Upload
hathu
View
229
Download
0
Embed Size (px)
Citation preview
TEKS UpdateStudent Practice Books for Reading
Sample Pages, Grades 3–8
This document contains sample pages taken from the TEKS Update seriespublished by ECS Learning Systems, Inc.
The document contains eight sample passages (or paired passages)—one for each grade level from Grades 3–8. The sample passages and questionsrepresent the content of the TEKS Update Student Practice Books.
Lori MammenEditorial Director
ecslearningsystems.com
Copyright infringement is a violation of Federal Law.©2010 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.
Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,or for commercial sale is strictly prohibited.
Printed in the United States of America.
STAAR MASTER is a Trademark of ECS Learning Systems, Inc.
STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc. are not affiliated with or sponsored by the Texas Education Agency or the State of Texas.
STAAR Ready!New!
TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8 ©ECS Learning Systems, Inc.2
New! TEKS UPDATE Student Practice Books for Reading
New for STAAR readiness!All new passages! Up-to-date, new items written to the latest reading TEKS!
e TEKS Update Student Practice Books focus on the new 2010-2011 TEKS for specificgrade levels.
Highlights:• New standards-based practice items aligned to new TEKS• All new passages written for a variety of genres• Fictional literary texts (stories, poems, dramas), nonfiction literary texts
(biographies and autobiographies), and informational texts (persuasive, procedural, and expository passages)
• Fresh topics of interest to students• Appropriate readability for each grade level• Labeled, objective-based questions with varying levels of depth/complexity• Repeated practice in different contexts• Authentic passage layout with engaging text elements• Overall difficulty increased through passage length and more rigorous items
Use the new TEKS Update to get a head start on the 2011–2012 state test!Great for remediation and RTI!
For new TEKS Grades 3–8 Curriculum Standards, see http://www.tea.state.tx.us/student.assessment/staar/?LangType=1033
52–60PAGES
Grades 3–8
Ideal for RTI
TEKS UPDATE
Student Pra
ctice Book
Reading, G
rade 3
Lori Mamme
n
Editorial Dir
ector
Visit ecslear
ningsystem
s.com
for many on
line specials!
ISBN: 978-
1-60539-28
6-8
Copyright
infringeme
nt is a viola
tion of Fede
ral Law.
©2010 by E
CS Learnin
g Systems, I
nc., Bulverd
e, Texas. All
rights reserv
ed. No part o
f this publica
tion may be
reproduced,
translated, st
ored in a retr
ieval system
, or transmitt
ed in any wa
y or by any
means (elect
ronic, mech
anical, phot
ocopying, re
cording,
or otherwise
) without pr
ior written p
ermission fro
m ECS Lear
ning System
s, Inc.
Reproductio
n of any part
of this publ
ication for an
entire schoo
l or for a sch
ool system,
by for-profit
institutions
and tutorin
g centers,
or for comm
ercial sale is
strictly prohi
bited.
Printed in th
e United Sta
tes of Ameri
ca.
TEKS UPDATE
Student Practice B
ook
Reading, Grade 4
Lori Mammen
Editorial Director
Visit ecslearningsyst
ems.com
for many online specials!
ISBN: 978-1-6053
9-287-5
Copyright infringe
ment is a violation
of Federal Law.
©2010 by ECS Le
arning Systems, In
c., Bulverde, Texas
. All rights reserved. No part of this publication may be reproduced,
translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,
or otherwise) without prior written permission from ECS Learning Systems, Inc.
Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,
or for commercial sale is strictly prohibited.
Printed in the United States of America.
TEKS UPDATE
Student Practice Book
Reading, Grade 5
Lori Mammen
Editorial Director
Visit ecslearningsystems.com
for many online specials!
ISBN: 978-1-60539-288-2
Copyright infringement is a violation of Federal Law.
©2010 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,
translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,
or otherwise) without prior written permission from ECS Learning Systems, Inc.
Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,
or for commercial sale is strictly prohibited.
Printed in the United States of America.
TEKS UPDATE
Student Practice BookReading, Grade 6
Lori MammenEditorial Director
Visit ecslearningsystems.comfor many online specials!
ISBN: 978-1-60539-289-9Copyright infringement is a violation of Federal Law.©2010 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,or for commercial sale is strictly prohibited. Printed in the United States of America.
TEKS UPDATEStudent Practice BookReading, Grade 7
Lori MammenEditorial Director
Visit ecslearningsystems.comfor many online specials!
ISBN: 978-1-60539-290-5Copyright infringement is a violation of Federal Law.
©2010 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,
translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,
or otherwise) without prior written permission from ECS Learning Systems, Inc.
Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,
or for commercial sale is strictly prohibited.
Printed in the United States of America.
TEKS UPDATEStudent Practice Book
Reading, Grade 8
Lori MammenEditorial Director
Visit ecslearningsystems.com
for many online specials!
ISBN: 978-1-60539-291-2
Copyright infringement is a violation of Federal Law.
©2010 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,
translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,
or otherwise) without prior written permission from ECS Learning Systems, Inc.
Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,
or for commercial sale is strictly prohibited.
Printed in the United States of America.
TAKS MASTER®
Student Practice BooksReading • Mathematics •
Writing • Science • Social StudiesPrepare students for the 2010–2011 TAKS test! This updated series covers all of the tested objectives based on the current TEKS.
ecslearningsystems.com
Get a head starton the 2011–2012state test!
ecslearningsystems.com
3©ECS Learning Systems, Inc. TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8
New! TEKS UPDATE Student Practice Books for Reading
Table of Contents
TEKS UPDATE Reading Grade 3 Sample Pages ............................................................4–6
TEKS UPDATE Reading Grade 4 Sample Pages ..........................................................7–10
TEKS UPDATE Reading Grade 5 Sample Pages ........................................................11–13
TEKS UPDATE Reading Grade 6 Sample Pages ........................................................14–21
TEKS UPDATE Reading Grade 7 Sample Pages ........................................................22–25
TEKS UPDATE Reading Grade 8 Sample Pages ........................................................26–28
TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8 ©ECS Learning Systems, Inc.4
This page m
ay not be reproduced.
TEKS UPDATE—Reading, Grade 3
© ECS Learning Systems, Inc. 37
Reaching for the Sky
As a little girl, Mae Jemison spent hoursstaring up at the night sky. She wanted totravel into outer space. She believed that one day she would go there. However,Jemison couldn’t reach her goals by wishingon a star. She worked hard and believed inherself. Her hard work and faith took her to the stars.
Early YearsBorn in Alabama on October 17, 1956,
Jemison loved science from a very young age. On her first day of school, she surprisedher teacher by saying she wanted to be ascientist. In those days, not many girlswanted to be scientists. But Jemison wasdifferent. She wanted to learn all she couldabout the world.
Big DreamsOne of Jemison’s favorite things
to do when she was young was togo to the library. She loved to readbooks about outer space. She alsowatched Star Trek on television.Star Trek showed people fromaround the world all workingtogether to learn about theuniverse. The characters on theshow made Jemison believe thatshe could be an astronaut, too.
4e 3rst African-American woman inspace, Dr. Mae C. Jemison
4e seven crew members of the space shuttleEndeavor before the STS-47 mission
TE—RTEKS UPDA ade 3rra eading, G GrTE—RRe
emison couldnJone day she would go ther
el into outer space. Stravstaring up at the night sky
As a little girl, M
each RReaching for the S
each her goals b’emison couldne. Hone day she would go ther
he believel into outer space. She wanted to. S up at the night sky y. S
emison spent hoursae JAs a little girl, M
eaching for the S
y wishingeach her goals b,err,evwoe. H
ed that he believhe wanted to
emison spent hours
kyeaching for the S
emison loJBorn in Alabama on O
eaYYearsEarly
to the stars.. Hherselff. H
. Son a staremison couldnJ
om a ved science frvemison loctober 17, 1956,Born in Alabama on O
ears
to the stars.k and faith took her d worer har. H
d and believked harhe wor. Seach her goals bt r’emison couldn
oung y yerom a vctober 17, 1956,
k and faith took her ed ind and believ
y wishingeach her goals b
eeabout the world.
ent. Sdifferwanted to be scientists. Bscientist. Iher teacher b
n her first day of school, she surprisedage. O
about the world.
ment. S
emison wasut Jwanted to be scientists. Bn those days, not many girlsscientist. I
y saying she wanted to be aher teacher bn her first day of school, she surprised
mmhe wanted to learn
ig D
mp all she could
mpspace,
mp4e 3r pB
mpson was girls
a sed
pmpmp al miso
any girl ted to be a
l, she surprised
eamsprp D
mprp Dmp rst African-American woman in
Splplemisonae C. Jp. Mpmpl t be rep
ro no
ayhis p
age mTle man ille n in
books mgo to mto do mound the world all wora
Tmtar mSmwatch mn mpOmpg
mpmpmpar
Tar
ne of Jmpkingound the world all wor
omed people frwek shorTTrek on television.rTTrtar hed ms abo m ed to rvhe lo. Syy. S the librm oung was to when she m orite things ’emisonpmp
hed S bout outer space. S
brar e was y
s favn
kingom
ek on television.he also
eaded to roung was to
orite things
ced.du
t be repro
orndeavEEndeaven sevven cr4e members of the spac SSS 47 miS h STSbeforen cr SS-47 missione the ST
ew m pac
she could be an astrw made Jshoerse. univ
together to learn about the
S-47 mission ce shuttle
onaut, tooshe could be an astre thatemison believw made J
The characters on theerse. together to learn about the
.onaut, tooe that
The characters on thetogether to learn about the
© ECS Learning S nc. ystems, I© ECS Learning S 37
5©ECS Learning Systems, Inc. TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8
This
pag
e m
ay n
ot b
e re
pro
duce
d.
TEKS UPDATE—Reading, Grade 3
© ECS Learning Systems, Inc. 38
Jemison didn’t spend all of hertime reading and watching TV. Shewas full of energy. She went todance school and acted in schoolplays. She was part of her school’sstudent government. She wonmany science fairs. In fact, Jemisondid so well in school that she wentto college when she was onlysixteen years old.
Peace CorpsAfter college, Jemison went to medical
school and became a doctor. In 1981, shetraveled to Asia to help sick people living there.She also joined the Peace Corps and traveledaround the world helping sick people.
Space VoyageJemison liked helping people, but she still
dreamed about space travel. She competed withmore than 2,000 people to become part of thecountry’s astronaut training program. In 1987,Jemison joined the program and moved toTexas to learn how to become an astronaut. On September 12, 1992, Jemison blasted intohistory, becoming the first African-American woman in space. She traveled into space on the space shuttle Endeavor.
When she was a young girl, many people told Jemison to reach for the sky. She did something even better—she reached for the sky and touched it.
