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Be a ReadingSTA RGRADE 5 TEACHER’S GUIDETable of ContentsHow to Use This Book . iiDay 1: Pretest 1: Readiness Standards .3Day 1: Realistic Fiction.4Day 2: Pretest 2: Supporting Standards.9Day 2: Realistic Fiction (continued) .10Day 3: Myths .14Day 4: Biography .20Day 5: Poetry .26Day 6: Informational Texts: Social Studies.32Day 7: Myths .38Day 8: Persuasive Letters .44Day 9: Realistic Fiction.50Day 10: Procedural Texts .56Day 11: Plays .62Day 12: Informational Texts: Science.68Day 13: Biography .74Day 14: Posttest 1: Readiness Standards .81Day 14: Informational Texts: Science.82Day 15: Posttest 2: Supporting Standards .85Day 15: Informational Texts: Science (continued) .86Read-Aloud Passages .89Graphic Organizers with Annotations . 119Text Evidence Questions Answer Key . 126STAAR Prep Questions Answer Key . 131Activity Pages with Annotations . 132
How to Use This BookBe a Reading STAAR for Grade 5Introducing the ProgramBenchmark Education’s Be a Reading STAAR was specifically designed to provide easyto-use instruction that covers all of the STAAR-assessed TEKS, with special emphasis onFigure 19. Gradual-release instruction provides daily opportunities for students to “stepup” to achieve on-grade reading proficiency.Each daily lesson is organized around a STAAR-assessed genre, with ampleopportunities to read across texts.Grade 5 GenresLiteraryInformationalFiction (Readiness):Realistic Fiction, MythsExpository (Readiness):Science and Social Studies InformationalTextsLiterary Nonfiction (Supporting):BiographyPersuasive (Supporting)Poetry (Supporting)Procedural (Embedded)Drama (Supporting)Media Literacy (Embedded)Media Literacy (Embedded)Why Choose Be a Reading STAAR?This is the only program that covers all STAAR-eligible Readiness and Supporting TEKS.Be a Reading STAAR incorporates explicit instruction that is developmentally appropriatefor students who are working toward retaking the STAAR reading test.“Step Up” to On-Level ReadingThe program’s built-in acceleration plan helps ensure that students get the supportthey need as they move toward negotiating grade-level texts and proficiency in STAARassessed student expectations. Reading passages are leveled to provide strugglingreaders with an acceleration plan, helping them “step up” to on-grade-level texts. Eachday, negotiate on-grade-level texts in the whole-group session. In small-group sessions,they read the same text over two days. The first version is two grade levels below, andthe second version is one grade level below. The repetition of content supports them asthey accelerate their reading to on-grade-level proficiency.iiBe a Reading STAAR Grade 5 Teacher’s Guide 2015 Benchmark Education Company, LLC
How to Use This BookUsing the Program: OverviewProgram components include the Teacher’s Guide, the My STAAR Reader consumablestudent book, and the Pre- and Post-Assessments book.Each genre-based day includes 180 minutes of instruction. The program is written tofollow a three-week (15-day) pacing guide, but it can be adapted to be taught in two orfour weeks. See pages vii–xii for recommended pacing guides.Teacher’s GuideInstruction is centered around STAAR-assessed genres tied to Readiness and Supportingstandards. A typical day of instruction includes 120* minutes of whole-group instructionand 60* minutes of small-group instruction.Whole-Group InstructionWhole-group reading selections and companion mini-lessons enable teachers toprovide students with