Staar m reading rehearsal g2 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 G2

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 978-1-4204-6935-6 R 6935-6 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 G2

Contents Introduction

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

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

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

Reading Selection 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Reading Selection 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Reading Selection 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

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

Reading Selection 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Reading Selection 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Reading Selection 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

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 G2

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 G2

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

(7)

(9)

(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

Reading/Comprehension of Literary Text/Literary Nonfiction. ER.

A Students understand, make inferences and draw conclusions aboutINthe E Mvaried L WAY. K C Y A evidence N L structural patterns and features of literary nonfiction and Aprovide from A B OT to DUCED IN N S I text to support their understanding. Students are expected T I RO REP TED. H E G B I R O PY OK T COsubstantive (A) describe the structural Iand between an autobiography Odifferences S B S K I O H O T B or a diary and adaptation N FOR of it. Supporting Standard MPLEa fictional E A V S I G S I T TH Reading/Comprehension of Informational Text/Culture and IS NO N O I S S I Students analyze, make inferences and draw conclusions about the History. PERM author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to

(A) (Figure 19)

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

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 G2

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

(4)

(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

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. STER. . A M E Y N Students are 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 R TLiterary Text/Drama. Students Reading/Comprehension PLE BO IVEN FOof M A S understand, THIS makeISinferences NOT G and draw conclusions about the structure and N elements Iof and provide evidence from text to support their understanding. IO SSdrama PERM are expected to Students (A)

(6)

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

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

(B)

TEKS

Level G2

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

Readiness Standard (C) (8)

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

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

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)

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)

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

Level G2

TEKS

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

(11)

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

(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

Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive ER.

text and provide evidence from text to support their analysis. Students E MA are N I L K C expected to A BLA IN ANY

WAY.

S NOT PRODUCED I T I . D RE (A) analyze the structure of the central in policy GHTEargument BEcontemporary I R O Y T P K O O C speeches (e.g., argument by cause and effect, analogy, authority) and O B IS S K I O H O T B identify thePLdifferent typesFof N ORevidence used to support the argument; M EStandard E A V S I G S I Supporting T TH IS NO N O I S IS (B) Eidentify P RM such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts. Supporting Standard

(12)

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

(13)

TEKS

Level G2

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)

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 G2

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 G2

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 G2

The Day Thor Met His Match This selection is a story based on Norse mythology. The Norse Gods see Thor fighting with a young mortal child. They wonder how Thor is being defeated by a child, and try to stop the child. They soon realize that the child is really their enemy Loki. Read the selection to find out the surprising way the Gods defeat the child.

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

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

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

STAAR-M Reading Rehearsal

Level G2

Reading Selection 1

The Day Thor Met His Match 1

One day some Gods were sitting around their home in the mountains. They were eating the golden apples that made them immortal. Suddenly, Tyr, the God of War, arrived. “A mortal is attacking the mighty Thor!” he cried. All the Gods looked down through the clouds. They saw a small child struggling with Thor. Thor was being thrown around by the child. Aesir, the God of the Sea, started to laugh.

“Do not let the child fool you,” Tyr scolded. “He must possess great powers to do this to Thor.”

Odin, the ruler of the Gods, spoke. “Tyr, why did you not help Thor defeat this mortal?”

E MA “Thor is a smasher who acts on impulse,” Tyr N I L K C LA replied. “I thought the child may have a goodNOT A B ED IN C U S I D O T .I PR reason for attacking Thor.” 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 K ordered I to find out what was going on. BOOHe Odin called on Hermod. R THhim E O L F P N M E A THIS S IS NOT GIV SION S I M R PE

STER. . AY ANY W

In paragraph 1, the word immortal means that the Gods — A

were not real

had special weapons

would live forever

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STAAR-M Reading Rehearsal

Reading Selection 1

Level G2

Ull, the Goddess of the Hunt, held up her hand. “What if all this is a trick by evil Loki? Odin, why not let loose your magic spear. It will stop this child cold.”

Just then, Hermod returned. “The mortal is a child in form only,” he explained. “Ull is correct. Loki has disguised himself as a child and come to threaten us.”

“Are you positive?” Freyia demanded. “It seems so innocent.”

“Loki cannot hide that he is our enemy,” Hermod said. “Look how his arms grow larger and stronger the more he struggles with Thor.”

