READING Visit Siriuseducationsolutions.Com Students! 6 CONTENTS for Additional 6–8 STAAR Resources

GRADE Use with Your GRADE 6 READING Visit SiriusEducationSolutions.com Students! 6 CONTENTS for additional 6–8 STAAR resources. 6 READING GRADE READING Diagnostic Test STAAR® Preparation and Practice Reading Skills 1 Using Context Clues 2 Using Reference Resources 3 Using Greek and Latin Roots New 4 Analyzing Figurative Language TEKS 5 Understanding Author's Purpose

6 Analyzing Print and Graphic Features STAAR Preparation and Practice 7 Synthesizing Information 8 Analyzing Theme 9 Analyzing Plot 10 Analyzing Character, Setting, and POV 11 Analyzing Mood, Tone, and Voice 12 Analyzing Poetry 13 Analyzing Drama 14 Summarizing Texts 15 Analyzing Organizational Patterns 16 Analyzing Informational Texts 17 Analyzing Argumentative Texts 18 Analyzing Multiple Texts

STAAR Practice 16 Passages Post Test

• 26 passages with over 200 authentic STAAR questions • 18 Skill lessons with STAAR strategies • 3-step approach for efficient remediation Printed in Texas on recycled paper. STAAR® is a registered trademark of the Texas Education Agency, which does not endorse this program or its content. 9 781949 656145 Copyright © 2019 by Sirius Education Solutions LLC. All rights reserved. No part of this work may be reproduced or distributed in any form or by any means, electronic, mechanical, photocopying, scanning, recording, or stored in a database or retrieval system, without the prior written permission of the publisher.

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

Printed in Texas.

ISBN: 978-1-949656-14-5

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

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

Sampler Table of Contents Included in Sampler

Welcome Letter ...... v Using This Book for STAAR Success ...... vi STAAR Test-Taking Strategies ...... viii Student Progress Monitoring Chart ...... x

Diagnostic Tests Fiction: The Selfish Giant ...... 2 Drama: April Fools ...... 8 Poetry: The Marfa Lights ...... 13 Informational: The Mysterious Marfa Lights ...... 16 Paired: Poetry / Informational ...... 21 Argumentative: Good News at Last: The World Isn’t as Horrific as You Think . . . . 23

Skill Lessons Introduction to Skill Lessons ...... 29 1 Using Context Clues ...... 30 2 Using Reference Resources ...... 33 3 Using Greek and Latin Roots ...... 36 4 Analyzing Figurative Language ...... 39 5 Understanding Author’s Purpose ...... 42 6 Analyzing Print and Graphic Features ...... 46 7 Synthesizing Information ...... 49 8 Analyzing Theme ...... 52 9 Analyzing Plot ...... 55 10 Analyzing Character, Setting, and Point of View ...... 58 11 Analyzing Mood and Voice ...... 63 12 Analyzing Poetry ...... 66 13 Analyzing Drama ...... 70 14 Summarizing Texts ...... 74 15 Analyzing Organizational Patterns ...... 79 16 Analyzing Informational Texts ...... 82 17 Analyzing Argumentative Texts ...... 86 18 Analyzing Multiple Texts ...... 90

Sampler Table of Contents iii STAAR Practice Included in Sampler Introduction to STAAR Practice ...... 93 1 Downhill from Here (fiction) ...... 94 2 The Tide Rises, the Tide Falls (poetry) ...... 100 Unlawful to photocopy or project without permission without project or to photocopy Unlawful 3 Three Cheers for Bats! (informational) ...... 103 4 The Wreck of La Belle (informational / paired) ...... 108 5 from Memoir of the Chevalier de Tonty, Companion to Robert de La Salle (literary nonfiction / paired) ...... 111 4–5 Paired: The Wreck of La Belle / from Memoir of the Chevalier de Tonty, Companion to Robert de La Salle ...... 120 6 A Trip Back in Time (informational) ...... 122 7 Project Friendship (fiction / paired) ...... 128 8 When Should You “Unfriend” Someone Online? (argumentative / paired) . . . . . 131 7–8 Paired: Project Friendship / When Should You “Unfriend” Someone Online? ...... 138 9 adapted from Ruthless (fiction) ...... 140 10 Gathering Leaves (poetry) ...... 146 11 Words Are Birds (poetry) ...... 149 12 The Anklet (fiction) ...... 153 13 Army Code Talkers (informational) ...... 159 14 Why Do Volcanoes Erupt? (informational) ...... 164 15 E-mail from the Lakeside Middle School Student Council to Principal John Eggers (argumentative) ...... 169 16 from The Man Who Ate the Popomack (drama) ...... 174

Post Tests Fiction: Jungle in the Sky ...... 179 Drama: from A Christmas Carol ...... 183 Poetry: Swim, Girl, Swim ...... 189 © Sirius Education Solutions Education © Sirius Informational: Gertrude Ederle, Queen of the Waves ...... 192 Paired: Poetry / Informational ...... 197 Argumentative: Make Pet Stores Havens for Pets in Need of Rescuing ...... 199

Student Answer Sheets ...... 205

iv Table of Contents Sampler Dear Students, The STAAR Grade 6 Reading assessment measures your knowledge of the Grade 6 reading standards (TEKS). STAAR tests are not designed to measure many important qualities of character and intelligence — as this cartoon shows. But performing well on the STAAR tests is important, so you want to do all you can to succeed on them. That’s where this workbook comes in!

Qualities Not Measured by STAAR Tests

Persistence Big-Picture Thinking Curiosity C pi Enthusiasm Reliability COURAGE Motivation Leadership Humor Empathy Creativity Sense of Beauty Civic-Mindedness Humility Resourcefulness Resilience Sense of Wonder Positivity DyslexicKids.net What are some other important qualities of character and intelligence missing in STAAR tests?

Unlawful to photocopy or project without permission This workbook was designed to help you prepare for the STAAR Grade 6 Reading test by • reviewing the skills and concepts you need to answer STAAR test questions, and • practicing questions that are similar to those you will answer on the actual STAAR test.

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. 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 because this workbook is full of them! Next, focus on your weaknesses —spend extra time on questions you have trouble with. Think of it like this: if your basketball shot needs improvement, you don’t practice dribbling. Instead, you practice shooting. Focusing on your weaknesses also means carefully analyzing each test question you get wrong. Why did you get it wrong? Why is another answer correct? You can learn more from test questions you get wrong, so don’t be afraid of making mistakes. If your basketball shot is off, you identify what you are doing wrong (too far left), and correct it with your next shot (aim further 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 can 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. You develop it with practice.

Your partners in STAAR success, The Sirius Education Team

Sampler Welcome Letter v Using This Book for STAAR Success

This 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. Unlawful to photocopy or project without permission without project or to photocopy Unlawful STEP 1 Identify Your Needs — Diagnostic Tests for Each Genre Use 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.

