Staar m reading rehearsal d2 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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STAAR-M Reading Rehearsal

Level D2

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 978-1-4204-6926-4 R 6926-4 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 D2

Contents Introduction

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

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

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

Reading Selection 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Reading Selection 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Reading Selection 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

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

Reading Selection 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Reading Selection 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Reading Selection 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

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 D2

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 D2

TEKS

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)

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

TER.

S (7) Reading/Comprehension of Literary Text/Literary Nonfiction. E MAStudents N I L WAY. K C Y A N L understand, make inferences and draw conclusions about the varied structural A B D IN text to OT Aevidence Efrom N C U S I patterns and features of literary nonfiction and provide D O T .I REPR TEDexpected H E support their understanding. Students are to G B I R O Y (A)

COP OOK T S B I S K I O H identify similarities FOR T between the events and characters’ PLE BO andIVdifferences N M E A S experiences in a fictional THIS NOT G work and the actual events and experiences S I N described ISSIOin an author’s biography or autobiography. Supporting Standard PERM

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 D2

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 D2

(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 D2

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 D2

(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 D2

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!

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STAAR-M Reading Rehearsal

Level D2

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 D2

Let’s Hear It for the Babe! This article is about Babe Didrikson Zaharias. Babe was a successful athlete at a time when many sports were not open to women. She achieved success in basketball, athletics, and golf. In athletics, she broke world records and won many Olympic medals. Later, she entered and won

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

many golf tournaments. While Babe achieved a lot, it wasn’t always easy. She had to overcome problems, including a dispute with the U.S. Golf Association. Read the article to find out more about Babe’s achievements.

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 D2

Let’s Hear It for the Babe! 1

Plenty of women have won two Olympic gold medals. But how many have won medals in seven different track and field events? How many have set more than five world records? How many have also been champions in basketball and golf? Only one woman has done all that. Her name is Babe Didrikson Zaharias.

Mildred Didrikson was born in Port Arthur, Texas, in 1911. Her parents loved sports. They worked hard to make sure their children enjoyed

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

working out. Babe loved all types of sports. She got the name “Babe” because she was so good at baseball. The boys she played baseball with named her after the famous baseball player Babe Ruth. He was a great home run hitter, and so was she. 3

In high school, Babe played basketball. After she started working, TER. she

E MAS . OT A ED IN and field N C U S I D won the national championship. ThenD.Babe entered a track O T TE I O BE REPR H G I R T PY match. She competed in eight She first in five events, and COevents. OOK came S B I S K I O H O T B FOR broke four world records that day. tied for first in Sanother N She MPLE event. E A V I G S I T TH IS NO N O I S IS Babe then PERMentered the 1932 Olympics, which were held in Los Angeles. AY LIN played for her company’s team. The team won most ANY W and BLACKof its games,

She won more medals and broke more records. She won gold medals in the javelin throw and the hurdles. She won a silver medal in the high jump. She jumped as high as the gold medal winner. However, Babe went over the bar head first. That was against the rules, so the judges had to take points off her score.

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STAAR-M Reading Rehearsal

Questions

Level D2

What is paragraph 4 mainly about? A

The Olympic medals that Babe won

How the Olympics has changed

Where the 1932 Olympics took place

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

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . 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 D2

When she returned to Texas, Babe was a hero. However, her family

needed money. She began getting paid for playing sports and doing ads. Then she decided to learn to play golf. At that time, women did not play many sports. People thought most sports were for men. Golf was one sport that women did play. Babe won the second golf tournament she entered. The U.S. Golf Association was in charge of the golf tournaments. They decided that Babe could not play in their matches. Only players who did not get paid could play. Babe spoke up about her beliefs. She was proud of the way she played

sports, and she let people know it. Some people disapproved of the way

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

she spoke and acted. Other people agreed with her. One person who agreed with her was George Zaharias. In 1938, he and Babe were married. George worked hard to get the Golf Association to let his wife play. In 1943, they decided to let Babe play. She went on to win her next 17 golf tournaments.

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 BOO S K IS C mean I O H O T B What does the word Pdisapproved in paragraph 6? LE FOR N M E A V S I THIS NOT G S I N A Did not believe ISSIO PERM B

Did not see

Did not like

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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 D2

Which sentence shows that Babe stood up for herself? A

She was proud of the way she played sports, and she let people know it.

Some people disapproved of the way she spoke and acted.

George worked hard to get the Golf Association to let his wife play.

