ELA/MME Unit of Study: READING
Grade 10
A Reading Test Genre Study
for the
English Language Arts / Michigan Merit Exam
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
Reading Test Genre Study: Teacher Background
Test Genre Overview
Finding Additional Sample Passages
Reading for a timed, standardized test is a particular genre of reading.
This six-day unit of study was designed as a reading test overview.
Each lesson builds on the previous day’s strategies, so it is important
that the lessons be taught in sequence. These lessons and activities were
chosen because they address the content most commonly seen on the
PLAN Test (the second of three levels of the ACT testing system). The
key to becoming a successful PLAN Reading Test taker is to develop
familiarity with exactly what will be on the test and practice to
internalize effective test-taking strategies. We introduce a new strategy
almost every day in the unit and don’t spend much time reviewing
strategies. Strategies should be reinforced and processed with students
throughout the year. Day six should be used to practice timed sections.
Individual students can choose the type of passage with which they feel
they need the most practice.
ACT practice materials can be obtained at low- or no-cost in the
following ways:
 Your school’s counseling office can provide you with multiple free
copies of the current Preparing for the ACT, which includes a fulllength practice test followed by an answer key.
 The web page http://actstudent.org/testprep/ has a list of materials
that include authentic ACT questions:
1. the online PDF version of the above-mentioned “Preparing for
the ACT”;
2. the Real ACT Prep Guide (includes three full-length practice
tests); and
3. the online Sample Test questions (one full-length practice test).
A list of other practice test materials available for purchase,
including samples of ACT, EXPLORE, and PLAN tests, is attached at
the end of this document; however, newer tests are retired often, so the
order form may not reflect the most recent tests available. To receive
the most recent additional materials, please phone ACT at 319/337-1429
for an order form. We recommend obtaining as many of these resources
as possible for your classroom. Students are permitted to write in their
test booklets on the actual test and will need their own copies of
whatever practice materials you choose for each lesson.

Rationale for Tips and Strategies
Students directly benefit from familiarity with the PLAN Reading Test,
introduction to key test-taking strategies, and practice. These elements
are addressed in various parts of the lessons, such as the “Teaching
Points” and sample test passages. The work in this unit simulates actual
testing conditions and helps students develop the much-needed
familiarity that will save them valuable seconds, even minutes, when
they are taking the timed test.
IMPORTANT NOTE: Students should not practice PLAN test-taking
skills and strategies on a computer. The PLAN is a paper-and-pencil
test, so it is essential that students practice writing with pencils. Practice
materials found online should be printed and used in hard-copy form.
ELA/MME Units of Study
How to Obtain Practice Tests and Related Materials
Key Strategy
Many “Active Engagement” tasks require you to provide practice ACT
reading passages to your students. Because the PLAN is essentially a
pre-ACT, ACT materials can and should be substituted for practice
PLAN materials as needed. The PLAN Reading Test, however, is
shorter than the ACT, at a less difficult level, and does not include a
Natural Science passage.
The Process of Elimination (POE) is introduced to students on Day 2.
This is the primary strategy for answering ALL multiple-choice
questions on the PLAN (including those found in the math, science, and
English sections). An essential goal of this unit is for students to
understand that using the POE consistently will improve their scores.
You can find this and other ELA/MME Units of Study—both Reading
and Writing, Grades 9-11—on the Oakland Schools’ website at:
http://www.oakland.K12.mi.us/elamme
We hope this unit will provide useful suggestions and better prepare
your students for the English Language Arts/Michigan Merit Exam.
Some sample passages are included in this booklet, but you will need to
provide additional passages to teach this unit.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
Organization of Daily Lessons
In each lesson you will find common features, described below. Italicized sections are suggested language for teachers to use in the classroom in order to
provide clear and explicit instruction for students.
FOCUS
The Focus is the topic to be addressed on a particular day.
OVERHEAD
Most lessons include pages to be displayed on an overhead projector;
they are designated by the presenter icon shown above. The Overheads
are designed so that they can be used to model strategies for students. A
number of pages can be used as both Handouts and Overheads; they will
have both the Overhead and Handout icons.
CONNECTION
The Connection explains how a day’s lesson fits with the previous day’s
lesson. It also highlights the purpose and strategies for the current
lesson, making the instructional goals more transparent to students.
MATERIALS
List of teaching materials needed for a day’s lesson.
TEACHING POINTS
A Teaching Point is a central element of a lesson. It models how to use
a particular strategy. Some days contain multiple Teaching Points.
ANSWER KEY
Immediately following some Handouts, you will find an Answer Key for
the sample passages, questions, and charts; this key is designated by the
icon shown above.
ACTIVE ENGAGEMENT
Active Engagement is the opportunity for students, either on their own
or in small groups, to practice what they just learned through the
Teaching Points.
WRAP-UP
The Wrap-up is an opportunity for teachers to revisit the lesson Focus
and activities for the day, answer any final questions, and preview the
next day’s lesson.
GRADEBOOK
Each lesson ends with a suggestion for how teachers might use lesson
activities for grading purposes.
HANDOUT
Each day’s lesson in this unit is followed by handouts and overheads. A
binder clip icon indicates the item is a Handout for students on that day.
All Handouts are copy-reproducible. Students should keep all
Handouts in a folder. Many Handouts are used again in the
following days’ lessons.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
3
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
ELA/MME UNIT OF STUDY: READING, GRADE 10
Overview: Daily Focus
All unit materials are provided in this publication and the sample PLAN Test booklet distributed with it, except
as noted otherwise below:
DAY
1
2
3
Reading Genre Study
45-60 minute class meeting
Introducing the PLAN Reading Test and
Strategies
• English, reading, and writing test structure
• Reading techniques
• Learning to mark-up the passage
Instructor must provide some materials – see
“Finding Additional Sample Passages” (p. 2)
Reading Strategies and Question Types
• Using Process of Elimination (POE)
• Answering Main Idea and General Info
Questions
Instructor must provide some materials – see
“Finding Additional Sample Passages” (p. 2)
PLAN Strategies: Reading Test Strategies
• Answering Line Detail Questions
• Answering Inference Questions
DAY
4
5
6
Reading Genre Study
45-60 minute class meeting
Translating PLAN Question Types
• Question Stems
Analyzing WorkKeys
• Understanding WorkKeys Reading for
Information Test
• Answering WorkKeys questions
Designated Practice Session
• Simulated reading test sections
• Individually tailored PLAN and WorkKeys
practice
Instructor must provide some materials – see
“Finding Additional Sample Passages” (p. 2)
NOTE: Day 6 is not a structured lesson plan included in this unit. This day should be designed by the teacher according to individual
student or class needs. However, it is essential to use this day for timed practice sections of the PLAN Reading and/or WorkKeys tests.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
DAY 1 - PLAN Reading
FOCUS: Introducing the PLAN Reading Test and Strategies
HANDOUT: Day 1/Document 1 – PLAN Structure and
Overview
MATERIALS: Students should keep all materials for this unit in the
“ELA/MME Units of Study: Student Materials Folder” since they will
use them again on subsequent days.
 Day 1/Document 1 (Overhead/Handout) – PLAN Structure and
Overview (p. 7)
 Day 1/Document 2 (Overhead/Handout) – PLAN Reading Test
Overview (p. 8)
 Day 1/Document 3 (Overhead/Handout) – Learning How to Mark-itup (p. 9)
 Day 1/Document 4 – Learning How to Mark-it-up Answer Key (p. 10)
 Day 1/Document 5 – Modeling Mark-it-up Script for Teachers (p. 11)
 Day 1/Document 6 (Handout) – Reading Strategies (p. 12)
 Day 1/Document 7 (Overhead/Handout) – General PLAN TestTaking Tips (p. 13)
 Teacher-Provided Additional Sample ACT/PLAN Reading Passages
and Questions (see “Finding Additional Sample Passages” on p. 2)
Display Day 1/Document 1, and ask students to follow along with you.
Notice that you’ll be required to quickly shift gears between the different
sections. Similarly to how you move from math class to English class to
science class throughout the school day, you will need to prepare
yourself for moving from one type of work to another. As soon as you
finish the math section, you will shift your focus to reading long
passages and answering questions.
TEACHING POINT 2: PLAN Test takers know that time is of the
essence on each section of the test. On the PLAN Reading Test, reading
quickly and not getting bogged down by details is an important skill.
You’ll want to spend most of your time answering the questions, and I’ll
show you how to do that. Let’s look at the PLAN Reading Test
Overview handout.
CONNECTION: Over the next few days, you are going to study what
PLAN Reading Test takers know and do; this will help you feel confident
when taking the PLAN Reading Test. Good test-takers develop
familiarity with how tests look and, as a result, know what to do. They
expect to find: questions following reading selections, passages that are
boring or hard to read, and questions that are written in unusual ways.
Today you are going to learn about the PLAN Test structure, the PLAN
Reading Test content, and strategies for approaching your reading of
the passages.
HANDOUT: Day 1/Document 2 – PLAN Reading Test
Overview
Display Day 1/Document 2. You have 20 minutes to read 3 passages
and answer 25 questions. This means that you have about 7 minutes to
read each passage and answer the 8 to 9 questions that follow it. The
same way that the directions never change, the 3 passage types—Prose
Fiction, Social Science, and Humanities—will always be on the Reading
Test and always in exactly the same order.
