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Table of Contents Correlation Charts Sample Lesson
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Table of Contents
STAAR Ready Program Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A5 STAAR Ready Instruction and Test Practice
Ways to Use STAAR Ready Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A6 Getting Started with STAAR Ready Books . . . . . . . . . . . . . . . . . . . . . . . . . . . A7 Testing with STAAR Ready Test Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . A8 Teaching with STAAR Ready Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . A10
STAAR i-Ready
Going Online with STAAR i-Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A12 Ways to Use STAAR i-Ready and STAAR Ready Books . . . . . . . . . . . . . . . . . . . A14 Getting Started with STAAR i-Ready and STAAR Ready Books . . . . . . . . . . . . . . . . A15
Features of STAAR Ready Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . A16 Supporting Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A26 Correlation Charts
Correlations to the STAAR-Assessed TEKS in Reading . . . . . . . . . . . . . . . . . . . . A29 STAAR Ready Test Practice Questions by TEKS Standards . . . . . . . . . . . . . . . . . A32
STAAR Ready Test Practice Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . A38 Lesson Plans (with Answers)
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Affixes and Words in Context . . . . . . . . . . . . . . 1 Genre . . . . . . . . . . . . . . . . . . . . . . . . . 8 Comparisons and Connections . . . . . . . . . . . 16 Summaries and Inferences in Literature . . . . . . . 23 Theme . . . . . . . . . . . . . . . . . . . . . . . . 30 Literary Elements and Conventions . . . . . . . . . . 37 Elements of Poetry, Drama, and Media . . . . . . . . 44 Setting, Plot, and Character . . . . . . . . . . . . . 51 Claims and Connections in Expository Texts . . . . . 58
TEKS
7.1.2.A, 7.1.2.B, 7.1.2.E 7.1.7.A, 7.1.9.A 7.1.19.F 7.2.19.D, 7.2.19.E 7.2.3.A, 7.2.3.C 7.2.3.B, 7.2.8.A 7.2.4.A, 7.2.5.A, 7.2.13.A, 7.2.13.C 7.2.6.A, 7.2.6.B, 7.2.6.C 7.3.10.B, 7.3.10.D 7.3.10.A, 7.3.10.C
Lesson 10 Organization and Summary of Expository Texts . . . 66
STAAR Ready Sampler Curriculum Associates LLC www.CurriculumAssociates.com 800-225-0248
TEKS
Lesson 11 Persuasive Texts and Media Literacy . . . . . . . . . 73 Lesson 12 Graphical Components in Procedural Texts . . . . . 80 Lesson 13 Summaries and Inferences in Expository and Persuasive Texts . . . . . . . . . . . . . . . . . 87 7.3.11.A, 7.3.11.B, 7.3.13.A, 7.3.13.C 7.3.12.B 7.3.19.D, 7.3.19.E
Correlation Charts
Correlations to the STAAR-Assessed TEKS in Reading
The chart below correlates each test question in STAAR ReadyReading Test Practice, Grade 7 to a TEKS standard that is eligible for assessment on the Reading STAAR. The chart also indicates the corresponding lesson in STAAR ReadyReading Instruction, Grade 7 that provides comprehensive instruction for that TEKS standard. Use this chart to determine which lessons your students need.
STAAR Ready Instruction and Test Practice
STAAR Reading Reporting Categories and TEKS Standards
Test Practice Item Numbers Practice Test 1 Practice Test 2 Practice Test 3
Instruction Lesson(s)
Reporting Category 1: Understanding and Analysis Across Genres The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres.
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: 7.1.2.A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. Readiness Standard 7.1.2.B use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words. Readiness Standard 7.1.2.E use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. Readiness Standard 4, 13 17, 28 9, 46 33, 49 11, 14 24, 30 Lesson 1 Lesson 1
44
24
39
Lesson 1
Reading/Comprehension of Literary Text/Literary Nonfiction. Students analyze, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to: 7.1.7.A describe the structural and substantive differences between an autobiography or a diary and a fictional adaptation of it. Supporting Standard
Lesson 2
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the authors purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: 7.1.9.A explain the difference between the theme of a literary work and the authors purpose in an expository text. Readiness Standard 33, 35 28 34, 36 Lesson 2
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an authors message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: 7.1.19.F make connections between and across texts, including other media (e.g., film, play), and provide textual evidence. Readiness Standard 32, 34 36, 37, 38 33, 35 Lesson 3
A29
Reporting Category 2: Understanding and Analysis of Literary Text The student will demonstrate an ability to understand and analyze literary texts.
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: 7.2.3.A describe multiple themes in a work of fiction. Supporting Standard 7.2.3.B describe conventions in myths and epic tales (e.g., extended simile, the quest, the heros tasks, circle stories). Supporting Standard 7.2.3.C analyze how place and time influence the theme or message of a literary work. Supporting Standard 16 8 23 8 17 20 22 15 5 Lesson 5 Lesson 6 Lesson 5
Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 7.2.4.A analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem. Supporting Standard 18 21 Lesson 7
Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to: 7.2.5.A explain a playwrights use of dialogue and stage directions. Supporting Standard 15 21 18 Lesson 7
Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: 7.2.6.A explain the influence of the setting on plot development. Readiness Standard 7.2.6.B analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts. Readiness Standard 7.2.6.C analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited. Supporting Standard 14, 21, 22 1, 3, 9 2 2, 3 1, 4, 22 5 1, 3, 29 8, 12, 16 6 Lesson 8 Lesson 8 Lesson 8
Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an authors sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to: 7.2.8.A determine the figurative meaning of phrases and analyze how an authors use of language creates imagery, appeals to the senses, and suggests mood. Readiness Standard 10, 11, 12 13, 14, 15 2, 9, 13 Lesson 6
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 7.2.13.A interpret both explicit and implicit messages in various forms of media. Supporting Standard 7.2.13.C evaluate various ways media influences and informs audiences. Supporting Standard 6 18 19 12 20 19 Lesson 7 Lesson 7
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an authors message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: 7.2.19.D make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama) 7.2.19.E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama) 5, 19, 20 6, 7, 10, 16 4, 7, 10, 28 Lesson 4
7, 24
11, 23
17, 31
Lesson 4
A30
Reporting Category 3: Understanding and Analysis of Informational Text The student will demonstrate an ability to understand and analyze informational texts.
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: 7.3.10.A evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning. Readiness Standard 7.3.10.B distinguish factual claims from commonplace assertions and opinions. Supporting Standard 7.3.10.C use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text. Readiness Standard 7.3.10.D synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence. Readiness Standard 25, 29 26, 49 27, 42 32 26, 30 29, 35, 42 41, 47 26, 42 27, 43 Lesson 10 Lesson 9 Lesson 10
36, 37, 38
39, 40
32, 37, 38
Lesson 9
Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: 7.3.11.A analyze the structure of the central argument in contemporary policy speeches (e.g., argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument. Supporting Standard 7.3.11.B identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts. Supporting Standard 48 50 48 Lesson 11
47
27
49
Lesson 11
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: 7.3.12.B explain the function of the graphical components of a text. Supporting Standard 40, 41 45, 47 23, 44 Lesson 12
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 7.3.13.A interpret both explicit and implicit messages in various forms of media. Supporting Standard 7.3.13.C evaluate various ways media influences and informs audiences. Supporting Standard 50 43 25 34 45 50 Lesson 11 Lesson 11
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an authors message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: 7.3.19.D make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Expository) / Supporting Standard (Persuasive) 7.3.19.E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Expository) / Supporting Standard (Persuasive) 30, 31, 45 31, 43, 48 25, 40 Lesson 13
39, 46
41, 44
46
Lesson 13
A31
Lesson 9
(Student Book pages 6776)
STAAR TEKS
7.3.10.B Distinguish factual claims from commonplace assertions and opinions. 7.3.10.D Synthesize and make logical connections between ideas within a text and across two or three texts
Claims and Connections in Expository Texts
TAP STUDENTS PRIOR KNOWLEDGE

