Staar m reading rehearsal d1 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-M Reading Rehearsal

Level D1

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 978-1-4204-6741-3 R 6741-3 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-M Reading Rehearsal

Contents

Level D1

Contents Introduction

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

TEKS Student Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Test-Taking Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Practice Test

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Reading Selection 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Reading Selection 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

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

Reading Selection 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Reading Selection 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Reading Selection 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Reading Selection 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

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 D1

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

TEKS

Level D1

Grade 4 TEKS Student Expectations

Reporting Category 1: Understanding and Analysis Across Genres The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres. (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; Readiness Standard

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

(B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words; Readiness Standard (E) (7)

use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words. Readiness Standard STER.

E MA N I L WAY. K C Y A Reading/Comprehension of Literary Text/Literary Nonfiction. Students N L A B T A the varied Oabout ED INstructural N C U understand, make inferences and draw conclusions S I D O T . I provide PR REevidence TEDand H patterns and features of literary nonfiction from text to E G B I R O Y are expected T P K O O C support their understanding. Students to O OK IS OR THIS B O B E L NF MP E A V S I (A) identify similarities and differences between the events and characters’ G S I T O TH Nfictional S I experiences in a work and the actual events and experiences N SIO S I M R E in an author’s biography or autobiography. Supporting Standard Pdescribed

make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. Readiness Standard

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STAAR-M Reading Rehearsal

TEKS

Level D1

Reporting Category 2: Understanding and Analysis of Literary Texts The student will demonstrate an ability to understand and analyze literary texts. (3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to (A) summarize and explain the lesson or message of a work of fiction as its theme; Supporting Standard (B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature. Supporting Standard (4) 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

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

(A) explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). Supporting Standard (5) Reading/Comprehension of Literary Text/Drama. Students understand, STER. . A M E make inferences and draw conclusions about the structure and Y ofWAY ACKLINelements N L A B A N drama and provide evidence from text to supportOtheir understanding. Students I S N T PRODUCED I T I are expected to . E ED

(6)

GHT BE R I R O Y T P K O BOO to dramatic literature. (A) describe the structural particular S K IS Celements I O H O T B Supporting N FOR MPLEStandard E A V S I G S I T TH IS NO Reading/Comprehension of Literary Text/Fiction. Students understand, N O I S S I M R make inferences and draw conclusions about the structure and elements of PE

fiction and provide evidence from text to support their understanding. Students are expected to (A) sequence and summarize the plotâ&#x20AC;&#x2122;s main events and explain their influence on future events; Readiness 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 D1

(B) describe the interaction of characters including their relationships and the changes they undergo; Readiness Standard (C) identify whether the narrator or speaker of a story is first or third person. Supporting Standard (8) 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 (A) identify the author’s use of similes and metaphors to produce imagery. Supporting Standard (14) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Supporting Standard

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

(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 (Fiction) / STER. A M E Supporting Standard (Literary Nonfiction, Poetry, Drama) LIN (E)

WAY. K C Y A N L A B OT A andDUlogical ED INorder. summarize information in text, maintaining meaning N C S I O T Readiness Standard (Fiction) / H Supporting REPR (Literary TED. I O BStandard E G I R Nonfiction, Poetry, Drama) COPY IS BOOK T S I K O BO R TH E O L F P N M E A THIS S IS NOT GIV SION S I M R PE

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STAAR-M Reading Rehearsal

TEKS

Level D1

Reporting Category 3: Understanding and Analysis of Informational Texts The student will demonstrate an ability to understand and analyze informational texts. (10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the authorâ&#x20AC;&#x2122;s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. The student expectation for 10(A) is ineligible for assessment. Therefore, when Culture and History (10) 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 4. For this reason, Culture and History (10) will always represent a Readiness standard.