“I shall put a stop to this,” Odin roared. He stood up and released his spear. The weapon was on target, but the child only absorbed it. Then he suddenly grew ten times larger. The Gods were shocked. Ull drew her longbow and unleashed arrows like rain. The child only continued to grow. Aegir created deadly storms to STER. . A M E ACKLIN IN ANY WAY L drive the child back. Each lightning bolt B A NOT UCED D O and gust of wind only created a moreD. IT IS R P HTE GThor BE RE I R O Y T powerful little boy. The child tossed P K O K IS C R THIS BOO aside like a doll. PLE BOO FO

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

EN AM THIS S IS NOT GIV ON “Wait!” cried “Do not use any SIFreyia. S I M R PE

more of your powers!” She leapt into her chariot pulled by a thousand cats. She rose into the air above the child. Then she began to sprinkle handfuls of common sand until the child shrank down to nothing and disappeared. 12

“But how did sand defeat the monster?” Thor stammered.

Wise Freyia only smiled. “Because unlike us, the sand is without power.”

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STAAR-M Reading Rehearsal

Questions

Level G2

Read this sentence from paragraph 10.

The child tossed Thor aside like a doll.

The author includes this sentence to emphasize Thor’s —

flexibility

awkwardness

helplessness

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

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B LE to shrink? N FO MPLoki E Why does sand cause A V S I G S I T TH IS NO N O I S IS A Loki could PERMnot gain strength from powerless sand. B

Freyia created a magic sand to use as a weapon.

Loki was confused by the sand and could not fight back.

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STAAR-M Reading Rehearsal

Questions

Level G2

Use the whole selection “The Day Thor Met His Match” on pages 13–14 to answer questions 4–5.

How do the Gods change in the selection? A

They realize that the child is Loki in disguise.

They learn that they need more powerful weapons.

They realize that children have special powers.

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 . theme—the central Iidea, GHTEDmessage, BE RorE R O Y T P K O moral of a or BOplay IS CO poem, S Kstory, 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 RMIS of the selection? PEtheme What is the A

Everyone has weaknesses.

Power is not always the answer.

Fighting never solves anything.

STOP Page 16

STAAR-M Reading Rehearsal

Reading Selection 2

Level G2

A Resident and Reader’s Concerns This selection is a letter written by Melanie Scherz, a resident of Harlington, to the editor of her local newspaper. Melanie read an article titled “Slerros Promises New Jobs, Clean Environment.” The article described Slerros Enterprises’ plans to build a plastics factory just outside of the town. The article interviewed the CEO, Otis Blankenship, and described how the factory would bring jobs to the town and improve the town’s economy. It also described how the factory would produce little pollution. Read the letter to find out what Melanie thought of the article.

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 G2

A Resident and Reader’s Concerns To the Editor: 1

I have been reading your newspaper for over 20 years. I recently read your article about Slerros Enterprises. I have never seen a more slanted piece of reporting in my life. It seems your reporter did not ask any tough questions. Instead, he just let this Otis Blankenship fellow use your newspaper to promote his own opinions. As the owner of Slerros Enterprises, of course Otis Blankenship thinks the plastics factory is a good idea. This might be okay in an advertisement. But it is not acceptable in a news article.

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

tone—when the author chooses words or phrases because he or she feels a certain way about the subject 6

A B C

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

What is the tone of paragraph 1?

Why does the author describe the newspaper article as a “slanted piece of reporting”? A

To explain that the article made little sense

To explain that the writer had poor writing skills

To explain that the information was biased Page 18

STAAR-M Reading Rehearsal

Reading Selection 2

Level G2

Have you ever heard of getting the fox to guard the hen house? In this story, Blankenship is the fox. Our area’s environment and wellbeing is the hen house.

Blankenship admits that there have been pollution problems at other plastics factories. He does not mention bringing in any experts to evaluate the risks to our area. He just gives his opinion that there will be no problems. This is like consulting with the fox to find out the best ways to keep the little chicks safe. He says that his planners have worked out that there is “no chance” of pollution. He says that our aquifer is safe. Just remember that our aquifer is like a big glass of drinking water. Do you want to put your family’s glass of drinking water right under a plastics factory?

