GRADE 8 READING
STAAR Preparation and Practice
®
• 35 passages with over 270
authentic STAAR questions
• 19 skill lessons with STAAR Strategies
• 3-step approach for efficient remediation
STAAR® is a registered trademark of the Texas Education Agency, which does not endorse this program or its content.
Use with Your
Students!
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Printed in Texas.
ISBN: 978-1-943008-18-6
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Sampler
Table of Contents
Included in Sampler
Welcome Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
How to Use This Book for STAAR Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi
Student Progress Monitoring Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viii
Literary Texts
FICTION
Diagnostic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Skills
Analyzing Characters in Fiction (8.6B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Analyzing Plot (8.6A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Making Inferences in Literary Texts (8 Fig. 19D) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Practice
1 The Missing Scarf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
2 The Red-Breasted Mergansers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
3 Downhill from Here . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
LITERARY NONFICTION
Diagnostic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Skills
Using Roots and Affixes (8.2A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Using Context Clues (8.2B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Analyzing Speeches (8.7A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Practice
1 from John F . Kennedy’s Inaugural Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
2 Elisabet Ney: Shaping a Career . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
POETRY
Diagnostic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Skills
Making Inferences in Poetry (8.4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Analyzing Similes and Metaphors (8.8A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Practice
1 Succession . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
2 Stagecoach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
DRAMA
Diagnostic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Skills
Making Inferences in Drama (8.5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Analyzing Characters in Drama (8.5A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
Practice
1 April Fools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
2 from One Day More . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Sampler
Table of Contents
iii
Informational Texts
EXPOSITORY
Diagnostic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Practice
1 BBQ: The Pride of Texas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
2 The Right to Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
3 Boom to Bust: Oil Cycles in Texas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
4 Teen Driving: With Freedom Comes Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . 120
PERSUASIVE
Diagnostic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Skills
Identifying Rhetorical Fallacies (8.11B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Distinguishing Between Facts, Assertions, and Opinions (8.10B) . . . . . . . . . . . . . . . . . .132
Practice
1 Let’s Form a Green Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135
2 Vote to Support Urban Farms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Unlawful to photocopy or project without permission
Skills
Identifying Main Ideas and Details (8.10A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Summarizing Texts (8 Fig. 19E) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Making Inferences in Informational Texts (8 Fig. 19D) . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Making Inferences in Expository Texts (8.10C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Paired Texts
PAIRED PASSAGES
Diagnostic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Skills
Making Links Across Texts (8 Fig. 19F) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151
Using a Dictionary (8.2E) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153
Synthesizing Ideas (8.10D) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Post Tests
Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Literary Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .197
Expository . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Persuasive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Paired Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Student Answer Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
iv
Table of Contents
Sampler
© Sirius Education Solutions
Practice
1 A Music Feast (and My Humble Contribution) and Welcome Home . . . . . . . . . . . . .161
2 Energy for Our Future and Wind Energy: Is it Worth It? . . . . . . . . . . . . . . . . . . . . . . 168
3 Cattle Drives and Stormy Night . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
The STAAR Grade 8 Reading
assessment measures your knowledge
of the Grade 8 Reading TEKS. STAAR
tests are not designed to measure
many important qualities of character
and intelligence — as this cartoon
indicates. But passing the Grade 8
STAAR tests is important, so you want
to do all you can to succeed on them.
That’s where this workbook comes in!
Qualities Not Measured by Most Tests
We created the most effective STAAR
preparation and practice workbook.
We know this is true because we
waited until two STAAR tests were
released to ensure that our instruction
and practice really match the test.
What are some other important qualities of
This book provides STAAR Strategies
character and intelligence missing in STAAR tests?
that will help you understand — and
conquer — the types of questions you’ll see most often on the test. As helpful as we believe this
workbook is, it only works if you use it. So please use this workbook!
DyslexicKids.net
Unlawful to photocopy or project without permission
Dear Student,
Practicing Smart Is the Secret to STAAR Success
There is a secret to success on the STAAR tests — practice, practice, and more practice. This is
good news because you are in control of how much effort you put into practicing. And your effort
practicing — especially over a long period of time — will make the difference. But not all practice
is the same . . . you need to practice smart.
First, practice with test questions that are very similar to the actual STAAR test. That’s easy, since
this workbook is full of them! Next, focus on your weaknesses — spend extra time on skills you
have trouble with. Think of it like this: If your basketball shot needs improvement, don’t practice
dribbling. Instead, work on shooting.
© Sirius Education Solutions
Focusing on your weaknesses also means carefully analyzing each question you get wrong. Why
did you get it wrong? Why is the correct answer correct? You learn more from test questions you
get wrong, so don’t be afraid of making mistakes. These are your best opportunities to learn. So
again, it’s like basketball: If your shot is off, you identify what you are doing wrong (too far left)
and correct it with your next shot (aim right).
When you practice, give each question your full attention. Do not take a break until after you
answer the question. Your attention is like a muscle that you build by using it, one practice test
question at a time. Do you believe unfocused, sloppy practice of your basketball shot will help you
perform during a big game? No! Your attention is your greatest power. Develop it with practice.
Preparing for the STAAR test can be a fun challenge. And when you practice smart, you are
building life skills while you prepare for the STAAR test!
Your partners in STAAR success,
The Sirius Education Team
Sampler
Welcome Letter
v
How to Use 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.
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.
Diagnostic
Tests cover
7 genres
1 Diagnostic Mark an ✗ in the box beside each question that you missed. Find the total wrong.
2 Review
Study the skill lesson and genre practice associated with each question you missed.
3 Post Test
Mark an ✗ in the box beside each question that you missed. Find the total wrong. Refer to the skill
by John Bird
3
4
5
6
7
Wrangler was my companion before I met my wife. Not having been in South
Texas long, I didn’t know many people; all of my family lived in North Texas, and I
wasn’t very social anyway. So when I wasn’t teaching agriculture and science at Lytle
Middle School in Lytle, southwest of San Antonio, I was spending time with Wrangler.
Class
Namelesson for additional practice as needed. (The Post Test questions are in the exact same TEKS order
I bought the little gelding when he was 3. Day after day, Wrangler and I traveled
the rights-of-way along irrigation canals. Medina County had black, flood-irrigated
farmland. Small canals that ran across the back of each field were fed from the main
canal that went for miles to Medina Lake, north of Castroville. When a farmer needed
to irrigate, he or she ordered water from the local water district. The water was
directed to the farmer’s canal byother canals, and the water flow was controlled by a
series of dams. When the water arrived, the farmer opened the stops on his canal, and
the property was flooded.
Question
Focus
on skills
you most
Mark an ✗ in the box beside each question that you missed. Find the total wrong.
Study the skill lesson and genre practice associated with each question
you missed.
need.
2 Review: Skill Lesson
1
1
TEKS
3
Analyzing Characters in Fiction (p. 7)
8.6B
Analyzing Characters
in Fiction
7)
Use the Diagnostic
Tests
to(p.identify
skill lessons you8.6B
need to complete or review. Chart your
3
Analyzing Plot (p. 9)
8.6A
progress using
the steps and chart below. Because some
skill lessons cover a broad standard or
4
Analyzing Characters in Fiction (p. 7)
8.6B
inInferences
multiple
ways,
lessons are referred
5are assessed
Making
in Literary
Texts (p.those
11)
8.6 Fig. 19Dto more than once in the chart.
2
6
7
The canal rights-of-way made an open path to roam and explore. We went
through miles of corn, grain sorghum and warm-season vegetables in the summer.
During the winter there were cabbage, carrots and wheat. Along the canals there was
always something new to see. Wrangler had along, smooth running walk; we could
cover a lot of ground.
8
9
Making Inferences in Literary Texts (p. 11)
3 Post
Analyzing
Plot (p.an
9)
Test
Mark
/9
Total
When I was at work, Wrangler was turned out with the Barbados sheep.
Sometimes he pinned his ears and tried to herd them; sometimes the lambs followed
Wrangler when they couldn’t find their mother. Mr. Salinas, my landlord, didn’t mind
the horse being with his sheep—he made a fine guard dog.
8.8 Fig. 19D
1 Diagnostic
Analyzing Plot (p. 9)
2 ReviewMaking Inferences in Literary Texts (p. 11)
Question
8.6A
8.6 Fig. 19D
✗ in the box beside each question that8.6A
you missed. Find the total wrong. Refer to the skill
lesson for additional practice as needed./ 9(The Post Test questions are in the exact same TEKS order
as the Diagnostic Test.)
