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®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsContentsHow to Use the GED ® Test Prep HandbookGED ® Language Arts, Reading Test Lesson PlansGED ® Social Studies Test Lesson PlansGED ® Science Test Lesson PlansGED ® Language Arts, Writing Test Lesson PlansGED ® Mathematics Test Lesson PlansiiiRD-1SS-1SC-1WR-1MA-1Appendix A: Teaching Strategies A-1Appendix B: Test-Taking Strategies B-1Appendix C: Related New Readers Press GED ® Resources C-1For ease of coordinating the lesson plans and the corresponding Appendixstrategies, place printed modules in a binder.Copyright © 2012 New Readers PressThis handbook may be photocopied for classroom use only. All other rights reserved.© New Readers Press.GED ® and GED Testing Service ® are registered trademarks of the AmericanCouncil on Education (ACE). They may not be used or reproduced withoutthe express written permission of ACE or GED Testing Service. The GED ®and GED Testing Service ® brands are administered by GED Testing ServiceLLC under license from the American Council on Education.www.newreaderspress.com/ged/testprepii

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsHow to Use the GED ® Test Prep HandbookThe GED ® Test Prep Handbook has been developed by New Readers Press as a curriculumto target critical test preparation skills needed to pass the GED ® tests. You can downloadthe entire handbook (58 pages) or individual test modules. All of the components of thishandbook are available as free, downloadable PDFs at www.newreaderspress.com/ged/testprep. For ease of coordinating the lesson plans and the corresponding Appendixstrategies, place printed modules in a binder.What is the purpose of the handbook?Students who take other major high-stakes tests often supplement their contentinstruction with test prep courses and materials. GED learners have access to a wide rangeof instructional materials, but the “missing piece of the puzzle” is direct test preparation.To meet that challenge, New Readers Press has published an innovative instructionalseries called Pass the GED ® —Five Steps to Test Success. These five instructionalworkbooks target critical GED test-taking skills and provide full-length practice tests tosimulate the actual test. This GED ® Test Prep Handbook provides GED instructors withlesson plans to help implement the Pass the GED ® curricula in the classroom.What is in this handbook?The handbook consists of modules containing lesson plans for each of the five GEDtests: Language Arts, Reading; Social Studies; Science; Language Arts, Writing; andMathematics. In addition, three appendices present teaching- and test-preparationstrategies as well as additional GED resources available from New Readers Press.How can I work with this handbook?For maximum flexibility, the modules contain short lessons. That means that thehandbook can be used in one of two ways:1. Lessons can be integrated into classroom instruction. For example, the GED ®Language Arts, Reading Test Lesson Plans are organized into seven sections. Belowis a suggested method for implementation, which could apply to any of the fivetest areas:Integrate into Regular Instruction1. Understand the Reading Test2. Answer Reading Test Questions3. Practice Reading Test FeaturesPrepare for Full-Length Practice Test4. Discuss Time-Management, Stress-Management, and Test-Taking Strategies5. Determine Test-Taking Style and Warm Up for Test Practicewww.newreaderspress.com/ged/testprepiii

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsAdminister the Practice Test and Use Results to Improve Performance6. Take a Timed, Full-Length Practice Test7. Use Test Results to Target Areas for Improvement2. Lessons can be administered as a test-prep course in the month or two beforestudents take or retake the GED tests. Sometimes referred to as a “Boot Camp” or“Fast Track,” such a class focuses on test-taking skills and strategies.If the lessons are offered in a test-prep course, how can I organize them?There are several approaches to choose from. As a rule, it is best to group the reading,social studies, and science modules together because of the similarity of cognitive levelsand the reinforcement of question formats across these three tests.• One method of implementation is to complete the reading, social studies, andscience test preparation first—since in general these are the tests that are easier forstudents to pass. Teachers can then move on to the writing and mathematics testsin order to provide focused test preparation in those areas closer to the time ofactual testing.• Another approach is to begin with the mathematics and writing modules. Since thePass the GED ® workbooks contain full-length practice tests and provide a PersonalStudy Planner at the end of each book, you may find that students need more timeto remediate specific skill areas before they take the tests. Using this approach,students will be able to concurrently work on targeted math and writing skills whilethey are finalizing their test prep in reading, science, and social studies.How can I find out more about the Pass the GED ®workbooks?Basic information on the series can be found at www.newreaderspress.com > GED ® Test Preparation > Pass theGED. You can also order the workbooks from that page.To preview the workbooks, you can go to the NewReaders Press GED ® Teacher Resource Center at www.newreaderspress.com/GED.In the blue-shaded box in the right center of the screen,click on Pass the GED ® . At the page that opens, you candownload and print out tables of contents and samplelessons to preview each of the five books. There is also anorder link at the top of the web page.Best of luck in helping your students to take thisimportant step and PASS THE GED TESTS!www.newreaderspress.com/ged/testprepiv

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsGED ® Language Arts, Reading Test PreparationLesson PlansContents Time Page1. Understand the Reading Test 15 minutes RD-22. Answer Reading Test Questions 120 minutes RD-23. Practice Reading Test Features 120 minutes RD-44. Discuss Time-Management, Stress-Management, andTest‐Taking Strategies45 minutes RD-55. Determine Test-Taking Style and Warm Up for Test Practice 35 minutes RD-56. Take a Timed, Full-Length Practice Test 80 minutes RD-67. Use Test Results to Target Areas for Improvement 45 minutes RD-7TextTotal time:Pass the GED ® Language Arts, Reading Test, New Readers Press7 hours 40 minutesAdditional Resources Used in Lesson PlansAppendix A: Teaching Strategieswww.newreaderspress.com/ged/testprepAppendix B: Test-Taking StrategiesGED ® Teacher Resource Centerwww.newreaderspress.com/ged/testprepwww.newreaderspress.com/gedwww.newreaderspress.com/ged/testprep Language Arts, Reading RD-1

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests1. Understand the Reading TestTime: 15 minutes: Pass the GED ® Language Arts, Reading Test, pages 2–31. Have students ask questions that they have about the GED Reading Test. List thequestions as they pose them. Encourage students to think about the test contentand the testing environment.2. Assign students to read Frequently Asked Questions, pp. 2–3, and to fill out YourTurn at the bottom of page 3.3. Review students’ original questions, determine if they were answered by the FAQs,and discuss any outstanding issues.Note: If students ask questions that you cannot answer, encourage those who areon Facebook to pose questions on the GED Testing Service Facebook page. Youcan find a link to the GED Testing Service Facebook page in the New Readers PressGED Teacher Resource Center: www.newreaderspress.com/ged > GED TestingService Information > GEDTS on Facebook.2. Answer Reading Test QuestionsPart 1: Model The Thinking Process: Analyze the Writer’s WorkTime: 30 minutes: Pass the GED ® Language Arts, Reading Test, pages 8–9Page 8:1. Introduce this lesson by explaining that there are four different types of questionson the Reading test: comprehension questions, application questions, analysisquestions, and synthesis questions. This lesson deals with analysis questions.• Use the scaffolded lesson structure of Analyze the Writer’s Work and thethink-aloud technique to model answering analysis questions. You can findinformation about using scaffolded instruction and the think-aloud technique inAppendix A: Teaching Strategies (pp. A-2 and A-8).2. Ask a student to read aloud the introductory paragraph on page 8 to highlight theimportance of this skill on the Reading test. Point out that 30–35% of the questionson the Reading test are analysis questions.3. Use the think-aloud technique with the example on page 8 to model answeringanalysis questions. Below are some suggestions:• Model restating the key points of the story: the person starts off running; theperson stops because he/she hears a crowd having fun; he/she stops to watch aconjurer (magician); he/she doesn’t have any money to give.• Model using the narrow-and-eliminate strategy described in Appendix A(p. A-9) by reading each answer, comparing it to the details of the story, thenclassifying it as either a possible correct answer or not a correct answer. Use thenotes in Answer and Explanation for guidance.www.newreaderspress.com/ged/testprep Language Arts, Reading RD-2

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests4. Work through the Try It Yourself problem as a class. Use the same strategy youmodeled using the think-aloud technique. Ask students to reread the passage,paying close attention to the phrase “my feet dragged as my heart was pulledtowards them.” Ask students what the phrase “to drag your feet” means. Askstudents when people drag their feet. Ask students, based on their responses,which answer is most likely correct.5. Be sure that students support their answer choices by answering the questions inthe shaded Think It Through box.6. Have the class compare their explanations with the ones given in Answer andExplanation.Page 9:7. Assign the Practice questions.Left Column: Assign the questions.• Require that students both answer the test questions and respond to thequestions in the shaded boxes. Explain that the shaded box questions help themdevelop the reasoning skills they need to pass the Reading test.• Check answers and discuss students’ explanations.Right Column: Assign the questions in the right column.• Have students work in pairs to check and explain their answers.Part 2: Additional Practice. Use the same process with the remaining three ReadingThinking Skills lessons for independent work in class or as homework assignments.Time: 30 minutes per lesson: Pass the GED ® Reading Test, pages 4–7, 10–111. Before students begin, explain why each lesson topic is important to test success.(See information below in parentheses.)• Comprehension questions, pp. 4–5 (20% of the test questions arecomprehension questions). 4 practice questions. Goal: 3–4 correct.• Application questions, pp. 6–7 (15% of the test questions are analysis questions).4 practice questions. Goal: 3–4 correct.• Synthesis questions, pp. 10–11 (30-35% of the test questions are evaluationquestions). 4 practice questions. Goal: 3–4 correct.2. If students are working independently, explain the importance of reading theintroduction for each lesson. The introduction gives valuable clues on how toapproach the question type. Point out that the introduction to Synthesize WhatYou Read (p. 10) states that students will have to interpret things like tone andpoint of view, and will also have to combine information from the passage withother information they already know.3. Tell students to check their answers and track how many questions they get correctin each lesson. Explain that they should aim for more than 60% correct answers.4. Encourage students to share which lessons were problematic.www.newreaderspress.com/ged/testprep Language Arts, Reading RD-3

