Students! GRADE 8 READING - Sirius Education...

GRADE 8 READINGSTAAR® Preparation and Practice

STAAR® is a registered trademark of the Texas Education Agency, which does not endorse this program or its content.

• 35 passages with over 270 authentic STAAR questions

• 19 skill lessons with STAAR Strategies

• 3-step approach for efficient remediation

Use with Your Students!

Copyright © by Sirius Education Solutions LLC. All rights reserved. No part of this work may be reproduced or distributed in any form or by any means, electronic, mechanical, photocopying, scanning, recording, or stored in a database or retrieval system, without the prior written permission of the publisher.

STAAR® is a trademark of the Texas Education Agency. The Texas Education Agency does not endorse this program or its content. Sirius Education Solutions is not affiliated with the Texas Education Agency or the State of Texas.

STAAR® test questions copyright © by the Texas Education Agency. All rights reserved.

Printed in Texas.

ISBN: 978-1-943008-18-6

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Thank you for respecting the copyright and supporting the effort involved in creating this product.

Sampler

iii Table of Contents

Table of Contents

Welcome Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vHow to Use This Book for STAAR Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viStudent Progress Monitoring Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viii

Literary TextsFICTIONDiagnostic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

SkillsAnalyzing Characters in Fiction (8.6B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Analyzing Plot (8.6A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Making Inferences in Literary Texts (8 Fig. 19D) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Practice1 The Missing Scarf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132 The Red-Breasted Mergansers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 3 Downhill from Here . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

LITERARY NONFICTIONDiagnostic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Skills Using Roots and Affixes (8.2A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Using Context Clues (8.2B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Analyzing Speeches (8.7A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Practice1 from John F . Kennedy’s Inaugural Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 432 Elisabet Ney: Shaping a Career . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

POETRYDiagnostic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

SkillsMaking Inferences in Poetry (8.4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Analyzing Similes and Metaphors (8.8A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Practice1 Succession . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 602 Stagecoach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

DRAMADiagnostic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

SkillsMaking Inferences in Drama (8.5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71Analyzing Characters in Drama (8.5A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74

Practice1 April Fools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 772 from One Day More . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Included in Sampler

Sampler

iv Table of Contents

Informational TextsEXPOSITORYDiagnostic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

SkillsIdentifying Main Ideas and Details (8.10A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Summarizing Texts (8 Fig. 19E) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Making Inferences in Informational Texts (8 Fig. 19D) . . . . . . . . . . . . . . . . . . . . . . . . . . 99Making Inferences in Expository Texts (8.10C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Practice1 BBQ: The Pride of Texas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1032 The Right to Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1083 Boom to Bust: Oil Cycles in Texas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1144 Teen Driving: With Freedom Comes Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . 120

PERSUASIVEDiagnostic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

SkillsIdentifying Rhetorical Fallacies (8.11B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Distinguishing Between Facts, Assertions, and Opinions (8.10B) . . . . . . . . . . . . . . . . . .132

Practice1 Let’s Form a Green Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1352 Vote to Support Urban Farms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

Paired TextsPAIRED PASSAGESDiagnostic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

SkillsMaking Links Across Texts (8 Fig. 19F) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151Using a Dictionary (8.2E) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153Synthesizing Ideas (8.10D) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156

Practice1 A Music Feast (and My Humble Contribution) and Welcome Home . . . . . . . . . . . . .161 2 Energy for Our Future and Wind Energy: Is it Worth It? . . . . . . . . . . . . . . . . . . . . . . 1683 Cattle Drives and Stormy Night . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174

Post TestsFiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182Literary Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .197Expository . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202Persuasive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207Paired Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .211

Student Answer Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

Un

lawfu

l to p

ho

toco

py o

r pro

ject with

ou

t perm

ission

© Sirius Education Solutions

Sampler

v Welcome Letter

Dear Student,

The STAAR Grade 8 Reading assessment measures your knowledge of the Grade 8 Reading TEKS. STAAR tests are not designed to measure many important qualities of character and intelligence — as this cartoon indicates. But passing the Grade 8 STAAR tests is important, so you want to do all you can to succeed on them. That’s where this workbook comes in!

We created the most effective STAAR preparation and practice workbook. We know this is true because we waited until two STAAR tests were released to ensure that our instruction and practice really match the test. This book provides STAAR Strategies that will help you understand — and conquer — the types of questions you’ll see most often on the test. As helpful as we believe this workbook is, it only works if you use it. So please use this workbook!

Practicing Smart Is the Secret to STAAR Success There is a secret to success on the STAAR tests — practice, practice, and more practice. This is good news because you are in control of how much effort you put into practicing. And your effort practicing — especially over a long period of time — will make the difference. But not all practice is the same . . . you need to practice smart.

First, practice with test questions that are very similar to the actual STAAR test. That’s easy, since this workbook is full of them! Next, focus on your weaknesses — spend extra time on skills you have trouble with. Think of it like this: If your basketball shot needs improvement, don’t practice dribbling. Instead, work on shooting.

Focusing on your weaknesses also means carefully analyzing each question you get wrong. Why did you get it wrong? Why is the correct answer correct? You learn more from test questions you get wrong, so don’t be afraid of making mistakes. These are your best opportunities to learn. So again, it’s like basketball: If your shot is off, you identify what you are doing wrong (too far left) and correct it with your next shot (aim right).

When you practice, give each question your full attention. Do not take a break until after you answer the question. Your attention is like a muscle that you build by using it, one practice test question at a time. Do you believe unfocused, sloppy practice of your basketball shot will help you perform during a big game? No! Your attention is your greatest power. Develop it with practice.

Preparing for the STAAR test can be a fun challenge. And when you practice smart, you are building life skills while you prepare for the STAAR test!

Your partners in STAAR success,

The Sirius Education Team

Qualities Not Measured by Most Tests

Dys

lexi

cKid

s.ne

t

What are some other important qualities of character and intelligence missing in STAAR tests?

Un

law

ful t

o p

ho

toco

py

or

pro

ject

wit

ho

ut

per

mis

sio

n©

Siri

us E

duca

tion

Solu

tions

Sampler

vi Table of Contents

How to Use This Book for STAAR SuccessThis interactive workbook includes TEKS instruction and STAAR practice in all tested genres. It is easily adapted for different needs and includes a 3-step approach to efficiently prioritize and individualize remediation when preparation time is limited.

STEP 1 Identify Your Needs — Diagnostic Tests for Each GenreUse the Diagnostic Tests for each genre to identify what you know and what you need to review. Record your results in the Progress Monitoring Chart.

32 Grade 8 Reading ■ Literary Texts

Literary Nonfiction Diagnostic

Read the selection and choose the best answer to each question.

My Wandering Horseby John Bird

1 Wrangler was my companion before I met my wife. Not having been in South Texas long, I didn’t know many people; all of my family lived in North Texas, and I wasn’t very social anyway. So when I wasn’t teaching agriculture and science at Lytle Middle School in Lytle, southwest of San Antonio, I was spending time with Wrangler.

2 I bought the little gelding when he was 3. Day after day, Wrangler and I traveled the rights-of-way along irrigation canals. Medina County had black, flood-irrigated farmland. Small canals that ran across the back of each field were fed from the main canal that went for miles to Medina Lake, north of Castroville. When a farmer needed to irrigate, he or she ordered water from the local water district. The water was directed to the farmer’s canal byother canals, and the water flow was controlled by a series of dams. When the water arrived, the farmer opened the stops on his canal, and the property was flooded.

3 The canal rights-of-way made an open path to roam and explore. We went through miles of corn, grain sorghum and warm-season vegetables in the summer. During the winter there were cabbage, carrots and wheat. Along the canals there was always something new to see. Wrangler had along, smooth running walk; we could cover a lot of ground.

4 When I was at work, Wrangler was turned out with the Barbados sheep.Sometimes he pinned his ears and tried to herd them; sometimes the lambs followed Wrangler when they couldn’t find their mother. Mr. Salinas, my landlord, didn’t mind the horse being with his sheep—he made a fine guard dog.

5 But being the young horse that he was, Wrangler had a mischievous side. When we left his pasture to start out on a ride, I’d drop the reins when I opened the gate. He would follow me with his nose right at my shoulder. Where I turned, he turned. Once through, Wrangler would stand facing me until I latched the gate, took the reins and swung onto his back; I thought Iwas a regular horse whisperer.

6 One day we went through our normal gate routine. Wrangler stood facing me with a sleepy and innocent look as I turned to latch the gate. But this time, as soon as I took my eyes off of him, he bolted out of the yard and down the road—saddle, reins and all. When he had a half mile or so between us, he stopped, turned and waited until I got to him, as if he were showing me that he could get away when he wanted to.

7 Another time, it had been a long day at work when I drove down the lane to home. Wrangler wasn’t in his normal place. I looked in the back pasture, and then in the barn, but no horse. The fences were up and thegates were closed; he must have been stolen, I thought.

GO ON

viii Student Progress Monitoring Chart

Name Class Date

Student Progress Monitoring ChartUse the Diagnostic Tests to identify skill lessons you need to complete or review. Chart your progress using the steps and chart below. Because some skill lessons cover a broad standard or are assessed in multiple ways, those lessons are referred to more than once in the chart.

1 Diagnostic Mark an ✗ in the box beside each question that you missed. Find the total wrong.2 Review Study the skill lesson and genre practice associated with each question you missed.3 Post Test Mark an ✗ in the box beside each question that you missed. Find the total wrong. Refer to the skill

lesson for additional practice as needed. (The Post Test questions are in the exact same TEKS order as the Diagnostic Test.)

FICTIONQuestion 1 2 Review: Skill Lesson 3 TEKS

1 Analyzing Characters in Fiction (p. 7) 8.6B


3 Analyzing Plot (p. 9) 8.6A


5 Making Inferences in Literary Texts (p. 11) 8.6 Fig. 19D





Total / 9 Total / 9

LITERARY NONFICTIONQuestion 1 2 Review: Skill Lesson 3 TEKS

1 Analyzing Speeches (p. 40) 8.7 Fig. 19D

2 Using Roots and Affixes (p. 36) 8.2A


4 Using Context Clues (p. 38) 8.2B



Total / 6 Total / 6

POETRYQuestion 1 2 Review: Skill Lesson 3 TEKS

1 Making Inferences in Poetry (p. 55) 8.4 Fig. 19D


3 Analyzing Similes and Metaphors (p. 57) 8.8A



Total / 5 Total / 5

STEP 2 Focus Intervention — TEKS Instruction and STAAR PracticeUse your Diagnostic results to focus TEKS instruction and STAAR practice to meet your unique needs.


