Staar m reading rehearsal g1 sample by RALLY! Education

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

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

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STAAR-M Reading Rehearsal

Level G1

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 978-1-4204-6750-5 R 6750-5 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 G1

Contents Introduction

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

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

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

Reading Selection 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Reading Selection 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

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

Reading Selection 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Reading Selection 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Reading Selection 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Reading Selection 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

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

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

STAAR-M Reading Rehearsal

Introduction

Level G1

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 ASTER. NE M Reporting Category 2: Understanding and Analysis of Literary WAY. KLITexts C Y A N L A B Reporting Category 3: Understanding and Analysis NOofT AInformational CED INTexts

ODU IT IS R . P D E E R T BE specific skills that Othe YRIGH describe T Within each category, student expectations P K O O C O S B OK Ilearned. students are expected toBhave The expectations are divided into HIS student O T R E O L F P N M readiness standards supporting The STAAR–M Reading test has T GIVE standards. HIS SA and Ostandards, N an emphasisT on readiness with 60 to 70 percent of questions S I N O I S S I assessing readiness standards. PERM STAAR-M Reading Rehearsal STAAR-M Reading Rehearsal provides 6 literary and informational passages. Students read each passage and answer multiple-choice questions about the passage. Students are given a maximum of 4 hours to complete the test.

STAAR Questions and Directions STAAR-M Reading Rehearsal only includes multiple-choice questions. Each question offers three possible answer choices. Students should review the questions and three choices carefully and select the answer they think is best. There is no penalty for guessing, so even if students are not certain of the correct answer, they should always pick one.

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STAAR-M Reading Rehearsal

Level G1

TEKS

Grade 7 TEKS Student Expectations

Reporting Category 1: Understanding and Analysis Across Genres The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres. (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to (A)

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

(B)

use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous 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. WAY.

(7) Reading/Comprehension of Literary Text/Literary Nonfiction. EStudents MAS N I L K C understand, make inferences and draw conclusions aboutAthe ANY BLAvaried structural N I T D O UCE text to patterns and features of literary nonfiction andIT provide IS N evidence ODfrom R . P D E E R T H expected toBE support their understanding. Students RIGare

(9)

K TO OPY O C O S B I (A) describe the structural BOOK and substantive R THIS differences between an autobiography E O L F P N M E A or aHdiary OT GIV adaptation of it. Supporting Standard T IS S andISa Nfictional SION S Reading/Comprehension of Informational Text/Culture and History. I M R PE

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)

explain the difference between the theme of a literary work and the author’s purpose in an expository text. Supporting Standard

(Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to

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STAAR-M Reading Rehearsal

(F)

TEKS

Level G1

make connections between and across texts, including other media (e.g., film, play), and provide textual evidence. Readiness Standard

Reporting Category 2: Understanding and Analysis of Literary Texts The student will demonstrate an ability to understand and analyze literary texts. (3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to (A)

describe multiple themes in a work of fiction; Supporting Standard

(B)

describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero’s tasks, circle stories); Supporting Standard

(C)

analyze how place and time influence the theme or message of a literary work. Supporting Standard

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

(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry ER. and provide evidence from text to support their understanding. Students STare A M E Y. N expected to NY WA LACKLI

(5)

AB IN A T D O E N C U (A) analyze the importance of graphicalEelements capital . IT IS (e.g., PROD letters, line length, D E R T H E G word position) on the meaning Standard TO B K Supporting OPYRIof aS poem. O C O S B I K I O H Reading/Comprehension FOR T Text/Drama. Students understand, PLE BO IVEofN Literary M A S make Tinferences and T G conclusions about the structure and elements of drama HIS NOdraw S I N O and provide from text to support their understanding. Students are ISSIevidence PERM to expected (A)

explain a playwright’s use of dialogue and stage directions. 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)

explain the influence of the setting on plot development; Readiness Standard

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STAAR-M Reading Rehearsal

TEKS

(B)

analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts; Readiness Standard

(C)

analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited. Supporting Standard

Level G1

(8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to (A)

determine the figurative meaning of phrases and analyze how an author’s use of language creates imagery, appeals to the senses, and suggests mood. 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

(Figure 19)

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

(A)

interpret both explicit and implicit messages in various forms of media; Supporting Standard

(C)

evaluate various ways media influences and informs audiences. Supporting Standard .

STER A M E Reading/Comprehension Skills. Students use a flexible range WAY. KLofINmetacognitive C Y A N L A B IN author’s reading skills in both assigned and independent reading OT toA understand ED an N C U S I D O T message. Students will continue to apply earlier PR greater depth in REwith TED. I standards H E G B I R O increasingly more complex textsOas Ythey become self-directed, critical readers. The S C P HIS BOOK T student is expected toBOOK I FOR T PLE N M E A V S I THIScomplexISinferences (D) make NOT G about text and use textual evidence to support N understanding; ISSIO Readiness Standard (Fiction) / Supporting Standard PERM (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)

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STAAR-M Reading Rehearsal

TEKS

Level G1

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 (A)

evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning; Readiness Standard

(B)

distinguish factual claims from commonplace assertions and opinions; Supporting Standard

(C)

use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text; Readiness Standard

(D)

synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence. Readiness Standard

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

(11) Reading/Comprehension of Informational Text/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 R.

