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9 781943 008643Printed in Texas on recycled paper.

1: Literary TextsFiction

Diagnostic Test, Reading Skills & Practice,Post Test

DramaDiagnostic Test, Reading Skills & Practice,Post Test

Literary NonfictionDiagnostic Test, Reading Skills & Practice,Post Test

PoetryDiagnostic Test, Reading Skills & Practice,Post Test

2: Informational TextsExpository


PersuasiveDiagnostic Test, Reading Skills & Practice,Post Test

3: Paired TextsDiagnostic Test, Reading Skills & Practice,Post Test

ENGLISH II EOC READING CONTENTS ENGLISH II EOC READING

STAAR® Preparation and Practice

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

• 27 passages with over 180 authentic STAAR questions

• 18 reading skills with STAAR Strategies

• 3-step approach for efficient remediation

ENG

LISH II EO

C READ

ING

STAA

R Preparation and Practice

Visit SiriusEducationSolutions.com for additional STAAR EOC resources.

2017 UPDATE

2017 UPDATE

Use with Your Students!

Copyright © 2017 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 is not affiliated with the Texas Education Agency or the State of Texas.

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

Printed in Texas.

ISBN: 978-1-943008-64-3

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

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

Sampler

iii Table of Contents

Table of ContentsWelcome Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vAbout the STAAR English II EOC Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viHow to Use This Book for STAAR Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viiSTAAR Multiple-Choice Test-Taking Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ixStudent Progress Monitoring Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

Section 1: Literary TextsIntroduction to Literary Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

FICTION

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Reading Skills1 Making Inferences in Literary Texts (E2.5 Fig. 19B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Using a Dictionary Entry (E2.1E) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Using Context Clues to Determine Meaning (E2.1B) . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Analyzing Character Development (E2.5A, E2.5B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Analyzing Point of View (E2.5C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Determining Theme (E2.2 Fig. 19B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Reading PracticeFiction 1 from The Log of a Cowboy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Fiction 2 The Story of An Hour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Post Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

DRAMA

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Reading Skills1 Analyzing Drama (E2.4A, E2.4 Fig. 19B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Reading PracticeDrama 1 R .U .R . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Post Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

LITERARY NONFICTION

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Reading Skill 1 Analyzing Literary Nonfiction (E2.6A, E2.6 Fig. 19B) . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Reading PracticeLiterary Nonfiction 1 “To Raise Poultry” from Sketches New and Old . . . . . . . . . . . . . . 69

Post Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

POETRY

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Reading Skills1 Analyzing Poetic and Sensory Language (E2.3A, E2.7A, E2.7 Fig. 19B) . . . . . . . . . . . . 822 Interpreting Poetry (E2.3 Fig. 19B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Included in Sampler

Sampler

iv English II EOC Reading

Reading PracticePoetry 1 Fail Better . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Poetry 2 Early Rising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Post Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Section 2: Informational Texts Introduction to Informational Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

EXPOSITORY

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Reading Skills1 Understanding the Controlling Idea and Author’s Purpose (E2.8A) . . . . . . . . . . . . . 1042 Making Inferences in Expository Texts (E2.9C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1063 Evaluating Summaries (E2.9A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1094 Analyzing Evidence (E2.9B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1155 Analyzing Procedural and Graphical Elements in Texts (E2.11A, E2.12A) . . . . . . . . . 117

Reading PracticeExpository 1 Bill Waters Finds Dr . Pepper Original Formula in Texas . . . . . . . . . . . . . . 119Expository 2 Twin Telepathy: Does It Exist? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Post Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

PERSUASIVE

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

Reading Skill1 Analyzing Persuasive Techniques (E2.10A, E2.10 Fig. 19B) . . . . . . . . . . . . . . . . . . . . . 1392 Analyzing Persuasive Texts (E2.10A, E2.10 Fig. 19B) . . . . . . . . . . . . . . . . . . . . . . . . . . 142

Reading PracticePersuasive 1 Barack Obama’s 2016 State of the Union Speech . . . . . . . . . . . . . . . . . . . 145

Post Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

Section 3: Paired TextsIntroduction to Paired Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

PAIRED TEXTS

Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156

Reading Skill1 Making Inferences Across Texts (E2 Fig. 19B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

Reading PracticePaired Texts 1 Pygmalion / from Siddhartha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161Paired Texts 2 A Day in the Life of Robotina / Nanoscale Solutions . . . . . . . . . . . . . . . 173Paired Texts 3 Sarah Bagley: Mill Girl to Labor Leader / from Pride and Prejudice . . . 188

Post Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200

Student Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

Sampler

v Welcome Letter

Dear Students,

The STAAR English II assessment measures your knowledge of the English II standards (TEKS). STAAR tests are not designed to measure many important qualities of character and intelligence — as this cartoon shows.

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Qualities Not Measured by STAAR Tests

Big-Picture ThinkingComp�ionReliabilityMotivationHumorEmpathy

Sense of Beauty

Humility

Sense of Wonder

PersistenceCuriosityEnthusiasm

COURAGE

LeadershipCreativityCivic-Minded

Resourcefulness

PositivityResilience

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

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! It was designed to help you prepare for the Reading part of the STAAR English II test by

• teaching the skills to approach and answer different STAAR test questions, and by• providing practice questions that are similar to those you will answer on the actual test.

But as good as this workbook is, it only helps if you use it. So, please use this workbook!

Practicing Smart Is the Secret to STAAR Success There is a secret to success on the STAAR tests — practice, practice, and more practice. This is good news because you are in control of how much effort you put into practicing. 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.

Preparing for the STAAR test can actually 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

vi English II EOC Reading

About the STAAR English II EOC AssessmentOne Test, Two PartsThe STAAR English II assessment is divided into two parts, reading and writing. Each part counts as 50% of the total test score. The 52 multiple-choice questions are 76% of the total score and the 1 composition is 24%.

Parts Number and Types of Questions % of Score

READING 50%

34 Multiple-Choice Items* 50%

WRITING 50%

18 Multiple-Choice Items* 26%

1 Persuasive Composition 24% student writing

100%

When and How Is the Test Administered? The STAAR English II assessment is given three times a year: in the spring, the summer, and the fall. Both parts of the English II test are given in one day, and students have 5 hours to take the test. You are allowed to take breaks, but they count as part of the 5-hour time limit. Breaks include water, bathroom, snack, and physical or mental breaks.

What Content Is Tested?As with all STAAR tests, each question relates to a specific learning standard from the Texas Essential Knowledge and Skills (TEKS). The TEKS are grouped into six reporting categories, as shown below.

Parts TEKS Reporting Categories Tested

READING

50%

Literary Texts (Cat. 2) multiple choice

Informational Texts (Cat. 3) multiple choice

Analysis Across Genres (Cat. 1) multiple choice

WRITING

50%

Revision (Cat. 5) multiple choice

Editing (Cat. 6) multiple choice

Composition (Cat. 4) essay

How This Book Is Organized and What It CoversThis workbook is divided into 3 sections that align with the Reading part of the STAAR English II test.

• Section 1: Literary Texts• Section 2: Informational Texts• Section 3: Paired Texts

This workbook provides systematic instruction and practice for the Reading part of the STAAR English II test. You can use the Diagnostic and Post tests to individualize and prioritize your review.

A separate workbook titled Sirius English II EOC Writing: STAAR® Preparation and Practice focuses on the Writing part of this test.

* The actual STAAR test will have more multiple-choice questions if you take the test in the spring. This is because the test can include additional “field test” items that do not count toward your score.

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Sampler

vii How to Use This Book for STAAR Success

How to Use This Book for STAAR Success3-Step Approach to Differentiate InstructionThis interactive workbook is easily adapted for different needs and includes an optional 3-step approach to efficiently prioritize and individualize remediation when preparation time is limited.

Step 1 Identify Your Needs — Diagnostic TestsUse 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.

6 English II EOC Reading ■ Literary Texts

2 Read the following dictionary entry.

piece \pēs\ n1. part of a whole 2. a specimen 3. a coin 4. a fi rearm

Which definition best matches the use of the word piece in paragraph 13? (E2.1E)

F Definition 1

G Definition 2

H Definition 3

J Definition 4

3 In paragraph 15, the word annihilated means — (E2.1B)

A severed

B panicked

C transferred

D exterminated

Fiction Diagnostic

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

from The Red Badge of Courageby Stephen Crane

Fiction Diagnostic


from The Red Badge of Courageby Stephen Crane

xi Student Progress Monitoring Chart

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. Boldfaced skill lessons are connected to readiness TEKS.

1 Diagnostic Mark a ✓ in the box beside each question that you answered correctly. Find the total correct.2 Review Study the skill lesson and genre practice associated with each question you missed.3 Post Test Mark a ✓ in the box beside each question that you answered correctly. Find the total correct. Refer

back to the skill lesson for additional practice. (The Post Test questions are in the exact same order as in the Diagnostic Test.)

FICTIONQuestion 1 2 Review: Skill Lesson and Genre Practice 3 TEKS

1 Making Inferences in Literary Texts (p. 8) E2 5 Fig. 19B

2 Using a Dictionary Entry (p. 11) E2.1E

3 Using Context Clues to Determine Meaning (p. 13) E2.1B

4 Analyzing Character Development (p. 15) E2.5A

5 Analyzing Point of View (p. 18) E2.5C

6 Determining Theme (p. 21) E2.2 Fig. 19B

Total / 6 Total / 6

DRAMAQuestion 1 2 Review: Skill Lesson and Genre Practice 3 TEKS

1 Analyzing Drama (p. 45) E2.4A


3 Analyzing Drama (p. 45) E2.4 Fig. 19B





Total / 7 Total / 7

LITERARY NONFICTIONQuestion 1 2 Review: Skill Lesson and Genre Practice 3 TEKS

1 Analyzing Literary Nonfi ction (p. 67) E2.6A


3 Analyzing Sensory Language (p. 82) E2.7 Fig. 19B




Total / 6 Total / 6

STEP 2 Focus Remediation — Skill Lessons and STAAR PracticeUse your Diagnostic results to focus skills instruction and practice to meet your unique needs.

11 Reading Skill ■ Fiction

Reading Skill 2Using a Dictionary Entry

Sometimes you come across a familiar word used in an unfamiliar way . When you look up the word in a dictionary, you might have to choose from several defi nitions .

STAAR StrategyRead this question, which is based on a passage from a previous STAAR test . The related passage appears below . Then read the steps for responding to this kind of question .

1 Look for context clues in the text. In these lines, the poet talks about the future (“will never near”) and far-off things (“far from cameras or cars”) .

2 Evaluate each choice based on context clues. Cross out choices that are obviously wrong. Substitute the defi nition you choose for the word in the sentence. If it makes sense and fi ts the context, then you are done . If not, try other defi nitions .

1. to believe

2. to place in the care of another

3. to permit to do something without fear of consequence

4. to extend fi nancial credit to

(E2.1E)

Read the following dictionary entry.

trust \'trәst\ v1. to believe 2. to place in the care of another 3. to permit to do something without fear of consequence 4. to extend fi nancial credit to

Which definition best matches the use of the word trust in line 1?

F Definition 1

G Definition 2

H Definition 3

J Defi nition 4 STAAR English II, 2014, #38

Trust that thirty thousand sword- fish will never near a ship, that far from cameras or cars elephant herds live long elephant lives. . . .

“Believe that thirty thousand swordfi sh will never near a ship” makes sense.

“Place in care of another that thirty thousand swordfi sh” does not make sense.

“Permit thirty thousand swordfi sh will never near a ship” does not make sense.

“Extend fi nancial credit to thirty thousand swordfi sh” is silly.


3 Use a dictionary to check your answer choice. Ask for a dictionary and look up the word and check the meaning . Note that different dictionaries defi ne words differently, so do not get confused or distracted by slight differences in the defi nitions .

Guided Practice

Think About Your Thinking

In the chart below, evaluate each answer choice based on the evidence you found in the paragraph . The fi rst evaluation has been done for you .

Defi nition Choices

EvaluationIs substitution

logical?

1 The mother’s statements don’t have anything to do with a court judgment or guilt, so this isn’t correct. no

2

3

4

Independent PracticeYou will have the opportunity to practice using a dictionary entry in the Practice sections .

But his mother had discouraged him. She could calmly seat herself and with no apparent difficulty give him many hundreds of reasons why he was of vastly more importance on the farm than on the field of battle. She had had certain ways of expression that told him that her statements on the subject came from a deep conviction. Moreover, on her side, was his belief that her ethical motive in the argument was impregnable.

Read the following dictionary entry.

conviction \con-ꞌvik-shun\ n1. a jury’s judgment that a defendant is guilty as charged 2. a strongly held belief 3. the state of being found guilty 4. the act of forcing the admission of a truth

Which definition best matches the use of the word conviction in the paragraph?


1 Read the following dictionary information about the origin of the word elixir.

elixir n from Medieval Latin “philosopher’s stone,” believed to turn metals into gold, from Arabic al-iksir, from late Greek xerion “powder for drying wounds,” from xeros “dry.”

In paragraph 16, what does the word elixir mean? (E2.1A)

A golden light

B religious oil

C healing medicine

D base chemical

2 How does Richards’s presence in paragraph 2 affect Mrs. Mallard’s reaction to the news? (E2.5A)

F What he witnessed establishes the truth about her husband’s death.

G His presence comforts Mrs. Mallard as she hears the news about her husband.

H He is responsible for the accident that killed her husband, and his presence disturbs her.

J He wants to tell her only a few details about her husband’s death.

3 What is the effect of the story’s point of view? (E2.5C)

A A first-person narrator like Mrs. Mallard can demonstrate how her opinion changes with her observations.

B A first-person narrator allows the reader to experience the emotions and feelings Mrs. Mallard is feeling.

C A third-person omniscient narrator can guide readers through Mrs. Mallard’s changing emotions by describing her transition.

D A third-person limited narrator allows readers to observe only the outward physical response of Mrs. Mallard as she reacts to the events of the story.

Reading Practice

Active ReadingAs You ReadIn the margin, write a C (for character) next to dialogue or details that help you understand what characters are thinking or feeling. Underline and write a P (for plot) next to events or conflict that the author uses to develop the plot.

Fiction 2


The Story of An Hour Kate Chopin (1894)

1 Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband’s death.