Analyzing SpeechesLiterary devices help speakers use words and phrases in ways that make their ideas easy to understand and easy to remember. Here are a few literary devices you may see or hear in speeches:

• Allusions are references to famous people, places, events, or ideas in history or literature. (“I wondered if, like Hamlet, I would continue to dither and delay.” [The sentence alludes to a character in a play by Shakespeare.])

• Aphorisms are short statements that express a truth about life in a memorable way. (“Minds are like parachutes, they only function when open.”)

• Epigraphs are quotations used at the beginning of a speech to hint at the speech’s theme.

• Hyperbole is exaggeration used to emphasize an idea or to create humor. (“The class felt as if it were a thousand hours long.”)

• Repetition occurs when the same words or phrases are used two or more times.

• Parallelism is the repetition of similar kinds of words and phrases to express similar ideas. (“...government of the people, by the people, for the people... “)

On the STAAR test, you may be asked to analyze literary devices found in well-known speeches. Here are the steps you can follow to respond to such questions.

STAAR Strategy1 Read the passage and the item.

(8.7A)

from Barbara Jordan’s Speech to the 1976 Democratic Convention

1 A nation is formed by the willingness of each of us to share in the responsibility for upholding the common good. A government is invigorated when each one of us is willing to participate in shaping the future of this nation. In this election year, we must define the “common good” and begin again to shape a common future. Let each person do his or her part. If one citizen is unwilling to participate, all of us are going to suffer. For the American idea, though it is shared by all of us, is realized in each one of us.

2 And now, what are those of us who are elected public officials supposed to do? We call ourselves “public servants” but I’ll tell you this: We as public servants must set an example for the rest of the nation. It is hypocritical for the public official to admonish and exhort the people to uphold the common good if we are derelict in upholding the common good. More is required—More is required of public officials than slogans and handshakes and press releases. More is required. We must hold ourselves strictly accountable. We must provide the people with a vision of the future.


Guided PracticeReturn to Barbara Jordan’s speech on the previous page. Then use the steps for analyzing speeches to respond to the question below.

Think About Your Thinking In the chart below, note how you evaluated each answer choice. The second evaluation has been done for you.

Answer Choices

EvaluationsIs answer

supported?

F

G The sentence describes a problem. It does not refer to a well-known historical idea no

H

J

Independent PracticeYou will have the opportunity to practice analyzing speeches in upcoming selections, including the excerpt from John F. Kennedy’s Inaugural Address.

Read this sentence from paragraph 1.

If one citizen is unwilling to participate, all of us are going to suffer.

The speaker includes this sentence most likely to —

F create a mental image of a problem

G refer to a well-known historical idea

H compare one type of person to another

J present a complicated idea in a simple way


1 Which excerpt from the speech contains an example of parallel structure? (8.7 Fig. 19D)

A …symbolizing an end, as well as a beginning—signifying renewal, as well as change.

B …the same revolutionary beliefs for which our forebears fought are still at issue around the globe…

C …unwilling to witness or permit the slow undoing of those human rights to which this Nation has always been committed…

D Let every nation know, whether it wishes us well or ill, that we shall pay any price…

2 In paragraph 2, what does the word prescribed mean? (8.2A)

F argued over

G submitted to

H attended

J directed

3 Which statement best explains President Kennedy’s attitude toward the past in his speech? (8.3 Fig. 19D)

A Society must eliminate the causes of poverty in our country and in the world.

B While moving forward, we should preserve the rights for which our ancestors fought.

C Americans should move beyond the past and into a new era.

D We can learn from past mistakes as we begin a new chapter in America.

Literary Nonfiction 1


from John F. Kennedy’s Inaugural Address

January 20, 1961

1 Vice President Johnson, Mr. Speaker, Mr. Chief Justice, President Eisenhower, Vice President Nixon, President Truman, Reverend Clergy, fellow citizens:

2 We observe today not a victory of party, but a celebration of freedom—symbolizing an end, as well as a beginning—signifying renewal, as well as change. For I have sworn before you and Almighty God the same solemn oath our forebears prescribed nearly a century and three quarters ago.

3 The world is very different now. For man holds in his mortal hands the power to abolish all forms of human poverty and all forms of human life. And yet the same revolutionary beliefs for which our forebears fought are still at issue around the globe—the belief that the rights of man come not from the generosity of the state, but from the hand of God.

4 We dare not forget today that we are the heirs of that first revolution. Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans—born

THEME

Circle the key words in paragraph 2.What do these words suggest the theme of President Kennedy’s speech will be?

IMAGERY

Circle the image used at the end of paragraph 3. What idea is represented by this image?

Active ReadingAs You ReadParallel structure is the use of phrases with the same grammatical structure, or pattern. Underline examples of parallel structure.

PracticeLiterary Nonfiction 1



January 20, 1961




4 We dare not forget today that we are the heirs of that first revolution. Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans—born

THEME

Circle the key words in paragraph 2.What do these words suggest the theme of President Kennedy’s speech will be?

IMAGERY



Practice

STEP 3 Monitor Your Progress — Post TestsUse each genre Post Test to monitor progress and to identify additional lessons for review. The Post Test questions cover the same TEKS in the same order as the Diagnostic Test.

Each item correlates to a TEKS and Skill lesson.

Diagnostic Tests cover 7 genres

Practice with support for Active Reading

Guided Practice

19 Skills Lessons

Models strategy with released STAAR items

Critical thinking

TEKS

Independent Practice


Name Class Date

Student Progress Monitoring ChartUse the Diagnostic Tests to identify skill lessons you need to complete or review. Chart your progress using the steps and chart below. Because some skill lessons cover a broad standard or are assessed in multiple ways, those lessons are referred to more than once in the chart.













Total / 9 Total / 9








Total / 6 Total / 6







Total / 5 Total / 5

✗✗

✗

✗✗

✗

5

Focus on skills you most need.

Post Test: Literary Nonfi ction


The Light Bill

Monitor your progress

Un

lawfu

l to p

ho

toco

py o

r pro

ject with

ou

t perm

ission


Sampler

vii Table of Contents

How to Use This Book for STAAR SuccessFocused Intervention is provided by 19 skill lessons and 21 reading passages and 175 questions based on released STAAR items .

Reading Skill 19 skill lessons provide concise and student-friendly instruction in answering a released STAAR test item. Each TEKS-based skill models a STAAR Strategy that students learn and then apply in Guided Practice .


Using Context CluesTo figure out the meaning of unfamiliar words, you can look for clues in the sentences near the words. These sentences and paragraphs make up the words’ context.

On the STAAR test, you may be asked to define a word that you don’t know or a word that has multiple meanings. Or you might be asked to define the meaning of a phrase as it is used in a selection. Knowing how to use context clues can help you choose the correct meaning. Here are steps you can follow to respond to such items.

STAAR Strategy1 Read the passage and the question.

2 Review each answer choice. Then re-read the sentences around the word or phrase. Underline clues to its meaning , just as one student did in the paragraph above.

3 Think about what the context clues tell you about the word.

The phrase refers to Smith’s idea. Smith had a “thought,” and a nonprofit helped to make his idea a real place that can be visited “Today.” The clues suggest that came to fruition means that an idea became a reality.

4 Evaluate the clues you underlined. Cross out the answer choices that context clues do not support. Select the answer that best matches the context clues.

F Became a reality

G Grew in importance

H Influenced others

J Drew attention

(8.2B)

One day while walking his dog near Tantramar Regional High School in New Brunswick, retired biologist Al Smith noticed a substantial area of abandoned farmland behind the school. Concerned about the loss of freshwater wetlands, Smith thought it would be a great place for creating a man-made wetland. His idea came to fruition in 1997 when a nonprofit organization committed to conserving Canada’s wetlands provided both the financing and labor for the project. The resulting 35-acre marsh became known as the Tantramar Wetlands. Today the Tantramar Wetlands Centre located on the site offers research and education programs year-round.

What do the words came to fruition mean in the paragraph?

F Became a reality

H Influenced others


J Drew attention STAAR 2014 #12

The context clues support choice F. A nonprofit helped Smith make his idea of creating a wetland a reality.

The passage describes how Smith’s idea came to be, not how it influenced others.

Smith’s idea grew from a vision to a reality. This is not the best choice.

The Tantramar Wetlands Centre may draw attention, but the phrase refers to Smith’s idea, not the Centre.

37 Reading Skill

Guided PracticeThe paragraph below is from the article “Marching to Different Drummers.” Read the paragraph and the question that follows. Then follow the steps for using context clues to identify the correct meaning of the word. One context clue has been circled for you.

Think About Your Thinking In the chart below, note how you evaluated each answer choice. The first evaluation has been done for you.

Answer Choices

EvaluationsIs this

the best meaning?

A No clues in the paragraph refer to money. no

B

C

D

Independent PracticeYou will have the opportunity to practice using context clues in upcoming selections, including, “Elisabet Ney: Shaping a Career.”

When playing at away games, the band requires 20 buses and a team of nearly 100 parent volunteers to help with logistics and other chores, such as moving equipment, chaperoning, handing out snacks and water bottles, and carefully managing plumes that go with the marchers’ hats, said Tim Carroll, spokesman for the high school and also a band parent.

In the paragraph, the word logistics means the —

A raising of funds

B supervising of details

C recruiting of members

D scheduling of practices STAAR 2013, #19

Reading PracticeThis workbook provides authentic STAAR practice in the 7 tested genres,using grade-appropriate selections and test questions that closely match released STAAR tests.

103 Reading Practice ■ Expository

Expository 1


BBQ: The Pride of Texasby James Hudson

1 The name “Texas” evokes specific images for people around the world. People associate Texas with cowboys, horses, large belt buckles, and barbecue (BBQ). Texans do more than celebrate with barbecues: They take their BBQ seriously, and rightfully so. Texas BBQ is the result of rich and varied historical traditions and has a culture all its own.

2 Cooking meat over an open fire is not a new idea. Native Americans in Texas cooked their venison and other meats over open fires thousands of years ago. However, as the state’s rich history unfolded, settlers, immigrants, and slaves all brought their own cooking traditions to their regions. These influences shaped the evolution of simply cooking meat over a fire into the various forms of barbecue that are so prized today across Texas.

