Grade 5 Reading STAAR and STAAR-M Fall 2012 by Objective

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveSTAAR Reading Selection 1Read the selection and choose the best answer to each question.The Bird with the Broken WingAn AdaptationCharactersLITTLE BIRDTHE OAKTHE MAPLETHE WILLOWTHE SPRUCETHE PINETHE JUNIPERJACK FROSTFOREST FAIRYThe Bird with the Broken WingThis is a play about a little bird with a broken wing who is shivering in the cold and cannot get into a tree by himself. Readthe play to find out what happens when the little bird asks the trees in the forest for help.Characters:LITTLE BIRDTHE OAKTHE MAPLETHE WILLOWTHE SPRUCETHE PINETHE JUNIPERJACK FROSTFOREST FAIRY

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveScene 11 [It is late fall in the forest. The stage is bare except for a variety of trees.]2 THE OAK: See that flock of birds coming? The winter is near, and they are flying south.3 THE MAPLE: I hope they will not light on my branches. I like to keep my leaves in order.4 THE WILLOW: So many birds will break my tender twigs. I do not want them either. Here they come!5 [Birds fly over the trees and continue on their path. Little Bird, struggling, lands awkwardly on the ground.]6 LITTLE BIRD: I can fly no farther! My wing is broken, and I cannot hold it up. I must rest tonight in thisforest. I am sure some big strong tree will give me a resting place. I will ask this tall Oak; his leaves are sothick. May I rest in your strong branches tonight, great Oak Tree? I am a poor little bird with a broken wing.The Bird with the Broken WingAn AdaptationScene 11 [It is late fall in the forest. The stage is bare except for a few different kinds of trees.]2 THE OAK: See that flock of birds coming? The winter is near, and they are flying south.3 THE MAPLE: I hope they will not land on my branches. I like to keep my leaves in order.4 THE WILLOW: So many birds will break my tender twigs. I do not want them either. Here they come!5 [Birds fly over the trees and continue on their path. Little Bird, struggling, lands in a strange way on theground.]6 LITTLE BIRD: I can fly no farther! My wing is broken, and I cannot hold it up. I must rest tonight in thisforest. I am sure some big, strong tree will give me a place to rest. I will ask this tall Oak; his leaves are sothick. May I rest in your strong branches tonight, great Oak Tree? I am a poor little bird with a brokenwing.

Grade 5 Reading STAAR and STAAR-M Fall 2012 by Objective7 THE OAK: I am sorry, but my branches are all occupied by the squirrels gathering acorns before wintercomes. I have no room.8 LITTLE BIRD: I am so tired and cold and hungry. Surely the handsome Maple will take me in. She has noacorns, so the squirrels will not be in her branches. Kind, lovely Maple, may I rest tonight in your beautifulbranches? I am a poor little bird with a broken wing.9 THE MAPLE: My house is in perfect order, and I cannot think of disturbing it. Please go away!10 LITTLE BIRD: What shall I do? The Oak and the Maple are so unkind, and I am shivering with cold andweak with hunger. Surely some tree must be kind. Dear Willow, will you take me upon your gracefulbranches just for tonight?11 THE WILLOW: I think you should have gone on with the other birds. I cannot take you in. I do not knowyour name or anything about you.7 THE OAK: I am sorry, but my branches are all occupied by the squirrels gathering acorns before wintercomes. I have no room.8 LITTLE BIRD: I am so tired and cold and hungry. Surely the handsome Maple will take me in. She has noacorns, so the squirrels will not be in her branches. Kind, lovely Maple, may I rest tonight in your beautifulbranches? I am a poor little bird with a broken wing.9 THE MAPLE: My house is in perfect order, and I cannot think of disturbing it. Please go away!10 LITTLE BIRD: What shall I do? The Oak and the Maple are so unkind, and I am shivering with cold andweak with hunger. Surely some tree must be kind. Dear Willow, will you let me sit on your graceful branchesjust for tonight?11 THE WILLOW: I think you should have gone on with the other birds. I cannot take you in. I do not knowyour name or anything about you.

