STAAR Ready Test Practice & Instruction TGcasamples.com/downloads/TXSTAAR_R2_InstrTestPracTG.pdf · Test Practice & Instruction S a m p l e L e s s o n ... 1, 24 4, 10 1, 24 Lesson

Texas

2 ReadingTeacher Guide

STAAR

Test Practice& Instruction

Sample Lesson

Teacher Guide

• Table of contents• correlation charts• Sample Lesson

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from 9/30/11

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

Features of STAAR Ready Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . .A12

Supporting Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A22

Correlation Charts .Correlations .to .the .TEKS .in .Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A25

.STAAR Ready Test Practice .Questions .by .TEKS .Standards . . . . . . . . . . . . . . . . . . .A27

Scripted Text for STAAR Ready Test Practice . . . . . . . . . . . . . . . . . . . . . . .A30

Annotated Student Book Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A32

Lesson Plans (with Answers)

Lesson .1 . Prefixes .and .Suffixes . . . . . . . . . . . . . . . . . 1

Lesson .2 . Context .Clues . . . . . . . . . . . . . . . . . . . . . .8

Lesson .3 . Words .that .Mean .the .Same .and .the .Opposite . . . . . 15

Lesson .4 . Using .a .Dictionary . . . . . . . . . . . . . . . . . . . 22

Lesson .5 . Careful .Reading . . . . . . . . . . . . . . . . . . . . 29

Lesson .6 . Why .Writers .Write . . . . . . . . . . . . . . . . . . . 36

Lesson .7 . Theme . . . . . . . . . . . . . . . . . . . . . . . . . 43

Lesson .8 . Setting .and .Plot . . . . . . . . . . . . . . . . . . . . 50

Lesson .9 . Character . . . . . . . . . . . . . . . . . . . . . . . 57

Lesson .10 . Poetry .and .Sensory .Language . . . . . . . . . . . .64

Lesson .11 . Made-Up .Stories .and .True .Stories . . . . . . . . . . . 71

Lesson .12 . Understand .the .Main .Idea .and .Details . . . . . . . . . 78

Lesson .13 . Order .of .Events . . . . . . . . . . . . . . . . . . . . 85

Lesson .14 . Text .Features . . . . . . . . . . . . . . . . . . . . .92

Lesson .15 . Directions . . . . . . . . . . . . . . . . . . . . . . . 99

TEKS2.5.A

2.5.B

2.5.C

2.5.D

2.3.A, 2.3.B, 2.3.C

2.13

2.6.A

2.9.A

2.9.B

2.7, 2.11

2.10

2.14.A, 2.14.B

2.14.C

2.14.D

2.15.A, 2.15.B

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

A25

Correlation Charts

Correlations to the TEKS in Reading• ThechartbelowcorrelateseachtestquestioninSTAAR Ready—Reading Test Practice, Grade 2toaTEKS

standardintheReadingstrand.

• ThechartalsoindicatesthecorrespondinglessoninSTAAR Ready—Reading Instruction, Grade 2thatprovidescomprehensiveinstructionforthatTEKSstandard.

• Usethischarttodeterminewhichlessonsyourstudentsneed.

TEKS Standards

STAAR Ready Instruction and Test Practice

Test Practice ItemNumbersInstructionLesson(s)Practice

Test1PracticeTest2

PracticeTest3

3 Reading/BeginningReading/Strategies.Studentscomprehendavarietyoftextsdrawingonusefulstrategiesasneeded.Studentsareexpectedto:

A useideas(e.g.,illustrations,titles,topicsentences,keywords,andforeshadowing)tomakeandconfirmpredictions; 5 3,15 5 Lesson5

B askrelevantquestions,seekclarification,andlocatefactsanddetailsaboutstoriesandothertextsandsupportanswerswithevidencefromtext;and

17,20,28,29 12,16 17,20,28,29 Lesson5

C establishpurposeforreadingselectedtextsandmonitorcomprehension,makingcorrectionsandadjustmentswhenthatunderstandingbreaksdown(e.g.,identifyingclues,usingbackgroundknowledge,generatingquestions,re-readingaportionaloud).

30 7 30 Lesson5

5 Reading/VocabularyDevelopment.Studentsunderstandnewvocabularyanduseitwhenreadingandwriting.Studentsareexpectedto:

A useprefixesandsuffixestodeterminethemeaningofwords(e.g.,allow/disallow); 18 22 18 Lesson1

B usecontexttodeterminetherelevantmeaningofunfamiliarwordsormultiple-meaningwords; 1,24 4,10 1,24 Lesson2

C identifyandusecommonwordsthatareopposite(antonyms)orsimilar(synonyms)inmeaning; 7 23 7 Lesson3

D alphabetizeaseriesofwordsanduseadictionaryoraglossarytofindwords. 10 28 10 Lesson4

6 Reading/ComprehensionofLiteraryText/ThemeandGenre.Studentsanalyze,makeinferencesanddrawconclusionsaboutthemeandgenreindifferentcultural,historical,andcontemporarycontextsandprovideevidencefromthetexttosupporttheirunderstanding.Studentsareexpectedto:

A identifymorallessonsasthemesinwell-knownfables,legends,myths,orstories; 4 5 4 Lesson7

7 Reading/ComprehensionofLiteraryText/Poetry.Studentsunderstand,makeinferencesanddrawconclusionsaboutthestructureandelementsofpoetryandprovideevidencefromtexttosupporttheirunderstanding.Studentsareexpectedtodescribehowrhyme,rhythm,andrepetitioninteracttocreateimagesinpoetry.

8,11 14 8,11 Lesson10

9 Reading/ComprehensionofLiteraryText/Fiction.Studentsunderstand,makeinferencesanddrawconclusionsaboutthestructureandelementsoffictionandprovideevidencefromtexttosupporttheirunderstanding.Studentsareexpectedto:

A describesimilaritiesanddifferencesintheplotsandsettingsofseveralworksbythesameauthor; 2 1 2 Lesson8

B describemaincharactersinworksoffiction,includingtheirtraits,motivations,andfeelings. 3 2 3 Lesson9


A26

TEKS Standards



Test1PracticeTest2

PracticeTest3

10 Reading/ComprehensionofLiteraryText/LiteraryNonfiction.Studentsunderstand,makeinferencesanddrawconclusionsaboutthevariedstructuralpatternsandfeaturesofliterarynonfictionandrespondbyprovidingevidencefromtexttosupporttheirunderstanding.Studentsareexpectedtodistinguishbetweenfictionandnonfiction.