Total
LITERARY NONFICTION
2 Review: Skill Lesson
1
TEKS
3
FICTIONAnalyzing Speeches (p. 40)
1
2
But being the young horse that he was, Wrangler had a mischievous side. When
we left his pasture to start out on a ride, I’d drop the reins when I opened the gate. He
would follow me with his nose right at my shoulder. Where I turned, he turned. Once
through, Wrangler would stand facing me until I latched the gate, took the reins and
swung onto his back; I thought Iwas a regular horse whisperer.
3
✗
✗
Using Context Clues (p. 38)
8.2B
8.7 Fig. 19D
6
2
Analyzing Speeches (p. 40)
Analyzing
Characters in Fiction (p. 7)
Analyzing Speeches (p.
40)
8.7 Fig. 19D
Total
/6
3
Question
1
✗
5
2
✗
✗
viii
8.6A
8.6B
8.6B
Making Inferences in Literary3 Texts (p.TEKS
11)
8.6 Fig. 19D
in Literary Texts 8.4
(p.Fig.
11)19D
Making Inferences in Poetry (p. 55)
7
4
8
Analyzing Similes andMaking
Metaphors Inferences
(p. 57)
9
Making Inferences in Poetry (p. 55)
5 /9
8.6A
8.8A
in Literary Texts (p.8.8A
11)
Analyzing Plot (p. 9)
8.6 Fig. 19D
8.4 Fig. 19D
/5
Total
8.6A
/9
Total
Monitor your progress
Student Progress Monitoring Chart
LITERARY NONFICTION
Question
8.8 Fig. 19D
8.4 Fig. 19D
Analyzing Plot (p. 9)
Analyzing Similes and Metaphors (p. 57)
/5
Total
✗
Analyzing Characters in Fiction (p. 7)
Making Inferences in Making
Poetry (p. 55)
Inferences
3
5
TEKS
8.6B
/6
Total
3
2 Review: Skill Lesson
6
1
Analyzing Characters in Fiction (p. 7)
Analyzing Plot (p. 9)
4
POETRY
Grade 8 Reading ■ Literary Texts
8.7 Fig. 19D
1
5
Another time, it had been a long day at work when I drove down the lane to
home. Wrangler wasn’t in his normal place. I looked in the back pasture, and then in
the barn, but no horse. The fences were up and thegates were closed; he must have
been stolen, I thought.
8.2A
Question
2 Review: Skill Lesson
1
Analyzing Speeches (p. 40)
4
One day we went through our normal gate routine. Wrangler stood facing me with
a sleepy and innocent look as I turned to latch the gate. But this time, as soon as I
took my eyes off of him, he bolted out of the yard and down the road—saddle, reins
and all. When he had a half mile or so between us, he stopped, turned and waited until
I got to him, as if he were showing me that he could get away when he wanted to.
8.7 Fig. 19D
Using Roots and Affixes (p. 36)
Total
2 Review: Skill Lesson
1
1
STEP 2
Date
as the Diagnostic Test.)
Student Progress Monitoring Chart
FICTION
GO ON
32
Date
Use the Diagnostic Tests to identify skill lessons you need to complete or review. Chart your
progress using the steps and chart below. Because some skill lessons cover a broad standard or
are assessed in multiple ways, those lessons are referred to more than once in the chart.
My Wandering Horse
2
Class
Student Progress Monitoring Chart
Read the selection and choose the best answer to each question.
1
Each item
correlates to
a TEKS and
Skill lesson.
Name
Literary Nonfiction Diagnostic
Unlawful to photocopy or project without permission
STEP 1
TEKS
3
Analyzing Speeches (p. 40)
8.7 Fig. 19D
Focus Intervention — TEKS Instruction and STAAR Practice
2
Using Roots and Affixes (p. 36)
3
Analyzing Speeches (p. 40)
8.2A
4
Using Context Clues (p. 38)
8.2B
5
Analyzing Speeches (p. 40)
8.7 Fig. 19D
8.7 Fig. 19D
Use your Diagnostic results to focus TEKS instruction and STAAR
practice
to meet
your unique needs.
6
Analyzing Speeches
(p. 40)
8.7 Fig. 19D
/6
Total
Analyzing Speeches
(8.7A)
Literary devices help speakers use words and phrases in ways that make their ideas
easy to understand and easy to remember. Here are a few literary devices you may see
or hear in speeches:
TEKS
1
Read this sentence from paragraph 1.
If one citizen is unwilling to participate, all of us are going to suffer.
• Allusions are references to famous people, places, events, or ideas in history or
literature. (“I wondered if, like Hamlet, I would continue to dither and delay.”
[The sentence alludes to a character in a play by Shakespeare.])
19 Skills
Lessons
• Aphorisms are short statements that express a truth about life in a memorable
way. (“Minds are like parachutes, they only function when open.”)
• Epigraphs are quotations used at the beginning of a speech to hint at the speech’s
theme.
• Repetition occurs when the same words or phrases are used two or more times.
from Barbara Jordan’s Speech
to the 1976 Democratic Convention
Models
strategy
with
released
STAAR
items
3
4
G refer to a well-known historical idea
5
Making Inferences in Poetry (p. 55)
January 20, 1961
Total
present a complicated idea in a simple way
viii
Answer
Choices
1
A nation is formed by the willingness of each of us to share in the responsibility
for upholding the common good. A government is invigorated when each one of
us is willing to participate in shaping the future of this nation. In this election year,
we must define the “common good” and begin again to shape a common future.
Let each person do his or her part. If one citizen is unwilling to participate, all of
us are going to suffer. For the American idea, though it is shared by all of us, is
realized in each one of us.
2
And now, what are those of us who are elected public officials supposed to do? We
call ourselves “public servants” but I’ll tell you this: We as public servants must
set an example for the rest of the nation. It is hypocritical for the public official to
admonish and exhort the people to uphold the common good if we are derelict in
upholding the common good. More is required—More is required of public officials
than slogans and handshakes and press releases. More is required. We must hold
ourselves strictly accountable. We must provide the people with a vision of the
future.
G
Making Inferences in Poetry (p. 55)
Evaluations
/5
As You Read
8.4 Fig. 19D
Parallel structure is the use
of phrases with the same
grammatical structure, or
pattern. Underline examples of
parallel structure.
8.4 Fig. 19D
8.8A
8.8A
Practice
8.4 Fig. 19D
/ 5with
support
for
Active
Reading
THEME
Total
1
Vice President Johnson, Mr. Speaker, Mr. Chief
Justice, President Eisenhower, Vice President Nixon,
President Truman, Reverend Clergy, fellow citizens:
2
We observe today not a victory of party, but a
celebration of freedom—symbolizing an end, as well as
Circle the key words in
paragraph 2.
What do these words suggest
the theme of President
Kennedy’s speech will be?
a beginning—signifying renewal, as well as change. For
Student Progress Monitoring Chart
I have sworn before you and Almighty God the same
Critical
thinking
Is answer
supported?
The sentence describes a problem. It does not refer to a well-known historical idea
solemn oath our forebears prescribed nearly a century
and three quarters ago.
3
no
4
H
The world is very different now. For man holds in
his mortal hands the power to abolish all forms of human
poverty and all forms of human life. And yet the same
revolutionary beliefs for which our forebears fought are
still at issue around the globe—the belief that the rights
of man come not from the generosity of the state, but
from the hand of God.
IMAGERY
Circle the image used at the end
of paragraph 3. What idea is
represented by this image?
We dare not forget today that we are the heirs of
that first revolution. Let the word go forth from this time
and place, to friend and foe alike, that the torch has
been passed to a new generation of Americans—born
J
Independent Practice
You will have the opportunity to practice analyzing speeches in upcoming selections,
including the excerpt from John F. Kennedy’s Inaugural Address.
1
Independent
Practice
Which excerpt from the speech contains an example of parallel structure?
(8.7 Fig. 19D)
A
…symbolizing an end, as well as a beginning—signifying renewal, as well as change.
B
…the same revolutionary beliefs for which our forebears fought are still at issue around
the globe…
C
…unwilling to witness or permit the slow undoing of those human rights to which this
Nation has always been committed…
D Let every nation know, whether it wishes us well or ill, that we shall pay any price…
40
42
Grade 8 Reading ■ Literary Texts
STEP 3
Grade 8 Reading ■ Literary Texts
Monitor Your Progress — Post Tests
Use each genre Post Test to monitor progress and to identify
additional lessons for review. The Post Test questions cover the
same TEKS in the same order as the Diagnostic Test.