(12)

MASTE AY. E N I L (A) analyze the structure of the central argument in contemporary ANY W BLACK Dpolicy A N I T O speeches (e.g., argument by cause and effect, DUCE and Oauthority) T IS N analogy, I R . P D E E R T identify the different types of evidence the argument; E OtoBsupport YRIGH Oused T P K O O C Supporting Standard OK IS OR THIS B O B E L NF MP rhetorical (B) identify such fallacies as ad hominem, exaggeration, stereotyping, E A V S I G S I T H O T N or categorical N IS claims in persuasive texts. Supporting Standard O I S S I PERM 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)

explain the function of the graphical components of a text. Supporting Standard

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

STAAR-M Reading Rehearsal

TEKS

Level G1

interpret both explicit and implicit messages in various forms of media; Supporting Standard

(C)

evaluate various ways media influences and informs audiences. Supporting Standard

(Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an authorâ&#x20AC;&#x2122;s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to

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

(D)

make complex inferences about text and use textual evidence to support understanding; Readiness Standard (Expository) / Supporting Standard (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)

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 G1

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, and STER. relax A M E . give yourself some time to think about it. Eliminate answer choices IN WAY Yremain. ACKLthose N L A B that you know are incorrect and choose from that A N I ED UCunderstand IS NOTsure D O T Make I • Do what you are asked toEDdo. you what R . P RE T H E G B I R O the question is Casking. OPY OOK Tsense. Think it through. S B I S K I O • Make sure your answer makes H O OR T Fanswer PLE Bthan N M E A V • If more one seems right, pick the answer that S I TG O THIS 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 G1

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 G1

Lewis and Clark This selection is about a famous expedition from St. Louis and New Orleans to the Oregon Country and back. In 1803, the American government purchased the Louisiana Territory. It stretched north and west from New Orleans all the way to the Canadian border. The land had hardly been explored, so President Thomas Jefferson organized an expedition. Meriwether Lewis and William Clark led the expedition. Read the selection to find out what they encountered on the long and difficult journey.

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 G1

Lewis and Clark 1

In 1803, an amazing real estate deal took place. The French leader, Napoleon, sold the Louisiana Territory to the United States for three cents an acre. The United States bought 828,000 square miles of land and doubled in size. The land they bought had hardly been explored. The land stretched from New Orleans all the way north and west to Montana. It connected the rest of the United States with the Oregon Country.

Jefferson was eager to find out exactly what the United States had purchased. He also wanted to find an all-water route to the Pacific Ocean. One of his hopes was that the United States could expand trade with China. He decided to organize an expedition to explore the area.

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

Jefferson asked his secretary, Meriwether Lewis, to lead the expedition. Lewis asked his friend William Clark to join him on the adventure. Both had served in the army on the frontier. They added soldiers, Kentucky frontiersmen, . and expert boatmen to the party. ASTER

M 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 How is paragraph 2 organized? COPY OOK T S B I S K I O H FOR T to least important PLE BOmostIVEimportant N M A S A By listing details from THIS NOT G S I N ISSIOevents in the order they occurred B By tellingERabout P M C

By describing a cause and then its effect

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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 .

Reading Selection 1

On May 14, 1804, they began their trip up the Missouri River. The group traveled in a 55-foot-long covered boat, and also had two smaller boats with them. They had a very long trip ahead of them. The areas they traveled through had mostly only ever been seen by Native Americans.

They decided to stop for the winter near presentday Stanton, North Dakota. There, they hired a French guide. They also hired his wife, Sacagawea, who was the sister of a Shoshone chief. Sacagawea did important work by translating with other Native Americans. She gave birth to a baby during that winter. When they set off on April 7, she joined them. She carried the baby on her back.

Level G1

Meriwether Lewis

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

On June 13, the group reached the Great Falls of the Missouri River. They had to carry their canoes beyond the falls. By July 13, they were able to launch . their canoes again. The high and dangerous Rocky MountainsASlay of TERahead M E . Y N I A L them. They met a group of Shoshone, who were relatives ANY W The BLACK of DSacagawea. A N I T O SN Shoshone gave the explorers horses and toROhelp DUCE them cross the IT Iguides . P D E E R T BE could again travel by water. IGH mountains. They made it across P by YRSeptember K TOand

O K IS C R THIS BOO O O B E N FOmade this entry in his journal: “Great joy in M7,PL1805, On November Clark E A V S I G S I T TH IS NO trip of more than 18 months, the beautiful Pacific camp.” After anIOarduous N S IS PERMin view. They made their winter camp on the coast, close to the Ocean was

mouth of the Columbia River.

What does the word arduous mean in paragraph 7? A

Difficult

Rewarding

Comfortable Page 14

Photo courtesy of Wikimedia Commons

STAAR-M Reading Rehearsal

Reading Selection 1

On the way back, they split the party in two so they could explore more territory. Clark had no major problems on his return, but Lewis’s group was not so lucky. They had a skirmish with a group of Native Americans. Lewis was also accidentally shot while out hunting. Luckily, he recovered and made it back to Fort Mandan. There, his group joined Clark’s.