6 6 6 Lesson11

11 Reading/ComprehensionofLiteraryText/SensoryLanguage.Studentsunderstand,makeinferencesanddrawconclusionsabouthowanauthor’ssensorylanguagecreatesimageryinliterarytextandprovideevidencefromtexttosupporttheirunderstanding.Studentsareexpectedtorecognizethatsomewordsandphraseshaveliteralandnon-literalmeanings(e.g.,takesteps).

9 13 9 Lesson10

13 Reading/ComprehensionofInformationalText/CultureandHistory.Studentsanalyze,makeinferencesanddrawconclusionsabouttheauthor’spurposeincultural,historical,andcontemporarycontextsandprovideevidencefromthetexttosupporttheirunderstanding.Studentsareexpectedtoidentifythetopicandexplaintheauthor’spurposeinwritingthetext.

27 26 27 Lesson6

14 Reading/ComprehensionofInformationalText/ExpositoryText.Studentsanalyze,makeinferencesanddrawconclusionsaboutandunderstandexpositorytextandprovideevidencefromtexttosupporttheirunderstanding.Studentsareexpectedto:

A identifythemainideainatextanddistinguishitfromthetopic; 14 24 14 Lesson12

B locatethefactsthatareclearlystatedinatext; 12,13,16,21 11,25,27,29 12,13,16,21 Lesson12

C describetheorderofeventsorideasinatext;and 19,26 8,30 19,26 Lesson13

D usetextfeatures(e.g.,tableofcontents,index,headings)tolocatespecificinformationintext. 15 28 15 Lesson14

15 Reading/ComprehensionofInformationalText/ProceduralText.Studentsunderstandhowtogleananduseinformationinproceduraltextsanddocuments.Studentsareexpectedto:

A followwrittenmulti-stepdirections;and 22,23 17,18,19,20 22,23 Lesson15

B usecommongraphicfeaturestoassistintheinterpretationoftext(e.g.,captions,illustrations). 25 21 25 Lesson15


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STAAR TEKS

TEKS 2.9.BL9: Character

2.9.B Describe main characters in works of fiction, including their traits, motivations, and feelings.

Lesson 9Character(Student Book pages 65–72)

TAP STUDENTS’ PRIOR KNOWLEDGE

Tell students that they will be working on a lesson about characters. Ask students where they find characters. (in stories, in movies, on television) Then ask whether characters have to be people. (No. Characters can also be animals or make-believe creatures.)

Next, have students describe their favorite characters and tell what it is about the characters that they like. Ask questions to elicit responses, such as: Is the character friendly? Is he or she smart?

Finally, guide students to understand that authors often don’t tell readers what characters are like. They show what characters are like through the things they say and do.

Introduction

AT A GLANCE

Read and discuss the Introduction on page 65.

VOCABULARY

Write the following words on the board. Read the words aloud and discuss the meanings with students.

characters: the people or animals who are in a story

traits: the things that make one character different from another

STEP BY STEP

Discuss one of the characters from a story that students have read in class. Record students’ answers to the questions below in a concept web like the one shown on page 65 of their books.

Say?—What are some things that the character says? What do you learn about the character by thinking about what he or she says?

Do?—What does the character do in the story? How can thinking about what the character does help you learn about the character and the character’s traits?

Want?—What does the character want in the story? How does this affect how the character acts? What do you learn about the character from what he or she wants?

Think?—What does the character think about in the story? What do the character’s thoughts help you learn about the character?

Feel?—How does the character feel about things that happen in the story? How does the character feel about other characters? What do the character’s feelings tell you about the character’s traits?

Treat Others?—How does the character treat the other characters? What do you learn about the character from the way he or she is treated by other characters?

6565

STAAR TEKS

Introduction

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L9: Character TEKS 2.9.B


Lesson 9Character

Characters are the people or animals in a story.

Characters have traits. Traits are things that make them

special. Characters can be nice or mean. They can be

smart and funny.

You can learn a lot about characters from their traits as

you read. Look at what they say and do. See how they

think and feel. Think about how they treat others. This will

help you know what characters are like.

Also, look at what characters want. What characters want

can affect how they act.

Say?

Do?Treat others?

Feel? Think?

Characters


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Modeled Instruction

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L9: CharacterTEKS 2.9.B

AT A GLANCE

With the class, read and discuss the short story and the question on page 66. Model the process used to answer the question as outlined in the chart.

STEP BY STEP

Before Reading

Tell students that they are about to read a short story about a girl named Marina. Encourage students to pay close attention to what Marina thinks, feels, says, does, and wants in the story. Preview the question students will be asked to answer by telling them to think about why Marina decides to play ball with Marco at the end of the story.

During Reading

Have students follow along as you read the story aloud. Remind students that they are listening for details in the story that tell about why Marina finally decides to play ball with Marco.

After Reading

Read the question that follows the story. Model the process used to answer the question by discussing the chart. Be sure to show students how to review the story for detail clues that help answer the question. Have students underline the clues in the story as indicated in the chart.

• What does Marina do at the beginning? She won’t let Marco play with her new things. (Have students underline the last sentence in paragraph 1.)

• What does Marina want to do? She wants to play ball. (Have students underline the second sentence in paragraph 2.)

• What is the problem? There is no one to play with. (Have students underline the third sentence in paragraph 2.)

• What does Marina do at the end? She shares with Marco so they can play ball. (Have students underline what Marina says to Marco at the end of paragraph 2.)

• Make sure students understand how these details lead to the answer. At the end of the story, Marina understands that sharing is more fun when she is willing to share her things with her friend.

After discussing the sample question and answer, read aloud the related Try It! question below and direct students to answer it.

Try It!

In paragraph 1, what does Marina do that shows she does not want to share?

Have pairs of students discuss the answer. Ask for volunteers to share their answers orally.

Then discuss the correct answer as a class. (Marina puts all of her presents away.) Do people put their things away if they want to share? (no) What do people do to show they want to share? (They let other people use their things.)