2 It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband’s friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with

POINT OF VIEW

The story’s point of view defines the type of information that the author wishes the reader to know. Who is telling this story, and how are the events revealed without much dialogue?

STEP 3 Monitor Your Progress — Post TestsUse the Post Tests 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 Tests.

Practice with support for Active Reading

Guided Practice

16 Skills Lessons

Models strategy with released STAAR items

Critical thinking

TEKS

Independent Practice

Fiction Post Test


Mr. Jonathan Oldenbuck is an antiquary, or a person interested in history and old things. He is exploring the ruins of an old castle with Mr. William Lovel and other acquaintances,

treasure of gold hidden in these ruins. The Antiquary and others suspect that Dousterswivel is a fraud and a phony as Dousterswivel tries to show them he can take a common stick and

Each item correlates to a TEKS and Skill lesson.


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. Boldfaced skill lessons are connected to readiness TEKS.




1 Making Inferences in Literary Texts (p. 8) E2 5 Fig. 19B






Total / 6 Total / 6









Total / 7 Total / 7








Total / 6 Total / 6

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✓

✓✓

4

Focus on skills you need most.

Monitor your progress

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Sampler

viii English II EOC Reading

How to Use This Book for STAAR SuccessFocused Remediation is provided by 18 reading skill lessons and 27 reading passages with STAAR practice items .

Reading Skill LessonsEach lesson provides concise and student-friendly instruction in answering a released STAAR test item. Each TEKS-based skill models a STAAR Strategy that students apply in Guided Practice.

104 English II EOC Reading ■ Informational Texts

Understanding the Controlling Idea and Author’s PurposeThe controlling idea—also called a thesis or main idea—is the central idea of an informative text. The controlling idea also refl ects the author’s purpose—the author’s reason for writing the text. Each paragraph supports the controlling idea and purpose.

The STAAR test asks about the controlling idea and author’s purpose in different ways. You may be asked to identify specifi c evidence that supports a paragraph’s topic. Or you might be asked about the purpose of a specifi c paragraph.

STAAR StrategyRead the question below. The selection that follows it is by Robert Allman, who lost his sight at age 4. Then read the steps for answering a question like this.

1 Determine what the question is asking. Analyze the stem and answer choices.

2 Figure out a strategy for fi nding the information you need. Look for evidence about how the gift changed the author. What did he do as a result?

3 Mark up the passage and question. Underline evidence and cross out incorrect choices.

A It motivated him to create a game that did not require sight.

B It reminded him of the fun activities that he could no longer enjoy.

C It reinforced his belief that people are often thoughtless.

D It offered him the chance to try playing a traditional game.

At fi rst, he didn’t want anything to do with the baseball. Then it inspired him. He created a game like baseball that he and other sightless people could play.

(E2.8A)

How did the gift of a baseball affect the author?




D It offered him the chance to try playing a traditional game. STAAR English II, 2015, #31

How did getting a baseball change the author?

The hardest lesson I had to learn was to believe in myself. [...] It took me years to discover and strengthen this assurance. It had to start with the most elementary things.

When I was a youngster, once a man gave me an indoor baseball. I thought he was mocking me, and I was hurt. “I can’t use this,” I said. “Take it with you,” he urged me, “and roll it around.” The words stuck in my head: “Roll it around, roll it around.” By rolling the ball, I could listen where it went. This gave me an idea—how to achieve a goal I had thought impossible: playing baseball. At Philadelphia’s Overbrook School for the Blind, I invented a successful variation of baseball. We called it groundball.

“A Ball to Roll Around,” written by Robert Allman, part of the This I Believe Essay Collection found at www.thisibelieve.org, Copyright ©2005–2016 by This I Believe, Inc. Reprinted with permission.

105 Reading Skill ■ Expository

Guided PracticeRead the following selection from ‘’A Ball to Roll Around’’ by Robert Allman. Then read and answer the question that follows. Use the steps on the previous page to analyze the question and the answer choices . One part, analyzing the stem, has been done for you .


In the chart below, evaluate each answer choice based on evidence you identifi ed in the paragraph . One evaluation has been done for you .

Answer Choices

Textual EvidenceIs answer

supported?

F This was described elsewhere, but it isn’t the topic of this paragraph. no

G

H

J

Independent PracticeYou will have the opportunity to practice this skill in the Practice sections .

Life, I believe, asks a continuous series of adjustments to reality. The more readily a person is able to make these adjustments, the more meaningful his own private world becomes. The adjustment is never easy. I was bewildered and afraid, but I was lucky. My parents and my teachers saw something in me—oh, a potential to live you might call it—which I didn’t see. And they made me want to fight it out with blindness.

What is the purpose of the paragraph?

F To share with readers how painful and unexpectedit was to lose his sight

G To share his belief in how to live and encourage others to adjust to painful life events

H To explain how inventing the groundball game helped him personallyJ To describe the potential that his parents and teachers saw in him

To fi nd the purpose, underline key evidence. He says what he believes: that adjusting to diffi culties will make a person’s life more meaningful. He shares how he was helped to deal with blindness by adjusting to it.

Reading STAAR PracticeThis workbook provides authentic STAAR practice, using grade-appropriate selections and test questions that mimic released STAAR tests.

145

Reading Practice

Reading Practice ■ Persuasive

Active ReadingAs You ReadIn the margin, write a PV (for point of view) next to any statements President Obama makes that reveal his point of view in this speech. Underline and write a P (for position) next to statements he makes that reveal how he as president is addressing major issues of the day.

Persuasive 1


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Barack Obama’s 2016 State of the Union Speech

1 We live in a time of extraordinary change—change that’s reshaping the way we live, the way we work, our planet, our place in the world. It’s change that promises amazing medical breakthroughs, but also economic disruptions that strain working families. It promises education for girls in the most remote villages, but also connects terrorists plotting an ocean away. It’s change that can broaden opportunity, or widen inequality. And whether we like it or not, the pace of this change will only accelerate.

2 America has been through big changes before—wars and depression, the influx of new immigrants, workers fighting for a fair deal, movements to expand civil rights. Each time, there have been those who told us to fear the future; who claimed we could slam the brakes on change; who promised to restore past glory if we just got some group or idea that was threatening America under control. And each time, we overcame those fears. We did not, in the words of Lincoln, adhere to the “dogmas of the quiet past.” Instead we thought anew, and acted anew. We made change work for us, always extending America’s promise outward, to the next frontier, to more people. And because we did—because we saw opportunity where others saw only peril—we emerged stronger and better than before.

TEXT STRUCTURE

This speech is divided into two different formats. How does President Obama’s point of view define them?


1 On which persuasive technique does President Obama most rely? (E2.10 Fig. 19B)

A Personal experience

B Scientific evidence

C Emotional appeal

D Reverse logic

2 In paragraph 2, President Obama suggests that our country should — (E2.10 Fig. 19B)

F not try to change the past

G resist challenges in the future

H avoid the new and the old

J not give in to old ideas

3 In paragraph 6, why does President Obama stop using the plural we and shift to second person you in addressing the audience? (E2.10A)

A He is telling his audience directly that they have to do something.

B He is separating himself from the rest of the audience, which needs to act.

C He is speaking for himself and his personal opinion, not just as president.

D He is placing blame on his audience for problems that were not his fault.

Margin features promote active reading.

Uses a 3-step model for• understanding

questions• searching for text clues

or support• evaluating answer

choices

Key terms

Analyzes released STAAR questions

TEKS

TEKS

Independent Practice

Guided Practice helps students apply the strategy.

Show your thinking by analyzing each answer choice.

Test-taking tips

Over 100 questions match the released STAAR tests in content and format.

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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. Boldfaced skill lessons are connected to readiness TEKS .




1 Making Inferences in Literary Texts (p. 8) E2 5 Fig . 19B

2 Using a Dictionary Entry (p. 11) E2 .1E

3 Using Context Clues to Determine Meaning (p. 13) E2 .1B



6 Determining Theme (p. 21) E2 .2 Fig . 19B

Total / 6 Total / 6





4 Using Context Clues to Determine Meaning (p. 13) E2 .1B




Total / 7 Total / 7


1 Analyzing Literary Nonfiction (p. 67) E2.6A

2 Using a Dictionary Entry (p. 11) E2 .1E





Total / 6 Total / 6

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xii English II EOC Reading

POETRYQuestion 1 2 Review: Skill Lesson and Genre Practice 3 TEKS

1 Analyzing Poetic and Sensory Language (p. 82) E2.3A

2 Interpreting Poetry (p. 85) E2.3 Fig. 19B

3 Analyzing Poetic and Sensory Language (p. 82) E2.7 Fig. 19B

4 Analyzing Poetic and Sensory Language (p. 82) E2.7A


6 Interpreting Poetry (p. 85) E2.3 Fig. 19B

Total / 6 Total / 6

EXPOSITORYQuestion 1 2 Review: Skill Lesson and Genre Practice 3 TEKS

1 Understanding the Controlling Idea and Author’s Purpose (p. 104)

E2 .8A

2 Making Inferences in Expository Texts (p. 109) E2 .9C

3 Making Inferences in Expository Texts (p. 109) E2 .9C

4 Analyzing Evidence (p. 115) E2.9B

5 Evaluating Summaries (p. 109) E2 .9A

6 Analyzing Procedural and Graphic Elements (p. 117) E2.12A

Total / 6 Total / 6

PERSUASIVEQuestion 1 2 Review: Skill Lesson and Genre Practice 3 TEKS


E2 .8A


E2 .8A

3 Analyzing Persuasive Techniques (p. 139) E2.10 Fig. 19B

4 Analyzing Persuasive Techniques (p. 139) E2.10 Fig. 19B

5 Analyzing Persuasive Texts (p. 142) E2.10 Fig. 19B

6 Analyzing Persuasive Texts (p. 142) E2.10A

Total / 6 Total / 6

PAIRED TEXTSQuestion 1 2 Review: Skill Lesson 3 TEKS

1 Making Inferences Across Texts (p. 158) E2 Fig . 19B






Total / 6 Total / 6

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Understanding the Controlling Idea and Author’s PurposeThe controlling idea—also called a thesis or main idea—is the central idea of an informative text. The controlling idea also reflects the author’s purpose—the author’s reason for writing the text. Each paragraph supports the controlling idea and purpose.

The STAAR test asks about the controlling idea and author’s purpose in different ways. You may be asked to identify specific evidence that supports a paragraph’s topic. Or you might be asked about the purpose of a specific paragraph.

STAAR StrategyRead the question below. The selection that follows it is by Robert Allman, who lost his sight at age 4. Then read the steps for answering a question like this.

1 Determine what the question is asking. Analyze the stem and answer choices.

2 Figure out a strategy for finding the information you need. Look for evidence about how the gift changed the author. What did he do as a result?

3 Mark up the passage and question. Underline evidence and cross out incorrect choices.




D It offered him the chance to try playing a traditional game.

At first, he didn’t want anything to do with the baseball. Then it inspired him. He created a game like baseball that he and other sightless people could play.

(E2.8A)

How did the gift of a baseball affect the author?




D It offered him the chance to try playing a traditional game. STAAR English II, 2015, #31

How did getting a baseball change the author?

The hardest lesson I had to learn was to believe in myself. [...] It took me years to discover and strengthen this assurance. It had to start with the most elementary things.

When I was a youngster, once a man gave me an indoor baseball. I thought he was mocking me, and I was hurt. “I can’t use this,” I said. “Take it with you,” he urged me, “and roll it around.” The words stuck in my head: “Roll it around, roll it around.” By rolling the ball, I could listen where it went. This gave me an idea—how to achieve a goal I had thought impossible: playing baseball. At Philadelphia’s Overbrook School for the Blind, I invented a successful variation of baseball. We called it groundball.

“A Ball to Roll Around,” written by Robert Allman, part of the This I Believe Essay Collection found at www.thisibelieve.org, Copyright ©2005–2016 by This I Believe, Inc. Reprinted with permission.

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105 Reading Skill ■ Expository

Guided PracticeRead the following selection from ‘’A Ball to Roll Around’’ by Robert Allman. Then read and answer the question that follows. Use the steps on the previous page to analyze the question and the answer choices. One part, analyzing the stem, has been done for you.


In the chart below, evaluate each answer choice based on evidence you identified in the paragraph. One evaluation has been done for you.

Answer Choices

Textual EvidenceIs answer

supported?

F This was described elsewhere, but it isn’t the topic of this paragraph. no

G

H

J

Independent PracticeYou will have the opportunity to practice this skill in the Practice sections.

Life, I believe, asks a continuous series of adjustments to reality. The more readily a person is able to make these adjustments, the more meaningful his own private world becomes. The adjustment is never easy. I was bewildered and afraid, but I was lucky. My parents and my teachers saw something in me—oh, a potential to live you might call it—which I didn’t see. And they made me want to fight it out with blindness.

What is the purpose of the paragraph?

F To share with readers how painful and unexpected it was to lose his sight

G To share his belief in how to live and encourage others to adjust to painful life events

H To explain how inventing the groundball game helped him personallyJ To describe the potential that his parents and teachers saw in him

To find the purpose, underline key evidence. He says what he believes: that adjusting to difficulties will make a person’s life more meaningful. He shares how he was helped to deal with blindness by adjusting to it.

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Reading Skill 2Analyzing Persuasive

TextsPersuasive texts aim to persuade, or convince, an audience to do or believe something. Writers use different techniques to develop ideas in a persuasive text, including evidence-based reasons, logic-based reasons, and emotional appeals.

To analyze persuasive writing, analyze the inferences writers make to connect evidence (and emotional appeals) to a claim. The chart to the right shows how these different techniques can be used to support a central claim or position. Here, the writer is arguing that high school should start later than elementary school.

The writer can make a claim based on evidence—that scientific studies suggest adolescents need more sleep than younger children. A second reason is inferred from the emotional appeal. This reason is based not on evidence but on the logic of making teachers happy.

On the STAAR test, you will be asked to analyze these elements of persuasive texts.

STAAR StrategyRead this question from a previous STAAR test. Then read the steps for how to respond to a question like this. The related paragraphs are shown above the question.

