Follow this checklist!!
For today, just read these 2 tiny, brief paragraphs; then, move on down to the quoted checklist of what to take today! If you get rushed today, on't even work the math problem for the day. Just notice the tip that follows, then go on to the LIST below of what to take, etc.
Today's math question is about ratio. To solve the problem, you need to notice that if you move the decimal over two spaces to the right on the .06, you have 6 alone. Glancing over the answers below, the numbers are far different from one another.
Check other columns in archive on this site http://www.coolrocketschool.org/ to find mnemonics to use in test taking.
(Beginning of checklist from the college board site for teachersI):
Students should group together everything they must bring for the test beforehand. They must bring:
Admission Ticket
Acceptable photo ID (international restrictions may apply)
Two No. 2 pencils and a good eraser; no pens or mechanical pencils
Acceptable calculator with fresh batteries; students are not required to clear the memory on their calculatorsIt's also a good idea to bring: ...(See the entire list below, after my summary, and print this out if you are taking the test on Saturday. The list is written in the third person because this checklist is from the website for the teachers.)...See below for the rest of these important instructions.
You can take a watch. Be careful not to have a 'beeping' watch. No sounds are allowed from your watch! A simple, inexpensive watch with a clock face (as opposed to digital) will show you time left in each section.
If you follow my http://www.coolrocketschool.org/ site, you know that I examine the SAT question for the day to offer strategies to use every day, carrying the principles over to other content areas and to life decisions, as well. I am certified as an English, Gifted, Reading, and Exceptional Education teacher. I have four certifications in Exceptional Education as a result of extensive training in differentiating instruction to take advantage of the individual student's learning style. More information about differentiating instruction for students with difficulties is revealed in my work with gifted students.
judiethcarol&rocketcat.
Saturday, March 13, 2010
Friday, March 12, 2010
Test Saturday:: Tutor for SAT says Today's SAT Question for the Day is Easy-Peasy
TUTOR SAYS March 12, 2010: TODAY’S SAT QUESTION FOR THE DAY IS EASY-PEASY!! Reverse the strategy!
Here is another ‘easy’ point, but you must use your checking strategies. For this one, instead of checking by elimination of the answers, you need to check EACH UNDERLINED SECTION with visualization of what is going on in the sentence and imagination of what else would be a substitute for the underlined IF you are taking the test on Saturday, please rest and get your materials ready to go. See the checklist on the SAT site: Ticket, calculator, pencils (sharpened) No. 2, water, snack…..See list on www.collegeboard.com word.
Come back to http://www.coolrocketschool.org/ See below for more about this type of question.
If the underlined word is correct, as it is obvious that ‘their’ is the correct plural possessive to use for Beth and her sisters, move to the next underlined word and don’t eliminate it immediately. The question asked how changing an underlined portion would correct the sentence.
Notice that this type of sentence has ‘No error’ as the E choice at the end.
In some of the questions, the ‘A’ is the choice for the sentence to stay as it is.
Have you had any that ARE correct in a long, long time? Well, the second underlined word seems okay and so does ‘tended to’—I pause when I read “outperform them both” as this is the first indication that there are only two other sisters (Beth and her sisters worked…).
There’s nothing wrong with “during,” so I’m marking ‘No Error’! That is E. This is correct.
According to their high school basketball coach, although Beth and her sisters worked equally hard in practice, Beth tended to outperform them both during games. No Error
Instead of trying each answer to eliminate all except the correct one, for these sentences, eliminate all the possible substitutions. Remember that the ‘E’ will be under: No error.
Every question counts one point! Check the ones you know tightly, and MOVE ON!! This is a good one. Bring these on! Judiethcarol&rocketcatmarch2010 www.coolrocketschool.org
cooperhomeschool@rocketmail.com
Here is another ‘easy’ point, but you must use your checking strategies. For this one, instead of checking by elimination of the answers, you need to check EACH UNDERLINED SECTION with visualization of what is going on in the sentence and imagination of what else would be a substitute for the underlined IF you are taking the test on Saturday, please rest and get your materials ready to go. See the checklist on the SAT site: Ticket, calculator, pencils (sharpened) No. 2, water, snack…..See list on www.collegeboard.com word.
Come back to http://www.coolrocketschool.org/ See below for more about this type of question.
If the underlined word is correct, as it is obvious that ‘their’ is the correct plural possessive to use for Beth and her sisters, move to the next underlined word and don’t eliminate it immediately. The question asked how changing an underlined portion would correct the sentence.
Notice that this type of sentence has ‘No error’ as the E choice at the end.
In some of the questions, the ‘A’ is the choice for the sentence to stay as it is.
Have you had any that ARE correct in a long, long time? Well, the second underlined word seems okay and so does ‘tended to’—I pause when I read “outperform them both” as this is the first indication that there are only two other sisters (Beth and her sisters worked…).
There’s nothing wrong with “during,” so I’m marking ‘No Error’! That is E. This is correct.
According to their high school basketball coach, although Beth and her sisters worked equally hard in practice, Beth tended to outperform them both during games. No Error
Instead of trying each answer to eliminate all except the correct one, for these sentences, eliminate all the possible substitutions. Remember that the ‘E’ will be under: No error.
Every question counts one point! Check the ones you know tightly, and MOVE ON!! This is a good one. Bring these on! Judiethcarol&rocketcatmarch2010 www.coolrocketschool.org
cooperhomeschool@rocketmail.com
Thursday, March 11, 2010
Today's SAT Question Is Easy For You With CHECK Strategy to Use March 13
Quick Way to ‘Get’ Today’s SAT Answer and to Apply to Other Q&A, using Critical Thinking!
