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 SAT / ACT Junior Prep


NOTE:
For Those instructors who who already have an SAT / ACT preparatory  program for their students, but who would be interested in a distinctive vocabulary in context study as an enrichment supplement, click on the following link on this current page for an introduction and sample: VOCABULARY IN CONTEXT Sample




The new SAT Verbal section - now called Critical Reading - will challenge even the most seasoned test-taker!

Now an extensive foundation of critical reading and writing will have to be a crucial part of SAT preparation and mastery.

To provide this foundation, our SAT/ACT Junior Prep® program trains future test-takers in the reasoning processes necessary to navigate confidently through the logical and semantical intricacies of the Critical Reading section.

NOTE: Read the the article, SAT & CRITICAL READING, at this   
anchor: SAT & CRITICAL READING.

QUESTION: How  would the student best prepare for this specific critical reading emphasis?
ANSWER: Through the SAT/ACT Junior Prep® studybook verbal program - designed by Studies in Meaning, a critical-creative thinking curriculum - which trains future test-takers in critical reading and writing through the reasoning processes of analysis: inferences, implications, relationships, interpretations, projections, and synthesis: main idea, title, summary, topic idea, etc.
RESULTS: This program increases students' ability to read both long and short SAT passages quickly, efficiently, and critically under timed pressure.

This SAT/ACT Junior Prep studybook program consists of 1 studybook (210 8 x 11 pages) covering the reasoning processes of critical thinking in vocabulary, grammar-usage, reading passages, basic math, and creative-essay writing.

SAT/ACT Junior Prep is designed for junior high student (approximate grades: 7 - 9)

This studybook consists of multiple exercises in the following topics:

PART 1: Vocabulary in Context Reasoning (including sentence and paragraph writing)
PART 2: Grammar-Usage Reasoning (including sentence writing)
PART 3: Short Reading Topics Reasoning (including sentence writing)
PART 4: Math Reasoning
PART 5: Long Reading Topics Reasoning (including essay writing)

The following are samples for each part of this studybook.



 VOCABULARY IN CONTEXT Sample


Preface

The main purpose of this Vocabulary in Context vocabulary study is to prepare students in the 6th through 9th grade, as well as test preparation students. There are 1650 vocabulary words divided into 165 sets of ten words. These words fairly much cover a wide spectrum of word meanings that junior high students will come across in their textbook reading and national tests.

Also included in this vocabulary study are optional sentence and paragraph writing exercises for selected vocabulary words. These exercises are placed at the back of the book.



INTRODUCTORY NOTES & INSTRUCTIONS

Purpose: The purpose of these exercises is to train students to grasp the meaning of unfamiliar words through the context, or meaning, of the sentence as a whole. This training facilitates not only retentive vocabulary development, but the ability to read for contextual meaning in one's whole reading experience.

The writing assignments - for both sentence and paragraph - is to choose selected words from each vocabulary set to develop students' own sentences with contextual clues. This training prepares students for more advanced writing assignments.
Methodology: The following clues will assist students in gleaning the meaning of a word through the context of its sentence.
1. As you read each sentence, look for familiar clue words or phrases that will signal the definitional meaning of the given vocabulary word. In the sentence below,
An employer should not abuse an employee for making a mistake.
you would glean the meaning of “abuse” from the word “not” and the phrase “making a mistake.” Of course an employer would be angry if an employee made “a mistake”; but in that anger, he should “not” do something to the employee. What is that “do something?” So, from your reasoning, the definition you would choose from the list of ten definitions, would be to mistreat; call names.

2. As you read each sentence, look for contrasting words or phrases, such as "but,"  "on the other hand,"  "although," etc..In the sentence below,
Although the new director seemed rigid at first, the cast soon found her to be amenable to change,
the word-clue is "although" - first she is rigid, then she is open to change; hence, the meaning of "amenable" is agreeable; cooperative.

3. As you pronounce each vocabulary word, take note of its part of speech (verb, noun, etc.), as that will be helpful in narrowing down the meaning of the word. For example, verb definitions have the infinitive "to" before them, such as "to mix; combine"; "to improve or correct."

4. As you read each sentence, look for words that signal a conclusion, either as the first clause of a sentence or the second clause. The words "so," "it follows," "therefore, consequently, etc." usually occur in the second clause; whereas, the words "because," "because of," "due to," etc. usually occur in the first clause. In this type of sentence, something more has been added to the conclusion that is related to the prior statement. For example, in the sentence below,
Idle children are certain to get into trouble; so adults have to keep them busy.
The meaning of the word “idle” can be gleaned from the conclusion that follows the word “so.” If adults want to keep children from getting into trouble they have to keep them busy. So from this thought, you can reason to the conclusion that children who are not kept busy, get into trouble. So, from your reasoning, the definition you would choose for “idle” from the list of ten definitions, would be not working, or active.

Similar reasoning would follow conversely, if the above sentence were stated:
Because idle children are certain to get into trouble, adults have to keep them busy.
5. As you read each sentence, observe whether the sentence has an overall positive, negative, or neutral tone.  For example, the sentence “Nature-lovers cherish a walk through the woods in summer,” has an overall positive tone to it because of the word “nature-lovers” and the phrase “a walk through the woods in summer.”
Hence, the definition you would choose for “cherish” from the list of ten definitions, would be to hold dear.
_____________________________

VOCABULARY INSTRUCTIONS: (1) Pronounce each vocabulary word, (2) read each sentence carefully, and for the italicized vocabulary word, choose its correct meaning from the definition list and write the number in the blank next to the vocabulary word.
WRITING INSTRUCTIONS:
NOTE: Depending upon the particular student, or class dynamics, these writing exercises can be optional.
After completing 2 vocabulary sets, students are to turn to the back of their studybook, and complete the two following writing assignments: For the first 2 sets (SETS 1 & 2), students are to choose any three of the vocabulary words, write each one in its blank, then write an original sentence -- with the meaning of each word as part of their sentence idea. For the next 2 vocabulary sets (SETS 3 & 4), students are to choose any three of the vocabulary words, and write a short paragraph. This paragraph can be in the form of a story, a letter, a dialogue, a factual report, a description, a situation, or a poem. Have students write a title for their paragraph.

The FIFTH AND SIXTH sets, repeat this sentence-paragraph pattern, and so on, alternately.



SAMPLE VOCABULARY PAGE

INSTRUCTIONS: Students pronounce each vocabulary word, then read the sentence. From the context of the sentence, they will derive a general meaning of the word. Then, they will choose the correct definition from the boxed definitions below the set of sentences.


                              SET 1
abandon (uh-ban-duhn) v.   ___
The trapped miners refused to abandon all hope.
abandon n. ___
The children danced to the latest popular songs with gay abandon.
abdomen (ab-duh-muhn) n. ___
The stomach and intestines are located in the abdomen.
abolish (uh-bol-ish) v. ___
The 13th Amendment abolished slavery in the United States.
abridge (uh-brij)v. ___
An abridged dictionary eliminates many technical words.
abrupt (uh-brupt) adj. ___
The abrupt change in the weather caught us without umbrellas.
absolute (ab-suh-loot) adj.  ___
A witness should always tell the absolute truth.
absorb (ab-zorb) v. ___
Plants absorb water from the soil.
The speaker told an absorbing story.
absurd (ab-zurd) adj. ___
It is absurd to plant seeds in freezing weather.
abundance (uh-bun-duhns) n. ___
America's farms produce an abundance of wheat and corn.

  1. complete; unlimited
  2. to do away with; put an end to  
  3. complete lack of self-restraint
  4. to shorten
  5. give up entirely
  6. sudden
  7. the belly
  8. to take in; suck in
  9. a rich or full supply
10. ridiculous  



SAMPLE WRITING PAGE







GRAMMAR-USAGE Samples


INTRODUCTORY NOTES


Purpose: The main purpose of these exercises is to train students to grasp the meaning of grammatical and usage definitions and rules. This training facilitates such test questions as the new SAT standard written English (grammar and usage) section.
Methodology:
1. Upon reading the grammar definitions for level 1 exercises, the idea is to understand each definition ( for a noun, or complete subject, for examples) word by word, because from that definition, the appropriate parts of speech or parts of the sentence will be identified in the sentence.
For example, in the sentence below, "John loves Mary, but she doesn't love him," the pronouns have to be identified. The definition of a pronoun is that it is used in place of a noun. So, the strategy is to first find the noun(s), then proceed to find the words that are used in place of those nouns, which are "she" and "him."
A similar approach applies as well with the English usage rules. After reading each rule carefully, find the key component in the sentence that agrees or disagrees with that rule.

2. For the level 2 grammar-usage exercises, it is understood that students know the parts of speech and parts of the sentence -- if not they can always refer to the grammar reference sheets in the back of the book. Each sentence must be read carefully for understanding in order to identify the given part of speech or sentence. Then students must decide if the sentence is correct English or not, which requires, again, careful reading, word by word in order to make that decision.



LEVEL 1


Study 1

INSTRUCTIONS
1. Read each numbered sentence, and underline the part of speech defined above it.
2. Read the boxed information and decide whether the sentence above it is correct or incorrect English.
3. If the sentence is incorrect make the necessary changes to correct it.


PARTS OF SPEECH

NOUN: A word used to name a person, place, thing, or idea (in the mind).
1. Eleanor always dances good.                                          __ correct   __ incorrect
 Well means "how" -- good means "what kind."