3 In the 1600s, Spanish settlers came to the area now known as South Texas, bringing their cooking traditions with them. These settlers dug a hole in the ground and used local mesquite wood to roast goat and lamb directly over the coals in the earthen pit, covered by leaves. Whether beef, goat, or lamb is cooked, the method of cooking in a hole in the ground distinguishes South Texas barbacoa from the other barbecue methods.

4 Beginning in the 1800s, German and Czech immigrants brought to Central Texas the tradition of selling fresh, raw meat from meat markets. Patrons ordered fresh meat, and the butcher cut it and wrapped it in butcher paper. The lack of refrigeration and preservatives resulted in spoilage. So butchers began to smoke the unsold meat in an enclosed smoker to keep it from spoiling as quickly. Customers began purchasing smoked meats as well as fresh meat.

5 In 1850, Texas entered the Union as a slave state, and enslaved Africans brought their cooking traditions to East Texas. These traditions included using oak, hickory,

Active ReadingAs You ReadUnderline the main idea (the topic sentence) in paragraphs 1–6.

TEXT STRUCTURE

In paragraph 2, circle the four groups of people the author claims influenced the development of barbecue in Texas.Then, notice how paragraphs 3–5 are organized. How do those paragraphs relate to paragraph 2?

Practice

105 Reading Practice ■ Expository

1 According to the article, why did butchers begin selling smoked meats? (8.10A)

A It was a new idea to draw in customers.

B It was a way to avoid a loss of profit.

C It was a tradition they brought from Germany.

D The new cattle industry resulted in excess meat to be sold.

2 What does the word evokes mean in paragraph 1? (8.2B)

F overlooks

G brings out

H takes

J celebrates

3 Paragraphs 3 through 5 are mainly about — (8.10A)

A the development of regional differences in Texas BBQ

B the variety of BBQ available to Texans

C the creation of standardized cooking methods for BBQ

D the popularity of Texas BBQ in different areas of the state

4 Which words in paragraph 4 help the reader understand what patrons means? (8.2B)

F brought the tradition

G ordered fresh meat

H wrapped it in butcher paper

J smoke the unsold meat

Independent Practice

Guided Practice helps students apply the strategy.

21 passages in 7 genres

Uses a 3 step model for• understanding

questions• searching for text clues

or support• evaluating answer

choices

Key terms

Show your thinking by analyzing each answer choice.

Over 175 questions match the released STAAR tests in content and format.

Analyzes released STAAR questions.

Margin activities help students read actively and annotate the passage.

TEKS

TEKS

Un

law

ful t

o p

ho

toco

py

or

pro

ject

wit

ho

ut

per

mis

sio

n©

Siri

us E

duca

tion

Solu

tions

Sampler


Name Class Date

Student Progress Monitoring ChartUse the Diagnostic Tests to identify skill lessons you need to complete or review . Chart your progress using the steps and chart below . Because some skill lessons cover a broad standard or are assessed in multiple ways, those lessons are referred to more than once in the chart .













Total / 9 Total / 9








Total / 6 Total / 6







Total / 5 Total / 5

Un

lawfu

l to p

ho

toco

py o

r pro

ject with

ou

t perm

ission


Included in Sampler

Sampler

ix Student Progress Monitoring Chart

DRAMAQuestion 1 2 Review: Skill Lesson 3 TEKS

1 Analyzing Characters in Drama (p. 7) 8.5A


3 Analyzing Characters in Drama (p. 7) 8.5A

4 Analyzing Characters in Drama (p. 7) 8.5 Fig. 19D



Total / 6 Total / 6

EXPOSITORYQuestion 1 2 Review: Skill Lesson 3 TEKS


2 Making Inferences in Informational Texts (p. 101) 8.10C

3 Distinguishing Between Facts, Assertions, and Opinions (p. 132)

8.10B

4 Making Inferences in Informational Texts (p. 101) 8.10C

5 Identifying Main Ideas and Details (p. 94) 8.10A


7 Identifying Main Ideas and Details (p. 94) 8.10A

8 Synthesizing Ideas (p.156 ) 8.10D

9 Summarizing Texts (p. 96) 8 Fig. 19E

Total / 9 Total / 9

PERSUASIVEQuestion 1 2 Review: Skill Lesson 3 TEKS

1 Making Inferences in Informational Texts (p. 101) 8.11 Fig. 19D


3 Identifying Rhetorical Fallacies (p. 130) 8.11B



6 Using a Dictionary (p. 153 ) 8.2E

Total / 6 Total / 6

PAIRED PASSAGESQuestion 1 2 Review: Skill Lesson 3 TEKS

1 Making Links Across Texts (p. 151) 8 Fig. 19F





Total / 5 Total / 5

Un

law

ful t

o p

ho

toco

py

or

pro

ject

wit

ho

ut

per

mis

sio

n©

Siri

us E

duca

tion

Solu

tions

Sampler


Using Context CluesTo figure out the meaning of unfamiliar words, you can look for clues in the sentences near the words. These sentences and paragraphs make up the words’ context.

On the STAAR test, you may be asked to define a word that you don’t know or a word that has multiple meanings. Or you might be asked to define the meaning of a phrase as it is used in a selection. Knowing how to use context clues can help you choose the correct meaning. Here are steps you can follow to respond to such items.

STAAR Strategy1 Read the passage and the question.

2 Review each answer choice. Then re-read the sentences around the word or phrase. Underline clues to its meaning, just as one student did in the paragraph above.

3 Think about what the context clues tell you about the word.

The phrase refers to Smith’s idea. Smith had a “thought,” and a nonprofit helped to make his idea a real place that can be visited “Today.” The clues suggest that came to fruition means that an idea became a reality.

4 Evaluate the clues you underlined. Cross out the answer choices that context clues do not support. Select the answer that best matches the context clues.

F Became a reality


H Influenced others

J Drew attention

(8.2B)

One day while walking his dog near Tantramar Regional High School in New Brunswick, retired biologist Al Smith noticed a substantial area of abandoned farmland behind the school. Concerned about the loss of freshwater wetlands, Smith thought it would be a great place for creating a man-made wetland. His idea came to fruition in 1997 when a nonprofit organization committed to conserving Canada’s wetlands provided both the financing and labor for the project. The resulting 35-acre marsh became known as the Tantramar Wetlands. Today the Tantramar Wetlands Centre located on the site offers research and education programs year-round.

What do the words came to fruition mean in the paragraph?

F Became a reality

H Influenced others


J Drew attention STAAR 2014 #12

The context clues support choice F. A nonprofit helped Smith make his idea of creating a wetland a reality.

The passage describes how Smith’s idea came to be, not how it influenced others.

Smith’s idea grew from a vision to a reality. This is not the best choice.

The Tantramar Wetlands Centre may draw attention, but the phrase refers to Smith’s idea, not the Centre.

Un

lawfu

l to p

ho

toco

py o

r pro

ject with

ou

t perm

ission


Un

lawfu

l to p

ho

toco

py o

r pro

ject with

ou

t perm

ission


Sampler

37 Reading Skill

Guided PracticeThe paragraph below is from the article “Marching to Different Drummers.” Read the paragraph and the question that follows. Then follow the steps for using context clues to identify the correct meaning of the word. One context clue has been circled for you.

Think About Your Thinking In the chart below, note how you evaluated each answer choice. The first evaluation has been done for you.

Answer Choices

EvaluationsIs this

the best meaning?

A No clues in the paragraph refer to money. no

B

C

D

Independent PracticeYou will have the opportunity to practice using context clues in upcoming selections, including, “Elisabet Ney: Shaping a Career.”

When playing at away games, the band requires 20 buses and a team of nearly 100 parent volunteers to help with logistics and other chores, such as moving equipment, chaperoning, handing out snacks and water bottles, and carefully managing plumes that go with the marchers’ hats, said Tim Carroll, spokesman for the high school and also a band parent.

In the paragraph, the word logistics means the —

A raising of funds

B supervising of details

C recruiting of members

D scheduling of practices STAAR 2013, #19

Un

law

ful t

o p

ho

toco

py

or

pro

ject

wit

ho

ut

per

mis

sio

n©

Siri

us E

duca

tion

Solu

tions

Un

law

ful t

o p

ho

toco

py

or

pro

ject

wit

ho

ut

per

mis

sio

n©

Siri

us E

duca

tion

Solu

tions

Sampler


Analyzing SpeechesLiterary devices help speakers use words and phrases in ways that make their ideas easy to understand and easy to remember. Here are a few literary devices you may see or hear in speeches:

• Allusions are references to famous people, places, events, or ideas in history or literature. (“I wondered if, like Hamlet, I would continue to dither and delay.” [The sentence alludes to a character in a play by Shakespeare.])

• Aphorisms are short statements that express a truth about life in a memorable way. (“Minds are like parachutes, they only function when open.”)

• Epigraphs are quotations used at the beginning of a speech to hint at the speech’s theme.

• Hyperbole is exaggeration used to emphasize an idea or to create humor. (“The class felt as if it were a thousand hours long.”)

• Repetition occurs when the same words or phrases are used two or more times.

• Parallelism is the repetition of similar kinds of words and phrases to express similar ideas. (“...government of the people, by the people, for the people... “)

On the STAAR test, you may be asked to analyze literary devices found in well-known speeches. Here are the steps you can follow to respond to such questions.

STAAR Strategy1 Read the passage and the item.

(8.7A)

from Barbara Jordan’s Speech to the 1976 Democratic Convention

1 A nation is formed by the willingness of each of us to share in the responsibility for upholding the common good. A government is invigorated when each one of us is willing to participate in shaping the future of this nation. In this election year, we must define the “common good” and begin again to shape a common future. Let each person do his or her part. If one citizen is unwilling to participate, all of us are going to suffer. For the American idea, though it is shared by all of us, is realized in each one of us.

2 And now, what are those of us who are elected public officials supposed to do? We call ourselves “public servants” but I’ll tell you this: We as public servants must set an example for the rest of the nation. It is hypocritical for the public official to admonish and exhort the people to uphold the common good if we are derelict in upholding the common good. More is required—More is required of public officials than slogans and handshakes and press releases. More is required. We must hold ourselves strictly accountable. We must provide the people with a vision of the future.

Un

lawfu

l to p

ho

toco

py o

r pro

ject with

ou

t perm

ission


Un

lawfu

l to p

ho

toco

py o

r pro

ject with

ou

t perm

ission


Sampler

41 Reading Skill ■ Literary Nonfiction

2 Read each answer choice. Then re-read the related part of selection. Underline details that relate to the question. For this item, you would look for words or phrases that are repeated. Take a look at the repetition one student underlined in the selection above.

