Staar m reading rehearsal h2 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 H2

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 978-1-4204-6938-7 R 6938-7 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 H2

Contents Introduction

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

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

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

Reading Selection 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Reading Selection 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Reading Selection 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

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

Reading Selection 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Reading Selection 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Reading Selection 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

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 H2

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 H2

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

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

TER. WAinY. Y ACKtheme and N L Students analyze, make inferences and draw conclusions Aabout genre A B D IN from NOTand provide CEevidence U S I different cultural, historical, and contemporary Icontexts D O T REPR to TED. are H E the text to support their understanding. Students expected G B I R O COPY IS BOOK T S I K O H BO that share R Tsimilar (A) analyze literary works themes across cultures; E O L F P N M E A V S I G S Supporting Standard I T TH IS NO N O I S IS (B) compare PERM and contrast the similarities and differences in mythologies from AS Reading/Comprehension of Literary Text/Theme Land INE MGenre.

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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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

(11)

TEKS

Level H2

Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to (A)

(Figure 19)

compare and contrast 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

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)

(4)

STER. . A M E Reading/Comprehension of Literary Text/Theme Y WAY ACKLINandINGenre. N L A B A Students analyze, make inferences and draw conclusions about theme and genre in UCEDevidence S NOT and I D O T I R . different cultural, historical, and contemporary contexts provide from P RE TED H E G B I R O the text to support their understanding. COPY ISStudents OOK T are expected to S B I K O H R T of particular characters are affected by the E BOvaluesEand FObeliefs PLthe (C) explain how N M A V S I THIS and NOT G setting of the literary work. Supporting Standard historical cultural S I N ISSIO Reading/Comprehension of Literary Text/Poetry. Students PERM

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

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

(5)

TEKS

Level H2

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

(7)

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

(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

Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the variedR. E MASTfrom structural patterns and features of literary nonfiction and provide evidence E N I L WAY. K C Y A N L text to support their understanding. Students are expected to A B A N

(8)

OT ED I 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 O T B Standard the audience. LSupporting N FOR MP E E A V S I G S I T TH Reading/Comprehension of Literary Text/Sensory Language. IS NO N O I S S I Students understand, make inferences and draw conclusions about how an author’s PERM

sensory 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

(13)

TEKS

Level H2

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

(Figure 19)

(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 ofYInformational GHTED BE RETexts I R O T P K O BOO and analyze S K IS Cto understand I O H The student will demonstrate an ability O T B LE N FOR E informational texts. S SAMP V I G I T TH IS NO N O I S IS (10) Reading/Comprehension of Informational Text/Expository PERM 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)

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)

(11)

TEKS

Level H2

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

(12)

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

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)

(13)

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

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

(Figure 19)

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

WAY. KLINE C Y A N L A B (C) evaluate various techniques used to create a point OT ofA view DinUmedia ED INand the N C S I O T impact on audience. Supporting Standard TED. I O BE REPR H G I R Y Reading/Comprehension Students COPSkills. OOK T use a flexible range of S B I S K I O H O in both T metacognitive reading and independent reading to FORassigned PLE Bskills N M E A V S I understand Students will continue to apply earlier standards TG Omessage. THISan authorâ&#x20AC;&#x2122;s Nincreasingly S I N with greater depth in more complex texts as they become self-directed, SIO S I M R critical PEreaders. The student is expected to (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 H2

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 H2

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 H2

The El Niño Phenomenon This selection explores the weather phenomenon known as El Niño. El Niño is a weather pattern that occurs every few years. During El Niño periods, the movement of ocean water and wind changes. These changes affect weather all over the world and can cause floods, droughts, and unusual weather events such as snow in Las Vegas. Meteorologists have studied El Niño to understand why it occurs. Read the selection to find out more about this weather pattern that has probably affected your life in some way.

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 1

Level H2

The El Niño Phenomenon 1

Perhaps you are planning a picnic this Saturday. Maybe you are a farmer in Africa, hoping that there will be rain this year. You might be a skier hoping for plenty of snow next winter. You might even live in an area that has unpredictable forest fires. Have you ever heard of El Niño? Wherever you live, this weather pattern probably affects your life.

El Niño starts with unusually warm water in the eastern part of the Pacific Ocean. In the 1800s, fishermen off the coast of Peru were the first to notice it. Because they first noticed it around Christmas, they called it El Niño. In Spanish, El Niño means “little boy” and is also an expression for the Christ Child. The fishermen also noticed that they were catching different kinds of fish. They had no idea why this was happening.