Today’s SAT question for the day is one of my favorite types, so I will use this one to emphasize my main advice for strategy when you know the answer:
CHECK! I make mnemonics to remember what to check. You can note those in archived articles.
You capture the question asked; hit the one solution that fits the best; eliminate the others (when the question and answers are short, especially); check over the one you chose as the best fit; and Kiss the question goodbye—moving on with the correct spot neatly filled on the answer sheet.
Here, the word ‘best’ in the directions nudged me to realize there will be at least two pairs of words that appear to fit. One pair of words is the ‘best’ solution—generally from the tone or connotation of the words around the words to fill in.
As always, visualize the problem:
Here, I am visualizing a woman evaluating (Ms. Fergusson’s main criticism) a drawing or painting of an animal neither the artist nor the critic has ever seen (…criticism of the artist’s rendering of the ancient mammal’s physical appearance).
The clue is that the evaluator is mainly concerned that the image the artist is giving is unsupported by even a _______ (tiny bit?) of fossil evidence. This leads me to visualize this ‘teacher-type’ person frowning at the picture and thinking: The artist had no evidence at all, so this picture is purely ‘dreamed up’ by the artist.
The artist doesn’t even have a modicum (little bit) of fossil evidence so the picture is purely speculative (a guess).
Ms. Fergusson’s main criticism of the artist’s rendering of the ancient mammal’s physical appearance is that unsupported by even a ________ (modicum) of fossil evidence, the image is bound to be ___________(speculative).
The other one that ‘fits’ my criteria: particle and supplemented. But the modicum and speculative does it better. It is the best.
By the way, as standardized tests are all over the place; and teachers are always pressed to make you do ‘critical thinking,’ please realize that a critic is not always saying ‘bad’ things. Critical thinking is evaluative, interpretive, and analytic thinking. Critical comments can be positive—or at least informative. Have you ever wanted someone’s opinion about clothes or a hair style or even someone you are dating? That is asking for ‘criticism,’ even if negative.
More strategies: Read the directions anyway (even though you understand what to do). You can do so quickly, and reading the directions each time puts your brain into the ‘if, then’ sequence you need to be using for a two-part fill in the blank.
Connect to logic. This is the same type of reasoning to use in designing a computer program or in solving an Algebra problem (particularly, Boolean Algebra: if this is true, then this is true).
Notice in the directions that you are asked for the best answer. The word ‘best’ is in bold. This is often, even usually, a hint that at least two pairs of words will fit. One pair will be judged by the test writer to be the ‘best’ answer.
Strategy: As you read a sentence with two words or phrases to fill in, think of what type of words you would fill in each space. Look at the solutions . Choose the combination with the right meaning and tone in the first space and in the second space.judiethcarol&rocketcatmarch2010
Today’s SAT question for the day is one of my favorite types, so I will use this one to emphasize my main advice for strategy when you know the answer:
CHECK! I make mnemonics to remember what to check. You can note those in archived articles.
You capture the question asked; hit the one solution that fits the best; eliminate the others (when the question and answers are short, especially); check over the one you chose as the best fit; and Kiss the question goodbye—moving on with the correct spot neatly filled on the answer sheet.
Here, the word ‘best’ in the directions nudged me to realize there will be at least two pairs of words that appear to fit. One pair of words is the ‘best’ solution—generally from the tone or connotation of the words around the words to fill in.
As always, visualize the problem:
Here, I am visualizing a woman evaluating (Ms. Fergusson’s main criticism) a drawing or painting of an animal neither the artist nor the critic has ever seen (…criticism of the artist’s rendering of the ancient mammal’s physical appearance).
The clue is that the evaluator is mainly concerned that the image the artist is giving is unsupported by even a _______ (tiny bit?) of fossil evidence. This leads me to visualize this ‘teacher-type’ person frowning at the picture and thinking: The artist had no evidence at all, so this picture is purely ‘dreamed up’ by the artist.
The artist doesn’t even have a modicum (little bit) of fossil evidence so the picture is purely speculative (a guess).
Ms. Fergusson’s main criticism of the artist’s rendering of the ancient mammal’s physical appearance is that unsupported by even a ________ (modicum) of fossil evidence, the image is bound to be ___________(speculative).
The other one that ‘fits’ my criteria: particle and supplemented. But the modicum and speculative does it better. It is the best.
By the way, as standardized tests are all over the place; and teachers are always pressed to make you do ‘critical thinking,’ please realize that a critic is not always saying ‘bad’ things. Critical thinking is evaluative, interpretive, and analytic thinking. Critical comments can be positive—or at least informative. Have you ever wanted someone’s opinion about clothes or a hair style or even someone you are dating? That is asking for ‘criticism,’ even if negative.
More strategies: Read the directions anyway (even though you understand what to do). You can do so quickly, and reading the directions each time puts your brain into the ‘if, then’ sequence you need to be using for a two-part fill in the blank.
Connect to logic. This is the same type of reasoning to use in designing a computer program or in solving an Algebra problem (particularly, Boolean Algebra: if this is true, then this is true).
Notice in the directions that you are asked for the best answer. The word ‘best’ is in bold. This is often, even usually, a hint that at least two pairs of words will fit. One pair will be judged by the test writer to be the ‘best’ answer.
