Staar m reading rehearsal f2 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 F2

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 978-1-4204-6932-5 R 6932-5 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 F2

Contents Introduction

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

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

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

Reading Selection 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Reading Selection 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Reading Selection 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

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

Reading Selection 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Reading Selection 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 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 F2

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 F2

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

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

TER. WAinY. Y ACKtheme and N L Students analyze, make inferences and draw conclusions Aabout genre A B D IN from NOTand provide CEevidence U S I different cultural, historical, and contemporary Icontexts D O T REPR to TED. are H E the text to support their understanding. Students expected G B I R O COPY IS BOOK T S I K O BO the historical R TH and cultural settings of two literary works. (C) compare andPLcontrast E O F N M E A Supporting OT GIV THIS S IStandard N S SION S I Reading/Comprehension of Literary Text/Literary Nonfiction. M R PE AS Reading/Comprehension of Literary Text/Theme Land INE MGenre.

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 F2

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 F2

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 F2

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 F2

(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 F2

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 F2

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 F2

Nine Hundred Birds This selection is about a boy named Jeff. While Jeff is camping with his parents, he sees some people looking up into the trees with binoculars. Jeff learns that the people are birdwatchers, or birders. He meets two of the birders and is invited to go bird watching with them. He spots some interesting birds including a Cardinal, a Golden-throated Warbler, and a Black-capped Chickadee. Read the selection to find out the difficult goal that Jeff sets for himself after spending the day bird watching.

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 F2

Nine Hundred Birds 1

“I saw some strange people over by the lake,” Jeff said.

“What are you talking about?” his mother asked. It was a warm July morning. They were camping out at Inks Lake State Park. Jeff had gone for a long walk around the campground after breakfast.

“They were just wandering around and writing in notebooks,” Jeff said. “They kept looking up into the trees with their binoculars. There was nothing there that I could see.”

“They were birdwatchers,” Jeff’s father said. “It is a very popular hobby around here.”

That night, Jeff’s parents invited the couple in the tent next door to join them for supper. Jeff recognized them as two of the birders he had seen. Jeff started asking Jay and Arlene questions about birds. He enjoyed listening to the . bird sighting stories that Arlene and Jay told. They had seen M some STERunusual A E . IN WAYand KLHummingbird, C Y A N L birds. These included the Blue-footed Booby, the Bumblebee A B OT A ED IN N C U S I D O T the Colima Warbler. Jeff asked how they were able to identify them. D. I EP R

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

GHTE BE R I R O Y T P K BOOsaid. “Then we can show you how IS CO THArlene S Kmorning,” “You should join us inBthe I O O FOR pair of binoculars you can use.” MPLE haveGIan ENextra Aeven V S to spot them.HIWe S T T IS NO N O I S IS Jeff nodded PERM his agreement. It sounded like an interesting way to spend

the day.

Which statement is most likely true about Jeff? A

He is worried that he will not be able to spot any birds.

He is confused about why people enjoy bird watching.

He is curious to learn more about bird watching.

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STAAR-M Reading Rehearsal

Reading Selection 1

Jeff woke up early the next morning. He climbed eagerly out of his sleeping bag. Jay gave Jeff a pair of binoculars and showed him how to focus them. Arlene gave Jeff a notebook and pencil. “You can start your life list this morning,” she said. “Your life list is a list of the names of all the birds you ever see,” Arlene said. “Every serious birder has one.”

A few minutes later, Jeff focused his binoculars on his first bird. “You’re lucky,” Jay

Level F2

whispered. “That’s a male Cardinal. It is one of the easiest birds to recognize. It’s the only allred bird with a black face that has a crest on

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

its head.” Jeff wrote down his first sighting in his notebook. 10

11 12

“There are over 900 species of birds in North America,” Arlene whispered. “Nobody has ever seen them all.”

STER. . A M E ACKLIN IN ANY WAY L B A D UCEhow S NOTHe learned I D O T Jeff followed Jay and Arlene through the trees. to walk very I R . P D E E R T H E G B branches. Jeff spotted a softly. He learned how to gently back K TO the OPYRIbrush O C O S B I IS BOOKand then Golden-throated Warbler, Jay and Arlene were skilled R aTHMockingbird. E O L F P N M E A V S I IS THfound birders. Jeff itISmore NOT Gdifficult to spot birds. He had trouble getting a good N ISSIO view of the PERMbirds as they flashed between branches. He was able to spot a “Maybe you could be the first,” Jay added.

Black-capped Chickadee. He added the bird to his life list.

