mastering staar reading

Applying the

Readiness and Supporting TEKS

for the STAAR

READINGSTAAR

R A L L Y ! E D U C A T I O N

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Focus on Specific Readiness & Supporting TEKS to Build

Reading Comprehension Skills for the STAAR …………..

Mastering STAAR Reading Applying the Readiness & Supporting TEKS for the STAAR Grade Levels 3–8

• Part 1: Guided Instruction - Literary and Informational Passages - Comprehension questions are aligned to the Readiness and Supporting TEKS - Hints are provided to guide instruction and reinforce skills and strategies

• Part 2: Independent Practice - Literary and Informational Passages - Comprehension questions are aligned to the Readiness and Supporting TEKS - Students work independently

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★ Mastering STAAR Reading ★ ★ Mastering STAAR Reading ★

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ISBN 978-1-4204-6840-3R 6840-3

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★ Mastering STAAR Reading ★ ★ Mastering STAAR Reading ★Contents


Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Questions with Reporting Category, Content Student Expectation, and Readiness/Supporting Category. Hints for each question provide instruction.

Passage 1: Literary Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Passage 2: Informational Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Passage 3: Literary Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Passage 4: Informational Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Practice Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Two practice tests, each with individual and paired passages.

Practice Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Practice Test 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

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Mastering STAAR Reading prepares students to succeed on the STAAR reading test.The State of Texas Assessments of Academic Readiness (STAAR) reading tests areused to measure how well students are learning the Texas state curriculum knownas the Texas Essential Knowledge and Skills (TEKS). This curriculum is designed tohelp students develop and sharpen their learning and reading skills.

The TEKS curriculum includes “content student expectations” (what students areexpected to have learned). These content student expectations are grouped intothree Reporting Categories:

Reporting Category 1: Understanding/Analysis Across GenresReporting Category 2: Understanding/Analysis of Literary TextsReporting Category 3: Understanding/Analysis of Informational Texts

Like the STAAR Reading test, Mastering STAAR Reading consists of InformationalTexts, Literary Texts and multiple-choice questions.

Part 1

Part 1 of Mastering STAAR Reading is made up of four passages with questions.Each question is followed by a hint to help you focus on the response. TheReporting Category, Content Student Expectation, and whether it is a Readiness orSupporting standard is also included so that you know what type of question isbeing asked.

Part 2

Part 2 of Mastering STAAR Reading is made of two practice tests, each withindividual and paired passages.

Mastering STAAR Reading prepares students to succeed on the STAAR reading testwith instruction and practice reading the genres and question types that willappear on the STAAR test.


Introduction ★ Mastering STAAR Reading ★★ Mastering STAAR Reading ★

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★ Mastering STAAR Reading ★ ★ Mastering STAAR Reading ★Instruction


Read this selection. Then answer the questions that follow it. Use the “Hint” aftereach question to help you choose the right answer.

— Passage 1 —

Reya’s Day Off

1 It wasn’t that Reya disliked helping people; it was just that somany people asked for her help all the time. For example, beforeschool on Monday, she had helped her little sister, Carlita, getdressed, and then had quizzed Carlita to make sure that she knewher spelling words. At school, Mr. Clemente had asked her to collectthe other kids’ homework and wash the chalkboards. After dinner,she had helped Mama by clearing the table and washing the dishesand, as if that weren’t enough, Reya had spent nearly two hours onher own math and English homework. As she crawled into bed, shethought about all the people whom she had assisted. Reya alwaysdid whatever people asked, and she never complained. Everyoneknew that Reya would get the job done right.

2 “No wonder I’m so exhausted,” saidReya, pulling her covers tightly aroundher. She closed her eyes and fell fast asleep.

3 The rest of Reya’s week was a lot likeMonday. She pulled weeds from hergrandfather’s garden, taught Carlitahow to braid her hair, and walked, fed,and watered Bella, her dog, every day.She dusted the furniture, swept thefloor in the living room, and wentgrocery shopping with Mama.

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4 When Reya opened her eyes on Saturday morning, she wassurprised to see how late Mama had let her sleep. Sunlight filteredthrough her curtains and birds sung sweetly outside her window.Reya heard a knock on her bedroom door, and Mama entered herroom carrying a tray loaded with pancakes, fresh fruit, and a tallglass of milk. Behind Mama, Carlita stood holding a bouquet ofdaisies, Reya’s favorite kind of flowers. Reya’s eyes drifted from thetray of food to the flowers and back again, and then her eyebrowsrose in question.

5 “After all your help this week, we thought you deserved a littlerest and relaxation,” said Mama, “so today is your day to dowhatever you want without lifting a finger.”

6 Reya couldn’t imagine what a whole day without chores wouldbe like, but she was more than willing to try it. She began by readingbooks in bed until noon. At lunch time, Mama made Reya herfavorite kind of sandwich, peanut butter and banana with a dab ofhoney. In the afternoon, Reya road her skateboard back and forth infront of the house, played fetch with Bella, climbed the tree in thefront yard, and practiced jumping rope. She checked her watch aftera while and was surprised to find that only an hour had passed.

7 Reya retreated to the house, retrieved her colored pencils, anddrew a beautiful picture of her whole family, including Bella. Thenshe rearranged her doll collection, made herself a snack, andwatched a show on television. She checked her watch again andsighed. The day was dragging by so slowly.

8 Just then, Reya’s grandfather walked by carrying a watering can.Reya asked if he needed any assistance with his garden, but hergrandfather insisted he could handle the garden himself.

9 Reya nodded and went in search of Carlita, whom she found inthe kitchen writing her new spelling words. Reya offered to testCarlita on the new words, but Carlita refused.

10 “Mama told me that I’m not supposed to bother you today. She’sgoing to quiz me later,” explained Carlita.


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PERMISSION IS NOT GIVEN FOR THIS BOOK TO BE REPRODUCED IN ANY WAY.11 Reya went to her bedroom and flopped on her bed. Staring atthe ceiling, she thought about how fast time went by when she wasbusy helping others. As Mama walked by carrying a basket filledwith clean clothes, Reya called out to her.

12 “Mama, can I please help you make dinner?”

13 “What’s wrong? Not enjoying your free time?” asked Mama.

14 “I’ve decided that I like helping others because it keeps me busyand makes time fly,” Reya explained.

15 “Well, I’d love to have your assistance preparing dinner,” saidMama, “but only if you want to.”

16 Reya smiled as she walked to the kitchen. Maybe helping othersmade her feel tired sometimes, but it also made her feel good aboutherself and kept her busy, and those were not bad things.



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1 Reporting Category: 1Content Student Expectation: 4.2(B)Readiness Standard

In paragraph 4, the word bouquetmeans —

A stem

B bowl

C bunch

D gift

HINTThis question asks you to figure out themeaning of a word by using the contextof the story. Using the context meansusing other words in the story to helpyou. Read paragraph 4 again. Look forwords that hint at the meaning of theword bouquet.

2 Reporting Category: 1Content Student Expectation: 4.2(A)Readiness Standard

In paragraph 7, the word rearrangedmeans —

A arranged before

B arranged again

C not arranged

D poorly arranged

HINTFor this question, you must use what youknow about prefixes to figure out themeaning of a word. You probably alreadyknow that different prefixes can changethe meaning of a word. For example, theprefix un- means “not.” By adding thisprefix to the word happy, you make theword unhappy, which means “nothappy.” What does the prefix re- mean?



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3 Reporting Category: 2Content Student Expectation: 4.3(A)Supporting Standard

What is this story mainly about?

A A girl who enjoys helping others whenever she can

B A girl who wants a day to relax and enjoy herself

C A girl who likes to spend time with her little sister

D A girl who helps her mom cook dinner for her family

HINTThis question asks you about the story’s main idea. The main idea of a story is the mainreason the story was written. Sometimes the answer choices for these kinds of questions arejust little details from the story. Look for the answer choice that tells what the whole story,not just a little part of it, is about.

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Read the first part of a summary of “Reya’s Day Off” to answer the next question.

Which of the following best completes the summary above?

A Reya reads a lot of good books, draws some beautiful pictures, and plays manygames. Later, she gets tired and decides to go to sleep.

B Reya tries to help her sister learn her spelling words, but her sister doesn’t wanthelp. Reya decides to draw instead.

C Reya realizes that helping people helps the day go by fast and makes her feel good.She decides to help her mother make dinner.

D Reya offers to help her grandfather in the garden. Later, she takes her dog, Bella, for a long walk.

HINTThis is another kind of main idea question. It asks you to summarize the story, or retell it inyour own words. When you retell a story, you should include the main idea and theimportant details. It is not important to include small details from the story in your summary.Which of these summaries gives the main idea and important details?