Modeled Instruction

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Read the story. Then answer the question.

Play Ball!1 Marina loved baseball. For her birthday, she got a brand

new glove and a new bat. Her friend Marco said, “Let’s play

baseball!” But Marina didn’t want to share her new things,

so she put all of her presents away.

2 Marina sat outside. The sun was shining, and she

wanted to play ball. But there was no one to play with.

She ran back inside. She got her glove, her bat, and a ball.

She also got Marco. “I wasn’t very nice,” she said. “Put on

my glove. Let’s play some baseball!”

Why does Marina finally decide to play ball with Marco?

What does Marina do at the beginning?

She won’t let Marco play with her new things.

What does Marina want to do?

She wants to play ball.

What is the problem?There is no one to play with.

What does Marina do at the end?

She shares with Marco so they can play ball.

ANSWER: Marina understands that sharing is more fun.


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Guided Instruction

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AT A GLANCE

Guide students through the short story and multiple-choice question on page 67.

STEP BY STEP

Before Reading

Tell students that the story is about a character named Bear and what Bear does when he finds some honey.

Remind students that they can learn about a character by thinking about what the character thinks, feels, says, does, and wants. They can also think about how the character treats other characters.

During Reading

Encourage students to follow along as you read the story. When appropriate, pose the following Think About It question to help guide students’ understanding about Bear’s traits.

Think About It

What does Bear do that shows you what he is like?

Tell students not to answer out loud but to think to themselves about the answer.

After Reading

Read the multiple-choice question that follows the story as well as the three answer choices. Ask students to answer the question independently and mark their answers. As students work, offer the following Hint, which provides a clue for answering the question.

Hint

Look at paragraph 1. Bear wants all the honey for himself. What does this tell you about Bear?

Next, tell students to check their answers as you read aloud the correct answer. (selfish) Then discuss with students the clues in the story that support this answer. Mention that in paragraph 1, Bear looks around to make sure no one else is nearby. He wants all the honey for himself. In paragraph 2, Bear takes the honey and runs away from Fox. Bear does not want to share his honey. These actions show that he is selfish.

Last, discuss with students why the other answer choices are not correct. These explanations will help students understand why the correct answer is the best answer and why the other two answer choices cannot be justified or supported by clues in the text.

• “Giving” is not correct because Bear does not want to give any of the honey to Fox.

• “Friendly” is not correct because Bear is not friendly when he runs away from Fox. If he were friendly, he would say “hello.”

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Guided Instruction

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ANSWER: selfish

CLUES IN THE STORY:

Bear looks around to make sure no one else is nearby. When Fox

comes, Bear takes the honey and runs away. Someone who is selfish

wants everything for himself.

Read the story. Then answer the question.

Bear’s Honey1 As Bear walked through the forest, he spotted a beehive

up in a tree. He smelled fresh, sweet honey inside. Bear

looked around quickly to make sure no one else was nearby.

He wanted all that honey for himself.

2 Bear climbed up the tree and grabbed the hive. He was

ready to dip his paws into the sticky treat. Just then a voice

called out, “Hi, Bear!” It was his friend, Fox. Bear scooted

down the tree, took his honey, and ran away.

Which word best describes Bear?

giving

selfish

friendly


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Guided Practice

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AT A GLANCE

Read aloud the selection on page 68. Have each student answer the two multiple-choice questions on page 69.

STEP BY STEP

Before Reading

Tell students that the selection you will be reading is a tall tale about a cowboy named Pecos Bill. Then point out the Think About It questions next to the story. Explain to students that as you read, you will pause to ask these questions and that thinking about the answers will help students to better understand the character Pecos Bill.

During Reading

Read aloud the story. As appropriate, pause to read the Think About It questions to guide students’ reading. Remind students to think to themselves about the answers.

After Reading

Have students answer the multiple-choice questions that follow the story. Point out the Hints, and explain that there is a hint for each question. Tell students that the hints provide clues about Pecos Bill’s traits, or what he is like. Make sure students understand that they can look back at the story to help them answer the questions and that they should underline the clues in the story.

For the Pair/Share activity, have students discuss their answers with a partner. Encourage students to share how the clues in the story helped them to answer the questions.

Follow up with a whole-class discussion of the correct answers and clues in the story that support the answers.

ELL Support

Discuss the meanings of the phrases no match for and gave up, which are used in the second-to-last sentence of paragraph 4. Explain that if you are no match for someone in basketball, you are not as good as that person in basketball. If someone is no match for you in math, that person is not as good as you in math. Remind students that the mountain lion was no match for Pecos Bill. Then ask: Was the mountain lion as strong as Pecos Bill? Encourage students to use the words no match in their response to this question.

Explain that gave up means “stopped trying.” Ask students to tell why the mountain lion gave up in the story. (It was no match for Pecos Bill.)

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Guided Practice

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Read the selection. Use each Think About It.

Pecos Bill and the Mountain Lion

1 Most everybody knows about Pecos Bill. He was born

in Texas a long time ago. He grew up with a pack of

coyotes. He was one of the toughest cowboys in the West.

2 Pecos Bill had a horse named Lightning. He treated

Lightning like his best friend. But Bill didn’t just ride

horses. He could ride anything that came along.

3 One day, Bill was riding Lightning through the

mountains. A giant mountain lion jumped out in front

of them. The big cat growled and showed its sharp teeth.

Bill jumped off Lightning and sent him home so he

was safe.

4 Was Bill scared? Of course not! He grabbed a

rattlesnake and made it into a lasso. Then he threw the

lasso over the mountain lion and pulled it in. The cat knew

it was no match for big Bill, so it gave up. Bill rode the

mountain lion all the way home.

What is a good word to describe Pecos Bill?

How does Bill feel about Lightning? How can you tell?

What does Bill do when he sees the mountain lion? What does this tell you about Bill?

ThinkAboutIt


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Guided Practice

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ANSWERS AND CLUES IN THE STORY FOR DISCUSSION

With the class, discuss each correct answer and the reasons that the clues in the story support the answer.

1 Answer: loves Lightning.

Clues in the Story: The second sentence in paragraph 2 says that Pecos Bill treats Lightning like his best friend. If Bill treats Lightning like a best friend, you can figure out that he probably loves him.

