2016 texas staar test – grade 5 - reading

2016 TEXAS STAAR TEST – GRADE 5 - READING
Total Possible Score: 46
Needed Correct to Pass: For 2016 - 26 For 2017 - 28
Advanced Performance: 40
Time Limit: 4 Hours
This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring,
2016, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This
document is available to the public under Texas state law. This file was created from information released
by the Texas Education Agency, which is the state agency that develops and administers the tests. All of
this information appears on the Texas Education Agency web site, but has been compiled here into one
package for each grade and subject, rather than having to download pieces from various web pages.
The number of correct answers required to "pass" this test is shown above. Because of where the "passing"
score is set, it may be possible to pass the test without learning some important areas of study. Because of
this, I believe that making the passing grade should not be considered "good enough." A student's goal
should be to master each of the objectives covered by the test. The "Advanced Performance" score is a good
goal for mastery of all the objectives.
The test in this file may differ somewhat in appearance from the printed version, due to formatting
limitations. Since STAAR questions are changed each year, some proposed questions for future tests are
included in each year's exams in order to evaluate the questions. Questions being evaluated for future
tests do not count toward a student's score. Those questions are also not included in the version of the test
made available to the public until after they used as part of the official test.
The test materials in this file are copyright 2016, Texas Education Agency. All rights reserved.
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Questions and comments about the tests should be directed to:
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phone: 512-463-9536 email: Student.Assessment@tea.state.tx.us
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STAAR
®
State of Texas
Assessments of
Academic Readiness
GRADE 5
Reading
Administered March 2016
RELEASED
Copyright © 2016, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express
written permission from the Texas Education Agency.
READING
Reading
Page 1
Read the selection and choose the best answer to each question.
Then fill in the answer on your answer document.
The narrator, Brianna, is running for class president when a new student,
Jasmine Moon, decides to run against her.
Copyright restrictions prevent the excerpt from
President of the Whole Fifth Grade from being
displayed in this format. Please refer to President
of the Whole Fifth Grade by Sherri Winston,
accessible at your local library.
Reading
Page 2
Copyright restrictions prevent the excerpt from
President of the Whole Fifth Grade from being
displayed in this format. Please refer to President
of the Whole Fifth Grade by Sherri Winston,
accessible at your local library.
Reading
Page 3
Copyright restrictions prevent the excerpt from
President of the Whole Fifth Grade from being
displayed in this format. Please refer to President
of the Whole Fifth Grade by Sherri Winston,
accessible at your local library.
Reading
Page 4
1 What is the most likely reason Mrs. Nutmeg supports Becks joining Jasmine’s
campaign team?
A She believes that Jasmine has the best chance of winning the election.
B She wants Jasmine to feel welcome in a new school.
C She is unaware that Brianna wants Becks on her campaign team.
D She wants Becks to have an opportunity to be a campaign manager.
2 Brianna’s thoughts in paragraphs 3 through 5 emphasize that she —
F questions Jasmine’s motives
G knows what it feels like to be the new kid in school
H relies on her friends to tell her what their classmates are doing
J
wishes she could be more like Jasmine
3 The sensory language in paragraph 22 highlights —
A the fact that Mrs. Nutmeg lets the students have animals in the classroom
B the amount of time that Becks has spent at Jasmine’s house
C the noises that students find annoying in the classroom
D the uncomfortable situation the girls experience as they wait
Reading
Page 5
4 By the end of the story, the reader can infer that Brianna has become concerned that
Jasmine will —
F be elected class president
G encourage Becks to run for class president
H interfere with her relationship with Becks
J
receive help from adults with her campaign
5 What do the details in paragraph 11 emphasize about Brianna?
A She is not sure how to persuade students to vote for her.
B She does not want to do the work required for a campaign.
C She is confident about her plan for her campaign team.
D She thinks she must make all the decisions in her campaign.
6 What does the word underhanded mean in paragraph 6?
F Harsh
G Sneaky
H Organized
J
Reading
Page 6
Meaningless
7 How do Jasmine’s comments in paragraphs 20 and 22 affect the plot?
A They explain why Jasmine has difficulty making friends in her class.
B They highlight the reasons why Becks would rather campaign for Brianna.
C They help persuade Becks to join Jasmine’s campaign team.
D They show that Brianna is upset about the possibility of Mrs. Nutmeg agreeing
with Jasmine.
8 What is the best summary of this story?
F Brianna and Jasmine are two girls who are running for class president. They have
to pick classmates to work on their campaigns. Todd Hampton, another candidate,
acts silly during the selection process, and the teacher almost disqualifies him
from running.