Grade 5 Reading STAAR and STAAR-M Fall 2012 by Objective12 LITTLE BIRD: My dear bird friends, how I wish you were here! The Oak, the Maple, and the Willow have allturned me away. I am as lonely as a single star in the night sky.13 THE SPRUCE: Little bird with the broken wing, come to me! Can you hop up into my branches if I hold themdown to you? I am not as handsome as the Maple, but my leaves grow thick and strong and can hold you.14 [Spruce leans over slowly, and Little Bird hops onto one of the branches.]15 LITTLE BIRD: I could never thank you enough for your goodness.16 THE SPRUCE: Do not speak of that, dear little bird. I am saddened that my fellow trees would not shelteryou. We should all be helpful to one another.17 THE PINE: Well said, Spruce. And while I am not as strong as the Oak, Little Bird, I can block out the coldnorth wind. Rest warm in Spruce’s branches.18 THE JUNIPER: Little Bird, because you are hungry, you should eat my berries. Perhaps then you can rest.19 LITTLE BIRD: Thank you, dear Juniper. Your berries are good, and I am hungry no longer. I'll go to sleepnow. Good night, dear trees.12 LITTLE BIRD: My dear bird friends, how I wish you were here! The Oak, the Maple, and the Willow have allturned me away. I am as lonely as a single star in the night sky.13 THE SPRUCE: Little bird with the broken wing, come to me! Can you hop up into my branches if I holdthem down to you? I am not as handsome as the Maple, but my leaves grow thick and strong and can holdyou.14 [Spruce leans over slowly, and Little Bird hops onto one of the branches.]15 LITTLE BIRD: I could never thank you enough for your goodness.16 THE SPRUCE: Do not speak of that, dear little bird. I am so sad that my fellow trees would not give youshelter. We should all help one another.17 THE PINE: Well said, Spruce. And while I am not as strong as the Oak, Little Bird, I can block out the coldnorth wind. Rest warm in Spruce’s branches.18 THE JUNIPER: Little Bird, because you are hungry, you should eat my berries. Maybe then you can rest.19 LITTLE BIRD: Thank you, dear Juniper. Your berries are good, and I am hungry no longer. I’ll go to sleepnow. Good night, dear trees.Questions 1 and 2 appear here on STAAR Modified

Grade 5 Reading STAAR and STAAR-M Fall 2012 by Objective20 [It is midnight in the forest. It is dark onstage except for a spotlight shining on Jack Frost and Forest Fairy,standing center stage.]21 JACK FROST: Do you know why I have come?22 FOREST FAIRY: Yes, Mr. Frost. I know you must touch all the leaves, changing them to gold and crimsonand brown hues. I dislike having the leaves fall, and yet you and I must obey the orders of King Winter. But—23 JACK FROST: But what, dear Fairy? You speak as if you have some wish to make.24 FOREST FAIRY: I must tell you of an unhappy event. Such a dear little bird came to the forest earlier thisevening. He had a broken wing, and he was tired and cold and hungry. He asked for shelter from the greatOak, the proud Maple, and the graceful Willow, and all refused. I was angered and ashamed of my trees!25 JACK FROST: All the trees in this forest refused to help a tired little bird?26 FOREST FAIRY: No. Just as I was about to chide the three trees, I heard the Spruce invite him to come toher branches for shelter. Then the Pine offered to keep the north wind from him, and the Juniper gave himberries to eat. Considering this, could you—20 [It is midnight in the forest. It is dark onstage except for a spotlight shining on Jack Frost and Forest Fairy,standing center stage.]21 JACK FROST: Do you know why I have come?22 FOREST FAIRY: Yes, Mr. Frost. I know you must touch all the leaves, changing them to gold and crimsonand brown hues. I dislike having the leaves fall, and yet you and I must do what King Winter tells us. But—23 JACK FROST: But what, dear Fairy? You speak as if you have some wish to make.24 FOREST FAIRY:I must tell you of an unhappy event. Such a dear little bird came to the forest earlier thisevening. He had a broken wing, and he was tired and cold and hungry. He asked for shelter from the greatOak, the proud Maple, and the graceful Willow, but none would help. I was angered and ashamed of mytrees!25 JACK FROST: None of the trees in this forest would help a tired little bird?26 FOREST FAIRY: No. Just as I was about to chide the three trees, I heard the Spruce invite him to come toher branches for shelter. Then the Pine offered to keep the north wind from him, and the Juniper gave himberries to eat. Think about this. Could you—

Grade 5 Reading STAAR and STAAR-M Fall 2012 by Objective27 JACK FROST: Yes, yes, I know exactly what you wish to ask, Forest Fairy. The leaves of the proud Oak, theMaple, and the Willow shall fall to the ground when the cold of winter comes. But the Spruce, the Pine, theJuniper, and all their family shall keep their leaves, and all through the year, they shall be green. They shall becalled the Evergreen Trees.27JACK FROST: Yes, yes, I know exactly what you wish to ask, Forest Fairy. The leaves of the proud Oak, theMaple, and the Willow shall fall to the ground when the cold of winter comes. But the Spruce, the Pine, theJuniper, and all their family shall keep their leaves, and all through the year, they shall be green. They shall becalled the Evergreen Trees.

