3rd Grade Texas STAAR Released Test Answer Keys 2022-2023 PDF Mathematics Test and PDF Reading Test STAAR Mathematics and Reading PAPER Test Forms with Answer Keys
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Grade 3, 4, 5, 6, 7, 8 and High STAAR Released Test Forms and Answer Keys
Texas STAAR Released Test Answer Keys 2022-2023 PDF Mathematics Test and PDF Reading Test STAAR Mathematics and Reading PAPER Test Forms with Answer Keys
STAAR Released Math and Reading test forms
Build your students’ reading fluency and comprehension with these self-checking 15 minute ELA bell work workbook lessons aligned to the science of reading! This workbook features 20 engaging 15-minute morning activities with fiction and nonfiction passages packed with tier 2 and tier 3 vocabulary words. Each lesson focuses on critical reading skills like decoding, proper phrasing, expression, and reading rate. After reading the daily passage, students will complete comprehension questions testing key analysis skills. Topics cover the main idea, the author’s purpose, making inferences, summarizing, and more! Answers are provided for self-assessment. These quick bell ringers provide scaffolded fluency practice while strengthening literacy skills essential for reading success. They’re perfect for morning work or test prep in 6th-8th grade. Save time prepping with this all-in-one fluency and comprehension builder!
Lesson 1: Plot Structure
Passage: "Stuck in the Elevator"
Jake was running late to meet his friends. As he rushed into the apartment building, he jammed his thumb hitting the elevator button. Once inside, the elevator suddenly shuddered to a stop between floors. The lights flickered off. Jake felt around in the dark, his heart pounding. He hit the alarm button which sent an eerie siren throughout the shaft. What felt like hours passed. Jake paced anxiously in the cramped space, worried help might never arrive. Just as he was losing hope, the elevator creaked back to life. When the doors opened, Jake let out a huge sigh of relief. He vowed to take the stairs next time, even if it made him late.
Activities:
1. Number the plot events in order:
2. Identify exposition, rising action, climax, falling action, and resolution:
3. What is the theme?
Answers:
1. Jake rushes into the elevator, it breaks down, time passes slowly, it finally starts working again
2. Exposition: Jake rushing to meet friends and taking the elevator
Rising action: Elevator breaking down and Jake waiting worriedly
Climax: Elevator creaking back to life
Falling action: Doors opening, Jake relieved
Resolution: Jake decides to take the stairs next time
3. Don't take shortcuts just to save time
Lesson 2: Characterization
Passage: "Disaster at the Science Fair"
Miguel poured the chemical into the beaker, excited to demonstrate his volcano model at the fair. His project was sure to impress the judges! But when Miguel added the second solution, sparks flew as a tiny explosion rocked his table. Smoke poured from the beaker. "What did you do?" cried his partner Leila. Miguel stammered apologies as Leila scrambled to stop the smoking mess. Miguel braced for her anger, but Leila just laughed. "Our project is a disaster, but that was awesome!" she said. Together, they cleaned up the mess Miguel had made. Leila wasn't mad—she was just happy they'd given the judges a science fair to remember.
Activities:
1. Describe Miguel's personality traits.
2. How did Leila respond to the explosion? Why?
3. Have you ever made a mistake on a group project? What happened?
Texas STAAR Released Test Answer Keys 2022-2023 PDF Mathematics Test and PDF Reading Test STAAR Mathematics and Reading PAPER Test Forms with Answer Keys
STAAR Released Math and Reading test forms
FREE STAAR 4-6th Grade ELA Test Prep Morning Work Workbook
EXAMPLES:Lesson 1: Understanding Plot StructurePassage: "The Mystery of the Missing Necklace"Jessica walked into her jewelry box a mess. All of her necklaces were tangled up! As she carefully untangled them, she noticed her favorite necklace was missing - the one with a pearl pendant that her grandmother had given her. Jessica looked all over her room, but couldn't find it anywhere. She ran to the kitchen to tell her mom, who suggested they retrace Jessica's steps. Jessica remembered wearing it yesterday at school. Maybe she lost it on the playground? Jessica raced back to school and searched the field and playground equipment. Finally, under the slide she found her precious pearl necklace. Jessica was overjoyed to be reunited with her special gift from grandma.Activities:1. Order the events from the story by numbering them 1-6:- Jessica discovers her favorite pearl necklace is missing.- Jessica searches under the slide and finds her necklace.- Jessica tells her mom about the missing necklace.- Jessica looks through her messy jewelry box.- Jessica retraces her steps to the school playground.- Jessica wore the necklace to school yesterday.2. Identify the story's basic plot structure:Exposition "Beginning":Rising Action ande Climax "Middle:":Falling Action, Resolution "End":
Here are some basic parts of plot structure:
- Exposition: Establishes the setting and characters at the beginning of the story.
