Grade 4 Reading STAAR and STAAR-M Fall 2012 by Objective

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveReturning Home to Texas10 In 1969 Lady Bird and her husband moved back to Texas. Here sheencouraged her fellow Texans to make the highways more beautiful. She evengave awards to highway districts that placed native plants along their highways.11 By 1982 her dream of creating a special place to protect native plants wasachieved. The National Wildflower Research Center was built near Austin.People from all over enjoy its beautiful gardens. Programs offered at the centerteach people of all ages to care for the land. The center was renamed in 1998. Itis now called the Lady Bird Johnson Wildflower Center.12 Lady Bird also helped create hiking and biking trails in an area of Austin calledTown Lake. Today that section of the city attracts visitors and proud citizens. In2007 the city honored Lady Bird by renaming the area Lady Bird Lake.Returning Home to Texas10 In 1969, Lady Bird and her husband moved back to Texas. She tried to getTexans to make the highways more beautiful. She gave awards to highwaydistricts that placed native plants along their highways.11 By 1982, Lady Bird’s dream of creating a special place to protect nativeplants came true. The National Wildflower Research Center was built nearAustin. People from all over enjoy the beautiful gardens. Programs at thecenter teach people of all ages to care for the land. The center was renamed in1998. It is now called the Lady Bird Johnson Wildflower Center.12 Lady Bird also helped create hiking and biking trails in Austin. Today manypeople visit that section of the city. In 2007, the area was renamed Lady BirdLake.

Grade 4 Reading STAAR and STAAR-M Fall 2012 by Objective13 Lady Bird Johnson valued our nation’s natural beauty. As first lady, she did her part to giveothers the chance to appreciate it, too. Texans can be proud that she continued workingthroughout her life to restore and protect the beauty of the land she loved.13 Lady Bird believed that our nation’s natural beauty was important. As the First Lady, she did herpart to help others love it, too. Texans can be proud that she worked all her life to restore andprotect the beauty of the land she loved.

