Thinking and Study Skills Grade i_ii_Anc_889897.indd 19 4/7/08 3:19:43 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: 978-0-07-889897-6 MHID: 0-07-889897-8 Printed in the United States of America 10 024 12 11 10 09 08 i_ii_Anc_889897.indd 20 4/7/08 3:19:44 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 Taking Notes While Listening 34 iii Contents 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 “What’s your problem?” You’ve probably heard people say it, but what they mean by it? They may mean “Why are you acting as if you don’t know what you’re doing?” If you really have a problem, you may not know what you’re doing, because problems cause you to stop and wonder what to next For example, you might get up in the morning and find that your toothbrush is missing Now what am I supposed to do? you wonder You have a problem You discover that your brother used your toothbrush to clean the hamster cage Now you have a new problem So you search the bathroom and find a new toothbrush Problem solved! What makes a problem a problem? If a situation makes you unable to meet a goal (brushing your teeth, for example), you have a problem What if you don’t have time for breakfast? In that case, you might have other problems, such as lack of energy and a hard time paying attention to things Use the steps in the box to decide whether a situation is a problem How to Find a Problem in a Situation ● Look: What is the situation? ● Ask: What is the exact problem? ● Think: How does the situation prevent you (or someone else) from meeting a goal? ■ Activities Copyright © The McGraw-Hill Companies, Inc A Read each sentence below Decide whether the situation described is a problem If it is, write P (for “problem”) next to the sentence If it does not present a problem, write N (for “no problem”) Be prepared to explain your answers _ I left my homework assignment at school _ Marie leaves for school every day at 7:45 A.M _ Today Marie missed the bus _ Todd’s bicycle is broken _ The art students are painting a mural on the south wall _ Some students listen to music while they exercise _ Our city is becoming more and more polluted _ Jason’s friends are pressuring him to be in their band _ Charlene baby-sits every weekend _10 Jimmy has cut math class all week B Choose three of the problem situations you identified in Part A Explain why each situation might be a problem and suggest a solution for each (Think about the goal or goals that each problem prevents someone from reaching.) Writer’s Choice: Thinking and Study Skills, Grade Thinking and Study Skills Name Class Date Setting Goals A goal is something you work toward Making good grades, saving enough money to buy a CD player, and helping more around the house are examples of goals Setting goals and doing your best to meet them give you a sense of purpose When you accomplish a goal, you feel good about yourself The sense of accomplishment is the main reward for meeting a goal Some goals are more difficult to achieve than others For example, a goal to learn French takes a great deal of time and effort to accomplish Learning French is an example of a long-term goal On the other hand, a goal to write a book report over the weekend seems easier to accomplish because it is a short-term goal The box below lists examples of long- and short-term goals Long-Term Goals learn to dance learn to type improve eating habits make a quilt become an expert in neighborhood history Short-Term Goals the dishes join a club finish math homework clean bedroom take sister to library stop watching so much TV ■ Activities A Decide whether each goal below is a short-term goal or a long-term goal Write an S for short term and an L for long term _ Jamal promised to rake the leaves this Saturday _ I will have that report on your desk tomorrow _ The city government is working to reduce air pollution _ Frankie plans to become a lawyer _ When I finish my homework, we’ll go to the mall _ Let’s go to the movies tonight _ Wait a minute; I want to finish reading this article _ The Walkers are saving money to buy a house _10 T J practices for four hours each day because he wants to be an Olympic athlete B Make a list of three short-term goals for yourself (things you would like to accomplish this week) Write down one long-term goal, and explain how you plan to accomplish it Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc _ Pam’s mother wants to be the head of her department someday Thinking and Study Skills Name Class Date Observing Railroad crossings used to have signs that read, “Stop—Look—Listen.” People used their vision and their hearing to check for oncoming trains They did not need to know the train schedule to know if a train was coming They simply looked and listened for a train In other situations, people observe by smelling, tasting, and touching A hamburger smells good, so you taste it It tastes good, so you eat it A kitten’s fur feels soft to the touch, so you stroke it a few times Observing is more than simply using your eyes, ears, nose, taste buds, and sense of touch In fact, people without sight often detect more than people with sight because they have trained themselves to notice things You may see that a room is full of people, but you notice how many people? Are they mostly adults or mostly children? How are they dressed? Do they seem happy? Anxious? Hurried? Observing is a matter of noticing as much as you possibly can Some Ways of Observing a Park ● How big is the park? ● What does the bark of a tree feel like? ● What is the weather like? ● What are people in the park doing? ● What sounds you hear? ● Are people enjoying themselves? ● What