STRATEGIES FOR MASTERING THE SKILLSNEEDED FOR SUCCESS ON THE ACT!

ACT SUCCESS

Jim Giovannini

Jim@academictutoringcenters.com

847-823-5300

www.academictutoringcenters.com

- Life-long Skills- Workplace Skills -Test scores that reflect true skill ability- Scholarships -College Success

MOTIVATION IS KEY!

GOALS!All students,

even those not attending college,

need the skills the ACT exam reinforces!

A 4 yr college degree = $1,500,000 on avg. A 4 yr college degree = $1,500,000 on avg.

WHAT ARE THE MOST IMPORTANT FACTORS IN WHAT ARE THE MOST IMPORTANT FACTORS IN COLLEGE ADMISSION?COLLEGE ADMISSION?

GPA = 45%GPA = 45%ACT exam = 45%ACT exam = 45%Other = 10% Other = 10% (Extra-Curriculars, volunteerism, personal statement, etc…)(Extra-Curriculars, volunteerism, personal statement, etc…)

The ACT is DifferentThe ACT is DifferentItIt’’s boring; its boring; it’’s hard; & its hard; & it’’s unfair! s unfair!

LetLet’’s change that by s change that by leveling the playing-field!leveling the playing-field!

What is on the test?What is on the test?

Mapping ACT EnglishBenchmark = 18 or 50 % or 38 ?s correct

Editing five short passages75 questions - 45 minutes – 9 minutes/15 ?s per passage

Usage - Mechanics Skills40Q 53%

Rhetoric Skills35Q 47%

Punctuation

10Q13%

Grammar and Use

12Q16%

SentenceStructure

18Q24%

Strategy

12Q16%

Organization

11Q15%

Style

12Q16%

CommaSemicolon

ColonPeriodDashes

Apostrophes

TenseSubject-verb agreement

Pronoun useAdverb vs. adjective

Double negativeIdioms

Possessivescomparisons

Run-onComma splice

FragmentCoord conjunction

ParallelismMisplaced modifiers

ClausesSubordination

Split constructionUnintended meaning

Appropriate supportMain ideaAudienceEffective:

Opening sentenceConcluding sentence

Paragraph developmentSentence-level structureParagraph-level structure

ConcisenessAmbiguity

Low-level usageShifting point of view

®

Mapping ACT MathematicsBenchmark = 22 or 60% or 36 ?s correct

60 questions - 60 minutes

Direct use of math facts or formulas

32Q 53%

Word Problems16Q 27%

Pre-Algebra

14Q23%

Elementary Algebra

10Q17%

IntermediateAlgebra

9Q15%

PlaneGeometry

14Q23%

CoordinateGeometry

9Q15%

Trigonometry

4Q7%

Inference or decision making12Q 20%

®

Mapping ACT ReadingBenchmark = 21 or 58% or 23 ?s correct

4 Passages – 40 Questions – 35 Minutes – 8/9 minutes per passage

Read 750 wordsProse/Fiction

08:4510Q 25%

Read 750 wordsSocial Science

08:4510Q 25%

SpecificDetail

SequenceCause/EffectComparison

Author’s VoiceMain Idea

GeneralizationConclusion

Words in Context

Read 750 wordsHumanities

08:4510Q 25%

Read 750 wordsNatural Science

08:4510Q 25%

Explicit Questions14Q 35%

Implicit Questions26Q 65%

®

Understand7Q 17.5%

7 passages - 40 questions – 35 minutes

3 passagesData Representation

15Q 37%

1 PassageConflicting Viewpoint

7Q 18%

3 passagesResearch Summary

18Q 45%

3 3 1

9 6 5

3 9 1

Identify data pointsIdentify units/labelsIdentify trendsIdentify variablesIdentify controls

ExtrapolateInterpolatePredictgeneralize

HypothesizeConcludeCompareevaluate

Mapping ACT Science Reasoning

Benchmark = 24 or 67% or 27 ?s correct

Analyze20Q 50%

Generalize13Q 32.5%

A Few More Correct Answers

CanDramatically Raise Scores,

Admission Choices, & Scholarship Opportunities!

Your Personal A+! ™

A solid goal for all students is to raise their overall composite score by 5 points!

