Study skills 2

STUDY
SKILLS

2


Three Watson
Irvine, CA 92618-2767
www.sdlback.com
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.
Pages labeled with the statement Saddleback Educational Publishing © 2008 are
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.
ISBN-10: 1-56254-216-8
ISBN-13: 978-1-56254-216-0
eBook: 978-1-60291-503-9
Printed in the United States of America
11 10 09 08 07
98765432


CONTENTS
1

GETTING STARTED/GETTING MOTIVATED

26

LIBRARY SKILLS REVIEW

2

DISCOVERING HOW YOU LEARN

27

DICTIONARY SKILLS

3

USING YOUR BEST LEARNING STYLES

28

DICTIONARY SKILLS: DEFINING WORDS

4

BREAKING TASKS INTO PARTS

29

DICTIONARY SKILLS: WORD HISTORIES

5

IMPROVING MEMORY: VISUALIZING

30

DICTIONARY SKILLS PRACTICE

6

IMPROVING MEMORY: USE IT OR LOSE IT

31

REFERENCE: THE ENCYCLOPEDIA

7

IMPROVING MEMORY: LINKING

32

REFERENCE: THE ATLAS

8

IMPROVING MEMORY: MORE
MNEMONIC METHODS

33

REFERENCE: THE THESAURUS

34

REFERENCE: PERIODICAL INDEXES

9

A BASIC STUDY SYSTEM: THE SQ3R METHOD
35

REFERENCE: ALMANACS AND YEARBOOKS

10

MORE PRACTICE WITH THE SQ3R METHOD
36

11

LEARNING HINTS FOR MATH

REFERENCE: DICTIONARY OF FAMOUS
QUOTATIONS

12

LEARNING HINTS FOR SCIENCE

37

A REFERENCE REVIEW

13

LEARNING HINTS FOR LITERATURE

38

THE BIBLIOGRAPHY

14

BUILDING YOUR VOCABULARY

39

USING A COMPUTER: A
GENERALVOCABULARY

15

MORE VOCABULARY BUILDERS
40

LEARNING ONLINE: INTERNET TERMINOLOGY

16

THE TEXTBOOK: SPECIAL STUDY AIDS
41

LEARNING ONLINE: USING THE INTERNET

17

TEXTBOOKS: TABLE OF CONTENTS

18

TEXTBOOKS: THE INDEX

19

TEXTBOOKS: CHAPTER STUDY AIDS

43

NOTE TAKING: OUTLINES

20

GETTING THE MOST FROM YOUR
TEXTBOOK: A REVIEW

44

NOTE TAKING: MORE OUTLINING PRACTICE

45

NOTE TAKING: MAPPING

21

SKIMMING FOR HIGHLIGHTS
46

NOTE TAKING: OTHER USEFUL METHODS

22

SCANNING FOR INFORMATION
47

NOTE TAKING: METHODS REVIEW

23

LIBRARY SKILLS: HOW MATERIALS
ARE ORGANIZED

48

NOTE TAKING: SELECTIVE LISTENING

24

LIBRARY SKILLS: THE LIBRARY CATALOG

49

STREAMLINING YOUR NOTES

25

LIBRARY SKILLS: NONBOOK MATERIALS

50

USING CONTEXT TO CLUE MEANING

42

NOTE TAKING: RECOGNIZING MAIN IDEAS
SUPPORTING POINTS

AND

i


51

CONTEXT CHANGES MEANING

76

MORE ESSAY TEST PRACTICE

52

USING INFERENCE AS A CONTEXT CLUE

77

ESSAY TESTS: WHEN TIME IS ALMOST UP

53

USING CONTEXT CLUES: CLOZE

78

ANTICIPATING TEST QUESTIONS

54

PREFIXES AND SUFFIXES: CLUES TO
MEANING

79

STANDARDIZED TESTS

80
55

READING RATE

STANDARDIZED TEST PRACTICE:
GRAMMAR AND PUNCTUATION

56

READING RATE: HABITS THAT CAN SLOW YOU
DOWN

81

STANDARDIZED TEST PRACTICE:
VOCABULARY AND SPELLING

CRITICAL THINKING: RECOGNIZING CAUSE
EFFECT