Summary of “Reya’s Day Off”

Reya is a young girl whom many people trust to helpthem. She is willing to do any job that people want her todo. Sometimes, Reya gets tired from helping so manypeople. One day, as payment for her hard work, Reya’sfamily gives her the whole day to do whatever she wants.At first, Reya is excited about her day off.

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5 Reporting Category: 2Content Student Expectation: 4.3(B)Supporting Standard

Reya feels like her day off is going byvery slowly because she is —

A doing things that she doesn’t findvery exciting

B usually so busy that she doesn’tnotice the time

C worrying that no one will ask forher help anymore

D very tired from all the work shedid during the week

HINTThis question asks you to study acharacter from the story very closely.Sometimes you can figure out how acharacter feels by what he or she saysand does. Consider what Reya says toher mother toward the end of the story.


Read the diagram of information fromthe story to answer the next question.

Which of the following should go inthe empty box?

A Reya is tired after doing all of herchores and wants to take a nap.

B Reya wants to spend time with hersister, but her sister is too busy.

C Reya loves her grandpa’s garden butshe’s not sure how to care for it.

D Reya has so much free time thatshe’s not sure what to do with it.

HINTThis question is about the mainproblem in the story. This problem isoften called the conflict. In this case,you have to figure out which problemhas been solved by the solution givenhere. Like the last question, sometimesthe best way to pick out the mainproblem is to study what the maincharacter says and does. What doesReya say and do in the story?

Reya decides that helping people makes her feelgood about

herself, and offers to help her mother

make dinner.

SolutionProblem

GO ON



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★ Mastering STAAR Reading ★

— Passage 2 —

Words and Mr. Webster1 When we read we will often come across words

that are unfamiliar to us. In order to discover themeanings of new words, we need some sort oftool. Thankfully, we can turn to a dictionary forhelp. Dictionaries allow us to look up the spellings,pronunciations, and meanings of millions ofwords. You have probably used one in class or athome to help you learn about new words.

2 When the United States was still a youngcountry, people from all across the globe weremoving to America in search of a better life.These people brought their interesting customs aswell as their languages. Because so many peoplewere speaking many different languages, it wasvery difficult for many Americans to understandeach other. It was even harder for teachers to helpstudents learn to read when there weren’t any official rules aboutthe spellings or meanings of many words. A word could be spelledone way in the South and another way in the North.

3 Noah Webster understood this problem very well. Noah grew upin Connecticut where his father worked as a farmer and weaver. Hewas a very bright young man who did well in school. At the time,few people went to school after the age of sixteen. But Noahdreamed of becoming a lawyer someday, so his parents found a wayto send him to college.

4 Noah went to Yale University, but by the time he was finished,his family didn’t have enough money to send him to law school.Noah decided to become a teacher instead. He quickly decided thatAmerican schools were in poor shape. Many classrooms wereovercrowded and the books that teachers used came from England.

Noah Webster


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5 Many students came from countries where English was not themain language and teaching them by using a book made inEngland was a difficult task. Noah decided to write an Americanbook to teach children how to use language. The book was verypopular and sold many copies. Benjamin Franklin even used it toteach his granddaughter how to read.

6 Noah finally got the chance to attend law school, but he stilllonged to do even more for the American language. After marryingand starting a family, he decided to write the first Americandictionary. He wanted Americans all over the country to speak andspell the same way. It took him twenty-seven years to complete thebook. When he finished the dictionary, it contained over seventythousand words!

7 The dictionary helped establish regular spellings andpronunciations of words. It also defined words borrowed fromother languages. Noah did this so the dictionary would representthe many groups of people who lived in America.

8 Noah’s dictionary was the first truly American dictionary in theworld. Today, you can still find his name on dictionaries inclassrooms across the country. Noah Webster was a very remarkableman. His ideas helped shape our language into what it is today.

Noah Webster and his dictionaryPhoto courtesy of the Library of Congress

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7 Reporting Category: 3Content Student Expectation: 4.10Readiness Standard

Why did Noah decide to write a bookto teach children how to uselanguage?

A He wanted to teach childrenlanguages other than English.

B American children had to usebooks from England.

C He needed to earn money to go tolaw school.

D Many children in America did nothave books in school.

HINTHere you are looking for the reason thatNoah decided to write a book to teachchildren. This means you are looking forthe cause. Look back at paragraphs 4and 5 to find the correct answer.

8 Reporting Category: 3Content Student Expectation: 4.11(D)Readiness Standard

How does the writer organize this article?

A By asking a question and offeringan answer

B By presenting a problem andoffering a solution

C By following an event frombeginning to end

D By showing how things are alikeand different

HINTThink about how the story starts andends. This will help you to understandhow the selection is organized.

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9 Reporting Category: 3Content Student Expectation: 4.11(C)Readiness Standard

Read the diagram below and answerthe question that follows.


A Noah taught children how to uselanguage correctly.

B Noah improved the books fromEngland to help students.

C Noah showed people that theschools were in poor shape.

D Noah’s book established regularspellings and meanings.

HINTTake a careful look at the problem.Which of the answer choices offers thebest solution to the problem? If you arestill having trouble, reread the article tofind the answer.


From what the reader learns aboutNoah, which of these is a reasonablestatement?

A Noah disliked teaching so muchthat he became a lawyer.

B Noah felt that the Englishlanguage was fine just as it was.

C Noah didn’t think that Americanschools could be helped.

D Noah was determined to completehis dictionary.

HINTTo answer this question, you need tothink about what Noah was like. Was helazy or did he work hard? How did hefeel about things? Read all of thechoices carefully before selecting thebest answer. If you’re still havingtrouble, reread paragraph 6.

There was no official spelling or meaning for

most words.

SolutionProblem



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The main purpose of the article is to —

A discuss an important person inAmerican history

B show how languages can changethroughout time

C explain why dictionaries are greattools for reading

D show why knowing anotherlanguage can be useful

HINTThis question asks you why this articlewas written. What does this article dofor the reader? Does it inform, explain,or entertain? Reread all of the answerchoices before choosing the one thatfits best.

12 Reporting Category: 3Content Student Expectation:4.14 Fig. 19(D)Readiness Standard

Where would this article most likelybe found?

A A newspaper

B A children’s book

C A history book

D A magazine

HINTThink about what kind of article this is.Is it telling you a story or giving youinformation? When you know the typeof article you will be able to figure outwhere you might find it.

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The most likely reason the authorwrote this article was to —

A teach readers about the history ofthe dictionary

B persuade readers to start learning adifferent language

C tell readers about an Americanwho made a difference

D entertain readers with an amusingstory about a teacher

HINTWhy do you think the writer wrote thisarticle? To answer this question, thinkabout what the article was mainly aboutand what the writer talked about most.This will help you to understand thewriter’s reasons for writing the article.


The reader can tell that Noah reallywanted to finish the dictionarybecause he —

A spent twenty-seven years writingthe book

B needed the money to pay for hislaw school

C didn’t like using the English booksduring class

D didn’t want to spend his lifeteaching children

HINTThis question is asking you to draw aconclusion about Noah. Whatinformation in the article causes thereader to think that he was verydetermined to finish his dictionary?Read each of the answer choicescarefully before selecting the one thatfits best.



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Which sentence from the article is anexample of an opinion?

A Noah decided to become a teacherinstead.

B Noah Webster was a very remarkable man.

C The book was very popular and soldmany copies.

D The dictionary helped establishregular spellings and pronunciationsof words.

HINTThis question asks you to figure outwhich is an opinion. An opinion issomething that cannot be proven. It isjust what someone thinks. A fact issomething that is true and has beenproven. Reread all of the choices beforeselecting the best answer.


Which sentence from the article bestshows the reader the importance ofNoah’s work?

A Noah decided to write an Americanbook to teach children how to uselanguage.

B It took him twenty-seven years tocomplete the book.

C When he finished the dictionary, it contained over seventy thousandwords!

D His ideas helped shape our languageinto what it is today.

HINTFor this question you need to pick thesentence from the article that tells thereader why Noah’s work was soimportant that he is still rememberedtoday. Think about what Noah did forlanguage in America and then choosethe sentence that fits best.



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What is one idea presentedthroughout the article?

A Remembering the past

B Sharing a story

C Making a change

D Preserving a custom

HINTThis question asks you to decide whatidea is used throughout the article. Toanswer this question think about whatNoah did. In the simplest way you canthink of, try to explain Noah’s actions.When you are finished, look at theanswer choices and see which one bestfits your explanation.