On September 23, 1806, Lewis and Clark arrived in St. Louis. They had traveled about 6,000 miles in two years and four months. With them, they brought back

Level G1

William Clark maps and specimens of wildlife. They also brought many tales of the people and places they had seen. During the rest of the 1800s, many pioneers traveled west. They used the information Lewis and Clark had gained. Lewis and Clark’s journals were filled with rich descriptions of the land. They also described the excitement and joy of discovering new places. Their journals inspired many people to travel west on the Oregon Trail.

E L P SAM CATION U D E Y ! L Y L L A L R . RA 9 9 . 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 CO BOO S K IS the I O H O T Which sentence best shows that journey was dangerous? B FOR PLE N M E A V S I OT G THIS Nwith S I N A They had a skirmish a group of Native Americans. SIO S I M R PE

They had traveled about 6,000 miles in two years and four months.

Lewis and Clark’s journals were filled with rich descriptions of the land.

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Photo courtesy of Wikimedia Commons

STAAR-M Reading Rehearsal

Questions

Level G1

In paragraph 8, the word recovered shows that Lewis – A

became well again

fought back

went home

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

Use the whole selection “Lewis and Clark” on pages 13–15 to answer questions 5–7.

STER. . A M E ACKLIN IN ANY WAY L B A OT their journey? UCED S Non I D What most likely motivated Lewis and Clark to go O T I R . P GHTED BE RE I R O Y T P K O A Their desire for wealth K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T B Their sense TH of adventure IS NO N O I S ERMIS in expanding trade C Their P interest

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STAAR-M Reading Rehearsal

Questions

Level G1

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

Which sentence from the selection is a fact? A

The high and dangerous Rocky Mountains lay ahead of them.

On November 7, 1805, Clark made this entry in his journal: “Great joy in camp.”

Their journals inspired many people to travel west on the Oregon Trail.

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 S BOO K IS Cand RClark? I Which word best describes Lewis O H O T B N FO MPLE E A V S I G S I T H A Reckless T IS NO N O I S IS PERM B

Hostile

Brave

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STAAR-M Reading Rehearsal

Reading Selection 2

Level G1

Waiting in Line for Freedom During the late 1800s and early 1900s, people were traveling from all over the world with hopes of being able to live in the United States. The immigration rate was higher than it had ever been. Immigrants entered the United States via Ellis Island, where they had to pass a number of tests before being allowed to enter America. Read the selection to find out what the experience was like for the immigrants.

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 2

Level G1

Waiting in Line for Freedom 1

The years between 1892 and 1924 saw the highest rate of immigration in the United States. Millions of people from other countries traveled to the United States. Many wanted to find better jobs. Some wanted to find a place where they could be free. Some had relatives who had come to the United States before them. They were very excited to reunite with their families. All had hopes and dreams for their new home.

Immigrants left their home countries on steamships. They sailed across the Atlantic Ocean to the United States. The steamships first stopped at Ellis Island. Ellis Island was the main immigration station in the United States. Immigrants had to pass many tests at Ellis Island before they were allowed to enter the country. These tests often made the people nervous. If they did not pass, they might be sent back to their home country.

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

Immigrants spent about two weeks aboard a steamship sailing to the United . States. These ships had up to two thousand people aboard, and were STERcramped A M E Y. WAfood. KLINget enough and stuffy. Diseases spread quickly. Many passengers did not C Y A N L A B IN NOT A Owere CEDhopeful. U S Others suffered from seasickness. Still, theIT immigrants They I D . PR D E E R T H E G could not wait to reach their new Phomeland. YRI 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

What is paragraph 3 mainly about? A

The terrible conditions on the ships

The bravery of the immigrants

How diseases spread quickly on ships

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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 .

Reading Selection 2

Level G1

When they reached Ellis Island, immigrants were not allowed to disembark right away. They sometimes waited on the ships for hours or even days. They were then taken to Ellis Island on ferries. The ferries had no food or water on board. They offered little shelter. Immigrants Immigrants awaiting examination on Ellis Island spent several hours on these ferries waiting to dock in the harbor. Once on the dock, immigrants waited in line with thousands of other people. Immigrants usually waited in line for between three and five hours.

Immigrants first dropped their belongings in the baggage room. The line then snaked its way to the inspection room. As people waited in line, doctors checked them for signs of illness. Doctors had only a few seconds to check for symptoms of all kinds of diseases. If a doctor noticed signs of an illness, the . STERneeded A immigrant was marked with chalk. This signaled that the immigrant M E . a Y N I A L W K C Y N LA better examination. D IN A OT A B

E L P N M O I SA T A C U D E ! Y RALL 99.RALLY . 8 8 8

E IT IS N REPRODUC . D E T H was called One disease that doctors checked O BEtrachoma. Trachoma was an YRIGfor T P K O O C O IS from S B person to another. Doctors checked OKeasily HIone eye infection that spread O T B R E O L F AMP VEN immigrantsâ&#x20AC;&#x2122; eyelids inside-out. The exam was GIthe for the disease T O THIS S by turning N IS IONpainful. S quick, but itMIwas If doctors found trachoma, the immigrant was not S P ER

allowed to continue into the United States.