2 Answer: brave

Clues in the Story: The third and fourth sentences in paragraph 4 says that Bill uses a snake for a lasso to catch and pull in the mountain lion. The last sentence says that Bill rides the mountain lion all the way home. Someone who does these things must be brave.

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Guided Practice

Talk about your answer.PAIRSHARE

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Read each question. Then mark your answer. Use the Hints to help you.

1 You can tell from reading this story that Pecos Bill

likes to lasso Lightning.

rides only Lightning.

loves Lightning.

2 Which of these words best describes Pecos Bill?

scared

brave

mean

Look at paragraph 2. Bill treats Lightning like his best friend. Underline this clue in the story.

Look at paragraph 4. Bill uses a snake for a lasso. He rides a mountain lion. Underline these clues in the story.

Hints


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STAAR Practice

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AT A GLANCE

Have each student read the selection on pages 70 and 71 and answer the five multiple-choice questions on page 72.

STEP BY STEP

Explain to students that the selection and multiple-choice questions are like the ones they will see on reading tests. You may use the following procedure to help students answer the questions independently.

Independent Readers Scripted Text

This text is for teachers who plan to introduce the practice test orally but whose students will read the selection, questions, and answer choices themselves.

Look at page 70. This selection is a story about a boy who is going on a camping trip to Big Bend. The story continues on page 71. Read the story. Then answer questions 1 through 5 on page 72. Mark your answers. For each question, fill in the answer bubble that goes with the answer you choose. Be sure to fill in the answer bubble completely with a heavy, dark mark. If you decide to change your answer, carefully erase your first answer. When you are finished answering the questions, put your pencil down on your desk. Does everyone understand what to do? You may begin.

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6 Soon the family pulled up to the ranger station

at Big Bend National Park. Ricky got out to stretch

his legs and look around. He wandered over to a big

sign and began reading about the park. As he read,

he started to smile. Then the smile became a big grin.

7 “Mom! Dad!” he called. “Did you know we can go

river rafting here? And did you know there are trails

that you can hike into the mountains? And did you

know we might even see a black bear? That would be

so cool!”

8 Mom and Dad smiled at each other. “And you

thought you would be bored,” Dad said. “I hope a

week is long enough!”

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STAAR Practice

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DIRECTIONSRead the selection. Then read each question.Choose the best answer. Mark the space for that answer.

A Trip to Big Bend 1 Ricky frowned as he stared out the car window.

He had seen nothing interesting for miles and miles.

And he was tired of sitting in the car. Why didn’t his

parents care about what he enjoyed doing? All he

wanted was to go to Funland. He knew this would be

a boring vacation.

2 “How much longer until we get there?” he asked.

“I still can’t believe we’re camping for a whole week.”

3 “We’re almost to the park entrance,” Mom said.

4 “I know you wanted to go to the theme park,”

Dad said, “but Big Bend is great. I loved coming

here when I was a kid. I’m sure you’ll have a really

good time.”

5 Ricky didn’t say anything. He knew he wouldn’t

have a good time. Who could have fun on a camping

trip? There was nothing to do and nothing to see.



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STAAR Practice

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After students complete the STAAR practice questions, review and discuss the correct answers.

1 Answer: He wants to go to Funland.

Clues in the Story: The second-to-last sentence in paragraph 1 says that all Ricky wanted was to go to Funland. The next sentence says that he thinks the vacation he and his parents are going on instead will be boring. In paragraph 4, Ricky’s dad mentions Funland again. He says, “I know you wanted to go to the theme park, but Big Bend is great.” Ricky is grumpy because he wants to go to Funland on vacation, not Big Bend.

2 Answer: enjoys the outdoors

Clues in the Story: In paragraph 4, Dad says that he loved going to Big Bend when he was a kid. So Dad thinks that Ricky will have a good time, too. Since Dad wants to go back to Big Bend, he must enjoy the outdoors.

3 Answer: likes what he reads

Clues in the Story: In paragraph 6, Ricky starts to smile while he is reading the sign about the park. People usually smile when they like something. Ricky is reading the sign, so he must like what he is reading.

4 Answer: know Ricky will like the vacation

Clues in the Story: In paragraph 7, Ricky talks about all the things he wants to do at Big Bend. In paragraph 8, Dad says, “I hope a week is long enough!” He thinks Ricky will like Big Bend so much that he’ll want to stay longer than a week. Because there are so many things Ricky wants to do and because he is smiling, Mom and Dad smile at each other because they know that Ricky will like the vacation.

5 Answer: Excited

Clues in the Story: Ricky has a big grin (in paragraph 6) when he tells Mom and Dad (in paragraph 7) all the things he wants to do, such as river rafting, hiking in the mountains, and seeing a bear. Then Ricky says, “That would be so cool!” When people think it would be cool to do things, this shows that they are excited.

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STAAR Practice


1 Why does Ricky act grumpy at the beginning of the story?

He wants to go to Funland.

He wants to go river rafting.

He wants to see bears.

2 You can tell from reading this story that Dad —

has never been camping

doesn’t like camping

enjoys the outdoors

3 When Ricky smiles in paragraph 6, you can tell that he —

likes what he reads

starts to feel sick

is glad they’re not staying

4 When Mom and Dad smile at each other in paragraph 8, you can tell that they —

just saw a black bear

like spending time in the mountains

know Ricky will like the vacation

5 Which of these best describes how Ricky feels at the end of the story?

Bored

Excited

Tired



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• 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

Features of STAAR Ready Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . A12

Supporting Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A22

Correlation Charts Correlations to the TEKS in Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A25

STAAR Ready Test Practice Questions by TEKS Standards . . . . . . . . . . . . . . . . . A27

Scripted Text for STAAR Ready Test Practice . . . . . . . . . . . . . . . . . . . . . A30

Annotated Student Book Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A32

Lesson Plans (with Answers)