18 Reporting Category: 3Content Student Expectation:4.14 Fig. 19 (D)Readiness Standard

The author organizes paragraphs 1and 2 of the selection by —

A starting with information that isprobably familiar to readers

B explaining how American Englishis different from regular English

C presenting ideas about howlanguages make up new wordsover time

D showing the readers the correctsteps to follow when using adictionary

HINTReread paragraphs 1 and 2. What arethey about? How does the authorarrange the information in theseparagraphs to help the reader? Thinkabout this before choosing an answer.



GO ON

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— Passage 3 —

Picking Pumpkins

1 “Okay, everyone. Don’t wander off. Pick out your pumpkins andmeet me back at the bus,” said Mr. Patterson.

2 Kelly stared at the rows and rows of large orange globes in frontof her. Today, they were at Dewberry Farm on a class trip. Everyonewas picking out a pumpkin to take back to the classroom. Eachstudent would come up with a design for their pumpkin and theteachers would help them to carve out the design. The pumpkinwith the most originaldesign would be placed inthe cafeteria for everyone tosee.

3 There were pumpkins ofall shapes and sizes on thefarm. Before they’d left ontheir trip, Mr. Patterson hadshown the class a picture ofthe largest pumpkin evergrown. It weighed morethan one thousand pounds!


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4 Kelly didn’t think that she spotted any pumpkins that size onthe farm, but there were some pretty big ones growing on the vines.Many of the kids in her class had already picked out theirpumpkins. Some of them had picked really big pumpkins, whileothers had pumpkins that were about the size of a fist. All of themseemed to be perfectly round and orange.

5 She could overhear some of them talking about the differentdesigns that they were going to carve into their pumpkins.

6 “Mine’s going to have a cat’s face,” said a girl with long red hair.

7 “Well, mine’s going to have an acorn on it for fall,” said a boycarrying a pumpkin so large that he looked like he might topple over.

8 All of these plans sounded great to Kelly, but she still didn’t havea pumpkin and she didn’t have any idea about what her designwould be. She knew that she would have to come up withsomething really different, but what? Kelly continued to wanderthrough the rows until she heard Mr. Patterson calling her name.The bus was leaving soon and she would have to pick a pumpkin.

9 Kelly quickly looked around at all of the pumpkins around her.Most of the perfectly round ones had already been taken by theother kids. Many of the ones that were left were misshapen. Finally,Kelly spotted a very unusual pumpkin. It was sort of an oval shapeand pure white in color. It didn’t look anything like all of the otherpumpkins, and Kelly kind of liked that. She grabbed it and dashedto the bus.

10 During the ride back to school, all of the kids talked about theirideas and showed off the pumpkins they had picked. Kelly kept toherself, still unsure of what her design would be. One of the kidslooked over at Kelly’s pumpkin.

11 “That doesn’t look like a very good pumpkin. It’s not evenorange,” said one of her classmates.

12 Kelly felt her face flush. “Well, I like it,” she said.



13 As the bus pulled into the school, Kelly still had no idea whather design would be. The kids all followed Mr. Patterson backinto the classroom where some of the other teachers had spreadout newspapers.

14 The kids were instructed to draw their design on a piece of paperand then ask one of the teachers to help them cut it out. They couldalso use markers and paint on their pumpkins.

15 Kelly stared at the white fruit in front of her, trying to think ofan idea. Suddenly, a thought popped into her head. She quicklydrew a picture and asked one of the teachers for some help carvingit out.

16 Later, the students had toleave the room while theteachers decided whichpumpkins to pick. When theycame back in, Mr. Pattersonannounced the winner.

17 “All of the designs weregreat,” he said. “But one specialdesign was very original andunlike any pumpkin carvingwe’ve seen before.”

18 Mr. Patterson picked up thewinning pumpkin so thateveryone could see. Kellysmiled widely when she saw herwhite pumpkin with asnowman carved into it restingin his hands.

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19 Reporting Category: 1Content Student Expectation: 4.2(B)Readiness Standard

In paragraph 17, the word originalmeans —

A wise

B unusual

C calm

D similar

HINTThis question is asking you to look forthe context clues in a sentence to helpyou discover a word’s meaning. Thismeans that you look at the other wordsin the sentence to help you to figureout what the word original means. Takea careful look at all of the choices beforechoosing an answer. Which one makesthe most sense?


In paragraph 9, the word misshapenmeans —

A shaping again

B before shaping

C without shape

D badly shaped

HINTFor this question, you need to break theword down into parts. Look at theprefix mis-. Where have you seen it usedbefore? How does it change themeaning of the word? Breaking down aword into its different parts can helpyou to understand the meaning of anunfamiliar word.

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Paragraph 2 is mostly about —

A why everyone is excited about the project

B how Kelly feels about the whitepumpkin

C what the children are doing at the farm

D the design that Kelly chose forher pumpkin

HINTThis question is asking you about themain idea of a certain part of the story.Go back to paragraph 2 and reread it.What does the paragraph describe?What do you find out by reading thatparagraph? Now, choose the answer that best describes the main idea of that section.


Which is the best summary of the story?

A At first, Kelly is not sure whichpumpkin she should pick for thecontest. After searching for apumpkin for a long time, she findsa white pumpkin. She thinks thatit’s interesting, but one of the otherstudents thinks that it looks strange.

B Kelly listens to all of her classmates’ideas for their pumpkins. They are allvery good. She tries to think of anidea of her own, but she cannotthink of anything.

C At first, Kelly tries to find the bestlooking pumpkin on the entirefarm. She searches, but she cannotfind the perfect pumpkin. Shefinally has to settle on one shedoesn’t like.

D Kelly cannot think of an idea for herdesign. She finds a white pumpkinand decides to use it for the contest.One of the students doesn’t thinkthat it is a good choice. However,the pumpkin’s color helps her comeup with the winning design.

HINTA summary asks you to think about allof the important things that happenedin a story. Read all of the choicescarefully before answering the question.Pick the answer that includes all of theimportant details of the story.

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At the end of the story, Kelly —

A is happy she chose the whitepumpkin

B wishes she’d picked a differentdesign

C thinks someone else should have won

D hopes that the school day will end soon

HINTFor this question, you need to thinkabout the character’s feelings. How doesKelly feel at the end of the story? Haveher feelings changed? Think about theseideas as you read the answer choices.


Kelly’s main problem is that she —

A has never carved a pumpkin before

B wants to find the perfect pumpkin

C can’t think of an idea for a design

D doesn’t think the other kids like her

HINTYou need to be able to recognize majorparts of the story’s plot in order toanswer this question. Ask yourself thisquestion: What is the one thing thatKelly struggles with throughout thisstory? This will help you to figure outthe main problem.

GO ON

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— Passage 4 —

Amazing Armadillos

1 Have you ever seen an armadillo? Though they were first foundin South America, armadillos have become one of Texas’s favoritestate animals. They are found all over the state, but they especiallylike to live in areas where the soil is soft and good for digging.Though armadillos have a strange appearance, these loveablecreatures have burrowed their way into many Texan hearts.

2 An armadillo is about the size of a cat, but it has a hard shell likea turtle. This shell covers the area around the armadillo’s head andthe tail. On the nine-banded armadillo, which is the one found inTexas, nine bands of bendable skin protect the armadillo’s backbetween its shells. These shells are soft when armadillos are born.However, their shells become hard like armor when the animals aregrown. Armadillos’ shells protect them from other animals andfrom thorny plants and bushes. They are like little tanks!

3 Armadillos walk on all four legs. However, they must be carefulwith their front legs because their front legs have claws. Becausetheir claws don’t pull into theirbodies like a cat’s claws do, they mustwalk on the tips of their claws.Armadillos also use their claws to digfor bugs to eat, the same way a dogdigs to find a bone. They eat ants,spiders, and beetles that live beneaththe soft ground. Once it digs a smallhole, an armadillo puts its stickytongue into the hole. Bugs stick to itstongue, and the armadillo eats them!


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4 Armadillos don’t like very hot, summer weather, so they oftensearch for bugs at night, when the air is cooler. They also don’t likethe very cold, winter weather, so they eat during the day, when thesun is shining. When they aren’t eating, armadillos burythemselves underground. Below the surface, they try to stay warmduring winter nights and cool on summer days. Their undergroundhomes are connected by special holes called burrows. Armadillosdig lots of burrows into their nest so they can quickly get inside ofone if they are being chased. These escape routes are importantbecause armadillos are not fast runners. In fact, it can take anarmadillo three hours to travel just one mile! If an armadillo can’toutrun another animal, it curls its body into a tight ball to protectthe soft parts of its body, so that only its hard shell can be seen.