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

Why did Babe begin playing golf? A B C

STER. . A M E CKLIN Y WAY A N L A B A N I Golf was an easy sport to learn. S NOT PRODUCED I T I . GHTED BE RE I R O Babe was too old for other sports. Y T P K O K IS C R THIS BOO O O B N FO MPtoLEwomen. E Golf was Iopen A V S I G S 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 D2

Babe died in 1956. She was

only 45, but she had done many great things. She was voted Woman Athlete of the Year six times. She was also named Woman Athlete of the Half-Century. She won awards and

set

records

many

different sports. She made it easier for other women to play

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

sports. She even set up an award for women. It was the

Babe

Zaharias

Trophy. It was given to great women athletes.

TER. BLACK D IN ANY W A T O E IT IS N REPRODUC . D E T YRIGH OOK TO BE P O C OK IS OR THIS B O B E L NF MP E A V S I G S I T TH IS NO N O I S opinion —a statement or idea that IS PERM

AS Mildred “Babe” Didrikson LINE MZahariasAY.

cannot be proven to be true

Which sentence is an opinion? A

She was only 45, but she had done many great things.

She was voted Woman Athlete of the Year six times.

She won awards and set records in many different sports. Page 17

©APImages

named

STAAR-M Reading Rehearsal

Questions

Level D2

Use the whole article “Let’s Hear It for the Babe!” on pages 13–17 to answer questions 6–7. 6

Which is the best summary of this article? A

Babe Didrikson Zaharias did great things in many different sports. She opened the world of sports to women.

Babe Didrikson Zaharias won more than 17 golf tournaments. She was voted Woman Athlete of the Half-Century.

Babe Didrikson Zaharias got her start playing sports at home.

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

Her parents helped her to achieve greatness.

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 Why did the PERMauthor write this article? A

To persuade readers to play sports

To tell readers about a great athlete

To inform readers about women’s sports

STOP Page 18

STAAR-M Reading Rehearsal

Reading Selection 2

Level D2

Inez Gets a Pet This is a story about a girl called Inez who has always wanted a pet. One day, Aunt Grace visits Inez. She brings Inez a type of fish known as a Siamese fighting fish. Inez loves her new pet, and does her best to look after him. But after a little while, the fish becomes ill. Inez gets a sheet of

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

instructions from the pet store that helps her understand how to look after her fish. Read the story to find out what Inez learns about taking care of fish.

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 D2

Inez Gets a Pet Inez had always wanted a pet. She was allergic to cats. Her apartment

house was too small for a dog. Her mother disliked hamsters. Inez did not like the idea of keeping a bird in a cage. One summer day, Aunt Grace came for a visit. Grace was nearly ninety

years old, but she seemed much younger. Inez loved it when Grace visited. Even though Grace was much older, Inez and Grace got along effortlessly. Sometimes they would sit quietly for an hour. Grace would

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

be knitting something beautiful. Inez would be reading a book Grace had brought her. Then they would both say something. They would find they were talking about the same thing! “Great minds think alike,” Grace liked to say.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T Why is Inez unable to have a cat? I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O A Her mother dislikes cats. O B N FO MPLE E A V S I G S I T TH IS NO is too small. B The apartment house N O I S IS PERM

She is allergic to cats.

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STAAR-M Reading Rehearsal

Questions

Level D2

In paragraph 2, what does the word effortlessly mean? A

Strangely

Easily

Awkwardly

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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 D2

On this visit, Grace had a box with her. She handled it very gingerly.

She held it carefully against her body. Inez wondered what was in it. Grace set the box down on the table. “Inez, my dear,” Grace said. “I’ve been hearing for years how much

you want a pet. I have the solution. In this box is a new pet for you.” Grace took the top off the box. Then she pulled out a large empty bowl and a little jar. There was a bright blue and red fish in the jar. “Wow,” Inez breathed. She looked at the fish closely. It looked back at

her. Its mouth made a little “o” shape.

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

“It’s called a beta,” Grace said. “It’s also known as a Siamese fighting

fish. I bought it last week. I find it’s a very good pet.” “Grace, thank you, he’s perfect!” Inez cried. She hugged her aunt. She

decided to name him after the “o” shape his mouth made. His new name

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 CO BOO S K 3IShelp I O H O T B 10 Which words in paragraph the reader understand the meaning FOR PLE N M E A V S I NOT G of gingerly?THIS S I N ISSIO PERM was Otto.

held it carefully

against her body

set the box down

Page 22

STAAR-M Reading Rehearsal

Reading Selection 2

Level D2

Inez fed Otto twice each day. She watched him closely all the next week. After three days, he started looking tired. He often swam to the top of his bowl. He was also moving very slowly through the water. Inez was worried.