Attaining Your Personal A+ is easier than most think. In order to raise a score 5 points in each subject, a student only needs to get a few more answers correct.

English Math Reading Science

# of additional correct

answers needed to

raise a score by 5 points

10 – 13

(out of 75)

10 – 12

(out of 60)

5 – 7

(out of 40)

5 – 7

(out of 40)

THESE POINTS ARE TYPICALLY FOUND ONLY WITH PREPARATION

ACT 9957 C Scale ExcerptNote: The ACT scales 1 - 36

Standards for College Readiness:

What does it all mean?

A PARADIGM SHIFT: 50% = 1860% = 2266% = 2471% = 2680% = 2991% = 33

MOTIVATION!

EVERY STUDENT CAN PERFORM WELL ON THE ACT!

- The Score chart is a great tool to show the students that they don’t have to get every question right in order to get a good score on the ACT!  - Explain to them that although a 50% on an English Class test may be a failing grade, it is an 18 on the ACT, and many colleges will accept that score!!!

-A 60% on a History Class test may be a D-, but on the ACT it’s a 22! Now colleges aren’t only accepting you, but they’re giving you scholarships!

**Student GPA is also taken into consideration**

COURSE SCHEDULE?COURSE SCHEDULE?

JuniorsJuniors Most will take in Spring – Most will take in Spring –

33rdrd week of April week of April Some will take Feb. Some will take Feb. Advanced math students Advanced math students

can take any time during can take any time during junior year, including junior year, including Sept, Oct, & Dec. Sept, Oct, & Dec.

SeniorsSeniors Late plannersLate planners Late prep, new prepLate prep, new prep Sep & Oct (Dec latest) Sep & Oct (Dec latest)

When is the test offered?Sept, Oct, Dec, Feb, April, June

LESSON PLANS / LESSON PLANS / SCHEDULE?SCHEDULE?

-How long do you have?How long do you have?

-Total length and # of hrs per day/week?Total length and # of hrs per day/week?

-Look at lesson plansLook at lesson plans

Teacher Preparation Cannot be Teacher Preparation Cannot be Ignored!Ignored!

YOU MUST PREP!YOU MUST PREP!

When was the last time you took an ACT?

LetLet’’s learn s learn ACT Strategies and Effective ACT Strategies and Effective

Classroom Exercises!Classroom Exercises!

• English

• Math

• Reading

• Science

Classroom Strategies for maximizing Classroom Strategies for maximizing student performance during classstudent performance during class

IT IS IMPERATIVE THAT YOU ARE PREPARED WITH ALL THE IT IS IMPERATIVE THAT YOU ARE PREPARED WITH ALL THE ANSWERS ANSWERS ANDAND EFFECTIVE TEACHING STRATEGIES. EFFECTIVE TEACHING STRATEGIES.

The ACT is boring enough. LetThe ACT is boring enough. Let’’s not s not make it any worse by being boring make it any worse by being boring

teachers! teachers!

Utilize group learning dynamics Utilize group learning dynamics whenever possible! whenever possible!

English Rules75 questions, 5 passages, 45 minutes

Punctuation

COMMAS are used on the ACT in 6 ways:

1. After Introductory Clauses followed by a complete sentence2. To Mark Interruptions 3. To Separate 2 sentences w/ a conjunction4. To mark Afterthoughts 5. To Separate Words in a series / list6. To Separate Adjectives

Hint: When in doubt, leave the comma out!

DASH1. Interruptions2. After-thoughts

SEMICOLON1. Separate 2 complete sentences

COLON1. Summary list. 2. After-thoughts3. Between 2 complete sentences

APOSTROPHES 1. One owner = ‘s 2. More than one owner = s’ 3. Plural words form the possessive by adding ‘s

GRAMMAR1. Verb tense and agreement2. Pronoun agreement3. Parallelism

Quiz!What are the 4 ways to separate two complete sentences? 1.2.3.4.

Other English HINTSShortest is Best!When in doubt, leave it out!Read on!Never pick “being”Pacing!!!! (9 minutes per passage. You must incorporate this into your curriculum quizzes and tests!)