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (5.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when readingand writing.Objective: (B) Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar ormultiple meaning words.STAAR1 In paragraph 26, the word chide means to —A greetB scoldC observeSTAAR Modified3 What does the word chide mean in paragraph 26?A To greetB To scoldC To observeD interruptModifications:

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (5.3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferencesand draw conclusions about theme and genre in different cultural, historical, and contemporary contexts andprovide evidence from the text to support their understanding.Objective: Fig. 19(D) (A) Compare and contrast the themes or moral lessons of several works of fictionfrom various cultures; (B) describe the phenomena explained in origin myths from various cultures; and (C)explain the effect of a historical event or movement on the theme of a work of literature.STAARSTAAR Modified2 What is the theme of the play?A Friendships take time.B It is important to work together.C Kindness is rewarded.D All creatures should respect nature.Use the whole play “The Bird with the BrokenWing” on pages 3–6 to answer questions 6–8.theme—the central idea, message, or moral of astory, poem, or play6 What is the theme of the play?A Friendships take time.B It is important to work together.C Kindness is rewarded.Modifications:

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (5.5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and drawconclusions about the structure and elements of drama and provide evidence from text to support theirunderstanding.Objective: Fig.19 (D) Analyze the similarities and differences between an original text and its dramaticadaptation.STAAR3 How does Scene 2 differ from Scene 1?A Scene 2 contains more action.B Scene 2 takes place in the forest.C Scene 2 includes more stage directions.STAAR Modified7 How is Scene 2 different from Scene 1?A Scene 2 contains more action.B Scene 2 takes place in the forest.C Scene 2 has different charactersD Scene 2 presents different characters.Modifications:

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (5.5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and drawconclusions about the structure and elements of drama and provide evidence from text to support theirunderstanding.Objective: Fig. 19(E) Analyze the similarities and differences between an original text and its dramaticadaptation.STAARSTAAR Modified4 Which sentence best summarizes Scene 2?A Jack Frost arrives in the forest to fulfill KingWinter’s orders for the trees to lose their leaves asfall turns to winter.B Forest Fairy admits to Jack Frost that she isashamed of the way some of the forest treestreated Little Bird, who was injured and neededshelter and food.C When Forest Fairy tells Jack Frost about thehelpfulness of some of the forest trees, Jack Frostdecides to honor them with leaves that are alwaysgreen.4 Which sentence is the best summary of Scene 2?A Jack Frost arrives in the forest to fulfill KingWinter’s orders for the trees to lose their leaves asfall turns to winter.B Forest Fairy tells Jack Frost about how helpfulsome of the forest trees were, so Jack Frost decidesto honor them with leaves that are always green.C Jack Frost learns from Forest Fairy that Little Birdis injured and has been given shelter in the forest bythe Spruce, the Pine, and the Juniper.D Jack Frost learns from Forest Fairy that Little Birdis injured and has been given shelter in the forest bythe Spruce, the Pine, and the Juniper.Modifications:

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (5.5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and drawconclusions about the structure and elements of drama and provide evidence from text to support theirunderstanding.Objective: Fig. 19(D) Analyze the similarities and differences between an original text and its dramaticadaptation.STAAR5 Which of these events resolves Little Bird’s conflictin the play?A Little Bird lands on the ground.B Little Bird is given a place to sleep for the night.C Little Bird flies south with his friends.D Little Bird wishes the trees a good night.STAAR Modifiedconflict—the main problem in a story, poem, or play8 Which of these events resolves Little Bird’s conflict inthe play?A Little Bird lands on the ground.B Little Bird is given a place to sleep for the night.C Little Bird flies south with his friends.Modifications:

