Study skills 2

Study Skill

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SKILLS

2

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Development and Production: Laurel Associates, Inc.

Copyright © 1999, 2008 by Saddleback Educational Publishing All rights reserved No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher, with the exception below.

intended for reproduction Saddleback Publishing, Inc grants to individual purchasers of this book the right to make sufficient copies of reproducible pages for use by all students of

a single teacher This permission is limited to a single teacher, and does not apply to entire schools or school systems.

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1 GETTING STARTED/GETTING MOTIVATED

2 DISCOVERING HOW YOU LEARN

3 USING YOUR BEST LEARNING STYLES

4 BREAKING TASKS INTO PARTS

5 IMPROVING MEMORY: V ISUALIZING

6 IMPROVING MEMORY: U SE I T OR L OSE I T

7 IMPROVING MEMORY: L INKING

8 IMPROVING MEMORY: M ORE

M NEMONIC M ETHODS

9 A BASIC STUDY SYSTEM: T HE SQ3R M ETHOD

10 MORE PRACTICE WITH THE SQ3R METHOD

11 LEARNING HINTS FOR MATH

12 LEARNING HINTS FOR SCIENCE

13 LEARNING HINTS FOR LITERATURE

14 BUILDING YOUR VOCABULARY

15 MORE VOCABULARY BUILDERS

16 THE TEXTBOOK: S PECIAL S TUDY A IDS

17 TEXTBOOKS: T ABLE OF C ONTENTS

18 TEXTBOOKS: T HE I NDEX

19 TEXTBOOKS: C HAPTER S TUDY A IDS

20 GETTING THE MOST FROM YOUR

TEXTBOOK: A R EVIEW

21 SKIMMING FOR HIGHLIGHTS

22 SCANNING FOR INFORMATION

23 LIBRARY SKILLS: H OW M ATERIALS

A RE O RGANIZED

24 LIBRARY SKILLS: T HE L IBRARY C ATALOG

25 LIBRARY SKILLS: N ONBOOK M ATERIALS

26 LIBRARY SKILLS REVIEW

27 DICTIONARY SKILLS

28 DICTIONARY SKILLS: D EFINING W ORDS

29 DICTIONARY SKILLS: W ORD H ISTORIES

30 DICTIONARY SKILLS PRACTICE

31 REFERENCE: T HE E NCYCLOPEDIA

32 REFERENCE: T HE A TLAS

33 REFERENCE: T HE T HESAURUS

34 REFERENCE: P ERIODICAL I NDEXES

35 REFERENCE: A LMANACS AND Y EARBOOKS

36 REFERENCE: D ICTIONARY OF F AMOUS

40 LEARNING ONLINE: I NTERNET T ERMINOLOGY

41 LEARNING ONLINE: U SING THE I NTERNET

42 NOTE TAKING: R ECOGNIZING M AIN I DEAS AND S UPPORTING P OINTS

43 NOTE TAKING: O UTLINES

44 NOTE TAKING: M ORE O UTLINING P RACTICE

45 NOTE TAKING: M APPING

46 NOTE TAKING: O THER U SEFUL M ETHODS

47 NOTE TAKING: M ETHODS R EVIEW

48 NOTE TAKING: S ELECTIVE L ISTENING

49 STREAMLINING YOUR NOTES

50 USING CONTEXT TO CLUE MEANING

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52 USING INFERENCE AS A CONTEXT CLUE

53 USING CONTEXT CLUES: C LOZE

54 PREFIXES AND SUFFIXES: C LUES TO

60 CRITICAL THINKING: S EQUENCING

61 CRITICAL THINKING: S UMMARIZING

62 CRITICAL THINKING: M AKING I NFERENCES

63 CRITICAL THINKING: M AKING P REDICTIONS

64 VISUALIZING INFORMATION

65 VISUALIZING TO REMEMBER

DETAILS AND SOLVE PROBLEMS

66 RECOGNIZING WHEN YOU

KNOW ENOUGH

67 PREPARING FOR A TEST

68 RELIEVING TEST ANXIETY

69 FOLLOWING WRITTEN DIRECTIONS

70 FOLLOWING SPOKEN DIRECTIONS

71 TRUE/ FALSE TESTS

72 MULTIPLE CHOICE TESTS

73 COMPLETION TESTS

74 MATCHING TESTS

75 ESSAY TESTS

77 ESSAY TESTS: W HEN T IME I S A LMOST U P

78 ANTICIPATING TEST QUESTIONS

79 STANDARDIZED TESTS

80 STANDARDIZED TEST PRACTICE:

G RAMMAR AND P UNCTUATION

V OCABULARY AND S PELLING

R EADING AND C OMPREHENSION

G RAPHIC A IDS

84 STANDARDIZED TEST PRACTICE: M ATH

85 WRITING BETTER PAPERS

86 ORAL REPORTS

87 MAKING DECISIONS

88 GRAPIC AIDS: D IAGRAMS

89 GRAPHIC AIDS: T ABLES

90 GRAPHIC AIDS: B AR G RAPHS

91 GRAPHIC AIDS: D OUBLE B AR G RAPHS

92 GRAPHIC AIDS: L INE G RAPHS

93 GRAPHIC AIDS: C IRCLE G RAPHS AND

P ICTURE G RAPHS

94 GRAPHIC AIDS REVIEW

95 GRAPHIC AIDS: T HE V OCABULARY OF M APS

96 GRAPHIC AIDS: S PECIAL M APS

97 GRAPHIC AIDS: M ORE A BOUT M APS

98 GRAPHIC AIDS: M AP -R EADING P RACTICE

99 CREATING GRAPHICS AS STUDY AIDS

100 PICTURING IDEAS IN GRAPHIC FORM

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1 GETTING STARTED/GETTING MOTIVATED

Answers will vary.

2 DISCOVERING HOW YOU LEARN

Answers will vary.

3 USING YOUR BEST LEARNING STYLES

A 1 c 2 a 3 b

B., C. Answers will vary.

4 BREAKING TASKS INTO PARTS

A 5, 4, 1, 3, 2

B 1 glafnord, lormist, clapfry 2 welnik, flemp,

quemp 3 remplater, torster, deroster

5 IMPROVING MEMORY: Visualizing

Answers will vary.

6 IMPROVING MEMORY: Use It or Lose It

Answers will vary.

7 IMPROVING MEMORY: Linking

Answers will vary.

8 IMPROVING MEMORY: More Mnemonic

Methods

A golf club=6, skinny man and fat man=10,

sailboat=4, pencil=1, swan=2

B 264

C., D. Answers will vary.

9 A BASIC STUDY SYSTEM: The SQ3R Method

Answers will vary.