ACT ENGLISH – Classroom ActivitiesACT ENGLISH – Classroom Activities

Do a passage and discuss rules & strategies.Do a passage and discuss rules & strategies. Place students in small groups of 3 – 5 students. Have each Place students in small groups of 3 – 5 students. Have each

small group complete a practice passage. (Choose any small group complete a practice passage. (Choose any passage from Practice Test #4)passage from Practice Test #4)

In the margin, students should write down the rule or strategy In the margin, students should write down the rule or strategy that helped them answer the question correctly. Come to a that helped them answer the question correctly. Come to a group consensus. group consensus.

Not every ? can be related to a rule. How will you explain it to Not every ? can be related to a rule. How will you explain it to your students?!your students?!

ACT ACT READINGREADING

how to turn any student into a readerhow to turn any student into a reader

What are the most common “concerns” about the ACT reading section from students?

• It’s boring & they don’t care about the topic

• It seems impossible to finish in 35 minutes

• They lose focus and their minds wander

• It’s too much to remember, and they don’t like to read

Teachers respond to student concerns by using our time tested strategies and motivational methods!

No matter what, each student MUST have a reading strategy! For most students there is a definitive reading strategy that produces the highest possible ACT reading score. It is a two step process, and it is extremely simple.

Step 1: Read the entire passage quickly but actively, seeking out the most important information. You are allowed to annotate or underline, but only do this if it is already one of your reading strengths. When you finish reading the passage, you should be able to mentally review the main ideas and supporting details! If you cannot do this easily, you were not actively reading! (Reading the passage should take between 4 – 5 minutes.)

Step 2: Answer the questions. Be sure to read ALL FOUR answer choices, using process of elimination, BEFORE looking back to the passage. (Answering questions should take about 4 – 5 minutes.) No matter what, you must complete each passage in LESS THAN 9 MINUTES!

In order to reach your maximum reading score, it is imperative that you get to all four passages! Remember, it is possible to get some answers wrong on the ACT and still achieve an amazing score!

An alternative strategy that works for some students is to actively read only the first and last paragraphs while skimming the body of the passage and then answering the questions as described above. This strategy should only be used if you are so instructed by your ACT teacher. (This often works for students whose maximum ACT reading score typically falls below an 18, which in most cases still meets state standards.)

No matter what, DO NOT waste precious time by reading the questions first! This strategy is a virtual guarantee of a low reading score. Again, DO NOT read the questions first unless specifically instructed to do so by your ACT teacher.

READING RULES AND CLASSROOM ACTIVITIESREADING RULES AND CLASSROOM ACTIVITIES

Be sure each student knows WHAT they are looking for Be sure each student knows WHAT they are looking for in each passage. They MUST read actively or scores in each passage. They MUST read actively or scores

will not increase! will not increase!

Passage 1: PROSE FICTION (less than 9 minutes!)Read the entire passage, attempt to answer all ?’s w/o looking back, use

Process Of Elimination (POE) first, trust your reading!–Try to “visualize” what is happening in the story (imagine yourself inside the story)–Use CAPS! (Characters, Attitudes, Problems, Solutions)–Always think about how specific events correlate to deeper meaning/themes/symbolism–Read the passage in a narrative tone (to yourself).–Remember to specifically pay attention to

•ALL characters mentioned – their personalities and physical traits•The plot of the story•How the story ends (and what that means symbolically)

Passage 2: SOCIAL SCIENCEPassage 2: SOCIAL SCIENCE (less than 9 minutes!) (less than 9 minutes!)Read the entire passage, attempt to answer all ?Read the entire passage, attempt to answer all ?’’s w/o looking back, use POE first, s w/o looking back, use POE first,

trust your reading!trust your reading!– THIS IS AN ESSAY – pay attention to the title and make sure you understand the THIS IS AN ESSAY – pay attention to the title and make sure you understand the

specific main idea (thesis)specific main idea (thesis)

- Use TD – Thesis and Details! Students should be able to tell you the main idea Use TD – Thesis and Details! Students should be able to tell you the main idea and supporting details as soon as they finish reading the passage – without and supporting details as soon as they finish reading the passage – without referring back to the passage! referring back to the passage!