In paragraph 4, what does disembark mean? A

Get off

Travel on

Look for

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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 The Library of Congress

STAAR-M Reading Rehearsal

Questions

Level G1

10 Read this sentence from paragraph 5.

The line then snaked its way to the inspection room.

What do the words “snaked its way” show about the line? A

It was long and curved.

It moved quickly.

It could be dangerous.

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 21

STAAR-M Reading Rehearsal

Reading Selection 2

Level G1

Immigrants who passed the medical tests continued into the registry room. Here, they waited to speak with immigration officials. The officials asked the immigrants questions. They asked how much money they had, if they were married, if they had family, and where they were going.

If the immigrants passed, they moved on. They reached what was known as the “stairs of separation.” Families and friends separated to go in different directions. Some reunited with their family in America. Others bought railroad tickets to travel to different parts of the country. Some were sent to hospitals for medical attention.

Women traveling alone could not continue until family members spoke for them. They had to wait for telegrams or tickets to arrive from relatives before they could leave. Many women married their boyfriends right there on Ellis Island. Then, they continued on to the mainland. At last, they could begin their new lives in a land of opportunity.

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 . RE in GHTEDtheir Tnew BElives At last, they couldYR begin I O P K O K IS C R THIS BOO a land BofOOopportunity. N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERMsuggests that the immigrants felt – This sentence

11 Read this sentence from paragraph 9.

fearful

hopeful

cranky

Page 22

STAAR-M Reading Rehearsal

Questions

Level G1

Use the whole selection “Waiting in Line for Freedom” on pages 19–22 to answer questions 12–13.

12 How does the author organize the selection?

By presenting arguments against the process of immigration

By comparing immigration today with immigration in the past

By describing the experience of immigrants passing through Ellis Island

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

STER. . A M E ACKLIN IN ANY WAY L B A T UCED What is the best summary of the selection? IT IS NO D O R . P GHTED BE RE I R O Y T P K O A Immigrants came to America S BOOof reasons. They wanted better K IS Cfor Ra Tvariety I O H O B N FO MPLE lives and freedom. E A V S I G S I T TH IS NO N O I S B Many immigrants had family already living in America. They were excited to IS PERM see them once again.

Immigrants suffered through bad conditions, long lines, and many tests. If they passed, they could begin a new life in America.

STOP Page 23

STAAR-M Reading Rehearsal

Reading Selection 3

Level G1

August Wish In this poem, the speaker describes how important rain is to her and her family. Read the poem to find out more.

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 24

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 G1

August Wish With my eyes firmly closed, rain feels like feathers on my nose and tastes cool on my tongue. Since the drought began, we remember raindrops better than they’ve ever been. 5

“The thick thunder shook our house,” my sister says. “Rain knocked so hard, I thought it might come in.” Daddy smirks at our words, but his brow shows his mind is on corn and family.

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

Every truck that rumbles down the highway has us wishing, even as we watch the cars drive to the drive-in, hundreds of people counting on clear, dry skies. When your family is a farm, you wish for August rain. You can’t imagine how it is when the lightning flashes, STER. . and the thunder roars into town like a circus.KLINE MA Y WAY AC N L A B A N I From the house, we pour like raindrops running a river. UCED S NOT into I D O T I R . P E real. We smile with our tonguesIGout, HTED tastingBifE Rit’s

OPYR S BOOK TO C S I BOOK R THI E O L F P N M E A THIS S IS NOT GIV SION S I M R PE

Page 25

STAAR-M Reading Rehearsal

Questions

Level G1

14 In the first stanza, the poet creates a feeling of – A

excitement

sorrow

longing

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

first-person point of view—a point of view where the story is told by one of the NE characters LACKLI

R. MASTE AY. ANY W B A N I T D O E IT IS N REPRODUC . D E T YRIGH OOK TO BE P O C K IS most IS B the reader understand – Oview Hhelps O T B The first-person point of R E O L F EN AMP THIS S IS NOT GIV A how long the lasted for ON SIdrought S I M R PE B

what it felt like when it began to rain

why rain was important to the father

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STAAR-M Reading Rehearsal

Questions

Level G1

16 Read line 14 from the poem.

and the thunder roars into town like a circus.

Why does the poet compare the thunder to a circus? A

To describe what the father does when it rains

To describe how rain looks on the windows

To describe the feeling she gets when it rains

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 CO BOO S K ISfeelings I O H Which line shows the speaker’s of joy? O T B N FOR MPLE E A V S I G S I T TH NO IS closed, A With my eyes firmly rain feels like feathers N O I S S I M R PE B

hundreds of people counting on clear, dry skies.

We smile with our tongues out, tasting if it’s real.

Page 27

STAAR-M Reading Rehearsal

Questions

Level G1

18 How is the setting important to the meaning? A

It explains why rain is important to the family.

It explains that the speaker feels connected to nature.

It explains how extreme weather harms the environment.