10 MORE PRACTICE WITH THE SQ3R METHOD

A 1 survey 2 recite 3 review 4 question

5 read

B Answers will vary.

11 LEARNING HINTS FOR MATH

A 1 I 2 I 3 C 4 C 5 I

12 LEARNING HINTS FOR SCIENCE

Answers will vary.

13 LEARNING HINTS FOR LITERATURE

A.

14 BUILDING YOUR VOCABULARY

Answers will vary.

15 MORE VOCABULARY BUILDERS

A 1 aloud 2 pictures 3 formally

4 council 5 past 6 optometrist

7 proteins 8 obsessed

B 2 break 3 metal 4 coward 5 need

6 later 7 accepted 8 advice

16 THE TEXTBOOK: Special Study Aids A.

17 TEXTBOOKS: Table of Contents

A 1 U.S History 2 95 3 The American

Revolution 4 yes, Discovering Our Land

5 yes, Introduction, A Note to the Student

6 no

18 TEXTBOOKS: The Index

A 1 b 2 a 3 c 4 c

B A check by 1, 3, and 5

C Answers will vary.

19 TEXTBOOKS: Chapter Study Aids

A 1 a 2 b 3 a B., C. Answers will vary.

20 GETTING THE MOST FROM YOUR TEXTBOOK: A Review

A 1.words and their definitions 2 chapter

titles and pages 3 additional information

4 names and topics covered in the book

5 list entries in alphabetical order 6 near the beginning of the book 7 maps, charts, and graphs 8 summary 9 glossary

10 topics covered in the chapter

21 SKIMMING FOR HIGHLIGHTS

A Wording will vary, but should approximate:

New Orleans is unique because of the blend

7 6

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24 LIBRARY SKILLS: The Library Catalog

A 2 author 3 subject 4 subject 5 title

6 author

B 1 a 2 a 3 c 4 b 5 a

25 LIBRARY SKILLS: Nonbook Materials

A 1 b 2 a 3 b 4 a

B Cross out b, c, and d.

26 LIBRARY SKILLS REVIEW

A 1 author, subject, title 2 Dewey decimal

3 call number 4 vertical file

27 DICTIONARY SKILLS

A 1 940 2 342 3 342 4 932

5 940 6 932

B 1 adjective 2 adverb 3 conjunction

4 plural 5 preposition 6 pronoun

C 1 b 2 d 3 c 4 a 5 e

D Answers will vary.

28 DICTIONARY SKILLS: Defining Words

A 1 envelops 2 envelopes 3 envelope

4 envelop

B 1 capital 2 hangar 3 manner 4 waived

29 DICTIONARY SKILLS: Word Histories

A 1 e 2 h 3 f 4 d 5 b 6 g 7 a

8 i 9 c

B 1 bouffant 2 haul 3 harmony

30 DICTIONARY SKILLS PRACTICE

A 1 meteorologist 2 humidity

3 cumulus 4 precipitation

5 anemometer 6 hygrometer

31 REFERENCE: The Encyclopedia

7

6 5

A 1 b 2 c 3 a B., C. Answers will vary.

33 REFERENCE: The Thesaurus

A 1 duplicate 2 tempestuous 3 amiable

4 commencement 5 interrogated

34 REFERENCE: Periodical Indexes

A 1 oil spills 2 Tragedy in Alaska Waters

3 Douglas B Lee 4 National Geographic

5 yes 6 176 7 260–263 8 August 1989

B MONTHS : 1 July 2 August 3 March 4 June

5 October 6 December

M AGAZINE T ITLES : 1 Sports Illustrated

2 Popular Electronics 3 Saturday Evening Post 4 Readers Digest 5 Better Homes & Gardens 6 Business Weekly

35 REFERENCE: Almanacs and Yearbooks A.

36 REFERENCE: Dictionary of Famous Quotations

A 1 Benjamin Franklin 2 Charles Colton

3 H D Thoreau

37 A REFERENCE REVIEW A.

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A 1 T 2 T 3 T 4 F 5 F 6 T 7 T 8 F

9 F 10 F

39 USING A COMPUTER: A General

Vocabulary

A.

40 LEARNING ONLINE: Internet Terminology

A 1 d 2 c 3 a 4 e 5 h 6 b 7 f 8 g 9 i

B All items should be circled Additional locations

will vary.

41 LEARNING ONLINE: Using the Internet

A 1 F 2 T 3 F 4 T

B 1 surf the Net 2 BRB 3 flame 4 CULBR

5 LOL 6 IMHO

C., D. Answers will vary.

42 NOTE TAKING: Recognizing Main Ideas

and Supporting Points

A 1 Chimpanzees seem to have a language of

their own 2 first sentence 3 any point in the

first paragraph 4 Physically, chimpanzees

have good mechanical skills 5 first sentence

6 any point in the second paragraph

43 NOTE TAKING: Outlines

Accept any reasonable, properly

sequenced outline.

44 NOTE TAKING: More Outlining Practice

Accept any two paragraphs that could

reasonably be based on the outline provided.

A Accept any reasonable mapping of the

paragraph provided.

B Accept any paragaraph that could reasonably

be based on the outline provided.

46 NOTE TAKING: Other Useful Methods

A Accept any reasonable pattern of the

paragraph provided.

B Accept any reasonable timeline of a period in

U.S history.

47 NOTE TAKING: Methods Review

A 1 outlining 2 mapping 3 patterning

4 listing

B 1 T 2 F 3 T 4 T 5 F 6 T 7 F

C Accept any reasonable outline, map, pattern,

or listing of the paragraph provided.

D Accept any reasonable outline, map, pattern,

or listing (other than the method used in C

above) of the paragraph provided in C

48 NOTE TAKING: Selective Listening

A Make sure the information underlined could be

considered main points The most appropriate items are: Weather is how wet or dry, cold or warm it is outside Climate is the weather pattern over a period of time.

B Answers will vary One possibility: What is the

difference between climate and weather? Weather is short term; climate is long term.

C Accept any reasonable diagram of the

paragraph.

49 STREAMLINING YOUR NOTES

A 1 d 2 e 3 h 4 i 5 a 6 c 7 b

8 j 9 f 10 g

50 USING CONTEXT TO CLUE MEANING

A 1 b 2 c 3 a 4 c 5 a 6 b 7 c

B Check for a star beside each correct answer in

Part A and a check by each incorrect answer.

51 CONTEXT CHANGES MEANING

A 1 b, a 2 c, a, d, b 3 b, a 4 a, b

B Answers will vary, but for each of the five words

there should be two sentences with the word used in a different way in each sentence.