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

(11) 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) summarize the main idea and supporting details in text in ways that. TER maintain meaning; Readiness Standard E MAS

WAY. KLIN C Y A N L A B (B) distinguish fact from opinion in a text and explain verify OT A howDto ED IN what is a N C U S I O T fact; Supporting Standard TED. I O BE REPR H G I R COPY relationships (C) describe explicit and implicit OOK T among ideas in texts organized S B I S K I O H by cause-and-effect, FOR T or comparison; Readiness Standard PLE BO IVsequence, N M E A S G THISmultipleIStext NOTfeatures (D) use (e.g., guide words, topic and concluding N O I S S I to gain an overview of the contents of text and to locate RM PEsentences) information. Readiness Standard

(13) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to (A) determine the sequence of activities needed to carry out a procedure (e.g., following a recipe); Supporting Standard (B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations). 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 D1

(14) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. 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 authorâ&#x20AC;&#x2122;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

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 D1

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 D1

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 D1

Kids Take Action This article describes two recycling contests. Students at a Texas school and a Florida school both competed in a recycling contest. They recycled paper, cardboard, plastic, and aluminum cans. The students learned a lot about recycling materials and reducing waste. Read the article to find out

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

what the students learned and what you can do to reduce waste.

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 D1

Reading Selection 1

Kids Take Action 1

A group of Texas school students now knows how much they waste. This has changed their habits. Their teachers held a recycling contest. At first, each grade just wanted to win. But they quickly learned that waste is a big problem.

“It soon became less about winning,” said the school’s principal. “It became more about saving the Earth.”

Most students were used to throwing away plastic bottles, aluminum

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

cans, and paper. They didn’t know that these things aren’t garbage. They can all be recycled. For four days, these students recycled as much as they could. They recycled almost 400 pounds of waste. 4

Students at a Florida school also had a recycling contest. Their

ER. WAY. KL C Y A N L A B D IN OT A E N C U S I D O T “Our teacher told us that we each about REPR three pounds of TED. I make H E G B I R O KT garbage a day,” said one student. one thousand pounds of COPY “That’s OOabout S B I S K I O H O T B E garbage a year.SIf going N FORlike this, we’ll all be swimming in trash.” MitPLkeeps E A V I G S I T TH IS NO N O I S IS started to bring reusable lunch bags to school. They The students PERM ST teachers showed them what types of things could be recycled. INE MA

recycled milk cartons, soda cans, and juice bottles. Scrap paper and newspapers were also recycled.

©iStockphoto/Randy Plett

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STAAR-M Reading Rehearsal

Questions

Level D1

How were the Florida students different from the Texas students? A

They recycled paper.

They used reusable lunch bags.

They cut down on waste.

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Read this sentence from paragraph 5.

STER. . A M E If it keeps going like this, we’ll all be ACKLIN IN ANY WAY L B A S NOT PRODUCED I swimming in trash. 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 The studentTHuses the “swimming in trash” to show that – NO IS words N O I S IS PERM A

people will get used to the trash

the trash will be stored in pools

there will be too much trash

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STAAR-M Reading Rehearsal

Questions

Level D1

In paragraph 6, what does the word reusable show about the lunch bags? A

They could be used again.

They were made from paper.

They had many different uses.

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 D1

Reading Selection 1

Many schools are now teaching kids about waste and recycling. They

want their students to recycle. Recycling is one way to reduce waste. They also want students to reuse things so they do not become waste. United States Waste Production (in tons) 450,000,000 400,000,000 350,000,000 300,000,000 250,000,000 200,000,000 150,000,000 100,000,000 50,000,000 0

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

Total Waste Recycled Thrown Away

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 Why is the graph included? N FO MPLE E A V S I G S I T TH IS NO of waste can be recycled N O I A To show Mwhat kinds S IS P ER 1995 1996 1997 1998 1999 2000 2001

To show how to recycle waste

To show how much waste is recycled

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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 D1

Tips for Saving the Earth

• Buy things made from recycled materials. • If something is broken, don’t throw it away. Fix it instead! • Give old clothes and toys away. If someone else can enjoy it, it shouldn’t sit in a landfill. • Reuse boxes and refill water bottles. • Buy things that last a long time. • Use cloth towels to clean up messes instead of paper. Cloth towels can be washed and used again. • Recycle junk mail as mixed paper.