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, makeinferences and draw conclusions about the varied structural patterns and features of literary nonfiction andprovide evidence from text to support their understanding.Objective: Fig. 19 (D) Identify similarities and differences between the events and characters' experiences ina fictional work and the actual events and experiences described in an author's biography or autobiography.STAAR1 The reader can tell that Lady Bird Johnson wasconcerned that —A government leaders would not be pleased with herrole in official ceremoniesB highways would become more cluttered with itemsthat would keep people from appreciating natureC people would not visit the National WildflowerResearch CenterSTAAR Modified3 The reader can tell that Lady Bird Johnson wasconcerned that —A government leaders would not be pleased with herrole in official ceremoniesB highways would become too cluttered with itemskeeping people from appreciating the outdoorsC laws would not allow travelers to enjoy the beautyof the landD laws would discourage travelers from viewing thenatural beauty of the American WestModifications:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, makeinferences and draw conclusions about the varied structural patterns and features of literary nonfiction andprovide evidence from text to support their understanding.Objective: Fig. 19(D) Identify similarities and differences between the events and characters' experiences ina fictional work and the actual events and experiences described in an author's biography or autobiography.STAAR2 Which sentence shows that Lady Bird Johnsontried to inspire others to beautify the land?A Lady Bird attended one such ceremony in 1964,when she spoke at the opening of the FlamingGorge Dam in Utah.B Lady Bird visited many areas of the AmericanWest.C She even gave awards to highway districts thatplaced native plants along their highways.STAAR Modified4 What was Lady Bird Johnson’s main goal in buildingthe National Wildflower Research Center?A To offer rewards for planting flowers alongroadsidesB To create a place where native plants could becared for and studiedC To give visitors a chance to hike and bike on trailsD Lady Bird also helped create hiking and bikingtrails in an area of Austin called Town Lake.Modifications:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, makeinferences and draw conclusions about the varied structural patterns and features of literary nonfiction andprovide evidence from text to support their understanding.Objective: Fig. 19(D) Identify similarities and differences between the events and characters' experiences ina fictional work and the actual events and experiences described in an author's biography or autobiography.STAAR3 What evidence from the selection shows thatLady Bird Johnson was well respected?A People visit Austin’s wildflower research center.B Lady Bird Johnson supported national parks.C Public places were named after Lady BirdJohnson.D Lady Bird Johnson planted flowers near citystreets.STAAR ModifiedUse the whole selection “The Lady Who Loved theLand” on pages 3–8 to answer questions 5 and 6.5 What evidence from the selection shows thatLady Bird Johnson was respected?A People visit Austin’s wildflower research center.B Places were named after Lady Bird Johnson.C Lady Bird Johnson planted flowers along citystreets.Modifications:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.8) 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: Fig. 19(D) Identify the author's use of similes and metaphors to produce imagery.STAAR5 Read this sentence from paragraph 2.Even the spicy aroma of pine trees made Lady Birdfeel at home.The imagery in these lines appeals most to thereader’s sense of —A sightB smellC tasteD touchSTAAR Modifiedimagery—when the author uses details anddescriptions that appeal to the reader’s senses1 Read this sentence from paragraph 2.Even the spicy aroma of pine trees made Lady Birdfeel at home.The imagery in these lines appeals most to thereader’s sense of —A smellB tasteC touchModifications:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.14) Reading/Media Literacy. Students use comprehension skills to analyze how words, images,graphics, and sounds work together in various forms to impact meaning. Students continue to continue to applyearlier standards with greater depth in increasingly more complex texts.Objective: Fig 19 (D) (A) explain the positive and negative impacts of advertisement techniques used invarious genres of media to impact consumer behavior; (B) explain how various design techniques used in mediainfluence the message (e.g., pacing, close-ups, sound effects) ; and (C) compare various written conventions usedfor digital media (e.g. language in an informal 1-mail vs. language in a web-based news article).STAAR6 The pictures in the selection show Lady Bird —STAAR ModifiedNo Comparable Question on STAAR ModifiedA performing her dutiesB as a caring citizenC enjoying her interestsD at different stages of her lifeModifications:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, makeinferences and draw conclusions about the varied structural patterns and features of literary nonfiction andprovide evidence from text to support their understanding.Objective: Fig 19 (D) Identify similarities and differences between the events and characters' experiences ina fictional work and the actual events and experiences described in an author's biography or autobiography.STAARNo Comparable Question on STAARSTAAR Modified6 Which sentence shows that Lady Bird Johnsontried to encourage others to make the land morebeautiful?A In 1964, Lady Bird spoke at one of theseceremonies.B Lady Bird visited many areas of the AmericanWest.C She gave awards to highway districts thatplaced native plants along their highways.Modifications:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveSTAAR Reading Selection 2Read the next two selections. Then choose the best answer to each question.Carmen is a student at Pleasant Hill Elementary School. “Miss D.” is Carmen’s teacher. Miss D.’s mother,Grams, likes to visit the classroom and share her time with the students. In this poem, Miss D. asks theclass to vote on how to spend the money left over at the end of the school year.CarmenSecret Ballotby Andrea ChengSchool’s almost out.We have to spend the moneysomehow.We put suggestions5 on the board:CarmenCarmen, the speaker in this poem, is a student at Pleasant Hill Elementary School. Miss D. is Carmen’s teacher. MissD.’s mother, Grams, likes to visit the classroom and share her time with the students. In this poem, the class mustdecide how to spend the money left over at the end of the school year. The class suggests a pizza party, roller skating,and a picture for Grams. Miss D. has asked the class to vote by secret ballot. Read the poem to find out how the classwill spend the money.CarmenSecret Ballotby Andrea ChengSchool’s almost out.We have to spend the moneysomehow.We put suggestions5 on the board:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectivePizza party.Roller skating.How about thinkingof other people?10 Miss D. says.Kayla raises her hand.A present for Grams,she says.What would Grams like?15 I put my head downand shut my eyesand think.A big picture of usin front of Pleasant Hill,Pizza party.Roller skating.How about thinkingof other people?10 Miss D. says.Kayla raises her hand.A present for Grams,she says.What would Grams like?15 I put my head downand shut my eyesand think.A big picture of usin front of Pleasant Hill,

Grade 4 Reading STAAR and STAAR-M Fall 2012 by Objective20 I say.We voteon slips of papercalled secret ballots.Pizza gets four,25 skating gets three,and the picture wins.20 I say.We voteon slips of papercalled secret ballots.Pizza gets four,25 skating gets three,and the picture wins.Questions 1, 2, and 3 appear here on STAAR Modified

