STAAR Ready Reading - casamples.comcasamples.com/downloads/TXSTAAR_R7_InstrTestPracTG.pdfSTAAR Ready Test Practice Questions by TEKS Standards ... 7.1.2.A determine the meaning of

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7 ReadingTeacher Guide

STAAR

Test Practice& Instruction

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Teacher Guide

• Table of contents• correlation charts• Sample Lesson

Table of Contents

STAAR Ready™ Program Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A5

STAAR Ready Instruction and Test PracticeWays 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 Affixes and Words in Context . . . . . . . . . . . . . . 1

Lesson 2 Genre . . . . . . . . . . . . . . . . . . . . . . . . . 8

Lesson 3 Comparisons and Connections . . . . . . . . . . . 16

Lesson 4 Summaries and Inferences in Literature . . . . . . . 23

Lesson 5 Theme . . . . . . . . . . . . . . . . . . . . . . . . 30

Lesson 6 Literary Elements and Conventions . . . . . . . . . . 37

Lesson 7 Elements of Poetry, Drama, and Media . . . . . . . . 44

Lesson 8 Setting, Plot, and Character . . . . . . . . . . . . . 51

Lesson 9 Claims and Connections in Expository Texts . . . . . 58

Lesson 10 Organization and Summary of Expository Texts . . . 66

TEKS7.1.2.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

STAAR Ready Sampler • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

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

TEKS7.3.11.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


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Correlation Charts

STAAR Reading Reporting Categories and TEKS Standards

STAAR Ready™ Instruction and Test Practice

Test Practice Item NumbersInstructionLesson(s)Practice

Test 1Practice Test 2

Practice Test 3

Reporting Category 1: Understanding and Analysis Across GenresThe 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

4, 13 9, 46 11, 14 Lesson 1

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

17, 28 33, 49 24, 30 Lesson 1

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

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 author’s 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 author’s 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 author’s 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

Correlations to the STAAR-Assessed TEKS in Reading• The chart below correlates each test question in STAAR Ready™—Reading 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 Ready—Reading Instruction, Grade 7 that provides comprehensive instruction for that TEKS standard.

• Use this chart to determine which lessons your students need.


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Practice Test 3

Reporting Category 2: Understanding and Analysis of Literary TextThe 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 16 8 22 Lesson 5

7.2.3.B describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero’s tasks, circle stories). Supporting Standard

8 17 15 Lesson 6

7.2.3.C analyze how place and time influence the theme or message of a literary work. Supporting Standard 23 20 5 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 playwright’s 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 14, 21, 22 2, 3 1, 3, 29 Lesson 8

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

1, 3, 9 1, 4, 22 8, 12, 16 Lesson 8

7.2.6.C analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited. Supporting Standard

2 5 6 Lesson 8

Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s 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 author’s 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 6 19 20 Lesson 7

7.2.13.C evaluate various ways media influences and informs audiences. Supporting Standard 18 12 19 Lesson 7


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)

5, 19, 20 6, 7, 10, 16 4, 7, 10, 28 Lesson 4

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)

7, 24 11, 23 17, 31 Lesson 4


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Practice Test 3

Reporting Category 3: Understanding and Analysis of Informational TextThe 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

25, 29 32 41, 47 Lesson 10

7.3.10.B distinguish factual claims from commonplace assertions and opinions. Supporting Standard 26, 49 26, 30 26, 42 Lesson 9

7.3.10.C use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text. Readiness Standard

27, 42 29, 35, 42 27, 43 Lesson 10

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

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

48 50 48 Lesson 11

7.3.11.B identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts. Supporting Standard

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 50 25 45 Lesson 11

7.3.13.C evaluate various ways media influences and informs audiences. Supporting Standard 43 34 50 Lesson 11


7.3.19.D make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Expository) / Supporting Standard (Persuasive)

30, 31, 45 31, 43, 48 25, 40 Lesson 13

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)

39, 46 41, 44 46 Lesson 13


STAAR TEKS

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L12: Graphical Components in Procedural TextsTEKS 7.3.12.B

7.3.12.B Explain the function of the graphical components of a text.

Lesson 12GraphicalComponentsinProceduralTexts(Student Book pages 93–100)

TAP STUDENTS’ PRIOR KNOWLEDGE

Tell students that they will be working on a lesson about graphical components in procedural texts.

First, ask students what the word graphics means. (Most will describe pictures or other nonverbal means of communicating instead of words.) Tell them this is a correct meaning of graphics, but there is another meaning they will discuss later. Have students describe ways graphics are used. (on product packaging, in movies, on posters and other visual media)

Ask students to define what a procedure is. (the steps necessary for doing something) Have them describe some procedures they have followed recently. (downloading a file, making a cell phone call, starting a lawnmower, solving a math problem) Finally, ask why they might read a procedural text. (to learn how to do something)

Tell students that procedural texts have features that help make them easier to understand. Ask students to list some common features of procedural texts. (illustrations; diagrams, charts, or tables; a sequenced list of steps; headings and subheadings; warnings or sidebars) Tell students that they have touched on the other meaning of graphics: the graphical (“written”) components, which can also be called textual components, that help guide the reader through a procedure.

Introduction

AT A GLANcE

Read and discuss the Introduction on page 93.

STEP BY STEP

Ask students to describe examples of procedural text they have come across in their daily lives. Point out that one of the key requirements of procedural text is that it be easily and quickly understood by readers. Ask why this is true. (Possible responses: Procedural text is intended to explain a procedure or thing; people who read

it want to know as soon as possible how to proceed.) Then explain that graphical components help make procedural text more readily understandable.

Bold or italic print—Ask students to describe how bold or italic print has been used in a textbook they are familiar with.

Map, graph, diagram, and chart titles—Ask what kinds of information students can learn from the title of a book, book chapter, article, or movie. Then have them explain how titles for maps, graphs, diagrams, charts, and other graphical components can add to a reader’s understanding of procedural text.

captions—Finally, have students describe the kind of information they find in captions under graphical components such as illustrations and photographs.

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Introduction

STAAR TEKS

TEKS 7.3.12.B L12: Graphical Components in Procedural Texts

Procedural texts are everywhere. They include food recipes, tool manuals, employment applications—really, anything that breaks down a big task into small steps. They’re even in your textbooks: They show you steps for solving math problems, performing experiments, and doing homework. Knowing how to use such texts increases your control over the things and processes of your world.

Procedural texts usually have graphical components. The word graphical might make you think of pictures, and you’d be partly right. But the root word graph comes from a Greek word that means “writing.” So, graphical also refers to text elements that help you follow a procedure. Some of these text elements include:

• Headings: Some processes take not just several steps, but several sets of steps. Headings tell you when you’re starting a new set of steps.

• Numbering: Sentences numbered 1, 2, 3, … are steps to follow in order.

• Bullet points: Sentences with bullet points (• or some other symbol) might be steps to follow, but they could also be a list of terms, parts, or something else.

• Emphasis: Words that are italicized, bold-faced, underlined, or in ALL CAPITAL LETTERS are saying, “Look at me!” Words treated in this way might warn you of danger, stress a step’s importance, or otherwise alert you.

Many procedural texts come with graphical components called diagrams. Some diagrams show how to build and use objects. Other diagrams, such as fl owcharts, describe the steps in a process. Using a procedural text often involves reading a step, looking at a diagram, rereading the step, and then fi guring out how the step and diagram relate. Some procedural texts also have maps, tables, and charts.

Graphical Component How It Helps ReadersHeading separates one part of a procedure from other parts

Numbering tells reader the order in which to follow steps

Bullet points indicates a list of useful materials; might list steps

Emphasis signals danger, or an important step, and so on

Diagram shows parts of objects, how to build things, and so on

7.3.12.B Explain the function of the graphical components of a text.

Lesson 12GraphicalComponentsinProceduralTexts


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Modeled Instruction

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AT A GLANcE

With the class, read and discuss the instructions and the question on page 94. Model the process used to answer the question as outlined in the bulleted points.

STEP BY STEP

Before Reading

Tell students they are going to read a set of instructions for pumping up a tire. Preview the question students will be asked to answer by telling them to think about what kinds of graphical components (in both meanings of the phrase) would be most helpful to readers of this passage.

During Reading

Have students follow along as you read aloud the passage. Alternatively, have students read it silently. Remind students that they should be thinking about graphical components for this passage.

After Reading

Read the question that follows the passage. Model the process used to answer the question by discussing each of the bulleted points. Be sure to show students how to review the text for details that help answer the question. Have students underline the supporting details as indicated in the points.