- Rising action: A series of events where the protagonist experiences both advances and setbacks.
- Climax: The biggest plot point, where the characters must make a choice that will affect the rest of the story.
- Falling action: Wraps up the plot points, consequences of the climax, and reflection on the changes in the main character.
- Resolution: Marks the end of the story
Here is a sample 6th-grade-level passages and activities for a morning bell work workbook:3. Define vocabulary words using context clues:Precious:Overjoyed:Answer Key:1. 3, 4, 1, 6, 5, 22. Beginning: Jessica discovers her necklace is missingMiddle: Jessica retraces her steps to find itEnd: Jessica finds her necklace under the playground slide3. Precious: very valuable or importantOverjoyed: extremely happyLesson 2: Analyzing CharactersPassage: "Talent Show Troubles"Jack was backstage getting ready for the talent show at school. He had been practicing magic tricks for weeks and felt prepared for his act. Suddenly, his best friend Simon came running over in a panic. Simon was supposed to sing a solo, but said he was too scared to go on stage now. Jack tried calming Simon down, saying he had a great voice and would do fine. But Simon was freaking out, even threatening to quit the show. Jack knew Simon really wanted this chance to shine. So he offered to go on stage first to pump up the crowd for Simon. Jack told a few jokes before his magic performance to energize the audience. Simon watched from the wings, and finally felt ready to perform his song. Backstage after the show, Simon thanked Jack for his support. Though Jack's tricks had some flaws, his encouragement is what really made the act magical.Activities:1. Describe Jack's personality using adjectives:2. How did Simon feel at first? How did his feelings change?3. How did Jack's actions affect Simon?Answers:1. Encouraging, supportive, kind, brave2. At first Simon felt scared/nervous to perform. Jack's encouragement made him feel more confident and ready.3. Jack's actions gave Simon courage to overcome his fears and perform his song.Lesson 3: Making InferencesPassage: "Lost in the Woods"It was getting dark. James knew he shouldn't have wandered so far into the forest. Now he was lost and starting to panic. Every direction looked the same - just trees as far as he could see. James tried to retrace his steps back to the trail but only got more turned around. He was supposed to be home before dinner. His family must be worried sick! As it grew darker, James shivered, wishing he had brought a sweater. The hooting owls and rustling leaves put him further on edge. Lost, cold, and hungry, James just wanted to find his way home. He decided to stay put and hope someone would find him soon. Peering through the woods, he saw a glowing light! James followed it until he finally reached the park ranger station near the trail. The ranger called James' relieved parents, and he was safely home before bedtime.Activities:1. What can you infer about why James went into the woods alone?2. How do you think James felt while lost in the woods?3. Why did James follow the light that he saw?Answers:1. He wanted adventure/was curious2. Scared, worried, hungry, cold3. He thought it would lead him back to safetyLesson 4: Identifying ThemesPassage: "Teamwork on the Basketball Court"Jose dribbled down the court, focused on scoring the winning points for his team. As he maneuvered around defenders, Jose realized his teammate David was wide open. Jose could take the shot himself or pass to David for an easy score. Jose thought back to how David had slipped on defense earlier, letting the other team tie up the game. But his coach's words echoed in his mind - it's about the team, not individual players. Jose passed the ball to David who scored just as the buzzer rang! Though Jose lost his chance to shine, he felt proud helping his teammate succeed. In the end, working together as a team is more important than any individual play.Activities:1. Underline details that support a "teamwork" theme.2. Why did Jose pass instead of taking the winning shot himself?3. Do you agree that teamwork is more important than individual play? Explain.Answers:1. Jose realized David was wide open, remembered his coach said it's about the team, Jose passed the ball to David, David scored2. Jose wanted to give his teammate a chance to shine/help the team succeed3. Answers may vary. Text evidence supports teamwork being very important in basketball. But individual effort also matters.Lesson 5 - Using Context CluesPassage: A Trip to the AquariumToday, my class took a field trip to the aquarium. As we entered, the first exhibit we saw displayed brightly colored fish called koi swimming in a freshwater pond. They darted back and forth, nibbling at the plants along the bottom. Next, we visited the tropical reef filled with wrasses, tangs, and parrotfish. The guide explained how the parrotfish get their name from their beak-like mouths. My favorite part was petting the slippery raycations in the touch tank. But too soon it was time to board the bus back to