shade of green is the grass? ● ● How does the grass smell? ● How many kinds of trees are in the park? How you feel about being in the park? ■ Activities Copyright © The McGraw-Hill Companies, Inc A One by one, imagine you are in each of the following situations On a separate sheet, write down as many details as possible To get started, ask yourself questions such as “What I see?” and “What I hear?” Don’t forget to observe and record your own feelings You are in your first-period class You are in a raging thunderstorm You are in a sailboat on a lake You are sprinting as fast as you can B Write a paragraph describing your visit to a park If possible, visit a park near your house or school, and record your observations Try to use all of your senses in gathering information Review the questions in the box above as a guide Use a separate piece of paper Writer’s Choice: Thinking and Study Skills, Grade Thinking and Study Skills Name Class Date Formulating Questions You may have heard the saying “The only dumb question is the one you don’t ask.” The greatest thinkers in the world gained their knowledge because they asked questions Not all questions lead to answers, but they can help you look at something in a new way One question usually leads to another as you explore your topic Asking questions can help when you are tackling a problem, reading a chapter in a textbook, or writing a paper Questions can help you figure out exactly what you know and what you need to know They can help you plan for solving a problem or doing an assignment The examples in the box are questions someone might ask in two situations Helpful Questions Assignment: Write a report on the Florida Everglades Problem: You need money to buy a pair of in-line skates Where are the Everglades? How large are the Everglades? What animals and plants thrive in the Everglades? How much money I need? What can I to earn money? How long will it take to earn the money? ■ Activities A Below are four headings for a report on refugees For each heading, formulate one or two questions that would be helpful in organizing your research on the topic A Who are the refugees? B Why refugees leave their countries? C What happens to refugees? D Who tries to help refugees? B Choose one of the following situations Formulate as many questions as possible about the topic, and write them on a separate sheet of paper You are asked to write a review of your favorite movie You want to learn to get along better with your brother or sister In two weeks you must give an oral report on three important inventions Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc Thinking and Study Skills Name Class Date Using Prior Knowledge You use prior knowledge every day Otherwise you wouldn’t know how to read or count You wouldn’t know how to find your way to school You wouldn’t recognize your friends Every time you learn something new, your brain stores that information for future use As your store of prior knowledge builds, learning new skills becomes easier For example, if you know how to count, you can learn to add, subtract, multiply, and divide Once you have mastered those skills, you can learn algebra, geometry, and calculus Imagine trying to learn algebra without understanding addition and multiplication! You know more than you think When you are faced with an unfamiliar topic, task, or assignment, ask yourself, “What I already know about this?” You will be surprised once you start listing the things you know The box shows some examples of tasks or activities that can benefit from prior knowledge Prior knowledge can help with these activities: ● reading a book ● understanding a friend’s behavior ● fixing a bicyle ● eating spaghetti ● visiting a museum ● playing basketball ■ Activities Copyright © The McGraw-Hill Companies, Inc A Write at least one thing you already know about each of the following topics American government Canada apple trees the Red Cross how a bicycle works a state next to yours endangered species your school or public library how to build a house 10 bricks B Choose one of the topics from Part A, and write a paragraph about it To begin, list every- thing you know about the topic, even if you are not sure your knowledge is correct Next, look up the topic in an encyclopedia or other source and gather the information needed to write your paragraph Writer’s Choice: Thinking and Study Skills, Grade Thinking and Study Skills Name Class Date Comparing and Contrasting You have saved your money to buy a pair of shoes You have seen some shoes you like at both The Shoe Box and Shoes Galore, but you can’t decide where to buy your shoes One way to help decide is to compare and contrast the two stores When you compare, you look for similarities, or ways things are the same or equal When you contrast, you look for differences First, you must decide on the characteristics to compare and contrast Your first concern is cost You would like the shoes to be stylish, and you would like a wide selection of shoes to choose from Finally, you would like the store’s clerks to be friendly and helpful How are the stores alike and different? Shoes at The Shoe Box are more expensive than at Shoes Galore (different) Both carry the latest styles (same) Selection of shoes at The Shoe Box is equal to selection at Shoes Galore (same) Sales clerks at The Shoe Box are snobbish and rude, but at Shoes Galore they are always cheerful and willing to help (different) Notice the key words that helped you compare and contrast: more than, both, equal to, and but These and other key words are listed in the box Key Words: Comparing both same as alike equal to