Strategy: As you read a sentence with two words or phrases to fill in, think of what type of words you would fill in each space. Look at the solutions . Choose the combination with the right meaning and tone in the first space and in the second space.judiethcarol&rocketcatmarch2010
Wednesday, March 10, 2010
Tutor Offers Easy Points for SAT with Strategies for March 13
March 9, 2009
Today’s style is one to remember for the test. Even when you learn these exact directions for how to do these questions and answers, use the strategy of reading the directions on the test before each question.
Knowing the directions ahead of time will help you to move smoothly into the format of the question. Reading the directions and then the short passage makes a smooth transition for your brain to follow logically. You ‘try on’ each substitution (in full) for the underlined portion of the sentence.
Again, you will need to read the entire sentence each time you substitute the possible answers below. (A is the answer to use if the sentence is correct as written.)
Note: A is not always the answer to choose when there is nothing to change.
Part of your ‘aptitude’ measured on the SAT is your ability to read the directions each time to keep organized about the possible answers, even if you practice this style of question again and again.
One ironic disadvantage for students who are avid readers is the urge to choose the completion of sentences like this because it ‘looks right’ or ‘sounds right.’ The disadvantage to readers is the extremely large number of errors in published writing. Often these common errors are exactly what you are being asked to find on the SAT.
I started reading a book today by a lawyer who was formerly a law clerk to a Supreme Court Justice. The first paragraph of her book has a series of complete sentences connected with commas. The author is an interesting writer; and by page five of this particular book, I could give at least five examples to the SAT writers to use. The sentences look ‘correct’ because they are published in a nice, expensive book with a lovely hardcover and illustrated dust jacket.
Today’s question has a section underlined that is followed by a comma.
Clara Barton founded the American branch of the Red Cross, a nurse who was sometimes called “the angel of the battlefield.”
Note: Here is where it would be good if you are noticing that comma after Cross, knowing it is staying; but that underlined portion is not correct because “a nurse …” is modifying American branch of Red Cross rather than ‘Sue Barton.’
As we gaze at the possible answers below, we are looking for some way to keep that comma because it is not underlined to replace. BEFORE the comma, we need a way to indicate that Clara Barton is the nurse.
What are our options? We know we don’t want A. That’s the same way the sentence is now.
Let’s look at B-E. We need to put them into the sentence quickly. We will base a choice upon something other than how the substitute portion appears.
Not a—Needs correction for modifiers.
Read each sentence with the substitution—with the ENTIRE sentence.
B. The founder of the American branch of the Red Cross was Clara Barton, a nurse who was sometimes called “the angel of the battlefield.”
(Note: If you are feeling the pace of the test, you can stop with this answer. It is correct. The apposition is smooth to read: Clara Barton, a nurse who was…)
If you recognize that B. fits well and takes care of the glaring error, you can fill in “B” on your answer sheet, and you can keep moving with a flag here to use if you have extra time to eliminate the other answers.
When/if you do have time to come back to it:
CHECK
Capture the correct question.
Hit the answer that fits.
Eliminate the other answers. (This Q&A is a good example of modifying the elimination. B is correct. Use later time to do eliminations, when pacing is working well for you.)
Check the ones you know the most!
Kiss the answer goodbye with the circle filled in on the answer sheet only when the answer is safe and sliding into home!
Additional Elimination:
C. It was Clara Barton founding the American branch of the Red Cross, a nurse who was sometimes called “the angel of the battlefield.”
Note: This one has a similar error to ‘A’—More punctuation is necessary to make this correct.
D. Clara Barton, who founded the American branch of the Red Cross, she was, a nurse who was sometimes called “the angel of the battlefield.”
D. has too many words (she ) and too many commas.
E. In founding the American Branch of the Red Cross, Clara Barton was a nurse who was sometimes called “the angel of the battlefield.”
E looks pretty good, but B is correct. E starts with an awkward prepositional phrase.
For now, when you get the right answer at A or B, stop. This is the right thing to do. Go back if you have time. Put together a strategy to find the ones to check. Leave only one or two months in question.
Judiethcarol&rocketMarch2010c.
Today’s style is one to remember for the test. Even when you learn these exact directions for how to do these questions and answers, use the strategy of reading the directions on the test before each question.
Knowing the directions ahead of time will help you to move smoothly into the format of the question. Reading the directions and then the short passage makes a smooth transition for your brain to follow logically. You ‘try on’ each substitution (in full) for the underlined portion of the sentence.
Again, you will need to read the entire sentence each time you substitute the possible answers below. (A is the answer to use if the sentence is correct as written.)
Note: A is not always the answer to choose when there is nothing to change.
Part of your ‘aptitude’ measured on the SAT is your ability to read the directions each time to keep organized about the possible answers, even if you practice this style of question again and again.
One ironic disadvantage for students who are avid readers is the urge to choose the completion of sentences like this because it ‘looks right’ or ‘sounds right.’ The disadvantage to readers is the extremely large number of errors in published writing. Often these common errors are exactly what you are being asked to find on the SAT.
I started reading a book today by a lawyer who was formerly a law clerk to a Supreme Court Justice. The first paragraph of her book has a series of complete sentences connected with commas. The author is an interesting writer; and by page five of this particular book, I could give at least five examples to the SAT writers to use. The sentences look ‘correct’ because they are published in a nice, expensive book with a lovely hardcover and illustrated dust jacket.
Today’s question has a section underlined that is followed by a comma.
Clara Barton founded the American branch of the Red Cross, a nurse who was sometimes called “the angel of the battlefield.”
Note: Here is where it would be good if you are noticing that comma after Cross, knowing it is staying; but that underlined portion is not correct because “a nurse …” is modifying American branch of Red Cross rather than ‘Sue Barton.’
