Thinking and Study Skills Grade i_ii_Anc_889898.indd 19 4/7/08 3:26:57 PM Copyright © by The McGraw-Hill Companies, Inc All rights reserved Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the program Any other reproduction, for sale or other use, is expressly prohibited Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-07-889898-3 MHID: 0-07-889898-6 Printed in the United States of America 10 024 12 11 10 09 08 i_ii_Anc_889898.indd 20 4/7/08 3:26:58 PM Contents Defining Problems Setting Goals Observing Formulating Questions Using Prior Knowledge Comparing and Contrasting Classifying Using Graphic Organizers Identifying Characteristics Using Cause-and-Effect Relationships 10 Using Organizational Patterns 11 Using Metaphors 12 Identifying Main Ideas 13 Identifying Errors in Logic 14 Inferring 15 Predicting 16 Elaborating 17 Summarizing 18 Drawing Conclusions 19 Using Criteria 20 Making Decisions 21 Thinking Creatively 22 Using a Library I 23 Using a Library II 24 Using a Dictionary I 25 Using a Dictionary II 26 Using a Dictionary III 27 Using a Thesaurus I 28 Using a Thesaurus II 29 Studying I 30 Studying II 31 Managing Study Time 32 Listening 33 iii Contents Taking Notes While Listening 34 Taking Notes from Books 35 Outlining from Books 36 Taking Notes from Films and Videos 37 Solving Problems 38 Learning from Graphics I 39 Learning from Graphics II 40 Taking Tests I 41 Taking Tests II 42 Answers 43 iv Thinking and Study Skills Name Class Date Defining Problems Your shoelace breaks as you are walking from one classroom to another Your shoelace breaks during a basketball game as you are leading a fast break The first situation is an inconvenience, but the second is a problem—something (a broken shoelace, in this case) that keeps you from getting what you want to have or from doing what you want to (scoring an easy basket before an opponent can stop you) Problems can be hard to define A person who often turns in assignments late has a problem But is the problem having too many chores around the house, spending too much time watching TV, or forgetting to put homework into the school bag? Defining a problem clearly can help lead you to a good solution Knowing how to define problems can help you with your school work, too Clearly defining a problem in math will help you find the right solution Clearly defining a problem you are exploring in a history essay can help you write a well-thought-out paper The following questions can help you define a problem and find a solution • What makes the situation a problem? • Does this problem need to be solved? Why? • When should this problem be solved? • How can this problem be solved? ■ Activities A Apply the five questions in the box to the situations listed below Define each probCopyright © The McGraw-Hill Companies, Inc lem, and suggest a possible solution You and a friend are going to a classmate’s birthday party On the way to the party, you and your friend discover that you both bought the same birthday gift The choir director asks you to sing a solo in the school concert This is an honor, and you want to it, but you worry that you will forget the music when you get on stage B Think about a problem you or a friend has faced recently Apply the boxed questions to this problem Write down possible solutions that come to mind after answering the five questions If you or your friend has already solved the problem, include your solution Writer’s Choice: Thinking and Study Skills, Grade Thinking and Study Skills Name Class Date Setting Goals Making the track team, learning a new song on the guitar, buying a special pair of shoes, getting an A on the next history test—all of these are goals you may have set for yourself at some point Having a goal allows you to direct your actions toward a specific purpose For example, homework can be easier if you set goals for yourself You could study until your favorite television show comes on Or take a break for every two paragraphs of a paper that you write You achieve a sense of satisfaction when you reach a goal The most important part of setting goals is making sure that they are realistic If you set a goal to write a three-page paper in one night, you may finish the paper, but it probably won’t be very well written You may decide to become a ballet dancer, but don’t expect to become the best dancer in the group within six months You should always challenge yourself, but only you know whether your goal is realistic When you set a goal, it is important to think clearly and to plan well The following questions can help you set a goal • What exactly I want to accomplish? • Is this goal realistic? • How much time will it take to reach my goal? • How can I best accomplish my goal? ■ Activities Write a novel in Russian Learn how to ride a horse Learn fifty new words each day Write a poem, and have it published Buy a pet guinea pig Run in a marathon Invent a new form of environmentally safe energy Learn how to play guitar Knit a sweater for your grandfather’s birthday next week 10 Volunteer time for a local charity B Choose a goal from Part A or a goal of your own Write out a plan for accomplishing the goal Be sure to include the amount of time you think it will take to reach that goal Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc A In the blank next to each item in the list write yes or no to tell whether the stated goal is realistic or not If it is not realistic, tell why, and explain how the goal could be changed to make it attainable Write on a separate sheet of paper Thinking and Study Skills Name Class Date Observing The murmur of the crowd fills my ears as I lean back in my seat and feel the warmth of the sun in a cloudless sky soak into my skin The fans are happy The home team is ahead by three runs in the bottom of the sixth inning, and they are well on their way to winning their division A family two rows down is on its second round of hot dogs The spicy sweet smell of the meat drifts up to me, making my stomach grumble I savor another bite of my mustard-covered soft pretzel Observing can help you turn any experience into a writing opportunity But observing takes practice