3 Compare the details you underlined to the answer choices. Cross out the answer choices that do not relate to the details you underlined. Choose the answer that the details support.

A explain the benefits of electing responsible public officials

B provide assurance of the Democratic Party’s ability to lead

C describe the advantages of having a national community

D propose a plan that will achieve a balanced government

3 If we promise as public officials, we must deliver. If—If we as public officials propose, we must produce. If we say to the American people, “It is time for you to be sacrificial”—sacrifice. If the public official says that, we [public officials] must be the first to give. We must be. And again, if we make mistakes, we must be willing to admit them. We have to do that. What we have to do is strike a balance between the idea that government should do everything and the idea, the belief, that government ought to do nothing. Strike a balance.

4 Let there be no illusions about the difficulty of forming this kind of a national community. It’s tough, difficult, not easy. But a spirit of harmony will survive in America only if each of us remembers that we share a common destiny; if each of us remembers, when self-interest and bitterness seem to prevail, that we share a common destiny.

5 I have confidence that we can form this kind of national community.

6 I have confidence that the Democratic Party can lead the way.

7 I have that confidence.

The speaker uses repetition in paragraphs 5–7 in order to —

A explain the benefits of electing responsible public officials

B provide assurance of the Democratic Party’s ability to lead

C describe the advantages of having a national community

D propose a plan that will achieve a balanced government

Repeating “I have confidence” does not explain such benefits.

Repetition is not used to present the details of a plan.

Repeating “I have confidence” shows that the speaker is certain.

The repetition does not describe “the advantages of having a national community.”

Un

law

ful t

o p

ho

toco

py

or

pro

ject

wit

ho

ut

per

mis

sio

n©

Siri

us E

duca

tion

Solu

tions

Un

law

ful t

o p

ho

toco

py

or

pro

ject

wit

ho

ut

per

mis

sio

n©

Siri

us E

duca

tion

Solu

tions

Sampler


Guided PracticeReturn to Barbara Jordan’s speech on the previous page. Then use the steps for analyzing speeches to respond to the question below.

Think About Your Thinking In the chart below, note how you evaluated each answer choice. The second evaluation has been done for you.

Answer Choices

EvaluationsIs answer

supported?

F

G The sentence describes a problem. It does not refer to a well-known historical idea no

H

J

Independent PracticeYou will have the opportunity to practice analyzing speeches in upcoming selections, including the excerpt from John F. Kennedy’s Inaugural Address.

Read this sentence from paragraph 1.

If one citizen is unwilling to participate, all of us are going to suffer.

The speaker includes this sentence most likely to —

F create a mental image of a problem

G refer to a well-known historical idea

H compare one type of person to another

J present a complicated idea in a simple way

Un

lawfu

l to p

ho

toco

py o

r pro

ject with

ou

t perm

ission


Un

lawfu

l to p

ho

toco

py o

r pro

ject with

ou

t perm

ission


Sampler

43 Reading Practice ■ Literary Nonfiction

Literary Nonfiction 1



January 20, 1961




4 We dare not forget today that we are the heirs of that first revolution. Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans—born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage—and unwilling to witness or permit the slow undoing of those human rights to which this Nation has always been committed, and to which we are committed today at home and around the world.

5 Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe in order to assure the survival and the success of liberty.

6 This much we pledge—and more.

THEME

Circle the key words in paragraph 2. What do these words suggest the theme of President Kennedy’s speech will be?

IMAGERY



PracticeU

nla

wfu

l to

ph

oto

cop

y o

r p

roje

ct w

ith

ou

t p

erm

issi

on

© S

irius

Edu

catio

n So

lutio

ns

Sampler


1 Which excerpt from the speech contains an example of parallel structure? (8.7 Fig. 19D)

A …symbolizing an end, as well as a beginning—signifying renewal, as well as change.

B …the same revolutionary beliefs for which our forebears fought are still at issue around the globe…

C …unwilling to witness or permit the slow undoing of those human rights to which this Nation has always been committed…

D Let every nation know, whether it wishes us well or ill, that we shall pay any price…

2 In paragraph 2, what does the word prescribed mean? (8.2A)

F argued over

G submitted to

H attended

J directed

3 Which statement best explains President Kennedy’s attitude toward the past in his speech? (8.3 Fig. 19D)

A Society must eliminate the causes of poverty in our country and in the world.

B While moving forward, we should preserve the rights for which our ancestors fought.

C Americans should move beyond the past and into a new era.

D We can learn from past mistakes as we begin a new chapter in America.

Un

lawfu

l to p

ho

toco

py o

r pro

ject with

ou

t perm

ission


Sampler

45 Reading Practice ■ Literary Nonfiction

4 Read this excerpt from paragraph 4. (8.8A)

…the torch has been passed to a new generation of Americans…

The metaphor in this excerpt is used to —

F illustrate the bright future for America

G convey an image of handing over responsibility

H emphasize the dangers faced by the new generation

J describe the speaker’s goals for the country

5 What is the best summary of paragraph 5? (8.7 Fig. 19E)

A America can help other countries fight for independence.

B America will use any means to protect its borders.

C Americans can be counted upon to withstand any hardship.

D Americans will do whatever is necessary to preserve freedom.

6 Which excerpt from the speech suggests that President Kennedy believes certain freedoms are under threat? (8.7 Fig. 19D)

F …we observe today not a victory of party, but a celebration of freedom—symbolizing an end, as well as a beginning…

G For man holds in his mortal hands the power to abolish all forms of human poverty and all forms of human life.

H Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans…

J …unwilling to witness or permit the slow undoing of those human rights to which this Nation has always been committed…

Un

law

ful t

o p

ho

toco

py

or

pro

ject

wit

ho

ut

per

mis

sio

n©

Siri

us E

duca

tion

Solu

tions

Sampler

36G

rad

e 8

Re

ad

ing

■ L

iter

ary

Text

s

Usi

ng C

onte

xt

Clu

es

To fi

gu

re o

ut

the

mea

nin

g o

f u

nfa

mili

ar w

ord

s, y

ou

can

loo

k fo

r cl

ues

in t

he

sen

ten

ces

nea

r th

e w

ord

s. T

hes

e se

nte

nce

s an

d p

arag

rap

hs

mak

e u

p t

he

wo

rds’

co

nte

xt.

On

th

e ST

AA

R t

est,

yo

u m

ay b

e as

ked

to

defi

ne

a w

ord

th

at y

ou

do

n’t

kn

ow

or

a w

ord

th

at h

as m

ult

iple

mea

nin

gs.

Or

you

mig

ht

be

aske

d t

o d

efin

e th

e m

ean

ing

of

a p

hra

se

as it

is u

sed

in a

sel

ecti

on

. Kn

ow

ing

ho

w t

o u

se c

on

text

clu

es c

an h

elp

yo

u c

ho

ose

th

e co

rrec

t m

ean

ing

. Her

e ar

e st

eps

you

can

fo

llow

to

res

po

nd

to

su

ch it

ems.

STA

AR

Str

ate

gy

1 R

ead

th

e p

assa

ge

and

th

e q

ues

tio

n.

2 R

evie

w e

ach

an

swer

ch

oic

e. T

hen

re-

read

th

e se

nte

nce

s ar

ou

nd

th

e w

ord

or

ph

rase

. Un

der

line

clu

es t

o it

s m

ean

ing

, ju

st a

s o

ne

stu

den

t d

id in

th

e p

arag

rap

h

abo

ve.

3 T

hin

k ab

ou

t w

hat

th

e co

nte

xt c

lues

tel

l yo

u a

bo

ut

the

wo

rd.

The

phra

se re

fers

to

Smit

h’s

idea

. Sm

ith

had

a “t

houg

ht,”

and

a no

npro

fit h

elpe

d to

mak

e hi

s id

ea a

real

pla

ce t

hat

can

be v

isit

ed “T

oday

.” Th

e cl

ues

sugg

est

that

cam

e to

frui

tion

mea

ns

that

an

idea

bec

ame

a re

alit

y.

4 E

valu

ate

the

clu

es y

ou

un

der

lined

. Cro

ss o

ut

the

answ

er c

ho

ices

th

at c

on

text

clu

es

do

no

t su

pp

ort

. Sel

ect

the

answ

er t

hat

bes

t m

atch

es t

he

con

text

clu

es.

F

Bec

ame

a re

ality

G

Gre

w in

impo

rtan

ce

H

Influ

ence

d ot

hers

J D

rew

att

entio

n

(8.2

B)

O

ne d

ay w

hile

wal

king

his

dog

nea

r Ta

ntra

mar

Reg

iona

l Hig

h Sch

ool i

n N

ew B

runs

wic

k,

retir

ed b

iolo

gist

Al S

mith

not

iced

a s

ubst

antia

l are

a of

aba

ndon

ed f

arm

land

beh

ind

the

scho

ol.

Con

cern

ed a

bout

the

loss

of fr

eshw

ater

wet

land

s, S

mith

tho

ught

it w

ould

be

a gr

eat

plac

e fo

r cr

eatin

g a

man

-mad

e w

etla

nd.

His

idea

cam

e to

fru

ition

in 1

997

whe

n a

nonp

rofit

org

aniz

atio

n co

mm

itte

d to

con

serv

ing

Can

ada’

s w

etla

nds

prov

ided

bot

h th

e fin

anci

ng a

nd la

bor

for

the

proj

ect.

The

res

ultin

g 35

-acr

e m

arsh

bec

ame

know

n as

the

Ta

ntra

mar

Wet

land

s. T

oday

the

Tan

tram

ar W

etla

nds

Cen

tre

loca

ted

on t

he s

ite o

ffer

s re

sear

ch a

nd e

duca

tion

prog

ram

s ye

ar-r

ound

.

W

hat

do t

he w

ords

cam

e to

fru

ition

mea

n in

the

par

agra

ph?

F

Bec

ame

a re

ality

H

Influ

ence

d ot

hers

G

Gre

w in

impo

rtan

ce

J D

rew

att

entio

n ST

AA

R 2

014

#12

The

cont

ext c

lues

sup

port

cho

ice F.

A

nonp

rofit

hel

ped

Smith

mak

e hi

s id

ea o

f cre

atin

g a

wet

land

a re

ality

.

The

pass

age

desc

ribes

how

Sm

ith’s

idea

cam

e to

be,

not

how

it

influ

ence

d ot

hers

.

Smith

’s id

ea g

rew

from

a v

ision

to a

re

ality

. Thi

s is

not t

he b

est c

hoice

.