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 BOO Sto K IS C to Ra Tfox I O H O The author compares Blankenship suggest that he is — B FO PLE N M E A V S I THIS NOT G A untrustworthySION IS IS PERM B

intelligent

charming

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STAAR-M Reading Rehearsal

Questions

Level G2

What does the word evaluate mean in paragraph 3? A

Explain

Assess

Reduce

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 G2

This out-of-towner also says that his factory would “only harm just a few deer and jackrabbits.” He says it as if these animals do not matter at all. I grew up in the hills around town. Some of my best memories involve those very deer and rabbits. I want my grandkids to have animals around that are not just in zoos.

I have to agree that jobs are important. Our town would benefit from new jobs. But is Slerros Enterprises the only option?

Blankenship claims that our town will be a “true showplace.” I’ve been paying close attention to news stories from all over the country. In too many of them, a town never recovers from pollution. Can we take that risk? I did a little research on Blankenship. I found out that he is from Boston, Massachusetts. How can he know what’s best for our town?

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

Blankenship would probably argue that I am not seeing the big picture. Well, I think he’s the one who lacks a clear view of things. A new factory? Maybe. But only after some honest experts can give us reliable information. We cannot just take Blankenship’s word for it! .

STER A M E IN AY. Wwould KLwith C Y A N L I also hope that our trusted local newspaper could help this. It A B IN OT A ED an N C U S I D O T be great to see a new article on the plans for this factory. I mean article that .I PR D E E R T H E G RI of the TO B is well-researched and looks at Call K issue. OPYsides O O S B I BOOK R THIS E O L F P N M E A Sincerely, THIS S IS NOT GIV Melanie ScherzISSION ERM HarlingtonP Resident

10 Why does the author include questions in paragraphs 5 and 6? A

To encourage readers to think about the issue

To show that she does not have all the answers

To describe the effects of the new factory

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STAAR-M Reading Rehearsal

Questions

Level G2

Use the whole letter “A Resident and Reader’s Concerns” on pages 18–21 to answer questions 11–12.

11 Based on the information in her letter, Melanie Scherz is — A

curious about Blankenship

suspicious of Blankenship

sympathetic toward Blankenship

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 . opinion—a statement RE TEDidea that GHor BE cannot I R O Y T P K COtrue IS BOO be provenOKtoISbe O B R TH E O L F P N M E A THIS S IS NOT GIV SION S I M R PE Which sentence from the letter is an opinion? A

Have you ever heard of getting the fox to guard the hen house?

I found out that he is from Boston, Massachusetts.

Well, I think he’s the one who lacks a clear view of things.

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STAAR-M Reading Rehearsal

Reading Selection 3

Level G2

A Bird came down the Walk In this poem by Emily Dickinson, the speaker describes how she watched a bird, and then fed the bird a crumb.

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 G2

A Bird came down the Walk by Emily Dickinson A bird came down the walk: He did not know I saw; He bit an angle-worm in halves And ate the fellow, raw. 5

And then he drank a dew From a convenient grass, And then hopped sidewise to the wall To let a beetle pass.

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

He glanced with rapid eyes 10 That hurried all abroad, — They looked like frightened beads, I thought; He stirred his velvet head Like one in danger; cautious, I offered him a crumb, 15 And he unrolled his feathers And rowed him softer home

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 Than oars divide the ocean, N FO MPLE E A V S I G S I T TH a seam, Too silver for IS NO N O I S IS Or butterflies, PERM off banks of noon,

20 Leap, plashless, as they swim.

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STAAR-M Reading Rehearsal

Questions

Level G2

13 In the third stanza, the poet creates a feeling of — A

edginess

calmness

longing

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

14 Which line shows that the bird seems nervous? A B C

He bit an angle-worm in halves

STER. . A M E He glanced with rapid eyes ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I And he unrolled his feathers . 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 G2

15 Read lines 13 and 14.

Like one in danger; cautious, I offered him a crumb,

Which word does the punctuation in the lines stress?

danger

cautious

offered

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

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B LE N FO E Read line 12. IS SAMP V I G T TH IS NO N O I S IS PERM He stirred his velvet head

The bird’s head is described as “velvet” to show that it — A

looks like velvet

is wrinkled like velvet

is dull like velvet Page 26

STAAR-M Reading Rehearsal

Questions

Level G2

17 In line 6, the word convenient shows that the blade of grass — A

looked tasty

stood out

was easy to reach

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 G2

Marie Curie This selection explores the life of Marie Curie. Marie Curie was a scientist and made many important discoveries. She studied radiation and helped scientists learn more about it. She discovered two new elements, which she named polonium and radium. She received two Nobel Prizes for her work. She also contributed a lot to women’s education, including taking on new roles that were once only held by men. Read the selection to find out more about this important scientific figure.