Writer Julia Alvarez plays word-association games to keep her senses and her observational skills sharp (See page 110 in your textbook.) You can keep your observational skills sharp by taking five minutes during the day to focus on what your senses are picking up Remember to use all five senses—sight, touch, smell, hearing, and taste Describe your impressions in detail Writers are not the only careful observers Scientists observe reactions in experiments Doctors observe the symptoms of their patients Teachers observe their students You can learn about the world around you by observing people, sports, animals, art, places, and even objects ■ Activities A With which senses does the writer of the first paragraph above observe events in the stands during a baseball game? B Take a moment now to observe everything that is within a five-foot circle of where you are Carefully observe your area, and list at least one fact that you observe with each of your five senses Copyright © The McGraw-Hill Companies, Inc C A cousin of yours who has never been to your city before is going to visit you Write a note of welcome describing an area you enjoy near your house, such as a park or playground, a shopping area, or a video arcade Use descriptions that appeal to several senses Writer’s Choice: Thinking and Study Skills, Grade Thinking and Study Skills Name Class Date Formulating Questions Have you ever played twenty questions? One person in a group thinks of an animal, a plant, or an object The rest of the group then asks the person questions about his or her chosen item The person can answer only yes or no If the group can’t guess the identity of the item within twenty questions, the person wins Playing the game well requires learning how to ask the right questions Many people ask questions for a living Detectives must know the right questions to ask witnesses or suspects Doctors must ask questions to determine what is wrong with a patient Journalists ask a series of questions to fully report any news story Most of these questions begin with the words who, what, when, where, why, and how This list of questions is also called the five Ws and H Like detectives, doctors, and journalists, students can use these questions to complete a math problem, write a paper for English or social studies, or understand an experiment in science The following questions are ones formulated by a student writing a report on the history of aviation Who built the first airplane? • What was the first airplane like? When was it built? Where was it built? • How fast did the early planes fly? • How were the early planes powered? • What kinds of problems developed with the early airplanes? • When were passengers first transported on airplanes? • Where was the first commercial airport? ■ Activities A Using each of the question words in the second paragraph above, choose three of the following topics, and write six different questions for each of them computers veterinary medicine Cajun cooking King Tut black holes in space cave paintings a favorite TV show a friend’s trip surfing B You have just gotten a job delivering papers List five questions that you would ask your supervisor before setting out for your first day on the job Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc • Thinking and Study Skills Name Class Date Using Prior Knowledge Are you studying a new language? Much of it will be difficult and new, but your knowledge of your native language may help you tremendously You already know that verbs have tenses and nouns can be plural or singular You will not have to learn that important information again as you did when you were a young child Your prior knowledge will help you master this new task Similarly, a musician who knows how to play the clarinet can use her or his prior knowledge in learning to play the saxophone A downhill skier can use prior knowledge to learn to ski cross-country Using what you already know is part of the process of learning Once you have assessed your prior knowledge, you can move on to the next step—acquiring new knowledge The questions in the box below can help you identify and apply prior knowledge • What is familiar about this situation? • How is the situation like something I already know? • What skills or information I have that can help me? • How can I use what I know in this situation? ■ Activities Copyright © The McGraw-Hill Companies, Inc A Choose any three of the following activities Using prior knowledge, list all the things you already know about each activity that will help you perform or learn to perform the activity The questions in the box can help you recognize prior knowledge that relates to the activity riding a unicycle making paper playing the harmonica writing a play playing raquetball keeping goldfish making a cake juggling using a computer B Choose one of the topics for which you created a list in Part A Write a paragraph that explains how prior knowledge would help you perform the activity Writer’s Choice: Thinking and Study Skills, Grade Thinking and Study Skills Name Class Date Comparing and Contrasting You need to earn some extra money Should you get a paper route or baby-sit for children in your neighborhood? Both jobs have pros and cons To help you decide which is right for you, try comparing and contrasting the two jobs You can use the following guidelines to help you Guidelines for Comparing and Contrasting • To compare is to examine in order to identify similarities Some clue words: both, equal to, alike, same as, similar, also Example: Both paper delivery and baby-sitting would bring in money • To contrast is to examine in order to identify differences Some clue words: but, by contrast, different, more than, less than, unlike Example: Paper delivery would be an everyday job, unlike baby sitting, which would be less regular The most important part of comparing and contrasting two items is selecting the characteristics you will examine Make sure that the characteristics you select for comparing and contrasting apply to both items Without common ground on which to build your comparison, you can’t learn how the items relate to each