Tell students that they will be working on a lesson about making connections in expository texts. Ask students if they have ever watched a crime drama on television. Ask them what the word evidence means in this context. (information, such as fingerprints, eyewitness reports, and other details related to the crime) Then ask how detectives on the show use such evidence. (They connect the pieces of evidence to draw a conclusion about who committed the crime and how.) Ask students what would happen if the police knew who committed the crime but had no evidence. (That person could get away with the crime.) Tell students that as they read, they are acting like detectives. They are using evidenceideas and information in one or two textsto draw a conclusion or make a logical observation. Explain that students should always be able to make a case for their observations by citing evidence from the text. Introduction
Lesson 9 Claims and Connections in Expository Texts
Introduction
In this lesson, you will learn about claims and connections in expository texts. Expository texts explain, describe, or inform. You could explain an opinion, describe a process, or inform readers about an idea, person, or event. Expository texts can contain factual claims, opinions, and commonplace assertions. A factual claim can be proven with data, observations, and reliable sources. Consider this claim: The 2011 Summer Arts Festival had the largest attendance since the festival began in 1995. You could prove this claim by looking at attendance records for all the past festivals. An opinion states one persons belief, feeling, or thought. An example is, Our 2011 Summer Arts Festival was the best one ever. You cant prove this claim as you would a factual claim. All you can do is explain what you mean by best and why the 2011 festival is better than others in that regard. Opinions include judgment words such as worst, beautiful, outstanding, or should. A commonplace assertion is a statement many people assume to be true but which may or may not be true. Take this claim: Art lifts the human spirit. Many people probably think this is true, but there is room for debate. Some art is depressing and does not lift the spirit in the way commonly meant. Others might question what is meant by the term spirit or even art.
Copying is not permitted.
STAAR TEKS
7.3.10.B Distinguish factual claims from commonplace assertions and opinions. 7.3.10.D Synthesize and make logical connections between ideas within a text and across two or three texts
The word synthesize means to put together and make something new. When you synthesize ideas, youre connecting them to make your own ideas. Suppose youre given this (weird!) assignment: Write about rust. Looking around, you nd three texts. The rst one, a science book, says that rust is a common chemical reaction in which iron and oxygen atoms combine. The next text, a website, claims that companies spend hundreds of billions of dollars each year replacing rusted equipment. The third text is about new materials that dont rust. Synthesizing these ideas, you can tell readers that companies could save billions of dollars each year by making their products of materials that dont rust. idea 1 + idea 2 + idea 3, etc. your synthesis
AT A GLANcE
Read and discuss the Introduction on page 67.
Curriculum Associates, LLC
L9: Claims and Connections in Expository Texts
67
TEKS 7.3.10.B, 7.3.10.D
STEP BY STEP
Identify two articles students have read in class. Guide them in drawing conclusions from each article and making connections between them that they back up with evidence. claims and EvidenceAsk students what factual claims are made in each article. Explain that a factual claim declares something to be true based on provided facts or other evidence. For example, a writer might claim that changes in the Arctic ice cap are making it harder for polar bears to hunt. Contrast this claim with an opinion. (It would be a tragedy if polar bears became extinct.). Then contrast the claim with facts. (Polar bears hunt mainly from ice floes. Ice floes are shrinking.) Finally, contrast it with a commonplace assertion. (Polar bears are dangerous.)
TEKS 7.3.10.B, 7.3.10.D
58
Making connections between TextsAre the two texts about the same subject? If they are, then how does their presentation of ideas and information compare? For example, one article about polar bears might describe how they swim and play. Another might show the effects of climate change on how they live. What is the purpose of each text? The first article is meant to entertain with vivid descriptions, the second to persuade readers to care about the effects of climate change on wildlife. Do the texts have different features? For example, the first text might have photographs and drawings. The other text might have tables, graphs, and scientist quotes. Last, ask students what conclusions they might draw by combining evidence from the two texts.
Modeled Instruction
AT A GLANcE
With the class, read and discuss the short article and the question on page 68. Model the process used to answer the question as outlined in the bulleted points.
Modeled Instruction
Read this article about a unique art exhibit. Look for facts and opinions in the article to answer the question below.
STEP BY STEP
Before Reading Tell students that they are about to read a short article about an unusual art installation called Cadillac Ranch. Preview the question students will be asked to answer by telling them that they will be asked to distinguish between facts and opinions in the article. During Reading Have students follow along as you read aloud the title and selection. Alternatively, have students read it silently. Remind students to look for facts and opinions as they read. After Reading Read the question that follows the selection. Model the process used to answer the question by discussing each of the bulleted points. Be sure to show students how to review the article for details that help answer the question. Have students mark the supporting details as indicated in the points. Recall the definition of a commonplace assertion. It is a claim that people often make but that may or may not be true.
cadillac Ranch
1 Good things come out of the ground around Amarillo, Texas. Just ask Stanley Marsh 3, a wealthy local artist. (His name includes 3 in place of the more common III.) Marsh made his fortune pumping helium from the rock below the Texas Panhandle. He made his name as an artist, however, with Cadillac Ranch, a row of upended cars that appear to sprout from the ground just south of Interstate 40outside of Amarillo. People are drawn to the unusual, so the graffiti-splashed cars have became quite an attraction. Marsh planted the cars as a playful salute to the golden age of the American automobile. Several years ago, Marsh moved the entire row of cars when development crept up to the exhibits isolated setting. Today, Cadillac Ranch is a little harder to spot. But Marsh likes it that way. He says he wants his art to be like a hidden treasure that takes its viewers by surprise.
Which statement in paragraph 1 is a commonplace assertion? Recall the definition of a commonplace assertion. It is a claim that people often make but that may or may not be true. Read each sentence in paragraph 1. Sentence 1 contains the judgment word good. This means the sentence is an opinion. Sentences 25 all state facts about the artist and his artwork.
Sentence 6 starts with the claim People are drawn to the unusual. Does this sentence state a common belief? Yes. Is it true? Not necessarily. People are often drawn to the unusual, such as an elephant at a shopping mall, but not always.
ANSWER: The commonplace assertion is People are drawn to the unusual.
Reread the article to answer this question.

