III.       GOAL THREE. Develop a knowledge of vocabulary words commonly encountered on standardized aptitude and achievement tests, and specific strategies for scoring higher on such tests.

            A.  CONTENT OUTLINE

1.         Vocabulary practice lists which test for knowledge of synonymous meaning.

2.         Vocabulary practice exercises which test for knowledge of antonyms.

3.         Vocabulary practice exercises which test for knowledge of verbal analogies.

4.         A list of strategies for scoring higher on synonym, antonym, and analogy tests.

            B.         INSTRUCTIONAL MATERIALS

1.         File of appropriate practice exercises in selection or blackboard format for each type of question.

2.         Selections about the importance of vocabulary. See Selection 241, 242, 327, 329.

3.         A comprehensive list of strategies, with suitable illustrative exercises   for each.

            C.        TEACHING STRATEGIES

1.                  Develop motivation lessons to encourage students to attend to this instruction, perhaps by tying in this skill to the students’ own goals and   objectives, showing how it is necessary to score well on college entrance examinations and similar tests to open the doors of opportunity as wide as possible.

2.                  Have students read motivational information about vocabulary and success.

3.                  Present practice exercises for each question type for student instruction.

4.                  Present a comprehensive list of effective strategies gleaned, organized, and summarized, from the various handbooks for SAT and ACT preparation, etc., together with correlated practice exercises.

5.                  Let students create their own student-written verbal analogy questions following the directions in Selection 1290.

6.                  Let students create their own student-written general vocabulary questions following the directions in Selection 1290A.

7.                  Incorporate cooperative learning strategies where possible to increase student interaction with the material being used.

            D.        EVALUATION PROCEDURE

1.                  Student scores on practice tests.

2.                  Student scores on reading selections.

2.                  Credit for oral responses to class instruction.

3.                  Credit for notes kept on lists of strategies useful for answering the several types of verbal questions.

4.                  Evaluation of student-written verbal analogy questions.

5.                  Evaluation of student-written general vocabulary questions.