Name Class Date they all ran away, and the garden became Winter again. Only the little boy did not Diagnostic Diagnostic:run, for his eyes were so Fiction full of tears that he did not see the Giant coming. The Giant stole up behind him, took him gently in his hand, and put him up into the tree. And the Student Progress Monitoring Chart—How Am I Doing? Read the selection and choose the best answer to each question. tree broke at once into blossom, and the birds came and sang on it, and the little boy Use the Diagnostic Tests to identify skill lessons you need to review. Monitor your progress Tests cover stretched out his two arms and flung them round the Giant’s neck and kissed him. The using the steps and chart below. Because some skill lessons cover a broad standard or are other children, when theyThe saw that Selfish the Giant was notGiant wicked any longer, came running assessed in multiple ways, those lessons are referred to more than once in the chart. back, and with them came the Spring. “It is your garden now, little children,” said the 1 Diagnostic Shade the bubble for each question that you answered correctly. Find the total correct. 6 genres Giant, and he took a great axe andby knocked Oscar Wilde down the wall. When the people were 2 Instruction For each question you missed, study the skill lesson and check it off. going to market at twelve o’clock, they found the Giant playing with the children in the 3 Post Test Shade the bubble for each question that you answered correctly. Find the total correct. 1 most Every beautiful afternoon, garden asthey they had were ever coming seen. from school, the children used to go and 19 play Allin theday Giant’s long they garden. played, and in the evening they came to the Giant to bid him Fiction goodbye. 2 It was a large, lovely garden, with soft, green grass. Here and there over the 1 Diagnostic 2 Instruction Completed ✓ 3 Post Test Focus grass stood beautiful flowers like stars, and there were twelve peach trees that in the 20 “But where is your little companion,” he said, “the boy I put into the tree?” The Name1 Skill 9 Analyzing Plot (p. 55) 1Class Date springtime broke out into delicate blossoms of pink and pearl and in the autumn bore Giant couldn’t explain why, but that little boy had meant the most to him. 2 Skill 9 Analyzing Plot (p. 55) 2 rich fruit. The birds sat on the trees and sang so sweetly that the children used to stop 21 “We don’t know,” answered the children. “We had never seen him before, and now 3 3 on skills their games in order to listen to them. “How happy we are here!” they cried to each Skill 10 Analyzing Character, Setting, and Point of View (p. 58) heother. has gone away.” Student4 Skill 10 AnalyzingProgress Character, Setting, Monitoring and Point of View (p. 58) Chart—How4 Am I Doing? 223 “YouOne daymust the tell Giant him cameto be surehome. to Hecome had here been tomorrow,” to visit his saidfriend the the Giant. ogre But and the had Use5 the DiagnosticSkill 10 Analyzing TestsCharacter, to Setting, identify and Point skillof View lessons (p. 58) you need5 to review. Monitoryou your most progress childrenstayed with said him that for they some did weeks.not know After where the weekshe lived were or where over, he had saidcome all from, that andhe 6 Skill 8 Analyzing Theme (p. 52) 6 the Giant felt very sad. using the steps and chart below. Because some skill lessons cover a broad standard or are had to say, for his conversation was limited, and he determined to return to his own 7 Skill 11 Analyzing Mood and Voice (p. 62) 7 assessed in multiple ways, those lessons are referred to more than once in the chart. 23 castle.Every When afternoon, he arrived, when he schoolsaw the was children over, theplaying children in the came garden. and played with the Total / 7 Total / 7 need. 4 Giant. “What But the are little you doingboy whom here?” the he Giant cried loved in a verywas nevergruff voice,seen again.and the The children Giant wasran 1 Diagnostic Shade the bubble for each question that you answered correctly. Find the total correct. veryaway. kind to all the children, yet he longed for his first little friend and often spoke of Drama him. “How I would like to see him!” he used to say. 2 Instruction For each question you missed, study the skill lesson and check it off. 1 Diagnostic 2 Instruction Completed ✓ 3 Post Test 5 “My own garden is my own garden,” said the Giant. “Anyone can understand that, 3 Post Test Shade the bubble for each question that you answered correctly. Find the total correct. 24 and IYears will allow passed, nobody and theto play Giant in grewit but verymyself.” old andSo hefeeble. built aHe high could wall not around play much it and 8 Skill 13 Analyzing Drama (p. 70) 8 anymore, so he sat in a huge armchair and watched the children and admired his put up a sign: 9 Skill 9 Analyzing Plot (p. 55) 9 garden. “I have many beautiful flowers,” he said, “but the children are the most 10 Skill 13 Analyzing Drama (p. 70) 10 beautiful flowers of all.” Fiction TRESPASSERS 11 Skill 13 Analyzing Drama (p. 70) 11 25 One Winter morning he looked outWILL his windowBE as he was dressing. He did not hate Each item 12 1 DiagnosticSkill 10 Analyzing Character, Setting, and Point of View2 Instruction(p. 58) 12 Completed ✓ 3 Post Test the Winter now, for he knew that itPROSECUTED was merely the Spring asleep and that the flowers 13 Skill 10 Analyzing Character, Setting, and Point of View (p. 58) 13 6 were Heresting. was a very selfish Giant. 1 Skill 9 Analyzing Plot (p. 55) ✓ 1 14 Skill 1 Using Context Clues (p. 30) 14 correlates to 267 SuddenlyThe poor childrenhe rubbed now his had eyes nowhere in wonder, to play. then They looked tried and to looked. play on It the certainly road, but was 15 2 Skill 14 SummarizingSkill Texts9 Analyzing (p. 74) Plot (p. 55) 15 ✓ 2 athe marvelous road was sight. very dirtyIn the and farthest full of cornerhard stones, of the andgarden they was did a not tree like quite it. Theycovered began with to lovelywander white around blossoms. the high Its wall branches when school were allwas golden, out, and and talk silver about fruit the hung beautiful down fromgarden Total /3 8 Skill 10 Analyzing Character, Setting, and PointTotal of View/ 8 (p. 58) ✓ 3 a TEKS and them.inside. Underneath it stood the little boy he had loved. Poetry 4 Skill 10 Analyzing Character, Setting, and Point of View (p. 58) 4 278 Downstairs“How happy ran we thewere Giant there,” in great they joy,said andto each out intoother. the garden. He hastened across 1 Diagnostic 2 Instruction Completed ✓ 3 Post Test the grass and approached the child. 5 5 Skill lesson. 9 Then Spring came, and all over the country there were little blossoms and little Skill 10 Analyzing Character, Setting, and Point of View (p. 58) ✓ 16 Skill 11 Analyzing Mood and Voice (p. 62) 16 28 birds.“Who Only are in theyou?” garden said theof the Giant, Selfish who Giant was suddenlywas it still feeling Winter. quite The strange—peacefulbirds did not care 17 6 Skill 8 AnalyzingSkill Theme 8 Analyzing(p. 52) Theme (p. 52) 17 6 butto sing also in slightly it because nervous. there were no children, and the trees refused to blossom. Once 18 Skill 12 Analyzing Poetry (p. 66) 18 29 a beautifulAnd the flower child putsmiled its headand said out fromto the the Giant, grass, “You but let when me playit saw once the in sign, your it garden. was so 7 Skill 11 Analyzing Mood and Voice (p. 62) ✓ 7 19 Skill 4 Analyzing Figurative Language (p. 39) 19 Todaysorry foryou the will children come with that me it slipped to a new back garden. into the It will ground be quite again the and adventure.” went off to sleep. The only people who were pleased were the Snow and the Frost. 20 Total Skill 10/ Analyzing 7 Character, Setting, and Point of View (p. 58) 20 Total / 7 30 And when the children ran in that afternoon, they found the Giant 5 21 Skill 12 Analyzing Poetry (p. 66) 21 lying peacefully under the tree, all covered with white blossoms. TotalDrama/ 6 Total / 6 GO ON 1 Diagnostic 2 InstructionMonitor yourCompleted progress ✓ 3 Post Test 8 Skill 13 Analyzing Drama (p. 70) 8 42 Grade 6 Reading STAAR Preparation and Practice x Student Progress Monitoring Chart 9 Skill 9 Analyzing Plot (p. 55) 9 10 Skill 13 Analyzing Drama (p. 70) 10 11 Skill 13 Analyzing Drama (p. 70) 11 12 Skill 10 Analyzing Character, Setting, and Point of View (p. 58) 12 STEP 2 Focus Your Remediation — Instruction13 Skill 10 Analyzing Character, and Setting, and STAAR Point of View (p. 58) Practice13 14 Skill 1 Using Context Clues (p. 30) 14 15 Skill 14 Summarizing Texts (p. 74) 15 Use your Diagnostic results to focus TEKS instruction and STAARTotal practice/ 8 to meet your unique needs.Total / 8