Lesson 1 Prefixes and Suffixes . . . . . . . . . . . . . . . . . . 1

Lesson 2 Context Clues . . . . . . . . . . . . . . . . . . . . . 8

Lesson 3 Words that Mean the Same and the Opposite . . . . 15

Lesson 4 Using a Dictionary . . . . . . . . . . . . . . . . . . 22

Lesson 5 Careful Reading . . . . . . . . . . . . . . . . . . . 29

Lesson 6 Why Writers Write . . . . . . . . . . . . . . . . . . 36

Lesson 7 Theme . . . . . . . . . . . . . . . . . . . . . . . . 43

Lesson 8 Setting and Plot . . . . . . . . . . . . . . . . . . . 50

Lesson 9 Character . . . . . . . . . . . . . . . . . . . . . . 57

Lesson 10 Poetry and Sensory Language . . . . . . . . . . . . 64

Lesson 11 Made-Up Stories and True Stories . . . . . . . . . . 71

Lesson 12 Understand the Main Idea and Details . . . . . . . . 78

Lesson 13 Order of Events . . . . . . . . . . . . . . . . . . . 85

Lesson 14 Text Features . . . . . . . . . . . . . . . . . . . . . 92

Lesson 15 Directions . . . . . . . . . . . . . . . . . . . . . . 99

TEKS2.5.A

2.5.B

2.5.C

2.5.D

2.3.A, 2.3.B, 2.3.C

2.13

2.6.A

2.9.A

2.9.B

2.7, 2.11

2.10

2.14.A, 2.14.B

2.14.C

2.14.D

2.15.A, 2.15.B

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A25

Correlation Charts

Correlations to the TEKS in Reading• ThechartbelowcorrelateseachtestquestioninSTAAR Ready™—Reading Test Practice, Grade 2toaTEKS

standardintheReadingstrand.

• ThechartalsoindicatesthecorrespondinglessoninSTAAR Ready—Reading Instruction, Grade 2thatprovidescomprehensiveinstructionforthatTEKSstandard.

• Usethischarttodeterminewhichlessonsyourstudentsneed.

TEKS Standards



Test1PracticeTest2

PracticeTest3

3 Reading/BeginningReading/Strategies.Studentscomprehendavarietyoftextsdrawingonusefulstrategiesasneeded.Studentsareexpectedto:

A useideas(e.g.,illustrations,titles,topicsentences,keywords,andforeshadowing)tomakeandconfirmpredictions; 5 3,15 5 Lesson5

B askrelevantquestions,seekclarification,andlocatefactsanddetailsaboutstoriesandothertextsandsupportanswerswithevidencefromtext;and

17,20,28,29 12,16 17,20,28,29 Lesson5

C establishpurposeforreadingselectedtextsandmonitorcomprehension,makingcorrectionsandadjustmentswhenthatunderstandingbreaksdown(e.g.,identifyingclues,usingbackgroundknowledge,generatingquestions,re-readingaportionaloud).

30 7 30 Lesson5

5 Reading/VocabularyDevelopment.Studentsunderstandnewvocabularyanduseitwhenreadingandwriting.Studentsareexpectedto:

A useprefixesandsuffixestodeterminethemeaningofwords(e.g.,allow/disallow); 18 22 18 Lesson1

B usecontexttodeterminetherelevantmeaningofunfamiliarwordsormultiple-meaningwords; 1,24 4,10 1,24 Lesson2

C identifyandusecommonwordsthatareopposite(antonyms)orsimilar(synonyms)inmeaning; 7 23 7 Lesson3

D alphabetizeaseriesofwordsanduseadictionaryoraglossarytofindwords. 10 28 10 Lesson4

6 Reading/ComprehensionofLiteraryText/ThemeandGenre.Studentsanalyze,makeinferencesanddrawconclusionsaboutthemeandgenreindifferentcultural,historical,andcontemporarycontextsandprovideevidencefromthetexttosupporttheirunderstanding.Studentsareexpectedto:

A identifymorallessonsasthemesinwell-knownfables,legends,myths,orstories; 4 5 4 Lesson7

7 Reading/ComprehensionofLiteraryText/Poetry.Studentsunderstand,makeinferencesanddrawconclusionsaboutthestructureandelementsofpoetryandprovideevidencefromtexttosupporttheirunderstanding.Studentsareexpectedtodescribehowrhyme,rhythm,andrepetitioninteracttocreateimagesinpoetry.

8,11 14 8,11 Lesson10

9 Reading/ComprehensionofLiteraryText/Fiction.Studentsunderstand,makeinferencesanddrawconclusionsaboutthestructureandelementsoffictionandprovideevidencefromtexttosupporttheirunderstanding.Studentsareexpectedto:

A describesimilaritiesanddifferencesintheplotsandsettingsofseveralworksbythesameauthor; 2 1 2 Lesson8

B describemaincharactersinworksoffiction,includingtheirtraits,motivations,andfeelings. 3 2 3 Lesson9


A26

TEKS Standards

STAAR Ready™ Instruction and Test Practice


Test1PracticeTest2

PracticeTest3

10 Reading/ComprehensionofLiteraryText/LiteraryNonfiction.Studentsunderstand,makeinferencesanddrawconclusionsaboutthevariedstructuralpatternsandfeaturesofliterarynonfictionandrespondbyprovidingevidencefromtexttosupporttheirunderstanding.Studentsareexpectedtodistinguishbetweenfictionandnonfiction.

6 6 6 Lesson11

11 Reading/ComprehensionofLiteraryText/SensoryLanguage.Studentsunderstand,makeinferencesanddrawconclusionsabouthowanauthor’ssensorylanguagecreatesimageryinliterarytextandprovideevidencefromtexttosupporttheirunderstanding.Studentsareexpectedtorecognizethatsomewordsandphraseshaveliteralandnon-literalmeanings(e.g.,takesteps).

9 13 9 Lesson10

13 Reading/ComprehensionofInformationalText/CultureandHistory.Studentsanalyze,makeinferencesanddrawconclusionsabouttheauthor’spurposeincultural,historical,andcontemporarycontextsandprovideevidencefromthetexttosupporttheirunderstanding.Studentsareexpectedtoidentifythetopicandexplaintheauthor’spurposeinwritingthetext.