Key Words: Contrasting but more or less than by contrast different ■ Activities trasting (finding differences) Write compare or contrast following the statement This space mission was much more successful than the last one _ Ramon pays close attention in class By contrast, Delia is always daydreaming The snowfall this winter is equal to the snowfall in 1989 _ I like Barbara and Elaine; both girls are fun _ Your attitude is different from your brother’s. B You have seen that comparing and constrasting can help you make a decision (in this case, about which shoe store to choose) Write down three other purposes for which you can use comparing and contrasting Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc A Decide whether each of the following statements is comparing (finding similarities) or con- Thinking and Study Skills Name Class Date 34 Taking Notes While Listening When you listen to a speaker, concentrate on finding the main point and understanding the organizational pattern of the speech These two skills will help you organize your notes as you listen, and well-organized notes will help you remember the main points of the speech Some speakers give disorganized presentations or speak very rapidly, and you may not be able to sort things out until later Follow the tips in the box to get the most out of listening Listening with a Purpose Write down main ideas and highlight them with stars or underlining List supporting details under these main headings Listen for the words first, second, next, finally, and so on They tell you that the speaker is moving to the next point Consider using diagrams to depict the presentation visually—in clusters around the page, with arrows connecting ideas, in columns, or in any other way that helps you make sense of the ideas Stay focused on the main idea If it is written at the top of your page, you can glance at it now and then Speakers not always stay on the subject, but you can ■ Activities A Read the outline summary of a police detective’s talk given at a school career day Then Outline of detective’s presentation: Title: What Is a Detective? I Day-to-day aspects of job A Filing reports B Following up leads in cases II Exciting aspects of job A Serving justice B Facing danger III How to become a detective 10 Student’s notes: Det Garcia, yrs as det Day-to-day job Most of the work a det does is following leads takes time people think it’s exciting serving justice is satisfying TV not realistic Garcia shot in leg yrs ago study hard desire to help people B Have a partner read aloud a short but complete section from one of your textbooks As you listen, take notes, using the tips from the box With your partner, analyze your notes to make sure you caught the main idea and supporting details Choose a different reading selection, and repeat the process with your partner listening 34 Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc analyze the notes one student took on the detective’s presentation Do the student’s notes capture the main points of working as a detective? Using a separate piece of paper, write yes for each item that will help the student organize the notes and remember the presentation Write no for each inappropriate item Thinking and Study Skills Name Class Date 35 Taking Notes from Books Good note takers begin by focusing on their topic One way to focus is to ask yourself questions and make a list of them With a topic statement and a list of questions, begin to read your sources of information You may not need to read every page or paragraph to find what you need You may be able to skim an encyclopedia article or a chapter in your textbook until you find an appropriate section Start taking notes, using a separate 3-by-5 card for each main idea Be sure to include the source on each card Three Ways to Take Notes Summarizing definition: warning: State the main idea of a passage in your own words Make sure you have identified the main idea Paraphrasing definition: warning: Restate a passage in your own words Make sure you have not changed the author’s meaning Directly quoting definition: warning: Copy the author’s words directly, using quotation marks Double-check that you copied the quotation exactly ■ Activities A On a separate sheet of paper, take notes on the passages of research material below Use the type of note taking indicated for each item Word spread throughout the world that America was a land of opportunity Copyright © The McGraw-Hill Companies, Inc During the 1800s, immigrants came to the United States in growing numbers They traveled from many countries in hopes of working in the new factories and finding political freedom They came to build a better life for themselves and their families Type of note taking to use: summarizing Plants and trees grow every day, just as people The process their leaves use to make the plant grow is called photosynthesis Photosynthesis is basically the process of harnessing sunlight to make energy for growth Type of note taking to use: directly quoting Read your compositions When you see a passage that you think is not very good, cross it out Write it again to make it better Type of note taking to use: paraphrasing B Look up a topic that interests you in an encyclopedia Practice summarizing, paraphrasing, and directly quoting passages Work with a friend to analyze each other’s note taking Writer’s Choice: Thinking and Study Skills, Grade 35 Thinking and Study Skills Name Class Date 36 Outlining from Books An outline is a type of list that summarizes information Outlines have three main purposes for students: I To organize information they have read A Helps them remember