As we gaze at the possible answers below, we are looking for some way to keep that comma because it is not underlined to replace. BEFORE the comma, we need a way to indicate that Clara Barton is the nurse.
What are our options? We know we don’t want A. That’s the same way the sentence is now.
Let’s look at B-E. We need to put them into the sentence quickly. We will base a choice upon something other than how the substitute portion appears.
Not a—Needs correction for modifiers.
Read each sentence with the substitution—with the ENTIRE sentence.
B. The founder of the American branch of the Red Cross was Clara Barton, a nurse who was sometimes called “the angel of the battlefield.”
(Note: If you are feeling the pace of the test, you can stop with this answer. It is correct. The apposition is smooth to read: Clara Barton, a nurse who was…)
If you recognize that B. fits well and takes care of the glaring error, you can fill in “B” on your answer sheet, and you can keep moving with a flag here to use if you have extra time to eliminate the other answers.
When/if you do have time to come back to it:
CHECK
Capture the correct question.
Hit the answer that fits.
Eliminate the other answers. (This Q&A is a good example of modifying the elimination. B is correct. Use later time to do eliminations, when pacing is working well for you.)
Check the ones you know the most!
Kiss the answer goodbye with the circle filled in on the answer sheet only when the answer is safe and sliding into home!
Additional Elimination:
C. It was Clara Barton founding the American branch of the Red Cross, a nurse who was sometimes called “the angel of the battlefield.”
Note: This one has a similar error to ‘A’—More punctuation is necessary to make this correct.
D. Clara Barton, who founded the American branch of the Red Cross, she was, a nurse who was sometimes called “the angel of the battlefield.”
D. has too many words (she ) and too many commas.
E. In founding the American Branch of the Red Cross, Clara Barton was a nurse who was sometimes called “the angel of the battlefield.”
E looks pretty good, but B is correct. E starts with an awkward prepositional phrase.
For now, when you get the right answer at A or B, stop. This is the right thing to do. Go back if you have time. Put together a strategy to find the ones to check. Leave only one or two months in question.
Judiethcarol&rocketMarch2010c.
Top strategy For Test-Takers SAT March 13: Answer the Question Asked!
March 8, 2010
If you are just tuning in to http://www.coolrocketschool.org/ , I believe I can help with some powerful strategies to help you to get points for your answers on the Scholastic Aptitude Test (SAT). If you are taking this test March 13 (and some of you will succeed in getting in as a standby if you need to take it now), please
look over the archive here at http://www.coolrocketschool.org/. . I am a private tutor with several certifications, and I am using these SAT questions to prepare students to gather in more points on the Scholastic Aptitude tests. When it is down to the wire, I can help. I'm speaking to you personally. I teach one-on-one.
Over 200,000 tried this question, and I am stunned to see that over 35% missed it! It’s another easy one besides being fast. So, today, I have the question and the choices here on this site with a new mnemonic below—still emphasizing: Answer the question asked. Keep adding to your vocabulary. This week, just look at graphs and terminology in the glossaries of all your textbooks. Look at a page every day, and come here for advice. Mainly, though, if you are taking the test this week; you have done enough extensive test taking for practice. Whatever you have done is enough. Do the checklists on the college board site to make sure you get to the test site with your ticket and other items...on time and rested.
Why did so many miss the short one for March 8??? Use it as a pattern, and get these points on the test.
My theory is that some of you just went back and looked at the last part of this sentence with the blank. In that case, every one of the incorrect answers will fit nicely. If the correct theory of all the errors is due to difficulty with vocabulary (indecipherable, legible or boast???), when will you realize that knowing more words is going to help you in every area? These questions increase your vocabulary.
Additionally, this question can be answered even without knowing the word ‘indecipherable.’ Few people brag that their speech is garbled and messed up, BUT some people seem to show off ______(garbled?) handwriting.
Check and Eliminate all answers when the answers are one word.
There is just ONE WORD next to each letter, and you are looking for a word that means ‘messed up.’ Does garbled or messed up bring to mind: elegant, stylized, unusual, or legible? No. What about that word with negative stuff? The prefix means ‘not’ and decipherable has neat ‘code’ meanings.
March 8
Very few adults boast that no one can understand a word they say, but quite a few seem proud of _______ handwriting.
A) Elegant
B) Stylized
C) Indecipherable
D) unusual
E) legible
CHECK
Capture the correct question. The correct question is: Which word will indicate handwriting that nobody can understand? The sentence says almost nobody likes to speak without being misunderstood, BUT (ironically) people will not apologize for bad handwriting. Some people seem proud of _______(C. indecipherable) handwriting.
Eliminate the other answers. All the other answers indicate the writing is nice or interesting. No, these people may not want to have garbled speech; BUT quite a few seem almost PROUD of garbled handwriting.
Please look up indecipherable. It’s a nice combination of the prefix ‘in’ meaning ‘not’ and combinations of roots and affixes related to decoding.
Strategy: This is fast. Check it. See below for another mnemonic. Only 65% of over 200,000 respondents got this one. CHECK! Capture, Hit, Eliminate, Check, Kiss 1,2,3,4,5
Some educators, parents, and students are thinking you don’t know these words well enough if you miss these. That may be true. You need to add vocabulary and special terms constantly, so you can relax on all of the standardized tests. But I am guessing that many students missed this one because of the same problem I talk about constantly: You are using part of the right strategies and asking questions of yourself while you read. Thisconstant asking questions of yourself is necessary to get correct answers.
