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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
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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
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© 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
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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
2 Analyzing Characters in Fiction (p. 7) 8.6B
3 Analyzing Plot (p. 9) 8.6A
4 Analyzing Characters in Fiction (p. 7) 8.6B
5 Making Inferences in Literary Texts (p. 11) 8.6 Fig. 19D
6 Making Inferences in Literary Texts (p. 11) 8.8 Fig. 19D
7 Analyzing Plot (p. 9) 8.6A
8 Making Inferences in Literary Texts (p. 11) 8.6 Fig. 19D
9 Analyzing Plot (p. 9) 8.6A
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
3 Analyzing Speeches (p. 40) 8.7 Fig. 19D
4 Using Context Clues (p. 38) 8.2B
5 Analyzing Speeches (p. 40) 8.7 Fig. 19D
6 Analyzing Speeches (p. 40) 8.7 Fig. 19D
Total / 6 Total / 6
POETRYQuestion 1 2 Review: Skill Lesson 3 TEKS
1 Making Inferences in Poetry (p. 55) 8.4 Fig. 19D
2 Making Inferences in Poetry (p. 55) 8.4 Fig. 19D
3 Analyzing Similes and Metaphors (p. 57) 8.8A
4 Analyzing Similes and Metaphors (p. 57) 8.8A
5 Making Inferences in Poetry (p. 55) 8.4 Fig. 19D
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.
40 Grade 8 Reading ■ Literary Texts
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.
42 Grade 8 Reading ■ Literary Texts
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
44 Grade 8 Reading ■ Literary Texts
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
Read the selection and choose the best answer to each question.
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
Read the selection and choose the best answer to each question.
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.
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
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
2 Analyzing Characters in Fiction (p. 7) 8.6B
3 Analyzing Plot (p. 9) 8.6A
4 Analyzing Characters in Fiction (p. 7) 8.6B
5 Making Inferences in Literary Texts (p. 11) 8.6 Fig. 19D
6 Making Inferences in Literary Texts (p. 11) 8.8 Fig. 19D
7 Analyzing Plot (p. 9) 8.6A
8 Making Inferences in Literary Texts (p. 11) 8.6 Fig. 19D
9 Analyzing Plot (p. 9) 8.6A
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
3 Analyzing Speeches (p. 40) 8.7 Fig. 19D
4 Using Context Clues (p. 38) 8.2B
5 Analyzing Speeches (p. 40) 8.7 Fig. 19D
6 Analyzing Speeches (p. 40) 8.7 Fig. 19D
Total / 6 Total / 6
POETRYQuestion 1 2 Review: Skill Lesson 3 TEKS
1 Making Inferences in Poetry (p. 55) 8.4 Fig. 19D
2 Making Inferences in Poetry (p. 55) 8.4 Fig. 19D
3 Analyzing Similes and Metaphors (p. 57) 8.8A
4 Analyzing Similes and Metaphors (p. 57) 8.8A
5 Making Inferences in Poetry (p. 55) 8.4 Fig. 19D
Total / 5 Total / 5
✗✗
✗
✗✗
✗
5
Focus on skills you most need.
Post Test: Literary Nonfi ction
Read the selection and choose the best answer to each question.
The Light Bill
Monitor your progress
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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 .
36 Grade 8 Reading ■ Literary Texts
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
G Grew in importance
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
Read the selection and choose the best answer to each question.
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
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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
2 Analyzing Characters in Fiction (p. 7) 8.6B
3 Analyzing Plot (p. 9) 8.6A
4 Analyzing Characters in Fiction (p. 7) 8.6B
5 Making Inferences in Literary Texts (p. 11) 8.6 Fig. 19D
6 Making Inferences in Literary Texts (p. 11) 8.8 Fig. 19D
7 Analyzing Plot (p. 9) 8.6A
8 Making Inferences in Literary Texts (p. 11) 8.6 Fig. 19D
9 Analyzing Plot (p. 9) 8.6A
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
3 Analyzing Speeches (p. 40) 8.7 Fig. 19D
4 Using Context Clues (p. 38) 8.2B
5 Analyzing Speeches (p. 40) 8.7 Fig. 19D
6 Analyzing Speeches (p. 40) 8.7 Fig. 19D
Total / 6 Total / 6
POETRYQuestion 1 2 Review: Skill Lesson 3 TEKS
1 Making Inferences in Poetry (p. 55) 8.4 Fig. 19D
2 Making Inferences in Poetry (p. 55) 8.4 Fig. 19D
3 Analyzing Similes and Metaphors (p. 57) 8.8A
4 Analyzing Similes and Metaphors (p. 57) 8.8A
5 Making Inferences in Poetry (p. 55) 8.4 Fig. 19D
Total / 5 Total / 5
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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
2 Analyzing Plot (p. 9) 8.6A
3 Analyzing Characters in Drama (p. 7) 8.5A
4 Analyzing Characters in Drama (p. 7) 8.5 Fig. 19D
5 Analyzing Plot (p. 9) 8.6A
6 Making Inferences in Literary Texts (p. 11) 8.5 Fig. 19D
Total / 6 Total / 6
EXPOSITORYQuestion 1 2 Review: Skill Lesson 3 TEKS
1 Using Context Clues (p. 38) 8.2B
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
6 Using Roots and Affixes (p. 36) 8.2A
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
2 Making Inferences in Informational Texts (p. 101) 8.11 Fig. 19D
3 Identifying Rhetorical Fallacies (p. 130) 8.11B
4 Making Inferences in Informational Texts (p. 101) 8.11 Fig. 19D
5 Using Roots and Affixes (p. 36) 8.2A
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
2 Making Links Across Texts (p. 151) 8 Fig. 19F
3 Making Links Across Texts (p. 151) 8 Fig. 19F
4 Making Links Across Texts (p. 151) 8 Fig. 19F
5 Making Links Across Texts (p. 151) 8 Fig. 19F
Total / 5 Total / 5
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36 Grade 8 Reading ■ Literary Texts
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
G Grew in importance
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.
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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
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40 Grade 8 Reading ■ Literary Texts
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.
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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.”
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42 Grade 8 Reading ■ Literary Texts
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
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43 Reading Practice ■ Literary Nonfiction
Literary Nonfiction 1
Read the selection and choose the best answer to each question.
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 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
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.
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44 Grade 8 Reading ■ Literary Texts
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.
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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…
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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
Teacher’s Edition Sampler
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
Teacher’s Edition Sampler
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
.
Teacher’s Edition Sampler
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…
© Sirius Education Solutions
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
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GRADE 8 READING CONTENTS
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© S
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Edu
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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
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STAAR® GRADE 8 READINGPractice Test—Form B
STAAR® is a registered trademark of the Texas Education Agency, which does not endorse this program or its content.
STAAR® GRADE 8 READINGPractice Test—Form A
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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
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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.
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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