The

Tant

ram

ar W

etla

nds

Cent

re m

ay

draw

atte

ntio

n, b

ut th

e ph

rase

refe

rs

to S

mith

’s id

ea, n

ot th

e Ce

ntre

.

37

Re

ad

ing

Skil

l

Gu

ided

Pra

ctic

eTh

e p

arag

rap

h b

elo

w is

fro

m t

he

arti

cle

“Mar

chin

g t

o D

iffe

ren

t D

rum

mer

s.”

Rea

d t

he

par

agra

ph

an

d t

he

qu

esti

on

th

at f

ollo

ws.

Th

en f

ollo

w t

he

step

s fo

r u

sin

g c

on

text

clu

es

to id

enti

fy t

he

corr

ect

mea

nin

g o

f th

e w

ord

. On

e co

nte

xt c

lue

has

bee

n c

ircl

ed f

or

you

.

Thin

k A

bo

ut

Yo

ur

Thin

kin

g

In t

he

char

t b

elo

w, n

ote

ho

w y

ou

eva

luat

ed e

ach

an

swer

ch

oic

e. T

he

firs

t ev

alu

atio

n h

as b

een

do

ne

for

you

.

An

swer

C

ho

ices

Eval

uat

ion

sIs

th

is

the

bes

t m

ean

ing?

ANo

clu

es in

the

par

agra

ph re

fer t

o m

oney

.no

B C D

Ind

ep

en

den

t Pra

ctic

eYo

u w

ill h

ave

the

op

po

rtu

nit

y to

pra

ctic

e u

sin

g c

on

text

clu

es in

up

com

ing

sel

ecti

on

s,

incl

ud

ing

, “El

isab

et N

ey: S

hap

ing

a C

aree

r.”

W

hen

play

ing

at a

way

gam

es,

the

band

req

uire

s 20

bus

es a

nd a

tea

m o

f ne

arly

100

pa

rent

vol

unte

ers

to h

elp

with

logi

stic

s an

d ot

her

chor

es,

such

as

mov

ing

equi

pmen

t,

chap

eron

ing,

han

ding

out

sna

cks

and

wat

er b

ottle

s, a

nd c

aref

ully

man

agin

g pl

umes

th

at g

o w

ith t

he m

arch

ers’

hat

s, s

aid

Tim

Car

roll,

spo

kesm

an f

or t

he h

igh

scho

ol a

nd

also

a b

and

pare

nt.

In

the

par

agra

ph,

the

wor

d lo

gist

ics

mea

ns t

he —

A

rais

ing

of f

unds

B

supe

rvis

ing

of d

etai

ls

C

recr

uitin

g of

mem

bers

D

sche

dulin

g of

pra

ctic

es

STA

AR

201

3, #

19

This

is th

e co

rrect

ans

wer b

ecau

se “

supe

rvisi

ng o

f det

ails”

mat

ches

the

cont

ext c

lues

“car

efull

y man

agin

g” a

nd th

e sp

ecifi

c list

of c

hore

s tha

t the

pa

rent

volun

teer

s mus

t sup

ervis

e.ye

s

The

para

grap

h do

es n

ot in

clude

info

rmat

ion

abou

t rec

ruiti

ng m

embe

rs.no

This

para

grap

h dis

cuss

es a

way g

ames

, not

pra

ctice

s.no

To fi

nd a

dditi

onal

item

s tha

t pro

vide

prac

tice

in u

sing

cont

ext c

lues

(TEK

S 8.

2B),

see

the

corre

latio

n ch

art o

n p.

XX.

Grade 8 Reading ■ Literary Texts © Sirius Education Solutions36–37

Teacher’s Edition Sampler

41

Re

ad

ing

Skil

l ■

Lite

rary

No

nfi

ctio

n

2 R

ead

eac

h a

nsw

er c

ho

ice.

Th

en r

e-re

ad t

he

rela

ted

par

t o

f se

lect

ion

. Un

der

line

det

ails

th

at r

elat

e to

th

e q

ues

tio

n. F

or

this

item

, yo

u w

ou

ld lo

ok

for

wo

rds

or

ph

rase

s th

at a

re r

epea

ted

. Tak

e a

loo

k at

th

e re

pet

itio

n o

ne

stu

den

t u

nd

erlin

ed in

th

e se

lect

ion

ab

ove

.

3 C

om

par

e th

e d

etai

ls y

ou

un

der

lined

to

th

e an

swer

ch

oic

es. C

ross

ou

t th

e an

swer

ch

oic

es t

hat

do

no

t re

late

to

th

e d

etai

ls y

ou

un

der

lined

. Ch

oo

se t

he

answ

er t

hat

th

e d

etai

ls s

up

po

rt.

A

expl

ain

the

bene

fits

of e

lect

ing

resp

onsi

ble

publ

ic o

ffic

ials

B

prov

ide

assu

ranc

e of

the

Dem

ocra

tic

Part

y’s

abili

ty t

o le

ad

C

desc

ribe

the

adv

anta

ges

of h

avin

g a

natio

nal c

omm

unity

D

prop

ose

a pl

an t

hat

will

ach

ieve

a b

alan

ced

gove

rnm

ent

3 If

we

prom

ise

as p

ublic

off

icia

ls,

we

mus

t de

liver

. If—

If w

e as

pub

lic o

ffic

ials

pr

opos

e, w

e m

ust

prod

uce.

If w

e sa

y to

the

Am

eric

an p

eopl

e, “

It is

tim

e fo

r yo

u to

be

sac

rific

ial”—

sacr

ifice

. If

the

pub

lic o

ffic

ial s

ays

that

, w

e [p

ublic

off

icia

ls]

mus

t be

the

fir

st t

o gi

ve.

We

mus

t be

. And

aga

in,

if w

e m

ake

mis

take

s, w

e m

ust

be

will

ing

to a

dmit

them

. W

e ha

ve t

o do

tha

t. W

hat

we

have

to

do is

str

ike

a ba

lanc

e be

twee

n th

e id

ea t

hat

gove

rnm

ent

shou

ld d

o ev

eryt

hing

and

the

idea

, th

e be

lief,

that

gov

ernm

ent

ough

t to

do

noth

ing.

Str

ike

a ba

lanc

e.

4 Le

t th

ere

be n

o ill

usio

ns a

bout

the

diff

icul

ty o

f fo

rmin

g th

is k

ind

of a

nat

iona

l co

mm

unity.

It’s

toug

h, d

iffic

ult,

not

eas

y. B

ut a

spi

rit

of h

arm

ony

will

sur

vive

in

Am

eric

a on

ly if

eac

h of

us

rem

embe

rs t

hat

we

shar

e a

com

mon

des

tiny;

if e

ach

of

us r

emem

bers

, w

hen

self-

inte

rest

and

bitte

rnes

s se

em t

o pr

evai

l, th

at w

e sh

are

a co

mm

on d

estin

y.

5 I

have

con

fiden

ce t

hat

we

can

form

thi

s ki

nd o

f na

tiona

l com

mun

ity.

6 I

have

con

fiden

ce t

hat

the

Dem

ocra

tic P

arty

can

lead

the

way

.

7 I

have

tha

t co

nfid

ence

.

Th

e sp

eake

r us

es r

epet

ition

in p

arag

raph

s 5–

7 in

ord

er t

o —

A

expl

ain

the

bene

fits

of e

lect

ing

resp

onsi

ble

publ

ic o

ffic

ials

B

prov

ide

assu

ranc

e of

the

Dem

ocra

tic P

arty

’s a

bilit

y to

lead

C

desc

ribe

the

adv

anta

ges

of h

avin

g a

natio

nal c

omm

unity

D

prop

ose

a pl

an t

hat

will

ach

ieve

a b

alan

ced

gove

rnm

ent

Repe

atin

g “I

hav

e co

nfide

nce”

doe

s no

t ex

plai

n su

ch b

enefi

ts.

Repe

titio

n is

not u

sed

to p

rese

nt th

e de

tails

of

a pl

an.

Repe

atin

g “I

hav

e co

nfide

nce”

sho

ws

that

th

e sp

eake

r is

cert

ain.

The

repe

titio

n do

es

not d

escr

ibe

“the

ad

vant

ages

of h

avin

g a

natio

nal c

omm

unity

.”

40

Gra

de 8

Re

ad

ing

■ L

iter

ary

Text

s

Analy

zin

g S

peech

es

Lite

rary

dev

ices

hel

p s

pea

kers

use

wo

rds

and

ph

rase

s in

way

s th

at m

ake

thei

r id

eas

easy

to

un

der

stan

d a

nd

eas

y to

rem

emb

er. H

ere

are

a fe

w li

tera

ry d

evic

es y

ou

may

see

o

r h

ear

in s

pee

ches

:

• A

llusi

on

s ar

e re

fere

nce

s to

fam

ou

s p

eop

le, p

lace

s, e

ven

ts, o

r id

eas

in h

isto

ry o

r lit

erat

ure

. (“I

wo

nd

ered

if, l

ike

Ham

let,

I w

ou

ld c

on

tin

ue

to d

ith

er a

nd

del

ay.”

[T

he

sen

ten

ce a

llud

es t

o a

ch

arac

ter

in a

pla

y b

y Sh

akes

pea

re.])

• A

ph

ori

sms

are

sho

rt s

tate

men

ts t

hat

exp

ress

a t

ruth

ab

ou

t lif

e in

a m

emo

rab

le

way

. (“M

ind

s ar

e lik

e p

arac

hu

tes,

th

ey o

nly

fu

nct

ion

wh

en o

pen

.”)

• Ep

igra

ph

s ar

e q

uo

tati

on

s u

sed

at

the

beg

inn

ing

of

a sp

eech

to

hin

t at

th

e sp

eech

’s

them

e.

• H

yper

bo

le is

exa

gg

erat

ion

use

d t

o e

mp

has

ize

an id

ea o

r to

cre

ate

hu

mo

r. (“

The

clas

s fe

lt a

s if

it w

ere

a th

ou

san

d h

ou

rs lo

ng

.”)

• R

epet

itio

n o

ccu

rs w

hen

th

e sa

me

wo

rds

or

ph

rase

s ar

e u

sed

tw

o o

r m

ore

tim

es.

• Pa

ralle

lism

is t

he

rep

etit

ion

of

sim

ilar

kin

ds

of

wo

rds

and

ph

rase

s to

exp

ress

si

mila

r id

eas.