Notice, however, that to do this, you are constantly predicting, noticing what you know, noticing what you need to know. You keep asking and answering questions as you read. You KNOW many correct answers by the time you finish reading a portion of the test: To do well on standardized tests, you must be SURE you answer the question asked. Some of the multiple choice answers will be answers to OTHER questions.
USE THIS ONE AS AN EXAMPLE, A PATTERN:
For this one, many of you read the last part of the sentence and put in a word that fits.
If you read the last part of this sentence, every one of the other choices is a likely choice—a likely choice for only the last part of the sentence. Yes, quite a few adults do seem proud of elegant handwriting, stylized handwriting, unusual handwriting, AND legible handwriting. But (and I want you to notice the 'BUT') you need to be reading the ENTIRE sentence. Then, only ONE answer fits. The only negative connotation goes with the word meaning 'cannot be decoded'--indecipherable.
Your strategy is to read the ENTIRE sentence (noting that few adults would boast that nobody can understand their speech, BUT ‘quite a few’ even seem proud of (look for a word meaning ‘slurred’ handwriting).
Capture the question asked.
Hit a home run with this one you know.
Eliminate the other possibilities.
Check it BECAUSE you know it.
Kiss it goodbye when it has on mittens and galoshes and is sliding into home safe, not before.
Other side of the coin: When a question is slooooow, and you see many things you can do…maybe…and you are getting lost in the possibilities, then: ACT
Act to sketch out what you know and what you need to know about the question.
Capture the question asked from all the writer of the question COULD ask.
Teach yourself to apply all you know to make connections and to predict the correct answer.
ACT! And Move On when nothing is going on in your brain that feels like: Wow! I know this.
Do read the directions and the question. Do not be put off by unusual graphs, illustrations, or words. Most of them are not necessary to figure out the answer. Just read and note what you know and what you need to know. Figure out the exact question and write it down.
Put a dot in the center of a possibility on the answer sheet and MOVE ON.
Leave enough time every two or three answers to fill in dots on the answer sheet. Judiethcarol&Rocketcatmarch 2010
If you are just tuning in to http://www.coolrocketschool.org/ , I believe I can help with some powerful strategies to help you to get points for your answers on the Scholastic Aptitude Test (SAT). If you are taking this test March 13 (and some of you will succeed in getting in as a standby if you need to take it now), please
look over the archive here at http://www.coolrocketschool.org/. . I am a private tutor with several certifications, and I am using these SAT questions to prepare students to gather in more points on the Scholastic Aptitude tests. When it is down to the wire, I can help. I'm speaking to you personally. I teach one-on-one.
Over 200,000 tried this question, and I am stunned to see that over 35% missed it! It’s another easy one besides being fast. So, today, I have the question and the choices here on this site with a new mnemonic below—still emphasizing: Answer the question asked. Keep adding to your vocabulary. This week, just look at graphs and terminology in the glossaries of all your textbooks. Look at a page every day, and come here for advice. Mainly, though, if you are taking the test this week; you have done enough extensive test taking for practice. Whatever you have done is enough. Do the checklists on the college board site to make sure you get to the test site with your ticket and other items...on time and rested.
Why did so many miss the short one for March 8??? Use it as a pattern, and get these points on the test.
My theory is that some of you just went back and looked at the last part of this sentence with the blank. In that case, every one of the incorrect answers will fit nicely. If the correct theory of all the errors is due to difficulty with vocabulary (indecipherable, legible or boast???), when will you realize that knowing more words is going to help you in every area? These questions increase your vocabulary.
Additionally, this question can be answered even without knowing the word ‘indecipherable.’ Few people brag that their speech is garbled and messed up, BUT some people seem to show off ______(garbled?) handwriting.
Check and Eliminate all answers when the answers are one word.
There is just ONE WORD next to each letter, and you are looking for a word that means ‘messed up.’ Does garbled or messed up bring to mind: elegant, stylized, unusual, or legible? No. What about that word with negative stuff? The prefix means ‘not’ and decipherable has neat ‘code’ meanings.
March 8
Very few adults boast that no one can understand a word they say, but quite a few seem proud of _______ handwriting.
A) Elegant
B) Stylized
C) Indecipherable
D) unusual
E) legible
CHECK
Capture the correct question. The correct question is: Which word will indicate handwriting that nobody can understand? The sentence says almost nobody likes to speak without being misunderstood, BUT (ironically) people will not apologize for bad handwriting. Some people seem proud of _______(C. indecipherable) handwriting.
Eliminate the other answers. All the other answers indicate the writing is nice or interesting. No, these people may not want to have garbled speech; BUT quite a few seem almost PROUD of garbled handwriting.
Please look up indecipherable. It’s a nice combination of the prefix ‘in’ meaning ‘not’ and combinations of roots and affixes related to decoding.
Strategy: This is fast. Check it. See below for another mnemonic. Only 65% of over 200,000 respondents got this one. CHECK! Capture, Hit, Eliminate, Check, Kiss 1,2,3,4,5
Some educators, parents, and students are thinking you don’t know these words well enough if you miss these. That may be true. You need to add vocabulary and special terms constantly, so you can relax on all of the standardized tests. But I am guessing that many students missed this one because of the same problem I talk about constantly: You are using part of the right strategies and asking questions of yourself while you read. Thisconstant asking questions of yourself is necessary to get correct answers.
Notice, however, that to do this, you are constantly predicting, noticing what you know, noticing what you need to know. You keep asking and answering questions as you read. You KNOW many correct answers by the time you finish reading a portion of the test: To do well on standardized tests, you must be SURE you answer the question asked. Some of the multiple choice answers will be answers to OTHER questions.