2
Table of Contents
(8.2A)
argued over
G submitted to
Post Test: Literary Nonfiction
H attended
J
directed
Read the selection and choose the best answer to each question.
The Light Bill
3
vi
In paragraph 2, what does the word prescribed mean?
F
Which statement best explains President Kennedy’s attitude toward the past
in his speech?
(8.3 Fig. 19D)
Sampler
A
Society must eliminate the causes of poverty in our country and in the world.
B
While moving forward, we should preserve the rights for which our ancestors fought.
C
Americans should move beyond the past and into a new era.
D We can learn from past mistakes as we begin a new chapter in America.
© Sirius Education Solutions
1 Read the passage and the item.
Making Inferences in Poetry (p. 55)
2
create a mental image of a problem
F
STAAR Strategy
1
F
Think About Your Thinking In the chart below, note how you evaluated each answer
choice. The second evaluation has been done for you.
• Parallelism is the repetition of similar kinds of words and phrases to express
similar ideas. (“...government of the people, by the people, for the people... “)
Read the selection and choose the best answer
to each question.
The speaker includes this sentence most likely to —
J
Practice
3
Active
ReadingTEKS
2 Review: Skill Lesson
from
Analyzing Similes and Metaphors
(p.Kennedy’s
57)
John F.
Analyzing Similes and Metaphors
(p. 57)Address
Inaugural
H compare one type of person to another
• Hyperbole is exaggeration used to emphasize an idea or to create humor. (“The
class felt as if it were a thousand hours long.”)
On the STAAR test, you may be asked to analyze literary devices found in well-known
speeches. Here are the steps you can follow to respond to such questions.
Literary Nonfiction 1
POETRY
Return to Barbara Jordan’s speech on the previous page. Then use the steps for
analyzing speeches to respond to the question below.
/6
Total
Guided
Question
Practice
Guided Practice
How to Use This Book for STAAR Success
Unlawful to photocopy or project without permission
Focused Intervention is provided by 19 skill lessons and 21 reading passages
and 175 questions based on released STAAR items .
Reading Skill
19 skill lessons provide concise and student-friendly instruction in answering a released STAAR test item.
Each TEKS-based skill models a STAAR Strategy that students learn and then apply in Guided Practice .
Using Context Clues
Key terms
TEKS
(8.2B)
The paragraph below is from the article “Marching to Different Drummers.” Read the
paragraph and the question that follows. Then follow the steps for using context clues
to identify the correct meaning of the word. One context clue has been circled for you.
To figure out the meaning of unfamiliar words, you can look for clues in the sentences
near the words. These sentences and paragraphs make up the words’ context.
On the STAAR test, you may be asked to define a word that you don’t know or a word
that has multiple meanings. Or you might be asked to define the meaning of a phrase
as it is used in a selection. Knowing how to use context clues can help you choose the
correct meaning. Here are steps you can follow to respond to such items.
When playing at away games, the band requires 20 buses and a team of nearly 100
parent volunteers to help with logistics and other chores, such as moving equipment,
chaperoning, handing out snacks and water bottles, and carefully managing plumes
that go with the marchers’ hats, said Tim Carroll, spokesman for the high school and
also a band parent.
STAAR Strategy
In the paragraph, the word logistics means the —
1 Read the passage and the question.
One day while walking his dog near Tantramar Regional High School in New Brunswick,
retired biologist Al Smith noticed a substantial area of abandoned farmland behind the
school. Concerned about the loss of freshwater wetlands, Smith thought it would be a
great place for creating a man-made wetland. His idea came to fruition in 1997 when a
nonprofit organization committed to conserving Canada’s wetlands provided both the
financing and labor for the project. The resulting 35-acre marsh became known as the
Tantramar Wetlands. Today the Tantramar Wetlands Centre located on the site offers
research and education programs year-round.
Analyzes
released
STAAR
questions.
raising of funds
B
supervising of details
C
recruiting of members
Answer
Choices
A
Uses a 3 step model for
• understanding
questions
• searching for text clues
or support
• evaluating answer
choices
G Grew in importance
Drew attention
STAAR 2013, #19
Think About Your Thinking In the chart below, note how you evaluated each answer
choice. The first evaluation has been done for you.
Became a reality
H Influenced others
J
A
D scheduling of practices
What do the words came to fruition mean in the paragraph?
F
Guided
Practice helps
students apply
the strategy.
Guided Practice
STAAR 2014 #12
No clues in the paragraph refer to money.
no
B
2 Review each answer choice. Then re-read the sentences around the word or
phrase. Underline clues to its meaning , just as one student did in the paragraph
above.
Show your
thinking by
analyzing each
answer choice.
Is this
the best
meaning?
Evaluations
C
3 Think about what the context clues tell you about the word.
The phrase refers to Smith’s idea. Smith had a “thought,” and a nonprofit helped to make his
idea a real place that can be visited “Today.” The clues suggest that came to fruition means
that an idea became a reality.
Independent
Practice
D
4 Evaluate the clues you underlined. Cross out the answer choices that context clues
do not support. Select the answer that best matches the context clues.
Smith’s idea grew from a vision to a
reality. This is not the best choice.
The Tantramar Wetlands Centre may
draw attention, but the phrase refers
to Smith’s idea, not the Centre.
36
F
Became a reality
The context clues support choice F.
A nonprofit helped Smith make his
idea of creating a wetland a reality.
G Grew in importance
H Influenced others
J
The passage describes how Smith’s
idea came to be, not how it
influenced others.
Drew attention
Independent Practice
You will have the opportunity to practice using context clues in upcoming selections,
including, “Elisabet Ney: Shaping a Career.”
Reading Skill
Grade 8 Reading ■ Literary Texts
37
Reading Practice
This workbook provides authentic STAAR practice in the 7 tested genres,using grade-appropriate
selections and test questions that closely match released STAAR tests.
Expository 1
21 passages
in 7 genres
Practice
Read the selection and choose the best answer to each
question.
BBQ: The Pride of Texas
© Sirius Education Solutions
by James Hudson
1
Cooking meat over an open fire is not a new idea.
Native Americans in Texas cooked their venison and
other meats over open fires thousands of years ago.
However, as the state’s rich history unfolded, settlers,
immigrants, and slaves all brought their own cooking
traditions to their regions. These influences shaped
the evolution of simply cooking meat over a fire into
the various forms of barbecue that are so prized today
across Texas.
3
In the 1600s, Spanish settlers came to the area now
known as South Texas, bringing their cooking traditions
with them. These settlers dug a hole in the ground and
used local mesquite wood to roast goat and lamb directly
over the coals in the earthen pit, covered by leaves.
Whether beef, goat, or lamb is cooked, the method of
cooking in a hole in the ground distinguishes South
Texas barbacoa from the other barbecue methods.
5
Active Reading
As You Read
A
It was a new idea to draw in customers.
B
It was a way to avoid a loss of profit.
C
It was a tradition they brought from Germany.
(8.10A)
TEKS
D The new cattle industry resulted in excess meat to be sold.
Underline the main idea (the
topic sentence) in paragraphs
1–6.
In paragraph 2, circle the
four groups of people the
author claims influenced the
development of barbecue in
Texas.
Then, notice how paragraphs
3–5 are organized. How do
those paragraphs relate to
paragraph 2?
2
Beginning in the 1800s, German and Czech
immigrants brought to Central Texas the tradition of
selling fresh, raw meat from meat markets. Patrons
ordered fresh meat, and the butcher cut it and wrapped
it in butcher paper. The lack of refrigeration and
preservatives resulted in spoilage. So butchers began to
smoke the unsold meat in an enclosed smoker to keep
it from spoiling as quickly. Customers began purchasing
smoked meats as well as fresh meat.
In 1850, Texas entered the Union as a slave state,
and enslaved Africans brought their cooking traditions to
East Texas. These traditions included using oak, hickory,
What does the word evokes mean in paragraph 1?
F
(8.2B)
overlooks
G brings out
H takes
J
3
celebrates
Paragraphs 3 through 5 are mainly about —
Margin
activities
help students
read actively
and annotate
the passage.
103
4
Over 175
questions match
the released
STAAR tests in
content and
format.
(8.10A)
A
the development of regional differences in Texas BBQ
B
the variety of BBQ available to Texans
C
the creation of standardized cooking methods for BBQ
D the popularity of Texas BBQ in different areas of the state
Reading Practice ■ Expository
Sampler
According to the article, why did butchers begin selling smoked meats?