G The teacher announces it is time for the candidates for class president to choose
campaign teams. Brianna feels prepared because she has already decided who
she would like to have on her team. But Jasmine asks one of Brianna’s best
friends, Becks, to join her campaign.
H Brianna wants to become president of her fifth-grade class with the help of her
friends. But when the candidates in Brianna’s class select their campaign teams,
Jasmine, a new student, asks Brianna’s good friend Becks to be on her team.
Becks reluctantly agrees to work with Jasmine.
J
Reading
Page 7
Jasmine, who is new to the school, is running for class president. Because she
doesn’t know many people, she asks Brianna’s friend Becks to be her campaign
manager because they live near each other. Brianna is surprised when this
happens because she had anticipated selecting Becks to be part of her team.
9 Read the sentence from paragraph 6.
A guilty feeling scratched at the back of my mind.
The figurative language in this sentence shows that Brianna —
A is unable to remember important details about Jasmine
B doubts her initial judgment of Jasmine’s motives
C wonders whether she should also provide pizza to promote her campaign
D cannot decide whether to continue running for class president
10 Which sentence helps the reader predict that Brianna will not get the campaign team
she wants?
F Her father bought LOTS of pizza and she was just giving it away to kids “as a way
of introducing herself.”
G Besides, hadn’t my friends warned me not to get too carried away?
H We’d discussed it all through the summer like a gazillion times.
J
Reading
Page 8
When Mrs. Nutmeg smiled at Becks, I knew there was trouble.
Read the selection and choose the best answer to each question.
Then fill in the answer on your answer document.
A New Kind of Park for Medway
Dear Members of the Medway Town Council:
1 Our town is a wonderful place to live. I really enjoy going to the local
library and playing at the local baseball field. However, there is one thing
our town cannot go on without. I am the proud companion of a
wonderful dog, and I am sure many other dog owners would agree with
me that Medway should establish a dog park. Doing so would benefit not
only dogs and their owners but the whole community as well. It would
give Medway residents a chance to exercise and socialize, and it would
help the town by ensuring happy, well-behaved dogs.
2 Dogs of all sizes need daily exercise. Few things make dogs happier than
running. However, most of us can’t run as fast as our dogs. A dog park
provides a safe fenced area where dogs can be off their leashes to run
freely. Running strengthens their overall well-being, and it results in less
destructive behavior at home. Most dogs get into trouble because they
are bored or have too much energy. Running uses up surplus energy and
makes dogs calmer.
3 I walk my beagle daily, and I often see other people out walking their
dogs. Some of us cross routes every day. However, since our dogs are on
leashes and eager to keep moving, we rarely have the chance to stop
and talk. Building a dog park would solve this problem. It would allow
dog owners to get to know one another better and build a strong sense
of community.
4 Even people who do not have pets will benefit from having a dog park in
town. Like most towns, Medway has a rule that dogs must be leashed.
Still, I often see dogs running loose in Skeltie Park. I understand that
many people do not have fenced yards, and they want to give their dogs
a chance to run free for a while. However, it is dangerous to let dogs run
unleashed in a public place. They could run away or bother people who
may not be comfortable having a strange dog approach them. A dog
park is the perfect solution.
5 Furthermore, dogs that spend time at a dog park are usually friendlier
than dogs that do not. At the park, dogs become more familiar with how
to meet new people and other animals. Dogs that have grown
accustomed to seeing new people are less likely to bark at neighbors.
Dogs that have not had many social experiences are likely to feel
threatened by unfamiliar people or animals.
Reading
Page 9
6 A dog park does not need to be big in order to offer all these great
benefits. Most dog parks are no more than an acre or two in size. The
empty meadow south of the soccer field in Skeltie Park would be the
ideal place for a dog park. We would not have to worry about parking
since there is already a parking lot nearby. Aside from that, a fenced-in
space with a few benches is all a dog park would need. Perhaps some of
the businesses in town could donate materials or money, and volunteers
could build the fence. This would minimize the cost to the town. I am
sure many of the dog owners I see daily would be interested in joining a
committee to make the dog park a reality. Once the park is built, the
volunteer committee could maintain it by mowing grass, emptying trash
cans, and doing other chores.
7 I hope you will agree that building a dog park within Skeltie Park is a
good idea. I would be happy to address any concerns and discuss how
best to move forward on this worthwhile project. Thank you for
considering this idea.
Sincerely,
© www.CartoonStock.com
Matthew Bayer
Reading
Page 10
11 What is the author’s primary purpose in writing the letter?
A To explain why dogs are better behaved if they are used to being around people
B To share information about a potential volunteer opportunity at the Medway dog
park
C To suggest that many dog owners do not give their pets an opportunity to
exercise
D To convince the town council that the citizens of Medway would benefit from a dog
park
12 The word minimize in paragraph 6 means —
F encourage to take action
G reduce
H change on a regular basis
J
settle
13 How does the author try to convince people that the entire community will benefit
from a dog park?
