Staar m reading rehearsal f1 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 F1

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 978-1-4204-6747-5 R 6747-5 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. 0212.MAQ RALLY! EDUCATION 22 Railroad Avenue Glen Head, NY 11545 (888) 99-RALLY

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STAAR-M Reading Rehearsal

Contents

Level F1

Contents Introduction

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

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

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

Reading Selection 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Reading Selection 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

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

Reading Selection 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Reading Selection 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Reading Selection 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Reading Selection 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Reading Selection 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

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 F1

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

TEKS

Level F1

Grade 6 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

(3)

(7)

(A)

determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; Readiness Standard

(B)

use context (e.g., cause and effect or compare and contrast organizational text structures) 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 STER.

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

E MA N I L WAY. K C Y A Reading/Comprehension of Literary Text/Theme and Genre. N L A B IN OT Aabout theme ED and N C U Students analyze, make inferences and draw conclusions genre in S I D O T I R . P D E E R T different cultural, historical, and contemporary contexts O BE and provide evidence from YRIGHStudents T P K O O C the text to support their understanding. are expected to O B S K IS I O H O T B E FOR Nhistorical MPLcontrast E A V S I (C) compare and the and cultural settings of two literary works. G S I T TH NO S I Supporting Standard N ISSIO PERM 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 (A)

identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography.

Supporting Standard

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

STAAR-M Reading Rehearsal

(9)

TEKS

Level F1

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)

(11)

compare and contrast the stated or implied purposes of different authors writing on the same topic. Supporting Standard

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)

(Figure 19)

compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence. Supporting Standard

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

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 (F)

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

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 Reporting Category 2: OK IS CO BOO S I H O T B LE FORLiterary Texts Understanding and Nof MPAnalysis E A V S I G S I T TH NOability to understand and analyze literary texts. IS an N The student will demonstrate O I S IS PERM Readiness Standard

(3)

Reading/Comprehension of Literary Text/Theme and Genre.

Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to (A)

infer the implicit theme of a work of fiction, distinguishing theme from the topic; Supporting Standard

(B)

analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures.

Supporting Standard

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STAAR-M Reading Rehearsal

(4)

TEKS

Level F1

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to (A)

(5)

explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. Supporting Standard

Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Supporting Standard

(6)

Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to (A)

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

summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction;

Readiness Standard (B)

recognize dialect and conversational voice and explain how authors use dialect to convey character; Supporting Standard

(C)

describe different forms of point-of-view, including first- and third-person. TER.

E MAS WAY. N I L K C ANY BLA A N I T D O E Reading/Comprehension of Literary Text/Sensory Language. IS N ODUChow IT conclusions R . P D E E Students understand, make inferences Gand draw about an author’s R T H BE I R O Y T P K sensory language creates imagery O and provide evidence from text to CO in literary BOtext S K ISStudents I O H O T B support their understanding. are expected to FOR PLE N M E A V S I G THIS NOT create S I (A) explain how authors meaning through stylistic elements and figurative N SIOemphasizing the use S I M language of personification, hyperbole, and refrains. R PE Supporting Standard

(8)

Readiness Standard

(13)

Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to (A)

explain messages conveyed in various forms of media; Supporting Standard

(B)

recognize how various techniques influence viewers’ emotions.

Supporting Standard

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STAAR-M Reading Rehearsal

(Figure 19)

TEKS

Level F1

make inferences about text and use textual evidence to support understanding; Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama)

(E)

summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama)

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

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/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

STER. . A M E (A) summarize the main ideas and supporting details in text, LIN Y WAY ACKdemonstrating N L A B A N I an understanding that a summary does not include UCED S NOT opinions; I D O T I R . Readiness Standard P GHTED BE RE I R O Y T P K CO in an OO (B) explain whether facts are used for or against an Bargument S K ISincluded I O H O T B R E O issue; Supporting Standard L F P IS SAM NOT GIVEN H T (C) explain how N ISdifferent organizational patterns (e.g., proposition-and-support, O I S S I develop the main idea and the author’s viewpoint; RM PEproblem-and-solution) Readiness Standard

(D)

synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.

Readiness Standard

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STAAR-M Reading Rehearsal

(11)

TEKS

Level F1

(12)

identify simply faulty reasoning used in persuasive texts. Supporting Standard

Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to (B)

interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.

Supporting Standard (13)

Reading/Media Literacy. Students use comprehension skills to analyze how

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

words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to (A)

explain messages conveyed in various forms of media; Supporting Standard

(B)

recognize how various techniques influence viewers’ emotions.

