Teaching ACT Reading Strategies
As part of my job as a freelance writer, I often submit writing samples as part of my application portfolio. The example below represents a page from an ACT tutor guide. The tutor would use this guide to structure activities and lessons for students studying to take the ACT.
When you took the ACT Reading Test for the first time, you likely fell into the same trap that currently snares many of your students:
You read the entire passage before even glancing at the questions.
This strategy is incorrect for many reasons. Here are the top three you must convey to your students before diving into this chapter’s test strategies:
1. The reading skills test takers use on the ACT Reading Test are entirely different than those they use in the classroom.
a. What you can say: “Reading in English class and reading on the ACT are two different beasts.”
2. Due to raised stress levels, test takers are likely to forget much of what they read as soon as they start answering questions. Returning to the text for answers, they waste even more time.
a. What you can say: “Even if you possess a photographic memory, there is not enough time to carefully read all four passages and answer all 40 questions.”
3. The questions do not cover everything in the text.
a. What you can say: “If a sentence or paragraph is not important to answering any of the questions, why use precious seconds reading it?”
Once your students understand these fundamental ideas, have them dive into Strategy #1.
Strategy #1: Start at the Beginning and the End
To put it another way, test takers should begin a reading passage by scanning the first and last paragraphs and writing a summary for each. Scanning/summarizing reveals both the passage's issues and how they resolve. After you introduce this strategy, lead the following activity:
1. Explain that students have 30 seconds to read the first paragraph of a passage. Before the 30 seconds finishes, they should jot down a brief phrase (no more than 6-7 words) that summarizes the passage’s plot, main idea, or central issue.
2. Give students 30 seconds to read and write their phrase. Do this activity with them.
3. Ask students to share their phrases. If a whiteboard is available, write them there.
4. Over 2-3 minutes, have students discuss which phrase they believe is the best summary. Write their reasons on the board.
5. Tell students that they are going to do the activity again with the passage’s final paragraph. However, their phrase should summarize the passage’s resolution, call to action, or enduring question.
6. Repeat steps 2-4 for the final paragraph.
Ask that each time students begin a reading passage, they dedicate one minute to summarizing the passage’s beginning and end. Emphasize that writing summaries primes their brains for the 10 questions to come and that it will also help them succeed with the following strategies.