A He includes the advantages of a dog park for people who do not have pets.
B He restates the fact that the town has a law requiring dogs to be leashed.
C He mentions that dog owners should have a fence around their yard for their dog.
D He proves that most dog owners feel that their dog is safer on a leash.
Reading
Page 11
14 How does the comparison in paragraph 5 support the author’s main argument?
F It suggests that people should avoid approaching a dog they have not met before.
G It reveals that most dogs act in a similar way when encountering new people or
animals.
H It demonstrates that most dog owners prefer to have their dogs behave in a
friendly way.
J
It explains that spending time at a dog park can have a positive effect on the
behavior of dogs.
15 Which sentence from the letter contains an example of exaggeration?
A I really enjoy going to the local library and playing at the local baseball field.
B However, there is one thing our town cannot go on without.
C Few things make dogs happier than running.
D I walk my beagle daily, and I often see other people out walking their dogs.
Reading
Page 12
16 The author argues that a dog park would be good for dog owners because it would —
F provide them with assistance for dog training
G prevent them from walking their dogs on the street
H provide them with a place to talk with one another
J
offer them an outdoor area to sit and relax
17 Why is paragraph 6 important to the author’s argument?
A It explains that the author has a plan for creating the park.
B It proves that the author has found willing volunteers.
C It shows that the author has experience caring for dog parks.
D It suggests that the author’s dog is familiar with the meadow in the park.
Reading
Page 13
Read the next two selections. Then choose the best answer to each
question.
When you hear the word “cactus,” you might think of tall, lanky
plants covered with prickly spines. Beads of sweat may form on your
forehead as you think of extreme desert heat. The thought of gritty sand
burning beneath your feet might come to mind. But you may not know
that cactus, one of the few plants able to survive in the extreme heat of
the desert, can be beneficial to many animals and even to people.
2
The cholla (CHOY-yuh) is a cactus
that grows in the deserts of the United
States and Mexico. There are about 20
species that belong to the cholla family.
Some chollas grow to be only a few
inches tall, while others grow to be up to
15 feet tall and 6 feet wide.
Searching for Water
3
A Cholla Teddy Bear Cactus
Regardless of the cholla’s size,
desert animals have learned to rely on it
for survival. Chollas have many stems that are similar to tree branches.
Precipitation is scarce in the desert, but cholla stems store rainwater that
is absorbed through the plant’s root system. Some desert animals
depend on the water stored in cholla stems.
4
The desert bighorn sheep, for
example, has learned to get water from
the cholla cactus. Like many other desert
animals, the bighorn rests when the
temperatures rise and then goes in
search of a cholla when the
temperatures cool. The animal uses its
large curled horns and its hooves to tear
off pieces of a cholla and remove the
spines. The bighorn gets water by eating
the moist insides of the cholla.
A Desert Bighorn Sheep
A Prickly Feast
5
Reading
Page 14
The cholla cactus also provides tasty meals for many other desert
animals. Bees enjoy the pollen of its colorful blooms. Birds, insects,
reptiles, and mammals dine on the cholla’s juicy fruit.
© Steven Robertson/iStockphoto.com # 1147371
1
© Anton Foltin/iStockphoto.com # 9456158
The Cholla Cactus
6
The cholla also provides nutritious food for people. Members of the
O’odham tribe and other desert-dwelling people eat the flower buds of
some types of chollas. They roll the buds on a hard surface to remove
the spines and then roast them slowly on an open fire. Once the buds
have been thoroughly roasted (usually for a day), they are ready to eat.
Cholla buds contain protein, calcium, and fiber—all of which are
important to good health.
A Safe Haven
7
Food and water aren’t the only needs of desert dwellers. Many
animals also seek shelter from the scorching sun. Wood rats, also called
pack rats, are known to save collected objects and use them in the
construction of their nests. They sometimes use pieces of a cholla to
build a nest in or on the cactus. The sharp spines of the cactus keep
predators away from their nests. And the thick covering of the cholla also
helps the wood rats keep cool during the hot summer and maintain body
heat during cold winter months.
8
The cactus wren, the largest wren in the United States, has
something in common with the wood rat. These birds also build their
nests in chollas. They often situate the nest high in a cholla to keep their
eggs a safe distance away from ground animals. A large nest is well
supported in a sturdy cholla. And when young wrens hatch, the prickly
spines of the cholla help keep the hatchlings inside the nest and shield
them from would-be intruders.