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveSTAAR Reading Selection 3Zach Bonner’s Little Red Wagon1 Zach Bonner enjoys helping people. He cares so much about people that he spends his time and energyfinding ways to make their lives better. People like Zach are hard to find. What makes Zach even moreamazing is that he is a sixth grader who has been on a mission to help others since he was six years old.Zach Bonner’s Little Red WagonThis article is about how Zach Bonner and his little red wagon make a difference to people in need. Zachused his little red wagon to help people after a hurricane hit near his hometown. He also collected food andsupplies in backpacks for homeless children. Zach wanted to do more for homeless children, so pulling hislittle red wagon, he walked to Florida’s state capital, Georgia, and the White House in Washington, D.C.Zach’s travels with his little red wagon allowed him to meet several presidents of the United States,including current President Barack Obama. Read to find out more about Zach’s work and his plans for thefuture.Zach Bonner’s Little Red Wagon1 Zach Bonner enjoys helping people. He cares so much about people that he looks for ways to make theirlives better. What makes Zach even more amazing is that he is a sixth grader who has been looking for waysto help others since he was six years old.

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveResponding to a Storm2 Zach began offering his help to people in 2004. In late summer, a hurricane named Charley left manypeople near Zach’s hometown of Tampa, Florida, without drinking water. When Zach heard that people inhis community were collecting bottles of water, he realized that his family could help. He and his motherbrought their extra bottles to the collection site.3 But Zach wanted to do more. He decided to ask others to donate. With his mother’s permission, six-yearoldZach pulled his little red wagon through his neighborhood. He passed out flyers to his neighbors. Whenthey read about his plan to collect drinking water, they were happy to help. They put their bottled waterinto Zach’s wagon, and they even added other helpful supplies, such as clothes and canned food. It didn’ttake long before Zach’s wagonloads added up to truckloads—27 truckloads of water and supplies, to beexact!New Ways to Help4 Most people would have been satisfied with their efforts if they had collected 27 truckloads of materialsfor people in need. But not Zach. He wanted to keep helping people, so he and his mother looked for otherways to contribute. They heard about an organization that helps homeless children. The organization had awish list of things that homeless children need. Zach asked people to donate supplies on the list, such astoothbrushes, toothpaste, soap, and first-aid kits. He put the supplies into backpacks and called them“Zach Packs.” A Zach Pack wasn’t complete until it also contained a toy!Responding to a Storm2 Zach began helping people in 2004. That summer a hurricane left many people near Zach’s hometown inFlorida without drinking water. When Zach heard that people were collecting bottles of water, he knew thathis family could help. He and his mother donated their extra bottles, too.3 But Zach wanted to do more. He wanted to ask others to donate bottles of water. With his mother’spermission, six-year-old Zach pulled his little red wagon through his neighborhood. He passed out flyers tohis neighbors. When they read about his plan to collect drinking water, they were happy to help. They puttheir bottled water into Zach’s wagon. They even added other supplies like clothes and canned food. It didn’ttake long before Zach’s wagon collection added up to 27 truckloads of bottled water and supplies!Question 1 appear here on STAAR ModifiedNew Ways to Help4 Zach wanted to keep helping people, so he and his mother looked for other ways. They heard about agroup of people that helped homeless children. The group had a wish list of things that homeless childrenneed. Zach asked people to donate supplies on the list like toothbrushes, toothpaste, soap, and first-aid kits.He put the supplies into backpacks and called them “Zach Packs.” A Zach Pack wasn’t complete until it alsocontained a toy!