27 26 27 Lesson6

14 Reading/ComprehensionofInformationalText/ExpositoryText.Studentsanalyze,makeinferencesanddrawconclusionsaboutandunderstandexpositorytextandprovideevidencefromtexttosupporttheirunderstanding.Studentsareexpectedto:

A identifythemainideainatextanddistinguishitfromthetopic; 14 24 14 Lesson12

B locatethefactsthatareclearlystatedinatext; 12,13,16,21 11,25,27,29 12,13,16,21 Lesson12

C describetheorderofeventsorideasinatext;and 19,26 8,30 19,26 Lesson13

D usetextfeatures(e.g.,tableofcontents,index,headings)tolocatespecificinformationintext. 15 28 15 Lesson14

15 Reading/ComprehensionofInformationalText/ProceduralText.Studentsunderstandhowtogleananduseinformationinproceduraltextsanddocuments.Studentsareexpectedto:

A followwrittenmulti-stepdirections;and 22,23 17,18,19,20 22,23 Lesson15

B usecommongraphicfeaturestoassistintheinterpretationoftext(e.g.,captions,illustrations). 25 21 25 Lesson15


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STAAR TEKS



Lesson 9Character(Student Book pages 65–72)

TAP STUDENTS’ PRIOR KNOWLEDGE

Tell students that they will be working on a lesson about characters. Ask students where they find characters. (in stories, in movies, on television) Then ask whether characters have to be people. (No. Characters can also be animals or make-believe creatures.)

Next, have students describe their favorite characters and tell what it is about the characters that they like. Ask questions to elicit responses, such as: Is the character friendly? Is he or she smart?

Finally, guide students to understand that authors often don’t tell readers what characters are like. They show what characters are like through the things they say and do.

Introduction

AT A GLANCE

Read and discuss the Introduction on page 65.

VOCABULARY

Write the following words on the board. Read the words aloud and discuss the meanings with students.

characters: the people or animals who are in a story

traits: the things that make one character different from another

STEP BY STEP

Discuss one of the characters from a story that students have read in class. Record students’ answers to the questions below in a concept web like the one shown on page 65 of their books.

Say?—What are some things that the character says? What do you learn about the character by thinking about what he or she says?

Do?—What does the character do in the story? How can thinking about what the character does help you learn about the character and the character’s traits?

Want?—What does the character want in the story? How does this affect how the character acts? What do you learn about the character from what he or she wants?

Think?—What does the character think about in the story? What do the character’s thoughts help you learn about the character?

Feel?—How does the character feel about things that happen in the story? How does the character feel about other characters? What do the character’s feelings tell you about the character’s traits?

Treat Others?—How does the character treat the other characters? What do you learn about the character from the way he or she is treated by other characters?

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Introducción

STAAR TEKS

L9: Personaje TEKS 2.9.B

2.9.B Describir los personajes principales de las obras de ficción, incluyendo sus características, motivaciones y sentimientos.

Lección 9Personaje

Los personajes son las personas o animales de un relato.

Los personajes tienen características. Las características

son las cosas que los hacen especiales. Los personajes

pueden ser buenos o malos. Pueden ser inteligentes y

graciosos.

Cuando lees, puedes aprender mucho sobre los

personajes a partir de sus características. Mira qué dicen

y hacen. Observa cómo piensan y sienten. Piensa en

cómo tratan a los demás. Esto te ayudará a saber cómo

son los personajes.

Además, observa qué quieren los personajes. Lo que

los personajes quieren puede afectar su manera de

comportarse.

¿Qué dicen?

¿Qué hacen?¿Cómo tratan a los demás?

¿Qué sienten? ¿Qué piensan?

Personajes


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Modeled Instruction

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AT A GLANCE

With the class, read and discuss the short story and the question on page 66. Model the process used to answer the question as outlined in the chart.

STEP BY STEP

Before Reading

Tell students that they are about to read a short story about a girl named Marina. Encourage students to pay close attention to what Marina thinks, feels, says, does, and wants in the story. Preview the question students will be asked to answer by telling them to think about why Marina decides to play ball with Marco at the end of the story.

During Reading

Have students follow along as you read the story aloud. Remind students that they are listening for details in the story that tell about why Marina finally decides to play ball with Marco.

After Reading

Read the question that follows the story. Model the process used to answer the question by discussing the chart. Be sure to show students how to review the story for detail clues that help answer the question. Have students underline the clues in the story as indicated in the chart.

• What does Marina do at the beginning? She won’t let Marco play with her new things. (Have students underline the last sentence in paragraph 1.)

• What does Marina want to do? She wants to play ball. (Have students underline the second sentence in paragraph 2.)

• What is the problem? There is no one to play with. (Have students underline the third sentence in paragraph 2.)

• What does Marina do at the end? She shares with Marco so they can play ball. (Have students underline what Marina says to Marco at the end of paragraph 2.)

• Make sure students understand how these details lead to the answer. At the end of the story, Marina understands that sharing is more fun when she is willing to share her things with her friend.

After discussing the sample question and answer, read aloud the related Try It! question below and direct students to answer it.

Try It!

In paragraph 1, what does Marina do that shows she does not want to share?

Have pairs of students discuss the answer. Ask for volunteers to share their answers orally.

Then discuss the correct answer as a class. (Marina puts all of her presents away.) Do people put their things away if they want to share? (no) What do people do to show they want to share? (They let other people use their things.)

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Enseñanza con ejemplos

L9: PersonajeTEKS 2.9.B

Lee este cuento. Luego responde a la pregunta.

¡Juguemos al béisbol!1 A Marina le encantaba el béisbol. En su cumpleaños,

recibió un guante y un bate nuevo. Su amigo Marco dijo:

—¡Vamos a jugar al béisbol! —pero Marina no quería

compartir sus cosas nuevas, así que guardó todos los

regalos.

2 Marina se sentó afuera. El sol brillaba y ella quería jugar

al béisbol. Pero no tenía con quién jugar. Corrió de nuevo

a su casa. Tomó su guante, su bate y una pelota. También

buscó a Marco. —No fui muy amable —dijo Marina—.

Ponte mi guante. ¡Juguemos al béisbol!

¿Por qué Marina finalmente decide jugar con Marco?

¿Qué hizo Marina al principio?

No deja que Marco juegue con sus cosas nuevas.

¿Qué quiere hacer Marina? Quiere jugar al béisbol.

¿Cuál es el problema? No hay nadie con quien jugar.

