Staar m reading rehearsal h1 sample by RALLY! Education

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

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

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Builds STAAR-M Reading Skills Mirrors the STAAR-M Reading Test STAAR-M Reading Rehearsal Grades 3–8 • • • •

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STAAR-M Reading Rehearsal

Level H1

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 978-1-4204-6753-6 R 6753-6 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. 0212.MAQ RALLY! EDUCATION 22 Railroad Avenue Glen Head, NY 11545 (888) 99-RALLY

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STAAR-M Reading Rehearsal

Contents

Level H1

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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Reading Selection 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Reading Selection 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Reading Selection 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

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

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

STAAR-M Reading Rehearsal

Introduction

Level H1

Introduction STAAR Reading Test The State of Texas Assessments of Academic Readiness (STAAR) replaced the TAKS beginning with the 2011–2012 school year. The STAAR tests are similar to the previous TAKS tests, but are more rigorous. The STAAR tests continue to measure how well students are learning the Texas state curriculum known as the Texas Essential Knowledge and Skills (TEKS). STAAR–Modified (STAAR–M) Reading Test The STAAR–M Reading test is an assessment based on modified achievement standards. It assesses the same TEKS curriculum as the STAAR. However, the test has differences in format such as larger font, fewer items per page, and items within passages as well as after passages. The test also has fewer answer choices, simpler vocabulary, and simpler wording of items.

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

Texas Essential Knowledge and Skills (TEKS)

The STAAR–M Reading tests assess the student expectations described in the TEKS. The TEKS is divided into the following three categories: Reporting Category 1: Understanding and Analysis Across Genres STER. . A Reporting Category 2: Understanding and Analysis of LiteraryETexts M N Y WAY Reporting Category 3: Understanding and Analysis ofBInformational LACKLI ANTexts

OT A ED IN N C U S I D O T R .I REPspecific TEDdescribe Within each category, student expectations the skills that H E G B I R O Y The Ostudent T P K O O C students are expected to have learned. expectations are divided B IS S K I O H O T B R standards. The STAAR–M Reading into readiness standards supporting N FOstandards, MPLEon and E A V S I G S test has an Temphasis readiness with 60 to 70 percent of I T H NO S I N questions assessing ISSIO readiness standards. PERM STAAR-M Reading Rehearsal STAAR-M Reading Rehearsal provides 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

TEKS

Level H1

Grade 8 TEKS Student Expectations

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

(3)

(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 or words with novel meanings; Readiness Standard

(E)

use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. Readiness Standard STER.

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

E MA N I L WAY. K C Y A Reading/Comprehension of Literary Text/Theme and Genre. Students N L A B T A and Ugenre NOtheme CED INin different analyze, make inferences and draw conclusionsITabout S I D O R REPevidence TED. and Oprovide H cultural, historical, and contemporaryRIcontexts from the text E G B Y T P K O O C to support their understanding. Students are expected to O OK IS OR THIS B O B E L F Nshare MP worksGIthat E A V S (A) analyze literary similar themes across cultures; S I T TH NO S I Supporting Standard N IO RMISS E P (B) compare and contrast the similarities and differences in mythologies from various cultures (e.g., ideas of afterlife, roles and characteristics of deities, purposes of myths). Supporting Standard

(9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the authorâ&#x20AC;&#x2122;s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to (A)

analyze works written on the same topic and compare how the authors achieved similar or different purposes. Supporting Standard

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STAAR-M Reading Rehearsal

TEKS

Level H1

(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 (A)

compare and contrast persuasive texts that reached different conclusions about the same issue and explain how the authors reached their conclusions through analyzing the evidence each presents. 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 (F)

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

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

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 STER. . A M E analyze, make inferences and draw conclusions about theme Cand in different Y WAY A KLINgenre N L A B A N I cultural, historical, and contemporary contexts and provide evidence from the text OT ED N C U S I D O T to support their understanding. Students Eare D. Iexpected toEPR

(4)

GHT BE R I R O Y T P K CO beliefsISofBparticular OO (C) explain how the values characters are affected by the K IS and O H O T B R E O L F historical P cultural setting N of the literary work. Supporting Standard Mand HIS SA IS NOT GIVE T Reading/Comprehension of Literary Text/Poetry. Students understand, SION S I M R make inferences and draw conclusions about the structure and elements of poetry PE

and provide evidence from text to support their understanding. Students are expected to (A)

compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry). 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 H1

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

analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their plays. 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)

analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved; Readiness Standard

(B)

analyze how the central characters’ qualities influence the theme of a fictional work and resolution of the central conflict; Readiness Standard

(C)

analyze different forms of point of view, including limited versus omniscient, subjective versus objective. Supporting Standard

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

(7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural . STtoER A patterns and features of literary nonfiction and provide evidence from text M E AY. LIN support their understanding. Students are expected to ANY W BLACK

(8)

OT A ED IN N C U S I D O T (A) analyze passages in well-known speeches author’s REPR use of literary TED. I for the H E G B I R O T devices and word and phrase epigraphs) to appeal to COPYchoiceIS(e.g., OOKaphorisms, S B I K O H the audience. LSupporting FOR T P E BO IVENStandard M A S THIS Reading/Comprehension NOT G of Literary Text/Sensory Language. Students S I N SIO inferences and draw conclusions about how an author’s sensory understand, RMISmake E P language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to (A)

explain the effect of similes and extended metaphors in literary text. Supporting Standard