Poetry Guided Practice Independent Practice Analyzing Poetry SKILL 12 1 Diagnostic 2 Instruction Completed ✓ 3 Post Test On the STAAR test, you will be asked about the effect of structural elements in Now answer two new questions about a blog post describing an event. poetry. Question 1 below comes from “The Marfa Lights” on page 13. Question 2 16 Skill 11 Analyzing Mood and Voice (p. 62) 16 comes from “Gathering Leaves” on page 146. Structural elements are the parts related to a poem’s construction or how it is 2 Today’s disgraceful protest was marred by harsh, disrespectful language and arranged. Poets use them to create many effects. Read the lines and questions below. Then read and follow the STAAR Strategy. 17 Skill 8 Analyzing Theme outbursts(p. 52) of violence. Protesters hurled bottles and insults at brave police 17 Repetition is repeating sounds, words, phrases, lines, or stanzas (groups of lines). officers and security guards assigned to keep the peace. Fortunately, no serious Repetition helps emphasize or draw reader attention to an idea or feeling. Poets also 18 Skill 12 Analyzing Poetryinjuries (p. 66) were reported and property damage was kept to a minimum. 18 . . . those use repetition to create rhythm in their poems. were tasty hotel sagas, of joy-cries coming 19 Skill 4 Analyzing Figurative Language (p. 39) 19 Line breaks happen at the end of a line. Some poems have lines that are complete18 Skills through thick adobe, of sudden cold, flickerings 2 What is the best description of the mood in paragraph 2? thoughts, ending with a period or other final punctuation. However, many poets in unrestored rooms—and then, later that night, 20 Skill 10 Analyzing Character, Setting, and Point of View (p. 58) 20 F lists a positive mood. move from one line to another without a punctuation mark (like this sentence did). 10 surely she thought she saw them, her own ghosts, F Cheerful The thought, feeling, or image expressed in the line continues in the next line. Guided This paragraph seems aglow in the corner like slices of stained glass, 21 Skill 12 Analyzing PoetryG (p. Depressed 66) negative. 21 Poets often divide their poems into stanzas (lines with connected ideas), whichLessons are separated by blank lines called stanza breaks. Total / 6 H Enthusiastic Total / 6 1 The poet uses line breaks in “The Marfa Lights” in order to — Practice J Chaotic Check-In A create movement in the poem Think about a favorite song. How does the artist break up the ideas or images in B create a sense of loss or longing in the poem 3 Which word describes the author’s voice in paragraph 2? the song? Does the song have pauses or repeat? If so, why? Independent C show how some details about the Marfa lights are unknown A Disinterested D show how some people think in incomplete ideas or thoughts x Student Progress Monitoring ChartB Critical Practice C Joyful STAAR Strategy When a question asks why a poet uses line breaks . . . D Respectful • First, read the answer choices. Solutions Education © Sirius • Then, re-read the poem, paying close attention to how the line breaks affect the ideas in the lines before and after them. THINK ABOUT YOUR THINKING Explain your reason for your answer choice to question 3. Use evidence from the selection to support your answer. Underline punctuation (or lack of punctuation) at the end of each line to support answer choice A. Build Skills

On the STAAR test, you will be asked about the effect of structural elements in poetry.

CloseSTAAR Reading Practice Practice Read the selection and choose the best answer to each As youYou read, will recordpractice your analyzing mood and voice in the STAAR Practice section. notes in the margin and question. complete the activities.

FIGURATIVE LANGUAGE The Tide Rises, the

■ Read the first stanza. What 66 Grade 6 Reading STAAR Preparation and Practice Skill Lesson 12 Analyzing Poetry 67 Skill Lesson 11 ■ Analyzing Mood and Voice 65 image comes into your Tide Falls head based on the poem’s by Henry Wadsworth Longfellow descriptions? Describe it using at least two senses. The tide rises, the tide falls, The twilight darkens, the curlew1 calls; Along the sea-sands damp and brown The traveler hastens toward the town, 5 And the tide rises, the tide falls.

STEP 3 Monitor Your Progress — Post Tests Darkness settles on roofs and walls, But the sea, the sea in the darkness calls; The little waves, with their soft, white hands, Efface2 the footprints in the sands, Use each genre Post Test to monitor progress and to identify Post Test: Fiction 10 And the tide rises, the tide falls. The morning breaks; the steeds in their stalls Read the selection and choose the best answer Stamp to and each neigh, question. as the hostler calls; additional lessons for review. The Post Test questions cover The day returns, but nevermore VOCABULARY IN CONTEXT Returns the traveler to the shore, In stanza 3, circle the context 15 And the tide rises, the tide falls. clues that help you know the same TEKS in the same order as the Diagnostic Test. what “steeds” means.Jungle1 in the Sky A curlew is a sea bird, related to a sandpiper. 2 To efface is to erase from a surface. by Stephen Marlowe

1 The big man looked at home among his stuffed trophies. Somehow his scowl seemed as fierce as the head of the Venusian swamp-tiger mounted on the wall behind him, and there was something about his quick-darting eyes which reminded Steve of a Callistan fire-lizard. The big man might have been all of them wrapped into one, Steve vi Using This Book for STAAR Success thought wryly, and there were a lot of trophies. Sampler 2 He was the famous Brody Carmical, and rumor had it he was worth a million credits for each of the many richly-mounted heads.

3 “So you’re fresh out of school with a degree in Extra-Terrestrial Zoology,” Carmical grumbled. “Am I supposed to turn cartwheels?” 4 Steve cleared his throat. “The Placement Service thought you might have a job—” 5 “I do, I do. That doesn’t mean any young pup who comes along can fill it. Ever

been off100 the Earth,Grade 6 Mr.Reading Stedman?” ■ STAAR Preparation and Practice 6 “No.”

7 “Ever been off the North American continent?”

8 “No.”

9 “But you want to go gallivanting around the Solar System in search of big game. Tell me—do you think they have a Harvard club on every stinking satellite you’ll visit? Do you think you can eat beefsteak and drink martinis in every frontier-world dive? Let me tell you, Mr. Stedman, the answer is no.”

10 “Try me, sir. That’s all I ask—try me.” 11 “We’re not running a school, Mr. Stedman. Either a man’s got it, or he hasn’t. You haven’t. Come back in ten years. Ship out around the Solar System the hard way, and maybe we can use you then—if you still remember what you learned about Extra- Terrestrial Zoology. What in space ever made you study extra-zoo, anyway?” 12 “I found it interesting,” Steve said lamely. 13 “Interesting? As a hobby, it’s interesting. But as business, it’s hard work, a lot of sweat, a lot of danger, squirming around on your soft belly in the muck and sludge of a dozen worlds, that’s what it is. Just how do you think Carmical Enterprises got where it is? Sweat and grief, Mr. Stedman.” Carmical yawned hugely and popped a glob of chocolate into his mouth. His fat lips worked for a moment, then his Adam’s apple bobbed up and down.

GO ON

Post Test ■ Fiction 179 Using This Book for STAAR Success

Focused Intervention is provided by 18 skill lessons and 16 reading passages based on released STAAR items . Skill Lessons — Engaging Interactive Learning 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.

Analyzing Poetry SKILL 12 Guided Practice Independent Practice On the STAAR test, you will be asked about the effect of structural elements in Now answer two new questions about a blog post describing an event. poetry. Question 1 below comes from “The Marfa Lights” on page 13. QuestionGuided 2 comes from “Gathering Leaves” on page 146. Structural elements are the parts related to a poem’s construction or how it is 2 Today’s disgraceful protest was marred by harsh, disrespectful language and arranged. Poets use them to create many effects. Read the lines and questions below. Then read and follow the STAAR Strategy. outbursts of violence. Protesters hurled bottles and insults at brave police Repetition is repeating sounds, words, phrases, lines, or stanzas (groups of lines). Practice officers and security guards assigned to keep the peace. Fortunately, no serious Repetition helps emphasize or draw reader attention to an idea or feeling. Poets also injuries were reported and property damage was kept to a minimum. . . . those use repetition to create rhythm in their poems. were tasty hotel sagas, of joy-cries coming Line breaks happen at the end of a line. Some poems have lines that are complete through thick adobe, of sudden cold, flickerings with 2 What is the best description of the mood in paragraph 2? thoughts, ending with a period or other final punctuation. However, many poets in unrestored rooms—and then, later that night, F Cheerful F lists a positive mood. move from one line to another without a punctuation mark (like this sentence did). 10 surely she thought she saw them, her own ghosts, This paragraph seems The thought, feeling, or image expressed in the line continues in the next line. aglow in the corner like slices of stained glass, strategy G Depressed negative. Poets often divide their poems into stanzas (lines with connected ideas), which are separated by blank lines called stanza breaks. H Enthusiastic 1 The poet uses line breaks in “The Marfa Lights” in order to — J Chaotic Check-In Check-In A create movement in the poem 3 Which word describes the author’s voice in paragraph 2? Think about a favorite song. How does the artist break up the ideas or images in B create a sense of loss or longing in the poem Independent the song? Does the song have pauses or repeat? If so, why? activates prior C show how some details about the Marfa lights are unknown A Disinterested D show how some people think in incomplete ideas or thoughts B Critical C Joyful Practice STAAR Strategy When a question asks why a poet uses line breaks . . . knowledge D Respectful • First, read the answer choices. • Then, re-read the poem, paying close attention to how the line breaks affect the ideas in the lines before and after them. THINK ABOUT YOUR THINKING Explain your reason for your answer choice to question 3. Use evidence from the selection to support your answer. Underline punctuation (or lack of punctuation) at the end of each line to support answer choice A. Build Skills

On the STAAR test, you will be asked about the effect of structural elements in poetry.

Match each term to its definition. Check-Out Terms Definitions What is the difference between mood and voice? 1. stanza break parts used to construct or arrange a poem 2. structural elements repeating a sound, word, phrase, line, or stanza Check Out Build3. Skillsrepetition where the poet ends one line and begins another checks4. line for break a blank line between sections of a poem reflects on STAAR Practice thinking understanding You will practice analyzing mood and voice in the STAAR Practice section. Unlawful to photocopy or project without permission 66 Grade 6 Reading STAAR Preparation and Practice Skill Lesson 12 ■ Analyzing Poetry 67 Skill Lesson 11 ■ Analyzing Mood and Voice 65 STAAR Practice by Genre — Authentic Practice This workbook provides authentic STAAR practice,using grade-appropriate selections and test questions that closely match released STAAR tests.

STAAR PRACTICE Practice 2 1 Which words from stanza 3 help the reader understand the meaning of steeds? A The morning breaks Close Reading B Stamp and neigh As you read, record your Read the selection and choose the best answer to each C The day returns question. notes in the margin and D Returns the traveler complete the activities.

FIGURATIVE LANGUAGE The Tide Rises, the Read the first stanza. What image comes into your Tide Falls Authentic head based on the poem’s by Henry Wadsworth Longfellow 16 passages descriptions? Describe it using at least two senses. The tide rises, the tide falls, 2 Read the origin of the word hostler. STAAR increase in The twilight darkens, the curlew1 calls; Along the sea-sands damp and brown The traveler hastens toward the town, Practice from the Latin hostilarius meaning “a monk 5 And the tide rises, the tide falls. complexity who is the host for guests at a monastery”

Darkness settles on roofs and walls, But the sea, the sea in the darkness calls; This information helps the reader understand that hostler in line 12 means — The little waves, with their soft, white hands, F the enemy of the traveler Efface2 the footprints in the sands, 10 And the tide rises, the tide falls. G a priest for the people H the cook at the inn The morning breaks; the steeds in their stalls Stamp and neigh, as the hostler calls; J a keeper of the horses The day returns, but nevermore VOCABULARY IN CONTEXT Returns the traveler to the shore, In stanza 3, circle the context 15 And the tide rises, the tide falls. clues that help you know what “steeds” means. 1 A curlew is a sea bird, related to a sandpiper. 2 To efface is to erase from a surface. 3 Read this line from the first stanza of the poem. STAAR

And the tide rises, the tide falls. Test-taking Margin The repetition of this line throughout the poem contributes to a mood of — Tips activities help A resentment B adventure

■ 100 Grade 6 Reading STAAR Preparation and Practice STAAR Practice 2 ■ Poetry 101 Over 120 STAAR-format questions

Sampler Using This Book for STAAR Success vii Name Class Date Student Progress Monitoring Chart—How Am I Doing? Use the Diagnostic Tests to identify skill lessons you need to review. Monitor 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 . permission without project or to photocopy Unlawful 1 Diagnostic Shade the bubble for each question that you answered correctly. Find the total correct. 2 Instruction For each question you missed, study the skill lesson and check it off. 3 Post Test Shade the bubble for each question that you answered correctly. Find the total correct.

Fiction 1 Diagnostic 2 Instruction Completed ✓ 3 Post Test 1 Skill 9 Analyzing Plot (p. 55) 1 2 Skill 9 Analyzing Plot (p. 55) 2 3 Skill 10 Analyzing Character, Setting, and Point of View (p. 58) 3 4 Skill 10 Analyzing Character, Setting, and Point of View (p. 58) 4 5 Skill 10 Analyzing Character, Setting, and Point of View (p. 58) 5 6 Skill 8 Analyzing Theme (p. 52) 6 7 Skill 11 Analyzing Mood and Voice (p. 62) 7 Total / 7 Total / 7

Drama 1 Diagnostic 2 Instruction Completed ✓ 3 Post Test 8 Skill 13 Analyzing Drama (p. 70) 8 9 Skill 9 Analyzing Plot (p. 55) 9 10 Skill 13 Analyzing Drama (p. 70) 10 11 Skill 13 Analyzing Drama (p. 70) 11 12 Skill 10 Analyzing Character, Setting, and Point of View (p. 58) 12 13 Skill 10 Analyzing Character, Setting, and Point of View (p. 58) 13 14 Skill 1 Using Context Clues (p. 30) 14 15 Skill 14 Summarizing Texts (p. 74) 15 Total / 8 Total / 8 © Sirius Education Solutions Education © Sirius Poetry 1 Diagnostic 2 Instruction Completed ✓ 3 Post Test 16 Skill 11 Analyzing Mood and Voice (p. 62) 16 17 Skill 8 Analyzing Theme (p. 52) 17 18 Skill 12 Analyzing Poetry (p. 66) 18 19 Skill 4 Analyzing Figurative Language (p. 39) 19 20 Skill 10 Analyzing Character, Setting, and Point of View (p. 58) 20 21 Skill 12 Analyzing Poetry (p. 66) 21 Total / 6 Total / 6

x Student Progress Monitoring Chart Sampler Informational 1 Diagnostic 2 Instruction Completed ✓ 3 Post Test 22 Skill 16 Analyzing Informational Texts (p. 82) 22 23 Skill 14 Summarizing Texts (p. 74) 23 24 Skill 16 Analyzing Informational Texts (p. 82) 24 25 Skill 16 Analyzing Informational Texts (p. 82) 25 26 Skill 16 Analyzing Informational Texts (p. 82) 26 27 Skill 15 Analyzing Organizational Patterns (p. 79) 27 28 Skill 3 Using Greek and Latin Roots (p. 36) 28 29 Skill 7 Synthesizing Information (p. 49) 29 30 Skill 6 Analyzing Print and Graphic Features (p. 46) 30 Total / 9 Total / 9

Paired 1 Diagnostic 2 Instruction Completed ✓ 3 Post Test 31 Skill 18 Analyzing Multiple Texts (p. 90) 31 32 Skill 18 Analyzing Multiple Texts (p. 90) 32 33 33 Unlawful to photocopy or project without permission Skill 18 Analyzing Multiple Texts (p. 90) 34 Skill 18 Analyzing Multiple Texts (p. 90) 34 35 Skill 18 Analyzing Multiple Texts (p. 90) 35 Total / 5 Total / 5

Argumentative 1 Diagnostic 2 Instruction Completed ✓ 3 Post Test 36 Skill 2 Using Reference Resources (p. 33) 36 37 Skill 17 Analyzing Argumentative Texts (p. 86) 37 38 Skill 17 Analyzing Argumentative Texts (p. 86) 38 39 Skill 17 Analyzing Argumentative Texts (p. 86) 39 40 Skill 17 Analyzing Argumentative Texts (p. 86) 40 41 Skill 17 Analyzing Argumentative Texts (p. 86) 41 42 Skill 3 Using Greek and Latin Roots (p. 36) 42 43 Skill 5 Understanding Author’s Purpose (p. 42) 43 Total / 8 Total / 8 © Sirius Education Solutions

Sampler Student Progress Monitoring Chart 1 Skill Lessons

Each skill lesson connects to an important reading skill tested on the STAAR exam.