¿Qué hace Marina al final?Comparte sus cosas con Marco para poder jugar al béisbol.

RESPUESTA: Marina entiende que al compartir se divierte más.


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AT A GLANCE

Guide students through the short story and multiple-choice question on page 67.

STEP BY STEP

Before Reading

Tell students that the story is about a character named Bear and what Bear does when he finds some honey.

Remind students that they can learn about a character by thinking about what the character thinks, feels, says, does, and wants. They can also think about how the character treats other characters.

During Reading

Encourage students to follow along as you read the story. When appropriate, pose the following Think About It question to help guide students’ understanding about Bear’s traits.

Think About It

What does Bear do that shows you what he is like?

Tell students not to answer out loud but to think to themselves about the answer.

After Reading

Read the multiple-choice question that follows the story as well as the three answer choices. Ask students to answer the question independently and mark their answers. As students work, offer the following Hint, which provides a clue for answering the question.

Hint

Look at paragraph 1. Bear wants all the honey for himself. What does this tell you about Bear?

Next, tell students to check their answers as you read aloud the correct answer. (Egoísta) Then discuss with students the clues in the story that support this answer. Mention that in paragraph 1, Bear looks around to make sure no one else is nearby. He wants all the honey for himself. In paragraph 2, Bear takes the honey and runs away from Fox. Bear does not want to share his honey. These actions show that he is selfish.

Last, discuss with students why the other answer choices are not correct. These explanations will help students understand why the correct answer is the best answer and why the other two answer choices cannot be justified or supported by clues in the text.

• “Generoso” is not correct because Bear does not want to give any of the honey to Fox.

• “Simpático” is not correct because Bear is not friendly when he runs away from Fox. If he were friendly, he would say “hello.”

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Enseñanza guiada


RESPUESTA: Egoísta

CLAVES DEL CUENTO:

Oso mira a su alrededor para asegurarse de que nadie más esté cerca.

Cuando Zorro llega, Oso toma la miel y escapa. Alguien que es egoísta

quiere todo para sí mismo.

Lee este cuento. Luego responde a la pregunta.

La miel de Oso1 Mientras Oso caminaba por el bosque, vio una colmena

en lo alto de un árbol. Olió la miel fresca y dulce que había

dentro. Oso echó un vistazo a su alrededor y se aseguró

de que nadie más estuviera cerca. Quería toda la miel solo

para él.

2 Oso se trepó al árbol y tomó la colmena. Estaba listo

para meter sus patas en el pegajoso manjar. En ese

momento, una voz lo llamó: —¡Hola Oso! —era su amigo,

Zorro. Oso se deslizó aprisa del árbol, tomó su miel y

escapó.

¿Qué palabra describe mejor a Oso?

Generoso

Egoísta

Simpático


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AT A GLANCE

Read aloud the selection on page 68. Have each student answer the two multiple-choice questions on page 69.

STEP BY STEP

Before Reading

Tell students that the selection you will be reading is a tall tale about a cowboy named Pecos Bill. Then point out the Think About It questions next to the story. Explain to students that as you read, you will pause to ask these questions and that thinking about the answers will help students to better understand the character Pecos Bill.

During Reading

Read aloud the story. As appropriate, pause to read the Think About It questions to guide students’ reading. Remind students to think to themselves about the answers.

After Reading

Have students answer the multiple-choice questions that follow the story. Point out the Hints, and explain that there is a hint for each question. Tell students that the hints provide clues about Pecos Bill’s traits, or what he is like. Make sure students understand that they can look back at the story to help them answer the questions and that they should underline the clues in the story.

For the Pair/Share activity, have students discuss their answers with a partner. Encourage students to share how the clues in the story helped them to answer the questions.

Follow up with a whole-class discussion of the correct answers and clues in the story that support the answers.

ELL Support

Discuss the meanings of the phrases no match for and gave up, which are used in the second-to-last sentence of paragraph 4. Explain that if you are no match for someone in basketball, you are not as good as that person in basketball. If someone is no match for you in math, that person is not as good as you in math. Remind students that the mountain lion was no match for Pecos Bill. Then ask: Was the mountain lion as strong as Pecos Bill? Encourage students to use the words no match in their response to this question.

Explain that gave up means “stopped trying.” Ask students to tell why the mountain lion gave up in the story. (It was no match for Pecos Bill.)

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Práctica guiada


Lee la selección. Usa cada pregunta de Piénsalo.

Pecos Bill y el puma1 La mayoría de las personas saben quién es Pecos Bill.

Nació en Texas hace mucho tiempo. Creció con una

manada de coyotes. Fue uno de los vaqueros más fuertes

del Oeste.

2 Pecos Bill tenía un caballo llamado Rayo. Trataba a

Rayo como a su mejor amigo. Pero Bill no solo montaba

caballos. Él podía montar cualquier cosa que hubiera.

3 Un día, Bill cabalgaba sobre Rayo por las montañas.

Un puma gigante saltó frente a ellos. El felino gigante

gruñó y mostró sus dientes afilados. Bill bajó de Rayo de

un salto y lo mandó a casa para que estuviera a salvo.

4 ¿Estaba asustado Bill? ¡Por supuesto que no! Agarró

una serpiente cascabel y la usó como lazo. Luego, enlazó

al puma y tiró de él. El felino sabía que no podía competir

con el gran Bill, así que se rindió. Bill montó sobre el

puma hasta llegar a su casa.

¿Cuál es una buena palabra para describir a Pecos Bill?

¿Qué siente Bill por Rayo? ¿Cómo lo sabes?

¿Qué hace Bill cuando ve al puma? ¿Qué dice esto de Bill?

Piénsalo


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Guided Practice

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With the class, discuss each correct answer and the reasons that the clues in the story support the answer.

1 Answer: quiere a Rayo

Clues in the Story: The second sentence in paragraph 2 says that Pecos Bill treats Lightning like his best friend. If Bill treats Lightning like a best friend, you can figure out that he probably loves him.

2 Answer: Valiente

Clues in the Story: The third and fourth sentences in paragraph 4 says that Bill uses a snake for a lasso to catch and pull in the mountain lion. The last sentence says that Bill rides the mountain lion all the way home. Someone who does these things must be brave.

