Staar m reading rehearsal c1 sample by RALLY! Education

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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Builds STAAR-M Reading Skills Mirrors the STAAR-M Reading Test STAAR-M Reading Rehearsal Grades 3–8 • • • •

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STAAR Modified Reading Rehearsal

Level C1

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S The Texas Education IS Agency has neither endorsed nor authorized this practice PERM test booklet. ISBN 978-1-4204-6738-3 R 6738-3 Copyright ©2012 RALLY! EDUCATION. All rights reserved. No part of the material protected by this copyright may be reproduced in any form by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner. Printed in the U.S.A. 0212.MAQ RALLY! EDUCATION 22 Railroad Avenue Glen Head, NY 11545 (888) 99-RALLY

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STAAR Modified Reading Rehearsal

Contents

Level C1

Contents Introduction

.........................................4

TEKS Student Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Test-Taking Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Practice Test

........................................9

Reading Selection 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Reading Selection 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Reading Selection 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Reading Selection 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Reading Selection 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Reading Selection 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR Modified Reading Rehearsal

Introduction

Level C1

Introduction STAAR Reading Test The State of Texas Assessments of Academic Readiness (STAAR) replaced the TAKS beginning with the 2011–2012 school year. The STAAR tests are similar to the previous TAKS tests, but are more rigorous. The STAAR tests continue to measure how well students are learning the Texas state curriculum known as the Texas Essential Knowledge and Skills (TEKS). STAAR–Modified (STAAR–M) Reading Test The STAAR–M Reading test is an assessment based on modified achievement standards. It assesses the same TEKS curriculum as the STAAR. However, the test has differences in format such as larger font, fewer items per page, and items within passages as well as after passages. The test also has fewer answer choices, simpler vocabulary, and simpler wording of items.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Texas Essential Knowledge and Skills (TEKS)

The STAAR–M Reading tests assess the student expectations described in the TEKS. The TEKS is divided into the following three categories: Reporting Category 1: Understanding Across Genres STER. . A Reporting Category 2: Understanding and Analysis of LiteraryETexts M N Y WAY Reporting Category 3: Understanding and Analysis ofBInformational LACKLI ANTexts

OT A ED IN N C U S I D O T R .I REPspecific TEDdescribe Within each category, student expectations the skills that H E G B I R O Y The Ostudent T P K O O C students are expected to have learned. expectations are divided B IS S K I O H O T B R standards. The STAAR–M Reading into readiness standards supporting N FOstandards, MPLEon and E A V S I G S test has an Temphasis readiness with 60 to 70 percent of I T H NO S I N questions assessing ISSIO readiness standards. PERM STAAR-M Reading Rehearsal STAAR-M Reading Rehearsal provides 6 literary and informational passages. Students read each passage and answer multiple-choice questions about the passage. Students are given a maximum of 4 hours to complete the test. STAAR Questions and Directions STAAR-M Reading Rehearsal only includes multiple-choice questions. Each question offers three possible answer choices. Students should review the questions and three choices carefully and select the answer they think is best. There is no penalty for guessing, so even if students are not certain of the correct answer, they should always pick one.

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STAAR Modified Reading Rehearsal

Level C1

TEKS

Grade 3 TEKS Student Expectations Reporting Category 1: Understanding Across Genres The student will demonstrate an ability to understand a variety of written texts across reading genres. (4) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to (A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots; Readiness Standard (B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs; Readiness Standard

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Reporting Category 2: Understanding and Analysis of Literary Texts

The student will demonstrate an ability to understand and analyze literary texts.

STER.

E MaAvarietyWof (2) Reading/Beginning Reading/Strategies. Students comprehend N I AY. L K C Y A N L A B texts drawing on useful strategies as needed. Students T A are expectedINto

(5)

S NO PRODUCED I T I . (B) ask relevant questions, seek clarification, E RE facts and details GHTED and Blocate I R O Y T P K about stories and otherS texts O and support answers with evidence from K I C R THIS BOO O O text. Supporting Standard B N FO MPLE E A V S I G S I T TH Reading/Comprehension of Literary Text/Theme and Genre. Students IS NO N O I S analyze, M make IS inferences and draw conclusions about theme and genre in P ER

different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to

(A) paraphrase the themes and supporting details of fables, legends, myths, or stories. Supporting Standard (6) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to (A) describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse). Supporting Standard

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR Modified Reading Rehearsal

