thinker, enlightenment, not very religious’ so when they see the question about Whitefield they won’t get wrapped up in religion and will think more about the individual thought aspect from Franklin’s perspective. Location and writing piece is it an autobiography? a first hand account? a bystander, – media source? DISTRACTORS and Trash’ Put information into 3 different buckets – ‘Slash – way, jose’ Useless, no way this is right, a question about Native Americans, Bill ‘No – ‘it’s Clinton cannot possibly be included in the answer.’ There’s a chance, but you don’t love it. ‘Possibility’ – it’ You really think this it the one. Now go back and compare it to the possibilities ‘Love – and other love it answers GENERAL STRATEGIES this is 4 individual not just 1 3:15 test. Make them think it won’t be bad at all once you break it down that way. PAST/PRESENT/FUTURE paradigm basic cause and effect – before you answer, think about the context of this piece, what was happening before that caused it, what is happening at the time, and what are the after effects of this ?. DECODING have them ask themselves the following - – If you have little understanding of the question ask What do I already know and apply – it to the question. is the word you’re having trouble with ask Is it necessary to understand the question? – Ask yourself Can I come up with a synonym for the word ? – Ask yourself - Is the word negative or positive? Large or small? Etc. Get students to do these things on their own throughout the year TIME If you are spinning your wheels on a question (read twice and no understanding or – possibility of getting it) or they are very long passages skip and come back to the question. You don’t want to miss questions you can get correct because you never get to them.
thinker, enlightenment, not very religious’ so when they see the question about Whitefield they won’t get wrapped up in religion and will think more about the individual thought aspect from Franklin’s perspective. Location and writing piece – is it an autobiography? a first hand account? a bystander, media source? DISTRACTORS – ‘Slash and Trash’ – Put information into 3 different buckets ‘No way, jose’ – Useless, no way this is right, ‘it’s a question about Native Americans, Bill Clinton cannot possibly be included in the answer.’ ‘Possibility’ – There’s a chance, but you don’t love it. ‘Love it’ – You really think this it the one. Now go back and compare it to the possibilities and other love it answers GENERAL STRATEGIES this is 4 individual not just 1 3:15 test. Make them think it won’t be bad at all once you break it down that way. PAST/PRESENT/FUTURE paradigm – basic cause and effect before you answer, think about the context of this piece, what was happening before that caused it, what is happening at the time, and what are the after effects of this ?. DECODING – have them ask themselves the following - If you have little understanding of the question – ask What do I already know and apply it to the question. is the word you’re having trouble with – ask Is it necessary to understand the question? Ask yourself – Can I come up with a synonym for the word ? Ask yourself - Is the word negative or positive? Large or small? Etc. Get students to do these things on their own throughout the year TIME – If you are spinning your wheels on a question (read twice and no understanding or possibility of getting it) or they are very long passages skip and come back to the question. You don’t want to miss questions you can get correct because you never get to them.