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

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

What does the word unpredictable mean in paragraph 1? A B C

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STAAR-M Reading Rehearsal

Questions

Level H2

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

To identify the source of his claims

To show the relevance of the topic

To reveal the solution to a problem

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

Why were the unusual weather patterns named El Niño? A B C

Because of the time of year they were noticed

STER. . A M E Because they were first noticed near the ocean ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I Because they were noticed by a young boy . 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 H2

Meteorologists now understand why El Ni単o occurs. Winds usually blow from east to west in the Pacific Ocean. These winds push warm water west toward Indonesia. But every few years, these trade winds grow weaker. The warmer water is then able to move back toward the east. It heads toward the coast of South America.

This is just the beginning of the story. When that warm water reaches the coast of South America, it pushes north and south. It then begins to affect the atmosphere. The humid air over the ocean causes powerful thunderstorms. These huge storms push hot air more than 50,000 feet above the surface of the Earth.

This hot air gets in the way of the jet stream. The jet stream is made up of strong winds. The jet stream moves huge weather patterns across the planet. The hot air acts a little like boulders placed in a stream. The water has to find a way to get around the boulders. It changes how it flows. The winds of the jet stream also have to change their paths. They have to get around the hot air. Sometimes they even start to blow in the opposite direction.

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

STER. . A M E trade winds ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R warm water K TO Y P 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 PEElRMNi単o Year Normal Year

El Ni単o

warm water

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息 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 H2

Why does the author include paragraphs 3 through 5? A

To explain why El Niño occurs

To support the claim that El Niño affects everybody

To describe how scientists study El Niño

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

Why is the map included in this section? A B C

To show the areas that are impacted most by El Niño

STER. . A M E To show the main problems caused by El Niño ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I To show how El Niño changes weather patterns . 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 H2

El Niño can last up to 18 months. It can cause serious problems around the world. It can cause flooding in Peru and droughts in Indonesia and Australia. It can cause crop damage, famine, and wildfires. Some areas might be unusually wet. Others might be unusually warm.

El Niño can have various effects in the United States. Rain often increases in the southern United States. The temperatures in the southeast and southwest become lower than normal. In the northern part of the country, temperatures become higher than normal. There may be fewer Atlantic hurricanes. However, California may experience more storms and higher rainfall. The northeast experiences stronger storms in the wintertime.

Animals are often affected by these changing weather patterns. Salmon are usually found in Oregon and Washington. When El Niño occurs, they cannot remain there. They are forced to swim into the waters of Canada. Fewer salmon mean less food for the sea lions and seals along the Pacific coast. The resulting famine can kill large numbers of these creatures.

Some historical events in the United States may have been affected R. by El E T S A Niño. The Dust Bowl was a period of terrible droughts inKLthe INE M1930s. AY. WSome C Y A N L A B scientists believe that the Dust Bowl occurred because OT A thereDUwas ED IaN long period N C S I O T ED. I between El Niño occurrences. In 1805, rains REPRslowed the Lewis and Ttorrential H E G B I R O OK T have been caused by El Niño. COPY IS BOmay Clark expedition. The unusually OK IS strong rain

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

E BO THIS NOT S I N ISSIO PERM

R TH

L FO At the time, nobody SAMPknew that GIVENEl Niño existed.

Which of these is an effect of El Niño on the southern United States? A

Drought

more rain and lower temperatures

More winter storms

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STAAR-M Reading Rehearsal

Reading Selection 1

Level H2

As of July 2002, scientists believe that El Niño is starting up again. This opinion is based on readings from a number of weather buoys in the Pacific Ocean. These buoys are maintained by the National Oceanic and Atmospheric Administration. This group also gathers data from satellites high above Earth. Even though this information is available, it is still difficult to make predictions.

In the first few months of 2002, scientists were predicting a return of El Niño. They did not think it would be as severe as the one that impacted the world’s weather from 1997 to 1999. During that time, there were billions of dollars in losses from floods, storms, and droughts. Southern California experienced floods and mudslides. There were fires in Indonesia. In December of 1998, an inch of snow even fell in Las Vegas, Nevada.

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

Keep listening for news about El Niño. Wherever you are in the world, it is sure to have some effect on the area where you live.

. E WAY. KLIN C Y A N L A B TA Oworld. ED IN It will continue to cause problems all over Ithe N C U S D O T TED. I O BE REPR H G I R It will mainly affect North America. COPY IS BOOK T S I K O TH BO Ryears. E O L F P N M It will occur Sregularly every ten E A OT GIV THIS N S I SION S I M R PE

R Which prediction about El Niño is best supported by the selection? MASTE A B C

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STAAR-M Reading Rehearsal

Questions

Level H2

Use the whole selection “The El Niño Phenomenon” on pages 13–18 to answer questions 8–9.

What can the reader conclude about El Niño? A

It takes place once a year.