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 G2

Marie Curie is an important scientific figure. Her work led to many advances in medicine. She was also a pioneer in women’s education. She held several positions that had once only been held by men. Marie’s work helped many people in different ways.

Marie was born in Poland on November 7, 1867. Her parents were both educators. Her mother was the head of a school and her father was a math teacher. When Marie graduated high school, she was awarded a gold medal. This was the first of many honors she would receive. Marie and her older sister Bronya both wanted to continue their education. At this time, the best universities did not R. STEThis A accept female students. So the sisters joined the Floating University. was M E . Y N I A L W K C Y A N L A B an illegal college that met at night in differentOTplaces. Then A ED INBronya was N C U S I D O T R afford to send her .I accepted in a medical school in Paris. The could REPnot TEDfamily H E G B I R O there. Marie started teaching children OK T money. This money paid for COPY IStoBOearn S I K O H R T Marie taught herself. She studied Bronya’s medicalAMeducation. FOnight PLE BO IVEAt N S THIS chemistry, NOT G and math. When Marie’s father got a better job, literature, physics, S I N ISSIO both daughters PERM were able to go to school. Marie went to one of the best schools. It was called the Sorbonne, or the University of Paris.

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

At the Sorbonne, Marie proved to be a proficient student in physics and math. She earned a master’s degree in each of these subjects. After this, she was ready to begin working. She was asked to perform experiments on steel. But Marie had no laboratory to work in. A friend told her about a man named Pierre Curie. He said that Pierre might have room for Marie in his small lab. Marie and Pierre began to work together. They soon fell in love and married. Their first child, Irene, was born in 1897.

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Photo courtesy of Wikimedia Commons

Marie Curie

STAAR-M Reading Rehearsal

Questions

Level G2

18 How is the first paragraph organized? A

It gives basic facts about Marie.

It describes Marie’s struggles.

It summarizes Marie’s achievements.

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

19 What does the word proficient mean in paragraph 3? A B C

Intelligent

STER. . A M E Capable ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I Hardworking . 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 G2

Marie and her new husband continued their lab work. Marie also earned a certificate to teach science to young women. In late 1895, a German scientist made a big discovery. His name was Wilhelm Roentgen. He discovered a kind of ray that could produce an image of the structures inside objects. He photographed his wife’s hand and saw the bones inside. He named his discovery the X-ray. Another scientist made an important discovery the next year. His name was Henri Becquerel. He discovered that uranium compounds made rays as well. He called these rays Becquerel rays. Marie and Pierre began studies based on these two discoveries. Marie wanted to know why substances emitted these rays. Marie came to a very important conclusion. She found that substances emit these rays because of the structure of their atoms. Marie invented the word “radioactive” to describe the rays. For the next few years, Marie worked hard to prove her theory.

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

Marie and Pierre discovered many things during this time. They figured out a new way to separate chemical substances. They also found a way to measure amounts of radiation in each chemical. When they separated the element bismuth, they discovered a new element. They called it polonium after Poland, STERIt. was. a A where Marie was born. Then they discovered another new element. M E IN Y WAYthe ACKLexcited N L A B glowing substance that they named radium. People were about A N I OT UCEDto treat cancer. S Ncould I D O T I R . discovery of radium. Pierre discovered that radium be used P RE TED

YRIGH OOK TO BE P O C OK IShe and HIS B In 1901, Pierre heard that Becquerel might receive the Nobel Prize O T B R E O L F P N M E A V S I in physics. He THISwas unhappy NOT G that Marie was not included, so Marie was added S I N as well. The M three ISSIO scientists accepted the prize for their work with Becquerel P ER

rays. Pierre then became a professor at the Sorbonne. Marie was appointed head of the lab there. In 1904, their second daughter, Eve, was born. 7

Pierre passed away in 1906. Marie took over his teaching position. She became the first female professor at the Sorbonne. In 1910, she published a textbook. She also created a standard for measuring amounts of radium. The unit of measurement became known as the Curie. The next year, Marie was awarded a Nobel Prize in chemistry. Her discovery of polonium and radium was official. Marie became the only person to ever receive more than one Nobel Prize. After this, she was named head of the Radium Institute. Page 31

STAAR-M Reading Rehearsal

Questions

Level G2

20 What did Marie Curie receive a second Nobel Prize for? A

Creating the unit named the Curie

Studying Becquerel rays

Discovering polonium and radium

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

21 Which detail best supports the idea that Marie Curie was a pioneer in women’s education? A B C

STER. . A M E ACKLIN IN ANY WAY L B A T She was the first person to receive two Nobel UCED S NOPrizes. I D O T I R . P GHTED BE RE I R O Y T P K She invented the word “radioactive.” 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 She became the first female professor at the Sorbonne.

