We addressed PSAT questions that assess the ability to use logical transitions. As Kaitlin needed review on this area, I provided instruction on phrases that are "but" phrases such as "however, on the other hand,nevertheless, still,.". We then studied phrases that are "and " phrases or words such as "moreover, in addition, and further." As we studied these types of questions, I explained why a "but" phrase or an "and" phrase creates a logical transition. We then continued studying grammar questions ,specifically using proper punctuation so as not to create a fragment or a run-on sentence.

As Kaitlin was on campus today, we accessed the College Board Bluebook and practiced PSAT questions using the digital format. Kaitlin did very well on the vocabulary section and we reviewed the proper use of transition phrases such as ," nevertheless, as a result, next, for example , etc" . Following the review, Kaitlin then answered transition questions. Next, we addressed the two text passages and the note summary passages . For the two text passage the question asked for similarities . We worked on using the digital exam's underlining function to locate similarities in both paragraphs notwithstanding their different conclusions. From there I provided instruction on using the underlined sentences to find the correct answer which essentially merely reworded the underlined language. . Kaitlin feels she is becoming comfortable with the format(although she still prefers the written format)

As Kaitlin was on campus today, we used this opportunity to address the digital PSAT format .Kaitlin has worked on a digital practice test and we are reviewing her answers and reviewing how to use the College Board's digital tools to focus on critical portions of the the questions and on the operative areas of the passages. We will complete Module 2 tomorrow .

We today spent time analyzing questions where Kaitlin encountered some difficulty with her PSAT practice homework. First , we worked on "main point of the passage" questions in both a fiction and non-fiction context. For the non-fiction passages, I emphasized the importance of studying the first and last sentence of the passage. We further worked on a more difficult data analysis question that required the student to locate support for an argument rather than just to read the table or chart. With instruction, Kaitlin was readily able to recognize how to amend her responses to locate the best answer.

After we concluded our discussion on the digital format, we returned to practicing PSAT questions on the paper format using the PSAT book. We began by distinguishing vocabulary questions that seek a direct synonym from those that seek a more literary connotation ,usually based on a poem or a passage from a novel. For example, today we noted how the word"mean" literally means cruel but in the context of the question it denoted an unsightly residence . Next, we analyzed the difference between a question that seeks the purpose of a passage and a question that seeks the main idea. Kaitlin then completed practice questions on these areas and did very well.

As Kaitlin was in person today, we together continued studying and practicing on the digital PSAT platform by doing a PSAT digital practice test. Kaitlin did very well on today's practice questions focused on vocabulary, main idea, sentence function, and data analysis. Where she encountered challenges, I provided suggestions on using the highlight /underline function and directed her attention to specific words or phrases that would help illuminate the correct response. With this assistance, Kaitlin readily narrowed down her responses and then correctly answered the questions. While Kaitlin feels she loses focus using the digital platform , by practicing the online exams and working on focus strategies we are making good progress.

We studied PSAT note synthesis questions . I addressed and highlighted how each note summary question contains a specific focus : eg, which note summary "emphasizes a quality, or emphasizes a difference, or simply explains." We then reviewed a series of practice questions, and eliminated responses that, while relevant, were outside the narrow scope of the question. We last reviewed the proper use of transitional phrases such as "for instance, in comparison, and instead" and then answered practice questions applying the proper use of transition phrases. .

We continued practicing on the college board digital format as Kaitlin had indicated that she needed to become more comfortable with this newer format which is now the only format available to take the the SAT or PSAT. We worked not only on how to solve the problem but also how to mark a question for later review where the student is uncertain of an answer and how and where to underline/highlight on the digital format. Specifically, in working on a note synthesis question , I had Kaitlin practice highlighting the specific words in the question that will facilitate her determining the correct response . At the end of the exercise, we noted and reviewed how the review answer format operated as well as how to use the change response option.

We have been studying PSAT strategies thus far using paper. As the PSAT and SAT are now digital, today we studied use, tools , and strategies for the PSAT digital platform. Using the College Board Bluebook, we together looked at available test previews and practice questions. As Kaitlin worked through the problems , I pointed out the useful tools on the digital platform: review answer, delete, and critically highlight and underlne. We spent time on passages that were "main idea" questions and two text comparison questions locating the critical sentences to highlight to facilitate finding the best response.

We continued studying and practicing test taking strategies directed to finding the main idea of a passage, and locating supporting arguments for the main contention in the passage. I pointed out that the correct response often lifts language from the passage or simply restates the claim of the writer. Regarding data analysis , today we examined a chart or table. For these questions, we reviewed the simple strategy of matching each response to the chart to determine if the response accurately reflects the data. We noted how process of elimination works well for these types of questions.