The author uses the commonplace assertion People are drawn to the unusual to support a factual claim. What is that claim?
The grafti-splashed cars have become quite an attraction.
TEKS 7.3.10.B, 7.3.10.D
68
Try It! Direct students to answer the related Try It! question. Read the question aloud with students to make sure they understand it. Have students, individually or in pairs, answer the question and write the answer on the lines provided. (The graffiti-splashed cars have become quite an attraction.) Then discuss their answers. Look at the last sentence in paragraph 2. Could this statement be proven by evidence? (yes) Does the commonplace assertion People are drawn to the unusual support this statement? (yes) The partly buried cars are definitely unusual. This assertion helps to explain why people would be drawn to Cadillac Ranch. What facts could the author have cited to support the claim in the last sentence? (eyewitness reports of how many people stop to look at the artwork)
The first sentence contains the word good, meaning the sentence is an opinion. (Have students underline the word good.) Sentences 25 all state facts about the artist and his artwork. (Ask volunteers to point out facts in sentences 25. Facts include made his fortune pumping helium, a row of upended cars, just south of Interstate 40, and so on.) Sentence 6 starts with the claim People are drawn to the unusual. Does this sentence state a common belief? Yes. Is it true? Not necessarily. People are often drawn to the unusual, such as an elephant at a shopping mall, but not always. Make sure students understand how these details lead to the answer: The commonplace assertion is People are drawn to the unusual.
59
TEKS 7.3.10.B, 7.3.10.D
Try It!
Guided Instruction
AT A GLANcE
Guide students as they read the short article and answer the multiple-choice question on page 69.
Guided Instruction
Read the article. Use the Think About It to guide your reading. Then answer the question. Use the Hint to help you.
STEP BY STEP
Before Reading Tell students that the article is about a special musical competition in Fort Worth and its founder, a man named Van Cliburn. Remind students that factual claims are statements that can be proven from evidence such as facts, personal observations, reliable sources, and expert opinions. During Reading
The Van cliburn competition

