Staar m reading rehearsal e1 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 E1

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 978-1-4204-6744-4 R 6744-4 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. 0212.MAQ RALLY! EDUCATION 22 Railroad Avenue Glen Head, NY 11545 (888) 99-RALLY

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STAAR-M Reading Rehearsal

Contents

Level E1

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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 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 E1

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 E1

Grade 5 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 context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words; Readiness Standard (E)

(3)

use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. Readiness Standard STER.

E MA N I L WAY. K C Y AGenre. Students Reading/Comprehension of Literary Text/Theme Aand N L A B D IN in OT theme Dand Egenre N C U analyze, make inferences and draw conclusions about S I O T PR provide evidence REand TED. I contexts H different cultural, historical, and contemporary E G B I R O T OPY Cunderstanding. from the text to support their are expected to OOKStudents S B I S K I O H O T B E FOR N themes MPLcontrast E A V S I (A) compare and the or moral lessons of several works of G S I T TH NO cultures. Supporting S I fiction from various Standard N SIO S I M R PE

(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 (F)

make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. 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 E1

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 (B) describe the phenomena explained in origin myths from various cultures; Supporting Standard (C) explain the effect of a historical event or movement on the theme of a work of 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) analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems. 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. I S N T PRODUCED I T I Supporting Standard . E ED (6)

GHT BE R I R O Y T P K O OO BText/Fiction. Reading/Comprehension Students understand, S K IS Cof Literary I O H O T B R E O L F make inferences conclusions about the structure and elements of AMP and draw GIVENfrom text to support their understanding. Students T HIS Sprovide O fictionTand evidence N N IS O I S are expected to S I PERM (A) describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events; Readiness Standard

(B) explain the roles and functions of characters in various plots, including their relationships and conflicts; Readiness Standard (C) explain different forms of third-person points of view in stories. Supporting Standard (7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to

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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 E1

(A) identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person’s life. 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) evaluate the impact of sensory details, imagery, and figurative language in literary text. Readiness 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. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to

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

(C) identify the point of view of media presentations. Supporting Standard (Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to (D) make inferences about text and use textual evidence to support STER. . A M E understanding; Readiness Standard (Fiction) / Supporting Standard ACKLIN IN ANY WAY L B (Literary Nonfiction, Poetry, Drama) A T (E)

S NO PRODUCED I T I . D that Bmaintain summarize and paraphrase texts H E RE meaning and G inTEways I R O Y T P K logical order within a text O Readiness Standard (Fiction) COand across BOtexts. S I OK IS (Literary H O T / SupportingLEStandard Nonfiction, Poetry, Drama) B FOR P N M E A V S I THIS NOT G S I N ISSIO PERM

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STAAR-M Reading Rehearsal

TEKS

Level E1

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 author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to (A) draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved. Supporting Standard (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

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

(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order; Readiness Standard (B) determine the facts in text and verify them through established methods; Supporting Standard .

STER A M E (C) analyze how the organizational pattern of a text (e.g.,Kcause-and -effect, LIN WAY. C Y A N L A B compare-and-contrast, sequential order, logical OT Aorder, classification ED IN N C U S I D O T schemes) influences the relationships theEideas; R PR Readiness TED. Iamong H E G B I R O Standard COPY IS BOOK T S I K O H BO featuresFOand R Tgraphics (D) use multiple text to gain an overview of the contents E L P N M E A V S I G S I of text and to locate information; Readiness Standard T TH NO S I N ISSIO and make logical connections between ideas within a text and (E) Esynthesize P RM across two or three texts representing similar or different genres. Readiness Standard

(12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to (A) identify the author’s viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument; Supporting Standard

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STAAR-M Reading Rehearsal

TEKS

Level E1

(B) recognize exaggerated, contradictory, or misleading statements in text. Supporting 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) interpret details from procedural text to complete a task, solve a problem, or perform procedures; Supporting Standard (B) interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. 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. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to

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

(E)

STER. . A M E LIN make inferences about text and use textual evidenceLA toCKsupport Y WAY N A B A N I understanding; Readiness Standard (Expository) UCED S NOT /PRSupporting I D O T I . Standard (Persuasive) GHTED BE RE I R O Y T P K O BOO that maintain meaning and summarize and paraphrase in ways S K IS C texts I O H O T B E FORacross texts. Readiness Standard logical order a text N and MPLwithin E A V S I G S I T TH (Expository) Standard (Persuasive) NO I/SSupporting 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 E1

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 E1

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 E1

Saving the Firehouse In this story, a town’s firehouse is run-down and needs repair. The students in Brent’s class try to think of fundraising ideas. Brent comes up with the idea of having a walk-a-thon, which is an event where sponsors pledge money for each mile a person walks. Read the story to find out if the walk-a-thon raises enough money to save the firehouse.

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 1

Level E1

Saving the Firehouse 1

“I have something important to say before you leave,” Ms. Becker said. “Mr. Terry, our local fire chief, needs our help. He wants us to help think of ways to raise money to repair the firehouse.”

Brent knew about the old firehouse. The bricks on the firehouse were old and dingy. The steps were broken. The faded wooden door was hanging off its hinges. But the firehouse had been in their town for many years. Brent’s father was a volunteer firefighter in the firehouse. Brent’s grandfather had been a firefighter for years as well.

“We need money to repair the firehouse, or it will be shut down,” Ms. Becker said. “The firemen from Mayberry will then have to come if we need help.”

Mayberry was more than twenty minutes away. Brent knew that twenty minutes was a long time to wait.

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

. E WAY. KLIN C Y A N L “Tomorrow we will talk about your ideas.” A B OT A ED IN N C U S I D O T ED. I HeBEthought REPR of holding a bake HTmoney. Brent tried to think of ways to Y raise G I R O KT COPthey would OOnot S B I S K sale or a carwash. He was afraid raise enough money. He also I O H BO RT E O L F P N M E A wanted to doHsomething could be part of. T GIVeveryone T IS S IS NOthat SION S I M R PE

“I would like everyone to think about this for homework,” Ms. STER said. MABecker

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STAAR-M Reading Rehearsal

Questions

Level E1

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

Dirty

Damp

Dangerous

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

Read this sentence from paragraph 2.

R. MASTE AY. ANY W N I D O E IT IS N REPRODUC . D E T YRIGH OOK TO BE P O C IS B OK IS appeal Hto? O T B R E Which sense does this sentence O L F EN AMP THIS S IS NOT GIV N A Sight RMISSIO PE The faded wooden door was hanging off LINE K C A L B its hinges. TA

Smell

Touch

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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 E1

Brent’s father and grandfather were both involved with the firehouse. What does this help the reader understand? A

How important the firehouse was

How run-down the firehouse was

Why Brent cared about the firehouse

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 E1

The next day, Ms. Becker asked the children to yell out their ideas. She wrote all the ideas on the board. Brent offered his ideas. He wished his ideas were better.

“We’ve got some great ideas here!” Ms. Becker said. “Are there any more?”

Brent suddenly raised his hand. “We could have a walk-a-thon!” Brent cried. “My mother went to a walk-a-thon last year. She said that it raised a lot of money!”

10 11

12 13

Reading Selection 1

“What is a walk-a-thon?” asked Carlos. “People give you money to walk a certain number of miles,” explained Ms. Becker. “The people who give you money are called sponsors. The money they give is called a pledge.”

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

Ms. Becker also explained how people could pledge different amounts. “Everyone can walk together,” Brent added. “It will be a great way to get everyone involved.”

STER. . A M E LIN idea.NYThey WAY 14 Everyone agreed that having a walk-a-thon was Bthe ACKbest L A A N I S NOT PRODUCED started planning the event. 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 How does Brent ISfeel about having a walk-a-thon? PERM A

Excited

Nervous

Confused

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got

STAAR-M Reading Rehearsal

Reading Selection 1

Level E1

The day of the walk-a-thon finally arrived. The course was five miles long. It started and ended at the old firehouse. Each student brought an envelope full of pledges. They gave them to the fire chief.

The students began the walk. Most of the students skipped along like they were in a parade. The students became tired after the fourth mile. But then they saw the banner across the firehouse. They knew they were nearly finished.

When it was over, they gathered on the firehouse lawn. The fire chief spoke to the crowd. “This event has been a great success,” he said. “We should now be able to repair the firehouse.”

The students cheered. A few people patted Brent on the back and thanked him for the great idea. Brent looked at the aging firehouse. He felt good knowing that he was part of the reason it would soon be repaired.

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 . Most of the students skipped RE GHTED along BElike I R O Y T P K CO they were inK aISparade. BOO S I O H O T B N FOR MPLE E A V S I G S I T TH IS NO N O I S IS What does this PERMsentence show about the students? Read this sentence from paragraph 16.