(“...

go

vern

men

t o

f th

e p

eop

le, b

y th

e p

eop

le, f

or

the

peo

ple

... “

)

On

th

e ST

AA

R t

est,

yo

u m

ay b

e as

ked

to

an

alyz

e lit

erar

y d

evic

es f

ou

nd

in w

ell-

kno

wn

sp

eech

es. H

ere

are

the

step

s yo

u c

an f

ollo

w t

o r

esp

on

d t

o s

uch

qu

esti

on

s.

STA

AR

Str

ate

gy

1 R

ead

th

e p

assa

ge

and

th

e it

em.

(8.7

A)

from

Bar

bar

a Jo

rdan

’s S

pee

ch

to t

he

1976

Dem

ocra

tic

Con

ven

tion

1 A n

atio

n is

for

med

by

the

will

ingn

ess

of e

ach

of u

s to

sha

re in

the

res

pons

ibili

ty

for

upho

ldin

g th

e co

mm

on g

ood.

A g

over

nmen

t is

invi

gora

ted

whe

n ea

ch o

ne o

f us

is w

illin

g to

par

ticip

ate

in s

hapi

ng t

he f

utur

e of

thi

s na

tion.

In

this

ele

ctio

n ye

ar,

we

mus

t de

fine

the

“com

mon

goo

d” a

nd b

egin

aga

in t

o sh

ape

a co

mm

on f

utur

e.

Let

each

per

son

do h

is o

r he

r pa

rt.

If o

ne c

itize

n is

unw

illin

g to

par

ticip

ate,

all

of

us a

re g

oing

to

suff

er.

For

the

Am

eric

an id

ea,

thou

gh it

is s

hare

d by

all

of u

s, is

re

aliz

ed in

eac

h on

e of

us.

2

And

now

, w

hat

are

thos

e of

us

who

are

ele

cted

pub

lic o

ffic

ials

sup

pose

d to

do?

We

call

ours

elve

s “p

ublic

ser

vant

s” b

ut I

’ll t

ell y

ou t

his:

We

as p

ublic

ser

vant

s m

ust

set

an e

xam

ple

for

the

rest

of th

e na

tion.

It

is h

ypoc

ritic

al f

or t

he p

ublic

off

icia

l to

adm

onis

h an

d ex

hort

the

peo

ple

to u

phol

d th

e co

mm

on g

ood

if w

e ar

e de

relic

t in

up

hold

ing

the

com

mon

goo

d. M

ore

is r

equi

red—

Mor

e is

req

uire

d of

pub

lic o

ffic

ials

th

an s

loga

ns a

nd h

ands

hake

s an

d pr

ess

rele

ases

. M

ore

is r

equi

red.

We

mus

t ho

ld

ours

elve

s st

rict

ly a

ccou

ntab

le.

We

mus

t pr

ovid

e th

e pe

ople

with

a v

isio

n of

the

fu

ture

.

Grade 8 Reading ■ Literary Texts © Sirius Education Solutions40–41


43

R

ea

din

g P

ract

ice ■

Lit

erar

y N

on

fict

ion

Lit

era

ry N

onfi

ctio

n 1

Rea

d t

he

sele

ctio

n a

nd

ch

oo

se t

he

bes

t an

swer

to

eac

h q

ues

tio

n.

from

Jo

hn

F.

Ken

ned

y’s

Inau

gura

l Ad

dres

sJa

nuar

y 20

, 19

61

1

Vic

e Pr

esid

ent

John

son,

Mr. S

peak

er,

Mr. C

hief

Ju

stic

e, P

resi

dent

Eis

enho

wer

, Vic

e Pr

esid

ent

Nix

on,

Pres

iden

t Tr

uman

, Rev

eren

d Cle

rgy,

fel

low

citi

zens

:

2

We

obse

rve

toda

y no

t a

vict

ory

of p

arty

, bu

t a

cele

brat

ion

of f

reed

om—

sym

boliz

ing

an e

nd,

as w

ell a

s a

begi

nnin

g—si

gnify

ing

rene

wal

, as

wel

l as

chan

ge.

For

I ha

ve s

wor

n be

fore

you

and

Alm

ight

y G

od t

he s

ame

sole

mn

oath

our

for

ebea

rs p

resc

ribe

d ne

arly

a c

entu

ry

and

thre

e qu

arte

rs a

go.

3

The

wor

ld is

ver

y di

ffer

ent

now

. Fo

r m

an h

olds

in

his

mor

tal h

ands

the

pow

er t

o ab

olis

h al

l for

ms

of h

uman

po

vert

y an

d al

l for

ms

of h

uman

life

. And

yet

the

sam

e re

volu

tiona

ry b

elie

fs f

or w

hich

our

for

ebea

rs f

ough

t ar

e st

ill a

t is

sue

arou

nd t

he g

lobe

—th

e be

lief th

at t

he r

ight

s of

man

com

e no

t fr

om t

he g

ener

osity

of t

he s

tate

, bu

t fr

om t

he h

and

of G

od.

4

We

dare

not

for

get

toda

y th

at w

e ar

e th

e he

irs

of

that

fir

st r

evol

utio

n. L

et t

he w

ord

go f

orth

fro

m t

his

time

and

plac

e, t

o fr

iend

and

foe

alik

e, t

hat

the

torc

h ha

s be

en p

asse

d to

a n

ew g

ener

atio

n of

Am

eric

ans—

born

in

thi

s ce

ntur

y, t

empe

red

by w

ar,

disc

iplin

ed b

y a

hard

an

d bi

tter

pea

ce,

prou

d of

our

anc

ient

her

itag

e—an

d un

will

ing

to w

itnes

s or

per

mit

the

slow

und

oing

of th

ose

hum

an r

ight

s to

whi

ch t

his

Nat

ion

has

alw

ays

been

co

mm

itte

d, a

nd t

o w

hich

we

are

com

mitte

d to

day

at

hom

e an

d ar

ound

the

wor

ld.

5

Let

eve

ry n

atio

n kn

ow,

whe

ther

it w

ishe

s us

wel

l or

ill,

that

we

shal

l pay

any

pri

ce,

bear

any

bur

den,

mee

t an

y ha

rdsh

ip,

supp

ort

any

frie

nd,

oppo

se a

ny f

oe in

or

der

to a

ssur

e th

e su

rviv

al a

nd t

he s

ucce

ss o

f lib

erty

.

6

This

muc

h w

e pl

edge

—an

d m

ore.

THEM

E

Circ

le t

he k

ey w

ords

in

para

grap

h 2.

Wha

t do

the

se

wor

ds s

ugge

st t

he t

hem

e of

Pr

esid

ent

Ken

nedy

’s s

peec

h

will

be?

IMA

GER

Y

Circ

le t

he im

age

used

at

the

end

of p

arag

raph

3. W

hat

idea

is

repr

esen

ted

by t

his

imag

e?

Act

ive

Rea

din

gA

s You R

ead

Para

llel s

tru

ctu

re is

the

use

of

phr

ases

with

the

sam

e gr

amm

atic

al s

truc

ture

, or

patt

ern.

Und

erlin

e ex

ampl

es o

f pa

ralle

l str

uctu

re.

Rene

win

g ou

r cou

ntry

’s

dedic

atio

n to

the

idea

s of

freed

om, e

ven

in th

e m

idst

of

chan

ge.

If pe

ople’

s righ

ts co

me fr

om G

od,

the g

over

nmen

t has

no

auth

ority

to d

eny t

hem

to an

y per

son.

Pra

ctic

e

42

Gra

de 8

Re

ad

ing

■ L

iter

ary

Text

s

Gu

ided

Pra

ctic

eR

etu

rn t

o B

arb

ara

Jord

an’s

sp

eech

on

th

e p

revi

ou

s p

age.

Th

en u

se t

he

step

s fo

r an

alyz

ing

sp

eech

es t

o r

esp

on

d t

o t

he

qu

esti

on

bel

ow

.

Thin

k A

bo

ut

Yo

ur

Thin

kin

g

In t

he

char

t b

elo

w, n

ote

ho

w y

ou

eva

luat

ed e

ach

an

swer

ch

oic

e. T

he

seco

nd

eva

luat

ion

has

bee

n d

on

e fo

r yo

u.

An

swer

C

ho

ices

Eval

uat

ion

sIs

an

swer

su

pp

ort

ed?

F GTh

e se

nten

ce d

escr

ibes

a p

robl

em. I

t do

es n

ot re

fer t

o a

well-

know

n hi

stor

ical

idea

no

H J

Ind

ep

en

den

t Pra

ctic

eYo

u w

ill h

ave

the

op

po

rtu

nit

y to

pra

ctic

e an

alyz

ing

sp

eech

es in

up

com

ing

sel

ecti

on

s,

incl

ud

ing

th

e ex

cerp

t fr

om

Jo

hn

F. K

enn

edy’

s In

aug

ura

l Ad

dre

ss.

Rea

d th

is s

ente

nce

from

par

agra

ph 1

.

If

one

citi

zen

is u

nwill

ing

to p

artic

ipat

e, a

ll of

us

are

goin

g to

suf

fer.

Th

e sp

eake

r in

clud

es t

his

sent

ence

mos

t lik

ely

to —

F cr

eate

a m

enta

l im

age

of a

pro

blem

G

refe

r to

a w

ell-

know

n hi

stor

ical

idea

H

com

pare

one

typ

e of

per

son

to a

noth

er

J pr

esen

t a

com

plic

ated

idea

in a

sim

ple

way

The

sent

ence

doe

s not

cont

ain vi

vid d

etail

s to

creat

e a

men

tal im

age.

no

The

sent

ence

des

cribe

s one

citiz

en. I

t doe

s not

com

pare

two

citize

ns.

no

The

sent

ence

des

cribe

s a p

robl

em b

ut d

oes s

o in

a si

mpl

e wa

y by f

ocus

ing

on

the

effe

cts o

f one

citiz

en o

n a

com

mun

ity.

yes

To fi

nd a

dditi

onal

item

s tha

t pro

vide

prac

tice

analy

zing

spee

ches

(TEK

S 8.

7A),

see

the

corre

latio

n ch

art o

n p.

XX.

© Sirius Education Solutions Reading Practice ■ Literary Nonfiction 42–43


44

Gra

de 8

Re

ad

ing

■ L

iter

ary

Text

s

1

Whi

ch e

xcer

pt f

rom

the

spe

ech

cont

ains

an

exam

ple

of p

aral

lel s

truc

ture

? (8

.7 F

ig. 1

9D)

A

…sy

mbo

lizin

g an

end

, as

wel

l as

a be

ginn

ing—

sign

ifyin

g re

new

al,

as w

ell a

s ch

ange

.