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STAAR-M Reading Rehearsal

Questions

Level F2

Read this dictionary entry for the word crest. crest / noun 1. a tuft on the head of an animal 2. the top of a mountain or hill 3. the top of a wave

What is the meaning of crest as it is used in paragraph 9?

Meaning 1

Meaning 2

Meaning 3

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

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P Read this sentence from paragraph 12. 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 He had trouble getting a good view of the birds as they flashed between branches.

The author uses the words “flashed between branches” to show that the birds – A

became angry

moved quickly

were colorful Page 15

STAAR-M Reading Rehearsal

Reading Selection 1

Level F2

Jeff found the next few hours frustrating. Many of the birds he saw looked identical. Arlene and Jay could identify markings on the birds’ wings, tails, and heads. They used the markings to identify the exact species. Some of the differences between species were so small that Jeff could not see them at all. Jay told Jeff just to keep trying. Arlene added that he would see the differences once he had more experience.

The last hour before lunchtime, they only saw a few sparrows. The day was becoming quite hot. Arlene and Jay explained that most birds would not be active during the afternoon. They would be out again during the cool evening.

They returned to the campground for lunch. Jeff was tired but happy. “I’ve got a new goal in life,” he announced to his parents. “I’m going to be the first birder in history to put all 900 species of North American birds on my list!”

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

Which sentence from the selection best shows that Arlene and Jay are skilled birdwatchers? A B C

STER. . A M E ACKLIN IN ANY WAY L Arlene and Jay could identify markings on the birds’ wings, B A S NOT PRODUCED I T tails, and heads. I . GHTED BE RE I R O Y T P K O Arlene added that he would once he had BOO Sdifferences K IS CseeRthe I O H O T B E O L F more experience. EN AMP THIS S IS NOT GIV N SIObefore The last hour lunchtime, they only saw a few sparrows. S I M R PE

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STAAR-M Reading Rehearsal

Questions

Level F2

Use the whole selection “Nine Hundred Birds” on pages 13–16 to answer questions 5–7.

What is the best summary of the selection? A

Jeff and his parents are camping at Inks Lake State Park. He sees some people bird watching. Jay and Arlene take him bird watching. He spots some birds, and has a great time.

Jeff and his parents are camping at Inks Lake State Park. It is July. His parents invite Jay and Arlene over. They tell Jeff about the unusual birds they have seen.

Jeff and his parents are camping at Inks Lake State Park. Jeff sees a male Cardinal. He writes it down on his life list. The birds are quiet during the afternoon.

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

Questions

Level F2

Look at the chart below. It shows the birds that Jeff spots in order. Birds that Jeff Spots Cardinal Golden-throated Warbler

Black-capped Chickadee Sparrow Which of these birds belongs in the empty space?

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

Eastern Phoebe

Bumblebee Hummingbird

Mockingbird

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 7

Based on the selection, the reader can conclude that birdwatchers need to be – A

fit

patient

creative

STOP Page 18

STAAR-M Reading Rehearsal

Reading Selection 2

Level F2

Let’s Talk About Elephants This selection describes the elephants that live in Africa. This includes savannah elephants that live in the desert areas of Africa, and forest elephants that live in the rainforests of Africa. Read the selection to find out about the lives of these interesting 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

Level F2

Reading Selection 2

Let’s Talk About Elephants On the Move! 1

Elephants are powerful plodding animals. They still manage to look graceful as they roam Africa. This is a continent of diverse habitats. The elephant makes its home in all of them! Forest elephants can be found in the thick rainforests of the Congo Basin. Savannah elephants can be found in the dry deserts of Namibia. Sizing Things Up!

The male savannah elephant is the largest land mammal in the world. It can weigh over 12,000 pounds, and stands roughly ten feet tall! The smaller forest elephant weighs up to 10,000 pounds.

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

Both male and female elephants grow tusks. The savannah elephant’s tusks are curved. The forest elephant’s tusks are small and straight. These R. smaller E T S A M tusks help the elephant make its way through dense forests. WAY. KLINE

©iStockphoto/Christophe Cerisier

ANY BLAC A N I T D O E IT IS N REPRODUC . Hide Care D E T YRIGH OOK TO BE P O C IS butTthey Elephants have a tough OKhide, HIS B still need protection from insect bites O B R E O L F AMP Elephants and the scorching GIVEN bathe in mud to cool down. At the same time, T O THIS S sun. N N IS of sun block! O the mud addsISa layer I S PERM

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STAAR-M Reading Rehearsal

Questions

Level F2

What does the word diverse mean in paragraph 1? A

Varied

Difficult

Extreme

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 F2

Mother Rules! 5

Elephants have a specific family structure. An elephant calf is born into a large family of mothers, sisters, aunts, and grandmothers. Did you notice that there are no males in the family? That’s because elephant families consist of groups of females and their young. Adult males leave the herd at about age fourteen. They either wander alone or join other bull elephants. Adult males rejoin the females during the breeding seasons. Who’s Minding the Baby?

Elephants bear young only once every few years. Each baby elephant is essential to the herd’s survival. The mother of the newborn calf must feed it milk. That’s a huge task because a newborn calf weighs 250 pounds! However, elephant mothers do have plenty of help. The whole herd protects the calves from predators.

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

There are also many babysitters available. They are known as “allmothers.” They are often young female elephants learning how to care for babies. Older . STERthe A aunts and grandmothers also act as allmothers. Allmothers help with tasks M E . Y N I A L W K C Y A N L A B of taking care of the young elephants. D IN OT A

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 Which sentence the idea that each baby elephant is essential to the TH best supports IS NO N O I S herd’s survival? IS PERM A

Elephants bear young only once every few years.

The mother of the newborn calf must feed it milk.

The whole herd protects the calves from predators.

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STAAR-M Reading Rehearsal

Level F2

Questions

10 Look at the graphic organizer below.

grandmothers

aunts

sisters

Which of these belongs in the empty box? A

Calves

Bulls

Allmothers

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 F2

Next! 8

When a young elephant reaches the age of five, the mother gives birth to a new calf. By this time, the young elephant weighs almost a ton. It has learned how to search for food. Males tend to leave their mothers earlier than females. At around the age of six, these young bulls will begin to wander off on their own. Trunk Training

A calf begins experimenting with its trunk at about four months of age. It may find it difficult to grasp things at first. That’s not surprising, since an elephant’s trunk contains 40,000 muscles. It takes a lot of practice to control such a long snout! The elephant will eventually be able to pick up even a tiny peanut!

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

Elephants are under constant threat. Hunters view them as trophies. Poachers seek their valuable ivory tusks to sell. These creatures deserve our protection. They are too amazing to be lost. Africa would not be the same R. without the sound of trumpeting elephants. MASTE

WAY. KLINE C Y A N L A B OT A ED IN N C U S I D O T TED. I O BE REPR H G I R COPY IS BOOK T S I K O BO R TH E O L F P N M E A OT GIVthe author chooses words or THIS Stone—when N S I ION because he or she feels a certain Sphrases S I M R PE way about the subject

11 What is the tone of paragraph 10? A

Sympathetic

Irritated

Amused

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STAAR-M Reading Rehearsal

Questions

Level F2

Use the whole selection “Let’s Talk About Elephants” on pages 20–24 to answer questions 12–13.

12 The author mainly organizes the selection by –

describing events in order

dividing the information into topics

asking and answering questions

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 The photograph is included to support which idea? I T I . GHTED BE RE I R O Y T P K O A Elephants have specific Ofamily BOO S K IS C structures. I H O T B OR LE EN Fmammals AMPlargest V I G IS Sthe B ElephantsTH are land in the world. T NO S I N IO MISSunder C Elephants constant threat. PERare

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STAAR-M Reading Rehearsal

Reading Selection 3

Level F2

Race to the Finish In this selection, John is competing in his first Iditarod sled dog race. The Iditarod is a sled dog race held every year in Alaska. The racers, or mushers, travel over 1,000 miles. The terrain is harsh, and winter storms are common. John has prepared for the race well and believes that he is ready. He sets off with his lead dog Kira and the journey goes well at first. But the weather is even worse than he prepared for, and John experiences some serious problems. Read the selection to find out whether John is able to finish the race.

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 F2

Race to the Finish 1

This was the moment John had dreamed of all his life. He had listened to his father’s tales of running the Iditarod as a young boy. He now stood behind his own sled and team of dogs. It seemed unreal. The sound of the start gun pierced the crisp morning air. It was the beginning of an experience John would never forget.

Crowds lined the streets cheering on their favorite musher. John’s family cheered as John passed by. John was on the trail toward the first checkpoint. In all, the group would make 26 checkpoints along the treacherous route. John and his team of dogs had practiced and prepared for months. They were in perfect shape for the long journey.

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

“Hike!” John shouted. Kira pulled like she was an experienced racer. Just like John, this was actually her first Iditarod. He had chosen her as the lead dog for the team. She was followed by eleven others including Malakai and Pogo. John . each and his team made their way across the rugged terrain. They stopped STERat A M E Y. N headed WAback KLIthey checkpoint just long enough for John to sign his name. BThen C Y A N L A IN OT A in just EDfew N C U S out onto the trail. The team reached the halfway point a days. They I D O T .I PR D E E R T H E G were in third place. PYRI K TO B

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

14 In paragraph 2, what does the word treacherous mean? A

Unsafe

False

Tiring

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STAAR-M Reading Rehearsal

Reading Selection 3

The days continued to pass quickly. John felt confident as he led his dogs to the next village. Everything was going according to plan. He was due to stop for his last rest just five checkpoints before the finish. John pulled up to the village store to check in.

“Looks like you’ve got a fine team,” an onlooker commented.

6 7

Level F2

“Yes sir,” John replied. “They say an Arctic storm is blowing in,” the onlooker continued. “It will make parts of the trail impassable. Some mushers are stopping to rest until it passes.”

E L P N O M I A T S A C U D E ! Y Y L L L L A A R R . 9 9 . 8 8 8

John sighed. He had trained for all types of weather and conditions. He still was not sure he was ready for an Arctic storm. But he did not want to slow R. John down either. He was coming in third and he wanted to stay out in STEfront. A M E N WAY. KLItrail. C Y A N L signed off at the checkpoint and headed back out onto the A B A IN

S NOT PRODUCED I T I . E ED “We have to keep going,” JohnYR told “We a good lead. We can GHThimself. BE Rhave I O T P K O O C O brave a little bit of poor weather.” OK IS OR THIS B O B E L NF MP E A V S I G S I T TH NO As he spoke, the wind and snow made it clear a storm was blowing ISgusting N O I S S I in. The Pteam ERM trudged on against the strong winds. The snow blanketed the landscape like Earth’s bed. John soon lost sight of his front dogs and the path ahead.

“Easy!” he cried to slow the sled. At that moment, Kira went head first into the icy waters of a creek. John had not seen it in the blinding storm. Malakai and Pogo fought hard, but they were pulled closer to the water. Without thinking, John raced to Malakai and Pogo. He grabbed the lines and pulled in unison with the dogs. Finally Kira’s wet body was dragged to the frozen bank.

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STAAR-M Reading Rehearsal

Reading Selection 3

Level F2

John wrapped Kira in a wool blanket. Tears streamed down his face. He knew she couldn’t continue on after the fall. In her struggle to stay above water, Kira had injured her front leg.

John built a fire and rested the team. He repaired the broken lines and checked the sled. He would travel the last miles of the trail with only eleven dogs. It was still enough to finish the race.

Early the next morning, John and his team set off. Kira was lying safely in the sled basket. John’s only concern was finishing the Iditarod with all twelve dogs alive and well. The weather was perfect and the team traveled easily across the remaining course.

As John crossed the finish line, he smiled. He had not won, but he had finished. It was the first of many Iditarod races for John and his team.

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

15 Read this sentence from paragraph 10.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . The snow blanketed the ED E RE GHTlandscape Blike I R O Y T P K Earth’s bed.K IS CO BOO S I O H O T B N FOR MPLE E A V S I G S I T TH IS NO N O I S S sentence to show that – ERMIthis The author P uses

the trail was covered with snow

the ground was soft and comfortable

the snow kept the ground warm

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STAAR-M Reading Rehearsal

Questions

Level F2

16 Why is the onlooker’s warning about the storm important? A

It represents the onlooker’s meddling.

It represents the danger that John is about to face.

It represents John’s fear of being unable to finish.

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

17 How does the storm cause the accident that injures Kira? A B C

Kira slips on the icy ground.

STER. . A M E The storm frightens the dogs. ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I John does not see the creek. . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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STAAR-M Reading Rehearsal

Questions

Level F2

Use the whole selection “Race to the Finish” on pages 27–29 to answer question 18.

18 Which detail best shows that John’s dogs meant a lot to him? A

He felt confident about completing the race.

He trained for all types of weather.

He risked his own safety to save Kira.

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

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

STOP Page 31

STAAR-M Reading Rehearsal

Reading Selection 4

Level F2

Sponges This selection describes sponges, which are living things found in oceans all around the world. Sponges have found some unique ways to survive. They take in seawater through the millions of pores on their surface. As the seawater passes through their bodies, they take what they need from it. They get the food they need this way. They also take in toxic chemicals and use these toxins to keep away predators, to make homes in coral, and to keep other creatures away. Read the selection to find out more about the lives of sponges.

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 F2

Sponges 1

Pretend for a moment that you are a sponge. You have lived on the Earth far longer than any dinosaur. In fact, like the horseshoe crab and the sharks, you have hardly changed for 500 million years. You do not have to chase your food or spend much energy eating it. You get your food by pumping the ocean through you.

You actually clean up your own environment. You digest toxic chemicals that other life forms give off. You use these chemicals to protect yourself from predators. You also use them to kill any microbes that flow through your body. These are only a few of the reasons why you have survived for millions of years.

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

19 Why does the author ask the reader to pretend he or she is a sponge? A B C

To make readers consider how a sponge feels

STER. . A M E To get readers more interested in a sponge’s life ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . To help readers understand how a sponge’s RE GHTED body BEworks I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

20 According to the selection, how are sponges and horseshoe crabs alike? A

They do not have to chase their food.

They help clean up the environment.

They have changed little in 500 million years.

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Reading Selection 4

Level F2

Sponges are covered with millions of pores. The pores act like millions of mouths. Sponges pump water through the pores. They connect to canals that make up the inside of a sponge. There are thousands of these canals. Collar cells line the inside of the canals. Each collar cell has a whip called a flagellum. The flagella keep water flowing through the canals. Tiny hairs called cilia also assist this process. The collar cells catch food particles that float by. As seawater moves through a sponge, oxygen is taken in and carbon dioxide is given off.

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

ÂŠiStockphoto/stuartbur

STAAR-M Reading Rehearsal

The sponge also takes in toxins. They use the toxins to keep predators away. They also use the toxins to build homes. They dissolve part of coral formations. Then they hide inside the coral. The toxins are also used as a kind of repellent to clear room on the reef. Sponges grow slowly and would be crowded out by other creatures. The toxins keep other creatures away.

21 What does the word repellent mean in paragraph 4? A

A substance that keeps things away

A home built out of toxins

A cleaning device

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STAAR-M Reading Rehearsal

Reading Selection 4

Level F2

There are two basic types of sponges. These are free standing and encrusting. Free standing sponges find a solid place to take hold such as a rock or a coral reef. Then they spend the rest of their life there. Some sponges have lived in one place for 5,000 years. This makes them the oldest living creatures on Earth. They can also grow to incredible sizes. A barrel sponge is large enough for a scuba diver to crawl inside. Encrusting sponges form a coating on rocks or shells. They look a bit like a layer of moss. These can be just a centimeter thick.

Would you like to be a sponge? Perhaps you would like to live on one of the sponge reefs recently explored off British Columbia. They are 10,000 years old, fifty feet high, and many miles wide. Actually, you could live just about anywhere. Sponges are found between reefs and on reefs.

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

You would not even have to fear humans. Modern sponges are manufactured from plastic. For centuries, sponges were hard to find. Divers had to hold their breath and grab a rock to sink to the bottom. They would gather up as many sponges as they could. These sponges made fortunes for the divers. A gold rush, or “sponge rush,” occurred in the 1880s when the first diving ER. STequipment A M E WAY. KLIN out. came into use. Sponge reefs that were easy to reach were cleaned Luckily, C Y A N L A B A IN OT are ED only N C U S people now use manmade sponges. Today, sponges usually collected I D O T .I PR D E E R T H E G for research. PYRI K TO B

O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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STAAR-M Reading Rehearsal

Questions

Level F2

22 Read this sentence from paragraph 7.

A gold rush, or “sponge rush,” occurred in the 1880s when the first diving equipment came into use.

What does this sentence show about sponges? A

They were used as another form of money.

Huge numbers of them were taken.

People exchanged their gold for sponges.

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 PLE the whole N FO selection “Sponges” MUse E A V S I G S I T TH on pages IS NO 33–35 to answer question 23. N O I S IS PERM 23 What is this selection mainly about? A

How sponges survive

What people use sponges for

Where sponges are found

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STAAR-M Reading Rehearsal

Reading Selection 5

Level F2

Pigeons This selection explores homing pigeons and their uses. Homing pigeons were once used to send messages to people. They were used by the Egyptians, the Ancient Greeks, and the Roman leader Julius Caesar. In more recent times, they were used to send messages during wars. Read the selection to find out more about these talented and useful birds.

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 F2

Pigeons 1

Over the years, people have painted pigeons in an unbecoming light. These birds are often seen as pests. However, they are truly amazing animals. Pigeons have played an important role in human history. They have even saved lives. There’s No Place like Home

Many people agree that dogs and cats are clever. Scientists have studied the intelligence of dolphins and apes for years. Pigeons are not usually considered bright birds. But throughout history, pigeons have been used to carry important messages to distant places.

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

Pigeons can easily find their way back to their nests. Scientists believe that pigeons have a compass built into their bodies. This helps them with direction. They also think that pigeons are able to recognize familiar areas. Pigeons also use the position of the Sun in the sky to guide them. Ancient people noticed that pigeons were good at finding their way. They began training . birds STERthe A M E Y. the to carry messages to other cities. This breed of bird Abecame WAas KLIN known C Y N L A B A IN homing pigeon. IS NOT DUCED

. IT PRO D E E R T H E G B OPYRI S BOOK TO C S I BOOK R THI E O L F P N M E A Read this sentence paragraph 1. OT GIV THIS S from N S I N O I S IS PERM Over the years, people have painted pigeons in an unbecoming light.

This sentence means that people have – A

made pigeons sound bad

seen a lot of pigeons

used pigeons in many ways Page 38

STAAR-M Reading Rehearsal

Reading Selection 5

Level F2

People and Pigeons 4

The people of the past had more respect for pigeons than most of us do today. Back then, pigeons were viewed as loyal and helpful creatures. The Egyptians used to attach a small tube to a pigeonâ&#x20AC;&#x2122;s leg. They would place a message inside the tube. Then they would release the bird to deliver the message. This was the fastest way to deliver messages to and from Cairo. The Ancient Greeks used pigeons to deliver the results of the Olympic Games to distant villages. The Roman leader Julius Caesar used pigeons to deliver letters to members of the government. Wartime Messages

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

During wars, pigeons have helped thousands of soldiers deliver important messages. In the Franco-Prussian War, Paris was captured. It was cut off from the rest of France. Pigeons were used to carry messages to the people of Paris.

Thousands of pigeons were used during World War I. One brave bird helped save the lives of more than 200 soldiers. French troops were under fire after ER. to a SThelp A crossing enemy lines. The troops attached a message asking for M E WAY. KLIN C Y A N L A B pigeon named Cher Ami. When the enemy saw theOT bird A flyingCthrough ED IN the sky, N U S I D O T . I However, they tried to stop it. The bird was badly REPR it still traveled more TEDhurt. H E G B I R O Y the soldiers. than a dozen miles to find Ihelp After the battle, the bird COPfor OOK T S B S K I O H O T B R LE was given a special by Ethe army. It was honored for its loyalty N FOFrench MPaward A V S I G S I T O TH and willpower. N IS N

ISSIO PERM

Not What They Seem

They say you should never judge a book by its cover. Perhaps you should not judge a bird by its feathers. Pigeons may not be the prettiest birds in the world. However, they are some of the most helpful. They are rarely used to send messages these days. However, pigeons continue to amaze people with their ability to find their way home.

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STAAR-M Reading Rehearsal

Questions

Level F2

25 What is paragraph 4 mainly about? A

How homing pigeons find their way

How homing pigeons were discovered

How homing pigeons were used in ancient times

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

26 Which sentence best supports the idea that pigeons have helped save lives? A B C

The Ancient Greeks used pigeons to deliver the results of the STER. A M Olympic Games to distant villages. E IN

WAY. KL C Y A N L A B OtoT AdeliverDUletters ED IN to N C The Roman leader Julius Caesar used pigeons S I O T ED. I REPR E B members of the government. PYRIGHT O CO OOK T S B I S K I O H During wars, pigeons helped FOR T thousands of soldiers deliver PLE BOhave N M E A V S I S THImessages. important NOT G S I N ISSIO 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 F2

Use the whole selection “Pigeons” on pages 38–39 to answer questions 27–28.

27 The most important ability of a homing pigeon is its ability to – A

recognize people

find its way back home

carry heavy packages

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

STER. . A M E ACKLIN IN ANY WAY L B A NOT UCED S I D O T I R . P fact—a statement or idea E RE GHTEDthat can Bbe I R O Y T P K O proven to be true 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 Which sentence PERMfrom the selection is a fact? A

These birds are often seen as pests.

This breed of bird became known as the homing pigeon.

Pigeons may not be the prettiest birds in the world.

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STAAR-M Reading Rehearsal

Reading Selection 6

Level F2

Operation Conservation In this poem, the speaker expresses her opinion on the importance of conservation. She describes how the Earth and the environment should be protected and conserved. Read the poem to find out what advice the speaker has for everyone.

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 6

Level F2

Operation Conservation

My greatest point for argument is talking about the Earth, preserving the environment and promoting what it’s worth.

People think their actions 30 can simply be reversed. Instead, attempt prevention. Start locally at first.

Nature, in so many forms, is my favorite place to be. Bugs, livestock, and dandelions are as essential as the sea.

Be aware of the connections from individual to land; 35 no one’s independent of this conservation plan.

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

The issues are abundant 10 when it comes to Earth’s defense. The world under our treatment has grown problems so intense.

People need alfalfa, and plants need humans too, and every tiny sprout 40 can shoot a thousand sprouts anew. So advertise your charity, and share your point ofSTview. ER. A M E LIN giantNYchanges WAY. Kthat Show the world C A L A B OT A littleDyou. ED IN N C begin with U S I O T I

The only way to trample them is to start a great debate— 15 make everyone responsible and not let people hibernate.

REPR TED. H E G B I R O Y OOK T Instead of being ignorant, K IS COP B S I O H PLE BO IVEN FOR T contribute to theSA cause! M THIS NOT G S I If you can’t offer Iyour energy, N ISS O at least allow PERMyour awe

to swell at the majestic land: the mountains tall and wide. Then realize that the pavement covers up but doesn’t hide 25 the natural world beneath us that can’t speak for itself. Learn to be observant of the planet and yourself. Page 43

STAAR-M Reading Rehearsal

Questions

Level F2

29 Read lines 5 to 8. Nature, in so many forms, is my favorite place to be. Bugs, livestock, and dandelions are as essential as the sea.

Why does the poet compare bugs, livestock, and dandelions to the sea?

To tell where living things are found

To explain that living things need water

To show that she values all natural things

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

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I Read lines 37 to 40. 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 O alfalfa, TH People IS Nneed N O I S IS PERM and plants need humans too, and every tiny sprout can shoot a thousand sprouts anew.

Which word best describes the feeling that the poet creates in these lines? A

Concerned

Determined

Hopeful Page 44

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 F2

31 Which statement best describes the speaker’s view of environmental problems? A

The problems are too large to be solved.

Companies and governments are to blame.

Every person can make a difference.

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

32 In line 9, the word abundant means that the issues are – A B C

difficult

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

Level F2

33 In line 16, what does the word hibernate refer to? A

Going to sleep

Ignoring the problems

Having a discussion

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 F2

Hansel and Gretel This selection is a scene from the play Hansel and Gretel. Hansel and Gretel are siblings who are at home one day. They are meant to be making brooms to sell, but they end up dancing instead. When they spill some milk, their mother gets upset and sends them out to pick strawberries. Read the play to find out how Hansel and Gretel could be in danger.

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 F2

Hansel and Gretel Scene 1 1

[It is early evening in the cottage. The cottage is small but comfortable. HANSEL and GRETEL are sitting at a small wooden table. There is a loaf of bread and a jug of milk in the center of the table.]

HANSEL: I wish mother would come home! I’m cold and hungry. I’m tired of bread. I want some milk and sugar.

GRETEL: Hush, Hansel. Don’t be cross!

HANSEL: If we only had something good to eat: eggs, and butter, and meat. Oh, dear!

GRETEL: Dear Hansel, if you will stop crying, I’ll tell you a secret.

HANSEL: Oh, what is it? Something nice?

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

STER. . A M E CKLIN willANmake GRETEL: Yes, indeed. Look in this jug! It is full of milk. Y WAY us a AMother L B A N I S NOT PRODUCED I pudding for supper. T I . GHTED BE RE I R O Y T P K O BOO is! Let me taste it. HANSEL: Goody, goody!OHow the cream S K IS Cthick I H O T B N FOR MPLE E A V S I G S I T H O GRETEL: TAren’t you you naughty boy! Take your finger out of IS Nashamed, N O I S IS the cream. PERM

8 9

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

To explain some earlier events

To introduce the main problem

To describe the setting

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STAAR-M Reading Rehearsal

Reading Selection 7

Level F2

10 GRETEL: We must go back to work. When mother comes she will be cross if you have not finished making the broom. 11 HANSEL: I’ll not work anymore. I want to dance. 12 GRETEL: So do I. I like to dance better than to work. Come, let us dance and sing. 13 HANSEL: I can’t dance. Show me what I ought to do. 14 GRETEL: Look at me. Do this. With your foot you tap, tap, tap! With your hands you clap, clap, clap! Right foot first, left foot next, then round about and back again.

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

15 HANSEL: With your hands you clap, clap, clap! With your foot you tap, tap, tap! Right foot first, left foot next, then round about and back again. 16 GRETEL: That is fine, brother! Soon you will dance as well as I. Come, try again. With your head you nick, nick, nick! With your fingers click, click, click! Right foot first, left foot next, then round about and back again. 17 18

STER. . A M E IN singNwith HANSEL (singing): O Gretel dear, O sister dear, come dance Y WAYme. ACKLand L A B A N I S NOT PRODUCED I T I . GRETEL (singing): O Hansel dear, OIGbrother RE dance and sing with HTED dear, BEcome R O Y T P K O me. K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH downISthe [GRETEL knocks NO milk. It spills over the table and starts dripping down N O I S IS onto the floor. PERM GRETEL rushes over. She frantically tries to clean up the mess.

In her hurry, she knocks over a chair.]

35 What does the word frantically mean in paragraph 19? A

Slowly and with care

In a panicked way

With a lot of noise Page 49

STAAR-M Reading Rehearsal

Reading Selection 7

Level F2

20 MOTHER (enters): What is all this noise? 21 [MOTHER sees the spilled milk. Her face goes red and she looks like she is about to explode.] 22 GRETEL: It was Hansel. He wanted to dance— 23 HANSEL: It was Gretel. She said I could dance— 24 MOTHER: Hush, you noisy children! What work have you done? Gretel, your stocking is not done yet, and where are your brooms? And you have knocked over the milk! What shall we have for supper? Lazy folks can’t stay in my house. Take the basket and go to the woods for strawberries. And don’t dare to come back without them! Off with you! And be quick too!

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

25 [The children go out. MOTHER sits weeping.]

26 MOTHER: Oh! I am so tired and hungry. There is nothing in the house to eat. What shall I do for the poor hungry children? Oh, dear, what can I do!

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I Read these lines from the play. T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B LE was Hansel. N FO He wanted to dance— MPIt E GRETEL: A V S I G S I T O TH S Nwas IIt HANSEL: Gretel. She said I could dance— N O I S S I M R PE What are Hansel and Gretel doing in these lines? A

Blaming each other

Apologizing to their mother

Comforting their mother

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STAAR-M Reading Rehearsal

Questions

Level F2

37 Read this line from paragraph 21.

Her face goes red and she looks like she is about to explode.

The author’s use of figurative language emphasizes the mother’s – A

hunger

anger

embarrassment

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 F2

27 FATHER (enters): Little mother, where are you? 28 MOTHER (looking up): Who is that making so much noise? 29 FATHER: I called you, for I am hungry and want my supper. 30 MOTHER: Your supper! There is nothing in the house to eat and nothing to drink. 31 FATHER: Let us see. Open your eyes and look in my basket. Cheer up, mother! 32 MOTHER: What do I see? Ham and butter and flour and sausage! Where did you get all these good things, father?

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

33 FATHER: Hurrah, won’t we have a merry time, won’t we have a happy time? I sold so many brooms at the fair that I could buy you all these good things and some tea besides. 34 MOTHER: Tea! How good it smells and how glad I am! Now I will cook the supper.

STER. ANY BLAC A N I T D O N and they ODUCEwere singing and MOTHER: Oh, the bad children! They did no IT ISwork R . P D E E R T E the woods to pick some O Bto YRIIGHsentOOthem T dancing and spilled the milk,COso P K OK IS OR THIS B O B strawberries for supper. E L NF MP E A V S I G S I T TH NO ISand N O FATHER: Laughing dancing! Why should you be angry? Where have I S RMIS E P they gone?

MA 35 FATHER: But where are the children? Hansel! Gretel! Where KLINEare they?WAY. 36

38 MOTHER: To the mountain. 39 FATHER: To the mountain! The home of the witch! 40 MOTHER: What do you mean? The witch? 41 FATHER: Yes, the old witch of the mountain turns all children to gingerbread and then she eats them.

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STAAR-M Reading Rehearsal

Level F2

Reading Selection 7

42 MOTHER: Eats them! Oh, my children, my pretty little children! Come, we must find them! Hansel, Gretel, where are you? 43 [MOTHER runs out.] 44 FATHER: I will go with you, mother. Don’t cry! We will surely find them. 45 [FATHER runs out.]

38 What can the reader conclude from the last four paragraphs of the play?

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

The mother and father are worried about the children.

The father is angry with the mother.

The mother wishes she had picked the strawberries herself.

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 F2

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 F2

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 978-1-4204-6932-5