“Maybe he needs fresh water,” her mother suggested. Inez changed the water in Otto’s bowl, using fresh water from the tap. He seemed to feel better for a little while. But then he looked ill again. Inez called Grace.

“You should go down to the pet store and ask them there,” Grace said.

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

“They should know about fish.” 11

Inez ran to the pet store. The woman there gave her a sheet of instructions. Inez followed the instructions carefully. After she had made Otto a new home, she carefully placed him in his bowl. From then on, Otto stayed healthy. At last, Inez had the pet she had always wanted. TER.

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 OK IS OR THIS B O B E L NF MP E A V S I G S I T TH IS NO N O I S IS PERM

Page 23

STAAR-M Reading Rehearsal

Reading Selection 2

Level D2

Caring for Fish 1. Clean the fish bowl with hot water. Do not use soap as this can harm fish. 2. Place gravel or stones at the bottom of the fish bowl. Colored gravel can be used to create a colorful home for your fish. 3. Plant a few green water plants at the bottom of the bowl. The plants will release more oxygen into the water. 4. Fill your fish’s bowl with distilled water. This water is pure and free

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

of chemicals. Tap water contains chemicals that may hurt your fish. 5. Attach a bubbler to your bowl to bring oxygen into the bowl. Your fish needs oxygen to breathe.

6. Feed your fish no more than three shakes of food twice a day.

STER. . A M E Y ACKLINcloudy. NY WA A 7. Clean the fish bowl whenever the water beginsT AtoBLlook N I S NO 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 11 Which stepERfrom P M “Caring for Fish” tells when to change the water? A

Step 1

Step 4

Step 7

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STAAR-M Reading Rehearsal

Questions

Level D2

12 What should Inez do right after cleaning the fish bowl? A

Put green plants in the fish bowl.

Add a bubbler to the fish bowl.

Put gravel or stones in the fish bowl.

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

13 What should Inez add to make sure her fish has enough oxygen? A B C

STER. . A M E ACKLIN IN ANY WAY L B A Distilled water S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O Colored gravel 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

A bubbler

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STAAR-M Reading Rehearsal

Questions

Level D2

Use the whole selection “Inez Gets a Pet” on pages 20–24 to answer questions 14–15. 14 What is Inez’s main problem in the story? A

Her new fish gets sick.

She dislikes her new pet.

She has no friends her own age.

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 . 15 Why did Otto most likely become Rill? GHTED BE RE I O Y T P K O K IS C R THIS BOO O O B E A He did not have food. N FO MPLenough E A V S I G S I T TH IS NO N O I S B He wasRlonely. IS PE M C

His water was dirty.

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STAAR-M Reading Rehearsal

Reading Selection 3

Level D2

All About Bogs A bog is an area of very wet land. This article describes what bogs are and how they form. It also describes some of the plants and animals found in bogs, and some of the uses that people have found for bogs. Read the article to find out why bogs are more important than most people think.

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 3

Level D2

All About Bogs What Is a Bog? Imagine you are hiking through the forest. You see a wet swampy area

ahead. Mud and water seep through the ground. Insects dart across pools of water. Suddenly, your foot crashes through the moss into the water below. Water seeps into your shoe. The mud squishes in between your toes. You have discovered a bog. Bogs can be found in the United States and in other countries. A bog

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

is an area of very wet land. Bogs are covered in plants and moss. Pools of water collect across the mossy surface. A bog might look like solid ground. But it is often a layer of moss over muddy water. Bogs can form in different

STER. . A M E ACKLIN IN ANY WAY L B A or lake and slowly fill it. The moss S NOT PRODUCED I T I . acts like a sponge and pulls in lots GHTED BE RE I R O Y T P K O BOO S K IS C over I O of water. Moss can Ealso grow H O T B N FOR MPL E A V S I G S I T dry land. TWhen it rains, H IS NO the moss N O I S MIS water and prevents soaks up PERthe it from leaving the land.