It is the reason for all bad weather.

It also occurred prior to 1800.

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 Why did the author most likely write this selection? I T I . GHTED BE RE I R O Y T P K O A To explain to farmers ElONiño’s BOO S K IS C effects I H O T B N FOR MPLE of meteorologists E A V S I G S I B To describe the work T TH IS NO N O I S MIS C To inform about El Niño PERreaders

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STAAR-M Reading Rehearsal

Reading Selection 2

Level H2

Deep in the Heart of Texas In this story, Gillian is on a field trip with her classmates. She is visiting the Longhorn Caverns in Burnet, Texas. Gillian has claustrophobia, which is a fear of enclosed spaces. Even though she is afraid, she travels down into the cave. She learns about how caves form and sees stalagmites and stalactites. Then the tour guide asks the students to crawl into a smaller space and turn out their flashlights. Read the selection to find out whether Gillian will be able to keep her fear under control.

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 H2

Deep in the Heart of Texas

Gillian stood at the entrance to Longhorn Caverns in Burnet, Texas. The tour guide, Anika Lewis, smiled at Gillian and her classmates. Anika explained that carbonic acid had helped create the caves. Then she asked if anyone had ever tasted carbonic acid. They all made faces, but Anika laughed. She explained that anyone who has ever had soda has tasted carbonic acid. “It’s the acid that makes sodas effervescent,” she told them. “Without it, soda would taste flat and have no fizz.” Anika explained how water with carbonic acid in it seeped into the ground. It traveled through the limestone and dissolved some of it. This eventually caused a cavern to form.

Gillian had been worried about this field trip for a long time. She had always hated enclosed spaces. She even knew that her fear was known as claustrophobia. She was afraid of feeling trapped. She was also eager to join her classmates on the tour. She had finally decided to come along. As they entered the cavern, her mouth was dry. It was cool inside, but she started sweating.

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 What does the word effervescent inISparagraph 1? BOO K IS Cmean O H O T B R E O L F SAMP OT GIVEN A SatisfyingTHIS IS N N O I S MIS B Bubbly PER C

Sweet

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STAAR-M Reading Rehearsal

Questions

Level H2

11 What is paragraph 2 mostly about? A

How Gillian feels about being at the caverns

Why carbonic acid is found in soda

Why Gillian’s class is on the field trip

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 H2

“Native Americans once used the caverns for shelter,” Anika explained. “During the Civil War, gunpowder was stored here. Sam Bass and other outlaws hid out in the caverns during the 1870s. One chamber was even used as a dance hall in the 1920s.”

As she listened to Anika, Gillian started to relax a little. There were plenty of bright lights, and the chambers were roomy. Anika led the group into a huge arched chamber. Everybody stared at the dozens of huge formations. They looked like stone icicles hanging from the ceiling. Underneath each one, another icicle seemed to grow up from the floor. “Those are stalactites and stalagmites,” Anika said.

Anika went on to describe how they had formed. “As cold rain fell over the years, it picked up oxygen and carbon dioxide from the air. This made carbonic acid. The water then seeped through decaying plant matter on the ground. This made more carbonic acid. The water seeped down through cracks in the ground. As it did so, it dissolved the limestone. The stalactite formed drop by drop. As this water dripped to the floor of the cavern, it formed the stalagmite. . These formations grow at the rate of about one millimeter every 100 ASTERyears!”

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

M WAY. KLINE C Y A N L A B OT A ED IN N C U S I D O T TED. I O BE REPR H G I R T stalagmites? What can the reader conclude about COPYstalactites OOKand S B I S K I O H PLE BO IVEN FOR T M A S G water. A They formed THIS because NOofT salt S I N ISSIO B They take thousands of years to form. PERM C

They are dangerous to touch.

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STAAR-M Reading Rehearsal

Reading Selection 2

Level H2

Anika announced that it was now time for the Wild Cave Tour. They would all have to wear hard hats and put on elbow pads and kneepads. They would be crawling through very small spaces. Everyone would also have to carry a flashlight because it would be completely dark. “Is everybody ready?” she asked. Gillian’s stomach lurched. Under her breath she repeated, “no way, no way, no way.” But then she bravely raised her hand.

They scrambled along on their hands and knees. The corridor they were in became narrower and narrower. Then Anika asked them all to turn off their flashlights. She wanted everyone to see what total blackness was like. Gillian felt like she was in a nightmare. “Just keep breathing,” Gillian whispered to herself. She was crouched in a tiny space. Sweat was trickling down her face. “If I can manage this, I can manage anything,” she whispered. She was distraught, but she just kept slowly breathing. Suddenly she felt a strange calm come over her. A moment later, she realized that her fear was gone. In that narrow passageway, surrounded by absolute darkness, Gillian overcame her claustrophobia.