B

…th

e sa

me

revo

lutio

nary

bel

iefs

for

whi

ch o

ur f

oreb

ears

fou

ght

are

still

at

issu

e ar

ound

th

e gl

obe…

C

…un

will

ing

to w

itnes

s or

per

mit

the

slow

und

oing

of th

ose

hum

an r

ight

s to

whi

ch t

his

Nat

ion

has

alw

ays

been

com

mitte

d…

D

Let

ever

y na

tion

know

, w

heth

er it

wis

hes

us w

ell o

r ill

, th

at w

e sh

all p

ay a

ny p

rice

…

2

In p

arag

raph

2,

wha

t do

es t

he w

ord

pres

crib

ed m

ean?

(8

.2A

)

F ar

gued

ove

r

G

subm

itte

d to

H

atte

nded

J di

rect

ed

3

Whi

ch s

tate

men

t be

st e

xpla

ins

Pres

iden

t Ke

nned

y’s

attit

ude

tow

ard

the

past

in

his

spe

ech?

(8

.3 F

ig. 1

9D)

A

Soc

iety

mus

t el

imin

ate

the

caus

es o

f po

vert

y in

our

cou

ntry

and

in t

he w

orld

.

B

Whi

le m

ovin

g fo

rwar

d, w

e sh

ould

pre

serv

e th

e ri

ghts

for

whi

ch o

ur a

nces

tors

fou

ght.

C

Am

eric

ans

shou

ld m

ove

beyo

nd t

he p

ast

and

into

a n

ew e

ra.

D

We

can

lear

n fr

om p

ast

mis

take

s as

we

begi

n a

new

cha

pter

in A

mer

ica.

Grade 8 Reading ■ Literary Texts © Sirius Education Solutions

An

swer

Ch

oic

e Ex

pla

nat

ion

s

44

1

B T

his

choi

ce d

oes

not

cont

ain

wor

ds o

r ph

rase

s th

at h

ave

the

sam

e gr

amm

atic

al p

atte

rn.

A

Cor

rect

. The

tw

o ph

rase

s sh

are

a co

mm

on g

ram

mat

ical

str

uctu

re:

they

bot

h be

gin

with

“–i

ng”

verb

s w

hich

are

fol

low

ed b

y co

mpo

und

noun

s jo

ined

by

the

phra

se “

as w

ell a

s.”

C

Thi

s ch

oice

doe

s no

t co

ntai

n w

ords

or

phra

ses

that

hav

e th

e sa

me

gram

mat

ical

pat

tern

.

D A

lthou

gh t

he w

ords

“w

ishes

” an

d “w

ell”

and

the

wor

ds “

wel

l”

and

“ill”

hav

e si

mila

r so

unds

, the

se a

re e

xam

ples

of

allit

erat

ion

and

cons

onan

ce, n

ot p

aral

lel s

truc

ture

.

2

F Th

e ph

rase

“ar

gued

ove

r” d

oes

not

mak

e se

nse

in t

he s

ente

nce:

th

e Pr

esid

ent

is e

mph

asiz

ing

unity

, not

con

flict

, so

it is

not

like

ly

the

foun

ding

fat

hers

wer

e ar

guin

g ov

er t

he o

ath

of o

ffice

.

G T

he o

ath

of o

ffice

for

Pre

side

nt d

id n

ot e

xist

pre

viou

sly

whe

n th

e co

loni

sts

subm

itted

to

a ki

ng in

stea

d.

H T

he w

ord

“att

ende

d” d

oes

not

mak

e se

nse

in t

he s

ente

nce:

the

fo

undi

ng f

athe

rs c

ould

not

rea

sona

bly

have

att

ende

d th

e oa

th.

J

Cor

rect

. The

pre

fix “

pre-

“ re

fers

to so

met

hing

that

occ

urs e

arlie

r, or

bef

ore,

an

d th

e w

ord

“scr

ibe”

is fr

om th

e La

tin w

ord

mea

ning

“to

writ

e.” A

lso, t

his

mea

ning

mak

es se

nse

in th

e se

nten

ce: t

he fo

undi

ng fa

ther

s, ha

ving

the

auth

ority

to se

t up

the

new

gov

ernm

ent,

wro

te th

e oa

th o

f offi

ce w

hen

the

natio

n w

as n

ew.

3

A I

n th

is s

tate

men

t Pr

esid

ent

Ken

nedy

is t

alki

ng a

bout

the

pre

sent

, no

t th

e pa

st.

B

Cor

rect

. Fro

m t

he s

peec

h, y

ou c

an c

oncl

ude

that

Ken

nedy

pla

ces

grea

t va

lue

on t

he e

ffor

ts o

f A

mer

ican

for

ebea

rs t

o ga

in a

nd

mai

ntai

n hu

man

rig

hts.

C

Ken

nedy

inst

ead

decl

ares

tha

t “t

he t

orch

has

bee

n pa

ssed

to

a ne

w g

ener

atio

n” w

hich

mus

t ca

rry

on t

he id

eals

of

the

past

.

D K

enne

dy d

oes

not

men

tion

mis

take

s ou

r A

mer

ican

for

ebea

rs

mad

e bu

t in

stea

d en

cour

ages

Am

eric

ans

to k

eep

aliv

e th

eir

idea

s an

d id

eals

.


45

R

ea

din

g P

ract

ice ■

Lit

erar

y N

on

fict

ion

4

Rea

d th

is e

xcer

pt f

rom

par

agra

ph 4

. (8

.8A

)

…th

e to

rch

has

been

pas

sed

to a

ne

w g

ener

atio

n of

Am

eric

ans…

The

met

apho

r in

thi

s ex

cerp

t is

use

d to

—

F ill

ustr

ate

the

brig

ht f

utur

e fo

r Am

eric

a

G

conv

ey a

n im

age

of h

andi

ng o

ver

resp

onsi

bilit

y

H

emph

asiz

e th

e da

nger

s fa

ced

by t

he n

ew g

ener

atio

n

J de

scri

be t

he s

peak

er’s

goa

ls f

or t

he c

ount

ry

5

Wha

t is

the

bes

t su

mm

ary

of p

arag

raph

5?

(8.7

Fig

. 19E

)

A

Am

eric

a ca

n he

lp o

ther

cou

ntri

es f

ight

for

inde

pend

ence

.

B

Am

eric

a w

ill u

se a

ny m

eans

to

prot

ect

its

bord

ers.

C

Am

eric

ans

can

be c

ount

ed u

pon

to w

ithst

and

any

hard

ship

.

D

Am

eric

ans

will

do

wha

teve

r is

nec

essa

ry t

o pr

eser

ve f

reed

om.

6

Whi

ch e

xcer

pt f

rom

the

spe

ech

sugg

ests

tha

t Pr

esid

ent

Kenn

edy

belie

ves

cert

ain

fr

eedo

ms

are

unde

r th

reat

? (8

.7 F

ig. 1

9D)

F …

we

obse

rve

toda

y no

t a

vict

ory

of p

arty

, bu

t a

cele

brat

ion

of f

reed

om—

sym

boliz

ing

an

end,

as

wel

l as

a be

ginn

ing…

G

For

man

hol

ds in

his

mor

tal h

ands

the

pow

er t

o ab

olis

h al

l for

ms

of h

uman

pov

erty

and

al

l for

ms

of h

uman

life

.

H

Let

the

wor

d go

for

th f

rom

thi

s tim

e an

d pl

ace,

to

frie

nd a

nd f

oe a

like,

tha

t th

e to

rch

has

been

pas

sed

to a

new

gen

erat

ion

of A

mer

ican

s…

J …

unw

illin

g to

witn

ess

or p

erm

it th

e sl

ow u

ndoi

ng o

f th

ose

hum

an r

ight

s to

whi

ch t

his

Nat

ion

has

alw

ays

been

com

mitte

d…


An

swer

Ch

oic

e Ex

pla

nat

ion

s

Reading Practice ■ Literary Nonfiction 45

4

F Th

is d

oes

not

mak

e se

nse:

the

fut

ure

cann

ot b

e pa

ssed

fro

m o

ne

gene

ratio

n to

ano

ther

.

G is

cor

rect

bec

ause

this

is a

reas

onab

le c

ompa

rison

: res

pons

ibilit

y fo

r m

aint

aini

ng li

bert

y—th

e ke

y id

ea o

f the

par

agra

ph—

can

be h

ande

d ov

er fr

om o

ne g

ener

atio

n to

the

next

just

like

a to

rch

is ha

nded

ove

r or

pass

ed fr

om o

ne p

erso

n to

the

next

.

H T

his

does

not

mak

e se

nse:

dan

ger

is n

ot li

ke a

tor

ch b

eing

pas

sed;

it’

s de

pend

ent

and

circ

umst

ance

s an

d ca

n’t

be p

asse

d al

ong

from

th

e pa

st. I

n ad

ditio

n, t

he m

ain

idea

s of

the

spe

ech

are

reso

lve

and

cour

age,

not

fea

r.

J In

the

exc

erpt

, pas

sing

the

tor

ch is

not

a g

oal f

or t

he f

utur

e; it

is

som

ethi

ng t

hat

has

alre

ady

happ

ened

.

5

A T

his

is o

nly

one

supp

ortin

g de

tail

in t

he p

arag

raph

: a w

ay in

w

hich

Am

eric

ans

can

pres

erve

fre

edom

.

B T

his

is o

nly

one

supp

ortin

g de

tail

in t

he p

arag

raph

: ano

ther

way

in

whi

ch A

mer

ican

s ca

n pr

eser

ve f

reed

om.

C

Thi

s re

late

s on

ly o

ne s

uppo

rtin

g de

tail

in t

he p

arag

raph

: ano

ther

w

ay in

whi

ch A

mer

ican

s ca

n pr

eser

ve f

reed

om.

D

is co

rrect

bec

ause

a su

mm

ary i

nclu

des t

he m

ain p

oint

s in

a te

xt. T

he sp

eake

r’s lis

t of

act

ions

—“p

ay a

ny p

rice,

bea

r any

bur

den,

mee

t any

har

dshi

p, su

ppor

t any

frien

d,

oppo

se a

ny fo

e”—

in o

rder

to p

rese

rve

liber

ty, o

r fre

edom

, can

be

sum

med

up

in th

e ph

rase

do

wha

teve

r is n

eces

sary.