5 Armadillos also have problems swimming because their heavyshells weigh them down. If they did not have special ways to crosswater, they might sink! Armadillos can cross small streams bywalking on the ground under the water. When they come to a larger body of water, armadillos swallow lots of air. The extra airlets them float across the surface of the water like blow-up balls ina pool!

6 People are interested in armadillos because they are such strangeanimals. They float on water, eat bugs, and have hard shells thatgive them a funny appearance. Armadillos are very specialcreatures. It’s easy to see why Texans love armadillos.

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Armadillos eat during the day in the winter —

A to make sure they find enough food

B to avoid the cold night air

C so they can dig burrows at night

D so they can see bugs in the snow

HINTThis question asks you about a detailfrom the selection. To answer thisquestion, go back to the part thatdiscusses the armadillo’s eating habits inthe winter and summer. What does ittell you about why armadillos eat in theday during the winter?


According to information in theselection, how are armadillosdifferent from cats?

A They do not have lots of soft fur.

B Their ears don’t turn when theyhear noises.

C Their claws don’t pull into their bodies.

D They only have short whiskers.

HINTThis question asks you to find adifference between armadillos and catsthat was mentioned in the selection.Read the part of the selection thatcompares cats and armadillos. Whatdoes the selection say is different aboutcats and armadillos?

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Look at the following web ofinformation from the selection.

Which would be the best title for this web?

A Food Sources for Armadillos

B What Armadillos Look Like

C Things That Scare Armadillos

D Where Armadillo’s Live

HINTWhat kinds of details are shown in theweb? If you need to, go back to theselection and look for these details.What is being discussed in these parts ofthe selection?


What can the reader tell aboutarmadillos from what is written inthe selection?

A They would probably run to greetanother animal.

B They would probably look ingarbage bags for food.

C They would probably sleep on arock in the sun.

D They would probably take time tocross a river.

HINTThis question asks you to use whatyou’ve learned about armadillos fromthe selection to guess which activity anarmadillo would be most likely to do.Read each choice and think about whatthe selection tells you about armadillos.Which choice makes the most sense?

Cat-sized

Dog-likeclaws

Turtle-likeshells

Long tail

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The information in this selection isprovided to —

A entertain the reader with a storyabout armadillos

B tell the reader why armadillosmake a lot of burrows

C teach readers about an animalspecial to Texans

D warn people that armadillos canbe dangerous

HINTThink about why the author wrote thisselection. Which answer choicedescribes the main focus of theselection? Which choices describe onlydetails from the selection? Whichdescribe details that are not mentionedin the selection? Choose the answer thatdescribes the main focus of theselection—it explains why the authorwrote the selection.

30 Reporting Category: 3Content Student Expectation: 4.14 Fig. 19 (D)Readiness Standard

Where would this selection mostlikely be found?

A A novel

B A book of short stories

C A book about animals

D A history book

HINTThink about what the selection is about.Is it fiction or nonfiction? What is thesubject of the selection? Which answerchoice describes where the selectionwould be most likely to be found?

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The reader can tell that the authorthinks that armadillos —

A are interesting because they are different

B are annoying because they eat bugs

C are dangerous because they digmany holes

D are scary because of their appearance

HINTReread the selection and try to noticethe author’s tone. How does the authorseem to feel about armadillos? Which of the answer choices describessomething that the author might sayabout armadillos?


Why can’t armadillos run fast?

A Their legs are too short.

B They don’t like hot weather.

C Their eyesight is poor.

D Their claws slow them down.

HINTWhich of these details about armadillosis discussed in the selection? Considerwhich was discussed and how thismight affect an armadillo’s speed.

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Which sentence from the selection isan opinion?

A Armadillos walk on all four legs.

B They eat ants, spiders, and beetlesthat live beneath the soft ground.

C Bugs stick to its tongue, and thearmadillo eats them!

D Armadillos are very special creatures.

HINTThis question asks you to choose thesentence that expresses an opinion. Anopinion is something that cannot beproven. It often tells what someonethinks about something. Whichsentence above expresses somethingthat cannot be proven?


Which sentence from the selectionshows that armadillos can defendthemselves from outside dangers?

A However, their shells become hardlike armor when the animals are grown.

B Armadillos also use their claws to digfor bugs to eat, the same way a dogdigs to find a bone.

C They eat ants, spiders, and beetlesthat live beneath the soft ground.

D If they did not have special ways tocross water, they might sink!

HINTThink about the different ways in whichthe armadillo can protect itself. Whichof the answer choices mentions one ofthe things that helps protect thearmadillo?

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One similarity between dogs andarmadillos is that both animals —

A eat the same foods

B are very good swimmers

C are loved by all Texans

D use their claws to dig

HINTThis question asks you to comparearmadillos and dogs. You can answerthis question even if you don’t know alot about dogs. Dogs are mentionedonly once in the selection. Whatcomparison does the author makebetween armadillos and dogs?

36 Reporting Category: 3Content Student Expectation: 4.14 Fig. 19 (D)Readiness Standard

The author organizes information inthis selection by —

A explaining why armadillos spendso much time in undergroundburrows

B describing what people knowabout armadillos and what theyare like

C telling about the things thathappen to armadillos in the orderthey occur

D comparing armadillos with otheranimals commonly found in Texas

HINTThis question asks you to consider howthe author has organized theinformation in this selection. Look at theselection and try to figure out how theinformation in the entire selection isorganized. Remember to focus on howthe whole selection is organized and notjust one part of the selection.

STOP

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★ Mastering STAAR Reading ★ ★ Mastering STAAR Reading ★Practice Test 1


Moving

The Caddo Indians lived along the Red River in East Texas for a very long time.The villages often separated and moved to new places along the Red River. TheSpanish word for Caddo is Tejas (Te-haas), which means “those who arefriends.” The state of Texas is named after the Caddo Indians. This story is toldby a young Caddo boy.

1 Momma was weaving a basket while I sat on the dirt floor watchingher hands quickly move the strips. One of the tammas came to our doorand told my mother we’d soon be moving closer to where the bisonroamed. Momma continued weaving her basket as if the news did notsurprise her, but I let the news sink in. Calya and I had become greatfriends since we lived close to each other in our current village, and I washoping we would not be separated in the move.

2 Momma finished her basket and then put it against the wall next tothe other finished baskets and pots. She traced the etching she had carvedinto one of her tall pots. I could sense what she was thinking. Thebeautiful pottery she had created would fetch us a lot of goods when wetraded them. Maybe that’s why shehad been working busily.

3 Father was out harvesting with therest of the grown-ups. Momma and Idid not go because we were both illand should stay away from the fields.Momma kept telling me to rest, but itwas hard to stay in bed. My spirit waslike my mother’s. We did not like torest. She sneezed as she gatheredmaterials to start another basket.

4 “Will we travel the Red Riveragain?” I asked her.

Read this selection. Then answer the questions that follow it.

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5 “Yes, we’ll travel through the tall grass until we get to the short grass.Then, we’ll find a clearing and start from scratch.”

6 “Will we see John?” John was a funny-looking man who once came toour village. He was dressed in clothes that had metal sewn into them. Heasked us questions about our lives, and when we answered, he wouldmake markings in his tablet. Then, he would give us a sweet-tasting, hardfood called candy. When we moved, I always looked around for John,hoping to see him again and ask him for more candy.

7 Momma and I were restless, so we decided to walk out to the fields tohelp with the harvest. It was not far to the clearing, and we could hear ourpeople talking joyfully as we approached. The men and women of ourgroup threw ripe squash into the baskets the women had made. Thechildren played among the corn stalks. I left my mother’s side to tell themthe news.

8 “We are moving again,” I told the children, and Calya looked upthrough the green stalks into the sunny sky and laughed.

9 “We are always moving,” she said.

10 “We are moving closer to the bison,” I told her. “Maybe I will hunt formy first buffalo in the new place.”

11 “Not unless I say you can!” Calya laughed again. Her mother was theperson who led our group. Calya often said she would grow up to be ourleader, and she used every chance she had to practice being in charge.

12 “Maybe we’ll see John,” I told her. My father called me then, and I ranfrom the cornstalks to his side. Without any instructions, he handed metwo fine ears of corn tied with a long string. I ran back to our home andhung them inside. We always hung the finest ears of corn in our home sothey would be ready to plant next year. Even as we went without food,those beautiful ears hung as a promise of what would come.

13 As I strung the corn, I looked at my mother’s baskets and pottery. I wasgetting old enough to leave my mother’s side and join the men in theirhard work. Wasn’t that what it meant when a boy was given the ears ofcorn? I had been given the seeds that would feed us in our new home. Wewere moving closer to the buffalo. That corn was a symbol of this nextstep, my new life.