– Always pay attention to specific detail from subsequent/supporting paragraphs, Always pay attention to specific detail from subsequent/supporting paragraphs, AND ALWAYS RELATE THAT SPECIFIC DETAIL TO THE SCOPE OF THE AND ALWAYS RELATE THAT SPECIFIC DETAIL TO THE SCOPE OF THE MAIN IDEA MAIN IDEA

– Make sure you can summarize every paragraph in a 1-2 sentence summary; Make sure you can summarize every paragraph in a 1-2 sentence summary; always relate that summary to the main ideaalways relate that summary to the main idea

– WHOSE SIDE IS THE AUTHOR ON? – Always assess if the author is being WHOSE SIDE IS THE AUTHOR ON? – Always assess if the author is being pro/con/objective in respect to the main ideapro/con/objective in respect to the main idea

– Read the last paragraph carefully; there will be a question about itRead the last paragraph carefully; there will be a question about it

Passage 3: HUMANITIESPassage 3: HUMANITIES (less than 9 minutes!) (less than 9 minutes!)

Read the entire passage, attempt to answer all ?Read the entire passage, attempt to answer all ?’’s s w/o looking back, use POE first, trust your w/o looking back, use POE first, trust your

reading!reading! Humanities passages are usually a profile or biography about a person, Humanities passages are usually a profile or biography about a person,

place, or phenomenon (significant event/thing).place, or phenomenon (significant event/thing).

Use CAPS and/or TD!Use CAPS and/or TD!

Pay attention to story development (beginnings/endings if it is a bio), and you Pay attention to story development (beginnings/endings if it is a bio), and you should pay attention to important/pivotal events and moments (if it is a bio or should pay attention to important/pivotal events and moments (if it is a bio or profile). READ BETWEEN THE LINES FOR SYMBOLISM/THEME CLARITYprofile). READ BETWEEN THE LINES FOR SYMBOLISM/THEME CLARITY

Always pay attention to specific details from subsequent/supporting Always pay attention to specific details from subsequent/supporting paragraphs, BUT ALWAYS RELATE THAT SPECIFIC DETAIL TO THE paragraphs, BUT ALWAYS RELATE THAT SPECIFIC DETAIL TO THE MAIN CHARACTER/PHENOMENON (i.e. you must always summarize MAIN CHARACTER/PHENOMENON (i.e. you must always summarize

paragraphs in terms of paragraphs in terms of ““what does each paragraph what does each paragraph (in a nutshell) (in a nutshell) reveal/tell me about the main focus of this passage?reveal/tell me about the main focus of this passage?””))

Passage 4: NATURAL SCIENCE (less than 9 minutes)Read the entire passage, attempt to answer all ?’s w/o

looking back, use POE first, trust your reading!Always try and derive a main focus of the passage from the first paragraph (the title may help as well).

Use TD: Thesis and Details!

BE AWARE OF CAUSE AND EFFECT RELATIONSHIPS; when a specific detail is mentioned, be aware of how it contributes to the main idea (or is an effect of the main idea)

SPECIFIC DETAIL & CORRECT ANSWERS RELATE TO THE MAIN IDEA – most correct answers will be based upon the scope of the main idea presented in the first paragraph.

Read the last paragraph carefully. There will be a question about it!

LEARN TO FOCUS AND TRUST YOUR READINGLEARN TO FOCUS AND TRUST YOUR READINGIt is imperative that students learn how to read actively and with It is imperative that students learn how to read actively and with a purpose while trusting that they will recall what they just read. a purpose while trusting that they will recall what they just read.

Place students into groups and try it – use any Place students into groups and try it – use any reading passage.reading passage.

STEP 1:STEP 1: Have students silently read the entire passage (in 4 – 5 minutes).Have students silently read the entire passage (in 4 – 5 minutes). Use CAPS & TD Use CAPS & TD

STEP 2:STEP 2: Cover up the passageCover up the passage and discuss CAPS or TD with group and discuss CAPS or TD with group

STEP 3:STEP 3: Answer the ten questions without looking backAnswer the ten questions without looking back; force yourself to leave the passage ; force yourself to leave the passage covered. Complete the questions in 4 – 5 minutes. Doncovered. Complete the questions in 4 – 5 minutes. Don’’t cheat! Trust yourself! (You will be t cheat! Trust yourself! (You will be surprised at how many answers you get right using this technique!) surprised at how many answers you get right using this technique!)