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

• Use your own bag at the store instead of taking a plastic one.

STER. . A M E ACKLIN IN ANY WAY L B A What does the author say you should do with old UCED S NOTclothes? I D O T I R . P GHTED BE RE I R O Y T P K O A Give them away. K IS C R THIS BOO O O B N FO MPLE E A V S I G S B Throw them away. I T TH IS NO N O I S IS C Keep wearing PERM them.

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STAAR-M Reading Rehearsal

Questions

Level D1

Why is the list titled “Tips for Saving the Earth” included? A

To show what the students learned

To show how a recycling program can be started

To show other ways that people can reduce waste

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

Use the whole article “Kids Take Action” on pages 13–17 to answer question 7.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . Why did the author write this article? IGHTED BE RE R O Y T P K O K IS C R THIS BOO O O B A To get people contest PLEenter IaVErecycling N FO Mto A S G S I T O TH N N IS kids who recycled waste O I S B To tell about some S I PERM C

To teach readers how to recycle waste

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STAAR-M Reading Rehearsal

Reading Selection 2

Level D1

Thomas Edison Thomas Edison is famous for inventing the light bulb, but that is not all he invented. One of his lesser known inventions was called an automatic repeater. It was used to help send Morse code messages. Morse code messages are sent by tapping out messages using a telegraph. Read the

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

article to find out what else Thomas Edison invented, and how his personality helps explain why he invented so many things.

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 D1

Reading Selection 2

Thomas Edison 1

Thomas Edison invented many things. His inventions changed the world. He is most famous for inventing the light bulb. As a boy, Tom was very bright. But he did not do well in school. He had too much energy. He had trouble sitting still in his chair. He also talked too much. He drove his teacher crazy. She thought he asked too many questions. She told his mother about the problem. Tom’s mother decided to teach Tom at home.

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 Photo courtesy of The Library of Congress

Thomas Edison and his phonograph

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STAAR-M Reading Rehearsal

Questions

Level D1

Read this dictionary entry for the word bright.

bright \ adjective 1. showing light 2. cheerful 3. intelligent

What is the meaning of bright as it is used in paragraph 2? A

Meaning 1

Meaning 2

Meaning 3

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 9

What was Tom’s main problem in school? A

He had too much energy.

He disliked his teacher.

He had few friends.

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STAAR-M Reading Rehearsal

Reading Selection 2

Level D1

Tom learned quickly at home. He loved reading. He read all of the

books in his household. His mother took him to the library. He set a goal to read every book in the library! Tom did not read every book. But he did read many of them. Tom liked science, too. He set up a lab in his basement. He asked himself lots of questions. He did experiments to try to answer his questions.

10 What is paragraph 3 mainly about? A

Why Tom liked to read

How Tom learned at home

What Tom did in his basement

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

Reading Selection 2

Level D1

Tom got his first job when he was twelve. He sold newspapers and

snacks. One day, Tom was selling newspapers at a train station. He saw a little boy step onto the tracks. The boy was in the path of a train! Tom grabbed the little boy off the tracks. The little boy was the stationmaster’s son. The stationmaster was very grateful. He taught Tom Morse code. This is a special code where people tap out messages on a telegraph. People use Morse code to “talk” to others very far away. Tom learned Morse code quickly. He soon got a job doing this.

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

11 What does the word grateful mean in paragraph 4? A

Worried

Thankful

Joyful

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 D1

Then Tom invented something very useful. It was called the automatic

repeater. It repeated Morse code messages. A message could go through even if no one was there to listen. People could listen to it at a later time. Tom soon invented many other things. He invented an electric pen. He

invented a machine that played records called a phonograph. And of course, he invented the light bulb. Tom never seemed to get tired. And he never stopped asking

questions.

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

12 Why was the automatic repeater useful? A

It made it easier for people to understand Morse code.