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Comenta tus respuestas.

Práctica guiada


Lee cada pregunta. Luego marca tu respuesta. Usa las Pistas como ayuda.

1 Luego de leer este cuento, sabes que Pecos Bill —

quiere enlazar a Rayo

sólo monta sobre Rayo

quiere a Rayo

2 ¿Cuál de las siguientes palabras describe mejor a

Pecos Bill?

Asustado

Valiente

Malvado

Mira el párrafo 2. Bill trata a Rayo como a su mejor amigo. Subraya esta clave en el cuento.

Mira el párrafo 4. Bill usa una serpiente como lazo. Monta sobre un puma. Subraya estas claves en el cuento.

Pistas

Comenta tus respuestas.ENPAREJA


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AT A GLANCE

Have each student read the selection on pages 70 and 71 and answer the five multiple-choice questions on page 72.

STEP BY STEP

Explain to students that the selection and multiple-choice questions are like the ones they will see on reading tests. You may use the following procedure to help students answer the questions independently.

Independent Readers Scripted Text

This text is for teachers who plan to introduce the practice test orally but whose students will read the selection, questions, and answer choices themselves.

Look at page 70. This selection is a story about a boy who is going on a camping trip to Big Bend. The story continues on page 71. Read the story. Then answer questions 1 through 5 on page 72. Mark your answers. For each question, fill in the answer bubble that goes with the answer you choose. Be sure to fill in the answer bubble completely with a heavy, dark mark. If you decide to change your answer, carefully erase your first answer. When you are finished answering the questions, put your pencil down on your desk. Does everyone understand what to do? You may begin.

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6 Poco después, la familia se detuvo en la estación de guardas del Parque Nacional Big Bend. Ricky salió para estirar las piernas y echar un vistazo. Caminó hasta un cartel grande y empezó a leer acerca del parque. Mientras leía, comenzó a sonreír. Luego, la sonrisa se transformó en una amplia sonrisa.

7 —¡Mamá! ¡Papá! —gritó—. ¿Sabían que aquí podemos pasear en balsa por el río? ¿Y sabían que hay caminos que podemos subir hasta las montañas? ¿Y sabían que incluso podríamos ver un oso negro? ¡Eso sería fabuloso! —Mamá y Papá se miraron y sonrieron.

8 —Y pensabas que te ibas a aburrir —dijo Papá—. ¡Espero que una semana sea suficiente!

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Práctica de STAAR


INSTRUCCIONESLee la selección. Luego lee las preguntas que le siguen. Elige la mejor respuesta. Marca esa respuesta.

Un viaje al Big Bend1 Ricky fruncía el ceño mientras miraba fijamente

por la ventana. No había visto nada interesante durante millas y millas, y estaba cansando de estar sentado dentro del coche. Siempre supo que serían unas vacaciones aburridas. ¿Por qué sus padres no tomaban en cuenta lo que a él le gustaba hacer? Lo único que había querido hacer era ir al parque de diversiones.

2 —¿Cuánto falta para llegar? —preguntó—. Todavía no puedo creer que vamos a ir de campamento durante toda una semana.

3 —Ya casi llegamos a la entrada del parque —dijo Mamá.

4 —Sé que querías ir al parque de diversiones —dijo Papá—, pero el Big Bend es fantástico. Me encantaba venir cuando era un niño. Estoy seguro de que vas a divertirte.

5 Ricky no dijo nada. Él sabía que no se divertiría. ¿Quién podía divertirse en un viaje de campamento? No había nada que hacer ni nada que ver.



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After students complete the STAAR practice questions, review and discuss the correct answers.

1 Answer: Quiere ir al parque de diversiones.

Clues in the Story: The second-to-last sentence in paragraph 1 says that all Ricky wanted was to go to the theme park. The next sentence says that he thinks the vacation he and his parents are going on instead will be boring. In paragraph 4, Ricky’s dad mentions the theme park again. He says, “Sé que querías ir al parque de diversiones, pero el Big Bend es fantástico.” Ricky is grumpy because he wants to go to the theme park on vacation, not Big Bend.

2 Answer: disfruta las actividades al aire libre

Clues in the Story: In paragraph 4, Dad says that he loved going to Big Bend when he was a kid. So Dad thinks that Ricky will have a good time, too. Since Dad wants to go back to Big Bend, he must enjoy the outdoors.

3 Answer: le gusta lo que lee

Clues in the Story: In paragraph 6, Ricky starts to smile while he is reading the sign about the park. People usually smile when they like something. Ricky is reading the sign, so he must like what he is reading.

4 Answer: saben que a Ricky le gustarán las vacaciones

Clues in the Story: In paragraph 7, Ricky talks about all the things he wants to do at Big Bend. In paragraph 8, Dad says, “¡Espero que una semana sea suficiente!” He thinks Ricky will like Big Bend so much that he’ll want to stay longer than a week. Because there are so many things Ricky wants to do and because he is smiling, Mom and Dad smile at each other because they know that Ricky will like the vacation.

5 Answer: Animado

Clues in the Story: Ricky has a big grin (in paragraph 6) when he tells Mom and Dad (in paragraph 7) all the things he wants to do, such as river rafting, hiking in the mountains, and seeing a bear. Then Ricky says, “¡Eso sería fabuloso!” When people think it would be cool to do things, this shows that they are excited.

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Práctica de STAAR


1 ¿Por qué Ricky está de mal humor al principio del cuento?

Quiere ir al parque de diversiones.

Quiere pasear en balsa por el río.

Quiere ver osos.

2 Luego de leer este cuento, sabes que Papá —

nunca ha ido de campamento

no disfruta ir de campamento

disfruta las actividades al aire libre

3 Cuando Ricky sonríe en el párrafo 6, te das cuenta de que —

le gusta lo que lee

empieza a sentirse mal

se alegra de no quedarse

4 Cuando Mamá y Papá se miran y sonríen en el párrafo 8, te das cuenta de que ellos —

acaban de ver un oso negro

disfrutan pasar el tiempo en las montañas

saben que a Ricky le gustarán las vacaciones

5 ¿Cuál de las siguientes palabras describe mejor cómo se siente Ricky al final del cuento?

Aburrido

Animado

Cansado



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