Try this exercise multiple times in order to improve reading Try this exercise multiple times in order to improve reading skills. Soon students will be able to complete an entire reading skills. Soon students will be able to complete an entire reading test in the 35 minutes allotted while scoring to their maximum test in the 35 minutes allotted while scoring to their maximum

potential! potential!

ACT MATH ACT MATH Know all formulas & strategies, use correct Know all formulas & strategies, use correct

pacing, logic first and math second!pacing, logic first and math second!• SUBJECTS COVEREDSUBJECTS COVERED

– PRE-ALGEBRA PRE-ALGEBRA – Properties of Positive/Negative Numbers, Fractions, Order of Operations, Decimals, – Properties of Positive/Negative Numbers, Fractions, Order of Operations, Decimals, Percents, Ratios/Proportions, absolute valuePercents, Ratios/Proportions, absolute value

– ELEMENTARY ALGEBRA ELEMENTARY ALGEBRA – Exponents, radicals, algebraic equations and inequalities, – Exponents, radicals, algebraic equations and inequalities, slopes/lines/graphsslopes/lines/graphs

– ADVANCED ALGEBRA ADVANCED ALGEBRA – Trigonometry (SOH-CAH-TOA), Functions, Graphs/Transformations, – Trigonometry (SOH-CAH-TOA), Functions, Graphs/Transformations, Logarithms, Complex Numbers, Law of Sines/CosinesLogarithms, Complex Numbers, Law of Sines/Cosines

– GEOMETRYGEOMETRY – Areas of polygons, circles/arcs, angles, special right triangles, Pythagorean theorem, – Areas of polygons, circles/arcs, angles, special right triangles, Pythagorean theorem, coordinate-plane geometry (co-terminal angles, radians, etc.)coordinate-plane geometry (co-terminal angles, radians, etc.)

• REMIND STUDENTS THAT PROBLEMS MAY BE PRESENTED AS EXPRESSIONS, WORD PROBLEMS, REMIND STUDENTS THAT PROBLEMS MAY BE PRESENTED AS EXPRESSIONS, WORD PROBLEMS, STORY PROBLEMS, DIAGRAMS, OR AS TABULAR DATA – ENCOURAGE AWARENESS OF STORY PROBLEMS, DIAGRAMS, OR AS TABULAR DATA – ENCOURAGE AWARENESS OF IMMEDIATELY ASSESSING IMMEDIATELY ASSESSING ””HOW DO I SOLVE THIS?HOW DO I SOLVE THIS?”” AND/OR AND/OR ““WHAT IS THE PROBLEM ASKING WHAT IS THE PROBLEM ASKING ME TO DO?ME TO DO?””

Math Math 60 questions, 60 minutes60 questions, 60 minutes

1. 60 questions, 60 minutes: Use 25 minutes on the first 1. 60 questions, 60 minutes: Use 25 minutes on the first 30 & 35 minutes on the last 30. 30 & 35 minutes on the last 30.

2. Questions are arranged easiest to hardest. Do what 2. Questions are arranged easiest to hardest. Do what you know!you know!

3. The answer might be obvious without any work. Use 3. The answer might be obvious without any work. Use Logic 1Logic 1stst, math 2, math 2ndnd

4. Plug & Chug and use Pick C whenever possible4. Plug & Chug and use Pick C whenever possible

5. Sometimes you may need to work backwards5. Sometimes you may need to work backwards

6. Always use Process of Elimination6. Always use Process of Elimination

7. Do the easy questions first (the first 30)!7. Do the easy questions first (the first 30)!

8. Calculators are allowed and encouraged8. Calculators are allowed and encouraged

ACT MATH STRATEGYACT MATH STRATEGY:: Read the problem carefully; be sure to immediately Read the problem carefully; be sure to immediately

identify:identify:

- What you are being asked to solve? (Read the ? - What you are being asked to solve? (Read the ? carefully)carefully)

- What type of solution is required? (solve, simplify, - What type of solution is required? (solve, simplify, restate, etc…?)restate, etc…?)

- What information are you given?- What information are you given?