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests3. Practice Reading Test FeaturesPart 1: Model The Thinking Process: Use the Purpose QuestionsTime: 30 minutes: Pass the GED ® Language Arts, Reading Test, pages 12–13Page 12:1. Introduce the lesson by explaining to students that each Reading test selection ispreceded by a purpose question.• Use the scaffolded lesson structure of Use the Purpose Questions and the thinkaloudtechnique to model using the purpose question. You can find informationabout using scaffolded instruction and the think-aloud technique in Appendix A(pp. A-2 and A-8).2. Ask a student to read aloud the introductory paragraph to highlight the importanceof using the purpose questions on the Reading Test.3. Use the information in Think It Through as you think aloud before you read andafter you read. As you read, identify the details that respond to the purposequestion.4. Work through the Try It Yourself problem as a class.• Ask a student to read aloud the purpose question. Ask students what theywill be reading about. Ask them to write their responses in Think It Through:Before I Read.• Ask a student to read aloud the first paragraph. Ask students to identify thedetails in the first paragraph that respond to the purpose question. Repeat thisprocess for paragraphs 2 and 3.• Ask students how the purpose question kept them focused. Ask students towrite their responses in Think It Through: After I Read.Page 13:5. Assign the Practice questions. Require that students both answer the test questionsand respond to the questions in the shaded boxes.6. Have students work in pairs to check and explain their answers.Part 2: Additional Practice. Use the same process with the remaining three ReadingTest Features lessons for independent work in class or as homework assignments.Time: 30 minutes per lesson: Pass the GED ® Language Arts, Reading Test, pages 14–191. Before students begin, point out the goals for each lesson:• Answer Questions About Specific Lines, pp. 14–15: 3 practice questions.Goal: 2–3 correct.• Read Poetry Selections, pp. 16–17. 4 practice questions. Goal: 3–4 correct.• Read Drama Selections, pp. 18–19. 3 practice questions. Goal: 2–3 correct.2. If students are working independently, stress the importance of reading theintroduction for each lesson. The introduction gives valuable clues about whatwww.newreaderspress.com/ged/testprep Language Arts, Reading RD-4

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Testsstudents need to know and do to answer questions correctly. For example, theintroduction for Read Drama Selections (p. 18) indicates that students may beasked about stage directions as well as the actual dialogue between characters,and they may be asked to interpret the actions of the characters.3. Tell students to check their answers and track how many questions they get correctin each lesson. Explain that they should aim for more than 60% correct answers.4. Encourage students to share which lessons were problematic.4. Discuss Time-Management, Stress-Management, and Test-TakingStrategiesTime: 45 minutes: Pass the GED ® Language Arts, Reading Test, page 24; Appendix B:Test-Taking Strategies1. Have students take turns reading aloud each strategy from Pass the GED ®Language Arts, Reading Test, page 24.• Encourage students to identify the strategies they think they will use. Discussany questions they have.2. Make copies of Appendix B: Test-Taking Strategies for each student and passthem out.3. Have students take turns reading aloud each strategy from Appendix B: Test-TakingStrategies, Time-Management Strategies (p. B-1).• Encourage students to identify the time-management strategies they think theywill use. Discuss any questions they have.4. Have students take turns reading aloud each strategy from Appendix B: Test-TakingStrategies, Stress-Management Strategies (p. B-2).• Encourage students to identify the stress-management strategies they thinkthey will use. Discuss any questions they have.5. Ask students to share their own test-taking, time-management, and stressmanagementstrategies. Encourage students to add their own strategies to theAppendix.5. Determine Test-Taking Style and Warm Up for Test PracticePart 1: Determine Your Test Taking StyleTime: 15 minutes: Pass the GED ® Language Arts, Reading Test, pages 20–211. Have students read the introduction and the descriptions of the two different stylesfor answering Reading test questions.2. Discuss any questions students may have about the two styles.• Have students identify which style they will use.www.newreaderspress.com/ged/testprep Language Arts, Reading RD-5

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests• Have students read the shaded boxes on pages 20 and 21, then use theirpreferred test-taking style to read the passage and answer the questions onpage 21.• Have students share their thoughts about the style they chose, including whatworked, what didn’t work, and modifications they would make.3. Have students complete the Test-Taking Style Self-Evaluation at the bottom ofpage 21. If students want to try a different style or make modifications, they can doso on the Practice Test Warm-Up Exercises.Part 2: Practice Test Warm-Up ExerciseTime: 20 minutes: Pass the GED ® Language Arts, Reading Test, pages 22–231. Assign the Practice Test Warm-Up Exercise, p. 22.2. Review the Answers and Explanations, p. 23, as a class and debrief the results.3. Ask students if they would like to make additional modifications to their test-takingstyles.4. Have students fill in the Warm-Up Self-Evaluation, p. 23, and discuss results withthem individually.6. Take a Timed, Full-Length Practice TestFollow the process to Administer and Debrief the Practice Test found in Appendix A:Teaching Strategies (p. A-9). Below are additional pieces of information to cover duringthe administration of the test.Part 1: Preview the Practice TestTime: 15 minutes: Pass the GED ® Language Arts, Reading Test, page 251. Tell students that they will have 65 minutes to take the test.2. Explain that they will need a minimum of 26 questions correct to pass with a scoreof 410. Explain that while they can pass the test of with a score of 410, they willneed a total score of 2250 across all tests to pass the GED. This averages out to ascore of 450 on each test. To get a score of 450 on the Reading test, students needabout 30 questions correct.Part 2: Administer the Practice Test. Assign timed test in class or for homework.Time: 65 minutes: Pass the GED ® Language Arts, Reading Test, pages 26–37Administer Practice Test (pp. 26–37) in class, if possible, or assign as homework ifnecessary. If assigned as homework, review the guidelines for administering the practicetest found in Administer and Debrief the Practice Test in Appendix A (p. A-9).www.newreaderspress.com/ged/testprep Language Arts, Reading RD-6

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests7. Use Test Results to Target Areas for ImprovementPart 1: Check AnswersTime: 45 minutes: Pass the GED ® Language Arts, Reading Test, pages 25 and 40–441. Have students check their answer sheets (page 25) with the Answer Key on pages40–44.2. Follow the guidelines for debriefing the practice test found in Administer andDebrief the Practice Test in Appendix A (p. A-9).Part 2: Fill in the GED Personal Coach and Make Study PlansTime: 10 minutes per student: Pass the GED ® Language Arts, Reading Test, pages 25and 38–391. Have students use their corrected answer sheets (page 25) to fill in the chart onpage 38.2. Use the instructions on page 38 to help students determine whether or not theyare ready to take the GED Reading Test.• If a student is not ready, use the results to assign work in the appropriateScoreboost books listed at the bottom of page 38. You can find Tables ofContents for these books in the online sampler in the New Readers PressGED Teacher Resource Center, www.newreaderspress.com/ged > Scoreboost3. Work with students to fill out the Personal Study Planners on page 39, and writestudy assignments on the chart on the bottom of the page.4. Additional interactive classroom activities can be found in the in the New ReadersPress GED Teacher Resource Center, www.newreaderspress.com/ged > FreePre‐GED and GED Activities > Language Arts, Readingwww.newreaderspress.com/ged/testprep Language Arts, Reading RD-7

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsGED ® Social Studies Test Preparation Lesson PlansContents Time Page1. Understand the Social Studies Test 15 minutes SS-22. Answer Social Studies Test Questions 120 minutes SS-23. Practice Social Studies Graphic Skills 120 minutes SS-44. Discuss Time-Management, Stress-Management, and Test-Taking Strategies45 minutes SS-55. Determine Test-Taking Style and Warm Up for Test Practice 35 minutes SS-66. Take a Timed, Full-Length Practice Test 85 minutes SS-67. Use Test Results to Target Areas for Improvement 45 minutes SS-7TextTotal time:Pass the GED ® Social Studies Test, New Readers Press7 hours 45 minutesAdditional Resources Used in Lesson PlansAppendix A: Teaching Strategieswww.newreaderspress.com/ged/testprepAppendix B: Test-Taking StrategiesGED ® Teacher Resource Centerwww.newreaderspress.com/ged/testprepwww.newreaderspress.com/gedwww.newreaderspress.com/ged/testprep Social Studies SS-1

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests1. Understand the Social Studies TestTime: 15 minutes: Pass the GED ® Social Studies Test, pages 2–31. Have students ask questions that they have about the GED Social Studies test.List the questions as they pose them. Encourage students to think about the testcontent and the testing environment.2. Assign students to read Frequently Asked Questions, pp. 2–3, and to fill out YourTurn at the bottom of page 3.3. Review students’ questions, determine if they were answered by the FAQs, anddiscuss any outstanding issues.Note: If students ask questions that you cannot answer, encourage those who areon Facebook to pose questions on the GED Testing Service® Facebook page. Youcan find a link to the GED Testing Service Facebook page in the New Readers PressGED Teacher Resource Center: www.newreaderspress.com/ged > GED TestingService Information > GEDTS on Facebook.2. Answer Social Studies Test QuestionsPart 1: Model the Thinking Process. Apply What You LearnTime: 30 minutes: Pass the GED ® Social Studies Test, pages 6–7Page 61. Introduce this lesson by explaining that there are four different types of questionson the Social Studies test: comprehension questions, application questions, analysisquestions, and synthesis questions. This lesson deals with application questions.• Use the scaffolded lesson structure of Apply What You Learn and the thinkaloudtechnique to model answering application questions. You can find moreinformation about using scaffolded instruction and the think-aloud technique inAppendix A: Teaching Strategies (pp. A-2 and A-8).2. Ask a student to read aloud the introductory paragraph on page 6 to highlightthe importance of this skill on the Social Studies test. Point out that 20% of thequestions on the test are application questions.3. Use the think-aloud technique with the example on page 6 to model answeringapplication questions. Below are some suggestions:• Model restating the important details of a monopoly: it is a company; it is theonly producer of a good or provider of a service.• Model using the narrow-and-eliminate strategy described in Appendix A(p. A-9) by reading each answer and then classifying it as either possibly fittingthe definition or not fitting the definition.• Even though the first answer fits the definition, stress that students mustevaluate each choice because another one may also seem possible. If thereappears to be more than one possible answer, they should evaluate each oneand choose the answer that best fits the definition.www.newreaderspress.com/ged/testprep Social Studies SS-2