B Helps them study for tests Highlights main topics Highlights key terms II To organize information for a report A Groups topics and subtopics B Provides an organizational pattern III To provide a table of contents for a report Did you notice how the outline helped you understand the information quickly and easily? It grouped the main idea (purposes of outlines) into three main topics Two of the main topics included subtopics, and one subtopic contains two details An outline organizes information from the general to the specific Guidelines for Outlining from Books Look at the chapter’s headings These are your main topics and subtopics As you read the chapter, make notes of important points under each subtopic Always have at least two subtopics under each main topic The rule in outlining is “If you have an A, you must have a B; and if you have a 1, you must have a 2.” ■ Activities into an outline Begin by sorting the information into three main groups Chapter Title: America’s Natural Features Topics and subtopics: Land and water in the United States Climate regions Alaska and Hawaii Weather and climate in the United States Protection of natural resources From the Atlantic Coast to the Appalachian Mountains Climate measurements The Central Plains and the Great Plains Natural resources in the United States From the Rocky Mountains to the Pacific Coast Renewable resources Nonrenewable resources Our many natural resources Factors that cause differences in climate 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 A Organize the following list of topics and subtopics from a chapter of a geography textbook Thinking and Study Skills Name Class Date 37 Taking Notes from Films and Videos Sometimes you need to take notes from films or videotapes You might want to write a review of a favorite film, or you may watch a video that will provide information for a report you are writing Your teacher may show a film or video in class and ask you to write about it Taking notes from a film or video can be challenging The combination of sight and sound requires you to watch as well as listen for main ideas and important details You may find yourself overwhelmed by the visual information and forget to listen Remember not to focus too much on note taking—you’ll miss the movie! Your purpose is to watch and listen, and taking notes is your tool for remembering what you saw and heard Follow the tips in the box Guidelines for Taking Notes from Films and Videos Be an active listener and watcher Notice how events in the film support the main idea Take notes on only the most important points or events Use abbreviations and brief descriptions rather than sentences Write brief descriptions of important scenes or a few words of important dialogue After the film, write a one-sentence summary Organize your notes, and add anything else you think is important ■ Activities A Decide whether the students in the following descriptions are taking notes properly Write Copyright © The McGraw-Hill Companies, Inc yes if you think the student’s note taking might help him or her remember and report on the film or video; write no if you think the student will have trouble remembering and reporting on the film or video _ As part of a social studies unit on family life, Connie watches the feature film Little Man Tate She has seen the film twice before, so she makes a list of errands and then does her math homework _ For his film review, Gabriel has chosen the western classic High Noon Although he has a hard time keeping up, he manages to write down most of the dialogue A few times he stops the VCR and views a scene again to be sure he didn’t miss anything _ Nicole is watching a film in science class about plant growth She follows the descriptions of processes, making a few notes now and then She writes down each key vocabulary word and its definition as it is presented _ Kevin is writing a review of the classic film The Maltese Falcon He takes a few notes during the movie, writing down the names of the main characters and a few words about each main scene He doesn’t have time to view the movie again, so he immediately reads through his notes and fills in missing details B With a few classmates, watch a movie on television or check one out of the library Take notes on the movie, following the guidelines Afterwards, exchange notes and evaluate one another’s work Writer’s Choice: Thinking and Study Skills, Grade 37 Thinking and Study Skills Name Class Date 38 Solving Problems Problem solving is one of the most important skills you can learn Learning this skill does not guarantee that you will be able to solve every problem, but it will give you the confidence to try to tackle the next problem you face An important part of learning to solve problems is to recognize that you cannot solve every problem Sometimes you can solve only a small part of a problem For example, you can’t solve the problem of air pollution single-handedly, but you can make a small contribution by suggesting to adults that for short trips they can walk or bike instead of drive The smartest problem solver is the one who knows what he or she can actually do—and then does it Steps in Solving a Problem Define the problem ● What is the exact problem? ● How does it prevent someone from meeting a desired goal? ● Can I (or we) anything toward solving the problem? Consider all of the options ● Not solving the problem ● Solution A ● Solution B ● Any other possible solutions Weigh the consequences of each option in relation to the goal ● Ask “what if ?” questions about each solution ● Consider good and bad consequences of each solution ■ Activities