TEKS

Level C1

(8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to (A) sequence and summarize the plot’s main events and explain their influence on future events; Readiness Standard (B) describe the interaction of characters including their relationships and the changes they undergo. Readiness Standard (9) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Supporting Standard (10) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

(A) identify language that creates a graphic visual experience and appeals to the senses. Supporting Standard (16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact . in meaning. Students will continue to apply earlier standards with greater STERdepth A M E increasingly more complex texts. Supporting Standard CKLIN WAY. (Figure 19)

ANY BLA A N I T D O Reading/Comprehension Skills. StudentsT use DUCE of Orange I IS Na flexible R . P D E E R T metacognitive reading skills in both and Bindependent reading to H IGassigned O E YRStudents T P K O O C understand an author’s Kmessage. will continue to apply earlier O B IS S I O H O T B R standards with Pgreater depth in more complex texts as they N FOincreasingly M LE E A V S I G S I become self-directed, critical readers. The student is expected to T TH NO S I N ISSIO (D) Emake P RM inferences about text and use textual evidence to support

understanding; Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry)

(E)

summarize information in text, maintaining meaning and logical order. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry)

Reporting Category 3: Understanding and Analysis of Informational Texts The student will demonstrate an ability to understand and analyze informational texts.

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STAAR Modified Reading Rehearsal

Level C1

TEKS

(12) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. The student expectation for 12(A) is ineligible for assessment. Therefore, when Culture and History (12) is assessed, it will be linked to Figure 19(D): make inferences about text and use textual evidence to support understanding. This student expectation will be attached only to expository texts, since persuasive reading is ineligible at grade 3. For this reason, Culture and History (12) will always represent a Readiness standard. (13) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to (A) identify the details or facts that support the main idea; Readiness Standard

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

(B) draw conclusions from the facts presented in text and support those assertions with textual evidence; Readiness Standard (C) identify explicit cause and effect relationships among ideas in texts; Readiness Standard (D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. Readiness Standard TER.

S NE MA

(15) Reading/Comprehension of Informational Text/Procedural Y WA ACKLI Texts. N L A B A N I Students understand how to glean and use information UCED texts and S NOT inPRprocedural I D O T I . documents. Students are expected toGHTED E RE

I COPYR

B OK TO

(B) locate and use specific inBO graphic features of text. Supporting S K ISinformation I O H O T B R E O L F Standard VEN SAMP

(16)

OT GI THIS N S I Reading/Media SION Literacy. Students use comprehension skills to analyze how S I M R words, PE images, graphics, and sounds work together in various forms to impact

meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Supporting Standard (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to (D) make inferences about text and use textual evidence to support understanding; Readiness Standard (E)

summarize information in text, maintaining meaning and logical order. Readiness Standard

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STAAR Modified Reading Rehearsal

Level C1

Test-Taking Strategies There are six steps that you can follow to become a better test taker.

1. Relax: Everyone gets nervous about tests. It is normal. Try to relax and not worry! 2. Listen: Listen to and read all the directions carefully! Ask your teacher to explain any directions you do not understand.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

3. Read: Read each question and answer very carefully! 4. Think: If you are not sure how to answer a question right away,Erelax and ST R. choices A M E . give yourself some time to think about it. Eliminate answer KLIN Y WAY ACthose N L A B that you know are incorrect and choose from that remain. A N I T UCED S NOsure I D O T I • Do what you are asked to Edo. Make you understand what R . P RE TD H E G B I R O the question is asking. COPY IS BOOK T S I K O • Make sure your answer BO R THmakes sense. Think it through. E O L F P N M VE answer seems right, pick the answer that If SAmore than T GIone O THI•S sounds N S I ION best or most correct.

ISS ERMPlan P5. Your Time:

Do not spend too much time on any one question! If a question seems to take too long, skip it and go back to it later (if possible). Answer the questions you are sure of first. 6. Be Positive: Some questions will be hard to answer and others will be easy. Don’t be concerned with other students. Just concentrate and try your best!

RALLY! EDUCATION We’re All About Student Success!