TEACHING POINT 1: Knowing exactly what to expect is key to
doing well on any timed, standardized test. Good test takers know
exactly how many questions are in each section, what kinds of questions
there are, and how much time there is to answer them. The PLAN
Reading Test directions never change. Familiarize yourself with them
now, and don’t waste time on test day reading directions. Let’s take a
look at the overall structure for the entire PLAN Test.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
TEACHING POINT 3: In order to read quickly and effectively, you
must mark-up each passage as you read it. Marking-up is the process of
making notes in your test booklet as you read; these notes will allow you
to quickly find answers to the questions. Let’s see how everyone is
currently approaching this type of reading.
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
with your partner and discuss why you marked what you did. After 3-4
minutes, encourage students to stop reading and move on to discussing
their notes with their partners. Students will struggle in the beginning to
read the passage as quickly as they need to. Remember, the more you
rely on marking-it-up, the more quickly you will be able to address the
questions.
HANDOUT: Day 1/Document 3 – Learning How to Mark-it-up
ACTIVE ENGAGEMENT 1: Before I model an approach, let’s see
what you do. Right now, I would like you all to pick up your pencils and
take three or four minutes to read the sample passage in front of you,
trying to mark it up with whatever notes you think are useful for
answering possible questions. Give students ~3-4 minutes to read and
make marks on the passage.
If time allows, ask students to continue with additional passages and/or
re-visit the sample passage as a class by asking different pairs what they
marked up and why, as well as how they summed it up.
What are some of the things you marked up? Walk around and select
two or three examples from students’ work using non-judgmental
phrasing such as “I noticed John did this…” Emphasize to students that
while their current note-taking methods might be effective for other
school work, you will show them some additional strategies for notetaking that are effective for the ACT/PLAN tests.
HANDOUT: Day 1/Document 7 – General PLAN Test-Taking
Tips
WRAP-UP: Display Day 1/Document 7. Remember, today we learned
that knowing what to expect on the test, such as knowing the directions
ahead of time, along with reading quickly and marking-up the passage,
are key factors in scoring well on this test. Additionally, as it’s noted
here on your Test-Taking Tips handout, you should remember to only
use pencil as you practice and to write on your test booklet instead of
using scratch paper. Hold onto this handout because tomorrow we will
be focusing on the fourth point, using the Process of Elimination. We
will also learn how to use our mark-it-up strategy to help us answer two
common types of PLAN Reading Test Questions.
TEACHING POINT 4: Watch me as I read and mark-up a passage.
Display Day 1/Document 3 (Learning How to Mark-it-up). Begin
reading through the passage silently, using a pen to mark up the passage
accordingly. As you make marks and notes, explain to students your
rationale for doing so. Use Day 1/Document 4 (Learning How to Markit-up Answer Key) and follow the “Modeling Marking-it-up Script for
Teachers” (Day 1/Document 5) for this Teaching Point.
GRADEBOOK: Teachers may consider assigning participation points
for students by checking their mark-it-up notes or by assigning a sample
passage or two to be marked-up for homework.
HANDOUT: • Day 1/Document 6 – Reading Strategies
• Teacher-Provided Additional Sample
ACT/PLAN Reading Passages and Questions (see
“Finding Additional Sample Passages” on p. 2)
ACTIVE ENGAGEMENT 2: Let’s practice with the mark-it-up
strategy. I would like you to first read the sample passage to yourself,
marking-it-up as you go using the techniques that I just modeled and
that you see on your Reading Strategies handout (Day 1/Document 6).
Remember to sum-up the main idea in a few words when you’re done.
After you’ve finished marking-it-up and summing-it-up, compare notes
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 1/Document 1
PLAN Structure and Overview
Section 1: English
50 questions
30 minutes
Standard written English usage and mechanics,
and rhetorical skills
Section 2: Math
40 questions
40 minutes
Pre-Algebra, algebra, and geometry
Section 3: Reading
25 questions
20 minutes
Reading comprehension in prose fiction, social
science, and humanities
Section 4: Science
30 questions
25 minutes
Data representation in chemistry, research
summaries in physics, and conflicting viewpoints in
biology
TOTAL
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
145 questions
7
1 hour, 55 min
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 1/Document 2
PLAN Reading Test Overview
Directions: There are three passages in this test. Each
passage is followed by several questions. After reading a
passage, choose the best answer to each question, and fill in
the corresponding oval on your answer document. You may
refer to the passages as often as necessary.
Three Passage Types:
Prose Fiction
8-9 questions
~7 minutes
Short stories or excerpts from short stories or novels
Social Science
8-9 questions
~7 minutes
Anthropology, archaeology, biography, business, economics,
education, geography, history, political science, psychology,
and sociology
Humanities
8-9 questions
~7 minutes
Architecture, art, dance, ethics, film, language, literary
criticism, music, philosophy, radio, television, and theater (in
the form of memoirs and personal essays)
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 1/Document 3
Learning How to Mark-it-up
40 English political theory—that they wished
to overthrow.
In contrast, Paine argued that the
British political system was essentially,
and fatally, flawed. While Paine
45 acknowledged that the British Constitution
and Parliament might lend England the
appearance of democracy, this appearance
was deceptive. England was a society of
hereditary privilege. In Common Sense,
50 Paine attacked the British system as
hopelessly undemocratic, and urged
Americans to seek their freedom entirely
outside of the traditions of the corrupt Old
World. Instead of trying to secure
55 historically established rights, Paine
believed that Americans should seek out
unprecedented new liberties, such as the
right of free trade. The revolution that
Paine advocated, therefore, represented a
60 radical and sharp break with the English
past.
To the degree that Americans
actually severed ties with England, and
committed themselves to the ideal of
65 universal liberty, Paine’s dreams were
realized. Yet the revolutionary movement
in America was always tempered by a
conservative strain. Although the leaders
of the Revolution shared Paine’s idealistic
70 faith in the abilities of the common man,
they also possessed a worldly appreciation
for the value of the ancient political
institutions and procedures of their day.
English rule may have been rejected, but
75 the tested institutions of English political
theory were not. Dominated by such
practical, politically experienced men, the
Revolution was steered from the extreme
course proposed by Thomas Paine.
The following passage is taken from a
book that attempts to correct common
misconceptions about American history.
5
10
15
20
25
30
35
80
It would be an exaggeration to
speak of Thomas Paine as the most
prominent or most persuasive champion of
the American Revolution. In fact, it could
be argued that his message was more
typical of the minority perspective. It is
true that Paine’s famous pamphlet
Common Sense swayed many of the
undecided, and helped stir up the ground
swell of opinion that would lead to the
signing of the Declaration of
Independence. However, Paine was far
more radical in his rejection of England
than were many of his revolutionary
compatriots. Indeed, colonial North
Americans were generally persuaded that
the British political system represented the
most democratic of existing governments.
Most of Paine’s contemporaries
viewed themselves as heirs to the
traditional liberties of Englishmen, and
justified revolution as a means to reassert
their basic, constitutional rights. In this
respect, the majority of Americans
considered the impending rebellion to be
nothing more or less than another chapter
in the history of English resistance to
tyranny. Such colonists styled themselves
as the defenders of the British
Constitutions, traditionalists who sought to
correct an illegitimate exercise of power.
King and Parliament had wrongfully
denied colonists their rights as
Englishmen, and it was this abuse of
authority—not the entire package of
Passage provided by Emily Douglas
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
9
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 1/Document 4
Learning How to Mark-it-up
Answer Key
Passage provided by Emily Douglas
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
10
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 1/Document 5
Modeling Mark-it-up Script
for Teachers
The following is an example of the think-aloud rationale that accompanies the Learning How to
Mark-it-up Answer Key on the previous page. The important thing to remember is to demonstrate
and emphasize consistency, to explain your rationale, and to use the Day 1/Document 6 reading
strategies: reading for main idea/ignoring details; underlining main ideas, descriptions, and points of
view; circling examples and “shifters”; marking + and – points in the passage; and summing up the
main idea in a few words. Marking these specific items in the passage provides students with the
most effective means of quickly and correctly answering the test questions.
To begin, I’m going to circle “exaggeration,” so I can look for descriptions of what this
exaggeration is in the passage.
I’m going to circle “in fact” because that type of phrase is used to note something important,
so I’ll also underline this point about the “minority perspective.”
This piece here about “Common Sense” seems like a positive, influential piece of
information, so I’ll mark that as well.
I’m going to circle the sentence shifter “however” and the word “indeed” because those are
used to show a contrast between two ideas and an important point.
I’m going to circle “most of Paine’s contemporaries,” so I can easily remember what this
paragraph is talking about. And I’m going to underline this mention of “such colonists,” so I keep
in mind that the “colonists” and “his contemporaries” are the same people.