USE THIS ONE AS AN EXAMPLE, A PATTERN:
For this one, many of you read the last part of the sentence and put in a word that fits.
If you read the last part of this sentence, every one of the other choices is a likely choice—a likely choice for only the last part of the sentence. Yes, quite a few adults do seem proud of elegant handwriting, stylized handwriting, unusual handwriting, AND legible handwriting. But (and I want you to notice the 'BUT') you need to be reading the ENTIRE sentence. Then, only ONE answer fits. The only negative connotation goes with the word meaning 'cannot be decoded'--indecipherable.
Your strategy is to read the ENTIRE sentence (noting that few adults would boast that nobody can understand their speech, BUT ‘quite a few’ even seem proud of (look for a word meaning ‘slurred’ handwriting).
Capture the question asked.
Hit a home run with this one you know.
Eliminate the other possibilities.
Check it BECAUSE you know it.
Kiss it goodbye when it has on mittens and galoshes and is sliding into home safe, not before.
Other side of the coin: When a question is slooooow, and you see many things you can do…maybe…and you are getting lost in the possibilities, then: ACT
Act to sketch out what you know and what you need to know about the question.
Capture the question asked from all the writer of the question COULD ask.
Teach yourself to apply all you know to make connections and to predict the correct answer.
ACT! And Move On when nothing is going on in your brain that feels like: Wow! I know this.
Do read the directions and the question. Do not be put off by unusual graphs, illustrations, or words. Most of them are not necessary to figure out the answer. Just read and note what you know and what you need to know. Figure out the exact question and write it down.
Put a dot in the center of a possibility on the answer sheet and MOVE ON.
Leave enough time every two or three answers to fill in dots on the answer sheet. Judiethcarol&Rocketcatmarch 2010
Monday, March 8, 2010
6 Best Ways to Get Points on March 13 SAT Test
6 Best Ways To Get Points on March 13 SAT Test
1. Print out or write out the list of things to take with you to the test and get them together now: ticket, directions to the test site, pencils, and calculator. Checklist is on www.collegeboard.com
2. Know how to use your calculator. See the directions about the calculator on the College Board site www.collegeboard.com You may not use it, but know the rules. Know all the rules.
3. Look at the Question for the Day each day between now and the test by using the test feed. Go back and look at the DIRECTIONS and the SOLUTIONS to the other questions for the past few days. Some types of questions will always be on the test. Some styles of asking the question will always be on the test. www.collegeboard.com
4. Follow the advice of a mentor about strategies to get the points you know. www.coolrocketschool.org
I am a private tutor with nine certifications to teach gifted and exceptional education, so I have proctored standardized tests with accommodations and for gifted students with other health impairments. Many of my websites are full of helpful columns about taking the SAT (www.coolrocketschool.org and www.coolrocketschool.com ). If you have time before Friday’s test to read some of the columns, the practice with the questions and the tips can help. If not, see 5&6 below.
5. If you are taking the Scholastic Aptitude Test (SAT) this upcoming Saturday, use these mnemonics for questions you can answer quickly and for questions you cannot answer quickly:
First, if you know the answer, make CERTAIN, you are answering the correct question:
CHECK:
Capture all the information from the question you need.
Help yourself to connect what you need to know with what you know.
Eliminate the answers you think are wrong.
Check your answer in the problem to make sure it fits the question.
Kiss your circle with a nice complete fill on the answer sheet.
SECOND, if you are somewhat lost in the question, realizing that you may know some things but the method to the answer is not readily apparent to you:
ACT:
Ask yourself the question you think the question is from the material you see.
Capture all you know about the solution and what you need to know.
Teach yourself to move through the possible steps to eliminate as many possibilities as you can.
Put a dot in one of the circles on the answer sheet to look at later if you have time or to fill in before the end of the test—and MOVE ON. ACT!
6. Don’t make big plans for the night before the test. Get some rest. Do find out everything about how to get to the test site, where to park, where to go for the test before the test day.
Don’t try to do a lot more to prepare for the rest of the week. Try to be as comfortable as possible. You can always take it again, and you will know a lot more about the test! Give it your best shot! Stand on the line and pop the balls into the basket one by one. You can do more than you know. Try every question, keep checking that you are answering the right question, and keep moving.judiethcarol&Rocketcat @ www.coolrocketschool.org and www.coolrocketschool.com March 2010
1. Print out or write out the list of things to take with you to the test and get them together now: ticket, directions to the test site, pencils, and calculator. Checklist is on www.collegeboard.com
2. Know how to use your calculator. See the directions about the calculator on the College Board site www.collegeboard.com You may not use it, but know the rules. Know all the rules.
3. Look at the Question for the Day each day between now and the test by using the test feed. Go back and look at the DIRECTIONS and the SOLUTIONS to the other questions for the past few days. Some types of questions will always be on the test. Some styles of asking the question will always be on the test. www.collegeboard.com
4. Follow the advice of a mentor about strategies to get the points you know. www.coolrocketschool.org
I am a private tutor with nine certifications to teach gifted and exceptional education, so I have proctored standardized tests with accommodations and for gifted students with other health impairments. Many of my websites are full of helpful columns about taking the SAT (www.coolrocketschool.org and www.coolrocketschool.com ). If you have time before Friday’s test to read some of the columns, the practice with the questions and the tips can help. If not, see 5&6 below.
5. If you are taking the Scholastic Aptitude Test (SAT) this upcoming Saturday, use these mnemonics for questions you can answer quickly and for questions you cannot answer quickly:
First, if you know the answer, make CERTAIN, you are answering the correct question:
CHECK:
Capture all the information from the question you need.