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1 The author organizes the selection by —

A telling about the things thathappen in the village in the orderthey occur

B explaining why all the people of thevillage are gathered for the harvest

C describing what people thinkabout the Caddo and what they’rereally like

D comparing the Caddo with all of theother groups of people from Texas

2 Look at the following web ofinformation from the selection.

Which would be the best title for this web?

A Jobs for Caddo Children

B Jobs for Caddo Adults

C Jobs for Caddo Men

D Jobs for Caddo Women

3 At the end of the selection, the young boy —

A decides not to move with his parents

B is closer with his mother than before

C chooses to stay living with Calya

D is excited to see what will happen

4 Which word in paragraph 2 helps thereader understand what etching means?

A finished

B carved

C sense

D traded

5 The young boy and his mother arenot at the harvest because —

A the harvest is only for grown men

B they are too sick to go to the harvest

C the harvest has almost come to an end

D they are getting ready to move away

Hunt buffalo

Makebaskets

Harvestsquash

Makepottery

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6 Why does the young boy have doubtsabout moving again?

A He is worried he will not see theman with candy again.

B He does not want to move awayfrom his friend Calya.

C He is worried the corn will notgrow well in the new place.

D He does not want to have to huntbison with the men.

7 Look at the story map below. Use itto answer the next question.

Which part of the story map shouldhave information about Calya?

A Characters

B Place

C Problem

D Time

8 The young boy hangs the corn insidehis home —

A to decorate the home for his mother

B to fill the baskets his mother made

C so he can cook the corn and eat it

D so he can replant it the next year

9 The reader can tell that the young boy —

A is happy to leave his neighbors

B wants his father to come home

C respects his parents very much

D thinks the harvest is a sad time

10 The young boy thinks his mother is making pottery and baskets in order to —

A collect more food for the harvest

B sell them to visitors and tourists

C trade for things when they move

D become the caddi for the group

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11 The young boy’s main problem isthat he —

A is hungry and has little to eat

B wants some candy

C wants to stay close to his friend

D thinks his parents will miss him

12 In paragraph 2, what does the wordcreated mean?

A Made

B Touched

C Cracked

D Bought

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Keeping Sheep in Texas

1 When people think of the animals of Texas, they might think of stronghorses or bulls. These animals are both famous in Texas. They make usremember the brave cowboys and cowgirls who rode the range long ago. Notmany people would probably link Texas with soft, cuddly sheep. However,sheep are one of the most important animals in Texas.

2 You can find sheep in many places around the world. Countries such asWales and Greece are famous for their sheep. There are many sheep in theUnited States, too. The greatest quantity of these sheep can be found inEdwards Plateau, Texas.

3 Edwards Plateau is a large area of land in the middle of Texas. Here, theland is high and rocky. Farmers had a hard time making crops grow in theshallow soil. However, plenty of grass grows there, and nearby rivers makethis grass grow quickly. That makes Edwards Plateau perfect for grazinganimals such as sheep.

4 Farmers in Texas have raised sheep for many years. They keep their sheepon large farms full of grass for the animals to eat. The sheep bring manybenefits to the farmers. Sheep provide people with food and help to get rid ofugly weeds. Some sheep even take home blue ribbons in fairs and contests.

5 The most important thing that sheep give us is wool—a thick, soft fur thatcovers sheep. Farmers give sheep haircuts and take the wool away. This woolcan be used for many things, but it is most often used for clothing. Bycombing and stretching the wool, people can make fabric. The next time yousee a wool sweater, you can think of a sheep getting a haircut!

Read the next two selections. Then answer the questions that follow them.

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The Wonders of Wool

1 Here’s a riddle: what’s soft enough to sleep on, yet strongenough to hold a tennis ball together? The answer is wool. Wool isthe soft, puffy fur of sheep, goats, and some other animals. Farmersshave off the wool to use it for a number of important purposes.Wool is used in clothing, household goods, furniture, and manyother things we use every day.

2 The most common use of wool is in clothing. People have beenmaking clothes out of wool for about twelve thousand years. Inother words, wool has been used for a long time! It’s no wonder,either. Woolen clothing is famous for its beauty and usefulness.Wool can stretch easily, so some wool garments will fit people ofmany different sizes. On top of that, wool holds on to air. Thishelps protect people from the cold of winter and heat of summer.

3 Wool has many other uses besides sweaters and pants. Wool canbe made into yarn, which in turn can be knitted into strong gloves.Some wool is made into carpets, or put in the walls of houses tokeep the people inside warm. Because wool does not burn easily, itis a very safe material to use in houses. Sometimes wool is even putinto big machines to reduce the noise and smells they make.

4 Long ago, wool had some truly strange uses. In ancient times,people began making wool into a thick material called felt. Greeksoldiers put felt in their helmets to make their heads comfy. Romansoldiers took this a step further—they made armor out of felt. Woolis very strong, but using it for armor is probably a bad idea!

5 One of the other great things about wool is that it lasts a longtime. People can get years of use out of a piece of wool. Then, afterit is used up, wool can be recycled. Some craftspeople rip up old,used wool and weave it into new fabrics. Wool truly is a wonderfuland useful material.

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13 Why is Edwards Plateau a poor placeto grow crops?

A It is too far south.

B It has shallow soil.

C There are too many sheep.

D There is too much grass.

14 In paragraph 2, what does the wordquantity mean?

A Softness

B Country

C Idea

D Number

15 Which sentence from the selectionshows that sheep have a lot to eat inEdwards Plateau?

A They make us remember the bravecowboys and cowgirls who rode therange long ago.

B However, plenty of grass grows there,and nearby rivers make this grassgrow quickly.

C By combing and stretching the wool,people can make fabric.

D The next time you see a woolsweater, you can think of a sheepgetting a haircut!

16 Look at the outline below and answerthe question that follows.

What information belongs on theblank line?

A Getting rid of weeds

B Living in Texas

C Soft and cuddly

D Riding the range

I. Uses of Sheep

A. Food for people

B. Wool for weaving

C. Winning prizes at fairs

D. ___________________

Use “Keeping Sheep in Texas” (p. 25) to answer questions 13–19.

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17 Farmers first began keeping sheep inTexas after the farmers —

A found rivers near their farms

B learned that wool is useful

C could not grow crops

D joined fairs and contests

18 Combing and stretching wool is done to —

A help sheep

B make fabric

C start farms

D grow grass

19 Paragraph 1 is mainly about —

A where Texas can be found

B important animals in Texas

C the many uses of sheep

D which animals graze

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20 In paragraph 2, what does the wordgarments mean?

A stretching

B usefulness

C clothing

D protection

21 The first step in recycling wool is to —

A make wool into felt

B rip up used wool

C set wool on fire

D stretch wool out

22 Which is the best summary of the selection?

A Wool has been used in clothingfor thousands of years. Wool canstretch and it is beautiful. It alsokeeps people warm in the winter.

B Wool has been useful to people allaround the world. Ancient soldiersused wool felt in their helmets.

C Wool lasts a long time and peopleoften get years of use from theirwool. Old wool can easily be usedto make new wool.

D Wool has been useful to people formany years. It is strong and soft.Wool has been made into clothes,carpets, and many other things.

23 It is important that wool does notburn easily because —

A wool keeps people warm

B wool can be used in houses

C wool lasts for a long time

D wool is soft and strong

24 Paragraph 3 is mainly about —

A how wool clothing is made

B the many uses of wool

C why machines are noisy

D how to keep houses warm

25 In paragraph 5, what does the wordrecycled mean?

A used again

B broken down

C grown back

D learned about

Use “The Wonders of Wool” (p. 26) to answer questions 20–25.

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26 One similarity between the selectionsis that both show —

A how farmers live in Edwards Plateau

B the importance of land for grazing

C uses of wool in ancient times

D how farmers get wool from sheep

27 How are farmers in “Keeping Sheep inTexas” and craftspeople in “TheWonders of Wool” alike?

A Both live in Edwards Plateau, Texas.

B Both own large fields of grass.

C Both make good use of sheep wool.

D Both weave wool into clothing.

28 One idea present in both of theseselections is —

A making healthy choices

B making use of what you have

C entering contests and fairs

D using wool for protection

Use “Keeping Sheep in Texas” and “The Wonders of Wool” to answer questions 26–28.

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A Summer of Mystery

Shawn Lansford is about to begin summer vacation. Shawn’s teachersuggested that everyone in class keep a journal to remember his or hersummer experiences. Though Shawn is sure his summer will beuninteresting, he decides to keep a journal anyway. Here is part ofShawn’s journal.