Associate a rule or a formula with the problemAssociate a rule or a formula with the problem

- Use context detail from the problem or the answer - Use context detail from the problem or the answer choices to find a hintchoices to find a hint

Apply a strategy (if necessary) to solve the problem Apply a strategy (if necessary) to solve the problem (Plug & Chug, POE, logic or math, formula creation, (Plug & Chug, POE, logic or math, formula creation, pick C, etc…)pick C, etc…)

Double-check your solutionDouble-check your solution

Math Examples

1. The price of an item is first marked down 20% and then up 20%. Express as a percentage the overall change in the price of the item.

a. 0%b. +4%c. -4%d. +10%e.-10%

(This problem illustrates the strategy of avoiding the obvious choice, and makes you more aware of percent questions.) Choose an arbitrary value, $100.00, $100.00 – 20% = $80.00,

$80.00 + 20% = $96.00The answer is c; the overall change is a decrease of 4%.

2. If k is an integer, which of the following must be odd?I. k + 1 II. K x k + 1 III. 2k + 1

A) I. only B) II. only C) I. and II. D) I. and III. E) III. Only

(Try plugging in odd and even numbers for k, then analyze your results. The answer is E.)

3. Eva can complete a job in four hours. Jill takes ten hours, and Eric takes twenty hours. How long will it take them to do

the job working together?F) 2/5 hour

G) 2 ½ hoursH) 4 hours J) 11 1/3 hours

K)34 hours

(This problem illustrates the use of common sense. Work problems often confuse students. Answers H, J, and K can be

eliminated since Eva can do the job by herself in four hours. By logically considering between F and G, 2 ½ hours seems much

more likely than 2/5 hour. The answer is G.)

CLASSROOM EXERCISECLASSROOM EXERCISE

• Split the class into groupsSplit the class into groups

• Give each group 5 sample problems of Give each group 5 sample problems of varying difficultyvarying difficulty

• Have the group answer the questions Have the group answer the questions according to the strategy tableaccording to the strategy table

• Make sure the group reaches a consensusMake sure the group reaches a consensus

• Review answers and solving steps using Review answers and solving steps using the strategy tablethe strategy table

• Remember, LOGIC 1Remember, LOGIC 1stst and MATH 2 and MATH 2ndnd! !

CLASSROOM EXERCISECLASSROOM EXERCISEACT MATH STRATEGY WORKSHEETACT MATH STRATEGY WORKSHEET

Specific Question

GIVEN INFORMATION

SOLUTION TYPE(solve, simplify, restate, etc…?)

RULE or FORMULA

SOLVING STRATEGY(Plug & Chug, POE, logic or math, formula creation, pick C, etc…)

ACT SCIENCEACT SCIENCE

REMEMBER – DONREMEMBER – DON’’T FREAK OUTT FREAK OUT

Rely on the strategies!Rely on the strategies!

Science StrategiesScience StrategiesSeven passages, 5, 6, or 7 questions each, 35 minutes total!Seven passages, 5, 6, or 7 questions each, 35 minutes total!

1. There are seven passages, based on all areas of science. All info is provided, usually more than needed.

2. It is NOT a reading test.

3. Analyze the graphs, table, & charts, then answer ?’s.

4. Work from the questions back to the data.

5. Underline the clues in the questions!

6. Let the answers tell you where to look.

7. Use P.O.E.; treat it like a T/F test.

8. Look for patterns.

9. Opposing Views is the ONLY reading section.

10. Pacing (3 – 5 minutes per passage)

With all of the information put in front of you and only 35 minutes to answer all of the questions, the science section can seem overwhelming. The most important thing you can do to conserve time is orient yourself. Think of it like shopping at a grocery store…

Let’s say you are going to the supermarket and all you need to buy is milk and bread. The supermarket carries tens of thousands of items – will you need to go through each item on each aisle in order to find the two that you are looking for? Of course not! You would use the aisle signs to figure out exactly where to go, then scan the appropriate aisle until you find what you are looking for. The whole process would take you a few seconds. The science section is no different. Sure, there is a considerable amount of information provided with each passage, but don’t let it slow you down. Orient yourself using the headings on charts and graphs the same way you would at the grocery store, and the ACT science reasoning can be as straightforward as buying a loaf of bread.