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

STER. . A M E Read this sentence from paragraph 7. 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 Gillian FO was in a nightmare. Nshe MPLE felt Glike E A V S I S I T TH IS NO N O I S IS PERM The author includes this sentence to show that Gillian — A

was being childish

was dreaming

was frightened

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STAAR-M Reading Rehearsal

Reading Selection 2

Level H2

At the end of the tour, Anika handed out directions for an experiment that the class could do.

Science Experiment Materials Needed: • A glass aquarium tank • A spray bottle filled with water • 50 sugar cubes • 2 pounds of modeling clay What to Do:

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

• Stack the sugar cubes against the front wall of the aquarium. The sugar cubes should be five cubes deep and five cubes wide. The sugar cubes will represent the limestone under the ground. • Cover the sugar cubes with a layer of modeling clay. Make sure there are no gaps. This will represent the surface soil. ER.

MAST E N I AY. L W K C Y A N L A B • Use a toothpick to poke a few holes through the OT Aclay. DThese ED INholes N C U S I O T I will represent cracks and openings in Tthe soil. ED. surface REPRThey will allow H E G B I R O Y surface water to seep intoISthe OK T COPmaterial Obelow. B S K I O H PLE BO IVEN FOR T M A S • With the spray OT G “rain” fall on the clay. It will seep down into THIS bottle, Nmake S I N the sugar M below. ISSIO You will see a cavern develop before your very eyes! P ER

The next Monday, Gillian and her classmates performed the experiment. Gillian and her classmates watched a cavern form as the sugar cubes dissolved.

The experiment allowed everyone to relive their experiences deep beneath the soil of Burnet, Texas. The experiment had a special meaning for Gillian. She saw a thin tunnel form in the sugar cubes. It represented the very spot where fear had looked directly into her eyes. She remembered how, without blinking, she had stared back. Page 25

STAAR-M Reading Rehearsal

Questions

Level H2

14 What does the science experiment mainly relate to? A

How carbonic acid is used in beverages

How caves are located far underground

How acidic water forms caverns

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

Questions

Level H2

Use the whole selection “Deep in the Heart of Texas” on pages 21–25 to answer questions 15–16.

15 Gillian solves her main problem when she —

performs a science experiment

relaxes while crouching in the dark cave

decides to go on the field trip

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 events CEDthe story? Uin S Nthe Which quality of Gillian’s has the most influence on I D O T I R . P GHTED BE RE I R O Y T P K A Her outgoing personalityOK IS CO BOO S I H O T B N FOR MPLE E A V S I G S I B Her curiosity T TH IS NO N O I S IS C Her determination PERM

STOP Page 27

STAAR-M Reading Rehearsal

Reading Selection 3

Level H2

I Wandered Lonely as a Cloud In this poem, the speaker describes a day when he sees a crowd of daffodils. Read the poem to find out how the image of the daffodils stays with him for a long time.

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

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH 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 H2

I Wandered Lonely as a Cloud by William Wordsworth

I wandered lonely as a cloud That floats on high o’er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; 5 Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line 10 Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance.

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

The waves beside them danced; but they Out-did the sparkling waves in glee: 15 A poet could not but be gay, In such a jocund1 company: HTED.

STER. . A M E ACKLIN IN ANY WAY L B A OT ED IT IS N REPRODUC O BE YRIG T P K O O C I gazed—and gazed—but little thought O OK IS OR THIS B O B E L What wealth theSshow had N Fbrought: MP to me E A V I G S I T TH IS NO N O I S For oft, when on IS my couch I lie PERM

20 In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils.

jocund: marked by high, happy spirits

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STAAR-M Reading Rehearsal

Questions

Level H2

17 In the last stanza, the poet creates a feeling of — A

longing

contentment

boredom

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

18 What does the word pensive mean in line 20? A B C

Anxious

STER. . A M E Thoughtful ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I Joyful . 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 H2

19 Read line 12 from the poem.

Tossing their heads in sprightly dance.