6

F A

lthou

gh it

men

tions

fre

edom

, it

is f

reed

om b

eing

cel

ebra

ted,

no

t fr

eedo

m b

eing

thr

eate

ned.

G

The

thr

eat

it m

entio

ns is

to

hum

an li

fe, n

ot t

o fr

eedo

m.

H

Thi

s de

clar

es t

hat

the

new

gen

erat

ion

will

gua

rd f

reed

om, b

ut

does

n’t

sugg

est

curr

ent

thre

ats

to t

hat

free

dom

.

J is

cor

rect

bec

ause

you

can

infe

r fr

om t

he p

hras

e sl

ow u

ndoi

ng

of t

hose

hum

an r

ight

s th

at P

resi

dent

Ken

nedy

bel

ieve

s ce

rtai

n fr

eedo

ms

rem

ain

in d

ange

r.


9 781943 008186Printed in Texas on recycled paper.

Literary TextsFiction

Diagnostic, Skills, PracticeLiterary Nonfiction

Diagnostic, Skills, PracticePoetry

Diagnostic, Skills, PracticeDrama

Diagnostic, Skills, Practice

Informational TextsExpository

Diagnostic, Skills, PracticePersuasive

Diagnostic, Skills, Practice

Paired TextsDiagnostic, Skills, Practice

Post TestsFiction Literary NonfictionPoetryDrama Expository Persuasive Paired Passages

GRADE 8 READING CONTENTS

Visit SiriusEducationSolutions.com for additional Grades 6–8 STAAR resources.

Use with your class for free!

© S

irius

Edu

catio

n So

lutio

ns

1 A DB C

2 F JG H

3 A DB C

4 F JG H

5 A DB C

6 F JG H

7 A DB C

8 F JG H

9 A DB C

10 F JG H

11 A DB C

12 F JG H

13 A DB C

14 F JG H

15 A DB C

16 F JG H

17 A DB C

18 F JG H

19 A DB C

20 F JG H

21 A DB C

22 F JG H

23 A DB C

24 F JG H

25 A DB C

26 F JG H

Name Class Date

STAAR Grade 8 Reading Practice Test Student Answer Sheet

27 A DB C

28 F JG H

29 A DB C

30 F JG H

31 A DB C

32 F JG H

33 A DB C

34 F JG H

35 A DB C

36 F JG H

37 A DB C

38 F JG H

39 A DB C

40 F JG H

41 A DB C

42 F JG H

43 A DB C

44 F JG H

45 A DB C

46 F JG H

47 A DB C

48 F JG H

49 A DB C

50 F JG H

51 A DB C

52 F JG H

© S

irius

Edu

catio

n So

lutio

ns

1 A DB C

2 F JG H

3 A DB C

4 F JG H

5 A DB C

6 F JG H

7 A DB C

8 F JG H

9 A DB C

10 F JG H

11 A DB C

12 F JG H

13 A DB C

14 F JG H

15 A DB C

16 F JG H

17 A DB C

18 F JG H

19 A DB C

20 F JG H

21 A DB C

22 F JG H

23 A DB C

24 F JG H

25 A DB C

26 F JG H

Name Class Date

STAAR Grade 8 Reading Practice Test Student Answer Sheet

27 A DB C

28 F JG H

29 A DB C

30 F JG H

31 A DB C

32 F JG H

33 A DB C

34 F JG H

35 A DB C

36 F JG H

37 A DB C

38 F JG H

39 A DB C

40 F JG H

41 A DB C

42 F JG H

43 A DB C

44 F JG H

45 A DB C

46 F JG H

47 A DB C

48 F JG H

49 A DB C

50 F JG H

51 A DB C

52 F JG H


STAAR® GRADE 8 READINGPractice Test—Form B


STAAR® GRADE 8 READINGPractice Test—Form A


STAAR® GRADE 8 READINGPractice Test—Forms A & BTeacher’s Edition

Table of Contents

Form A Answer Key 1 Form A Explanations 2

Form B Answer Key 11 Form B Explanations 12

Form A Answer Sheet 20

Form B Answer Sheet 21

Copyright © by Sirius Education Solutions LLC. All rights reserved. No part of this work may be reproduced or distributed in any form or by any means, electronic, mechanical, photocopying, scanning, recording, or stored in a database or retrieval system, without the prior written permission of the publisher.

STAAR® is a registered trademark of the Texas Education Agency. The Texas Education Agency does not endorse this program or its content. Sirius Education Solutions LLC is not affiliated with the Texas Education Agency or the State of Texas.

Printed in Texas.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Thank you for respecting the copyright and the hard work involved in creating this product.

STAAR Grade 8 Reading Practice Test – Form A Answer Key

© Sirius Education Solutions 1

Item Number

Reporting Category

Readiness or Supporting

Content Student Expectation

Correct Answer

1 2 Readiness 8.8 Fig. 19(D) D 2 2 Supporting 8.6(C) G 3 1 Readiness 8.2(B) B 4 2 Readiness 8.6(A) J 5 2 Readiness 8.3 Fig. 19(D) D 6 2 Readiness 8.6(A) H 7 2 Readiness 8.6 Fig. 19(E) D 8 2 Readiness 8.6(A) H 9 2 Readiness 8.8 Fig. 19(D) A 10 3 Readiness 8.10(C) H 11 3 Readiness 8.10(A) A 12 1 Readiness 8.2(B) F 13 3 Readiness 8.9 Fig. 19(D) D 14 3 Readiness 8.10(D) G 15 3 Readiness 8.10 Fig. 19(E) C 16 3 Readiness 8.10 Fig. 19(D) J 17 3 Supporting 8.10(B) C 18 1 Readiness 8.2(B) H 19 2 Readiness 8.6(B) D 20 2 Readiness 8.6(A) G 21 2 Readiness 8.6(B) B 22 2 Supporting 8.4(A) F 23 2 Supporting 8.4(A) C 24 2 Supporting 8.4 Fig. 19(D) G 25 2 Supporting 8.8 Fig. 19(D)g() A 26 1 Readiness 8.19(F) H 27 1 Readiness 8.19(F) D 28 1 Readiness 8.19(F) G 29 1 Readiness 8.19(F) A 30 1 Readiness 8.19(F) G 31 3 Supporting 8.11 Fig. 19(D) D 32 3 Supporting 8.11 Fig. 19(D) J 33 3 Supporting 8.11 Fig. 19(D) B 34 1 Readiness 8.2(B) J 35 3 Supporting 8.11 Fig. 19(D) B 36 3 Supporting 8.11 Fig. 19(D) F 37 3 Readiness 8.9 Fig. 19(D) A 38 1 Readiness 8.2(A) G 39 3 Readiness 8.10(A) A 40 3 Readiness 8.10(A) H 41 3 Readiness 8.9 Fig. 19(D) B 42 3 Readiness 8.10(D) J 43 3 Supporting 8.13(C) B 44 3 Readiness 8.10(A) G 45 3 Supporting 8.10(B) D 46 2 Supporting 8.7 Fig. 19(D) J 47 2 Supporting 8.7 Fig. 19(D) C 48 2 Supporting 8.3 Fig. 19(D) G 49 2 Supporting 8.7 Fig. 19(D) D 50 2 Supporting 8.7 Fig. 19(D) G 51 2 Supporting 8.7 Fig. 19(D) C 52 2 Supporting 8.7 Fig. 19(D) H

STAAR Grade 8 Reading Practice Test – Form A Explanations

2 © Sirius Education Solutions

1 B Correct. Ella’s words and actions show that she is angry and that she’s determined not to let Lola “get away with” missing the play by pretending to be sick. A Readers do not learn this fact until later in the story. C Ella is certain that Lola is faking her illness. D Ella’s actions, such as slamming the door in Pam and Paula’s faces, show that she is unconcerned with how the family will react.

2 H Correct. The sentence shows that

Lola is such a fiercely determined character that she even has a motto stating that she does not give up. F This sentence gives readers insight into Ella’s character, not Lola’s. G It is uncharacteristic of Lola to admit defeat. This sentence suggests that Lola might give up, not that she will decide to perform. J This sentence shows Lola’s inner conflict. Readers cannot guess from this statement which path Lola will choose.

3 D Correct. Slamming the door, throwing her bag, interrupting Lola, yanking the blanket off her, and her blunt words clearly contrast with Ella’s usual shy, polite, and well-mannered character and create tension. A Lola is surprised by Ella’s argumentative words and actions, which shows the girls probably do not often argue. B No details about Lola’s personality are given in these paragraphs. C These paragraphs show that Ella is upset but not why.

4 F Correct. Ella reminds Lola of the

essential parts of her character—her “never say die” attitude, her passion for art, and her strength as an actor. Her reminder influences Lola to perform in the play.

G Nowhere in the story does Lola question her friendship with Ella, despite Ella’s uncharacteristic behavior. H Ella reminds Lola of her motto, but it is never stated or suggested that Lola will change it. J Ella reassures Lola that Lola is a better actor than Carla.

5 B Correct. Lola’s response to Ella’s comment, “You’re giving up,” is “I wish I’d done it when you wanted me to.” This tells us that Ella had tried earlier to get Lola to give up on the play. A The sentence does not relate to Ella trying to talk Lola out of being in the play. C The sentence states that Lola isn’t the type to give up, but it doesn’t suggest that Ella had ever tried to get her to give up. D The sentence shows that Lola has been

5 F Correct. The idiom “play the fool” means to act silly to make people laugh. Lola is afraid she will embarrass herself and people will laugh at her if she is in the play. G The words convey Lola’s hurt feelings, but not specifically with how Ella has treated her. H The paragraph shows that Lola is concerned with others’ reaction. She is worried that they will laugh at her. J The paragraph gives no indication of whether Lola is actually sick or not.

6 D Correct. In paragraph 29, Lola describes a life in which everyone is the same. She says that Lola taught her “that you can make life what you want.” A Ella states that people in Dellwood—including herself—are “never questioning anything.” B Ella indicates that Carla is selfish, but not that Carla ever teased her.

Includes student Answer Sheets

Full explanations

Student booklets

Teacher’s Edition

STAAR GRADE 8 READING

Practice Tests Forms A & BTwo full-length authentic practice tests that match the STAAR blueprint and released test items.

Practice Tests are sold in 10-packs: 10 Form A & 10 Form B student booklets with bubble sheets, and 1 Teacher’s Edition

Students! GRADE 8 READING - Sirius Education...

Documents

Transcript of Students! GRADE 8 READING - Sirius Education...