Next I’m going to circle “in contrast” because it’s showing an important shift, like the word
“however” did, and I’m going to underline the rest of the sentence, so I can easily look back and see
what Paine argued for. Similarly, I’m going to underline this part about “Paine believed” because
his beliefs seem to be important to the main idea of the passage. And I’m going to circle the word
“therefore” and underline “radical and sharp break” because they’re again describing his beliefs
and making an important point.
I’m going to circle two more shifter words—“yet” and “although”—so I can find the points
following them very easily. I’m also going to underline “the extreme course proposed by Thomas
Paine” because it goes along with the other words used to describe him, like “radical” and
“extreme.”
Finally, I’ll write myself a quick sum-it-up note to help me answer any main idea questions
that might be on the test.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 1/Document 6
Reading Strategies
1. Read quickly.
2. Read for main idea and tone/attitude; ignore details.
3. Read the entire passage (don’t just read the first and last
sentence and assume you know what it’s about!).
4. Prepare yourself for boring or difficult passages.
5. Underline main ideas, descriptions, and points of view.
6. Circle examples and “shifters.” Shifters are words like
however, although, despite, even though, nonetheless, and
but. They’re important because they indicate a major shift is
coming up in the passage that will most likely be tied to one or
more of the questions.
7. Mark (+) or (–) to indicate positive or negative tone, attitudes,
and examples.
8. Sum up what you just read in a few words somewhere next to
the passage.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 1/Document 7
General PLAN Test-Taking Tips
1. Read and remember the directions for each section of the
test. Directions never change, and you don’t want to waste
time reading them on test day!
2. Do not use pens or highlighters. You will only be allowed to
use pencils on test day, so make sure you are comfortable
using one when you practice.
3. Try to write in your test booklet as much as possible.
4. Always use Process of Elimination (POE) to eliminate
incorrect answer choices before choosing the correct answer.
This applies to ALL multiple questions in the English, math,
reading, and science sections of the test.
5. Make sure to wear a watch. You will need to keep track of the
time. Do not rely on the proctor to keep track for you.
6. Never leave a question blank. If you are about to run out of
time, make sure to fill in the remaining bubbles on your answer
sheet. There is no guessing penalty, so you should always fill
in all bubbles before time is up.
7. Avoid cramming for the test the night before. This usually
makes your score go down, not up!
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
the right answer, even though I have no idea who the fourteenth US
president was. I start with answer choice A and work my way down,
crossing off wrong answers as I go. If I come to a choice that I’m not
sure about, I’ll leave it alone for the time being, and move onto the next
choice. Remember never to eliminate an answer choice that you’re not
sure about because it might be the right answer! Ask your class to go
through each answer choice on the overhead and help you decide whether
or not you should eliminate it. Be sure to actually cross off wrong answer
choices as you go. Students will quickly see that even though they may
never have heard the name Franklin Pierce, they can easily eliminate the
other choices based on what they know about them.
DAY 2 - PLAN Reading
FOCUS: Reading Strategies and Question Types—Process of
Elimination (POE), Main Idea Questions, General Info Questions
MATERIALS:
 Materials from previous day
 Day 2/Document 1 (Overhead) – Process of Elimination (POE)
Sample Question (p. 16)
 Day 2/Document 2 (Handout) – POE Strategies (p. 17)
 Day 2/Document 3 (Overhead/Handout) – Answering Main Idea
Questions (p. 18)
 Day 2/Document 4 – Answer Key for Answering Main Idea Questions
(p. 19)
 Day 2/Document 5 (Overhead/Handout) – Answering General Info
Questions (p. 20)
 Day 2/Document 6 – Answer Key for Answering General Info
Questions (p. 21)
 Teacher-Provided Additional Sample ACT/PLAN Reading Passages
and Questions (see “Finding Additional Sample Passages” on p.2)
HANDOUT: • Day 2/Document 2 – POE Strategies
• Students should take out Day 1/Document 3 –
Learning How to Mark-it-up
TEACHING POINT 2: Walk students through each of the four types of
common incorrect answer choices on Day 2/Document 2 (POE
Strategies). Using POE is particularly helpful in answering two of the
most common question types: Main Idea Questions and General Info
Questions, also known as “Just Think About It” and “Just Look It Up”
Questions. Ask students to look at Day 1/Document 3 (Learning How to
Mark-it-up). By using our marking-it-up strategy on yesterday’s passage,
we can easily eliminate incorrect answer choices on these two types of
questions. Let’s look at the Main Idea Question type first.
CONNECTION: Yesterday you learned what to expect on the PLAN
Reading Test and how to mark-up the passages as you read. Today you
will learn how to answer questions using the Process of Elimination
(POE) and how to use reading strategies to help you quickly answer two
of the most common question types on the Reading Test: Main Idea and
General Info Questions.
TEACHING POINT 1: Students who are familiar with tests like the
PLAN know that they must be careful of “distracter” answer choices.
Distracter answer choices are answer choices that are carefully written to
look correct but are actually incorrect. So our goal on the Reading Test
is to first identify these distracter answer choices and cross them out
using the POE.
HANDOUT: Day 2/Document 3 – Answering Main Idea
Questions
ACTIVE ENGAGEMENT 2: Display Day 2/Document 3. Read
Question 1 aloud to students. Any time you see language like “the
primary purpose of the passage,” it means that we are looking for the
main idea of the passage, and all we need to do is look at the sum-it-up
note that we wrote while marking-up the passage. So, let’s look back at
what I wrote on yesterday’s passage. Display the marked-up Day 1/
Document 3 (Learning How to Mark-it-up) and revisit what you wrote for
ACTIVE ENGAGEMENT 1: Let me show you what we can do using
the POE. Display Day 2/Document 1 (Process of Elimination Sample
Question). Let’s look at this question. I can’t find the correct answer if I
don’t know who the fourteenth president was. But if I first focus on
finding answer choices that I know are incorrect, I can narrow it down to
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
sum-it-up. Then display Day 2/Document 3 (Answering Main Idea
Questions) again. I said that the passage discussed “Paine’s extreme,
radical ways of thinking.” We call the strategy for answering Main Idea
Questions “Just Think About It” because all you have to do is think about
how you summed up the passage. If you read quickly and summed up the
main idea, you should never have to re-read parts of the passage to
answer this question type.
passage when you read it, the easier it will be to “just look up” the
answer by using the marks you made.
HANDOUT: Teacher-Provided Additional Sample ACT/PLAN
Reading Passages and Questions (see “Finding
Additional Sample Passages” on p. 2)
Now, using POE, let’s go through the answer choices, see which ones DO
NOT match that main idea, and eliminate them. As you go through the
answers, ask students to think carefully about each choice; then look at
their POE Strategies handout (Day 2/Document 2) to help them determine
which ones might be incorrect. Keep in mind that after you eliminate
incorrect choices, you’ll be looking for a correct answer choice that is a
paraphrase, or a similar meaning using different wording, of what we
said for sum-it-up. Finish up by showing students the two other questions
on Answering Main Idea Questions (Day 2/Document 3) and drawing
their attention to the different ways of wording a Main Idea Question.
ACTIVE ENGAGEMENT 4: Now let’s try this process using a
different reading passage and questions. Ask students to work in pairs.
They should be using different sample passages than the ones used on
Day 1. Pairs should:
1. read the passage silently, marking-up as they go;
2. identify the questions for each passage that are either Main Idea
or General Info Questions; and
3. use their mark-it-up notes and the POE Strategies handout (Day
2/Document 2) to answer each question.
WRAP-UP: As a class, revisit a few of the questions; discuss what kind
of question each was and why certain incorrect answer choices were
eliminated. Today we saw how the reading strategies we learned
yesterday—reading quickly and marking-up the passage—can help us
answer Main Idea and General Info Questions quickly. We also learned
how to use POE to narrow down our possible answer choices. Tomorrow
we’ll learn how to use all of these strategies to answer other types of
questions.
HANDOUT: Day 2/Document 5 – Answering General Info
Questions
TEACHING POINT 3: Now that we’ve looked at a Main Idea
Question, let’s look at some examples of General Info Questions, which
are the most common question types on the PLAN Reading Test. Display
Day 2/Document 5 (Answering General Info Questions). For these types
of questions, we “just have to look up” the answer using our mark-it-up
notes. But remember, although you’re going back to look up the correct
answer, you still want to use POE to eliminate incorrect answer choices
first.
GRADEBOOK: Teachers may consider assigning participation points at
the end of class for handouts and sample-passage work where the
marking-it-up strategy and POE were used correctly, as well as for
answered questions. Teachers might also consider assigning an additional
point or two for bringing back the previous day’s handouts.
ACTIVE ENGAGEMENT 3: Display Day 1/Document 3 (Learning
How to Mark-it-up), and go through each General Info Question as a class
using the Answering General Info Questions handout (Day 2/Document
5). Follow the same pattern that you used with Main Idea Questions by
reading each question and immediately following the steps listed at the
top of the handout. Remember, the better you are at marking-up a
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 2/Document 1
Process of Elimination (POE) Sample Question
1. Who was the fourteenth president of the United States of
America?
A. George Washington
B. Arnold Schwarzenegger
C. Chris Rock
D. Franklin Pierce
E. Al Gore
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 2/Document 2
Process of Elimination (POE) Strategies
 EXTREMES. Pay attention to the adjectives and adverbs used
in the answer choices. Descriptors that sound extreme, such as
hateful or ecstatic are often too extreme and indicate a
seductive and incorrect answer choice.