Help yourself to connect what you need to know with what you know.
Eliminate the answers you think are wrong.
Check your answer in the problem to make sure it fits the question.
Kiss your circle with a nice complete fill on the answer sheet.
SECOND, if you are somewhat lost in the question, realizing that you may know some things but the method to the answer is not readily apparent to you:
ACT:
Ask yourself the question you think the question is from the material you see.
Capture all you know about the solution and what you need to know.
Teach yourself to move through the possible steps to eliminate as many possibilities as you can.
Put a dot in one of the circles on the answer sheet to look at later if you have time or to fill in before the end of the test—and MOVE ON. ACT!
6. Don’t make big plans for the night before the test. Get some rest. Do find out everything about how to get to the test site, where to park, where to go for the test before the test day.
Don’t try to do a lot more to prepare for the rest of the week. Try to be as comfortable as possible. You can always take it again, and you will know a lot more about the test! Give it your best shot! Stand on the line and pop the balls into the basket one by one. You can do more than you know. Try every question, keep checking that you are answering the right question, and keep moving.judiethcarol&Rocketcat @ www.coolrocketschool.org and www.coolrocketschool.com March 2010
English Teacher Tips for SAT Math Question for the Day-56% Miss This One
This English Teacher Got Today’s SAT Math Question Correct that Only 56% Solved; and She Has Advice to Make It Easier for You: Answer the Right Question!
Note: If you are taking the SAT this week (March 13), there will be ratio questions. You could pick up a point or two by practicing some from the Princeton Review and/or the College Board site on the types of questions that allow several different ratio questions. They can be like riddles, almost fun.
Over one hundred thousand people answered today’s Question for the Day and only 56%, .56, 56/100 or 28/50 or 14/25 got it right. I got it right, and I understand it. That feels good. Even so, I did not do it the way the College Board explains it. I like their explanation, though. It gives insight to answer more complex questions.
It also gives me the chance to emphasize one more time. If you are not knowledgeable enough right now to do a diagram recognizing triangles like they suggest, 1) You may be able to get the correct answer another way. I did. 2) If it is unfamiliar after you attempt it, mark the answer sheet with a dot in the circle of your best guess and MOVE ON. You can keep on studying and learning; but don't panic about any one test. It's just a test. It's a tool, hopefully for use as much as anyone's.
March 7 Math Question http://www.collegeboard.com/
I absolutely forced myself to make sure I was answering the correct question. This is my key strategy in the mathematics section if my answer is fast, as it was here. My second key strategy is to move on after marking my most educated guesses if I am taking too long. This solution was fast, so I moved to the ‘check the question’ part of my strategy and, sure enough, I was wavering on which question.
It was like: Oh, I know, I know!!!
Then, I stopped—and I realized: I know which answer would be the height of the shadow of the post, as a ratio to the height of the man and his shadow.
I also knew which answer would be the height of the fence post, as a ratio to the height of the man and his shadow. Uh-oh. I almost answered the wrong question.
The question says: The man’s shadow is 60 centimeters long, and the fence post’s shadow is t centimeters long. The man is 180 centimeters tall, so his shadow is 1/3 his height.
(You don’t even have to know what a centimeter is to answer this, but study your terms anyway!)
His shadow is 1/3 his height. MORE IMPORTANTLY FOR THE QUESTION, HIS HEIGHT, therefore, IS 3 TIMES HIS SHADOW’S LENGTH.
So we have the ratio for the fence post and the fence post shadow. We just have to make sure we answer with which is 1/3 and which is 3 times ….
L=1/3H and H=3L (L=length of shadow and H=height of man)
Guess what? The College Board test designers had the answers for both questions—the one I thought it was asking at first and the one it was REALLY asking. Even so, it’s easy to figure.
The College Board solution has a great graphic with some information that will help on many other types of similar problems. But you don’t have to do all of this with this one. The ratio is really easy to see on this one.
The question asks, in terms of t (already given as the length of the SHADOW of the post), what is the height of the fence post?
Okay, the man is an upright vertical line and so is the fence post. He casts a shadow that is 1/3 his height.
Therefore, by the same ratio, the fence post casts a shadow that is t (the label of the length of the shadow). So the height of the fence post is 3 times that length of the shadow which is t --or 3t.
Either way, though, I did not work it out as shown in the College Board solution. You should look at their solution because that recognition of the triangles and the hypotenuse and right angles is classic algebra and geometry that will give you even more answers in other problems.
Learn the metric system terms. Keep them in front of you while doing practice. Never avoid trying a problem because you do not know the terms. You do not have to know what a centimeter is to do this problem. Cent is the root word for hundred. Meter means measurement. The metric system is based on tens. It is an international system. Keep learning it, but do not let the terminology stop you from doing the problems.
Note: If you are taking the SAT this week (March 13), there will be ratio questions. You could pick up a point or two by practicing some from the Princeton Review and/or the College Board site on the types of questions that allow several different ratio questions. They can be like riddles, almost fun.
Over one hundred thousand people answered today’s Question for the Day and only 56%, .56, 56/100 or 28/50 or 14/25 got it right. I got it right, and I understand it. That feels good. Even so, I did not do it the way the College Board explains it. I like their explanation, though. It gives insight to answer more complex questions.
It also gives me the chance to emphasize one more time. If you are not knowledgeable enough right now to do a diagram recognizing triangles like they suggest, 1) You may be able to get the correct answer another way. I did. 2) If it is unfamiliar after you attempt it, mark the answer sheet with a dot in the circle of your best guess and MOVE ON. You can keep on studying and learning; but don't panic about any one test. It's just a test. It's a tool, hopefully for use as much as anyone's.