Desert Survival
9
Reading
Page 15
While the desert may seem virtually uninhabitable, it is home to
many animals and plants. The cholla cactus not only survives in the
desert but also helps animals live comfortably in this extreme
environment.
Cactus Wren
© James Metcalf/iStockphoto.com # 5218693
by Byrd Baylor
On the hottest
summer afternoons
when desert creatures
look for shade
5 and stay close to the earth
and keep their voices
low
I sit high on a cactus
and fling
10 my loud ringing trill
out to the sun . . .
over and over
again.
My home is
15 in a cholla cactus.
I won’t live
where cactus doesn’t grow
because I know
the only safe place
20 for a nest
is a stickery branch
in a cactus thicket.
Reading
Page 16
I like thorns
in all directions.
25 At the entrance
of my nest
I pile more cactus.
I peck off the spines
where I go
30 in and out.
It is so good a nest
that when we leave it
other creatures
will move in—
35 a family of crickets
or a cactus-climbing mouse.
But now
it holds
six small brown birds
40 and me.
From Desert Voices by Byrd Baylor. Text copyright © 1981 Byrd Baylor. Used with the permission of Atheneum Books for
Young Readers, an imprint of Simon & Schuster Children’s Publishing Division. Electronic rights used by permission of
Marian Reiner for the author.
Reading
Page 17
Use “The Cholla Cactus” (pp. 14–15) to answer questions 18–21. Then fill
in the answers on your answer document.
18 What is the main idea of the section titled “A Prickly Feast”?
F People sometimes roast the buds of certain types of cholla cactus.
G The cholla cactus attracts bees because of its pollen.
H People and animals eat parts of the cholla cactus.
J
The fruit of the cholla cactus is quite juicy.
19 According to the article, rainwater is stored in the cholla cactus’s —
A spines
B roots
C flowers
D stems
20 The author included the information in paragraph 1 to help the reader —
F visualize a hot desert region
G learn about people who live in extreme conditions
H understand the kinds of plants that live in sandy soil
J
Reading
identify the ways in which animals survive in the desert
Page 18
21 What do the subheadings in the article help the reader understand?
A There are many different types of cholla.
B The author is knowledgeable about desert animals.
C The cholla can be used for different purposes.
D Many animals live in severe environments.
Reading
Page 19
Use “Cactus Wren” (pp. 16–17) to answer questions 22–27. Then fill in
the answers on your answer document.
22 Why does the cactus wren “like thorns in all directions”?
F They offer cool shade from the desert heat.
G They help keep intruders away.
H They are a source of food for the young hatchlings.
J
They prevent the baby birds from moving around in the nest.
23 In lines 1 through 13, the poet contrasts the wren’s behavior with that of other
desert animals to show that the wren —
A feels comfortable in the heat of the desert
B worries about the needs of other animals
C makes noises that are more pleasant to listen to
D copies the actions of other animals
Reading
Page 20
24 Look at the dictionary entry for the word entrance.
ı
entrance \ en-tr n(t)s\ noun
1. permission to come into a
place 2. the act of coming in
3. the location or point for
coming in 4. the first appearance
of an actor in a scene
e
Which definition best fits the way entrance is used in line 25?
F Definition 1
G Definition 2
H Definition 3
J
Definition 4
25 The photograph below the title represents which part of the poem?
A Lines 1–7
B Lines 8–13
C Lines 14–22
D Lines 25–30
Reading
Page 21
26 The poet uses the word “stickery” in line 21 to help readers understand —
F how animals are able to find an abandoned nest
G where the wren sits on the cactus to sing in the afternoons
H how much work the wren does to build a nest
J
why most animals would not want to touch the cactus
27 This poem is written from the point of view of a —
A mouse
B baby bird
C mother bird
D cricket
Reading
Page 22
Use “The Cholla Cactus” and “Cactus Wren” to answer questions 28–31.
Then fill in the answers on your answer document.
28 Which sentence best describes a difference between the article and the poem?
F The article consists of factual information, while the poem allows for a deeper
understanding of an animal’s experience.
G The article describes the appearance of the cholla cactus, while the poem
describes its growth patterns.
H The article discusses the usefulness of the cholla cactus, while the poem does not.
J
The article describes an animal’s daily activities, while the poem does not.
29 According to the article and the poem, a cactus wren lives in a cholla cactus in order
to —
A be near food for its young
B be close to a source of water
C seek shelter from the sun
D be protected from other animals
Reading
Page 23
30 Which sentence from the article best expresses the cactus wren’s experience in the
poem?
F The cholla cactus also provides tasty meals for many other desert animals.
G Many animals also seek shelter from the scorching sun.
H While the desert may seem virtually uninhabitable, it is home to many animals
and plants.
J
The cholla cactus not only survives in the desert but also helps animals live
comfortably in this extreme environment.