1 June 5 – Only three days of school left until summer vacation.Unfortunately, while most people in my class are gone on vacation,I’ll be stuck in Amarillo with nothing to do. Well, that’s not entirelytrue. I’m sure Mom has lots of chores lined up for me.

2 June 8 – It seems that summer vacation won’t be as bad as I firstthought. Today was the last day of school, and when I got home, amoving truck was parked on the street in front of the house nextdoor. We’re getting new neighbors! Jake, the oldest boy in thefamily, is ten, just like me. I introduced myself to him, and evenhelped him carry some boxes. After he organized his bedroom, wetossed a ball around and talked.

3 Jake and I have a lot in common. We both love hamburgers withketchup and corn on the cob, football, and the color green. Also, weboth enjoy riding bikes and reading mystery books. Tomorrow, Jakewants to spend some time exploring his backyard. I’m not surewhat he expects to find, but at least it will give us something to do.

4 Dune 9 – I can’t believe it! Jake and I have stumbled onto our veryown mystery. We were digging in his backyard this afternoon whenour shovels hit something solid. We dug a little bit deeper andfound an old, wooden box with a metal lock. We tried to pry thebox open, but the lid wouldn’t budge. We’re going to try to open itagain tomorrow. I’m going to rest now because I’m sure Jake hasanother busy day planned.

5 June 10 – I had the strangest dream last night. Jake and I finallygot the wooden box opened, and it was filled with gold, rubies,diamonds, and pearls—our very own buried treasure!


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6 June 13 – It’s been a busy few days since I last wrote. With Dad’shelp, Jake and I opened the box. Needless to say, we didn’t findgold, rubies, diamonds, or pearls. Instead, we found an old black-and-white photograph of two young boys holding fishing poles.The back of the picture said “Mikey and Teddy, 1934.” The box alsocontained an old watch and a baseball.

7 Even though we hadn’t found a treasure, Jake and I were stillcurious as to who Mikey and Teddy were and why they had buriedthe box. We decided to take a trip to the local library to see if wecould find any information. The librarian directed us to a stack ofold yearbooks. We weren’t exactly sure how old Mikey and Teddywere in the picture, but they looked to be about nine or ten.

8 We flipped through several yearbooks before finding anythinghelpful. Then, we found a clue. In 1939, Michael “Mikey” Robertsand Theodore “Teddy” Canton were photographed standing side byside in their football uniforms. We examined their faces veryclosely. They were older, but they were the same Mikey and Teddythat appeared in the picture from the wooden box!

9 Dune 14 – Today, Jake and I continued our detective work. Wefound Theodore Canton’s telephone number in the phonebook andgave him a call. When we told him about the box, he invited us tohis house for an afternoon snack. Dad took us there to see him, andhe told us the whole story.

10 It turns out that Mikey and Teddy were best friends from day one.When they graduated from high school, they joined the army. Itwas World War II and they wanted to serve their country. Beforethey left for the war, they buried the box in the backyard of Teddy’sold house as a way to remember all the good times they hadtogether. They included their favorite picture, a broken watch thatalways made them late for dinner, and a baseball they had usedduring a championship game.

11 Even though they got separated during the war, Mikey and Teddystayed in touch. Teddy told us that Mikey lives in California now.At the age of 82, the two friends still talk and write letters all thetime. In a way, I guess the box we found did contain a treasure—friendship!

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29 The information above the journalentry is provided to —

A give readers facts about the townwhere Shawn lives

B help readers understand whyShawn is writing the journal

C explain to readers why Shawn isnot going on vacation

D tell readers why Shawn is lookingforward to summer

30 After finding the box, Shawn’s firstgoal was to —

A get the box to open

B hide the box from Jake

C decide what was in the box

D find out who owned the box

31 At the beginning of the story,Shawn’s main problem is that he —

A is disappointed that the box didnot contain gold

B cannot find the people who buriedthe wooden box in the yard

C is too shy to introduce himself tothe new kid living next door

D thinks he will have nothing to doduring his summer break

32 Paragraph 10 is mostly about —

A why Shawn and Jake opened thewooden box

B how Shawn and Jake were able tofind Teddy

C why Teddy and Mikey buried thewooden box

D how Teddy and Mikey are stillgreat friends

33 What can the reader tell about Shawnfrom what he has written in his journal?

A He is having a dull summer andhas nothing to do.

B He thinks finding Teddy andMikey is a waste of time.

C He and Jake are quickly becominggreat friends.

D He can’t wait for school to startagain in the fall.

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35 Why did Mikey and Teddy bury thewooden box in the backyard?

A It served as a reminder of theirgreat friendship.

B They hoped someone would dig itup one day.

C It held a treasure that they wantedto keep secret.

D They thought it would keepimportant papers safe.

36 Shawn organizes information in thisjournal by —

A describing a friend who used tolive in Jake’s house

B writing about an experience hehad during last summer

C showing what he enjoys mostabout making a new friend

D providing the steps he and Jaketake to solve a mystery

34 Look at the diagram of information from the selection.

Which of these belongs in the shaded rectangle?

A The Things Found in Jake’s Yard

B The Path to Solving a Mystery

C Items Found in the Library

D Things Jake Brought from His Old Home

A woodenbox

A black-and-white picture

An oldyearbook

A phonebook

A talk withTeddy Canton

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37 The reader can tell that Teddy —

A wants his picture, watch, andbaseball back

B is grateful that Shawn and Jakefound the box

C wants to see the old house wherehe grew up

D is planning to visit Mikey inCalifornia soon

38 What happens on June 8 that causesShawn to be excited?

A His teacher tells him to keep a journal.

B He finds a wooden box buried inJake’s yard.

C A ten-year-old boy moves in next door.

D He gets a break from doing his chores.

39 In paragraph 1, the word unfortunatelyis used to let the reader know thatShawn’s summer plans are —

A disappointing

B unusual

C entertaining

D interesting

40 Which is the best summary of this journal?

A Shawn thinks he will have a dullsummer. Instead, he meets a newfriend and has lots of fun.Together they dig up a woodenbox and solve the mystery ofwhere it came from.

B Shawn meets a boy named Jake.Together, they discover a woodenbox buried in the ground. Theyopen the box, but it does notcontain treasure.

C Shawn has a dream about findinga buried treasure. One day, hefinds a wooden box buried in theyard. It turns out to have some old pictures inside.

D Shawn likes reading mysteries. He spends some time at the locallibrary looking at yearbooks. Oneday, he goes to meet an old mannamed Teddy.

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Carrots in a Cake?

1 Fran wore her unhappiness in a frown upon her face. Today washer father’s birthday, but she had no idea how to help himcelebrate. She checked the piggybank where she had saved somemoney for a special day and discovered that she had enough moneyto buy a nice gift. Fran thought about asking her mom to take hershopping, but she wasn’t sure what to buy. Finally, Fran poured outher troubles to her mother.

2 Fran’s mother silently considered the problem. Then she had anidea. She thought Fran should make a gift for her father and suggestedthat Fran bake a special birthday cake. Fran was very interested in thisplan and immediately began dreaming of a chocolate cake drippingwith vanilla icing or a vanilla cake covered in sprinkles.

3 Fran’s mother had a different idea, however. She explained thatFran’s father enjoyed a particular kind of cake called carrot cake.Fran raised her eyebrows. Why would Dad want a cake filled withvegetables? Vegetables were for salads. A carrot cake didn’t soundvery tasty to Fran, but her mother told her that it was actually quitegood. Fran remained unconvinced.

4 Fran and her mother went to the store to buy the groceries theyneeded to bake the cake. First, they found flour, cinnamon, sugar,and eggs. Next, they put some baking powder, baking soda, andfrosting in their cart. And, of course, they got some carrots, too.Fran thought the vegetables looked out of place surrounded by allof the regular baking items.

5 When they returned home, Fran and her mother flippedthrough a few cookbooks, and after a while, found directions forbaking a carrot cake:

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w Carrot Cake u1. Heat oven to 350 degrees.

2. Grease and flour a cake pan.

3. Grate carrots.

4. Mix flour, sugar, bakingpowder, baking soda, andcinnamon in a large bowl.

5. Add carrots, vanilla, and eggs.

6. Mix well.

7. Pour batter into cake pan.

8. Bake cake for 30 minutes.

9. Let cake cool for about 10 minutes.

10. Remove cake from pan and let it cool completely.

11. Frost the cake.

12. Store in a refrigerator.

6 Fran mixed everything together while her mother grated carrots.When the batter was ready, Fran poured it into a cake pan, and hermother carefully placed the pan in the oven. They set a timer forthirty minutes and cleaned up their dishes while they waited. Aloud “ding!” from the oven announced that the cake was finishedbaking. They let the cake cool, and later, they frosted it and storedit in the refrigerator.

7 When Fran’s father returned home that night, Fran told himthat she had a wonderful surprise waiting for him. Once they hadfinished eating dinner, Fran’s mother removed the cake from therefrigerator. Fran’s father was excited to see that they had baked hisfavorite kind of cake. Fran and her mother sang “Happy Birthday”as he blew out all the candles.

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8 Fran’s mother cut the cake, and Fran’s father said it tastedwonderful. After a while, Fran decided that she should try a pieceof the cake that she had helped to bake. She still wasn’t sure thatshe would enjoy carrots in a cake. She took a small, slow biteanyway. Fran thought the cake tasted pretty good. Maybe carrotsweren’t just meant for salads after all.

1 How does Fran feel when her mothersuggests baking a carrot cake?

A Confused about putting vegetablesin a cake

B Anxious that the cake will have abad flavor

C Hopeless about coming up with abetter idea

D Surprised that her mother wantedto help her

2 In paragraph 2, the word consideredmeans —

A talked about

B looked over

C thought of

D listened to

3 Why does Fran think it’s strange touse carrots in a cake?

A She thinks chocolate cake tastes best.

B She has never made a cake before.

C She knows carrots are vegetables.

D She has never eaten a carrot before.

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4 Read the diagram of informationfrom the story to answer the nextquestion.


A Fran goes shopping for a present.

B Fran buys groceries with her mother.

C Fran sings to her father after dinner.

D Fran bakes her father his favorite cake.

5 Mom puts the cake in the ovenbecause —

A Fran cleaned up all the dirty dishes

B she didn’t want Fran to burn herself

C Fran got out the frosting for the cake

D she knew how long it takes to bake

6 Why do the directions for the cakesay to wait until the cake iscompletely cool before frosting it?

A So the frosting doesn’t melt

B So the frosting can warm up

C So the cake will taste better

D So you won’t make a mess

7 In paragraph 3, the prefix in the wordunconvinced means —

A all

B not

C one

D any

8 From what you learn about Fran,which of these is a reasonablestatement?

A She always eats all of her vegetables.

B She will bake a cake for her mom, too.

C She is not afraid to try something new.

D She will not bake a carrot cake again.

Fran cannot think of what to get her dad for his birthday.

SolutionProblem

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9 How does Dad probably feel aboutFran’s gift to him?

A He wishes that she would haveput sprinkles on it.

B He wishes that she would havemade a chocolate cake.

C He thinks that she should havebaked her favorite kind of cake.

D He thinks that she was thoughtfulto make him a cake.

10 The reader can tell that you probablyneed an adult when baking a cakebecause —

A the directions tell you to ask for help

B the directions tell you to use an oven

C it can be hard to stir everything together

D it can be hard to frost a cakewithout help

11 Fran tries her dad’s birthday cakebecause she —

A likes to make her dad happy

B likes to lick off all the icing

C wants to know how it tastes

D wants to eat more vegetables

12 Which sentence from the story bestshows the reader that Fran haschanged her mind about carrots in a cake?

A Why would Dad want a cake filledwith vegetables?

B And, of course, they got some carrots, too.

C She still wasn’t sure that she wouldenjoy carrots in a cake.

D Maybe carrots weren’t just meant forsalads after all.

GO ON

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Read the next two selections. Then answer the questions that follow.

A Salmon Run

1 Each year, something amazing happens in the riversand streams in the northwestern part of the United States.Salmon, fish that spend much of their lives in salty oceanwater, travel to freshwater rivers and streams where theyswim through fast-moving rapids and rushing waterfallsto return to the places where they were born. Why dothey do this? It is to continue the circle of life, of course.

2 Salmon begin their lives as tiny pink eggs buriedbeneath beds of small stones in rivers and streams, wherethey are hidden from the view of other animals or fish.Some of these beds are as far as nine hundred miles fromthe ocean. The eggs are usually laid in the fall, and beginto hatch, or open, in the winter. When salmon first hatch, they each have asmall orange sac attached to their bodies. These sacs are filled with food thatsalmon need to start growing. After a few months, salmon use up all of thisstored food, the sac disappears, and they begin to look like small fish with spotsall over them. At this point, the young salmon are called fry, and they are readyto leave the comfort of their beds. Some fry immediately swim downstream tothe Pacific Ocean while others spend a year or more eating and growing beforethey begin this journey. When the young salmon reach the ocean, they swim farand wide.

3 It takes salmon between two and seven years to fully grow. During this time,they swim through the open ocean eating foods such as shrimp and small fish.Once salmon have become full-grown fish, they are ready to migrate. Whenanimals migrate, they move from one place to another, and in this case, salmonmove from the ocean back to the places where they were born.

4 Salmon begin their long, difficult expedition in the summer, swimming fromsalty ocean waters into the fresh water found in rivers and streams. Some salmonmust travel farther than others, especially those that were born hundreds ofmiles from the ocean. When salmon finally reach the places where they wereborn, they lay thousands of eggs. The eggs are covered with small stones, and anew generation of salmon waits to begin its life.

A salmon swims upstreamon its way home.



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Amazing Monarchs

1 If you’ve ever seen an orange-and-black butterfly flutter by, you haveprobably seen a monarch butterfly. Monarchs are some of the most well-knownbutterflies. These butterflies are so popular that some states, including Texas,have honored them as their state insect. Monarchs are found in many parts ofthe United States and are easily recognized by their orange and black markings.These markings also warn other animals that monarchs are poisonous andunsafe to eat.

2 Many people are interested in the lives of monarchs because they migrate, ormove from one place to another, every year. Some even track the butterflies fromthe moment they hatch from their eggs! Teachers, students, and many otherpeople across the country carefully watch the movements of the monarchs.

3 In the spring, mother monarchs lay their eggs on milkweed plants. When theeggs hatch, worm-like creatures called caterpillars appear and eat the milkweed foralmost two weeks. Then the caterpillars make shells called cocoons aroundthemselves. The cocoons protect the caterpillars during this important time. Afterabout two weeks, the cocoons open. It’s easy to see that amazing changes havetaken place! Out of the cocoons crawl lovely monarch butterflies.

4 The monarchs wait for their wings to dry before they start to migrate south.No one is quite sure how the butterflies know which direction to fly, but somethink that the knowledge is passed down from one generation of butterflies tothe next. During the trip, monarch butterflies travel many miles, sometimesstopping to avoid rain, find food, and rest their wings.

5 During the warm summer months, monarchs travel south until they reachwarm places where they can spend the winter. Many monarchs stay in thesouthern areas of Texas or parts of Mexico during these cold months. By the timespring arrives, monarchs are ready to start all over! Once again, the adults flynorth to lay eggs, and soon, brand new butterflies are ready to spread theirwings.

6 The habits of monarch butterflies interest many people, and some even usecomputers to track monarchs during the year. It is important that we understandmonarchs so we know how to protect them. There are programs in many areasthat celebrate and help to educate people about these beautiful bugs.

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13 Look at the chart below. Use it toanswer the question.

Which idea belongs in the empty box?

A Baby salmon have small sacsattached to their bodies.

B Young salmon leave rivers andstreams for the ocean.

C Baby salmon use up all of the foodthey had stored.

D Young salmon swim upstream tobecome stronger.

14 The reader can tell that salmon areprobably —

A surprisingly fast

B brightly colored

C excellent hunters

D good swimmers

15 What is a fry?

A a salmon egg

B a young salmon

C what salmon eat

D where salmon live

16 In paragraph 4, an expedition is —

A a lengthy journey

B an underwater nest

C a new kind of food

D a kind of salt water

Full-grownsalmon returnto their birthplaces to layeggs.

Pink eggs arelaid in a bedof stones.

Small fishcovered inspots growlarger in riversand streams.

Salmon Life Cycle

Use “A Salmon Run” (p. 25) to answer questions 13–19.

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17 Salmon most likely lay their eggsbeneath beds of small stones because —

A foods that salmon eat get trapped there

B water under the stones is much cleaner

C the stones help to make the water salty

D the eggs will stay safe until they hatch

18 What will salmon probably do whilethey are in the ocean?

A Lay many eggs

B Change colors

C Grow larger

D Live in stone beds

19 What is paragraph 2 mainly about?

A How salmon develop over time

B Why salmon swim to the ocean

C What salmon eggs look like

D Where salmon eggs are laid

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Use “Amazing Monarchs” (p. 26) to answer questions 20–25.

20 With which statement would theauthor of this article most likely agree?

A Because monarchs are poisonous,many people are afraid to go nearthem.

B One of the most interesting thingsabout monarchs is that they migrateevery year.

C Monarchs look the most beautifulright before they wrap themselvesin cocoons.

D People should stop trackingmonarchs while they migrate andjust leave them alone.

21 What is paragraph 3 mostly about?

A The black-and-orange markings onthe butterflies

B Why monarch butterflies migratesouth every year

C How caterpillars change intomonarch butterflies

D Why monarchs can be poisonous if they are eaten

22 A monarch butterfly will most likelystop during its migration when it —

A gets cold

B lays its eggs

C feels threatened

D wants to eat

23 In paragraph 4, the word generationmeans —

A group

B class

C child

D insect

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24 Which sentence from the article is anopinion?

A Monarchs are some of the most well-known butterflies.

B In the spring, mother monarchs lay theireggs on milkweed plants.

C It is important that we understandmonarchs so we know how to protectthem.

D These markings also warn other animalsthat monarchs are poisonous and unsafeto eat.

25 What is this article mainly about?

A Why monarchs are popular in Texas

B The habits of the monarchbutterflies

C Caterpillars changing into butterflies

D How caterpillars make their cocoons

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Use “A Salmon Run” and “Amazing Monarchs” to answer questions 26–28.

GO ON

26 Read the diagram below and answer the question that follows.

Which information belongs on the blank line?

A Can be poisonous

B Live underwater

C Make cocoons

D Hatch from eggs

• Grow under stones• Swim• Fish

Salmon

• Migrate• _____________

• Grow on milkweed plants• Fly• Insects

Monarchs

27 During which season do both salmonand monarchs migrate?

A Spring

B Summer

C Fall

D Winter

28 Why do monarchs migrate north andsalmon migrate to the places where they were born?

A Both want to move to coolerplaces.

B Both need to continue the circleof life.

C Both want to find a large foodsupply.

D Both need to change the way theylook.

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Science in Space

1 Jesse stared out the window of the classroom. No matter how hard hetried, he couldn’t concentrate on the lesson. His thoughts kept drifting tothe next day’s class trip to the Johnson Space Center in Houston whereastronauts prepare for adventures in space. For as long as he couldremember, Jesse wanted to become an astronaut, and often imaginedhimself on a mission to the moon or floating through space, his bodycompletely weightless.

2 These thoughts crowded Jesse’s head as his teacher, Ms. Price, wrotenotes on the blackboard. He knew that he should write them down, but itwas only a science lesson. Jesse didn’t dislike science, but he didn’t thinkthat knowing about rocks and minerals would help him become anastronaut someday.

3 After class, Ms. Price questioned Jesse as to why he hadn’t been payingattention during class. Jesse told her that he was sorry, and explained thathe was just really excited about the trip to the space center. Ms. Price knewthat Jesse wanted to be an astronaut when he grew up and tried to explainthat it was important for him to pay attention in science class. Jesse didn’tseem to believe her. Ms. Price hoped that the visit to the space centerwould change his mind.

4 When the school bus pulledinto the parking lot of the JohnsonSpace Center the next day, Jessewas sitting on the edge of his seat.He couldn’t wait to go inside. Ms.Price told the class that they mighteven be lucky enough to meetsome of the astronauts whoworked there. The class took a tourof the building. The tour guideshowed them some space suits andpictures that astronauts had takenin outer space.

Testing the Lunar Roving Vehicle at theJohnson Space CenterPhoto courtesy of NASA

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5 For lunch, they ate food that astronauts would really eat. Jesse wassurprised to see that it was a lot like regular food. The tour guide told thestudents that sometimes the food is dehydrated, or has the water takenout of it, so that it lasts longer. The guide added water to some dried eggsand asked if anyone wanted to take a bite. Jesse quickly raised his hand.They tasted like the eggs he had eaten for breakfast, only more watery.

6 After lunch, Ms. Price told everyone that she had a big surprise forthem. Two astronauts who worked at the space center, Mr. Riley and Ms.Summers, were going to talk to them and answer all of their questionsabout space travel. The astronauts told the students about the excitingexperiences that they had had in space. Ms. Price raised her hand to ask aquestion, and Jesse thought it was funny to see a teacher do this.

7 Ms. Price asked the astronauts if they had to study science to becomeastronauts. Ms. Summers said that understanding science was a veryimportant part of becoming an astronaut. She said that sometimesastronauts did tests in the shuttle to seehow things from Earth, such as rocks orplants, were affected by the changes inspace. Mr. Riley told the class that manypeople make a mistake in thinking thatthe only job an astronaut has is to fly aspaceship. He explained that science isthe main reason why people went intospace in the first place. He said that a lotof the tests that are done in space help usto better understand life on Earth.

8 Jesse had never known that astronautstested plants and rocks. He realized thatthere was a lot more to becoming anastronaut than he had first thought.

9 The next day, Ms. Price saw Jessetaking notes. After class, Ms. Price askedhim if he had enjoyed the class trip. Jessesaid she had been right about theimportance of science. Jesse thanked Ms.Price and then hurried to math class. Afterall, he might need to know aboutfractions in space one day.

Astronaut Edwin Aldrin takes coresamples from the lunar surfacePhoto courtesy of NASA

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29 Jesse doesn’t pay attention in scienceclass because he —

A doesn’t think astronauts usescience

B dislikes listening to his teachertalk

C likes math class more than science

D is worried about the trip tomorrow

30 In paragraph 1, the suffix in the wordweightless means —

A to make

B to have

C lack of

D able to

31 What is paragraph 2 mostly about?

A How Jesse daydreams about flyinginto space

B Why Ms. Price thinks science is soimportant

C Why Jesse should take notes in allhis classes

D How Jesse thinks astronauts don’tuse science

32 Astronauts probably dehydrate theirfood to make it last longer because —

A they cannot bring water on theship

B they cannot buy more food inspace

C they like the way that the foodtastes

D they want to bring some backhome

33 What is the most likely reason Ms.Price thinks that the trip will changeJesse’s mind about science?

A She knows that the students willmeet the astronauts.

B She knows the students must usescience on the trip.

C She knows there will be a sciencequiz on the trip.

D She knows that the astronautsneed to know science.

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34 Read the first part of a summary of“Science in Space” to answer the next question.

Which of the following bestcompletes the summary above?

A The tour guide lets the students trythe food astronauts eat. Jesse thinksthat the eggs taste pretty good.

B The students tour the building. Thetour guide shows the students somespace suits and photos from space.

C The astronauts tell the studentsabout all the exciting adventuresthat they have had on the space ship.

D Jesse realizes that science isimportant. He starts payingattention and taking notes in Ms. Price’s class.

35 What is a dehydrated food?

A dried-out food

B breakfast food

C a sweet food

D frozen food

36 What is paragraph 7 mainly about?

A Jesse realizing that he needs totake more notes

B The astronauts explaining whythey need science

C Jesse paying close attention duringscience class

D The astronauts’ excitingexperiences out in space

37 How does Jesse most likely feel afterlistening to the astronauts?

A Disappointed by the stories thatthey told

B Upset that he did not get to ask a question

C Surprised that the astronauts use science

D Tired from a long day at the space center

Summary of “Science in Space”

Jesse wants to be an astronautsomeday. He doesn’t think thatscience is important and daydreamsduring Ms. Price’s class. His teacherhopes that the class trip to theJohnson Space Center will changeJesse’s mind. At the space center,the students talk to astronauts.

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STOP

38 This story is most like a —

A real-life story

B science-fiction story

C fairy tale

D mystery story

39 Which sentence in the story bestshows the reader that Jesse feelsdifferently about science?

A After all, he might need to knowabout fractions in space one day.

B Jesse said she had been right aboutthe importance of science.

C He knew that he should write them down, but it was only a science lesson.

D After class, Ms. Price asked him if he had enjoyed the class trip.

40 What is this story mainly about?

A What students dream about in class

B What astronauts study out in space

C Why astronauts need to use science

D Why you should take notes in class

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Mastering STAAR Reading prepares students to succeedon the STAAR reading test.

Part 1 of Mastering STAAR Reading is made up of fourpassages with questions. Each question is followed bya hint to help you focus on the response.

The Reporting Category, Content Student Expectation, and whether it is a Readiness or Supporting standard isalso included so that you know what type of questionis being asked.

Part 2 of Mastering STAAR Reading is made of twopractice tests, each with individual and paired passages.

mastering staar reading

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