March 7 Math Question http://www.collegeboard.com/
I absolutely forced myself to make sure I was answering the correct question. This is my key strategy in the mathematics section if my answer is fast, as it was here. My second key strategy is to move on after marking my most educated guesses if I am taking too long. This solution was fast, so I moved to the ‘check the question’ part of my strategy and, sure enough, I was wavering on which question.
It was like: Oh, I know, I know!!!
Then, I stopped—and I realized: I know which answer would be the height of the shadow of the post, as a ratio to the height of the man and his shadow.
I also knew which answer would be the height of the fence post, as a ratio to the height of the man and his shadow. Uh-oh. I almost answered the wrong question.
The question says: The man’s shadow is 60 centimeters long, and the fence post’s shadow is t centimeters long. The man is 180 centimeters tall, so his shadow is 1/3 his height.
(You don’t even have to know what a centimeter is to answer this, but study your terms anyway!)
His shadow is 1/3 his height. MORE IMPORTANTLY FOR THE QUESTION, HIS HEIGHT, therefore, IS 3 TIMES HIS SHADOW’S LENGTH.
So we have the ratio for the fence post and the fence post shadow. We just have to make sure we answer with which is 1/3 and which is 3 times ….
L=1/3H and H=3L (L=length of shadow and H=height of man)
Guess what? The College Board test designers had the answers for both questions—the one I thought it was asking at first and the one it was REALLY asking. Even so, it’s easy to figure.
The College Board solution has a great graphic with some information that will help on many other types of similar problems. But you don’t have to do all of this with this one. The ratio is really easy to see on this one.
The question asks, in terms of t (already given as the length of the SHADOW of the post), what is the height of the fence post?
Okay, the man is an upright vertical line and so is the fence post. He casts a shadow that is 1/3 his height.
Therefore, by the same ratio, the fence post casts a shadow that is t (the label of the length of the shadow). So the height of the fence post is 3 times that length of the shadow which is t --or 3t.
Either way, though, I did not work it out as shown in the College Board solution. You should look at their solution because that recognition of the triangles and the hypotenuse and right angles is classic algebra and geometry that will give you even more answers in other problems.
Learn the metric system terms. Keep them in front of you while doing practice. Never avoid trying a problem because you do not know the terms. You do not have to know what a centimeter is to do this problem. Cent is the root word for hundred. Meter means measurement. The metric system is based on tens. It is an international system. Keep learning it, but do not let the terminology stop you from doing the problems.
Sunday, March 7, 2010
94% Are Right Today on the SAT Question for the DAY! Hooray!
94% Are Correct on Breezy FAST SAT QUESTION FOR THE DAY
WHEW! After a long column warning you to use your personal style and strategy to make sure you pay attention to which question is being asked, as well as how to pace yourself on questions you could work out if you had more time, here is a short question with short answer format.
Are you safe in rushing through this one?
Generally, the answer is that this is a ‘safe’ type of question to minimize time to spend, but do the right things!
First, absolutely KNOW the style of the question BEFORE the test, and—even so—READ THE DIRECTIONS.
This is a predictable style: Portions of a sentence are underlined. After the end punctuation of the sentence, the phrase NO ERROR is underlined.
You are to read the sentence with attention to the possible errors evidenced in the underlined portions. If there are no errors in those underlined portions, you choose E. below as the answer for ‘No Error.’ Otherwise, you choose the letter appearing under the underlined section with the error.
You are reading the sentence looking at the sections underlined. You are looking for extra words (first), lack of parallel construction, lack of agreement in subject-verb or pronoun-antecedent, a dangling participle, incorrect verb tense, incorrect pronoun.
First thing, look for extra words. That’s what happens here. Plus, this sentence does not have a correct verb.
So, yes, you can do this quickly. Take your point, and go.
Just make sure you do recognize the style of the question and the reason for the question. (This question is testing whether you realize that this is not even a complete sentence until these corrections are done, and it has the ambiguous pronoun ‘they’ sticking out.)
If they have one that is easy for you every now and then, hallelujah!
I’ll say no more.
WHEW! After a long column warning you to use your personal style and strategy to make sure you pay attention to which question is being asked, as well as how to pace yourself on questions you could work out if you had more time, here is a short question with short answer format.
Are you safe in rushing through this one?
Generally, the answer is that this is a ‘safe’ type of question to minimize time to spend, but do the right things!
First, absolutely KNOW the style of the question BEFORE the test, and—even so—READ THE DIRECTIONS.
This is a predictable style: Portions of a sentence are underlined. After the end punctuation of the sentence, the phrase NO ERROR is underlined.
You are to read the sentence with attention to the possible errors evidenced in the underlined portions. If there are no errors in those underlined portions, you choose E. below as the answer for ‘No Error.’ Otherwise, you choose the letter appearing under the underlined section with the error.
You are reading the sentence looking at the sections underlined. You are looking for extra words (first), lack of parallel construction, lack of agreement in subject-verb or pronoun-antecedent, a dangling participle, incorrect verb tense, incorrect pronoun.
First thing, look for extra words. That’s what happens here. Plus, this sentence does not have a correct verb.
So, yes, you can do this quickly. Take your point, and go.
Just make sure you do recognize the style of the question and the reason for the question. (This question is testing whether you realize that this is not even a complete sentence until these corrections are done, and it has the ambiguous pronoun ‘they’ sticking out.)
If they have one that is easy for you every now and then, hallelujah!
I’ll say no more.
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