STER. . A M E IN of NY WAY Reading/Comprehension Skills. Students use a flexible ACKLrange L B A IN A T D O E metacognitive reading skills in both assigned and Iindependent reading to N C U S . ITcontinue PRODearlier standards D E E understand an author’s message. Students will to apply R T H E G YRI complex TO Bas they become self-directed, Ktexts OPmore with greater depth in increasingly O C O S B I IS BOOK is expected critical readers. TheLEstudent R THto O F P N M IS SA T GIVE H O T N S I (D) make inferences about text and use textual evidence to support SION Readiness S I M Standard (Expository) / Supporting Standard understanding; R PE Supporting Standard

(Figure 19)

(Persuasive)

(E)

summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Expository) / Supporting Standard (Persuasive)

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STAAR-M Reading Rehearsal

Level F1

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 F1

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 F1

A Good Guy and a Friend This selection is about a boy named Carlos and the short relationship he has with his new neighbor Dudley Worthington. Carlos quickly makes friends with Dudley, but Dudley may just be using Carlos. Read the selection to decide for yourself whether or not Dudley is a true friend.

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

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

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

STAAR-M Reading Rehearsal

Reading Selection 1

Level F1

A Good Guy and a Friend 1

I was still upset when the moving van pulled into the house next door. Willy had just moved out. His father had gotten a job in Dallas, and now I was alone in El Paso. Willy had been my best friend since kindergarten. I’m Carlos and I was sure nobody exciting would be moving into Willy’s house. I didn’t even go over to see if this new family had any kids. Dudley Worthington came to my door first. I will always respect him for that.

I have never met anyone who could talk as fast as Dudley. I knew his whole life story in the first hour I met him. His father was a salesman and was never home. His mother sold real estate. They had moved fourteen times that he knew about. “I’m good at making new friends,” Dudley said. I believed him. It seemed like he could have chatted with a lamppost for hours!

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

Dudley went through every toy and game in my house that day. He told me that he didn’t have many things. He moved so often that his parents tried not . bad to buy too much. I loaned him some video games and other gadgets. STEIRfelt A M E . WAYthat KLINlife was for Dudley. But he always amazed me. It did sound like his not C Y A N L A B OT A ED IN N C U S great. Yet, he was still always upbeat and smiling. I D O T I R

REP 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 F1

Read this sentence from paragraph 2.

It seemed like he could have chatted with a lamppost for hours!

The author uses this sentence to –

show that Dudley was boring to talk to

emphasize how talkative Dudley was

explain that Dudley was shy around new people

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 NtoFOhelp Dudley? MPlikely E A V S I G S Why did Carlos most want I T TH IS NO N O I S MIS of Dudley. PERafraid A He was B

He felt sorry for Dudley.

He was curious about Dudley.

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STAAR-M Reading Rehearsal

Reading Selection 1

Level F1

I took Dudley around to the guys in the neighborhood. I could not believe how badly they treated him. They were suspicious of him just because he was a new face. They even told me to be careful of him. Maybe they were envious of our friendship. Dudley only wanted to be given a chance. He offered to sleep over at their houses, yet nobody ever invited him. He offered to go swimming in Tanya’s pool, but she said no.

So Dudley and I hung out a lot. I helped him paint the garage, scrub his mom’s floors, and clean his room. He was such a great son to his parents. They never had time for this stuff, so we got it done for them. Dudley wasn’t very handy, so I ended up doing most of the work.

Dudley and his family moved away at the end of summer. My family and I went away for a few days. When I got back, Dudley was gone. He didn’t even have time to say goodbye. He didn’t give back my bike or my toys, but I’m glad he has them. I miss Dudley almost as much as Willy.

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

STER. . A M E What does the word suspicious mean in paragraph 4? ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . A Distrustful GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B Jealous B N FO MPLE E A V S I G S I T TH C Rude IS NO N O I S IS PERM

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STAAR-M Reading Rehearsal

Questions

Level F1

How did the relationship between Carlos and Dudley end? A

Carlos got tired of doing Dudley’s chores.

Carlos realized that Dudley was using him.

Dudley’s family suddenly moved away.

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

Use the whole selection “A Good Guy and a Friend” on pages 13–15 to answer question 5.

STER. . A M E ACKLIN IN ANY WAY L B A NOT may CED been Uhave ISDudley D Which sentence from the story best showsDthat O T I R . P GHTE BE RE I R O Y T P K using Carlos? O K IS C R THIS BOO O O B E N FOcould talk as fast as Dudley. MPLanyone E A V S I A I have never met who G S I T TH IS NO N O I S B Yet, he RMIS still always upbeat and smiling. PEwas C

Dudley wasn’t very handy, so I ended up doing most of the work.

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STAAR-M Reading Rehearsal

Reading Selection 2

Level F1

Chicken Fried Steak This selection describes a surprising day in the narrator’s life, during which he learns that his friend Patrick Francis O’Reilly is from Texas, and not from Ireland like he thought. To prove his background, Patrick offers to make the narrator “the oiliest chicken fried steak you’ve ever seen.” Read the selection to find out how Patrick makes the meal and what the narrator thinks of 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 2

Level F1

Chicken Fried Steak 1

One day in New York City, it seemed like I took a trip to Texas. Patrick Francis O’Reilly was a fireman and the firehouse cook. I had always thought he was from Ireland. When he told me that he was from Amarillo, Texas, I thought he was kidding. He told me his great grandfather came to Texas when it was a Spanish colony. His relatives had even fought at the Alamo.

“I’ll prove I’m a Texan,” he said one night. “I’m going to cook you the oiliest chicken fried steak you’ve ever seen.”