skill instruction as well as instruction on finding and using textevidence. Students are given ample opportunity to apply what they learn by workingwith graphic organizers, completing workbook activities, and engaging in writingprompts. Each genre-based day of instruction includes the following elements:ElementPurposeRead-AloudStudents will: Experience an introduction to the genre throughread-aloud selectionsIntroduce the GenreStudents will: Develop genre awareness Analyze the features of the genreClose ReadingMini-LessonsStudents will: Develop close reading strategies Receive gradual-release genre-based instruction aligned toSTAAR-assessed TEKSWritingStudents will: Engage in daily writing activities based on selections and skillsfrom that dayReflect and ReviewStudents will: Participate in class discussions to summarize and reflect uponwhat they learned each day Make connections across texts* Times are meant to serve as recommendations.iiiBe a Reading STAAR Grade 5 Teacher’s Guide 2015 Benchmark Education Company, LLC
How to Use This BookSmall-Group InstructionSmall-group instruction provides opportunities to apply the skills taught in whole-groupinstruction to differentiated texts, followed by practice activities.ElementPurposeBridge,Accelerate,and ExtendTextsStudents will: Apply skills from whole-group instruction to Bridge Texts(2 levels below grade) Step up to Accelerate Texts (1 level below grade) Read on-level Extend Texts, when readyIndependentWorkstationPagesStudents will: Practice finding text evidence each day.Before breaking into small groups, point out the questions for the day’sgenre in My STAAR Reader (there will be a page citation in this guide eachday). Explain to students that they will have to go back to the partner-readtexts from that day to find text evidence to support their answers. Practice answering STAAR-like test questions each day.Before breaking into small groups, point out the questions for the day’sgenre in My STAAR Reader (there will be a page citation in this guideeach day). Explain to students that they will work on answering the practicequestions. Extend their practice with text evidence questions and STAAR-like questionsbased on the small-group texts (there will be a page citation in this guideeach day when they have this opportunity).Read-AloudsRead aloud selections, used to introduce each day of instruction, can be found onpages 89–118 of the Teacher’s Guide.My STAAR Reader (Student Book)The consumable My STAAR Reader student book provides all differentiated texts,graphic organizers, practice activities, test practice questions, and writing promptsneeded to complete the program. My STAAR Reader includes: On-level whole-group reads Graphic organizers that support close reading mini-lessons Bridge and Accelerate Texts to accompany small-group instruction Independent workstation activities, including text evidence and STAAR prepquestions Writing prompts Reading Across Texts practice questions Vocabulary activities Skills reinforcement activitiesivBe a Reading STAAR Grade 5 Teacher’s Guide 2015 Benchmark Education Company, LLC