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STAAR-M Reading Rehearsal

Reading Selection 4

Level G2

Then World War I broke out. Marie knew that X-rays could help doctors heal wounded soldiers. She designed a van that could bring X-rays onto the battlefield. Marie had no real medical background. She quickly learned about anatomy. She also had to learn how to X-ray patients and how to drive a car. Marie and her daughter Irene drove onto the battlefront and helped to save the lives of many soldiers.

After the war, Marie continued her work at the Radium Institute. She developed new ways to use radon in medicine. She also taught many women how to work with radiation. In 1920 she helped found the Curie Foundation. This foundation became very important in the treatment of cancer.

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

Use the whole selection “Marie Curie”

on pages 29–33 to answer questions 22–23.

STER. . A M E autobiography—a person’s life story BLACKLIN Y WAY N A A N I S NOT PRODUCED written by that person 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 THselectionIS most How would the NO likely be different if it were an autobiography? N O I S RMIS fewer facts and details. PEinclude A It would B

It would describe more of Marie Curie’s thoughts.

It would explain the science more fully.

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STAAR-M Reading Rehearsal

Questions

Level G2

23 What is the main purpose of the selection? A

To inform readers about Marie Curie’s achievements

To teach readers about the development of the X-ray

To persuade female readers to consider careers in science

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 34

STAAR-M Reading Rehearsal

Reading Selection 5

Level G2

Hemingway’s House This selection describes the Ernest Hemingway Home and Museum. The home and museum are found in Key West, Florida. The house was built in 1851, and was later turned into a museum. Visitors to the home can learn about Hemingway’s life and see many of his belongings. There is something even more interesting to see: the polydactyl cats that live there. These cats have more toes than usual on each paw. Read the selection to find out about the history 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

Reading Selection 5

Level G2

The Ernest Hemingway Home and Museum is located in Key West, Florida. It is famous for two reasons. First, the famous American writer Ernest Hemingway lived there with his wife and two sons. Second, the museum is home to sixty cats!

During his life, Ernest Hemingway spent time all over the world. He was born in Chicago, Illinois, and traveled all over the United States. He STER. . A also visited many foreign M E ACKLIN IN ANY WAY L B countries. In 1928, he came to A S NOT PRODUCED I T I . Key West with his wife, Ernest GHTEDHemingway's BE REhome in Key West, Florida I R O Y T P K O Pauline. Ernest enjoyed K IS C R THIS BOO O O B O of the morning. Shortly after arriving, he waking early and in the PLE N Fcool Mwriting E A V S I G S I T finished hisTHfamous S NO A Farewell to Arms. N Inovel

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

ISSIO PERM

The Hemingway House

Ernest and Pauline’s beautiful home was built in 1851. It was a grand home, especially for the time it was built. It had the first swimming pool in the town. It was 65 feet long and is still the largest pool in Key West. The pool cost almost as much as the house. It is said that Ernest pulled his “last penny” out of his pocket when the pool was finished. His wife watched him press it into the wet cement of the patio. It still sits there today. The house was also one of the first in town to have running water.

Page 36

Photo courtesy of The Library of Congress

Hemingway’s House

STAAR-M Reading Rehearsal

Questions

Level G2

24 What is the main idea of paragraph 3?

The Hemingway House was the first house in Key West to have a swimming pool.

When it was built, the Hemingway House was beautiful and ahead of its time.

Ernest pressed his “last penny” into the wet cement around his swimming pool.