31 Which idea do both the article and the poem support?
A Animals adapt to their environment.
B Animals often work together.
C Nature changes unexpectedly.
D People should rely on desert resources for food.
Reading
Page 24
Read the selection and choose the best answer to each question.
Then fill in the answer on your answer document.
An Accidental Toy
1 An invention can be valued because it solves a problem or fills a need.
And sometimes an invention can serve a purpose for which it was not
intended. One such accidental invention resulted in a squishy, bouncy toy
that millions of people enjoy playing with every day.
What Have We Here?
Wright’s invention can take the ink off
newspaper.
© AP Photo/Tom Copeland
2 James Wright was an engineer working in the General Electric (GE)
laboratories in New Haven, Connecticut, in the 1940s. The United States
faced a shortage of natural rubber, so the U.S. government asked GE and
other companies to develop artificial rubber for military uses. One day at
work Wright added boric acid to silicone oil. The combination produced
an interesting goo. The material bounced higher than rubber and was
more stretchable. And the gooey, stretchy material would even take an
imprint of ink images it was pressed on.
3 But the government wasn’t interested in Wright’s invention. Artificial
rubber that could be used for tires was already being made in other
laboratories. Although Wright’s putty had interesting features, nobody
could find a practical way to use it.
Reading
Page 25
Stretching into Success
4 Perhaps the putty would have been just a local wonder if it weren’t for a
man named Peter Hodgson who had experience in advertising. Hodgson
learned about the putty and had an idea. He knew that marketing and
advertising were very important in making a product popular. If Hodgson
could get the word out by advertising the putty, it could be a huge
success.
Silly Putty stretches when it is pulled.
Courtesy of ETS
5 Hodgson bought the rights to make the putty, which he named Silly
Putty. He sold it in a catalog and in a few stores and then began to
advertise it nationwide. Then Silly Putty was mentioned in the New
Yorker magazine. Within three days Hodgson received 250,000 orders for
Silly Putty. This once-rejected lab experiment had become a wildly
popular toy. Hodgson packaged the putty in plastic eggs, and it is still
sold that way. Silly Putty was one of the best-selling toys of the 1950s,
and it remains very popular with children today. Since 1950, more than
300 million Silly Putty eggs have been sold!
Not Just a Toy
6 As Silly Putty became more common in households, people took notice of
its unique properties. It is pliable when pressed slowly but stiffens when
pressure is applied quickly. So it can be squished by hand, but it remains
in a ball when bounced off the floor. People noticed that things stick to
the soft putty. For example, a ball of the putty rolled along a piece of
clothing can remove pet hair, and a small piece of putty pressed between
the keys of a computer keyboard can pick up dust and lint. And Silly
Putty can be used to help balance a wobbly table if it is placed under one
of the table legs.
Reading
Page 26
Courtesy of ETS
Silly Putty can be used to clean a computer
keyboard.
7 Because Silly Putty is soft and smooth, some people have found that
squeezing it can help reduce stress or focus the mind on a task.
Squeezing the putty keeps the hand muscle active and uses excess
energy. Silly Putty can also be used in physical therapy for people who
have hand injuries. The putty offers resistance when squeezed to help
people strengthen hand muscles.
8 Uses for Silly Putty continue to be found some 70 years after its
invention. In fact, astronauts on space missions have used Silly Putty to
hold their instruments in place in zero gravity, showing that the toy’s
potential is truly out of this world.
Reading
Page 27
32 The author’s main purpose in writing the selection is to —
F encourage the reader to think of clever uses for a product
G inform the reader about the invention and uses of an interesting product
H describe some creative ways of promoting a new product
J
explain how to develop an invention
33 From the information presented in paragraph 2, the reader can conclude that
Wright’s invention —
A cost more to make than the government was willing to pay
B required chemicals that were difficult to get
C displayed characteristics that he did not expect
D was the reason he was offered a job in the laboratory
34 Which of these statements best summarizes the section titled “Stretching into
Success”?
F When Peter Hodgson purchased the rights to make the putty, he decided to call it
Silly Putty.
G Peter Hodgson learned of an invention, named it Silly Putty, and used his
experience to successfully advertise it.
H Peter Hodgson realized that children around the country would like the putty if he
came up with a good name for it.
J
Reading
To help make James Wright’s invention popular, Peter Hodgson wanted to give
more people the opportunity to know about it.
Page 28
35 Based on the ideas presented in the selection, what can the reader conclude about
Silly Putty?
A It is used today by more adults than children.
B Copying ink images is the most valuable of its uses.
C For about 70 years it has been the most popular toy on the market.
D It has gained new uses over the years.
36 What is the meaning of the word properties in paragraph 6?
F Creators
G Solutions
H Qualities
J
Customers
37 What can the reader conclude about Peter Hodgson based on information in the
selection?
A He purchased several toys from different companies.
B He saw the possibilities for something that others did not.
C He searched for new inventions by reading magazines.
D He believed that mistakes often lead to important discoveries.
Reading
Page 29
38 The author presents the ideas in paragraphs 2 through 5 in chronological order so
that the reader will better understand —
F how a failed invention became popular when it was given a new purpose
G how an engineer mixed different chemicals to produce an invention
H the process an engineer followed to invent a product for the government
J
the best way to market an invention as a toy
39 Wright’s invention was originally intended for —
A military use
B children
C physical therapy
D astronauts
Reading
Page 30
Read the selection and choose the best answer to each question.
Then fill in the answer on your answer document.
Honus Wagner, Baseball Legend
1 Some 12-year-olds dream about the kind of job they’ll have when they
get older. At the age of 12, Johannes Peter “Honus” Wagner was already
working with his father and brothers in the coal mines near Pittsburgh,
Pennsylvania. Wagner would load about 2,000 pounds of coal onto a cart
each day, earning 70 cents for a day’s hard labor. But Wagner didn’t plan
to work in the coal mines forever. He had a different dream: to become a
professional baseball player.
2 As children, Wagner and his brothers spent all their free time playing
baseball. One of his older brothers noticed Wagner’s skills. He
encouraged Wagner to practice playing each of the nine positions on a
baseball team.
3 Wagner fell in love with the sport. He walked several miles to see the
home games of the nearest professional baseball team, the Pittsburgh
Pirates. He would watch the team play while sitting in a tree just outside
the ballpark. Wagner’s love for the game would help him become one of
the greatest baseball players of all time.
Looks Can Be Deceiving
5 Though powerfully built, Wagner was an
awkward figure on the baseball field.
Some major league managers were not
impressed. Wagner’s bowed legs and
long arms made him look clumsy. His left
hand appeared too large for his baseball
glove. And Wagner used a glove with a
hole in it. Wagner made the hole himself
because he thought the ball was easier to
hold in his glove that way.
6 However, coaches quickly learned to
appreciate Wagner’s ability to hit the
baseball and play any position. His
gawkiness didn’t matter. In 1897 Wagner
Reading
Page 31
Honus Wagner in His
Pittsburgh Pirates Uniform
Courtesy of Library of Congress # LC-USZ62-71742
4 As a young adult, Wagner began playing
for various area baseball teams. In 1895
he was recruited to play for a minor
league team. He hoped his talent would
soon earn him a spot on a major league
team.
joined a major league team in Louisville, Kentucky. He was a shining star
there until 1900, when he was asked to join the Pittsburgh Pirates. At
last Wagner was playing for his home team!
A Hometown Favorite
7 Wagner’s power, speed, and talent led to success with the Pirates.
Thunderous applause greeted the fan favorite at every home game.
8 After playing several positions with the Pirates, Wagner earned a
consistent role as the team’s starting shortstop. A shortstop plays
between second and third base. More balls are hit to the shortstop than
to any other position. A shortstop must also have a strong throwing arm
to quickly throw the long distance to first base. Game after game,
Wagner had success playing this difficult position.
9 Wagner’s long arms and large hands helped him with batting as well. He
was able to hit almost any ball pitched to him. In the early 1900s
Wagner was one of the National League’s best players. Many other teams
wanted him to play for them, but he remained loyal to his home team.
Center field
Left field
Second base
Shortstop
Third base
Right field
Pitcher
First base
Catcher
This diagram shows where baseball players stand on a baseball field.
10 Wagner played for the Pirates for 17 years. For much of that time, he
was the best hitter in the National League. Arthritis pain in his legs
slowed him down, though. Wagner tried to retire, but his coaches
persuaded him to keep playing because they believed the team benefited
from his leadership. In 1917 Wagner played his last game for the
Pittsburgh Pirates. But he wasn’t finished with the team just yet. Wagner
became a coach for the Pirates some years later, serving his team again
from 1933 to 1951.
Reading
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Honoring Excellence
A statue of Honus Wagner
stands in front of the
Pittsburgh Pirates stadium.
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Page 33
Robert Pernell, used under license from Shutterstock.com
11 Wagner is considered by many to be the
greatest shortstop of all time. He was one
of the first five players selected to the
National Baseball Hall of Fame. At the time
of his death in 1955, Wagner still held
many National League records. Wagner
worked hard to become a professional
baseball player. His journey continues to
motivate young people who aspire to be
professional athletes.