1
Think About It
What does the author claim about Cliburn? What facts in the text support this claim?
Every four years, piano players flock to Fort Worth, Texas. Their goal: to perform in the Van Cliburn International Piano Competition. The contest is named for Van Cliburn, an artist who became a national hero in 1958. In that year, at age 23, he won an important piano competition in Moscow. At the time, the United States was locked in a Cold War with the Soviet Union. The Soviet government wanted to show that Soviet artists were better than American artists. But all the judges agreed that Cliburns playing was the best, so he was declared the winner. Time magazine called him The Texan Who Conquered Russia. This performance made Cliburn famous and launched his career. In 1962, he founded the Fort Worth competition. His goal was and is to promote the appreciation of classical music.
Hint
Read each choice. Which one doesnt support the claim that Cliburn became a hero?
All of the following facts support the claim that Van cliburn became a national hero in 1958 except A Cliburn won a Moscow piano competition that year. B The Soviet Union and the United States were locked in a Cold War. c Cliburn founded an international piano competition in Texas. D Time called Cliburn The Texan Who Conquered Russia.
Encourage students to use the Think About It as they read. Explain that the Think About It question will help them look for facts and opinions in the selection. After Reading Have students answer the question, using the Hint to help them. Remind students to circle the letter of the answer they choose. Next, tell students to read the correct answer (C). Guide students to see that answer choices A, B, and D support the claim that Cliburn became a national hero in 1958. Ask them what kind of people are normally viewed as national heroes. (soldiers who fight for their country in wartime) In what way was Cliburn fighting for his country? (He was in a Moscow piano competition. It was during the Cold War, when the Soviet Union and the United States viewed each other as competitors and enemies.) Who did Cliburn defeat? (the other pianists, including ones from the Soviet Union) What did the media call Cliburn afterward? (The Texan Who Conquered Russia.) Last, point out that answer choice C is the only choice that does not support the claim. The Van Cliburn competition began after 1958 and is unrelated to the idea that the artist was viewed as a national hero. Last, discuss the explanations for why the other answer choices are not correct. These explanations help students understand precisely why one answer choice is feasible and the other three choices cannot be justified or supported by the text.
CORRECT ANSWER Answer choice c is correct. SUPPORTING DETAILS Certain events and circumstances in 1958 (described in paragraph 1) caused Cliburn to be viewed as a national hero. His founding of a piano competition in Texas was not a cause of him becoming a national hero. INCORRECT ANSWERS A is not correct because taking part in the Moscow competition is related to the claim that Cliburn became a national hero. B is not correct because the context of the Cold War played a part in why Americans came to view Cliburn as a hero. D is not correct because this title supports the claim that Cliburn was viewed as a national hero.
69
TEKS 7.3.10.B, 7.3.10.D
TEKS 7.3.10.B, 7.3.10.D
60
Guided Practice
AT A GLANcE
Have each student read the two selections on page 70. Then have them answer the three multiple-choice questions on page 71 and provide supporting details forthe answers.
Guided Practice
Read each selection. Use each Think About It to guide your reading.
Think About It
What do the two selections have in common?
cats-B-Gone
The Miraculous Herbal Spray that Repels Cats
Attention all gardeners! Are you tired of planting tender seedlings, only to find that the neighborhood cat has nibbled them down to bare nubs? Are you sick of finding little packages from those darling kitties in your flowerbed? Then try Cats-B-Gone, the splendid herbal spray that cats cant stand! This colorless spray is a secret blend of natural herbs that repels all kinds of felines. Just a few squirts, andPresto!cats disappear.
STEP BY STEP
Before Reading Point out the Think About It questions next to each selection. Explain to students that these questions will help them better understand similarities and differences between the two texts. During Reading Have students read the selections independently, using the Think About It questions to guide their reading. After Reading Have students answer the multiple-choice questions that follow the selections. Make sure students understand that they should provide details from theselections to support their answers. Point out the Hints. There is one for each question. Tell students that the hints provide clues about similarities and differences between the two texts. These clues will help students respond to the questions. Remind students to look back at the selections for supporting details. For the Pair/Share activity, have students discuss their answers with a partner. Encourage students to share the details from the selections that they used to support their answers. Follow up with a whole-class discussion of answers and supporting details.
If you were to describe the overall effect of Cats-B-Gone in your own words, what would you say?
Dont worry, animal lovers, it wont harm the furry felines. They simply detest the smell and high-tail it elsewhere to do their business. Best of all, Cats-B-Gone can now be yours for just $19.99, plus shipping and handling. Dont delayorder your bottle of Cats-B-Gone today!
May 4, 2011 Dear Herbs Herbs: I received my order of Cats-B-Gone and applied it as directed. Your product worked precisely as promisedthe cats who had been habitually harassing my garden now maintain a respectful distance. There is just one miniscule problem: Now my garden has become completely infested by packs of pooches! It seems that dogs will overcome any obstacle to get near this foul fragrance (which, by the way, is as disgusting to humans as it is to cats). And the dogs are not content merely to sniff. Oh, no; they dig, trample, and roll all over the sprayed plants and anything unfortunate enough to be near them. Enclosed you will find the unused portion of your putrid product, which should be called Canines-Come-Hither! Furiously, Griselda Griper
TEKS 7.3.10.B, 7.3.10.D
70
ELL Support
Both selections use exaggerated language, which may require additional support. Preteach the following terms from the selections: miraculous (amazing and extraordinary) splendid (extremely good) detest (strongly dislike) high-tail it (leave quickly) harassing (bothering again and again) miniscule (extremely small) infested (overrun by a great quantity of something) packs of pooches (groups of dogs) foul (very bad or offensive) disgusting (causing a negative or sick feeling) putrid (giving off a terrible smell) come-hither (come to this place) furiously (with extreme anger)
61
TEKS 7.3.10.B, 7.3.10.D
Amid the strong opinions and judgment words are some factual claims. What are some claims in either selection that everyone can probably agree on?
Guided Practice
ANSWERS AND SUPPORTING DETAILS fOR DIScUSSION

With the class, discuss each answer, the supporting details, and the reasons that those details support the answer. 1 Answer: D, a product called Cats-B-Gone Supporting Details: Only answer choice D is true of both selections. Answer choice A is only in the first selection. Answer choices B and C are only in the second selection. This question requires students to identify a similarity. The main similarity between the two selections, and the only similarity listed as an answer choice, is that both selections are about the same product. They are both limited in scope, in that sense. 2 Answer: C, The product works, but not as the manufacturer intended. Supporting Details: The first selection discusses what Cats-B-Gone is supposed to do. The second selection describes what Cats-B-Gone actually does, at least in the experience of one user. The product therefore has an effect, just not the one the manufacturer claims it does. Obviously cats and dogs have opposite reactions to the product (A). The manufacturer might be mistaken about the effect, but there isnt textual evidence to suggest the manufacturer lied (B). Nothing in either text describes how the product affects other animals (D).
Hints
Both selections discuss the same topic but from different points of view. What topic do they share?
Use the Hints to answer the questions below. Circle the correct answers and provide supporting details from the selections.
1 What do both selections discuss? A how to order Cats-B-Gone B how the product affects dogs c the problems with a product D a product called Cats-B-Gone Supporting Details: Responses will vary.
Find that statement that is correct, based on information in both selections.
Based on the details provided in both selections, what conclusion can you draw? A Cats and dogs are affected in the same way by the product. B The manufacturer lied about what the product is supposed to do. c The product works, but not as the manufacturer intended. D The product also affects other animals, such as rabbits. Supporting Details: Responses will vary.
Select the choice that can be proven by observation or information and that all people can agree on.
Which statement from the selections is a factual claim? A Are you sick of finding little packages from those darling kitties in your flowerbed? B Cats-B-Gone can now be yours for just $19.99, plus shipping and handling. c which, by the way, is as disgusting to humans as it is to cats D which should be called Canines-Come-Hither Supporting Details: Responses will vary.
With your partner, share and discuss your answers and supporting details.
PAIR SHARE
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TEKS 7.3.10.B, 7.3.10.D
Answer: B, Cats-B-Gone can now be yours for just $19.99, plus shipping and handling. Supporting Details: The price of a product is easily verifiable by purchasing it. Choice A is a question, not a claim. Choice C is not verifiable: How can the disgust of two completely different species be accurately measured? Also, some humans (and possibly some cats) might find the odor of Cats-B-Gone unobjectionable and even pleasant. Finally, choice D uses the term should, expressing an opinion.
TEKS 7.3.10.B, 7.3.10.D
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STAAR Practice
STAAR Practice
Read the next two selections. Then answer the questions that follow them. 6 Overall, there are some disadvantages to using renewable energy sources. Right now, the technology to use renewable energy sources is still expensive. Using renewable energy requires a major investment of money to get started, and the money is paid back only after using the free fuel for a very long time. Fossil fuels are convenient. They are relatively easy to collect and to transport. This makes it easy for people to use them. Renewable energy sources can be unpredictable and hard to collect. Days without sun and wind have to be accounted for when using solar or wind energy. Water power is not an option everywhere. Renewable energy sources will need to become nearly as convenient as fossil fuels if they are to be used by a large number of people. People will have to think creatively to choose and use the renewable energy sources that are best for where they live. Despite the challenges, renewable energy sources are an investment in our future. Fossil fuels have a limited supply. As the demand for fossil fuels grows and the supply decreases, higher prices for fossil fuels will be passed on to energy users. In contrast, renewable energy sources are free. The technology to capture them is expensive. But once it is in place, it becomes more affordable over time. This results in lower prices in the long run. Developing ways to use local renewable energy sources creates new jobs for people, expanding the total number of jobs in our economy. It allows us to depend on ourselves, rather than other countries, for our energy. Renewable energy is also better for the environment. It is clean, which means that using it does not release poison into the air. Over time, this will help reduce the problems of global warming and acid rain. Choosing and using renewable energy sources shows that you care about people and our planet and want to protect Earths resources for future generations. We only have one Earth. We must take care of it!
Energy Options for the Future

7 1 Every time you ride in a car, mow a lawn, or heat your home, you are using energy. You probably dont think much about where this energy is coming from, but you should. Fossil fuels, such as coal, oil, and natural gas, are running out. Burning them is also heating up our environment by releasing gases into the air. What if there were better, cleaner ways to power our world? Actually, there are. Scientists are working to find ways to use renewable resources for our energy needs. Renewable energy sources are energy sources that can be replenished because they never run out. Solar energy, wind power, and water power are three renewable energy sources that hold promise. They are all clean, nonpolluting, and available in an endless supply. They do not produce wastes that heat up our environment. These renewable energy alternatives deserve a closer look. Solar energy is energy from the sun. It can provide heating, cooling, light, and hot water. Energy from the sun does not produce waste and will not run out for billions of years. However, solar energy is expensive. It requires special equipment, called solar panels, to capture the suns energy. Solar energy is also limited to buildings that have the special panels. Still, many believe that in the future, every roof will have solar panels. Of all the renewable energy sources, solar energy is the only one that does not have any negative impacts on the environment.
Copying is not permitted. Copying is not permitted.
10
Wind is another renewable energy source. Wind creates energy by turning the blades of a wind turbine, which is like a super-windmill. The blades are connected to a generator, which creates power. Wind energy is clean, but some people dont like the noise or the appearance of the large turbines. Wind turbines can be harmful to migrating birds. Also, wind does not blow consistently, so adaptations have to be made for very windy days or days with no wind at all. Water power has been used for many years. It is clean and renewable. Flowing water turns paddles in power plants, which creates electricity. But water power requires expensive dams to be built, and it is not an option in very dry areas. Even so, it is the most widely used renewable energy source that exists today.
TEKS 7.3.10.B, 7.3.10.D
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TEKS 7.3.10.B, 7.3.10.D
AT A GLANcE
Have each student read the selections on pages 7275 and answer the five multiple-choice questions on page76.
STEP BY STEP
First, explain to students that the selection and multiple-choice questions 15 are similar to those they will encounter on the STAAR. Then have students read the directions and complete the practice independently. Tell students to fill in the correct answer choices on the answer form at the bottom of page 76. After students have answered the questions, review and discuss the answers. See the answers and explanations for discussion on page 65. Have students record the number of correct answers in the box provided.
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TEKS 7.3.10.B, 7.3.10.D
STAAR Practice
STAAR Practice
Hybrid Cars Under the Microscope

by J. A. Bartlett 1 We keep hearing about hybrid cars and how great they are. Everybody says theyre the car of the future. They might be, but I dont think the future is here just yet. On the surface, a hybrid car makes a lot of sense. The reasons in their favor sound good. But lets look at those reasons. Are hybrids really as great as their fans say they are? A hybrid car mostly uses an electric motor for speeds under 40 miles per hour and a gas engine for speeds above 40 miles per hour. The gas engine gives the car more power for highway speeds, and it also charges the electric motor battery for the next time. Sounds good, right? If most of your driving is at 40 or less, youll be saving lots of gas because you arent burning much. But the only people who do most of their driving at less than 40 are people who live in the heart of cities. Many of us live in the suburbs or in rural areas. Most of our driving is going to be on freeways, highways, or streets where the speed limit is 40 or more. That means suburban and rural hybrid owners will be using the gas engine most of the time, except when getting up to speed. The fancy electric motor they paid extra for is going to be powering the radio, mostly. Hybrid fans like to talk about all the money they save because they dont have to buy so much gas. But how much money are they saving, really? Weve already shown that they wont be saving as much if theyre using the gas engine for most of their driving. Now think about this. Say a hybrid driver gets 30 miles to the gallon when the gas engine runs. Lots of regular, nonhybrid models also get the same gas mileage. If the goal is better gas mileage, why pay the extra $5,000 or $10,000 for a hybrid if a regular car can do just as well?
I want to save gas money even if its just a little, people say. OK, lets work it out. Imagine a driver could save a couple hundred bucks a year on gas with a hybrid. At $200 in gas savings per year, it would take 25 years to make up for the extra $5,000 that the hybrid cost. But whos going to keep the same car for 25 years? Heres another big expense for hybrid owners to think about: paying for service. Neighborhood service garages probably cant repair a hybrid. The cars often must be taken to the dealership for repairs, which can be inconvenient. Not only that, but some of those repairs can be expensive. A new battery, for example, can cost several thousand dollars. The battery can be the source of other problems with hybrid cars. Some batteries found in older hybrid models dont hold an electric charge for more than a couple of weeks. If you park at the airport while youre on vacation, you may have to run the gasoline engine from the start to get the battery charged again. And thats only the beginning. Some of these old batteries wont operate at all in cold weather. The weight of the battery adds to the weight of the whole car, which drags down gas mileage. Some of the old batteries can be dangerous in an accident. The fluid inside them can catch on fire. Even if hybrid cars use less gas than regular cars, they still use gas. That means they still add to air pollution. They still use a resource thats going to run out someday. So I think the real car of the future will turn out to be something else. Even if you think the hybrid is the best we can do right now, you must admit that it wont always be the best.
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TEKS 7.3.10.B, 7.3.10.D
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TEKS 7.3.10.B, 7.3.10.D
TEKS 7.3.10.B, 7.3.10.D
64
STAAR Practice
ANSWERS AND EXPLANATIONS fOR DIScUSSION