ACT Science is like going to the Grocery Store

ACT SCIENCEACT SCIENCE• START WITH A QUICK LOOK AT THE DATA AND THEN GO TO THE START WITH A QUICK LOOK AT THE DATA AND THEN GO TO THE

QUESTIONS – READ THEM CAREFULLYQUESTIONS – READ THEM CAREFULLY– USE QUESTION DETAIL TO LOCATE DATA-BASED ANSWERSUSE QUESTION DETAIL TO LOCATE DATA-BASED ANSWERS

• READ EXPERIMENT DETAIL ONLY WHEN IT IS KEY TO ANSWERING THE READ EXPERIMENT DETAIL ONLY WHEN IT IS KEY TO ANSWERING THE QUESTION OR LOCATING THE DATAQUESTION OR LOCATING THE DATA

– MANY QUESTIONS DO NOT REQUIRE YOU TO KNOW THE EXPERIMENT DETAIL MANY QUESTIONS DO NOT REQUIRE YOU TO KNOW THE EXPERIMENT DETAIL TO LOCATE DATA ONLYTO LOCATE DATA ONLY

– HAVE A SENSE OF URGENCY AND TRY TO HAVE A SENSE OF URGENCY AND TRY TO ““BOIL DOWNBOIL DOWN”” EXPERIMENT EXPERIMENT DATA/DETAIL INTO SIMPLEST TERMS FOR ANSWERING THE QUESTIONDATA/DETAIL INTO SIMPLEST TERMS FOR ANSWERING THE QUESTION

• VERIFY AND TEST STATEMENT-BASED ANSWERS ACCORDING TO THE VERIFY AND TEST STATEMENT-BASED ANSWERS ACCORDING TO THE TABLES OR FIGURES THEY ARE REFERRING TOTABLES OR FIGURES THEY ARE REFERRING TO

– TEST EVERY ANSWER CHOICE – IF NOT TRUE BASED ON THE DATA, NEVER TEST EVERY ANSWER CHOICE – IF NOT TRUE BASED ON THE DATA, NEVER PICK IT.PICK IT.

– DO NOT PICK ANSWER CHOICES THAT CANNOT BE VERIFIEDDO NOT PICK ANSWER CHOICES THAT CANNOT BE VERIFIED– ““CANNOT BE DETERMINEDCANNOT BE DETERMINED”” IS AN ACCEPTABLE ANSWER CHOICE IS AN ACCEPTABLE ANSWER CHOICE

• KNOW WHEN TO READ THE PASSAGEKNOW WHEN TO READ THE PASSAGE– IF THE QUESTION DOES NOT SPECIFY A PARTICULAR TABLE/GRAPH, YOU IF THE QUESTION DOES NOT SPECIFY A PARTICULAR TABLE/GRAPH, YOU

MIGHT NEED TO READ THE PASSAGE FOR THE ANSWERMIGHT NEED TO READ THE PASSAGE FOR THE ANSWER

CLASSROOM EXERCISECLASSROOM EXERCISE

• Split the class into groupsSplit the class into groups

• Give each group a sample ACT Science Give each group a sample ACT Science passagepassage

• Have the group answer the questions Have the group answer the questions according to the strategy tableaccording to the strategy table

• Make sure the group reaches a Make sure the group reaches a consensusconsensus

• Review answers and solving steps using Review answers and solving steps using the strategy tablethe strategy table

• Be sure they use strategies! Be sure they use strategies!

CLASSROOM EXERCISE CLASSROOM EXERCISE ACT SCIENCE STRATEGY WORKSHEETACT SCIENCE STRATEGY WORKSHEET

TABLE(S) or EXPERIMENT(S) REFERENCED

ANSWER CHOICES THAT ARE

VALID

ANSWER CHOICES DELETED

DOUBLE-CHECK LOGIC AND LOCATION?

ON TEST DAY

1. Bring lots of sharp #2 pencils and a calculator.2. Treat the night before like a school night.

3. Eat a balanced breakfast.4. Wear comfortable clothes.

5. Arrive early.6. Bring a snack.

7. Maintain your concentration. 8. The real ACT will seem more difficult than any of your practice ACTs. Why? Well, it’s not any harder; it’s just that you are a little nervous because this one counts. Being nervous is OK; it means

that you care what happens. 9. Think positively.