TEXT STRUCTURE
The name “Texas” evokes specific images for people
around the world. People associate Texas with cowboys,
horses, large belt buckles, and barbecue (BBQ). Texans
do more than celebrate with barbecues: They take their
BBQ seriously, and rightfully so. Texas BBQ is the result
of rich and varied historical traditions and has a culture
all its own.
2
4
1
Which words in paragraph 4 help the reader understand what patrons means?
F
(8.2B)
brought the tradition
G ordered fresh meat
H wrapped it in butcher paper
J
smoke the unsold meat
Reading Practice ■ Expository
105
Table of Contents
vii
Name
Class
Date
Student Progress Monitoring Chart
1 Diagnostic Mark an ✗ in the box beside each question that you missed. Find the total wrong.
2 Review
Study the skill lesson and genre practice associated with each question you missed.
3 Post Test
Mark an ✗ in the box beside each question that you missed. Find the total wrong. Refer to the skill
lesson for additional practice as needed. (The Post Test questions are in the exact same TEKS order
as the Diagnostic Test.)
FICTION
Question
2 Review: Skill Lesson
1
TEKS
3
1
Analyzing Characters in Fiction (p. 7)
8.6B
2
Analyzing Characters in Fiction (p. 7)
8.6B
3
Analyzing Plot (p. 9)
8.6A
4
Analyzing Characters in Fiction (p. 7)
8.6B
5
Making Inferences in Literary Texts (p. 11)
8.6 Fig. 19D
8.8 Fig. 19D
6
Making Inferences in Literary Texts (p. 11)
7
Analyzing Plot (p. 9)
8
Making Inferences in Literary Texts (p. 11)
9
Analyzing Plot (p. 9)
/9
Total
8.6A
Unlawful to photocopy or project without permission
Use the Diagnostic Tests to identify skill lessons you need to complete or review . Chart your
progress using the steps and chart below . Because some skill lessons cover a broad standard or
are assessed in multiple ways, those lessons are referred to more than once in the chart .
8.6 Fig. 19D
8.6A
/9
Total
LITERARY NONFICTION
Question
2 Review: Skill Lesson
1
TEKS
3
1
Analyzing Speeches (p. 40)
2
Using Roots and Affixes (p. 36)
3
Analyzing Speeches (p. 40)
8.7 Fig. 19D
4
Using Context Clues (p. 38)
8.2B
5
Analyzing Speeches (p. 40)
8.7 Fig. 19D
6
Analyzing Speeches (p. 40)
8.7 Fig. 19D
8.2A
/6
Total
POETRY
Question
TEKS
3
1
Making Inferences in Poetry (p. 55)
8.4 Fig. 19D
2
Making Inferences in Poetry (p. 55)
8.4 Fig. 19D
3
Analyzing Similes and Metaphors (p. 57)
8.8A
4
Analyzing Similes and Metaphors (p. 57)
8.8A
5
Making Inferences in Poetry (p. 55)
Total
viii
2 Review: Skill Lesson
1
/5
Student Progress Monitoring Chart
8.4 Fig. 19D
Total
/5
Sampler
© Sirius Education Solutions
/ 6 Included in Sampler
Total
8.7 Fig. 19D
DRAMA
Unlawful to photocopy or project without permission
Question
2 Review: Skill Lesson
1
TEKS
3
1
Analyzing Characters in Drama (p. 7)
8.5A
2
Analyzing Plot (p. 9)
8.6A
3
Analyzing Characters in Drama (p. 7)
8.5A
4
Analyzing Characters in Drama (p. 7)
8.5 Fig. 19D
5
Analyzing Plot (p. 9)
6
Making Inferences in Literary Texts (p. 11)
8.6A
/6
Total
8.5 Fig. 19D
/6
Total
EXPOSITORY
Question
2 Review: Skill Lesson
1
TEKS
3
1
Using Context Clues (p. 38)
8.2B
2
Making Inferences in Informational Texts (p. 101)
8.10C
3
Distinguishing Between Facts, Assertions, and Opinions
(p. 132)
8.10B
4
Making Inferences in Informational Texts (p. 101)
8.10C
5
Identifying Main Ideas and Details (p. 94)
8.10A
6
Using Roots and Affixes (p. 36)
8.2A
7
Identifying Main Ideas and Details (p. 94)
8.10A
8
Synthesizing Ideas (p.156 )
8.10D
9
Summarizing Texts (p. 96)
8 Fig. 19E
/9
Total
/9
Total
PERSUASIVE
© Sirius Education Solutions
Question
2 Review: Skill Lesson
1
TEKS
3
1
Making Inferences in Informational Texts (p. 101)
8.11 Fig. 19D
2
Making Inferences in Informational Texts (p. 101)
8.11 Fig. 19D
3
Identifying Rhetorical Fallacies (p. 130)
4
Making Inferences in Informational Texts (p. 101)
5
Using Roots and Affixes (p. 36)
8.2A
6
Using a Dictionary (p. 153 )
8.2E
/6
Total
8.11B
8.11 Fig. 19D
/6
Total
PAIRED PASSAGES
Question
2 Review: Skill Lesson
1
TEKS
3
1
Making Links Across Texts (p. 151)
8 Fig. 19F
2
Making Links Across Texts (p. 151)
8 Fig. 19F
3
Making Links Across Texts (p. 151)
8 Fig. 19F
4
Making Links Across Texts (p. 151)
8 Fig. 19F
5
Making Links Across Texts (p. 151)
8 Fig. 19F
Total
Sampler
/5
Total
/5
Student Progress Monitoring Chart
ix
Using Context Clues
(8.2B)
To figure out the meaning of unfamiliar words, you can look for clues in the sentences
near the words. These sentences and paragraphs make up the words’ context.
STAAR Strategy
1 Read the passage and the question.
One day while walking his dog near Tantramar Regional High School in New Brunswick,
retired biologist Al Smith noticed a substantial area of abandoned farmland behind the
school. Concerned about the loss of freshwater wetlands, Smith thought it would be a
great place for creating a man-made wetland. His idea came to fruition in 1997 when a
nonprofit organization committed to conserving Canada’s wetlands provided both the
financing and labor for the project. The resulting 35-acre marsh became known as the
Tantramar Wetlands. Today the Tantramar Wetlands Centre located on the site offers
research and education programs year-round.
Unlawful to photocopy or project without permission
On the STAAR test, you may be asked to define a word that you don’t know or a word
that has multiple meanings. Or you might be asked to define the meaning of a phrase
as it is used in a selection. Knowing how to use context clues can help you choose the
correct meaning. Here are steps you can follow to respond to such items.
What do the words came to fruition mean in the paragraph?
F
Became a reality
H Influenced others
G Grew in importance
J
Drew attention
STAAR 2014 #12
2 Review each answer choice. Then re-read the sentences around the word or
phrase. Underline clues to its meaning, just as one student did in the paragraph
above.
© Sirius Education Solutions
3 Think about what the context clues tell you about the word.
The phrase refers to Smith’s idea. Smith had a “thought,” and a nonprofit helped to make his
idea a real place that can be visited “Today.” The clues suggest that came to fruition means
that an idea became a reality.
4 Evaluate the clues you underlined. Cross out the answer choices that context clues
do not support. Select the answer that best matches the context clues.
Smith’s idea grew from a vision to a
reality. This is not the best choice.
The Tantramar Wetlands Centre may
draw attention, but the phrase refers
to Smith’s idea, not the Centre.
36
F
Became a reality
G Grew in importance
H Influenced others
J
Drew attention
Grade 8 Reading ■ Literary Texts
The context clues support choice F.
A nonprofit helped Smith make his
idea of creating a wetland a reality.
The passage describes how Smith’s
idea came to be, not how it
influenced others.
Sampler
Guided Practice
Unlawful to photocopy or project without permission
The paragraph below is from the article “Marching to Different Drummers.” Read the
paragraph and the question that follows. Then follow the steps for using context clues
to identify the correct meaning of the word. One context clue has been circled for you.
When playing at away games, the band requires 20 buses and a team of nearly 100
parent volunteers to help with logistics and other chores, such as moving equipment,
chaperoning, handing out snacks and water bottles, and carefully managing plumes
that go with the marchers’ hats, said Tim Carroll, spokesman for the high school and
also a band parent.
In the paragraph, the word logistics means the —
A
raising of funds
B
supervising of details
C
recruiting of members
D scheduling of practices
STAAR 2013, #19
Think About Your Thinking In the chart below, note how you evaluated each answer
choice. The first evaluation has been done for you.