other For example, the question “When would you need to complete your tasks for each job?” would work well for a comparison-contrast Having a paper route would mean getting up very early in the morning, while baby-sitting might mean staying up late at night ■ Activities A Choose one of the following pairs of items, and make a list of characteristics you could use to compare and contrast the items two kinds of food two stories two cities two animals two rock bands two pieces of art two movies two sports teams a pair of your choice B Use the list of characteristics you created in Part A to write a paragraph or two in which you compare and contrast the two items Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc Remember that comparing and contrasting are not simply means to judge the worth of one item in relation to another You can also use comparing and contrasting to draw conclusions or to make informed judgements Many people use comparison-contrast when deciding whom to vote for Comparison and contrast also can be used to describe something For example, “My bike is as big as Mom’s, and it has more gears than Dad’s.” Thinking and Study Skills Name Class Date 34 Taking Notes While Listening Unless you have perfect recall, you should take notes when you listen to a speech, a recording, or a class lecture When you take notes, not try to write down every word or every idea presented Rather, listen for main ideas and try to understand the speaker’s pattern of organization These two skills will help you organize your notes as you listen Some speeches not follow well-organized patterns, and many audio presentations may not have a well-defined point Situations like these can challenge your note-taking skills, but careful listening and well-practiced techniques will help you make the most of what you hear Listen and Take Notes Main ideas Write down main ideas, and emphasize them with stars or underlining They are main headings for supporting details Transition words The words first, second, next, finally, and so on, tell you that the speaker is moving to the next point Organization Try organizing your notes in a graphic organizer that matches the presentation’s organizational pattern (two clusters for comparison and contrast, for example) Questions Jot down questions that occur to you during the presentation They help focus your listening Review Immediately after the presentation, review your notes, and fill in missing details Review your highlighted main ideas, and determine the main idea of the whole speech ■ Activities A Ask a partner to read aloud the following excerpt from a speech to Congress by There are millions of Americans—one fifth of our people—who have not shared in the abundance which has been granted to most of us, and on whom the gates of opportunity have been closed What does this poverty mean to those who endure it? It means a daily struggle to secure the necessities for even a meager existence It means that the abundance, the comforts, the opportunities they see all around them are beyond their grasp Worst of all, it means hopelessness for the young B Have a partner read aloud a short but complete section from a newspaper editorial while you listen and take notes With your partner, analyze your notes to make sure you wrote down the main points and supporting details Choose a different reading selection, and repeat the process, letting your partner listen while you read 34 Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc Lyndon B Johnson while you take notes Evaluate your notes according to the guidelines in the box Revise your notes if necessary, and list ways you can improve your note-taking skills while listening Thinking and Study Skills Name Class Date 35 Taking Notes from Books Many people find that simply writing something down helps them remember it You will find that the same principle works when you are studying Rather than reading a chapter and hoping to remember it, take notes on the main points and important details Organize your notes according to the main topics or some other pattern that makes sense to you When you conduct research, taking notes is essential The information you use from other sources must be accurate, and it must support your main idea Note taking for research purposes can take three primary forms: summarizing (noting the main points of a chapter), paraphrasing (writing down a concept or definition in your own words), and directly quoting (copying the author’s words exactly) Many people develop other note-taking methods, such as recording information in diagrams, time lines, or maps Use techniques that feel right to you In all cases, be careful not to change the author’s words or intended meaning Tips for Taking Notes from Books Keep your purpose in mind Look for main ideas and important supporting details Organize your notes according to a logical pattern Write key words and phrases rather than complete sentences (unless you are quoting directly) Copyright © The McGraw-Hill Companies, Inc Ask questions to keep your studying or research focused, and fill in missing information ■ Activities A Take notes on the following paragraph Identify the main idea, and organize the notes into the most logical pattern Economics affects everyone on an everyday basis Individuals and households make economic decisions and choices: Which clothes should I buy? Should I buy clothes or movie tickets? Can we afford a new stove? Should we buy that chair? Should we buy a house or should we rent? How much should we save for the future? A person’s decisions about education, training, and jobs are economic decisions They determine how and how well he or she will live As consumers, people make decisions that have widespread economic effects Whether they purchase a car or a bottle of ketchup, consumers are involved in an economic network that includes farming, manufacturing, transportation, banking, and government regulation B Work with a partner to practice note taking First, find a magazine article about a subject that interests you Practice summarizing, paraphrasing, and direct quotation as you take notes on the article Work with a partner