Mission specialists Dr. N. Jan Davis and Dr. MaeC. Jemison pose for a picture in the space shuttleEndeavor
4e space shuttle Endeavor on alaunch pad at NASA’s KennedySpace Center in Florida
ea TE—RRe TEKS UPDA ade 3rra ading, G Gr
student goplays. Sdance school and acted in schoolwas full of energytime r
emison didnJ
n fact, Jmany science fairs. Ihe wonernment. Svstudent go
t of her schoolhe was parplays. Sdance school and acted in school
ent tohe w. S ull of energy y. Seading and watching time r
t spend all of her’emison didn
emisonn fact, Jhe won
s’t of her schooldance school and acted in school
ent tohe. STVV. S
t spend all of her
dEEemison pose for a picturC. J
ission specialists DMe in the space shuttleemison pose for a pictur
avis and Dan D. N. Jrission specialists D
sixteen yto college when she was onlydid so wmany science fairs. I
e in the space shuttleae. Mravis and D
hen she was on
e chool that sh
eears old. esixteen y
did so wn fact, Jmany science fairs. I
leleea
lege wh ell in sch
ly
e he w
eent
emisonn fact, J
lele he w
he also joined the PSeled to Asia to help sick people living thertrav
school and became a doctorAfter college, J
Corpseace P
ced.
dut
be r
epro
no
ayhi
s p
age
m
orndeavEEndeav
ace Corp
mhe also joined the P
sick pe
m. I
m r
ment to medicalemison wAfter college, J
Corps
mea
to Asia to help sic nd became a doctor
eled
mp ps and trav
m eople living ther
mpn 1981, she
mpt to medical pe.
mp I
mmpmpmpt t
ee
SJ
s
S’
Sy
Sr
S tha mor
d dremison liked helping people, but she stillJVVopace S
ound the world helping sick people. arhe also joined the PS
his
pag
e m
T
Si
countre th
eamed
j i d h
Saonaut training pr
Sas astr
S an 2,000 people to become par
Samel. Samd about space trava
liked helping peop
am helping sick m
eace Corp
mo
Samd a
son li yage
the world h ea joined the P
d aogram. Ia ra t of them ecome paramhe competed witham ple, but she still
Sam k people. m
eled
mp ps and trav
md n 1987,
Smp
4e space shuttle amp
7, orndeavEEndeav4e space shuttle on aor
b Spt S to She did something evS
When she was a y
woman in space. Syy, becoming the first African-American histor
n SOTTexas to learn ho
n
SJ
S, ep
exas t emiso
was a yShe travS n space. SS becoming the first Afr Sem atember 12, 1992, JSaw to become Sa learn hoSogram a
Sa joined the pr
Saen better—she rhe did something evoung gi Seled Saou g girl n she was a y
in s
an astra and moaeached for the sky and touched it.en better—she r
emison to roung girl, many people told J
int rican-A
ison blast aonau aed tova pace Center in FSlaunch pad at NASAa
nto space on the spa -American
asted intoaut.
eached for the sky and touched it.each for the skyemison to r
.orndeavEEndeaveled into space on the space shuttle
loridapace Center in Fennedys K Kennedy’’s Kaunch pad at NASA A’
. he sky y.
ennedy
38 © ECS Learning S nc. ystems, I© ECS Learning S
TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8 ©ECS Learning Systems, Inc.6
This page m
ay not be reproduced.
TEKS UPDATE—Reading, Grade 3
39© ECS Learning Systems, Inc.
Objective 4 (Prefixes/Suffixes)
1. Read the sentence from thepassage.
On her first day of school, shesurprised her teacher by sayingshe wanted to be a scientist.
In which word do the letters istmean the same as in the wordscientist?
0 A Bicyclist0 B Fist0 C Mistake0 D Sister
Objective 4 (Prefixes/Suffixes)
2. Read the sentence from thepassage.
After college, Jemison went tomedical school and became adoctor.
The letters med come from aword meaning to—
0 A heal0 B learn0 C pass0 D succeed
Objective 13 (Using Text Features)
3. Which section tells how Maeentered astronaut training?
0 A Big Dreams0 B Early Years0 C Peace Corps0 D Space Voyage
Objective 10 (Sensory Language)
4. Which word in the passagesounds like a rocket that wentinto space?
0 A Blasted0 B Moved0 C Reached0 D Traveled
Objective 9 (Biography/Autobiography)
5. “Reaching for the Sky” is part of a biography. It is part of abiography because it tells—
0 A how to become an astronaut0 B why people become scientists0 C events from Mae Jemison’s life0 D why Mae Jemison liked science
4 ivjbbjO
TE—RTEKS UPDA
s)iffi/S fffiffi(P
ade 3rra eading, G GrTE—RRe
13 ivjbbjO
s)FT(Usin13
I
she wanted to be a scientist.surprised her teacher bn her first day of school, sheO
passage.ead RRead the sentence fr1.
4 eivtcejbbjO
d do the letters n which wor
she wanted to be a scientist.y sayingsurprised her teacher b
n her first day of school, she
passage.om theead the sentence fr
s)eixffis/Sufffeixffierre(P
C0B0A0
enterWhich section tells ho3.
13 eivtcejbbjO
ist
she wanted to be a scientist.y saying
n her first day of school, she
om the
eace Corps PCearsYYears Early Beamsrig D BA
onaut training?ed astrenterw MWhich section tells ho
s)eurateFetxeexTTeg (Usin13
onaut training?aew M
D0C0B0A0
scientist?mean the same as in the worn which worI
isterSDistake Mist F
clisticyc B
scientist?mean the same as in the wor
d do the letters n which wor
into space?sounds like a rWhich wor4.
10 eivtcejbbjO
D0dmean the same as in the woristd do the letters
o space? locket that
leunds like a r
ld in the passage
S
e)
eguage
ee)
S
ehich wor
Lanyrry
S
son(Se10
y g
eoVVopace SD
lehi
sn
yage
ente t w
le ageele
medical school and became aAfter college, J
passage.ead RRead the sentence fr2.
4 eivtcejbbjO
D0
d becam
men
mon w
mAfter college, J
passage.om theead the sentence fr
s)eixffixs/Sufffeixffixerre(P
isterSD
mdical school and
emison
9
mpe
mpO
mpDp0 pC
pB
p0
pmiv
mpt
mpc
mpe
mpj
mpb
mpbj
Smp
0
pA0
me a
mnt to
m e
mp he
aphpgrpraph
Spiopogr
Sp(Bp9
mpravplTplTrav
SplDpeached
pl R
pl Reached
Spl
C
ped
pl M
plB
plasted l B l
)yy)agrraph
S
ioogr
S
bo/Autyy/Aut
S
eledplv
plo
plA
mple
aphgrraph
t be repro
noay
his page m
Tle
C
S0
B
S0
A0
d meaning to—worThe letters
doctormedical school and became a
SA
learn
S meaning to—
a heal
om mcome fr mmed rs
.doctor nd becam
mSa
m
d m letters
dical school an
bio mof a m 5.mpm a m
me a
mmB0
mAm0me mp“RmpReaching for the SS
mpam
p
eaching for th mp scientists
why people become Bonaut astrw to become an hAmography b m t of at is par. I a biographm y. I
” is kyy” is parmp ho
y because it tells phy
the S
why people become
biography because it tells—t of a
t ” is par
ced.du
t be repro
D S0C
S0
S
succeedSD S pass
SSa
D0
C0a
scienceemison liked ae Jwhy MD
lifeemisonae Jom Ments fr evC
scientists
emison liked
s ’emison
© ECS Learning S
nc. ystems, I© ECS Learning S
39
7©ECS Learning Systems, Inc. TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8
This page m
ay not be reproduced.
TEKS UPDATE—Reading, Grade 4
© ECS Learning Systems, Inc. 43
�� �������� ����������
http://centralelementaryschool.org/studentblogs
By A. Dias
Do you want to be cool and look cool when you ride your bike?Then wear a bike helmet! Injuries are NOT cool. You can preventmany bike injuries by wearing a helmet. In fact, research shows thata bike helmet can prevent 85% of all head injuries to bikers.
Riding a bicycle may not seem dangerous. Yet more than 700bike riders are killed in the United States every year. And 75% ofthese deaths are from head injuries. It is true that many bike riderswho have accidents do not die from their injuries. Yet they maysuffer changes in their personality or develop learning disabilities asa result of brain injury. Why risk death or serious brain injury whenyou don’t have to? Just wear a bike helmet!
Bike helmets don’t need to cost a lot to work well, either. In aU.S. lab test, many affordable helmets proved to be just as effectiveas helmets that cost a lot more. The main requirement for a goodbicycle helmet is that it fits well and will not come off unless youtake it off. Bike helmets today even look cool. They come in manybright colors, such as pink and green, and can include awesomegraphics. Many bike helmets have a smooth shell that makes anyrider look like a serious athlete. Plus, today’s bike helmets arelightweight. They are vented so they keep your head cool, too.
Be a cool cyclist. Wear a helmet when you ride your bike!
������ ���������������������
����������������
TE—RTEKS UPDA ade 4rra eading, G GrTE—RRe
�� �������� ������������ �������� ����������
schoyentarhttp://centralelem
�� �������� ����������
gsdentblorg/stul.ooscho
hen wear a bike helmT
���
et! Ihen wear a bike helmo be co want touo yoD
sa A. DiBy
�������������������������
ol. Y Yoo cories are NOTnjuol when yok cool and lo
� � ������
can prevent
S
leu l ride y
lor bike?
leu
lo
lu
lo
leeeffer changes in their persosu
whothese deaths are frobike riders are killed in the United States ever
a bike helmanym
eir pers
mt
m no
m owho
ad
mmthese deaths are fro
bike riders are killed in the United States ever noaycle miding a bicyR
et can prevent 85%a bike helm wearing a helmries by bike injuany
mfer changes in thei
have accidents do head
p learning disabilities as
Smpr develo
mp o
mnality
mries.
mp their inju
mpm
mt die fro
me that
mpt is tru
mpries. I
meap y py p nited States ever
Sp
et
ps. Y
pu
p dangero
pries
p ll head inju
Sp so
m d inju
m Yet m
Sp
em no
oet can prevent 85%n fact, researt. I wearing a helm
nju
mp d Uni
t seem
f all et
ning disabilities as
mpet theyp Ympanyp m
mpflnd 75%pl. Aplre than 700
plo
pl m
pl bikers.
pls to
plws thatlech sho l p leay m
bike ridersp olarp esear lmpl
e s
t be repro
noay
his page m
T
ee
i
Sake
Sicy h
U.S. lab test, m
uoya resu
Sb ta bias h
h i k
Sal
Sht
Sdaets toaff. Bike helm
Sae it o
Set is that it fits amt mamst a loamets that co a
affo
amany
ast we m. Why
mcle helmy helm
rda
am ab test, m
at need mn’ets do helm
Ju? ve ton’ douyr injult oa resu
Sam he
. lab Bike he
t have f brain inj
d d a even loadaya well and will noamain requmhe mam mamets promble helm
am womt tomst a lom com d to met! m ar a bike helm
Sm
r serio
mp risk death o
mp y
mheyl Tok cooe ommt comiremmre. Tamoam b mved tomrk w ms b
mpu
mpam
p inclu
. Tm
brain inju
mpde awesoch as pink and green, and can inclu
anye in mm coheyuonless yff ue odor a goe mm st be jum n a. I well, either
Sm
wheyr
mpent fom
st as effective u ther
en
ced.du
t be repro
gh Sde Srap Srig
SSlig rid g b
clist. WSl cySoSe a coS are vente SheyShtweight. TSs ath ak like a serioSao Ser lo S e a bike helmSaanySaphics. MSch as pink
Sars, su
Salo
Sght co
Sear a
uaSaBe a
and green, and a ride yuoet when y a h
r head couo keep y th ed sos bike helm’days, ta lete. Plua th shell that mooets have a smaa
helm
they, to
o m d can inclu
r bike!uo ride y
. ol, toor head coets ares bike helmakes anyth shell that m
emde awesoch as pink and green, and can inclu
© ECS Learning S nc. ystems, I© ECS Learning S 43
TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8 ©ECS Learning Systems, Inc.8
This page may not be reproduced.
TEKS UPDATE—Reading, Grade 4
© ECS Learning Systems, Inc. 44
�� � �������
��������������������
��������������
������������� ������
���%��$*'� ����$$!��#���'$)��)��.��$$ �$$!��#�������),� �!"�)��'$"� �%%,� ���(� ������'���
���,�!����!"�)(��'$"� �%%,� ���(��'����-��),!�(��-����$'���!��-�����)+����)�-������)$���)-�&*�%%���+�)���!�(��#��!���)(���
�������������$'���!�"�)���)�"��$#!,����)��� (��%%�#��$#��#,$'��'��'$"� �%%,� ���(� ������'�������'��$$��)�$*����%'�!��()�
Search GO
ea TE—RRe TEKS UPDA ade 4rra ading, G Gr
�� ��� � �����������OG
ced.
dut be repro
no
ayhis page m
his page m
T
SSSSaSaSaaaaSSaa44 © ECS Learning S nc. ystems, I© ECS Learning S
9©ECS Learning Systems, Inc. TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8
This page m
ay not be reproduced.