They were excited.

They raced each other.

They felt serious.

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STAAR-M Reading Rehearsal

Questions

Level E1

Use the whole story “Saving the Firehouse” on pages 13–17 to answer questions 6–7.

How is Brent different from the other students? A

He has an idea for a fundraiser.

His fundraiser idea is chosen.

He takes part in the fundraiser.

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 Which is the best summary of the story? I T I . GHTED BE RE I R O Y T P K O A Brent learns that the firehouse BOO to be torn down. He is worried. He Shave K IS C Rmay I O H O T B O PLE needs Na Ffirehouse. Mtown knows that the He feels bad because he wants to E A V S I G S I T H O T N save it. His father N ISand grandfather were firefighters. O I S S I PERM

The firehouse in Brent’s town is in bad shape. A walk-a-thon is held to raise money. People sponsor the people walking. The students walk 5 miles. Their walk ends at the firehouse.

Brent learns that the firehouse needs repair. Brent and his classmates think of ways to raise money. Brent’s idea is to have a walk-a-thon. The idea is accepted and the walk-a-thon is held. Brent is pleased that he has helped to save the firehouse.

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STAAR-M Reading Rehearsal

Reading Selection 2

Level E1

Dear Editor “Dear Editor” is a letter written by Hoxton resident Cody Mattson to the editor of his local newspaper. Read what Cody has to say about the Hoxton Public Swimming Pool.

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 2

Level E1

Dear Editor,

The hottest days of summer are nearing. People are preparing in many ways. Some are taking out their light clothing to keep themselves cool. Others are planning picnics or summer vacations. Children are playing each evening in the parks. One important part of the summer fun is missing. The Hoxton Public Swimming Pool is missing.

Since it opened 30 years ago, Hoxton’s swimming pool has been a delight. There were programs for young children to learn how to swim. Older children loved splashing around in the cool blue water. Adults enjoyed relaxing next to the pool. Everyone in Hoxton has fond memories of this little oasis.

But that happy story ended a few years ago. The pool began to fall apart. Large cracks appeared in the concrete walls. This made the pool unsafe. We had been enjoying it so much that we didn’t notice that it needed to be fixed!

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

STER. . A M E Read this sentence from paragraph 2. ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K Everyone in fond S CO has BOO memories of S K IHoxton I O H O T B E oasis. this N FOR MPLlittle E A V S I G S I T TH IS NO N O I S IS PERM Why does Cody describe the pool as an oasis? A

To show that it is unusual

To explain how special it is

To suggest that it needs palm trees

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STAAR-M Reading Rehearsal

Level E1

Reading Selection 2

The pool was shut down. There were plans to have it repaired. That was a wise decision, but it didn’t work out as planned. Workers began fixing the pool. However, the work was slow and the money ran out. The pool was closed down through all of last summer. Today, the pool is still closed. It seems like nobody can decide what to do about it.

To me, the answer is clear. We need to reopen the Hoxton swimming pool! The pool is too important to allow it to stay useless one more day. It should be enjoyed by everyone again.

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

Photo ©iStockphoto/Randy Miramontez

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

In paragraph 5, what does the word reopen mean? A

Not open

Open again

Open before

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STAAR-M Reading Rehearsal

Reading Selection 2

Level E1

There are many good reasons to reopen the pool. The first reason is that the pool was a fun part of our neighborhood. Hundreds of people loved relaxing by the pool. It was a great place to catch up with old friends. The people who used the pool also liked to buy drinks and food. These purchases made money for the town.

It is also important to fix the pool because it is dangerous as it is now. Right now, it is just a huge hole in the ground. Children playing nearby might fall in and get hurt. Animals might jump in and become trapped. Some thoughtless people have dropped garbage into the pool. It is looking worse every day.

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

10 How does Cody organize the information in paragraphs 6 and 7? A

By stating the major events in the history of the pool

By listing the reasons the pool should be fixed

By describing the problems with the pool from most to least important .

STER A M E WAY. KLIN 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 A THIS S IS NOT GIV SION S I M R PE

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STAAR-M Reading Rehearsal

Reading Selection 2

Level E1

The people of Hoxton have to work together to get our pool back in order. I suggest we begin a Hoxton Pool Action Committee. We can collect donations and buy needed materials. We can work to fix the pool and make it safe again.

