** identify main clause (subject- verb) | |||
** identify modifiers (relative clauses, prepositional phrases, etc. | |||
** identify parenthetical phrases | |||
** work on connecting multiple independent clauses and identifying the overall meaning of the sentence | |||
* identify perspective shifts: | |||
** when the author speaks for someone oneself | |||
*** to set up an opposing argument for refutation | |||
*** or to characterize an opponent's position | |||
* identify and practice building context around transition words | |||
** rhetorical questions | |||
*** author speaking to the audience | |||
*** challenging an opposite perspective/ claim/s | |||
*** supporting author claim/s | |||
* transition words | |||
** for contrast | |||
** for introduction of ideas | |||
** for drawing conclusion | |||
== Comprehending long or complex sentences == | == Comprehending long or complex sentences == | ||
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* see also: | * see also: | ||
** video by Michael Bromley on simplifying a complex sentence from College Board Practice Test 10, Reading Section Question 15: [https://www.youtube.com/watch?v=x3M8G4SulCw&feature=youtu.be SAT Reading Prep breaking down a complex sentence Test 10, Q 15] | ** video by Michael Bromley on simplifying a complex sentence from College Board Practice Test 10, Reading Section Question 15: [https://www.youtube.com/watch?v=x3M8G4SulCw&feature=youtu.be SAT Reading Prep breaking down a complex sentence Test 10, Q 15] | ||
[[Category:SAT verbal]] | |||
[[Category:SAT Reading]] | |||
[[Category:SAT exam prep]] |