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests4. Work through the Try It Yourself problem as a class. Use the same strategy youmodeled with the think-aloud technique. Begin by asking students to identify theimportant details in the given definition: different levels of government, one levelgives powers to the other. Ask students to use the narrow-and-eliminate strategyto evaluate each answer choice.5. Be sure that students support their answer choices by answering the questions inthe shaded Think It Through box.6. Have the class compare their explanations with the one given in Answer andExplanation.Page 77. Assign the Practice questions.Left Column: Assign the questions.• Require that students both answer the test questions and respond to thequestions in the shaded boxes. Explain that the shaded box questions help themdevelop the reasoning skills they need to pass the GED Social Studies test.• Check answers and discuss students’ explanations.Right Column: Assign the questions in the right column.• Have students work in pairs to check and explain their answers.Part 2: Additional Practice. Use the same process with the remaining three SocialStudies Thinking Skills lessons for independent work in class or as homeworkassignments.Time: 30 minutes per lesson: Pass the GED ® Social Studies Test, pages 4–5, 8–111. Before students begin, explain why each topic is important to test success.(See information below in parentheses.)• Comprehension questions, pp. 4–5 (20% of the test questions arecomprehension questions). 4 practice questions. Goal: 3–4 correct.• Analysis questions, pp. 8–9 (40% of the test questions are analysis questions).4 practice questions. Goal: 3–4 correct.• Evaluation questions, pp. 10–11 (20% of the test questions are evaluationquestions). 4 practice questions. Goal: 3–4 correct.2. If students are working independently, explain the importance of reading theintroduction to each lesson. The introduction gives valuable clues on how toapproach the question type. Point out that the introduction to Evaluate What YouRead (p. 10) states that students will have to determine if specific informationsupports a conclusion or a generalization. This means students will need tocompare the conclusions to the specific information in the passage.3. Tell students to check their answers and track how many questions they get correctin each lesson. Explain that they should aim for more than 60% correct answers.4. Encourage students to share which lessons were problematic.www.newreaderspress.com/ged/testprep Social Studies SS-3

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests3. Practice Social Studies Graphic SkillsPart 1: Model the Thinking Process: Read GraphsTime: 30 minutes: Pass the GED ® Social Studies Test, pages 14–15Page 141. Introduce this lesson by explaining that 40% of GED Social Studies questions arebased on some type of graphic: a graph, timeline, editorial cartoon, photograph,or map.• Use the scaffolded lesson structure of Read Graphs and the think-aloudtechnique to model answering questions with graphs. You can find informationabout using scaffolded instruction and the think-aloud technique in Appendix A:Teaching Strategies.• If students have difficulty following your thinking process, you may want to usea frame to guide them. You can find information about using frames with chartsand graphs in Appendix A (p. A-5).2. Ask a student to read aloud the introductory paragraph to highlight the importanceof reading graphs on the Social Studies test.3. Use the think-aloud technique with the example on page 14 to model readinggraphs. Below are some suggested steps:• Step 1: Read the Title. Restate in your own words what the graph is about.• Step 2: Read the Labels. Read the labels and state what they tell you. Thenumbers on the left are the numbers of troops. The numbers on the bottom areyears. So the height of each bar tells you how many troops were in Vietnam in aspecific year.• Step 3: Make observations about the graph. When were troop levels highest/lowest?4. Work through the Try It Yourself problem as a class. Use the think-aloud techniqueto model combining text with a graphic.• Ask students to read and summarize the text.• Ask students to read and restate the question. How does the question relatethe text to the graph above? Point out that on the Social Studies test, studentsmay have to relate information in text to information in a graphic to answer aquestion.• Ask students to identify how the graph could support the conclusion. Studentsmay also use the narrow-and-eliminate strategy described in Appendix A.• Be sure that students support their answer choices by answering the questionsin the shaded Think It Through box.5. Have the class compare their explanations with the ones given in Answer andExplanation.www.newreaderspress.com/ged/testprep Social Studies SS-4

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsPage 156. Assign the Practice questions.Left Column: Assign the questions.• Require that students both answer the test questions and respond to thequestions in the shaded boxes. Explain that the shaded box questions help themdevelop the reasoning skills they need to pass the GED Social Studies test.• Check answers and discuss students’ explanations.Right Column: Assign the questions in the right column.• Have students work in pairs to check and explain their answers.Part 2: Additional Practice. Use the same process with the remaining threeSocial Studies Graphic Skills lessons for independent work in class or as homeworkassignments.Time: 30 minutes per lesson: Pass the GED ® Social Studies Test, pages 12–13, 16–191. Before students begin, point out the goals for each lesson:• Read Timelines, Charts, and Diagrams, pp. 12–13. 4 practice questions.Goal: 3–4 correct.• Read Editorial Cartoons and Photos, pp. 16–17. 4 practice questions.Goal: 3–4 correct.• Read Maps, pp. 18–19. 4 practice questions. Goal: 3-4 correct.2. Tell students to check their answers and track how many questions they get correctin each lesson. Explain that they should aim for more than 60% correct answers.3. Encourage students to share which lessons were problematic.4. Discuss Time-Management, Stress-Management, and Test-TakingStrategiesTime: 45 minutes: Pass the GED ® Social Studies Test, page 24 and Appendix B: Test-Taking Strategies1. Have students take turns reading aloud each strategy on page 24.• Encourage students to identify the strategies they think they will use. Discussany questions they have.2. Make copies of Appendix B: Test-Taking Strategies for each student and passthem out.3. Have students take turns reading aloud each strategy from Appendix B: Test-TakingStrategies, Time-Management Strategies (p. B-1).• Encourage students to identify the strategies they think they will use. Discussany questions they have.4. Have students take turns reading aloud each strategy from Appendix B: Test-TakingStrategies, Stress-Management Strategies (p. B-2).www.newreaderspress.com/ged/testprep Social Studies SS-5

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests• Encourage students to identify the strategies they think they will use. Discussany questions they have.5. Ask students to share their own test-taking, time-management, and stressmanagementstrategies. Encourage students to add their own strategies to theAppendix.5. Determine Test-Taking Style and Warm Up for Test PracticePart 1: Determine Your Test-Taking StyleTime: 15 minutes: Pass the GED ® Social Studies Test, pages 20–211. Have students read the introduction and the descriptions of the two test-takingstyles.2. Discuss any questions students may have about the two styles.• Have students read the shaded boxes and then use Test-Taking Style 1 with thequestions on page 20.• Have students read the shaded boxes and then use Test-Taking Style 2 with thequestions on page 21.• Have students share their thoughts about each strategy, including what worked,what didn’t work, and modifications they would make.3. Have students complete the Test-Taking Style Self-Evaluation at the bottom ofpage 21.Part 2: Practice Test Warm-Up ExerciseTime: 20 minutes: Pass the GED ® Social Studies Test, pages 22–231. Assign the Practice Test Warm-Up Exercise, p. 22. Remind students to explain theiranswers in the shaded boxes.2. Review the Warm-Up Answers and Explanations, p. 23, as a class and debrief theresults.3. Ask students if they would like to make modifications to their test-taking style.4. Have students fill in the Warm-Up Self-Evaluation, p. 23, and discuss results withthem individually.6. Take a Timed, Full-Length Practice TestFollow the process for Administering and Debriefing the Practice Test found inAppendix A: Teaching Strategies (p. A-9). Below are additional pieces of information tocover during the administration of the test.Part 1: Preview the Practice TestTime: 15 minutes: Pass the GED ® Social Studies Test, page 251. Tell students that they will have 70 minutes to take the test.www.newreaderspress.com/ged/testprep Social Studies SS-6

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsGED ® Science Test Preparation Lesson PlansContents Time Page1. Understand the Science Test 15 minutes SC-22. Answer Science Test Questions 120 minutes SC-23. Practice Science Graphic Skills 120 minutes SC-44. Discuss Time-Management, Stress-Management, and Test-Taking Strategies45 minutes SC-65. Determine Test-Taking Style and Warm Up for Test Practice 35 minutes SC-66. Take a Timed, Full-Length Practice Test 95 minutes SC-77. Use Test Results to Target Areas for Improvement 45 minutes SC-7TextPass the GED ® Science Test, New Readers PressTotal time:7 hours 55 minutesAdditional Resources Used in Lesson PlansAppendix A: Teaching Strategieswww.newreaderspress.com/ged/testprepAppendix B: Test-Taking StrategiesGED ® Teacher Resource Centerwww.newreaderspress.com/ged/testprepwww.newreaderspress.com/gedwww.newreaderspress.com/ged/testprep Science SC-1