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

“Sounds great,” I gulped.

“We’re going to have a proper Texas dinner,” he howled. going to . TER. “We’re Y S A A W M Y E N have cream gravy, fresh green beans, mash potatoes, ACKLIN and chicken D IN A fried steak!”

UCE A BL D T O O R N P . IT IS K TO BE RE D E T H G O OPYRI R THIS BO C S I BOOK T GIVEN FO E L P NO SAM IS mainly N THisIS paragraph O I What 1 about? S IS PERM A

Why the author had never tried chicken fried steak

How the author learns about his friend’s background

How the author’s family came from Texas

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STAAR-M Reading Rehearsal

Reading Selection 2

Level F1

Patrick invited me to his apartment to cook the meal. Now that I knew he was from Texas, I started to tease him. “I heard that Texans would fry anything,” I said. “Is it true that they panfry dessert?”

“Give me a cast iron skillet and I’ll fry jello,” Patrick laughed. As he spoke, he started flouring the countertop with bread crumbs. “You need a proper breading station,” he explained.

Patrick started fishing around in a tool box under the sink. “I don’t have a proper meat tenderizing hammer,” he mumbled. He pulled out a claw hammer and washed it. “I guess this will have to do.”

While I cleaned and sliced the green beans he gave me, Patrick hammered the steak. “It has to melt in your mouth,” he explained. “You have to hammer it well to break it down.” He began to dredge the steak in the flour. Then he carefully floated it into the half inch of oil he had heated in the skillet.

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 dredge / verb K IS C R THIS BOO O O B LE gather, FO pull out with 1. to N or MPdig, E A V S I G S I T TH 2. to Iclear S NO a channel N O I S IS PERM 3. to coat something by sprinkling

Read this dictionary entry for the word dredge.

What is the meaning of dredge as it is used in paragraph 8? A

Meaning 1

Meaning 2

Meaning 3

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STAAR-M Reading Rehearsal

Reading Selection 2

Level F1

He began peeling potatoes while the water boiled. Soon the potatoes were boiling alongside the green beans. Patrick’s chicken fried steak lay on a plate looking nothing like the steak I was used to. I had learned my sense of good food in fine steak houses. Skillets were unheard of in such places.

“Now the snow on the high chaparral,” Patrick said, “Cream gravy for smothering the whole mess.” He drained off about half of the oil left in the skillet. Then he began adding flour, while stirring madly. As the dark gravy thickened, he drizzled in heavy cream. The snow gravy appeared. “This is where the diner down on Broadway ruins it every time. The gravy they make is like wallpaper paste.”

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

Read this sentence from paragraph 10.

“Now the snow on the high chaparral,” STER. . A M E Patrick said, “Cream gravy for smotheringKLIN Y WAY AC N L A B A N I the whole mess.” UCED S NOT

. IT I PROD D E E R T H E G B OPYRI S BOOK TO C S I OK THI R gravy O F PLE BO theIVcream Why does PatrickSA describe as “the snow on the N M G E IS T H O T N high chaparral”? ON IS ISSI PERM A

To suggest that the food resembles Texas

To show that gravy makes the meal complete

To suggest that the steak is best during cold weather

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STAAR-M Reading Rehearsal

Reading Selection 2

Level F1

Finally, the feast was done and sitting before us. Patrick studied me as I took the first forkful. It was sweet and delicious, and I felt the heat of the campfire. I knew I’d never think of Patrick as anything else but a Texas chef.

The next day I found this handwritten note underneath my apartment door:

Patrick Francis O’Reilly’s Authentic Irish Texan Chicken Fried Steak • 2 sirloin steaks about a 1/4 inch thick (or round steak cut in cubes if you’re too cheap to do it right) • 1 cup cooking oil • 1 cup breadcrumbs • 1 cup flour • 1 egg • 1 cup milk • 1 cup cream or buttermilk STER. . A M E • potatoes ACKLIN IN ANY WAY L B A • fresh green beans S NOT PRODUCED I T I . HTED E RE • 1 tablespoon butter PYRIG K TO B

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

O K IS C R THIS BOO O O B E potatoes O boiling water for each. Prepare theSbeans N Fwhile MPLand E A V S I G I T TH IS NO N O I S Heat the MISin an iron skillet. Dip the steaks in the flour first. PERoil

Mix the milk and the egg and beat them thoroughly. Dip the floured steak in milk and egg and then cover it with flour and breadcrumbs. As the steak fries, cook the potatoes and beans. When the steak is done, pour off the oil and use two tablespoons to help with the gravy. Add flour to the oil and heat while stirring. Scrape the skillet to mix in all the crusty bits of steak. Add cream or buttermilk to the gravy to make cream gravy. Bury the steak and goodies in gravy and happy chewing!

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Questions

Level F1

How is the recipe different from the story? A

The recipe is for Irish chicken fried steak.

The recipe is written in a serious tone.

The recipe has exact amounts for the ingredients.

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

Use the whole selection “Chicken Fried Steak” on pages 18–21 to answer questions 10–11.