Answer
Choices
A
Is this
the best
meaning?
Evaluations
No clues in the paragraph refer to money.
no
B
© Sirius Education Solutions
C
D
Independent Practice
You will have the opportunity to practice using context clues in upcoming selections,
including, “Elisabet Ney: Shaping a Career.”
Sampler
Reading Skill
37
Analyzing Speeches
(8.7A)
• Allusions are references to famous people, places, events, or ideas in history or
literature. (“I wondered if, like Hamlet, I would continue to dither and delay.”
[The sentence alludes to a character in a play by Shakespeare.])
• Aphorisms are short statements that express a truth about life in a memorable
way. (“Minds are like parachutes, they only function when open.”)
• Epigraphs are quotations used at the beginning of a speech to hint at the speech’s
theme.
• Hyperbole is exaggeration used to emphasize an idea or to create humor. (“The
class felt as if it were a thousand hours long.”)
• Repetition occurs when the same words or phrases are used two or more times.
• Parallelism is the repetition of similar kinds of words and phrases to express
similar ideas. (“...government of the people, by the people, for the people... “)
On the STAAR test, you may be asked to analyze literary devices found in well-known
speeches. Here are the steps you can follow to respond to such questions.
Unlawful to photocopy or project without permission
Literary devices help speakers use words and phrases in ways that make their ideas
easy to understand and easy to remember. Here are a few literary devices you may see
or hear in speeches:
STAAR Strategy
1 Read the passage and the item.
from Barbara Jordan’s Speech
to the 1976 Democratic Convention
A nation is formed by the willingness of each of us to share in the responsibility
for upholding the common good. A government is invigorated when each one of
us is willing to participate in shaping the future of this nation. In this election year,
we must define the “common good” and begin again to shape a common future.
Let each person do his or her part. If one citizen is unwilling to participate, all of
us are going to suffer. For the American idea, though it is shared by all of us, is
realized in each one of us.
2
And now, what are those of us who are elected public officials supposed to do? We
call ourselves “public servants” but I’ll tell you this: We as public servants must
set an example for the rest of the nation. It is hypocritical for the public official to
admonish and exhort the people to uphold the common good if we are derelict in
upholding the common good. More is required—More is required of public officials
than slogans and handshakes and press releases. More is required. We must hold
ourselves strictly accountable. We must provide the people with a vision of the
future.
Grade 8 Reading ■ Literary Texts
Sampler
© Sirius Education Solutions
40
1
Unlawful to photocopy or project without permission
3
If we promise as public officials, we must deliver. If—If we as public officials
propose, we must produce. If we say to the American people, “It is time for you to
be sacrificial”—sacrifice. If the public official says that, we [public officials] must
be the first to give. We must be. And again, if we make mistakes, we must be
willing to admit them. We have to do that. What we have to do is strike a balance
between the idea that government should do everything and the idea, the belief,
that government ought to do nothing. Strike a balance.
4
Let there be no illusions about the difficulty of forming this kind of a national
community. It’s tough, difficult, not easy. But a spirit of harmony will survive in
America only if each of us remembers that we share a common destiny; if each of
us remembers, when self-interest and bitterness seem to prevail, that we share a
common destiny.
5
I have confidence that we can form this kind of national community.
6
I have confidence that the Democratic Party can lead the way.
7
I have that confidence.
The speaker uses repetition in paragraphs 5–7 in order to —
A
explain the benefits of electing responsible public officials
B
provide assurance of the Democratic Party’s ability to lead
C
describe the advantages of having a national community
D propose a plan that will achieve a balanced government
2 Read each answer choice. Then re-read the related part of selection. Underline
details that relate to the question. For this item, you would look for words or
phrases that are repeated. Take a look at the repetition one student underlined in
the selection above.
© Sirius Education Solutions
3 Compare the details you underlined to the answer choices. Cross out the answer
choices that do not relate to the details you underlined. Choose the answer that
the details support.
Repeating “I have
confidence” shows that
the speaker is certain.
The repetition does
not describe “the
advantages of having a
national community.”
Sampler
A
explain the benefits of electing responsible
public officials
B
provide assurance of the Democratic
Party’s ability to lead
C
describe the advantages of having a
national community
D propose a plan that will achieve a balanced
government
Repeating “I have
confidence” does not
explain such benefits.
Repetition is not used
to present the details of
a plan.
Reading Skill ■ Literary Nonfiction
41
Guided Practice
Return to Barbara Jordan’s speech on the previous page. Then use the steps for
analyzing speeches to respond to the question below.
If one citizen is unwilling to participate, all of us are going to suffer.
The speaker includes this sentence most likely to —
F
create a mental image of a problem
G refer to a well-known historical idea
H compare one type of person to another
J
present a complicated idea in a simple way
Think About Your Thinking In the chart below, note how you evaluated each answer
choice. The second evaluation has been done for you.
Answer
Choices
Evaluations
Is answer
supported?
Unlawful to photocopy or project without permission
Read this sentence from paragraph 1.
F
G
The sentence describes a problem. It does not refer to a well-known historical idea
no
H
© Sirius Education Solutions
J
Independent Practice
You will have the opportunity to practice analyzing speeches in upcoming selections,
including the excerpt from John F. Kennedy’s Inaugural Address.
42
Grade 8 Reading ■ Literary Texts
Sampler
© Sirius Education Solutions
Unlawful to photocopy or project without permission
Literary Nonfiction 1
Read the selection and choose the best answer
to each question.
from
John F. Kennedy’s
Inaugural Address
January 20, 1961
Active Reading
As You Read
Parallel structure is the use
of phrases with the same
grammatical structure, or
pattern. Underline examples of
parallel structure.
THEME
1
Vice President Johnson, Mr. Speaker, Mr. Chief
Justice, President Eisenhower, Vice President Nixon,
President Truman, Reverend Clergy, fellow citizens:
2
We observe today not a victory of party, but a
celebration of freedom—symbolizing an end, as well as
a beginning—signifying renewal, as well as change. For
I have sworn before you and Almighty God the same
solemn oath our forebears prescribed nearly a century
and three quarters ago.
3
The world is very different now. For man holds in
his mortal hands the power to abolish all forms of human
poverty and all forms of human life. And yet the same
revolutionary beliefs for which our forebears fought are
still at issue around the globe—the belief that the rights
of man come not from the generosity of the state, but
from the hand of God.
4
We dare not forget today that we are the heirs of
that first revolution. Let the word go forth from this time
and place, to friend and foe alike, that the torch has
been passed to a new generation of Americans—born
in this century, tempered by war, disciplined by a hard
and bitter peace, proud of our ancient heritage—and
unwilling to witness or permit the slow undoing of those
human rights to which this Nation has always been
committed, and to which we are committed today at
home and around the world.
5
Let every nation know, whether it wishes us well or
ill, that we shall pay any price, bear any burden, meet
any hardship, support any friend, oppose any foe in
order to assure the survival and the success of liberty.
6
Practice
Circle the key words in
paragraph 2. What do these
words suggest the theme of
President Kennedy’s speech
will be?
IMAGERY
Circle the image used at the end
of paragraph 3. What idea is
represented by this image?
This much we pledge—and more.
Sampler
Reading Practice ■ Literary Nonfiction
43
1
Which excerpt from the speech contains an example of parallel structure?
(8.7 Fig. 19D)
…symbolizing an end, as well as a beginning—signifying renewal, as well as change.
B
…the same revolutionary beliefs for which our forebears fought are still at issue around
the globe…
C
…unwilling to witness or permit the slow undoing of those human rights to which this
Nation has always been committed…
D Let every nation know, whether it wishes us well or ill, that we shall pay any price…
2
In paragraph 2, what does the word prescribed mean?
F
(8.2A)
argued over
G submitted to
H attended
J
3
directed
Which statement best explains President Kennedy’s attitude toward the past
in his speech?
(8.3 Fig. 19D)
Society must eliminate the causes of poverty in our country and in the world.
B
While moving forward, we should preserve the rights for which our ancestors fought.
C
Americans should move beyond the past and into a new era.
Grade 8 Reading ■ Literary Texts
Sampler
© Sirius Education Solutions
A
D We can learn from past mistakes as we begin a new chapter in America.
44
Unlawful to photocopy or project without permission
A
4
Read this excerpt from paragraph 4.