52 USING INFERENCE AS A CONTEXT CLUE

A Answers will vary, but should approximate:

1 refrain or avoid 2 pay back 3 generous person 4 downpour 5 detective

B L

3 2

9 8

7 6

5

13 12

11

10

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A 1 door 2 scent 3 problem 4 key

5 engine 6 driveway 7 clanking 8 block

9 turned 10 smart 11 lemon

54 PREFIXES AND SUFFIXES: Clues to Meaning

56 READING RATE: Habits That Can Slow

You Down

A., C. Answers will vary.

B 1 c 2 a 3 b

57 CRITICAL THINKING: Recognizing

Cause and Effect

A 1 CAUSE : Mrs Santos carefully wrapped the

glass vase E FFECT : The vase arrived in perfect

condition 2 C AUSE : Rachel did not invite

Connie to her party E FFECT : Connie told

everyone Rachel was a bore 3 C AUSE : Mark

changes the oil in his car every 3,000 miles.

E FFECT : His car runs perfectly.

B 1 CAUSE : Lulu misses several practices.

E FFECT : She plays poorly in the game.

2., 3 Answers will vary.

58 CRITICAL THINKING: Recognizing

Fact and Opinion

A 1 F 2 O 3 F 4 F 5 O

B 1 O 2 O 3 F 4 F 5 O 6 F 7 F 8 O

59 CRITICAL THINKING: Similarities

and Differences

A SIMILARITIES : same height; same color hair

D IFFERENCES : Kim has shorter hair and is quieter

and more serious than Tammy.

60 CRITICAL THINKING: Sequencing

A a 4 b 1 c 5 d 8 e 2 f 9 g 6

h 10 i 7 j 3

B Underline these words in Part A : d After

g At last h To this day i As j Soon

61 CRITICAL THINKING: Summarizing

Answers will vary.

A 1 b 2 a

B 1 The North had more soldiers, guns, factories,

and miles of railroad 2 the North to win

3 July 1861 4 the South won; “I” after 2 and 4

63 CRITICAL THINKING: Making Predictions

A 1 a 2 c

B The person being coughed and sneezed on will

catch a cold.

64 VISUALIZING INFORMATION

Drawings will vary.

65 VISUALIZING TO REMEMBER DETAILS AND SOLVE PROBLEMS

Drawings will vary.

66 RECOGNIZING WHEN YOU KNOW ENOUGH

Answers will vary.

67 PREPARING FOR A TEST

Answers will vary.

68 RELIEVING TEST ANXIETY

A 1 sleep 2 eat a good meal 3 exercise

4 hurrying 5 relaxing scene 6 easy questions 7 budget / time

69 FOLLOWING WRITTEN DIRECTIONS

A Note that the incorrect answer is to be circled.

1 c 2 b 3 a

B Note that the answers should be marked with

squares, not circles 1 a, b 2 b 3 b

C Answers will vary, but order should be 5, 1, 2, 4

(no answer for 3).

70 FOLLOWING SPOKEN DIRECTIONS

Answers will vary.

71 TRUE / FALSE TESTS

A 1 F 2 F 3 T 4 F 5 T B., C. Answers will vary.

72 MULTIPLE CHOICE TESTS

B capital letter at beginning of sentence

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77 ESSAY TESTS: When Time is Almost Up

A .(g)Greece They thrilled (s)Shakespeare’s

(T)tragedy are (popyular)popular today.

However, than to plays.

The mood and tone of (tragidy)tragedy a

light, (funnie)funny play It Eddie Murphy is

my favorite comedian A tragedy mistakes.

(h)However, overcomes them In a

(tragidy)tragedy, these mistakes (brings) bring

the downfall Most people in my family like

comedies.

78 ANTICIPATING TEST QUESTIONS

Answers will vary.

79 STANDARDIZED TESTS

A 2 b 3 c 4 c 5 b 6 c

Grammar and Punctuation

A 1 b 2 a 3 c

B 1 c

Vocabulary and Spelling

A 1 a 2 a 3 d

B 1 c 2 a 3 b

Reading and Comprehension

A 1 a 2 a 3 c

Graphic Aids

A 1 a 2 a 3 d 4 d 5 b

84 STANDARDIZED TEST PRACTICE: Math

1 a 2 c 3 b 4 c 5 a 6 b 7 a

A 1 6 2 2 3 5 4 4 5 3 6 5

86 ORAL REPORTS A.

87 MAKING DECISIONS

A 1 1 2 2 3 2 4 3 5 3 6 4 7 5

88 GRAPHIC AIDS: Diagrams

A 1 c 2 a 3 b

B 1 tilt 2 the sun

C Diagrams will vary.

89 GRAPHIC AIDS: Tables

A 1 5:40 P M

B 1 Cookmaster TM24 2 Cookmaster has

more power 3 Acme 224 4 New Age Z100

90 GRAPHIC AIDS: Bar Graphs

A 1 least 2 most 3 more 4 less

5 mid-priced

91 GRAPHIC AIDS: Double Bar Graphs

A 1 T 2 F 3 0 4 T 5 F 6 0 7 0

92 GRAPHIC AIDS: Line Graphs

A 1 rise 2 dip

B 1 a 2 c

93 GRAPHIC AIDS: Circle Graphs and Picture Graphs

A 1 business 2 communications

3 engineering 4 history 5 chemistry

6 foreign languages

B 1 T 2 F 3 F 4 0 5 F

94 GRAPHIC AIDS REVIEW

1 80 ° , literal 2 90 ° , literal 3 June 9, inferential 4 50 ° , literal 5 40 ° , literal

6 mild, inferential 7 USA, inferential

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B 1 Portland 2 warm and moist

3 very similar 4 yes 5 eastern Oregon

and Washington

97 GRAPHIC AIDS: More About Maps

A.

B 1 The line should be 3 inches long.

2 1/2 inch 3 3 miles 4 6 miles

5 Answers will vary.

A 1 The 5 items listed (Phoenix, Flagstaff, Grand

Canyon National Park, Yuma, Navajo National Monument) should be circled on the map.

B 1 Phoenix (D4) 2 north

3 south, highway 10 4 the Painted Desert

5 east to west

C Drawings will vary.

99 CREATING GRAPHICS AS STUDY AIDS

A 1 after World War I 2 after World War II

3 world peace 4 United Nations

B 1 improved 2 a cause 3 still troubled

C Diagrams will vary.

100 PICTURING IDEAS IN GRAPHIC FORM

Accept any reasonable graphic aid.

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GETTING STARTED/GETTING MOTIVATED

A good start is important for a successful study session It helps to have the

proper tools and a comfortable place to study Even more, it helps to be

mentally ready to begin

A. At some time or another, everyone procrastinates—puts

off an unpleasant task Understanding the reasons for

procrastination can help you overcome the problem

1 On the line, describe a recent task or activity you did not want to do.

2 Circle the reasons you did not want to begin the task

List any other reasons on the lines after the letter f.

a You weren’t sure you could do it

b You were afraid it would take too much time

c You had too many other things to do

d It did not seem important to you

e You were worried about being interrupted

f other reasons:

3 Promise yourself a reward at the end of a task This can

motivate you to get started Read the list of possible rewards

below Circle any that might motivate you On the lines after

the letter h, list any other rewards that might work for you.

a talk to a friend f take a nap

b exercise, play a sport g listen to a CD

c have a snack h other rewards that might motivate you:

d watch TV _

e play a video game _

B. Be realistic in what you expect from yourself Don’t set impossible

goals Expecting an A grade in your most difficult subject may be

unrealistic However, there are goals you can meet On the back of

this sheet, name a subject that is very hard for you Then list three

realistic goals for that class (For example, turning in all

assignments on time.)

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DISCOVERING HOW YOU LEARN

When you learn, you gain skills You can become skillful at all sorts of

things—from solving a math problem to hitting a baseball Three ways that

people learn (learning styles ) are listed below

LEARNING STYLE EXAMPLES

auditory—learn by hearing listen to a lecture or tape

visual—learn by seeing look at a diagram or picture, watch a video

kinesthetic—learn by doing make a model, do an experiment

To make the most of study time, identify your best learning style Then

take advantage of it! For example, if you are an auditory learner, try to

hear the material You might read your notes out loud or tape record

them and play them back If you are a visual learner, close your eyes

and picture the material

A. Imagine that a game called Snapball has become popular Look at

the phrases below First, circle your preferred methods for learning

the game Then write A (auditory), V (visual), or K (kinesthetic) on

the line next to each item you circled This should help you identify

your strongest learning styles

read a book or manual watch videotaped demonstrations watch it being played listen to recorded instructions

try playing it practice many times

look at diagrams make notes

B. Some learners like to work individually Others learn better in a

group Put a check ( ✓) by the ways you would choose to learn the

game of Snapball

learn it by yourself at home get a friend to learn it with you take a class take private lessons

C. On the back of this sheet, write sentences that (1) describe one or

two learning styles that are best for you, (2) tell whether you prefer

group or individual learning, (3) identify an activity you recently

learned to do or a subject you learned about, and (4) explain the

steps you took to learn it

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USING YOUR BEST LEARNING STYLES

Once you have discovered your best learning styles, make the most of the

information If you are an auditory learner, give yourself something to hear

If you are a visual learner, give yourself something to see If you are a

kinesthetic learner, give yourself something to do

A. Draw a line to match each method of study with a learning style

1 auditory learner a draw diagrams of main points

3 kinesthetic learner c say main points out loud

B. Think about the different people in your class, at your job, or on

your team To better understand learning styles, put yourself in an

instructor’s role Choose a subject or skill to teach (ideas: World

War II, free throw shooting, first aid) Write an assignment or

activity that would make the most of each learning style

SUBJECT OR SKILL:

1 Those who learn by hearing (auditory learners): _

_

2 Those who learn by seeing (visual learners): _

_

3 Those who learn by doing (kinesthetic learners): _

_

C. Answer these questions on the back of this sheet

1 What is the name of a favorite teacher?

2 How does he/she enable you to use your best learning style?

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BREAKING TASKS INTO PARTS

Sometimes a task can seem too huge to manage For example, think

about the job of cleaning out your closet or garage Wow! Forget it!

Study tasks can be the same way If an assignment or project seems

overwhelming, you might be tempted to put it off To handle a big task,

divide it into small, manageable parts or steps Break up the total time

you have until an assignment is due Set a deadline for accomplishing

each step Consider yourself a success as you complete each step!

A. If your teacher assigns a report, divide the work into manageable

parts Write the numbers 1 through 5 on the lines to show the logical

order for completing a written report (The first step has been

identified for you.)

Write your final copy

Edit and revise the first draft

Go to the library and take notes from readings

Write the first draft

Review your notes and prepare an outline for your report

B. When you have to learn many details, break

them into groups or clusters Study and learn

one group at a time Look at the list of nonsense

words in boldface and their made-up meanings

in the box How would you divide this list into

three groups before memorizing it? Group the

items on the lines below

glafnord = truck flemp = green deroster = nurse

welnik = yellow torster = librarian lormist = bus

remplater = teacher quemp = red clapfry = airplane

_ _ _ _ _

1

BIG QUEMP FIREGLAFNORD

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IMPROVING MEMORY: VISUALIZING

What happens if someone asks you to name everything in the living room of

your home? You will probably recall a mental picture of the room before

answering To visualize something is to create a picture of it in your mind

Mental pictures can help you remember information The crazier the picture,

the better! Why? We tend to remember things that are unusual For example,

if you keep forgetting to take your books to school, try this Visualize your

books chasing you out the front door of your house Every time you open the

door, see that image in your mind

A. Read the following list once Then cover the list Write as many items

as you can recall on the lines

B. Read the next list once This time take a moment to visualize each

item Then cover the list Write as many items as you can recall

C. How many items did you recall from Part A?

How many items did you recall from Part B? _

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IMPROVING MEMORY: USE IT OR LOSE IT

When faced with details to memorize, think about the

saying “Use it or lose it.” The best way to remember

information is to use it, or apply it One way to use

information is to write it down Taking notes, copying

names and dates, or writing spelling words can help

you remember them

You have two levels of memory Short-term memory is

what you keep in your mind for the moment You may

store a phone number in your short-term memory just

long enough to call it once Long-term memory is what

you know and can bring to mind whenever you want

The best way to move information from your

short-term memory to your long-short-term memory is to repeat

it—use it again and again Certain phone numbers are

stored in your long-term memory because you

repeatedly call them

A. Ask a classmate to tell you his/her phone number

Listen carefully to store the number in your

short-term memory Write the number on the line. Bring to mind a number you call often and

have stored in your long-term memory

Write that number on the line

B. Answer the following questions on the back of this sheet

1 Why would you be more likely to rememberyour locker combination than the dates ofthe Civil War?

2 Why do most people know how to correctlyspell their names?

3 You meet the new neighbors How can youmake sure their names are stored in yourlong-term memory?

4 Your golf instructor has showed you how toswing a driver How can you store the

information in your long-term memory?

5 You have a list of spelling words to learn.How can you store the correct spellings inyour long-term memory?

S H O R T T E R M M E M O R Y

R E P E A T R E P E A T R E P E A T

L O N G T E R M M E M O R Y

R E P E A T R E P E A T R E P E A T

=

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IMPROVING MEMORY: LINKING

Mnemonics (nee-MON-iks) are memory aids Linking is one helpful

mnemonic method Creating links between words helps you use one

word to bring to mind the next

turkey glove The turkey put on his glove before boarding the sailboat

sailboat giant prison The giant went to prison for stealing a lollipop

lollipop

Hint: To further aid memory, combine linking and

visualization Create a mental picture of thelinked words

A. Create mnemonic links between the words in

each list below (Study the examples as a model.)

B. Linking can help you recall numbers If you wanted to memorize the

phone number 224-8431 you might think: 2+2=4, eighty-four, thirty-one.

On the line, create a memory link for the phone number 612-1440

_

C. Visualize each mnemonic link in Part A Draw a picture of each

image on the back of this sheet

❵

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IMPROVING MEMORY: MORE MNEMONIC METHODS

Thenumber-shape systemcan help you remember phone numbers,

dates, and other important numbers Think of images or pictures for

each of the numbers from 1 to 10 Each image should have the same

shape as the number it represents For example, an image for the

number 8 might be a snowman

A. Draw a line to match each shape with the

B. Picture a swan swinging a golf club on a sailboat

What number would this image represent? _

C. Create your own shapes for each number Write the shape on the line

An acrosticis another mnemonic device It can help you remember lists

To create an acrostic, take the first letter from each word that you want to

remember Create a sentence or phrase in which each word begins with the

same letter as the words you want to recall For example, you might need to

learn the names of the last five U.S presidents This acrostic could help you:

Cars rarely beat city buses

Carter Reagan Bush Clinton Bush

D. Now think of an acrostic that would help you remember the first five

U.S presidents—Washington, Adams, Jefferson, Madison, and

Monroe Write your acrostic on the back of this sheet.

8

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A BASIC STUDY SYSTEM: THE SQ3R METHOD

If you feel your study lacks organization, the

SQ3R method might help you It has been around

since 1941, and it still works! The symbols SQ3R

stand for words that name different ways to study

See the chart below

S Survey Preview the material—look

at the title, read the firstparagraph, read all headings,read the last paragraph

Q Question Look for questions to answer as you

read Sources include end-of-chapter questions,questions from your instructor, worksheets, andheadings you can turn into questions

R Read Be an active reader Answer questions as you go along

R Recite Sayaloud the main points and the answers to your

questions to a friend or to yourself Then write them down.This shows you understand and helps you remember

R Review A few hours or even days later, go over the answers to

your questions This will keep the material fresh in yourmind It will help you store it in your long term memory

Use SQ3R to avoid test panic and last-minute study sessions The method

helps you organize your study as well as learn and remember material

Practice the first steps in the SQ3R method Choose a chapter from

any textbook On the back of this sheet, do the following:

1 SURVEY STEP: Write the title of the chapter Read headings

and first and last paragraphs Write down the main ideas youexpect to be covered in the chapter

2 QUESTION STEP: Write three questions that you expect the

chapter to answer You might find these already written at thebeginning or end of the chapter You might have to create thequestions yourself from section headings

SQ3R

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MORE PRACTICE WITH THE SQ3R METHOD

Review the five steps of the SQ3R method before you do the following activities

S=SURVEY Q=QUESTION R=READ R=RECITE R=REVIEW

A. Read the sentences Decide which step of the SQ3R

method the student is using Write the step on the

line (Hint: The steps appear out of order.) The first

one has been done for you

1 By reading the chapter title and the first and last

paragraphs, Jessie knows she will be learning howmountains are formed

2 “The three kinds of mountains include folded,

block, and volcano,” Jessie says aloud

3 Later that week, Jessie goes over the answers to

her questions

4 Jessie asks herself, “What are the three kinds of

mountains?”

5 As she reads the chapter, Jessie looks for the names

of the three types of mountains

B. Practice forming questions to guide your reading Write a question based

on each chapter heading below The first one has been done for you

1 HEADING: Inventions of Ancient Egypt QUESTION: _

2 HEADING: Daily Life in Ancient Egypt QUESTION:

3 HEADING: Egyptian Religion QUESTION:

4 HEADING: The First Pharaoh of Egypt QUESTION: _

5 HEADING: Making a Mummy QUESTION:

What were some inventions that came from ancient Egypt?

survey

SQ3R

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LEARNING HINTS FOR MATH

Some special study hints can help you in

mathematics class

A. Read the sentences Is each learning strategy

described correct or incorrect for use in math

class? Write C or I beside each item.

1 Don’t spend time on a problem you don’t

understand Move right on to the next one

2 If you get stuck, try to figure out problems

on your own

3 Be willing to guess and risk being wrong

4 Once you’ve solved a problem, make sure

you can solve some similar ones

5 Memorization techniques are of little use in math class

B. Use the key below to check your answers on Part A Put a star (★)

by correct items Read each explanation as you correct your work.

1 You can’t move on to a harder problem until you have

mastered an easier one

2 If you get stuck, get help! Find a teacher, tutor, or another

student to help you Watch an expert solve a problem

Then try to imitate the process.

3 Making mistakes and changing your mind is part of

learning

4 A page of math is often actually one problem presented in

different ways Find a pattern—one thing that happens in

all the problems

5 Memorization techniques and mnemonic devices can help

you learn math vocabulary and formulas

C. To take well-organized math notes, try this hint

Divide your page into two columns Keep words (definitions, rules, and tips) on the left Keep examples (sample problems and diagrams) on the right.

On the back of this sheet, make two columns In the column on the

left, explain a math rule or term In the column on the right, show a

problem or diagram as an example

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LEARNING HINTS FOR SCIENCE

To make science more interesting and

understandable, relate topics to your life

A. Science can be a great subject for

kinesthetic learners (those who learn

by doing) Suggest a kinesthetic

activity for each topic below

The first one has been done for you

1 the human heart:

2 life stages from caterpillar to butterfly: _

3 how light affects plants: _

4 how a lever works:

5 how vibrations make sound: _

B. For better understanding, take topics out of the classroom Read the

following list of topics For each, do one of the following: (1) Suggest a

place to visit that might further your learning, or (2) Check a TV

program listing and write the name of a program on the topic

1 animals of Africa: _

2 sea life:

3 solving energy problems:

4 forecasting the weather: _

C. Mnemonic devices can be helpful in science class This acrostic might

help a chemistry student recall four elements that are the building

blocks of life: No Handles On Cans (Nitrogen, Hydrogen, Oxygen, Carbon)

On the back of this sheet, write an acrostic for each of the following:

1 the parts of an eye (iris, pupil, lens, retina, optic nerve)

2 the main parts of a plant (roots, stem, leaves)

make a model

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LEARNING HINTS FOR LITERATURE

Your literature teacher may expect you to analyze

the works you read This means to break down the

work and look closely at its parts or elements

A. Most literature—short stories, plays,

novels, and sometimes poems—contains

basic elements Check your understanding

of these elements Solve the puzzle by

matching each element listed in the box

with a clue

ACROSS

1 The people in the story

4 The events of the story line

6 The main message; what the

story says about life

7 The eyes through which

something is written (whetherthe narrator is a character inthe story or an outside voice)

DOWN

1 The basic problem in the story

2 How the basic problem is solved

3 Techniques of writing an author uses (images, symbols, dialect,

short sentences, and so on)

5 Where and when the story takes place

B. To analyze a literary work, ask yourself questions about the elements

listed in Part A The more questions you ask, the more you will learn

about the work One question based on the element of character might

be: What changes does the main character go through?

Think of one question for each element listed in the box Write your

eight questions on the back of this sheet

3 2

7

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BUILDING YOUR VOCABULARY

A well-developed vocabulary can help you in nearly

every subject It is important not only in English class,

but in science, math, business, and music too One of

the best ways to build your vocabulary is to read,

read, and read some more!

A. Read a page in a newspaper or magazine On

the lines below, jot down three new or unfamiliar

words Make a guess at what you think each word

means Then look it up and write its dictionary

definition For the rest of this week, make a

point of using the new words in your writing or

conversation Remember, you store information

in your long-term memory by using it!

B. Two or more words with the same basic meaning are called

synonyms To build your vocabulary, try to replace commonly used

words with synonyms For example, rather than saying work you

might say labor, toil, or drudgery Write three synonyms for each of

the following words You may use a dictionary for help

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MORE VOCABULARY BUILDERS

Some words sound so much alike that people often misuse them

For example, the words personal and personnel are often confused

Personal has to do with a person’s private affairs

EXAMPLE: I keep my personal papers in my desk drawer

Personnel refers to people who work in an organization

EXAMPLE: The music store recently hired new personnel

A. Circle the correct word to complete each sentence

1 You may read the story silently or ( allowed / aloud )

2 Greg’s new camera takes great ( pictures / pitchers )

3 Everyone at the party was ( formerly / formally ) dressed

4 The city ( council / counsel ) meets on Tuesdays

5 I was on a diet, so I hurried ( passed / past ) the candy store

6 My vision was blurred, so I went to the ( optimist / optometrist )

7 We get energy from food rich in ( protons / proteins )

8 He was ( obsessed / abscessed ) with a desire for riches

B. Read the paragraph below Each boldfaced word

has been misused Write the correct word on the

line with the matching number The first one has

been done for you

I once had to go to the (1) hospitable. The doctors thought my left arm had a serious (2) brake in it They said they would operate and put a (3) medal rod in my arm I am not a (4) cowered, but I was a bit frightened However, I knew

I would (5) knead the operation sooner or (6) latter Finally, I (7) excepted

the doctor’s (8) advise I had the operation!

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THE TEXTBOOK: SPECIAL STUDY AIDS

Textbooks are designed to help students learn about a subject Authors

often provide special study aids to make information easy to find

A. Special textbook study aids are listed on the left Circle each word as

you find it hidden in the puzzle Words may go up, down, across, or

diagonally Check off words as you find them

B. Look through two textbooks On the chart below, check off the special

study aids each textbook contains

FEATURES:

table of contentsintroductionglossaryindexappendixheadingschartsgraphschapter summariesbeginning-of-chapter questionsend-of-chapter questions

chapter vocabulary word lists

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Introduction 2

A Note to the Student 5

UNIT ONE: DISCOVERING OUR LAND

Chapter 1: The First Americans 10 Chapter 2: European Exploration 22 Chapter 3: The Race for Land 41

UNIT TWO: ENGLAND AND THE NEW WORLD

Chapter 4: English Settlements 56 Chapter 5: The Thirteen Colonies 61

UNIT THREE: THE FIGHT FOR FREEDOM

Chapter 6: The Winds of Rebellion 81 Chapter 7: The American Revolution 95 Chapter 8: A New Government 114

1 What appears to be the subject of this textbook?

2 On what page does Chapter 7 begin?

3 What will that chapter be about?

4 Is this textbook divided into units? _ If so, what is the name

of the first unit?

5 Does this table of contents list any items other than units and

chapters? _ If so, name those items _

6 Does this table of contents provide subheadings that tell what you

will find within each chapter?

B. Select two textbooks that you have used this year Locate the table of

contents in each book On the back of this sheet, describe differences

in the details provided in the two tables of contents

At the front of most textbooks you will find a table of contents It outlines the

contents of the whole book It usually lists unit and chapter titles and gives

their page numbers You can use the table of contents as a quick reference

to find information A glance can tell you what to expect in the text and how

one chapter relates to another

A. Study the sample table

of contents Then answer

each question

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TEXTBOOKS: THE INDEX

You will find an index at the back of most textbooks This section

alphabetically lists names and ideas found within the book

After each listing, the index tells the page numbers

where information about that subject is found

A. Look at the index section below Then circle

a letter to complete each statement

Wilson, Woodrow, 132–134

Women

in the Civil War, 91; in Gulf War, 321;

rights of, 80, 114; in space, 31; in World War I, 128; in World War II, 154

World War I

air warfare, 129; alliances, 122–125;

events leading to, 119–121; major battles of, 125–127; peace treaty, 130;

United States in, 127

1 Index entries are listed in

a order of time b alphabetical order c order of importance

2 The sample appears to be an index section from a

a history textbook b biology textbook c personal finance textbook

3 You could find information about U.S President Wilson on

a page 129 b page 101 c page 132

4 If you were writing a report on women astronauts, you could

find information on

a page 91 b page 128 c page 31

B. Put a check (✓) beside the items that you would NOT find in an index.

1 chapter titles

2 names of people who are

mentioned in the book

3 word definitions

4 topics covered in the book

5 a list of the author’s other

works

6 page numbers

C. On the back of this sheet, describe three ways a textbook index is

different from the table of contents.

World War II

aerial bombing, 150; alliances, 139; D-Day, 160; events leading to, 137– 139; home effort, 150; major battles

of, 152; United States in, 149; V-E Day, 161

Wright, Orville and Wilbur, 101

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TEXTBOOKS: CHAPTER STUDY AIDS

Most textbooks provide study aids in each chapter These can help you

preview a chapter to learn what information you should look for The aids

can also help you review the chapter to check your understanding and

prepare for tests Look for these study aids in the chapters of your textbooks:

(1) headings and subheadings (4) visual aids: pictures, maps, charts, graphs(2) word lists (5) chapter summaries

(3) pre-reading questions (6) end-of-chapter questions

A. Each chapter title is written in bold print Circle the letter of a

heading most likely to be found in that chapter

1 How to Use Your Library:

a Using the Card Catalog

b Studying for Tests

c Improving Listening Habits

2 Solving Energy Problems:

a Building a Radio

b Using Wind Power

c How Sound Travels

3 Animals in Danger:

a Upsetting the Balance of Nature

b How Plants Grow

c What Are Mammals?

B. Find a word list at the start of any textbook chapter Write the book title

and the chapter title Then copy three words from the chapter word list

TEXTBOOK TITLE: CHAPTER TITLE: _ WORDS FROM LIST: _ _

C. Select any textbook for this activity First, review the list of study aids in

the box above Then circle all the aids you find in your textbook chapters.

If the chapters provide any other study aids, list them on the back of thissheet (For example, you might look for timelines, boxed features,

margin notes, lists of learning objectives, and so forth.)

Trang 31

GETTING THE MOST FROM YOUR TEXTBOOK: A REVIEW

Check your understanding of the special features of a textbook

Then, use them as you study

A. Circle a word or words to correctly complete each sentence

1 The glossary is a list of ( words and their definitions /

sources the author used for information )

2 A table of contents lists ( chapter titles and pages /

all topics covered in the book )

3 Near the end of a book, an appendix may provide

( a list of all topics covered in the book / additional information )

4 An index lists ( names and topics covered in the book /

new and unusual words )

5 Both a glossary and an index ( appear at the beginning of a book /

list entries in alphabetical order )

6 A table of contents and an introduction are both found

( at the beginning of each chapter / near the beginning of the book )

7 Visual aids include ( maps, charts, and graphs /

indexes, glossaries, and chapter questions )

8 At the end of a chapter, you would be likely

to find a ( table of contents / summary ).

9 The entries from all chapter word

lists might be listed together in a

( glossary / appendix ).

10 Chapter headings identify

( topics covered in the chapter /words that might be new or unfamiliar )

B. Which textbook study aids have you found most helpful?

Why? Write your answer on the back of this sheet

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SKIMMING FOR HIGHLIGHTS

It is wise to skim textbook material before you read it completely

Skimming means getting an overall view of the information

To skim a textbook chapter, read (1) titles, headings, and subheadings;

(2) introductory and concluding paragraphs; (3) the first sentence of every

paragraph (This is usually the topic sentence and will state the main idea.)

Skimming may also include looking at illustrations and graphics

After skimming a chapter, ask yourself what you know about

the material See if you can answer the end-of-chapter

questions Then go back and read for details

A. Skim the following paragraph

Read and circle the title Read

and underline the first and last

sentences On the line,write the

main idea in your own words

NO PLACE LIKE NEW ORLEANS

Known as the Queen City of the Mississippi, New Orleans, Louisiana, has always been an unusual place French colonists first settled there in

1718 Later, Spain gained rule Then France took charge again Buildings, food, and music reflected both French and Spanish styles New Orleans was also home to many slaves who had won freedom African-American culture blended with French and Spanish to make this a city like no other on Earth.

MAIN IDEA:

B. Skim a chapter from any one of your textbooks

1 On the back of this sheet, copy the chapter title and chapter headings

2 Read the introductory and concluding paragraphs of the chapter

3 Read the first sentence of every paragraph

4 If there are end-of-chapter questions, answer as many as you can If

there are no questions, write three things you learned from yourskimming

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SCANNING FOR INFORMATION

Scan a reading selection to quickly find a specific piece of information

(For example, you scan to find a word in the dictionary.)

Both skimming and scanning involve reading selectively

In other words, you read only the parts that will serve your

purpose When skimming, you cover highlights of the

whole reading When scanning, you stop reading once

you find the information you are looking for

A. Use the climate table to answer

the questions below

1 What is the normal winter low in Portland, Oregon? _

2 What is the normal summer high in Houston, Texas? _

3 How cold is it likely to get in a Juneau, Alaska, winter? _

4 How hot can you expect summer to be in New York city? _

5 Where is the temperature

most likely to fall below 0˚?

B. Did you skim or scan to answer the questions in Part A?

C. Write skim or scan to tell which method you’d use to read for the

following information

1 _ find Andrew Jackson listed in a history book index

2 _ learn about President Jackson’s administration

3 _ learn the date Andrew Jackson was born

4 _ find the address of Joe’s Clock Shop in the phone book

5 _ check a program guide to see when the local news is on TV

6 _ learn about the end of the Cold War

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LIBRARY SKILLS: HOW MATERIALS ARE ORGANIZED

Most school and public libraries contain circulating materials—those

you can check out Fiction and general nonfiction books are usually

circulating materials Reference materials and periodicals are usually

non-circulating materials You can use them only in the library

A. The Dewey decimal classification system uses numbers

to divide nonfiction material into 10 main categories:

DEWEY DECIMAL CLASSIFICATIONS

000–099 General Works 500–599 Science100–199 Philosophy 600–699 Technology (applied science)200–299 Religion 700–799 Fine Arts (art, music, sports, hobbies)300–399 Social Sciences 800–899 Literature

400–499 Languages 900–999 History

Write a letter to match each title below with a category number

2 Bonjour Mon Amis: Beginning French b 600–699

3 The Blue and the Gray: A Civil War History c 700–799

4 Medical Breakthroughs of the 20th Century d 800–899

5 Collected Poems of Robert Frost e 900–999

Each general Dewey decimal category is further divided into smaller

subjects Within Science (500–599), books about mammals have numbers

beginning with 599 Subjects are broken down further by adding decimal

numbers For example, 599.8 indicates a book about apes

You will find a Dewey decimal number on a book’s spine The same number

will appear on the computerized catalog or card catalog listing

B. Locate the Dewey decimal number on the spine of any nonfiction

library book On the back of this sheet, write the title of the book, the

Dewey decimal number, and the name of the book’s general category

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LIBRARY SKILLS: THE LIBRARY CATALOG

Each book in the library has a call number The first line shows the

Dewey decimal number It is followed by letters from the author’s name

EXAMPLE: 527.6

LAR

You can find library materials by using the catalog You will find the

catalog information on the library computer or on cards in a cabinet drawer

Alphabetized listings give the call numbers of each book in the library

Each book will have three listings—byauthor, by title, and by subject

A. To find each book described below, would you look under

author, title, or subject? Write your answer on the line.

The first one has been done for you

1 a book about skydiving

2 a book written by Charles Dickens

3 a book about Charles Dickens

4 a book of Halloween stories

5 a book called The First Halloween

6 a book written by Hal Owens

B. Study the entry to the right

It could appear on a card in

a catalog drawer or on a

computerized catalog Use

the information as you circle

each answer

1 The entry is: a an author listing b a title listing c a subject listing

2 The author is: a Walter Wilson b Healing Light c Ellis Strations

3 The publisher is: a Wilson, Walter b Lasers c New Press

4 The title is: a Wilson, Walter b Lasers: Healing Light c New Press

5 The call number of the book is: a 617.7 WIL b 617.7 c 121

617.7 Author: Wilson, Walter WIL

Title: Lasers: Healing Light Publisher: Chicago: New Press, 1995

121 p.: includes illus and index

1 lasers 2 medicine, technology

subject

Trang 36

NEWS

c back issues of the local paper

d a biology textbook

a a booklet on AIDS prevention

b a popular novel

LIBRARY SKILLS: NONBOOK MATERIALS

Important but often overlooked sources for research materials are microfilm and

microfiche In addition to digital documents, libraries reproduce and archive some

materials in microforms These items are photographed and reduced in size

They may be reproduced onmicrofilm, a tape that comes in reels They might

also appear on transparent cards called microfiche If stored properly, microforms

can last hundreds of years Microforms are ideal for storing copies of 18th and

19th century newspapers and census information

Microform items may be listed in the card catalog Other libraries list them in

a separate catalog You will need a special machine to read microforms Most

libraries also have printers to produce hard copies of the information

Me-chanical readers and printers usually have instructions However, you may

need help from a librarian

A. Study the information above Circle a letter to complete each statement

1 Material is stored in microform to

a make it easy to find b save space

2 Items you would likely find on microfilm include

a a year-old issue of your local newspaper

b a current best-selling novel

3 To read microfilm you must

a take it home b use a machine

4 To locate the microform material you should

a check catalog listings b wander around the library

B. The vertical file is another source of nonbook material This cabinet

holds pamphlets, booklets, and news and magazine clippings on

many topics In many libraries, vertical files are being replaced and

students are often referred to the Internet to locate information

Cross out the items you would not expect to find in a vertical file.

C. On the back of this sheet, write definitions of (1) microfilm, (2) microfiche,(3) mechanical reader, and (4) vertical file

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LIBRARY SKILLS REVIEW

A. To complete each statement, fill in the blanks with words from the box

vertical file call number Dewey decimal

1 The three types of catalog listings are _,

_, and _

2 Most city and school libraries arrange materials according to the

system

3 You can locate a book in the library by using the

4 Pamphlets and news clippings are stored by topic in the

_

B. Get to know your school or city library better by answering the questions below.(You may need to visit, call, or view the library’s Web site for information.)

1 Complete the following chart of library hours:

Sunday _ _ Thursday _ _Monday _ _ Friday _ _Tuesday _ _ Saturday _ _Wednesday _ _

2 For how long may a regular, circulating book be checked out? _

3 What is the daily fine for an overdue book? _

4 What is the library policy on lost books?

5 Can you search for books through the library’s Web site?

C. On the back of this sheet, make a map of your school or city library Show

at least four of the following: (a) checkout desk, (b) periodical (magazine)section, (c) card catalog, (d) computers, (e) copy machine, (f) microfilm

section, (g) librarian’s desk, (h) vertical file, (i) fiction books, (j) exits

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DICTIONARY SKILLS

Do you need to spell a word? Find out what it means? Learn how to

pronounce it? At some time, nearly everyone turns to a dictionary for help

A. Guide words appear at the top of each dictionary page All the entry

words on that page will fall alphabetically between the two guide words.These guide words head three separate dictionary pages:

footstep–forceful thicket–thirst tired–toad

Write the page number on which you would find each

of the following entry words

1 tissue 3 forbid 5 to

2 footwork 4 thimble 6 think

B. Write the meaning of each of the following dictionary abbreviations

(Hint: There is usually a guide to abbreviations at the front of the

dictionary.)

1 adj 4 pl

2 adv 5 prep

3 conj 6 pron

C. Choose words from the box to identify the parts of the dictionary

entry below Write the letter of each choice on a line

(a) definition (b) main entry word (c) part of speech (d) phonetic pronunciation (e) sentence example

D. On the back of this sheet, write dictionary entries for these nonsense

words: klimchuck, ogilvie, and humero Use the sample dictionary entry

as a model Remember to list your entries in alphabetical order

1 2 3 4 5

agile (aj´ l) adj moving with

quickness and ease; active; nimble

[The kangaroo is an agile jumper.]

e

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DICTIONARY SKILLS: DEFINING WORDS

A dictionary entry tells you how to spell a word It also

tells how a word is pronounced and what it means It

gives the word’s part of speech Often, the entry will

give an example of how to use a word This can help

you understand the definition

A. Study the following dictionary entries The

definitions will help you complete each sentence

below Circle the correct word in each sentence

1 The spider ( envelops / envelopes ) its victim in its web

2 The secretary addressed 300 ( envelops / envelopes ) in one day

3 The jewelry maker put each ring in a sealed ( envelop / envelope )

4 The huge coat seems to ( envelop / envelope ) your whole body

B. Circle the correct word in each sentence Use a dictionary to help you

with word meaning

1 Lansing is the state ( capital / capitol ) of Michigan

2 The airplanes were safely parked inside the ( hanger / hangar )

3 His big smile and happy ( manner / manor ) won him lots of friends

4 The judge ( waived / waved ) all charges and set the suspect free

C. Write an original sentence for each word you DID NOT circle in Part B.

Write your sentences on the back of this sheet

e

envelop (en vel´ p) v to cover on all sides; wrap up or wrap in

[The fog seemed to envelop the fishing boat.]

envelope (en´ v lop or on´ v lop) n 1 a folded paper cover in

which letters are sealed for mailing [Put the postage stamp on

the front of the envelope.] 2 any wrapper or covering [There is a

picture of the vegetable on the seed envelope.]

ee

Trang 40

DICTIONARY SKILLS: WORD HISTORIES

Dictionaries show the background and development of some entry

words These special notes are called word histories or etymologies

Notice that the sample entry below shows the word history in brackets

pony (po´ ne) n [L pullus young animal] 1. a smallhorse 2. [Slang] a horse at the race track 3. somethingsmaller than standard pl ponies

A. Write a letter to match each abbreviation

on the left with a language on the right

9 Sp, Span i Middle English

B. Read the words in the box below Write each word

on the line beside its historical origin

1 _ from the French word bouffer, meaning to puff

2 _ from the Middle English word halen, meaning

to pull

3 _ from the Greek word harmos, meaning joint

C. Look up these words in a dictionary: (1) margin, (2) ocean, (3) enthusiasm,(4) cripple, and (5) spider On the back of this sheet, write the historicalorigin of each word Then use each word in a sentence

Tiêu đề	Study skills 2
Tác giả	Three Watson
Trường học	Saddleback Educational Publishing
Thể loại	sách
Năm xuất bản	2008
Thành phố	Irvine

Định dạng
Số trang	111
Dung lượng	2,27 MB