to analyze one another’s note taking Writer’s Choice: Thinking and Study Skills, Grade 35 Thinking and Study Skills Name Class Date 36 Outlining from Books Outlining is a way of organizing your notes as you read Once you learn the basic outline format, you will have an easy way to take notes on your reading Later you can use your outline notes to review the reading material Outlines use a system of numbers and letters to organize material first into a few main topics and then into smaller, more detailed subtopics Examine the following outline of a textbook chapter Chapter title: Africa’s Economic Systems I Farming and herding A Farming and herding for food Africa’s food crops Planting new fields Herding B Farming for money II Mining and industry A Mining in Africa B The needs of industry Small industries in Kenya Large industries in Nigeria C Foreign companies in Africa III Trading near and far A Trade within Africa B Trade with the outside world The outline above was developed from the headings of sections within the chapter The headings provide the main points of the outline The Roman numerals I, II, and III indicate the three main topics Under each main topic are several subtopics, indicated by A, B, and so on Sub-subtopics are indicated by the numbers 1, 2, and so on A The following topics and subtopics are from a chapter in a writing book They are listed in order, but they are not labeled in outline form Identify the three main topics and the subtopics under each, then label each item to make the list into an outline Chapter title: Using the Library Topics and subtopics: The card catalog Titles Authors Subjects The call number The Dewey decimal system The Library of Congress system Locating books by the call number The reference section Encyclopedias Atlases Almanacs Biographical dictionaries Other reference books B Read and outline a chapter from one of your textbooks or an article from an encyclopedia 36 Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc ■ Activities Thinking and Study Skills Name Class Date Taking Notes from Films and Videos 37 When film reviewers watch films to write critiques, they take notes to be sure they remember important details, main characters’ names, and interesting bits of dialogue Their expert opinion depends on accuracy Your notes on films and videos may not be as detailed as a reviewer’s notes, but accuracy is just as important Whether you are reviewing a film for your classmates, watching a video for a report, or reporting on a television program, your note-taking technique is important When you are viewing a film or video, notice important dialogue and visual details Keep your eyes on the screen during key scenes, and try to write during less important scenes You might find it helpful to note just a few vital words that will jog your memory after the film and to organize your notes into a pattern or graphic organizer The method of note taking you use will depend on the content of the film or video Use the suggestions in the box Organizing Film and Video Notes Kind of Film or Video Possible Organization of Notes Feature films that tell a story Time order, time line TV dramas or comedies Time order, problem-solution Documentaries Cluster diagram, time order, problem-solution Science films or videos Comparison and contrast, classification, cause and effect “How-to” films or videos Process diagram ■ Activities Copyright © The McGraw-Hill Companies, Inc A Read the following brief descriptions of films and videos, and decide on the best plan for organizing your notes: time order or time line, comparison and contrast, classification, cluster diagram, problem-solution, process diagram, or cause and effect Write your answers on a separate sheet In this episode, a stand-up comic answers an ad for a nightclub performer The club wants the comic not only to perform his act but also to seat customers and serve tables when he is not performing The comic must decide whether to take the job A film shows the similarities and differences between the Hopi and the Navaho peoples The film biography details Malcolm X’s journey to become a Black Muslim minister and social reformer The documentary video follows a pack of wolves through one year At the beginning, wolf pups are born, and the film shows them growing up, learning to play, and making their first kill This episode of the program This Old House shows how to remove layers of old wallpaper B With a partner, select a program on public television Watch the program, and take notes on it Compare and discuss your notes and organizational patterns after viewing the program Writer’s Choice: Thinking and Study Skills, Grade 37 Thinking and Study Skills Name Class Date 38 Solving Problems Some of the problems you face may seem unimportant: What should I wear? How can I go to school with my hair like this? Others are more serious: How will I on the test? How will I tell my brother I lost his jacket? You also are aware of more global problems: How long will the hole in the ozone layer last? Can we anything to stop hate crimes? You may not be able to solve some problems; so the best approach is to concentrate on the problems you can solve Learn to recognize what you can do, and then it The information in the box may help you with problem solving Finding Solutions Define What is the exact problem? What are its possible causes? Explore What would be the consequences if the problem is not solved? What are all the possible solutions? What would be the consequences of each possible solution? Propose Will this solution work? If this one does not work, what other solution might work? Evaluate Is the problem solved? Has the solution created a new problem? ■ Activities A Use the questions above to decide on a solution for each of the following problems have a lot of reading and reviewing to to prepare Your grade is on the borderline between C and B, and you would like to raise it This test could be your big chance Three weeks ago, before you knew about the test, you promised Mrs Crain that you would baby-sit all weekend while she attends a seminar You need to study for the test, but you hate to let Mrs Crain down Your friend Tim told you that he stole Kelly’s watch during basketball practice Kelly also is a friend of yours He is angry about the loss of his watch You are upset by Tim’s action, but you like him and you don’t want him to get into trouble He’s had enough trouble in his life Still, you can see Kelly’s point Tim shouldn’t have taken the watch What should you do? B With a small group of classmates, choose a problem that exists in your school or community Apply the problem-solving guidelines in the box to finding a solution 38 Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc Today is Wednesday, and you have a major social studies test on Monday You Thinking and Study Skills Name Class Date 39 Learning from Graphics I Displaying information graphically is an easy way to present a long list of items or to show relationships between numbers, dates, or facts In addition, a graphic aid lends visual impact to certain kinds of information For example, examine the circle graph below Farm 37.6% Occupations of American Workers, 1900 White collar 17.5% Service 9.0% Blue collar 35.9% The graph shows the proportions of different kinds of workers in relation to one another You can see at a glance, for example, that farm workers represent a large proportion ■ Activities Copyright © The McGraw-Hill Companies, Inc A Study the following circle graph, and compare it with the circle graph at the top of the page Answer the questions that follow Occupations of American Workers, 1990 Farm 3.6% White collar 54.4% Blue collar 28.2% Service 13.8% Which category of workers was the largest in 1900? In 1990? Which category of workers experienced the greatest decline from 1900 to 1990? Which category of workers experienced the greatest increase from 1900 to 1990? Which category changed the least in percentage points in those years? How has the proportion of white collar workers changed between 1900 and 1990? Has it approximately doubled, tripled, or fallen by half? B Find an example of a graphic aid in a newspaper or magazine Make a copy of it, study it, and explain the information it presents Write a paragraph or two explaining the meaning of the information the graphic aid presents Writer’s Choice: Thinking and Study Skills, Grade 39 Thinking and Study Skills Name Class Date 40 Learning from Graphics II Study the graphs on this page and answer the questions below Average Size of U.S Farms, 1950–1990 500 400 300 Acres 200 100 1950 1960 1970 1980 1990 Years Number of U.S Farms, 1950–1990 (in millions) 1950 1960 1970 1980 1990 Years ■ Activities A Use information from the graphs to answer the following questions What generalization can you make about the size of U.S farms during 1950–1990? What happened to the number of farms during the same period of time? Was the percentage change in the number of farms about the same from 1980 to 1990 as it was from 1950 to 1960? Explain Together, what overall trend the two graphs show? B Make a line graph out of the following information: Percentage of U.S population in farm occupations: 1950, 11.5; 1960, 6; 1970, 3.5; 1980, 2.5; 1990, 2.5 Then write a caption to go with this graph Your caption should state a generalization supported by your graph 40 Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc Thinking and Study Skills Name Class Date Taking Tests I 41 Your teachers measure some of your learning by giving tests If you are prepared, there is no reason to fear them Good study habits give you the edge when it comes to taking tests The following guidelines may help, too Test-taking Strategies • Keep up with your assignments so that you don’t have to learn a great deal of new material right before the test • Get ready by giving yourself plenty of time to thoroughly review the test material • Listen carefully to the teacher’s instructions • Read the directions in the test before you begin • Skim the entire test before you begin answering questions This strategy lets you know what to expect and allows you to judge how much time you should devote to each section or part of the test • If you get stuck on a question you can’t answer quickly, move on to the next question Save the tough questions for the end ■ Activities A Answer true (T) or false (F) for each of the following items Refer to the test-taking strategies described in the box to help you decide on the answer If you listen to the teacher’s instructions, you not need to read the directions in the test Copyright © The McGraw-Hill Companies, Inc If a question stumps you, it is best to leave it and come back to it later It is good strategy to have the material fresh in your mind by learning it right before a test You can learn what to expect from the test by skimming it before answering the questions Thoroughly reviewing the material to be tested is a good method of test preparation B Choose the letter of the best ending for each sentence An excellent way to prepare for a test is to a review the test material c have good study habits b keep up with assignments d all of the above The purpose of tests is to a give students grades b find out if students c measure student learning d take up class time follow directions Writer’s Choice: Thinking and Study Skills, Grade 41 Thinking and Study Skills Name Class Date 42 Taking Tests II In addition to being well prepared, a skilled test taker learns strategies to deal with various kinds of test items Kinds of Test Items Multiple-choice tests require you to select the best response or responses from several choices Eliminate all the obvious wrong choices first Watch out for absolute terms such as always, never, all, and none True-false tests require you to judge a statement to be true or false Remember that if any part of a statement is false, the entire statement is false Again, watch out for absolute terms Completion tests usually require you to supply the missing part of a statement Sometimes you are given a choice of items, and you have to select the correct answer Matching tests require you to match items from two lists Often one of the lists has an extra item or two Match all the easy items first, then work on the remaining ones ■ Activities A Fill the blank to complete each statement Use information from the box above In true-false tests, beware of terms tests require you to supply missing information In a true-false test item, if any portion of a statement is false, the entire state- classification comparison contrast cause and effect problem-solution outline graphic organizer 42 a a way of describing differences between things b a visual method of organizing information c a way of organizing information by showing the results of certain actions d a way of organizing information in time order e a method of organizing information by labeling main topics and levels of subtopics f a way of organizing information according to problems and their solutions g a method of organizing information by dividing it into categories h a way of describing similarities between things Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc ment is One strategy for taking multiple-choice tests is to eliminate all the responses first Test-taking strategies and being help the test taker B Match the following terms with their descriptions There is one extra description Write the letter of the description in the blank next to the word it defines Thinking and Study Skills Answers ■ PAGE ■ PAGE Defining Problems Observing Part A Solutions will vary but should demonstrate an understanding of problem definition The problem: you and a friend have bought the same gift for another friend Possible solution: explain the situation to your friend, return one of the gifts, and use that money to buy another gift The problem: you worry that you will forget the words to your solo Possible solution: practice frequently, ask the choir director for memory tricks, write key words on a small card you can hide in your hand Part B Guidelines: Answers should demonstrate an understanding of problem definition They should include a well-defined problem and one or more possible solutions ■ PAGE Copyright © The McGraw-Hill Companies, Inc Setting Goals Part A Answers will vary but should demonstrate an understanding of goals Examples: No If the student knows Russian, writing a novel would still be quite difficult More realistic would be a short story in the student’s language Yes No Fifty words is too much A more realistic goal would be five or ten Yes There are many publications devoted to publishing student writing Yes No Most students would be unable to run twenty-six miles without strenuous training A five- or ten-kilometer run would be more realistic No It is realistic to think of an environmentally safe energy However, funding research, testing the energy, and so on, would be beyond most students’ abilities Yes No Even among students who can knit, few can knit that quickly A pair of socks or a scarf would be a better goal 10 Yes Part B Students should provide a summary of the steps needed to reach their goal and show awareness of the time required to complete those steps Part A The writer hears the murmur of the crowd, she feels the sun on her skin, she sees the family two rows down, she smells the family’s hot dogs, she tastes her pretzel Part B Observation should be detailed and should employ as many of the five senses as possible Part C Descriptions should be specific and detailed Ask students to check over their descriptions the next time they visit the place they described ■ PAGE Formulating Questions Part A Questions will vary but should use all six of the question words listed in the second paragraph Part B Questions will vary, but all should be directed toward providing information helpful for the first day on the job ■ PAGE Using Prior Knowledge Part A Responses should include a list of commonly known information about the activities Part B The paragraph should make specific use of prior knowledge ■ PAGE Comparing and Contrasting Part A Lists should show an understanding of comparison and contrast Part B Responses should indicate an understanding of how to organize writing that compares and contrasts ■ PAGE Classifying Part A For the first classification, answers should divide the games into two categories, as follows: Ball games: baseball, volleyball, tennis, soccer, basketball, golf Other sports: skiing, swimming, weight lifting, hockey, fencing, speed skating, wrestling, boxing, cycling Writer’s Choice: Thinking and Study Skills, Grade 43 Thinking and Study Skills For the second classification, answers may vary because the classifications are not mutually exclusive Accept answers that students can defend Team: baseball, volleyball, soccer, basketball, hockey One-on-one: tennis, fencing, wrestling, boxing Individual: skiing, swimming, weight lifting, speed skating, golf, cycling Part B Guidelines: Classifications should demonstrate an ability to distinguish and categorize ■ PAGE Using Graphic Organizers Part A time line or map circle graph map line graph or bar graph diagram Part B Guidelines: The graphic should demonstrate an understanding of appropriate visual presentation ■ PAGE Identifying Characteristics Part A Categories will vary Lists should demonstrate an understanding of characteristics that distinguish individual examples within the category Part B Charts should show an understanding of characteristics Characteristics used for comparison should be valid for both items Using Cause-and-Effect Relationships Part A Yes Cause: vertical or horizontal movement of rock Effect: Earthquakes Yes Cause: imposed strict laws Effect: citizens rebelled No Yes Cause: I forgot mine Effect: I need to borrow a pencil No Part B The statements should show that students understand cause-and-effect relationships ■ PAGE 11 Using Organizational Patterns Part A cause and effect comparison and contrast time order spatial order order of importance 44 Writer’s Choice: Thinking and Study Skills, Grade Part B The identification of pattern should demonstrate that students understand the use of organizational patterns ■ PAGE 12 Using Metaphors Part A Answers may vary a pounding headache difficult and tedious very stubborn hard a welcome relief highly active The action was spectacular slow or stagnant weak and rubbery 10 too weak to withstand scrutiny Part B Answers will vary Students should show an understanding of metaphorical relationships ■ PAGE 13 Identifying Main Ideas Part A Runoff is the most important source of water for rivers and lakes There are many ways to become aware of current events Part B Responses should show that students understand the concept of a main idea ■ PAGE 14 Identifying Errors in Logic Part A either/or reasoning hasty generalization red herring unqualified authority faulty cause and effect Part B Students’ examples should show that they understand the various kinds of errors in logic ■ PAGE 15 Inferring Part A Answers should demonstrate the following ideas: The food your mother had at the restaurant and then brought home to you was probably spoiled The teacher is going to read your paper The furnace was not working Copyright © The McGraw-Hill Companies, Inc ■ PAGE 10 problem-solution spatial order time order Thinking and Study Skills Part B Responses should demonstrate a grasp of the concept of inference Students should show that they can see other possibilities in situations Examples: Your mother had flu and passed it on to you Your paper was mistakenly given to another student The control was turned to pilot Part B Encourage students to explain what more they would want to know in order to support the conclusion ■ PAGE 20 Using Criteria Part A Eliminate items and ■ PAGE 16 Predicting Part B Answers should demonstrate an understanding that criteria are standards for making judgments Part A Answers will vary Responses should demonstrate that students have examined the facts and can make a logical prediction ■ PAGE 21 Making Decisions Part B Responses should show that students have based their predictions on clues in the story Part A Responses should demonstrate that the student understands the guidelines for making a decision and has recognized appropriate options ■ PAGE 17 Elaborating Part B Answers will vary The list of options and reasons should display an effort by the student to be analytical about the decision she or he has made Part A Responses should demonstrate an understanding of the methods of elaboration listed in the box ■ PAGE 22 Part B Responses should demonstrate an understanding of the methods of elaboration listed in the box Creatively Thinking Part A Responses should show that students have applied a creative-thinking process to the exercise ■ PAGE 18 Copyright © The McGraw-Hill Companies, Inc Summarizing Part A Students may add details they deem relevant to the summary given below, but they should show that they understand that the Russian space officials hoped to reflect a streak of sunlight across Europe by unfurling a giant mirror in space The light was intended to reach earth during the nighttime, but it did not so because of dense cloud cover With this experiment, Russian agricultural scientists had hoped to establish an alternative light source Part B Students should display an understanding of summarizing ■ PAGE 19 Drawing Conclusions Part A no yes no Explanations for and should reflect the following ideas: Mark could have lied about finding the answer sheet near the teacher’s desk, or the answer sheet could have been for a different test The air force is interested in any reports of strange objects in the sky; the air force knows about the sightings, and they can be explained; the people who saw the lights could be perpetrating a hoax Part B The students’ responses should demonstrate creative thinking in arriving at a possible solution to the problem ■ PAGE 23 Using a Library I Part A Accept all answers that students can defend almanac biographical reference encyclopedia encyclopedia atlas dictionary almanac, biographical reference encyclopedia biographical reference 10 atlas Part B Students’ notes should indicate that they did the research Each student will look up only five of the following answers: Juan Gonzalez leader of the Conservative party chrysalis gauchos Manila and the surrounding area Writer’s Choice: Thinking and Study Skills, Grade 45 Thinking and Study Skills presumably when the ancient Greek mathematician Archimedes shouted, “Eureka!” (Greek for “I have it!”) September 16, 1925 the Sumerians; cuneiform leader of the Mexican Revolution, often portrayed as an outlaw, especially in older United States sources 10 directly north ■ PAGE 24 Using a Library II Part A fishing audio-visual section newspapers and periodicals section Ask the librarian for help reference section Look in the stacks, card catalog, or online catalog Part B Students’ research notes should show that they understand and have followed the tips listed in the box ■ PAGE 25 Using a Dictionary I Part B Responses should show that students understand the chosen words ■ PAGE 26 Using a Dictionary II Part A no prejudge, prejudice, prejudicial terrarium, terrible, terrier, terrific, territorial no no express, expression, expressive, expressivity, expressway yes 46 Writer’s Choice: Thinking and Study Skills, Grade Part B Answers will depend on the source consulted and the student’s choices Words should be those that would fall between the given guide words in alphabetical order ■ PAGE 27 Using a Dictionary III Part A Note: In some dictionaries, most of the necessary information can be found within the main dictionary 29,028 ft (8848 m) (Geographical Names) EKG: electrocardiogram; EEC: European Economic Community (Abbreviations) Colorado Springs, CO (Colleges and Universities) - (Biographical Names) 1893; hwän me- ro´ 4,840 sq yd (Table of Weights and Measures) ∞ (Signs and Symbols) for the public good (Foreign Words and Phrases) four: Connecticut; southern England; Ontario, Canada; and New Zealand, although some dictionaries may list fewer (Geographical Names) traveler (main dictionary) 10 a Bantu language that includes many Arabic and other foreign words, spoken in much of eastern Africa (main dictionary) Part B Answers will vary Students should write questions that require use of various parts of the dictionary ■ PAGE 28 Using a Thesaurus I Part A Answers will depend on the source consulted and the definition chosen Part B Responses should demonstrate creative thinking