STER. . A M E ACKLIN IN ANY WAY L B A D NOT wanted UCEto ISauthor D The organization of the story suggests thatD.the – O T I R P E E R T H E G PYRI K TO B Oamusing O C O S B I A entertain the reader O with an story B OK R THIS E O L F P N M IVETexan cooking IS SAreaderNOtoT Gtry B persuade THthe S I SION S I M R C give an PE opinion about the health aspects of the meal

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STAAR-M Reading Rehearsal

Questions

Level F1

11 Why does the author use a variety of descriptions in the story? A

To give the reader a sense of colorful foods and people

To demonstrate different ways of cooking the meal

To provide important details and information

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

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

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

STAAR-M Reading Rehearsal

Reading Selection 3

Level F1

The Voyager Mission This selection describes the Voyager mission, which involved two spacecrafts traveling far out into the Solar System. Between them, Voyager 1 and Voyager 2 traveled to the outer planets Jupiter, Saturn, Uranus, and Neptune. Read the selection to find out what the Voyager mission discovered about the outer planets and their moons.

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

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

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

STAAR-M Reading Rehearsal

Reading Selection 3

Level F1

The Voyager Mission Earth is one of nine planets in the Solar System. All of the planets in the Solar System orbit the Sun. The outer planets are so far from Earth that scientists cannot easily study them. In order to learn more about the outer planets, scientists have sent spacecrafts to explore them. This is known as the Voyager mission.

Two spacecrafts have been traveling through the Solar System for many years. Voyager 1 and Voyager 2 were sent to Saturn and Jupiter. Voyager 2 also visited Uranus and Neptune. It is the only spacecraft to visit those two planets. Now both spacecrafts are moving farther into space.

E L P SAM N O I T A C U D E ! Y RALL 9.RALLY 9 . 8 8 8 Voyager 1 and Voyager 2 are identical spacecrafts. They both have computers and cameras to collect information. Both spacecrafts have helped scientists study the Solar System. Scientists have used the data to study the size and shape of the planets. They have learned about IS the atmospheres and weather Dof IT the . E T YRIGH helped planets. The VoyagerCOmission P S I . OOK moons STERrings Bnew A them discover and on E M L E P N M I L A K S C S A each THIplanet. T A BL

Voyager 1

12 What was the purpose of the Voyager mission? A

To fly by all nine planets in the Solar System

To explore the outer planets of the Solar System

To get as close to the Sun as possible

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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 courtesy of NASA

STAAR-M Reading Rehearsal

Level F1

Voyager 2 was launched before Voyager 1. On August 20, 1977, Voyager 2 headed into space. Its first stop was Jupiter. It took almost two years for Voyager 2 to reach Jupiter! Jupiter is the largest planet in the Solar System. Scientists could see a large red spot on Jupiter, but they were uncertain what it was. The Voyager mission showed that the spot was a huge storm.

One of Jupiterâ&#x20AC;&#x2122;s moons is named Io. The spacecrafts showed active volcanoes on Io. Until then, scientists thought that only the Earth had active volcanoes. Three new moons were also discovered orbiting Jupiter.

The Voyager mission flew by Saturn next. Saturn has many moons and is surrounded by rings. Voyager found three new moons. The crafts took pictures of Saturn, its rings, and its moons. Scientists can study these pictures to learn more about the planet.

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

Reading Selection 3

Voyager 2 left Saturn and moved toward Uranus. Voyager 1 continued into space. Scientists knew that Uranus had five moons, but Voyager 2 found ten more! The new moons were small, but each one had interesting features. Some were made of ice and rock. Some were old and dark, while others had R. bright E T S A M surfaces with deep valleys. 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 NF MP E A V S I G S I T How are Earth TH and theIS moon NO Io similar? N O I S IS PERM have active volcanoes. A They both B

They both have large storms.

They both have deep valleys.

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STAAR-M Reading Rehearsal

Reading Selection 3

After Uranus, Voyager 2 traveled to Neptune. Voyager 2 reached Neptune twelve years after it was first launched! Scientists thought Neptune was too cold to have changes in weather. Voyager 2 took pictures of different types of clouds on Neptune. The planet has a large dark spot in its atmosphere. It is thought that the spot could be a storm like the one on Jupiter.

Neptune has stronger winds than any other planet. Voyager 2 measured winds of 1,200 miles per hour! Voyager 2 also discovered two rings and six new moons.

Level F1

As Voyager 2 left Neptune, it began moving to the edge of the Solar System behind Voyager 1. Voyager 1 has traveled farther into space than any IS other man-made object. The ITtwo . D E T YRIGHdata and spacecrafts are still collecting P O C S I R. Earth. OK scientists STEon transmitting itBOto A E M L E P SAM moving ACKtoLIN areas of space L B They THISare A NOT where sunlight does not even reach. Scientists think the Voyager spacecrafts will continue their journey for many more years.

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Photo courtesy of NASA

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

Voyager 1 lifted off on September 5, 1977.

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 F1

14 In paragraph 10, what does the word transmitting mean? A

Losing

Changing

Sending

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

15 How is Neptune different from the other planets in the Solar System? A B C

It has stronger winds.