(E2.10A, E2.10 Fig. 19B)

from Helping Others to SeeFrom my experiences with Dr. V and the Aravind family, I have deepened my understanding of a basic tenet of the Seva Foundation—that one need not forgo doing for being, or being for doing. In Madurai I found myself immersed in a demonstration of the successful integration of these two aspects of life—actions involving the best skills and technology balanced with caring hearts rooted in a sweet spiritual presence that is embracing of all fellow souls. It is a great teaching.

from A Ball to Roll AroundPerhaps a man without sight is blinded less by the importance of material things than other men are. All I know is that a belief in the higher existence of a nobility for men to strive for has been an inspiration that has helped me more than anything else to hold my life together.

What can the reader conclude from the last paragraph of each selection?

F One author has been affected by events in the selection more than the other.

G Both authors plan to make significant changes in their lives.

H One author regrets not having made a more sincere effort to be successful.

J Both authors have had meaningful experiences. STAAR English II, 2015, #36

Claim: High schoolshould start later than

elementary school.

Evidence-BasedReason: High schoolstudents need more

sleep.

Evidence: Studies showthat adolescents need

more sleep thanyounger children.

Logic-Based Reason:If school started later,there would be fewer

problems with tardiness.

Emotional Appeal:Imagine how happyteachers would be if

fewer students were late!

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143 Reading Skill ■ Persuasive

1 Identify what the question is asking.

The question asks what I can conclude from each of these paragraphs. Both are the final paragraphs of their selections.

2 Quickly skim or re-read the full passage if you do not understand a selection from it. When you are comparing two quotations, ask yourself how they are alike or different. Here, each is a final paragraph. Ask yourself, is this a conclusion about the entire passage? What is the author’s purpose here?

Each author describes a personal, positive impact from the experience he described. Both paragraphs are similar in that way.

3 Once you understand both final paragraphs, identify the response that best matches your understanding.

F One author has been affected by events in the selection more than the other.

G Both authors plan to make significant changes in their lives.

H One author regrets not having made a more sincere effort to be successful.

J Both authors have had meaningful experiences.

Guided PracticeUse the steps for analyzing persuasive texts to answer the question that follows.

Both authors say the changes have already been made.

One author uses the word “teaching,” and the other uses the word “inspiration” to show the experiences were meaningful.

Both authors believe their experiences were helpful and beneficial.

Both authors say they gained something good and helpful from their experiences.

Moving halfway around the world ten years ago was an adventure filled with discoveries. While I still love my new hometown, now I often miss the oddest things, like my brothers’ kidding or our neighbors’ soccer parties. Some days, I feel pulled in two directions. I wonder, will I ever feel at home in one place?

Don’t hesitate to take a big leap just because you feel you are too young. Moving to Rome was my dream and I jumped. Housing was hard to find at first, but now I’m very grateful to be living and working in my adopted city. I’ll always visit family, but returning to live under those dim, smoky skies has no appeal.

Which of these best describes the differences in tone and purpose between the two quotations?

A The first is unsure about the move, mentioning negative as well as positive effects; the second is confident and positive about deciding to make a similar move.

B Both recommend leaving home and living in a different part of the world, because living in a different country brings experiences you can’t have at home.

C The first cautions the reader that moving from your home country is a mistake; the second confidently claims that moving to a new city should be done when you are young.

D Both use a conversational style to explain why they left home.

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In the chart below, note how you evaluated each answer choice. The first one has been done for you.

Answer Choices

EvaluationsIs answer

supported?

A

B

C

The first doesn’t say the move was a mistake, though the author does express uncertainty about whether it was a good idea. The second doesn’t say you should make such a move when you are young, only that being young should not stop you..

no

D

Independent PracticeYou will have the opportunity to practice analyzing persuasion in the Practice sections.

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145

Reading Practice

Reading Practice ■ Persuasive

Active ReadingAs You ReadIn the margin, write a PV (for point of view) next to any statements President Obama makes that reveal his point of view in this speech. Underline and write a P (for position) next to statements he makes that reveal how he as president is addressing major issues of the day.

Persuasive 1


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Barack Obama’s 2016 State of the Union Speech

1 We live in a time of extraordinary change—change that’s reshaping the way we live, the way we work, our planet, our place in the world. It’s change that promises amazing medical breakthroughs, but also economic disruptions that strain working families. It promises education for girls in the most remote villages, but also connects terrorists plotting an ocean away. It’s change that can broaden opportunity, or widen inequality. And whether we like it or not, the pace of this change will only accelerate.

2 America has been through big changes before—wars and depression, the influx of new immigrants, workers fighting for a fair deal, movements to expand civil rights. Each time, there have been those who told us to fear the future; who claimed we could slam the brakes on change; who promised to restore past glory if we just got some group or idea that was threatening America under control. And each time, we overcame those fears. We did not, in the words of Lincoln, adhere to the “dogmas of the quiet past.” Instead we thought anew, and acted anew. We made change work for us, always extending America’s promise outward, to the next frontier, to more people. And because we did—because we saw opportunity where others saw only peril—we emerged stronger and better than before.

TEXT STRUCTURE

This speech is divided into two different formats. How does President Obama’s point of view define them?

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3 What was true then can be true now. Our unique strengths as a nation—our optimism and work ethic, our spirit of discovery, our diversity, our commitment to rule of law—these things give us everything we need to ensure prosperity and security for generations to come. . . .

4 Now, that spirit of discovery is in our DNA. America is Thomas Edison and the Wright Brothers and George Washington Carver. America is Grace Hopper and Katherine Johnson and Sally Ride. America is every immigrant and entrepreneur from Boston to Austin to Silicon Valley, racing to shape a better world. That’s who we are.

5 And over the past seven years, we’ve nurtured that spirit. We’ve protected an open Internet, and taken bold new steps to get more students and low-income Americans online. We’ve launched next-generation manufacturing hubs, and online tools that give an entrepreneur everything he or she needs to start a business in a single day. But we can do so much more. . . .

6 So, my fellow Americans, whatever you may believe, whether you prefer one party or no party, whether you supported my agenda or fought as hard as you could against it—our collective futures depend on your willingness to uphold your duties as a citizen. To vote. To speak out. To stand up for others, especially the weak, especially the vulnerable, knowing that each of us is only here because somebody, somewhere, stood up for us. We need every American to stay active in our public life—and not just during election time—so that our public life reflects the goodness and the decency that I see in the American people every single day.

7 It is not easy. Our brand of democracy is hard. But I can promise that a little over a year from now, when I no longer hold this office, I will be right there with you as a citizen, inspired by those voices of fairness and vision, of grit and good humor and kindness that helped America travel so far. Voices that help us see ourselves not, first and foremost, as black or white, or Asian or Latino, not as gay or straight, immigrant or native born, not as Democrat or Republican, but as Americans first, bound by a common creed. Voices Dr. King believed would have the final word—voices of unarmed truth and unconditional love.

8 And they’re out there, those voices. They don’t get a lot of attention; they don’t seek a lot of fanfare; but they’re

FACT/OPINION

What is an example of a fact and an opinion in paragraph 5?

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147 Reading Practice ■ Persuasive

busy doing the work this country needs doing. I see them everywhere I travel in this incredible country of ours. I see you, the American people. And in your daily acts of citizenship, I see our future unfolding.

9 I see it in the worker on the assembly line who clocked extra shifts to keep his company open, and the boss who pays him higher wages instead of laying him off.

10 I see it in the Dreamer who stays up late to finish her science project, and the teacher who comes in early because he knows she might someday cure a disease.

11 I see it in the American who served his time, and made mistakes as a child but now is dreaming of starting over—and I see it in the business owner who gives him that second chance. The protester determined to prove that justice matters—and the young cop walking the beat, treating everybody with respect, doing the brave, quiet work of keeping us safe.

12 I see it in the soldier who gives almost everything to save his brothers, the nurse who tends to him till he can run a marathon, the community that lines up to cheer him on.

13 It’s the son who finds the courage to come out as who he is, and the father whose love for that son overrides everything he’s been taught.

14 I see it in the elderly woman who will wait in line to cast her vote as long as she has to; the new citizen who casts his vote for the first time; the volunteers at the polls who believe every vote should count—because each of them in different ways know how much that precious right is worth.

15 That’s the America I know. That’s the country we love. Clear-eyed. Big-hearted. Undaunted by challenge. Optimistic that unarmed truth and unconditional love will have the final word. That’s what makes me so hopeful about our future. I believe in change because I believe in you, the American people.

16 And that’s why I stand here confident as I have ever been that the State of our Union is strong.

AUTHOR’S PURPOSE

What is the President trying to tell the American people?Circle your answer.

The American people need help.

We need to stop what we are doing.

The country is succeeding.

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1 On which persuasive technique does President Obama most rely? (E2.10 Fig. 19B)

A Personal experience

B Scientific evidence

C Emotional appeal

D Reverse logic

2 In paragraph 2, President Obama suggests that our country should — (E2.10 Fig. 19B)

F not try to change the past

G resist challenges in the future

H avoid the new and the old

J not give in to old ideas

3 In paragraph 6, why does President Obama stop using the plural we and shift to second person you in addressing the audience? (E2.10A)

A He is telling his audience directly that they have to do something.

B He is separating himself from the rest of the audience, which needs to act.

C He is speaking for himself and his personal opinion, not just as president.

D He is placing blame on his audience for problems that were not his fault.

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149 Reading Practice ■ Persuasive

4 In paragraphs 9–14, President Obama mentions different Americans in order to — (E2.10 Fig. 19B)

F point fingers at those keeping Americans from working together

G call attention to various individuals who have done incredible things

H cite examples of ordinary citizens who are voices of unarmed truth

J avoid using their real names and identifying them, which would embarrass them

5 President Obama uses figurative language in paragraph 2 in order to — (E2.10 Fig. 19B)

A emphasize a reckless act like slamming on the brakes to stop change

B explain the actual process of immigration with the influx of a river

C suggest that past glory can be rebuilt like an old house being renovated

D create the image of some new frontier that exists in outer space or on Earth

6 Which line from the speech reveals President Obama’s purpose for making these remarks? (E2.8A)

F And whether we like it or not, the pace of this change will only accelerate.

G America is Thomas Edison and the Wright Brothers and George Washington Carver.

H We’ve protected an open Internet, and taken bold new steps to get more students and low-income Americans online.

J And that’s why I stand here confident as I have ever been that the State of our Union is strong.

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Using This Teacher’s Edition T5

27 Reading Practice ■ Fiction

1 Read this quotation from paragraph 2.

The bones of men and animals that lie bleaching along the trails abundantly testify that this was not the first instance in which the plain had baffled the determination of man.

The quotation suggests that the selection uses imagery that relates to a time in American history — (E2.2C)

A after the invention of the tractor and mechanical harvester

B before the invention of trains and automobiles

C before the construction of towns and cities

D after the construction of bridges and fences

2 One theme explored in the passage is that — (E2.2 Fig. 19B)

F some situations require taking extreme counterintuitive measures

G nature is often cruel and unfair, bringing harm to innocent victims

H something that appears to be one thing can often turn out to be quite different

J sticking to what you believe to be correct usually results in a positive result

3 Which words from paragraph 1 best help the reader understand the meaning of the word sultry? (E2.1B)

A good cloudy

B sizzling heat

C feverish and ungovernable

D chilled the marrow

4 Why does The Rebel in paragraph 9 not wear the spurs he owns? (E2.5A)

F A Northern officer, his avowed enemy, used to own them.

G The Officer had lost them, so The Rebel couldn’t wear them.

H The spurs’ two previous owners ended up dying in battle.

J He doesn’t believe that spurs are needed to round up cattle.

En

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Answer Choice Explanations

1 A The tractor and mechanical harvester opened the rangelands of the West to farmers, who arrived after ranchers.

B Correct. The quotation refers to items found on cattle trails, where people and animals walked and died during a time when trains and autos were not available to bring cattle to market.

C There were towns and cities in other parts of America at this time, and eventually they came to the open ranges where ranching took place, although they were not there when cattle were driven to market on trails.

D Ranchers at this time forded streams without bridges and didn’t need fences, as they allowed cattle to roam across the open range.

2 F Correct. The cowboys realize that they have to turn around to save their cattle rather than continue forward on the trail.

G The drought conditions are cruel, but the theme is not about nature itself but how one copes with nature.

H The cowboys are trying to understand what is happening, but they soon realize why the cows are going blind and thus solve the problem.

J The cowboys actually have to change their thinking in order to understand and solve the problem they face.

3 A This is the type of weather the cowboys want, which is the opposite of sultry conditions.

B Correct. The extreme hot weather causes sultry conditions, with high humidity and oppressive mugginess.

C The sultry conditions have caused the cattle to become feverish and ungovernable, which is not a description of the weather but of how the cattle are feeling.

D The author uses this phrase to describe being frightened and is not referring to sultry weather conditions.

4 See p. 26.

27

Using This Teacher’s Edition

Active Reading in Genre Practice Each practice reading selection features activities that help students apply the reading skills taught in this workbook.

1 As You Read ActivityEach practice reading selection begins with an activity that helps students read with a purpose for that specific genre and selection. These activities help students

• practice annotating and making notes • understand the selection as a whole • focus on relevant TEKS content

2 Interactive Margin ActivitiesActivities in the margin are tied to specific practice questions that follow the selection. These activities help students

• find the information needed to answer questions• practice TEKS standards in free response activities • explain their thinking

Answer choice explanations are provided for EACH answer choice in all STAAR practice items.

A student who correctly answers a margin activity but misses the related practice item may have made a careless error despite possessing sufficient command of the skill. The converse may also be true, and both can provide important information to teachers.


Reading Practice Fiction 1Active ReadingAs You ReadIn the margin, write a C (for character) next to any dialogue or details that help you understand what characters are thinking or feeling. Underline and write a P (for plot) next to events or conflict that the author uses to develop the plot.