school. I can't wait for our next adventure!Activities:1. Use context clues from the passage to define: exhibit, reef, tropical, raycations2. Why are parrotfish named that way?Answers:1. exhibit - a display, reef - coral area, tropical - hot/rainforest climate, raycations - types of rays (fish)2. Because of their beak-like mouthsLesson 6 - Poetry and Rhyme SchemesPassage: Rhyme Time!I like to rhyme all day and night,It makes my words sound fun and bright.AABB is the pattern I use,To write in rhymes I never refuse!Activities:1. Identify the rhyme scheme in the poem:2. Write your own 4 line poem with an AABB rhyme scheme:Answers:1. AABB2. Answers will varyLesson 7 - Figurative LanguagePassage: Playground ProblemsAs we lined up after recess, a dark cloud seemed to hang over Ava's head. During kickball, she had accidentally kicked the ball over the fence. Now Ava felt lower than a snake's belly. Her eyes welled up like waterfalls. I tried to reassure Ava not to cry over spilt milk. She sighed that she couldn't help feeling bad.Activities:1. Identify two examples of figurative language in the passage:2. What does "lower than a snake's belly" mean?3. Why did the author compare Ava's eyes to waterfalls?Answers:1. dark cloud over her head, lower than a snake's belly2. It means Ava felt very low or depressed.3. To show she was crying heavily.Lesson 8 - Point of ViewPassage: The Lunch Room Mix UpI grabbed a chocolate pudding cup and milk and headed to the cashier. That's when I noticed the new kid Sam behind me. He put an apple on his tray. Uh oh, I thought. Apples are 50 cents. Does Sam have money? He looked worried as he checked his pockets. "I forgot my lunch money," Sam said quietly. I told the lunch lady I'd pay for both our lunches so Sam could eat. She smiled and thanked me. I'm glad I could help Sam feel welcome on his first day.Activities:1. Who is telling the story? How do you know?2. How did Sam and the narrator probably feel?3. Rewrite in 3rd person focusing on Sam.Answers:1. The narrator is a classmate/student because they are getting lunch and know Sam is new.2. Sam - worried and thankful; Narrator - concerned and helpful3. Sam grabbed an apple and noticed he forgot his lunch money. A classmate offered to pay so Sam could eat on his first day, which made him feel relieved.Lesson 9 - Making ConnectionsPassage: Maria's Brave IdeaWhen Maria saw the sign at school for student council elections, she immediately felt nervous. Public speaking terrified her ever since she froze up during a class presentation last year. All the other kids laughed, and Maria wanted to disappear. But Maria really wanted to make positive changes at school. So she decided to face her fears and run for president. She worked hard on her speech, practicing over and over. On election day, her hands shook as she walked to the podium. But Maria kept going, delivered her speech smoothly, and even answered questions from the audience. Though she didn't win, Maria felt proud for being brave.Activities:1. Make a text-to-self connection. When did you overcome a fear?2. Make a text-to-world connection. What real leaders have inspired you?Answers:1. Answers will vary.2. Answers will vary, e.g. Rosa Parks, Malala Yousafzai.Lesson 10 - Summarizing StoriesPassage: What Happened at School Today?"How was school?" Mom asked as I got in the car. I told her about my day. First, we learned about weather in science and made windsocks to test them outside. At recess, my friend Maria and I played basketball against some fifth graders. We won 8 to 6! After lunch, my group did a project on India in social studies. I got to make a poster about the Taj Mahal. But in math we had a pop quiz I don't think I did very well on. At the end of the day in English, we started writing fractured fairy tales. Mine is about a funny hippo who wants to be a ballerina! All in all, it was an exciting, busy day at school.Activities:1. Write a 2-3 sentence summary of the story:2. What were the main events from the story?Answers:1. The student tells his mom about the different activities he did in each class at school that day.2. Making windsocks in science, playing basketball at recess, working on an India project in social studies, taking a pop math quiz, starting fractured fairy tales in English.Let me know if you would like me to continue generating passages and activities for the remaining lessons!
Lesson 1: Plot Structure
Passage: "Stuck in the Elevator"
Jake was running late to meet his friends. As he rushed into the apartment building, he jammed his thumb hitting the elevator button. Once inside, the elevator suddenly shuddered to a stop between floors. The lights flickered off. Jake felt around in the dark, his heart pounding. He hit the alarm button which sent an eerie siren throughout the shaft. What felt like hours passed. Jake paced anxiously in the cramped space, worried help might never arrive. Just as he was losing hope, the elevator creaked back to life. When the doors opened, Jake let out a huge sigh of relief. He vowed to take the stairs next time, even if it made him late.