A Identify which of the following problems you, individually or with classmates, could solve or help solve in a small way Write yes if you could solve them or no if you could not _ You and your best friend are having an argument _ City officials announced that they plan to close the recreation center where you and _ _ _ _ your friends spend time The governments of two countries declare war on each other You saw your sister take the dessert that was being saved for your mom The two satellites may collide in 2010, according to NASA You have to write a report about grizzly bears, but you don’t know anything about them B Choose one of the solvable problems from Part A With a small group of classmates, apply the problem-solving steps to the problem Write out your problem-solving plan 38 Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc Choose a solution, and take action on it Thinking and Study Skills Name Class Date 39 Learning from Graphics I What does this map tell you? Lake Looney to park N Cody’s Cabin Start Video Store With very few words, the map gives you clear directions to the video store A map is just one way to present information graphically Seating charts, floor plans, process diagrams, charts, and graphs are some of the other ways to present information clearly and quickly ■ Activities A A bar graph allows you to show and compare amounts Study the bar graph below and answer the questions Number of Items Sold by One Store 97 Copyright © The McGraw-Hill Companies, Inc wallets 125 last year 93 watches 133 this year 93 umbrellas Number of items 99 30 60 90 120 Which item had the highest sales last year? Which item has the highest sales this year? Which item had the largest increase in sales between last year and this year? How many items were sold altogether last year? How many were sold this year? What does this graph tell you about overall sales of these three items? B Find an example of a graphic aid in a newspaper or magazine Make a copy of it, study it, and write a paragraph explaining the information it presents Writer’s Choice: Thinking and Study Skills, Grade 39 Thinking and Study Skills Name Class Date 40 Learning from Graphics II Study the table below and the map on this page, and answer the questions Alaska’s National Parks Park Name Date Established Size (acres) Denali Gates of the Arctic Glacier Bay Katmai Kenai Fjords Kobuk Valley Lake Clark Wrangell-St Elias 1917 1980 1980 1980 1980 1980 1980 1980 4,717,000 7,524,000 3,225,000 3,716,000 670,000 1,750,000 2,637,000 8,332,000 Kobuk Valley Fairbanks Nome Denali Anchorage Kenai Fjords National Park City State Capital Wrangell-St Elias Glacier Bay Juneau ■ Activities A Use information from the table or map or both to answer the following questions How many national parks does Alaska have? Which of Alaska’s national parks is the largest? Which large city is nearest the second-largest national park? Which national park is closest to the state capital? What observations can you make about Alaska’s national parks? B Look up Alaska or any other state in an atlas or an encyclopedia Choose five cities in various parts of the state Make a table showing the population of each city and the year it was founded 40 Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc Lake Clark Katmai United States Canada Gates of the Arctic Thinking and Study Skills Name Class Date Taking Tests I 41 Does the word test jolt your system? If you have kept up with your studies and feel confident that you know the material, a test should not worry you It is simply a way to measure some of your learning Developing your test-taking skills will help you take tests with more assurance Use the following guidelines Guidelines for Taking Tests Be prepared Read and study in advance so all you have to before the test is review Get plenty of rest the night before a test Don’t stay up late cramming If your teacher allows it, skim the entire test before you begin answering questions This strategy lets you know what to expect Read the directions carefully If you get stuck, move on to the next question; save the tough questions for the end Two types of test items you will often encounter are completion items and matching items In the first, you may be given a choice of two or more items that complete a statement, or you may have to generate your own answer Read the statement and any choices carefully; sometimes the obvious choice is not the correct one The second type, matching tests, requires you to match items from two lists ■ Activities A For each of the following items, generate your own answer or answers to complete the statement Write your answers on a separate sheet of paper Copyright © The McGraw-Hill Companies, Inc The river that marks the boundary between Texas and Mexico is called the _ To find a synonym for lanky, look in _ The biggest tests in school usually come _ The SQ3R method includes _, questioning, reading, recording, and _ _ was president of the United States during the Second World War Some people make mistakes because they forget to read the _ before beginning a test B Match each term with its definition There is one extra definition librarian library catalog circulation desk stacks reference section audio-visual section the shelves that hold most of the library’s books the area for checking out books a library employee who can answer questions the area containing past and current magazines the area containing videotapes and audiotapes the area containing encyclopedias, dictionaries, atlases, almanacs, and more g the filing system containing records of all of the library’s books a b c d e f Writer’s Choice: Thinking and Study Skills, Grade 41 Thinking and Study Skills Name Class Date Taking Tests II 42 You can’t avoid tests, so you might as well learn to accept them Being prepared is your best strategy You also can become a skilled test taker by learning how certain types of tests work The point is not to learn “tricks” but to understand what you are expected to The skilled test taker should ● Listen to the teacher’s instructions ● Know how much time he or she has to take the test ● Carefully read the test directions (such as “Answer true or false”) ● In matching tests, make all of the easy matches first ● In true-false tests, know that if any part of an item is false, the entire item is false ● In multiple-choice tests, eliminate all of the obvious incorrect choices first ● Watch out for words such as never, always, every, and all ■ Activities A Mark each of the following items T for true or F for false _ True-false tests always contain trick questions _ Teachers never give students enough time to complete tests _ Taking tests is more than a matter of learning a few test-taking tricks _ Being well prepared is the best strategy for taking tests B Circle the best response to each item The best place to look up a word definition is a a thesaurus c a dictionary b an encyclopedia d the card catalog If you want to know the location of Thailand, where should you look? a a world atlas c a wall map of the world b a globe d any of the above In addition to word definitions, parts of speech, and synonyms, dictionary entries also contain what other important information? a instructions c interest rates b pronunciation d a list of library books Where in a library would you begin your search for information about medicines? a stacks c newspaper and magazine section b library catalog d a circulation desk 42 Writer’s Choice: Thinking and Study Skills, Grade Copyright © The McGraw-Hill Companies, Inc _ In multiple-choice tests, it is best to eliminate each choice in order Thinking and Study Skills Answers ■ PAGE more than one angle and show that the students have thought seriously about getting information Defining Problems Part A P N P P N ■ PAGE 10 N P P N P Using Prior Knowledge Part A Guidelines: Responses should be accurate statements about the topics Part B Guidelines: Explanations should focus on the identification of thwarted goals Part B Guidelines: The questions and paragraphs should show that students explored their knowledge and used it as a guide in their research ■ PAGE ■ PAGE Setting Goals Part A S L S L L Comparing and Contrasting 10 S S S L L Part B Guidelines: Short-term goals should focus on tasks that can be completed in a week or less Plans for long-term goals should be realistic ■ PAGE Copyright © The McGraw-Hill Companies, Inc Observing Part A Guidelines: Evaluate responses according to how well the students recorded observations made through all the senses Part B Guidelines: Use the same guidelines as for Part A In addition, make sure students not simply answer the questions in the box ■ PAGE Formulating Questions Part A Answers could include A What is the definition of refugee? How many people in the world are refugees? B Do they leave by choice? If not, who forces them to leave? C Are refugees ever able to return home? Where they go, if not back home? D Does our government help refugees? What can we to help? Part B Guidelines: The questions should probe the topic from Part A contrast contrast compare compare contrast Part B Guidelines: Responses should indicate an understanding of comparing and contrasting and the differences between the two methods ■ PAGE Classifying Part A writing utensils weather conditions bodies of water reading materials feelings birds; eliminate rabbits, toads, spiders states of the U.S.; eliminate Los Angeles, Detroit U.S presidents; eliminate Jesse Jackson, Paul Revere portable containers; eliminate desk, window, rooftop 10 countries; eliminate Shanghai, London Part B Guidelines: Classifications should meet the requirements stated in the directions ■ PAGE Using Graphic Organizers Part A table cluster diagram time line Part B Guidelines: The table should show two columns, one for 1999 and one for 2000 The diagram should show two main Writer’s Choice: Thinking and Study Skills, Grade 43 Thinking and Study Skills clusters (“more” and “less”), each with several smaller clusters The time line should show the progression of dates as indicated Part B Guidelines: Responses should demonstrate an understanding of metaphorical relationships and the ability to construct original metaphors ■ PAGE Identifying Characteristics Part A fast speed noisy paddle old-fashioned ■ PAGE 13 Identifying Main Ideas silent turkey dried up post office Part B Guidelines: Lists of characteristics should meet the definition of “attributes that describe or are associated with” the named thing or person ■ PAGE 10 Using Cause-and-Effect Relationships Part A Examples: I got sick because I ate too many cookies He damaged his ears by listening to extremely loud music We had lots of winter rain and snow, which made the fields very soggy in the spring The hurricane left many people homeless By reading for one hour each night, I finished the book in a week Part B Guidelines: The examples should follow the guidelines given in the instructions Using Organizational Patterns Part A order of importance comparison and contrast spatial order Part B Guidelines: The narratives should be in time order Students should use transition words such as then, next, and finally ■ PAGE 12 Using Metaphors Part A Ramon tiger; Ramon plays football fiercely she tornado; Randa works quickly and powerfully when she cleans her car test monster; The math test was terribly difficult dancer reed; The slim dancer swayed slowly and gracefully desk jungle; The desk is crowded and cluttered 44 Writer’s Choice: Thinking and Study Skills, Grade Part B Guidelines: Responses should show that students followed the process in the box and that they have an understanding of the concept of a main idea ■ PAGE 14 Identifying Errors in Logic Part A hasty generalization faulty either/or reasoning faulty cause-and-effect relationship no error hasty generalization faulty cause-and-effect relationship irrelevant information unqualified authority irrelevant information 10 no error Part B Answers should demonstrate the following ideas: Winning one game does not make a team the best There will be other deals in the person’s lifetime; this bike is not the only chance His sister’s honesty does not make him honest No error One lousy jumper who happens to be a girl does not mean that all girls are lousy jumpers Past strength is no guarantee of future strength Homework has nothing to with whether staying up all night is bad for you The only people who really know the band’s plans are its members The city’s decisions about repairs are made on a caseby-case basis 10 No error ■ PAGE 15 Inferring Part A Answers should demonstrate the following ideas: Damon and D J might not get into the gym You have missed the bus Rhonda no longer wants to be Denice’s friend The senator is not really interested in communicating with and helping people Copyright © The McGraw-Hill Companies, Inc ■ PAGE 11 Part A The president’s powers have been expanded since the Constitution went into effect Thinking and Study Skills Part B Guidelines: Responses should demonstrate a grasp of the concept of inference Students should show that they can see other possibilities in situations For example: The game began late, so the doors have just opened The bus is not there because this is a holiday Rhonda is embarrassed about her complexion The senator is busy meeting with other constituents Mick could win the match because he is equal in weight to Jorge, and although his wrestling is inconsistent, sometimes he does win Delia could be misplacing her possessions, or someone else could be stealing them The arts council members may not be using grant funds to dine at the Ritz, and they may have a legitimate reason to visit the state capital ■ PAGE 16 ■ PAGE 20 Predicting Using Criteria Part A Part A Eliminate items 1, 4, and Guidelines: Responses should demonstrate that students understand the now-past-future process outlined in the box Part B Guidelines: Responses should show that students examined the information available to them and then evaluated their predictions according to the now-past-future process outlined in the box ■ PAGE 17 ■ PAGE 21 Elaborating Making Decisions Part A recalled events, comparisons examples explanations comparisons, examples explanations recalled event, comparison examples comparisons, explanations Copyright © The McGraw-Hill Companies, Inc Part B Answers should reflect the following ideas: A haircut has nothing to with being a good senator Wealth is not an appropriate standard for a senator A good senator does not need to know everything— he or she has assistants to help Part B Guidelines: Responses should demonstrate an understanding of the four methods of elaboration listed in the box ■ PAGE 18 Summarizing Part A Eliminate these sentences: —Tien Nu means “girl from Heaven.” —The senior monk supervises every step —Tien Nu is delighted to offer her gift Part B Guidelines: The summaries should show that students followed the steps in the box Part A Examples: Option 1: Go along with prank Consequences: save face with friends, object’s feelings are hurt Option 2: Stand up for intended object Consequences: lose friends, feel good about doing the right thing, save object from pain Option 3: Warn object Consequences: lose friends, feel good about doing the right thing, save object from pain Option 4: Don’t participate in prank Consequences: not personally hurt object, may lose friends Option 1: Take new job Consequences: lower pay, lower position, more interesting work, better future Option 2: Don’t take new job Consequences: same old boring job, keep good salary and position Part B Guidelines: Responses should demonstrate an understanding of the steps in the box ■ PAGE 22 ■ PAGE 19 Thinking Creatively Drawing Conclusions Part A Part A no no yes yes no Part B Answers should reflect the following ideas: yes no Part B Guidelines: Responses should show that students have applied a creative thinking process to the exercise Writer’s Choice: Thinking and Study Skills, Grade 45 Thinking and Study Skills ■ PAGE 23 ■ PAGE 27 Using a Library I Using a Dictionary III Part A Guidelines: Responses should show that students have applied questioning techniques to develop a research list For example, What are musical comedies? How does Gershwin’s music sound? What have people written about him? Why is his music so popular? Library resources should have been selected from the card catalog, reference section, audio-visual materials, and newspaper and magazine section Part A Biographical Names Colleges and Universities main dictionary A Handbook of Style Signs and Symbols Geographical Names Abbreviations main dictionary Metric–U.S Standard Conversion Tables 10 Foreign Words and Phrases Part B Guidelines: Use the same guidelines as for Part A Ask students to list titles and call numbers ■ PAGE 24 Using a Library II Part A 500–599 Science Answers will vary In most libraries, works of fiction have no call number before 781.064 ozone Part B Guidelines: Students’ answers should indicate that they did the research Using a Dictionary I northern Italy philosophiae doctor (Latin, doctor of philosophy) from Greek chalix, pebble 186 miles immediately or all at once ■ PAGE 28 Using a Thesaurus I Part B Guidelines: Responses should demonstrate an understanding of the idea of synonyms Part B Guidelines: Responses should show that students used the dictionary ■ PAGE 26 Using a Dictionary II false false true 10 false 46 Writer’s Choice: Thinking and Study Skills, Grade ■ PAGE 29 Using a Thesaurus II Part A Examples: The contented dog romped across the field Greg is a popular student in our school I don’t know why, but I feel tired and depressed today The angry demonstrators are demanding more time The thief snatched the jewels and dashed off before anyone could block the door Last night I had a strange dream that left me scared Copyright © The McGraw-Hill Companies, Inc Part A definition spelling and syllabication part of speech word origin definition pronunciation synonym part of speech pronunciation 10 definition true false false 10 Part A Examples (answers will vary): authority, control, superiority clack, unnerve, shake frail, unwell, sickly collect, assemble, amass riches, luck, resources eruption, revolt, insurrection animated, lively, active rival, athlete, opponent Students should name the title of the thesaurus they used ■ PAGE 25 false true true Part B 70 B.C Milwaukee, Wisconsin goodwill, effort to promote human welfare when it precedes the name of the person or stands for that name Thinking and Study Skills Part B Guidelines: Responses should demonstrate an understanding of stronger or clearer synonyms Studying I S S Q Part B Guidelines: Students’ notes should show that they are listening for the main idea and supporting details Part B Guidelines: Students’ notes and questions should demonstrate an understanding of the surveying and questioning processes ■ PAGE 35 Taking Notes from Books ■ PAGE 31 Part A Guidelines: Responses may be similar to the following summarizing: In the 1800s, U.S seen as land of opportunity Immigrants sought factory work, political freedom, and better life for families directly quoting: Photosynthesis is “harnessing sunlight to make energy for growth.” paraphrasing: Read what you wrote Improve the parts you think are not very good Studying II Part A RV RC RV R RC RV Part B Guidelines: Students’ notes and questions should demonstrate an understanding of the reading, recording, and reviewing processes Part B Guidelines: Students’ notes should demonstrate an understanding of the techniques of summarizing, paraphrasing, and directly quoting ■ PAGE 32 Copyright © The McGraw-Hill Companies, Inc Managing Study Time ■ PAGE 36 Part A S L S S L S Part B b d a f c e Outlining from Books ■ PAGE 33 Listening Part A hinders hinders helps hinders Taking Notes While Listening Part A no yes no no no no yes yes no 10 yes Accept reasonably argued differences in answers ■ PAGE 30 Part A S Q Q ■ PAGE 34 helps helps hinders Part B Guidelines: Responses should demonstrate an understanding of the techniques listed in the box Part A I Land and water in the United States A From the Atlantic Coast to the Appalachian Mountains B The Central Plains and the Great Plains C From the Rocky Mountains to the Pacific Coast D Alaska and Hawaii II Weather and climate in the United States A Climate regions B Climate measurements C Factors that cause differences in climate III Natural resources in the United States A Our many natural resources Renewable resources Nonrenewable resources B Protection of natural resources Part B Guidelines: Outlines should show an understanding of the outlining process, as shown in the box on the page Writer’s Choice: Thinking and Study Skills, Grade 47 Thinking and Study Skills ■ PAGE 37 ■ PAGE 40 Taking Notes from Films and Videos Learning from Graphics II Part A no no Part A national parks Wrangell-St Elias Fairbanks Glacier Bay Most of Alaska’s national parks are in the southern part of the state; all but one were established in 1980 yes yes Part B Guidelines: Students’ notes should demonstrate an understanding of the guidelines listed in the box Part B Guidelines: Make sure students have located accurate information and have presented it correctly in the table ■ PAGE 38 Solving Problems Part A yes yes no yes no yes Part B Guidelines: Students’ responses should show a serious and thoughtful approach to problem solving, using the steps outlined in the box ■ PAGE 39 Learning from Graphics I Part A wallets watches watches 283; 357 Sales increased notably for wallets and watches and a little for umbrellas Taking Tests I Part A Rio Grande a thesaurus at the end of the year Part B c g b a f e ■ PAGE 42 Taking Tests II Part A F F T T F Part B c 48 Writer’s Choice: Thinking and Study Skills, Grade surveying; reviewing Franklin D Roosevelt directions d b b Copyright © The McGraw-Hill Companies, Inc Part B Guidelines: Make sure that students are able to explain the purpose of the graphic ■ PAGE 41 ... Glencoe/McGraw-Hill 878 7 Orion Place Columbus, OH 4324 0-4 0 27 ISBN: 97 8-0 -0 7- 8 8989 7- 6 MHID: 0-0 7- 8 8989 7- 8 Printed in the United States of America 10 024 12 11 10 09 08 i_ii_Anc_8898 97. indd 20 4 /7/ 08 3:19:44... of paper Writer’s Choice: Thinking and Study Skills, Grade Thinking and Study Skills Name Class Date 10 Using Cause -and- Effect Relationships A cause -and- effect statement... of transportation prime numbers less than 25 landforms government officials Writer’s Choice: Thinking and Study Skills, Grade 7 Thinking and Study Skills Name Class Date Using