40 In paragraph 11, the word aspire means to —
F encourage a friend
G arrange a meeting
H design a project
J
seek a goal
41 What do the details in paragraph 5 help the reader understand about Wagner?
A He was underestimated because of his appearance.
B He was unhappy with his performance on the minor league team.
C He lacked the patience that coaches of major league teams expected of players.
D He needed the proper equipment before a major league team would select him.
42 Which sentence from the selection shows that Wagner was a positive influence on
others?
F Wagner would load about 2,000 pounds of coal onto a cart each day, earning 70
cents for a day’s hard labor.
G Wagner’s love for the game would help him become one of the greatest baseball
players of all time.
H For much of that time, he was the best hitter in the National League.
J
Reading
Wagner tried to retire, but his coaches persuaded him to keep playing because
they believed the team benefited from his leadership.
Page 34
43 By including the details in paragraph 3, the author most likely hopes to convey that
Wagner —
A took time to explore a professional career that was not related to baseball
B had a real passion for baseball from an early age
C settled for playing with the Pittsburgh Pirates because the team played close to
his childhood home
D enjoyed interacting with players during the Pittsburgh Pirates home games
44 What is the primary theme in the selection?
F Family members should offer support to one another.
G Kindness often leads to friendship and admiration.
H People should take the time to pursue their interests.
J
Reading
Dedication can help a person achieve great success.
Page 35
45 Which phrase from paragraphs 5 and 6 helps the reader understand the meaning of
gawkiness in paragraph 6?
A bowed legs and long arms
B play any position
C didn’t matter
D learned to appreciate
46 The photograph of the statue of Wagner conveys the message that —
F Wagner’s accomplishments are still respected today
G the Pittsburgh Pirates are successful today because of Wagner
H people can still learn from Wagner’s life story
J
Reading
Pittsburgh Pirates fans believe that Wagner is the best coach of all time
Page 36
BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS
ON THE ANSWER DOCUMENT.
STOP
STAAR
GRADE 5
Reading
March 2016
STAAR Grade 5 Reading Assessment
Genres Assessed:
Literary
• Fiction (Readiness)
• Literary Nonfiction (Supporting)
• Poetry (Supporting)
• Drama (Supporting)
• Media Literacy (Embedded)
Informational
• Expository (Readiness)
• Persuasive (Supporting)
• Procedural (Embedded)
• Media Literacy (Embedded)
Reporting Category 1:
Understanding and Analysis Across Genres
The student will demonstrate an ability to understand and analyze a
variety of written texts across reading genres.
(2)
(3)
Reading/Vocabulary Development. Students understand new vocabulary
and use it when reading and writing. Students are expected to
(A)
determine the meaning of grade-level academic English words derived
from Latin, Greek, or other linguistic roots and affixes;
Readiness Standard
(B)
use context (e.g., in-sentence restatement) to determine or clarify
the meaning of unfamiliar or multiple meaning words;
Readiness Standard
(E)
use a dictionary, a glossary, or a thesaurus (printed or electronic) to
determine the meanings, syllabication, pronunciations, alternate word
choices, and parts of speech of words. Readiness Standard
Reading/Comprehension of Literary Text/Theme and Genre. Students
analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding. Students are expected to
(A)
(Figure 19)
compare and contrast the themes or moral lessons of several works of
fiction from various cultures. Supporting Standard
Reading/Comprehension Skills. Students use a flexible range of
metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to
(F)
make connections (e.g., thematic links, author analysis) between and
across multiple texts of various genres and provide textual evidence.
Readiness Standard
STAAR Grade 5 Reading
Page 2 of 6
Texas Education Agency
Student Assessment Division
Spring 2011
Reporting Category 2:
Understanding and Analysis of Literary Texts
The student will demonstrate an ability to understand and analyze literary
texts.
(3)
(4)
Reading/Comprehension of Literary Text/Theme and Genre. Students
analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding. Students are expected to
(B)
describe the phenomena explained in origin myths from various
cultures; Supporting Standard
(C)
explain the effect of a historical event or movement on the theme of a
work of literature. Supporting Standard
Reading/Comprehension of Literary Text/Poetry. Students understand,
make inferences and draw conclusions about the structure and elements of
poetry and provide evidence from text to support their understanding.
Students are expected to
(A)
analyze how poets use sound effects (e.g., alliteration, internal
rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in
poems. Supporting Standard
(5)
Reading/Comprehension of Literary Text/Drama. Students understand,
make inferences and draw conclusions about the structure and elements of
drama and provide evidence from text to support their understanding.
Supporting Standard
(6)
Reading/Comprehension of Literary Text/Fiction. Students understand,
make inferences and draw conclusions about the structure and elements of
fiction and provide evidence from text to support their understanding.