CONTEXT CLUES

Read sultry in the first sentence and take note of what the sentence is discussing. Sultry has to be part of the topic that the author is discussing. What are these sentences telling the reader about? Explain how they help define sultry.


from The Log of a Cowboyby Andy Adams

1 Good cloudy weather would have saved us, but in its stead was a sultry morning without a breath of air, which bespoke another day of sizzling heat. We had not been on the trail over two hours before the heat became almost unbearable to man and beast. Had it not been for the condition of the herd, all might yet have gone well; but over three days had now elapsed without water for the cattle, and they became feverish and ungovernable. . . . (T)he cattle congregated into a mass of unmanageable animals, milling and lowing in their fever and thirst. The milling only intensified their sufferings from the heat, and the outfit split and quartered them again and again, in the hope that this unfortunate outbreak might be checked. No sooner was the milling stopped than they would surge hither and yon 1, sometimes half a mile, as ungovernable as the waves of an ocean. After wasting several hours in this manner, they finally turned back over the trail, and the utmost efforts of every man in the outfit failed to check them. We threw our ropes in their faces, and when this failed, we resorted to shooting; but in defiance of the fusillade and the smoke they walked sullenly through the

1 here and there

CThe author is discussing the weather and how it is affecting everyone. Sultry has to refer to scorching weather.

3 Answer Choice Explanations

These explanations help teachers identify student mistakes and facilitate remediation.

Use these activities with small groups, partners, or individuals.

Activities use scaffolding to help students explain their thinking.

Red boxes show correct answers.

1

2

3

Teacher’s Edition Sampler

105

R

ea

din

g S

kil

l ■

Exp

osi

tory

Gu

ided

Pra

ctic

eR

ead

th

e fo

llow

ing

sel

ecti

on

fro

m ‘’

A B

all t

o R

oll

Aro

un

d’’

by R

ob

ert

Allm

an. T

hen

rea

d

and

an

swer

th

e q

ues

tio

n t

hat

fo

llow

s. U

se t

he

step

s o

n t

he

pre

vio

us

pag

e to

an

alyz

e th

e q

ues

tio

n a

nd

th

e an

swer

ch

oic

es. O

ne

par

t, a

nal

yzin

g t

he

stem

, has

bee

n d

on

e fo

r yo

u.

Thin

k A

bo

ut

You

r Th

inki

ng

In t

he

char

t b

elo

w, e

valu

ate

each

an

swer

ch

oic

e b

ased

on

evi

den

ce y

ou

iden

tifi

ed in

th

e p

arag

rap

h. O

ne

eval

uat

ion

has

bee

n d

on

e fo

r yo

u.

An

swer

C

ho

ices

Text

ual

Evi

den

ceIs

an

swer

su

pp

ort

ed?

FTh

is was

des

cribed

else

whe

re, b

ut it

isn’t

the

top

ic o

f th

is pa

ragr

aph.

no

G H J

Ind

ep

en

den

t Pra

ctic

eYo

u w

ill h

ave

the

op

po

rtu

nit

y to

pra

ctic

e th

is s

kill

in t

he

Prac

tice

sec

tio

ns.

Li

fe,

I be

lieve

, as

ks a

con

tinuo

us s

erie

s of

adj

ustm

ents

to

real

ity.

The

mor

e re

adily

a

pers

on is

abl

e to

mak

e th

ese

adju

stm

ents

, th

e m

ore

mea

ning

ful h

is o

wn

priv

ate

wor

ld

beco

mes

. Th

e ad

just

men

t is

nev

er e

asy.

I w

as b

ewild

ered

and

afr

aid,

but

I w

as lu

cky.

M

y pa

rent

s an

d m

y te

ache

rs s

aw s

omet

hing

in m

e—oh

, a

pote

ntia

l to

live

you

mig

ht

call

it—w

hich

I d

idn’

t se

e. A

nd t

hey

mad

e m

e w

ant

to f

ight

it o

ut w

ith b

lindn

ess.

W

hat

is t

he p

urpo

se o

f th

e pa

ragr

aph?

F To

sha

re w

ith r

eade

rs h

ow p

ainf

ul a

nd u

nexp

ecte

d it

was

to

lose

his

sig

ht

G

To s

hare

his

bel

ief in

how

to

live

and

enco

urag

e

othe

rs t

o ad

just

to

pain

ful l

ife e

vent

sH

To

exp

lain

how

inve

ntin

g th

e gr

ound

ball

gam

e he

lped

him

per

sona

llyJ

To d

escr

ibe

the

pote

ntia

l tha

t hi

s pa

rent

s an

d te

ache

rs s

aw in

him

To fi

nd th

e pu

rpos

e, u

nder

line

key

evid

ence

. He

says

wha

t he

belie

ves:

th

at a

djus

ting

to d

ifficu

lties

will

mak

e a

pers

on’s

life

mor

e m

eani

ngfu

l. He

sh

ares

how

he

was

hel

ped

to d

eal

with

blin

dnes

s by

adj

ustin

g to

it.

Yes.

He te

lls the

read

er wh

at he

belie

ves a

nd ho

w he

came

to be

lieve

it—

that it

is im

porta

nt in

life to

adjus

t to r

eality

, eve

n whe

n it is

not

easy.

At fi

rst, h

is pa

rents

and t

each

ers en

coura

ged h

im to

‘’figh

t it

out.’’

That

taugh

t him

to ke

ep ad

justin

g to r

eality

in lif

e.

yes

He de

scribe

s wha

t help

ed hi

m, bu

t he d

oes n

ot m

entio

n the

gro

undb

all ga

me in

the p

aragra

ph. H

e doe

s disc

uss a

proc

ess t

hat

helpe

d him

, but

it isn

’t the

game

. no

He do

es sa

y tha

t his

paren

ts an

d tea

chers

saw

a pote

ntial

and

enco

urage

d him

. But

he be

gins b

y des

cribin

g his

wide

r beli

ef, ho

w to

mee

t life’

s cha

lleng

es. T

he em

phas

is is

on hi

s beli

ef in

adjus

ting t

o rea

lity ag

ain an

d aga

in. So

this

is no

t the

best

answ

er.

no

104

En

gli

sh I

I EO

C R

ea

din

g ■

Info

rmat

ion

al T

exts

Unders

tandin

g t

he C

ontr

ollin

g

Idea a

nd A

uth

or’

s P

urp

ose

The

con

tro

llin

g id

ea—

also

cal

led

a t

hes

is o

r m

ain

idea

—is

th

e ce

ntr

al id

ea o

f an

in

form

ativ

e te

xt. T

he

con

tro

llin

g id

ea a

lso

refl

ects

th

e au

tho

r’s

pu

rpo

se—

the

auth

or’

s re

aso

n f

or

wri

tin

g t

he

text

. Eac

h p

arag

rap

h s

up

po

rts

the

con

tro

llin

g id

ea a

nd

pu

rpo

se.

The

STA

AR

tes

t as

ks a

bo

ut

the

con

tro

llin

g id

ea a

nd

au

tho

r’s

pu

rpo

se in

dif

fere

nt

way

s.

You

may

be

aske

d t

o id

enti

fy s

pec

ific

evid

ence

th

at s

up

po

rts

a p

arag

rap

h’s

to

pic

. Or

you

mig

ht

be

aske

d a

bo

ut

the

pu

rpo

se o

f a

spec

ific

par

agra

ph

.

STA

AR

Str

ate

gy

Rea

d t

he

qu

esti

on

bel

ow

. Th

e se

lect

ion

th

at f

ollo

ws

it is

by

Ro

ber

t A

llman

, wh

o lo

st h

is

sig

ht

at a

ge

4. T

hen

rea

d t

he

step

s fo

r an

swer

ing

a q

ues

tio

n li

ke t

his

.

1

Det

erm

ine

wh

at t

he

qu

esti

on

is a

skin

g. A

nal

yze

the

stem

an

d a

nsw

er c

ho

ices

.

2 F

igu

re o

ut

a st

rate

gy

for

fin

din

g t

he

info

rmat

ion

yo

u n

eed

. Lo

ok

for

evid

ence

ab

ou

t h

ow

th

e g

ift

chan

ged

th

e au

tho

r. W

hat

did

he

do

as

a re

sult

?

3 M

ark

up

the

pas

sag

e an

d q

ues

tio

n. U

nd

erlin

e ev

iden

ce a

nd

cro

ss o

ut i

nco

rrec

t ch

oic

es.

A

It m

oti

vate

d h

im t

o c

reat

e a

gam

e th

at d

id n

ot

req

uir

e si

gh

t.

B

It r

emin

ded

him

of

the

fun

act

ivit

ies

that

he

cou

ld n

o lo

ng

er

enjo

y.

C

It r

ein

forc

ed h

is b

elie

f th

at p

eop

le a

re o

ften

th

ou

gh

tles

s.

D

It o

ffer

ed h

im t

he

chan

ce t

o t

ry p

layi

ng

a t

rad

itio

nal

gam

e.

At fi

rst,

he d

idn’

t wan

t an

ythi

ng to

do

with

the

base

ball.

The

n it

insp

ired

him

. He

crea

ted

a ga

me

like

base

ball

that

he

and

othe

r sig

htle

ss p

eopl

e co

uld

play

.

(E2.

8A)

H

ow d

id t

he g

ift o

f a

base

ball

affe

ct t

he a

utho

r?

A

It m

otiv

ated

him

to

crea

te a

gam

e th

at d

id n

ot r

equi

re s

ight

.

B

It r

emin

ded

him

of th

e fu

n ac

tiviti

es t

hat

he c

ould

no

long

er e

njoy

.

C

It r

einf

orce

d hi

s be

lief th

at p

eopl

e ar

e of

ten

thou

ghtle

ss.

D

It o

ffer

ed h

im t

he c

hanc

e to

try

pla

ying

a t

radi

tiona

l gam

e.

STA

AR

En

glis

h II

, 201

5, #

31

How

did

get

ting

a ba

seba

ll ch

ange

the

auth

or?

Th

e ha

rdes

t le

sson

I h

ad t

o le

arn

was

to

belie

ve in

mys

elf.

[...]

It

took

me

year

s to

di

scov

er a

nd s

tren

gthe

n th

is a

ssur

ance

. It

had

to

star

t w

ith t

he m

ost

elem

enta

ry

thin

gs.

W

hen

I w

as a

you

ngst

er,

once

a m

an g

ave

me

an in

door

bas

ebal

l. I

thou

ght

he w

as

moc

king

me,

and

I w

as h

urt.

“I

can’

t us

e th

is,”

I s

aid.

“Ta

ke it

with

you

,” h

e ur

ged

me,

“a

nd r

oll i

t ar

ound

.” T

he w

ords

stu

ck in

my

head

: “R

oll i

t ar

ound

, ro

ll it

arou

nd.”

By

rolli

ng t

he b

all,

I co

uld

liste

n w

here

it w

ent.

Thi

s ga

ve m

e an

idea

—ho

w t

o ac

hiev

e a

goal

I h

ad t

houg

ht im

poss

ible

: pl

ayin

g ba

seba

ll. A

t Ph

ilade

lphi

a’s

Ove

rbro

ok S

choo

l for

th

e Blin

d, I

inve

nted

a s

ucce

ssfu

l var

iatio

n of

bas

ebal

l. W

e ca

lled

it gr

ound

ball.

“A B

all t

o Rol

l Aro

und,

” w

ritt

en b

y Rob

ert

Allm

an,

part

of th

e Th

is I

Bel

ieve

Ess

ay C

olle

ctio

n fo

und

at w

ww

.thi

sibe

lieve

.or

g, C

opyr

ight

©20

05–2

016

by T

his

I B

elie

ve,

Inc.

Rep

rint

ed w

ith

perm

issi

on.

© Sirius Education Solutions Reading Skill ■ Expository 104–105


142

En

gli

sh I

I EO

C R

ea

din

g ■

Info

rmat

ion

al T

exts

Rea

ding

Sk

ill 2

Analy

zin

g P

ers

uasi

ve

Texts

Pers

uas

ive

text

s ai

m t

o p

ersu

ade,

or

con

vin

ce, a

n a

ud

ien

ce t

o d

o o

r b

elie

ve s

om

eth

ing

. W

rite

rs u

se d

iffe

ren

t te

chn

iqu

es t

o d

evel

op

idea

s in

a p

ersu

asiv

e te

xt, i

ncl

ud

ing

ev

iden

ce-b

ased

rea

son

s, lo

gic

-bas

ed r

easo

ns,

an

d e

mo

tio

nal

ap

pea

ls.

To a

nal

yze

per

suas

ive

wri

tin

g, a

nal

yze

the

infe

ren

ces

wri

ters

mak

e to

co

nn

ect

evid

ence

(a

nd

em

oti

on

al a

pp

eals

) to

a c

laim

. Th

e ch

art

to t

he

rig

ht

sho

ws

ho

w t

hes

e d

iffe

ren

t te

chn

iqu

es c

an b

e u

sed

to

su

pp

ort

a c

entr

al c

laim

or

po

siti

on

. Her

e, t

he

wri

ter

is

arg

uin

g t

hat

hig

h s

cho

ol s

ho

uld

sta

rt la

ter

than

el

emen

tary

sch

oo

l.

The

wri

ter

can

mak

e a

clai

m b

ased

on

ev

iden

ce—

that

sci

enti

fic

stu

die

s su

gg

est

ado

lesc

ents

nee

d m

ore

sle

ep t

han

yo

un

ger

ch

ildre

n. A

sec

on

d r

easo

n is

infe

rred

fro

m

the

emo

tio

nal

ap

pea

l. Th

is r

easo

n is

bas

ed

no

t o

n e

vid

ence

bu

t o

n t

he

log

ic o

f m

akin

g

teac

her

s h

app

y.

On

th

e ST

AA

R t

est,

yo

u w

ill b

e as

ked

to

an

alyz

e th

ese

elem

ents

of

per

suas

ive

text

s.

STA

AR

Str

ate

gy

Rea

d t

his

qu

esti

on

fro

m a

pre

vio

us

STA

AR

tes

t. T

hen

rea

d t

he

step

s fo

r h

ow

to

res

po

nd

to

a q

ues

tio

n li

ke t

his

. Th

e re

late

d p

arag

rap

hs

are

sho

wn

ab

ove

th

e q

ues

tio

n.

(E2.

10A

, E2.

10 F

ig. 1

9B)

from

Hel

pin

g O

ther

s to

See

From

my

expe

rien

ces

with

Dr. V

and

th

e Ara

vind

fam

ily,

I ha

ve d

eepe

ned

my

unde

rsta

ndin

g of

a b

asic

ten

et o

f th

e Sev

a Fo

unda

tion—

that

one

nee

d no

t fo

rgo

doin

g fo

r be

ing,

or

bein

g fo

r do

ing.

