Staar m reading rehearsal e2 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 E2

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 978-1-4204-6929-5 R 6929-5 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 E2

Contents Introduction

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

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

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

Reading Selection 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Reading Selection 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Reading Selection 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

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

Reading Selection 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Reading Selection 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Reading Selection 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Reading Selection 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 E2

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 7 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 E2

TEKS

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)

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

TER.

AS (3) Reading/Comprehension of Literary Text/Theme and Genre. E MStudents N I L WAY. K C Y A and genre N L analyze, make inferences and draw conclusions about A theme in A B OT and provide ED INevidence N C U S I different cultural, historical, and contemporary contexts D O T EPRexpected to Rare TED. I Students H E from the text to support their understanding. G B I R O Y

(Figure 19)

COP OOK T S B I S K I O H (A) compare and themes E BO the FOR T or moral lessons of several works of PLcontrast N M E A V S I G fiction Supporting Standard THIS from various NOT cultures. S I N SIO Reading/Comprehension Skills. Students use a flexible range of ERMIS P 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 E2

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 E2

(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 E2

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 E2

(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 E2

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 E2

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 E2

The Devil’s Rope This selection is about barbed wire, which is also known as “the devil’s rope.” Barbed wire was invented in 1873 by Joseph F. Glidden. It solved the problem of how ranchers in Texas could fence in their cattle. Unfortunately, this did create some problems and even led to what was known as the Fence Cutter Wars. Read the selection to learn more about the impact that barbed wire fences had on Texas, and how some people today even honor its importance by collecting it.

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 E2

The Devil’s Rope 1

Have you ever heard of “the devil’s rope”? This is one name for a useful product called barbed wire. Barbed wire is found in most regions of Texas. It is found in many other states as well.

Fences have been built throughout history. They have been used to keep animals from roaming out of certain areas. They have been used to keep people out of certain areas. Most early American fences were made of wood or stone. This was difficult in Texas. Wood and stone were often difficult to find in the wide-open grasslands of Texas.

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

In the 1800s, cattle ranching became a big business in Texas. More and more ranches were established. Cattle and horses were very valuable to their owners. Sometimes, the livestock was stolen. Other times, the livestock escaped. Strong fences were needed to protect the animals.

Ranchers tried making fences from plain smooth wire. This kind of ER. STand A M E wire had been used for hundreds of years. But cattle are strong WAY. KLIN C Y A N L A B IN was stubborn animals. They simply pushed these fences OT Adown.DUIfCEDwire N S I O T .I PR going to be used, it had to be improved. BE RE IGHTED

OPYR S BOOK TO C S I BOOK R THI E O L F P N M E A THIS S IS NOT GIV ON build fences in Texas? SIto S Why was it difficult I M R PE A

Wood and stone were hard to find.

The fences were often stolen.

Wild animals knocked the fences down.

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STAAR-M Reading Rehearsal

Level E2

Reading Selection 1

In 1868, a kind of wire with points was invented. In 1873, Joseph F. Glidden invented the kind of barbed wire we often see today. He got the idea when he went to a county fair in Illinois. He saw nails sticking out from a piece of wood. The wood was hung on the inside of a fence.

This gave him the idea of putting barbs along a piece of wire. He twisted more wire around the first strand to hold the barbs in place. Gliddenâ&#x20AC;&#x2122;s invention made him a wealthy man.

Barbed wire solved the problem of fencing cattle. The cattle avoided the sharp barbs, so the fences were no longer pushed down.

Ranchers who put up barbed wire fences now had some new problems. Some people believed that the fences stopped them from moving around freely. People who drove cattle to market worried that the fences would be in their way. This led to a dispute known as the Fence Cutter Wars. Many people were harmed, and fence cutting became a serious crime.

R Most of the big cattle ranchers in Texas put fences around STEtheir A M E WAY. KLIN Because C Y A N L property. Before long, railroad tracks were laid across Texas. A B OT A ED INthrough N C U S I D O T of railroads and barbed wire, there wereDno longer cattle drives TE . I O BE REPR H G I R the state. COPY OOK T

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

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

How is the information in paragraphs 5 through 9 organized? A

Events are described in order.

The uses of barbed wire are listed.

Barbed wire fences are compared to other fences.

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STAAR-M Reading Rehearsal

Questions

Level E2

Which sentence best shows that barbed wire changed Texas? A

Glidden’s invention made him a wealthy man.

People who drove cattle to market worried that the fences would be in their way.

Because of railroads and barbed wire, there were no longer cattle drives through the state.