Now is the time to act! Let’s work together so we can all enjoy the Hoxton Public Swimming Pool next summer! Sincerely, Cody Mattson Hoxton, Texas

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

11 Why does Cody most likely have the last paragraph in bold text? A

To show that the text should be read aloud

STER. . A M E ACKLIN IN ANY WAY L B A To emphasize that people need to act 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

To highlight the main problem

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STAAR-M Reading Rehearsal

Questions

Level E1

Use the whole letter “Dear Editor” on pages 20–23 to answer questions 12–13.

12 Which of these sources does Cody use to support his argument?

Quotes from sources

Personal observation

Interviews with locals

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 T UCED What is Cody’s purpose for writing his letter?IT IS NO D O R . P GHTED BE RE I R O Y T P K CO areISrepaired A To explain how swimming BOO K ISpools O H O T B OR LE N Fenjoy MPlocal E A V S I G S I B To describe how people spending time T TH NO S I N ISSIO C To persuade PERM readers to work together for a cause

STOP Page 24

STAAR-M Reading Rehearsal

Reading Selection 3

Level E1

How to Attract Hummingbirds Hummingbirds are small birds that many people like to watch. You can attract them to your yard by having a hummingbird garden or by having a hummingbird feeder. Read the article to find out more about how to attract hummingbirds to your yard.

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 E1

How to Attract Hummingbirds 1

Hummingbirds are tiny, beautiful birds that fly very fast. They often flap their wings more than fifty times per second. They can fly upward, downward, backward, forward, and upside down. It is fun to watch hummingbirds fly.

A good way to attract hummingbirds to your yard is to plant a special garden just for them. Your garden should offer the hummingbirds food, water, and shelter. When planting the garden, remember that hummingbirds love the color red. They are most likely to visit flowers that are red, pink, or orange. Your

The flowers in a hummingbird garden should bloom at different times. This gives hummingbirds a constant food source. Plants and flowers should be planted at different levels. Tall plants provide food, shelter, and places to perch. Shorter flowers give hummingbirds a great source of nectar.

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

14 What does the word constant mean in paragraph 3? A

Interesting

Changing

Ongoing

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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 .

Photo ÂŠiStockphoto/Frank Leung

flowers will be a new food source for hummingbirds.

STAAR-M Reading Rehearsal

Reading Selection 3

Level E1

Hummingbirds love dripping water. They often bathe during rain showers. You can add a water mister to your garden. If you’re lucky, you can watch hummingbirds dart around under the mist! It is also a good idea to add a small pool of water to the garden. The pool will attract insects. Hummingbirds will feed on the insects.

You can also attract hummingbirds with a hummingbird feeder. Hummingbird feeders are very popular. They are usually made of glass or plastic. They are often red to catch a hummingbird’s eye. The feeders are filled with sugar water. The recipe for sugar water is very simple.

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

15 Why should you include a small pool in your hummingbird garden? A

To attract bugs for hummingbirds to eat

To give hummingbirds fresh water to drink

To give hummingbirds a place to take a bath

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

Questions

Level E1

16 Read this sentence from paragraph 5. They are often red to catch a hummingbird’s eye.

This sentence means that the hummingbird – A

will notice things that are red

cannot see the color red

is afraid of red 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 . 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 E1

Feeding Hummingbirds 6

Step 1: To make sugar water, boil four cups of water and add one cup of sugar.

Step 2: Let the sugar water cool. Then pour it into your feeder.

Note: Donâ&#x20AC;&#x2122;t add anything to the water except sugar. Honey, fruit, and red food coloring can harm hummingbirds.

Step 3: In warm weather, the sugar water can spoil quickly. It is important to make a new batch of sugar water about once every three days.

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

10 Step 4: When you change the sugar water, rinse the feeder with hot water. You can also scrub it with a brush. Do not use soap to clean the feeder. Hummingbirds do not like the taste of soap.

A THIS S

KLINE C A L B NOT A S I T I HTED. G I R Y IS COP STER. K O O B MA MPLE

17 How often should the sugar water in a hummingbird feeder be changed? A

Once a week

Every few days

Every morning

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STAAR-M Reading Rehearsal

Questions

Level E1

Use the whole article “How to Attract Hummingbirds” on pages 26–29 to answer question 18.

18 Why is the section titled “Feeding Hummingbirds” important? A

It shows what feed to put in a hummingbird feeder.

It shows what flowers to plant in a hummingbird garden.

It shows what a hummingbird mister is used for.