In

Mad

urai

I f

ound

m

ysel

f im

mer

sed

in a

dem

onst

ratio

n of

the

su

cces

sful

inte

grat

ion

of t

hese

tw

o as

pect

s of

life

—ac

tions

invo

lvin

g th

e be

st s

kills

and

te

chno

logy

bal

ance

d w

ith c

arin

g he

arts

roo

ted

in a

sw

eet

spir

itual

pre

senc

e th

at is

em

brac

ing

of a

ll fe

llow

sou

ls.

It is

a g

reat

tea

chin

g.

from

A B

all t

o R

oll

Aro

un

dPe

rhap

s a

man

with

out

sigh

t is

blin

ded

less

by

the

impo

rtan

ce o

f m

ater

ial

thin

gs t

han

othe

r m

en a

re.

All

I kn

ow is

tha

t a

belie

f in

the

hig

her

exis

tenc

e of

a

nobi

lity

for

men

to

stri

ve f

or

has

been

an

insp

irat

ion

that

ha

s he

lped

me

mor

e th

an

anyt

hing

els

e to

hol

d m

y lif

e to

geth

er.

W

hat

can

the

read

er c

oncl

ude

from

the

last

par

agra

ph o

f ea

ch s

elec

tion?

F O

ne a

utho

r ha

s be

en a

ffec

ted

by e

vent

s in

the

sel

ectio

n m

ore

than

the

oth

er.

G

Bot

h au

thor

s pl

an t

o m

ake

sign

ifica

nt c

hang

es in

the

ir li

ves.

H

One

aut

hor

regr

ets

not

havi

ng m

ade

a m

ore

sinc

ere

effo

rt t

o be

suc

cess

ful.

J Bot

h au

thor

s ha

ve h

ad m

eani

ngfu

l exp

erie

nces

.

STA

AR

En

glis

h II

, 201

5, #

36

Cla

im: H

igh

sch

oo

lsh

ou

ld s

tart

late

r th

anel

emen

tary

sch

oo

l.

Evid

ence

-Bas

edR

easo

n: H

igh

sch

oo

lst

ud

ents

nee

d m

ore

slee

p.

Evid

ence

: Stu

die

s sh

ow

that

ad

ole

scen

ts n

eed

mo

re s

leep

th

anyo

un

ger

ch

ildre

n.

Log

ic-B

ased

Rea

son

:If

sch

oo

l sta

rted

late

r,th

ere

wo

uld

be

few

erp

rob

lem

s w

ith

tar

din

ess.

Emo

tio

nal

Ap

pea

l:Im

agin

e h

ow

hap

py

teac

her

s w

ou

ld b

e if

few

er s

tud

ents

wer

e la

te!

141

R

ea

din

g S

kil

l ■

Pers

uas

ive

Gu

ided

Pra

ctic

eR

ead

th

e p

assa

ge

and

an

swer

th

e q

ues

tio

n t

hat

fo

llow

s.

Thin

k A

bo

ut

You

r Th

inki

ng

Bel

ow

, des

crib

e th

e p

roce

ss y

ou

use

d t

o fi

gu

re o

ut

wh

ich

per

suas

ive

tech

niq

ues

ap

pea

r in

th

e u

nd

erlin

ed t

ext.

from

Fre

der

ick

Dou

glas

s, A

Bio

grap

hyby

Cha

rles

Wad

dell

Che

snut

t

Fr

eder

ick

Dou

glas

s liv

ed s

o lo

ng,

and

play

ed s

o co

nspi

cuou

s a

part

on

the

wor

ld’s

sta

ge,

that

it w

ould

be

impo

ssib

le,

in a

wor

k of

the

siz

e of

thi

s, t

o do

mor

e th

an t

ouch

upo

n th

e sa

lient

fea

ture

s of

his

car

eer, t

o su

gges

t th

e re

spec

ts in

whi

ch h

e in

fluen

ced

the

cour

se

of e

vent

s in

his

life

time,

and

to

epito

miz

e fo

r th

e re

ader

s of

ano

ther

gen

erat

ion

the

judg

men

t of

his

con

tem

pora

ries

as

to h

is g

eniu

s an

d hi

s ch

arac

ter.

It

is p

erha

ps f

ittin

g, b

efor

e w

e ta

ke le

ave

of D

ougl

ass,

to

give

som

e es

timat

e of

the

re

mar

kabl

e or

ator

y w

hich

gav

e hi

m h

is h

old

upon

the

pas

t ge

nera

tion.

For

, w

hile

his

la

bors

as

edito

r an

d in

oth

er d

irec

tions

wer

e of

gre

at v

alue

to

the

caus

e of

fre

edom

, it

is

upon

his

gen

ius

as a

n or

ator

tha

t hi

s fa

me

mus

t ul

timat

ely

rest

.

In

Hol

land

’s b

iogr

aphy

of D

ougl

ass

extr

acts

are

giv

en f

rom

lett

ers

of d

istin

guis

hed

cont

empo

rari

es w

ho k

new

the

ora

tor. C

olon

el T

.W.

Hig

gins

on w

rite

s th

us:

“I h

ave

hard

ly

hear

d hi

s eq

ual,

in g

rasp

upo

n an

aud

ienc

e, in

dra

mat

ic p

rese

ntat

ion,

in s

trik

ing

at t

he

pith

of an

eth

ical

que

stio

n, a

nd in

sin

gle

[sig

nal]

illu

stra

tions

and

exa

mpl

es.’’

Ano

ther

wri

tes,

in r

efer

ence

to

[Dou

glas

s’s]

impr

ompt

u sp

eech

del

iver

ed a

t th

e m

eetin

g at

Roc

hest

er o

n th

e de

ath

of L

inco

ln:

“I h

ave

hear

d W

ebst

er a

nd C

lay

in t

heir b

est

mom

ents

, Cha

nnin

g an

d Bee

cher

in t

heir h

ighe

st in

spir

atio

ns.

I ne

ver

hear

d tr

uer

eloq

uenc

e. I

nev

er s

aw p

rofo

unde

r im

pres

sion

.’’

Rea

d th

e pa

ssag

e ab

ove.

Whi

ch p

ersu

asiv

e te

chni

ques

are

use

d in

the

und

erlin

ed t

ext?

A

Emot

iona

l and

eth

ical

app

eals

B

Pers

onal

exp

erie

nce

and

logi

c

C

Sci

entifi

c st

udy

and

logi

c

D

Ethi

cal a

ppea

l and

sci

entifi

c ev

iden

ce

Samp

le an

swer:

The a

uthor

write

s tha

t Fred

erick

Dou

glass

will b

e mos

t rem

embe

red

for ‘’h

is ge

nius a

s an o

rator.

’’ The

n he b

uilds

his c

ase.

The t

hird p

aragra

ph is

evide

nce

from

some

one’s

eyew

itness

testi

mony

abou

t how

persu

asive

ly Do

uglas

s spo

ke. T

he la

st pa

ragrap

h is m

ore ev

idenc

e, an

other

perso

n’s pe

rsona

l exp

erien

ce he

aring

Dou

glass

spea

k. In

the un

derlin

ed qu

otatio

n, the

perso

n uses

logic

, say

ing he

or sh

e has

heard

fou

r othe

r famo

us or

ators

at the

ir best

, but

Doug

lass w

as ev

en be

tter t

han t

hose

four.

So

the q

uotat

ion co

ntains

perso

nal e

xperi

ence

and l

ogic.

Ans

wer B

is th

e best

choic

e.

© Sirius Education Solutions 141–142Reading Skill ■ Persuasive

142

En

gli

sh I

I EO

C R

ea

din

g ■

Info

rmat

ion

al T

exts

Rea

ding

Sk

ill 2

Analy

zin

g P

ers

uasi

ve

Texts

Pers

uas

ive

text

s ai

m t

o p

ersu

ade,

or

con

vin

ce, a

n a

ud

ien

ce t

o d

o o

r b

elie

ve s

om

eth

ing

. W

rite

rs u

se d

iffe

ren

t te

chn

iqu

es t

o d

evel

op

idea

s in

a p

ersu

asiv

e te

xt, i

ncl

ud

ing

ev

iden

ce-b

ased

rea

son

s, lo

gic

-bas

ed r

easo

ns,

an

d e

mo

tio

nal

ap

pea

ls.

To a

nal

yze

per

suas

ive

wri

tin

g, a

nal

yze

the

infe

ren

ces

wri

ters

mak

e to

co

nn

ect

evid

ence

(a

nd

em

oti

on

al a

pp

eals

) to

a c

laim

. Th

e ch

art

to t

he

rig

ht

sho

ws

ho

w t

hes

e d

iffe

ren

t te

chn

iqu

es c

an b

e u

sed

to

su

pp

ort

a c

entr

al c

laim

or

po

siti

on

. Her

e, t

he

wri

ter

is

arg

uin

g t

hat

hig

h s

cho

ol s

ho

uld

sta

rt la

ter

than

el

emen

tary

sch

oo

l.

The

wri

ter

can

mak

e a

clai

m b

ased

on

ev

iden

ce—

that

sci

enti

fic

stu

die

s su

gg

est

ado

lesc

ents

nee

d m

ore

sle

ep t

han

yo

un

ger

ch

ildre

n. A

sec

on

d r

easo

n is

infe

rred

fro

m

the

emo

tio

nal

ap

pea

l. Th

is r

easo

n is

bas

ed

no

t o

n e

vid

ence

bu

t o

n t

he

log

ic o

f m

akin

g

teac

her

s h

app

y.

On

th

e ST

AA

R t

est,

yo

u w

ill b

e as

ked

to

an

alyz

e th

ese

elem

ents

of

per

suas

ive

text

s.

STA

AR

Str

ate

gy

Rea

d t

his

qu

esti

on

fro

m a

pre

vio

us

STA

AR

tes

t. T

hen

rea

d t

he

step

s fo

r h

ow

to

res

po

nd

to

a q

ues

tio

n li

ke t

his

. Th

e re

late

d p

arag

rap

hs

are

sho

wn

ab

ove

th

e q

ues

tio

n.

(E2.

10A

, E2.

10 F

ig. 1

9B)

from

Hel

pin

g O

ther

s to

See

From

my

expe

rien

ces

with

Dr. V

and

th

e Ara

vind

fam

ily,

I ha

ve d

eepe

ned

my

unde

rsta

ndin

g of

a b

asic

ten

et o

f th

e Sev

a Fo

unda

tion—

that

one

nee

d no

t fo

rgo

doin

g fo

r be

ing,

or

bein

g fo

r do

ing.

In

Mad

urai

I f

ound

m

ysel

f im

mer

sed

in a

dem

onst

ratio

n of

the

su

cces

sful

inte

grat

ion

of t

hese

tw

o as

pect

s of

life

—ac

tions

invo

lvin

g th

e be

st s

kills

and

te

chno

logy

bal

ance

d w

ith c

arin

g he

arts

roo

ted

in a

sw

eet

spir

itual

pre

senc

e th

at is

em

brac

ing

of a

ll fe

llow

sou

ls.

It is

a g

reat

tea

chin

g.

from

A B

all t

o R

oll

Aro

un

dPe

rhap

s a

man

with

out

sigh

t is

blin

ded

less

by

the

impo

rtan

ce o

f m

ater

ial

thin

gs t

han

othe

r m

en a

re.

All

I kn

ow is

tha

t a

belie

f in

the

hig

her

exis

tenc

e of

a

nobi

lity

for

men

to

stri

ve f

or

has

been

an

insp

irat

ion

that

ha

s he

lped

me

mor

e th

an

anyt

hing

els

e to

hol

d m

y lif

e to

geth

er.

W

hat

can

the

read

er c

oncl

ude

from

the

last

par

agra

ph o

f ea

ch s

elec

tion?

F O

ne a

utho

r ha

s be

en a

ffec

ted

by e

vent

s in

the

sel

ectio

n m

ore

than

the

oth

er.

G

Bot

h au

thor

s pl

an t

o m

ake

sign

ifica

nt c

hang

es in

the

ir li

ves.

H

One

aut

hor

regr

ets

not

havi

ng m

ade

a m

ore

sinc

ere

effo

rt t

o be

suc

cess

ful.

J Bot

h au

thor

s ha

ve h

ad m

eani

ngfu

l exp

erie

nces

.

STA

AR

En

glis

h II

, 201

5, #

36

Cla

im: H

igh

sch

oo

lsh

ou

ld s

tart

late

r th

anel

emen

tary

sch

oo

l.

Evid

ence

-Bas

edR

easo

n: H

igh

sch

oo

lst

ud

ents

nee

d m

ore

slee

p.

Evid

ence

: Stu

die

s sh

ow

that

ad

ole

scen

ts n

eed

mo

re s

leep

th

anyo

un

ger

ch

ildre

n.

Log

ic-B

ased

Rea

son

:If

sch

oo

l sta

rted

late

r,th

ere

wo

uld

be

few

erp

rob

lem

s w

ith

tar

din

ess.

Emo

tio

nal

Ap

pea

l:Im

agin

e h

ow

hap

py

teac

her

s w

ou

ld b

e if

few

er s

tud

ents

wer

e la

te!

141

R

ea

din

g S

kil

l ■

Pers

uas

ive

Gu

ided

Pra

ctic

eR

ead

th

e p

assa

ge

and

an

swer

th

e q

ues

tio

n t

hat

fo

llow

s.

Thin

k A

bo

ut

You

r Th

inki

ng

Bel

ow

, des

crib

e th

e p

roce

ss y

ou

use

d t

o fi

gu

re o

ut

wh

ich

per

suas

ive

tech

niq

ues

ap

pea

r in

th

e u

nd

erlin

ed t

ext.

from

Fre

der

ick

Dou

glas

s, A

Bio

grap

hyby

Cha

rles

Wad

dell

Che

snut

t

Fr

eder

ick

Dou

glas

s liv

ed s

o lo

ng,

and

play

ed s

o co

nspi

cuou

s a

part

on

the

wor

ld’s

sta

ge,

that

it w

ould

be

impo

ssib

le,

in a

wor

k of

the

siz

e of

thi

s, t

o do

mor

e th

an t

ouch

upo

n th

e sa

lient

fea

ture

s of

his

car

eer, t

o su

gges

t th

e re

spec

ts in

whi

ch h

e in

fluen

ced

the

cour

se

of e

vent

s in

his

life

time,

and

to

epito

miz

e fo

r th

e re

ader

s of

ano

ther

gen

erat

ion

the

judg

men

t of

his

con

tem

pora

ries

as

to h

is g

eniu

s an

d hi

s ch

arac

ter.