(8.8A)
Unlawful to photocopy or project without permission
…the torch has been passed to a
new generation of Americans…
The metaphor in this excerpt is used to —
F
illustrate the bright future for America
G convey an image of handing over responsibility
H emphasize the dangers faced by the new generation
J
5
describe the speaker’s goals for the country
What is the best summary of paragraph 5?
(8.7 Fig. 19E)
A
America can help other countries fight for independence.
B
America will use any means to protect its borders.
C
Americans can be counted upon to withstand any hardship.
D Americans will do whatever is necessary to preserve freedom.
© Sirius Education Solutions
6
Which excerpt from the speech suggests that President Kennedy believes certain
freedoms are under threat?
(8.7 Fig. 19D)
F
…we observe today not a victory of party, but a celebration of freedom—symbolizing an
end, as well as a beginning…
G For man holds in his mortal hands the power to abolish all forms of human poverty and
all forms of human life.
H Let the word go forth from this time and place, to friend and foe alike, that the torch
has been passed to a new generation of Americans…
J
…unwilling to witness or permit the slow undoing of those human rights to which this
Nation has always been committed…
Sampler
Reading Practice ■ Literary Nonfiction
45
36–37
(8.2B)
Grade 8 Reading ■ Literary Texts
Became a reality
Drew attention
STAAR 2014 #12
36
Became a reality
J
Drew attention
H Influenced others
G Grew in importance
F
Grade 8 Reading ■ Literary Texts
The Tantramar Wetlands Centre may
draw attention, but the phrase refers
to Smith’s idea, not the Centre.
Smith’s idea grew from a vision to a
reality. This is not the best choice.
The passage describes how Smith’s
idea came to be, not how it
influenced others.
The context clues support choice F.
A nonprofit helped Smith make his
idea of creating a wetland a reality.
4 Evaluate the clues you underlined. Cross out the answer choices that context clues
do not support. Select the answer that best matches the context clues.
The phrase refers to Smith’s idea. Smith had a “thought,” and a nonprofit helped to make his
idea a real place that can be visited “Today.” The clues suggest that came to fruition means
that an idea became a reality.
3 Think about what the context clues tell you about the word.
2 Review each answer choice. Then re-read the sentences around the word or
phrase. Underline clues to its meaning, just as one student did in the paragraph
above.
J
G Grew in importance
H Influenced others
F
What do the words came to fruition mean in the paragraph?
One day while walking his dog near Tantramar Regional High School in New Brunswick,
retired biologist Al Smith noticed a substantial area of abandoned farmland behind the
school. Concerned about the loss of freshwater wetlands, Smith thought it would be a
great place for creating a man-made wetland. His idea came to fruition in 1997 when a
nonprofit organization committed to conserving Canada’s wetlands provided both the
financing and labor for the project. The resulting 35-acre marsh became known as the
Tantramar Wetlands. Today the Tantramar Wetlands Centre located on the site offers
research and education programs year-round.
1 Read the passage and the question.
STAAR Strategy
On the STAAR test, you may be asked to define a word that you don’t know or a word
that has multiple meanings. Or you might be asked to define the meaning of a phrase
as it is used in a selection. Knowing how to use context clues can help you choose the
correct meaning. Here are steps you can follow to respond to such items.
To figure out the meaning of unfamiliar words, you can look for clues in the sentences
near the words. These sentences and paragraphs make up the words’ context.
Using Context Clues
supervising of details
recruiting of members
C
no
no
yes
no
Reading Skill
To find additional items that provide practice in using context clues (TEKS 8.2B), see the
correlation chart on p. XX.
You will have the opportunity to practice using context clues in upcoming selections,
including, “Elisabet Ney: Shaping a Career.”
Independent Practice
This paragraph discusses away games, not practices.
The paragraph does not include information about recruiting members.
C
D
This is the correct answer because “supervising of details” matches the
context clues “carefully managing” and the specific list of chores that the
parent volunteers must supervise.
No clues in the paragraph refer to money.
Evaluations
B
A
Answer
Choices
37
Is this
the best
meaning?
STAAR 2013, #19
Think About Your Thinking In the chart below, note how you evaluated each answer
choice. The first evaluation has been done for you.
D scheduling of practices
raising of funds
A
B
In the paragraph, the word logistics means the —
When playing at away games, the band requires 20 buses and a team of nearly 100
parent volunteers to help with logistics and other chores, such as moving equipment,
chaperoning, handing out snacks and water bottles, and carefully managing plumes
that go with the marchers’ hats, said Tim Carroll, spokesman for the high school and
also a band parent.
The paragraph below is from the article “Marching to Different Drummers.” Read the
paragraph and the question that follows. Then follow the steps for using context clues
to identify the correct meaning of the word. One context clue has been circled for you.
Guided Practice
Teacher’s Edition Sampler
© Sirius Education Solutions
40–41
(8.7A)
Grade 8 Reading ■ Literary Texts
40
And now, what are those of us who are elected public officials supposed to do? We
call ourselves “public servants” but I’ll tell you this: We as public servants must
set an example for the rest of the nation. It is hypocritical for the public official to
admonish and exhort the people to uphold the common good if we are derelict in
upholding the common good. More is required—More is required of public officials
than slogans and handshakes and press releases. More is required. We must hold
ourselves strictly accountable. We must provide the people with a vision of the
future.
2
Grade 8 Reading ■ Literary Texts
A nation is formed by the willingness of each of us to share in the responsibility
for upholding the common good. A government is invigorated when each one of
us is willing to participate in shaping the future of this nation. In this election year,
we must define the “common good” and begin again to shape a common future.
Let each person do his or her part. If one citizen is unwilling to participate, all of
us are going to suffer. For the American idea, though it is shared by all of us, is
realized in each one of us.
1
from Barbara Jordan’s Speech
to the 1976 Democratic Convention
1 Read the passage and the item.
STAAR Strategy
On the STAAR test, you may be asked to analyze literary devices found in well-known
speeches. Here are the steps you can follow to respond to such questions.
• Parallelism is the repetition of similar kinds of words and phrases to express
similar ideas. (“...government of the people, by the people, for the people... “)
• Repetition occurs when the same words or phrases are used two or more times.
• Hyperbole is exaggeration used to emphasize an idea or to create humor. (“The
class felt as if it were a thousand hours long.”)
• Epigraphs are quotations used at the beginning of a speech to hint at the speech’s
theme.
• Aphorisms are short statements that express a truth about life in a memorable
way. (“Minds are like parachutes, they only function when open.”)
• Allusions are references to famous people, places, events, or ideas in history or
literature. (“I wondered if, like Hamlet, I would continue to dither and delay.”
[The sentence alludes to a character in a play by Shakespeare.])
Literary devices help speakers use words and phrases in ways that make their ideas
easy to understand and easy to remember. Here are a few literary devices you may see
or hear in speeches:
Analyzing Speeches
Let there be no illusions about the difficulty of forming this kind of a national
community. It’s tough, difficult, not easy. But a spirit of harmony will survive in
America only if each of us remembers that we share a common destiny; if each of
us remembers, when self-interest and bitterness seem to prevail, that we share a
common destiny.
I have confidence that we can form this kind of national community.
I have confidence that the Democratic Party can lead the way.
I have that confidence.
4
5
6
7
describe the advantages of having a national community
C
The repetition does
not describe “the
advantages of having a
national community.”
Repeating “I have
confidence” shows that
the speaker is certain.
41
Repetition is not used
to present the details of
a plan.
Repeating “I have
confidence” does not
explain such benefits.
Reading Skill ■ Literary Nonfiction
D propose a plan that will achieve a balanced
government
describe the advantages of having a
national community
provide assurance of the Democratic
Party’s ability to lead
B
C
explain the benefits of electing responsible
public officials
A
3 Compare the details you underlined to the answer choices. Cross out the answer
choices that do not relate to the details you underlined. Choose the answer that
the details support.
2 Read each answer choice. Then re-read the related part of selection. Underline
details that relate to the question. For this item, you would look for words or
phrases that are repeated. Take a look at the repetition one student underlined in
the selection above.
D propose a plan that will achieve a balanced government
provide assurance of the Democratic Party’s ability to lead
explain the benefits of electing responsible public officials
B
A
The speaker uses repetition in paragraphs 5–7 in order to —
If we promise as public officials, we must deliver. If—If we as public officials
propose, we must produce. If we say to the American people, “It is time for you to
be sacrificial”—sacrifice. If the public official says that, we [public officials] must
be the first to give. We must be. And again, if we make mistakes, we must be
willing to admit them. We have to do that. What we have to do is strike a balance
between the idea that government should do everything and the idea, the belief,
that government ought to do nothing. Strike a balance.