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (5.5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and drawconclusions about the structure and elements of drama and provide evidence from text to support theirunderstanding.Objective: Fig. 19(D) Analyze the similarities and differences between an original text and its dramaticadaptation.STAAR6 What can the reader conclude from the lastparagraph of Scene 2?A Jack Frost is concerned about not completingKing Winter’s orders.B The Oak, the Maple, and the Willow will diewithout their leaves.C Jack Frost knows what Forest Fairy’s wish isbecause she has requested it before.STAAR Modified5 What can the reader conclude from the lastparagraph of Scene 2?A The Oak, the Maple, and the Willow will diewithout their leaves.B Jack Frost knows what Forest Fairy’s wish isbecause she has asked for it before.C The selfishness of the Oak, the Maple, and theWillow has a bad consequence.D The selfishness of the Oak, the Maple, and theWillow has a negative consequence.Modifications:

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (5.8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, makeinferences and draw conclusions about how an author's sensory language creates imagery in literary text andprovide evidence from text to support their understanding.Objective: (A) Evaluate the impact of sensory details, imagery, and figurative language in literary text.STAAR7 The author’s use of figurative language in paragraph12 emphasizes that —A Little Bird feels hopeless about his situationB Little Bird turns to the night sky for helpC Little Bird is confused about wherehis friends have goneD Little Bird worries that his wing will not get betterSTAAR Modified1 Read this line from paragraph 12.I am as lonely as a single star in the night sky.The author’s use of figurative language emphasizesthat —A Little Bird feels hopeless about his situationB Little Bird turns to the night sky for helpC Little Bird is confused about where his friends havegoneModifications:

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (5.5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and drawconclusions about the structure and elements of drama and provide evidence from text to support theirunderstanding.Objective: Fig. 19 (D) Analyze the similarities and differences between an original text and its dramaticadaptation.STAAR8 Read these lines from Scene 1 of the play.THE OAK: I am sorry, but my branches are alloccupied by the squirrels gathering acorns beforewinter comes.THE MAPLE: My house is in perfect order, and Icannot think of disturbing it.THE WILLOW: I do not know your name or anythingabout youWhat do these lines represent?A The reasons why the trees dislike Little BirdB The ways the trees prepare for the coming winterC The excuses the trees give for not helping LittleBirdD The different purposes that the trees serve in theforestSTAAR Modified2 Read these lines from Scene 1 of the play.THE OAK: I am sorry, but my branches are alloccupied by the squirrels gathering acorns beforewinter comes.THE MAPLE: My house is in perfect order, and Icannot think of disturbing it.THE WILLOW: I do not know your name or anythingabout you.What do these lines represent?A The reasons why the trees dislike Little BirdB The ways the trees prepare for the coming winterC The excuses the trees give for not helping LittleBirdModifications:

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveSTAAR Reading Selection 2Read the selection and choose the best answer to each question.Dear Editor,1 In your recent article “Just a Play Day,” you argue that playing video games is a waste of time. You alsodescribe video-game players as lazy young people who loaf for hours in front of a screen. I respectfullydisagree with your opinions. I would like to offer some examples that show that playing video games hasmany benefits.2 On Saturday I visited my friend Devan. He was playing a video game that looked like fun. It was no ordinarygame, though. It was created by the National Aeronautics and Space Administration (NASA) to help kidsunderstand what it is like to be an astronaut and work at the International Space Station. By playing thegame, Devan was learning how to build a spaceship and manage a crew of astronauts. Devan wants tobecome an astronaut one day, and this game teaches him about some of the skills astronauts need in theirwork.DearEditor“Dear Editor” is a letter written by eighth grader Paul Arroyo to the editor of a magazine. Paul read an article written bythis editor arguing that playing a videogame is a waste of time. Read Paul’s response to the article about playingvideogames.Dear Editor,1 In your article “Just a Play Day,” you argue that playing video games is a waste of time. You also describevideo-game players as young people who do very little and loaf for hours in front of a screen. I disagree withyour opinions. I would like to offer some examples that show that playing video games has many benefits.2 On Saturday I visited my friend Devan. He was playing a video game that looked like fun. It was a differentkind of game. It was created to help kids understand what it is like to be an astronaut and work in a spacestation. By playing the game, Devan was learning how to build a spaceship. He was also learning to manage acrew of astronauts. Devan wants to become an astronaut one day. This game teaches him some skillsastronauts need in their work.