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STAAR Modified Reading Rehearsal

Level C1

STAAR Modified Reading E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 Practice Test

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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STAAR Modified Reading Rehearsal

Reading Selection 1

Level C1

Alvaro’s Country Summer This story is about a boy named Alvaro. Alvaro’s parents sign him up for a program called the Fresh Air Fund. It allows city kids to spend time in the country. Alvaro is not looking forward to going. Alvaro stays with the Lei family in upstate New York. He spends time with Han, and does many

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

things during the summer. Read the story to find out whether Alvaro enjoys his time in the country.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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STAAR Modified Reading Rehearsal

Reading Selection 1

Level C1

Alvaro’s Country Summer Alvaro sat on the steps of his building. His parents were sending him

to the country for a week. Alvaro wanted to stay in New York City. It was summer and his friends were playing outside. Music blasted from a loud radio. Kids sang to the music. Alvaro watched his friends playing. He didn’t feel like playing. The bus stopped at Alvaro’s building. His mother carried his bags onto

the bus. She kissed him and told him to have a good time. Alvaro got

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

on the bus. He sniffled and waved to his mother. The bus headed out of the city.

Alvaro’s parents had signed him up for the Fresh Air Fund. It was a

program that let city kids spend time in the country. Alvaro’s mother didn’t want him to spend the summer indoors. She felt Alvaro Tspent ER. too

E MAS . IN OT A withDUthe ED Lei N C S I having fun outside. So Alvaro was going to stay family in O T .I PR D E E R T H E G B RI K TO the upstate New York. Alvaro didn’t to see country. He closed his OPYwant O C O S B I S K I O H O T B eyes and took aSAnap. N FOR MPLE E V I G S I T TH IS NO N O I S IS PERM

AY LIN much time watching television. She wanted him Bto more LACKspend ANY W time

Which word means about the same as sniffled? A

Sobbed

Shook

Smiled

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STAAR Modified Reading Rehearsal

Questions

Level C1

How does Alvaro feel about going to the country? A

Angry

Scared

Unhappy

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Why does Alvaro’s mother want Alvaro to go to the country? A B C

STER. . A M E ACKLIN IN ANY WAY L B A To spend time outdoors S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K To make a new friendK IS CO BOO S I O H O T B N FOR MPLE E A V S I G S I T TH IS NO N O I S IS PERM To learn new things

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STAAR Modified Reading Rehearsal

Reading Selection 1

Level C1

The bus stopped. The bus driver told Alvaro that this was his stop.

Alvaro got off the bus. 5

“My name is Mr. Lei,” a man said. “This is my son, Han.”

“I like riding my bike,” said Han. “I have two bikes, so you can ride one.”

Alvaro liked riding bikes too. He smiled at Han. “That sounds good,” he said. Han had many things to show Alvaro. Han took Alvaro to a brook

behind the Lei house. They looked for frogs and crayfish. They dug

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

worms out of the dirt. They rode their bikes through the woods. One day the Lei family took Han and Alvaro to a lake. Alvaro and Han

took turns jumping off a tire swing into the water. Then they all had a picnic. 10

ER. Y WA A CK L N L A B A N I marshmallows in the fire. The boys slept in NaOTtent nextCEDto the house. ODU IT IS R . P D E E R T Alvaro and Han shined their flashlights look E bears. They took turns O Bfor YRIGH to T P K O O C O SB K IS made making up ghost stories. puppets on the tent’s walls. OThey HIshadow O T B R E O L F P N M E A THIS S IS NOT GIV SION S I M R PE AST toasted That night, Mr. Lei lit a fire behind their house. Alvaro Iand Y. NE MHan

How are Han and Alvaro alike? A

They cannot swim well.

They are scared of ghosts.

They enjoy riding bikes.

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STAAR Modified Reading Rehearsal

Questions

Level C1

What do Alvaro and Han do right after they look for bears? A

They toast marshmallows.

They make up ghost stories.

They make shadow puppets.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR Modified Reading Rehearsal

Reading Selection 1

Level C1

Alvaro’s last night with the Lei family was the Fourth of July. Mr. Lei cooked food on the grill. Alvaro liked Mr. Lei’s barbecued chicken. When it was dark, they went to the lake. They watched the sky light up with fireworks. Some of the fireworks seemed to light up the whole sky.

Han was sad when it was time for Alvaro to leave. Alvaro was sad, too. He had enjoyed his time with the Lei family. But he was excited to see his own family. He couldn’t wait to tell his friends about his summer adventures.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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STAAR Modified Reading Rehearsal

Questions

Level C1

Use the whole story “Alvaro’s Country Summer” on pages 11–15 to answer questions 6–7. 6

Which sentence best tells what the story is about? A

Alvaro and Han have lots of fun.

Alvaro wishes he could stay in the city.

Alvaro learns that the country is a fun place.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . D summer? How would Alvaro most likely describe GHTEhis BE RE I R O Y T P K O K IS C R THIS BOO O O B A It was better PLE he thought. N FO Mthan E A V S I G S I T TH IS NO N O I S B It was different and strange. IS PERM C

It was as boring as he feared.

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STAAR Modified Reading Rehearsal

Reading Selection 2

Level C1

Japanese Folding Screens A Japanese folding screen is a screen used to divide a room into parts. They are popular all over Japan. Read the article to find out more about folding screens, and to learn how to make one.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR Modified Reading Rehearsal

Reading Selection 2

Level C1

Japanese Folding Screens Many people in Japan have folding screens. A folding screen is like a

small wall. You can set it up to hide an area of your house. Or you can use it to divide a room into parts. When you no longer need it, you can fold it up. In Japan, folding screens are often made of wood. But they also have windows. The windows are covered by silk panels. People paint pictures on these panels. Many panels have trees and flowers painted on them. Others have colorful birds.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

You can make a miniature Japanese folding screen. Your folding screen

will be much smaller. But it can be just as pretty as folding screens in Japan.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM 8

Which words in paragraph 2 help the reader understand the meaning of miniature? A

folding screen

much smaller

just as pretty

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR Modified Reading Rehearsal

Questions

Level C1

Which sentence best supports the idea that Japanese folding screens are handy? A

Many people in Japan have folding screens.

When you no longer need it, you can fold it up.

The windows are covered by silk panels.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR Modified Reading Rehearsal

Reading Selection 2

Level C1

You’ll need these supplies to make a folding screen: • large piece of poster board • tissue paper • markers • tape • scissors

Follow these steps to make your folding screen.

Step 1: Fold your poster board in half.

Step 2: Fold each half backwards to the

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

fold. Do this for both sides. 7

Step 3: Cut out small windows on each panel. A panel is a folded part.

AST Step 4: Cut tissue paper that is about the same size as the Y. NE Mwindows.

ER. ACKLI IN ANY WA L B A This tissue paper will cover your windows. S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K Step 5: Draw pictures on the O tissue paper with markers. Draw K IS C R THIS BOO O O B LE like Von FO tissue paper. Draw pictures that are anything N the MPyou E A S I G S I T TH S NO Have fun! Ibright. large Sand N O I IS PERM

10 Step 6: Tape the pieces of tissue paper to the back of the window.

Use a lot of tape so the tissue paper does not fall off. If you tear the tissue paper, you can mend it easily with tape. 11 Step 7: Draw flowers and trees on the bottom of your screen. 12 Step 8: Set up your screen in a place where people will see it.

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STAAR Modified Reading Rehearsal

Questions

Level C1

10 Why are bullet points included in the article? A

To describe the steps in order

To list facts about folding screens

To show the items the reader needs

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

11 In Step 6, a lot of tape should be used so the tissue paper – A B C

STER. . A M E ACKLIN IN ANY WAY L B A is on straight S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O does not fall off K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

does not tear

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STAAR Modified Reading Rehearsal

Questions

Level C1

Use the whole article “Japanese Folding Screens” on pages 18–20 to answer question 12. 12 Why did the author write this article?

To make readers want a folding screen

To describe what a folding screen is

To teach readers how to make a folding screen

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

STOP Page 22

STAAR Modified Reading Rehearsal

Reading Selection 3

Level C1

Dream Job In this poem, the speaker imagines different jobs she could do. She imagines digging up dinosaur bones. She imagines being a police officer, a carpenter, an office worker, a taxi driver, a pilot, and many more jobs.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR Modified Reading Rehearsal

Reading Selection 3

Level C1

Dream Job

I once unearthed the bones Of an ancient dinosaur; Another time I guarded lives Of people at the shore. 5

I’ve spent some time fighting crime And protecting city laws,

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And working as a carpenter

With hammers, drills, and saws. I took people all over town 10

As the driver of a taxi car,

STER. . A M E ACKLIN IN ANY WAY L B A Flew to cities near and far. S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O As the queen bee in a classroom K IS C R THIS BOO O O B I gave directions hive. N FO MPLE to my E A V S I G S I T TH IS NO an office N I rushed around O I S IS PERM And as the pilot of a plane

And made it home by five.

My brain swims in deep waters, Strange as all this seems, Of different jobs that I should try 20

If only in my dreams.