PRONOUN: A word used in place of a noun.                                             __ correct   ___ incorrect
2. John loves Mary, but she doesn't love him.
 A comma separates two closely connected sentences.

ADJECTIVE: A word used to modify (describe, or add meaning to-what kind, which one, how many) a noun or pronoun.
3. There is where the new school is going .to be built.       __ correct   ___ incorrect
 Their means "belongs to" -- there means "in that place."

VERB: A word used to show:
Action: doing something (l ran to the store),
or
Being: being something (I am tired.)

4. Our cat sleeps on it's pillow every night.                           __ correct   ___ incorrect
 It's is a contraction for "it is" -- its means "belongs to."

ADVERB: A word used to modify( or tell something about --where, when, how) a verb, an adjective, or another adverb.
5. She sings beautifully.                                                       __ correct   ___ incorrect
Beautifully means "how" -- beautiful means "what kind of."

PREPOSITION: A word used with a noun or pronoun to show a relationship with another word -- usually to show "where. "
6. Can I put my shoes in the closet?                                         __ correct   ___ incorrect
May means "permission" -- can means "able to do something.

CONJUNCTION: A word used to join {or connect, or tie together) words, phrases, or sentences.
7. Jane and John are my too best friends.                __ correct   ___ incorrect
Too means "also" or "besides" -- two is a number.

________________________________

Teacher: BE SURE STUDENTS UNDERSTAND THESE WORDS: name of, modify. being. relationship.


NOTE: The same pattern of exercises for the parts of speech apply to exercises for the parts of the sentence: complete subject, simple subject, complete predicate, simple predicate, direct object, indirect object, and prepositional phrase.

The answer keys act as a teacher in that it teaches the meaning of the answers and often identitifes the critical reading skill being taught.

ANSWER KEY


LEVEL 2



Study 1

INSTRUCTIONS: For each of the following sentences, (1 ) underline the designated grammar - part of speech (there could be more than one) or sentence; and (2) decide whether it is correct or incorrect English usage by writing a check in one of the blanks. If the sentence is incorrect English, write the correction in the given blank.


1. You dance very good.                                     __ correct   ___ incorrect                   correction __________________________
ADJECTIVE  

2. Edison invented the electric bulb.                     __ correct   ___ incorrect                   correction __________________________
NOUN

3. The doctors done all they could.                           __ correct   ___ incorrect                     correction __________________________
COMPLETE PREDICATE

4. Jane and John are friends.                              __ correct   ___ incorrect                     correction __________________________
CONJUNCTION

5. I dove in the water.                                         __ correct   ___ incorrect                      correction __________________________
PREPOSITION

6. The ant was an insect.                                     __ correct   ___ incorrect                      correction __________________________
VERB

7. Our cat sleeps on a pillow.                               __ correct   ___ incorrect                      correction __________________________
ADJECTIVE

8. Ed bended the steel bar.                                      __ correct   ___ incorrect                      correction __________________________
VERB

9. The teacher asked the student a question.         __ correct   ___ incorrect                      correction __________________________
NOUN

10. His problems doesn't bother him very much.    __ correct   ___ incorrect                     correction __________________________
VERB


ANSWER KEY






SHORT READING TOPICS Samples

INTRODUCTORY NOTES

Purpose: The purpose of the following passages and exercises is to train students to read any given passage carefully and clearly so that they understand it, that they grasp its meaning concept by concept, idea by idea (analysis) and as a whole (synthesis). This training facilitates such test questions as the new SAT critical reading passages, both short and long.
Methodology:
The first point to emphasize in this specific critical thinking training program is that students have no choice but to not only read both the passage and the question, but to reread them for clarification. Related to the passage, any given question may be a restatement, a misstatement, an inference, an implication, a logical conclusion, differing word meanings, a summary, a main idea, a title, the difference between statements of fact, and contrary-to-fact (subjunctive mood) statements, tone and attitude, and more - all similar to the types of questions on the SAT 2005.

How do the questions in Foundational SAT differ from those on the SAT exams?
Our exercises serve as the foundation that prepares students to tackle the SAT passages and questions. The SAT critical reading questions presuppose that students already can critically think effectively, and the questions are geared toward that presupposition. In other words, students should have long attained this facility already in their reading, writing, and overall academic background.
This presupposition falters in the main, however, by the fact that so many students do not even read their textbooks, or if they do, they do so cursorily, or work from the glossaries. It further falters inasmuch as critical thinking is a learned ability, much related to logic; and is not taught as such in high school, though it is in college. Or again, most textbooks teach facts and abstractions and (literary) images, not critical thinking. Textbook exercises require knowledge of these facts, not necessarily understanding of them. And whatever interpretations, or projections, or summaries, or so-called "critical thinking" exercises may be included in the exercises, they are kept at a minimum because of the subjectivity, and sheer bulk of time and energy, commitment, and one-to-one teaching, involved in grading these types of exercises.
Hence, what is needed is a studybook course that teaches critical thinking per se, from which students can apply to their other high school subjects, and then on to the SAT or ACT exams. And such a course has been created and developed by us for these two purposes.
This studybook course trains students to understand what they read and write, to be aware of this understanding, and to be aware of what they do not understand instead of just passing over the passage, or assuming they understand what they read. Our studies require that students know what exactly is going on in the reading of the passage and the approach they take to understand it analytically, synthetically, and then critically.

How does this training of the Foundational SAT differ from the training of the standard SAT prep books?
The answer to this question is simple. These standard prep books do familiarize students with the terminology used in the critical reading questions; and they employ a few examples to prepare them for the practice tests. But again, these books are victims of the aforementioned presupposition -that students already can critically think effectively-however they may attempt to assist students in this critical area, in thinking that these critical thinking skills can be learned through a few exercises. How can any subject be learned through a few exercises, especially one as foundational as critical thinking? If a student is already of the highest caliber academically, then, perhaps that is all he or she requires to "take it from there"; but not the broad band of students, with which the College Board attests to be concerned.

A sample of Foundational SAT's critical thinking exercises:
On a first reading of the following passage, taken from the samples below, it seems fairly straightforward.
The stars lie so far away across the depths of space that it seems most unlikely that people will ever be able to reach them. Yet, on the other hand, could man even approach a star, however advanced his technology?

Yet, each analytical exercise statement is stated in such a way that the readers are made to fully, consciously understand it, and can accordingly articulate their understanding of it.
For example, the first related question, "People will never be capable of reaching the stars," asks students if this statement agrees or disagrees with the information in the passage. So, they have to reread the passage in order to answer this exercise. Right off, they will observe that the passage does not make this statement in the exact wording as the exercise. They must then employ their thinking skills to determine whether the question-statement agrees or disagrees with what is being stated in the passage. Let us assume that they detect the disagreement inasmuch as the passage includes the words "most unlikely" that the question-statement does not. Analytical thinking, took place.
    Now let us look at the next exercise statement: "The stars are far away." Does this statement agree or disagree with what is being stated in the passage? The passage states that the stars lie "so far away." Does this statement have the same or similar meaning as "far away?" So, which is it agrees or disagrees? Students are made to work it out through logical and semantic reasoning.
   As for the last question-statement, it is a clear restatement of what is being asserted in the passage. Students have to decide it this restatement agrees or disagrees with what is being stated in the passage. It seems to obviously agree with the passage.

This sample is a prime example of the types of exercises students will be trained in. The pedagogical soundness of these exercises is that students are required to think through what they read by being continuously stopped and questioned as to their understanding of what they are reading. Accordingly, they gradually gain a conscious, articulate facility of analysis that leads to understanding; and from there, to critical evaluation as to the truth or falsehood, the validity or invalidity, the soundness or unsoundness, the style and attitude of the reading material and author -- all at the same time as they read!  This facility they will carry over to their other subjects, to the SAT, and to their lives.

Having studied multiple passages and exercises of these types, students will certainly be primed for the critical reading passages, both long and short, on the new SAT inasmuch as their reading will be so efficient and well-paced, that they can feel confident that they will succeed highly on the exam.  



LEVEL 2


Part 1
(Reading Topics: Analysis)

Study 1


INSTRUCTIONS: Read each topic below, and for each statement below it, if it agrees with - or has the same meaning as - what is being said in the passage, write A in the blank; if it disagrees with what is being said in the passage, write D in the blank.


SCIENCE
The stars lie so far away across the depths of space that it seems most unlikely that people will ever be able to reach them. Yet, on the other hand, could man even approach a star, however advanced his technology?

1. __ People will never be capable of reaching the stars.
2. __ The stars are far away.
3. __ It is a question whether man could even get near a star.

SOCIAL STUDIES
For many years it was thought that the great pyramids of Egypt were built by slaves using ramps of sand to haul stone blocks to their location, but a new theory suggests that pyramids were built using simple machines employing levers and weights.

1. __ The pyramids of Egypt probably were built by slaves.
2. __ The pyramids of Egypt were probably built using simple machines.
3. __ It could be that the pyramids of Egypt were built using simple machines.

LOGIC
There are at least 20 people in the next room.
1. __  There are 20 people in the next room.
2. __  There are less than 20 people in the next room.
3. __  There are more than 20 people in the next room.
4. __  There could be more than 20 people in the next room.
5. __  There could be less than 20 people in the next room.


ANSWER KEY




Part 2
(Reading Topics: Analysis & Synthesis)


 Study 6

Reading Topic: SOCIAL STUDIES

INSTRUCTIONS: Read the topic below, and for each statement below it, if it agrees with - or has the same meaning as - what is being said in the passage, write A in the blank; if it disagrees with what is being said in the passage, write D in the blank - (One of the exercises requires you to explain in writing why you chose your answer.) The next to last exercise gives one main word or phrase that gives part of the MAIN IDEA of the reading topic. Fill in the blank with the word or phrase that completes the MAIN IDEA.


The volcano Vesuvius, near the Bay of Naples in Italy, erupted in A.D. 79. It covered the city of Pompeii with thousands of tons of cinders and ash, killing about 2000 people. The smaller city of Herculaneum was buried by the same eruption.

Vocabulary
1. __ The word erupt in the passage means "to explode."
    __ The word erupt in the passage means "to break out suddenly and with
         great force."

Grammar
2. __ The word "erupt" in the passage is a VERB that shows action.
    __ The word "erupt" in the passage is a ADJECTIVE that modifies (or tells about) the  volcano.

Analysis
3. __ Vesuvius, at the Bay of Naples, erupted in A.D. 79.
4. __ Both Pompeii and Herculanteum were buried by the eruption of Vesuvius.
5. __ The volcano, Vesuvius, killed about 2000 people.
6. Explain why you chose your answer for exercise "5".
_______________________________________________________________
Synthesis
7. One main idea in this reading passage is: POMPEll AND HERCULANTEUM
The other main idea is:___________________________________________________
8. __ A good title for this reading topic is: "The Volcano, Vesuvius"



ANSWER KEY



LONG READING TOPICS Sample



Critical-Creative Thinking Grammar / Vocabulary / Reading Topics / Writing / Art


SOCIAL STUDIES Study One


SECTION ONE


Skim Reading


STUDENT INSTRUCTIONS: Skim (read quickly) the reading passage above in a relaxed way to get a beginning, or general, idea of what is being written about. Do not try to fully understand it - what you do understand is fine; what you do not understand is fine also. After you have read it in this surface way, write down
in a few words what you think the passage is GENERALLY about.


     Most of the Indian tribes of the early American frontier lived by hunting buffalo and other animals. These tribes were wanderers. They were good hunters and fierce warriors. There were a few tribes, however, that did not depend on hunting as a means of securing food. These tribes made their living by farming. They wanted nothing more than rain for their crops, and to till their fields in peace.
     One of these groups of farmers was the Hopi Indian tribes that lived and still lives in Arizona and New Mexico. The Hopis did not live in teepees as the nomadic, hunting tribes did. They lived in large adobe houses called pueblos. Many families lived in each pueblo. Their principal food was corn which they grew in communal fields.
     Growing corn was a difficult task. The weather was hot and dry, and there was little rainfall. The earth in summer turned to hot, powdery dust, and the corn leaves withered and browned on the stalks. During such years there was little or no harvest, and the Hopis went hungry. Consequently, in some prehistoric time, the Hopis devised a ritual called a Snake Dance to entreat their gods for rain.
     Like many primitive people of ancient times, the Hopis believed that a snake was a god with the power to bring rainfall and an abundant harvest of corn. The Hopis of today still perform the Snake Dance as a prayer for rain when the dry season approaches.




General Idea

______________________________________________________________________________________________________
______________________________________________________________________________________________________



SECTION TWO:
Analytical Reading


STUDENT & TEACHER INTRODUCTION:
In the second reading of this story, you will be exercised in analytical reading - at the same time as you read, sentence by sentence. This thinking process will train you how to understand what you read by analyzing (1) important words (vocabulary) and their grammar (parts of speech: nouns, etc.); (2) important sentences and their grammar (parts of the sentence: subject and predicate); and (3) important ideas that develop the meaning of the reading passage.


STUDENT INSTRUCTIONS:
1. As you read the passage, you will come to words in bold letters. For each of these words, finish reading the sentence in which it is, then turn to its exercise below the passage or on the opposite page, and (1) write its part of speech ( "n" for NOUN; "v" for VERB, etc.) in the blank - lf you do not know, or are not sure of, the part of speech, turn to the REFERENCE SHEET at the front of this textbook; (2) write a check next to its correct meaning ("a" or "b") as it is used in the reading passage.
2. As you read the passage, you will come to numbered sentences inside of brackets ( [1... ] ). For each of these sentences, read it carefully, then turn to its numbered analytical reading exercises in the box on you worksheet, or on the opposite page. Write an "A" in the blank if the statement AGREES with-or has the same meaning as-the same numbered sentence in the reading passage; or write a "D" if the statement DISAGREES with the numbered sentence in the reading passage. There is one analytical reading exercise (a) and one analytical grammar exercise (b).
_____________________________________________

TEACHING INSTRUCTIONS:
1. When students finish one or two pages, they will correct their own work from the answer key by circling only their errors. Have them write the number of errors for each page of exercises on the top of the page, and circle it (for example, -2 , or -0).
2. If students have made any errors, first see if they themselves can understand them; if not, then you explain the correct answer. If they understand the correction, write "Und" (understands) next to the error; if they do not understand the correction, write "D-Und" (does not understand) next to the error.
3. Choose certain correct answers and have your students orally explain them to you to test their understanding--which will help eliminate guessing or marginal understanding. If they do not understand a given exercise fully enough, write "N/S" (not sure).
4. If students cannot get the answer to any given exercise, but do come to understand it through your teaching, then write "W/H" (with help) next to the exercise. The purpose of this is to let the parents know that their children didn't get the answer on their own.
5. By using a RED PEN for all markings, all comment are emphasized and easier to see and explain to parents.


Most of the Indian tribes of the early American frontier lived by hunting buffalo and other animals. These tribes were wanderers. They were good hunters and fierce warriors. There were a few tribes, however, that did not depend on hunting as a means of securing food. [1 These tribes made their living by farming.] They wanted nothing more than rain for their crops, and to till their fields in peace.


wanderers
part of speech        __ a) people who travel from place to place without a home
____________       __ b) people who travel from place to place without a purpose

fierce
part of speech        __ a) frighteningly wild
_________             __ b) frighteningly violent
however
part of speech       __ a) in spite of that fact; though
_________            __ b) but; yet
depend
part of speech       __ a) get support
_________            __ b) to rely or count on
mean
part of speech       __ a) way that something is brought about
_________            __ b) way
securing
part of speech      __ a) getting; obtaining
_________          __ b) get; obtain


agrees = A / disagrees = D
1. __ a) The phrase "these tribes" refers to the warriors who hunt for food.
2. __ b) The words "made their living by farming" is the complete predicate       
              of the sentence.


ANSWER KEY


wanderers
PART OF SPEECH :  noun: the name of an idea
VOCABULARY :  a the distinction between "home" and "purpose"
fierce
PART OF SPEECH: adjective describes the noun "warriors"
VOCABULARY : b The term "violent" refers mainly to humans, not to animals.
however
PART OF SPEECH : conjunction joins words or groups of words
VOCABULARY : a "However" means both given definitions; but in the context of the passage, "a" is the correct choice.
depend
PART OF SPEECH: verb shows action; doing something. Is the main verb in the
verb phrase "did depend".
VOCABULARY : b "depend" means both given definitions; but in the context of the passage, "b" is the correct choice.
mean
PART OF SPEECH : noun names an idea
VOCABULARY : b "a" is too broad in its various meanings.
securing
PART OF SPEECH : verb shows action; doing something (is actually a participle)
VOCABULARY : b A definition has to be in the same grammatical setting that is being defined.

CRITICAL THINKING
1. D EXPLANATION: refers to farming tribes
2. A



SECTION THREE:
Synthetical Reading / Writing


STUDENT INSTRUCTIONS: Read the original passage again - and, if necessary again and again -this time for the purpose of understanding the few most important ideas that develop the main topic. Using those ideas as your guideline, summarize the passage in a few sentences Next, write a summary for the passage, again byusing those few most important ideas.

SUGGESTION FOR HOW TO WRITE YOUR SUMMARY: As you read the passage, (1) find the MAIN idea-the most important idea that the passage is about; then (2) look for and underline only the central ideas that support, or help build on, that MAIN idea. This is called OUTLINING.

From the following list, write a check in the blank next to the kind of supporting ideasthat build on the MAIN idea-there might be more than one kind of supporting idea. Use the most important of these supporting ideas for your
summary.
__ examples __ reasons / causes __ description __ explanations

EXAMPLES: one or more things that is similar to the main word or idea - apples, oranges, bananas are examples of the main word FRUIT; father, mother, sister, brother, uncle, are examples of the main word FAMILY MEMBERS; kissing, hugging, caring, holding hands, are examples of the idea: LOVE

REASONS: One or more statements that helps prove or show that an IDEA or ACTION is true -"slept in" is a reason for being late; "He loves her" and "She loves him" are two reasons why John and Mary will probably get married.

CAUSES: One or more statements that helps prove or show that a PHYSICAL ACTION or THING is true - An electrical spark caused the fire. Poison caused his death. Worrying too much can cause a headache.

DESCRIPTIONS: One,or more statements that give a picture of something in words - The statement "Macy is tall; has black hair; is pretty, and very intelligent." give descriptions of Macy.

EXPLANATIONS: One or more statements that helps make something plain or clear, that tells the meaning of, or how to do, something. The statement "The way you do this problem is add 5 and 6, then subtract 5." explains how to do a particular math problem.
_______________________________________________________________

For the Teacher: Writing summaries is perhaps the most difficult part of this study for most students. That they have to reread the passage again is enough of a consternation for them let alone having to capsulate it in a few sentences. Your firmness in getting across the importance of "getting the meaning" of a reading passage is of the utmost importance. Accordingly, students might have to rewrite their summary until its right. One way to help students get underway in their summary is to have them ORALLY summarize it for you; and if they are "getting it" orally, have them immediately write down what they said. In this way, they will find that summaries are not so forbidding. With both a good analytical and synthetic understanding of a reading passage, students will then be in the right frame of mind to critically read it on their own for its truth value, and effectiveness of assertion.
______________


     Most of the Indian tribes of the early American frontier lived by hunting buffalo and other animals. These tribes were wanderers. They were good hunters and fierce warriors.
     There were a few tribes, however, that did not depend on hunting as a means of securing food. These tribes made their living by farming. They wanted nothing more than rain for their crops, and to till their fields in peace.
     One of these groups of farmers was the Hopi Indian tribes that lived and still lives in Arizona and New Mexico. The Hopis did not live in teepees as the nomadic, hunting tribes did. They lived in large adobe houses called pueblos. Many families lived in each pueblo. Their principal food was corn which they
grew in communal fields.
     Growing corn was a difficult task. The weather was hot and dry, and there was little rainfall. The earth in summer turned to hot, powdery dust, and the corn leaves withered and browned on the stalks.
     During such years there was little or no harvest, and the Hopis went hungry. Consequently, in some prehistoric time, the Hopis devised a ritual called a Snake Dance to entreat their gods for rain. Like many primitive people of ancient times, the Hopis believed that a snake was a god with the power to
bring rainfall and an abundant harvest of corn.
     The Hopis of today still perform the Snake Dance as a prayer for rain when
the dry season approaches.

OUTLINE NOTES FOR SUMMARY

Diagramming




SUMMARY 1
TITLE 1


SUMMARY 2
TITLE 2




SECTION FOUR:

Creative Thinking


1. INTERPRETATION
In your opinion why did the Hopis choose to be a farming tribe rather than a hunting tribe?

2. ASSOCIATION
Name as many rituals, or ceremonies, as you can that are in practice today both in your own culture and in one or more other cultures.

3. DESCRIPTION
Describe how you imagine the Hopi Indians lived in the past.

4. WRITING
Choose an idea from the reading passage, and write either a story, an article (as for a newspaper or magazine), a letter, a dialogue, or a poem related to the reading passage. [NOTE: if you write a story in one study, then you are to write one of the other types of writing in the next study - article, letter, etc.- and so on, rotationally.]
     In your writing, be sure to express not only what you think about the topic, but what you feel about it as well.
     With your teacher's help, study the following instructions:


INSTRUCTIONS

1. Before writing on your topic, list all the ideas that you can think of that you want to use in your composition. WRITE THESE IDEAS IN WORDS OR PHRASES IN ANY ORDER ON YOUR OUTLINE SHEET.

2. Number these ideas (1,2,3, etc.) in the order that you want to write them in your composition.

3. Write on your topic, keeping in mind the following: a) Write your most important idea in the first sentence of your composition. b) Be sure that every sentence is connected (or related) to the sentence before it, and to the title of your topic. c) Develop your topic by using reasons, and/or examples, and/or explanations. d) Use words that mean (express) exactly
what you want to say. e) Be sure to use correct spelling, punctuation, and capitalization. f) Write a concluding sentence that ends your composition smoothly. g) Make your writing clear and interesting. h) After you have finished your composition, read it over carefully, and correct all possible mis- takes or ideas that are not clear to you.

____________________________________________________________

FOR TEACHERS: Have students (1) WRITE AN OUTLINE, (2) WRITE A FIRST DRAFT, THEN (3) WRITE THEIR FINAL DRAFT.


COMPOSITION: First Draft


Title _________________________________

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________



GRAMMAR REFERENCE SHEETS

Simple, extended explanations and examples of the eight parts of speech and the parts of the sentences are placed at the end of this studybook for needed reference.


MATH READING Samples


INSTRUCTIONS FOR GEOMETRY STUDIES  1 - 5: For each exercise that has a blank in front of it, write A in it if the statement AGREES with (has the same meaning as) the given definition; if the statement DISAGREES, with the definition, write D. For all other exercises, simply fill in the appropriate answer.

1.  point: An exact location in space, usually represented by a dot
Example:     . point A
1. __ A point is always represented by a dot.                                 
2. __ There can be two points at exactly one location in space.     
3. __ If you want to locate an exact point in space, you can draw a dot at the
         location.        


INSTRUCTIONS FOR NUMBER STUDIES  6 - 7: For each exercise that has a blank in front of it, write A in it if the statement AGREES with (has the same meaning as) the given definition; if the statement DISAGREES, with the definition, write D. For all other exercises, simply fill in the appropriate answer.