It

is p

erha

ps f

ittin

g, b

efor

e w

e ta

ke le

ave

of D

ougl

ass,

to

give

som

e es

timat

e of

the

re

mar

kabl

e or

ator

y w

hich

gav

e hi

m h

is h

old

upon

the

pas

t ge

nera

tion.

For

, w

hile

his

la

bors

as

edito

r an

d in

oth

er d

irec

tions

wer

e of

gre

at v

alue

to

the

caus

e of

fre

edom

, it

is

upon

his

gen

ius

as a

n or

ator

tha

t hi

s fa

me

mus

t ul

timat

ely

rest

.

In

Hol

land

’s b

iogr

aphy

of D

ougl

ass

extr

acts

are

giv

en f

rom

lett

ers

of d

istin

guis

hed

cont

empo

rari

es w

ho k

new

the

ora

tor. C

olon

el T

.W.

Hig

gins

on w

rite

s th

us:

“I h

ave

hard

ly

hear

d hi

s eq

ual,

in g

rasp

upo

n an

aud

ienc

e, in

dra

mat

ic p

rese

ntat

ion,

in s

trik

ing

at t

he

pith

of an

eth

ical

que

stio

n, a

nd in

sin

gle

[sig

nal]

illu

stra

tions

and

exa

mpl

es.’’

Ano

ther

wri

tes,

in r

efer

ence

to

[Dou

glas

s’s]

impr

ompt

u sp

eech

del

iver

ed a

t th

e m

eetin

g at

Roc

hest

er o

n th

e de

ath

of L

inco

ln:

“I h

ave

hear

d W

ebst

er a

nd C

lay

in t

heir b

est

mom

ents

, Cha

nnin

g an

d Bee

cher

in t

heir h

ighe

st in

spir

atio

ns.

I ne

ver

hear

d tr

uer

eloq

uenc

e. I

nev

er s

aw p

rofo

unde

r im

pres

sion

.’’

Rea

d th

e pa

ssag

e ab

ove.

Whi

ch p

ersu

asiv

e te

chni

ques

are

use

d in

the

und

erlin

ed t

ext?

A

Emot

iona

l and

eth

ical

app

eals

B

Pers

onal

exp

erie

nce

and

logi

c

C

Sci

entifi

c st

udy

and

logi

c

D

Ethi

cal a

ppea

l and

sci

entifi

c ev

iden

ce

Samp

le an

swer:

The a

uthor

write

s tha

t Fred

erick

Dou

glass

will b

e mos

t rem

embe

red

for ‘’h

is ge

nius a

s an o

rator.

’’ The

n he b

uilds

his c

ase.

The t

hird p

aragra

ph is

evide

nce

from

some

one’s

eyew

itness

testi

mony

abou

t how

persu

asive

ly Do

uglas

s spo

ke. T

he la

st pa

ragrap

h is m

ore ev

idenc

e, an

other

perso

n’s pe

rsona

l exp

erien

ce he

aring

Dou

glass

spea

k. In

the un

derlin

ed qu

otatio

n, the

perso

n uses

logic

, say

ing he

or sh

e has

heard

fou

r othe

r famo

us or

ators

at the

ir best

, but

Doug

lass w

as ev

en be

tter t

han t

hose

four.

So

the q

uotat

ion co

ntains

perso

nal e

xperi

ence

and l

ogic.

Ans

wer B

is th

e best

choic

e.

© Sirius Education Solutions 141–142Reading Skill ■ Persuasive


144

En

gli

sh I

I EO

C R

ea

din

g ■

Info

rmat

ion

al T

exts

Thin

k A

bo

ut

You

r Th

inki

ng

In t

he

char

t b

elo

w, n

ote

ho

w y

ou

eva

luat

ed e

ach

an

swer

ch

oic

e. T

he

firs

t o

ne

has

bee

n

do

ne

for

you

.

An

swer

C

ho

ices

Eval

uat

ion

sIs

an

swer

su

pp

ort

ed?

A B C

The

firs

t do

esn’t

say

the

mov

e was

a m

istak

e, t

houg

h th

e au

thor

do

es e

xpre

ss u

ncer

tainty

abo

ut w

heth

er it

was

a g

ood

idea

. The

se

cond

doe

sn’t

say

you

shou

ld m

ake

such

a m

ove

whe

n yo

u ar

e yo

ung, o

nly t

hat

being

youn

g sh

ould n

ot s

top

you..

no

D

Ind

ep

en

den

t Pra

ctic

eYo

u w

ill h

ave

the

op

po

rtu

nit

y to

pra

ctic

e an

alyz

ing

per

suas

ion

in t

he

Prac

tice

sec

tio

ns.

The fi

rst qu

otatio

n des

cribe

s unc

ertain

ty ab

out w

here

home

is no

w.

The s

econ

d has

a co

nfide

nt ton

e and

expre

sses c

ertain

ty ab

out

makin

g a go

od de

cision

. Cho

ice A

best

descr

ibes t

he to

ne of

the

quota

tions

.

yes

The

seco

nd re

com

men

ds le

aving

hom

e fo

r a n

ew co

untry

if

you

think

you

want

to g

o, b

ut it

doe

sn’t

reco

mm

end

it to

ev

eryo

ne. T

he fi

rst d

oes n

ot m

ake

any r

ecom

men

datio

n.no

The

style

is co

nver

satio

nal,

but t

he q

uota

tions

do

not e

xplai

n w

hy th

e au

thor

s lef

t hom

e an

d m

oved

to a

dist

ant c

ount

ry.

They

do

discu

ss w

hat h

appe

ned

afte

r the

y mad

e su

ch m

oves

.no

143

R

ea

din

g S

kil

l ■

Pers

uas

ive

1 I

den

tify

wh

at t

he

qu

esti

on

is a

skin

g.

The

ques

tion

asks

wha

t I c

an c

onclud

e fr

om e

ach

of t

hese

par

agra

phs.

Bot

h ar

e th

e fina

l par

agra

phs

of t

heir s

elec

tions

.

2 Q

uic

kly

skim

or

re-r

ead

th

e fu

ll p

assa

ge

if y

ou

do

no

t u

nd

erst

and

a s

elec

tio

n f

rom

it

. Wh

en y

ou

are

co

mp

arin

g t

wo

qu

ota

tio

ns,

ask

yo

urs

elf

ho

w t

hey

are

alik

e o

r d

iffe

ren

t. H

ere,

eac

h is

a fi

nal

par

agra

ph

. Ask

yo

urs

elf,

is t

his

a c

on

clu

sio

n a

bo

ut

the

enti

re p

assa

ge?

Wh

at is

th

e au

tho

r’s

pu

rpo

se h

ere?

Each

aut

hor

desc

ribe

s a

pers

onal, p

ositive

impa

ct f

rom t

he e

xper

ienc

e he

de

scribe

d. B

oth

para

grap

hs a

re s

imila

r in t

hat

way

.

3 O

nce

yo

u u

nd

erst

and

bo

th fi

nal

par

agra

ph

s, id

enti

fy t

he

resp

on

se t

hat

bes

t m

atch

es y

ou

r u

nd

erst

and

ing

.

F O

ne a

utho

r ha

s be

en a

ffec

ted

by e

vent

s in

the

se

lect

ion

mor

e th

an t

he o

ther

.

G

Bot

h au

thor

s pl

an t

o m

ake

sign

ifica

nt c

hang

es

in t

heir li

ves.

H

One

aut

hor

regr

ets

not

havi

ng m

ade

a m

ore

sinc

ere

effo

rt t

o be

suc

cess

ful.

J Bot

h au

thor

s ha

ve h

ad m

eani

ngfu

l exp

erie

nces

.

Gu

ided

Pra

ctic

eU

se t

he

step

s fo

r an

alyz

ing

per

suas

ive

text

s to

an

swer

th

e q

ues

tio

n t

hat

fo

llow

s.

Both

aut

hors

say

the

chan

ges

have

alre

ady

been

mad

e.

One

aut

hor u

ses

the

wor

d “t

each

ing,

” an

d th

e ot

her u

ses

the

wor

d “i

nspi

ratio

n” to

sh

ow th

e ex

perie

nces

w

ere

mea

ning

ful.

Both

aut

hors

bel

ieve

th

eir e

xper

ienc

es w

ere

help

ful a

nd b

enefi

cial.

Both

aut

hors

say

they

ga

ined

som

ethi

ng

good

and

hel

pful

from

th

eir e

xper

ienc

es.

Mov

ing

halfw

ay a

roun

d th

e w

orld

ten

ye

ars

ago

was

an

adve

ntur

e fil

led

with

dis

cove

ries

. W

hile

I s

till l

ove

my

new

hom

etow

n, n

ow I

oft

en m

iss

the

odde

st t

hing

s, li

ke m

y br

othe

rs’

kidd

ing

or o

ur n

eigh

bors

’ soc

cer

part

ies.

Som

e da

ys,

I fe

el p

ulle

d in

tw

o di

rect

ions

. I

won

der, w

ill I

eve

r fe

el a

t ho

me

in o

ne p

lace

?

Don

’t h

esitat

e to

tak

e a

big

leap

jus

t be

caus

e yo

u fe

el y

ou a

re t

oo y

oung

. M

ovin

g to

Rom

e w

as m

y dr

eam

and

I

jum

ped.

Hou

sing

was

har

d to

fin

d at

fir

st,

but

now

I’m

ver

y gr

atef

ul t

o be

liv

ing

and

wor

king

in m

y ad

opte

d ci

ty.

I’ll

alw

ays

visi

t fa

mily

, bu

t re

turn

ing

to li

ve u

nder

tho

se d

im,

smok

y sk

ies

has

no a

ppea

l.

W

hich

of th

ese

best

des

crib

es t

he d

iffer

ence

s in

ton

e an

d pu

rpos

e be

twee

n th

e tw

o qu

otat

ions

?

A

The

first

is u

nsur

e ab

out

the

mov

e, m

entio

ning

neg

ativ

e as

wel

l as

posi

tive

effe

cts;

th

e se

cond

is c

onfid

ent

and

posi

tive

abou

t de

cidi

ng t

o m

ake

a si

mila

r m

ove.

B

Bot

h re

com

men

d le

avin

g ho

me

and

livin

g in

a d

iffer

ent

part

of th

e w

orld

, be

caus

e liv

ing

in a

diff

eren

t co

untr

y br

ings

exp

erie

nces

you

can

’t h

ave

at h

ome.

C

The

first

cau

tions

the

rea

der

that

mov

ing

from

you

r ho

me

coun

try

is a

mis

take

; th

e se

cond

con

fiden

tly c

laim

s th

at m

ovin

g to

a n

ew c

ity

shou

ld b

e do

ne w

hen

you

are

youn

g.

D

Bot

h us

e a

conv

ersa

tiona

l sty

le t

o ex

plai

n w

hy t

hey

left

hom

e.

© Sirius Education SolutionsEnglish II EOC Reading ■ Informational Texts143–144


146

En

gli

sh I

I EO

C R

ea

din

g ■

Info

rmat

ion

al T

exts

3 W

hat

was

tru

e th

en c

an b

e tr

ue n

ow.

Our

uni

que

stre

ngth

s as

a n

atio

n—ou

r op

timis

m a

nd w

ork

ethi

c, o

ur

spir

it of

dis

cove

ry,

our

dive

rsity,

our

com

mitm

ent

to

rul

e of

law

—th

ese

thin

gs g

ive

us e

very

thin

g w

e ne

ed

to e

nsur

e pr

ospe

rity

and

sec

urity

for

gene

ratio

ns t

o co

me.

. .

.

4 N

ow,

that

spi

rit

of d

isco

very

is in

our

DN

A.

Am

eric

a is

Th

omas

Edi

son

and

the

Wri

ght

Bro

ther

s an

d G

eorg

e W

ashi

ngto

n C

arve

r. A

mer

ica

is G

race

Hop

per

and

Kat

heri

ne J

ohns

on a

nd S

ally

Rid

e. A

mer

ica

is e

very

im

mig

rant

and

ent

repr

eneu

r fr

om B

osto

n to

Aus

tin t

o Sili

con

Valle

y, r

acin

g to

sha

pe a

bet

ter

wor

ld.

That

’s w

ho

we

are.

5 And

ove

r th

e pa

st s

even

yea

rs,

we’

ve n

urtu

red

that

sp

irit.

We’

ve p

rote

cted

an

open

Int

erne

t, a

nd t

aken

bo

ld n

ew s

teps

to

get

mor

e st

uden

ts a

nd lo

w-i

ncom

e Am

eric

ans

onlin

e. W

e’ve

laun

ched

nex

t-ge

nera

tion

man

ufac

turi

ng h

ubs,

and

onl

ine

tool

s th

at g

ive

an

entr

epre

neur

eve

ryth

ing

he o

r sh

e ne

eds

to s

tart

a

busi

ness

in a

sin

gle

day.

But

we

can

do s

o m

uch

m

ore.

. .

.

6 So,

my

fello

w A

mer

ican

s, w

hate

ver

you

may

bel

ieve

, w

heth

er y

ou p

refe

r on

e pa

rty

or n

o pa

rty,

whe

ther

yo

u su

ppor

ted

my

agen

da o

r fo

ught

as

hard

as

you

coul

d ag

ains

t it—

our

colle

ctiv

e fu

ture

s de

pend

on

your

w

illin

gnes

s to

uph

old

your

dut

ies

as a

citi

zen.

To

vote

. To

sp

eak

out.

To

stan

d up

for

oth

ers,

esp

ecia

lly t

he w

eak,

es

peci

ally

the

vul

nera

ble,

kno

win

g th

at e

ach

of u

s is

on

ly h

ere

beca

use

som

ebod

y, s

omew

here

, st

ood

up f

or

us.

We

need

eve

ry A

mer

ican

to

stay

act

ive

in o

ur p

ublic

lif

e—an

d no

t ju

st d

urin

g el

ectio

n tim

e—so

tha

t ou

r pu

blic

lif

e re

flect

s th

e go

odne

ss a

nd t

he d

ecen

cy t

hat

I se

e in

th

e Am

eric

an p

eopl

e ev

ery

sing

le d

ay.

7 It

is n

ot e

asy.

Our

bra

nd o

f de

moc

racy

is h

ard.

But

I

can

prom

ise

that

a li

ttle

ove

r a

year

fro

m n

ow,

whe

n I

no lo

nger

hol

d th

is o

ffic

e, I

will

be

righ

t th

ere

with

you

as

a c

itize

n, in

spir

ed b

y th

ose

voic

es o

f fa

irne

ss a

nd

visi

on,

of g

rit

and

good

hum

or a

nd k

indn

ess

that

hel

ped

Am

eric

a tr

avel

so

far. V

oice

s th

at h

elp

us s

ee o

urse

lves

no

t, f

irst

and

for

emos

t, a

s bl

ack

or w

hite

, or

Asi

an o

r La

tino,

not

as

gay

or s

trai

ght,

imm

igra

nt o

r na

tive

born

, no

t as

Dem

ocra

t or

Rep

ublic

an,

but

as A

mer

ican

s fir

st,

boun

d by

a c

omm

on c

reed

. Vo

ices

Dr. K

ing

belie

ved

wou

ld h

ave

the

final

wor

d—vo

ices

of un

arm

ed t

ruth

and

un

cond

ition

al lo

ve.

8 And

the

y’re

out

the

re,

thos

e vo

ices

. Th

ey d

on’t g

et a

lot

of a

tten

tion;

the

y do

n’t

seek

a lo

t of

fan

fare

; bu

t th

ey’re

FAC

T/O

PIN

ION

Wha

t is

an

exam

ple

of a

fac

t an

d an

opi

nion

in p

arag

raph

5?

PVPFa

cts a

re se

nten

ces 2

an

d 3.

Opin

ions

are

se

nten

ces 1

and

4.

145

Rea

ding

P

ract

ice

Re

ad

ing

Pra

ctic

e ■

Per

suas

ive

Act

ive

Rea

din

gA

s You R

ead

In t

he m

argi

n, w

rite

a PV

(for

po

int

of v

iew

) nex

t to

any

st

atem

ents

Pre

side

nt O

bam

a m

akes

tha

t re

veal

his

poi

nt o

f vi

ew in

thi

s sp

eech

. Und

erlin

e an

d w

rite

a P

(for

posi

tion)

nex

t to

sta

tem

ents

he

mak

es t

hat

reve

al h

ow h

e as

pre

side

nt is

ad

dres

sing

maj

or is

sues

of

the

day.

Pers

uasi

ve 1

Rea

d t

he

sele

ctio

n a

nd

ch

oo

se t

he

bes

t an

swer

to

each

q

ues

tio

n.

Official White House Photo by Pete Souza

Bar

ack

Ob

ama’

s 2

016

Sta

te

of t

he

Un

ion

Sp

eech

1 W

e liv

e in

a t

ime

of e

xtra

ordi

nary

cha

nge—

chan

ge

that

’s r

esha

ping

the

way

we

live,

the

way

we

wor

k, o

ur

plan

et,

our

plac

e in

the

wor

ld.

It’s

cha

nge

that

pro

mis

es

amaz

ing

med

ical

bre

akth

roug

hs,

but

also

eco

nom

ic

disr

uptio

ns t

hat

stra

in w

orki

ng f

amili

es.

It p

rom

ises

ed

ucat

ion

for

girl

s in

the

mos

t re

mot

e vi

llage

s, b

ut a

lso

conn

ects

ter

rori

sts

plot

ting

an o

cean

aw

ay.

It’s

cha

nge

that

can

bro

aden

opp

ortu

nity

, or

wid

en in

equa

lity.

And

w

heth

er w

e lik

e it

or n

ot,

the

pace

of th

is c

hang

e w

ill

only

acc

eler

ate.

2

Am

eric

a ha

s be

en t

hrou

gh b

ig c

hang

es b

efor

e—w

ars

and

depr

essi

on,

the

influ

x of

new

imm

igra

nts,

wor

kers

fig

htin

g fo

r a

fair d

eal,

mov

emen

ts t

o ex

pand

civ

il ri

ghts

. Ea

ch t

ime,

the

re h

ave

been

tho

se w

ho t

old

us t

o fe

ar

the

futu

re;

who

cla

imed

we

coul

d sl

am t

he b

rake

s on

ch

ange

; w

ho p

rom

ised

to

rest

ore

past

glo

ry if

we

just

go

t so

me

grou

p or

idea

tha

t w

as t

hrea

teni

ng A

mer

ica

unde

r co

ntro

l. And

eac

h tim

e, w

e ov

erca

me

thos

e fe

ars.

We

did

not,

in t

he w

ords

of Li

ncol

n, a

dher

e to

the

“d

ogm

as o

f th

e qu

iet

past

.” I

nste

ad w

e th

ough

t an

ew,

and

acte

d an

ew.

We

mad

e ch

ange

wor

k fo

r us

, al

way

s ex

tend

ing

Am

eric

a’s

prom

ise

outw

ard,

to

the

next

fr

ontie

r, t

o m

ore

peop

le.

And

bec

ause

we

did—

beca

use

we

saw

opp

ortu

nity

whe

re o

ther

s sa

w o

nly

peri

l—w

e em

erge

d st

rong

er a

nd b

ette

r th

an b

efor

e.

TEX

T ST

RU

CTU

RE

This

spe

ech

is d

ivid

ed in

to t

wo

diff

eren

t fo

rmat

s. H

ow d

oes

Pres

iden

t O

bam

a’s

poin

t of

vie

w

defin

e th

em?

PV

In th

e fir

st pa

rt, h

e ta

lks to

the

audie

nce

as “

we,”

and

in th

e se

cond

par

t, he

talks

ab

out c

itize

ns u

sing

“I”

as in

“I s

ee it

in th

e...”

© Sirius Education Solutions 145–146Reading Practice ■ Persuasive


147

R

ea

din

g P

ract

ice ■

Per

suas

ive

busy

doi

ng t

he w

ork

this

cou

ntry

nee

ds d

oing

. I

see

them

eve

ryw

here

I t

rave

l in

this

incr

edib

le c

ount

ry o

f ou

rs.

I se

e yo

u, t

he A

mer

ican

peo

ple.

And

in y

our

daily

ac

ts o

f ci

tizen

ship

, I

see

our

futu

re u

nfol

ding

.

9 I

see

it in

the

wor

ker

on t

he a

ssem

bly

line

who

clo

cked

ex

tra

shift

s to

kee

p hi

s co

mpa

ny o

pen,

and

the

bos

s w

ho

pays

him

hig

her

wag

es in

stea

d of

layi

ng h

im o

ff.

10

I se

e it

in t

he D

ream

er w

ho s

tays

up

late

to

finis

h he

r sc

ienc

e pr

ojec

t, a

nd t

he t

each

er w

ho c

omes

in e

arly

be

caus

e he

kno

ws

she

mig

ht s

omed

ay c

ure

a di

seas

e.

11

I se

e it

in t

he A

mer

ican

who

ser

ved

his

time,

and

mad

e m

ista

kes

as a

chi

ld b

ut n

ow is

dre

amin

g of

sta

rtin

g ov

er—

and

I se

e it

in t

he b

usin

ess

owne

r w

ho g

ives

him

th

at s

econ

d ch

ance

. Th

e pr

otes

ter

dete

rmin

ed t

o pr

ove

that

jus

tice

mat

ters

—an

d th

e yo

ung

cop

wal

king

the

be

at,

trea

ting

ever

ybod

y w

ith r

espe

ct,

doin

g th

e br

ave,

qu

iet

wor

k of

kee

ping

us

safe

.

12

I se

e it

in t

he s

oldi

er w

ho g

ives

alm

ost

ever

ythi

ng t

o sa

ve h

is b

roth

ers,

the

nur

se w

ho t

ends

to

him

till

he

can

run

a m

arat

hon,

the

com

mun

ity

that

line

s up

to

chee

r hi

m o

n.

13

It’s

the

son

who

fin

ds t

he c

oura

ge t

o co

me

out

as w

ho

he is

, an

d th

e fa

ther

who

se lo

ve f

or t

hat

son

over

ride

s ev

eryt

hing

he’

s be

en t

augh

t.

14

I se

e it

in t

he e

lder

ly w

oman

who

will

wai

t in

line

to

cast

he

r vo

te a

s lo

ng a

s sh

e ha

s to

; th

e ne

w c

itize

n w

ho c

asts

hi

s vo

te f

or t

he f

irst

tim

e; t

he v

olun

teer

s at

the

pol

ls w

ho

belie

ve e

very

vot

e sh

ould

cou

nt—

beca

use

each

of th

em

in d

iffer

ent

way

s kn

ow h

ow m

uch

that

pre

ciou

s ri

ght

is

wor

th.

15

That

’s t

he A

mer

ica

I kn

ow.

That

’s t

he c

ount

ry w

e lo

ve.

Cle

ar-e

yed.

Big

-hea

rted

. U

ndau

nted

by

chal

leng

e.

Opt

imis

tic t

hat

unar

med

tru

th a

nd u

ncon

ditio

nal l

ove

will

ha

ve t

he f

inal

wor

d. T

hat’s

wha

t m

akes

me

so h

opef

ul

abou

t ou

r fu

ture

. I

belie

ve in

cha

nge

beca

use

I be

lieve

in

you,

the

Am

eric

an p

eopl

e.

16

And

tha

t’s

why

I s

tand

her

e co

nfid

ent

as I

hav

e ev

er

been

tha

t th

e Sta

te o

f ou

r U

nion

is s

tron

g.

AU

THO

R’S

PU

RPO

SE

Wha

t is

the

Pre

side

nt t

ryin

g to

te

ll th

e A

mer

ican

peo

ple?

Circ

le y

our

answ

er.

The

Am

eric

an p

eop

le

nee

d h

elp

.

We

nee

d t

o s

top

wh

at

we

are

do

ing

.

The

cou

ntr

y is

su

ccee

din

g.

PV P

© Sirius Education SolutionsEnglish II EOC Reading ■ Informational Texts147

No

tes


148

En

gli

sh I

I EO

C R

ea

din

g ■

Info

rmat

ion

al T

exts

1

On

whi

ch p

ersu

asiv

e te

chni

que

does

Pre

side

nt O

bam

a m

ost

rely

? (E

2.10

Fig

. 19B

)

A

Pers

onal

exp

erie

nce

B

Sci

entif

ic e

vide

nce

C

Emot

iona

l app

eal

D

Rev

erse

logi

c

2

In p

arag

raph

2,

Pres

iden

t O

bam

a su

gges

ts t

hat

our

coun

try

shou

ld —

(E

2.10

Fig

. 19B

)

F no

t tr

y to

cha

nge

the

past

G

resi

st c

halle

nges

in t

he f

utur

e

H

avoi

d th

e ne

w a

nd t

he o

ld

J no

t gi

ve in

to

old

idea

s

3

In p

arag

raph

6,

why

doe

s Pr

esid

ent

Oba

ma

stop

usi

ng t

he p

lura

l we

and

shift

to

seco

nd

pers

on y

ou in

add

ress

ing

the

audi

ence

?

(E2.

10A

)

A

He

is t

ellin

g hi

s au

dien

ce d

irec

tly t

hat

they

hav

e to

do

som

ethi

ng.

B

He

is s

epar

atin

g hi

mse

lf fr

om t

he r

est

of t

he a

udie

nce,

whi

ch n

eeds

to

act.

C

He

is s

peak

ing

for

him

self

and

his

pers

onal

opi

nion

, no

t ju

st a

s pr

esid

ent.

D

He

is p

laci

ng b

lam

e on

his

aud

ienc

e fo

r pr

oble

ms

that

wer

e no

t hi

s fa

ult.


An

swer

Ch

oic

e Ex

pla

nat

ion

s

1

A P

resi

dent

Oba

ma

men

tions

onl

y in

pas

sing

som

e of

his

per

sona

l ex

perie

nces

with

Am

eric

ans

but

relie

s in

stea

d on

the

exp

erie

nces

of

oth

ers

to m

ake

his

poin

t.

B P

resi

dent

Oba

ma

does

n’t

disc

uss

stat

istic

s or

fac

tual

det

ails

bu

t in

stea

d re

lies

on g

ener

ally

kno

wn

stor

ies

and

sum

mar

ized

ex

perie

nces

.

C C

orre

ct. P

resi

dent

Oba

ma

appe

als

to t

he c

itize

ns d

irect

ly b

y sh

owin

g ho

w c

itize

ns h

ave

sacr

ifice

d an

d by

citi

ng A

mer

ican

ac

com

plis

hmen

ts in

ord

er t

o ap

peal

to

his

audi

ence

’s e

mot

ions

an

d en

cour

age

them

to

cont

inue

to

wor

k fo

r th

e gr

eate

r go

od.

D

Pre

side

nt O

bam

a do

es n

ot t

ry t

o ge

t ci

tizen

s to

do

som

ethi

ng

they

hav

en’t

don

e by

sho

win

g th

em it

wou

ld b

e lo

gica

l to

do t

his;

in

stea

d he

app

eals

to

othe

r in

stin

cts

citiz

ens

have

.

2

F H

e is

onl

y m

entio

ning

the

pas

t in

mak

ing

an a

rgum

ent

abou

t th

e ch

alle

nges

of

the

pres

ent

and

futu

re.

G

He

is d

iscu

ssin

g ot

her

cris

es in

our

pas

t th

at w

e de

feat

ed b

y av

oidi

ng c

erta

in w

ays

of t

hink

ing.

H

He

is s

ugge

stin

g th

at t

here

is s

omet

hing

to

be le

arne

d fr

om b

oth

the

old

and

the

new

cha

lleng

es.