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

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

STAAR-M Reading Rehearsal

Reading Selection 3

Level F1

Voyager Mission Timeline • August 20, 1977 – Voyager 2 is launched from Cape Canaveral Air Force Base in Florida. • September 5, 1977 – Voyager 1 is launched. • March 5, 1979 – Voyager 1 makes its closest approach to Jupiter. • July 9, 1979 – Voyager 2 flies by Jupiter. • November 12, 1980 – Voyager 1 flies by Saturn. The spacecraft flies very close to one of Saturn’s moons, called Titan. • August 25, 1981 – Voyager 2 flies by Saturn. • January 24, 1986 – Voyager 2 reaches Uranus. Ten new moons are discovered.

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

• August 1989 – Voyager 2 flies by Neptune. The spacecraft captured pictures of the large dark spot on Neptune. • November 5, 2003 – Voyager 1 is 8.4 billion miles from the Sun. It is farther in space than any man-made object has ever been.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Where did Voyager 2 travel after CUranus? Y T P K O BOO S K IS I O H O T B N FOR MPLE E A A Neptune V S I G S I T TH IS NO N O I S B Jupiter RMIS PE C

Saturn

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STAAR-M Reading Rehearsal

Questions

Level F1

Use the whole selection “The Voyager Mission” on pages 25–29 to answer question 17.

17 What is the author’s purpose for writing this article? A

To explain how a Voyager spacecraft works

To describe the information collected by Voyager spacecrafts

To show how long it takes to travel to the outer planets

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 F1

Verse for the Flag The topic of the poem is the American Revolution. The American Revolution took place during the late 18th century. The colonies of North America fought against the British, who ruled them at the time. They gained their independence and became the United States of America. The speaker is looking back, imagining what that time must have been like.

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

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

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

STAAR-M Reading Rehearsal

Level F1

Reading Selection 4

Verse for the Flag Sometimes I imagine how it must have really been when the fathers of our country came together. When they declared our independence to England and the world, they changed the course of all the world forever. 5

There must have been such mystery as to how their lives would be, a certain sense of history so close that they could see.

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

Restless with their treatment at the hands of British rule, they could abandon every ounce of hope. Instead uniting forces to confront the sturdy foe, on each others’ strength they leaned and learned to cope. There must have been such mystery as to how their lives would be, a certain sense of history . so close that they could see. 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 S OK Iof HIS B days were like, O T B Years erase the memories what those R E O L F SAMP to GIVEN that we are free. T O THISsurvives but the flag prove N N IS O I S S I And when I see the stars and stripes held up in the wind, PERM

our fathers’ courage, I remember, holds up me.

©iStockphoto.com/Lisa Thornberg

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STAAR-M Reading Rehearsal

Questions

Level F1

18 Read line 17 from the poem. Years erase the memories of what those days were like,

What does this line tell the reader? A

How the events never happened

How there are no photographs

How people forget over time

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 alliteration—the use of repeating IS NO N O I S ERMISconsonant sounds in a sentence or line

19 Which line from the poem uses alliteration? A

a certain sense of history

they could abandon every ounce of hope.

our fathers’ courage, I remember, holds up me.

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Questions

Level F1

20 Which line shows that the speaker admires the people who fought in the American Revolution? A

Restless with their treatment at the hands of British rule,

they could abandon every ounce of hope.

on each others’ strength they leaned and learned to cope.

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

21 The last stanza expresses a feeling of – A B C

STER. . A M E ACKLIN IN ANY WAY L B A glee S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K anger 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 pride

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Questions

Level F1

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

22 The main theme of the poem is about – A

appreciating the people who fought in the American Revolution

how most people today have forgotten the history of America

what the flag of the United States of America means to people

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 F1

Charles Schulz Charles Schulz is the creator of the popular cartoon strip called Peanuts. The main characters of Peanuts are a young boy named Charlie Brown and a dog called Snoopy. Peanuts is one of the most successful comic strips in the world. Read the selection to find out about the cartoonist who created the comic strip.

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 5

Level F1

Charles Schulz 1

Charles Monroe Schulz is the creator of the popular Peanuts comic strip. He was born on November 26, 1922. As a boy, Schulz loved to read comics. He also loved to draw and his teachers often praised his drawings. In 1934, Schulz’s family adopted a dog named Spike. Spike later inspired Schulz to draw a character called Snoopy. During his senior year of high school, Schulz took art classes by mail. These classes helped him improve his drawing skills.

In 1943, Schulz entered the army. He traveled to Europe, Germany, France, and Austria. Schulz was discharged from the army in 1945 and returned home to St. Paul. A few years later, Schulz decided to pursue his dream of being a cartoonist. He created a cartoon called L’il Folks, which was published in a newspaper.