Answer Form 1 B C D 2 F G H 3 A B C 4 F H J 5 A B D 1 Choice A is correct. In Energy Options, paragraph6 states, Right now, the technology to use renewable energy sources is still expensive. Although Hybrid Cars does not say it so openly, much of its argument against hybrid cars stems from the price of adopting this technology over cars powered entirely by fossil fuels. Energy Options does not discuss the usefulness of hybrid cars (choice B). Although Energy Options does talk about solar energy, neither article refers to solar energy in relation to hybrid cars (choice C). Although Energy Options mentions air pollution, it does not distinguish between rural, suburban, and urban areas when discussing it. Hybrid Cars under the Microscope claims that hybrid cars might not be useful for people who live and drive in rural and suburban areas, but the article does not claim that air pollution is a problem in either type of place (D). Choice J is correct. A commonplace assertion is one that many people assume to be true but which may or may not be correct. Advocates of renewable energy claim that developing local energy resources will produce jobs. This may be true in some cases, but is it true in all cases? Choices F, G, and H, in contrast, are all factual claims. Choice D is correct. An opinion is a statement of a personal belief, thought, or feeling. Opinions are often accompanied by judgment words. In this case, the presence of I think clearly signals the sentence as an opinion. Choice A is a question, not an opinion; it opens up the article for the battery of opinions and factual claims to follow. Choice B is a factual claimalbeit a loosely expressed one. Choice C describes a hypothetical situation, but it is not a personal expression of belief.
1
STAAR Practice
Which of the following would the authors of Energy Options for the Future and Hybrid Cars under the Microscope most likely agree on? A B C New energy technologies are initially expensive to develop. Hybrid cars are not a useful technology for most people. Solar energy is a practical way to recharge hybrid cars. 4 Which logical conclusion can be drawn from reading both Energy Options for the Future and Hybrid Cars under the Microscope? F People will refuse to develop renewable energy resources until fossil fuel prices become extremely high.
G Renewable energy technologies benefit the planet because they produce less pollution than fossil fuel technologies. H Modern societies dont need to develop renewable energy technologies because they will keep discovering new fossil fuel deposits. J Most people are willing to pay extra money for renewable energy technologies because they help the environment.
D Air pollution is a serious problem in rural and suburban areas.
Which of these statements from Energy Options for the Future is a commonplace assertion? F Every time you ride in a car, mow a lawn, or heat your home, you are using energy.
G Wind energy is clean, but some people dont like the noise or the appearance of the large turbines. H But water power requires expensive dams to be built, and it is not an option in very dry areas. J Developing ways to use local renewable energy sources creates new jobs for people, expanding the total number of jobs in our economy.
Which of these statements from Hybrid Cars under the Microscope is a factual claim? A B C Everybody says theyre the car of the future. But how much money are they saving, really?
A new battery, for example, can cost several thousand dollars.
D Even if you think the hybrid is the best we can do right now, you must admit that it wont always be the best.
Which of these statements from Hybrid Cars under the Microscope is an opinion? A B C Are hybrids really as great as their fans say they are? Many of us live in the suburbs, or in rural areas. Imagine a driver could save a couple hundred bucks a year on gas with a hybrid.
Answer form
1 2 3 4 5
D So I think the real car of the future will turn out to be something else.
A F A F A
B G B G B
C H C H C
D J D J D
Number Correct 5
TEKS 7.3.10.B, 7.3.10.D
76
2
Choice G is correct. Much of Energy Options points to a major advantage that renewable energy resources have over their fossil-fuel counterparts, i.e., less pollution. Although Hybrid Cars spends most of its time disputing the advantages of hybrid vehicles, paragraph 10 notes that any car powered by fossil fuels add to air pollution, suggesting that the author also wishes for energy sources that pollute the air less. Neither selection supports choice F, although the author of Hybrid Cars might agree with that point. Both selections agree that fossil fuels will eventually run out (H). Neither selection supports the idea that most people would pay money for renewable energy technologies (J). Choice C is correct. A factual claim, such as the price of a battery, can be checked for its truth or falsity. Choice A is an exaggeration: Only some people, not everybody, is claiming that hybrids are the car of the future. Choice B is a question that leads in to a discussion of factual claims. Choice D is an opinion.
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TEKS 7.3.10.B, 7.3.10.D
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Claims and Connections in Expository Texts

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L9: Claims and Connections in Expository Texts

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ANSWER: The commonplace assertion is People are drawn to the unusual.

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The grafti-splashed cars have become quite an attraction.

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L9: Claims and Connections in Expository Texts

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L9: Claims and Connections in Expository Texts

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Find that statement that is correct, based on information in both selections.

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Energy Options for the Future

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