16 Why is the photograph included in the article? A

To show what the surface of a bog is like

To show how bogs form

To show where bogs are found Page 28

©iStockphoto/Vii-Studio

ways. Moss can grow over a pond

STAAR-M Reading Rehearsal

Reading Selection 3

Level D2

Life in a Bog The water in a bog is different from the water in lakes. Dead leaves

and moss sink to the bottom of the bog. These dead plants release acid into the water. Only certain plants and animals can survive in this water. Insect-eating plants live in bogs. These plants get the food they need

from insects. Sundew plants are insect-eating plants. The sundew is covered in sticky hairs. Insects get caught in these hairs. Cranberries and blueberries also grow in bogs. Many types of animals live in bogs. These include snapping turtles,

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

dragonflies, and birds. Bears, moose, beavers, and deer can be found in areas surrounding bogs.

STER. . A M E ACKLIN IN ANY WAY L B A It is very clear. S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O It has acid in it. K IS C R THIS BOO O O B N FO MPLE E A V S I G S I It is mixed with mud. T TH IS NO N O I S IS PERM

17 How is the water in a bog different from the water in lakes? A B C

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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 3

Level D2

More than Meets the Eye Bogs are important to nature for many reasons. Bogs absorb a lot of

water. This helps stop flooding when it rains. Water collects in the bog instead of flooding streams. Bogs are also a great source of peat. Peat is made mostly of dead

moss. It builds up over time. Peat can be turned into fuel and used to heat homes. Sometimes people add peat to dirt in gardens and flowerbeds. This is another reason why bogs are so important.

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

Bogs are very sensitive. Walking through a bog can damage the plants

that grow there. People who visit bogs should try to stay on the edge. This will protect the wildlife that lives there. 10

. that Some bogs are in danger of being destroyed. Certain chemicals ASTER

INE M AY. C ED Ubuild S NOT people I D O T I R the plants and animals living in the Tbog. When parking lots . P ED RE H E G B I R O T PY flowBof COthe and buildings, it can change This can also be harmful OOKwater. S I S K I O H O T B N FOR MPLE E to bogs. A V S I G S I T TH IS NO N O I S IS PERM

KL Y W harm farmers use on their crops can seep into bogs. These A BLACchemicals IN ANcan

18 What does the word absorb mean in paragraph 7? A

Soak up

Produce

Let go of

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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 D2

19 What is one of the main uses of peat? A

Storing water

Heating homes

Building things

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

Use the whole article “All About Bogs” on pages 28–30 to answer questions 20–21.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . 20 Why did the author write this article? GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B E A To teach readers bogs N FO MPLabout E A V S I G S I T TH IS NO N O I S B To compare ISbogs and lakes PERM C

To encourage readers to visit a bog

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STAAR-M Reading Rehearsal

Questions

Level D2

21 Why does the author include headings in bold print? A

To explain the purpose of the article

To show what each section is about

To list the main features of bogs

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

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

STOP Page 32

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

STAAR-M Reading Rehearsal

Reading Selection 4

Level D2

Looking for a Sunset Bird in Winter In this poem, the speaker describes how he is walking through the winter snow. He walks past a tree where he saw a bird during the summer. He looks for the bird, but he cannot see it anywhere. He then looks out at the landscape from a point on top of a hill.

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 4

Level D2

Looking for a Sunset Bird in Winter by Robert Frost

The west was getting out of gold, The breath of air had died of cold, When shoeing home across the white, I thought I saw a bird alight.

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

5 In summer when I passed the place,

I had to stop and lift my face; A bird with an angelic gift

Was singing in it sweet and swift.

STER. . A M E ACKLIN IN ANY WAY A single leaf was on a bough, L B A NOT UCED D O R And that was all there was to see TED. IT IS P GH BE RE I R O Y T P K In going twice aroundKthe IS COtree.THIS BOO O O B N FOR MPLE E A V S I G S I T TH advantage From my IS NO on a hill N O I S IS such a crystal chill I judged that PERM No bird was singing in it now.

Was only adding frost to snow As gilt to gold that wouldn’t show. A brush had left a crooked stroke Of what was either cloud or smoke From north to south across the blue;

A piercing little star was through.

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STAAR-M Reading Rehearsal

Questions

Level D2

22 Read this dictionary entry for the word single. single / adjective 1. only one 2. suitable for one person 3. not married

What is the meaning of single as it is used in line 10? 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 23 Which words best describe the feeling that the poet creates in this poem? A

Very excited

Very scared

Very calm

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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 D2

24 Read lines 9 through 12 from the poem. No bird was singing in it now. A single leaf was on a bough, And that was all there was to see In going twice around the tree.

These lines show that the speaker – A

was cold and wet

had a lot of energy

could not see the bird

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 25 Read line 6 from the N FO MPLEpoem. E A V S I G S I T TH IS NO N O I S IS PERM I had to stop and lift my face; What does this line show about the speaker? A

He felt better.