The poet includes this line to describe — A

how the daffodils made the speaker feel

how the daffodils moved

how many daffodils there were

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 first-person IS NO point of view—a point of N O I S ERMISview where the story is told by one of the characters

20 The first-person point of view most helps the reader understand — A

what seeing the daffodils meant to the speaker

how long ago the speaker saw the daffodils

where the events of the poem took place

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STAAR-M Reading Rehearsal

Questions

Level H2

21 Read line 21 from the poem.

They flash upon that inward eye

This line describes how the speaker — A

remembers the scene clearly

can only see through one eye

has almost forgotten the daffodils

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 theme—the central idea, message, or IS NO N O I S ERMIS moral of a story, poem, or play

22 Which of these is a main theme in the poem? A

The sadness of feeling lonely

The joy of appreciating nature

The freedom of being young

STOP Page 32

STAAR-M Reading Rehearsal

Reading Selection 4

Level H2

Lucky Shot This selection is about a boy named Khalid. Khalid has always wanted to be a professional photographer. After buying an old camera at a yard sale, Khalid tries out his skills. While taking photographs around town, Khalid takes a photograph that turns out to be more important than he ever imagined. Read the selection to find out how Khalid accidentally helps solve a crime.

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 H2

Lucky Shot 1

Khalid’s father sighed and put down his screwdriver. “I’ve fixed a clock before, but a camera is more complicated,” he said. He handed the dented camera back to Khalid. “No guarantees, okay?”

Khalid thanked his father for giving it a try. They didn’t have much to lose. Khalid had paid only two dollars for the camera at a yard sale. The man had warned Khalid that it was basically a piece of junk. Khalid was willing to take a chance. He dreamed of becoming a professional photographer some day. He really wanted to get started.

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

Khalid used his allowance to buy a roll of color film. His plan was to spend the day taking photographs around town. As he was leaving the house, his older sister Salima teased him. She joked that maybe he would take a prizewinning photograph. Their mother overheard her comment. “You should be nice to your brother,” she said. “He might actually become famous for his . photographs one day.” ASTER

M WAY. KLINE C Y A N L A B The film went into the camera all right. N Khalid D IN through the OT A could Esee C U S I D O T R ED. I only Btime viewfinder. Everything seemed okay, tell. Khalid took REPwould Tbut H E G I R O Y T P K O pictures of the neighbor’sOKcat out BOofO the bushes. He took a few photos IS Cstaring S I H O T B R E well asENaFOcouple MPLas of the corner store, of friends he ran into. A V S I G S I T O TH N N IS O I S S I Khalid Esnapped photographs of a jewelry display in a store window. Then he P RM

took photos of a fire truck, and people chatting as they walked by. He was now down to his last picture. He raised the camera and clicked it as a guy hurried out the front door of the bank across the street. 6

Khalid headed down to the one-hour film developer. He suddenly heard the piercing sirens of police cars rushing past him. He was disappointed that he had used his last shot. He could have taken a picture of whatever the police were rushing to get to. He dropped his film off and went home to get some lunch.

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STAAR-M Reading Rehearsal

Reading Selection 4

Level H2

Khalid picked up his film after lunch. He was thrilled to see that his camera actually did work. He had made lots of mistakes in composition. In one picture, he had a flagpole in the background looking like it grew right out of the top of his friend Mark’s head. It was still a good start. He had a real camera, after all.

23 What are paragraphs 4 and 5 mainly about?

How Khalid uses his camera

Why Salima makes fun of Khalid

How noisy the camera is

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 Read this dictionary entry for the word composition. 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 composition IS NO / noun N O I S IS PERM 1. the act of making something 2. the general makeup of something 3. the product of a mixture of ingredients

Which meaning of the word composition is used in paragraph 7? A

Meaning 1

Meaning 2

Meaning 3 Page 35

STAAR-M Reading Rehearsal

Reading Selection 4

Level H2

Later that night, Khalid was watching the local news. The lead story was about the bank robbery that day. A man in a ski mask had gotten away with over $700. The reporter said that the brazen robbery had taken place in broad daylight. The cameras in the bank showed that the robber was a tall man wearing a red shirt and blue jeans. Khalid grabbed the stack of photographs out of Salima’s hand. “That’s the guy,” he cried. “He is wearing a red shirt and blue jeans.”

Salima laughed and told him to stick to taking photographs of people with flagpoles coming out of their heads. Khalid ignored her. He stood up and announced that he was going to go down to the police station to show them the photograph. Khalid’s parents were chuckling. Then his mother looked more closely at the photograph. In the background, the clock inside the bank displayed 1:30. That was the exact time that the robbery occurred.

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

The family drove down to the police station. After a short wait, Detective Mahler came out to talk with them. She looked tired and stressed. But she took one look at the photograph and asked Khalid to wait. Five minutes later, Detective Mahler came back. She had shown the photograph to the bank teller. . The bank teller thought he recognized the robber’s clothes. Then had STERthey A M E . Y N I A L compared it to some photographs of known bank robbers. NY W Aphotograph BLACK Khalid’s A N I T D O E matched one of the bank robbers. DetectiveITMahler for his help IS N thanked ODUCKhalid R . P D E E R T H E G in solving the crime. PYRI K TO B

O K IS C R THIS BOO O O B N FO MPLE some The next morning, reporters from the local newspaper came by the E A V S I G S I T H O T N IS take Khalid’s picture. They told him that his photograph house. They asked N to O I S S I RM the front page of the newspaper. Just as they were leaving, the PEon would be van for the local news station pulled up. Salima wasn’t laughing any more. Page 36

STAAR-M Reading Rehearsal

Questions

Level H2

25 Why is paragraph 8 important to the story? A

It shows that Khalid was lucky not to get involved in the robbery.

It shows that Khalid might have taken the robber’s photograph.

It shows that Khalid listens to the news each evening.

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

26 What does the word brazen mean in paragraph 8? A B C

Experienced

STER. . A M E Isolated ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I Bold . 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 H2

Use the whole selection “Lucky Shot” on pages 34–36 to answer questions 27–28. 27 Look at this timeline of events from the selection. Khalid buys a camera.

Khalid takes photographs.

E L P SAM ATION C U D E ! Y L RAL 99.RALLY . 8 8 8 Khalid watches the news.

Khalid goes to the police station.

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I Khalid learns about the robbery. . GHTED BE RE I R O Y T P K CO BOO Khalid’s father repairsOOthe S K IScamera. I H T B N FOR MPLE E A V S I G S I T Khalid gets O TH the film IS Ndeveloped. N O I S IS PERM

Which of these belongs in the empty box? A B C

28 The reader can conclude that Khalid is — A

willing to take chances

unhappy about his life

sympathetic towards his sister

STOP Page 38

STAAR-M Reading Rehearsal

Reading Selection 5

Level H2

Fishing on Dry Land In this play, Farmer Nix and Farmer Knave are having a dispute about who owns a colt. The king makes a decision, but Farmer Nix does not agree with it. Read the play to find out how Farmer Nix changes the king’s mind.

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 H2

Fishing on Dry Land TIME: long ago PLACE: before the King’s palace 1

[FARMER NIX, FARMER KNAVE, and the other FARMERS have come with their wagons, for it is market day. Some of the wagons are drawn by horses and some by oxen.]

NIX: Have you seen my colt, sir?

A FARMER: I saw a colt run by not long ago.

SECOND FARMER: There is a colt with Farmer Knave’s oxen.

NIX: I do not see him.

THIRD FARMER: He is lying down between them.

NIX: Ah, I see him now. (He goes to FARMER KNAVE.) I haveAScome TER. for my M E AY. LIN colt, Farmer Knave. ANY W BLACK

8 9 10

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

OT A ED IN N C U S I D O T KNAVE: Your colt? TED. I O BE REPR H G I R COPY IS BOOK T S I K O NIX: Yes. There he isBObetweenFO your R THoxen. E L P N M E A THIS S IS NOT GIV ON colt, sir. KNAVE: He IS isSImy M R PE

NIX: How can he be your colt when he is mine?

KNAVE: I ask the same question, sir.

NIX: What do you mean?

KNAVE: How can the colt be yours when he is mine?

NIX: I’ll have you before the judge, sir!

KNAVE: The judge shall speak to you, sir! Page 40

STAAR-M Reading Rehearsal

Reading Selection 5

Level H2

[The PRINCE comes from the castle.]

PRINCE: What is all this noise, sirs? What is all this noise, I say? The king sent me to ask.

NIX: Farmer Knave does claim my colt, Prince.

PRINCE: How is this, Farmer Knave?

KNAVE: I claim the colt because the colt is mine, Prince.

PRINCE: Now how is this, Farmer Nix?

NIX: The colt is mine, Prince.

KNAVE: The colt is mine I say!

NIX: I say the colt is mine!

KNAVE: See how the colt lies between my oxen! Is not that proof that he is mine?

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 NIX: But who can tell what a colt S NOT PRODUCED I T I . will do? GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B PRINCE: Hush,AMFarmer Nix! FO PLE N Hush, E V S I G S I T O king what TH I’ll tell Farmer Knave! IS Nthe N O I S MISclaim. He will decide to both of you PERdo whom the colt belongs.

[The PRINCE goes.]

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STAAR-M Reading Rehearsal

Questions

Level H2

29 What do paragraphs 2 through 7 suggest? A

Nix deserved to lose his colt.

The colt does belong to Nix.

The colt is not worth fighting over.

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

30 How does Nix feel when Farmer Knave says that the colt is his? A B C

Annoyed

STER. . A M E Curious ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I Amused . 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 H2

31 Read this line from the play. PRINCE: Hush, Farmer Nix! Hush, Farmer Knave! I’ll tell the king what both of you do claim. He will decide to whom the colt belongs.

Why does the playwright include this line? A

To create humor

To advance the plot

To add suspense

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 43

STAAR-M Reading Rehearsal

Level H2

Reading Selection 5

[The PRINCE comes.]

PRINCE: Farmers, the king has decided. He says the colt belongs where it is now lying.

KNAVE: And he lies between my oxen.

PRINCE: That is proof enough. The colt belongs to you, Farmer Knave.

NIX: But, Prince—

PRINCE: Not another word! Go, now, with your wagons and horses and oxen! The queen comes out to walk. Go, all of you!

[The PRINCE enters the castle. The farmers go, NIX last. The QUEEN comes from the castle.]

QUEEN: I heard all from the castle window. I know the colt is yours.

NIX: I thank you, my Queen, I thank you!

ER never QUEEN: Now you must show the king that colts cannot belongMto SToxen, A E WAY. KLIN C Y A N L have belonged to oxen, and never will belong to oxen. A B A IN

40 41

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

S NOT PRODUCED I T I . HTEDhim—TO BE RE NIX: I will go to him at once! I Ywill Gtell I R P CO OOK S B I S K I O H R T show the king. He would not let you tell QUEEN: Not soAM fast! FOmust PLE BIOsaidIVyou N E S G THISever dares NOTto him. No one tell things to a king. S I N O I S S I PERM NIX: How can I show him?

QUEEN: You must think out the way. I cannot help you more.

NIX: I thank you, my Queen, I thank you.

QUEEN: The king comes out to walk soon.

NIX: I will return to show him.

[NIX bows to the QUEEN and goes.]

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STAAR-M Reading Rehearsal

Questions

Level H2

32 Which line shows that the queen knows the king well? A

QUEEN: Now you must show the king that colts cannot belong to oxen, never have belonged to oxen, and never will belong to oxen.

QUEEN: Not so fast! I said you must show the king. He would not let you tell him. No one ever dares to tell things to a king.

QUEEN: You must think out the way. I cannot help you more.

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

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

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STAAR-M Reading Rehearsal

Reading Selection 5

Level H2

[The KING and PRINCE come from the castle.]

QUEEN: ‘Tis a pleasant day to walk, dear King.

KING: Oh, ‘tis very, very pleasant.

[Enter NIX with a fishing-net. He throws out the net and draws it in.]

QUEEN: Why, look you what that foolish man is doing!

KING: He throws out his net and starts to draw it back in! He acts just as if he were fishing.

QUEEN: Let’s ask what he is doing.

KING: Come here, you foolish fellow! Come here, I say! (NIX comes to the KING, but goes on with his fishing.) Now what are you doing, sir?

NIX: I am fishing, fishing, fishing.

KING: How can you fish where there is no water?

58 59 60 61

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

STER. . A M E NIX: Fish can be found on land if colts belong to oxen. ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . KING: What is that, sir? GHTED BE RE I R O Y T P K O OO Bshould S K IS C then I O H NIX: If colts belongE to oxen, fish swim in dust. O T B FOR PL N M E A V S I TG THIS NOmay S I KING: Well, well, that be true! What do you think, dear Queen? N SIO S I M R PE

QUEEN: I think with you—it may be true.

NIX (fishing): If colts belong to oxen, then I will always fish in dust.

KING: Well, well, I think you may be right, sir! (He pauses and thinks deeply.) Yes, I am now sure that you are right, sir. Go get your colt from Farmer Knave. Go with him, Prince, and see to it.

Page 46

STAAR-M Reading Rehearsal

Questions

Level H2

33 Read this dictionary entry for the word draw.

draw / verb 1. to make a picture 2. to pull something 3. to attract attention

What is the meaning of draw as it is used in paragraph 53? A

Meaning 1

Meaning 2

Meaning 3

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

STER. . A M E ACKLIN IN ANY WAY L B A S NOT PRODUCED I T I . GHTED BE RE I R O Y T P K O K IS C R THIS BOO O O B N FO MPLE E A V S I G S I T TH IS NO N O I S IS PERM Use the whole play “Fishing on Dry Land” on pages 40–46 to answer question 34. 34 What do Farmer Knave’s arguments about why the colt is his show? A

He is being unreasonable.

He is the real owner of the colt.

He is logical and intelligent.

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STAAR-M Reading Rehearsal

Reading Selection 6

Level H2

Black Gold This selection describes some important events in the history of oil exploration in America. Edwin L. Drake was one man who made major contributions in the industry. While working for Pennsylvania Rock Oil Company, he created a new way to drill for oil. Read the selection to find out about the life of Edwin L. Drake.

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 48

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 H2

Reading Selection 6

Black Gold A decade after the great California gold rush of 1849, a similar fever took over the eastern coast of the United States. This time people were looking to oil for their fortunes. At the time, whale oil was mainly used for lighting. It was becoming scarce and expensive. Prospectors hoped that petroleum would replace it. Edwin L. Drake drilled America’s first successful oil well in Titusville, Pennsylvania. Other prospectors soon flocked to the region.

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

Photo courtesy of The Library of Congress

STER. . A M E ACKLIN IN ANY WAY L B A Oil Creek, Pennsylvania, 1864 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 Why does theRauthor IS use the words “fever” and “flocked”? PE M A

To show the excitement that people felt

To explain the importance of Drake’s success

To describe the confusion that people experienced

Page 49

STAAR-M Reading Rehearsal

Reading Selection 6

Level H2

Oil had been produced in other parts of the world long before the 1850s. However, it was Drake’s ingenuity that sparked the modern petroleum industry.

It all started with a chance meeting between Edwin Drake and an officer of the Pennsylvania Rock Oil Company. Pennsylvania Rock Oil, later known as Seneca Oil, was the first U.S. petroleum company. They were interested in an oil seep in Pennsylvania. People had been skimming oil from the surface of the ground. A local man had already given up when his methods failed to find enough oil to make a profit. Drake was unemployed when he was first introduced to Seneca Oil Company. They persuaded him to investigate the oil seep for them. He had to pay his own fare to Titusville. Edwin’s former job as a rail conductor allowed him to travel for free. He agreed to go.

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

36 In paragraph 2, the word ingenuity shows that Drake was — A

lucky

experienced

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

Page 50

STAAR-M Reading Rehearsal

Reading Selection 6

Level H2

Edwin organized Seneca Oil’s efforts in Titusville and started digging. Water would quickly fill the holes he had dug before he had a chance to collect any oil. Often, the holes caved in. After numerous attempts, Edwin devised another solution. At the time, people were drilling into the ground for salt and water. Drake thought the same technique might work for oil.

He began constructing a drilling machine. He needed a device that would prevent the sides of the hole from collapsing. He created a metal shaft. He placed iron pipes into the shaft. Then he lowered a drill and other tools into the pipes. Drake used an old steam engine to generate the power needed to push the shaft deep into the ground.

In the meantime, Edwin’s previous failures had cost Seneca Oil Company a lot of money. They finally sent a letter asking him to cease his work. Luckily, Drake discovered oil the very next day. The Drake well began producing about ten barrels of crude oil per day. Soon the Seneca Oil Company was drilling more wells. Many other people also started seeking oil throughout the region.

The modern oil well probably would not exist without Drake’s efforts. .Yet, he ER STenormous A M E was never a prosperous man. He helped Seneca Oil Company enjoy WAY. KLIN C Y A N L A B IN success. But he was only paid modestly. He failed and T ApatentUhis Oto ED invention N C S I D O T I R . P D also Bmade he never leased land for his own oil well. E RE poor investments that GHTEHe I R O Y T P K CO left him an impoverished man. IS BOO OK IS

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

BO R TH E O L F P N M E A THIS S IS NOT GIV SION S I M R PE

37 Which sentence shows that Seneca Oil Company lost faith in Drake’s work? A

After numerous attempts, Edwin devised another solution.

They finally sent a letter asking him to cease his work.

Yet, he was never a prosperous man.

Page 51

STAAR-M Reading Rehearsal

Questions

Level H2

38 Why are paragraphs 4 through 6 important? A

They tell why Edwin Drake went to Titusville.

They show how Edwin Drake solved his problem.

They give clues about how Edwin Drake will lose his money.

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

39 What does the word impoverished mean in paragraph 7? A B C

Sad

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

Page 52

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 H2

Use the whole selection “Black Gold” on pages 49–51 to answer questions 40–42.

40 What is the selection mainly about? A

Edwin Drake’s misfortunes

Seneca Oil Company’s bad investment

Edwin Drake’s contribution to the oil industry

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 . D thatBcannot opinion—a statementIGor HTEidea E RE R O Y T P K O be proven O toK be BOO IS Ctrue S I H O T B N FOR MPLE E A V S I G S I T TH IS NO N O I S IS PERMfrom the selection is an opinion? Which sentence A

Edwin L. Drake drilled America’s first successful oil well in Titusville, Pennsylvania.

The Drake well began producing about ten barrels of crude oil per day.

The modern oil well probably would not exist without Drake’s efforts.

Page 53

STAAR-M Reading Rehearsal

Questions

Level H2

42 The author most likely thinks that Edwin Drake’s lack of financial success is — A

funny

sad

bizarre

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 54

STAAR-M Reading Rehearsal

Level H2

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 978-1-4204-6938-7