How to Use This BookExtend Text Titles by GenreStudents who show mastery and fluency during small-group instruction maybe assigned Extend Text titles. These books match whole-group and smallgroup genres, and can be read independently or with partners. Extend Textselections can also be used when following the Four-Week Program (seepage xii). In this case, the accompanying Teacher’s Guides and Text EvidenceQuestion Cards can be used on Days 14–18 of the 20-day pacing plan.Grade 5 Extend Text SelectionsGenreTitleAuthorBiographyJulius CaesarCleopatraSarah AlbeePersuasive LettersAmerican RevolutionAngelo ParraInformational Texts (Science)A “Miracle” MaterialMatthew KachurInformational Texts (Social Studies)The Transcontinental RailroadEric KraftInformational Texts (Science)Conquering Mount EverestJackie GlassmanAssessmentsFormatted just like the STAAR exam, Be a Reading STAAR Pre- andPost-Assessments includes four tests, with Readiness and Supportingstandards covered up to two times in each:Readiness StandardsPretest 1XPretest 2Posttest 1Posttest 2Supporting StandardsXXXUse the Pretests on Days 1 and 2, and the Posttests on Days 14 and 15 asbenchmark assessments to measure student progress. You can comparestudent performance on the Pre- and Posttests to help measure growthduring the program.vBe a Reading STAAR Grade 5 Teacher’s Guide 2015 Benchmark Education Company, LLC
How to Use This BookComponents at a GlanceAssessment BookPre- and Posttests, coveringall STAAR-eligible TEKSAssessments are modeled after the STAAR reading test.Teacher’s GuideExplicit step-by-stepinstruction, centeredaround genre-based unitsWhole-Group Mini-LessonsSmall-Group Instructionand IndependentWorkstationsStudent BookAll-in-one studentresource book, packedwith reading passagesand activitiesEach unit of instruction focuses ona STAAR-assessed genre.Three levels of readingpassages per genre unitGraphic organizers andactivity pages provide handson practice opportunities forevery day of instruction.viBe a Reading STAAR Grade 5 Teacher’s Guide 2015 Benchmark Education Company, LLC
How to Use This BookPacingThe following pacing charts provide suggested times for individual lessons, as well as allof the information needed to successfully implement the program. To see when specificstandards are covered, refer to the chart on the inside back cover of this guide.Three-Week ProgramFollow the suggested 15-day pacing guide to use the program Be a Reading STAAR as itwas written.Three-Week Pacing Guide Week OneTime*DAY 1DAY 2DAY 3DAY 4DAY 5Assessment80Pretest 1: ReadinessPretest 2: SupportingRead-Aloud10“Early Birds”[TEKS: 5.6(C)]“Coming into View”[TEKS: 5.6(B)]“Thor’s Hammer”[TEKS: 5.3(C)]“America’s Birdman”[TEKS: 5.6(B)]“Dream Catchers”[TEKS: 5.4(A)]Introducethe Genre15Realistic FictionRealistic FictionMythsBiographyPoetry“The Prince and thePauper”“Bellerophon andPegasus”“Gordon Parks and HisCamera”“The Dream-Ship” Find Text Evidence toExplain the Roles andFunctions of Characters[TEKS: 5.8(A)] Find Text Evidence toEvaluate Sensory Details Find Text Evidence toEvaluate BiographicalDetails[TEKS: 5.7(A)] Find Text Evidenceto Summarize andParaphrase Texts[TEKS: Fig 19(E)] Find Text Evidence toExplain the Effect of aHistorical Event[TEKS: 5.3(C)] Find Text Evidence toEvaluate Sensory Details[TEKS: 5.8(A)] Use Explanations andExamples to DetermineMeaning[TEKS: 5.2(B)] Find Text Evidence toAnalyze How Poets UseSound Effects[TEKS: 5.4(A)] Use Context Clues toDetermine Meaning[TEKS: 5.2(B)] Find Text Evidence toIdentify the Point of Viewof Media Presentations[TEKS: 5.14(C)]Partner-Read1515–30Close ReadingComprehensionand VocabularyMini-Lessons(55–60 minutes)15–30[TEKS: 5.8(A)]15–20 Find Text Evidence toDescribe Incidents ThatAdvance the Story[TEKS: 5.6(A)]15Small-GroupDifferentiatedReading(60 minutes)WritingReflect andReview20“A Game Is a Game—Or IsIt?” Bridge“A Game Is a Game—Or IsIt?” Accelerate“Pandora