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STAAR-M Reading Rehearsal

TEKS

Level H1

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

evaluate the role of media in focusing attention on events and informing opinion on issues; Supporting Standard

(C)

evaluate various techniques used to create a point of view in media and the impact on audience. Supporting Standard

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 (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama)

(E)

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

STER. . A M E ACKLIN IN ANY WAY L B A Reporting Category 3: S NOT PRODUCED I T I . Understanding and Analysis of Informational GHTED BE RETexts I R O Y T P K O BOO and analyze S K IS Cto understand I The student will demonstrate an ability O H O T B N FOR MPLE informational texts. E A V S I G S I T TH IS NO N O I S IS (10) Reading/Comprehension of Informational Text/Expository Text. Students PERM analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to

(A)

summarize the main ideas, supporting details, and relationships among ideas in text succinctly in ways that maintain meaning and logical order; Readiness Standard

(B)

distinguish factual claims from commonplace assertions and opinions and evaluate inferences from their logic in text; Supporting Standard

(C)

make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns; Readiness Standard

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

STAAR-M Reading Rehearsal

(D)

TEKS

Level H1

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

analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false assumptions, and incorrect premises 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)

evaluate graphics for their clarity in communicating meaning or achieving a specific purpose. Supporting Standard

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

(Figure 19)

evaluate the role of media in focusing attention on events and informing opinion on issues; Supporting Standard

STER. . A M E (C) evaluate various techniques used to create a point of view KinLImedia and the AC N IN ANY WAY L B impact on audience. Supporting Standard A S NOT PRODUCED I T I . Reading/Comprehension Skills. Students GHTEDuse aTOflexible BE RErange of metacognitive I R Y P K reading skills in both assigned CO independent BOO reading to understand an authorâ&#x20AC;&#x2122;s S K IS and I O H O T B message. StudentsLwill continue to apply earlier standards with greater depth in FOR PE N M E A V S I increasingly THIS more complex NOT Gtexts as they become self-directed, critical readers. The S I N student is expected to ISSIO PERM (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)

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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 H1

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 H1

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 H1

Home Again This is a story about a boy named Rogelio. Rogelio is tired of always having to do chores and homework. Then one evening, Rogelio is transported into a future world called Austex. While spending time in Austex, Rogelio learns an important lesson. Read the story to find out how Austex changes Rogelio.

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 H1

Home Again 1

Rogelio complained all the time. He always felt like there was too much to do. He had to walk the family dog twice a day. He had to babysit his little sister. Some days, he had to vacuum and sweep. He also had homework to do each night. He often thought about the future. He imagined it as a glorious time where he would be free to do as he pleased.

Rogelio heard his parents come in the front door with his little sister. He groaned. It was past time to walk the dog, and he hadnâ&#x20AC;&#x2122;t taken out the trash. He decided to hide out for a while. He crept down the hallway and opened the door to the closet under the stairs. He quietly closed the door and took a deep breath.

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

Suddenly a blazing light made him blink. Then a shrill voice yelled at Rogelio to watch where he was going. Rogelio looked to his right. A woman stood there with a strange device strapped to her back. She pressed a button, and two jets fired up. The jetpack carried her into the sky. Rogelio looked up and saw . hundreds of jetpack flyers. ASTER

M WAY. KLINE C Y A N L A B A Rogelio looked around him. He stared at the downtown street. OTbustling ED IN N C U S I D O T I R . P E all around him. The There were skyscrapers reaching hundreds GHTED of stories BE Rhigh I R O Y T P K O people on the street wereOKnot They BOO were wearing what looked like IS Cwalking. S I H O T B PLE seemed N FOtoR know exactly where their owners wanted M inline skates. The skates E A V S I G S I T TH IS NO skating by were holding reading devices. Others to go. Some of the people N O I S IS PERM aloud into tiny microphones installed on their tongues. were speaking

Rogelio realized that he had somehow been transported into the future. He wandered around marveling at this new world. He passed glistening green and silver structures. They were miles high and made of glass. There were no cars. Everyone was flying or skating around with ease. Page 13

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 H1

Why are paragraphs 3 through 5 important? A

They describe how Rogelio avoids doing his chores.

They show that Rogelio is afraid of the strange world.

They explain that Rogelio is no longer in his closet at home.

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

Why does Rogelio hide in the closet? A B C

He is planning to surprise his little sister.

STER. . A M E He wants to avoid seeing his parents. ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I He knows that the closet takes him to the future. . 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 H1

Reading Selection 1

Rogelio was hungry. He noticed what looked like a store. A man stood outside handing out free samples. They looked like small colored fruits. The man explained that the purple fruit was a pepperoni pizza. He told Rogelio that the yellow fruit was chocolate ice cream. Rogelio tried one of each. They were tasteless. But strangely enough, Rogelioâ&#x20AC;&#x2122;s hunger was gone.

In a nearby park, some kids were lounging on synthetic grass. Rogelio thought they looked familiar. Suddenly, a girl cried out that it was almost time for class. A boy said that he had to review his notes before an important test later that day. Each of them touched an electronic device to their heads for a few seconds. Then the group sailed off on their skates. Nobody paid any attention to where they were going. The skates already knew.