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

Barbed wire fences are still seen everywhere in Texas. It has even become a hobby to collect samples of barbed wire. There are many different designs with colorful names. These include Dodge Six Point Star Barb, Knickerbocker Applied Three Point Barb, and Kelly Thorny Common. Collectors sometimes joke that they are “hooked on barbed wire.”

Some people collect barbed wire in 18-inch lengths. These show the spaces between barbs. Others collect 4- to 6-inch lengths. These show only the barbs. Collectors mount these pieces of barbed wire on boards.

Level E2

Someone who wants a complete collection has a huge task. There are over 2,000 different kinds of barbed wire. Some collectors also collect old barbed wire ads. Others collect the tools used to make barbed wire fences.

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

The Devil’s Rope Museum is 75 miles east of Amarillo, Texas. Visitors can learn about the history of barbed wire. They can see different kinds of barbed wire, and see how barbed wire is made.

Today, barbed wire is still used by cattle ranchers. It also has many other uses. It is used in cities as well as the country. How many kinds R. of E T S A M barbed wire have you seen? WAY. KLINE

ANY BLAC 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 N Fword mount. MPentry forGIVthe Read this dictionary E A S S I T TH IS NO N O I S IS PERM mount / verb 1. to climb 2. to attach to a support 3. to get on an animal to ride

What is the meaning of mount as it is used in paragraph 11? A

Meaning 1

Meaning 2

Meaning 3 Page 16

STAAR-M Reading Rehearsal

Questions

Level E2

Use the whole article “The Devil’s Rope” on pages 13–16 to answer questions 5–6.

The author of the article probably believes that barbed wire – A

is too dangerous to be displayed

was important to cattle ranchers

creates more problems than it solves

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 Why did the author write this article? I T I . GHTED BE RE I R O Y T P K CO about OO A To entertain readers with wire Bbarbed S KaISstory I O H O T B R E O L F N SAMP toOTuse GIVEbarbed B To persuade wire fences THISreaders N S I N IO RMISS about the history of barbed wire in Texas C To teach PEreaders

STOP Page 17

STAAR-M Reading Rehearsal

Reading Selection 2

Level E2

Wagons West This story is set in America many years ago. In the story, Josephine and William are moving their family from Missouri to Oregon. They pack everything they need in a covered wagon and set off on a long journey. They travel with other families and encounter many difficulties on the way. Read the story to find out the problems faced by the family and whether the move is worth it in the end.

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 E2

Wagons West 1

“You can only take one toy each,” Josephine said to her children. Matthew, Louisa, and little Bertha looked sad. “It’s all right,” Josephine reassured them. “You can get new toys once we arrive.”

Their father, William, was loading the wagon. He added the last sack of cornmeal. He loaded two wooden barrels for water. He loaded some tools and the seeds they would plant when they reached Oregon. Josephine packed one change of clothes for each family member. Then she added a small box with a few medicines.

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

The children came out of the house with their chosen toys. Bertha was clutching her favorite doll. She had to leave two others behind. Matthew held a small wooden horse. Louisa had her favorite book.

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

What does the word reassured mean in paragraph 1? A

Scared

Scolded

Comforted Page 19

STAAR-M Reading Rehearsal

Reading Selection 2

Level E2

It was a warm day in summer. Just after dawn, the family left Independence, Missouri. They were traveling with eighty other wagons. Everyone was in search of a new and better life. Huge clouds of dust formed behind the wagons. The wagon train was so big that small groups split off. The family joined four other wagons.

They stopped that evening on the open plains. The two girls collected firewood. Matthew carried a bucket down to a little creek to get water. William took care of the oxen. Josephine started to make dinner. As she was cooking, a heavy rain started and put out the fire. The family had to eat half-cooked food that night.

The wagon was covered with thick canvas, but it was still wet inside. Josephine and the girls slept wrapped in damp blankets. William and Matthew slept under the wagon on a damp patch of dirt.

Each day was difficult. The people became thinner and more tired each day. A woman in another wagon was pregnant. The wagon train stopped for just one hour while the woman had the baby. Then they had to get moving again. R. There E T S A EM was no time to stop and rest. They had to make it across the Y. WAbefore KLINmountains C Y A N L A B the winter snow came. If the trail became blocked OT Awith Dsnow, ED INthey could be N C U S I O T .I PR stuck there for months. BE RE IGHTED

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

OPYR S BOOK TO C S I BOOK R THI E O L F P N M E A THIS S IS NOT GIV SION S I M R E Why does Pthe wagon train only stop a short time when the woman has a baby? A

They must cross the mountains before winter.

They must find a dry place for everyone to sleep.

They must make sure that the food is fully cooked.

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STAAR-M Reading Rehearsal

Reading Selection 2

Level E2

One of the wooden wheels on the wagon broke. It would take a whole day to fix it. William told the other families to go on. He said that he and his family would try to catch up. Nobody left. They all stayed until it was fixed, and then they went on together. Sometimes there was a trail, but often there was not. William and Josephine had to wrestle the wheels over the rocky patches.

After a long journey, the five wagons finally entered Oregon. Then they all split up. William and Josephine found a beautiful valley for their new home. “It’s good farmland,” Josephine said. “Yes,” William replied, smiling, “and there’s nobody else within fifty miles.”

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

Which sentence from the story best shows that people on the trail help each other? A

One of the wooden wheels on the wagon broke.

. They all stayed until it was fixed, and then they went on together. ASTER

M WAY. KLINE C Y A N L A B After a long journey, the five wagons finally entered OT A Oregon. 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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Questions

Level E2

10 Read this sentence from paragraph 8.

William and Josephine had to wrestle the wheels over the rocky patches.

The phrase “wrestle the wheels” shows that the wagon – A

was moving too fast

was out of control

was stuck

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

STER. . A M E Y N LACKLI IN ANY WA Use the whole story “Wagons TWest” B A UCED S NO PR11. I D O T on pages 19–21 to answer question 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 theme—the central idea, message, or IS NO N O I S ERMIS moral of a story, poem, or play

11 Which of these is a main theme of the story? A

A difficult journey is an adventure.

Nobody likes moving to a new town.

Children need to be entertained on trips.

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Reading Selection 3

Level E2

Be a Marine Biologist Marine biologists study the ocean and the plants and animals that live in it. This selection describes what marine biologists do. It also describes one way that people can work out whether they are interested in marine biology. This way is to visit an aquarium, such as Sea Center Texas in Lake Jackson. Sea Center Texas has a variety of displays such as the Gulf of Mexico Aquarium, the Coastal Marsh Exhibit, the Coastal Bay Aquarium, and the Marine Hatchery. Read the selection to find out more about all the interesting things you can see and do at Sea Center Texas.

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 E2

Be a Marine Biologist 1

Marine biology is the study of things that live in the ocean. The ocean is an interesting place to study living creatures. It has many different kinds of life. These include huge whales and sharks. There are also minute creatures like bacteria. You need a microscope to see these amazing living things.

Some marine biologists study whales and dolphins. These are like humans in many ways. They are mammals. They are intelligent and can communicate with one another. Just like us, they breathe in oxygen from the air. Fish are different. They get the oxygen they need from the water.

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

Many people like to study whales and dolphins. However, it is exciting to learn about all types of sea STER. . A M E creatures. Some live close to the surface of the water. ACKLIN IN ANY WAY L B A UCED S NOT while Others live on the ocean floor. Some eat fish, I D O T I R . P HTED E RE others eat plants. PYRIG K TO B

O K IS C R THIS BOO O O B N FO advice for young MPLE have Marine biologists some E A V S I G S I T O career. They tell students to TH IS Nthis students thinking of N O I S IS PERMkind of science. They also suggest learning study every

to write well. Marine biologists often write about their work to share what they know with others.

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STAAR-M Reading Rehearsal

Questions

Level E2

fact—a statement or idea that can be proven to be true

12 Which sentence from the article is a fact?

Marine biology is the study of things that live in the ocean.

The ocean is an interesting place to study living creatures.

However, it is exciting to learn about all types of sea creatures.

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 . Which words help the reader understand Hwhat in paragraph 1? RE G TED minute BE means I R O Y T P K O K IS C R THIS BOO O O A like bacteria B N FO MPLE E A V S I G S I T TH B need a microscope IStoNOsee N O I S IS PERM

amazing living things

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Reading Selection 3

Level E2

How can you find out if you are really interested in marine biology? You can visit an aquarium. There are many aquariums in Texas. One is Sea Center Texas in Lake Jackson.

One of the most exciting things at Sea Center is the 50,000-gallon Gulf of Mexico Aquarium. You can get very close to all the fish and sharks. The only thing that separates you from them is a sheet of clear glass. A large variety of fish live in this aquarium. The star is a grouper named Gordon, who weighs 300 pounds. Gordon likes to swim up to the glass and stare right back at you.

Have you ever wanted to know what sea creatures feel like? You can find out safely at the touch pool. It allows you to reach in and gently touch crabs, snails, and other harmless sea creatures.

Sea Center is proud of its Coastal Marsh Exhibit. This is a 1,000-gallon tank with a 14-foot-long window. It shows the habitat of the area very close to shore. You can see the different kinds of sea life that live there.

Another tank is called the Coastal Bay Aquarium. This one holds 2,200 . water. TERthe gallons of water. Visitors can see the creatures that live farther out Sin A M E AY. the Winto KLINsticks Aout C Y A N L There is even a jetty aquarium. A jetty is a structure that B D IN OT A EDifferent N C U S I D O T water. It is usually made of big cement Dblocks or boulders. kinds of .I PR E E R T H E G OB YRI shellfish attach themselves to CaOPjetty. OOK T

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

OK IS OR THIS B O B E L N F some of its own fish. In the Marine Hatchery MP evenGraises E A V S Sea Center Texas I S I T O TH S Nfish N Iof O tanks, specialISkinds grow from eggs. When they reach maturity, they are I S RM E P placed in the ocean. Have you ever gone fishing? If not, you can give it a try

right there at Sea Center. There is a large fishing pond where visitors can try to catch a fish. 11

You may not want to become a marine biologist. It is still a good idea to learn all you can about the ocean. After all, about two thirds of our planetâ&#x20AC;&#x2122;s surface is ocean!

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STAAR-M Reading Rehearsal

Questions

Level E2

14 What does the word maturity mean in paragraph 10? A

To be tired

To be unsafe

To be fully grown

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

15 Why does the author ask questions in paragraphs 5 through 10? A B C

To help describe Sea Center Texas

STER. . A M E To explain what makes marine biology interesting ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I To get readers to think about trying new things . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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

STAAR-M Reading Rehearsal

Questions

Level E2

Use the whole article “Be a Marine Biologist” on pages 24–26 to answer question 16.

16 What is the main idea of the article? A

Aquariums are a good place to meet marine biologists.

Learning about sea life is enjoyable.

People are different from sea creatures.

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 E2

From Teacher to First Lady Laura Bush is the wife of George W. Bush. When George W. Bush became president in 2001, Laura Bush became the First Lady of the United States. Laura Bush had been supporting several causes for many years. She was both a teacher and a librarian, and her main causes were libraries, reading, and education. Read the selection to find out more about Laura Bush’s life and the work she did as First Lady.

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 E2

From Teacher to First Lady 1

Laura Bush is the wife of President George W. Bush. She never dreamed she would one day be First Lady of the United States! She grew up in Midland, Texas. She was the only child of Harold B. Welch and Jenna Welch. Laura’s father was a home builder. Her mother was a housewife. According to Laura, she came from a loving and stable family. The family valued education. Laura was an excellent student who never got into trouble. George W. Bush also grew up in Midland. In fact, he and Laura were in the seventh grade together. However, they didn’t know each other very well.

After high school, Laura went to college in Dallas. She studied education, and graduated in 1968. She worked as a teacher in Dallas and Houston for three years. While in Houston, she lived in the same apartment building as George W. Bush. Oddly, they never saw each other!

Laura continued her education. She attended the University of Texas in Austin. She studied library science and graduated in 1973. SheASworked TER. as a M E . LIN librarian in the Houston Public Library. In 1974, she moved Y WAY BLACK back toANAustin.

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

OT A ED IN N C U S I D O T R Midland. Some of her ED. Ihometown In the summer of 1977, she visited REPin Ther H E G B I R O Y KT COPLaura OOGeorge S friends knew George W.OK Bush. and were invited to the same B I S I H O T B R E O L F N and Laura met and talked. In November of MP backyard party. Finally, George HIS SA IS NOT GIVE T 1977, they wereIOmarried. S N S I M R PE

17 What is the main purpose of paragraphs 1 through 4? A

To entertain readers with a love story

To explain why Laura became a teacher

To inform readers about the life of Laura Bush

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Reading Selection 4

George and Laura decided to stay in Midland. In 1981, their twin daughters Barbara and Jenna were born. Laura raised her family. She also worked for many good causes, such as the Friends of the Midland Public Library. In 1987, the Bush family moved to Washington, D.C.

Then, in 1988 the Bush family moved to Dallas, Texas. Laura gave her time to many causes. She quietly showed her

Level E2

Photo courtesy of Wikimedia Commons

STAAR-M Reading Rehearsal

dedication to supporting libraries and education. It was here in Dallas that her trip to the White House really began. In 1994, George W. Bush was elected Governor of Texas. The family moved to the state capital, Austin. As First Lady of Texas, Mrs. Bush could bring more attention to her favorite causes. In 1996, she helped organize the Texas R. Book Festival. This yearly event raises money for Texas publicNElibraries. MASTE Y.

E L P SAM ATION C U D E ! Y L Y L L L A RA R . 9 9 888.

ACKLI IN ANY WA 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 In paragraph 6,Mthe word dedication shows that Laura was – IS P ER A

amused

loyal

fair

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STAAR-M Reading Rehearsal

Reading Selection 4

Level E2

By now, Laura knew that George had even bigger plans. The next step for George W. Bush was the White House. In 2001, he became the 43rd president of the United States. Laura was not as much of a public figure as many first ladies. Some people say that she is shy. Others who know her better say she is quiet and modest. She prefers to work quietly. As she said before President Bush was elected, “I’m not running for office. George is running for office.”

Laura Bush never expected to become First Lady of the United States. However, her teaching background has been useful. Today, she continues to support issues that mean a lot to her. She now shares her vision with the entire country. She started the Ready to Read, Ready to Learn program. It encourages Americans to go for teaching jobs. She knows that good teachers can help students prepare for their futures. She also continues to support libraries and encourage reading. She wants to show that books can be educational and enjoyable.

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

19 Why did Laura Bush most likely start the Ready to Read, Ready toASTER. LINE M NY WAY. Learn program? A BLACK A B C

OT A ED IN N C U S I D O T TED. I O BE REPR To help people H G I R COPY IS BOOK T S I K O To make money LE BO R TH O F P N M HIS SA IS NOT GIVE To help Ther husband SION S I M R PE

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Questions

Level E2

20 Read this sentence from paragraph 7. As she said before President Bush was elected, “I’m not running for office. George is running for office.”

Which idea from the article does the quote support? A

Laura’s causes were important to her.

Laura wanted to have her own career.

Laura went about her work quietly.

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 FO MPLE EN “From V I G IS SAwhole UseTHthe article Teacher to First Lady” T NO S I N SSIOpages 30–32 to answer question 21. Ion PERM 21 Which of these sources does the author use to inform the reader about Laura Bush? A

Facts and details about her life

Interviews with people who knew her

Personal experiences from having known her

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STAAR-M Reading Rehearsal

Reading Selection 5

Level E2

Tyrannosaurus Sue In 1990, Sue Hendrickson was hunting for fossils in South Dakota. She uncovered the skeleton of a huge Tyrannosaurus rex dinosaur. The T. rex was named Sue by the other fossil hunters, and was often referred to as Tyrannosaurus Sue. Scientists pieced the skeleton together and it is now displayed at the Field Museum of Natural History in Chicago. Read the selection to find out how scientists put the skeleton together and what they have learned by studying it.

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 E2

Tyrannosaurus Sue 1

In 1990, the bones of a huge dinosaur were uncovered. Sue Hendrickson found the bones while hunting for fossils in South Dakota. The bones belonged to a Tyrannosaurus rex. The skeleton had more bones than any other T. rex skeleton ever found!

Other fossil hunters began calling the T. rex Sue in honor of Hendrickson. Though it is named Sue, scientists are not sure if it was actually male or female.

Sue was an important discovery. Sue had more than two hundred bones. Sue was 42 feet long from head to tail. Scientists think Sue weighed about 7 tons when she was alive. Her head is 5 feet long. Sue’s amazingly enormous mouth was filled with over 50 teeth. Some of her teeth were a foot long!

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 exaggeration—when something S NisOT PRODUCED I T I . GHTinEDa way BE RE overstated, or described that I R O Y T P K CO BOitO really is S K ISgreater I makes itBseem than O H O T N FOR MPLE E A V S I G S I T TH IS NO N O I S IS PERM

22 Which sentence contains an exaggeration? A

Sue was 42 feet long from head to tail.

Scientists think Sue weighed about 7 tons when she was alive.

Sue’s amazingly enormous mouth was filled with over 50 teeth.

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Reading Selection 5

Level E2

Sue’s bones are on display at the Field Museum of Natural History in Chicago. The museum bought Sue from the rancher that owned the land where the bones were discovered. The museum paid 8 million dollars for the skeleton. Sue was more costly than any other fossil.

Sue is very important to the study of dinosaurs. Scientists have studied Sue’s bones in great detail. Museum workers spent thousands of hours working on Sue’s bones. The workers spent more time on the skull than on any other part of the skeleton. By studying the skull, scientists can estimate the size of the brain.

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

Measure

Guess

Display

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Photo courtesy of Wikimedia Commons/Christophe Hendrickx

STAAR-M Reading Rehearsal

Reading Selection 5

Level E2

Sue lived on Earth about 67 million years ago. Over time, her bones were buried under layers of dirt and rock. These layers put great pressure on the skeleton. Some of the bones broke or cracked. This made it difficult to piece Sue’s skeleton together. Museum workers often had to glue together tiny pieces of bone to make a single bone whole again.