• What are some types of graphical components? headings, bullet points, emphasis words, diagrams

• Which of these would prove most helpful for someone inflating a tire? Diagrams

• What should the diagrams show? One should show a tire; the other a pump. (Have students underline the words tire in Step 1 and pump in Step 2.)

• What details should appear in the diagram of the tire? The diagram of the tire should show the tire valve, the tire cap, and the location of the PSI information. (Have students underline the words cap and tire valve in Step 1 and This number and recommended PSI 60–80 in Step 4.)

• What details should appear in the diagram of the pump? The diagram of the pump should show the lever, the nozzle, the handle, and the pressure gauge. (Have students underline the words lever and nozzle in Step 2 and handle and pressure gauge in Step 4.)

• Make sure students understand how these details lead to the answer: Diagrams illustrating the features of both the tire and the pump described in the instructions would most help readers of the passage.

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. (Yes. The reader needs to know what valve type they have before using the pump.)

Discuss their answers. What is the purpose of this passage? (It describes how to pump up a tire.) Do the numbered steps differentiate between the possible types of valve? (no) Why is it important for the reader to know about the different kinds of valves? (The reader might have the wrong kind of pump for the valve on the tire. This would cause the pump not to work properly; at worst, this could damage both the tire and the pump.)

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Modeled Instruction


Read the instructions. Then answer the question below.

How to Pump Up a Tire

Step 1: Remove the cap from the tire valve.

Step 2: With the lever in the release position, fit the pump’s nozzle over the tire valve.

Step 3: Tighten the lever to secure the nozzle in place.

Step 4: Raise and lower the pump handle to fill the tire with air. Watch the pressure gauge and DO NOT exceed the maximum recommended tire pressure. (This number is written on the side of the tire [e.g., recommended PSI 60–80].)

Step 5: Release the lever, remove the pump’s nozzle, and replace cap on the tire valve.

NOTE: There are two types of tire valves—Schrader valves and Presta valves. Identify valve type before using pump. Purchase converter if necessary.

What kind of graphical component would most help the readers of the instructions?

▶ What are some types of graphical components? headings, bullet points, emphasis words, diagrams

▶ Which of these would prove most helpful for someone inflating a tire? diagrams

▶ What should the diagrams show? One should show a tire; the other a pump.

▶ What details should appear in the diagram of the tire? The diagram of the tire should show the tire valve, the tire cap, and the location of the PSI information.

▶ What details should appear in the diagram of the pump? The diagram of the pump should show the lever, the nozzle, the handle, and the pressure gauge.

ANSWER: Diagrams illustrating the features of both the tire and the pump described in the instructions would most help readers of the passage.

Reread the instructions to answer this question.TryI t !

Should the instructions also include illustrations of Schrader valves and Presta valves? Explain your answer.

Yes. The reader needs to know what valve type they have before using the pump.


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Guided Instruction

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AT A GLANcE

Guide students as they read the instructions and answer the multiple-choice question on page 95.

STEP BY STEP

Before Reading

Tell students they will be reading instructions for using an inflatable life jacket. Remind students to pay attention to clues that information is especially important (all capital letters or exclamation marks, for example).

Remind students that authors often use graphical components to arrange the information in a passage. Common examples include headings, numbering, bullet points, emphasis elements such as bold and italic print, and diagrams. Tell students to think about which graphical components are used in this passage. Also tell them to think about what graphical components would be most useful in helping to explain the main idea of the passage.

During Reading

Encourage students to use the Think About It as they read. Explain that the Think About It question will help students think about ways the main idea of the passage could be made clearer by using graphical components.

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 (A). Then discuss with students the details that support the correct answer. Point out that in this case, the text would be enhanced by an illustration of a user operating a life jacket.

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.

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Guided Instruction

CORRECT ANSWER

SUPPORTING DETAILS

INCORRECT ANSWERS


Answer choice A is correct.

The text describes how to operate a life jacket. Knowing the proper way to wear and inflate the life jacket is crucial to its correct operation. An illustration of a person wearing and inflating the life jacket would help readers understand the best way of using it.

B is not correct because the text is not about the size of life jacket a person needs.

c is not correct because the text is not about the material the life jackets are made of; such information is irrelevant to how the jacket operates.

