1. STAAR : A Review of Test Taking Strategies

2. RIGHT THERE THINK AND SEARCH AUTHOR AND ME ON MY OWN QAR Question Answer Relation RIGHT THERE easy to find, in the same sentence (who, what, when, where) THINK AND SEARCH in the reading but not in the same sentence (how to do, how many) AUTHOR AND ME not in the reading; I must think how to use clues from the text to figure out the answer. ON MY OWN not there; I don’t need the reading to answer the question. I already know the answer from my background knowledge. 1. Read the question first. 2. Decide which of the 4 QAR methods to use. 3. Find the answer in the text OR use my thinking skills OR use my memory. BOOKBOOK BRAINBRAIN

3. + PLORE + = Read all the questions. Highlight key words. P = Predict. Highlight title, subheadings. Write what you think it will be about; use the title. L = Locate. Highlight vocabulary words with sentence. Highlight sequence words. O = Organize Number each paragraph. Circle number when you finish reading that paragraph. R = Read, Reread, Remember - Confused? Look for clues, draw timeline, take notes in margin, slow pace, pretend you are a part of the story. E = Evaluate - Highlight where you found the clues for your answer and write the # of the question.

4. Quotation Attack Skills 1. Use QAR. Read the question. What is the question asking? 2. Determine the historical issue/event in the quote. 3. LOOK FOR  Location reference  Time reference  Gender  Race  Religion  Ethnicity  Point of View 4. Read the answers and eliminate the wrong choices. 5. Choose the MOST CORRECT answer. “I disapprove of what you say, but I will defend to the death your right to say it.” Voltaire.

5. 1. Use QAR. Read the question to identify which speaker(s) is needed to answer the question. 2. Read only the speaker(s) needed to answer the question. 3. Read ALL the possible answers CAREFULLY. 4. Eliminate the answers that do not apply to the speaker(s). 5. Choose the answer that is MOST CORRECT. (Look for key words / synonyms) Drawing Conclusions from Multiple Speakers Speaker A: In A Vindication of the Rights of Women, I presented an argument for the education of women. I also declared that women should have the same political rights as men. Speaker B: As an aristocratic philosopher I was devoted to the study of political liberty. In my famous book On the Spirit of the Laws, I proposed that separation of powers would keep any individual or group from gaining total control of a government. Speaker C: I strongly disagree with other philosophers on a number of matters. For instance, although most philosophers believe that reason, science, and art improve the lives of all people, I argue that civilization corrupts people’s natural goodness. Speaker D: I think people are reasonable beings. I support self- government and argue that the purpose of government is to protect the natural rights of people. If government fails to protect these natural rights citizens have the right to overthrow it. Which speaker had the greatest impact on Thomas Jefferson as he drafted the Declaration of Independence? A. Speaker A. B. Speaker B. C. Speaker C. D. Speaker D.

6. * Read to see what is suggested by the facts, but may not actually be stated. * Read between the lines to analyze the selection. Drawing Conclusions & Making Inferences 1. Read the selection carefully to understand all of the facts. 2. Decide the meaning of the selection. 3. Try to find facts in the selection that support your choice for the answer. European nations were eager to gain control of the lands that were new to them. Spain and Portugal agreed to divided the entire non- Christian world between themselves. What inference can you make regarding the European attitude toward peoples in the lands that were new to them? A. Native cultures are not as valuable as European cultures. B. Europe valued South American the most C. Native cultures in South America were more important than cultures in North America. D. Christianity did not exist outside of Europe.

7. Comparing / Contrasting Multiple Charts 1. Identify what the question is asking. (Hint: You may not need to look at both charts.) 2. Read the titles on the Chart. 3. Read the data in the charts & look for relationships. 4. Eliminate the wrong answers. 5. Choose the MOST CORRECT answer. American Revolution Belief in Enlightenment values, such as natural rights Tradition of limited government Relative cooperation among social groups Experience in self- government through colonial assemblies French Revolution Belief in Enlightenment values, such as natural rights Tradition of strong, central authority Social upheaval and struggle among classes Little experience in self- government by popular assemblies How are the American and French Revolutions similar? A. Both revolutions happened the same year. B. Both revolutions had fixed social classes. C. Both embodied the beliefs of the Enlightenment. D. Both had experience with self- government.

8. Comparing / Contrasting Multiple Visuals 1. Use QAR. Identify what the question is asking. 2. Read the titles on the visuals. 3. Examine the data in the visuals & look for relationships. 4. Eliminate the wrong answers. 5. Choose the MOST CORRECT answer. An inference that can be drawn from examining the visuals is A. All industrial centers had tremendous growth. B. Only centers near both iron and coal deposits grew. C. All industrial centers on the coast grew the most. D. Location of iron and coal caused many industrial centers to grow.