Students are expected to
(A)
describe incidents that advance the story or novel, explaining how
each incident gives rise to or foreshadows future events;
Readiness Standard
(B)
explain the roles and functions of characters in various plots,
including their relationships and conflicts; Readiness Standard
(C)
explain different forms of third-person points of view in stories.
Supporting Standard
STAAR Grade 5 Reading
Page 3 of 6
Texas Education Agency
Student Assessment Division
Spring 2011
(7)
Reading/Comprehension of Literary Text/Literary Nonfiction.
Students understand, make inferences and draw conclusions about the varied
structural patterns and features of literary nonfiction and provide evidence
from text to support their understanding. Students are expected to
(A)
(8)
identify the literary language and devices used in biographies and
autobiographies, including how authors present major events in a
person's life. Supporting Standard
Reading/Comprehension of Literary Text/Sensory Language. Students
understand, make inferences and draw conclusions about how an author's
sensory language creates imagery in literary text and provide evidence from
text to support their understanding. Students are expected to
(A)
evaluate the impact of sensory details, imagery, and figurative
language in literary text. Readiness Standard
(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 apply earlier standards with greater
depth in increasingly more complex texts. Students are expected to
(C)
(Figure 19)
identify the point of view of media presentations.
Supporting Standard
Reading/Comprehension Skills. Students use a flexible range of
metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to
(D)
make inferences about text and use textual evidence to support
understanding; Readiness Standard (Fiction) /
Supporting Standard (Literary Nonfiction, Poetry, Drama)
(E)
summarize and paraphrase texts in ways that maintain meaning and
logical order within a text and across texts. Readiness Standard
(Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama)
STAAR Grade 5 Reading
Page 4 of 6
Texas Education Agency
Student Assessment Division
Spring 2011
Reporting Category 3:
Understanding and Analysis of Informational Texts
The student will demonstrate an ability to understand and analyze
informational texts.
(10) Reading/Comprehension of Informational Text/Culture and History.
Students analyze, make inferences and draw conclusions about the author's
purpose in cultural, historical, and contemporary contexts and provide
evidence from the text to support their understanding. Students are
expected to
(A)
draw conclusions from the information presented by an author and
evaluate how well the author's purpose was achieved.
Supporting Standard
(11) Reading/Comprehension of Informational Text/Expository Text.
Students analyze, make inferences and draw conclusions about expository
text and provide evidence from text to support their understanding. Students
are expected to
(A)
summarize the main ideas and supporting details in a text in ways
that maintain meaning and logical order; Readiness Standard
(B)
determine the facts in text and verify them through established
methods; Supporting Standard
(C)
analyze how the organizational pattern of a text (e.g., cause-andeffect, compare-and-contrast, sequential order, logical order,
classification schemes) influences the relationships among the ideas;
Readiness Standard
(D)
use multiple text features and graphics to gain an overview of the
contents of text and to locate information; Readiness Standard
(E)
synthesize and make logical connections between ideas within a text
and across two or three texts representing similar or different genres.
Readiness Standard
(12) Reading/Comprehension of Informational Text/Persuasive Text.
Students analyze, make inferences and draw conclusions about persuasive
text and provide evidence from text to support their analysis. Students are
expected to
(A)
identify the author's viewpoint or position and explain the basic
relationships among ideas (e.g., parallelism, comparison, causality) in
the argument; Supporting Standard
(B)
recognize exaggerated, contradictory, or misleading statements in
text. Supporting Standard
STAAR Grade 5 Reading
Page 5 of 6
Texas Education Agency
Student Assessment Division
Spring 2011
(13) Reading/Comprehension of Informational Text/Procedural Texts.
Students understand how to glean and use information in procedural texts
and documents. Students are expected to
(A)
interpret details from procedural text to complete a task, solve a
problem, or perform procedures; Supporting Standard
(B)
interpret factual or quantitative information presented in maps,
charts, illustrations, graphs, timelines, tables, and diagrams.
Supporting Standard
(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 apply earlier standards with greater
depth in increasingly more complex texts. Students are expected to
(C)
(Figure 19)
identify the point of view of media presentations.
Supporting Standard
Reading/Comprehension Skills. Students use a flexible range of
metacognitive reading skills in both assigned and independent reading to
understand an author’s message. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to
(D)
make inferences about text and use textual evidence to support
understanding; Readiness Standard (Expository) /
Supporting Standard (Persuasive)
(E)
summarize and paraphrase texts in ways that maintain meaning and
logical order within a text and across texts. Readiness Standard
(Expository) / Supporting Standard (Persuasive)
STAAR Grade 5 Reading
Page 6 of 6
Texas Education Agency
Student Assessment Division
Spring 2011