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STAAR Modified Reading Rehearsal

Questions

Level C1

13 In line 3, what does guarded mean? A

Protected

Helped

Studied

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

14 Which word best describes the feeling that the poet creates in this poem? A B C

STER. . A M E ACKLIN IN ANY WAY L B A Joyful S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O Surprised K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Worried

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR Modified Reading Rehearsal

Questions

Level C1

15 Read lines 13 and 14. As the queen bee in a classroom I gave directions to my hive.

What job is described in these lines? A

Farmer

Pilot

Teacher

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O 16 Read line 17 from the poem. K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM My brain swims in deep waters, What does this line show about the speaker? A

She wants a job near the water.

She has trouble swimming.

She thinks about it a lot.

STOP Page 26

ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR Modified Reading Rehearsal

Reading Selection 4

Level C1

Training Eddie This is a story about Ava and Josh and their new puppy Eddie. Eddie is not a very well-behaved puppy. Josh decides that they need to train Eddie. He borrows some library books on training dogs, and then Josh and Ava try to teach Eddie some basic tricks. Read the story to find out if

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

they manage to train Eddie.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR Modified Reading Rehearsal

Reading Selection 4

Level C1

Training Eddie Ava and Josh looked around the living room. The floor was covered

with shredded newspaper. The stuffing had been pulled out of the cushions. Eddie, their new brown puppy, lay in the corner. The little bandit had taken Ava’s sneaker from her room. He had used it as a chew toy. Their mom stood with her hands on her hips. “I’ve had enough!” she said. “If Eddie can’t be trained, then we can’t

keep him!” Ava

and

Josh

both

looked

E L P SAM ! Y L L RA N O I T A C U ED Y L L A R . 9 9 . 888

worried.

The

puppy

was

bad

sometimes. Eddie did not listen to Ava and Josh when they were in the park. He had chewed on Josh’s new baseball mitt. He did not come when they called him. But Ava and Josh both wanted to keep Eddie. They knew they had to find a way to make Eddie behave.

17 What does the word bandit mean in paragraph 1? A

Puppy

Baby

Thief

Page 28

STAAR Modified Reading Rehearsal

Questions

Level C1

18 Why does Josh decide to train Eddie? A

He is tired of Eddie chewing his things.

He thinks his mother will take Eddie away.

He wants to play games with Eddie.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 29

ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR Modified Reading Rehearsal

Reading Selection 4

Level C1

Ava and Josh thought about their problem. Then Josh had an idea. He

and Ava walked to the library. Josh grabbed a book from the shelf. Ava saw that it was a book about training a puppy. Ava and Josh found three more books about dog training. Eddie greeted the two with playful barks. Ava picked up Eddie and

carried him to the backyard. “We go to school every day,” she told Eddie. “Now it’s your turn to

learn.” Ava and Josh trained Eddie all afternoon. First, they tried to teach

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Eddie to sit. Ava picked up Eddie’s bone. She held it over his nose. Then, she slowly moved it up and backward. Eddie’s eyes followed the bone. As Eddie leaned back, he sat down. “Good boy, Eddie,” said Ava. She handed him the bone as a treat. They practiced many times.

R. Y WA ACKLI the N L A B A N I lowered the squeak toy to the floor. Eddie’s eyes followed toy until he OT ED N C U S I D O T REPRThey practiced many TED. I said lay on the ground. “Way to go,REddie,” Josh. H E G B I O COPY IS BOOK T S I K times. O BO R TH E O L F P N M E A THIS S IS NOT GIV SION S I M R PE

STE Next, Josh taught Eddie to lie down. First, he made Eddie Y. he NE MA sit. Then

19 What does Ava use to teach Eddie to sit? A

A bone

A leash

A squeak toy

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STAAR Modified Reading Rehearsal

Reading Selection 4

Level C1

Finally, Josh and Ava taught Eddie to come when they called his name.

“Eddie, come,” said Josh. Josh held out a dog biscuit. Eddie ran to Josh. Josh gave him the treat. They practiced a few more times. 10

That night, Josh and Ava showed their mother what Eddie had learned. Eddie sat when he was told to. Then he lay down. Then he came when he was called. Ava and Josh grinned at each other. They knew they would get to keep Eddie.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Use the whole story “Training Eddie” on pages 28–31 to answer questions 20–21. 20 What is Ava and Josh’s main problem? A B C

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED Eddie chewed a sneaker. I T I . GHTED BE RE I R O Y T P K S CO Eddie does not know his BOO S K Iname. I O H O T B N FOR MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Eddie does not listen.

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STAAR Modified Reading Rehearsal

Questions

Level C1

21 Which is the best summary of the story? A

Two children have a naughty puppy. The puppy annoys their mother. The children still love the puppy.

Two children have a puppy. The puppy is often naughty. The puppy upsets their mother. The children decide to train the puppy.

Two children worry about their puppy. They decide to teach the puppy some tricks. The puppy learns quickly. The children want to teach their puppy more tricks.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

STOP Page 32

ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR Modified Reading Rehearsal

Reading Selection 5

Level C1

The Moon This article is about the Moon. The article describes many interesting things about the Moon. It describes how sunlight reflects off the Moon, and how the Moon’s surface is covered with craters. One of the other interesting things about the Moon is that it looks like the Moon has a

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

face. Read the article to find out why it looks like the Moon has a face.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 33

STAAR Modified Reading Rehearsal

Reading Selection 5

Level C1

The Moon 1

Have you ever looked up at the Moon? People like looking at the Moon. Some people like to imagine things about the Moon. Some say that the Moon is made of cheese. Others say that the Moon has a face. They call this face the Man in the Moon.

From Earth, the Moon looks bright in the night sky. The Moon actually gets its light from the Sun. Think of the Moon as a big mirror. When you shine light at a mirror, the light reflects back at you. The same thing

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

happens when sunlight shines on the Moon. The Moon reflects sunlight back to Earth. The Moon is the second brightest object in the sky. Only the Sun is brighter.

STER. . A M E ACKLIN IN ANY WAY 22 Why does the Moon look bright in the sky? L B A S NOT PRODUCED I T I . GHTED BE RE I A It is close to the Earth. R O Y T P K O K IS C R THIS BOO O O B B It gets lightSA from N FO MPLE the GSun. E V I S I T TH IS NO N O I S C It is warm ISon the Moon. PERM

Page 34

ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR Modified Reading Rehearsal

Reading Selection 5

Level C1

The Moon formed millions of years ago. Some scientists believe that a

very large rock crashed into the Earth millions of years ago. This caused a piece to break off. This piece may have formed the Moon. The surface of the Moon is

covered with gray soil. The Moon has many layers of rock. There is no water on the Moon. Rocks crash into are craters all over the Moon’s surface. Some of these craters are very deep. The higher and lower parts of the Moon create shadows. From Earth, these shadows look like a face. This is where the idea of the Man in the Moon came from.

E L P SAM CATION U D E ! Y L L Y L L RA A R . 9 9 . 8 8 8

23 What makes the Moon look as if it has a face? A

Dust

Clouds

STER. . A M E Shadows ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 35

the Moon and form craters. There

STAAR Modified Reading Rehearsal

Reading Selection 5

Level C1

The Earth has rain, snow, and wind. The Moon does not have rain or wind. But the Moon does get warmer and colder. When the Sun shines on the Moon, it is hotter than a pot of boiling water! At other times, the temperature on the Moon is far below zero.

Twelve astronauts have walked on the Moon. They brought moon rocks and dust back to Earth. People studied the rocks and dust to learn more about the Moon.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

24 Read this sentence from paragraph 5.

When the Sun shines on the Moon,

it is hotter than a pot of boiling water!

STER. . A M E Why does the author include this sentence? ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . ED the Moon GHTon BE RE I A To explain why there is no water R O Y T P K O K IS C R THIS BOO O O B FO Moon B To tell how Shot Nthe MPitLEgetsGon E A V I S I T TH IS NO N O I S C To describe IS a sound that can be heard on the Moon PERM

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ÂŠ R A L LY ! E D U C AT I O N . N O PA R T O F T H I S D O C U M E N T M AY B E R E P R O D U C E D W I T H O U T W R I T T E N P E R M I S S I O N O F T H E P U B L I S H E R .