TEKS UPDATE—Reading, Grade 4
45© ECS Learning Systems, Inc.
Objective 12 (Author’s Purpose)
1. What information supports theclaim that helmets are beneficial to cyclists?
A Costs of helmetsB Designs of helmetsC Results of brain injuriesD Research on injury prevention
Objective 11 (Main Idea/Supporting Details)
2. When choosing a helmet, cyclistsshould be most concernedabout—
A colorB fitC priceD shape
Objective 11 (Text Organization)
3. Compared to expensive helmets,affordable helmets are—
A equally safeB less safeC saferD somewhat safe
Objective 2 (Roots/Affixes)
4. Which word from the passage hasa root meaning “to let air out”?
A EffectiveB LightweightC SmoothD Vented
Objective 12 (Author’s Purpose)
5. What is the purpose of thispassage?
A To sell helmets to cyclistsB To recommend certain helmetsC To support lab testing of helmets
D To encourage cyclists to wear helmets
Objective 11 (Main Idea/Supporting Details)
6. What do all items in the Web site’sbulleted list promote about HappyHeads helmets?
A Design choicesB Desirable featuresC PriceD Safety
12 ivjbbjO
TE—RTEKS UPDA
)P’h(Aut12
ade 4rra eading, G GrTE—RRe
2 ivjbbjO
s)iffi/Afff(Ro2
RCDBCosts of helmetsA
to cyclaim that helmets arWhat information suppor1.
12 eivtcejbbjO
esults of brain injuriesRe esigns of helmetsDCosts of helmets
clists? to cye beneficial claim that helmets ar
ts theWhat information suppor
)see)pourrpPs ’’s roh(Aut12
VDSCLightwBEA
oot meaning “a rWhich wor4.
2 eivtcejbbjO
e beneficial ts the
entedVVentedmoothS
eightLightweffectivE
to let air outoot meaning “om the passage hasd frWhich wor
s)eixffis/Afffto(Ro2
”?to let air outom the passage has
about—should be most concernedWhen choosing a helmet, cy 2.
11 eivtcejbbjO
RDRC
about—should be most concernedWhen choosing a helmet, cy
ails)tDeg intra/SuppoIdeain(M11
entionevy prch on injuresearReesults of brain injuriesRe
TBTA
passage?What is the purpose of this5.
12 eivtcejbbjO
VD
clistsWhen choosing a helmet, cy
ails)
ention
tain leecommend cerleo r lclis
leo sell helmets to cy
le is the purpose of this
S
eTTo rTTo sell helmets to cy
sage?
)
ese
ee)
S
epo
eur
erpo
S
ePs ’’s
S
roh(Aut12
entedVVented
leshat i
ro
helmetslests
le isele
11 eivtcejbbjO
shapeDpriceCfitBcolorA
)nioizatganrrganOtxeex(TTe11
shapepricefitcolor
m
1
mpempiv
mpTpDph
pmt
mpc
mpe
mpj
mpb
mpbj
SmpO
mpwpT
pC
pTB
mp
Idepainp(Mp11 mpear helmetsplclists to
S
lo encourage cypl yclists to
S
lTpTo encourage cy
Sphelmets
plt lab testing of
S
leo suppor
plT
pTo suppor
Sp
tain leecommend cerleo r lDeg in
S
tra/Suppo
wpTTo r
Smpl
eg n
of
S
le helmetsleails)t
o l
t be repro
noay
his page m
Tle
so
SDsaCless safeBequally safeA
afforCompar3.
Ss
what safe
Sae— me hel
mome
Safer safey safe
mets araffor pensivCompar
Samess s
qually s
dable helm ed to expe
Hmbul m6.
mp mets,
mmSDPCmDmBmDmAmea m
Wh
mpam
pC
hat do all items in the
Smp
afetySriceP
es Dm esig Dmads helmem o leted list prmW
mpesirable featurDign choices
mets?omote abou r
s in the
appyomote about Hs’eb siteWWeb site
ced.du
t be repro
S
Sa
SDa
afetyS
© ECS Learning S
nc. ystems, I© ECS Learning S
45
TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8 ©ECS Learning Systems, Inc.10
Objective 11 (Text Organization)
7. Both “Be A Cool Cyclist” and“Happy Heads Headgear”include—
A facts about head injuriesB appeals to looking stylishC special offers on shipping D research-based recommendations
Objective 2 (Context Clues)
8. Which word from the Web sitemeans “shielded from injury orharm”?
A AffordableB EquippedC LimitedD Protected
This page may not be reproduced.
TEKS UPDATE—Reading, Grade 4
46 © ECS Learning Systems, Inc.
11 ivjbbjO
)ioizatO(T11
2 ivjbbjO
s)lueC(C2
ea TE—RRe TEKS UPDA
ade 4rra ading, G Gr
special offers on shipping Cappeals to looking stylishBfacts about head injuriesA
include—appy H“H
Both “B7.
11 eivtcejbbjO
special offers on shipping appeals to looking stylishfacts about head injuries
include—”eadgeareads Happy H” andclistye A Cool CBoth “B
)nioizatganrrgOtxeex(TTe11
LimitedCEBAfforA
harmmeans “Which wor8.
2 eivtcejbbjO
special offers on shipping appeals to looking stylishfacts about head injuries
” and
LimitedquippedEdableAffor
”?harmom injurshielded frmeans “
eb WWeb siteom the d frWhich wor
s)lueCtxeextno(C2
y orom injur
eb site
erDspecial offers on shipping C
nemmocerdesab-hcraesespecial offers on shipping
PDLimitedC
snoitadnspecial offers on shipping
otectedrPLimited
le
le
ced.
dut be repro
no
ayhis page m
m
mmp
mple
le
his page m
T
S
Sam
mamp
mp
S
Sa
a
46
© ECS Learning S
nc. ystems, I© ECS Learning S
11©ECS Learning Systems, Inc. TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8
Soccer—Soccer is a fun sport played all over the globe. Come makefriends and learn the basic skills of the most popular sport ever! You canrun and kick while working as a team. Soccer builds critical thinkingskills, too. It’s a game you can play your whole life, so join today. You willfeel like one of the greatest soccer players in the world. What are youwaiting for? Step onto the field! Get to the peak of your potential. We haveinstruction for every level—no experience is required. Receive instruction.Begin. Fees are paid monthly, and early enrollment begins June 1st.Remember: sportsmanship, competition, teamwork!
� ��
����� ���������������������
���������
Kidz Sports is promoting classes for youth based on the popularity of the sport in each country below.
Baseball—You love to watch it, now get in the game! It’s the world’shottest sport, and you could be batting and swinging like a pro in no time.Our coaches will teach you how to make that PING! with every hit. Do thedrills; learn the skills. Our coaches will take your game to a new level.Teams are forming now, so call to register. Remember: power, speed,agility!
����
����� ���������������������
44 © ECS Learning Systems, Inc.
TEKS UPDATE—Reading, Grade 5
This
pag
e m
ay n
ot b
e re
pro
duce
d.
ea TE—RRe TEKS UPDA ade 5rra ading, G Gr
in each countrpoKidz S Spor
���������
. ww. y belo countr ry beloomoting classes for yis prtspor
���������
outh based on es for y youth based on the popularity of the sporouth based on the popularity of the sport outh based on the popularity of the spor
eeeeeeee
ced.
dut
be r
epro
no
ayhi
s p
age
m ppee
S
his
pag
e m
T mmmmmSaSa
mmpmpmpmmmpmpmpmpmmmpSSaSa
44 © ECS Learning S nc. ystems, I© ECS Learning S
TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8 ©ECS Learning Systems, Inc.12
Basketball—Basketball rules! Take a back seat, soccer and baseball;basketball got the most votes from kids as their favorite sport. Jointhousands of kids dribbling and dunking. You can play indoors or out,just pull on your basketball shoes. A lot of running and jumping will helpyou reach your hoop dreams. It’s fast; it’s fun. And working as a teamtoward a goal is a life skill. How about a little game of basketball? The fallleague happens soon, so register now. Remember: up with self-esteemand work ethic!
�� ���� � ��
����� ���������������������
Objective 2 (Sayings)
1. Read the sentences from the Italyad.
What are you waiting for? Steponto the field! Get to the peak ofyour potential.
If you want to reach the peak ofyour potential, you must—
A make friendsB practice hardC win every gameD be the best on the team
Objective 11 (Connections Between/Among Texts)
2. The purpose of each ad is topersuade kids to—
A join a certain sportB buy equipment for sportsC learn to play several different
sportsD exercise fairness when playing
sports
45© ECS Learning Systems, Inc.
TEKS UPDATE—Reading, Grade 5
This page m
ay not be reproduced.
TE—RTEKS UPDA
ade 5rra eading, G GrTE—RRe
eee
m
ppmp
plplmpl
lele
t be repro
noay
his page m
Tle
d.
Sead Re 1.
2 eivtcejbbO
Sade
om th amd the sentences frags)in(Sayyin
Sam
Sam(S
talyam he Iammpersuade kids to—Th m2.memivmtmcmemjmbmbj
SmOmamamp
Th
persuade kids to—The purpose of each ad is to
/AmoneweteBs niotcenno(11 mmmp(C
The purpose of each ad is to
s)txeTTeg n/Amo
ced.du
t be repro
our Snto SWha
SB
make friendsA
our potential, yyou want to rf yI
y SSo on W
ou must—S tential, ySeach the pe Sr potential.Set to the p Sao the field! GSaou waiting for? S
Saat ar
Sdpractice har
dSu want to rSe y
SaSSSamake friends
r pote ou
tepaD
CB
join a cerA
— eak of
peak ofa Saaa — of
tssporcise fairness when playing erextsspor
eral differlearn to play sevbuy equipment for spor
ttain sporjoin a cer
cise fairness when playing
ent eral differtsbuy equipment for spor
be the best on the teamDwin evCpractice harB
© ECS Learning S
be the best on the teamy gameerwin ev
dpractice har
nc. ystems, I© ECS Learning S
45
13©ECS Learning Systems, Inc. TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8
Objective 12 (Exaggerated/Misleading Statements)
3. Which statement from the ads isan exaggeration?
A You can run and kick while working as a [soccer] team.
B Remember: sportsmanship, competition, teamwork!
C The fall [basketball] league happens soon, so register now.
D [Baseball is] the world’s hottest sport, and you could be battingand swinging like a pro in no time.
Objective 12 (Author’s Viewpoint/Position)
4. Soccer would be a good choice foran inexperienced athlete since thesoccer program offers—
A monthly feesB early enrollmentC different skill levelsD opportunities to make friends
Objective 2 (Antonyms/Synonyms)
5. Read the sentences from the Japan ad.
Teams are forming now, so call toregister. Remember, power, speed,agility!
Which word is an antonym ofagility?
A ClumsinessB GraceC StrengthD Willingness
Objective 11 (Organizational Pattern)
6. Which of the following concepts is emphasized in the ad forbaseball?
A CompetitionB Self-esteemC SpeedD Teamwork
© ECS Learning Systems, Inc. 46
TEKS UPDATE—Reading, Grade 5
This
pag
e m
ay n
ot b
e re
pro
duce
d.
12 ivjbbjO
Stadinisled/M(E12
2 ivjbbjOs)
ms)ms/Sy(An2
ea TE—RRe TEKS UPDA
ade 5rra ading, G Gr
competition, teamworRBworYA
an exaggeration?Which statement fr3.
12 eivtcejbbjO
k!competition, teamwortsmanshipemember: sporRe
king as a [soccer] team.worun and kick while ou can rYYou can r
an exaggeration?om the ads isWhich statement fr
atStg adinisled/Meatrraaggex(EEx12
Which wor
agility!egisterrea TTeams ar
apan ad.Jea Re 5.
2 eivtcejbbjO
, tsmanshipking as a [soccer] team.
un and kick while
om the ads is
s)tnmeeat
d is an antonym ofWhich wor
agility!erw, poemember. R Rememberegister
, so ww, so call toe forming noeams ar
apan ad.om the ead the sentences fr
ms)ynonms/Syynot(An2
d is an antonym of
, speed,er, so call to
om the
time.and swinging like a prspor[BDhappens soon, so rThe fall [basketball] league C
time.o in no and swinging like a pr
ou could be battingt, and yspors hottest ’aseball is] the world[B
egister nohappens soon, so rThe fall [basketball] league competition, teamwor
WDSCGBClumsinessA
agility?Which wor
o in no ou could be batting
s hottest .ww.egister no
The fall [basketball] league
illingness
lW
lWillingness
S
lengthtrSaceG
ness
agility?d is an antonym ofWhich wor
letSrac
Clumsin
d is an antonym of
le
early enrBmonthly feesA
soccer pran inexperienced athlete since theoccer would be a good choice forS4.
12 eivtcejbbjO
ced.
dut
be r
epro
no
ayhi
s p
age
m
ollmentearly enrmonthly fees
ogram offers—soccer pran inexperienced athlete since theoccer would be a good choice for
niosito/Ptt/PinwpoieVVies ’’s roh(Aut12
m
S
mpB
mpCmpA
mpbasepis em
pWh
p6.
pSmpC
mp1 eivtcejbbjO
he
)n
mmp nce the oice for
elf-esteempSmpCompetition
mpeball?pled in the ad forl mphasiz
plwing concepts
S
lhich of the follo
Spl
)lenlerlern
S
leal lenleiolizat lgan ldpSmp
eletleatlePler lrgan
S
l(O l11
mple
rl oncepts lle
opporDdifferC
his
pag
e m
T
S
ties to make fr mopporels levdiffer
Samtuniti
ent skill le
Dm riends mTmS
mpC
mpmamp
peedpkeamworTmTeamwor
SS
mpmp
S
Sa
a
46
© ECS Learning S
nc. ystems, I© ECS Learning S
TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8 ©ECS Learning Systems, Inc.14
������������
“Kristin, stop kicking my leg!” David growled. It was four o’clock on Wednesdayafternoon, and David and his sister Kristin were doing homework at the kitchen table.Kristin eyed him and continued swinging her foot beneath the table. Their dad walkedthrough the door on his way to the refrigerator.
“Hey kids,” he said, looking thoughtfully over David’s shoulder at his math homework.“So, David, are you just about finished with your science fair project?”
David waved his hand casually. “Sure, Dad,” he said. “It’s coming along fine.”
David’s dad looked doubtful. “Okay, son. I’m looking forward to seeing what you’vecome up with, although I don’t see why you won’t tell me what the project is.”
“It’s the element of surprise,” David proclaimed, waving his hands dramatically, “…thatmakes my project so awesome! Don’t worry Dad. You’ll see it this Friday at the science fair.”David bent back over his homework with renewed enthusiasm. With one eyebrow raised,David’s dad nodded and left the room.
As soon as their dad was gone, Kristin, who had been stifling giggles during theexchange, let loose with a peal of laughter.
“I’ve figured you out, smart guy,” she snickered. “And you haven’t even started yourscience fair project!”
David shrugged. “Maybe I haven’t started, per se, but I’ve got quite a few ideas churningup here.” He tapped his forehead solemnly. He closed his math book, collected hishomework, and headed up to his room.
“You can’t rush genius,” he added as he left the kitchen. Kristin just shook her head.
Once in his room, David let out a prolonged sigh. He actually had no clue what his project was going to be. He had tried a thousand times tothink of something original, but the ideas just weren’t flowing. As he drifted off to sleep that night, he felt slightly panicked. Oh, well. I’m sure everything will cometogether, he reassured himself.
The next day after school, David and his friend Mike were having a snack in the kitchenwhen David saw the note. It read:
TEKS UPDATE—Reading, Grade 6
© ECS Learning Systems, Inc. 51
Read the story and drama, and answer the questions that follow.
������������������������������������������ ������������������������
This page m
ay not be reproduced.
TE—RTEKS UPDA ade 6rra eading, G GrTE—RRe
Kristin eyafternoon, and D
“Kristin, stop kicking my leg!” D
����
ead the storR ry and drama, and answ
ed him and continued swinging her foot beneath the table. Kristin eyavid and his sister Kristin wafternoon, and D
“Kristin, stop kicking my leg!” D
������������
y and drama, and an stor
ed him and continued swinging her foot beneath the table. e doing homeeravid and his sister Kristin w
t was four owled. Ioavid gr“Kristin, stop kicking my leg!” D
er the questions that follo nsw wer the questions that follo
Their dad walkeded him and continued swinging her foot beneath the table. k at the kitchen table.wore doing home
ednesdaWWednesday’clock on t was four o
.ww.er the questions that follo
Their dad walkedk at the kitchen table.
ednesday
come up with, although I donavidD
avid wavD
avid, aro, D“Sey kids,“H
ough the door on his way to the rthrKristin ey
t see why y’come up with, although I dons dad looked doubtful. “O’avid
ed his hand casuallyavid wav
ou just about finished with ye yavid, ar” he said, looking thoughtfully oey kids,
ough the door on his way to the red him and continued swinging her foot beneath the table. Kristin ey
t tell me what the pr’ou wont see why ym looking for, son. I’kayy, son. I’s dad looked doubtful. “O
” he said. “Iad,e, Dur. “S y y. “S
our science fair prou just about finished with ys s ’’avider Dv” he said, looking thoughtfully o
. efrigeratorr ough the door on his way to the red him and continued swinging her foot beneath the table.
what the pr lo
led to seeing what y
S
le” es coming along fine. e
r at his math hom
e”leoject is.lewar
l for
S
l’’ t” he said. “I
oject?” r
Their dad walkeded him and continued swinging her foot beneath the table.
les t
oj fair pr shoulder
eeve’eou
lewor
e me
ek
eTheir dad walked
lek.r
e figurv“I’
change, let loose with a peal of laughterexAs soon as their dad was gone, Kristin, who had been stifling giggles during the
s dad nodded and left the r’avidDavid bent back oD
makes my prs th ’’ t“I
t gu
m smar
med ye figur
of l
m ,
moom.s dad nodded and left the r
worer his homevavid bent back oonesome! Doject so awmakes my pr
” Ds the element of surprise,
mou out, sm
, let loose with a peal of on as their dad was gone, Kristin, who had been stifling giggles during the
And y
mped. “
mp” she snicker
mp.
m aughter
Sm
Kristin, who had been stifling giggles during the
Smp
ed enthusi
pll see
p “And y
Smp,
m uy
m y,
Sm
.w
pene h rwor
’
pou
pY
pYou
Sp
ad.
p Dt worr’on
med, waving avid pr” D
mpmp K
oom.k with r
y Doclaim
ou havp ymp tifling giggles during the
Smp
olebrlith one ey
Spl
W
pl asm.
plriday at the scien
pl e it this F
pl, le g his hands dramatically
S
le y, “…that
S
leted yen start ev’enp
w rlmpmpl
e ar
nce fairlourted y
raised,l ”. “…thatle
t be repro
noay
his page m
Tle
ual
SH
ce
SO
u cYYou can“
worhome” He.up her
avid shrD
science fair pr
Se actu
nc
ou c
lly had no clue what his pr
Saavid let ou
Samoom, D
Sa in his r
Samush genius, a
and headed up to his r
Samaybe I hav mt r’ can
worehead s m pped his for” H
d. “Mavid shr
oject!”science fair pr
Sam
k, and e tapp
ugged
oject was going t a praolonged sigh.
Sam ut a pramam
oom.
ame closed his m m. Hm solemnlym y. H
Sm, but I’mper semted, mt starm’ men m v m r
amvmmamp
to be. H
e had tried a thousand times tooject was going to be. Hm math book m w ideas churninge got quite a fe
Svmmp
ok, collected his e a fe
e had tried a thousand times to
w ideas churning ced.du
t be repro
, h S lee S f s
Savid saw the note. Iwhen D n Sr SSThe n
togetheroff to sl think o
d saw the note. IS next day after school, DSed himselfSaeassurS he r S ep that night, he felt sligh Sa something original, but th
Sa y p
Saead: t rav
.a f.SaSavid s ne
htly panicked a he ideas just waj g g aike wvid and
ell. Ih, wOwing. As he drifted t flo’ene
paa and his friend M
d. er w
g
e having a snack in the kitchenerike w
ything will comerrything will comee evm sur re ev’ell. Iwing. As he drifted
e having a snack in the kitchen
ything will come
© ECS Learning S nc. ystems, I© ECS Learning S 51
15©ECS Learning Systems, Inc. TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8
“Great,” David muttered. He looked at Mike, who shrugged good-naturedly. “I’ll help,”Mike offered.
“Thanks, man.” David smiled. Mike was a good friend, and he could use the help. Whoknew what was in this fridge? I’ve been promising Dad I’d clean it for at least six months, hethought guiltily. I can’t really blame him for putting his foot down.
“Hey, have you already finished your project for the science fair?” David asked Mike. He was sort of hoping Mike was in the same predicament he was.
Mike looked proud. “Yeah. I made a model of Samuel Morse’s telegraph transmitter. It can send real messages!”
“Sounds really cool,” David remarked thoughtfully. “How long did it take you to build?”
“It wasn’t too bad,” Mike said, using his fingers to count, in days, David assumed, howlong the project had taken. “Only about four months, on and off.”
David, looking startled, nodded. Uh-oh, he thought. Big uh-oh.
The boys returned to the task at hand, and David opened the fridge warily. He beganremoving items one by one, looking at expiration dates and sorting the items into “keep” and“toss” piles. Mike grabbed the garbage can for the “toss” items.
“Whoa, dude, watch out!” Mike yelled as David lifted out the next item. “What is that?”David was equally mystified. A fuzzy mountain sat on the plate before them. An alien? Davidgrabbed a fork and poked it. He was genuinely intrigued.
Suddenly, it dawned on him. At the center of the fuzz he spied something that lookedsuspiciously like the half of a hot dog he’d put in the fridge months before and forgottenabout.
“So?” Mike pressed. “What IS this thing?”
“A study on long-term mold growth, of course,” David replied confidently. He grinned atMike, who suddenly blinked in understanding.
“Oh, man,” Mike crowed. “Genius!”
Wait ‘til Dad gets a load of this, David thought with satisfaction. Everything was comingtogether after all.
This
pag
e m
ay n
ot b
e re
pro
duce
d.
TEKS UPDATE—Reading, Grade 6
© ECS Learning Systems, Inc. 52
ea TE—RRe TEKS UPDA ade 6rra ading, G Gr
thought guiltilyw what was in this fridge? kneThanks, man.“
ike offerMeat,r“G
eally blame t r really blame him for putting his foot do’’t rI can. uiltily y.e been prv’Iw what was in this fridge?
avid smiled. M” DThanks, man.
ed. ike offere looked at Med. Havid mutter” Deat,
eally blame him for putting his foot dod cle ’’d clean it for at least six monthsad Iomising D been pr romising D
ike was a good friend, and he could use the helpavid smiled. M
ugged good-naturike, who shre looked at M
.wneally blame him for putting his foot dod clean it for at least six months
ike was a good friend, and he could use the help
. “I’edlyy. “I’ugged good-natur
, hed clean it for at least six monthsWho. ike was a good friend, and he could use the help
”,ll help
long the prt wasn“I
ounds r“S
t can send rIike looked prM
e was sorH, eyy, hav“H
nly about four months, on and offoject had taken. “Olong the prike said, using his fingers to count, in days, D” Mt too bad,’t wasn
emaravid r” Deally cool,ounds r
eal messages!” t can send reah. I m YYeah. I made a model of Soud. “ike looked pr
ike was in the same prt of hoping Me was soready finished you alre y, hav
nly about four months, on and offike said, using his fingers to count, in days, D
o. “Hked thoughtfully y. “Hemar
amuel Meah. I made a model of S
edicament he was.ike was in the same project for the science fair?” Dour pready finished y
” l. l and off l f.
S
lavid assumed
le t, in days, D
lou to ew long did it take y
S
es telegraph transmi
eo
’’ orseamuel M
edicament he was.avid asked Moject for the science fair?” D
les
we d, ho
le o build?”e
itter
e.
eike. avid asked M
legrabbed a for
avid was equally mystified. A fuzzy mountain sat on the plate beforDWhoa, dude, watch out!” M“
” piles. Mtoss“ving items one bemor
The bo
avid, looking starD
long the pr
ced.
dut
be r
epro
no
ayhi
s p
age
m e w
m it H
mgrabbed a for
. A fuzzy mountain sat on the plate befor
Sm
ik
m M
mike grabbed the garbage can for the “” piles. M
y one, looking at expiration dates and sorving items one beturned to the task at hand, and Dys rThe bo
tled, nodded. avid, looking star
nly about four months, on and offoject had taken. “Olong the pr
mk and poked i
s equally mystified. A a, dude, watch out!” M
was genuinely intrigued
mp zzy mountain sat on the plate befor
Smpavid lifted o
mpelled as D
mp” itemptoss p age can for the “
Sp expiration dates and p
avid opene
pig
pB
pke y
m , and D
p e thought.
Sp
h-ohUUh-ohtled, nodded.
,
mp bag ng at e
at hand,
, he
plate befor
mp out the next item. “
Smp ms.plting the items into “keep
Spl d sorpl
. Hl ed the fridge warily
Spl
y. H
S
lg uh-oh
pll l l
e them. An Wha
e bl.
plmple
An alie hat
avide them. An alien? DWhat is that?”
” a keepl beganlle and
who
SM
tud ““A study on long-term mold gr
o?” M“S
about.suspiciously like the half of a hot dog he
uddenlyS
grabbed a for
his
pag
e m
T
Sike, w
A st o suddenly blinked in understanding.
Sa dy on long-term mold gram
What IS t
amessed. “
a he half of a hot dog he
Sm ned on him. A mike pr M
nlyy, it dawned on him. A
e w
m d it. H
mgrabbed a for
Sam M
sly like th , it dawne
k and poked
nderstanding.
Sawth, of course,amoam ram
this thing?”
amd put in the fridge m’ m’d put in the fridge months befor
Sm dog he
Smt the center of the fuzz h m A m
was genuinely intrigued.
mpavid m” Dmamp
vid
he spied somet m e grinned at. Heplied confidently y. Havid r
e and forgotten months befor
Smmp
befor ething that looked
e grinned at
e and forgottent the center of the fuzz he spied something that looked
r a St St ‘ S ‘til D Sh, m
SWWait ‘
“O
Stogether ait
h
after all.Sad gets a load of thisSatil D Sed. “G
Saike cr
Sa” M
S man,
S , aenaw
Sao
SaSanius!”aavid thou a Daa ought with satisfaction. E ything was comingervavid thought with satisfaction. E ything was coming
52 © ECS Learning S nc. ystems, I© ECS Learning S
TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8 ©ECS Learning Systems, Inc.16
This page m
ay not be reproduced.
TEKS UPDATE—Reading, Grade 6
© ECS Learning Systems, Inc. 53
CharactersDAVIDKRISTIN: David’s older sisterDAD: Kristin and David’s fatherMIKE: David’s friendSCIENCE FAIR JUDGE #1SCIENCE FAIR JUDGE #2
Scene One: Kitchen. DAVID and KRISTIN are doing homework at the table. DAD enters.
DAD: How is your science fair project coming along, David?
DAVID: Excellent, Dad. Really good.
DAD: What project did you decide on?
DAVID: It’s…it’s kind of a surprise.
(DAD raises an eyebrow.)
DAD: Well, I’m looking forward to seeing it at the fair on Friday. That’s Friday, as in two days from now, remember?
(DAD exits. KRISTIN giggles.)
KRISTIN: So it’s a “surprise,” huh?
DAVID: Well…it’ll be a surprise to me.
KRISTIN: You haven’t even started, have you?
������������� �� ����
TE—RTEKS UPDA
����
ade 6rra eading, G GrTE—RRe
��������� �� ����
��������� �� ����
: DEKIMK: DADITSIRKDIVAAVD
Characters
����
s friend’avid: Ds father’avidDristin and K
s older sister’avid: DNID
Characters
��������� �� ����
s father
��������� �� ����
VID DAAVID: E
DAD: H
ne: Kitchen.Scene O
CNEICSCNEICS
eally good.ad. Rcellent, DxVID: E
our science fair prw is yoDAD: H
andVID DAAVID ne: Kitchen.
#2EGDUJRIAFEC #1EGDUJRIAFEC
eally good.
avid?oject coming along, Dour science fair pr
e doing homarre doing homeworKRISTIN and
DADek at the table. eavid?
r rk at the table.
S
lek mewor rk at the table.
enters.ele
as in two days frWDAD:
r(DAD
VID DAAVID: I
What prDAD:
emem
m rwwom noas in two days fr
d
mwar
m orell, I’WWell, I’
).ww.oebrroaises an eyrraises an ey
s kind of a surprise.’s…it’tVID: I
ou decide on?oject did yWhat pr
mw
m looking for
d to seeing it at the fair on F
Smpmber?
ms kind of a surprise.
ou decide on?
mp
ridayp n F
mp , riday, s F’’ That. py.
Spmpl
eday
t be repro
noay
his page m
Tle
TI
SID DAAVID:
KRISTIN: S
exits.(DAD
as in two days fr
SKRIST
VID
t aen starat ev
Saou hav
SaY
SYou hav
SIN:
Sll be a surprise amsurprise,
am) mgiggles. m
’
Saen
Sa’ell…itWWell…it
SD:
” hu
ams a “
a’o it S
STIN exits.
emem
m, rww, r
S
om noas in two days fr
Sam IN: S
KRIST
w
ted, hava e to me.ammber?
mou?e ya
uh?
amamp
mp
ced.du
t be repro
SSS
SaSSa
yaaa
© ECS Learning S
nc. ystems, I© ECS Learning S
53
17©ECS Learning Systems, Inc. TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8
This
pag
e m
ay n
ot b
e re
pro
duce
d.
TEKS UPDATE—Reading, Grade 6
© ECS Learning Systems, Inc. 54
DAVID: Shhh, Kristin. Dad’ll hear you! I just can’t think of anything to do.
KRISTIN: Why don’t you make one of those volcanoes again?
DAVID: Todd Parsick beat me to it. He’s building one that spews three different colors oflava. How can I compete with that?
KRISTIN: Well, you’d better think fast—it’s a big part of your grade, you know.
(KRISTIN exits.)
DAVID: Yeah, thanks for reminding me.
Scene Two: Kitchen, the next day. DAVID and MIKE enter.
MIKE: I’m almost done with my science fair project. I ended up building a telegraphtransmitter like Samuel Morse made. What did you do?
DAVID: Nothing yet. (He picks up a note from the kitchen counter.) “David, please clean outthe refrigerator this afternoon. Thanks, Dad.” Oh, great.
(MIKE sits down at the kitchen table. DAVID opens the refrigerator and begins to empty it.MIKE samples the various foods as DAVID unloads them onto the table.)
MIKE: Why don’t you build a robot?
DAVID: In one day? Right.
MIKE: Or some kind of spaceship. That would be cool. Or…whoa, what IS that, dude?
(DAVID pulls a fuzzy green and purple mound out of the refrigerator. The mound is as big as theplate it’s sitting on. The boys stare at it in wonder.)
ea TE—RRe TEKS UPDA ade 6rra ading, G Gr
w can I compete with that?oa. HlavTVID: DAAVID:
KRISTIN:
VID: SDAAVID: S
w can I compete with that?arsick beat me to it. Hodd PTTodd P
ou make one of those vt y’Why donKRISTIN:
ll hear y’adhhh, Kristin. DVID: S
w can I compete with that?s building one that ’’ earsick beat me to it. H
olcanoes again?ou make one of those v
t think of anything to do’ou! I just canll hear y
ent colors ofee differws thrs building one that spe
olcanoes again?
.t think of anything to do
ent colors of
wo TTwo: Kitchen, the next dayScene
YVID: DAAVID:
(KRISTIN
KRISTIN:
DA.o: Kitchen, the next day y.
eminding me.eah, thanks for rYYeah, thanks for r
)exits.(KRISTIN
d better think ’’d better think fast—itouell, yWWell, yKRISTIN:
.enterr.MIKE andVID DAAVID
eminding me.
t of ys a big par’’ d better think fast—it .
ew
ew.
S
eou kno
e yt of y
lewou knoour grade, y
lesamples the vMIKE sits do(MIKE
efrigerator this afternoon. the rVID: NDAAVID: N
transmitter like Sm almost done with my science fair prMIKE: I’
ced.
dut
be r
epro
no
ayhi
s p
age
m
D
m foods as
mmples the v various foods as
n tabl
msits do
Thanks, Defrigerator this afternoon. e picks up HHe picks up a note fret. (othing yVID: N
orse made. amuel Mtransmitter like Sm almost done with my science fair pr
marious food
wn at the kitchen tunloads them onto the table.
SmpVID
mefri
mpopens the r
mp refriger
SmpVID
mAVID
Sm
eat. ph, gr p” O pom the kitchen cpDA
mAVID
Sm
DA
m le.
mad.nks, D
ote fr
ou do?
p did y
porse made.
oject. I end
mpank p a not
What did oj science fair pr
to the table.
mpator and begins to empty it.
Spigermprator and begins to empty it.
Spavid, please c l counterpl r.
Spl
ded up building a telegraph
S
le)
) “Dpl.plmple
mp
phleator and begins to empty it.
lean oulle ut
s si
S’’ plate it
p
SD
S(DAAVID
O
VID: IDAAVID: I
Why donMIKE:
his
pag
e m
T
Ss
VID
MIKE: O
e at ays star
Sa re at it in wonder
Sa itting on.
Seen and pu
Sapulls a fuzzy gr
Sar some kind of spaceshipam
ob mThe bo
Sa oys star
Sa reen and purple mound out of the r
Sa O
e day? Right.
aVID: I
u build a r mt y’Why don
Samr O
n one d
ou
t it in wondera urple mound out of the aThat would be cool. Oambot? m
)efr refriger
. am pamamp
he r The mound is as big as the. atorr. frigerrator
r… mmp…whoa, what IS that, d
The mound is as big as the
r…whoa, what IS that, dude?
s si
Splate it
SSSs e at ays star
Sa re at it in wonder
SaThe bo
Sa itting on.
S oys star
SaSSSa t it in wondera ). r.a
54 © ECS Learning S nc. ystems, I© ECS Learning S
TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8 ©ECS Learning Systems, Inc.18
This page m
ay not be reproduced.
TEKS UPDATE—Reading, Grade 6
© ECS Learning Systems, Inc. 55
DAVID: I have no idea. It looks like an alien. Or…wait, I know! I put half a hot dog in therefrigerator about six months ago and forgot about it. It must be underneath all this greenand purple stuff.