3
Teacher’s Edition Sampler
© Sirius Education Solutions
© Sirius Education Solutions
create a mental image of a problem
present a complicated idea in a simple way
yes
The sentence describes a problem but does so in a simple way by focusing on
the effects of one citizen on a community.
J
Reading Practice ■ Literary Nonfiction
42
Grade 8 Reading ■ Literary Texts
To find additional items that provide practice analyzing speeches (TEKS 8.7A), see the
correlation chart on p. XX.
You will have the opportunity to practice analyzing speeches in upcoming selections,
including the excerpt from John F. Kennedy’s Inaugural Address.
Independent Practice
no
The sentence describes one citizen. It does not compare two citizens.
H
no
no
The sentence describes a problem. It does not refer to a well-known historical idea
The sentence does not contain vivid details to create a mental image.
Evaluations
Is answer
supported?
G
F
Answer
Choices
Think About Your Thinking In the chart below, note how you evaluated each answer
choice. The second evaluation has been done for you.
J
H compare one type of person to another
G refer to a well-known historical idea
F
The speaker includes this sentence most likely to —
If one citizen is unwilling to participate, all of us are going to suffer.
Read this sentence from paragraph 1.
Return to Barbara Jordan’s speech on the previous page. Then use the steps for
analyzing speeches to respond to the question below.
Guided Practice
We dare not forget today that we are the heirs of
that first revolution. Let the word go forth from this time
and place, to friend and foe alike, that the torch has
been passed to a new generation of Americans—born
in this century, tempered by war, disciplined by a hard
and bitter peace, proud of our ancient heritage—and
unwilling to witness or permit the slow undoing of those
human rights to which this Nation has always been
committed, and to which we are committed today at
home and around the world.
Let every nation know, whether it wishes us well or
ill, that we shall pay any price, bear any burden, meet
any hardship, support any friend, oppose any foe in
order to assure the survival and the success of liberty.
4
5
to deny them to any person.
43
the government has no authority
If people’s rights come from God,
Circle the image used at the end
of paragraph 3. What idea is
represented by this image?
IMAGERY
change.
freedom, even in the midst of
dedication to the ideas of
Renewing our country’s
Circle the key words in
paragraph 2. What do these
words suggest the theme of
President Kennedy’s speech
will be?
THEME
Parallel structure is the use
of phrases with the same
grammatical structure, or
pattern. Underline examples of
parallel structure.
As You Read
Active Reading
Practice
Reading Practice ■ Literary Nonfiction
The world is very different now. For man holds in
his mortal hands the power to abolish all forms of human
poverty and all forms of human life. And yet the same
revolutionary beliefs for which our forebears fought are
still at issue around the globe—the belief that the rights
of man come not from the generosity of the state, but
from the hand of God.
3
This much we pledge—and more.
We observe today not a victory of party, but a
celebration of freedom—symbolizing an end, as well as
a beginning—signifying renewal, as well as change. For
I have sworn before you and Almighty God the same
solemn oath our forebears prescribed nearly a century
and three quarters ago.
2
6
Vice President Johnson, Mr. Speaker, Mr. Chief
Justice, President Eisenhower, Vice President Nixon,
President Truman, Reverend Clergy, fellow citizens:
1
January 20, 1961
from
John F. Kennedy’s
Inaugural Address
Read the selection and choose the best answer
to each question.
Literary Nonfiction 1
Teacher’s Edition Sampler
42–43
44
Grade 8 Reading ■ Literary Texts
44
3
2
1
…the same revolutionary beliefs for which our forebears fought are still at issue around
the globe…
…unwilling to witness or permit the slow undoing of those human rights to which this
Nation has always been committed…
B
C
argued over
directed
While moving forward, we should preserve the rights for which our ancestors fought.
Americans should move beyond the past and into a new era.
B
C
© Sirius Education Solutions
Grade 8 Reading ■ Literary Texts
D We can learn from past mistakes as we begin a new chapter in America.
Society must eliminate the causes of poverty in our country and in the world.
(8.3 Fig. 19D)
(8.2A)
A
Which statement best explains President Kennedy’s attitude toward the past
in his speech?
J
H attended
G submitted to
F
In paragraph 2, what does the word prescribed mean?
D Let every nation know, whether it wishes us well or ill, that we shall pay any price…
…symbolizing an end, as well as a beginning—signifying renewal, as well as change.
(8.7 Fig. 19D)
A
Which excerpt from the speech contains an example of parallel structure?
A In this statement President Kennedy is talking about the present,
not the past.
B Correct. From the speech, you can conclude that Kennedy places
great value on the efforts of American forebears to gain and
maintain human rights.
C Kennedy instead declares that “the torch has been passed to a
new generation” which must carry on the ideals of the past.
D Kennedy does not mention mistakes our American forebears
made but instead encourages Americans to keep alive their ideas
and ideals.
F The phrase “argued over” does not make sense in the sentence:
the President is emphasizing unity, not conflict, so it is not likely
the founding fathers were arguing over the oath of office.
G The oath of office for President did not exist previously when the
colonists submitted to a king instead.
H The word “attended” does not make sense in the sentence: the
founding fathers could not reasonably have attended the oath.
J Correct. The prefix “pre-“ refers to something that occurs earlier, or before,
and the word “scribe” is from the Latin word meaning “to write.” Also, this
meaning makes sense in the sentence: the founding fathers, having the
authority to set up the new government, wrote the oath of office when the
nation was new.
2
3
B This choice does not contain words or phrases that have the
same grammatical pattern.
A Correct. The two phrases share a common grammatical structure:
they both begin with “–ing” verbs which are followed by
compound nouns joined by the phrase “as well as.”
C This choice does not contain words or phrases that have the
same grammatical pattern.
D Although the words “wishes” and “well” and the words “well”
and “ill” have similar sounds, these are examples of alliteration
and consonance, not parallel structure.
1
Answer Choice Explanations
Teacher’s Edition Sampler
© Sirius Education Solutions
6
5
4
illustrate the bright future for America
describe the speaker’s goals for the country
America will use any means to protect its borders.
Americans can be counted upon to withstand any hardship.
B
C
(8.7 Fig. 19E)
(8.8A)
…we observe today not a victory of party, but a celebration of freedom—symbolizing an
end, as well as a beginning…
J
Reading Practice ■ Literary Nonfiction
Reading Practice ■ Literary Nonfiction
…unwilling to witness or permit the slow undoing of those human rights to which this
Nation has always been committed…
H Let the word go forth from this time and place, to friend and foe alike, that the torch
has been passed to a new generation of Americans…
45
G For man holds in his mortal hands the power to abolish all forms of human poverty and
all forms of human life.
F
Which excerpt from the speech suggests that President Kennedy believes certain
freedoms are under threat?
(8.7 Fig. 19D)
D Americans will do whatever is necessary to preserve freedom.
America can help other countries fight for independence.
A
What is the best summary of paragraph 5?
J
H emphasize the dangers faced by the new generation
G convey an image of handing over responsibility
F
The metaphor in this excerpt is used to —
…the torch has been passed to a
new generation of Americans…
Read this excerpt from paragraph 4.
F This does not make sense: the future cannot be passed from one
generation to another.
G is correct because this is a reasonable comparison: responsibility for
maintaining liberty—the key idea of the paragraph—can be handed
over from one generation to the next just like a torch is handed over or
passed from one person to the next.
H This does not make sense: danger is not like a torch being passed;
it’s dependent and circumstances and can’t be passed along from
the past. In addition, the main ideas of the speech are resolve
and courage, not fear.
J In the excerpt, passing the torch is not a goal for the future; it is
something that has already happened.
A This is only one supporting detail in the paragraph: a way in
which Americans can preserve freedom.
B This is only one supporting detail in the paragraph: another way
in which Americans can preserve freedom.
C This relates only one supporting detail in the paragraph: another
way in which Americans can preserve freedom.
D is correct because a summary includes the main points in a text. The speaker’s list
of actions—“pay any price, bear any burden, meet any hardship, support any friend,
oppose any foe”—in order to preserve liberty, or freedom, can be summed up in the
phrase do whatever is necessary.
F Although it mentions freedom, it is freedom being celebrated,
not freedom being threatened.
G The threat it mentions is to human life, not to freedom.
H This declares that the new generation will guard freedom, but
doesn’t suggest current threats to that freedom.