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

In 1950, a company that publishes comic strips and cartoons accepted L’il Folks. They printed it in newspapers around the country. They changed the name of the cartoon to Peanuts. Schulz did not like the name, but ER.agreed SThe A M E AY. KLINOctober to the change. Schulz’s first Peanuts cartoon ran in papers ANY2,W1950. BLACon

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 discharged mean? S SA doesNOthe T GIVword In paragraph 2, THIwhat S I SION S I M R A Hired PE B

Released

Captured

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STAAR-M Reading Rehearsal

Questions

Level F1

24 How was Schulz’s comic strip changed when it was published? A

It was given a new name.

New characters were added.

The dog was renamed Snoopy.

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 F1

Reading Selection 5

People everywhere were reading Peanuts. Both the young and the old enjoyed reading the strip. Almost everyone could relate to Charlie Brown, the main character of the Peanuts strip. Charlie Brown was a lonely little boy who often had back luck. Schulz based the comic strip on his own life. He recalled his own childhood memories and put them into the cartoon. He used his own feelings of loneliness to create Charlie Brown.

After Schulz married and had children of his own, he used events from his children’s lives in his strip. People looked forward to reading about the adventures of Charlie Brown, Lucy, Linus, and Snoopy each week. More and more newspapers added the strip to their pages.

Photo courtesy of Wikimedia Commons

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 Charles Schulz 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 25 Where did Charles Schulz get most of his ideas? A

From his own life

From his readers

From other comics

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STAAR-M Reading Rehearsal

Reading Selection 5

Level F1

Schulz won a Reuben Award in 1955 from the National Cartoonists’ Society. Schulz won the award again in 1964. He was the first person to win the award twice.

The following year, Schulz made history with his first television special. Millions of people tuned in to watch A Charlie Brown Christmas. The special is still popular today.

Schulz made history once again in 1969. NASA named a device they used to explore the Moon after Snoopy. Snoopy flew to the Moon with the crew of the Apollo 10 mission.

Schulz created several more television specials. Peanuts was even turned into a Broadway play. The Guinness Book of World Records added the Peanuts comic strip to its collection in 1984. The strip had been published in more newspapers than any other strip. Schulz was even given his own star on the Hollywood Walk of Fame.

At the end of his career, more people read Peanuts than any other comic strip. Schulz’s cartoon appeared in 2,600 newspapers and 75 countries. STER. Schulz A M E LIN WAY. K2000. C Y A N L published his last daily Peanuts comic strip on January 3, A B A IN

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

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 THauthor Iorganize How does the paragraphs 6 through 10? S NO N O I S S I PERM

By explaining why the cartoon strip was popular

By comparing Schulz’s early career with his late career

By listing Schulz’s major achievements

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STAAR-M Reading Rehearsal

Questions

Level F1

Use the whole selection “Charles Schulz” on pages 37–40 to answer questions 27–28.

27 Why did the author most likely write the article?

To inform readers about the work of a popular cartoonist

To teach readers how to become a cartoonist

To describe the characters of a famous cartoon strip

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 UCED S NOT cartoon? Which sentence best shows that Peanuts was aIT popular I D O R . P GHTED BE RE I R O Y T P K CO boy Iwho A Charlie Brown was a lonely BOOoften had back luck. S K ISlittle O H O T B N FORto explore the Moon after Snoopy. MPLE they E A V S I G S I B NASA named a device used T TH IS NO N O I S MIS been published in more newspapers than any other strip. C The strip PERhad

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STAAR-M Reading Rehearsal

Reading Selection 6

Level F1

Going Green This selection describes environmental change and what people can do to prevent it. The author explains how carbon dioxide released into the atmosphere causes the greenhouse effect, and how the greenhouse effect changes the Earth. The author explains how a carbon footprint is a measure of how much impact each person or family has on the environment. Read the selection to find out what advice the author has for reducing your carbon footprint.

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 42

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

STAAR-M Reading Rehearsal

Reading Selection 6

Level F1

Going Green What does it mean to be green? 1

You’ve probably heard a lot of people talking about going green. Going green refers to making the effort to fight climate change. It involves helping to reduce greenhouse gases. How exactly can you do this? Become aware of your carbon footprint. Then take some simple steps to shrink it. What is a carbon footprint?

Every person on the planet has a carbon footprint. A carbon footprint measures the effect that your activities have on the environment. Scientists calculate our carbon footprints by measuring the amount of greenhouse gases produced. Most Americans produce more than seven tons of carbon dioxide each year.

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

Why is carbon dioxide a problem?

STER. . A M E N AY Y WRising AtoCKLIincrease. N L Greenhouse gases cause Earth’s temperature A B A N I ED start to melt. UCwill S NOT Glaciers I D O T temperatures can cause the environment to change. I R . P GHTEDwill begin BEtoREchange. Over the years, I R O Y T Sea levels will begin to rise. Land patterns P K O BOO S K IS C People I O H O T B this could impact all Plife on Earth. may be able to adjust, but plants and LE FOR N M E A V S I IS be able animals mayTHnot NOTto.G Greenhouse gases could cause the loss of some S I N ISSIO animals forever. PERM

29 Which sentence is included mainly to appeal to the reader’s emotions? A

Going green refers to making the effort to fight climate change.

Greenhouse gases cause Earth’s temperature to increase.