Fossil hunters uncovered more than two hundred bones. However, some were still missing. Museum workers had to create molds of some of the bones. They used these molds to fill in where bones were missing. Sometimes they used other dinosaur skeletons to work out the size and shape of a bone. Other times museum workers used Sue’s own bones. They made smaller or larger bone molds. They fit these new “bones” into the empty spaces.

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

24 Why was it difficult for scientists to piece together Sue’s bones? A B C

Many of the bones were exactly the same.

STER. . A M E Many of the bones were cracked and broken. ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . Many of the bones were large and heavy. 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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Reading Selection 5

Level E2

The museum workers created a special system to hold Sue’s skeleton in place. Each of her bones can be removed from the display. This allows them to be studied by scientists.

One bone that interested scientists was Sue’s wishbone. Wishbones are often found in birds. Does this mean that a T. rex and a bird might be related? Scientists have asked this question, but no one is sure of the answer. By studying Sue and other dinosaurs, scientists may be able to answer this question in the future.

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

Some Facts about the Tyrannosaurus Rex Did you know that the T. rex... • was about 40 feet long • weighed from 5 to 7 tons • ate only meat STER. . A M E • lived about 85–65 million years ago ACKLIN IN ANY WAY L B A S NOT PRODUCED • walked on two legs I T I . TED perOhour GHmiles BE RE I • could run only about 20 R Y T P K BOO States IS CO of the S K parts I O H • lived in Emany United O T B R PL N FOonly Marms E A V S I G S I • had that were about 3 feet long T TH NO S I N •MIhad SSIOtwo fingers on each hand

P ER

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STAAR-M Reading Rehearsal

Questions

Level E2

Use the whole article “Tyrannosaurus Sue” on pages 35–38 to answer questions 25–26.

25 What can the reader conclude from the article and the list at the end of the article? A

Sue could run faster than most T. rex dinosaurs.

Sue was larger than most T. rex dinosaurs.

Sue lived longer than most T. rex dinosaurs.

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 thisTOarticle? BE RE I R Y What is the author’s main purpose for writing P K O K IS C R THIS BOO O O B LE N FO skeleton named Sue MPabout E A V A To inform readers a dinosaur S I G S I T TH IS NO N O I S IS B To convince PERM readers to visit the Field Museum in Chicago C

To teach readers about dinosaurs that lived in the United States

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STAAR-M Reading Rehearsal

Reading Selection 6

Level E2

Sweet Porridge This poem is an adaptation of a Grimm’s Fairy Tale. In the poem, Ariane finds a special pot that magically cooks food. It is a wonderful find that solves the problem of Ariane’s family being hungry, but it creates another problem. Read the poem to find out what goes wrong.

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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Reading Selection 6

Level E2

Sweet Porridge Adaptation of a Grimm’s Fairy Tale

Ariane and her mama, and Flora, who was younger Loved their little cottage life, except for their hunger. They looked in every cupboard; not a crumb was to be found. “I shall go to the woods,” said Ariane, “and have a look around.” 5

She searched the bushes for some fruit, a leaf that might be tasty, When suddenly she smelled warm food and followed it quite hasty.

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

There stood a shiny pot of food with a note fixed to its top. “Just say, ‘Cook’ to start,” it said. “To stop it, just say, ‘Stop.’”

The pot’s appearance pleased the girl, who loved its glistening metal, Then she ate and more food came. This was no ordinary kettle. “Mama,” she cried, “I’ve found some food, and it has a wonderful taste, R. And when you eat the porridge up, there’s more filled in itsE place!” MASTE

WAY. KLIN C Y A N L A B N OT A delicious ED Ifood, N C And so, for days, they filled themselves with warm, U S I D O T EP R Rcheerful TEDin. Ia happy, H E G B I Then off to town went the two girls, mood. R O KT OPY O C O S B I OOK THIS R“Cook,” O F PLE BMama While they wereSAgone, said, to make herself some lunch, N M GIVE IS T H O T N But instead ofON just IS one single meal, the pot made quite a bunch. I S S I PERM She tried to halt the golden flow. “No more,” she tried, and, “Stay.” But whatever language that she chose, it still would not obey.

In vain, she tried to please the pot; she even told a riddle, And offered it a game of cards, and then she played the fiddle. The pot cooked enough for all of them, and then it cooked some more. It cooked so much porridge that it poured onto the floor. With porridge all around her feet, Mama began to stumble, From the stove, she heard a clatter as the kettle began to rumble. Page 41

STAAR-M Reading Rehearsal

Reading Selection 6

Level E2

The sight of all the tasty goo now filled her with true terror, And when it reached the door, she knew she’d made a dreadful error. “Please,” she begged, “quit bubbling. This is very bad behavior. I only wanted a tiny taste of your delicious flavor.