82

STANDARDIZED TEST PRACTICE:
READING AND COMPREHENSION

CRITICAL THINKING: RECOGNIZING FACT
OPINION

83

STANDARDIZED TEST PRACTICE:
GRAPHIC AIDS

59

CRITICAL THINKING: SIMILARITIES AND
DIFFERENCES

84

STANDARDIZED TEST PRACTICE: MATH

85

WRITING BETTER PAPERS

60

CRITICAL THINKING: SEQUENCING
86

ORAL REPORTS

61

CRITICAL THINKING: SUMMARIZING
87

MAKING DECISIONS

62

CRITICAL THINKING: MAKING INFERENCES

88

GRAPIC AIDS: DIAGRAMS

63

CRITICAL THINKING: MAKING PREDICTIONS
89

GRAPHIC AIDS: TABLES

64

VISUALIZING INFORMATION
90

GRAPHIC AIDS: BAR GRAPHS

65

VISUALIZING TO REMEMBER
DETAILS AND SOLVE PROBLEMS

91

GRAPHIC AIDS: DOUBLE BAR GRAPHS

92

GRAPHIC AIDS: LINE GRAPHS

93

GRAPHIC AIDS: CIRCLE GRAPHS AND
PICTURE GRAPHS

57

AND

58

AND

ii

66

RECOGNIZING WHEN YOU
KNOW ENOUGH

67

PREPARING FOR A TEST

68

RELIEVING TEST ANXIETY

94

GRAPHIC AIDS REVIEW

69

FOLLOWING WRITTEN DIRECTIONS

95

GRAPHIC AIDS: THE VOCABULARY OF MAPS

70

FOLLOWING SPOKEN DIRECTIONS

96

GRAPHIC AIDS: SPECIAL MAPS

71

TRUE/ FALSE TESTS

97

GRAPHIC AIDS: MORE ABOUT MAPS

72

MULTIPLE CHOICE TESTS

98

GRAPHIC AIDS: MAP-READING PRACTICE

73

COMPLETION TESTS

99

CREATING GRAPHICS AS STUDY AIDS

74

MATCHING TESTS

100

PICTURING IDEAS IN GRAPHIC FORM

75

ESSAY TESTS


ANSWER KEY
1 GETTING STARTED/GETTING MOTIVATED

14 BUILDING YOUR VOCABULARY

Answers will vary.

Answers will vary.

2 DISCOVERING HOW YOU LEARN
3

Answers will vary.
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.

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.

G
L
T A B L E O
P C
S
P
H
S
E
A A
N
R
D
Y
I
QU
X

R A P H
W
F CON
R
I N D E
L
I
T

S
E S T I
S

7 IMPROVING MEMORY: Linking
Answers will vary.

S

I
N
T E N T
H
R
X E
O
A
D
D
U
I
C
ON S T
G
I
S
O
N

S

U
M
M
A
R
I
E
S

B. 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.

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
B. Answers will vary.

9 A BASIC STUDY SYSTEM: The SQ3R Method 18 TEXTBOOKS: The Index
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
B., C. Answers will vary.
Answers will vary.

13 LEARNING HINTS FOR LITERATURE
1

2

C H A R A
O
E
N
S
F
O
4
L
P L O
I
U
6
C
T H
T
I

7
P O I
N

C T E R S
3

S
T
T
Y
L
E M E

19 TEXTBOOKS: Chapter Study Aids
A. 1. a 2. b 3. a
B., C. Answers will vary.

20 GETTING THE MOST FROM YOUR

12 LEARNING HINTS FOR SCIENCE

A.

A. 1. b 2. a 3. c 4. c
B. A check by 1, 3, and 5
C. Answers will vary.

5

S
E
T
T
N T O F V I E W
N
G

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
B. Answers will vary.

21 SKIMMING FOR HIGHLIGHTS
A. Wording will vary, but should approximate:
New Orleans is unique because of the blend
of cultures.
B. Answers will vary.