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests1. Understand the Science TestTime: 15 minutes: Pass the GED ® Science Test, pages 2–31. Have students ask questions that they have about the GED Science Test. List thequestions as they pose them. Encourage students to think about the test contentand the testing environment.2. Assign students to read Frequently Asked Questions, pp. 2–3, and to fill out YourTurn at the bottom of page 3.3. Review students’ questions, determine if they were answered by the FAQs, anddiscuss any outstanding issues.Note: If students ask questions that you cannot answer, encourage those who areon Facebook to pose questions on the GED Testing Service Facebook page. Youcan find a link to the GED Testing Service Facebook page in the New Readers PressGED Teacher Resource Center: www.newreaderspress.com/ged > GED TestingService Information > GEDTS on Facebook.2. Answer Science Test QuestionsPart 1: Model The Thinking Process: Evaluate What You ReadTime: 30 minutes: Pass the GED ® Science Test, pages 10–11, 45Page 10:1. Introduce this lesson by explaining that there are four different types of questionson the Science test: comprehension questions, application questions, analysisquestions, and evaluation questions. This lesson deals with evaluation questions.• Use the scaffolded lesson structure of Evaluate What You Read and thethink-aloud technique to model answering evaluation questions. You can findinformation about using scaffolded instruction and the think-aloud technique inAppendix A: Teaching Strategies (pp. A-2 and A-8).2. Before you begin, discuss The Scientific Method on page 45. Have studentsread the first two steps. Ask them how they would set up an experiment to testthe hypothesis. Then have students read the remaining steps and discuss thesimilarities and differences between their experiments and the example. Make thepoint that understanding the scientific method can help them understand, analyze,and evaluate information in science passages and apply the information to newsituations.3. Ask a student to read aloud the introductory paragraph for Evaluate What YouRead on page 10. To highlight the importance of this skill on the Science Test, pointout that about 20% of the questions are evaluation questions.4. Use the think-aloud technique with the example on page 10 to model answeringapplication questions. Below are some suggestions:www.newreaderspress.com/ged/testprep Science SC-2

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests• Model restating the results of the research, clearly connecting the twocategories of children with the corresponding results. You may want to modelmaking a quick table.• Model using the narrow-and-eliminate strategy in Appendix A by reading eachanswer and then classifying it as either possibly being supported by the data ornot being supported by the data.• Make the point that even though children who started toilet training before27 months ended on average when they were 35 months old, and those whostarted after 27 months ended on average at 36 months, the difference of 1month between the averages is not scientifically significant. Remind students ofThe Scientific Method example.5. Work through the Try It Yourself problem as a class. Use the same strategy youmodeled using the think-aloud technique. Ask students to reread the passage andidentify the important detail: the research was conducted with white suburbanparents. Ask students to evaluate each answer choice. Ask participants tohypothesize why the background of the children and parents might indicate thatthe results would not apply to all children.6. Be sure that students support their answer choices by answering the questions inthe shaded Think It Through box.7. Have the class compare their explanations with the ones given in Answer andExplanation.Page 11:8. Assign the practice questions.Left Column: Assign the questions.• Require that students both answer the test questions and respond to thequestions in the shaded boxes. Explain that the shaded box questions help themdevelop the reasoning skills they need to pass the Science test.• Check answers and discuss students’ explanations.Right Column: Assign the questions in the right column.• Have students work in pairs to check and explain their answers.Part 2: Additional Practice. Use the same process with the remaining threeScience Thinking Skills lessons for independent work in class or as homeworkassignments.Time: 30 minutes per lesson: Pass the GED ® Science Test, pages 4–91. Before students begin, explain why each lesson topic is important to test success.(See information below in parentheses.)• Comprehension Questions, pp. 4–5 (10% of the test questions arecomprehension questions). 4 practice questions. Goal: 3–4 correct.www.newreaderspress.com/ged/testprep Science SC-3

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests• Application Questions, pp. 6–7 (35% of the test questions are analysisquestions). 4 practice questions. Goal: 3–4 correct.• Analysis Questions, pp. 8–9 (35% of the test questions are evaluation questions).4 practice questions. Goal: 3–4 correct.2. If students are working independently, explain the importance of reading theintroduction for each lesson. The introduction gives valuable clues on how toapproach the question type. Point out that the introduction to Evaluate What YouRead (p. 10) states that students will have to evaluate information or judge whetherit supports a hypothesis or conclusion. Remind students to think about TheScientific Method and the example of the trees losing their leaves.3. Tell students to check their answers and track how many questions they get correctin each lesson. Explain that they should aim for more than 60% correct answers.4. Encourage students to share which lessons were problematic.3. Practice Science Graphic SkillsPart 1: Model The Thinking Process: Read Diagrams.Time: 30 minutes: Pass the GED ® Science Test, pages 16–17Page 16:1. Introduce this lesson by explaining that about 50% of GED Science questions arebased on some type of graphic: a table, graph, diagram, or map.• Use the scaffolded lesson structure of Read Diagrams and the think-aloudtechnique to model answering questions with diagrams. You can findinformation about using scaffolded instruction and the think-aloud technique inAppendix A: Teaching Strategies.• If students have difficulty following your thinking process, you may want touse a frame to guide them. You can find information about using frames withdiagrams in Appendix A: Teaching Strategies (p. A-4).2. Ask a student to read the introductory paragraph to highlight the importance ofreading diagrams on the Science Test. Point out the reference to reading titles andlabels.3. Use the think-aloud technique with the example on page 16 to model readingdiagrams. Below are some suggested steps:• Step 1: Read the Title. Make the observation that in this case there is no title tohelp you identify what the diagram is about. So, you must use what you seein the diagram: a baby wearing clothes, possibly pajamas, with some sort ofdevice on them.• Step 2: Read the Labels. Read the labels and state what they tell you. Thebreathing sensor (measures the child’s breathing), a pulse sensor (measuresthe child’s heart rate), and a cord to an alarm (assume that the alarm goes off ifthere is a problem).www.newreaderspress.com/ged/testprep Science SC-4

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests• Step 3: Compare each answer with the information from the labels.4. Work through the Try It Yourself problem as a class. Use the think-aloud techniqueto model combining text with a graphic.• Ask students to read and summarize the text.• Ask students to read and restate the question. How does the question relate thetext to the diagram above? Point out that on the GED Science Test, studentsmay have to relate information in text to a graphic to answer a question.• Ask students to identify what information in the diagram would be useful inpreventing SIDS. Ask students which answer represents their conclusion. Ifstudents have difficulty answering, they may also use the narrow-and-eliminatestrategy.• Be sure that students support their answer choice by answering the questions inthe shaded Think It Through box.5. Have the class compare their explanations with the ones given in Answer andExplanation.Page 17:6. Assign the Practice questions.Left Column: Assign the questions.• Require that students both answer the test questions and respond to thequestions in the shaded boxes. Explain that the shaded box questions help themdevelop the reasoning skills they need to pass the GED Science test.• Check answers and discuss students’ explanations.Right Column: Assign the questions in the right column.• Have students work in pairs to check and explain their answers.Part 2: Additional Practice. Use the same process with the remaining threeScience Graphic Skills lessons for independent work in class or as homeworkassignments.Time: 30 minutes per lesson: Pass the GED ® Science Test, pages 12–15, 18–191. Before students begin, point out the goals for each lesson:• Read Tables, pp. 12–13: 4 practice questions. Goal: 3-4 correct.• Read Graphs, pp. 14–15: 4 practice questions. Goal: 3-4 correct.• Read Maps, pp. 18–19: 4 practice questions. Goal: 3-4 correct.2. Tell students to check their answers and track how many questions they get correctin each lesson. Explain that they should aim for more than 60% correct answers.3. Encourage students to share which lessons were problematic.www.newreaderspress.com/ged/testprep Science SC-5

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests4. Discuss Time-Management, Stress-Management, and Test-TakingStrategiesTime: 45 minutes: Pass the GED ® Science Test, page 24; Appendix B: Test-TakingStrategies1. Have students take turns reading aloud each strategy from page 24.• Encourage students to identify the strategies they think they will use. Discussany questions they have.2. Make copies of Appendix B: Test-Taking Strategies for each student and pass themout.3. Have students take turns reading aloud each strategy from Appendix B: Test-TakingStrategies, Time-Management Strategies (p. B-1).• Encourage students to identify the strategies they think they will use. Discussany questions they have.4. Have students take turns reading aloud each strategy from Appendix B: Test-TakingStrategies, Stress-Management Strategies (p. B-2).• Encourage students to identify the strategies they think they will use. Discussany questions they have.5. Ask students to share their own test-taking, time-management, and stressmanagementstrategies. Encourage students to add their own strategies to theAppendix.5. Determine Test-Taking Style and Warm Up for Test PracticePart 1: Determine Your Test-Taking StyleTime: 15 minutes: Pass the GED ® Science Test, pages 20–211. Have students read the introduction and the descriptions of the two test-takingstyles.2. Discuss any questions students may have about the two styles.• Have students read the shaded boxes and then use Test-Taking Style 1 with thequestions on page 20.• Have students read the shaded boxes and then use Test-Taking Style 2 with thequestions on page 21.• Have students share their thoughts about each strategy, including what worked,what didn’t work, and modifications they would make.3. Have students complete the Test-Taking Style Self-Evaluation at the bottom ofpage 21.www.newreaderspress.com/ged/testprep Science SC-6