Grade 5 Reading STAAR and STAAR-M Fall 2012 by Objective3 My little sister Louisa loves to play history games whenever she visits the computer center at ourneighborhood library. The history games help players imagine what it would be like to live during aparticular time. Louisa is especially interested in learning about the pioneering days of the 1800s. In fact,that’s all she talks about. So the next time I have a history report due, I can turn to Louisa for theknowledge she’s gained from video games.4 Even though you insist in your article that playing video games has no value, Devan and Louisa’s use ofvideo games is anything but a waste of time. You also suggest that young people tend to play video gamesfor hours at a time. However, I recently read a report published by researchers at the University ofMichigan, and they suggested that it is not a problem for kids to play video games for as long as two hoursa day. Louisa definitely doesn’t play that much. In fact, our library regulates computer use by limitingpeople to 30 minutes at a time in order to allow other library visitors the opportunity to use the computers.Devan does play video games a bit longer than Louisa. He says he plays about an hour a day. However, Ithink playing video games an hour a day or a few hours a week fits well with a balanced, busy schedule.And I know a lot about having a busy schedule.5 Like Devan and Louisa, I enjoy playing video games. But while I play video games almost daily, I alsoattend sports practices, complete my schoolwork on time, and organize activities for the computer club.In fact, being able to play video games often encourages me to get my tasks done throughout the day sothat I can reward myself with some game play in the evening.3 My little sister loves to play history games when she visits the computer center at the library. The historygames help players imagine what it would be like to live during a particular time. My sister really likes learningabout the 1800s. In fact, that’s all she talks about. So the next time I have a history report to write, I can askmy sister about what she’s learned from video games.Question 1 appears here on STAAR Modified4 Even though you insist in your article that playing video games has no value, Devan’s and my sister’s use ofvideo games is not a waste of time. You also suggest that young people tend to play video games for hours ata time. However, I just read a report by researchers at a university, and they suggested that it is not a problemfor kids to play video games as much as two hours a day. My sister never plays that much. In fact, our librarylimits the time a person is allowed to use the computers to 30 minutes. Devan plays video games a littlelonger than my sister. He says he plays about an hour a day. However, I think playing video games an hour aday or a few hours a week fits well with a balanced, busy schedule. And I know a lot about having a busyschedule.5 I enjoy playing video games, just like Devan and my sister. But while I play video games almost every day, Ialso attend sports practices, finish my schoolwork on time, and participate in the computer club. In fact, beingable to play video games often makes me get my tasks done during the day so that I can reward myself withsome game play in the evening.

Grade 5 Reading STAAR and STAAR-M Fall 2012 by Objective6 You also might not be aware that playing video games can actually help improve study and athleticskills. The University of Michigan researchers found that playing video games can help people pay moreattention to details and clues and learn math skills such as memorizing and using strategies. Some videogames can help improve eye–hand coordination, which would be helpful in sports when throwing,catching, or hitting a ball.7 I hope you and your readers will consider the many advantages of playing video games that I havepresented. Playing video games is not a waste of time. In addition to being fun to play, video gamesprovide educational experiences. Who knows? Even you might enjoy playing them!Sincerely,Paul Arroyo8th grader Austin,Texas6 You also might not know that playing video games can help improve study and athletic skills. Theuniversity found that playing video games can help people pay more attention to details and learn mathskills. Some video games can help improve sports skills such as throwing, catching, or hitting a ball.7 I hope you and your readers will consider the many advantages of playing video games that I havepresented. Playing video games is not a waste of time. They are fun to play and provide educationalexperiences. Who knows? Even you might enjoy playing them!Sincerely,Paul Arroyo8 th graderAustin, Texas

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (5.12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, makeinferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.Objective: (A) Identify the author's viewpoint or position and explain the basic relationships among ideas(e.g., parallelism, comparison, causality) in the argument.STAAR1 Based on information in his letter, Paul wouldmost likely agree with which of these statements?A Neighborhood libraries need more variety in thevideo games they have for students to use.B Young people have the responsibility to keepvideo games from interfering with their schoolwork.C The skills that students need to succeed in schoolare best learned on computers.STAAR Modified7 Based on information in his letter, whichstatement would Paul most likely agree with?A Libraries need more kinds of video games forstudents to use.B Young people need to be sure that video gamesdo not get in the way of their schoolwork.C Young people should not be allowed to play videogames unless an adult is able to watch them.D Young people should not be allowed to play videogames unless an adult is available to supervisethem.Modifications:

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (5.12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, makeinferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.Objective: (A) Identify the author's viewpoint or position and explain the basic relationships among ideas(e.g., parallelism, comparison, causality) in the argument.STAAR2 Which of these sources does Paul use to supporthis argument?A Personal experiences and information from aresearch reportB Facts collected by a library and a universityC Interviews he conducted with family membersD Information from a newspaper article titled “Justa Play Day”STAAR Modified5 Which of these sources does Paul use to support hisargument?A Personal experiences and information from aresearch reportB Facts collected by a library and a universityC Interviews he had with familymembersModifications:

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (5.12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, makeinferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.Objective: (A) Identify the author's viewpoint or position and explain the basic relationships among ideas(e.g., parallelism, comparison, causality) in the argument.STAARSTAAR Modified3 Paul organizes the information in his letter mostlyby —A stating the editor’s opinions about playing videogames and then providing evidence to dispute themB comparing one person’s experience with playingvideo games to another person’s experienceC describing problems with playing video games andthen offering solutionsD listing ways playing video games can improvestudents’ grades and skills6 How does Paul organize the information in hisletter?A By stating the editor’s opinions about playing videogames and then providing evidence to dispute themB By comparing one person’s experience with playingvideo games to another person’s experienceC By describing problems with playing video gamesand then giving solutionsModifications:

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (5.12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, makeinferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.Objective: Fig. 19(D) (A) Identify the author’s viewpoint or position and explain the basic relationshipsamong ideas (e.g., parallelism, comparison, causality) in the argument; and (B) recognize exaggerated,contradictory, or misleading statements in text.STAAR4 What can the reader infer from the last sentenceof Paul’s letter?A Paul would like to play a video game against theeditor.B Paul knows that the editor will have a change ofopinion about video games.C Paul believes that the editor needs to play videogames every day.STAAR Modified2 What can the reader infer from the last sentence ofPaul’s letter?A Paul would like to play a video game against theeditor.B Paul believes that the editor needs to play videogames every day.C Paul thinks that the editor has not played videogames.D Paul thinks that the editor has not played videogames.Modifications:

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (5.12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, makeinferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.Objective: (A) Identify the author's viewpoint or position and explain the basic relationships among ideas(e.g., parallelism, comparison, causality) in the argument.STAAR5 Paul uses the information in paragraphs 2, 3, and6 to show that —A playing video games encourages people to beactive in their daily livesB video games can help students strengthen theirskills in a variety of areasC students tend to play video games that relate towhat they are learning in schoolD playing video games helps people develop theircreativitySTAAR Modified1. How does Paul use the information inparagraphs 2 and 3?A To show that playing video games can helpstudents improve their skills in many areas.B To show that students like to play video gamesthat relate to what they are learning in school.C To show that playing video games helps peoplebe creative.Modifications:

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (5.10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, makeinferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts andprovide evidence from the text to support their understanding.Objective: (A) Draw conclusions from the information presented by an author and evaluate how well theauthor's purpose was achieved.STAAR6 What does Paul hope to accomplish by writing hisletter?A To describe the many types of video gamesavailable to young peopleB To explain to readers that playing video gamesprepares young people for future careersC To request that libraries limit the use of computersused to play video gamesD To convince readers that playing video games hasmany benefitsSTAAR ModifiedUse the whole letter “Dear Editor” on pages 11–13 toanswer questions 3–7.3 What is Paul’s purpose for writing his letter?A To describe the many types of video games availableto young peopleB To explain to readers that playing video gamesprepares young people forfuture careersC To convince readers that playing video games hasmany benefitsModifications:

Grade 5 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (5.12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, makeinferences and draw conclusions about persuasive text and provide evidence from text to support their analysis.Objective: (A) Identify the author's viewpoint or position and explain the basic relationships among ideas(e.g., parallelism, comparison, causality) in the argument.STAAR7 Paul’s main argument is that —A video games have educational valueB young people like video gamesC video games help develop skills useful in sportsSTAAR Modified4 What is Paul’s main argument?A Video games have educational value.B Young people like video games.C Most young people play video games daily.D most young people play video games dailyModifications: