Staar m reading rehearsal c2 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 • • • •

Clear and simplified explicit directions Same content, format, and question-type as STAAR-M Larger font size Fewer questions per page

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STAAR-M Reading Rehearsal

Level C2

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 978-1-4204-6923-3 R 6923-3 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. 0412.MAQ RALLY! EDUCATION 22 Railroad Avenue Glen Head, NY 11545 (888) 99-RALLY

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STAAR-M Reading Rehearsal

Contents

Level C2

Contents Introduction

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

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

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

Reading Selection 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Reading Selection 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Reading Selection 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

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

Reading Selection 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Reading Selection 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Reading Selection 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

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-M Reading Rehearsal

Introduction

Level C2

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 and Analysis 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-M Reading Rehearsal

Level C2

TEKS

Grade 3 TEKS Student Expectations Reporting Category 1: Understanding and Analysis 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-M Reading Rehearsal

TEKS

Level C2

(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-M Reading Rehearsal

Level C2

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-M Reading Rehearsal

Level C2

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-M Reading Rehearsal

Level C2

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-M Reading Rehearsal

Reading Selection 1

Level C2

One Hump or Two? This article is about camels. Camels are found in Texas zoos, but have also roamed free in Texas. Wild camels were introduced into Texas by the U.S. Army in the 1800s. Camels are unique animals known for being able to survive in deserts. Read the article to find out about the special

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

features of camels that help them survive in deserts.

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-M Reading Rehearsal

Reading Selection 1

Level C2

One Hump or Two? 1

What animal has bad breath and shoots green spit? Here are some other clues. This creature has four stomachs. It bites with pointed yellow teeth! It can drink a bathtub of water in less than ten minutes! This animal is a camel!

Camels are not just found in Texas zoos. They have lived in the wild since the 1800s. The U.S. Army brought wild camels to Texas. They wanted to use camels to transport goods.

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

Would you like to learn more strange camel facts? • Camels can smell water a mile away. • They make almost no sweat.

• They can walk 30 miles in one day.

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 Which sentence why the U.S. Army would want to TH best Iexplains S NO N O I S IS use camels? PERM • A camel can carry 1,000 pounds.

This creature has four stomachs.

They make almost no sweat.

A camel can carry 1,000 pounds.

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STAAR-M Reading Rehearsal

Questions

Level C2

Why is the list included in paragraph 3? A

To give some details about camels

To explain where camels are found

To describe what camels look like

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-M Reading Rehearsal

Level C2

Reading Selection 1

There are two types of camels. The first type has a single hump. Most camels have just one hump. These camels live in the deserts of Arabia and North Africa. The other type of camel has two humps. These camels live in deserts in Asia. They are much rarer.

NORTH AMERICA

EUROPE

EASTERN EUROPE

ASIA

ARABIA CENTRAL AMERICA

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

SOUTH AMERICA

Where Camels Live Naturally

AUSTRALIA

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 Based on theTHmap, where IS NO would you most expect to find camels? N O I S IS PERM

Australia

Europe

South America

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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-M Reading Rehearsal

Reading Selection 1

Level C2

Many people think that camels’ humps hold water. The humps are actually made of fat. Camels keep water in other parts of their bodies. They use that water over and over. Camels can live without water for 17 days!

The camel is made for the desert. A camel’s hump stores food. If a camel does not find plants to eat, it uses hump fat. The hump of a very hungry camel looks sort of like jelly. It becomes soft and folds over. When the camel eats well, its hump hardens again.

Hungry camels eat food you would not touch. A camel will eat a hard

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

prickly cactus. They even eat tree branches. Camels are not picky about their food. They live in deserts where there is little food around. They have to eat whatever they can find.

STER. . A M E ACKLIN IN ANY WAY Which word means about the same as picky? L B A S NOT PRODUCED I T I . GHTED BE RE I A Worried R O Y T P K O K IS C R THIS BOO O O B B Calm N FO MPLE E A V S I G S I T TH IS NO N O I S C Fussy RMIS PE

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STAAR-M Reading Rehearsal

Reading Selection 1

Level C2

Camels have great eyesight. They can see food a long distance away. Their eyes have two eyelids. When sand is blowing, camels can shut one set of eyelids. A camel also has extra hair inside its ears. That hair keeps sand from going into the ears. Camels can close their noses to keep out sand, too. Even camels’ hooves are made for walking on sand. Their hooves have pads and are spread wide. This helps them grip the soft desert sand.

Camels are even made for the desert at night. They have tough pads on their knees, thighs, and chests. These “pillows” let them sleep comfortably on the hard desert floor.

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

We are lucky to have so many camels in Texas zoos. Pay your zoo a visit, and say hello to these delightful animals. Check out their amazing humps. But try not to smell their breath and be careful of that green spit!

STER. . A M E ACKLIN IN ANY WAY L B A OT UCED D Why do camels have two sets of eyelids?D. IT IS N O R P GHTE BE RE I R O Y T P K O K IS C R THIS BOO O A To help them spot Efood O B N FO MPL E A V S I G S I T TH outISofNOtheir eyes B To keep sand SION S I M R PE

To keep them cool

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STAAR-M Reading Rehearsal

Level C2

Questions

Use the whole article “One Hump or Two?” on pages 11–15 to answer questions 6–7. 6 Look at the following web from the article. can close their noses

able to store food camels are made for desert life

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

What belongs in the empty circle? A B C

STER. . A M E ACKLIN IN ANY WAY L B A can carry heavy loads S NOT PRODUCED I T I . HTED BE RE O T extra hair in their ears COPYRIG K BOO S K IS I O H O T B LE N FOR MPspit E A produce green V S I G S I T TH IS NO N O I S IS PERM

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STAAR-M Reading Rehearsal

Questions

Level C2

What is the best summary of this article? A

Camels are interesting animals. There are two types of camels. There are ones with one hump, and ones with two humps. Both types use their humps to store food.

Camels’ humps do not hold water. They are made of fat. Camels use the fat for food. They can smell water from far away.

Camels seem like strange animals. They can go for weeks without water or food. They are made for life in the desert. They are worth visiting a zoo to see.

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 17

STAAR-M Reading Rehearsal

Reading Selection 2

Level C2

Marisa Finds a Story This is a story about a girl called Marisa who tries writing a story. Marisa is nervous about her writing skills. She gets even more upset when her sister laughs at her story. Then Marisa’s Aunt Gemma comes to visit. Aunt Gemma writes for magazines and Marisa knows that she is a good writer.

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

Marisa learns something surprising about her aunt that makes her feel better. Read the story to find out how Aunt Gemma helps Marisa.

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-M Reading Rehearsal

Reading Selection 2

Level C2

Marisa Finds a Story 1

“What are you doing?” asked Marisa’s sister.

Marisa covered up her paper. She didn’t want Theresa to see her story.

“Nothing,” she said.

“Let me see!”

“You have to promise not to laugh,” Marisa said.

“I promise,” said Theresa.

Marisa handed the pad of paper to Theresa. She nervously watched Theresa read the page. Then she saw the smirk on Theresa’s face.

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

“I told you not to laugh!” cried Marisa.

Theresa acted like she was wiping her mouth. “I’m not laughing,” she said. But Marisa knew that she was lying. “I saw you,” she said. Theresa handed the pad back to Marisa and walked away.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I What is paragraph 7 mostly about? T I . GHTED BE RE I R O Y T P K S CO BOO S K IMarisa’s A How much Theresa Blikes story I O H O T N FOR MPLE E A V S I G S I T TH laughs B How Theresa IS NOat Marisa’s story N O I S IS PERM C

How Theresa is a better writer than Marisa

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STAAR-M Reading Rehearsal

Reading Selection 2

Level C2

The next night, Aunt Gemma came over. Marisa stared across the table. She loved listening to her aunt’s stories. Her aunt wrote articles for magazines.

After dinner, Marisa went to her room to finish her story. Marisa was busy writing when she heard a knock on her door. “Come in,” she said, covering up her paper.

It was Aunt Gemma. She sat down on Marisa’s bed. Marisa could smell her sweet perfume. “Come sit with me,” Aunt Gemma said.

Marisa hopped up and sat next to her aunt. Her aunt looked at the

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

yellow writing pad. “What’s that?” Aunt Gemma asked. 14

Marisa flew back to her desk and covered her story. “Nothing,” she said. “It’s just some homework.”

“That’s okay,” said Aunt Gemma. “You don’t have to show TitERto . me.”

E MAS WAY. N I L K C ANY BLA A N I T D O E IT IS N REPRODUC . D E T YRIGH OOK TO BE P O C Read this sentence from Oparagraph K IS IS B H14. O T B R E O L F EN AMP THIS S IS NOT GIV ION SMarisa S I M flew back to her desk and R PE covered her story.

The word “flew” shows that Marisa moved – A

quietly

quickly

carefully Page 20

STAAR-M Reading Rehearsal

Reading Selection 2

Level C2

Aunt Gemma walked toward the door. Marisa’s room now smelled like her aunt’s sweet perfume. It made Marisa feel calm.

“Wait! I want to show you my story,” Marisa said. “I’m just afraid you might laugh. You are such a good writer.”

Aunt Gemma walked back to Marisa’s bed and sat down. “I wasn’t always a good writer,” she said. “I used to send out stories and wait. Then I would get a note back saying the story wasn’t right.”

Marisa looked at her aunt in disbelief. “That happened to you?” she asked.

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

“It happened many times,” said her aunt.

“What did you do?” asked Marisa.

“I just kept writing and I kept getting better. Then one day someone

ER. Y WA A CK L N L A B A N I feeling. But only if you keep writing.” S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K 23 “But Theresa laughed atISmy O story,” said Marisa. K C R THIS BOO O O B N FO MPLE E A V S I G S I T 24 “Sometimes people TH IS NO will, but you have to keep writing,” said N O I S IS Aunt Gemma. PERM

bought one of my stories. It was thrilling. Someday, you MASThave that Y. INEwill

Marisa smiled. “I’ll show you my story now,” she said. But in her head she was already writing a new one. It began with the smell of sweet perfume.

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STAAR-M Reading Rehearsal

Questions

Level C2

10 In paragraph 19, the word disbelief shows that Marisa – A

had doubt

felt excited

was confused

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

11 What will Marisa most likely do after Aunt Gemma leaves her room? A B C

STER. . A M E ACKLIN IN ANY WAY L B A Tell her sister how upset she is S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O Rip up her writing padK and itBO away IS CO throw 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 Start writing the new story she is thinking about

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STAAR-M Reading Rehearsal

Questions

Level C2

Use the whole story “Marisa Finds a Story” on pages 19–21 to answer questions 12–13. 12 What is Marisa’s main problem? A

She does not think she is a good writer.

Her sister is always mean to her.

She cannot think of an idea for a story.

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 . 13 What is the main message of the story? GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B A Be kind to the people PLE around N FOyou. M E A V S I G S I T TH IS NO N O I S B Have a job S you love. Ithat PERM C

Keep practicing until you become good.

STOP Page 23

STAAR-M Reading Rehearsal

Reading Selection 3

Level C2

Moving to Bat City This story is about a girl named Julie. Julie is upset because she has just found out that her family is moving to Texas. She has lived on Long Island all her life, and does not want to go. Julie’s grandmother tries to help her by describing some good things about Texas. She describes

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

some interesting bats that live under the Congress Avenue Bridge in Austin. Read the story to find out how the information about the bats helps Julie to feel good about moving.

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 24

STAAR-M Reading Rehearsal

Reading Selection 3

Level C2

Moving to Bat City 1

Julie

stared

out

the

window. She had lived on Long Island her whole life. At dinner, her parents told her they were moving to Texas. She hardly knew anything about Texas. 2

Julie rolled onto her back. She watched a spider slide down a thread and land on her bedside table.

“You should be outside,” she said. She opened the window and carried the spider to the sill. She blew gently until the spider sailed out. Suddenly, she felt bad.

E L P SAM UCATION D E ! Y RALL 99.RALLY . 8 8 8

She watched the spider crawl into a bush. “I know how you feel,” she said.

STER. . A M E ACKLIN IN ANY WAY 14 What is paragraph 3 mainly about? L B A S NOT PRODUCED I T I . ED BE RE A What Julie says to the spiderPYRIGHT O T K O K IS C R THIS BOO O O B E spider FO the window B Why Julie carries N to MPLthe E A V S I G S I T TH IS NO N O I S C How JulieRMputs IS the spider outside PE

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STAAR-M Reading Rehearsal

Reading Selection 3

Level C2

As Julie lay in bed, her mother came in.

“Are you okay?” she asked.

“Not really. Why do we have to go?” asked Julie.

“Your father’s company has relocated him,” said Julie’s mother.

Her mother stroked Julie’s hair. “You’ll feel better tomorrow. Goodnight.”

Julie rolled onto her side. A tear fell down her cheek. She wondered where the spider had gone. Then, she fell asleep.

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

15 Why do Julie and her family have to move to Texas? A

They dislike where they currently live.

Julie’s father will be working in Texas.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED The rest of Julie’s family live in Texas. 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 26

STAAR-M Reading Rehearsal

Reading Selection 3

Level C2

Julie woke up early the next day. She was going to spend the day with her grandmother. Grandma arrived and they headed out. At the park, Julie sat on a swing.

“I don’t want to go. Do you?” Julie asked.

“There are lots of interesting things to see in Texas,” Grandma said. “There are even bats that live under a bridge.”

“Bats live in caves,” said Julie.

“These bats live under the Congress Avenue Bridge in Austin. Swarms

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

of them fly out each evening. They eat tons of bugs. People come from all over the country to see them.” 16

Julie and Grandma stayed at the park all afternoon. They talked about moving, and Julie started to feel a little better.

STER. . A M E ACKLIN IN ANY WAY L B A 18 “Why do you think the bats moved underneath UCED Julie asked. S NOT thePRbridge?” I D O T I . GHTED BE RE I R O Y T P K O 19 “I suppose they needed to live. BOO Many animals have to adjust S K ISa Cplace I O H O T B FOR under roofs. Spiders spin webs in PLE build EN nests AMBirds V where they Hlive. S I G S I T T IS NOyou just have to change. It often turns out to be N O I bathrooms. Sometimes S IS PERM 17

That night, Julie’s grandmother tucked her into bed.

the best thing after all.”

16 Which words in paragraph 19 help the reader understand the meaning of adjust? A

a place to live

have to change

the best thing Page 27

STAAR-M Reading Rehearsal

Reading Selection 3

Level C2

“I found a spider in my room the other day,” said Julie. “I put him outside. I guess he lives out there somewhere now.”

“We can learn a lot from the animals,” said Grandma.

“What do you mean?” asked Julie.

“Home is where you make it,” said Grandma. “The spider has probably made a great new home. You have to do the same.”

Julie’s grandmother kissed Julie on the cheek and turned out the light. In the moonlight, Julie could see the bush outside her window. Inside was

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

a big spider’s web. Julie smiled. Everything was going to be all right.

17 Why does Julie feel better when she looks at the spider web? A B C

STER. . A M E She feels like she can make a new home just like WAY KLIN spider Ydid. ACthe N L A B A N I S NOT PRODUCED I T I . She knows that the spider is notHsomewhere G TED BE RinE her room. I R O Y T P K OO Bspiders IS COnot have S Kwill I O H O T She thinks that LTexas because of the bats. B FOR PE N M E A V S I THIS NOT G S I N ISSIO PERM

Page 28

STAAR-M Reading Rehearsal

Questions

Level C2

Use the whole story “Moving to Bat City” on pages 25–28 to answer question 18. 18 What is the main lesson that Julie learns? A

Be kind to animals.

Change can be a good thing.

Grandmothers are often wise.

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 29

STAAR-M Reading Rehearsal

Reading Selection 4

Level C2

Colorful Skies Rainbows are often seen in the sky after rain. Read the article to find out why rainbows appear, and how you can make a rainbow of your own.

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-M Reading Rehearsal

Reading Selection 4

Level C2

Colorful Skies 1

Have you ever seen a rainbow in the sky? Rainbows show when the Sun comes out after a rainstorm. Their beautiful colors reach across the sky.

A rainbow is made up of seven colors: red, orange, yellow, green, blue, indigo, and violet. A rainbow really has more than seven colors. But they are colors that our eyes cannot see.

How does a rainbow get in the sky? It looks like a magic act. But a

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

rainbow is really made from light and water. Turn on a light or look at the Sun. The light looks like it is white or yellow. But light is really very colorful. We cannot see the colors in light without water. Water lets us see the colors in light. If light shines through a rainbow, you can see the colors in the light.

STER. . A M E ACKLIN IN ANY WAY L B A 4 To see a rainbow, the Sun must be behind Nyou. it Cmust U ED be after a S OT And I D O T I R . P E air. rain shower. Small drops of water must GHTED still Tbe BEinRthe I R O Y 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

19 Why can rainbows be seen after a rain shower? A

There is water in the air.

There are no clouds to block the view.

The sunlight is not too bright.

Page 31

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-M Reading Rehearsal

Reading Selection 4

Level C2

People have talked about rainbows for a long time. Some people believe the legend that a pot of gold is at the end of a rainbow. It is a nice thing to think. But a rainbow has no end. There are not really any pots of gold to find. However, seeing a rainbow is still a nice surprise.

20 What does the word legend mean in paragraph 5? A

Tale

Wonder

Fact

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 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-M Reading Rehearsal

Reading Selection 4

Level C2

Making Your Own Rainbow Making a rainbow is fun and easy. To make a rainbow, you’ll need: • A clear glass of water • A white piece of paper • A flashlight • Masking tape Follow these steps to make your own rainbow. Step 1: Fill a glass with water. Then put it at the edge of a table.

E L P SAM DUCATION LY L E A ! R Y . L 9 9 . RAL 8 88

Step 2: Place a white piece of paper on the floor in front of the table. Step 3: Put two pieces of masking tape across the light on your

TER. WAY. K C Y A N L A B OT A through a small line. ED IN N C U S I D O T TED. I O BE REPR H G I R Step 4: Turn out the lights in Shine OPYroom. Cthe OOK T the flashlight into the water S B I S K I O H E BO glass. OR T it around slowly until a rainbow FMove PLthe and through N M E A V S I THIS NOT Gthe paper. S I shines down onto N ISSIO PERM AS flashlight. Clear tape will not work. The light should LINE Mcome

21 To make a rainbow, what should you do first? A

Turn out the lights.

Fill a glass with water.

Put tape on a flashlight.

Page 33

STAAR-M Reading Rehearsal

Questions

Level C2

22 In Step 3, why does the author say not to use clear tape? A

The tape needs to be colorful.

The tape needs to stick well.

The tape needs to block the light.

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

Use the whole article “Colorful Skies” on pages 31–33 to answer question 23.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I 23 Why does the author include the diagram? T I . GHTED BE RE I R O Y T P K OO colors Bmany IS CO upTHof S K made I O A To explain that light is O B N FOR MPLE E A V S I G S I T H S NO what a rainbow looks like B To help Treaders Ipicture N O I S IS PERM C

To show readers how to make a rainbow

STOP Page 34

STAAR-M Reading Rehearsal

Reading Selection 5

Level C2

What to Do? In this poem, the speaker describes her thoughts as she tries to decide what to do one day.

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 35

STAAR-M Reading Rehearsal

Reading Selection 5

Level C2

What to Do? by N. J. Lewis

Should I stay or should I go? I’ll miss things either way, I know. If I go, the fun will be here; I’ll miss a show or surprise, I fear. 5 But if I stay, the fun will be there; I’ll miss a chance to do something rare.

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

Should I stay or should I go?

Decisions like this are hard, you know. As soon as I’ve made up my mind,

10 I’ll think of a reason to stay behind. And if I’ve decided that I will stay,

STER. . A M E I’ll soon be thinking the other way! ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . Should I stay or should I go? GHTED BE RE I R O Y T P K CO be slow. BOO When making decisions, S KIIScan I O H O T B PLE N FOR Mhave E A V S I G 15 Now I no Tlonger to decide; S I T H IS NO N O I S I took soER long, IS I lost my ride! P M And so I guess it’s here I’ll stay. It was my first choice, anyway.

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STAAR-M Reading Rehearsal

Questions

Level C2

24 Why does the speaker end up staying? A

She misses her ride.

She remembers that she has chores.

She decides that staying will be more fun.

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

25 Read line 12 from the poem.

STER. . A M E ACKLIN IN ANY WAY L B A I’ll soon be thinking the other way! 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 The poet includesSAthis show N FO that the speaker – MPLEline to E V I G S I T TH IS NO N O I S IS A often forgets PERM things B

keeps changing her mind

is starting to get upset

Page 37

STAAR-M Reading Rehearsal

Questions

Level C2

26 What is the speaker doing in the poem? A

Making a mistake

Planning a fun day

Trying to make a choice

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

27 Which words best describe the feeling that the poet creates in this poem? A B C

STER. . A M E ACKLIN IN ANY WAY L B A Very excited S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O Very unhappy 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 Very confused

Page 38

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-M Reading Rehearsal

Questions

Level C2

28 Which line best shows that the speaker is happy about staying? A

Now I no longer have to decide;

And so I guess it’s here I’ll stay.

It was my first choice, anyway.

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 39

STAAR-M Reading Rehearsal

Reading Selection 6

Level C2

Joyce Hall: Leaving His Mark Hallmark Cards is a company that is famous for its greeting cards. It creates cards for many occasions and they are sold all over the world. This American family business was started in the early 1900s in Kansas City, Missouri. Read the article to find out how Joyce Hall started the

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

business that is still run by his family members today.

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

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-M Reading Rehearsal

Reading Selection 6

Level C2

Joyce Hall: Leaving His Mark 1

Joyce Hall was born in 1891. He grew up in a small town called David City, Nebraska. His family did not have much money. Joyce had two older brothers. As a boy, Joyce sold things door to door to help his family. When he got older, he worked in his brother’s bookstore.

When Joyce was 16 years old, he and his brothers started selling postcards. Some

E L P M SA N O I T A C U D E ! Y RALL 9.RALLY 9 . 8 8 8

people bought their cards. But not many people in David City needed postcards. Joyce went to Kansas City, Missouri. He wanted to sell the cards to stores in Kansas City. He sold some cards and made some money. 3

The business slowly got better. After NOT Athe business had improved,

IT IS . D E T Joyce’s brother Rollie moved City. Together, the brothers YRIGH toTEKansas . P R O C MAS opened a store.BOThen all of their cards. The brothers OK IS a Kfire E destroyed N I L E L C P A M L A B borrowed THIS S money. They bought a printing machine so that they could make their own cards. The third Hall brother, William, also moved to Kansas City. The three brothers started Hall Brothers, Inc.

29 In paragraph 3, which word means the same as destroyed? A

Created

Changed

Ruined Page 41

STAAR-M Reading Rehearsal

Reading Selection 6

Level C2

The Hall brothers began making cards for different holidays. These cards were very popular. Joyce decided to make an ad for the cards. First, he had to think of a brand name. Joyce had read a book about artists of the past. When they finished a piece of work, they would put a mark on it. This mark was called a hallmark. It told people a well-known artist had made the piece.

Joyce liked the word “hallmark” because of what it stood for. He also liked that the word included his family name. He decided to use the name for his company. Joyce began printing “A Hallmark Card” on the back of each card.

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

The Hallmark business became famous. As Joyce grew older, his son took over the business. Joyce kept working for the business. He stayed because he loved the family business so much. After Joyce’s son retired, Joyce’s grandson took over.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . BE RE is a family business? IGHTEDthatK THallmark O YRidea 30 Which sentence best supportsCOthe P BOO S K IS I O H O T B FOR PLE N ad Mto E A V S I A Joyce decided make an for the cards. G S I T TH NO S I N ISSIObusiness became famous. B The Hallmark PERM C

After Joyce’s son retired, Joyce’s grandson took over.

Page 42

STAAR-M Reading Rehearsal

Questions

Level C2

Use the whole article “Joyce Hall: Leaving His Mark” on pages 41–42 to answer questions 31–32. 31 Why did the author write this article? A

To describe how a company got started

To teach how to make greeting cards

To explain how to choose a business name

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 32 Which of the following did Joyce Hall HTEfirst? Gdo BE RE I R O Y T P K O K IS C R THIS BOO O O B LE A He thought of aMPbrand name. N FO E A V S I G S I T TH IS NO N O I S B He moved to IS Kansas City. PERM C

He bought a printing machine.

STOP Page 43

STAAR-M Reading Rehearsal

Level C2

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-M Reading Rehearsal

Level C2

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-M Reading Rehearsal

Level C2

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-M Reading Rehearsal

Level C2

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 978-1-4204-6923-3