SAMPLE - ecslearningsystems.com MASTER™ Student Practice Book—Reading, Grade 7 SAMPLE This page may not be reproduced. Standard 6 (Point of View) H 7. Which sentence(s) from the

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STAAR MASTER™

Student Practice BookReading, Grade 7

for the State of Texas Assessments of Academic Readiness

Lori MammenEditorial Director

ISBN: 978-1-60539-238-7

Copyright infringement is a violation of Federal Law.

©2011 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.

Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,or for commercial sale is strictly prohibited.

Printed in the United States of America. STAAR MASTER is a Trademark of ECS Learning Systems, Inc.

Disclaimer Statement

ECS Learning Systems, Inc. recommends that the purchaser/user of this publication preview and use his/her own judgment whenselecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity ofyour students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property orperson, that results from the performance of the activities in this publication.

STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc. are not affiliated with orsponsored by the Texas Education Agency or the State of Texas.

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Table of ContentsAlong the Forest Way (Literary Text/Fiction) 3

Memorial Day Controversy (Informational Text/Expository) 9

Rock Candy Science (Informational Text/Procedural) 14

Baseball Fan Questions Harmful Habit (Informational Text/Persuasive) 20

Airy Alternatives (Informational Text/Expository) 25

A Magic Unseen (Literary Text/Poetry) 31

Baby Girl (Literary Text/Fiction) 34

Free Speech May Be Costly (Informational Text/Persuasive) 40

Once in a Hundred Years and A Grand Victory (Literary Text/Nonfiction) 45

Be a Choosy Eater (Informational Text/Expository) 53

Baking Braided Bread (Informational Text/Procedural) 59

Don’t Back the Ban and

Don’t Dial and Drive (Informational Text/Persuasive) 64

Who Were Jack and Jill? (Informational Text/Expository) 71

Voyage to the Craggy Island (Literary Text/Fiction) 77

Sage Advice (Literary Text/Poetry) 83

Common Cents (Informational Text/Expository) 88

Vote for…Who? (Literary Text/Drama) 94

The Secret Chess Champ (Literary Text/Fiction) 100

Deadly Defense (Informational Text/Expository) 106

My Shoe Source Shoes (Informational Text/Persuasive) 111

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Along the Forest Way

I must leave Upmeads immediately, thought a jaded Ralph as he walked throughthe woods, kicking rocks with his shuffling feet. As the youngest son of KingPeter, 17-year-old Ralph was free to roam his father’s land (called “Upmeads”)

as he pleased. However, Ralph and his brothers Blaise, Hugh, and Gregory had tiredof exploring King Peter’s small kingdom. By age 17, each boy desired to leave insearch of treasure, adventure, or glory. But their father would have none of it.

“Why would you want to go tramping through an ancient, rotten forest withoutknowing what was on the other side?” the King demanded, looking into each youngman’s eyes. The youths sighed in frustration—but it was true. Upmeads was virtuallysurrounded on every side by dense woods and brush. No one except messengers everventured through the overgrowth, and few who entered the forest ever emergedunharmed. However, one day, the King had finally had enough of his sons’ begging.

“Well, off with you then! Have yourmagnificent adventure! But watch out foreach other, and remain aware at all times. I hear the woods beyond my kingdom aretreacherous, and I would never forgive myselfif something terrible happened to my sons.”And the King granted the youths thefreedom they had craved for so long.

The four youths, of course, did not heedtheir father’s warning. They immediately splitup, intent on having their own separateadventures. Ralph headed north toward theBurg of Four Friths, a city that was notoriousfor housing criminals. There, Ralph thought,is where I can do some good. I will help keepthe peace in that troubled town. But Ralph’sreal goal, he decided, was to find the Well atthe World’s End.

Ralph knew about the Well at the World’sEnd only because Richard, a chauffeur whoworked for King Peter and had seen much ofthe world, had described the well to Ralphcountless times.

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The following story was adapted from William Morris’ epic tale entitled The Well at theWorld’s End, published in 1896.

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“Now, listen, boy.” Richard would place his hand over his heart as a gesture ofhonesty. “This is the truth. If you find that well and drink from it, you will becomeimmortal. You will be strengthened and enriched by that water.” Richard was oldand wise; therefore, Ralph believed everything he said. Ralph had dreamed of theday he would leave home and find the famed well. Now, Ralph decided, was thattime.

After riding many miles, Ralph was exhausted. He paused to drink from a streamand stretch out beneath the gnarled roots of a huge tree. I’ll just rest a minute, hethought. Ralph fell asleep dreaming of the heroic reputation he would earn once hereached the Burg. He awoke to the sounds of men cackling and whistling to oneanother as they traveled.

Ralph leaped to his feet andjumped astride Falcon, hishorse. When the men came intoview and saw Ralph, theyevaluated him. Ralph was justabout to ride right past thegroup of cruel-looking menwhen he noticed a beautifulmaiden in the midst of theirhorses. Though she wasobviously a captive, she did notlook panicked. Like a flowerdrinking in the sun, she kepther face turned upward to theheavens. She is hoping to escape,Ralph thought to himself. I cannot possibly leave her in the hands of these scoundrels!

He called to the men, “And what crime has the maiden committed that youwould make her walk while you men ride horses?” Ralph was quite offended by this.His father and mother had taught their sons to be gracious and gallant.

The men laughed. “Away with you, meddlesome youth! How dare you challengeus!” When Ralph remained where he was, the grins disappeared from the men’sfaces. One man nodded to another. Suddenly, the second man, still on horseback,produced a spear and charged Ralph.SAMPLE

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Now, Ralph’s tale might have ended here had the youth not been young and spry.Ralph sprang into action, swerving his horse so the spearman barely missed him.Now Ralph charged his assailant, knocking the spearman off his horse with Ralph’sown solid oak staff. The spearman fell from his horse and landed on the lush, greenfoliage of the forest floor.

The captive maiden, enlivened, leaped suddenly into the saddle behind anotherof the men and shoved him off his horse. Ralph and the maiden rode swiftly awayfrom the remaining enraged men. The pair was careful to change directions severaltimes. As the trees flew past him, Ralph could not help casting sidelong glances atthe maiden. He admired the way she had defended herself, although it saddenedhim to know she was alone in this world. Finally, the maiden spoke.

“And now we must part, for I am on an important quest. I seek the Well at theWorld’s End, and I must make the journey alone.” She looked steadily at Ralph. “I do thank you for your help, brave youth.”

At this, Ralph smiled. He was quite amazed that he and the maiden were on thesame journey. As she rode off into the horizon, Ralph followed. Secretly, he was gladhe would not have to make the journey alone.

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Standard 6 (Setting/Plot Development) H

1. What effect does the setting ofUpmeads have on King Peter’streatment of his sons?

A The danger of the woods surrounding Upmeads inspires the King to train his sons in battle.

B The smallness of Upmeads causes the King to sympathize with his sons’ desire for exploration.

C The mystery of the woods surrounding Upmeads causes the King to try to prevent his sons from leaving his kingdom.

D The existence of the Well at the World’s End somewhere near Upmeads causes the King to keep his sons at home.

Standard 2 (Context Clues) M

2. Read the sentence from the story.

And the King granted the youths thefreedom they had craved for so long.

The word craved means—

A avoidedB defendedC questionedD wanted

Standard 3 (Stylistic Conventions) M

3. What is the most likely reason thatRalph goes on a quest to find theWell at the World’s End?

A He wants to live forever.B He wants to impress his brothers.C He wants to rescue a beautiful

maiden.D He wants to find the man who

told him about it.

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Standard 8 (Author’s Use of Language) H

4. Read the sentence from the story.

Like a flower drinking in the sun, she kept her face turned upward tothe heavens.

What does this image suggest aboutthe captive maiden?

A She is hot and thirsty.B She is unaware of the danger she

is in. C She is using her beauty to attract

Ralph.D She is hopeful in the midst of a

bad situation.

Standard 2 (Context Clues) M

5. Read the sentence from the story.

“If you find that well and drink fromit, you will become immortal.”

What is the meaning of immortal inthis sentence?

A AttractiveB DishonestC EverlastingD Powerless

7.RC.D (Inferences) M

6. What is the most likely reason Ralphand the maiden change directionsseveral times as they ride awaytogether?

A They are trying to make it harder for the men to follow them.

B The maiden is trying to escape Ralph, and he is determined to pursue her.

C They are having trouble finding the path to the Well at the World’s End.

D Their horses are having trouble progressing through the dense overgrowth.

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Standard 6 (Point of View) H

7. Which sentence(s) from the storymost clearly demonstrates its third-person omniscient point of view?

A Secretly, he was glad he would not have to make the journey alone.

B The men laughed. “Away with you, meddlesome youth! How dare you challenge us!”

C He paused to drink from a stream and stretch out beneath the gnarled roots of a huge tree.

D Ralph headed north toward the Burg of Four Friths, a city that was notorious for housing criminals.

Standard 3 (Themes) H

8. Which words from the story bestexpress one of the story’s themes?

A “…for I am on an important quest.”

B …she kept her face turned upward to the heavens.

C …few who entered the forest ever emerged unharmed.

D The pair was careful to change directions several times.

Standard 3 (Stylistic Conventions) M

9. Which term most accuratelydescribes the story?

A ComedyB FableC Hero’s taleD Tragedy

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Reading7

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STAAR MASTER™

Student Practice BookReading, Grade 7

for the State of Texas Assessments of Academic Readiness

Teacher Guide

Lori MammenEditorial Director

ISBN: 978-1-60539-732-0

Copyright infringement is a violation of Federal Law.

© 2011 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.

Photocopying of graphic organizers by a classroom teacher at a non-profit school who has purchased this publication for his/her ownclass is permissible. Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutionsand tutoring centers, or for commercial sale is strictly prohibited.

Printed in the United States of America. STAAR MASTER is a Trademark of ECS Learning Systems, Inc.

Disclaimer Statement

ECS Learning Systems, Inc., recommends that the purchaser/user of this publication preview and use his/her own judgment whenselecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity ofyour students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property orperson, that results from the performance of the activities in this publication.

STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc., are not affiliated with orsponsored by the Texas Education Agency or the State of Texas.

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ECS Learning Systems, Inc.P. O. Box 440

Bulverde, TX 78163-0440ecslearningsystems.com

1.800.688.3224 (t)1.877.688.3226 (f )

[email protected]

Table of ContentsWhat’s Inside the Student Practice Book? 3

Descriptions of STAAR MASTER™ Complexity Levels 5

How to Use This Book 6

Other Suggestions for Instruction 6

Instructional Strategies 7

Graphic Organizers 9

Master Skills List 14

Correlation Chart 15

Answer Key 17

References 19

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14 © ECS Learning Systems, Inc. � STAAR MASTER™ Reading, Grade 7, Teacher Guide

Standard 2: VocabularyDetermine the meanings of grade-level academic Englishwords derived from Latin, Greek, or other linguistic rootsand affixes (Roots/Affixes) Readiness Standard

Use context (within a sentence and in larger sections oftext) to determine or clarify the meanings of unfamiliarwords or ambiguous words (Context Clues) ReadinessStandard

Use a dictionary, glossary, or thesaurus (printed orelectronic) to determine the meanings, syllabication,pronunciations, alternate word choices, and parts ofspeech of words (Dictionary/Glossary) Readiness Standard

Standard 3: Literary Text/Theme and GenreDescribe multiple themes in a work of fiction (Themes)Supporting Standard

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

Analyze how place and time influence the theme ormessage of a literary work (Influence of Place/Time)Supporting Standard

Standard 4: Literary Text/PoetryAnalyze the importance of graphical elements (e.g., capitalletters, line length, word position) on the meaning of apoem (Graphical Elements) Supporting Standard

Standard 5: Literary Text/DramaExplain a playwright’s use of dialogue and stage directions(Dialogue/Stage Directions) Supporting Standard

Standard 6: Literary Text/FictionExplain the influence of the setting on plot development(Setting/Plot Development) Readiness Standard

Analyze the development of the plot through the internaland external responses of the characters, including theirmotivations and conflicts (Plot Development/Characters)Readiness Standard

Analyze different forms of point of view, including firstperson, third-person omniscient, and third-person limited(Point of View) Supporting Standard

Standard 7: Literary Text/NonfictionDescribe the structural and substantive differencesbetween an autobiography or a diary and a fictionaladaptation of it (Autobiography/Fictional Adaptation)Supporting Standard

Standard 8: Literary Text/Sensory LanguageDetermine the figurative meaning of phrases and analyzehow an author’s use of language creates imagery, appeals tothe sense, and suggests mood (Author’s Use of Language)Readiness Standard

Standard 9: Informational Text/Culture and HistoryExplain the difference between the theme of a literarywork and the author’s purpose in an expository text(Theme/Purpose) Supporting Standard

Standard 10: Informational Text/Expository TextEvaluate a summary of the original text for accuracy of themain ideas, supporting details, and overall meaning(Evaluation of Summary) Readiness Standard

Distinguish factual claims from commonplace assertionsand opinions (Facts/Assertions/Opinions) SupportingStandard

Use different organizational patterns as guides forsummarizing and forming an overview of different kindsof expository texts (Organizational Patterns) ReadinessStandard

Synthesize and make logical connections between ideaswithin a text and across two or three texts representingsimilar or different genres and support those findings withtextual evidence (Connections Across Informational Texts)Readiness Standard

Standard 11: Informational Text/Persuasive TextAnalyze the structure of the central argument incontemporary policy speeches (e.g., argument by causeand effect, analogy, authority) and identify the differenttypes of evidence used to support the argument (Structureof Argument/Types of Evidence) Readiness Standard

Identify such rhetorical fallacies as ad hominem,exaggeration, stereotyping, or categorical claims inpersuasive texts (Rhetorical Fallacies) Readiness Standard

Standard 12: Informational Text/Procedural TextExplain the function of the graphical components of a text(Graphical Components) Supporting Standard

Standard 13: Media LiteracyInterpret both explicit and implicit messages in variousforms of media (Media Messages) Supporting Standard

Evaluate various ways media influences and informsaudiences (Media Influences) Supporting Standard

Reading Comprehension Skills (Figure 19)Make complex inferences about a text (Inferences)Readiness Standard (Fiction, Expository) / SupportingStandard (Literary Nonfiction, Poetry, Drama, Persuasive)

Summarize, paraphrase, and synthesize within a text andacross texts (Summarize/Paraphrase/Synthesize) ReadinessStandard (Fiction) / Supporting Standard (LiteraryNonfiction, Poetry, Drama)

Make connections between and across texts, includingother media (e.g., film, play) (Make Connections)Readiness Standard (Fiction/Informational)

Master Skills List

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