 ABSOLUTES. Beware of answer choices with absolutes.
Words like always, never, everyone, and all usually indicate a
wrong answer choice.
 BAIT AND SWITCH. Watch out for answer choices that use
the EXACT same wording as the passage because it’s usually
a trick! Correct answers are always a paraphrase of the actual
passage and will not include the exact same wording.
 NOT MENTIONED, BUT SOUNDS GOOD. Look out for
answer choices that sound correct based on what you read but
that were never actually mentioned in the passage.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 2/Document 3
Answering Main Idea Questions
“Just Think About It”
Step 1:
Step 2:
Step 3:
Look back at your sum-it-up note.
Make sure you have a general idea of what the passage is
about—“Just think about it!”
Eliminate incorrect answer choices, such as ones that focus on
details of the passage or use the exact same wording as the
passage.
1. The primary purpose of the passage can best be described as an effort to:
OR
2. The author’s purpose in writing this passage is most likely to:
A.
describe the revolutionary tone of Paine’s writing in his pamphlet, Common Sense
B.
show that Paine was the most advanced thinker of his time
C.
argue that Paine was more traditional than his contemporaries
D.
explain the radical nature of Paine’s attitude toward the British political system
OR
3. One of the main arguments the author is trying to make in the passage is that:
A.
Paine’s tone in Common Sense is revolutionary
B.
Paine was the most advanced thinker of his time
C.
Paine was more traditional than his contemporaries
D.
Paine had a radical attitude toward the British political system
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 2/Document 4
Answer Key for
Answering Main Idea Questions
Step 1:
Step 2:
Step 3:
Look back at your sum-it-up note.
Make sure you have a general idea of what the passage is
about—“Just think about it!”
Eliminate incorrect answer choices, such as ones that focus on
details of the passage or use the exact same wording as the
passage.
1. The primary purpose of the passage can best be described as an effort to:
OR
2. The author’s purpose in writing this passage is most likely to:
A.
describe the revolutionary tone of Paine’s writing in his pamphlet, Common Sense
[too specific for main idea]
B.
show that Paine was the most advanced thinker of his time [extreme]
C.
argue that Paine was more traditional than his contemporaries [bait and switch]
D.
explain the radical nature of Paine’s attitude toward the British political system
OR
3. One of the main arguments the author is trying to make in the passage is that:
A.
Paine’s tone in Common Sense is revolutionary
B.
Paine was the most advanced thinker of his time
C.
Paine was more traditional than his contemporaries
D.
Paine had a radical attitude toward the British political system
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 2/Document 5
Answering General Info Questions
“Just Look It Up”
Step 1:
Step 2:
“Just Look It Up” using the marks and notes you made while
reading.
Eliminate incorrect answer choices, such as ones that use
extremes, absolutes, “bait and switch,” or “not mentioned but
sounds good.”
4. Which of the following best describes the difference between the colonists’ attitude towards
England and the radical attitude of Thomas Paine?
A.
Colonists viewed England as compassionate and Paine viewed England as neglectful
B.
Colonists relied on English help and Paine avoided it
C.
Unlike Paine, most colonists wanted to keep certain aspects of the English
government
D.
Unlike most colonists, Paine wanted the United States to form a more traditional
government
5. Which of the following best describes the effect that Common Sense had on the American
people?
A.
It had little effect on common American opinion
B.
It affected people more than the Declaration of Independence did
C.
It inspired a rebellious spirit in those who chose not to follow English ways
D.
It caused Americans to recognize the importance of minorities
6. The author’s attitude toward the subject of the passage is best described as one of:
A.
disapproval
B.
admiration
C.
outrage
D.
interest
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
20
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 2/Document 6
Answer Key for
Answering General Info Questions
Step 1:
Step 2:
“Just Look It Up” using the marks and notes you made while
reading.
Eliminate incorrect answer choices, such as ones that use
extremes, absolutes, “bait and switch,” or “not mentioned but
sounds good.”
4. Which of the following best describes the difference between the colonists’ attitude towards
England and the radical attitude of Thomas Paine?
A.
B.
Colonists viewed England as compassionate and Paine viewed England as neglectful
[Not mentioned and inaccurate]
Colonists relied on English help and Paine avoided it [Not mentioned but sounds
good]
C.
Unlike Paine, most colonists wanted to keep certain aspects of the English
government
D.
Unlike most colonists, Paine wanted the United States to form a more traditional
government [bait and switch]
5. Which of the following best describes the effect that Common Sense had on the American
people?
A.
It had little effect on common American opinion [extreme, opposite]
B.
It affected people more than the Declaration of Independence did [not mentioned]
C.
It inspired a rebellious spirit in those who chose not to follow English ways
D.
It caused Americans to recognize the importance of minorities [bait and switch]
6. The author’s attitude toward the subject of the passage is best described as one of:
A.
disapproval [extreme, inaccurate]
B.
admiration [not personal]
C.
outrage [extreme]
D.
interest
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
21
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
makes them easier than other question types! Display Day 3/Document
1 (Answering Line Detail Questions), and walk the students through
Steps 1-3. Then, display Day 1/Document 3 (Learning How to Mark-itup); model for students where you would start and stop re-reading to
answer the sample questions. In order to find the primary focus of lines
23-40, I’m going to start reading 1 or 2 sentences before the section and
read through line 42. Based on my reading, I’m going to come up with
a main idea for these lines. It sounds to me like this paragraph is about
the colonist’s view of government. Now let’s use POE to eliminate
answer choices for Question 7. Choice B may be eliminated because
Paine’s revolutionary thinking is not mentioned in this paragraph. The
information about English political theory is a detail in the paragraph,
not the main idea, so we may eliminate choice D. C may be eliminated
because it is too broad to be the main idea of this paragraph. A is the
correct answer.
DAY 3 - PLAN Reading
FOCUS: Reading Strategies and Question Types—Line Detail
Questions and Inference Questions
MATERIALS:
 Materials from previous days
 Day 3/Document 1 (Handout/Overhead) – Answering Line Detail
Questions (p. 24)
 Day 3/Document 2 – Answer Key for Answering Line Detail
Questions (p. 25)
 Day 3/Document 3 (Overhead) – Writers Imply, Readers Infer (p. 26)
 Day 3/Document 4 – Answer Key for Writers Imply, Readers Infer
(p. 27)
 Day 3/Document 5 (Handout/Overhead) – Answering Inference
Questions (p. 28)
 Day 3/Document 6 – Answer Key for Answering Inference
Questions (p. 29)
 Day 3/Document 7 -- Sample PLAN Reading Test Passage (p.30,
Passage III, from PLAN Sample Test Booklet, Test Number 26D).
 Day 3/Document 8: Answer Key Sample PLAN Reading Test
Passage (p. 32, Passage III, from PLAN Sample Test Booklet, Test
Number 26D).

CONNECTION: Yesterday we learned how to use the Process of
Elimination (POE) and how to answer Main Idea and General Info
Questions. Today we will continue to work with question-answering
strategies for two other question types: Line Detail Questions and
Inference Questions.
ACTIVE ENGAGEMENT 1: Now let’s try the same thing with
Question 8. Read the question, and find the line number it references;
then, read the passage, starting one to two sentences before that line and
ending one to two sentences after it. Note that this question is asking
about the meaning of a particular phrase as it is used in the passage.
Continue using POE as you go. After students complete Question 8,
discuss the correct and incorrect answers as a group. Repeat with
Question 9.
TEACHING POINT 2: An Inference Question is a question that asks
you about something suggested or implied in the passage rather than
directly stated. This type of question requires you to make an inference,
that is, you combine what is stated in the text with what you already
know. An inference is based on your own thinking, but is supported by
the text. Display Day 3/Document 3 (Writers Imply, Readers Infer).
Read the passage aloud. Use the questions after the passage to interpret
the text. Discuss the inferences that readers must make to make sense of
the passage and answer the questions. Then, walk students through how
you are interpreting the passage. The events most likely take place at the
movies. I made that inference because the characters are buying tickets
and popcorn. I can infer that it is most likely the afternoon because if it
had been an evening movie, the tickets would have been more expensive.
Maybe the characters are on a date since he bought her ticket. It is
implied that he is a nice guy because he won't take the money she offers
HANDOUT: • Day 3/Document 1 – Answering Line Detail
Questions.
• Students should take out Day 1/Document 3 –
Learning How to Mark-it-up
TEACHING POINT 1: A Line Detail Question is any question that
cites specific line numbers or paragraph(s). On the PLAN Reading Test,
these questions tell you exactly where to look for the answer, which
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
22
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
him. You’ll notice that none of these answers are directly stated in the
text, but that you can still figure out what is happening based on the
information given. That is what it means to infer.
Another option would be to ask students to write their own Line Detail
and Inference Question(s) for a previous reading assignment from your
class. They would need to model the question and answer choices after
PLAN Reading Test questions, and offer a rationale for the correct and
incorrect answer choices.
HANDOUT: Day 3/Document 5 – Answering Inference
Questions
ACTIVE ENGAGEMENT 2: Display Day 3/Document 5. Now look
at Question 10. Notice that it is both a Line Detail Question and an
Inference Question. So let’s use our line-detail strategy and what we
just learned about inferring to eliminate incorrect choices and find the
right answer. Repeat with Question 11.
HANDOUT: Day 3/Document 7 Sample PLAN Reading Test
Passage (p. 30, Passage III, of Sample Test
Booklet and Answer Sheet 26D)
ACTIVE ENGAGEMENT 3: Students should read the Sample PLAN
Reading Test passage, making sure to incorporate their mark-it-up
strategy, and answer the questions for that passage using the strategies
they have learned. Display the answer key on the overhead, or write the
answers on the board.
WRAP-UP: With the class, discuss the questions and answers,
particularly those that were confusing to students. Now you know how
to use the POE strategy and the line-detail strategy to answer Line
Detail and Inference Questions. At this point, you have learned how to
tackle the most common types of PLAN Reading Test questions.
Tomorrow, we’ll review those strategies and spend some time learning
how to understand, or translate, other question types.
GRADEBOOK: Teachers may consider assigning participation points
at the end of class for handouts and sample-passage work where the
marking-it-up strategy and POE were used correctly, as well as for
answered questions. Teachers might also consider assigning an
additional point or two for bringing back the previous day’s handouts.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
23
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 3/Document 1
Answering Line Detail Questions
Refer to the sample passage in Day 1/Document 3 (Learning How to Mark-itup).
Step 1:
Step 2:
Step 3:
7.
8.
9.
Find the specific lines or paragraph cited.
For line references, re-read starting two lines before, and ending two
lines after, the citation. For paragraphs, re-read the paragraph cited.
Eliminate incorrect answer choices, including those that provide
information found in other sections of the passage.
The primary focus of lines 23—40 is:
A.
the view of English government held by Paine’s fellow colonists
B.
the revolutionary way of thinking that Paine demonstrated
C.
the reality of the relationship between England and the United States
D.
the abuse of English political theory
As it is used in the passage, the phrase hereditary privilege (line 47) refers to the:
A.
family heritage that Thomas Paine wrote about in Common Sense
B.
disadvantages of living in England rather than the United States
C.
English habit of favoring tradition and birthright
D.
political rights of the United States
As it is used in line 32, the word styled most nearly means:
A.
improved
B.
decorated
C.
considered
D.
deceived
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
24
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 3/Document 2
Answer Key for
Answering Line Detail Questions
Step 1:
Step 2:
7.
Find the specific lines or paragraph cited.
For line references, re-read starting two lines before, and ending two
Step 3:
Eliminate incorrect answer choices, including those that
provide information found in other sections of the passage.
The primary focus of lines 23—40 is:
A.
the view of English government held by Paine’s fellow colonists
B.
the revolutionary way of thinking that Paine demonstrated
C.
the reality of the relationship between England and the United States
D.
the abuse of English political theory
[Question 7: This question is asking for the main idea of lines 23—40. You need to re-read it and
“just think about it.”]
8.
As it is used in the passage, the phrase hereditary privilege (line 47) refers to the:
A.
family heritage that Thomas Paine wrote about in Common Sense
B.
disadvantages of living in England rather than the United States
C.
English habit of favoring tradition and birthright
D.
political rights of the United States
[Question 8: This question requires you to understand a phrase in-context in relation to a larger
theme discussed in the passage.]
9.
As it is used in line 32, the word styled most nearly means:
A.
improved
B.
decorated
C.
considered
D.
deceived
[Question 9: This question requires you to re-read line 32, come up with you own synonym for
“styled” and then find the answer choice most similar to your synonym.]
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 3/Document 3
Writers Imply, Readers Infer
He put down $20.00 at the window. The woman behind the window gave him
$10.00. The person next to him gave him $5.00, but he gave it back to her. So, when
they went inside, she bought him a large bag of popcorn.
1) Where do these events take place?
2) What time of day is it?
3) Do you think they are on a date?
4) Is he a nice guy?
Passage adapted from:
Beers, Kylene. When Kids Can't Read What Teachers Can Do. Portsmouth: Heinemann, 2003. 62-63.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
26
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 3/Document 4
Answer Key for
Writers Imply, Readers Infer
(answers may vary)
He put down $20.00 at the window. The woman behind the window gave him
$10.00. The person next to him gave him $5.00, but he gave it back to her. So, when
they went inside, she bought him a large bag of popcorn.
1) Where do these events take place? The movies because they are buying tickets
and popcorn.
2) What time of day is it? Probably the afternoon because if it had been an evening
movie, the tickets would have been more expensive.
3) Do you think they are on a date? Yes, because he buys her ticket.
4) Is he a nice guy? Yes, because she offers him money for her ticket and he won't
take it.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 3/Document 5
Answering Inference Questions
Refer to Day 1/Document 3 – Learning How to Mark-it-up.
10. It can be inferred from lines 5-10 that:
A.
the minority perspective is overlooked in America
B.
many people misunderstand Paine’s role in American history
C.
Thomas Paine has never been a well-known historical figure
D.
Americans are only now realizing how conservative Thomas Paine was
11. It is reasonable to conclude from the passage that if Thomas Paine had never written Common
Sense:
A.
the Declaration of Independence never would have been signed
B.
some other revolutionary colonist would have written it instead
C.
American history might have looked somewhat different
D.
English tyranny would have ended the colonists’ hopes for freedom
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 3/Document 6
Answer Key for
Answering Inference Questions
Refer to Day 1/Document 3 – Learning How to Mark-it-up.
10. It can be inferred from lines 5-10 that:
A.
the minority perspective is overlooked in America [not mentioned]
B.
many people misunderstand Paine’s role in American history
C.
Thomas Paine has never been a well-known historical figure [extreme; inaccurate]
D.
Americans are only now realizing how conservative Thomas Paine was [opposite]
11. It is reasonable to conclude from the passage that if Thomas Paine had never written Common
Sense:
A.
the Declaration of Independence never would have been signed [too extreme]
B.
some other revolutionary colonist would have written it instead [not supported]
C.
American history might have looked somewhat different
D.
English tyranny would have ended the colonists’ hopes for freedom
[not supported]
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
Grade 10: Day 3/Document 7
Sample PLAN Reading Test Passage
I am an autobiographer as opposed to a fiction
writer. In my case I have to remember facts and try to
use my talent or my art or my creativity to tell the truth
about the facts. I submit that there’s a world of
5 difference between truth and fact. Fact tells us the data:
the numbers, the places where, the people who, and the
times when. But facts can obscure the truth. Because I
write about a time when real people were alive—I
mean, it’s not as if that is a time which I can create out
10 of the full complement of my imagination—I have to
get back to get the facts. But then I have to do
something else in order to tell the truth of the matter.
things, and go places, and be acted upon. The person,
in real time, would never do those things. It may be
50 that’s a way the brain has of saying, “Well let me let
you come on down and see what really is down here.”
There’s a phrase in West Africa called “deep
talk.” When a person is informed about a situation, an
older person will often use a parable, an axiom, and
55 then add to the end of the axiom, “Take that as deep
talk.” Meaning that you will never find the answer.
You can continue to go down deeper and deeper.
Dreams may be deep talk.
©ACT – Reprinted with permission
Sometimes one is obliged to take time out of
time and to redefine, to set the time at another time. Or
15 take things out of consequence, out of sequence. They
become more consequential when you have the liberty
to take them out of sequence.
I suppose I do get “blocked” sometimes but I
don’t like to call it that. That seems to give it more
20 power than I want it to have. What I try to do is write.
I may write for two weeks “the cat sat on the mat, that is
that, not a rat,” you know. And it might just be the most
boring and awful stuff. But I try. When I’m writing, I
write. And then it’s as if the muse is convinced that I’m
25 serious and says, “Okay. Okay. I’ll come.”
To write well, to write so that a reader thinks
she’s making up the book as she goes along., that’s
hard. To be in such control of language! First off, one
has to translate what one thinks into words, which is
30 always impossible. And then into such gracious and
graceful words that the reader can take it in, almost as a
palliative, without even knowing, and be somehow
increased as a result. That means that one is offering
the reader something twice translated: The reader is
35 going to translate it again. So, to write it so well that
you can at least approximate what you mean to say,
that’s very hard. And to write so that it seems to leap
off the page—
Maybe, if a writer is hesitant to get to a depth
40 in a character, to admit that this fictional character does
this, or thinks this, or has acted this way—or that an
event was really this terrifying—the brain says, “Okay,
you go on and go to sleep, I’ll take care of it. I’ll show
you where that is.”
45
One sees that the brain allows the dreamer to be
more bold then he or she ever world be in real time.
The dream allows the person to do things, and think
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Fall 2008
17.
Which of the following statements best describes the role of facts in Angelou’s writing?
A. Facts enhance Angelou’s creativity, but the people she writes about come straight from her imagination.
B. Facts are ignored in Angelou’s writing, and instead she relies on her creativity and imagination.
C. Facts provide the basis for Angelou’s writing, but they don’t get at the truths present in the stories she
tells.