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

STER. . A M E Read this dictionary entry for the word press. ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . IGHTED K TO BE RE press \ verb S COPYR BOO S KI I O H O T B R 1. to LE against N FOsomething MPpush E A V S I G S I T TH 2. to Ihold S NO something closely N O I S IS PERM 3. to squeeze juice out of something What is the meaning of press as it is used in paragraph 3? A

Meaning 1

Meaning 2

Meaning 3

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STAAR-M Reading Rehearsal

Questions

Level G2

Becoming a Museum 4

Ernest and Pauline lived in this house until 1939. Ernest Hemingway passed away in 1961. His sons sold the house to a Key West businesswoman named Bernice Dickson. She decided to turn it into a museum in 1964.

People visiting the museum can see Ernest’s original furniture and antiques. They can even see the author’s writing desk. The house’s walls are decorated with copies of paintings from Ernest’s collection. The museum even holds trophies from Ernest’s African safaris. The house is filled with beautiful artwork and furniture. In the master bedroom is a replica of a famous cat sculpture. It was a gift to Hemingway from the famous artist Pablo Picasso. The original sculpture was broken by a thief years ago. There are also some real cats in the house. They are an unusual group of felines who have become famous.

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

26 What does the word replica in paragraph 5 show about the cat sculpture? A B C

STER. . A M E It is valuable. ACKLIN IN ANY WAY L B A S NOT PRODUCED I It is important. T I . GHTED BE RE I R O Y T P K O It is a copy. 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 G2

Reading Selection 5

Some Very Famous Cats 6

Cats have lived in Key West for a long time. Many cats still roam free in Key West. It is warm enough for them to live outside, and many people feed and care for them. The cats in the Hemingway Museum are different from most other cats. Most cats have five toes on each front paw and four toes on each back paw. Many of the cats at the Hemingway Museum are polydactyl. This means that they have extra toes. Most polydactyl cats have six toes on each paw, but some have seven or eight. It is believed that Ernest once had a sea captain friend with a six-toed cat. When the captain left Key West, he gave this cat to Ernest. Most of the cats at the Hemingway Museum are related to this original cat. About half of the cats have an extra toe on a paw or two. Some have an extra toe where a human would have a thumb. These extra toes make them look as if they are wearing mittens.

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

The cats in the Hemingway Museum are looked after well. They are only bred to replace those who become sick or very old. There are one or two litters born each year. Those cats are kept on the grounds of the museum.

E MAthere W The cats are a big attraction to the museum. People whoKcome love N I AY. to L C Y A N L A B watch the cats. Some of the younger cats entertain D INchasing the OT A guests Eby N C U S I D O T I EPR sleep under trees chickens and roosters around the museum ROthers TED. grounds. H E G B I R O Y K T All sixty cats have names. COPtheir OOpaws. S and stretch so everyone can see funny B I S K I O H FOR T and other famous people such as Emily PLE BOafter N M Many of them are named writers E A V S I G THIS S NOT Charlie Chaplin, and Pablo Picasso. One lucky cat is I Dickinson, MarilynIOMonroe, N RMISSright in the middle of Ernest’s bed. That is not something you allowed toPEsleep would usually see in a museum! With both Ernest’s belongings and the cats, there is a lot to see. The Ernest Hemingway Home and Museum is sure to delight any visitor.

Page 39

STER.

STAAR-M Reading Rehearsal

Questions

Level G2

27 How is the information in paragraph 6 organized? A

It describes a personal observation of the cats at the Hemingway Museum.

It provides an explanation and description of the cats at the Hemingway Museum.

It argues about the importance of the cats that live at the Hemingway Museum.

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

28 How are the cats at the Hemingway House different from most other R. STEcats? A B C

E MA N I L WAY. K C Y A N L A B They live outdoors. OT A ED IN N C U S I D O T TED. I O BE REPR H G I They have extra toes. R COPY IS BOOK T S I K O BO R TH E They are very M tame. O L F P N E A THIS S IS NOT GIV SION S I M R PE

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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 G2

29 How does the author feel about the cats at the Hemingway Museum? A

Amused

Disgusted

Concerned

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

Use the whole selection “Hemingway’s House” on pages 36–39 to answer question 30.

STER. . A M E The photograph is included to support which idea? ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . A The Hemingway House is home to Imany GHTED cats.TO BE RE R Y P CO OOK S B I S K I O H B The Hemingway House T grand. FORand PLE BOwasIVElarge N M A S THIS House NOTisGnow a museum. C The Hemingway S I N ISSIO PERM

STOP Page 41

STAAR-M Reading Rehearsal

Reading Selection 6

Level G2

The Two Questions This is a play about a king who becomes annoyed when he learns that an abbot seems to live better than he does. The king asks the abbot two questions that seem impossible to answer. Read the play to find out what the questions are, and whether the abbot finds a way to answer them.