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

19 Read lines 15 and 16.

STER. . A M E From the house, we pour like raindrops ACKLIN Y WAY N L A B A N I running into a river. S NOT PRODUCED I T I . We smile with our tongues GHTEDout,TO BE RE I R Y P IS CO THIS BOOK K real. tasting ifBOit’s O N FOR MPLE E A V S I G S I T TH IS NO N O I S IS PERM

These lines describe the members of the family – A

rushing to find shelter from the rain

racing outside to taste the rain

enjoying a meal to celebrate the rain

Page 28

STAAR-M Reading Rehearsal

Questions

Level G1

20 What does smirks mean in line 7? A

Grins

Worries

Ignores

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 29

STAAR-M Reading Rehearsal

Reading Selection 4

Level G1

The Endangered Orangutan This selection is about orangutans and the dangers they face. Orangutans were once common, but are becoming rarer. They are an endangered species, and are at risk of becoming extinct. Logging, poaching, and forest fires are all threats to orangutans. Read the selection to find out more about the threats that orangutans face, and what can be done to help ensure that these creatures survive.

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 30

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

STAAR-M Reading Rehearsal

Reading Selection 4

Level G1

Orangutans are great apes that spend most of their time in the treetops. The word orangutan means “person of the forest” in the Malay language. This name is fitting. Orangutans are like people in that they are smart and sensitive. Their large innocent eyes show that they are intelligent and fragile. Sadly, these gentle creatures are in danger of becoming extinct. Humans need to make sure that these glorious creatures survive.

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

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I Read these sentences from the selection. T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B O N Fpeople MPLE are E A V S I G S Orangutans like in that they are I T TH NO S I N smart ISSIO and sensitive. Their large innocent eyes PERM show that they are intelligent and fragile.

Why does the author include these sentences? A

To emphasize the problems that orangutans have

To exaggerate the humanlike qualities of orangutans

To suggest that orangutans can communicate with people

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Photo courtesy of Wikimedia Commons/Kabir Bakie

The Endangered Orangutan

STAAR-M Reading Rehearsal

Reading Selection 4

Level G1

Orangutans could once be found throughout rainforests in Southeast Asia. Now, wild orangutans survive only on the islands of Sumatra and Borneo. And their numbers are shrinking rapidly. Orangutans face many threats. Illegal logging is one threat to orangutans. Even though they are not supposed to, loggers cut down thousands of acres of rainforest. Loggers sell this wood for a lot of money. Orangutans then have to live on less land with fewer trees and less food. Loggers destroy a section of rainforest as big as Central Park in New York City every twenty minutes. Experts say that about 1,000 wild orangutans die every year. If their habitats are not protected, orangutans could become extinct within ten years.

Forest fires are another threat to orangutans. A few years ago, a drought caused much of the orangutansâ&#x20AC;&#x2122; forests to dry out. Farmers cleared the land by starting fires. These fires got out of control and spread quickly. The fires destroyed trees and plants. Orangutans were forced to find new sources of food and new places to live.

As humans take over orangutan forests, orangutans lose their natural R. habitat. They have no place to go and they are hungry. Orangutans STEsometimes A M E . WAYthese KLIN people raid the gardens of people living near the rainforest.BLSome see C Y A N A OT A ED IN N C U S creatures as pests and kill them. I D O T I R

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

REP TED. H E G B I R O PY orangutans. COto OOK T Poaching is the illegal killing of S Poachers are another Othreat B I S K I H BO RT FOorangutan PLEtrack N M an animal. Poachers down mothers and babies. They kill the E A V S I G T HIS O T N mother and thenIOsell N ISthe baby as a pet. This is illegal, but it still happens. Many S S I PERM baby orangutans die before they reach the pet market. Orangutans give birth only once every eight to nine years. They cannot produce enough young each year to increase their population.

Page 32

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

STAAR-M Reading Rehearsal

Questions

Level G1

22 Why does the author include paragraph 2? A

To explain how logging companies operate

To illustrate that logging threatens orangutans

To show how orangutans can adapt to change

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

23 The most serious threat to orangutans is probably – A B C

humans living nearby

STER. . A M E poaching ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I illegal logging . 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 33

STAAR-M Reading Rehearsal

Reading Selection 4

Level G1

Many efforts are being made to help save the orangutans. Several centers have been set up to help them. These centers often receive orangutans that have been kept as pets. Many of these orangutans were kept in cages. Workers at the centers teach them how to survive in the wild. They teach them how to pick and eat fruit. They teach them how to swing on branches and climb trees.

Birute Galdikas has been leading a center for orangutans for many years. She also helped launch the Orangutan Foundation International (OFI). OFI rescues orangutans. It also replants areas of rainforest that have been destroyed by logging. OFI has helped protect hundreds of orangutans.

Even though the problem seems huge, there is something that you can do. You can support organizations like the Orangutan Foundation International. You can show your support by donating money. If you cannot donate money yourself, consider organizing a fundraiser. Organizations like this also sell products to raise funds. These can make great gifts for people. At the same time, your gift is helping to save the orangutans. Every dollar you spend will help these organizations continue their important work.

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

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 E closely FO • Orangutans to apes, gorillas, N related MPLare E A V S I G S I T H O T N and chimpanzees. N IS O I S S I PERM

• An orangutan’s feet and hands are the same shape.