A Greek Myth”Bridge“Pandora A Greek Myth”Accelerate20Text Evidence QuestionsText Evidence QuestionsText Evidence QuestionsText Evidence Questions20STAAR Prep QuestionsSTAAR Prep QuestionsSTAAR Prep QuestionsSTAAR Prep QuestionsRespond to RealisticFictionRespond to MythsRespond to BiographyRespond to PoetryMake Connections AcrossTexts [TEKS: Fig. 19(E)]Make Connections AcrossTexts [TEKS: 5.3(B)]Make Connections AcrossTexts [TEKS: 5.7(A)]Make Connections AcrossTexts [TEKS: Fig 19(E)]15–205–10Make Connections AcrossTexts [TEKS: 5.3(C)](continued)*Amount of time is used as a guideline. Each day should equal a total of 180 minutes.viiBe a Reading STAAR Grade 5 Teacher’s Guide 2015 Benchmark Education Company, LLC
How to Use This BookThree-Week Pacing Guide Week TwoTime*DAY 6DAY 7DAY 8DAY 9DAY 10Assessment80Read-Aloud10“A Discovery as Good asGold”[TEKS: 5.11(C)]“The Time of the TenSuns”[TEKS: 5.6(A)]“Why You Should Adopta Dog”[TEKS: 5.11(C)]“from The Secret Garden”[TEKS: 5.6(C)]“Swimming”[TEKS: 5.10(A)]Introducethe Genre15Informational Texts:Social StudiesMythsPersuasive LettersRealistic FictionProcedural TextsPartner-Read15“Pueblo People of NewMexico”“Hafiz, the Stonecutter”“Don’t Get a Pet!”“from A Little Princess”“How to Make a PuebloPot”15–30 Find Text Evidence toSummarize the MainIdeas and SupportingDetails[TEKS: 5.11(A)] Find Text Evidence toDescribe Incidents ThatAdvance the Story orNovel[TEKS: 5.6(A)] Find Text Evidence toIdentify the Author’sViewpoint, Reasons, andEvidence[TEKS: 5.12(A)] Find Text Evidence toEvaluate Sensory Details[TEKS: 5.8(A)] Find Text Evidence toInterpret Details fromProcedural Text[TEKS: 5.13(A)]15–30 Find Text Evidenceto Analyze theOrganizational Patternof a Text[TEKS: 5.11(C)] Use a Dictionary toDetermine Meaning[TEKS: 5.2(E)] Use Parts of Speech toDetermine Meaning[TEKS: 5.2(E)] Find Text Evidence toExplain the Roles ofCharacters[TEKS: 5.6(B)] Find Text Evidence toSynthesize and MakeLogical ConnectionsBetween Ideas[TEKS: 5.11(E)] Find Text Evidence toExplain CharactersRelationships andConflicts[TEKS: 5.6(B)] Find Text Evidence toRecognize Exaggeratedor MisleadingStatements[TEKS: 5.12(B)] Use Parts of Speech toDetermine Meaning[TEKS: 5.2(E)]Close ReadingComprehensionand VocabularyMini-Lessons15–20(55–60 minutes)1520“The Start of SomethingNew” Bridge“The Start of SomethingNew” Accelerate“Early Explorers” Bridge“Early Explorers”Accelerate“Lengthen the SchoolYear—Before It’s Too Late!”Bridge20Text Evidence QuestionsText Evidence QuestionsText Evidence QuestionsText Evidence QuestionsText Evidence Questions(60 minutes)20STAAR Prep QuestionsSTAAR Prep QuestionsSTAAR Prep QuestionsSTAAR Prep QuestionsSTAAR Prep QuestionsWriting15Respond to InformationalTexts: Social StudiesRespond to MythsRespond to PersuasiveLettersRespond to RealisticFictionRespond to ProceduralTextsReflect andReview5Make Connections AcrossTexts[TEKS: 5.10(A)]Make Connections AcrossTexts[TEKS: 5.3(B)]Make Connections AcrossTexts [TEKS: 5.12(A)]Make Connections AcrossTexts [TEKS: 5.8(A)]Make Connections AcrossTexts [TEKS: 5.13(A)]Small-GroupDifferentiatedReading*Amount of time is used as a guideline. Each day should equal a total of 180 minutes.viiiBe a Reading STAAR Grade 5 Teacher’s Guide 2015 Benchmark Education Company, LLC