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

Read this dictionary entry for the word synthetic.

ER. WAY.

synthetic \ adjective MAST E N I L BLACK D IN ANY 1. involving combining parts to form Ta Awhole O E IT IS N REPRODUC . 2. based on observation or experience D E T YRIGH OOK TO BE P O 3. made artificially C B IS

BOOK R THIS E O L F P N M E A THIS S IS NOT GIV SIONof synthetic as it is used in paragraph 7? S I What is the meaning M R PE A

Meaning 1

Meaning 2

Meaning 3

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STAAR-M Reading Rehearsal

Level H1

Evening came. As the light dimmed, all the buildings began to glow. Before long, it was again as bright as day. Rogelio found another park. He collapsed on a bench next to an old woman. She stared at Rogelio for a few seconds.

“You are from here, I think,” she said. “But you are not from now.” Rogelio asked her how she could tell. She told him that his sneakers gave it away. She said they had not made shoes like that for centuries. She asked Rogelio what he was planning to do. Did he want to go back to the time when people had to cook and chew food? Did he like it better when a small pill provided all nutrients? Did he want to go back to the time when people had to study? Or did he want to be able to just tap his head with a Wizard Zap?

“You mean, I could stay here if I wanted to?” Rogelio asked.

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

The old woman told Rogelio that he should think carefully about it. He should think about whether he would like living in Austex without his family and friends.

“There are always tradeoffs,” she explained. “You have chores and duties that annoy you. But you also feel good doing things that help out your family.”

Reading Selection 1

STER. . A M E Rogelio nodded. “Close your eyes and hold out your hand,” woman Y WAYsaid. ACKLIN the N L A B A N I T Rogelio obeyed. He glimpsed the shiny object Ishe inDU his CEDhand. It was the S NOplaced O T I R . P HTED into doorknob. He stepped out of the the Gcloset BE REhallway. He immediately I R O Y T P K BOOmeal. IS COhis favorite S smelled beef stroganoff. ItK was I O H O T B N FOR MPLE E A V S I G S I T TH “Hi everybody!” Rogelio IS NO said as he burst into the kitchen. “I’m starved! Do N O I S IS I have time PERMto take out the garbage and walk the dog before we eat?”

How does the journey to the future change Rogelio? A

He realizes that he would be happy anywhere.

He learns to appreciate his life at home.

He finds that the future is frightening.

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STAAR-M Reading Rehearsal

Questions

Level H1

Use the whole story “Home Again” on pages 13–16 to answer questions 5–6.

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

The main theme of the story is about being – A

adventurous

responsible

educated

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

Which detail from the future is most important to the message of the story? A

Things like eating and studying take little effort.

The buildings are made of unusual materials.

The people seem to be stressed and in a rush.

STOP Page 17

STAAR-M Reading Rehearsal

Reading Selection 2

Level H1

A Lifetime of Firsts This selection is about Barbara Jordan. Barbara Jordan was an African American woman who influenced many people during her lifetime. Even though it was not easy, she became a senator of Texas and a member of Congress. She was especially known for her great speaking skills. She spoke at several Democratic National Conventions, and spoke out during the Watergate trials in support of the impeachment of President Richard Nixon. Read the selection to find out about all the firsts that Barbara Jordan achieved in her life.

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 H1

It is said that Barbara Jordan carried a copy of the U.S. Constitution around with her in her handbag. She did this out of her respect for that document. Barbara Jordan was an African American woman born to poor parents. She believed that the Constitution gave her and others equal rights.

Jordan was the first African American woman to break down certain barriers. She was a gifted student, leader, and teacher. Today, the people she inspired still follow her example.

Photo courtesy of The Library of Congress

A Lifetime of Firsts

Barbara Jordan

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

How does the author use the first paragraph in this selection? A

To explain the purpose of the Constitution

To show that Barbara Jordan was always prepared

To introduce Barbara Jordan’s values and beliefs

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 H1

Reading Selection 2

Jordan was born in 1936. She was the youngest daughter of a Baptist minister. She grew up in a poor neighborhood in Houston. Poverty did not hold her back. She graduated with honors from high school in 1952. Then she went to college at Texas Southern University. She could not attend the University of Texas. At that time, that school did not admit minorities.

During this time, life for many African Americans was full of obstacles. Women were also struggling to be seen as equals. This was true throughout the United States. However, Barbara Jordan was both talented and determined.

Barbara Jordan had a natural gift for public speaking. She had an extraordinary booming voice. Some people described it as a “voice of gold.” Jordan was a member of her school’s debate team. Jordan earned the top prize in junior oratory at a debate competition at Baylor University. This was the first of many first place prizes in her debate career.

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

STER.

A a gift Yfor E Mhad How does the author support the argument that Barbara Jordan N I L WA . K C Y A N L A B public speaking? NOT A CED IN A B C

ODU IT IS R . P D E E R T O BE YRIGHachievements T By giving facts about her debating P K O O C O OK IS OR THIS B O B E L N F of listening to her speak MP experiences By sharing personal E A V S I G S I T TH IS NO N O I S By describing IS the impact her speeches had PERM

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STAAR-M Reading Rehearsal

Questions

Level H1

In paragraph 5, the word oratory means – A

organizing

studying

speaking

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 H1

In 1956, Jordan graduated from college. Then she went to law school in Boston. She came back to Houston to practice law. She could not afford her own office at first. She worked out of her parents’ home for three years.

In 1962, Jordan ran for the Texas House of Representatives. She lost that election. Two years later, she ran and lost again. Many people would have given up, but not Barbara Jordan. Two years later, she ran for the third time. In 1966, she was elected to the Texas Senate. She became Texas’s first African American senator in eighty years. She served as a senator of Texas until 1973. Jordan was elected to the U.S. Congress in 1972. She was the first African American from Texas to serve in that body.

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

10 Why does the author include paragraphs 6 and 7? A

To help the reader understand that Jordan was determined

STER. . A M E CKLIN Y WAY A N L A B A N I To support the claim that Jordan inspired people 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

To describe the obstacles faced by African American people

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STAAR-M Reading Rehearsal

Questions

Level H1

11 Which idea from paragraph 7 does the author base on an assumption? A

Jordan ran for the Texas House of Representatives three times.

Many people would have given up after losing the election twice.

Jordan became Texas’s first African American senator in eighty years.

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 H1

In 1974, Jordan was on a special committee that was looking into the Watergate affair. This involved the cover-up of crimes against the Democratic Party. These crimes were committed to influence a presidential election. The committee was trying to decide whether or not to impeach President Nixon. Jordan believed that President Nixon should be impeached. She spoke to the committee to explain her views. She spoke about how the Constitution protected the freedoms and rights of all citizens. She said that its laws needed to be obeyed and respected.

These are a few of the words she spoke: “My faith in the Constitution is whole, it is complete, it is total. I am not going to sit here and be an idle spectator to the diminution, the subversion, the destruction of the Constitution.”

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

12 Read this sentence from Barbara Jordan’s speech.

STER. . A M E My faith in the Constitution is whole, it Lis ACKLIN IN ANY WAY B A complete, it is total. 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 FOwords “whole,” “complete,” and “total”? Nthe MPLlikely E Why did JordanISmost use A V S I G T TH IS NO N O I S MIS she studied the Constitution in detail A To show PERthat B

To show how strongly she felt about the Constitution

To show that she had considered the opinions of others

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STAAR-M Reading Rehearsal

Reading Selection 2

Level H1

Barbara Jordan impressed the world during the Watergate hearings. In 1976, she was asked to deliver the keynote speech at the Democratic National Convention. She was the first African American to receive that honor. Some Democrats began to think that Jordan might run for president someday. She was on Jimmy Carter’s early list of 14 names for the vice president. However, Jordan was ill with multiple sclerosis. Her health became worse over time. She finally had to retire from government life.

That was not the end of her influence. Jordan’s ideas influenced a new generation of American leaders. She taught for sixteen years at the LBJ School of Public Affairs at the University of Texas. She taught classes in ethics and public policy. Her passion for good government and the Constitution made her a popular teacher.

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

In 1992, Barbara Jordan was invited to speak to another Democratic National Convention. In 1994, President Clinton awarded her the Presidential Medal of Freedom. This medal is the highest civilian honor given by the United States.

Jordan died of pneumonia in 1996. She was buried at the Texas. State TER Sonce A M E Cemetery. The woman who had been first so often became first AY. Wmore. KLIN C Y A N L A B She was the first African American woman to be N buried D IN cemetery OT A in this ETexas C U S I D O T .I PR for heroes. BE RE IGHTED

OPYR S BOOK TO C S I BOOK R THI E O L F P N M E A THIS S IS NOT GIV SION S I M R PE reader conclude about Barbara Jordan? What can the A

She would have become president if she had not been ill.

She preferred teaching to government service.

She was a passionate speaker and teacher.

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STAAR-M Reading Rehearsal

Questions

Level H1

Use the whole selection “A Lifetime of Firsts” on pages 19–25 to answer questions 14–15.

14 The author of this selection would probably describe Barbara Jordan as someone to be – A

admired

pitied

feared

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 S CO BOO S K Istatement I O H O T B opinion—a or idea that cannot FOR PLE N M E A V S I THIS be proven NOT Gto be true S I N ISSIO PERM 15 Which sentence from the selection is an opinion? A

She was a gifted student, leader, and teacher.

She graduated with honors from high school in 1952.

She taught classes in ethics and public policy.

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STAAR-M Reading Rehearsal

Reading Selection 3

Level H1

Winning Hearts This selection is about heart transplant technology. It describes the history of heart transplant technology, and how the many developments that have occurred are now making it possible for people with failing hearts to regain their health. The latest achievements in the area are with total artificial hearts. Read the selection to find out how far heart transplant technology has come in recent years.

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

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

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

STAAR-M Reading Rehearsal

Reading Selection 3

Level H1

Winning Hearts 1

The human heart is referred to all the time. It is described in song lyrics, literature, and everyday speech. If we’re unlucky at love, we suffer heartbreak. We give heart-shaped cards on Valentine’s Day. The truth is, however, that the human heart has only one function. That function is to pump blood through the body.

We have two lungs and two kidneys, but are able to live with only one of each. However, we are only born with one heart. A person with a failing heart would once have had no hope of recovery.

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

However, a lot of research has been done since the 1950s. Over that time, heart transplant technology has developed. Today, there is a lot of hope for people with failing hearts. It is now possible for people with failing hearts to live fairly normal lives.

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 ISthe I O H tone—when author chooses words or O T B R E O L F P N M A T GIVE he or she feels a certain Obecause THIS Sphrases N S I ION about the subject Sway S I M R PE 16 Which word best describes the tone of paragraph 3? A

Cautious

Positive

Concerned

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STAAR-M Reading Rehearsal

Reading Selection 3

Level H1

A major step in developing an artificial heart took place in 1953. A machine was invented that could take over for the heart during open-heart surgery. A partial artificial heart was implanted in 1966. In 1967, Doctor Christiaan Barnard performed the first human heart transplant. The patient lived for 18 days with his new heart.

Heart transplants became more common over the years. They also became much more successful. Today, there are about 2,000 hearts available for transplants each year. This is not nearly enough. Doctor O.H. Frazier is a heart transplant pioneer. He describes how the number of available hearts is declining. He says that the decline is partly due to fewer automobile and motorcycle accidents. Doctor Frazier has done a lot for heart transplant patients. He has completed over 1,000 heart transplants. He has also done many studies on heart transplants. This includes several on total artificial hearts. He knows that there is a lack of available hearts. He believes that finding a safe artificial heart could be the answer.

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

Heart transplants still have many problems. The body tends to reject tissue from another person. The cost of a heart transplant is very high. ALarge STER. teams M E WAY.are KLIN specialists of doctors and nurses are required for the operation. Additional C Y A N L A B OT A ED IN N C U S needed for care after surgery. I D O T I R

REP TED. H E G B I R O T COPY is Ibeing OOKdone S For these reasons, much research to create a reliable artificial B I S K O H O T B R E O L F P Nthere could be an unlimited supply. Artificial Mproduction, heart. With mass HIS SA IS NOT GIVE T materials are also SIONaccepted more readily than human tissue. They are less S I M R PErejected by the body. likely to be

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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 H1

17 The reader can tell that Doctor O.H. Frazier – A

would encourage further research of artificial hearts

believes that medical costs need to be reduced

thinks that human heart transplants are too dangerous

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

18 Which problem with heart transplants could most likely be solved by total artificial hearts? A B C

STER. . A M E ACKLIN IN ANY WAY L B A The high cost of the operation S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K The large number of doctors required 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 The body rejecting the heart

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Reading Selection 3

The most promising artificial heart so far is called the AbioCor heart. The AbioCor is smaller than other artificial hearts. This makes it easier to implant. It is also quieter than other artificial hearts. It uses a motor powered by batteries. There are no wires or tubes through the skin.

There has been much progress made with heart transplants. Artificial hearts are improving all the time. However, the best plan is to have a healthy lifestyle. Medical treatment should be viewed only as a last resort.

Level H1

AbioCor artificial heart

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

STER. . A M E Why is the photograph included? ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . D A To explain how the artificial heartRwas GHTEdeveloped BE RE I O Y T P K CO BOO S K ISwith I O H O T B To compare artificial hearts regular hearts B FOR PLE N M E A V S I THIS understand NOT G what an artificial heart is S C To help readers I N ISSIO PERM

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

STAAR-M Reading Rehearsal

Questions

Level H1

Use the whole selection “Winning Hearts” on pages 28–31 to answer questions 20–21.

20 What is the best summary of the selection? A

People have two lungs and two kidneys, but only one heart. In 1953, a machine was invented to help heart patients. Then people started having transplants. Thousands of people have transplants every year.

Patients whose hearts failed once had no hope of recovery. Heart transplant technology has changed that. Heart transplants can now take place. Artificial hearts have also been created. Improvements continue to be made.

In 1967, the first human heart transplant occurred. But the body does not easily accept organs from another person. The best plan is to have a healthy lifestyle.

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 21 Why did the author most likely write this selection? A

To persuade readers to look after their hearts

To explain developments in the area of heart transplants

To compare two heart researchers

STOP Page 32

STAAR-M Reading Rehearsal

Reading Selection 4

Level H1

Sylvia’s Gift The Lyndon B. Johnson State Park and Historic Site is an attraction in Stonewall, Texas. Visitors can tour the site to learn about the life of President Lyndon B. Johnson, and to learn about what life was like in the 1800s. This selection describes a day when Roscoe and his neighbors take a trip to the site. Roscoe’s neighbor Sylvia is visually impaired and goes on the trip. Roscoe does not expect Sylvia to be able to enjoy the site, but later realizes how wrong he is. Read the story to find out what Roscoe learns from Sylvia and how the experience changes him.

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 H1

Sylvia’s Gift 1

Roscoe and Sabrina were 13-year-old twins. They were about as different as two people could be. Sabrina was the easygoing and patient one. Roscoe could be grumpy and impatient.

One Saturday, their parents were taking them to the Lyndon B. Johnson State Park and Historic Site in Stonewall, Texas. The family that had just moved in next door was going as well. They also had two children. Roscoe and Sabrina had already met Tony. He was one grade behind them. Sylvia went to a special school, so they hadn’t met her yet. Sylvia was visually impaired. She was able to find her way around with the help of a white-tipped cane. Roscoe wondered how she could enjoy a place she would not be able to see.