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 E1

The Challenge In this poem, the speaker explains how challenges are difficult, but also have benefits.

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

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

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STAAR-M Reading Rehearsal

Reading Selection 4

Level E1

The Challenge Challenges are dandy games we play throughout our days. Though they seem to be quite gloomy, they’re like medicine in ways. 5

When we want things to be perfect, as Mother Nature just won’t be, challenges strike like lightning, and through clouds, we learn to see.

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

At times, we want to just avoid 10 the problems that we don’t enjoy, but attention to life’s very worst can do more than just annoy.

Instead, when we meet challenges, it’s best to keep our cool. 15 Easy, simple, trouble-free: . staying calm is the main rule! IGHTED

STER. . A M E ACKLIN IN ANY WAY L B A OT ED IT IS N REPRODUC O BE YR T P K O O C O K IS anR accident THIS B BOOthere’s If you get anxious Pwhen E O L F EN SAM there’s GIVdoubt, T O THIS when and disgusted N N IS O I S S I if you can’t PERMargue through a quarrel

20 without exploding in a shout,

then your challenge is to deal with all the things that can go wrong, to sing a happy tune when life’s not as pleasant as a song,

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STAAR-M Reading Rehearsal

Reading Selection 4

Level E1

25 to see that you are fortunate, and that you can be strong, even as yet another difficulty decides to come along. If you learn that nothing’s perfect, 30 you won’t be filled with mad disgust when nonsense creeps into your life, as nonsense always must. So, if you’re nervous, worried, and you’re all the time distressing, 35 remind yourself that a challenge is just another chance to learn a lesson.

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

STER. . A M E theme—the central idea, message, or BLACKLIN Y WAY N A A N I moral of a story, poem, or play 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 LE N FO MPthe E A V S I G What is the theme of poem? S I T TH IS NO N O I S IS A Challenges PERMare a part of life. B

No one likes to have challenges.

Most problems can be avoided.

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STAAR-M Reading Rehearsal

Questions

Level E1

20 Read lines 3 and 4. Though they seem to be quite gloomy, they’re like medicine in ways.

What do these lines show about challenges? A

They are fun for some people.

They are actually good for people.

They can usually be solved easily.

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 LE Read line 7 from Sthe N FO MPpoem. E A V I G S I T TH IS NO N O I S IS PERM challenges strike like lightning,

The poet includes this line to show that challenges are – A

loud

scary

sudden Page 34

STAAR-M Reading Rehearsal

Questions

Level E1

alliteration—the use of repeating consonant sounds in a sentence or line

22 Which line from the poem uses alliteration?

and disgusted when there’s doubt,

life’s not as pleasant as a song,

when nonsense creeps into your life,

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 . TED In line 25, what does the word fortunate GHmean? BE RE I R O Y T P K O K IS C R THIS BOO O O B A Lucky N FO MPLE E A V S I G S I T TH IS NO N B Brave O I S IS PERM C

Careful

STOP Page 35

STAAR-M Reading Rehearsal

Reading Selection 5

Level E1

Louis Braille Louis Braille is the inventor of the Braille alphabet. The Braille alphabet uses raised dots to represent each letter. People who are blind read by running their fingers over the letters. Read the article to find out about Louis Braille’s life and how he created the Braille alphabet.

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 E1

Louis Braille 1

Louis Braille was born January 4, 1809. He was born in a small village near Paris, France. Louis’ father was a harness-maker. Louis liked to watch his father work. When Louis was just three years old, he picked up a sharp tool called an awl. He tried to cut a piece of leather. The awl slipped and poked his eye. His eye became infected. This spread to both eyes and he became blind.

Louis was a very intelligent boy. His father helped him learn the alphabet. Louis’ father pounded nails in the shape of letters into strips of wood. Louis learned the shape of the letters by running his fingers over them. Then his father taught him how to write.

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

At age seven, Louis entered school. His teachers were amazed by his fast learning. He was soon at the head of his class. When Louis turned ten, he entered the Royal Institute for Blind Youth in Paris. This was a special school for blind students. The school offered a few books with raised print. However, the books were very bulky. It took the students a long time to read TER. word. Seach A M E AY. LIN Louis knew there had to be a better way. ANY W BLACK

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 A GIVE What is paragraph OTabout? THIS S3 mainly N S I SION S I M R PE A Louis’ school years B

Louis’ teachers

Books for the blind

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STAAR-M Reading Rehearsal

Questions

Level E1

25 Read this sentence from paragraph 3.

He was soon at the head of his class.