How to Use This BookThree-Week Pacing Guide Week ThreeTime*Assessment80Read-Aloud10–20DAY 11DAY 12DAY 13DAY 14DAY 15Posttest 1: ReadinessPosttest 2: Supporting“Staying Afloat”[TEKS: Fig. 19(E)]“The Passenger Pigeon”[TEKS: 5.11(E)]“John Adams”[TEKS 5.7(A)]“Icebergs”[TEKS: 5.11(C)]“Storm Chasers”[TEKS: 5.10(A)]Informational Texts:ScienceIntroducethe Genre15PlaysInformational Texts:ScienceBiographyInformational Texts:SciencePartner-Read15“Nature Girl”“The Gray Wolf”“Rudolf Diesel”“Meet Sue”15–30 Find Text Evidence toExplain the Roles andFunctions of Characters[TEKS: 5.6(B)] Find Text Evidence toSummarize the MainIdeas[TEKS: 5.11(A)] Find Text Evidenceto Summarize andParaphrase[TEKS: Fig. 19(E)] Find Text Evidence toDetermine the Facts inTexts[TEKS: 5.11(B)]15–30 Find Text Evidence toExplain the Effect of aHistorical Event[TEKS: 5.3(C)] Find Text Evidence toDetermine the Factsin Text[TEKS: 5.11(B)] Find Text Evidence toIdentify the LiteraryLanguage and DevicesUsed in Biographies[TEKS: 5.7(A)] Find Text Evidenceto Analyze theOrganizational Patternof a Text[TEKS: 5.11(C)]15–20 Use Context Clues toDetermine Meaning[TEKS: 5.2(B)] Use Roots, Prefixes, andSuffixes to DetermineMeaning[TEKS: 5.2(A)]20“Lengthen the School“How to Make a PersonalYear—Before It’s Too Late!” Budget” BridgeAccelerate“How to Make a PersonalBudget” Accelerate“Kingdom to Species”Accelerate20Text Evidence QuestionsText Evidence QuestionsText Evidence QuestionsText Evidence Questions(60 minutes)20STAAR Prep QuestionsSTAAR Prep QuestionsSTAAR Prep QuestionsSTAAR Prep QuestionsWriting15Respond to PlaysRespond to InformationalTexts: ScienceRespond to BiographyRespond to InformationalTexts: ScienceReflect andReview5Make Connections AcrossTexts [TEKS: 5.5]Make Connections AcrossTexts [TEKS: 5.11(E)]Make Connections AcrossTexts [TEKS: 5.7(A)]Close ReadingComprehensionand VocabularyMini-Lessons(55–60 minutes)15Small-GroupDifferentiatedReadingMake Connections AcrossTexts [TEKS: Fig. 19(E)]Make Connections AcrossTexts [TEKS: Fig. 19(E)]*Amount of time is used as a guideline. Each day should equal a total of 180 minutes.ixBe a Reading STAAR Grade 5 Teacher’s Guide 2015 Benchmark Education Company, LLC
How to Use This BookTwo-Week ProgramThis 10-day pacing guide is for those who wish to teach the program in two weeks.This pacing guide omits pre- and post-assessment days and eliminates genres thatare repeated in the three- and four-week programs. In place of administering theassessments, you can use STAAR data to help you to focus on the genres and TEKS thatyour students most need.Two-Week Pacing Guide Week OneTime*Read-Aloud10DAY 1“Early Birds”[TEKS: 5.6(C)]DAY 2DAY 3DAY 4DAY 5“Thor’s Hammer”[TEKS: 5.3(C)]“America’s Birdman”[TEKS: 5.6(B)]“Dream Catchers”[TEKS: 5.4(A)]“Why You Should Adopta Dog”[TEKS: 5.11(C)]“Coming into View”[TEKS: 5.6(B)]Introducethe Genre15Realistic FictionMythsBiographyPoetryPersuasive LettersPartner-Read15“The Prince and thePauper”“Bellerophon andPegasus”“Gordon Parks and HisCamera”“The Dream-Ship”“Don’t Get a Pet!”15–20 Find Text Evidence toExplain the Roles andFunctions of Characters[TEKS: 5.8(A)] Find Text Evidence toEvaluate Sensory Details[TEKS: 5.8(A)] Find Text Evidence toEvaluate BiographicalDetails[TEKS: 5.7(A)] Find Text Evidence toSummarize andParaphrase Texts[TEKS: Fig 19(E)] Find Text Evidence toIdentify the Author’sViewpoint, Reasons, andEvidence[TEKS: 5.12(A)]15–20 Find Text Evidence toExplain the Effect of aHistorical Event[TEKS: 5.3(C)] Find Text Evidence toEvaluate Sensory Details[TEKS: 5.8(A)] Use Explanations andExamples to DetermineMeaning[TEKS: 5.2(B)] Find Text Evidence toAnalyze How Poets UseSound Effects[TEKS: 5.4(A)] Use Parts of Speech toDetermine Meaning[TEKS: 5.2(E)]15-20Make Connections AcrossTexts[TEKS: 5.3(C)] Use Context Clues toDetermine Meaning[TEKS: 5.2(B)] Find Text Evidence toIdentify the Point of Viewof Media Presentations[TEKS: 5.14(C)]Close ReadingComprehensionand VocabularyMini-Lessons(55–60 minutes) Find Text Evidence toRecognize Exaggerated orMisleading Statements[TEKS: 5.12(B)] Find Text Evidence toDescribe Incidents ThatAdvance the Story[TEKS: 5.6(A)]1520“A Game Is a Game—Or IsIt?” Bridge“A Game Is a Game—Or IsIt?” Accelerate“Pandora A Greek Myth”Bridge“Pandora A Greek Myth”Accelerate“Early Explorers” Bridge20Text Evidence QuestionsText Evidence QuestionsText Evidence QuestionsText Evidence QuestionsText Evidence Questions(60 minutes)20STAAR Prep QuestionsSTAAR Prep QuestionsSTAAR Prep QuestionsSTAAR Prep QuestionsSTAAR Prep QuestionsWriting15Respond to Realistic FictionRespond to MythsRespond to BiographyRespond to PoetryRespond to PersuasiveLetters5–10Make Connections AcrossTexts [TEKS: Fig. 19(E)]Make Connections AcrossTexts [TEKS: 5.3(B)]Make Connections AcrossTexts [TEKS: 5.7(A)]Make Connections AcrossTexts [TEKS: Fig 19(E)]Make Connections AcrossTexts [TEKS: 5.12(A)]Small-GroupDifferentiatedReadingReflect andReview*Amount of time is used as a guideline. Each day should equal a total of 180 minutes.xBe a Reading STAAR Grade 5 Teacher’s Guide 2015 Benchmark Education Company, LLC
How to Use This BookTwo-Week Pacing Guide Week TwoRead-AloudTime*DAY 610“from The Secret Garden”[TEKS: 5.6(C)]DAY 7“
Be a Reading STAAR † Grade 5 Teacher’s Guide † 2015 Benchmark Education Company, LLC Introducing the Program Benchmark Education’s Be a Reading STAAR was specifi cally designed to provide easy-to-use instruction that covers all of the STAAR-assessed TEKS, with special emphasis on Figure 19.
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Recent studies have suggested that reading-while-listening can assist in fostering reading skills. For example, Chang and Millet (2015) evidenced a superior rate of reading, and level of reading comprehension, for audio-assisted reading (reading-while-listening) over silent reading.
The Reading section measures your ability to understand academic passages written in English. You will read one passage and answer questions about it. In the actual TOEFL iBT test, you would have 20 minutes to read the passage and answer the questions. Test takers with disabilities can request a time extension. Reading Practice Set 1File Size: 658KBPage Count: 21Explore furtherSample TOEFL Reading Practice Test (updated 2021)www.mometrix.comTOEFL Reading Practice: 100 Free Questions (PDF included)tstprep.comTOEFL Reading Practice - Free TOEFL Reading Test with .www.bestmytest.comTOEFL reading test 1: free practice exercises from Exam .www.examenglish.comTOEFL reading test 4: free practice exercises from Exam .www.examenglish.comRecommended to you b
is effective for developing the reading rates of Japanese learners at a lower-intermediate reading proficiency level. Keywords: pleasure reading, extensive reading, graded readers, reading rate, reading fluency Second language (L2) reading authorities
F. Reading for Enjoyment 9 G. Versatility in Rnadinq 10 III. Description of the Nongraded, Individualized Reading Program 10 A. Pre-Reading Experiences 10 B. Language Experienr:. 13 C. Expanding Reading Vocabulary 13 D Reading-Thinking Activities 14 E, Developing Indept:ndence in Reading 14 F. Reading for Enjoyment G. Versatility in Reading 16 IV.
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