I’m thankful for all you’ve given me, you saved our lives as such, without you we might have starved, but this is just too much!” And as she swept it off the floor, it steadily kept coming. When it came up to her waist, away she started running. She didn’t make it very far before she had to swim, As she was carried down the road, Mama felt very grim.

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

She soon met up with her two girls, swimming through the slop. “Mama,” Ariane scolded, “all you had to say was, ‘Stop!’” And all at once, the pot was still; the porridge came no more. The only problem now was that they couldn’t find the floor.

STER. . A M E KLIN stay, For years, if travelers tried to find the town for one Y WAY ACnight’s N L A B A N I CED way! Utheir S NOTwhoPRate 40 The only ones who made it there wereITthose I D O . 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 27 What do theRlast IS two lines of the poem tell the reader? PE M A

The reasons for Mama’s actions

The result of the action in the poem

The feelings Ariane had about the pot

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Questions

Level E2

28 Read line 3 from the poem. They looked in every cupboard; not a crumb was to be found.

What does the phrase “not a crumb” show? A

There was no fresh food.

There was no food at all.

There was no bread.

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 O PLE Why does Ariane go inIVthe N Fwoods? Mwalking E A S G S I T TH IS NO N O I S A She is searching IS for the pot. PERM B

She is going to see a friend.

She is looking for food.

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STAAR-M Reading Rehearsal

Questions

Level E2

onomatopoeia—the use of words that imitate the sound of something

30 Which line from the poem uses onomatopoeia? A

The pot’s appearance pleased the girl, who loved its glistening metal,

From the stove, she heard a clatter as the kettle began to rumble.

The sight of all the tasty goo now filled her with true terror,

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 Read lines 27 through 30. 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 she begged, IS NO “quit bubbling. This is very bad behavior. “Please,” N O I S MIS a tiny taste of your delicious flavor. I only PERwanted I’m thankful for all you’ve given me, you saved our lives as such, without you we might have starved, but this is just too much!”

These lines show that Mama is becoming – A

hungry

amused

upset

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STAAR-M Reading Rehearsal

Reading Selection 7

Level E2

The Crystal Slipper This is an excerpt from the play Cinderella. In the play, Cinderella visits the Prince after her fairy godmother has turned her into a princess. The Prince wants to marry Cinderella, but he does not know who she really is or how to find her. Read the play to find out how the Prince finds his mysterious princess. Characters: PRINCE CINDERELLA MOTHER HERALD KATHERINE ELIZABETH

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 7

Level E2

The Crystal Slipper Scene 5 1

[It is late at night in the royal palace. The PRINCE is walking around in the garden.]

PRINCE: I wonder if my fairy princess will come tonight. I’ve been looking for her for more than an hour. Oh, here she is! Dear lady, I’ve been hoping you would come.

CINDERELLA: So you have not forgotten me?

PRINCE: No, and never shall. Will you go with me to see the flowers?

CINDERELLA: What lovely flowers! This is certainly the home of the flower fairies. See the roses nodding at us? They almost ask us to love them.

PRINCE: May I give you this dainty pink one? It is the color of your cheeks.

8 9

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

STER. . A M E LIN I must WAY at CINDERELLA: Remember I am from the land of far away Yvanish ACKand N L A B A N I S NOT PRODUCED midnight. I T I . GHTED BE RE I R O Y T P K O I may call upon him. CO PRINCE: Tell me where O your lives BOthat S K IS father I H O T B N FOR MPLE E A V S I G S I T TH NotIS now, CINDERELLA: NO but sometime I may tell you about my fairy N O I S IS godmother. PERM

10 PRINCE: There! I knew you must be a sister of the fairies. Does your fairy godmother have a fairy wand? 11 CINDERELLA: Yes, and she does wonderful things with it. But my father and mother do not know about her. 12 PRINCE: Of course not. Only very young people know about fairy godmothers. But we know, don’t we?

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STAAR-M Reading Rehearsal

Reading Selection 7

Level E2

13 CINDERELLA: Hark! I hear the chimes ringing. It must be twelve o’clock, and I must go. 14 PRINCE: Do not go, dear princess. Stay here in my palace, always. 15 CINDERELLA: The fairies are calling me and I am late. I must go. Perhaps I can come again sometime. 16 PRINCE: Please do stay! 17 CINDERELLA: Goodbye, goodbye! 18 PRINCE: She’s gone! I cannot see her! Who is that child running down the stairway? She must be one of the servants who has been watching the dancers. I wish I could see my princess. What is that shining thing on the stairs? She has lost one of her crystal slippers. Now I know how I shall find her. Tomorrow I shall send a herald through the city to find the owner of this pretty little slipper.

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 Read these lines from paragraph 5. T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B LE rosesVnodding See N FO at us? They almost MPthe E A S I G S I T TH ask usIStoNOlove them. SION S I M R PE The author’s use of figurative language helps the reader – A

understand how important the roses are

imagine what the roses smell like

picture how the roses move

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STAAR-M Reading Rehearsal

Questions

Level E2

33 Which of these is the best summary of Scene 5? A

Cinderella enjoys the garden with the Prince. As she leaves at midnight, she turns back into a normal girl and loses her slipper.

Cinderella and the Prince spend time together. They talk about Cinderella’s family.

Cinderella can only spend a short time with the Prince. The Prince is upset after she leaves.

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 7

Level E2

Scene 6 19 [It is afternoon at Cinderella’s home. CINDERELLA greets a man on horseback.] 20 CINDERELLA: Mamma, mamma, here is a man on horseback who wants to see you. 21 MOTHER: What is your errand, sir? 22 HERALD: I am sent by the great Prince of our country to find the owner of this slipper. He says he will marry the lady who can wear this little crystal slipper. 23 MOTHER: I’ll call my daughters. Katherine! Elizabeth! We were all at the ball at the Prince’s palace. Katherine, is this your glass slipper? Try it on.

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

24 KATHERINE: Yes, mother. My, how small it is! I cannot get my foot in it! 25 ELIZABETH: Perhaps it will fit me. My feet are smaller than yours. No, I cannot push my foot in. It must be a magic slipper. 26 CINDERELLA: May I try on the slipper? 27 28 29 30

STER. . A M E ACKLIN IN ANY WAY L MOTHER: My dear child, why should you try on the slipper? B A S NOT PRODUCED I T I . TED CINDERELLA: Please may I try onYR the GHslipper? BE RE I O T P K O K IS C R THIS BOO O O B MOTHER: But it belongs who went to the ball. FO Nprincess MPLE toGthe E A V S I S I T TH IS NO N O I S KATHERINE:MIAnd S you were not at the ball, Cinderella! P ER

31 ELIZABETH: Your foot will be too big for it, little sister. 32 KATHERINE: And you are certainly no princess, Cinderella! 33 HERALD: The orders of the Prince are that every lady must try on the slipper. When the owner is found, she must go with me to the palace.

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STAAR-M Reading Rehearsal

Reading Selection 7

Level E2

34 CINDERELLA: Give it to me, please. See how easily it slips on my foot. And here is the mate to the glass slipper in my pocket. Dear Mother, I am the fairy princess you saw at the ball. 35 MOTHER: You, my dear! And I did not know you! 36 HERALD: Now, lady, please come with me to the Prince’s palace. You shall be a princess. 37 CINDERELLA: Goodbye, dear sisters! Goodbye, dear mother! I am going to the Prince’s palace.

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

34 Read this dictionary entry for the word mate.

mate / noun 1. husband or wife 2. one member of a pair 3. a friend

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 mate VasENitFOis used in paragraph 34? MPof What is the meaning A S S I OT GI TH N S I SION S I M R A Meaning PE 1 B

Meaning 2

Meaning 3

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STAAR-M Reading Rehearsal

Questions

Level E2

35 Which line from the play suggests that Cinderella is not treated well by her family? A

MOTHER: But it belongs to the princess who went to the ball.

ELIZABETH: Your foot looks too big for it, little sister.

KATHERINE: And you are certainly no princess, Cinderella!

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

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

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

STAAR-M Reading Rehearsal

Questions

Level E2

Use the whole play “The Crystal Slipper” on pages 46–50 to answer questions 36–37.

36 How is Scene 6 different from Scene 5? A

Scene 6 contains more action.

Scene 6 takes place at Cinderella’s home.

Scene 6 has a different main character.

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 . conflict—the main problem GHTED in aTOstory, BE REpoem, I R Y P K O BOO or play OOK IS C S I H T B N FOR MPLE E A V S I G S I T TH IS NO N O I S IS PERM

37 Which of these events resolves Cinderella’s conflict in the play? A

Cinderella tells the Prince about her fairy godmother.

Cinderella leaves the Prince’s palace at midnight.

Cinderella fits perfectly into the slipper.

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STAAR-M Reading Rehearsal

Level E2

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 E2

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 E2

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 978-1-4204-6929-5