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

As they were driving, the parents quizzed the kids. They wanted to know what the kids knew about Lyndon B. Johnson. Roscoe remembered that Johnson was once president. He also remembered that he was in charge of the . armed forces during the war in Vietnam. Sylvia seemed to knowAthe STERmost.

M WAY. KLINE C Y A N L A B “Johnson was born in Texas,” she said. “He taught D INa year before OT A school Efor N C U S I D O T becoming a politician.” Sylvia talkedIGabout REPR became president on TED. I howO Johnson H E B R KT COPYthat Iday, OOPresident S a heartbreaking day in 1963. On John F. Kennedy was shot B I S K O H O T B R E O L F MP had beenN Kennedy’s vice president. Sabrina and Roscoe and killed. Johnson HIS SA IS NOT GIVE T were both impressed SION by how much Sylvia knew. S I M R PE

22 What does the word heartbreaking mean in paragraph 4? A

Causing great sadness

Sudden or unexpected

Difficult to forget

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STAAR-M Reading Rehearsal

Reading Selection 4

Level H1

They arrived at the park. As they walked into the Visitor Center, they stopped to read the sign at the entrance. Tony read the sign aloud to his sister:

Welcome to the Visitor Center! Enjoy the following as you tour the Visitor Center of the Lyndon B. Johnson State Park: • • • •

Memorabilia from President Johnson’s childhood Items representing the ethnic groups of the area Photographs of the presidential years Photographs of famous guests at the nearby LBJ Ranch

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

Please feel free to explore the grounds beyond the Visitor Center. You will find a nature trail, restored cabins, and a living history farm called the Sauer-Beckmann Farmstead. All trails and exhibits are clearly marked.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I What is the purpose of the list included on the sign? T I . GHTED BE RE I R O Y T P K O BOOthings A To show visitors the order to see S K IinS Cwhich I O H O T B N FOR MPLE E A V S I G S I T B To explainTHto visitors Nhow IS O to find their way around N O I S IS C To describe PERMthe main attractions of the center

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STAAR-M Reading Rehearsal

Questions

Level H1

24 What does the word memorabilia on the sign mean? A

Historical maps of the area

Letters from good friends

Valued objects from the past

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 4

Level H1

At the Visitor Center, they saw photographs of Johnson at different ages. There were pictures of him with other important people. Tony described each photograph to his sister. She seemed to know something about every person mentioned. She was telling Tony as much as he was telling her.

After touring the Visitor Center, the families went into the Behrens Cabin. It was a two-room log cabin built in the 1870s by a German immigrant. Then they wandered off to the Danz Cabin. It was named after the family that built it in the 1840s. Roscoe watched Sylvia explore the cabin. She ran her hands over the rough walls. As she did this, she explained to Tony how the cabin had been constructed. Sylvia ran her hands over the places where the logs were joined. She described how the places felt where the ax had chipped into the logs. Roscoe had never thought about experiencing his world this way. He always relied on his sight. He started to run his hands over the wood. He could imagine Mr. Danz swinging his ax over and over to make a home for his family.

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

After that, they walked along the nature trail. They walked past bison, whitetailed deer, wild turkeys, and longhorn cattle. Roscoe made certain to walk by R. Sylvia Sylvia’s side. He wanted to listen to her commentary. A tour guide STElet A M E N deer.Y Roscoe WAY. KLIthe stroke the shaggy fur of the bison and the smooth fur of C A N L A B A D INhand on the NOT never CEhis U S followed her closely so he could do the same.ITHe had put I D O ED. REPRthought about how a Tthrilling. H E G B I horn of a longhorn steer before. It was Roscoe R O COPY IS BOOK T S I K O sightless person could E‘see’ TH than he could. He suddenly realized BO so much R more O L F P N M E that he could IS SA a lotNOfrom T GIVSylvia. THlearn

N IS O I S S I PERM

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STAAR-M Reading Rehearsal

Questions

Level H1

25 Why are paragraphs 7 and 8 important? A

They show that Roscoe and Sylvia have nothing in common.

They show that Roscoe is letting go of some of his old ideas.

They show that Roscoe is not interested in learning about history.

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

26 Which exhibit is shown in the illustration? A B C

Visitor Center

STER. . A M E Danz Cabin ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I The nature trail . 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 4

Level H1

Sylvia announced that she could smell lunch being cooked on a woodburning stove. As they walked down the path, Roscoe could see that she was right. There were people in costumes in the living history farm. They were acting out life on a Texas farm about a hundred years ago. Sylvia told Roscoe that somebody was churning butter. Roscoe had never thought of butter as having a smell before. Now that he tried, he could smell butter in the air. He closed his eyes and listened to the sound of the butter churn.

As he stood with his eyes closed, he heard a plodding sound. It was the sound of horses plowing the garden. He could smell the rich earth they turned over. Roscoe felt like his mind had been plowed that afternoon. Sylvia had helped him experience the world in new ways. Both of them had made a new friend that afternoon.

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

27 Read this sentence from paragraph 10.

STER. . A M E ACKLIN IN ANY WAY L B A T Roscoe felt like his mind had Tbeen UCED S NOplowed I D O I R . P GHTED BE RE that afternoon. 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 NO about Roscoe? IS show N What does this sentence O I S IS PERM

He found the afternoon challenging.