MIKE: I’ve never seen anything like that before! Hey…are you thinking what I’m thinking?
DAVID: (grins) Mike, meet my science fair project—a mold experiment!
Scene Three: School auditorium, the next day. Tables are full of science fair projects. DAVID’scolorful fuzzball sits in front of a display reading “Long-Term Mold Growth.” DAVID, JUDGE #1, JUDGE #2, and DAD stand beside it.
JUDGE #1: Fascinating. Who would have believed a student could culture a spectacularfungus like this?
JUDGE #2: When did you begin to grow it?
DAVID: Last November.
JUDGE #1: This year we’re awarding a special prize to the student who planned the farthestin advance for the fair. I’m sure the other projects here didn’t take six months like yours did!
JUDGE #2: Congratulations. (To DAD) You must be very proud of your son.
DAD: Oh, I am. He can be very ingenious. Do you have anything to say, David?
DAVID: Just…hot dog!
TE—RTEKS UPDA ade 6rra eading, G GrTE—RRe
VID: (VID: (grinsDAAVID: (
vMIKE: I’
and purple stuffefrigerator about six months ago and forgot about it. IrVID: I DAAVID: I hav
ike, meet my science fair pr) Mgrinss)
er seen anything like that before nevv
. e stuff f.efrigerator about six months ago and forgot about it. I
t looks like an alien. Oe no idea. IVID: I hav
oject—a mold experiment!ike, meet my science fair pr
e yey…are! Her seen anything like that befor
t must be underneath all this grefrigerator about six months ago and forgot about it. Ir…wait, I knot looks like an alien. O
oject—a mold experiment!
m thinking?ou thinking what I’e y
t must be underneath all this grw! I put half a hot dog in ther…wait, I kno
m thinking?
eent must be underneath all this grw! I put half a hot dog in the
(g
fungus like this?JUDGE #1: F
JUDGE #1, JUDGE #2, ful fuz colorrful fuzzball sits in fr
e Thrree: School auditorium, the next dayScene
g (
fungus like this?Who would havascinating. JUDGE #1: F
DAD andJUDGE #1, JUDGE #2, ont of a disp zzball sits in fr r
ee: School auditorium, the next day
ike, meet my science fair pr) g )
ed a student could culture believWho would hav
stand beside it.DAD m Mereading “Long-T Ter play r reading “Long-T
e full of science fair prables ar re full of science fair prTTables ar. next day y.
oject—a mold experiment!ike, meet my science fair pr
e a spectac
leVID,
eDA
eAVID,
S
eV
eDA
eAVID’
S
e nt could cultur e”
ewth.
eorro
S
G Gr
S
M Mold Gojects.
e ir pr
eoject—a mold experiment!
le
rold G Gr f science fair pr
cular
leVID
es
leD’
JUDGE #2: Congratulations. (
ance for the fairin advJUDGE #1:
VID: L DAAVID: Last N
JUDGE #2:
D
mo
mT
mTo
Sm
ns. (
m e
mm sur. I’ance for the fair
ding a special prize awarr’eear wThis yJUDGE #1:
.embervoVID: Last N
ou begin to grWhen did yJUDGE #2:
m #2: Congratulations
e the
y
mper
mpou must be v
mpY
mYou must be v
Sm
DAD)
me didn
mpojects her
mpe to the student who planned the far
Spg a special priz p e other pr
mw it?oou begin to gr
mp e ing
oud of yp prmpt take six months like y
Sp’p n
mp student who planned the far
Splour son. o
mple
ou th e far
S
l
t be repro
noay
his page m
Tleurs did!thest
VID: JDAAVID: J
h, I am. HDAD: O
Sy in mhot dog!
er m can be vh, I am. H
Samust…ho
e ca e an mpou havmpo ymp ngenious. D
Smamp nything to saymp avid? D y, Dmp, D y y, D
ced.du
t be repro
SSSSaSSaaa© ECS Learning S nc. ystems, I© ECS Learning S 55
19©ECS Learning Systems, Inc. TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8
This
pag
e m
ay n
ot b
e re
pro
duce
d.
TEKS UPDATE—Reading, Grade 6
56 © ECS Learning Systems, Inc.
Objective 2 (Context Clues)
1. Read the sentence from the story.
As soon as their dad was gone,Kristin, who had been stifling gigglesduring the exchange, let loose with apeal of laughter.
The word stifling means—
A bringing inB building upC holding backD letting out
Objective 2 (Foreign Words/Phrases)
2. David tells Kristin, “Maybe I haven’tstarted, per se, but I’ve got quite a fewideas….” The phrase per se means—
A as such; exactlyB to an extent; partlyC right now; currentlyD just about; approximately
Objective 6 (Plot Development)
3. Why do David and Mike clean outthe refrigerator?
A David promised his dad months ago that he would.
B David is trying to take his mind off his unfinished project.
C David thinks the chore might give him an idea for his science project.
D David hopes to distract his dad from asking about the science project.
Objective 6 (Point of View)
4. Who is the narrator in this story?
A DavidB KristinC David and Kristin’s dadD Someone outside the story
Use “David’s Genius” to answerquestions 1–4.
6 ivjbbjO
)lolo(P6
ea TE—RRe TEKS UPDA
ade 6rra ading, G Gr
Kristin, who had been stifling gigglesAs soon as their dad was gone,
ead the sentence frR1.
(C2 eivtcejbbjO
questions 1–4.avidse “DU
Kristin, who had been stifling gigglesAs soon as their dad was gone,
om the storead the sentence fr
s)lueCtxeextno(C
questions 1–4.er” to answ wereniuss G’’s Gavid
off his unfinished prDBago that he would.DA
the rWhy do D3.
6 eivtcejbbjO
Kristin, who had been stifling gigglesAs soon as their dad was gone,
.yy.om the stor
er
oject.off his unfinished prying to take his mind avid is trD
ago that he would.omised his dad months avid prD
efrigerator?the rike clean outavid and MWhy do D
)tt)npmeloopevDetlo(P6
oject.ying to take his mind
omised his dad months
ike clean out
holding backCbuilding upBbringing inA
The wor
peal of laughterduring the exKristin, who had been stifling giggles
holding backbuilding upbringing in
d stifling means—The wor
.peal of laughterchange, let loose with aduring the ex
Kristin, who had been stifling giggles
6 eivtcejbbjO
prfrDDprgivDC
change, let loose with aKristin, who had been stifling giggles
w)leie lV lVie
S
lf lo lt lin lo l(P lom asking about the science
S
evid hopes to distract h e n idea for his s
e6
oject.
lpr
lr
Dprgiv
eavid thinks the chorD
leo fravid oject.e him an i
e m
ience e his dad e scien
e
ele ience
might
as such; exactlyA
ideas….ted, star
avid tells Kristin, “MD2.
(F2 eivtcejbbjO
letting outD
ced.
dut
be r
epro
no
ayhi
s p
age
m
as such; exactly
me
m se
mThe phrase ” ideas….
qui
mv, but I’per seted,
aybe I havavid tells Kristin, “M
s)aserrasehds/Prrds/PoWWoignero(FFo
letting out
mmper se got qui
S
mpD
mpDmpC
mpB pD
pA
pWh
peans—
mmKp
4.
p6 eivtcejbbjO
w
m ite a fe
mt’en hav
mp ha
omeone outside the stor
SpSmpavid and KristinpDmpKristinplavid
plD
pho is the narrator in this s
plw)leie lV lVie
S
lf lo lt lin lo l(P ls dad’’
6
mple
stor
storlyomeone outside the stor
y?le
just about; apprDright noCto an extent; parBas such; exactlyA
his
pag
e m
T
S
ximately
amo
a bout; appr
aentlyw; currright no
tly paras such; exactly
Samust abo
w; o an extent; p
mamp
mp
S
Sa
a
56
© ECS Learning S
nc. ystems, I© ECS Learning S
TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8 ©ECS Learning Systems, Inc.20
Objective 5 (Setting/Characters/Plot)
9. How do Kristin’s actions in the storydiffer from her actions in the drama?
A Kristin attends the science fair in the story but not in the drama.
B Kristin is not helpful in the story but gives David a suggestion in the drama.
C Kristin helps David clean out the refrigerator in the story but not inthe drama.
D Kristin tells their dad about David’s problem in the story but not in the drama.
Objective 5 (Setting/Characters/Plot)
10. What is one difference in plotbetween the story and the drama?
A David attends the science fair in the drama but not in the story.
B David cleans out the refrigerator in the drama but not in the story.
C Mike built a telegraph transmitterin the drama but not in the story.
D David’s dad leaves a note for David in the drama but not in the story.
This
pag
e m
ay n
ot b
e re
pro
duce
d.
TEKS UPDATE—Reading, Grade 6
58 © ECS Learning Systems, Inc.
Use both “David’s Genius” and “The Science Fair Project” to answerquestions 9 and 10.
5 ivjbbjO
)los/Phg/Cin(Se5
ea TE—RRe TEKS UPDA
ade 6rra ading, G Gr
differ frw do KristinoH9.
5 eivtcejbbjO
questions 9 and 10.The Science F“se both “DU
om her actions in the drama?differ frs actions in th ’ w do Kristin
)tt)los/Prrs/Petacarrachg/Cintt(Se
questions 9 and 10.” to answojectrair PThe Science F” and eniuss G’’ avidse both “D
in the drama but not in the storDBthe drama but not in the storDA
betwWhat is one differ10.
5 eivtcejbbjO
om her actions in the drama?ys actions in the stor
er nsw wer
in the drama but not in the storefrigerator avid cleans out the rD
the drama but not in the storavid attends the science fair in D
y and the drama?een the storbetwence in plotWhat is one differ
)tt)los/Prrsetacarrahg/Cintt(Se5
.yy.in the drama but not in the storefrigerator
.yy.the drama but not in the storavid attends the science fair in
y and the drama?ence in plot
efrigerator in the storrKristin helps DCthe drama.but givKristin is not helpful in the storBthe storKristin attends the science fair in A
y but not inefrigerator in the storavid clean out the Kristin helps D
the drama.avid a suggestion in es Dbut giv
Kristin is not helpful in the story but not in the drama.the stor
Kristin attends the science fair in
the storDDDin the drama but not in the storMC
y but not inavid clean out the
avid a suggestion in y Kristin is not helpful in the stor
y but not in the drama.Kristin attends the science fair in
id in the drama but n ees a note
e ma but not in t
e.yy.
S
he storD
s dad leav
e’’ avidD
g p
eM
lethe
avid s d
in the drama ike built a telegraph transmitter
not in e e for
S
e the
e.yy.
ele he stor
ansmitter
not in the drama.DKristin tells their dad about Dthe drama.
ced.
dut
be r
epro
no
ayhi
s p
age
m
not in the drama.oblem in the stors pr’avidD
Kristin tells their dad about the drama.
m
oblem in the storKristin tells their dad about
mmpy but
mple
le
his
pag
e m
T
S
Sam
mamp
mp
S
Sa
a
58
© ECS Learning S
nc. ystems, I© ECS Learning S
21©ECS Learning Systems, Inc. TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8
Objective 5 (Setting/Characters/Plot)
9. How do Kristin’s actions in the storydiffer from her actions in the drama?
A Kristin attends the science fair in the story but not in the drama.
B Kristin is not helpful in the story but gives David a suggestion in the drama.
C Kristin helps David clean out the refrigerator in the story but not inthe drama.
D Kristin tells their dad about David’s problem in the story but not in the drama.
Objective 5 (Setting/Characters/Plot)
10. What is one difference in plotbetween the story and the drama?
A David attends the science fair in the drama but not in the story.
B David cleans out the refrigerator in the drama but not in the story.
C Mike built a telegraph transmitterin the drama but not in the story.
D David’s dad leaves a note for David in the drama but not in the story.
This
pag
e m
ay n
ot b
e re
pro
duce
d.
TEKS UPDATE—Reading, Grade 6
58 © ECS Learning Systems, Inc.
Use both “David’s Genius” and “The Science Fair Project” to answerquestions 9 and 10.
5 ivjbbjO
)los/Phg/Cin(Se5
ea TE—RRe TEKS UPDA
ade 6rra ading, G Gr
differ frw do KristinoH9.
5 eivtcejbbjO
questions 9 and 10.The Science F“se both “DU
om her actions in the drama?differ frs actions in th ’ w do Kristin
)tt)los/Prrs/Petacarrachg/Cintt(Se
questions 9 and 10.” to answojectrair PThe Science F” and eniuss G’’ avidse both “D
in the drama but not in the storDBthe drama but not in the storDA
betwWhat is one differ10.
5 eivtcejbbjO
om her actions in the drama?ys actions in the stor
er nsw wer
in the drama but not in the storefrigerator avid cleans out the rD
the drama but not in the storavid attends the science fair in D
y and the drama?een the storbetwence in plotWhat is one differ
)tt)los/Prrsetacarrahg/Cintt(Se5
.yy.in the drama but not in the storefrigerator
.yy.the drama but not in the storavid attends the science fair in
y and the drama?ence in plot
efrigerator in the storrKristin helps DCthe drama.but givKristin is not helpful in the storBthe storKristin attends the science fair in A
y but not inefrigerator in the storavid clean out the Kristin helps D
the drama.avid a suggestion in es Dbut giv
Kristin is not helpful in the story but not in the drama.the stor
Kristin attends the science fair in
the storDDDin the drama but not in the storMC
y but not inavid clean out the
avid a suggestion in y Kristin is not helpful in the stor
y but not in the drama.Kristin attends the science fair in
id in the drama but n ees a note
e ma but not in t
e.yy.
S
he storD
s dad leav
e’’ avidD
g p
eM
lethe
avid s d
in the drama ike built a telegraph transmitter
not in e e for
e the
e.yy.
ele he stor
ansmitter
not in the drama.DKristin tells their dad about Dthe drama.
ced.
dut
be r
epro
no
ayhi
s p
age
m
not in the drama.oblem in the stors pr’avidD
Kristin tells their dad about the drama.
m
oblem in the storKristin tells their dad about
mmpy but
mple
le
his
pag
e m
T
S
Sam
mamp
mp
S
Sa
a
58
© ECS Learning S
nc. ystems, I© ECS Learning S
TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8 ©ECS Learning Systems, Inc.22
This
pag
e m
ay n
ot b
e re
pro
duce
d.
TEKS UPDATE—Reading, Grade 7
© ECS Learning Systems, Inc. 36
Fizz Fact ry�� ��������
Materialsroll of Mentos® candy
2-liter bottle of diet soda
index card
sheet of paper
tape
Directions1. Find a large, outdoor location that is grassy and open. Remember, things will probably get messy!
2. Unwrap the entire roll of candy.
3. Using your piece of paper, create a long tube big enough for the candy to slide through. Tape the side of the tube so it remains rolled.
4. Position the diet soda bottle so it remains upright. Open the bottle.
5. Holding the tube with one hand, cover the bottom opening with the index card.
6. Slip the candy into the tube so the pieces are resting in a column.
7. Flip the tube into the opening of the soda bottle, and watch liquid fountain into the air!
Whoever thought a seemingly innocent combination of candy plus soda would equal afantastic fountain of FIZZ! The reaction witnessed after combining Mentos® candies withsoda baffles even some scientists.
Most seem to think that the water molecules surrounding the soda’s carbon dioxide gasare disturbed when the candies are dropped in. Tiny pits on the surface of each piece ofcandy provide perfect places for new carbon dioxide bubbles to form. The candies quicklysink to the bottom of the bottle, adding to the reaction by pushing the liquid above them upand out of the bottle.
Why not try it yourself? Gather the materials below, follow the directions, and form yourown opinion—that is, if your brain isn’t too soggy after being soda-blasted!
�� ���������� ���������� ��������
ea TE—RRe TEKS UPDA
�� ��������
ade 7rra ading, G Gr
�� ��������Fizz
e disturbed when the candies ararost seem to think that the water molecules surrM
soda baffles evfantastic fountain of FIZZ! Whoev
�� ��������yrFizz Fact
e dre disturbed when the candies arost seem to think that the water molecules surr
en some scientists.soda baffles eveaction witnessed after combining MThe rfantastic fountain of FIZZ!
er thought a seemingly innocent combination of candy plus soda would equal aWhoev
�� ��������
iny pits on the surTopped in. e drounding the sodaost seem to think that the water molecules surr
eaction witnessed after combining Mer thought a seemingly innocent combination of candy plus soda would equal a
�� ��������
face of each piece ofiny pits on the surxide gass carbon dio’’ ng the soda ’
entos® candies witheaction witnessed after combining Mer thought a seemingly innocent combination of candy plus soda would equal a
�� ��������
face of each piece ofxide gas
entos® candies wither thought a seemingly innocent combination of candy plus soda would equal a
�� ��������
wn opinion—that is, if yoWhy not tr
and out of the bottle.sink to the bottom of the bottle, adding to the r
ocandy pr
�� ��������
our brain isnwn opinion—that is, if yather the materials beloourself? Gy it yWhy not tr
and out of the bottle.sink to the bottom of the bottle, adding to the r
fect places for nevide pero
�� ��������
t too soggy after being soda-blasted!’our brain isn, folww, folloather the materials belo
y pushing the liquid aboeaction bsink to the bottom of the bottle, adding to the rxide bubbles to form. w carbon diofect places for neiny pits on the suropped in.
�� ��������
ections, and form y
S
ee
ev
e he liquid abo
e ing soda-blasted!
S
ew the dir, follo
he candies q
exide bubbles to form.
face of each piece of
ele in
w
pushing the The candies q
�� ��������
oure form yee the
e qu
eele hem up
quickly
�� ��������
index car
2-liter bottle of diet soda
oll of MraterialsM
ced.
dut
be r
epro
no
ayhi
s p
age
m
�� ��������
dindex car
2-liter bottle of diet soda
candy®entosoll of Materials
m
�� ��������
mpmpmppppppppppppppmppmpmpmpmpmpmpmpmpmpmpmpmpmpmp
�� ��������
mpmplppmplplmpmpmpmpmpllpppple
�� ��������
llle
�� ��������
n
SU
S2.
o prin F1.
ectionirrectionsD
tape
sheet of paper
his
pag
e m
T
SU
pin
�� ��������
oll of caae r
Sanwrap the entir
Saobably get messy! and a large, outdoor location that is grassy and open. R
Samections
sheet of paper
Samn
�� ��������
.a andya y.
Sa ion that is grassy and open. R
Sammpmpmpmpmpmpmpmp
amp
�� ��������
, things wil ememberr, things will en mmpmppppppmp en. R
�� ��������
, things will
�� ��������
thr Ss SU SUsing y Slip the tube into the opening of the soda bottle, and watch liquid fountain into F7.
lip the candy into the tube so the pieces arS6.
olding the tube with one hand, coH5.
o SP S4.
3. So P
tU
�� ��������
andy into the tu Sding the tube with one Sosition the diet soda bottl Sape the side of th SaTSTape the side of the tube so it rSough. Sr S , caour piece of paperSa asing y Sp
Salip the tube into the opening of the soda bottle, and watch liquid fountain into Saip the candy into the tube
oldin
�� ��������
yalip the tube into the opening of the soda bottle, and watch liquid fountain into
esting in a column.e rlip the candy into the tube so the pieces ar
er the bottom opening with the index carv ha
emains upright. O e so it
olled.emains r he tube so i aeate a long t a craa hand, co
t r
it r g tube big enough for the candy to slide
�� ��������
lip the tube into the opening of the soda bottle, and watch liquid fountain into
esting in a column.
er the bottom opening with the index car
pen the bottle.emains upright. O
olled.eate a long tube big enough for the candy to slide
�� ��������
lip the tube into the opening of the soda bottle, and watch liquid fountain into
d.er the bottom opening with the index car
eate a long tube big enough for the candy to slide
�� ��������
the air!lip the tube into the opening of the soda bottle, and watch liquid fountain into F7.
36
�� ��������
the air!lip the tube into the opening of the soda bottle, and watch liquid fountain into
�� ��������
lip the tube into the opening of the soda bottle, and watch liquid fountain into
�� ��������
lip the tube into the opening of the soda bottle, and watch liquid fountain into
© ECS Learning S
�� ��������
lip the tube into the opening of the soda bottle, and watch liquid fountain into
nc. ystems, I© ECS Learning S
23©ECS Learning Systems, Inc. TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8
TEKS UPDATE—Reading, Grade 7
© ECS Learning Systems, Inc. 37
Lava Founta n
���� ��!���"���
���������
������ ��������#����%�����
���!���(
����� !��
����$����
���� ���������������������� !���������!��������� ������ ������� ���
��"��� ����� ��#� �� �������$������������#(�����
� ����! ���� � ����'����������#�
������������������ �� �
�������#&��! � �� �
�!����� �����
������'���������������������������� '������������� �����������"���!� ���� ���%�!
#������� ���#������%�!�� ��������������!���� ���
This page m
ay not be reproduced.
TE—RTEKS UPDA
Lava Founta n
ade 7rra eading, G GrTE—RRe
F nt nLava Founta n
����
Founta n
���������
���!���(
�"�����!���"���
!� ����������"��������
� '�����������������������������'�������������
���##���%�!
����"����� � '���������
������������������'����������
�����#�������� � #
���%�!
�����le! �
e� �
e� �
eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee����%�!
eeeeeeeeeeeeeeeeeeeeeeele� �
���� ��
e��������
S
ee����� �
e����%�!
eele� ���������
� ���
�����
����%#��������� �����
mmmmppmppppppppppppppppppppmpmp���l����$l !��l�����lemplplplplplplllll�lmp ��! � � ��
Spllplplmpl
e����! �
t be repro
noay
his page m
T
ele
SSSSSaSaSSSaSaa� ������� �����
a �
�!����������� !��� ������������� ���� �
aamamamamSSSSSSSSSSSSSSSSSSSSSSSSSam��
��� ������� ���������
���������m���������#
Sm���m������$mp� �mp� �mp#m
� �
mp��"��
mp����
mpmpamamammamamamamamamamamamammammmmmmaamaaaaaaaam
� � #m� ��
Smp
(� $mpmp
� ����'� ���
��! � � ��
mp��������
� � �� ��
����������#����'
��! �
ced.du
t be repro
SSSSSSSaSSSaSSSaSaSSSSaSSaaSSSSSSSSSaSSSSSSSSSSSSSSSSSSSaaaaa � �&��! � ��# ������
aaaaaa�������� ����������������
�� ��!��
� ��������� �����������
© ECS Learning S nc. ystems, I© ECS Learning S 37
TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8 ©ECS Learning Systems, Inc.24
This
pag
e m
ay n
ot b
e re
pro
duce
d.
38 © ECS Learning Systems, Inc.
TEKS UPDATE—Reading, Grade 7
Objective 2 (Roots/Affixes)
1. Read the sentence from “FizzFactory.”
The candies quickly sink to thebottom of the bottle, adding to thereaction by pushing the liquid abovethem up and out of the bottle.
The suffix -ly in the word quicklymeans—
A quality or stateB in a certain wayC action or processD the result of an act
Objective 8 (Author’s Use of Language)
2. The phrase “fountain of fizz” is an example of—
A alliterationB onomatopoeiaC personificationD simile
Objective 12 (Multi-Dimensional Instructions)
3. Why is an index card needed for the experiment?
A To soak up soda leaksB To count the candies onC To cover the tube’s openingD To help the tube remain rolled
Objective 2 (Dictionary/Glossary)
4. Read the sentences from “LavaFountain.”
Nah, I’m making a chemical volcano.It’s gonna rocket an impressiveeruption.
Which word from a thesaurus entrywould best replace eruption as it isused in the sentence?
A DischargeB ExplosionC FlareD Rush
Objective 12 (Graphical Components)
5. What does the boy in the cartoon do after the girl flips the tube?
A He runs.B He stands back.C He comes outside.D He opens the soda bottle.
Objective 12 (Graphical Components)
6. Which emotion best describes theboy’s expression in the cartoon’s lastframe?
A AmusedB IrritatedC RegretfulD Thoughtful
Use “Fizz Factory” to answerquestions 1–3.
Use “Lava Fountain” to answerquestions 4–6.
ea TE—RRe TEKS UPDA
ade 7rra ading, G Gr
The candies quickly sink to the
actorFead the sentence frR1.
2 eivtcejbbjO
questions 1–3.izz Fse “FUUse “F
y
The candies quickly sink to the
”.yy.actorizzom “Fead the sentence fr
s)eixffis/Afffto(Ro
questions 1–3.er” to answ weryactorizz F
ah, I’N
ountain.Fead the sentences frR4.
2 eivtcejbbjO
The candies quickly sink to the
questions 4–6.se “LavU
m making a chemical vah, I’
”ountain.om “Lavead the sentences fr
)yy)ssarlo/Gyy/arniot(Dic2
questions 4–6.er” to answ werountainn” to answa F ose “Lav
olcanom making a chemical v
aom “Lav
er
in a cerBquality or stateA
means—The suffix -
them up and out of the bottle.eaction brbottom of the bottle, adding to theThe candies quickly sink to the
tain wayquality or state
means—d quicklyin the worlyThe suffix -
them up and out of the bottle.y pushing the liquid aboeaction b
bottom of the bottle, adding to theThe candies quickly sink to the
EBDA
used in the sentence?would best rWhich wor
uption.ers gonna r’tIah, I’N
d quickly
them up and out of the bottle.evy pushing the liquid abo
bottom of the bottle, adding to theThe candies quickly sink to the
l i lischarge luption eeplace er eom a thesaureessi
eED
d in the sentence? eld best ru ed fr wor
uption.et an impr
S
es gonna rm making a chemical vah, I’
eleuld hich w
ocket
as it iseus entreiv
eyee
e.olcanom making a chemical v
leev
is an example of—The phrase “2.
8 eivtcejbbjO
the rDaction or prCin a cerB
ced.
dut
be r
epro
no
ayhi
s p
age
m
is an example of—”
m fizz
mThe phrase “
)guagee)LanfoUses ’’s roh(Aut
esult of an actthe rocessaction or pr
tain wayin a cer
mfountain of fi
do a
mpWh
mp1
mpe
mpiv
mpt
mpc
mpe
mpj
mpb
mpbj
SmpO
mpR
pD
pF
pC
pm 5.
mpEB
mp
after the girl flips th
mphat does the bomp(Gp12
mpush
plR
plar
plF
pxplosion l
y in the
s)tnenmpooCal icpaphprpraph
Spe
plE
mple
the tube? e ca
do after the girl flips the tube?toon y in the car
le
12
SeivtcejbbjO
simileDpersonificationConomatopoeiaBalliterationA
his
pag
e m
T
S
iataucarastaal
San
Sai-
Sult
SInasio
San
SaDime
S(M
S2
Smilenification
apoeia
alliteration
Sammil
ersonifinomatopo
BmAmps)anaioamWhich emotion best describes the6.
12 eitcejbbj
SO
HmDmHmCmHmHmpam
pivtc
e rpHmpWhich emotion best describes the
s)tnenmpooCal icaphrraph(G12
e o Hm e com Hm e stands bHm uns.pmpe opens the soda bottle. mes outside. back.
Which emotion best describes the
e opens the soda bottle.
T Se e Shy
STDTCT SB
A
3.
ST
the Wh
the tube rSer the tubeSo count the candies onSo soak up soda leaksSaT STo soak up soda leaksS experiment?Sd needed
Say is an index car
Saolledemain STTo help the tube rs openinS’S’ Sv S o STTo co
T STo count the candies onSSaemain ro help the tube r vo co
o TTo count the candies on
for aThoughtfulDRCIBAmusedA
frame?ybo
Which emotion best describes the6.
olled ng
a ng
ThoughtfuletfulegrR
rritatedIAmused
frame?toonession in the cars expr’y
Which emotion best describes the
s last’ toon
Which emotion best describes the
38
© ECS Learning S
nc. ystems, I© ECS Learning S
25©ECS Learning Systems, Inc. TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8
This page m
ay not be reproduced.
39© ECS Learning Systems, Inc.
TEKS UPDATE—Reading, Grade 7
Objective 10 (Connections Across Texts)
7. Both “Fizz Factory” and “LavaFountain” suggest that the reader—
A exercise care and cautionB wear the correct clothingC invite friends to help and observeD have a science text available nearby
Objective 10 (Evaluation of Summary)
8. “Fizz Factory” and “Lava Fountain”are mostly about—
A playing a prankB learning a new skillC trying an experimentD having fun with a friend
Objective 12 (Multi-Dimensional Instructions)
9. In both “Fizz Factory” and “LavaFountain,” which step activates theeruption?
A Flipping the paper tubeB Opening the soda bottleC Adding the candy to the paper tube
D Placing the index card over the soda bottle
Objective 10 (Connections Across Texts)
10. Which idea is suggested in “LavaFountain” but not in “Fizz Factory”?
A Cleaning up the sodaB Eating pieces of candyC Opening the soda bottleD Constructing a paper tube
Use both “Fizz Factory” and “LavaFountain” to answer questions 7–10.
TE—RTEKS UPDA
ade 7rra eading, G GrTE—RRe
12 ivjbbjO
Inal sioDimei-ult(M12
s)io
A
ountainFBoth “F7.
10 eivtcejbbjO
ountainFse both UUse both “F
ry
e and cautioncise car
eader—” suggest that the rountain” and “Lavyactorizz FBoth “F
s)txeexTTess orroAcs niotcenno(C10
er questions 7” to answ wer questions 7–10.nn” to answ” and “Lavyactorizz Fse both “F
ACOBFA
uption?erountain,Fn both “FI9.
12 eivtcejbbjO
eader—a” and “Lav
er questions 7–10.a” and “Lav
dding the candy to the paper Apening the soda bottleOlipping the paper tubeF
uption?ates the” which step activountain,
” and “Lavyactorizz Fn both “F
ucrstInal nsionDimei-ult(M12
dding the candy to the paper
ates thea” and “Lav
s)niotuc
10 eivtcejbbjO
nearbhavDinvite friends to help and obserCwBexA
)yy)Summarfonioaluatvvaluat(E10
ynearbailable e a science text avhav
invite friends to help and obserect clothingear the corrwe and cautioncise carerex
ountainFWhich idea is suggested in “Lav10.
10 eivtcejbbjO
soda bottlePDtube
ailable evinvite friends to help and obser
izz Fle” but not in “Fleuntain lhich idea is suggested in “Lav
S
les)et ex ee eex
S
eT eTe
S
ess eo ev
ed o
e e index car
er ero
S
eAc es eniotcenno(C10
ottlePtube
le10
soda botlacing the i
”?eyeactorle Fleae “Lav
leer th
ev
ele the
having fun with a friendDtrClearning a neBplaying a prankA
e mostly about—arizz F“F8.
iend
mying an experimenttr
w skilllearning a neplaying a prank
e mostly about—ountaina F” and “Lavyactorizz F
maving fun with a frie
D pO
pE
pB
pmCp
C
pC
pA”ountain
mp
ucting a paper tubplConstrplpening the soda bottle
SplO
pEating pieces of candy
SplCleaning up the soda
Spl
empl
e
bel
t be repro
noay
his page m
Tle
S
Sam
mamp
mp
ced.du
t be repro
S
Sa
a
© ECS Learning S
nc. ystems, I© ECS Learning S
39
TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8 ©ECS Learning Systems, Inc.26
������ ���������������Standing in the grocery aisle, perusing pickles,
Zesty dills and garlic dills,Sour pickles, sweet bread & butter pickles,
So many pickles, I muse, scanning the shelves.
Where are the sharp pickles, you know, the fieryGive-me-some-bread-my-mouth’s-on-fire hot ones?
Most people think that you drink water to cool the burn:Not so.
It’s bread that you eat To tame the heat.
My grandmother made pickles like nobody’s business.“Split the peppers,” she’d say, confiding her secrets.Those pickle-making marathons,
That’s what united women.
We’d go to the farmer’s market and select just the tiny ones, Uniform size.
“We’re not making cucumbers, here,” she’d inform me.I would nod and make a mental note, taking it all in.We’d buy fragrant fresh dill and hot yellow peppers and mysterious spices,
A colorful late summer’s bounty.
Then, in her sweltering kitchen we’d sterilize the jarsAnd pack pickles and peppers, dill and spices and brine,
Filling the jars, just so.When we were finished they were pretty,
Like terrariums without fish.
And then we’d wait till the first hot chili night of winterAnd we’d pop a jar, bread at-the-ready.
Some years were disappointing with soggy pickles,Some years were disappointing with salty pickles,But some years we beamed with perfect pickles.
In this place, my search will not yield what I seek.I choose a jar of plain dills to go with the first chili of the season.
I want my grandmother’s pickles.
This page m
ay not be reproduced.
TEKS UPDATE—Reading, Grade 8
© ECS Learning Systems, Inc. 19
27©ECS Learning Systems, Inc. TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8
Objective 2 (Context Clues)
1. Read the stanza from the poem.
Standing in the grocery aisle,perusing pickles,
Zesty dills and garlic dills,
Sour pickles, sweet bread & butterpickles,
So many pickles, I muse, scanningthe shelves.
In this stanza, the word perusingmeans—
A buyingB choosingC studyingD tasting
Objective 3 (Influence of Setting)
2. What was the importance of pickle-making marathons?
A To bring women togetherB To help the family businessC To yield food that lasts all
summerD To encourage people to use
local produce
Objective 2 (Roots/Affixes)
3. Read the lines from the poem.
We’d go to the farmer’s market andselect just the tiny ones,
Uniform size.
What do the letters uni in the worduniform mean?
A NotB OneC SmallD Under
Objective 8 (Similes/Metaphors)
4. The poet compares the pickle jars to terrariums to tell—
A how to pack the pickle jarsB how to sterilize the pickle jarsC what the pickle jars looked likeD what other uses the jars could
have
This
pag
e m
ay n
ot b
e re
pro
duce
d.
TEKS UPDATE—Reading, Grade 8
20 © ECS Learning Systems, Inc.
TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8 ©ECS Learning Systems, Inc.28
Objective 4 (Poetic Forms)
5. How does the reader know this is a narrative poem?
A It has a plot.B It rhymes in places.C It focuses on a family relationship.D It contains stanzas of different
lengths.
Objective 6 (Point of View)
6. The reader knows that the poem istold in first person point of viewbecause the poet—
A takes part in the poem’s storyB exists only outside the poem’s
storyC knows the feelings of each
characterD describes her grandmother’s
thoughts
Objective 6 (Theme/Conflict Resolution)
7. Which line best shows that the poetis dissatisfied at the end of the poem?
A I want my grandmother’s pickles.B But some years we beamed with
perfect pickles.C Some years were disappointing
with soggy pickles,D I choose a jar of plain dills to go
with the first chili of the season.
This page m
ay not be reproduced.
TEKS UPDATE—Reading, Grade 8
21© ECS Learning Systems, Inc.