D is not correct because the text is not about the safety record of this brand of life jackets.

Read the instructions. Then answer the question below.

Operating an Inflatable Life Jacket

1 To operate the inflatable life jacket, position the uninflated life jacket around the back of the neck. Secure the two buckles on the front of the vest, making sure each buckle clicks into position.

2 Now you are ready to inflate the life jacket. Reach around to the bottom of the right side of the vest and firmly pull the red tab that says “Pull to inflate.” Keep your head facing forward while the vest inflates. This process takes no more than five seconds.

3 If additional air is needed, blow air into the auxiliary pump located on the upper left portion of the life jacket.

CAUTION: DO NOT TAMPER WITH ANY PART OF THE LIFE JACKET!

Which of the following would probably be most useful in helping to explain the main idea of the text?A an illustration showing a person operating the life jacketB a table matching a person’s weight to the size of the life jacket

neededc a chart describing the material the life jackets are made ofD a graph illustrating the safety record of this brand of life jackets

ThinkAboutItWhat graphical component might help you better understand the main idea?

HintIs there information in the text that needs further explanation?


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Guided Practice

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AT A GLANcE

Have each student read the excerpt from an instruction booklet on page 96. Then have them answer the three multiple-choice questions on page 97 and provide supporting details for the answers.

STEP BY STEP

Before Reading

Point out the Think About It questions next to the selection. Explain to students that these questions will help them better understand the way graphical components are used in procedural text.

During Reading

Have students read the selection independently, using the Think About It questions to guide their reading.

After Reading

Have students answer the multiple-choice questions that follow the selection. Make sure students understand that they should provide details from the selection to support their answers.

Point out the Hints. There is one for each question. Tell students that the hints provide clues about graphical components and how they are used in procedural text. 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 selection that they used to support their answers.

Follow up with a whole-class discussion of answers and supporting details.

ELL Support

Not all procedural texts provide numbers or bullet points to indicate the order in which steps should be performed. Some texts instead use sequential signal words. Provide students with this list of sequential signal words useful for talking about item order in procedural texts: first, then, next, before, after, later, finally, and last.

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Guided Practice


Read the selection. Use each Think About It to guide your reading.

Using Your Ice Cream MakerfREEZE THE BOWL

Before you can begin using the machine, the bowl must be completely frozen. Clean the bowl and wrap it in plastic. Leave the bowl in the freezer for 8–10 hours. To confirm that the bowl is frozen, shake it. You should not hear any liquid moving.

MAKE THE IcE cREAM

1. Prepare ingredients in a separate bowl. Stir until well combined.

2 cups heavy cream, chilled

1 cup whole milk, chilled

1 tsp vanilla extract

3 ··

4 cup sugar

2. Assemble the machine. Remove bowl from freezer and unwrap plastic. Place the bowl onto the base and attach the mixing blade.

bowl lid mixing blade base

3. Secure lid tightly in place.

4. Switch the on/off button to the ON position.

5. IMMEDIATELY pour ingredients into the machine through the opening in the lid. It’s important to add the ingredients immediately because the bowl will begin defrosting quickly.

6. Allow ice cream to mix for 20–25 minutes. Stop mixing when the ice cream has reached a firm consistency.

7. Serve ice cream right away or store it in the freezer in an airtight container for up to three weeks.

cLEAN THE MAcHINE

Disassemble the machine before cleaning it. The bowl, lid, and mixing blade are dishwasher safe.

DANGER! Do NOT submerge the base in water! To clean the base, wipe it with a damp cloth.

Some words are both boldfaced and in all capital letters. Why?

Why is the list of ingredients set apart from the rest of Step 1?

Look at the diagram. How many words would be needed to describe all these parts? Would you have a sense of what the parts look like, no matter how good the written description was?

ThinkAboutIt


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Guided Practice

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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: B, to distinguish some groups of steps from other groups of steps

Supporting Details: Each heading precedes discrete groups of text describing how to freeze the bowl, make the ice cream, and clean the machine. Each group of text describes a distinct part of the overall process.

Point out to students that these headings help the reader of a procedural text locate information quickly. A reader who has used the ice cream maker many times might need only to locate one or two pieces of information; headings and other graphic elements can help the reader find that information quickly.

2 Answer: C, It illustrates the pieces the reader needs to assemble.

Supporting Details: The diagram shows and labels the pieces the user needs to assemble to produce a complete ice cream maker. Although it compares the sizes of the pieces (choice B), this is not the diagram’s primary purpose. The diagram does not give step-by-step instructions (choice A) or show how to disassemble the ice cream maker after it has been used (choice D).

3 Answer: D, make clear the types and amounts of ingredients needed.

Supporting Details: The list indicates amounts of ingredients, types of ingredients, and (in two cases) the relative temperatures of ingredients. The list stands out so it is easy for the reader to find.

Remind students that an instruction manual is not an advertisement, making choices B and C incorrect. The lack of numbers within the list suggests that the ingredients need not be mixed in any specific order.

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With your partner, share and discussyour answers and supporting details.

PAIRSHARE


Use the Hints to answer the questions below. Circle the letter for each correct answer. Provide supporting details from the selection.

1 The selection has headings titled “Freeze the Bowl,” “Make the Ice Cream,” and “Clean the Machine.” Why are these headings put into boldface type and written entirely in capital letters?A to call attention to the fact that these steps are dangerousB to distinguish some groups of steps from other groups of stepsc to indicate that these steps are more important than the othersD to signal that the steps described must be done in a specifi c order

Supporting Details:

2 How does the diagram help the reader understand how to use the ice cream maker?A It shows all of the steps the reader needs to follow.B It compares the sizes of the pieces of the ice cream maker.c It illustrates the pieces the reader needs to assemble.D It shows how to take apart the ice cream maker after using it.

Supporting Details:

3 In the section “Make the Ice Cream,” Step 1 sets off the list of ingredients from the rest of the text. The writer of the instructions most likely did this toA tell the reader the order in which to mix the ingredients.B convince the reader to buy ingredients for making ice cream.c advertise the different brands of ice cream ingredients on sale.D make clear the types and amounts of ingredients needed.

Supporting Details:

In a procedural text, headings usually signal a movement from one section to the next.

Procedural texts include diagrams to show what might take many words to describe or explain.

An instruction manual is for people who already own the product. Notice, also, that the list of ingredients is not numbered.

Hints

Responses will vary.




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AT A GLANcE

Have each student read the selection on pages 98 and 99 and answer the six multiple-choice questions on page 100.

STEP BY STEP

First, explain to students that the selection and multiple-choice questions 1–6 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 100.

After students have answered the questions, review and discuss the answers. See the answers and explanations for discussion on the next page. Have students record the number of correct answers in the box provided.

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STAAR PracticeSTAAR Practice


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

Washing Hands to Prevent Infection Germs are tiny organisms that can cause disease. They are so small you

cannot see them with the naked eye. Germs can cause illnesses such as diarrhea, flu, colds, and even more serious diseases.

WHEN TO WASH YOUR HANDS

Keeping your hands clean is one of the most important steps you can take to avoid getting sick and spreading germs to others. Follow these guidelines for when to wash your hands.

Wash Your Hands Before Wash Your Hands After

• preparing or eating food• caring for a sick person• inserting or removing

contact lenses• treating a cut or wound

• going to the bathroom• caring for a sick person• changing diapers• blowing your nose or

coughing• handling an animal or

its waste• handling garbage• treating a cut or wound

HOW TO WASH YOUR HANDS

If possible, wash your hands with soap and clean, warm running water for 20 seconds. However, if soap and clean water are not available, use an alcohol-based sanitizer to clean your hands. Hand sanitizers, usually alchohol-based, reduce the number of germs on skin and are fast-acting.

When washing hands with soap and water:

• Wet your hands with clean running water. Apply soap.

• Rub your hands to make a lather. Scrub all surfaces including palms, back of hands, wrists, fingers, and under your fingernails.

• Wash your hands for 20 seconds, about the time it takes to sing “Happy Birthday” twice.

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TEKS 7.3.12.BL12: Graphical Components in Procedural Texts

• Rinse your hands well under running water.

• Dry your hands using a clean cloth towel, a paper towel, or air dryer. If possible, use your towel to turn off the faucet.

If soap and water are not available:

Use a hand sanitizer. When using a hand sanitizer, be certain to:

• Apply product to the palm of one hand.

• Rub hands together.

• Rub the product over hands and fingers until hands are dry.

LEARN MORE ABOUT FIGHTING GERMS

Healthy habits can protect everyone from getting germs or spreading germs at home, school, or work. Simple actions, like covering your mouth and nose and washing your hands often, can stop germs and prevent illnesses. An excellent resource for tips, tools, and facts to stop the spread of germs is hosted by the U.S. government’s disease-fighting agency, the Centers for Disease Control. You can visit the CDC’s website about fighting germs at www.cdc.gov/germstopper.

HandSanitizer


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ANSWERS AND EXPLANATIONS fOR DIScUSSION

Answer Form

1 ● B C D

2 F ● H J

3 A ● C D

4 F G ● J

5 ● B C D

6 F G H ●

1 Choice A is correct. The illustrations are intended to make the procedural text easier to comprehend. Point out to students that, in procedural text, “a picture is often worth a thousand words,” especially if complicated or unfamiliar information is being explained. Choice B is incorrect because a careful author would not write procedural text that needs to be corrected. Reminding readers of the danger of germs (choice C) is unnecessary. Choice D is not true; in fact, the author states that, if possible, handwashers should use soap and warm water, implying that this method is preferable to using sanitizer.

2 Answer choice G is correct. Each section beneath each heading contains content specific to that section and no others. The sections do not need to be done in a particular order (F). Although the headings indicate that a section contains particular and important information, the content of the sections themselves are more important than the words in the heading (H). Although words styled in boldface, capital letters, or some other graphical component can indicate that some aspect of a procedure is dangerous, that is not why such components are used in this case (J).

3 Choice B is correct. Choice A describes the difference between two main sections, “When to Wash Your Hands” and “Learn More About Fighting Germs.” Choice C describes two bullet points in the small section “When washing hands with soap and water.” Choice D describes the contents of the chart in “When to Wash Your Hands.”

4 Choice H is correct. Such a line graph would strengthen the CDC recommendation of washing for 20 seconds. The other choices provide irrelevant or unnecessary information.

5 Answer choice A is correct. The bullet points are not necessary for shortening the description of each situation (B). The situations described are not necessarily dangerous, and the bullet points do not indicate that one situation is more dangerous than any other (C). The situations are not listed in any particular order (D).

6 Choice J is correct. On web pages and other digital documents, underlined text, particularly that beginning with “www,” signals a web link. Book titles (F) can be underlined, but they don’t begin with “www.” Pamphlet titles (G) are put in quotation marks, and the text is clearly not the name of a building (H).

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STAAR Practice


1 The illustrations in the passage aid the reader’s understanding by —

A making the text descriptions clearer

B correcting mistakes in the descriptions

C reminding readers that germs can cause serious diseases

D convincing readers that sanitizer is better than soap and water

2 Why are the headings “When to Wash Your Hands,” “How to Wash Your Hands,” and “Learn More About Fighting Germs” styled in boldface type and capital letters?

F To signal that the instructions in these sections must be done in a specific order

G To indicate that each section focuses on a specific set of instructions

H To emphasize that the words styled this way are the most important ones in the brochure

J To point out that some parts of the instructions are riskier than others

3 The section “How to Wash Your Hands” is divided into two smaller sections. Which of these best summarizes those smaller sections?

A The first section is about when you should wash your hands. The second section tells you where you can learn more information.

B The first section discusses washing with soap and water. The second section is about using hand sanitizer.

C The first section describes how to lather soap on your hands. The second section describes how long to wash your hands.

D The first section tells when you should wash your hands before doing something. The second section tells when you should wash your hands after doing something.

4 Which of the following graphical components would be most helpful to readers of the brochure?

F A picture of the leader of the United States Centers for Disease Control

G A map of the United States showing where disease outbreaks have occurred

H A line graph showing how many germs are killed after each hand washing

J A bar chart showing the price of regular soap, antibacterial soap, and hand sanitizer per ounce

5 The section “When to Wash Your Hands” has a chart describing situations in which you should wash your hands. Why does the chart put these descriptions into bulleted lists?

A To make each situation stand out visually

B To shorten the description of each situation

C To emphasize the danger of each situation

D To order the situations from first to last

6 The underlined text at the end of the selection is intended to refer readers to a —

F book

G pamphlet

H building

J website

Answer form

1 A B C D

2 F G H J

3 A B C D

4 F G H J

5 A B C D

6 F G H J

NumberCorrect

6


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