He is now seeing the world differently.

He learned a lot about history.

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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 H1

Questions

Use the whole selection “Sylvia’s Gift” on pages 34–39 to answer questions 28–31.

28 Which word best describes Sylvia? A

Impatient

Foolish

Observant

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

29 Look at the diagram below.

STER. . A M E Items LACKLIN Y WAY N A B A N I Memorabilia from UCED S NOTethnic I D O T I R . P groups 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 Photographs of celebrities

Presidential photographs

What belongs in the empty oval? A

Visitor Center

Danz Cabin

Sauer-Beckmann Farmstead Page 40

STAAR-M Reading Rehearsal

Questions

Level H1

omniscient point of view—a point of view where the story is told by someone outside the story

30 The omniscient point of view most helps the reader understand – A

how Roscoe feels during the day

how Sylvia experiences the exhibits

how Sylvia and Roscoe are different

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 ISselection? I How does Roscoe change Bin the O H O T N FOR MPLE E A V S I G S I T O in common with Sylvia. TH he has IaS Nlot A He realizes N O I S MIS PERimportant B He learns facts about Lyndon B. Johnson. C

He starts using all of his senses to experience things.

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STAAR-M Reading Rehearsal

Reading Selection 5

Level H1

Chepa Pulusu In this poem, the speaker describes his mother making an Indian dish called chepa pulusu. Read the poem to find out what the dish means to the speaker and his family.

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

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

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

STAAR-M Reading Rehearsal

Reading Selection 5

Level H1

Chepa Pulusu1 Amid our spicy kitchen Mama has laid out the ingredients for her specialty, and in me, warm anticipation mixes with memory. 5

Fresh flounder filleted by Dad waits in the fridge, as Mama instructs him to slit the chilies deliberately, “taking care to take care,” she says as she grounds the spices together: garlic, turmeric, and coriander.

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

“Rishi,” she says when she’s aware of me watching, “the leaves.” 10 She gently pushes me to where the sun pours onto the curry plant Mom brought from Andhra Pradesh2 when she and Dad came to America to start their family. Sun bathes her tender skin as she bends to smell STER. . A M E the fragrant plant. I imagine them in Hyderabad3, ACKLIN IN ANY WAY L B A 15 young and yearning for identity, with an authentic S NOT PRODUCED I T I . curry plant tucked under my mother’sIGfloral HTED garb. BE RE

OPYR S BOOK TO C S I I leaves, OOK meFOthe Bshows She pulls me close and R THbest E L P N M SA GIVE She is imagining too OTeyes. THIS closes smells one and her N S I SIONwere a family—in her bright red sari, S I the time before we M R PE

20 walking with her new husband—when they were only two.

chepa pulusu: an Indian dish of fish and spicy gravy 2 Andhra Pradesh: a state in southern India 3 Hyderabad: the capital of Andhra Pradesh

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STAAR-M Reading Rehearsal

Reading Selection 5

Level H1

Plucking the curry leaves, I know, is the final step. Mama has shown me this a thousand times. She heats oil, adds mustard seeds. They pop and release scents that signify history, discipline— 25 this ritual our ancestors foretold in a recipe. Mama says, “Individuals fade, but stew is immortal.” As the steam rises up and all the while, I grow hungrier. The din of Dad washing dishes and Mama humming makes me see chepa pulusu is a courtship of flavor 30 blended like family. Mama lowers the burner, says, “Chepa pulusu is better when it sits. The seasonings mix, build an exquisite taste—tomorrow, we’ll enjoy together.”

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 Tradition S NOT PRODUCED I T I . GHTED BE RE I R O Celebration Y T P K O K IS C R THIS BOO O O B Hardship N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

32 What does making chepa pulusu represent to the mother? A B C

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Questions

Level H1

33 What can the reader tell about the speaker? A

He has learned a lot about his culture through cooking.

He wants to change his family’s recipe.

He wishes his mother would cook something different.

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

34 How are the speaker and his mother alike? A B C

They both like the smell of the curry leaves.

STER. . A M E They both lived in India when they were young. ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I They both know how to cook many Indian dishes. . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM

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Questions

Level H1

35 Read line 22 from the poem.

Mama has shown me this a thousand times.

Why does the poet include this line? A

To suggest that the speaker is tired of eating the dish

To emphasize how well the speaker knows the process

To stress that the dish takes a long time to make

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 IS immortal I O H In line 26, what does the word mean? O T B N FOR MPLE E A V S I G S I T TH IS NO A Very important N O I S IS PERM B

Everlasting

Shared by a group

STOP Page 46

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 H1

The Playwright This play is about a young girl named Rosemary who decides to write her own play. Read the play to find out why Rosemary has trouble before she even writes the title of her play.

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 47

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 H1

The Playwright Adapted from Make-Believe by A. A. Milne

[JAMES, the butler, is arranging pens and paper on a desk. ROSEMARY enters.]

ROSEMARY: Thank you, James. (She sits down.) If anyone calls I am not at home.

JAMES: Yes, Miss.

ROSEMARY: You may add that I am engaged in writing my autobiography. It’s what everyone writes, isn’t it, James?

JAMES: I believe so, Miss.

ROSEMARY: Thank you. (He goes to the door.) Oh, James?

JAMES: Yes, Miss?