Lessons 1 Using Context Clues ...... 30 2 Using Reference Resources ...... 33 3 Using Greek and Latin Roots ...... 36 4 Analyzing Figurative Language ...... 39 5 Understanding Author’s Purpose...... 42 6 Analyzing Print and Graphic Features ...... 46 Unlawful to photocopy or project without permission 7 Synthesizing Information ...... 49 8 Analyzing Theme...... 52 9 Analyzing Plot ...... 55 10 Analyzing Character, Setting, and POV ...... 58 11 Analyzing Mood and Voice...... 63 12 Analyzing Poetry ...... 66 13 Analyzing Drama...... 70 14 Summarizing Texts...... 74 15 Analyzing Organizational Patterns ...... 79 16 Analyzing Informational Texts ...... 82 17 Analyzing Argumentative Texts ...... 86 18 Analyzing Multiple Texts ...... 90 Included in Sampler © Sirius Education Solutions

Sampler 29 Analyzing Poetry SKILL 12

Structural elements are the parts related to a poem’s construction or how it is arranged. Poets use them to create many effects. permission without project or to photocopy Unlawful Repetition is repeating sounds, words, phrases, lines, or stanzas (groups of lines). Repetition helps emphasize or draw reader attention to an idea or feeling. Poets also use repetition to create rhythm in their poems. Line breaks happen at the end of a line. Some poems have lines that are complete thoughts, ending with a period or other final punctuation. However, many poets move from one line to another without a punctuation mark (like this sentence did). The thought, feeling, or image expressed in the line continues in the next line. Poets often divide their poems into stanzas (lines with connected ideas), which are separated by blank lines called stanza breaks.

Check-In

Think about a favorite song. How does the artist break up the ideas or images in the song? Does the song have pauses or repeat? If so, why?

Build Skills

On the STAAR test, you will be asked about the effect of structural elements in poetry.

Match each term to its definition.

Terms Definitions © Sirius Education Solutions Education © Sirius 1. stanza break parts used to construct or arrange a poem 2. structural elements repeating a sound, word, phrase, line, or stanza 3. repetition where the poet ends one line and begins another 4. line break a blank line between sections of a poem

66 Grade 6 Reading STAAR Preparation and Practice Sampler Guided Practice On the STAAR test, you will be asked about the effect of structural elements in poetry. Question 1 below comes from “The Marfa Lights” on page 13. Question 2 comes from “Gathering Leaves” on page 146.

Read the lines and questions below. Then read and follow the STAAR Strategy.

. . . those were tasty hotel sagas, of joy-cries coming through thick adobe, of sudden cold, flickerings in unrestored rooms—and then, later that night, 10 surely she thought she saw them, her own ghosts, aglow in the corner like slices of stained glass,

1 The poet uses line breaks in “The Marfa Lights” in order to —

A create movement in the poem B create a sense of loss or longing in the poem C show how some details about the Marfa lights are unknown D show how some people think in incomplete ideas or thoughts

Unlawful to photocopy or project without permission STAAR Strategy When a question asks why a poet uses line breaks . . . • First, read the answer choices. • Then, re-read the poem, paying close attention to how the line breaks affect the ideas in the lines before and after them. Underline punctuation (or lack of punctuation) at the end of each line to support answer choice A. © Sirius Education Solutions

Sampler Skill Lesson 12 ■ Analyzing Poetry 67 2 The poet repeats the phrase “next to nothing” in stanzas 5 and 6 of “Gathering Leaves” most likely to —

F describe the level of noise the rustling leaves make G explain the process for gathering leaves Unlawful to photocopy or project without permission without project or to photocopy Unlawful H clarify the question about a harvest in lines 23 and 24 J sum up the poem’s details by answering the question in line 16

STAAR Strategy When a question asks about repetition in a poem . . . • First, read the answer choices. • Then, look at the repeated elements to identify what effect the repetition creates. What evidence from stanzas 5 and 6 supports answer choice J?

Independent Practice

Now answer two new questions about “The Marfa Lights” and “Gathering Leaves.”

3 What is the most likely reason that the poet repeats the phrase “without looking” in lines 25 and 26 of “The Marfa Lights”?

A To focus attention away from the daughter and onto the lights A is incorrect since the repeated phrase B To confess that the speaker really did not see the famous lights brings the final focus of the poem to the C To emphasize that the daughter’s interest lies elsewhere daughter, not the D To help the reader imagine the movement of the lights lights.

4 The line break between stanzas 2 and 3 in “Gathering Leaves” helps create — © Sirius Education Solutions Education © Sirius F a comparison between the rabbit and deer and the mountains G a time change from the beginning of the task to the end H a shift in focus from the sense of hearing to the sense of touch J a feeling of frustration that the leaves are so hard to gather up

68 Grade 6 Reading STAAR Preparation and Practice Sampler THINK ABOUT YOUR THINKING Explain your reason for your answer choice to question 4. Use evidence from the selection to support your answer.

Check-Out

How could a poet use structural elements in a poem about leaves in the wind?

STAAR Practice Unlawful to photocopy or project without permission You will practice analyzing poetry in the STAAR Practice section. © Sirius Education Solutions

Sampler Skill Lesson 12 ■ Analyzing Poetry 69 Summarizing Texts SKILL 14

A summary is a short retelling of all the important information within a longer work. On the STAAR test, you will be asked to choose the best summary of a selection. A Unlawful to photocopy or project without permission without project or to photocopy Unlawful good summary describes the key details of the original text in logical order, using clear, simple language. A summary of a literary text explains the elements of plot and major character and setting details, following the order of events from the story. A summary of an informational text states the controlling idea of the selection, then recounts main ideas and important details. A summary of an argumentative text states the author’s main claim, then recounts the major supporting evidence the author uses to persuade the reader.

Check-In

If you were to summarize what you did this past weekend, how would you begin? What information would you include?

Build Skills

On the STAAR test, you will be asked to pick the best summary of part or all of a selection.

Match each word to its definition. Element of a Summary Definitions 1. plot elements the major conflicts and actions of characters in a story 2. characters and setting the main understanding that the author wants the reader to take from the reading

3. controlling idea examples and reasons given to reinforce a Solutions Education © Sirius controlling idea or claim 4. claim the people, place, and time in a story or play 5. supporting evidence in an argument, what the author asks readers to think, feel, or do

74 Grade 6 Reading STAAR Preparation and Practice Sampler Guided Practice On the STAAR test, you will be asked to pick the best summary of a selection or part of a selection. The following questions come from “The Mysterious Marfa Lights” on page 16 and “April Fools” on page 8.

Read the paragraph and questions below. Then read and follow the STAAR Strategies.

10 What Bunnell calls the bona fide, or true, Marfa lights are different in frequency and appearance from the headlights. They appear only ten to fifteen times a year. They look like balls of different-colored light. Unlike the car lights, the true Marfa lights move in different directions. Some move up and down in the sky. More commonly, they move back and forth across the sky. Sometimes balls of light seem to split apart and then melt back together. Sometimes they seem to turn off and on. “It’s quite a show,” Bunnell says. “Once you see it, you won’t forget.”

1 Which statement best summarizes what James Bunnell learned in paragraph 10?

A All of the lights come from car headlights. B There are two different kinds of lights. C The lights appear every night.

Unlawful to photocopy or project without permission D Some of the lights are from campfires.