J

Cor

rect

. He

says

we

shou

ld r

esis

t th

ose

who

say

we

shou

ldn’

t ch

ange

and

sho

uld

go b

ack

to t

he o

ld d

ogm

as.

3

A C

orre

ct. H

e is

sum

mar

izin

g an

d sh

iftin

g at

tent

ion

to h

is a

udie

nce,

w

hom

he

wan

ts t

o ta

ke a

ctio

n.

B

He

addr

esse

s th

e au

dien

ce a

s “m

y fe

llow

Am

eric

ans,”

whi

ch

incl

udes

him

, avo

idin

g an

y se

para

tion.

C

He

does

not

spe

ak a

s “I

” in

the

firs

t pe

rson

but

con

tinue

s to

di

scus

s “o

ur”

colle

ctiv

e fu

ture

s.

D H

e is

not

bla

min

g th

e au

dien

ce o

r hi

mse

lf; h

e is

men

tioni

ng g

ood

thin

gs t

hat

ever

yone

mus

t do

.

148Reading Practice ■ Persuasive


149

R

ea

din

g P

ract

ice ■

Per

suas

ive

4

In p

arag

raph

s 9–

14,

Pres

iden

t O

bam

a m

entio

ns d

iffer

ent

Am

eric

ans

in o

rder

to

—

(E

2.10

Fig

. 19B

)

F po

int

finge

rs a

t th

ose

keep

ing

Am

eric

ans

from

wor

king

tog

ethe

r

G

call

atte

ntio

n to

var

ious

indi

vidu

als

who

hav

e do

ne in

cred

ible

thi

ngs

H

cite

exa

mpl

es o

f or

dina

ry c

itize

ns w

ho a

re v

oice

s of

una

rmed

tru

th

J av

oid

usin

g th

eir

real

nam

es a

nd id

entif

ying

the

m,

whi

ch w

ould

em

barr

ass

them

5

Pres

iden

t O

bam

a us

es f

igur

ativ

e la

ngua

ge in

par

agra

ph 2

in o

rder

to

—

(E2.

10 F

ig. 1

9B)

A

emph

asiz

e a

reck

less

act

like

sla

mm

ing

on t

he b

rake

s to

sto

p ch

ange

B

expl

ain

the

actu

al p

roce

ss o

f im

mig

ratio

n w

ith t

he in

flux

of a

riv

er

C

sugg

est

that

pas

t gl

ory

can

be r

ebui

lt lik

e an

old

hou

se b

eing

ren

ovat

ed

D

crea

te t

he im

age

of s

ome

new

fro

ntie

r th

at e

xist

s in

out

er s

pace

or

on E

arth

6

Whi

ch li

ne f

rom

the

spe

ech

reve

als

Pres

iden

t O

bam

a’s

purp

ose

for

mak

ing

thes

e re

mar

ks?

(E

2.8A

)

F And

whe

ther

we

like

it or

not

, th

e pa

ce o

f th

is c

hang

e w

ill o

nly

acce

lera

te.

G

Am

eric

a is

Tho

mas

Edi

son

and

the

Wri

ght

Bro

ther

s an

d G

eorg

e W

ashi

ngto

n C

arve

r.

H

We’

ve p

rote

cted

an

open

Int

erne

t, a

nd t

aken

bol

d ne

w s

teps

to

get

mor

e st

uden

ts a

nd

low

-inc

ome

Am

eric

ans

onlin

e.

J And

tha

t’s

why

I s

tand

her

e co

nfid

ent

as I

hav

e ev

er b

een

that

the

Sta

te o

f ou

r U

nion

is

str

ong.


An

swer

Ch

oic

e Ex

pla

nat

ion

s

English II EOC Reading ■ Informational Texts

4

F H

e is

not

crit

iciz

ing

anyo

ne b

ut p

oint

s ou

t th

ese

unna

med

pe

rson

s be

caus

e th

ey a

re d

oing

thi

ngs

he li

kes.

G

He

is t

alki

ng a

bout

spe

cial

but

uns

peci

fic A

mer

ican

s w

ho h

aven

’t

done

rea

lly in

cred

ible

thi

ngs;

inst

ead

they

are

ord

inar

y pe

ople

do

ing

basi

c w

onde

rful

thi

ngs.

H

Cor

rect

. Pre

side

nt O

bam

a re

fers

to

thes

e vo

ices

in p

arag

raph

7

and

then

cite

s th

e ty

pes

of p

eopl

e w

ho m

eet

this

defi

nitio

n.

J H

e is

not

ref

errin

g to

spe

cific

peo

ple

who

hav

e na

mes

but

inst

ead

is t

alki

ng a

bout

diff

eren

t ty

pes

of p

eopl

e w

ho d

o ce

rtai

n th

ings

.

5

A C

orre

ct. H

e us

es a

met

apho

r th

at e

very

one

know

s is

a p

anic

ky,

reck

less

act

ion

and

conv

eys

the

idea

tha

t tr

ying

to

stop

cha

nge

com

plet

ely

and

inst

anta

neou

sly

will

be

harm

ful.

B

He

does

n’t

use

figur

ativ

e la

ngua

ge f

or im

mig

ratio

n be

caus

e th

e in

flux

is a

n ac

tual

flow

of

peop

le, n

ot a

figu

rativ

e riv

er fl

owin

g.

C H

e is

tal

king

abo

ut a

ctua

lly r

e-es

tabl

ishi

ng g

lory

fro

m t

he p

ast,

no

t in

the

way

som

eone

wou

ld fi

x up

an

old

hous

e by

rep

laci

ng it

w

ith s

omet

hing

new

.

D H

e is

ref

errin

g to

rea

l fro

ntie

rs, w

hich

can

be

plac

es o

n Ea

rth

or

in s

pace

, but

the

une

xplo

red

futu

re is

an

actu

al f

ront

ier,

not

a m

etap

hor.

6

F In

thi

s se

nten

ce, P

resi

dent

Oba

ma

is c

omm

entin

g on

ly o

n pa

st

even

ts, n

ot o

n th

e st

ate

of t

he u

nion

.

G I

n th

is s

ente

nce,

Pre

side

nt O

bam

a is

dis

cuss

ing

the

char

acte

r of

pa

st A

mer

ican

her

oes,

not

the

sta

te o

f th

e un

ion.

H

In

this

sen

tenc

e, P

resi

dent

Oba

ma

is c

iting

onl

y on

e of

the

man

y ac

com

plis

hmen

ts t

hat

have

occ

urre

d un

der

this

pre

side

nt, n

ot t

he

who

le s

tate

of

the

unio

n.

J C

orre

ct. T

he p

urpo

se o

f a

stat

e of

the

uni

on a

ddre

ss is

to

repo

rt

on t

he p

rese

nt s

tatu

s of

our

cou

ntry

, and

Pre

side

nt O

bam

a ha

s la

id o

ut a

ll th

e th

ings

rig

ht a

bout

the

cou

ntry

and

wha

t w

e st

ill

need

to

do.

149


9 781943 008643Printed in Texas on recycled paper.

1: Literary TextsFiction


DramaDiagnostic Test, Reading Skills & Practice,Post Test

Literary NonfictionDiagnostic Test, Reading Skills & Practice,Post Test

PoetryDiagnostic Test, Reading Skills & Practice,Post Test

2: Informational TextsExpository


PersuasiveDiagnostic Test, Reading Skills & Practice,Post Test

3: Paired TextsDiagnostic Test, Reading Skills & Practice,Post Test

ENGLISH II EOC READING CONTENTS ENGLISH II EOC READING

STAAR® Preparation and Practice


• 27 passages with over 180 authentic STAAR questions

• 18 reading skills with STAAR Strategies

• 3-step approach for efficient remediation

ENG

LISH II EO

C READ

ING

STAA

R Preparation and Practice

Visit SiriusEducationSolutions.com for additional STAAR EOC resources.

2017 UPDATE

2017 UPDATE


Written Composition

STUDENTS MAY NOT WRITE OUTSIDE OF THE BOX

Page 1 © Sirius Education Solutions

1 A DB C

2 F JG H

3 A DB C

4 F JG H

5 A DB C

6 F JG H

7 A DB C

8 F JG H

9 A DB C

10 F JG H

11 A DB C

12 F JG H

13 A DB C

14 F JG H

15 A DB C

16 F JG H

17 A DB C

18 F JG H

19 A DB C

20 F JG H

21 A DB C

22 F JG H

23 A DB C

24 F JG H

25 A DB C

26 F JG H

Name Class Date Form

STAAR English II Practice Test Student Answer Sheet

27 A DB C

28 F JG H

29 A DB C

30 F JG H

31 A DB C

32 F JG H

33 A DB C

34 F JG H

35 A DB C

36 F JG H

37 A DB C

38 F JG H

39 A DB C

40 F JG H

41 A DB C

42 F JG H

43 A DB C

44 F JG H

45 A DB C

46 F JG H

47 A DB C

48 F JG H

49 A DB C

50 F JG H

51 A DB C

52 F JG H

2017 EDITION


STAAR® ENGLISH IIPractice Test—Form B

2017 EDITION


STAAR® ENGLISH IIPractice Test—Form A

2017 EDITION


STAAR® ENGLISH IIPractice Test—Forms A & BTeacher’s Edition

Table of Contents Form A

Answer Key 1 Composition Sample Responses 2 Answer Explanations 4

Form B Answer Key 12 Composition Sample Responses 13 Answer Explanations 15

References STAAR English I Expository Compositions 22 Tips for Grading Expository Responses 24 Student Answer Sheet 26

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Practice Test – Form A Answer Key

© Sirius Education Solutions 1

Item Number

Reporting Category

Readiness or Supporting

Content Student Expectation

Correct Answer

1 5 Supporting E1.16(A) C 2 5 Supporting E1.16(A) G 3 5 Readiness E1.13(C) A 4 5 Readiness E1.13(C) G 5 5 Readiness E1.13(C) D 6 5 Supporting E1.15(A) F 7 5 Readiness E1.13(C) B 8 5 Readiness E1.13(C) H 9 5 Supporting E1.15(A) D 10 6 Readiness E1.19(A) G 11 6 Readiness E1.13(D) A 12 6 Readiness E1.17(C) J 13 6 Supporting E1.18(B) B 14 6 Supporting E1.18(B) G 15 6 Readiness E1.17(C) A 16 6 Readiness E1.19(A) H 17 6 Supporting E1.18(B) A 18 6 Supporting E1.17(A) G 19 2 Readiness E1.5(B) C 20 1 Readiness E1.1(B) G 21 2 Supporting E1.2(C) C 22 2 Readiness E1.5(B) G 23 2 Readiness E1.5(B) A 24 2 Supporting E1.7 Fig. 19(B) H 25 1 Readiness E1.1(B) B 26 3 Readiness E1.8(A) H 27 3 Readiness E1.9(C) A 28 3 Readiness E1.9(C) G 29 3 Readiness E1.9(C) D 30 3 Readiness E1.9(C) J 31 3 Supporting E1.12 Fig 19(B) B 32 3 Readiness E1.9(C) F 33 1 Readiness Fig. 19(B) D 34 1 Readiness Fig. 19(B) G 35 1 Readiness Fig. 19(B) C 36 1 Readiness Fig. 19(B) H 37 2 Supporting E1.4(A) D 38 2 Supporting E1.4(A) H 39 2 Supporting E1.4(A) A 40 2 Supporting Fig. 19(B) J 41 2 Supporting E1.4(A) A 42 2 Supporting E1.4(A) H 43 2 Supporting E1.2B B 44 2 Supporting Fig. 19(B) F 45 2 Supporting Fig. 19(B) B 46 1 Readiness E1.1(B) H 47 2 Supporting E1.2B C 48 2 Supporting E1.6(A) F 49 2 Supporting Fig. 19(B) B 50 2 Supporting E1.6(A) F 51 2 Supporting Fig. 19(B) C 52 1 Readiness E1.1E J

Practice Test – Form A Answer Explanations

4 © Sirius Education Solutions

1 A This sentence states a fact but does not state the writer’s position.

B This sentence is unnecessarily harsh and accusative and might turn off readers.

C Correct. The position statement clarifies the focus of the paper, making it clear why Monika wants readers to support water conservation.

D This sentence focuses on the writer and does not effectively influence the reader.

2 F This personal anecdote supports the idea

that the summer of 2011 was hot, but not the hottest.

G Correct. This sentence provides statistical evidence to prove that the summer of 2011 was the hottest.

H This fact is common knowledge and does very little to support sentence 8.

J This fact is interesting, but not relevant to sentence 8 since it discusses water, not temperature.

3 A Correct. The pronoun referent of they

is unclear, so it’s best to replace they with The wildfires.

B Demolish means “to knock down.” Fires typically consume things, rather than knock them down.

C It is unclear whether all the homes destroyed were houses, so this replacement is problematic.

D Inhabitants is awkwardly formal for this context.

4 F Changing sentence 34 into an introductory

clause using when creates an inappropriate causal relationship between the ideas in the original two sentences.

G Correct. The revised sentence correctly uses a semicolon to join two independent clauses. The adverb similarly strengthens the connection between the subjects of each clause.

H The revised sentence incorrectly uses a compound subject, farmers and ranchers, because ranchers do not lose money when their crops fail and farmers do not have to spend more money to get feed and water for their livestock.

J The coordinating conjunction then creates an inappropriate chronological relationship between the ideas in the original two sentences.

5 A The adverb wisely correctly modifies the

verb using. The adjective wise would be incorrect in this context.

B Insure means “to get insurance,” which would be inappropriate in this context. An acceptable replacement would be ensure, “to make certain,” but the change would not make the sentence any clearer.

C Wildlife is a broad category that includes more than just mammals; for example, birds, insects, and lizards. Substituting wildlife with mammals would be incorrectly limiting.

D Correct. Desires are things that are strongly wished for or wanted, but not necessarily needed. The focus of the paper is on how essential water is for living things, so needs is a more appropriate word choice.

6 F Correct. The sentence introduces the

topic of the paper and makes readers want to learn more about it.

G This sentence provides the same information as the original sentence and is unnecessarily wordy.

H This sentence focuses on the writer and not the topic of the paper, which is still a mystery.

J This statement identifies the paper’s topic, but because it uses the Latin name, readers are still in the dark about what the topic actually is.

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