Greenhouse gases could cause the loss of some animals forever.

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STAAR-M Reading Rehearsal

Reading Selection 6

Level F1

How can I find the size of my carbon footprint? 4

You can use special Web sites to work out the size of your family’s carbon footprint. These sites ask simple questions about how you use energy. Your answers are used to estimate your effect on the environment. How can I go green?

There are many things that you can do to reduce your carbon footprint. The best part is that you don’t need to make drastic changes. The smallest changes can make a big difference. You and your family just need to adopt some good habits. You’ll quickly start shrinking your household’s carbon footprint.

You can start by thinking about how you travel. Take the bus to school or carpool with some friends. If you don’t have too far to go, ride a bike or walk. You will help the planet and get some exercise at the same time! Use public transportation whenever possible. At home, you can recycle as much as possible. You can also try to reduce the amount of waste you make. You can take canvas bags when you go shopping. You can refill water bottles instead of STER. . A throwing them away. These simple changes can make all the difference. M E Y N

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

ACKLI IN ANY WA L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K CO BOO S K ISword I O H O T In paragraph 5, what Ldoes the drastic mean? B FOR PE N M E A V S I THIS NOT G S I N A Severe ISSIO PERM B

Awkward

Numerous

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STAAR-M Reading Rehearsal

Level F1

Reading Selection 6

What is an energy vampire? An energy vampire isn’t a monster lurking in the darkness. Energy vampires are devices that suck out electricity even when you’re not using them. Here are just a few of the energy vampires you might find in your home: • • • • • • • •

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

chargers for cell phones, music players, and digital cameras computer speakers toaster ovens coffee pots computer monitors television sets DVD players computer modems

You can easily slay these energy vampires by unplugging them when they’re not in use. This will stop you from needlessly using electricity.

OT A N S I T TED. I H G I R Why does the author describe devices as vampires? COPY someMAelectronic STER. S I K E O N O I B L K MPbeLE unplugged BLACwhen A S S A They can they are not in use. I TH B

They suck out electricity when they’re not being used.

They are most often used during the night.

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STAAR-M Reading Rehearsal

Questions

Level F1

Use the whole selection “Going Green” on pages 43–45 to answer question 32.

32 What is the author’s main purpose for writing the article? A

To explain what a carbon footprint is

To warn readers that the environment is changing

To convince readers to take action to look after the Earth

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 F1

The First Night “The First Night” is adapted from part of a play titled The Adventures of Pinocchio. The play is about a talented woodworker named Geppetto who creates a marionette, which is a type of puppet. The marionette named Pinocchio magically comes to life as a young boy. Pinocchio has a very strange night and learns an important lesson. Read the play to find out how Pinocchio changes.

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 F1

The First Night Adapted from The Adventures of Pinocchio by Carlo Collodi

[GEPPETTO sits at an antique table near a fireplace full of burning logs. The embers dimly light the small but neat house full of simple furniture. There is a feeble old chair, a rickety old bed, and a lopsided table. GEPPETTO displays a fine piece of wood. He closely examines it.]

GEPPETTO (as though speaking to the wood): From this wood, I’m going to fashion myself a gorgeous, wooden marionette. It will be able to dance, fence, and turn somersaults.

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[GEPPETTO claps loudly in celebration. Then he takes out his tools, and begins to cut and shape the wood into a marionette.]

GEPPETTO: What shall I call him? I shall call him Pinocchio.

[GEPPETTO begins to make the hair, forehead, and eyes. Suddenly, he notices R. the eyes moving and staring at him.] MASTE

WAY. KLINE C Y A N L A B A stareCEso? D IN (There is no OTyou GEPPETTO (surprised): Wooden eyes, whyIS do N U D O T TED. I O BE REPR H answer.) G I R COPY IS BOOK T S I K O H BO ThenFOhe R Tbegins L [GEPPETTO carves aE nose. to carve the mouth. No sooner does P N M E A V S I G S I T H mouthIS than NO it begins to laugh.] he finish Tthe N O I S IS PERM

GEPPETTO: How impolite. Stop laughing, I say!

[GEPPETTO continues carving. He carves the chin, neck, shoulders, stomach, arms, and hands. Just as he is about to put the last touches on the fingertips, GEPPETTO feels his yellow wig being pulled off. When he glances up, PINOCCHIO reaches up and puts the wig on his own head.]

GEPPETTO (wiping away a tear): Pinocchio, give me my wig, you wicked boy! You are not even finished, and already you have enraged your father.

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STAAR-M Reading Rehearsal

Questions

Level F1

33 What is the main purpose of the first paragraph? A

To explain some earlier events

To introduce all the characters

To describe the setting

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34 In paragraph 10, the word enraged shows that Geppetto is – A B C

amused

STER. . A M E confused ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I angry . 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 F1

[GEPPETTO picks up PINOCCHIO and finishes his legs. As he does, PINOCCHIO jumps down and runs into his bedroom. He slams the door shut. Suddenly, he hears a noise behind him.]

CRICKET: Cri-cri-cri!

PINOCCHIO (frightened): Who is calling me?

CRICKET: I am!

[PINOCCHIO sees a large cricket crawling slowly up the wall.]

PINOCCHIO: Tell me, Cricket, who are you?

CRICKET: I am the Talking Cricket. I have been living in this room for more than one hundred years.

PINOCCHIO: This room is mine now. You must depart, and don’t turn around even once.

CRICKET: First I must tell you a great truth.

20 21

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STER. . A M E ACKLIN IN ANY WAY L PINOCCHIO: Tell it, then, and hurry. B A S NOT PRODUCED I T I . E never be happy in this TED parents CRICKET: Boys who refuse to obey GHtheir BE Rwill I R O Y T P K O sorry for it. CO willISbeBOvery K IS they world. When they areBO older, O H T N FOR MPLE E A V S I G S I T TH Tell ISme NO more Cricket, if you wish. Tomorrow at dawn, I will PINOCCHIO: N O I S MIS forever. If I stay here the same thing will happen to me that leave this PERplace happens to all other children. They are sent to school, and whether they want to or not, they must study. Let me tell you, I hate to study! It is much more fun to chase after butterflies, climb trees, and steal birds’ nests.

CRICKET: Poor little silly! Don’t you know that if you go on like that, you will grow into a perfect donkey? You will be thought of as a fool.

PINOCCHIO: Careful, you ugly Cricket!

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STAAR-M Reading Rehearsal

Reading Selection 7

Level F1

CRICKET (calmly): If you do not like going to school, don’t overlook learning a trade. Then at least you can gain employment.

PINOCCHIO (losing his patience): Of all the world’s professions, none really suits me. I just want to eat, sleep, play, and wander around from morning until night.

CRICKET: Let me tell you, poor Pinocchio, that those who follow that trade do not lead successful lives. I feel sorry for you, because you are a marionette. And you have a wooden head!

[PINOCCHIO becomes angry and tries to catch CRICKET. CRICKET quickly scurries off out the window. PINOCCHIO is upset. He lies on the bed as lightning crashes and thunder rumbles. He falls asleep.]

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35 What is the noise that Pinocchio hears in paragraph 11? A B C

STER. . A M E His father carving ACKLIN IN ANY WAY L B A S NOT PRODUCED I A talking cricket T I . GHTED BE RE I R O Y T P K O A thunderstorm 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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Questions

Level F1

36 Read these lines from the play. CRICKET (calmly): If you do not like going to school, don’t overlook learning a trade. Then at least you can gain employment. CRICKET: Let me tell you, poor Pinocchio, that those who follow that trade do not lead successful lives. I feel sorry for you, because you are a marionette. And you have a wooden head! What do these lines represent?

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Cricket giving advice to Pinocchio

Cricket describing what has gone wrong in his life

Cricket trying to trick Pinocchio into staying

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 7

Level F1

GEPPETTO: Open the door for me, Pinocchio!

[GEPPETTO knocks loudly. PINOCCHIO wakes up and runs over to the door. He swings it open and throws his arms around his father.]

PINOCCHIO (crying): I’m so sorry, Father. The night has been a terrible one. The thunder was so noisy and I was half-starved. Then the Talking Cricket came. He said all these things to me and I got mad. He ran away, and my hunger grew, and I fell asleep and my hunger still isn’t gone!

GEPPETTO (pulling three pears out of his pocket): These three pears were for my breakfast, but I give them to you gladly.

[PINOCCHIO eats all three pears.]

PINOCCHIO (still sobbing): I promise you that from now on, I’ll be good. I’ll go to school every day, study, and succeed—

GEPPETTO: When they want something, boys always promise that.

. that PINOCCHIO: But I am not like those other boys. Father, I promise STERyou A M E Y. WAyour KLINafter you I am better than all of them. I’ll learn a trade, and I’ll look in C Y A N L A B N T A I’ll start Oyou, ED Istudying N C U S old age. Just to show you how grateful I am to this I D O T .I PR D E E R T H E G minute. PYRI K TO B

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O K IS C R THIS BOO O O B N FOan A-B-C book): Good because I got you an MPLEPINOCCHIO GEPPETTO (handing E A V S I G S I T TH IS NO A-B-C book to study. N O I S IS PERM PINOCCHIO: How could you afford this? And where is your coat?

GEPPETTO: I have sold it.

PINOCCHIO: Why did you sell your coat?

GEPPETTO: It was too warm.

[PINOCCHIO understands the answer. He jumps on his father’s neck and kisses him.]

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Questions

Level F1

37 What can the reader conclude from paragraphs 37 to 42? A

Geppetto is embarrassed about losing his coat.

Geppetto sold his coat to buy Pinocchio a book.

Geppetto wants Pinocchio to have his winter coat.

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Use the whole play “The First Night” on pages 48–53 to answer question 38.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I What is the main lesson that Pinocchio learns? T I . GHTED BE RE I R O Y T P K CO BOO A Studying and learning are S K ISimportant. I O H O T B N FOR MPLE E A V S I G S I T B Elders should be respected. TH IS NO N O I S IS C It is best PERMto always be honest.

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Level F1

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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