9. Multiple Choice Questions 1. Use QAR. Read the question. Do you already know the answer? 2. Ask yourself - Do I need the “visual” to answer the question? 2. Read ALL the choices before selecting an answer. 3. Eliminate the answers that do not fit. 4. Select the MOST CORRECT answer. WATCH FOR: context clues subject / verb agreement negative words - not, except time sequence - earliest to latest / latest to earliest does your choice answer the question? Who wrote Two Treatises on Government? a. Locke c. Montesquieu b. Voltaire d. Rousseau

10. How to Handle Questions that Have Info You Have Never Seen 1. DO NOT PANIC! Do not focus on the “info” you do not recognize. 2. Focus only on the “info” you know. 3. Use QAR. What is the question asking? 4. Eliminate the answers that do not apply. 5. Choose the MOST CORRECT answer. From Xenophone’s philosophy, it can be inferred that a woman’s position in the family was--- A. That of breadwinner B. That of accountant C. That of caretaker D. That of cook The correct answer is C. Xenophone Expounds on a Woman’s Duties 1. Assume larger portion of affection for newborn babies than the man. 2. Receive the incomings. 3. See, too, that the dry corn is in good condition for making food. 4. See that any servant who is ill is cared for.

11. Using the OPTIC system The five letters in the word OPTIC (pertaining to the eye) provide a system for remembering the five steps for analyzing a visual: O is for overview Conduct a brief overview of the visual. P is for parts Focus on the parts of the visual. Read all labels. Notice any details that seem important. T is for title Read the title of the visual for a clear understanding of the subject. I is for interrelationships Use the title to help identify the main idea or the big umbrella that connects the parts of the visual. C is for conclusion Draw a conclusion about the visual as a whole. What does it mean? -- Why was is included? Summarize the visual in one or two sentences.

12. Political Cartoon Questions 1. Title 2. Captions & Labels 3. Symbols 4. Caricatures (exaggerated facial features) 5. Stereotyping 6. MAIN IDEA (meaning/message/issue)

13. 1. Read the title. 2. Identify the main idea. 3. Identify the symbols. 4. Look for the legend. (On line graphs & bar graphs: Read the x and y descriptors.) Reading a Graph Bar Graph Line Graph Circle Graph Graphs (Charts) are combinations of symbols, words, and numbers that show information in a clear and simple way.

14. Hints for a line graph: * They commonly measure quantities or amounts of data. *They are used to make more specific comparisons. * Carefully read x and y axes - and what they represent. Hints for a bar graph: * They commonly measure quantities or amounts of data. * They make it easy to compare information. * Carefully read x and y axes - and what they represent. Hints for a pie graph: * the circle represents the whole. * the slices represent parts of the whole (subgroups).

15. Cause and Effect 1. Use QAR. Read the question carefully - Is it asking for cause or effect? 2. Predict an answer. 3. Read all the choices carefully. 4. Pay close attention to words such as: CAUSE:EFFECT: becauseconsequently as basis forleading to due to resulted in sincemajor result thereforeaffect / effect beforein response to ifthen after 5. Be sure to notice negative words, such as: except for, is not, excluding. 6. Choose the MOST CORRECT answer.

16. Cause & Effect Example How did Chandra Gupta’s conquests help his empire? A. It increased the population. B. It gave him control of important trade routes. C. It introduced them to Buddhism and Christianity. D. It provided better land for agricultural uses. Correct Answer is B When Chandra Gupta came to the throne in 375 the Gupta Empire stretched along the north of India from the mouth of the Ganges River at the Bay of Bengal to central India. In just over a decade, Chandra Gupta had conquered the land of the Sakas to the west. As a result of these victories, the empire gained the important cities of Gujarat and Ujjain. Gujarat was one of several important ports on the Arabian Sea. Due to taking them, the Gupta Empire now had access to the rich trade of Southwest Asia and points west. Trade goods moved north from these ports to Ujjain. However, this ancient city was more than just an important trading center. It was one of the 7 sacred cities of Hinduism.

17. HINT: Does your answer make sense? These questions involve historical changes over time. These are “big picture” concepts that bridge more than one time period. Identifying Trends Use historical people, events, and important dates as clues to help you identify the time period. Example:  Domestic Systems (1600’s)  Factory System (1800’s) (Production in the home) (Production in a central location) Individual Craftsman Mass Production Look for descriptive words that describe the feelings of that time. Look for emotional words. Key words are words that imply change, such as:  “has led to”  “account for”  “best supported by”. 1. 2. 3. The BEST answer will logically answer the question. 4.

18. How To Read a Timeline Timelines are lines that are divided into time periods (eras) where events are placed in chronological order (when it happens.) Steps to Follow: 1. Read the title. 2. Identify the sequence [Be sure to determine the events listed according to when it happened.] 3. Look for the spaces on the timeline. [Each division on the timeline should reflect a set amount of time.] Be Aware of: Time-Frame: the beginning & ending of a timeline 2 year sections 5 year sections, etc. Layout: Timeline can be vertical or horizontal. Some events will cover more than one year. Sometimes events are shown with arrows. Note: Timelines can be broken down into: decades = 10 years century = 100 years age/era = period of time that has specific characteristics that sets it apart BCE/CE = Before the Common Era/Common Era BC/AD = Before Christ/Anno Domini (Year of our Lord)

19. How to Read a Flow Chart Student population in GISD is growing. Schools are crowded. GISD passes a bond election. ? A flow chart is a multiple cause and effect question. The first statement is a cause of the second statement; the second statement becomes the cause of the third statement and so forth. The statements are all related. A question presented in a flow chart wants you to determine what the next most logical step would be. In this case, the answer could be “GISD builds new schools.”

20. Success on Social Studies STAAR TEKS Follow the GISD Scope and Sequence Teaching in interactive ways to encourage students to use critical thinking and analysis Aligned assessments and use of data analysis to inform instruction Attention to pacing and ensuring the teaching of all course content