D. Facts are used in sequence even though they sometimes obscure the stories Angelou wants to tell.
18.
Angelou seems to expect readers of her work to:
F. translate her work into different languages.
G. accept every word she writes as the work of a genius.
H. realize that the sequence of events has been changed.
J. unconsciously adapt what they read to their own purposes.
19.
Facts, as defined by Angelou in the first paragraph, function as:
A. truth and as context.
B. setting but not as truth.
C. truth and also as art.
D. imagination and its complement.
20.
Angelou suggests in the second paragraph (lines 13-17) that occasionally autobiographers must:
F. make events consequential yet in sequence.
G. rearrange most facts in a random manner.
H. make truth more vivid than fact.
J. rearrange events to best tell a story.
21.
The main point of the fourth paragraph (lines 26-38) is that:
A. language and though are not the same.
B. readers always translate writers’ work.
C. words can sometimes seem to leap off the page.
D. writing well is a very difficult task.
22.
What Angelou claims in lines 28-30 suggests that:
F. thinking is harder than writing.
G. writing is more important than thinking.
H. writing is not the same as thinking.
J. writing and thinking are identical processes.
23.
The last paragraph suggests that the main function of a parable is to:
A. mask truths.
B. offer perspective.
C. provide conclusive evidence.
D. control events.
24.
As it is used in line 4, the word submit most nearly means:
F. believe.
G. send in.
H. subvert.
J. forget.
25.
Lines 49-51 seem to be suggesting that:
A. dreams may open people to hidden truths.
B. dreams are necessary for fearful people.
C. dream events never happen in real time.
D. people are not very bold unless they dream.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
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Fall 2008
GRADE 10: Day 3/Document 8
Answer Key for Sample PLAN Reading Test Passage
17.
18.
19.
20.
21.
22.
23.
24.
25.
C
J
B
J
D
H
B
F
A
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Oakland Schools
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Fall 2008
question that tells you what to look for as an answer. In this first case,
the question stem is “the primary purpose.” Make sure that students
discuss, as a class, the rationale for each Main Idea Question stem.
Because Main Idea Questions are the most straightforward, they are ideal
for practicing identifying question stems.
DAY 4 - PLAN Reading
FOCUS: Translating PLAN Question Types—Question Stems
MATERIALS:
 Materials from previous days
 Day 4/Document 1 (Overhead/Handout) – Common Question Stems
(p. 35)
 Day 4/Document 2 – Answer Key for Common Question Stems
(p. 36)
 Teacher-Provided Additional Sample ACT/PLAN Reading Passages
and Questions (see “Finding Additional Sample Passages” on p.2)
HANDOUT: • Day 4/Document 1 – Common Question Stems
• Teacher-Provided Additional Sample ACT/PLAN
Reading Passages and Questions (see “Finding
Additional Sample Passages” on p.2)
ACTIVE ENGAGEMENT 2: Let’s practice putting together all of the
strategies we have learned so far and work on finding the question stems
in other types of questions. Ask students to read the sample PLAN
Reading Test Passage. Make sure to use your mark-it-up strategy as you
read and include your sum-it-up note at the end, which will help you
answer any Main Idea Questions. When the reading time is up, ask
students to work in pairs to: examine the questions at the end of the
passage, locate the question stems, translate the questions, and, finally,
answer the questions.
CONNECTION: Over the past two days we have learned to use
strategies for answering Main Idea, General Info, Line Detail and
Inference Questions. Today we will learn how to translate, or
understand, the difficult wording of these and other question types.
TEACHING POINT 1: You may have noticed that some of the
language used in the test questions is unfamiliar and different from the
way we usually speak and write. It is difficult to determine correct
answers if you don't really understand the questions. Today we will focus
on how questions are worded, so we can better understand what is being
asked. There may be words and phrases in the question stem that you
don't understand. So, you need to look at the question stem and figure
out, "What is the question REALLY asking?" A question stem is the main
part of the question that tells you what to look for as an answer.
Once you have finished reading, work with your partner to find the
question stem in each of the questions following the passage. Based on its
question stem, you should decide what each question is asking, which
strategy to use to answer it (for example, is it a “Just Think About It”
Main Idea Question or a “Just Look It Up” General Info Question).
Then, use your POE strategy to eliminate incorrect answers and find the
correct one. As you identify each question stem, jot it down in the
Question Stem column of your “Common Question Stems” (Day
4/Document 1). Translate what the question stem is asking in the next
column; then, write down which strategy to use for answering that
question in the third column. Model this for students by filling in all the
columns for the first question.
HANDOUT: Students should take out Day 2/Document 3 –
Answering Main Idea Questions
ACTIVE ENGAGEMENT 1: Let’s revisit our Main Idea Questions
handout from Day 2. Since we already know that all of these questions
are asking the same thing, let’s see if we can figure out which part of each
question is the question stem. Walk through each question from the Main
Idea Questions handout (Day 2/Document 3) and ask students to identify
what they think the question stem is, based on what they know about
Main Idea Questions. Remember, the question stem is the part of the
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
WRAP-UP: Review some of the question stems students found and ask
them to read aloud what they wrote for “Translation” and “Strategy for
Answering.” If possible, record their responses on the overhead.
Remember that the more quickly you are able to identify a question stem
33
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
and figure out what it is asking, the more time you’ll have to use POE to
find the correct answer. Tomorrow we’re going to learn how to use some
of these same strategies to tackle the WorkKeys Reading for Information
Test.
GRADEBOOK: Teachers may consider assigning participation points at
the end of class for handouts and sample-passage work where the markingit-up strategy and POE were used correctly, as well as for answered
questions. Teachers might also consider assigning an additional point or
two for bringing back the previous day’s handouts. At this point, students
should be consistently applying all of the strategies from Days 1-4.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
34
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 4/Document 1
Common Question Stems
Question Stem
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
Translation
35
Strategy for Answering
+POE
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 4: Document 2
Answer Key for
Common Question Stems
(The completed table might look something like this. Answers will vary depending on sample
passages and questions used.)
Question Stem
Words/Phrases
Translation
Strategy for Answering
(always use POE!)
The primary purpose of the
passage…
The main idea of the
passage…
Just think about it
(use sum-it-up note)
The passage asserts…
The text says…
Just look it up
The author’s purpose…
The main function of the
second paragraph…
The main point…
The main idea of the
second paragraph…
Based on information
supported by the text, a
logical conclusion would
be.
Just think about it
Look it up and read 1-2 lines
before and 1-2 lines after
It can be reasonably
deduced…
As it is defined in the
passage…
The passage suggests…
The author states…
According to the
passage…
The passage indicates…
The author claims…
In this passage the
word ____ means…
The passage gives
hints, but does not
directly state…
The author says…
Based on information
found in the passage…
The passage points out
or explains briefly…
The author says…
The primary focus of lines
30-50…
Based on information
supported by the text, a
logical conclusion would
be.
The main idea of lines
30-50…
The author's attitude
toward the subject…
How does the author
feel about the subject?
It can be reasonably
inferred…
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
36
Look it up and think about it
Look it up and think about
what that word (in context)
means, then use POE
Look it up and think about it
Just look it up
Just look it up
Just look it up
Just look it up
Look it up and think about it
Look it up and read 2 lines
before and 2 lines after
Just think about it
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
DAY 5 - WorkKeys
FOCUS: Analyzing WorkKeys and understanding how the
WorkKeys Reading for Information Test measures reading
skills that employers believe are critical to job success.
Share some reasons why the WorkKeys Reading for Information Test is
an important part of the MME:
• Describe the types of workplace texts that you, as a teacher and an
employee of a school district, are expected to understand (e.g.,
disciplinary policies or safety regulations). Discuss the importance of
these written communications and the possible consequences of not
comprehending—or ignoring—them.
• This new test is being administered because employers are seeking
workers who understand a variety of communications for a particular
job.
• Some employers are requiring WorkKeys scores from job applicants,
and most community colleges are requiring them.
MATERIALS:
 Day 5/Document 1 (Overhead) – Graphic Organizer: WorkKeys
Examples (p. 39)
 Day 5/Document 2 (Handout) – WorkKeys Level 3 Text (p. 40)
 Day 5/Document 3 – Answer Key for WorkKeys Level 3 Text (p. 41)
 Day 5/Document 4 (Handout) – WorkKeys Level 6 Text (p. 42)
 Day 5/Document 5 – Answer Key for WorkKeys Level 6 Text (p. 43)
 Day 5/Document 6 (Handout) – Level 3 Text versus Level 6 Text
(p. 44)
 Day 5/Document 7 – Answer Key for Level 3 Text versus Level 6
Text (p. 45)
 Day 5/Document 8 (Handout) – WorkKeys Level 4 Text (p. 46)
 Day 5/Document 9 – Answer Key for WorkKeys Level 4 Text (p. 47)
 Day 5/Document 10 (Handout) – WorkKeys Level 5 Text (p. 48)
 Day 5/Document 11 – Answer Key for WorkKeys Level 5 Text (p. 49)
TEACHING POINT 2: Display Day 5/Document 1 (Graphic
Organizer: WorkKeys Examples). Here are examples of the types of
text that you will find on the WorkKeys Reading for Information Test.