• Newborn orangutans cling to their mothers for two years. They do not live on their own until they are fifteen. • Orangutans travel through the forest by swinging from tree to tree. They spend ninety percent of their lives in trees.

Page 34

STAAR-M Reading Rehearsal

Questions

Level G1

24 What is the purpose of the list? A

To describe some of the characteristics of orangutans

To show readers that orangutans are special

To summarize the main threats to orangutans

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

25 Which sentence best shows that orangutans need forests to survive? A B C

An orangutan’s feet and hands are the same shape.

STER. . A M E Newborn orangutans cling to their mothers for two years. ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I They spend ninety percent of their lives in trees. . 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 35

STAAR-M Reading Rehearsal

Questions

Level G1

26 Read this dictionary entry for the word launch.

launch \ verb 1. to throw or move something with force 2. to start or initiate something 3. to start a computer program

What is the meaning of launch as it is used in paragraph 7? A

Meaning 1

Meaning 2

Meaning 3

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

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T UseTHthe whole IS NOselection “The Endangered Orangutan” N O I S IS PERM on pages 31–34 to answer question 27. 27 What is the main purpose of the selection? A

To praise the work of the Orangutan Foundation International

To warn that orangutans do not make suitable pets

To persuade readers to help protect orangutans

STOP Page 36

STAAR-M Reading Rehearsal

Reading Selection 5

Level G1

Twenty Words a Day This selection is about a girl named Margaret. Margaret is from Mexico, but left there when she was very young. Margaret travels to Mexico to spend the summer with Uncle José and Aunt Maria. Read the story to find out about Margaret’s time in Mexico and the difficulties she has to overcome.

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 37

STAAR-M Reading Rehearsal

Level G1

Reading Selection 5

Twenty Words a Day 1

Margaret looked around the airport in León, Mexico. The first thing she noticed was that many of the people looked like her. They too had black or dark brown hair, dark eyes, and brown skin.

Margaret had been only 3 years old when she moved from Mexico to Dallas. There were other Mexican children in her school, but she sometimes felt like she stood out. Her parents sometimes spoke in Spanish with one another, but they spoke English to Margaret. They wanted her to become fluent. Margaret had not spoken much Spanish in a long time.

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

Margaret looked around for her aunt and uncle. “Margarita,” a voice called. “Margarita, Margarita…” Margaret suddenly realized that someone was calling her. She hadn’t been called “Margarita” in a long time. But here in Mexico, that was her name. She saw the smiling faces of Uncle José and Aunt Maria coming toward her.

E MA carried The drive to San Miguel was filled with new sights. Donkeys . N I L WAYhuge K C Y A N L A B A Oxen IN plows out loads of hay as they ambled along the side of the OTroad. EDpulled N C U S I D O T D. I her EPRnames of the different in the fields. Her aunt and uncle were Rthe TEtelling H E G B I R O COPY ISMargaret OOK T realized that José and Maria S towns they passed through. Suddenly B I K O H FORatT least, she comprehended most of what PLE BO SoIVEfar, N M were speakingSASpanish. THIS NOT G S I they said. N IO

STER.

ISS PERM

As they drove into San Miguel, they passed house after house painted in bright colors. They were shades of pink, yellow, blue, and even purple. Flowers of every color trailed down walls made of adobe bricks. José and Maria lived in a house near the center of town. It was built in the traditional Mexican style. It had a flower-filled courtyard in the center surrounded by all the rooms.

Page 38

STAAR-M Reading Rehearsal

Questions

Level G1

28 What does the word fluent mean in paragraph 2? A

Smart

Well-spoken in English

Comfortable with other cultures

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

29 In paragraph 4, the word comprehended shows that Margaret – A B C

was becoming confused

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

Page 39

STAAR-M Reading Rehearsal

Reading Selection 5

Level G1

That evening, she went with José and Maria to the town square. It was called the jardin, which is Spanish for “garden.” It was Sunday night, and half the town seemed to be there. In the center of the jardin, a brass band played enthusiastically. Groups of teenage boys and girls walked around the square. Little children ran and played. Parents and grandparents sat on the benches.

Two girls came over to sit on the bench where Margaret sat with José and Maria. Their names were Zoila and Teresa. They seemed very friendly and asked Margaret to walk around the square with them. Margaret was uncertain that she knew enough Spanish to talk with them. She nervously said yes. José and Maria nodded as the girls walked off together.

Zoila and Teresa assumed that Margaret spoke Spanish. They spoke very fast. Margaret started to panic. Then she remembered the advice her parents had given her. “Don’t worry about understanding every word,” her mother had told her. “That’s right,” her father added, “just get the meaning. You’ll understand enough to get by.”

Amazingly enough, it was true. The girls asked her questions about R. her life E T S A in Texas. She managed to answer them all in Spanish. KThey Y. her LINE Mlistened WAto C Y A N L A B answers with interest. They did not make fun T A her mistakes. Oof ED IN Margaret’s N C U S I D O T .I PR confidence slowly grew. BE RE IGHTED

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

OPYR S BOOK TO C S I BOOK Margaret Zoila and Teresa invited R THIto spend the next morning with them. E O L F P N M E GIVtown. HIS SaAtour OTthe They gave Ther of They showed her the huge covered market. N S I N O I S IS some bananas and oranges to take home to José and Maria. Margaret Ebought P RM

30 Why is Margaret nervous when she meets Zoila and Teresa? A

They do not seem very friendly.

