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English 30-1 Review Reading Comprehension. Part B: Reading Comprehension These are not tests of your intelligence; they are tests of your literacy . Most importantly, these are tests of your mental endurance .
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Part B: Reading Comprehension • These are not tests of your intelligence; they are tests of yourliteracy. Most importantly, these are tests of your mental endurance. • The tests are designed to wear down all but the most determined of students. If you find yourself scanning a selection or randomly guessing at an answer, the test makers have done their job: you have been exhausted. • There are ways that you can prepare for and overcome the challenge of a reading comprehension test: • Understand the concept of the test • Organize the test to better fit your strengths • Study • You can study for these tests: • Practice reading comprehension exams on-line or from the school • Practice vocabulary extensions
Understand the Test • Many students struggle with Multiple-Choice Reading Comprehension Tests because they do not understand the test and the best strategies for writing the test. • Time and Structure: • Each Diploma exam consists of selections of fiction, nonfiction, poetry or song, visual texts, Shakespearean drama, and modern drama (including television or radio scripts or screenplays). • Each Diploma exam consists of around 70 multiple choice questions. • Each question is worth 1 mark = all questions are of equal value. • The test is timed (2 ½ plus ½ hours). • When you calculate time in for reading, each question should take no more than 1 minute to answer. • Correct Answers: • Each question has been written by experts, field tested and revised. There is only one correct answer for each question; all others are wrong.
Organize the Test • The test is already organized in a way which the test creators believe to be most beneficial for students. However, they cannot predict your personal abilities. Take the time before you start reading to make sure the organization best fits your needs. • Look at the length and type of readings, and the number of questions asked. • Consider what you might find engaging and what you will struggle with. • Make sure that you are reading the most challenging portions of the test at your peak thinking time. • Historically, most diplomas have 9-10 texts with corresponding questions and students have up to 3.0 hours to complete. Therefore, students have approximately 18-21 minutes to spend with each text. This is ample time; however, it is important that students budget and monitor their time accordingly.
Test Creation Considerations • Well–constructed MC questions test a range of knowledge and skills involving higher levels of thinking. As a result, the selections included in the test are going to range in difficulty. Three levels of text complexity are included: • Level One–Straightforward Texts: these are relatively uncomplicated, direct and conventional. • Level Two–More Complex Texts: features are relatively complicated, more varied and more abstract. Students must infer, evaluate and explore implications of complex meanings. • Level Three–Sophisticated Texts: subtle, challenging and frequently abstract. Students must identify subtle tone or mood in order to establish purpose, theme or main ideas. • Likewise, questions given for a specific text will also range in difficulty (based on Bloom’s Taxonomy).
Test Creation Considerations (2) • The reading selections and corresponding questions of a Diploma exam are created in a strategic manner. Difficult passages / selections tend to be placed earlier in the exam so that they may be tackled by the student when they are fresh. • The initial selection; however, tends to be a selection that is accessible for the majority of students and is intended to provide students with some confidence in moving forward.
Test Taking Strategies: Before Beginning • Unfamiliar vocabulary (this a section that should be prepared for prior to the writing of the exam). • Students should spend the semester preparing for vocabulary that they may see on the diploma. See vocabulary lists that have been given as well have students create their own vocabulary list throughout the semester based on their experiences with practice diploma exam selections.
Test Taking Strategies: Before Beginning (2) • Because the test is created in a strategic manner, students should approach the exam in the order in which it is laid out. Do not attack segments based on genre and the desire to get a section completed. • The first thing a student should do when approaching the selection and the family of questions associated with it is to read the question’s stems. This will allow students to direct and focus their thinking while they read the selection. • Stem is the question or partial statement leading to possible alternatives. • Students need to ensure that they not only read the selection but also any preambles, introductions or footnotesprovided. • These supplementary notes are important as they often establish context for the text, provide clarification of unfamiliar words or allusions and / or give insight into character, tone or thematic ideas.
Test Taking Strategies: During the Exam • When reading, students should trackwith their finger or pencil. This helps to focus the reader, prevents skimming materials and enhances reading speed. • Additionally, students need to actively engage in their reading by making notes in the margins, underlining key ideas or segments, and circling unfamiliar words. This interaction will deepen their understanding and interpretation of the text. • Having pre-read the question stems, students can also identify textual evidence that relates to a question by highlighting, starring or identifying the question in the margin. Remember, all answers should be supported with evidence from the text. • Thus, these notes will be helpful when selecting the correct answer to the question. As well as when a students is reviewing their answers at the completion of the selection.
Test Taking Strategies: During the Exam (2) • When an unfamiliar word is found in the selected reading, students should use contextual clues in surrounding sentences to identify its meaning. • Read one sentence before the sentence the word is found in and one sentence after and then make an educated prediction about its meaning. • When it is found in the question stem, look for clues in the stem itself as to its meaning. • Have the student replace the word with a synonym that they believe would work and see if it makes sense. • When an unknown word is found in isolation as an alternative possibility, there is little that can be done. Thus, prior learning knowledge and preparation are essential.
Test Taking Strategies: During the Exam (3) • Students must pay attention to key words or phrases from the question stem. Key words to watch for include: parallel, contrast, contradict, suggest, imply, etc. These are not always bolded thus can be missed if read quickly or carelessly. • Test creator’s will create a possible alternative for students that miss or disregard this key word. Students then believe the answer is obvious–but it is, in fact, obviously wrong upon closer reading. • The line that most clearly contradicts King Philip’s claim that King John has “Cut off the sequence of posterity” (line 15) is • a. “our just and lineal enterance to our own” (line 4) • b. “upon the maiden virtue of the crown” (line 7) • c. “From whom hast thou this great commission, France” (line 29) • d. “Alack, thou dost usurp authority” (line 37) • When the stem uses words or phrases such as best, most clearly, most directly, most strongly, students must discern which choice represents the greatest amount of truth or validity between the alternatives.
Test Taking Strategies: During the Exam (4) • When a question refers to specific lines in the stem or the alternatives, be sure that students reread these specific lines. • The answer may be found specifically in this segment but must be consistent with the entire piece in relation to character development, tone, theme etc. • If the question stem indicates “in lines ...” the question is referencing those lines directly. Focus specifically on them and what they are suggesting. • Students should look for parallels between the stem and the correct alternative. • A statement in which Shakespeare uses the techniques of simile and allusion is • a. “You are the hare of whom the proverb goes, / whose valor plucks dead lions by the beard” (lines 58-9) • b. “It lies as sightly on the back of him / As great Alcides’ shows upon an ass” (lines 64-65) • c. “What cracker is this same that deafs our ears” (line 68) • d. “My life as soon! I do defy thee, France” (line 76)
Test Taking Strategies: During the Exam (4) • When a question refers to specific lines in the stem or the alternatives, be sure that students reread these specific lines. • The answer may be found specifically in this segment but must be consistent with the entire piece in relation to character development, tone, theme etc. • If the question stem indicates “in lines ...” the question is referencing those lines directly. Focus specifically on them and what they are suggesting. • Students should look for parallels between the stem and the correct alternative. • A statement in which Shakespeare uses the techniques of simile and allusion is • a. “You are the hare of whom the proverb goes, / whose valor plucks dead lions by the beard” (lines 58-9) • b. “It lies as sightly on the back of him / As great Alcides’ shows upon an ass” (lines 64-65) • c. “What cracker is this same that deafs our ears” (line 68) • d. “My life as soon! I do defy thee, France” (line 76)
Test Taking Strategies: During the Exam (5) • Look for key words within the stem that have synonyms or parallel meanings in the alternative. • The speaker uses the examples of the nonreturnable shirt (line 26) and the irretrievable words in an argument (lines30-34) to suggest that • a. Innocence cannot be regained • b. Sorrow results from misadventure • c. Truth must prevail in relationships • d. Youth cannot adapt to circumstances • If a student has been able to narrow the alternatives down to two, they should choose the alternative that • The answers are from the text so students should find textual evidence to support their choice. • Linked readings and/or questions require students to “carry forward” information from a straight-forward text in order to apply contextual knowledge to subsequent readings. As such, it is important that students reference both texts when answering these questions.
Test Taking Strategies: Post Sections • Upon completing the section of questions, have students review that selection immediately. • Do not have them wait until they have completed the entire test as details of each text are no longer top of mind. • Additionally, this eliminates the need to reread the entire selection to be able to answer one or two challenging questions. • Upon reviewing answers, students should only change answers if they are convinced they have made an error or if they have found textual proof to warrant their change.
Test Taking Strategies: Post Sections (2) • If they are unsure, they should remain with their initial response. • Often students will second guess their response and make a change, only to find out that their “gut” or initial response was correct. • Never leave questions blank. • Students should make educated guesses if they are stuck. Remember the answers will be consistent in theme, tone, character, etc so choose the option that is most consistent with the rest of your answers.
Specific Readings • Shakespearean Drama: • Pay particular attention to any information that proceeds the play. • Questions are most often of two types: plot and vocabulary. • While Shakespeare may be daunting, this section of the test is regularly rated by students as one of the easiest components. • Poetry / Songs: • Questions relating to poetry can be some of the most demanding. • Vocabulary, poetic devices, specific lines and presentation choices. • Presentation choices include the function of diction, punctuation and form. • Answers to any question regarding theme are almost exclusively found in the title or last line of a poem. • Visuals: • Questions of visual literary (location of objects, colour, clarity, and context). • Often connected to other readings.
Modern Drama: • Pay particular attention to any information that proceeds the play. • Pay particular attention to stage directions. • Variety of questions asked; frequently rated easy to read, but difficult questions. • Fiction Excerpts: • Pay particular attention to any information that proceeds the excerpt. • Variety of questions asked; often including many specific line questions. • Easy to read, but long. • Non-Fiction: • Recently these have been connected to other selections particularly poems and visuals; often very useful for other questions. • Specific lines, vocabulary and theme questions are most common. • Medium level of difficulty
You Can Study For These Tests • Many students claim that you cannot study for this test. This is only an excuse and will definitely produce lower marks than you are capable of. • The following are proven examples of ways to increase performance: • Practice reading comprehension exams on-line: • www.exambank.com (username: FCHS, password: AHSFA) • http://mcdougall.rockyview.ab.ca/Members/jmoore/english-30-1/practice-reading-comprehension • Practice vocabulary extensions such as: • Free Rice (vocab and grammar): http://www.freerice.com/category • Vocabulary Sushi (vocabulary): http://www.vocabsushi.com/