1. natural numbers are numbers that begin with 1 and continuing indefinitely (or infinitely) with each successive (one following the other) number greater than the number before it by 1.
1.  Write three successive natural numbers after 9. _______________
2.   __ 314,362 is a natural number because it is greater than the number 14,361 by 1.            
3. __ 7,203,465 is a natural number because it is 1 greater than 7,203,475.   
4.  __ Natural numbers finally come to an end.      


INSTRUCTIONS FOR BASIC MATH OPERATIONS  8 - 11: For each exercise that has a blank in front of it, write A in it if the statement AGREES with (has the same meaning as) the given definition; if the statement DISAGREES, with the definition, write D. For all other exercises, simply fill in the appropriate answer.

Terms related to Addition
1. ADD is to join two or more numbers so as to make a total number of them.
     1. Write an example of adding ______________________________
     2. __ You can add together all numbers.   
     3. __ When you total any two or more numbers, you are adding only.   


INSTRUCTIONS FOR ALGEBRA STUDIES  12 - 15 : For each exercise that has a blank in front of it, write A in it if the statement AGREES with (has the same meaning as) the given definition; if the statement DISAGREES, with the definition, write D. For all other exercises, simply fill in the appropriate answer.

Terms Related to Algebra

2.  A term is a number, or letter representing a number, or the product of numbers    
     and letters.
Examples: 5,  8y,  cd,  3wx
8y is the product of a number and a letter, which can be represented as: 8 times y, OR 8 . y, OR  8(y)
3ab is the product of a number and 2 variables, which can be represented as 3 times a times b, OR 3 . a . b, OR 3(a)(b)
     1. __ 5 is a term that names a number.   
     2. __ x is a term that names a letter, or variable.   
     3. __ 3wx is a term that names a number.     
     4. __ cd is a term that represents the product of c and d.     
     5. Write a term that is the product of a number and three variables.
_____________________________________________________________



INSTRUCTIONS FOR MATH WORD ANALYSIS STUDIES 16-20: Solve each math reasoning problem. Show the steps needed to find each answer.

1. Name the difference between the product of 16 and 4 and the sum of 19 and 68.
_________________________________________________________________________________________________


====================


 STUDYBOOK INFORMATION


STUDYBOOK TITLE
STUDYBOOK DESCRIPTION
#OF PAGES
PRICE

SAT/ACT JUNIOR PREP


PART 1:
Vocabulary in Context Reasoning (including sentence and paragraph writing)
1600 SAT related vocabulary  
 words formatted in 160 sets of 10
 words with pronunciation key, brief
 definitions, and sentences.  
 Answer key included

PART 2:
Grammar-Usage Reasoning (including sentence writing)
170 exercises in both grammar and English usage
Answer key included

PART 3: Short Reading Topics Reasoning (including sentence writing)
60 reading topic exercises in various topics: social studies, science, literature, values, the arts, sports, etc.
Answer key included

PART 4: Math Reasoning
220 analytical exercise in basic geometry, number system, algebra, word problems
Answer key included

PART 5: Long Reading Topics Reasoning
5 long passages including analytical and synthetical exercises in grammar, vocabulary,
reading comprehension, and writing
Answer key included

PART 6: Creative-Essay Writing
10 writing assignments from description, narrative, persuasive, and situational topics

190
$36.00



The studybook, SAT/ACT Junior Prep, is (1) authored by Joseph and Sharon Sguigna, (2) is desktop published, 81/2" by 11" and spiral bound, (3) is copyrighted, (4) can be sold as one unbound blackmaster original used for multiple copies at a special rate (5) can be discount priced for 5 or more studybooks.

NOTE: For each studybook purchase, please feel free to e-mail us regarding any questions or guidance or on-line instruction regarding the use of the studybook.


STUDYBOOK ORDERING PROCEDURE
SAT/ACT Junior Prep is payable in advance by either money order or check, made out to Public Benefit.
There will be an additional postal charge depending upon the type of mailing you prefer. We will notify you of that charge upon receiving your mailing preference.


==================================


 SAT & CRITICAL READING

By
Joseph Sguigna



The new SAT 2005 begins!

Are you ready for it? Will you be ready for it? How will you be ready for it?

This article concentrates on only the verbal section of the new SAT. First I'll set forth an overview of the various verbal sections of the new SAT cited from SAT authoritative sources, then present my own perspectives and preparatory approach toward an effective mastery of the new test.

The following comments taken from the College Board itself  supports the relevance of  this article's theme.

"The University of North Carolina at Chapel Hill enthusiastically supports the upcoming changes on the SAT. More advanced mathematics, an emphasis on critical reading and a writing sample will make the exam a more relevant and useful tool for evaluating student performance, for predicting college success, and for stimulating the high school curriculum. Better prepared students should be the result. This is important educational leadership."

     "The new SAT is likely to set an even higher standard by assessing writing and advanced