She does not want to talk about Texas.

She is worried about speaking Spanish.

Page 40

STAAR-M Reading Rehearsal

Reading Selection 5

Level G1

As the days went by, Margaret’s Spanish improved. She spent time with Zoila and Teresa. She met more people her age in an art class. She watched movies and the evening news on Mexican television. She chatted with José and Maria each night. Every day, she made a list of 20 new Spanish words she had learned.

One afternoon, Margaret was walking home from the market with a sack of fruit and vegetables. She saw an old woman trip on the cobblestones and twist her ankle. Margaret went over to help. She comforted the woman in Spanish and asked her where she lived. Then she went off to find the woman’s grandson, who lived on the next street. Margaret explained what had happened in Spanish. Then she helped the man get his grandmother home.

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

STER. . A M E IN herNYday WAYhad When Margaret got back to the house, José askedBLher ACKLhow A A N I OT as weDUsay CED back home, it S N“Or been. “Bueno. Muy, muy bueno,” Margaret said. I O T I R . P GHTED BE RE I was good. Very, very good.” 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

31 If Margaret had not learned Spanish, she probably could not have – A

found her way home

bought fruit and vegetables

helped the old woman

Page 41

STAAR-M Reading Rehearsal

Questions

Level G1

Use the whole selection “Twenty Words a Day” on pages 38–41 to answer questions 32–34.

32 How does the author organize the selection?

By comparing Margaret’s life in Texas with life in Mexico

By describing how Margaret changes during her trip

By explaining why Margaret visits Mexico

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 What is Margaret’s main problem? I T I . GHTED BE RE I R O Y T P K O A She finds it difficult toOcommunicate. K IS C R THIS BOO O B LE N FO MPfamily. E A V S I G S I B She misses her T TH IS NO N O I S IS C She feels PERMunwelcome in Mexico.

Page 42

STAAR-M Reading Rehearsal

Questions

Level G1

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

34 What is the theme of the selection? A

Practice makes perfect.

Actions speak louder than words.

There is no place like home.

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

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

STOP Page 43

STAAR-M Reading Rehearsal

Reading Selection 6

Level G1

A Visitor This scene comes from the play Peter Pan or The Boy Who Would Not Grow Up by J. M. Barrie. In the play, Wendy, John, and Michael Darling have an amazing adventure traveling to Never-Land with Peter Pan. In this scene, Peter has come to the Darling home to get his shadow, which has somehow broken loose from him. While he is there, he wakes up the children and teaches them to fly. Read the play to find out what the children think of learning to fly.

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

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

Page 44

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 G1

A Visitor Adapted from Peter Pan or The Boy Who Would Not Grow Up by J. M. Barrie

TIME: Late during the night, long after bedtime.

SETTING: The Darling family’s nursery, where toys are scattered on the floor. The window has blown open, and the room is dark and quiet.

AT RISE: WENDY, JOHN, and MICHAEL are asleep in their beds. PETER PAN, dressed in autumn leaves and cobwebs, flies into the room. WENDY moves in her sleep, and PETER flies to find a hiding place. Wendy does not wake. Peter flutters over the beds to observe the occupants. He closes the window softly, floats over to the drawer, and scatters its contents to the floor. In his joy at finding his shadow, he forgets that he has closed TINKER BELL up in the drawer. He sits on the floor with the shadow, confident that he and it will join like drops of water. When that does not work, he tries to stick it on with soap from the bathroom. When this also fails, he cries on the floor. This wakes up . WENDY, who sits up, and is interested to see a stranger. ASTER

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

M 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 H O paragraph What is the main purpose Bof R T2? E O L F P N M E A THIS S IS NOT GIV N should look A To tell how the SIOstage S I M R PE

To tell what has already happened

To tell which characters are in the scene

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STAAR-M Reading Rehearsal

Reading Selection 6

WENDY (courteously): Boy, why are you crying? (PETER jumps up, and bows to her in the fairy way. WENDY bows to him from the bed.)

PETER: I’m not crying. What is your name?

WENDY: Wendy Moira Angela Darling. What is your name?

PETER: Peter Pan.

WENDY: Where do you live?

PETER: Second to the right and then straight on till morning.

WENDY: That’s quite a silly address. Do they really put all of that on your letters?

PETER: I’ve never received a letter.

WENDY: But doesn’t your mother get letters?

PETER: I don’t have a mother.

14 15 16

Level G1

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

STER. . A M E WENDY: No mother! Why, Peter, no wonder you wereAcrying! CKLIN Y WAY N L A B A N I NOT UCED to stick. S to I D O T I R . PETER: I wasn’t crying. I was just struggling get my shadow P GHTED BE RE I R O Y T P K O OO Bhad S K IS Cwhere I O H WENDY (looking atE the spot he lain): Peter, you have been trying O T B FOR PL N M E A V S I to stick itTon HIS with soap! NOT IGwill sew it on for you. I dare say it will hurt a little. S I N O We must have light. (She touches something, and the room is lit.) ISSImore PERM PETER: I never cry. (She attaches the shadow. PETER stands up and tests it out, watching his shadow repeat his movements.)

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STAAR-M Reading Rehearsal

Questions

Level G1

36 In paragraph 4, the word courteously shows that Wendy spoke – A

very quietly

slowly and clearly

in a polite way

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

37 What does the text in italics in paragraph 17 describe? A B C

The words spoken by characters

STER. . A M E The actions of characters ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I The way the characters feel . 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 47

STAAR-M Reading Rehearsal

Reading Selection 6

Level G1

WENDY: How old are you, Peter?

PETER (without much thought): Quite young, but I’m not exactly sure, as I ran away the day I was born.

WENDY: But why would you run away?

PETER: I heard father and mother talking of what I was to be when I became a man. I dreamed of always being a little boy and having fun. So I ran away to Kensington Gardens and lived a long time among the fairies.

WENDY (with large eyes): You know fairies, Peter!

PETER (confused at her surprise): Yes, when the first baby laughed for the first time, the laugh broke into a thousand pieces. All the pieces went skipping about and that was the beginning of fairies. Now when every new baby is born its first laugh becomes a fairy. There ought to be one fairy for every boy or girl. But every time a child says ‘I don’t believe in fairies’ a fairy disappears. That reminds me! Tinker Bell, where are you? I can’t think where she has gone.

24 25

26 27

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

ER. ACKLI IN ANY WA L B A ED in that drawer! UCup S NOIT shut PETER (with shameless glee): Wendy, I believe her I D O T I R . P ED RE GHTabout BEfury.) I (He releases TINKER BELL, whoPYdarts inO a R T K O K IS C R THIS BOO O O B FO you live now? PLE Where N do M WENDY: She’s lovely! E A V S I G S I T TH IS NO N O I S IS PETER: EWith P RM the lost boys. They are the children who fall out of their T WENDY (thrilled): Peter, you mean to tell me that there is aNfairy E MASin this room! Y.

carriages when the nurse is looking the other way. If they are not claimed in seven days, they are sent to the Never-Land where I’m the captain. But we are rather lonely. You see, Wendy, we have no female companionship. None of the other children are girls. 28

WENDY: Peter, why did you come to our nursery window?

Page 48

STAAR-M Reading Rehearsal

Reading Selection 6

Level G1

PETER: To try to hear stories. None of us knows any stories. Your mother was telling you a lovely story about a prince who couldn’t find the lady who wore the glass slipper.

WENDY: That was Cinderella. Peter, he found her and they were happy ever after.

PETER (gleaming): Come back to Never-Land with me! We’ll fly. I’ll teach you how to jump on the wind’s back. Then away we will go. There are even mermaids, Wendy, with long tails.

WENDY: Of course it is fascinating! And I do know so many stories that I could tell! Would you teach John and Michael to fly too? John, Michael, wake up. Peter, this boy here, is going to teach us to fly.

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

JOHN: Teach us to fly? Then I shall get up. (He raises his head from the floor.) I am up!

WENDY: Michael, open your eyes. This boy is going to teach us to fly.

35 36

STER. . A M E ACKLIN IN ANY WAY L B A UCED and they lift S NOT Pthoughts PETER (descending): You just think lovelyITwonderful I D O R . ED GHTthe BE REon you. (MICHAEL is the I you up in the air. But first, I mustPYblow fairy dust R O T K O S BOO K IS Cthe Rroom.) I O H first to let go, and flies across O T B N FO MPLE E A V S I G S I T TH IS NO MICHAEL: I flew! N O I S IS PERM JOHN: I say, can you really fly? How do you do it?

Page 49

STAAR-M Reading Rehearsal

Questions

Level G1

38 Read line 22 from the play.

WENDY (with large eyes): You know fairies, Peter!

This line shows that Wendy feels – A

troubled

curious

amazed

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

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

Page 50

STAAR-M Reading Rehearsal

Level G1

Questions

Use the whole play “A Visitor” on pages 45–49 to answer questions 39–40.

39 Which line from the play suggests that Wendy is caring?

WENDY: No mother! Why, Peter, no wonder you were crying!

WENDY: Peter, why did you come to our nursery window?

WENDY: Michael, open your eyes. This boy is going to teach us to fly.

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

STER. . A M E ACKLIN IN ANY WAY L B A T UCED What can the reader conclude about Wendy? IT IS NO D O R . P GHTED BE RE I R O Y T P K O A She is excited about flying. K IS C R THIS BOO O O B N FO MPLE E A V S I G S I B She is afraid of Peter. T TH IS NO N O I S RMIS C She is aPEwell-behaved young girl.

STOP Page 51

STAAR-M Reading Rehearsal

Level G1

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

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

Page 52

STAAR-M Reading Rehearsal

Level G1

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

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

Page 53

STAAR-M Reading Rehearsal

Level G1

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

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

Page 54

STAAR-M Reading Rehearsal

Level G1

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

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

Page 55

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

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

ISBN 978-1-4204-6750-5