What does this sentence show about Louis? A

He sat in the front row.

He was the oldest student.

He did very well in school.

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 E1

At about the same time, Charles Barbier de la Serre was a captain in the French army. He created a system for reading messages at night. His system was called night writing. It allowed soldiers to feel raised dots that formed words. Night writing used twelve raised dots to write words. It was helpful, but still hard to use. This system gave Louis an idea.

At the age of fifteen, Louis created a system that used six raised dots to create letters. The idea came to him as he sat in his father’s workshop. He picked up an awl. Using the awl, he punched dots to create his alphabet. Students at the Institute for Blind Youth quickly learned the new alphabet. They were able to read faster than ever before. They could easily “finger read” by running their fingertips over the dots on the page. Louis made his dream come true. He created an easier way for the blind to read.

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

26 How was night writing different from Louis Braille’s alphabet? A B C

It had more dots.

STER. . A M E It used only numbers. ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . It let people feel letters. 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 E1

Reading Selection 5

Louis continued to better his raised dot system. He even created a way to write music. He became a teacher at the Institute for Blind Youth when he was nineteen. In 1929, Louis published a book that explained how to use the Braille alphabet.

Louis later came up with a way for students to write to parents and friends. He showed them how to punch dots in the shape of regular letters. Seeing people could read the letters and blind people could feel the letters. This allowed blind students and seeing people to write to each other.

Louis taught and helped blind students for the rest of his life. He died on January 6, 1952. Two years later, France made Braille the official system of reading and writing for the blind. The Braille system is still used today.

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

STER. . A M E ACKLIN IN ANY WAY L B A NOT w OxDUCEyD z n o p q u. IT ISv r s t REPR TED H E G B I R O 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

Questions

Level E1

27 Read this dictionary entry for the word better.

better / verb 1. to improve upon 2. to beat someone 3. to raise or increase

What is the meaning of better as it is used in paragraph 6?

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 “c” written in Braille? How is the letter A

One small dot

Two dots in a row

One dot under another

Page 41

STAAR-M Reading Rehearsal

Questions

Level E1

Use the whole article “Louis Braille” on pages 37–40 to answer questions 29–31.

29 Why did the author write this article?

To teach readers how to use Louis Braille’s alphabet

To inform readers about Louis Braille and his alphabet

To convince readers to learn how to read using Braille

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 Which word best describes Louis Braille? I T I . GHTED BE RE I R O Y T P K O A Thoughtful K IS C R THIS BOO O O B MPLE EN F O V I G B Anxious THIS SA T IS NO N O I S IS C Determined PERM

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STAAR-M Reading Rehearsal

Questions

Level E1

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

31 Which sentence is an opinion? A

His teachers were amazed by his fast learning.

Night writing used twelve raised dots to write words.

He became a teacher at the Institute for Blind Youth when he was nineteen.

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 43

STAAR-M Reading Rehearsal

Reading Selection 6

Level E1

The Endless Tale This is a play about a king who demands to be told a story that does not end. Read the play to find out whether the king gets his wish.

Characters: KING PRINCESS FIRST STORY-TELLER SECOND STORY-TELLER LORDS AND LADIES GUARDS

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 E1

The Endless Tale 1

[The KING sits on a cushion in the great hall. The PRINCESS sits on a cushion by him. In front of them sits the FIRST STORY-TELLER. The LORDS and LADIES sit nearby.]

STORY-TELLER: Then the prince married the princess and they were happy forever and ever.

[There is a pause.]

KING: Go on! (The STORY-TELLER hangs his head.) Go on, I say!

STORY-TELLER: That is all, your Majesty.

KING: All!

STORY-TELLER: The prince married the princess. There is nothing more to tell.

KING: I cannot bear so short a story!

9 10 11

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 PRINCESS: Why, father; for three months we have UCEtoD it! S NOT listened I D O T I R . P E RE GHTEitD longer, Bsir! I R O Y T KING: ‘Tis short, I say! I bid you make P K O K IS C R THIS BOO O O B LE N FOThe prince married the princess. MIPcannot, E A V S STORY-TELLER: Sire. I G S I T TH IS NO N O There is nothing— I S IS PERM

KING: Throw him out of the palace, guards! Cut off his head!

[The GUARDS seize the STORY-TELLER.]

PRINCESS: Father!

LORDS: Your Majesty!

LADIES: Sire!