STAAR Strategy When a question references specific paragraphs . . . • First, re-read the paragraphs mentioned in the question. • Underline or make a note of the most important information in the paragraph. • Then read the answer choices and pick the answer that matches the information you found. Underline the details from paragraph 10 that support answer choice B. © Sirius Education Solutions

Sampler Skill Lesson 14 ■ Summarizing Texts 75 2 What is the best summary of “April Fools”?

F It is April Fools’ Day, and four friends are chatting over lunch in their school cafeteria. Jennifer has told Matt that Alicia likes him and wants him to call her that night. Matt is worried that this is an April Fools’ prank and seeks his friends’ advice. Instead, his friends play pranks and tell about the pranks permission without project or to photocopy Unlawful they have seen that day. They leave the lunchroom with Matt’s problem unresolved. G James, Matt, Tomás, and Casey are chatting during lunch at the school cafeteria. Matt is worried because Jennifer has told him that Alicia likes him and wants him to call her that night. Matt is unsure whether Jennifer is telling the truth or trying to pull a prank on him. He wants his friends to help him decide whether to make the call or not, but they are too busy playing pranks on each other.

STAAR Strategy When a question asks for the summary of a selection . . . • First, read the answer choices. • Then, return to the selection and check the answer choice that you think is correct to make sure all the important information is included in logical order. Return to “April Fools” and scan the paragraphs. Then answer the question. © Sirius Education Solutions Education © Sirius

76 Grade 6 Reading STAAR Preparation and Practice Sampler Independent Practice

Now answer two new questions about “The Mysterious Marfa Lights” and “Good News at Last: The World Isn’t as Horrific as You Think.”

3 What is the best summary of “The Mysterious Marfa Lights”?

A Near the West Texas town of Marfa, people can see a strange phenomenon in the night sky. There are many different explanations for the multi-colored lights that seem to flash and dart across the sky, but one researcher believes that they are caused by electrical discharges from tectonic plates. Others have less scientific theories for the lights. The lights are known as the Marfa lights. College students have also investigated the lights. They concluded that the lights they saw were all caused by automobile headlights. B The Marfa lights are a remarkable phenomenon that can be witnessed in the night sky near Marfa, Texas. The lights are white, gold, or red in color and can be seen flickering and moving in different directions. Since as early as the 1800s, various observers have proposed different explanations for the source of the lights, from falling stars to Native American campfires to car headlights reflected off the hills. More recently, an amateur researcher proposed that the lights are caused by an electrical reaction produced by plate tectonic activity, but this theory has not been proven.

A good summary will be written in a clear and sensible order. If an option seems to get the details of the Unlawful to photocopy or project without permission selection out of order, look for a more logical option.

4 Read paragraph 4 of “Good News at Last: The World Isn’t as Horrific as You Think.”

How can we help our brains to realize that things are getting better? Think of the world as a very sick premature baby in an incubator. After a week, she is improving, but she has to stay in the incubator because her health is still critical. Does it make sense to say that the infant’s situation is improving? Yes. Does it make sense to say it is bad? Yes, absolutely. Does saying “things are improving” imply that everything is fine, and we should all not worry? Not at all—it’s both bad and better. That is how we must think about the current state of the world.

Which statement is the best summary of the paragraph? F The state of the world can be compared to a baby’s development. G We must change the way we think about current world events.

Sampler Skill Lesson 14 ■ Summarizing Texts 77 THINK ABOUT YOUR THINKING Explain your reason for your answer choice to question 3. Use evidence from the selection to support your answer. Unlawful to photocopy or project without permission without project or to photocopy Unlawful

Check-Out

What is a strategy you recommend for evaluating a summary?

STAAR Practice You will practice summarizing texts in the STAAR Practice section. © Sirius Education Solutions Education © Sirius

78 Grade 6 Reading STAAR Preparation and Practice Sampler STAAR Practice

Each selection and item set will help you practice reading and responding to questions like you’ll find on the STAAR exam.

Practice Selections Included in Sampler 1 Downhill from Here (fiction)...... 94 2 The Tide Rises, the Tide Falls (poetry) ...... 100 3 Three Cheers for Bats! (informational)...... 103 4 The Wreck of La Belle (informational) ...... 108 5 from Memoir of the Chevalier de Tonty, Companion to Robert de La Salle (literary nonfiction) ...... 111 4–5 Paired: The Wreck of La Belle / from Memoir of the Unlawful to photocopy or project without permission Chevalier de Tonty, Companion to Robert de La Salle..120 6 A Trip Back in Time (informational) ...... 122 7 Project Friendship (fiction / paired) ...... 128 8 When Should You “Unfriend” Someone Online? (argumentative / paired) ...... 131 7–8 Paired: Project Friendship / When Should You “Unfriend” Someone Online? ...... 138 9 adapted from Ruthless (fiction) ...... 140 10 Gathering Leaves (poetry)...... 146 11 Words Are Birds (poetry)...... 149 12 The Anklet (fiction) ...... 153 13 Army Code Talkers (informational)...... 159 14 Why Do Volcanoes Erupt? (informational)...... 164 15 E-mail from the Lakeside Middle School Student Council to Principal John Eggers (argumentative)...... 169 16 from The Man Who Ate the Popomak (drama)...... 174 © Sirius Education Solutions

Sampler STAAR Practice ■ Introduction 93 STAAR PRACTICE Practice 2

Close Reading Read the selection and choose the best answer to each

As you read, record your permission without project or to photocopy Unlawful notes in the margin and question. complete the activities.

FIGURATIVE LANGUAGE The Tide Rises, the Read the first stanza. What image comes into your Tide Falls head based on the poem’s by Henry Wadsworth Longfellow descriptions? Describe it using at least two senses. The tide rises, the tide falls, The twilight darkens, the curlew1 calls; Along the sea-sands damp and brown The traveler hastens toward the town, 5 And the tide rises, the tide falls.

Darkness settles on roofs and walls, But the sea, the sea in the darkness calls; The little waves, with their soft, white hands, Efface2 the footprints in the sands, 10 And the tide rises, the tide falls.

The morning breaks; the steeds in their stalls Stamp and neigh, as the hostler calls; The day returns, but nevermore VOCABULARY IN CONTEXT Returns the traveler to the shore, In stanza 3, circle the context 15 And the tide rises, the tide falls. clues that help you know what “steeds” means. 1 A curlew is a sea bird, related to a sandpiper. 2 To efface is to erase from a surface. © Sirius Education Solutions Education © Sirius

100 Grade 6 Reading ■ STAAR Preparation and Practice Sampler 1 Which words from stanza 3 help the reader understand the meaning of steeds?

A The morning breaks B Stamp and neigh C The day returns D Returns the traveler

2 Read the origin of the word hostler.

from the Latin hostilarius meaning “a monk who is the host for guests at a monastery”

This information helps the reader understand that hostler in line 12 means — F the enemy of the traveler G a priest for the people Unlawful to photocopy or project without permission H the cook at the inn J a keeper of the horses

3 Read this line from the first stanza of the poem.

And the tide rises, the tide falls.

The repetition of this line throughout the poem contributes to a mood of — A resentment B adventure C suspense © Sirius Education Solutions D longing

Sampler STAAR Practice 2 ■ Poetry 101 4 Read lines 8 and 9 from the poem.

The little waves, with their soft, white hands, Efface the footprints in the sands Unlawful to photocopy or project without permission without project or to photocopy Unlawful

The poet includes this figurative language most likely to — F emphasize that life is fleeting G suggest that the ocean is cruel and unfeeling H identify the person responsible for the disappearance of the footprints J explain why the traveler should not have been in such a hurry

5 Which statement expresses the main theme of the poem?

A An ocean’s tide moves in predictable currents. B Human activity is random and frantic, but the tide is constant. C Life is temporary and is usually unnoticed or forgotten by others. D Day, night, and the ocean are all on a rising and falling cycle of time.