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

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

Page 42

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

STAAR-M Reading Rehearsal

Reading Selection 6

Level G2

The Two Questions An Adaptation SCENE I TIME: many centuries ago PLACE: King John’s palace 1 [KING JOHN sits on his throne. A KNIGHT stands before him.] 2 KING: Now, what is this you say?

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

3 KNIGHT: I saw it all, your Majesty.

4 KING: You say one hundred men sit down to dine with him? 5 KNIGHT: Yes, your Majesty, every day.

6 KING: And fifty knights in velvet coats do wait on him?

STER. . A M E ACKLIN IN ANY WAY L B A OT UCED S Ncould I D O T KING: I cannot even afford golden plates! How this be? I R . P GHTED BE RE I R O Y T P K O O bring this Abbot to me. S BOgo K IS C SirRKnight, KING: This is a great injustice. I O H O T B N FO MPLE E A V S I G S I T TH bows and [The KNIGHT IS NOgoes. Enter the KNIGHT and ABBOT.] N O I S IS PERM

7 KNIGHT: They bring him food on golden plates. 8 9 10

11 KING: ‘Tis said that every day you have one hundred men to dine with you. 12 ABBOT: Oh, your Majesty, they are only friends. 13 KING: No matter who they are! 14 KING: ‘Tis said that fifty knights in velvet coats do wait on you! 15 ABBOT: Well, your Majesty, I— 16 KING (interrupting): Do I have fifty knights to wait on me?

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STAAR-M Reading Rehearsal

Reading Selection 6

Level G2

17 ABBOT: Well, your Majesty, I don’t know. 18 KING: You spend more money, sir, than I do! How do you dare to do so? 19 ABBOT: ‘Tis my own money, Sire. 20 KING: ‘Tis not your money! Everything in this land belongs to me! You shall go to prison, sir! 21 ABBOT (falling on his knees): Oh, say not so, dear King! Oh, say not so! 22 KING: Well, I will let you off if you will answer me two questions. 23 ABBOT: Ask as many as you like, dear King.

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

24 KING: First, you must tell me how long I shall live. Then, Abbot, you must tell me what I think. 25 ABBOT: Your questions, Sire, are deep and hard. 26 KING: Answer them, or go to prison. 27 28

29 30

STER. . A M E ABBOT: I pray you for some time to think! ACKLIN IN ANY WAY L B A C ED Uthen, S NOT answer I D O T I R . KING: I will give you just two weeks. If you cannot I’ll have your P RE TED H E G B I R O PY lands K T palaces. head cut off. And then I’ll take COyour OOand S B I S K I O H PLE BO IVEN FOR T M A S G ABBOT (in In two weeks I will return, Sire. THaIS trembling NOTvoice): S I N ISSIO PERMweeks and not a day longer! Go! KING: Two

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STAAR-M Reading Rehearsal

Level G2

Questions

31 Which line best shows that the king is jealous of the abbot? A

KING: You say one hundred men sit down to dine with him?

KING: I cannot even afford golden plates! How could this be?

KING: Two weeks and not a day longer! Go!

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

32 Read these lines from the play.

ER. WAY.

KING: You spend more money, sir, than I do! How Ido MAST E N L NY LACK you dare to do so? D IN A OT A B

E IT IS N REPRODUC . D E T ABBOT: ‘Tis my own money, YRIGHSire.OOK TO BE P O C OK IS OR THIS B O B E L NF MPnot your KING: ‘Tis money! Everything in this land E A V S I G S I T H O T N IS You shall go to prison, sir! belongs toN me! O I S S I PERM What do these lines show about the king? A

He is curious about the abbot’s wealth.

He is angered by the abbot’s wealth.

He respects the abbot’s wealth.

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STAAR-M Reading Rehearsal

Questions

Level G2

33 Read this line from the play.

ABBOT (in a trembling voice): In two weeks I will return, Sire.

The words in parentheses are used to show the abbot’s —

anger

determination

fear

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 E the Eword N FO injustice mean? MPLdoes In paragraph 9, what A V S I G S I T TH IS NO N O I S IS A Reasonable PERM situation B

Unfair treatment

Significant problem

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STAAR-M Reading Rehearsal

Questions

Level G2

35 Read this line from the play.

ABBOT (falling on his knees): Oh, say not so, dear King! Oh, say not so!