PRINCESS: Spare his life! Page 45

STAAR-M Reading Rehearsal

Reading Selection 6

Level E1

STORY-TELLER: Let me keep my head, Sire!

KING: Why should you keep it? You do not use it.

STORY-TELLER: For three months I have used it, Sire!

KING: Your story is too short, I say! Away with him, guards! Away! (The GUARDS take out the FIRST STORY-TELLER.) Bid another Story-Teller come!

32 Read this dictionary entry for the word bear.

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

bear \ verb 1. put up with 2. hold or support 3. be fit for something

STER. . A M E ACKLIN IN ANY WAY L B A What is the meaning of bear as it is used in paragraph UCED S NOT 8? I D O T I R . P GHTED BE RE I R O Y T P K O A Meaning 1 K IS C R THIS BOO O O B PLE EN F O V I B MeaningTH 2IS SAM G T IS NO N O I S IS C Meaning PER3M

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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 E1

33 What does the word seize mean in paragraph 13? A

Chase

Warn

Grab

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

34 Read these lines from the play.

STER. . A M E KING: ‘Tis short, I say! I bid you make it longer,KLsir! AC IN IN ANY WAY L B A STORY-TELLER: I cannot, Sire. TheSprince NOT married UCED I D O T I R . P the princess. There is nothing— GHTED BE RE I R O Y T P K S COof theHIpalace, BOO guards! Cut off KING: Throw him S K Iout O O T B N FOR MPLE E his Ihead! A V S I G S T TH IS NO N O I S IS PERM What do these lines represent? A

Why the story could not be finished

How the king loses his temper

How the story-teller dislikes the king

Page 47

STAAR-M Reading Rehearsal

Reading Selection 6

Level E1

[A guard admits the SECOND STORY-TELLER, who bows before the KING and PRINCESS.]

KING: Sir, hear me. You must tell a story that will last forever.

SECOND STORY-TELLER: I hear, O King!

KING: If you can do this, you shall marry my daughter and be king after me.

SECOND STORY-TELLER: I hear, O King!

KING: If you fail, you shall lose your head. Begin! And remember, the story must go on forever. Now again I say, begin!

SECOND STORY-TELLER: “Once upon a time a certain king owned all the corn in his country. He stored it in a strong granary. Then came a swarm of locusts. They found a crack in the south side of the granary. The crack was just large enough for one locust to pass through at a time. So one locust went in and carried away a grain of corn. Then another locust went in and STER. away A carried away a grain of corn. Then another locust went in and carried M E WAY. KLIN C Y A N L A B a grain of corn. Then—” D IN OT A

29 30

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

E IT IS N REPRODUC . D E T E story. KING (interrupting): Yes, yes!PNow with O Bthe YRIGHgo on T K O O C O OK IS OR THIS B O B E L N F story shall go on, O King! “Then another MP SECOND STORY-TELLER: The E A V S I G S I T TH NO away another grain of corn. Then another locust—” IScarried locust went in Iand N O S IS PERM KING (interrupting): I tell you to go on with the story!

SECOND STORY-TELLER: I obey, great King. “Then another locust went in and carried away another grain of corn. Then another—”

KING: The story! The story, I tell you!

SECOND STORY-TELLER: This is the story, O King! “Then another locust went in and carried away another grain of corn. Then—”

Page 48

STAAR-M Reading Rehearsal

Reading Selection 6

Level E1

KING: I cannot stand it! How long will it take the locusts to carry away all the grain?

SECOND STORY-TELLER: One thousand years, O King! “Then another locust went in and—”

KING: Stop! Stop! Take my daughter! Be king after me! Be king now! Anything to stop the locusts!

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

35 What can the reader conclude from the last paragraph of the play? A

The king cannot stand listening to the story any longer.

The king still does not find the story long enough.

The king had a plan to get his daughter to marry.

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

Questions

Level E1

Use the whole play “The Endless Tale” on pages 45–49 to answer questions 36–37.

36 What does the king learn in the play?

People have different tastes.

Good things take time.

Be careful what you wish for.

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 NOT UCED S similar? How are the stories told by the two story-tellers I D O T I R . P GHTED BE RE I R O Y T P K O A They both go on forever. K IS C R THIS BOO O O B LE N FO MPthe E A V S I G S I B They both upset king. T TH IS NO N O I S IS C They are PERMboth about locusts.

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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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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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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

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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 E1

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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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 978-1-4204-6744-4