Explain to students the different types of writing on the list, including:
Memo – A brief written reminder, statement, or record; and
Bulletin – A short account or statement issued for the information of
the public.
CONNECTION: Over the past few days you have analyzed the PLAN
Reading Test by learning mark-it-up and POE strategies, as well as
practicing how to translate and answer different types of test questions:
Main Idea, General Information, Line Detail, and Inference Questions.
Today you will focus on another reading test that is part of the Michigan
Merit Exam: the WorkKeys Reading for Information Test.
HANDOUT: • Day 5/Document 2 – WorkKeys Level 3 Text
• Day 5/Document 4 – WorkKeys Level 6 Text
ACTIVE ENGAGEMENT 1: Today you will examine different levels
of WorkKeys texts and the questions that follow them. Each WorkKeys
question is a General Info Question, so you need to “just look it up.”
Take a few minutes on your own to first read the question, then read the
text, and, finally, answer the question. Follow this procedure for both
the Level 3 and the Level 6 texts. Be prepared to explain how you
selected your answers. You will have 10 minutes to complete this
activity. Have students share their answers to the questions and explain
how they chose them.
TEACHING POINT 1: Test takers should understand that both the
PLAN Reading Test and WorkKeys Reading for Information Test
evaluate ability to read and understand text that is written for different
purposes. The WorkKeys Test assesses your ability to understand a
variety of short work-place passages—written communication an
employee is expected to comprehend in order to do a job. Each passage
will be followed by one or more multiple-choice questions. WorkKeys
has established an online database that classifies different jobs by skill
levels ranging from Level 3, the simplest, to Level 7, the most complex.
As you go up in levels, the text selections on the WorkKeys Reading for
Information Test become progressively more difficult.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
37
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
HANDOUT: Day 5/Document 6 – Level 3 Text versus Level 6
Text
ACTIVE ENGAGEMENT 2: Pair up students with partners. Now
that you have worked with both a Level 3 and a Level 6 text, get together
with your partner and write on the handout what makes a Level 6 text
more challenging than a Level 3 text. Ask partners to share their
responses with the class.
HANDOUT: • Day 5/Document 8 – WorkKeys Level 4 Text
• Day 5/Document 10 – WorkKeys Level 5 Text
ACTIVE ENGAGEMENT 3: Now you will examine sample texts
from Levels 4 and 5. For both samples, first read the questions, then
read the texts, and, finally, answer the questions. Be prepared to
explain how you selected your answers.
WRAP-UP: Ask students to share with the class their answers and the
processes they used to choose them.
GRADEBOOK: For today, consider assigning points for completed
handouts, note taking, and group participation.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
38
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 5/Document 1
Graphic Organizer: WorkKeys Examples
Types of text found in WorkKeys with some real-life examples for each type:
• Memo—from coaches or sponsors of clubs and organizations
• Letter—from principal, teacher, employer
• Direction—job application, class assignments (research paper, lab paper)
• Sign—building evacuation, parking lot specifications
• Notice—upcoming events, cancellations with refunds available
• Bulletin—from counselors and administrators
• Policy—Student Code of Conduct, grading policies, attendance policies, dress
code policy, field trip policy
• Regulation—fire regulations, safety regulations, extracurricular events
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
39
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 5/Document 2
WorkKeys Level 3 Text
Level 3 Sample
(Reprinted with permission from ACT)
Hardemuth Department Store
Housewares Department
All items in stock must have a sample displayed. The samples must have a scannable bar code on the
bottom. Put a hanging price tag on all samples with the regular price displayed. Sale prices should be
displayed on a yellow hangtag in a plastic jacket. Finally, post a sign with the regular price on the shelf
underneath each sample item.
Cookware sets must have both an eight-piece sample set and a thirteen-piece sample set for display only.
Separate the boxes with the cookware sets. Boxes with eight-piece sets must be kept on the shelf above
the eight-piece sample set. Boxes with the thirteen-piece sets must be kept on the shelf above the
thirteen-piece sample set.
In the department store where you work, you are asked to mark prices for an upcoming sale. If the
thirteen-piece cookware set is going on sale, where should you mark the sale price?
A.
B.
C.
D.
E.
Beside the display on a separate sign
On a yellow hangtag in a plastic jacket
On the display items with a yellow marker
On the regular hanging price tag
Over the bar code on the bottom of the box
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
40
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 5/Document 3
Answer Key for
WorkKeys Level 3 Text
Level 3 Sample
(Reprinted with permission from ACT)
Hardemuth Department Store
Housewares Department
All items in stock must have a sample displayed. The samples must have a scannable bar code on the
bottom. Put a hanging price tag on all samples with the regular price displayed. Sale prices should be
displayed on a yellow hangtag in a plastic jacket. Finally, post a sign with the regular price on the
shelf underneath each sample item.
Cookware sets must have both an eight-piece sample set and a thirteen-piece sample set for display only.
Separate the boxes with the cookware sets. Boxes with eight-piece sets must be kept on the shelf above
the eight-piece sample set. Boxes with the thirteen-piece sets must be kept on the shelf above the
thirteen-piece sample set.
In the department store where you work, you are asked to mark prices for an upcoming sale. If the
thirteen-piece cookware set is going on sale, where should you mark the sale price?
A.
B.
C.
D.
E.
Beside the display on a separate sign
On a yellow hangtag in a plastic jacket
On the display items with a yellow marker
On the regular hanging price tag
Over the bar code on the bottom of the box
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
41
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 5/Document 4
WorkKeys Level 6 Text
Level 6 Sample
(Reprinted with permission from ACT)
Section 199.781
1) A multiple lift shall only be performed if the following criteria are met:
(i) A multiple lift rigging assembly is used;
(ii) A maximum of five members are hoisted per lift;
(iii) Only beams and similar steel structural members are lifted; and
(iv) All employees engaged in the multiple lift have been trained in these procedures.
(v) No crane is permitted to be used for a multiple lift where such use is contrary to the
manufacturer’s specifications and limitations.
(2) Components of the multiple lift rigging assembly shall be specifically designed and assembled
with a maximum capacity for total assembly and for each individual attachment point. This capacity,
certified by the manufacturer or a qualified rigger, shall be based on the manufacturer’s specifications
with a 5-to-1 safety factor for all components.
(3) The total load shall not exceed:
(i) The rated capacity of the hoisting equipment specified in the hoisting equipment load
charts;
(ii) The rigging capacity specified in the rigging rating chart.
(4) The multiple lift rigging assembly shall be rigged with members:
(i) Attached at their center of gravity and maintained reasonably level;
(ii) Rigged from top down; and
(iii) Rigged at least 7 feet apart.
(5) The members on the multiple lift rigging assembly shall be set from the bottom up.
(6) Controlled load lowering shall be used whenever the load is over the connectors.
As a construction worker, you are assisting with a multiple lift of six steel beams. The rigged members
are rigged 8 feet apart and attached at their center of gravity. The multiple lift is NOT lawful under
Section 199.781, as shown, because the:
A.
B.
C.
D.
E.
Multiple lift has too few beams.
Multiple lift has too many beams.
Rigged members are too close together.
Rigged members are too far apart.
Rigged members should not be attached at their center of gravity.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
42
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 5/Document 5
Answer Key for
WorkKeys Level 6 Text
Level 6 Sample
(Reprinted with permission from ACT)
Section 199.781
1) A multiple lift shall only be performed if the following criteria are met:
(i) A multiple lift rigging assembly is used;
(ii) A maximum of five members are hoisted per lift;
(iii) Only beams and similar steel structural members are lifted; and
(iv) All employees engaged in the multiple lift have been trained in these procedures.
(v) No crane is permitted to be used for a multiple lift where such use is contrary to the
manufacturer’s specifications and limitations.
(2) Components of the multiple lift rigging assembly shall be specifically designed and assembled
with a maximum capacity for total assembly and for each individual attachment point. This capacity,
certified by the manufacturer or a qualified rigger, shall be based on the manufacturer’s specifications
with a 5-to-1 safety factor for all components.
(3) The total load shall not exceed:
(i) The rated capacity of the hoisting equipment specified in the hoisting equipment load
charts;
(ii) The rigging capacity specified in the rigging rating chart.
(4) The multiple lift rigging assembly shall be rigged with members:
(i) Attached at their center of gravity and maintained reasonably level;
(ii) Rigged from top down; and
(iii) Rigged at least 7 feet apart.
(5) The members on the multiple lift rigging assembly shall be set from the bottom up.
(6) Controlled load lowering shall be used whenever the load is over the connectors.
As a construction worker, you are assisting with a multiple lift of six steel beams. The rigged members
are rigged 8 feet apart and attached at their center of gravity. The multiple lift is NOT lawful under
Section 199.781, as shown, because the:
A.
B.
C.
D.
E.
Multiple lift has too few beams.
Multiple lift has too many beams.
Rigged members are too close together.
Rigged members are too far apart.
Rigged members should not be attached at their center of gravity.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
43
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 5/Document 6
Level 3 Text versus Level 6 Text
What makes Level 6 more challenging?
Characteristics of Level 3 Text:
•
•
•
•
•
Characteristics of a Level 6 Text:
•
•
•
•
•
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
44
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 5/Document 7
Answer Key for
Level 3 Text versus Level 6 Text
Characteristics of Level 3 Text:
• Sentences are simple and direct. Most have the subject first and the verb
second.
• Paragraphs and sentences are short.
• Instructions are direct and lead to simple tasks.
• Readers must pick out a clearly stated detail. They do not need to draw any
conclusions.
• Vocabulary includes common, everyday words.
Characteristics of a Level 6 Text:
• Sentences are longer, more formal, and more complex.
• Paragraphs and sentences are filled with details and information.
• Readers must apply straightforward instructions to similar situations.
• Secondary definitions for certain vocabulary are used.
• The material is taken from a regulatory document.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
45
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 5/Document 8
WorkKeys Level 4 Text
Level 4 Sample
(Reprinted with permission from ACT)
Cycle City
ATTENTION CASHIERS:
All store employees will now get 20% off of all items they buy here. Please follow the new directions
listed below.
Selling bicycles and equipment to employees
•
•
•
•
•
Ask to see the employee’s store identification card.
Enter the employee’s department code number into the cash register.
Use the cash register to take 20% off the price. Then push the sales tax button.
Write your initials on the sales receipt.
Sell equipment to employees during store hours only.
Accepting returns from employees
•
•
•
Employees receive a store credit certificate for items they return to the store.
Store credit certificates are next to the gift certificates.
Employees may not get a cash refund for items they return to the store.
According to the instructions shown, what is the last thing a cashier should do before pushing the sales tax
button?
A.
B.
C.
D.
E.
Check the employee’s store identification card
Check the employee’s store credit certificate
Enter the cashier’s store identification number into the cash register
Enter the employee’s department code number into the cash register
Use the cash register to take 20% off the price
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
46
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 5/Document 9
Answer Key for
WorkKeys Level 4 Text
Level 4 Sample
(Reprinted with permission from ACT)
Cycle City
ATTENTION CASHIERS:
All store employees will now get 20% off of all items they buy here. Please follow the new directions
listed below.
Selling bicycles and equipment to employees
•
•
•
•
•
Ask to see the employee’s store identification card.
Enter the employee’s department code number into the cash register.
Use the cash register to take 20% off the price. Then push the sales tax button.
Write your initials on the sales receipt.
Sell equipment to employees during store hours only.
Accepting returns from employees
•
•
•
Employees receive a store credit certificate for items they return to the store.
Store credit certificates are next to the gift certificates.
Employees may not get a cash refund for items they return to the store.
According to the instructions shown, what is the last thing a cashier should do before pushing the sales tax
button?
A.
B.
C.
D.
E.
Check the employee’s store identification card
Check the employee’s store credit certificate
Enter the cashier’s store identification number into the cash register
Enter the employee’s department code number into the cash register
Use the cash register to take 20% off the price
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
47
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 5/Document 10
WorkKeys Level 5 Text
Level 5 Sample
(Reprinted with permission from ACT)
Snowmobile Regulations & Safety
•
Snowmobile operators must have a valid state motor vehicle driver’s license in their
possession. Persons possessing a learner’s permit may operate a snowmobile when supervised
one-to-one within line of sight (but no more than 100 yards) by a licensed person 21 years old or
older.
•
Maximum speed limit is 45 mph (72 kph) or less where posted or as conditions warrant.
Speed is checked by radar. Obey all speed limit signs and stop signs.
•
Snowmobiles must be registered according to applicable state law. Muffler, lights, and brakes
must be in good working condition.
•
Snowmobile exhaust and muffler systems must be in good working order. The maximum noise
allowed is 78 decibels when measured during full acceleration at a distance of 50 feet.
Snowmobiles exceeding the decibel standard will be denied entry into the park.
•
If bison or other wildlife are on the road, stop at least 25 yards away and/or pull your machine
as far as possible to the opposite side of the road; give them a chance to get off the road. If they
run toward you, and you can confidently turn around, do so and move to a safe place to reassess
the situation. If they walk or run toward you, and you cannot turn around, get off your machine
and stand to the side of it, keeping the machine between you and the animal(s). If they are
standing calmly, inch toward them and assess their behavior. If they remain calm, pass on the
opposite side of the road at a moderate speed. Do not make sudden or erratic movements; use
groomed pullouts where possible. If the animal(s) appear agitated, do not attempt to pass as any
advance may cause the animal(s) to charge. Do not chase animals or cause them to stampede.
Adapted from: National Park service, “Official Website of Yellowstone National Park” (see “planning a visit,” then “things to
do,” “winter activities,” “rules and regulations,” and “snowmobiling”). Retrieved August 15, 2001, from
http://www.nps.gov.yell/planvisit/todo/winter/snowmobile.htm
You are a park ranger. A person wants to enter the park riding a snowmobile that you suspect is too loud.
To determine whether the snowmobile’s noise is too loud as specified by the guidelines shown, you
should ask the person to:
A.
B.
C.
D.
E.
Check the snowmobile’s decibel level at a speed of at least 25 miles per hour.
Demonstrate that the exhaust and muffler systems are in good working order.
Run the snowmobile at a speed no greater than 45 miles per hour (72 kilometers per hour).
Run the snowmobile at full acceleration while you test the decibel level from 50 feet away.
Show a driver’s license or learner’s permit and snowmobile registration.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
48
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
GRADE 10: Day 5/Document 11
Answer Key for
WorkKeys Level 5 Text
Level 5 Sample
(Reprinted with permission from ACT)
Snowmobile Regulations & Safety
•
•
•
•
•
Snowmobile operators must have a valid state motor vehicle driver’s license in their
possession. Persons possessing a learner’s permit may operate a snowmobile when supervised
one-to-one within line of sight (but no more than 100 yards) by a licensed person 21 years old or
older.
Maximum speed limit is 45 mph (72 kph) or less where posted or as conditions warrant.
Speed is checked by radar. Obey all speed limit signs and stop signs.
Snowmobiles must be registered according to applicable state law. Muffler, lights, and brakes
must be in good working condition.
Snowmobile exhaust and muffler systems must be in good working order. The maximum noise
allowed is 78 decibels when measured during full acceleration at a distance of 50 feet.
Snowmobiles exceeding the decibel standard will be denied entry into the park.
If bison or other wildlife are on the road, stop at least 25 yards away and/or pull your machine
as far as possible to the opposite side of the road; give them a chance to get off the road. If they
run toward you, and you can confidently turn around, do so and move to a safe place to reassess
the situation. If they walk or run toward you, and you cannot turn around, get off your machine
and stand to the side of it, keeping the machine between you and the animal(s). If they are
standing calmly, inch toward them and assess their behavior. If they remain calm, pass on the
opposite side of the road at a moderate speed. Do not make sudden or erratic movements; use
groomed pullouts where possible. If the animal(s) appear agitated, do not attempt to pass as any
advance may cause the animal(s) to charge. Do not chase animals or cause them to stampede.
Adapted from: National Park service, “Official Website of Yellowstone National Park” (see “planning a visit,” then “things to
do,” “winter activities,” “rules and regulations,” and “snowmobiling”). Retrieved August 15, 2001, from
http://www.nps.gov.yell/planvisit/todo/winter/snowmobile.htm
You are a park ranger. A person wants to enter the park riding a snowmobile that you suspect is too loud.
To determine whether the snowmobile’s noise is too loud as specified by the guidelines shown, you
should ask the person to:
A.
B.
C.
D.
E.
Check the snowmobile’s decibel level at a speed of at least 25 miles per hour.
Demonstrate that the exhaust and muffler systems are in good working order.
Run the snowmobile at a speed no greater than 45 miles per hour (72 kilometers per hour).
Run the snowmobile at full acceleration while you test the decibel level from 50 feet away.
Show a driver’s license or learner’s permit and snowmobile registration.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
49
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
DAY 6 – PLAN Reading & WorkKeys
FOCUS: Designated Practice Session
MATERIALS:
 Teacher-Provided Additional Sample ACT/PLAN Reading Passages
and Questions (see “Finding Additional Sample Passages” on p.2)
 Answer Keys for Teacher-Provided Samples
TEACHING POINT:
In order for you to be prepared to face the PLAN Reading Test and
WorkKeys Reading for Information Test on your own, it is essential that
you practice the reading passages that are most challenging for you
individually. Distribute Handout below according to student needs.
HANDOUT: Teacher-Provided Additional Sample ACT/PLAN
Reading Passages and Questions (see “Finding
Additional Sample Passages” on p.2)
ACTIVE ENGAGEMENT:
Using the strategies you learned in the past days, read your passage and
answer the questions. When you have finished, come to get the answer
key and check your work.
WRAP-UP:
This concludes our unit of study on the genre of Reading Tests.
GRADEBOOK:
Since this is a practice session, we do not recommend giving students a
grade based on the number of questions they answered correctly. Instead,
we suggest giving students a grade based on participation in the practice
session.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
50
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
51
Emily Douglas, Julie Martinez, Laura Schiller, Gail Setter
Fall 2008