J is correct because you can infer from the phrase slow undoing
of those human rights that President Kennedy believes certain
freedoms remain in danger.
4
5
6
Answer Choice Explanations
Teacher’s Edition Sampler
45
GRADE 8 READING
CONTENTS
Visit SiriusEducationSolutions.com for
additional Grades 6–8 STAAR resources.
Literary Texts
Fiction
Diagnostic, Skills, Practice
Literary Nonfiction
Diagnostic, Skills, Practice
Poetry
Diagnostic, Skills, Practice
Drama
Diagnostic, Skills, Practice
Informational Texts
Expository
Diagnostic, Skills, Practice
Persuasive
Diagnostic, Skills, Practice
Paired Texts
Diagnostic, Skills, Practice
Post Tests
Fiction
Literary Nonfiction
Poetry
Drama
Expository
Persuasive
Paired Passages
Use with your
class for free!
Printed in Texas
on recycled paper.
9 781943 008186
STAAR GRADE 8 READING
Practice Tests Forms A & B
Two full-length authentic practice tests that match the STAAR blueprint and released test items.
Name
Class
Date
STAAR Grade 8 Reading Practice Test
STAAR GRADE 8 READING
®
Practice Test—Form B
STAAR GRADE 8 READING
®
Practice Test—Form A
A
B
C
D
27
A
B
C
2
F
G
H
J
28
F
G
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D
26
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G
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J
Name
STAAR® is a registered trademark of the Texas Education Agency, which does not endorse this program or its content.
B
Student Answer Sheet
D
Class
Date
34
STAAR
Grade 8 Reading Practice Test
F
© Sirius Education Solutions
© Sirius Education Solutions
Student
booklets
1
35
1
A
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F
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D
Student Answer Sheet
D
18
52
Includes
student
Answer
Sheets
STAAR® is a registered trademark of the Texas Education Agency, which does not endorse this program or its content.
STAAR GRADE 8 READING
Table of Contents
®
Practice Test—Forms A & B
Teacher’s Edition
STAAR Grade 8 Reading
Teacher’s
Edition
Reporting
Category
1
2
2
2
3
1
4
2
5
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1
STAAR® is a registered trademark of the Texas Education Agency, which does not endorse
35this program or its content.
3
36
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2
Readiness or
Supporting
Readiness
Supporting
Readiness
Readiness
Readiness
Readiness
Readiness
Readiness
Readiness
Readiness
Readiness
Readiness
Readiness
Readiness
Readiness
Readiness
Supporting
Readiness
Readiness
Readiness
Readiness
Supporting
Supporting
Supporting
Supporting
Readiness
Readiness
Readiness
Readiness
Readiness
Supporting
Supporting
Supporting
Readiness
Supporting
Supporting
Readiness
Readiness
Readiness
Readiness
Readiness
Readiness
Supporting
Readiness
Supporting
Supporting
Supporting
Supporting
Supporting
Supporting
Supporting
Supporting
1
Form A Explanations
2
Form B Answer Key
11
Form B Explanations
12
Form A Answer Sheet
20
Form B Answer Sheet
21
Full
explanations
STAAR Grade 8 Reading
Practice Test – Form A
Item
Number
Form A Answer Key
Content Student
Expectation
8.8 Fig. 19(D)
8.6(C)
8.2(B)
8.6(A)
8.3 Fig. 19(D)
8.6(A)
8.6 Fig. 19(E)
8.6(A)
8.8 Fig. 19(D)
8.10(C)
8.10(A)
8.2(B)
8.9 Fig. 19(D)
8.10(D)
8.10 Fig. 19(E)
8.10 Fig. 19(D)
8.10(B)
8.2(B)
8.6(B)
8.6(A)
8.6(B)
8.4(A)
8.4(A)
8.4 Fig. 19(D)
8.8 Fig. 19(D)g()
8.19(F)
8.19(F)
8.19(F)
8.19(F)
8.19(F)
8.11 Fig. 19(D)
8.11 Fig. 19(D)
8.11 Fig. 19(D)
8.2(B)
8.11 Fig. 19(D)
8.11 Fig. 19(D)
8.9 Fig. 19(D)
8.2(A)
8.10(A)
8.10(A)
8.9 Fig. 19(D)
8.10(D)
8.13(C)
8.10(A)
8.10(B)
8.7 Fig. 19(D)
8.7 Fig. 19(D)
8.3 Fig. 19(D)
8.7 Fig. 19(D)
8.7 Fig. 19(D)
8.7 Fig. 19(D)
8.7 Fig. 19(D)
© Sirius Education Solutions
Answer Key
Practice Test – Form A
Correct
Answer
1
D
G
B
J
D
H
D
H
A
H
A
F
D
G
C
J
C
H
D
G
B
F
C
G
A
H
D
G
A
G
D
J
B
J
B
F
A
G
A
H
B
J
B
G
D
J
C
G
D
G
C
H
Explanations
B Correct. Ella’s words and actions
show that she is angry and that she’s
determined not to let Lola “get away
with” missing the play by pretending to
be sick.
G Nowhere in the story does Lola question
her friendship with Ella, despite Ella’s
uncharacteristic behavior.
H Ella reminds Lola of her motto, but it is
never stated or suggested that Lola will
change it.
A Readers do not learn this fact until later
in the story.
C Ella is certain that Lola is faking her
illness.
D Ella’s actions, such as slamming the door
in Pam and Paula’s faces, show that she is
unconcerned with how the family will react.
J Ella reassures Lola that Lola is a better
actor than Carla.
5
B Correct. Lola’s response to Ella’s
comment, “You’re giving up,” is “I wish
I’d done it when you wanted me to.”
This tells us that Ella had tried earlier
Copyright © by Sirius Education Solutions LLC. All rights reserved. Notopart
thisto
work
getofLola
give up on the play.
2
Hor
Correct.
Thein
sentence
thatmeans, electronic, mechanical,
may be reproduced
distributed
any formshows
or by any
Lola is such a fiercely determined
The sentence
does not relate to Ella
photocopying, scanning,
recording, or stored in a database or retrievalAsystem,
without
character that she even has a motto
trying to talk Lola out of being in the play.
the prior written permission
of the
publisher.
stating that
she
does not give up.
C The sentence states that Lola isn’t the
STAAR® is a registered
of the
Texasinsight
Education
Texas
type
to give up, but it doesn’t suggest that
F This trademark
sentence gives
readers
into Agency. The
had ever tried to get her to give up.
Education Agency Ella’s
does character,
not endorse
program or its content. SiriusElla
Education
notthis
Lola’s.
The sentence
Solutions LLC is not
with the Texas
Education
of Texas.shows that Lola has been
G affiliated
It is uncharacteristic
of Lola
to admitAgency or theDState
defeat. This sentence suggests that Lola
Printed in Texas. might give up, not that she will decide to
perform.
5
J This sentence shows Lola’s inner conflict.
F Correct. The idiom “play the fool”
means to act silly to make people
laugh. Lola is afraid she will embarrass
cannot
guess
from does
this statement
Possession of this Readers
publication
in print
format
not entitle users to herself
convert and
this people will laugh at her if
path
Lola
choose. format. Thank you for respecting
she is in the
publication, or any which
portion
of it,
intowill
electronic
the play.
copyright and the hard work involved in creating this product.
G The words convey Lola’s hurt feelings,
3
D Correct. Slamming the door, throwing
her bag, interrupting Lola, yanking the
blanket off her, and her blunt words
clearly contrast with Ella’s usual shy,
polite, and well-mannered character
and create tension.
A Lola is surprised by Ella’s argumentative
words and actions, which shows the girls
probably do not often argue.
B No details about Lola’s personality are
given in these paragraphs.
C These paragraphs show that Ella is upset
but not why.
4
1
2
F Correct. Ella reminds Lola of the
essential parts of her character—her
“never say die” attitude, her passion
for art, and her strength as an actor.
Her reminder influences Lola to
perform in the play.
but not specifically with how Ella has
treated her.
H The paragraph shows that Lola is
concerned with others’ reaction. She is
worried that they will laugh at her.
J The paragraph gives no indication of
whether Lola is actually sick or not.
6
D Correct. In paragraph 29, Lola
describes a life in which everyone is
the same. She says that Lola taught her
“that you can make life what you
want.”
A Ella states that people in Dellwood—
including herself—are “never questioning
anything.”
B Ella indicates that Carla is selfish, but not
that Carla ever teased her.
© Sirius Education Solutions
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