6 Read lines 13 and 14 from the poem.

The day returns, but nevermore

The poet repeats the word “returns” in order to — F contrast the ongoing cycle of a day to the end of the traveler’s journey G suggest that the traveler and the day both return to the shore H emphasize the importance of returning to complete a cycle J show that the traveler had other places to visit and had moved on

102 Grade 6 Reading ■ STAAR Preparation and Practice Sampler Teacher’s Edition Sampler Using This Teacher’s Edition

This workbook was created to support teachers in helping students succeed on the STAAR Grade 6 Reading test with explicit instruction and authentic STAAR practice. Skill Lessons—Interactive STAAR Instruction

1 Introducing the Skill Analyzing Poetry SKILL 12 6.8B, Structural elements are the parts related to a poem’s construction or how it is 6.5F, The introduction provides a concise summary of key 1 arranged. Poets use them to create many effects. 6.6C Repetition is repeating sounds, words, phrases, lines, or stanzas (groups of lines). Repetition helps emphasize or draw reader attention to an idea or feeling. Poets also concepts and academic terms that are boldfaced and use repetition to create rhythm in their poems. Line breaks happen at the end of a line. Some poems have lines that are complete thoughts, ending with a period or other final punctuation. However, many poets defined at point of use. move from one line to another without a punctuation mark (like this sentence did). The thought, feeling, or image expressed in the line continues in the next line. Poets often divide their poems into stanzas (lines with connected ideas), which are separated by blank lines called stanza breaks. 2 Check-In Check-In 2 Think about a favorite song. How does the artist break up the ideas or images in the song? Does the song have pauses or repeat? If so, why? Check-in activities are short-answer writing prompts In the song “The House That Built Me,” Miranda Lambert tells about visiting her old house. Each verse that activate prior knowledge, help students connect tells a different memory. The refrain repeats that sheInteractive to the lesson and apply the skill concepts to their life wants to find herself in the house. instruction experiences. Teachers receive feedback on student Build Skills thinking. 3 On the STAAR test, you will be asked about the effect of structural elements in poetry.

Match each term to its definition.

Terms Definitions 1. stanza break parts used to construct or arrange a poem 3 Build Skills 2. structural elements repeating a sound, word, phrase, line, or stanza 3. repetition where the poet ends one line and begins Simple, “interactive instruction” provides a quick check another of student recall and comprehension and builds on skill 4. line break a blank line between sections of a poem Guided Practice knowledge. Teachers can use this section to check for 4 On the STAAR test, you will be asked about the effect of structural elements in poetry. Question 1 below comes from “The Marfa Lights” on page 13. Question 2 Uses critical gaps in understanding of key terms or concepts. comes from “Gathering Leaves” on page 146. Read the lines and questions below. Then read and follow the STAAR Strategy. Diagnostic 66 Grade 6 Reading STAAR Preparation and Practice . . . those passages were tasty hotel sagas, of joy-cries coming through thick adobe, of sudden cold, flickerings 4 Guided Practice in unrestored rooms—and then, later that night, as anchor 10 surely she thought she saw them, her own ghosts, aglow in the corner like slices of stained glass, texts Explicit instruction with scaffolding helps students 1 The poet uses line breaks in “The Marfa Lights” in order to — understand how to answer each type of question. A create movement in the poem DT, #18 B create a sense of loss or longing in the poem STAAR items use the Diagnostic Test passages as C show how some details about the Marfa lights are unknown D show how some people think in incomplete ideas or thoughts anchor texts, promoting student comprehension and STAAR Strategy When a question asks why a poet uses line breaks . . . • First, read the answer choices. STAAR focus on skill application. • Then, re-read the poem, paying close attention to how the line breaks affect the ideas in the lines before and after them. Underline punctuation (or lack of punctuation) at the end of each line to support Strategy answer choice A. 5 Independent Practice

Students apply what they learned to answer an Independent Practice 5 Now answer two new questions about a blog post describing an event. authentic STAAR test item with minimal scaffolding. 2 Today’s disgraceful protest was marred by harsh, disrespectful language and outbursts of violence. Protesters hurled bottles and insults at brave police officers and security guards assigned to keep the peace. Fortunately, no serious injuries were reported and property damage was kept to a minimum.

6 Think About Your Thinking 2 What is the best description of the mood in paragraph 2?

F Cheerful F lists a positive mood. This paragraph seems Students explain the strategies and thinking they used G Depressed negative. H Enthusiastic to answer the Independent Practice questions and J Chaotic Skill Lesson 12 ■ Analyzing Poetry 67 identify evidence from the selection that supports their 3 Which word describes the author’s voice in paragraph 2? A Disinterested answer. B Critical C Joyful D Respectful

THINK ABOUT YOUR THINKING Explain your reason for your answer choice to 7 Check-Out question 3. Use evidence from the selection to support your answer. 6 The author uses a critical style. He or she uses A short-answer writing prompt helps students reflect critical words like “disgraceful,” “marred,” “harsh,” “disrespectful,” and “outbursts.” on the skill and synthesize their understanding. Check-Out

What is the difference between mood and voice? Students Mood is the atmosphere or feeling of a text. Voice is theshow The Teacher’s Edition contains answers, sample 7 author’s style, or how he or she writes. thinking responses, and full answer choice explanations for every lesson’s activities and questions. STAAR Practice You will practice analyzing mood and voice in the STAAR Practice section.

Skill Lesson 11 ■ Analyzing Mood and Voice 65 © Sirius Education Solutions Using This Teacher’s Edition T5 Teacher’s Edition Sampler Using This Teacher’s Edition STAAR Practice—Active Reading & Authentic Practice

Each practice reading selection features activities that help students apply the reading skills taught STAAR PRACTICE Practice 4 Informational in this workbook. Selections are ordered by Close Reading As you read, record your Read the selection and choose the best answer to each notes in the margin and question. increasing text complexity and difficulty. complete the activities. Boom to Bust: 1 Close Reading Activities Oil Cycles in Texas by Annie Garcia Activities in the margin are tied to 1 VOCABULARY 1 At the turn of the twentieth century, Texas was made In paragraph 1, draw a box up mainly of farms and ranches. However, the discovery around the word that derives of rich oil fields across the state in the 1920s quickly specific practice questions that follow from the Greek root petr, pushed Texas to the forefront of the petrochemical meaning “rock.” Based on industry. A record number of people flocked to the state the selection. These activities help the meaning of the word, in search of “black gold” and easy wealth. Reports of big what can you infer about the oil strikes near Odessa and Midland turned these rural discovery of oil in Texas? students West Texas towns into population draws. The oil must be extracted 2 An oil operation required a huge labor pool. Drilling for from rock; therefore, it oil was hard, dangerous work that required long hours. • scaffold select items items in the practice set Oil companies promised high wages to entice workers must have been discovered to come to Texas. Since Odessa had many active wells, • practice TEKS standards in free response activities men looking for work flooded the town. A tidal wave of by drilling into the rocky support businesses, such as refineries and equipment • explain their thinking soil to find the oil. suppliers, followed. Merchants soon built hotels, Activitiesrestaurants, and stores. help By 1930, the sleepy cow town of • support chunking for comprehension checks students750 residents had explain surged to 5,000. DETAILS AND KEY IDEAS 3 Odessa faced many problems in dealing with this huge In paragraphs 3 through theirinflux of people,thinking. one of which was insufficient housing. 5, underline the problems As the need for workers increased, new laborers flooded 2 Authentic STAAR Items Odessa faced in the 1920s the town. Many were young, unmarried men with no oil boom. How can the town particular skills or education. Oil companies set up “man of Odessa be characterized camps” next to the fields to house them. Rows of tents because of these problems? Practice items are modeled from or hastily constructed wooden shacks crowded the sites. Too many people were 4 Along with the oil boom came extreme danger. Fires and STAAR items, reflecting the language, arriving for the city of explosions were common and presented the greatest concern. Toxic fumes constantly filled the air. Conditions scope, and thinking in the STAAR Odessa to take care of were also unsanitary; tuberculosis, diphtheria, and other contagious diseases spread quickly throughout the exam. Practice presents multiple TEKS them and provide for camps and town. their basic needs. 5 Another problem facing the early oil field workers in in random order, just like the STAAR Odessa was a shortage of stores. The laborers had lots of money and were willing to pay high prices for goods. Even test. 2 with the development of new stores and restaurants,