Activities:
1. Number the plot events in order:
2. Identify exposition, rising action, climax, falling action, and resolution:
3. What is the theme?
Answers:
1. Jake rushes into the elevator, it breaks down, time passes slowly, it finally starts working again
2. Exposition: Jake rushing to meet friends and taking the elevator
Rising action: Elevator breaking down and Jake waiting worriedly
Climax: Elevator creaking back to life
Falling action: Doors opening, Jake relieved
Resolution: Jake decides to take the stairs next time
3. Don't take shortcuts just to save time
Lesson 2: Characterization
Passage: "Disaster at the Science Fair"
Miguel poured the chemical into the beaker, excited to demonstrate his volcano model at the fair. His project was sure to impress the judges! But when Miguel added the second solution, sparks flew as a tiny explosion rocked his table. Smoke poured from the beaker. "What did you do?" cried his partner Leila. Miguel stammered apologies as Leila scrambled to stop the smoking mess. Miguel braced for her anger, but Leila just laughed. "Our project is a disaster, but that was awesome!" she said. Together, they cleaned up the mess Miguel had made. Leila wasn't mad—she was just happy they'd given the judges a science fair to remember.
Activities:
1. Describe Miguel's personality traits.
2. How did Leila respond to the explosion? Why?
3. Have you ever made a mistake on a group project? What happened?
Answers:
1. Eager, enthusiastic, careless, apologetic
2. She laughed and was understanding. She cared more about having fun than winning.
3. Text-to-self connection answer will vary.
1. Eager, enthusiastic, careless, apologetic
2. She laughed and was understanding. She cared more about having fun than winning.
3. Text-to-self connection answer will vary.
Lesson 3: Making Inferences
Passage: "A Mysterious Note"
As Kim opened her locker, a folded note fluttered to the ground. She glanced around - nobody seemed to be watching. Kim unfolded the note and read the cryptic message written in block letters: "Stay away from the science fair tonight if you know what's good for you." Kim's heartbeat quickened. Was this a threat? A warning? She tucked the note in her pocket, her mind racing with questions. Should she skip the science fair she'd been looking forward to all week? Tell a teacher about the note? Kim took a deep breath. She would not let an anonymous note scare her away from showcasing her hard work. But she would be extra alert at the fair tonight.
Activities:
1. What can you infer about who wrote the note and why?
2. How did the note impact Kim?
3. What would you do if you received a mysterious note?
Answers:
1. Someone who wants to sabotage the science fair or Kim's project
2. It made her worried but she tried not to let it scare her.
3. Accept any logical inference.
Lesson 4: Identifying Themes
Passage: "Losing the Tournament"
Brett dribbled down the court, seconds left in the championship game. His team was down by one point. This was their chance to finally beat their cross-town rivals! As Brett maneuvered around defenders, his teammate Tim waved his arms, wide open near the basket. Brett could pass to Tim for an easy shot. But he wanted the glory of making the game-winning basket himself. Brett ignored Tim's signal and launched a shot just as the buzzer sounded—and missed! Brett hung his head as the other team celebrated. But Tim patted his back, saying, "You'll get 'em next time." Though Brett played selfishly, his true teammate showed sportsmanship in defeat.
Activities:
1. Underline details that relate to the themes of selfishness vs. teamwork.
2. Why did Brett miss the shot? What should he have done?
3. Write about a time you learned an important life lesson during a game or activity.
Answers:
1. Brett wanted personal glory, ignored wide open teammate, missed shot at buzzer. Tim showed sportsmanship by encouraging Brett after his mistake.
2. Brett was being selfish and should have passed to his open teammate.
3. Personal connection will vary.
Lesson 5: Context Clues
Passage: “First Day of Football Tryouts”
I laced up my cleats and jogged onto the field for the first day of tryouts. Coach Bryant bellowed instructions as we did agility drills like high-knees and shuttle runs. Next, we went to the stations to test our skills. The quarterback coach had us run routes and catch passes. The linebacker coach assessed how hard we could hit the tackling dummies. At the kicking station, I booted a few punts and extra points. After hours of grueling drills, Coach Bryant posted the roster for the team. I scanned down...and there was my name! All my preparation paid off - I can’t wait for our first game!
Activities:
1. Use context clues to define two vocabulary words from the passage:
2. What can you infer Coach Bryant's personality is like?
Answers:
1. agility - quickness/nimbleness; roster - list of team members
2. He is loud/demanding but fair.
Lesson 6: Poetry Analysis
Passage:
The Test
My stomach fills with butterflies,
My hands are shaking, knees weak,
I stare at the test before my eyes,
These concepts seemed so bleak.
I take a breath to calm my nerves,
Review my notes in my head,
No giving up or losing nerve,
I'll do my best instead.
Activities:
1. Identify two poetic devices in the poem:
2. What is the poem's mood? What words create this?
3. Write your own rhyming couplet about a stressful situation.
Answers:
1. Rhyme, imagery
2. Nervous, words like butterflies, shaking, bleak
3. Student's original rhyming couplet
Lesson 7: Figurative Language
Passage: "Winning Isn't Everything"
I dribbled down the court, eyeing the clock as it ticked down. My team was losing by two in the championship game. My stomach twisted into knots. I could try to steal the ball for one last shot. Suddenly, I tripped over my shoelace and face-planted onto the gym floor! I wanted to disappear into a hole. My dreams of hitting the game-winning shot evaporated. As I walked to the bench in defeat, my teammate patted my back. "Don't beat yourself up," he said. "It's just a game." I realized then that winning isn't everything—having fun and being a good sport matter more.
Activities:
1. Identify two examples of figurative language in the passage.
2. What does "disappear into a hole" mean in this context?
3. Describe a time you felt embarrassed or disappointed after making a mistake.
Answers:
1. Stomach twisted into knots, dreams evaporated
2. The narrator felt like hiding because he was so embarrassed.
3. Personal connection will vary.
Lesson 8: Point of View
Passage: "The New Student"
I grabbed my lunch tray and scanned the cafeteria for a seat. I saw a girl sitting alone in the corner. She must be the new kid I heard just transferred here. She looked kind of sad. I walked over and said hi. "I'm Sam, what's your name?" The girl said quietly, "I'm Maria." I asked Maria about her old school and her hobbies as we ate. When the bell rang, Maria smiled and said it was nice to meet someone on her first day. I'm glad I made Maria feel welcome. Starting a new school can be hard, but it helps to have a new friend.
Activities:
1. Who is narrating the story? How do you know?
2. Why did the narrator sit with Maria? How did she likely feel?
3. Rewrite from Maria's point of view.
Answers:
1. A classmate/student at the school. They mention details only a student would know.
2. To be friendly and make her feel welcome as a new student. Maria felt shy but was happy to make a friend.
3. Student rewrites passage from Maria's perspective.
Lesson 9: Making Connections
Passage: "Afraid to Ride"
Pedaling up the tall ramp of the rollercoaster, Sarah's stomach twisted in knots. She watched the car full of screaming riders plummet down the steep tracks. Doubts flooded Sarah's mind. What if she didn't like rollercoasters? What if the ride made her sick? But Sarah's best friend, who loved thrilling rides, sat behind her smiling excitedly. Sarah remembered how they had planned this trip for weeks. She knew she had to face her fear. As the car zoomed down the tracks, Sarah threw her hands up and yelled with nervous thrill. Sometimes facing fears head-on helps us discover hidden courage.
Activities:
1. Make a text-to-self connection. When have you overcome a fear or doubts?
2. Make a text-to-world connection. Name someone famously brave who inspires you.
Answers:
1. Personal connection will vary.
2. Students can name a real-life brave individual, like civil rights activists, astronauts, etc.
Lesson 10: Summarizing
Passage: “Game Night”
“Mom, can we have a game night?” my sister asked one Friday. Mom said yes, so we picked out our favorite board games and snacks. I chose Sorry! while my sister picked Trouble. We played Sorry! first—I got revenge on my sister for sending me back to start! Then we played Trouble and I got to press the popper a bunch when she was stuck in my safety zone. Mom crushed us in a quick game of Uno. Next we played Monopoly which went on forever until my sister finally bankrupted me. We stayed up late playing more games and laughing together. Game nights are the best, especially when I get to beat my sister! But even when I lose, just spending time together is what really matters.
Activities:
1. Write a 2-3 sentence summary of the story.
2. What were the main events from the passage?
Answers:
1. The narrator and sister enjoy family game night playing different board games together.
2. Asking mom for game night, choosing games and snacks, playing Sorry!, Trouble, Uno and Monopoly, laughing and spending time together.
Engage your middle school students with these self-checking 15 minute ELA bell work lessons that reinforce key literary and poetry concepts! This workbook includes 10 interactive morning activities focused on building analysis skills using high-interest short passages packed with tier 2 and tier 3 vocabulary words. Lessons cover topics like plot structure, characterization, theme, figurative language, point of view and more! Each activity features a contextualized reading passage followed by multiple choice, short answer, and written response questions that check for understanding. Answers provided allow for self-guided learning and assessment. Save yourself time prepping morning work while reinforcing literary elements, poetic techniques, academic vocabulary, and reading comprehension in just 15 minutes a day! This is a great bell ringer resource for 6th-8th grade ELA test prep and daily skills practice.
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