and an understanding of the idea of synonyms Examples may include exert, strain, stress, struggle, labor, work, toil, use, make use of, employ, put to use, apply ■ PAGE 29 Using a Thesaurus II Part A Possible responses: dreadful fertilize; soil depart protect; habitat ecstatic; leaped or jumped; cheered dismal or gloomy; disappointing excuse; hoodwinked or duped business; misleading Copyright © The McGraw-Hill Companies, Inc Part A Some answers may vary somewhat, depending on source consulted Old French to get (someone) to join the armed forces med´i che4 central African lon-gi-tu-di-nal Dutch; adjective to overcome with fear; to discourage; synonyms: intimidate, dishearten (1) all the inhabitants of a place; (2) the common people; the masses me lin´; wicked 10 (1) the ability to make clever, amusing, or striking comments; (2) the ability to think and reason; phrases: at one’s wits’ end; to have one’s wits about one 11 adjective; lacking seriousness or sense; silly 12 ko´pek; Russia gahnite Thinking and Study Skills Part B Responses should demonstrate an understanding of synonyms Part B Students should demonstrate an understanding of how to manage study time by allotting sufficient time for the completion of each kind of assignment ■ PAGE 30 ■ PAGE 33 Studying I Part A questioning reviewing surveying Listening recording reading reviewing Part A helps hinders helps hinders Part B Students’ questions and answers should demonstrate an understanding of the SQ3R method hinders helps helps hinders Part B Responses should demonstrate an understanding of the techniques listed in the box ■ PAGE 31 Studying II ■ PAGE 34 Part A Answers will vary Examples: How many Native American cultures are there? How are Native American cultures different from one another? What are petroglyphs? What are mesas and kivas? Where did the Mayas and Aztecs live? Taking Notes While Listening Part A Answers will vary Responses should show that students heard the main idea that poverty harms many Americans Students should also note how Johnson supports his assertion with facts Part B Students’ notes should show that they are listening for the main idea and supporting details Part B Students’ notes and questions should demonstrate an understanding of the SQ3R method ■ PAGE 35 ■ PAGE 32 Taking Notes from Books Managing Study Time Copyright © The McGraw-Hill Companies, Inc Part A Answers should demonstrate an awareness of planning and dividing large tasks into small steps Sample calendar: November 8: math assignment November 9: work on history assignment, science report research questions November 10: math assignment, finish history assignment, mythology research questions November 11: review math for quiz, library research for science report November 12: study for math quiz, math assignment, library research on mythology November 13: review for Spanish test November 14: select a topic and more library research on mythology, organize science report November 15: math assignment, organize mythology paper, write first draft of science report November 16: review for Spanish test, write first draft of mythology paper November 17: complete science report, math assignment, study for Spanish test November 18: write second draft of mythology paper November 19: math assignment, complete mythology paper Part A Answers may vary Students should identify the main idea: "Economics affects everyone on an everyday basis." The most logical pattern would be a three-point outline or cluster diagram with the categories Individual and family decisions, Job decisions, and Consumer decisions Part B Guidelines: Students’ questions should indicate that they understood and thought about the information in the paragraph ■ PAGE 36 Outlining from Books Part A I The card catalog A Titles B Authors C Subjects II The call number A The Dewey decimal system B The Library of Congress system C Locating books by the call number III The reference section A Encyclopedias B Atlases C Almanacs D Biographical dictionaries E Other reference books Writer’s Choice: Thinking and Study Skills, Grade 47 Thinking and Study Skills Part B Guidelines: Outlines should show an understanding of the outlining process ■ PAGE 37 Taking Notes from Films and Videos Part A problem-solution comparison and contrast time order, time line, cause and effect time order or time line process diagram Part B Guidelines: Students’ notes should demonstrate an understanding of note taking and organization of notes ■ PAGE 38 Solving Problems Part A Answers will vary but should demonstrate that students followed the steps provided and gave serious thought to solving the problems Part B Guidelines: Students’ responses should show a serious approach to problem solving, using the steps outlined in the box ■ PAGE 41 Taking Tests I Part A F T F T T Part B d c ■ PAGE 42 Taking Tests II Part A absolute completion false wrong well prepared Part B g h a c f e b ■ PAGE 39 Learning from Graphics I Part B Guidelines: Make sure that students understand the purpose of the graphic and that their interpretations are logical ■ PAGE 40 Learning From Graphics II Part A Answers should include the following facts: Farms have grown in size The number of farms has decreased No, percentage of change was greater in the earlier period Farms are fewer and larger Part B Guidelines: Make sure students have drawn the graph correctly Their generalizations should reflect the idea that there are fewer farm workers 48 Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc Part A 1900-farm; 1990-white collar farm white collar service approximately tripled ... Glencoe/McGraw-Hill 87 87 Orion Place Columbus, OH 4324 0-4 027 ISBN: 97 8- 0 -0 7 -8 8 989 8- 3 MHID: 0-0 7 -8 8 989 8- 6 Printed in the United States of America 10 024 12 11 10 09 08 i_ii_Anc _88 989 8.indd 20 4/7/ 08 3:26: 58 PM... Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc • Thinking and Study Skills Name Class Date Using Prior Knowledge Are you studying... individuals might be daisy and dandelion Then, for each individual, fill in the characteristics Writer’s Choice: Thinking and Study Skills, Grade Thinking and Study Skills Name Class