The abbot’s language creates a feeling of — A

sorrow

panic

rage

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 6

Level G2

SCENE II TIME: two weeks later PLACE: the Abbot’s palace 31 [The SHEPHERD enters.] 32 ABBOT: Ah, Shepherd, I am glad to see you. How goes it in your village? 33 SHEPHERD: We do nothing there but laugh since your visit to us, sir. We laugh all day and half the night. 34 ABBOT: Now why do you do that?

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

35 SHEPHERD: Because, sir, I look so much like you. At least, they think so in our village. 36 ABBOT: Why, that is true, you do. Well, what can I do for you? 37 SHEPHERD: I have heard about the two questions, sir. I have come to help you. R. 38 39 40 41

MASTE AY. E N I L ABBOT: How can you help me? Speak! BLACK D IN ANY W A T O E IT IS N REPRODUC . D E T H place. E will think that I am you. SHEPHERD: I will go to the kingYR inIGyour O BHe T P K O O C O OK IS OR THIS B O B E L ABBOT: Can you answer theENtwo F questions? MP A V S I G S I T TH IS NO N O I S SHEPHERD: ISOnly the king himself can say. Now give me your gown and cap PERM and golden staff, dear Abbot.

42 ABBOT: Well, I will let you try. (Gives his gown and cap to the SHEPHERD, who puts them on and then takes the staff.) You truly seem to be myself, good Shepherd! 43 SHEPHERD: I hope the king will think so.

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STAAR-M Reading Rehearsal

Questions

Level G2

36 The details about the shepherd’s appearance are included to — A

show that the shepherd wants to help the abbot

suggest that the abbot does not have as many friends as he thinks

explain why the king will believe that the shepherd is the abbot

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 49

STAAR-M Reading Rehearsal

Reading Selection 6

Level G2

SCENE III TIME: the afternoon of the same day PLACE: King John’s palace 44 [The KING sits on his throne. The SHEPHERD enters dressed as the ABBOT.] 45 SHEPHERD: Your Majesty, I am here. 46 KING: Well, then, tell me how long I shall live. 47 SHEPHERD: Sire, you shall live till the day that you die, and not one day longer. 48 KING: Ha, ha! You are witty, Abbot. Now tell me what I think.

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

49 SHEPHERD: You think I am the Abbot, Sire. I am only his poor Shepherd. Behold! (He throws off his gown and cap.) 50 KING: Ha, ha, ha! Truly you are a witty fellow! I like you for it, that I do! 51 SHEPHERD: Then will you pardon the good Abbot, Sire? 52

STER. . A M E N knights, KING: I will pardon the Abbot and let him keep his lands Y WAYif you ACKLIand N L A B A N I will stay and live here in my court. S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O SHEPHERD: I’ll stay, and IS whenever BOO I can. I thank you, King John, S K I’llC jest I O H O T B I thank you. N FOR MPLE E A V S I G S I T TH IS NO N O I S IS PERM

37 What can the reader conclude about the king and the shepherd? A

The king finds the shepherd amusing.

The king is annoyed by the shepherd.

The shepherd fears the king.

Page 50

STAAR-M Reading Rehearsal

Questions

Level G2

38 Read this line from the play. SHEPHERD: You think I am the Abbot, Sire. I am only his poor Shepherd. Behold! (He throws off his gown and cap.)

The shepherd’s actions are mainly included to —

create a sense of drama

indicate the king’s surprise

show the shepherd’s courage

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 H mostIS likely Why does the Tking NO ask the shepherd to stay in his court? N O I S IS PERM

He plans to use the shepherd to trick the abbot.

He wants the shepherd to keep entertaining him.

He thinks the shepherd can attract more people.

Page 51

STAAR-M Reading Rehearsal

Questions

Level G2

Use the whole play “The Two Questions” on pages 43–50 to answer question 40.

40 Why is the setting of the play centuries ago important to the plot? A

It explains how the abbot can have so many people dining with him.

It explains how two people can look similar enough to fool someone.

It explains how the king can send someone to prison for not 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 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 52

STAAR-M Reading Rehearsal

Level G2

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 G2

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 G2

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 978-1-4204-6935-6