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsPart 2: Practice Test Warm-Up ExercisesTime: 20 minutes: Pass the GED ® Science Test, pages 22–231. Assign the Practice Test Warm-Up Exercise, p. 22. Remind students to explain theiranswers in the shaded boxes.2. Review the Warm-Up Answers and Explanations, p. 23, as a class and debrief theresults.3. Ask students if they would like to make modifications to their test-taking style.4. Have students fill in the Warm-Up Self-Evaluation, p. 23, and discuss results withthem individually.6. Take a Timed, Full-Length Practice TestFollow the process to Administer and Debrief the Practice Test found in Appendix A:Teaching Strategies (p. A-10). Below are additional pieces of information to cover duringthe administration of the test.Part 1: Preview the Practice TestTime: 15 minutes: Pass the GED ® Science Test, page 251. Tell students that they will have 80 minutes to take the test.2. Explain that they will need a minimum of about 35 questions correct to pass witha score of 410. Explain that while they can pass the test of with a score of 410,they will also need a total score of 2250 across all tests to pass the GED. This isan average score of 450 on each test. To get a score of 450 on the Science test,students need to get about 40 questions correct.Part 2: Administer the Practice Test. Assign timed test in class or for homework.Time: 80 minutes: Pass the GED ® Science Test, pages 26–37Administer Practice Test (pp. 26–37) in class, if possible, or assign as homework ifnecessary. If assigned as homework, review the guidelines for administering the practicetest found in Administer and Debrief the Practice Test in Appendix A.7. Use Test Results to Target Areas for ImprovementPart 1: Check AnswersTime: 45 minutes: Pass the GED ® Science Test, pages 25 and 40–441. Have students check their answer sheets (page 25) with the Answer Key on pages40–44.2. Follow the guidelines for debriefing the practice test found in Administer andDebrief the Practice Test in Appendix A.www.newreaderspress.com/ged/testprep Science SC-7

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsPart 2: Fill in the GED Personal Coach and Make Study PlansTime: 10 minutes per student: Pass the GED ® Science Test, pages 25 and 38–391. Have students use their corrected answer sheets (page 25) to fill in the chart onpage 38.2. Use the instructions on page 38 to help students determine whether or not theyare ready to take the GED Science test.• If a student is not ready, use the results to assign work in the appropriateScoreboost books listed at the bottom of page 38. You can find Tables ofContents for these books in the online sampler in the New Readers Press GEDTeacher Resource Center, www.newreaderspress.com/ged > Scoreboost3. Work with students to fill out the Personal Study Planners on page 39, and writestudy assignments on the chart on the bottom of the page.4. Additional interactive classroom activities can be found in the New Readers PressGED Teacher Resource Center, www.newreaderspress.com/ged > Free Pre-GED andGED Activities > Sciencewww.newreaderspress.com/ged/testprep Science SC-8

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsGED ® Language Arts, Writing Test PreparationLesson PlansContents Time Page1. Understand the Writing Test 15 minutes WR-22. Answer Writing Test Questions 120 minutes WR-23. Prepare for the Essay 60 minutes WR-44. Discuss Time-Management, Stress-Management, andTest‐Taking Strategies45 minutes WR-65. Sharpen Test-Taking Skills and Warm Up for Test Practice 60 minutes WR-76. Take a Timed, Full-Length Practice Test 135 minutes WR-77. Use Test Results to Target Areas for Improvement 45 minutes WR-8TextTotal time:Pass the GED ® Language Arts, Writing Test, New Readers Press8 hoursAdditional Resources Used in Lesson PlansAppendix A: Teaching Strategieswww.newreaderspress.com/ged/testprepAppendix B: Test-Taking StrategiesGED ® Teacher Resource Centerwww.newreaderspress.com/ged/testprepwww.newreaderspress.com/gedwww.newreaderspress.com/ged/testprep Language Arts, Writing WR-1

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests1. Understand the Writing TestTime: 15 minutes: Pass the GED ® Language Arts, Writing Test, pages 2–31. Have students ask questions that they have about the GED ® Language Arts, WritingTest. List the questions as they pose them. Encourage students to think about thetest content and the testing environment.2. Assign students to read Frequently Asked Questions, pp. 2–3, and to fill out YourTurn at the bottom of page 3.3. Review students’ original questions, determine if they were answered by the FAQs,and discuss any outstanding issues.Note: If students ask questions that you cannot answer, encourage those who areon Facebook to pose questions on the GED Testing Service Facebook page. Youcan find a link to the GED Testing Service Facebook page in the New Readers PressGED Teacher Resource Center, www.newreaderspress.com/ged > GED TestingService Information > GEDTS on Facebook.2: Answer Writing Test QuestionsPart 1: Model the thinking process. Revision QuestionsTime: 30 minutes: Pass the GED ® Language Arts, Writing Test, pages 6–7Page 6:1. Introduce this lesson by explaining that there are four different types of questionson Part I of the Writing test: correction questions, revision questions, constructionshift questions, and organization questions. This lesson deals with revisionquestions.• Use the scaffolded lesson structure of Revision Questions and the thinkaloudtechnique to model answering revision questions. You can find moreinformation about using scaffolded instruction and the think-aloud technique inAppendix A: Teaching Strategies (pp. A-2 and A-8).2. Ask a student to read aloud the introductory paragraph on page 6 to highlightthe importance of this skill on the Writing test. Explain that these questions areformatted differently than questions on the other tests. Point out that 35% of thequestions on the test are revision questions.3. Use the think-aloud technique with the example on page 6 to model answeringrevision questions. Below are some suggestions:• When modeling the think-aloud technique, begin by trying to figure out if thesentence is correct as it is. If it is correct, choose option (1).• Model trying to think of what’s wrong with the sentence and how to fix it.Suggest an idea, but hold off on a final decision until you have substituted eachremaining answer choice.• Model substituting each answer choice. As you think aloud, identify what eachchoice does. Use the explanations in the shaded box.www.newreaderspress.com/ged/testprep Language Arts, Writing WR-2

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests4. Work through the Try It Yourself question as a class. Use the same strategy youmodeled using the think-aloud technique. Begin by asking if the sentence is correctas it is. If it is not, ask students what they should do to correct the sentence. Askstudents to find the correct answer choice and to give a specific reason for theiranswer choice.5. Have the class discuss why the incorrect choices are wrong, as shown in Answerand Explanation.6. Use that discussion to explain that the incorrect answer choices on Writing testquestions are based on common errors that people make when writing. Here theincorrect answers relate to mixing tenses and errors in subject-verb agreement.Page 7:7. Assign the practice questions.Left Column: Assign the questions.• Require that students both answer the test questions and respond to thequestions in the shaded boxes. Explain that the shaded box questions help themdevelop the reasoning skills they need to pass the GED Writing test.• Check answers and discuss students’ explanations.Right Column: Assign the questions in the right column.• Have students work in pairs to check and explain their answers.Part 2: additional Practice. Use the same process with the other three GEDQuestion lessons for independent work in class or as homework assignments.Time: 30 minutes per lesson: Pass the GED ® Language Arts, Writing Test, pages 4–5, 8–111. Before students begin, explain why each lesson topic is important to test success.(See information below in parentheses.)• Correction questions, pp. 4–5 (45% of the test questions are correctionquestions). 4 practice questions. Goal: 3–4 correct.• Construction shift questions, pp. 8–9 (20% of the test questions areconstruction shift questions). 4 practice questions. Goal: 3–4 correct.• Organization questions, pp. 10–11 (15% of the test content is based on theorganization of a paragraph or passage). 4 practice questions. Goal: 3–4 correct.You can find information about using frames with organization questions inAppendix A: Teaching Strategies (p. A-6).2. If students are working independently, explain the importance of reading theintroduction to each lesson. The introduction gives valuable clues on how toapproach the question type. Point out that the introduction for Construction ShiftQuestions (p. 8) explains that instead of being based on errors, these questions arebased on opportunities to improve the text. It also points out that these questionstest skills similar to those students use when they revise their own writing.www.newreaderspress.com/ged/testprep Language Arts, Writing WR-3

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests3. Tell students to check their answers and track how many questions they got correctin each lesson. Explain that they should aim for more than 60% correct answers.4. Encourage students to share which lessons were problematic.3: Prepare for the EssayPart 1: Model the writing process. Respond to the TopicTime: 15 minutes: Pass the GED ® Language Arts, Writing Test, page 12Page 121. Introduce this lesson by explaining that on the essay test, students will be writing inresponse to a topic.• Use the scaffolded lesson structure of Respond to the Topic and the think-aloudtechnique to model responding to the topic and developing a focus statement.You can find information about using scaffolded instruction and the think-aloudtechnique in Appendix A: Teaching Strategies.2. Ask a student to read aloud the introductory paragraph to highlight the importanceof responding to the topic.3. Use the information in the shaded box and the think-aloud technique to expand onthe example for Topic A.4. For Try It Yourself, Topic B, have students work independently or in groups toidentify the topic, write a focus statement, and plan their support. Have studentsanswer the questions in the shaded box.5. Review the ideas as a class. Tell students that they will be developing Topics A andB in upcoming lessons.Part 2: Model the writing process: Plan Before You Write.Time: 15 minutes: Pass the GED ® Language Arts, Writing Test, page 141. Use the scaffolded lesson structure of Plan Before You Write and the think-aloudtechnique from Appendix A (p. A-2) to model planning and organizing your essay.2. Ask a student to read aloud the introductory paragraph, which explains theimportance of planning and organizing your essay.3. Use the information in the table and the think-aloud technique to expand on theexample for Topic A.4. For Try It Yourself, Topic B, have students work independently or in groups toidentify personal experiences and details that support the main idea of their focusstatements. Have students use the organizer in the shaded box to help them.5. Review the ideas as a class. Tell students they will be developing Topics A and B inupcoming lessons.www.newreaderspress.com/ged/testprep Language Arts, Writing WR-4

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsPart 3: Model the Lesson. Develop Your Support.Time: 15 minutes: Pass the GED ® Language Arts, Writing Test, page 16Page 161. Use the scaffolded lesson structure of Develop Your Support and the think-aloudtechnique to model developing supporting details for your essay.2. Ask a student to read the introductory paragraph, which explains the importanceof including supporting details in your essay.3. Use the information in the table and the think-aloud technique to expand on theexample for Topic A.4. For Try It Yourself, Topic B, have students work independently to write detailedparagraphs based on their essay plan using the organizer in the shaded box. Havestudents work in pairs to evaluate the details in each other’s essays using thequestions at the bottom of page 16 as a guide.5. Share examples of developed essays with the class.Part 4: Model the Lesson: Finalize Your Essay to Make a Good ImpressionTime: 15 minutes: Pass the GED ® Language Arts, Writing Test, pages 18–19Page 181. Use the scaffolded lesson structure of Finalize Your Essay to Make a GoodImpression and the think-aloud technique to model finalizing your essay.2. Ask a student to read aloud the introductory paragraph. Point out the timemanagementstrategies for writing the introduction and conclusion. Explain thatrevising and editing is saved for the very end. While students won’t have timeto rewrite their essays on the actual test, they will have time to neatly makecorrections.3. Use the think-aloud technique to expand on the example for Topic A.Page 194. Have students work independently and use the organizer in the shaded box onpage 19 to write introductions and conclusions for Topic B (the topic they havebeen working on).5. Share examples with the class.Pages 44–456. Review the GED Essay Scoring Guide on page 44. Ask a student to read the listof characteristics by which an essay is evaluated. Ask students how this processhelped them address each of these characteristics.7. Point out the Revising and Editing Checklists on page 45.www.newreaderspress.com/ged/testprep Language Arts, Writing WR-5

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsPart 5: Independent Practice: Developing Essays for Topics C and DTime: 15 minutes per topic per lesson: Pass the GED ® Language Arts, Writing Test,pages 13, 15, 17, 191. Have students work independently in class or at home to develop essays for TopicsC and D on page 13. Have them work through each lesson:• Respond to the Topic, p. 13• Plan Before You Write, p. 15• Develop Your Support, p. 17• Finalize Your Essay to Make a Good Impression, p. 192. Remind students to use the GED Essay Scoring Guide on page 44 and the Revisingand Editing Checklists on page 45 when finalizing their essays.3. Have students work in pairs to evaluate their essays.4. Discuss Time-Management, Stress-Management, and Test-TakingStrategiesPart 1: Test-Taking StrategiesTime: 45 minutes: Pass the GED ® Language Arts, Writing Test, page 26; Appendix B:Test-Taking Strategies1. Have students take turns reading aloud each strategy from Pass the GED ®Language Arts, Writing Test, page 26.2. Encourage students to identify the time-management strategies they think theywill use. Discuss any questions they have.3. Make copies of Appendix B: Test-Taking Strategies for each student and passthem out.• Have students take turns reading aloud each strategy from Appendix B:Test‐Taking Strategies, Time-Management Strategies (p. B-1).• Encourage students to identify the time-management strategies they think theywill use. Discuss any questions they have.• Have students take turns reading aloud each strategy from Appendix B:Test‐Taking Strategies, Stress-Management Strategies (p. B-2).• Encourage students to identify the stress-management strategies they thinkthey will use. Discuss any questions they have.4. Ask students to share their own test-taking, time-management, and stressmanagementstrategies.www.newreaderspress.com/ged/testprep Language Arts, Writing WR-6

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests5. Sharpen Test-Taking Skills and Warm Up for Test PracticePart 1: Multiple-Choice Warm UpTime: 15 minutes: Pass the GED ® Language Arts, Writing Test, pages 20–231. Assign the Sharpen Your Test-Taking Skills lesson, pp. 20–21. Explain that studentsshould read the shaded boxes that explain the passage and question formats.2. Review the Answers and Explanations, p. 41 as a class and debrief the results.3. Have students fill in the Test-Taking Style Self-Evaluation, p. 21 and discuss theirresults with them individually.Part 2: Essay Warm UpTime: 45 minutes: Pass the GED ® Language Arts, Writing Test, pages 24–251. Assign the Practice Test Warm-Up Exercise, Part II, p. 24. Point out the timerecommendations for each step in the essay process. Give students 45 minutesto complete the essay. If assigned as homework, stress the importance of the45-minute time limit.2. Have students work in pairs and use the Practice Essay Review Guide, p. 25 toevaluate each others’ essays.3. Have students fill in the Warm-Up Part II Self-Evaluation, p. 25.• You can also read the paper and fill out a copy of the Review Guide, comparingyour evaluation with the student’s.• Alternatively, if your class is experienced with peer-editing, you could assign thisas a peer-editing activity: Have students read and evaluate their own papers.Then have a partner edit their papers, and have the pairs of students compareresults.4. Discuss composition, editing, and time-management strategies with each studentbased on the Self-Evaluation form.6. Take a Timed, Full-Length Practice TestFollow the process to Administer and Debrief the Practice Tests in Appendix A (p. A-9).Below are additional pieces of information to cover during the administration of the test.Part 1: Preview the Practice TestTime: 15 minutes: Pass the GED ® Language Arts, Writing Test, pages 27, 441. Explain that the test is in two parts.• Tell students that Part I consists of 50 multiple-choice questions, and they have75 minutes• Tell them that Part II is the Essay, and they have 45 minutes2. Tell students that they will need a minimum of 33 questions correct for themultiple-choice portion of the test to pass with a score of 410.www.newreaderspress.com/ged/testprep Language Arts, Writing WR-7

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests• Explain that while students can pass the test of with a score of 410, they willneed a total score of 2250 across all tests to pass the GED. This is an averagescore of 450 on each test, which will require about 38 multiple-choice questionscorrect on the Writing Test.• Because the Language Arts, Writing Test score results from a combined scoreof Part I and Part II, strongly urge students to stay focused on Part I and notrush through it to get to the essay. They will have enough time to complete theessay.3. Explain that students will need a minimum of 2 out of 4 on the essay to pass theessay portion. Point out the scores on the top of the GED Essay Scoring Guideon page 44. Have students reread the characteristics of a good essay in the leftcolumn of the scoring guide.Note: Emphasize to students that they will get no score—just a fail—on the entireLanguage Arts, Writing Test if they do not score at least a 2 on the essay.Part 2: Administer the Practice Test. Assign timed test in class or for homeworkTime: 120 minutes: Pass the GED ® Language Arts, Writing Test, pages 27–371. Administer Practice Test (pp. 27–37) in class, if possible, or assign as homework,if necessary. If assigned as homework, review the guidelines in Administer andDebrief the Practice Tests (Appendix A).2. Time limits for the test:• Part I: 75 minutes (50 multiple-choice questions)• Part II: 45 minutes (Essay)7. Use Test Results to Target Areas for ImprovementPart 1: Check AnswersTime: 45 minutes: Pass the GED ® Language Arts, Writing Test, pages 27 and 40–441. Have students check their answer sheets (page 27) with the Answers on pages40–43.2. If time permits, score the students’ essays based on the GED Essay Scoring Guideon page 44. If not, have them review and score their own essays.3. Follow the guidelines for debriefing the practice test found in Administer andDebrief the Practice Tests (Appendix A).Part 2: Fill in the GED Personal Coach. Make Study PlansTime: 10 minutes per student: Pass the GED ® Mathematics Test, pages 27 and 38–391. Have students use their corrected answer sheets (page 27) to fill in the chart onpage 38.2. Use the instructions on page 38 to help students determine whether or not theyare ready to take the GED Writing Test.www.newreaderspress.com/ged/testprep Language Arts, Writing WR-8

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests• If a student is not ready, use the results to assign work in the appropriateScoreboost books listed at the bottom of page 38. You can find Tables ofContents for these books in the online sampler in the New Readers Press GEDTeacher Resource Center, www.newreaderspress.com/ged > Scoreboost3. Work with students to fill out the Personal Study Planner on page 39, and writestudy assignments on the chart on the bottom of the page.4. Additional interactive classroom activities can be found in the in the New ReadersPress GED Teacher Resource Center, www.newreaderspress.com/ged > FreePre-GED and GED Activities > Writingwww.newreaderspress.com/ged/testprep Language Arts, Writing WR-9

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsGED ® Mathematics Test Preparation Lesson PlansContents Time Page1. Understand the Mathematics Test 15 minutes MA-22. Answer Mathematics Test Questions 150 minutes MA-23. Practice Mathematics Test Features 150 minutes MA-44. Discuss Time-Management, Stress-Management, and Test-Taking Strategies45 minutes MA-55. Warm Up for Test Practice 20 minutes MA-66. Take a Timed, Full-Length Practice Test 105 minutes MA-67. Use Test Results to Target Areas for Improvement 45 minutes MA-7TextTotal time:Pass the GED ® Mathematics Test, New Readers Press8 hours 50 minutesAdditional Resources Used in Lesson PlansAppendix A: Teaching Strategieswww.newreaderspress.com/ged/testprepAppendix B: Test-Taking StrategiesGED ® Teacher Resource Centerwww.newreaderspress.com/ged/testprepwww.newreaderspress.com/gedwww.newreaderspress.com/ged/testprep Mathematics MA-1

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests1. Understand the Mathematics TestTime: 15 minutes: Pass the GED ® Mathematics Test, pages 2–31. Have students ask questions that they have about the GED © Mathematics Test.List the questions as they pose them. Encourage students to think about the testcontent and the testing environment.2. Assign students to read Frequently Asked Questions, pp. 2–3, and to fill out YourTurn at the bottom of page 3.3. Review students’ questions, determine if they were answered by the FAQs, anddiscuss any outstanding issues.Note: If students ask questions that you cannot answer, encourage those who areon Facebook to pose questions on the GED Testing Service © Facebook page. Youcan find a link to the GED Testing Service Facebook page in the New Readers PressGED Teacher Resource Center, www.newreaderspress.com/ged > GED TestingService Information > GEDTS on Facebook.2: Answer Mathematics Test QuestionsPart 1: Model The thinking process: Solve Word ProblemsTime: 30 minutes: Pass the GED ® Mathematics Test, pages 4–5Page 4:1. Introduce this lesson by explaining that students will use their math skills to solvedifferent types of problems on the Math test. This lesson deals with solving wordproblems.• Use the scaffolded lesson structure of Solve Word Problems and the thinkaloudtechnique to model solving word problems. You can find moreinformation about scaffolded instruction and the think-aloud technique inAppendix A: Teaching Strategies (pp. A-2 and A-8).• If students have difficulty following your thinking process, you may want to usea frame to guide them. You can find information about using frames with wordproblems in Appendix A: Teaching Strategies (p. A-7).2. Ask a student to read aloud the introductory paragraph on page 4 to highlight theimportance of this skill on the Mathematics Test.3. Use the think-aloud technique with the example question on page 4 to modelsolving word problems. Below are some suggestions:• Question 2: What do I need to know to solve the problem? Explain why youchose to use 850 small packages and 6 hours but did not use 575 largepackages, which is extraneous information.• Question 3: What operation(s) do I use? Explain how you knew to multiply.• Question 5: Does the answer make sense? Explain why 800 and 900 work asestimates to check the answer.www.newreaderspress.com/ged/testprep Mathematics MA-2

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests4. Work through the Try It Yourself question as a class. Solicit answers to thequestions in the Think It Through box to develop students’ math reasoning skills.5. Have the class discuss why the incorrect choices are wrong, as shown in Answerand Explanation.6. Use that discussion to explain that the incorrect answer choices on GEDMathematics test questions are based on common errors that people make whenthey don’t understand the question or don’t use the information correctly.Page 5:7. Assign the Practice questions. Encourage students to use the Problem-Solving Planon page 4.Left Column: Assign the questions.• Require that students both solve the problems and respond to the questions inthe shaded boxes. Explain that the shaded box questions help them develop thereasoning skills they need to pass the GED Mathematics test.• Check answers and discuss students’ thinking processes.Right Column: Assign the right column questions which do not have reasoningprompts.• Have students work in pairs to check their answers and discuss their thinkingprocesses.Part 2: Additional Practice. Use the same process with the remaining four lessonsfor independent work in class or as homework assignments.Time: 30 minutes per lesson: Pass the GED ® Mathematics Test, pages 6–9, 16–171. Before students begin, explain why each lesson topic is important to test success.(See information below in parentheses.) Point out the goals for each lesson:• Use Information from Graphics, pp. 6–7 (50% of the test questions use tables,graphs, diagrams, or drawings). 5 practice questions. Goal: 3–5 correct.• Procedural Questions, pp. 18–19 (20% of questions require you to select theappropriate procedure/s to solve a problem). 5 practice questions. Goal: 3–5correct.• Conceptual Questions, pp. 20–21 (30% of questions require you to demonstrateunderstanding of math concepts and processes). 5 practice questions. Goal: 3–5correct.• Application Questions, pp. 22–23 (50% of questions require you to applymath principles and problem-solving strategies and to focus on extraneous orinsufficient information). 5 practice questions. Goal: 3–5 correct.2. If students are working independently, explain the importance of reading theintroduction for each lesson. The introduction gives valuable clues and strategiesneeded to answer questions successfully. Point out that the introduction forwww.newreaderspress.com/ged/testprep Mathematics MA-3

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsUse Information from Graphics (p. 6) states that students will need to grasp themain idea of each graphic quickly and then locate the facts they need.3. Tell students to check their answers and track how many questions they got correctin each lesson. Explain that they should aim for more than 60% correct answers.4. Encourage students to share which lessons were problematic.3: Practice Mathematics Test FeaturesPart 1: Model the Lesson. Fill in the Standard Grid CarefullyTime: 30 minutes: Pass the GED ® Mathematics Test, pages 10–11Page 101. Introduce this lesson by explaining that 8 of the 50 questions on the mathematicstest require you to fill in a standard grid.• Use the scaffolded lesson structure of Fill in the Standard Grid Carefully andthe think-aloud technique to model filling in the grid. You can find informationabout scaffolded instruction and the think-aloud technique in Appendix A:Teaching Strategies (pp. A-2 and A-8).2. Ask a student to read aloud the introductory paragraph, which highlights theimportance of this skill on the Mathematics test.3. Use the information in Use Grid Strategies as you think aloud while you solve theproblem and fill in the grid.4. Work through the Try It Yourself question as a class. Be sure students answer thequestions in the Think It Through box to develop their understanding of math testfeatures.5. Review the Answer and Explanation as a class. Discuss the options in formattingthe answers and filling in the grids.Page 116. Assign the Practice questions.Left Column: Assign the questions in the left column.• Require that students both solve the problems and respond to the questions inthe shaded boxes. Explain that these shaded-box questions help them developthe reasoning skills they need to pass the GED Mathematics test.• Check answers and discuss students’ thinking processes.Right Column: Assign the right column which does not have reasoning prompts.• Have students work in pairs to check their answers and discuss their thinkingprocesses.www.newreaderspress.com/ged/testprep Mathematics MA-4

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsPart 2: ADDITIONAL Practice. Use the same process with the remaining fourMathematics Test Features Lessons for independent work in class or as homeworkassignments.Time: 30 minutes per lesson: Pass the GED ® Mathematics Test, pages 12–15, 18–231. Before students begin, explain why each lesson topic is important to test success.(See information below in parentheses.) Point out the goals for each lesson:• Make Smart Use of the Calculator, pp. 8–9 (Casio fx-260 calculator is allowed onPart I of the test): 5 practice questions. Goal: 3–5 correct.• Fill in the Coordinate Grid Correctly, pp. 12–13 (2 out of 50 questions use thisformat). 5 practice questions. Goal: 3–4 correct.• Choose the Best Answers to Set-Up Problems, pp. 14–15 (conceptual questionsthat ask for expressions that represent solutions). 5 practice questions. Goal:3–5 correct.• Use the Formulas Page, pp. 16–17, (A page of useful formulas is provided withthe test. The formulas are also on the back cover of Pass the GED ® MathematicsTest.). 5 practice questions. Goal: 3–5 correct.2. If students are working independently, stress the importance of reading theintroduction to each lesson. The introduction gives valuable clues and strategiesneeded to answer questions successfully. Point out that the introduction forMake Smart Use of the Calculator (p. 6) states that students should only use thecalculator when it gives them the advantage of speed and accuracy.3. Tell students to check their answers and track how many questions they get correctin each lesson. Explain that they should aim for more than 60% correct answers.4. Encourage students to share which lessons were problematic and make notes forfurther reinforcement.4. Discuss Time-Management, Stress-Management, and Test-TakingStrategiesTime: 45 minutes: Pass the GED ® Mathematics Test, page 26; Appendix of Test-TakingStrategies1. Have students take turns reading aloud each strategy from Pass the GED ®Mathematics Test, page 26.• Encourage students to identify the strategies they think they will use. Discussany questions they have.2. Make copies of Appendix B: Test-Taking Strategies for each student and pass themout.3. Have students take turns reading aloud each strategy from Appendix B: Test-TakingStrategies, Time-Management Strategies (p. B-1).• Encourage students to identify the time-management strategies they think theywill use. Discuss any questions they have.www.newreaderspress.com/ged/testprep Mathematics MA-5

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests4. Have students take turns reading aloud each strategy from Appendix B: Test-TakingStrategies, Stress-Management Strategies (p. B-2).• Encourage students to identify the stress-management strategies they thinkthey will use. Discuss any questions they have.5. Ask students to share their own test-taking, time-management, and stressmanagementstrategies. Encourage them to add their own strategies to theAppendix.5. Warm Up for Test PracticeTime: 20 minutes: Pass the GED ® Mathematics Test, pages 24–251. Assign the Practice Test Warm-Up Exercise, p. 24.2. Review the Answers and Explanations, p. 25, as a class, debrief the results, andstress the problem-solving process.3. Have students fill in the Self-Evaluation, p. 25, and discuss their results with themindividually.6. Take a Timed, Full-Length Practice TestFollow the process to Administer and Debrief the Practice Test found in Appendix A:Teaching Strategies. Below are additional pieces of information to cover during theadministration of the test.Part 1: Preview the Practice TestTime: 15 minutes: Pass the GED ® Mathematics Test, pages 27–28, back cover1. Explain that the test is in two parts. Students will be allowed to use the Casiofx‐260 calculator in Part I only.• Tell students that Part I consists of 25 questions, and they have 45 minutes• Tell them that Part II also consists of 25 questions, and they have 45 minutes2. Explain that they will need a minimum of 33 questions correct for both teststogether to pass with a score of 410. Explain that while students can pass the testof with a score of 410, they will need a total score of 2250 across all tests to passthe GED test. This averages out to a score of 450 on each test, which will requireabout 38 questions correct on the Mathematics test.3. Point out both the standard and coordinate grids on the answer sheet (page 28).4. Point out the formulas page on the back cover of the book, which students can useduring the test.www.newreaderspress.com/ged/testprep Mathematics MA-6

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsPart 2: Administer the Practice Test. Assign timed test in class or for homework.Time: 90 minutes: Pass the GED ® Mathematics Test, pages 29–371. Administer Practice Test (pp. 29–37) in class, if possible, or assign as homeworkif necessary. If assigned as homework, review the guidelines in Administering andDebriefing the Practice Test in Appendix A.2. Allow use of Casio fx-260 calculator on Part I only.7. Use Test Results to Target Areas for ImprovementPart 1: Check AnswersTime: 45 minutes: Pass the GED ® Mathematics Test, pages 28 and 40–451. Have students check their answer sheets (page 28) with the Answers on pages40–45.2. Follow the guidelines for debriefing the practice test in Administer and Debrief thePractice Test in Appendix A (p. A-10).Part 2: Fill in the GED Personal Coach and Make Study PlansTime: 10 minutes per student: Pass the GED ® Mathematics Test, pages 28 and 38–391. Have students use their corrected answer sheets (page 28) to fill in the chart onpage 38.2. Use the instructions on page 38 to help students determine whether or not theyare ready to take the GED Mathematics test.• If a student is not ready, use the results to assign work in the appropriateScoreboost books listed at the bottom of page 38. You can find Tables ofContents for these books in the online sampler in the NRP GED TeacherResource Center, www.newreaderspress.com/ged > Scoreboost3. Work with students to fill out the Personal Study Planner on page 39, and writestudy assignments on the chart at the bottom of the page.4. Additional interactive classroom activities can be found in the in the NRP GEDTeacher Resource Center, www.newreaderspress.com/ged > Free Pre-GED and GEDActivities > Mathematicswww.newreaderspress.com/ged/testprep Mathematics MA-7

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsAppendix A: Teaching Strategies1. Scaffolded Lesson Structure A-22. Frames A-33. Think-Aloud Technique A-84. Narrow and Eliminate Strategy A-95. Administer and Debrief Practice Tests A-9www.newreaderspress.com/ged/testprep Appendix A A-1

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests1. Scaffolded Lesson StructureScaffolded lesson structure ensures that students are supported as they learn new skillsand strategies. As a lesson progresses, the support is gradually reduced and finallyremoved as students become more confident in using the skills and strategies. In Passthe GED ® , lessons are scaffolded as follows.1. Introduction and ExplanationEach lesson begins by introducing a strategy andexplaining why it is important for passing the GED.2. ExampleThe strategy is demonstrated for students. Eachexample questions is accompanied by an Answerand Explanations sidebar explaining the correctand incorrect answers and describing the thoughtprocess a student would use to apply the strategywhen answering the question.3. Try It Yourself: Guided PracticeThis sample question provides students anopportunity to practice using the new strategy. Thequestions in the Think It Through sidebar guidestudents through the thinking process as they applythe new strategy.4. Practice and ReflectionThe first two Practice questions include promptsin shaded boxes that ask students to reflect onimportant aspects of how they applied the strategy.5. Independent PracticeThe rest of the Practice questions give students anopportunity to work independently to apply the newstrategy to GED questions.www.newreaderspress.com/ged/testprep Appendix A A-2

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests2. FramesA frame is simply a graphic organizer with questions to help students reason and thinkcritically as they answer GED test questions. Frames often consist of two columns. The firstcolumn represents each step in the thinking process. The second column is where studentswork through each step and include explanations of what they have done and why. Thishelps students clarify their thinking process and helps you see where to target instruction.Below is an example of a political cartoon and a frame to help students understand it.Kirk Walters 11/02What is the topic?Who are the people and objects in thecartoon? What do they represent?Balance of power between Republicans andDemocrats.Elephant — represents RepublicansLegs — represent DemocratsWhat is the situation? What is happening? The elephant is holding down a see-saw —showing an imbalance.What is the cartoonist’s message andpoint of view?Do you agree or disagree?Who would agree or disagree?The contradiction between the title and thepicture shows the cartoonist thinks poweris unfairly balanced toward Republicans.(Student opinions will vary.)Republicans would disagree.You can find more examples of frames for all five subjects in the GED Teacher ResourceCenter, www.newreaderspress.com/ged > Free Pre-GED and GED Classroom Activities.www.newreaderspress.com/ged/testprep Appendix A A-3

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsReading Diagrams FrameState what this diagram is about.(Hint: Read the title or caption.)This diagram is about . . .Describe the details. What do the labels,symbols, or arrows tell you?In this diagram . . .Summarize the point of the diagram. This diagram tells me . . .www.newreaderspress.com/ged/testprep Appendix A A-4

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsWriting Organization FrameState what the whole passage is about.(Hint: Read the title.)This passage is about . . .State what the paragraph is about.(Identify the main idea of the paragraph.)This paragraph is about . . .Does the sentence fit with the main ideaof the paragraph?If no, then remove the sentence.If yes, does it make sense where it is? Ifnot, move it to where it makes more sense.www.newreaderspress.com/ged/testprep Appendix A A-6

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests3. Think-Aloud TechniqueThe think-aloud technique is an excellent way for teachers to help students develop thecritical-thinking and problem-solving skills needed to succeed on the GED test. When youuse the think-aloud technique, you will read the GED question and then think out loudas you analyze and go through your thinking process to answer it. This allows studentsto observe the normally invisible process of how good math students interact with andsolve math problems or good readers apply different reading comprehension strategies toanswer questions. Below are the steps to follow when using the think-aloud technique.Before Using the Think-Aloud Technique1. Review the question and determine which strategies you will use.While there may be many strategies you would actually use, limit yourself to just 2–3strategies that address the areas where students have the most trouble. Tell students thestrategies you will use so that they can more easily identify them during the think-aloudprocess.Using the Think-Aloud Technique2. Clarify the Question by Putting It Into Your Own WordsTo answer a GED test question successfully, you must be sure you understand what youare being asked to answer, solve, or correct. Many students leave this part out, so it mustbe reinforced through modeling. Restate the question in your own words.3. Model the Strategies You IdentifiedAs you are reading a passage to answer a question or correct a writing error or readingand solving a math problem, model the strategies you identified by periodically stoppingand thinking aloud. It’s important to rehearse when you’ll use the strategies and whatyou’ll say, rather than demonstrating this “on the fly.” This will help you focus on thespecific strategies and present them clearly.It is OK, even preferred, to demonstrate the thinking process as not perfect. You can makepredictions about the reading or assumptions about the math problem that are wrong.Be sure to explain why you made the prediction or assumption to begin with and, moreimportantly, how you realized they were wrong.Reviewing and Extending the Think-Aloud Technique4. Identify the Strategies and Discuss How They Were Used.Have students identify where you used each strategy and why that particular strategy wasuseful. Ask students if they can think of other test questions where that same strategywould be useful. Ask students to think of other strategies or approaches they might haveused.www.newreaderspress.com/ged/testprep Appendix A A-8

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® Tests• How did your problem-solving strategies work for the Math Test? Did you followthem closely or modify them? What happened when you modified them?• How did your writing process work for the Essay test? Did you follow it closelyor modify it? How did the process help or hinder you from completing a passingessay?• What strategies did you use when you encountered a question or problem youcouldn’t answer? Were these strategies effective or useful? Why or why not?• What did you do when you encountered a question with graphics? How didthese strategies work?• What strategy did you use for checking your answer sheet? Did your answersget off track?• What strategies did you use to pace yourself? Were you able to answer enoughquestions correctly during the allotted time to pass the test? Why or Why not?How would you pace yourself differently next time?• How did you use the last 10 minutes? Did you go back and review your answers?Did you change any answers? What was the impact of the changes on yourscore?• What stress-management strategies did you use? What did you do beforetaking the test? What did you do during the test? How did these strategieswork?www.newreaderspress.com/ged/testprep Appendix A A-11

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsAppendix C: RELATED NEW READERS PRESS GED ® Resources1. The Pass the GED ® Series C-12. GED ® Teacher Resource Center C-23. Pre-GED ® and GED ® materials C-2The Pass the GED ® SeriesThis GED ® Test Preparation Handbook is based on the Pass the GED ® series. Pass theGED ® student workbooks are available at www.newreaderspress.com > GED PreparationThese essential booklets cover test question formats and use a full-length practice test tohelp students develop test-taking strategies before they take or retake the GED tests.Five Steps to Test SuccessStep 1: Get answers to Frequently Asked Questions about the GEDStep 2: Apply GED test skillsStep 3: Practice working with different types of GED questionsStep 4: Take a timed, full-length practice testStep 5: Use the GED Personal Coach to make your plan to pass the GEDOne 48-page workbook for each test, with 2-page test-prep lessonsEach title sold in a 10-pack for $37.95• Pass the GED ® Language Arts, Reading• Pass the GED ® Social Studies• Pass the GED ® Science• Pass the GED ® Language Arts, Writing• Pass the GED ® Mathematicswww.newreaderspress.com/ged/testprep Appendix C C-1

®GED Test Prep HandbookLesson Plans to Prepare Studentsto Pass the GED ® TestsGED ® Teacher Resource CenterThe GED ® Teacher Resource Center (www.newreaderspress.com/ged) is a free,comprehensive information source for GED instructors.The site offers:• downloadable, free classroom activities,• links to GED websites for teachers and students,• information about the New Readers PressMultilevel GED Test Preparation System, and• correlations to the TABE and the GED OfficialPractice Tests (OPTs).You can interact with other GED teachers on our discussionboard to pose questions and share successful strategies.You can also watch slideshows on how to use theNew Readers Press GED preparation materials.To keep connected and receive all the latest news on the GED test:1. Like the GED ® Teacher Resource Center on Facebook,2. Follow us @TeachGED (www.twitter.com/TeachGED),3. And sign up for the free GED Teacher e-newsletter.Pre-GED and GED MaterialsNew Readers Press offers these additional materials for pre-GED and GED students:Pre-GED ® Skill Workbooks use diagnostic/prescriptive pretests to target the basic skillsthat students need to progress to the GED level. They also introduce students to GEDquestion formats, thinking skills, and problem solving.GED ® Skill Workbooks utilize diagnostic/prescriptive pretests to target exactly theskills each student needs to study. These workbooks concisely cover GED content andhigher‐order skills in manageable 2-page and 4-page lessons.GED ® Scoreboost provides students with 11 to 16 strategies per workbook to acceleratetheir progress toward taking the GED tests.GED Practice & Pass delivers hundreds of GED practice questions via the internetand provides essential tools, such as a calculator, formulas page, essay checklist, andessay rubric.More information at www.newreaderspress.com > GED ® Test Preparationwww.newreaderspress.com/ged/testprep Appendix C C-2