He looked up.

He began to sing.

STOP Page 36

STAAR-M Reading Rehearsal

Reading Selection 5

Level D2

Marlow Mouse Learns About Seeds This play describes two characters who are talking about seeds. Beebee Bird knows a lot about seeds, and teaches Marlow Mouse what she knows. Marlow Mouse learns about the different types of seeds, and how seeds are transported in different ways. Marlow Mouse is surprised to

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

learn that seeds can be large like coconuts, or small and light like dandelion seeds. Read the play to find out why seeds come in so many different shapes and sizes.

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 5

Level D2

Marlow Mouse Learns About Seeds 1 [Marlow Mouse is standing with his paws behind his back. He is rocking

back and forth. He is staring at his friend, Beebee Bird. Marlow is getting ready to speak. He wants to stump Beebee with a question.] 2 MARLOW MOUSE: How many different seeds can you name? 3 BEEBEE BIRD: Quite a lot, I’m sure. 4 MARLOW MOUSE: Well, let’s hear it!

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

5 BEEBEE BIRD: No problem. Tomato seeds, apple seeds, cucumber seeds,

dandelion seeds, maple tree seeds—

6 MARLOW MOUSE: Maple trees have seeds?

7 BEEBEE BIRD: You bet they do. Maple seeds are small andSTlight. ER. They

E MA N I L WAY. K C Y A N L A B OT A ED IN N C U S I D O T TED. I O BE REPR H G I R COPY IS BOOK T S I K O BO R TH E O L F P N M E T GIVfirst HIS SA ISofNOthe 26 What is theTpurpose paragraph? N O I S IS PERM twirl in the air like little helicopters.

It explains what the main problem is.

It describes what the characters are doing.

It tells what the characters say to each other.

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STAAR-M Reading Rehearsal

Questions

Level D2

27 In paragraph 7, why are maple seeds described as being “like little helicopters”? A

To show how maple seeds spin in the air

To explain that maple seeds travel a long way

To describe the sound that maple seeds make

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 39

STAAR-M Reading Rehearsal

Reading Selection 5

Level D2

8 MARLOW MOUSE: Tell me more about seeds. 9 BEEBEE BIRD: No problem. Peas are seeds— 10 MARLOW MOUSE: Wait, peas are seeds? 11 BEEBEE BIRD: I’m never going to get through this list if you keep cutting

me off! Yes, peas are seeds. 12 MARLOW MOUSE: I love to eat peas. 13 BEEBEE BIRD: I agree. Peas are delicious! Now, may I continue?

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

14 [MARLOW MOUSE shakes his head eagerly.]

15 BEEBEE BIRD: There are sunflower seeds. I love those kinds of seeds!

Pine cones are seeds, coconuts, too—

16 MARLOW MOUSE: Hold on, hold on. Coconuts too? They are so large,

ER. WAY. KL C Y A N L A B OT A ED IN N C U S I D O T BEEBEE BIRD: Seeds come in all shapes and sizes. TED. I O BE REPR H G I R COPY IS BOOK T S I K O MARLOW MOUSE: So I see. BO R TH E O L F P N M E A THIS S IS NOT GIV N BEEBEE BIRD: are seeds and so are soybeans. SIOPeanuts S I M R PE

ST how can they be seeds? Seeds are supposed to be small. INE MA 17 18 19

20 MARLOW MOUSE: Yum! I love peanut butter. 21 BEEBEE BIRD: Me, too!

Page 40

STAAR-M Reading Rehearsal

Questions

Level D2

28 In paragraph 14, the word eagerly shows that Marlow Mouse is – A

sad

keen

shy

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

29 Beebee Bird gets annoyed in lines 11 to 13 because Marlow Mouse – A B C

STER. . A M E ACKLIN IN ANY WAY L B A asks too many questions S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O keeps interrupting 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 wants to eat seeds

Page 41

STAAR-M Reading Rehearsal

Reading Selection 5

Level D2

22 BEEBEE BIRD: Do you know how seeds grow? 23 MARLOW MOUSE: I have a feeling you’re going to tell me. 24 [BEEBEE BIRD is excited to share her knowledge. She flaps her wings.] 25 BEEBEE BIRD: A seed might drop from a tree. Or it might fly through the

air. It might be washed ashore by waves. It might even stick to an animal’s fur— 26 MARLOW MOUSE: Wow, seeds travel in so many different ways! 27 BEEBEE BIRD: Can you name which ones would fly?

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

28 MARLOW MOUSE: I can try. Let’s see. Dandelion seeds and maple

seeds fly.

29 BEEBEE BIRD: Correct! Can you name which ones would float?

ER. Y WA A CK L N L A B A N I coconuts! S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O BEEBEE BIRD: Correct! Coconuts S BOOon water. They can travel many K IS C R THfloat I O O B LE miles across Sthe before N FO they land on another beach and start MPocean E A V I G S I T TH IS NO N to grow. O I S IS PERM

30 MARLOW MOUSE: Floating seeds are hard to think of. MAST I know— Y. INEWait,

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STAAR-M Reading Rehearsal

Questions

Level D2

30 Read these lines from the play. BEEBEE BIRD: A seed might drop from a

tree. Or it might fly through the air. It might be washed ashore by waves. It might even stick to an animal’s fur— MARLOW MOUSE: Wow, seeds travel in so

many different ways!

What do these lines represent?

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

The reasons that plants make seeds

Marlow Mouse learning something new

The different sizes and shapes of seeds

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 D2

32 BEEBEE BIRD: Can you name a seed that falls? 33 MARLOW MOUSE: Oh, that’s easy. Pine cones! 34 BEEBEE BIRD: That is correct! 35 MARLOW MOUSE: Who knew that seeds were so interesting! 36 BEEBEE BIRD: After all this talk about seeds, I’m hungry. And seeds

are delicious. 37 MARLOW MOUSE: That might be the best thing about seeds!

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

31 What can the reader conclude about Beebee Bird and Marlow Mouse from the end of the play? A B C

STER. . A M E ACKLIN IN ANY WAY L B A They will look for seeds to eat. S NOT PRODUCED I T I . GHTED BE RE I R O Y T P They will learn more about seeds. 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 They will plant some seeds.

STOP Page 44

STAAR-M Reading Rehearsal

Reading Selection 6

Level D2

Coyote and the Corn Mill This story is a folktale. It tells the story of a woman who is using her favorite mill to make cornmeal. No matter how much the woman pounds the corn, she gets very little cornmeal. Read the story to find out the surprising reason for the problem.

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 D2

Coyote and the Corn Mill 1

Every day, a woman made cornmeal from corn. She always used her favorite mill. It was made from a tree trunk, and it was smooth and easy to use. One day, she was pounding the corn as usual. She noticed that there was very little cornmeal at the bottom of her mill. She invited a neighbor to try using her mill. The same thing happened to her neighbor. She pounded and pounded, but almost no cornmeal came out.

The two women called their friends over. They explained the problem

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

to them. All the women looked at the corn mill carefully. They turned the mill over and investigated it. They noticed that it did not look exactly the same as their favorite mill.

STER. . A M E CKLIN Y WAY A2? 32 What does the word investigated mean in paragraph N L A B A N I S NOT PRODUCED I T I . GHTED BE RE I A Broke R O Y T P K O K IS C R THIS BOO O O B B Questioned SAMPLE N FO E V I G S I T TH IS NO N O I S C StudiedRMIS PE

Page 46

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 D2

One of the women came over with

an ax. She raised the ax to split the mill in half. As she did, the mill fell over and rolled on the ground. The women leaped away from it as it rolled in circles. They saw the mill begin to change shape. Suddenly, the mill turned into Coyote. The

women

shrieked.

Coyote

raced off before anyone could think

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

to catch him. The women began to laugh as they realized what had happened.

Coyote

had

changed

himself into a mill so he could eat all of their corn!

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . RE HTED were Gwomen BE surprised I R O 33 Which sentence best shows that the to see Coyote? Y T P K CO OO S B I S K I O H LE BO VEN FOR T P M A S A Suddenly, S mill turned OT GI into Coyote. THIthe N S I SION S I M R B CoyotePraced off before anyone could think to catch him. E C

The women began to laugh as they realized what had happened.

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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 D2

Use the whole story “Coyote and the Corn Mill” on pages 46–47 to answer questions 34–35. 34 Why is the woman unable to get much cornmeal from the mill? A

The mill is broken.

Coyote is eating the corn.

She is not using the mill properly.

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 word best describes the coyote? GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B A Tricky N FO MPLE E A V S I G S I T TH IS NO N O I S B Mean RMIS PE C

Helpful

STOP Page 48

STAAR-M Reading Rehearsal

Level D2

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 49

STAAR-M Reading Rehearsal

Level D2

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 D2

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 D2

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 D2

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 D2

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 D2

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 978-1-4204-6926-4