STAAR Modified Reading Rehearsal

Questions

Level C1

Use the whole article “The Moon” on pages 34–36 to answer questions 25–26. 25 Why did the author write this article? A

To teach readers facts about the Moon

To describe the history of the Moon

To show that the Man in the Moon is not real

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . 26 Why is the photograph included? RIGHTED BE RE O Y T P K O K IS C R THIS BOO O O B E A To show howSthe formed N FO MPLMoon E A V I G S I T TH IS NO N O I S B To show Rthe IS Moon’s craters PE M C

To show that it does not rain on the Moon

STOP Page 37

STAAR Modified Reading Rehearsal

Reading Selection 6

Level C1

Laura Ingalls Wilder Laura Ingalls Wilder is a famous children’s writer. Laura grew up in the late 1800s, and her parents were pioneers. Pioneers traveled across America in wagons. As an adult, Laura started writing about what her life was like when she was a child. She wrote a series of books called Little

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

House on the Prairie. Read the article to find out more about Laura’s life.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 38

STAAR Modified Reading Rehearsal

Reading Selection 6

Level C1

Laura Ingalls Wilder Can you imagine what life was like many years ago? People did not

have cars. They traveled on horses. They also traveled in wagons. These wagons were pulled by horses. Laura Ingalls Wilder lived this kind of life. She wrote many books about her life. Her books are for children. Early Life

Laura was born in 1867. She was very close to her family. She called

her parents Ma and Pa. She had three sisters named Mary, Carrie, and

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Grace. Laura was happy, but her life was very hard. Her parents were pioneers. This meant that they moved from place to place. Laura spent a lot of time in wagons. It was hard for her to go to school. But she loved school anyway. And she was happy to spend so much time with her family.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T 27 What is paragraph 2 mostly about? P K O K IS C R THIS BOO O O B N FO MPLE E A V S I A Laura’s family G S I T TH IS NO N O I S RMIS B Laura’sPEschool C

Laura’s wagon

Page 39

STAAR Modified Reading Rehearsal

Questions

Level C1

28 Why was Laura’s childhood hard? A

She had three sisters.

She was always moving.

She had to do a lot of work.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 40

STAAR Modified Reading Rehearsal

Reading Selection 6

Level C1

Growing Up

Laura decided to become a teacher. Laura taught at a school with only

five students. The school had only one room. It was very far from Laura’s house. Laura had to stay with another family. Laura missed her family. She met a farmer who wanted to help her. He took her to see her family on the weekends. His name was Almanzo Wilder. Laura fell in love with him. They later married. Starting to Write

Laura and Almanzo had one daughter named Rose. Rose knew that her

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

mother was a great storyteller. She asked her mother to write a book about her life. Laura wrote about traveling in a wagon with her family. She wrote about the good times and the hard times. Laura’s first book was published in 1932. Laura was sixty-five years old. The book was called Little House in the Big Woods. People loved Laura’s book. TER. They

E MAS . A IN OTLaura’s ED as N C U S I D Laura wrote a series of books. They told about life she grew. O T .I PR D E E R T H E G K TO B was called Little House on There were nine books in the series. series OPYRI The O C O S B I BOOK R THIS E O L F P the Prairie. N M E A THIS S IS NOT GIV SION S I M R PE

LIN more WAY wanted to know more about her life. They asked herBLto ACKwrite ANY books.

29 Why does the author include some words in italics? A

To show the titles of books

To show text that is spoken

To show the names of places

Page 41

STAAR Modified Reading Rehearsal

Level C1

Reading Selection 6

Laura’s Success

Laura’s books made her famous. People everywhere read about her

life. Today her house is unchanged from when she lived in it. It is now a fun place to visit. There is a museum next door. It contains many things that once belonged to Laura and her family. People can even see the desk

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

Photo courtesy of The Library of Congress

on which Laura wrote her books.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

30 The word unchanged means that the house – A

has been moved

is free to visit

has stayed the same

Page 42

STAAR Modified Reading Rehearsal

Questions

Level C1

Use the whole article “Laura Ingalls Wilder” on pages 39–42 to answer questions 31–32. 31 How was Laura’s childhood important to her success? A

It taught her to work hard.

It became the subject of her books.

It made her want to become a teacher.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . 32 Why does the author include headings GHTinEDboldTOprint? BE RE I R Y P K O K IS C R THIS BOO O O B A To show the S subjects N FO books MPLE ofGILaura’s E A V S I T TH IS NO N O I S B To tell what ISeach section is about PERM C

To explain why the article was written

STOP Page 43

STAAR Modified Reading Rehearsal

Level C1

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 44

STAAR Modified Reading Rehearsal

Level C1

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 45

STAAR Modified Reading Rehearsal

Level C1

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 46

STAAR Modified Reading Rehearsal

Level C1

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

Page 47

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

ISBN 978-1-4204-6738-3