104 Grade 8 Reading STAAR Preparation and Practice 3 Answer Choice Explanations 3 Answer choice

explanations 109 Answer Choice Explanations are provided 7 Which statement best expresses the controlling idea of the selection? 8.8D 7 A This idea is not supported throughout the selection. A Reports of big oil strikes near Odessa and Midland have turned these rural West Texas B This idea is only partially supported by the text. for all STAAR towns into population draws. C Correct. The idea that Midland and Odessa have gone through numerous B Oil booms create problems for West Texas towns and should be avoided. 8 Reading Grade cycles of boom and bust because of oil supply is well supported practice items. C Midland and Odessa have been through many cycles of boom and bust driven by oil discovery and production. throughout the text. Explanations help D Experts believe the need for oil will continue to increase in developing nations, so the D This idea is mentioned only at the end of the selection. demand will remain steady. teachers identify Red boxes show student mistakes correct answers. and facilitate Practice and Preparation STAAR 8 Which statement from the selection best supports the idea that not everyone 8.5H 8 F This statement only lists businesses that benefited from an oil boom. remediation. benefits financially from an oil boom? G This statement addresses how the Great Depression hurt people F With the boom, merchants constructed luxury hotels, shops, and restaurants directed financially and the demand for oil decreased, as the area headed toward A student who at the oil companies’ wealthy clients. G However, the arrival of the Great Depression in 1930 slowed the economy; as a depressed economy. manufacturers closed their businesses, the demand for oil dropped significantly H This statement only describes people who benefited from the oil boom. correctly answers H Unskilled oil laborers commonly receive $100,000 per year and truck drivers can earn J Correct. This statement supports the idea that an oil boom can have $300,000 with overtime. negative consequences, such as creating an urgent need for teachers and a margin activity J Unlike in the 1920s boom, the government has to build the schools, but the budget planners did not expect this explosive growth. new schools, with no money available for such expansion. but misses the Difficult items related practice Difficult Item item may have noted for teacher made a careless 9 The author’s primary purpose for writing this selection is to — 8.9A 9 A The author does not present arguments about why pumping rates should A argue that Texas should pump just enough oil to meet demand be controlled. error. The converse B describe the problems of an oil boom and their solutions B The article describes the problems of specific oil booms, not oil booms in

© Sirius Education Solutions Education © Sirius C reveal the cause of the oil boom and its effect on Texas general, and does not offer solutions. may also be true, D compare and contrast Texas oil cycles of boom and bust in different time periods C The article does not primarily discuss the effect of either oil boom on Texas. and both can D Correct. The article compares the effects of the first oil boom in Midland provide important and Odessa with the recent 2010 oil boom in those same two cities. information to Test tips teachers. STAAR Practice 4 ■ Informational 109

GRADE 6 READING Visit SiriusEducationSolutions.com 6 CONTENTS for additional 6–8 STAAR resources. 6 READING GRADE READING Diagnostic Test STAAR® Preparation and Practice Reading Skills 1 Using Context Clues 2 Using Reference Resources 3 Using Greek and Latin Roots New 4 Analyzing Figurative Language TEKS 5 Understanding Author's Purpose

STAAR Practice 16 Passages Post Test Use with Your Class for Free! To obtain a copy of the remaining answers to this Sampler, email: • 26 passages with over 200 authentic STAAR questions [email protected] • 18 Skill lessons with STAAR strategies • 3-step approach for efficient remediation Printed in Texas on recycled paper. STAAR® is a registered trademark of the Texas Education Agency, which does not endorse this program or its content. 9 781949 656145 Grade 6 Reading Zingers Grade 6 Reading Zingers prepare all students for the STAAR test by focusing on how to read, analyze, ZINGER 3 Analyzing Poetry and answer STAAR test items for the most Poetry uses stylistic elements to convey meaning and to help the reader sense or feel things. Stanzas are groups of lines, and refrains are repeated lines or commonly tested skills. stanzas. Poems also contain figurative language, such as simile, metaphorSkill, personification, and hyperbole. The STAAR test uses two approaches when asking about poetry. Summary Skill Instruction • Asking you why the poet uses stylistic elements in certain lines Each skill is The poet uses a simile in line 8 most likely to show that — introduced • Asking you to interpret parts of the poem Each Zinger lesson clarifies academic vocabulary Which lines from the poem suggest a feeling of hope? with examples and tips. or key terms used in STAAR test items in order to Read the question below. Then underline the way the question tests the skill. help students focus their thinking. STAAR-focused Why does the poet include a simile in line 22? purpose of a stylistic element interpret parts of a poem instruction helps students decode test items and

Practice A Read questions 1–2 first. Then read the selection and answer the avoid traps commonly found in STAAR items. questions.

A Duet Scaffolded Practice by John B. Tabb Practice A, B, C 1 A little yellow Bird above, Three short A little yellow Flower below; Each test item is modeled after released STAAR tests. The little Bird can sing the love selections offer That Bird and Blossom know; 5 The Blossom has no song nor wing, scaffolded skills However, the number of answer choices are limited, But breathes the love he cannot sing. practice. enabling students to make sure they understand the 1 The poet uses personification in lines 3 through 6 to STAAR Tip show that — Underline question stem and skill being tested. A the blossom cannot express itself as well as the bird examples of personification B the bird and the flower both express natural beauty in these lines. This scaffolded practice A, B, and C increases in 2 The poet uses the last line of the poem to — STAAR Tip To explain is to make complexity by increasing the number of answer F emphasize how flowers make people feel something easier to G explain how a flower uses oxygen understand. To emphasize is choices in questions. By the end of the Zinger lesson, to call attention to something. students are practicing with questions exactly like those on the test. 14 Grade 6 Reading Zingers Answering the Most Common STAAR Test Items Mixed Practice Practice two Zinger skills using longer selections and mixed question types that requires students to apply different strategies to answer STAAR questions.

Mixed Practice Zingers 3–4 1 The poet uses a simile in line 4 to describe — Mixed Practice A the mysterious nature of the wind Read the selection and choose the best answer to each question. B the gentleness of the blowing wind STAAR Tip Remember to... C the sound the wind makes Read line 3 combines two for a clue. Read the questions first. D the way the wind affects different objects related skills. Use a dictionary. Annotate the selection based on the questions. Test The Wind tips by Robert Louis Stevenson 2 Why are lines 5 and 6 echoed at the end of each stanza?

F To suggest that the speaker is impressed by the wind I saw you toss the kites on high And blow the birds about the sky; G To remind the reader of past experiences with the wind And all around I heard you pass, H To explain why the speaker is so interested in the wind Like ladies’ skirts across the grass— 5 O wind, a-blowing all day long, J To show that the speaker feels that the wind is too loud O wind, that sings so loud a song!

I saw the different things you did, But always you yourself, you hid. I felt you push, I heard you call, 10 I could not see yourself at all— O wind, a-blowing all day long, 3 The poet uses figurative language in line 16 in order to — O wind, that sings so loud a song! A emphasize the danger the wind poses to the speaker O you that are so strong and cold, B show that the speaker believes the wind to be a living being O blower, are you young or old? 15 Are you a beast of field and tree, C help the reader visualize what the speaker is describing Or just a stronger child than me? D use a human characteristic to consider the wind O wind, a-blowing all day long, O wind, that sings so loud a song! Each Mixed Practice includes 4 The poet’s use of sensory language in lines 9 and 10 is intended to help the two selections reader — Authentic F imagine the experience of being in the wind STAAR test with 8 multiple- G realize that the speaker does not trust the wind H understand that the wind frequently changes questions choice questions. J know that it can be unpleasant to stand in the wind

20 Grade 6 Reading Zingers Answering the Most Common STAAR Test Items Mixed Practice Zingers 3–4 21 Move More Students to Meets and Masters!