STER. . A M E ACKLIN IN ANY WAY L B A JAMES: Well, I couldn’t rightly say, Miss. S NOT PRODUCED I T I . TED E REknew everything. Byou O YRIGH I thought T ROSEMARY (dismayed): Oh,COJames! P K BOO S K IS I O H O T B FOR Miss, but every now and then – MPLE ENyes, Aordinary V S JAMES: InHIthe way, I G S T T IS NO N O I S IS ROSEMARY: PERM It’s very upsetting.

9 10 11 12

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

ROSEMARY: What is an autobiography?

JAMES: Yes, Miss. How would it be to write a play instead? Very easy work, they tell me.

ROSEMARY (nodding): Yes, that’s much better. I’ll write a play. Thank you, James.

JAMES: Not at all, Miss.

[He goes out.]

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STAAR-M Reading Rehearsal

Questions

Level H1

37 Read these lines from the play.

ROSEMARY: You may add that I am engaged in writing my autobiography. It’s what everyone writes, isn’t it, James? JAMES: I believe so, Miss. ROSEMARY: Thank you. (He goes to the door.) Oh, James? JAMES: Yes, Miss?

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

ROSEMARY: What is an autobiography?

What is the main purpose of these lines? A B C

To add humor

STER. . A M E To describe the setting ACKLIN IN ANY WAY L B A S NOT PRODUCED I To create suspense 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 H1

[ROSEMARY bites her pen, and thinks deeply. At last the inspiration comes.]

ROSEMARY (as she writes): Make-Believe. M-a-k-e hyphen B-e-l—— (She stops and frowns.) Now which way is it? (She tries it on the blotting-paper.) That looks wrong. (She tries it again.) So does that. Oh, dear! (She rings the bell. JAMES returns.)

JAMES: Yes, Miss?

ROSEMARY: James, I have decided to call my play Make-Believe.

JAMES: Yes, Miss.

ROSEMARY (carelessly): When you spell “believe,” it is “i-e,” isn’t it?

JAMES: Yes, Miss.

ROSEMARY: I thought at first it was “e-i.”

JAMES: Now you mention it, I think it is, Miss.

26 27 28 29 30

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 OT JAMES: M-a-k-e, make, B-e-l – (He stops and his UCEDwhiskers.) S Nscratches I D O T I R . P GHTED BE RE I R O Y T P K O ROSEMARY: Yes. I got asISfar S BOO K C asRthat. I O H O T B N FO MPLE E A V S I G S JAMES: B-e-l – I T TH IS NO N O I S IS PERM You see, James, it spoils the play if you have an accident to the ROSEMARY: ROSEMARY (reproachfully): Oh, James! Aren’t you certain?

very first word of it. 31

JAMES: Yes, Miss. You should try writing the word one way. Then look at it with your head on one side. You’ll get a feeling about it. If it does not feel right, you can then write it the other way.

ROSEMARY: I’ve tried that.

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STAAR-M Reading Rehearsal

Questions

Level H1

38 Based on what Rosemary says in paragraphs 28 and 30, how does she most likely feel? A

Irritated

Furious

Nervous

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

39 In paragraph 26, the word reproachfully shows that Rosemary spoke with – A B C

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

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STAAR-M Reading Rehearsal

Reading Selection 6

Level H1

JAMES: Then might I suggest, Miss, that you give it another name altogether? You could call it “Susan’s Saturday Night.” They’re all easy words to spell, or –

ROSEMARY: I must call it Make-Believe, because it’s all of the play I’ve thought of so far.

JAMES: Quite so, Miss. Then how would it be to spell it wrong on purpose? It is funnier that way sometimes.

ROSEMARY: Is it?

JAMES: Yes, Miss. It makes them laugh.

ROSEMARY: Oh! Well, which is the wrong way?

JAMES: Ah, there you’ve got me again, Miss.

ROSEMARY (inspired): I know what I’ll do. I’ll spell it “i-e.” If it’s right, then I’m right. If it’s wrong, then I’m funny.

JAMES: Yes, Miss. That’s the safest thing to do.

42 43 44

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 ROSEMARY: Thank you, James. B A S NOT PRODUCED I T I . JAMES: Not at all, Miss. GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B [He goes out.] AMPLE N FO E V S I G S I T TH IS NO N O I S IS PERM

40 Paragraph 34 suggests that Rosemary is – A

imaginative

stubborn

easygoing

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STAAR-M Reading Rehearsal

Questions

Level H1

41 Why does Rosemary decide that it does not matter whether she spells “believe” correctly? A

James will check her spelling later.

It will be funny if she spells it incorrectly.

She will know if it’s correct once she writes it.

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

Use the whole play “The Playwright”

R. MASTE AY. ANY W BLAC A N I T D O E IT IS N REPRODUC . D E T GH to beTOagreeable? BE YRItries Which line suggests that James always P K O O C O OK IS OR THIS B O B E L P N Fsay, Miss. E A JAMES: Well, IAM couldn’t rightly V S I G S I T TH IS NO N O I S IS B JAMES: EAh, P RM there you’ve got me again, Miss. on pages 48–52 to answer question 42.KLINE

JAMES: Yes, Miss. That’s the safest thing to do.

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Level H1

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 H1

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

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

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

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

ISBN 978-1-4204-6753-6