B. Answers will vary.

iii


22 SCANNING FOR INFORMATION

A. 1. 34° 2. 94° 3. 16° 4. 84° 5. Minneapolis,
Minnesota
B. scan
C. 1. scan 2. skim 3. scan 4. scan 5. scan
6. skim

23 LIBRARY SKILLS: How Materials Are
Organized
A. 1. c 2. a 3. e 4. b 5. d
B. Answers will vary.

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.
C. Answers will vary.

32 REFERENCE: The Atlas
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
B. Answers will vary.

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
MAGAZINE TITLES: 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.

26 LIBRARY SKILLS REVIEW
A. 1. author, subject, title 2. Dewey decimal
3. call number 4. vertical file
B., C. Answers will vary.

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
C. Answers will vary.

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
C. Answers will vary.

30 DICTIONARY SKILLS PRACTICE
A. 1. meteorologist 2. humidity
3. cumulus 4. precipitation
5. anemometer 6. hygrometer
B. Answers will vary.

31 REFERENCE: The Encyclopedia
A. 2. 2 3. 3 4. 19 5. 19 6. 18
B. Answers will vary.
C. 1. b 2. c 3. a

iv

S P OR T
E CONOMY
L
J WE A T H E
E
COU N T R I
C
H E

T
A I N V E N T
I
RG
S
O
T
R
U
N
S
MA P S
S T A T E S P
B I OGR A P H Y
S

S

G
O
R
V L
E S E A
L
RW
I ON S
G M
I
E
O N

N
T

B. Answers will vary.

36 REFERENCE: Dictionary of Famous
Quotations
A. 1. Benjamin Franklin 2. Charles Colton
3. H. D. Thoreau
B. Answers will vary.

37 A REFERENCE REVIEW
1

A.
2

B
3
O
E
O
N
K
C
I O N A R Y
F
C
6
Q

A T L A S
U
O
O
P
T
E
A
D
T
I
I
A
O
7
A L M A N A C
S

R
E
A
4
5
D I C T
E
H
R
E
S
S

G
A
U
U
I
R
D
U
E
S

B. Answers will vary.


38 THE BIBLIOGRAPHY

45 NOTE TAKING: Mapping

A. 1. T 2. T 3. T 4. F 5. F 6. T 7. T 8. F
9. F 10. F
B. Answers will vary.

A. Accept any reasonable mapping of the
paragraph provided.
B. Accept any paragaraph that could reasonably
be based on the outline provided.

39 USING A COMPUTER: A General

46 NOTE TAKING: Other Useful Methods

Vocabulary
A.
2
4

F L

1
3

A S H

E
N

5

T
E
6

O
F

A. Accept any reasonable pattern of the
paragraph provided.
B. Accept any reasonable timeline of a period in
U.S. history.

B
Y

T
L E

I

47 NOTE TAKING: Methods Review

T
W

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.

P R O G R A M
7
R
C D R O M
8

T
R

9

M E N U
R

A
S
12

10

D

11

S A V E
O
L

H A R D D R

13

I V E
C
T
O
E
N

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.

B. Answers will vary.

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.
C. Answers 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.

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

B., C. Answers will vary.

42 NOTE TAKING: Recognizing Main Ideas
and Supporting Points
50
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
51
B. Answers will vary.

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.

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.
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. Answers will vary.

v


53 USING CONTEXT CLUES: Cloze

62 CRITICAL THINKING: Making Inferences

A. 1. door 2. scent 3. problem 4. key
5. engine 6. driveway 7. clanking 8. block
9. turned 10. smart 11. lemon
B. 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

54 PREFIXES AND SUFFIXES: Clues to Meaning 63 CRITICAL THINKING: Making Predictions
A. 2. Senator 3. unemployment
4. international 5. non-profit 6. greatest,
government
B. Answers will vary.

A. 1. a 2. c
B. The person being coughed and sneezed on will
catch a cold.

64 VISUALIZING INFORMATION

55 READING RATE
A. 1. T 2. F 3. F 4. T 5. T 6. F 7. T
B. Answers will vary.

Drawings will vary.

65 VISUALIZING TO REMEMBER DETAILS
AND SOLVE PROBLEMS
Drawings will vary.

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. EFFECT: The vase arrived in perfect
condition. 2. CAUSE: Rachel did not invite
Connie to her party. EFFECT: Connie told
everyone Rachel was a bore. 3. CAUSE: Mark
changes the oil in his car every 3,000 miles.
EFFECT: His car runs perfectly.

B. 1. CAUSE: Lulu misses several practices.
EFFECT: She plays poorly in the game.
2., 3. Answers 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
B. Answers will vary.

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).

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
C. Answers will vary.

59 CRITICAL THINKING: Similarities

70 FOLLOWING SPOKEN DIRECTIONS
Answers will vary.

71 TRUE /FALSE TESTS

and Differences
A. SIMILARITIES: same height; same color hair
DIFFERENCES: Kim has shorter hair and is quieter 72
and more serious than Tammy.
B. Answers will vary.

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.

vi

A. 1. F 2. F 3. T 4. F 5. T
B., C. Answers will vary.
MULTIPLE CHOICE TESTS
A. 1. a 2. d 3. a
B. 1. b 2. a 3. c

73 COMPLETION TESTS
A. 1. botanist 2. orthodontist 3. Cartographers
4. dermatologist
B. capital letter at beginning of sentence
C. Answers will vary.

74 MATCHING TESTS
A. 1. d 2. f 3. b 4. a 5. c 6. e
B. 1. b 2. e 3. a 4. c 5. d
C. Answers will vary.


75 ESSAY TESTS
A. 1. c 2. e 3. b 4. a 5. d 6. f
B. 1. Describe 2. Explain 3. Summarize
4. Describe
C. In Part B underline: 1. three, 1900s 4. Act I,
Scene 1

76 MORE ESSAY TEST PRACTICE
A. 1. b 2. c 3. a
B., C. Answers will vary.

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.
B. Answers will vary.

78 ANTICIPATING TEST QUESTIONS
Answers will vary.

79 STANDARDIZED TESTS
A. 2. b 3. c 4. c 5. b 6. c
B. Answers will vary.

80 STANDARDIZED TEST PRACTICE:
Grammar and Punctuation
A. 1. b 2. a 3. c
B. 1. c
C. Answers will vary.

81 STANDARDIZED TEST PRACTICE:
Vocabulary and Spelling
A. 1. a 2. a 3. d
B. 1. c 2. a 3. b
C. Answers will vary.

82 STANDARDIZED TEST PRACTICE:
Reading and Comprehension
A. 1. a 2. a 3. c
B. Answers will vary.

83 STANDARDIZED TEST PRACTICE:
Graphic Aids
A. 1. a 2. a 3. d 4. d 5. b
B. Answers will vary.

84 STANDARDIZED TEST PRACTICE: Math
1. a 2. c 3. b 4. c 5. a 6. b 7. a

85 WRITING BETTER PAPERS
A. 1. 6 2. 2 3. 5 4. 4 5. 3 6. 5
B. Answers will vary.

86 ORAL REPORTS
A.

S T A T I S T I
P P NO T E C A
R L E C T E R N
A
C E
O
C
D
C
P
T
O
H
I
I

T
C
E Y E CON
E
S
N E R V

C S
R D S

C
T A C T
OU S

B. Answers will vary.

87 MAKING DECISIONS
A. 1. 1 2. 2 3. 2 4. 3 5. 3 6. 4 7. 5
B. Answers will vary.

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
C. Answers will vary.

90 GRAPHIC AIDS: Bar Graphs
A. 1. least 2. most 3. more 4. less
5. mid-priced
B. Answers will vary.

91 GRAPHIC AIDS: Double Bar Graphs
A. 1. T 2. F 3. 0 4. T 5. F 6. 0 7. 0
B. Answers will vary.

92 GRAPHIC AIDS: Line Graphs
A. 1. rise 2. dip
B. 1. a 2. c
C. Answers will vary.

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

vii

95 GRAPHIC AIDS: The Vocabulary of Maps
A. 1. b 2. a 3. f 4. j 5. i 6. g 7. c
8. e 9. d 10. h
B. 1. continents 2. latitude 3. hemisphere
4. equator 5. longitude

96 GRAPHIC AIDS: Special Maps
A. 1. b 2. a
B. 1. Portland 2. warm and moist
3. very similar 4. yes 5. eastern Oregon
and Washington
C. Answers will vary.

97 GRAPHIC AIDS: More About Maps
A.

1

C A P

I

2

3

T A L
S
E
C

4
H I G H W A Y
E
L
N
E
D

B. 1. The line should be 3 inches long.
2. 1/2 inch 3. 3 miles 4. 6 miles
5. Answers will vary.

viii

98 GRAPHIC AIDS: Map-Reading Practice
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.


NAME

DATE

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.

B.

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

_____________________________________

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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NAME

DATE

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.

B.

C.

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

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

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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NAME

DATE

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.

B.

Draw a line to match each method of study with a learning style.
1. auditory learner

a. draw diagrams of main points

2. visual learner

b. make a model

3. kinesthetic learner

c. say main points out loud

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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NAME

DATE

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.

1 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

GROUP 1

GROUP 2

GROUP 3

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

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BIG QUEMP FIREGLAFNORD

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NAME

DATE

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.

B.

C.

Read the following list once. Then cover the list. Write as many items
as you can recall on the lines.
pond

_____________________________

fork

_____________________________

cap

_____________________________

kitten

_____________________________

nose

_____________________________

computer

_____________________________

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.
turkey

_____________________________

bat

_____________________________

ferry

_____________________________

giant

_____________________________

prison

_____________________________

popsicle

_____________________________

How many items did you recall from Part A? ________
How many items did you recall from Part B? _________

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NAME

DATE

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.

S
H
O
R
T
T
E
R
M

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 shortterm memory to your long-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.

B.

M
E
M
O
R
Y

=
R
E
P
E
A
T

R
E
P
E
A
T

R
E
P
E
A
T

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

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.

______________________

Answer the following questions on the back of this sheet.
1. Why would you be more likely to remember
your locker combination than the dates of
the Civil War?
2. Why do most people know how to correctly
spell their names?
3. You meet the new neighbors. How can you
make sure their names are stored in your
long-term memory?
4. Your golf instructor has showed you how to
swing 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 in
your long-term memory?

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NAME

DATE

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
sailboat
giant
prison
lollipop

❵
❵

The turkey put on his glove before boarding the sailboat.

The giant went to prison for stealing a lollipop.

Hint: To further aid memory, combine linking and
visualization. Create a mental picture of the
linked words.

A.

Create mnemonic links between the words in
each list below. (Study the examples as a model.)
1. pie
hammer
poodle

❵

_____________________________________________
_____________________________________________

2. banjo
nickel
merry-go-round
cemetery

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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NAME

DATE

IMPROVING MEMORY: MORE MNEMONIC METHODS
The number-shape system can 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.

B.
C.

Draw a line to match each shape with the
number it resembles.
golf club

1

skinny man and fat man

2

sailboat

4

pencil

6

swan

10

8

Picture a swan swinging a golf club on a sailboat.
What number would this image represent?

_________

Create your own shapes for each number. Write the shape on the line.
1 = ___________________________

6 = ___________________________

2 = ___________________________

7 = ___________________________

3 = ___________________________

8 = ___________________________

4 = ___________________________

9 = ___________________________

5 = ___________________________

10 = ___________________________

An acrostic is 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

D.

Reagan

Clinton

Bush

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.

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Bush

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NAME

DATE

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

SQ3R

Preview the material—look
at the title, read the first
paragraph, 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, and
headings you can turn into questions.

R

Read

Be an active reader. Answer questions as you go along.

R

Recite

Say aloud 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 your
mind. 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 you
expect 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 the
beginning or end of the chapter. You might have to create the
questions yourself from section headings.
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