Grade 4 Reading STAAR and STAAR-M Fall 2012 by Objective5 In 2007 Zach decided to pull his little red wagon on a longer walk. Zach wanted to collect money to helphomeless children. He planned to walk from his home in Tampa to Florida’s state capital, Tallahassee—280miles away! It took Zach and his mother 23 days to reach their destination. But it was worth the blisters andsore muscles. By the time they arrived in Tallahassee, Zach had raised $25,000. It was enough money toprovide food and supplies for 800 families.Beyond Florida6 Zach knew that homelessness wasn’t a problem only for children in Florida. He wanted to help kids all overthe country, so in 2008 he planned another journey. He decided to start in Tallahassee and walk to Atlanta,Georgia. Along the way Zach stopped to talk to groups and teach people some facts about homelessness. Heexplained that homeless kids aren’t different from other kids, except that they might not have access tosome of the things that other kids take for granted. Zach wanted others to know what essential things kidsare missing when they don’t have a home. He hoped his message would encourage others to donate theseneeded items.7 The next year, Zach and his now-famous wagon traveled all the way from Atlanta, Georgia, to the WhiteHouse. This was the longest walk of all! It took 10 weeks, and along the way donations totaled $50,000. Themoney was used to purchase supplies for a homeless shelter in Washington, D.C., and to build a playgroundin Florida for children without permanent homes.5 In 2007, Zach pulled his little red wagon on a longer walk. Zach wanted to collect money to help homelesschildren. He planned to walk from his home to Florida’s state capital—280 miles away! It took Zach and hismother 23 days to reach the capital. But it was worth the blisters and sore muscles. By the time they arrived,Zach had raised $25,000. It was enough money to buy food and supplies for 800 families.Question 2 appear here on STAAR Modified6 Zach knew that homelessness wasn’t a problem for children only in Florida. He wanted to help kids all overthe country. So in 2008 Zach planned another walk from Florida to Georgia. Along the way, Zach stopped totalk to people and teach them some facts about homelessness. He explained that homeless kids aren’tdifferent from other kids, except that they might not have some of the things that other kids take forgranted. Zach wanted others to know what essential things kids are missing when they don’t have a home.He hoped his message would encourage others to donate these needed items.7 The next year, Zach and his famous wagon traveled all the way to the White House. This was the longestwalk of all! It took 10 weeks, and along the way people donated a total of $50,000. The money was used tobuy supplies for a homeless shelter in Washington, D.C., and to build a playground in Florida for childrenwithout homes.

Grade 4 Reading STAAR and STAAR-M Fall 2012 by Objective8 What’s next for Zach and his little red wagon? He says he is planning a 2,300-mile journey across theUnited States. This time other volunteers will take turns walking to help Zach reach his goal.9 Zach’s journeys have raised a lot of money to help others. They have also brought Zach to the attention ofsome very important people. Zach has met with two former presidents of the United States as well ascurrent president Barack Obama. The presidents wanted to let Zach know they appreciated his work. Zachcontinues to show how one person can make a difference. One person and a little red wagon, that is!8 What’s next for Zach and his little red wagon? He says he is planning a trip across the United States. Thistime other people will take turns walking to help Zach reach his goal.9 Zach has raised a lot of money to help others. He has had the chance to meet some very importantpeople. Zach has met with two former presidents of the United States as well as current president BarackObama. The presidents wanted to let Zach know they appreciated his work. Zach continues to show howone person can make a difference. One person and a little red wagon, that is!