It helped more people learn to use Morse code.

STER. . A M E It let people listen to Morse code at a later time. 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 D1

Questions

Use the whole article “Thomas Edison” on pages 20–24 to answer questions 13–14. 13 Which word best describes Thomas Edison? A

Curious

Funny

Tricky

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

14 Look at this web of information from the article.

Automatic STER. . A M E repeater WAY CKLIN

Light bulb

ANY BLA A N I T D O E IT IS N REPRODUC . Thomas D E T YRIGH OOK TO BE Edison’s P O C OK IS Inventions HIS B O T B R E O L F EN AMP THIS S IS NOT GIV SION S I Phonograph M R PE

Which of these completes the web? A

Microscope

Electric pen

Morse code

STOP Page 25

STAAR-M Reading Rehearsal

Reading Selection 3

Level D1

Recuerdo This poem by Edna St. Vincent Millay is titled “Recuerdo.” The word “recuerdo” means memory in Spanish. In this poem, she describes a special memory. The poem describes traveling back and forth on a New York ferry.

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 3

Level D1

Recuerdo by Edna St. Vincent Millay

We were very tired, we were very merry— We had gone back and forth all night on the ferry. It was bare and bright, and smelled like a stable— But we looked into a fire, we leaned across a table, 5

We lay on the hill-top underneath the moon; And the whistles kept blowing, and the dawn came soon.

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

We were very tired, we were very merry—

We had gone back and forth all night on the ferry; And you ate an apple, and I ate a pear,

10 From a dozen of each we had bought somewhere;

STER. . A M E N Y WAY And the sun rose dripping, a bucketful of gold. A BLACKLI N A N I S NOT PRODUCED I T I . GHTED BE RE We were very tired, we were very merry, I R O Y T P K O BOOthe ferry. S K IS Call night I O H O T We had gone back and forth on B N FOR MPLE E A V S I G S I T H We hailed, T“Good morrow, IS NO mother!” to a shawl-covered head, N O I S IS And bought PERMa morning paper, which neither of us read; And the sky went wan, and the wind came cold,

And she wept, “God bless you!” for the apples and pears, And we gave her all our money but our subway fares.

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STAAR-M Reading Rehearsal

Questions

Level D1

15 Read line 12 from the poem.

And the sun rose dripping, a bucketful of gold.

The poet includes this line to show – A

what the sky looked like

how warm the air felt

that the speaker found money

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 THbest describe 16 Which words IS NO the feeling that the poet creates in this poem? N O I S IS PERM A

Very happy

Very confused

Very weary

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STAAR-M Reading Rehearsal

Questions

Level D1

17 What is the speaker doing in the poem? A

Riding a ferry to the shops with her mother

Remembering a time when she rode on a ferry

Searching for a friend who likes to ride on a ferry

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

18 What did the speaker give to the woman at the end of the poem? A B C

STER. . A M E ACKLIN IN ANY WAY L B A Subway fares S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O The morning paper 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

Apples and pears

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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

Questions

Level D1

19 Read line 11 from the poem.

And the sky went wan, and the wind came cold,

What does the word wan most likely mean? A

Dark

Blue

Wet

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 30

STAAR-M Reading Rehearsal

Reading Selection 4

Level D1

Hummingbird Feeder Hummingbirds are small birds that mainly eat nectar from flowers. This article describes how to make a hummingbird feeder and how to make nectar to place in the feeder. Read the article to find out how easy it is to attract hummingbirds to your garden.

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 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

Level D1

Reading Selection 4

Hummingbird Feeder Hummingbirds are delightful little birds. They are lots of fun to watch.

You can attract them to your yard using a hummingbird feeder. Hummingbirds will visit often to eat. You can make your own hummingbird feeder. You can even make your

own nectar. This is a hummingbird’s favorite food. In the wild, Photo courtesy of the US Fish and Wildlife Service/Steve Maslowski

hummingbirds get nectar from flowers. It’s easy to make nectar.

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 20 What does the word delightful mean in paragraph 1? A

Noisy

Hungry

Lovely

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STAAR-M Reading Rehearsal

Reading Selection 4

Level D1

What You’ll Need 3

• Plastic container (a butter container works well) • String • Red paint • Small paintbrush • Sugar • Water • Beet juice What to Do

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

1. Clean the plastic container.

2. Paint the plastic container red. The color red will attract hummingbirds.

3. Cut your string into three even pieces. Punch three holes near the

. a top of the container. Put one end of the string into each hole. TERTie

E MAS . OT A ED IN N C U S I D of string. O T TED. I O BE REPR H G I R COPY IS BOOK T S I K O 4. Gather the other ends of the string. BO R TH Tie them together in a knot. E O L F P N M E A THIS S IS NOT GIV N make the nectar. Mix one part sugar into three 5. Now it is time SIOto S I M R PE parts water. Ask a grownup to heat the mixture on a stove. This

IN threeNYpieces AY knot to keep the string from falling out. Do this Bwith LACKLall A W

7 8

will make the sugar melt into the water. 9

6. Hummingbirds like the color red. Add some beet juice to make the mixture red.

10 7. Use the string to hang the feeder from a tree branch. 11 8. Keep an eye out for hummingbirds!

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STAAR-M Reading Rehearsal

Questions

Level D1

21 What should you do right after you punch holes in the container? A

Clean the container.

Put the string in the holes.

Paint the container.

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

22 Why is beet juice added to the sugar and water mixture? A B C

STER. . A M E ACKLIN IN ANY WAY L B A To warm the water S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O To make the mixture red 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 To melt the sugar

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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

Questions

Level D1

Use the whole article “Hummingbird Feeder” on pages 32–33 to answer questions 23–24.

opinion—a statement or idea that cannot be proven to be true

23 Which sentence is an opinion? A

They are lots of fun to watch.

In the wild, hummingbirds get nectar from flowers.

Cut your string into three even pieces.

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 24 Why is the photograph included in the article? A

To show how hummingbirds eat

To show where to put a hummingbird feeder

To show what to feed hummingbirds

STOP Page 35

STAAR-M Reading Rehearsal

Reading Selection 5

Level D1

The Proud Ring Finger This is a play about a ring finger who changes when she is wearing a gold ring. Read the play to find out how the ring finger changes and how the other fingers react.

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 36

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 5

Level D1

The Proud Ring Finger 1

[Mary lies in bed asleep. Her father, mother, brother, and sister enter softly. They carry birthday presents for Mary.]

MOTHER: Sh! We must not wake her!

FATHER: I will put the gold pen on the table.

BROTHER: I will lay the apple by the pen.

SISTER: I will place the rose by the apple.

FATHER: How pretty they look!

MOTHER: What shall I do with the ring?

FATHER: Why not put it on her finger?

10 11 12

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

STER. . A M E N Y WAY MOTHER: I will do that. I will put it on her ring Afinger. ACKLIThere! N L A B N I S NOT PRODUCED I T I See how pretty it looks! . GHTED BE RE I R O Y T P K O BOOlook! S K IS C her I O H O T SISTER: How pretty it makes finger B N FOR MPLE E A V S I G S I T TH IS NOWe must not wake her. Sh! Sh! N O MOTHER: Now come. I S IS PERM [They go.]

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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

Questions

Level D1

25 In paragraph 1, the word softly shows that the people walk in – A

quickly

quietly

suddenly

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 5

Level D1

RING FINGER: I have a gold ring. I am pretty. I am better than the other fingers. I will not work with them.

THUMB: Do you hear that, fingers?

POINTING FINGER: You are too proud, Ring Finger.

RING FINGER: Have I not a ring?

MIDDLE FINGER: That makes you no better, miss.

RING FINGER: I will not work with any of you.

LITTLE FINGER: Then I will not work with you.

POINTING-FINGER: Nor I!

THUMB: Nor I!

MIDDLE FINGER: Nor I!

23 24 25 26

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 [The Ring Finger sees the rose.] S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O RING FINGER: I wish to hold rose. BOO S K IS C the I O H O T B N FOR MPLE E A V S I G S I T MIDDLE FINGER: IISwill TH NO not help you. N O I S IS PERM RING FINGER: I cannot get it alone.

MIDDLE FINGER: I will not help you. Let the ring help you.

RING FINGER: Dear me! Dear me! I cannot get the rose!

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STAAR-M Reading Rehearsal

Questions

Level D1

26 What does paragraph 23 describe? A

What the ring finger says

What the ring finger does

How the ring finger feels

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

27 Read these lines from the play.

STER. . A M E Y CKLIN NY WA A N RING FINGER: I wish to hold the rose. OT A BLA I UCED SN I D O T I R . P D MIDDLE FINGER: I will not help GHTEyou. BE RE I R O Y T P K O S BOO K IS C getRitTHalone. RING FINGER: IBcannot I O O FO Nnot MPLE I will E A V S I G S MIDDLE FINGER: help you. Let the ring help you. I T TH NO S I N RING MISSIO Dear me! Dear me! I cannot get the rose! PERFINGER: What do these lines represent? A

Why the middle finger dislikes the ring finger

Why the ring finger needs the other fingers

How the ring finger wants too much

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 5

[The Ring Finger sees the apple.]

RING FINGER: I wish to hold the apple.

POINTING FINGER: I will not help you.

RING FINGER: I cannot get it alone.

POINTING FINGER: I will not help you. Let the ring help you.

RING FINGER: Dear me! Dear me! I cannot get the apple.

[The Ring Finger sees the gold pen.]

RING FINGER: I wish to write.

THUMB: I will not help you.

RING FINGER: I cannot write alone.

39 40

41 42 43

Level D1

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 OT UCEDalone. I am SINcannot I D O T RING FINGER: The ring does not help me. work I R . P GHTED BE RE I R O Y T P K O no better than you, my brothers. with you. O S BOwork K IS C R TIHIwill O O B N FO MPLE E A V S I G S I T MIDDLE FINGER: Ah, TH IS NOnow I will help you to get the rose. N O I S IS PERM THUMB: I will not help you. Let the ring help you.

POINTING FINGER: And I will help you to get the apple. THUMB: And I will help you to write.

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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

Questions

Level D1

28 What can the reader conclude from the end of the play? A

The ring finger will write Mary a letter.

The ring finger will try to get along with the other fingers.

The ring finger will be mean to the other fingers.

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

Questions

Level D1

Use the whole play “The Proud Ring Finger” on pages 37–41 to answer questions 29–30.

theme—the central idea, message, or moral of a story, poem, or play

29 What is the theme of the play? A

You should be proud of what you have.

You should be thankful for gifts.

You should not think you are better than others.

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 30 Which is the best summary of this play? S NOT PRODUCED I T I . RE TED GHmakes BEring I R O Y T P A A ring is put on a ring finger. This the finger think it is K CO OO S B I S K I O H T anything without the other fingers. LE BO cannot special. The ring FORdo Pfinger N M E A V S I G THIS learns NOTthat S I The ring finger it needs the other fingers. N SIO S I M R PE B

A group of fingers talk while a little girl sleeps. The ring finger wants to

touch all of the presents. The ring finger is upset because the other fingers will not help. The ring finger keeps asking for help. C

A family places presents in a little girl’s room. They place a ring on the girl’s ring finger. The ring finger likes the ring very much. It is the only one with a ring. The other fingers are jealous.

STOP Page 43

STAAR-M Reading Rehearsal

Reading Selection 6

Level D1

Dinner This story is about a girl named Colleen. Colleen is invited over to her friend Marisa’s house for dinner. Marisa is Cuban and Colleen tries some Cuban dishes like chicken and yellow rice, fried plantains, and a custard dessert called flan. Read the story to find out what Colleen thinks of these unusual foods.

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

Reading Selection 6

Level D1

Dinner 1

Colleen got onto the school bus. Her friend Marisa sat down next to her.

“Guess what?” Marisa asked. “My mother said that you can come over for dinner tonight!” Colleen had been to Marisa’s house, but never to eat dinner. She knew

that Marisa’s family was Cuban. She was looking forward to trying some Cuban food.

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

That evening, Marisa knocked on Colleen’s door.

“Hello Mrs. Hartos,” Colleen said. The air was filled with a strange mix of spices. Mrs. Hartos waved. Then she turned back to the stove. Colleen wondered what they would have for dinner.

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 31 Read this sentence from paragraph 5. 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 S was filled with a strange mix of spices. The Iair PERM

Which sense does this sentence appeal to? A

Sight

Smell

Hearing

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STAAR-M Reading Rehearsal

Reading Selection 6

Level D1

Mrs. Hartos set the table. Colleen sat next to Marisa. Mrs. Hartos piled food onto Colleen’s plate. Colleen became nervous. She had never seen food like it. Colleen poked it with her fork.

“What’s the matter?” Marisa asked.

“I don’t know what this is,” Colleen said. She tried not to sound rude. Marisa laughed.

“We call that chicken and yellow rice,” Marisa explained.

Colleen tried the rice. It was spicy, but she liked it a lot. “This yellow

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

rice tastes great! How do you make it taste like that?” Colleen asked. 11

“I use some spices and some tomatoes,” Mrs. Hartos explained.

“What kind of beans are those?” Colleen asked Marisa.

“Those are black beans,” Marisa said. Colleen mixed the black TER. beans

E MAS WAY. N I L K C ANY BLA A N I T D O E IT IS N REPRODUC . D E T “Yum, they taste really goodYRtogether,” she IGH O BEsaid. T P K O O C O OK IS OR THIS B O B E L “And what Sare N Fthings?” Colleen asked. MPthese black E A V I G S I T TH IS NO N O I S IS “They’re PERMcalled fried plantains,” Marisa said. Colleen cut off a small

and yellow rice, and then ate a big forkful. 14 15 16

piece with her fork. She slowly put it into her mouth. She agreed. It was one of the best things she had ever eaten.

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STAAR-M Reading Rehearsal

Questions

Level D1

32 Why was Colleen nervous when she saw the food? A

It looked different.

It was not cooked.

It smelled bad.

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 6

Level D1

Colleen ate until her plate was clean. Then Mrs. Hartos took her plate and served her more food. Colleen finished her second helping of dinner.

Colleen thought that dinner was over. But then Mrs. Hartos brought out dessert. Colleen stared at the dish. The dessert looked like hard pudding.

“You have to try the flan,” Mrs. Hartos said. She put some of the dessert on Colleen’s plate. “It’s baked custard.”

The flan was sweet. Colleen felt full, but she kept eating. When dinner was over, Colleen thanked the Hartos family. She told them how much

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

she liked Cuban food. They told her to come back any time. Colleen said that she would. She was looking forward to it.

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

33 The reader can infer that Colleen found the food – A B C

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STAAR-M Reading Rehearsal

Questions

Level D1

Use the whole story “Dinner” on pages 45–48 to answer questions 34–35. 34 What is the story mainly about? A

Making a new friend

Being polite

Trying new things

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 . 35 Which food does Colleen eat first? RIGHTED BE RE O Y T P K O K IS C R THIS BOO O O B A Black beans SAMPLE N FO E V I G S I T TH IS NO N O I S B Chicken and IS yellow rice PERM C

Fried plantains

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STAAR-M Reading Rehearsal

Level D1

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 50

STAAR-M Reading Rehearsal

Level D1

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 51

STAAR-M Reading Rehearsal

Level D1

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 52

STAAR-M Reading Rehearsal

Level D1

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 53

STAAR-M Reading Rehearsal

Level D1

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 54

STAAR-M Reading Rehearsal

Level D1

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 55

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 978-1-4204-6741-3