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and drawconclusions about the structure and elements of poetry and provide evidence from text to support theirunderstanding.Objective: (A) Explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate toform (e.g., lyrical poetry, free verse).STAAR1 The reader can tell that the poem is written infree-verse form because it does not have —A a serious subjectB plot and conflictC a rhyming patternSTAAR Modified1 How can the reader tell that the poem is written infree-verse form?A It does not have a serious subject.B It does not have a rhyming pattern.C It does not have a message.D a common themeModifications:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and drawconclusions about the structure and elements of poetry and provide evidence from text to support theirunderstanding.Objective: (A) Explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate toform (e.g., lyrical poetry, free verse).STAAR2 Which poetic structure is found in the poem?A StanzasB RhythmC Use of repetitionSTAAR Modified2 Which poetic structure is found in the poem?A StanzasB Use of repetitionC Short line lengthD Short line lengthModifications:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and drawconclusions about the structure and elements of poetry and provide evidence from text to support theirunderstanding.Objective: Fig 19(D) Explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks)relate to form (e.g., lyrical poetry, free verse).STAAR3 The paragraph above the title of the poem isincluded to —A help readers understand how the students feelabout their teacherB persuade readers to write a poem about a specialschool eventC encourage readers to think about their schoolexperiencesSTAAR Modified3 Read lines 8 and 9 from the poem.How about thinking of other people?What do these lines show about Miss D.?A She thinks it is important to share with others.B She thinks her students are selfish.C She wants her students to try harder.D provide background information about detailsthat readers would not knowModifications:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when readingand writing.Objective: (B) Use the context of the sentence (e.g., in-sentence example or definition) to determine themeaning of unfamiliar words or multiple meaning words.STAAR4 The word essential in paragraph 6 means —A necessaryB favoriteC interestingD thoughtfulSTAAR Modified3 What does the word essential mean in paragraph 6?A NecessaryB FavoriteC Interesting.Modifications:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, makeinferences and draw conclusions about expository text and provide evidence from text to support theirunderstanding.Objective: (A) Summarize the main idea and supporting details in text in ways that maintain meaning.STAAR5 What is the best summary of the section “NewWays to Help”?A Zach Bonner and his mother learned about anorganization that helps children. Zach askedpeople to donate supplies on the organization’swish list. Supplies such as toothpaste and soapwere put in backpacks. Zach also included a toy.B Zach Bonner pulled his little red wagon to helpcollect money for homeless children. He walkedfrom his home to the state capital. He raisedenough money to help hundreds of families.C Zach Bonner and his mother searched for waysto help those in need. Zach walked from his hometo the state capital. It was a long trip, and by thetime he reached the capital, Zach had sore musclesand blisters.STAAR Modified2 What is the best summary of the section “NewWays to Help”?A Zach Bonner and his mother heard about a groupof people with a donation wish list. Some items onthe list are toothpaste and soap. Zach placed thedonations in a backpack with a toy included.B Zach Bonner and his mother wanted to helppeople in need. Zach walked from his home to thestate capital. Zach had sore muscles and blisters bythe time he reached the capital.C Zach Bonner wanted to keep helping people inneed. He had collected lots of materials and filledbackpacks with things for homeless children. Healso made money for food and supplies by walkingto the state capital.D Zach Bonner wanted to continue helping peopleeven after he had collected truckloads of materialsfor those in need. He filled backpacks with itemsfor homeless children. He also raised money forfood and supplies by walking to the state capitalwith his red wagon.Modifications:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, makeinferences and draw conclusions about expository text and provide evidence from text to support theirunderstanding.Objective: (A) Summarize the main idea and supporting details in text in ways that maintain meaning.STAARNo comparable question on STAARSTAAR Modified1 Why did Zach start collecting bottles of water?A He thought many families would probably haveextra bottled water.B He heard that people in Florida needed drinkingwater after a hurricane.C He saw that his family had extra bottles of waterthey were not using.Modifications:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, makeinferences and draw conclusions about expository text and provide evidence from text to support theirunderstanding.Objective: Fig 19(D) Use multiple text features (e.g., guide words, topic and concluding sentences) to gain anoverview of the contents of text and to locate information.STAAR6 What can the reader conclude about Zach’smother?A She prefers that Zach walk shorter distances.B She supports Zach’s work.C She thinks Zach’s work should receive moreattention.D She wishes Zach would help at his school.STAAR ModifiedUse the whole article “Zach Bonner’s Little RedWagon” on pages 15–20 to answer question 4.4 What can the reader conclude about Zach’smother?A She wishes that Zach would walk shorterdistances.B She supports Zach’s work.C She thinks Zach’s work should receive moreattention.Modifications:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions ofa specific audience on specific issues.Objective: (F) Write persuasive essays for appropriate audiences that establish a position and use supportingdetails.STAAR7 What is one difference between the poem andthe selection?STAAR ModifiedNo comparable question on STAAR ModifiedA In the poem, Carmen asks for advice from anadult. In the selection, Zach creates plans all on hisown.B In the poem, Carmen wants to thank someone.In the selection, Zach wants to help others.C In the poem, Carmen needs help. In theselection, Zach wants to find ways to help others.D In the poem, Carmen wants to help a classmate.In the selection, Zach wants to help other children.Modifications:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions ofa specific audience on specific issues.Objective: (F) Write persuasive essays for appropriate audiences that establish a position and use supportingdetails.STAAR8 What is one difference between the poem and theselection?STAAR ModifiedNo comparable question on STAAR ModifiedA Carmen knows Grams personally, while Zach doesnot know the people he helps.B Carmen shares her ideas with others, while Zachdoes not.C Carmen’s plan requires other people, while Zach’sdoes not.D Carmen ignores Miss D.’s question, while Zachresponds to the people around him.Modifications:

Grade 4 Reading STAAR and STAAR-M Fall 2012 by ObjectiveTEKS: (4.19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions ofa specific audience on specific issues. Students are expected toObjective: (F) Write persuasive essays for appropriate audiences that establish a position and use supportingdetails.STAAR9 Both the poem and the selection express theimportance of —STAAR ModifiedNo comparable question on STAAR ModifiedA thinking about othersB making new friendsC being accepting of othersD overcoming challengesModifications: