FREE 4-6th Grade ELA 15 Morning Bell Work Workbook

FREE 4-6th Grade ELA Test Prep Morning Work Workbook

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!

EXAMPLES: 

Lesson 1: Understanding Plot Structure

Passage: "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

3. Define vocabulary words using context clues:

Precious:

Overjoyed:

Answer Key:

1. 3, 4, 1, 6, 5, 2

2. Beginning: Jessica discovers her necklace is missing

   Middle: Jessica retraces her steps to find it

   End: Jessica finds her necklace under the playground slide

3. Precious: very valuable or important

   Overjoyed: extremely happy

Lesson 2: Analyzing Characters

Passage: "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, brave

2. 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 Inferences

Passage: "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 curious

2. Scared, worried, hungry, cold

3. He thought it would lead him back to safety

Lesson 4: Identifying Themes 

Passage: "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 scored

2. Jose wanted to give his teammate a chance to shine/help the team succeed 

3. Answers may vary. Text evidence supports teamwork being very important in basketball. But individual effort also matters.

Lesson 5 - Using Context Clues

Passage: A Trip to the Aquarium

Today, 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, raycations

2. 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 mouths  

Lesson 6 - Poetry and Rhyme Schemes

Passage: 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. AABB

2. Answers will vary

Lesson 7 - Figurative Language 

Passage: Playground Problems

As 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 belly 

2. It means Ava felt very low or depressed.

3. To show she was crying heavily.

Lesson 8 - Point of View

Passage: The Lunch Room Mix Up

I 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 helpful 

3. 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 Connections

Passage: Maria's Brave Idea

When 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 Stories

Passage: 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!

Here is a sample 6th-grade-level passages and activities for a morning bell work workbook:

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.

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.

Here are 20 rewritten passages and activities at a 5th grade reading level for STAAR test prep:

Lesson 1 (Fiction) 

Passage: 

Jaime stared in shock at the mess in the kitchen. Flour coated the counter and dripped onto the floor. Egg shells littered the mixing bowl. And a gooey batter oozed from the oven where his cake should have been rising. Jaime sighed as he realized baking this cake was going to be harder than he thought. But he was determined to keep trying and make this birthday surprise for his mom perfect.  

Activities:

1. Number these events in order: ___ Jaime sees the messy kitchen. ___ Jaime wants to bake a cake for his mom's birthday. ___ Jaime realizes baking is hard. ___ Jaime decides to keep trying.

2. The theme of this passage is: 

A. Don't give up when something is hard.

B. Baking cakes is messy. 

C. Surprising people for their birthday.

D. Kitchens get dirty when you bake.

3. Which word means determined? 

A. Shocked

B. Sighed 

C. Perfect

D. Dripped

Answers: 

1. 2, 1, 3, 4

2. A 

3. D

Lesson 2 (Nonfiction)

Passage:

The blue whale is the largest animal on Earth. These huge marine mammals can grow to over 90 feet long and weigh more than 300,000 pounds. That's as long as 3 school buses! Blue whales live alone or in small groups and migrate long distances each year. They are found in all major oceans around the world. Blue whales are graceful swimmers who can dive 500 feet deep and stay underwater for up to 20 minutes. They use baleen plates in their mouths to filter and eat tons of tiny krill each day. Though they once faced endangerment, blue whale populations are recovering thanks to conservation efforts.

Activities: 

1. Based on the passage, blue whales are ___. 

   A. Small

   B. Endangered

   C. Graceful 

   D. Weak

2. Imagine you see a blue whale for the first time. Describe at least two things you notice about it. 

3. Explain one way the passage shows blue whales are amazing animals. 

Answers:

1. C

2. It is very large, long as 3 buses, it swims gracefully, etc.  

3. They grow to 90 feet long, can stay underwater for 20 minutes, eat tons of krill daily, etc.

Lesson 3 (Fiction)

Passage:  

Marcus peered through the bushes at the growling beast. He had wandered deep into an unfamiliar forest, lost for hours. Now a bear stood hungrily in his path back home. The bear's dark fur bristled as it sniffed the air. Marcus's heart pounded. Should he make a run for it? Climb a tree? Play dead? Then Marcus remembered the cave he discovered nearby. He could crawl inside and wait for the bear to leave. Holding his breath, Marcus tiptoed around the bushes toward the hidden cave. He squeezed inside just as the bear approached. The cave was a tight fit but it kept Marcus safely out of the bear's reach. After what felt like forever, the bear ambled back into the woods. Marcus safely escaped and vowed never to explore so far away again.

Activities:

1. Put these events in the order they happened:

   ___ Marcus runs to the cave

   ___ A bear appears

   ___ Marcus gets lost  

   ___ Marcus sees the bear leave

2. How did Marcus likely feel when he saw the bear?

   A. Bored 

   B. Tired

   C. Scared

   D. Hungry

   

3. The author uses words like growled and bristled to help the reader imagine the scene. Underline two words that show what the bear was like.

Answers: 

1. 3, 2, 1, 4

2. C

3. growled, bristled 

Lesson 4 (Nonfiction) 

Passage: 

Roses are beautiful and popular flowers that come in many varieties. Miniature roses grow low to the ground on small bushy plants. Climbing roses have long, flexible canes that can be trained to climb trellises and walls. Wild roses like Rosa rugosa grow five petals and large rosehips perfect for making tea. Hybrid tea roses have large, classic blooms on long stems perfect for cutting. Other favorites are floribunda and grandiflora roses that bloom abundantly in clusters. Roses require full sunlight and well-drained soil. Gardeners should prune them yearly for the best growth. With proper care, roses will provide lovely color in the garden year after year.  

Activities:

1. Based on the passage, which rose would be best for making rosehip tea?

   A. Miniature  

   B. Wild

   C. Hybrid tea

   D. Floribunda

   

2. Imagine you are planting roses. Describe how you would prepare the soil and sunlight.

3. Explain one reason roses are popular flowers. 

Answers:

1. B

2. Dig holes in full sun, add compost/fertilizer, well-drained soil.

3. Beautiful flowers, many varieties, bloom year after year, etc.

Lesson 5 (Fiction)

Passage:  

Ava stared anxiously at the tracks. She was about to ride a rollercoaster for the first time. "This is awesome!" shouted Ava's brother Ben as their car climbed higher. But Ava's stomach felt queasy. At the top, she held her breath as the car tipped forward. Ava shut her eyes tight as the coaster sped down the steep track. She felt like she'd left her stomach behind! Then the coaster twisted and turned sharply side to side. Finally, they coasted back to a stop at the station. "That was epic!" yelled Ben. Ava smiled proudly. The rollercoaster was scarier than she expected, but she was glad she tried something new.

Activities:  

1. Number these events in order:

   ___ The ride ends

   ___ Ava rides a rollercoaster 

   ___ The coaster goes down fast

   ___ Ava feels nervous

2. This passage is mostly about ___.

   A. A fun amusement park

   B. Trying new things

   C. How rollercoasters work

   D. Ava and her brother

   

3. The author uses words like queasy and steep to help describe Ava's experience. Underline two words that show how Ava felt.

  

Answers:

1. 4, 2, 3, 1

2. B

3. queasy, steep 

Lesson 6 (Nonfiction) 

Passage:

Jupiter is the largest planet in our solar system. It is fifth from the sun and over 400 million miles from Earth. Jupiter is made mostly of hydrogen and helium gas. It does not have a solid surface but is covered in swirling cloud bands. A prominent feature is Jupiter's Great Red Spot, a giant storm raging for hundreds of years. Jupiter has at least 67 moons including Io, Europa, Callisto and Ganymede. Io is volcanic with flowing lava while Europa likely hides an ocean beneath frozen ice. Ganymede is the solar system's biggest moon. Rings and strong gravity also surround Jupiter. NASA spacecraft continuously study this gas giant that dwarfs all other planets. 

Activities:  

1. Based on the passage, which moon has liquid water oceans?

   A. Io  

   B. Europa

   C. Ganymede

   D. Callisto

   

2. Imagine you are visiting Jupiter. Describe what you might see and feel while there.

3. Explain one reason Jupiter is an important planet to study.

  

Answers:  

1. B

2. Student's creative response, e.g. swirling clouds, raging storms, views of moons, feeling of floating in place, etc. 

3. It's the largest planet, has many moons to explore, helps understand solar system formation, etc.

Lesson 7 (Fiction)

Passage: 

Jada raced down the soccer field, determined to score. She dribbled swiftly past two defenders. Only the goalie stood in her way now! The goalie bent her knees, ready to block. But Jada made a tricky kick into the left corner. The ball flew past the goalie's hands and swooshed into the net! Jada's teammates lifted her up, cheering wildly. She had scored the game-winning goal! Later, the goalie came over and high-fived Jada. "Great kick," she said. Jada smiled and replied, "Great game." Jada was thrilled to score, but she knew it takes skill on both sides for an exciting match.

Activities:   

1. Number the events below in order:

   ___ Jada scores

   ___ Jada dribbles down the field

   ___ The game ends

   ___ Jada and the goalie high-five

   

2. The passage is mostly about ____.

   A. Winning a soccer game

   B. Jada's soccer skills

   C. Being a good sport

   D. Jada's teammates

3. Reread the last paragraph. Underline the sentences that show Jada and the goalie are good sports.

  

Answers:

1. 2, 1, 4, 3

2. C  

3. The goalie came over and high-fived Jada. "Great kick," she said. Jada smiled and replied, "Great game."

Lesson 8 (Nonfiction)

Passage:  

The golden retriever is one of the most popular dog breeds. They have soft, golden-colored fur and stand about 23 to 24 inches tall. Golden retrievers are smart, friendly and eager to please. Their name comes from their excellent retrieving abilities on hunts. Today they make wonderful family pets and service dogs. Golden retrievers require daily exercise like walking, running and playing fetch. They also need consistent training since puppies are mouthy and energetic. Golden retrievers tend to be healthy dogs but can be prone to hip dysplasia and cancer if not carefully bred. With proper care, golden retrievers make loyal, fun-loving companion dogs.

Activities: 

1. Based on the passage, golden retrievers were first used for ___.

   A. Service dogs

   B. Best friends

   C. Hunting dogs

   D. Show dogs

   

2. Imagine you just adopted a golden retriever puppy. What are two things you would need to do to properly care for it?   

3. Explain why golden retrievers make good family pets.

Answers:

1. C

2. Take puppy for walks, playtime, and training; get check-ups at the vet; etc.

3. Friendly, eager to please, enjoy exercise and fetching; make good service dogs.

Lesson 9 (Fiction)  

Passage:

Jackson stared up at the massive apple tree. It was filled with ripe, red apples, just out of reach. He dragged over a bucket and wagon. Then Jackson began climbing up the twisty trunk, clinging tightly with his knees. He reached out to a sturdy branch and hoisted himself higher. At the top, Jackson plucked apples and dropped them, thud thud thud, into the bucket below. His shirt snagged on a branch and tore, but Jackson kept picking. By sunset, Jackson had filled the wagon with apples for cider. Although scratched and sweaty, he smiled proudly at the wagon-full of apples. His hard work would make for a delicious autumn treat.

Activities:

1. Number these events in order from first to last:

   ___ Jackson begins picking apples 

   ___ Jackson looks at the tall tree

   ___ Jackson fills his wagon

   ___ Jackson brings over a bucket

   

2. Why did Jackson want to pick apples from the tree?

   A. To play outside

   B. To help exercise

   C. To make apple cider

   D. To fix his torn shirt  

   

3. The author uses words like plucked, thud, and snagged to help describe the scene. Underline two words that show sounds Jackson hears while in the tree.

Answers: 

1. 2, 4, 1, 3

2. C

3. thud 

Lesson 10 (Nonfiction)

Passage:  

The blue jay is a common backyard bird easily recognized by its bright blue feathers and loud calls. They live throughout eastern and central North America in forests and woodlands. Blue jays build nests high up in trees using twigs and grass. Female jays lay light brown spotted eggs each spring. Both parents feed the hatchlings and protect the nest from predators. Blue jays eat seeds, nuts, fruits, and insects. They sometimes raid nests for eggs and chicks. Blue jays are very social and intelligent birds. They can mimic hawk calls to trick other birds. Their flashy feathers and clever nature make blue jays fun birds to have around.  

Activities:  

1. Based on the passage, blue jays build nests ___.

   A. On the ground 

   B. In tree holes

   C. On roof tops

   D. High up in trees

   

2. Imagine you are watching blue jays in your backyard. Describe at least two things you see the blue jays doing.  

3. Explain one reason blue jays are considered intelligent birds.

Answers:

1. D

2. Birds with bright blue feathers, building nests, eating seeds/nuts at feeder, noisy calling, etc.

3. They mimic other birds, recognize predators, are social & tricky.

Lesson 11 (Fiction) 

Passage:  

Beth stared nervously at the judges as she walked on stage. She had practiced her poem over and over. But now her mind went blank. The silent crowd made butterflies swirl in her stomach. Beth glanced at her parents who gave a thumbs up. She took a deep breath and began reciting the first lines of the poem. Her shaky voice gained power with each word. By the end, Beth spoke with passion. The audience clapped loudly when she finished. Although she didn't win the contest, Beth was proud for finding courage inside herself. Facing fears is rewarding, win or lose.

  

Activities:

1. Number these events in order from first to last:

   ___ Beth finishes her poem

   ___ Beth prepares for the show 

   ___ Beth gets nervous on stage

   ___ Beth sees her parents' encouragement  

   

2. What does the passage tell the reader about Beth?

   A. She is shy

   B. She is brave

   C. She likes poetry

   D. She wins the contest

   

3. The author uses phrases like butterflies swirled and shaky voice to help describe Beth's feelings. Underline two words or phrases that show Beth was nervous.

Answers:  

1. 2, 3, 4, 1

2. B

3. butterflies swirled, shaky voice

Lesson 12 (Nonfiction)

Passage: 

Venus flytraps are fascinating carnivorous plants found in subtropical wetlands. Their leaves are shaped like snapping jaws ready to trap insects. When an insect lands on the leaf and touches the sensitive hairs, the plant senses the vibrations. The leaf lobes fold together trapping the prey inside. Glands secrete digestive enzymes that dissolve the soft tissues. After about 10 days, the lobes reopen and the insect skeleton is left behind. Venus flytraps thrive in humid environments and require nutrient-poor soil. Their unique trapping abilities help them gain needed nitrogen. Charles Darwin called the Venus flytrap "one of the most wonderful plants in the world.”

Activities:  

1. Based on the passage, what happens after a flytrap catches an insect?

   A. The leaf opens again

   B. The plant absorbs sunlight

   C. The roots start growing

   D. It grows a new leaf

   

2. Imagine you are a fly that just landed on a Venus flytrap leaf. Describe step by step what happens next.

3. Explain why Venus flytraps developed the ability to trap and digest insects.

Answers:  

1. A

2. The hairs sense me walking, the lobes close to trap me inside, juices digest me for nutrients.  

3. To gain needed nitrogen from the soil/environment. 

Lesson 13 (Fiction)

Passage:

Owen gulped as he walked onto the stage. Rows of faces stared back at him. Owen had practiced his magic show for weeks but now doubted if he could remember his tricks. He closed his eyes and took deep breaths, just like his father taught him. The first tricks went smoothly as Owen relaxed. But during a rope trick, Owen stumbled and dropped the ropes, tangled in a heap. Laughter rose from the audience. Owen wanted to run off in embarrassment. Instead, he laughed too and bowled exaggeratingly. The audience clapped loudly when Owen finished. Afterward, Owen's father hugged him tight. "I'm proud of you," he said. Though imperfect, Owen discovered magic in having courage.

     

Activities: 

1. Put these events from Owen's show in order:

   ___ Owen finishes despite messing up 

   ___ Owen walks on stage

   ___ Owen relaxes and does early tricks

   ___ Owen drops the ropes

   

2. Owen overcomes what challenge during his show?

   A. Forgetting his tricks

   B. Making mistakes

   C. Poor stage fright  

   D. Tripping while on stage

3. Reread the last paragraph. Underline the sentences that show Owen learned an important lesson.

   

Answers:  

1. 2, 3, 4, 1

2. B

3. Though imperfect, Owen discovered magic in having courage.  

Lesson 14 (Nonfiction)  

Passage: 

Sockeye salmon are Pacific fish that get their name from their bright red bodies and green heads. Most are born in the rivers of Alaska and northwestern Canada. After hatching, the young salmon swim to feed in the ocean where they will spend 1-4 years. When ready to spawn, the adult salmon make an incredible journey back to their exact place of birth. They leap up waterfalls and swim upstream for hundreds of miles. Once they lay and fertilize the eggs, the salmon die soon after. The new eggs will hatch and continue the cycle. Bears, eagles and other animals feast on the fish during this annual run. Sockeye salmon demonstrate amazing homing navigation to their spawning grounds.  

Activities:

1. Based on the passage, where do adult sockeye salmon travel to spawn?

   A. Lakes

   B. Waterfalls

   C. Ocean

   D. Rivers 

   

2. Imagine you are watching sockeye salmon swimming upstream. Describe at least two things you see the salmon doing.

Here are passages 15-20:

Lesson 15 (Fiction)

Passage:

Amara stared in awe at the painting. The sunset colors blended perfectly like a dream. "What do you think?" her brother Mateo asked nervously. It was his entry for the school art show. "It's amazing!" said Amara. But at school, Amara heard kids snickering at Mateo's painting. During the awards, Mateo's shoulders slumped when another student won first prize. "Don't worry about them, your painting is still incredible," Amara said later. Mateo smiled a little and nodded. "As long as you like it, that's what matters most." Amara was proud of how bravely her brother handled the disappointment.

Activities: 

1. Number these events in order from first to last:

   ___ Mateo shows Amara his painting

   ___ The art show awards are announced

   ___ Amara sees kids laughing at the painting

   ___ Amara compliments the painting

   

2. The passage is mostly about ____.

   A. A school art show

   B. An incredible painting

   C. Handling disappointment 

   D. A supportive sister

   

3. Reread the last paragraph. Underline two sentences that show Mateo learned an important lesson.

Answers:

1. 4, 1, 3, 2

2. C

3. Mateo smiled a little and nodded. "As long as you like it, that's what matters most."

Lesson 16 (Nonfiction)

Passage: 

Komodo dragons are the world’s largest lizards growing over 10 feet long! They live on several Indonesian islands in dry forests and grasslands. Komodos have scaly skin, curved claws and muscular tails. Their saliva contains toxic bacteria that brings down prey. Komodos are excellent hunters able to run rapidly for short bursts up to 13 mph. They eat deer, pigs, water buffalo and even dig up carrion. Komodos wrestle prey to the ground with their strong jaws. They can eat huge amounts equal to 80 percent of their body weight! Afterwards, komodos digest slowly for days or weeks while resting. With keen senses and speed, komodos are dominant predators of their island homes.

Activities:

1. Based on the passage, komodo dragons hunt by ____.

   A. Digging tunnels 

   B. Climbing trees

   C. Running fast

   D. Hiding stealthily

   

2. Imagine you encounter a komodo dragon. Describe at least two characteristics you notice about it.

3. Explain why komodos make successful hunters.

Answers: 

1. C

2. Very large lizard, muscular tail, scaly skin, sharp claws, etc.

3. Can run fast, toxic bite, strong jaws, hunt solo, eat up to 80% of weight.

Lesson 17 (Fiction)  

Passage:  

Li stared unsure at the chess board. He loved playing but had never joined a competition. Li's coach said he was ready for the school tournament. But now Li felt nervous to face the best players. His palms sweated as his first opponent sat down. The game was close but Li stayed focused. After winning, Li shook hands with his opponent, excited for the next match. Li won his second game by planning creative traps. The finals came down to Li versus the top player. Each move was critical, with pieces falling rapidly. Finally, Li said "Checkmate!" and won the tournament! Li jumped up, shocked and thrilled. Though challenging, he discovered with practice you can achieve more than you imagine.

Activities:  

1. Number these plot events in order from first to last:

   ___ Li competes in the chess tournament

   ___ Li practices chess with his coach

   ___ Li wins the final championship

   ___ Li feels unsure about joining

   

2. The passage is mostly about ___.

   A. How to play chess

   B. Winning competitions

   C. Setting goals and working hard

   D. Being a champion chess player

   

3. Reread the last paragraph. Underline two sentences that reveal the theme.

Answers:

1. 4, 2, 1, 3

2. C

3. Though challenging, he discovered with practice you can achieve more than you imagine.

Lesson 18 (Nonfiction)   

Passage:

The emperor penguin is a unique Antarctic bird living in the Earth’s southernmost climates. They breed during the harsh winter when temperatures drop below -40 degrees! Male penguins balance eggs on their feet and huddle together for warmth. Females migrate long distances to feed then return to relieve males. Chicks hatch with soft brown feathers. Both parents work to feed regurgitated fish to their young. In spring, penguins molt by shedding old worn feathers to reveal new waterproof plumage underneath. Emperor penguins can toboggan on their bellies across icy terrain at up to 15 miles per hour! Their amazing adaptations allow them to thrive in the frigid Antarctic climate.  

Activities:   

1. Based on the passage, emperor penguins survive cold temperatures by ___.

   A. Burrowing tunnels

   B. Huddling in groups

   C. Diving under ice

   D. Flapping wings faster  

   

2. Imagine you are an emperor penguin chick. Describe at least two things your parents must do to care for you.

3. Explain how the unique traits of emperor penguins help them thrive.

Answers:

1. B

2. Keep me warm, feed me regurgitated fish, protect me from weather/predators.

3. Huddling, rotating egg care duties, molting for insulation, tobogganing skills.

Lesson 19 (Fiction) 

Passage:  

Cassie stood on stage, beads of sweat trickling down her forehead. This was the final round of the spelling bee. She just had to spell one last word correctly to win. Cassie glanced at her mother who gave a thumbs-up, mouthing “You’ve got this!” The judge announced the word, “iridescent.” Cassie pictured the word, sounding it out carefully in her mind. She spoke into the microphone “I-r-i-d-e-s-c-e-n-t. Iridescent.” A bell dinged! The crowd roared with applause as Cassie beamed proudly. Though exhausted, Cassie felt a huge sense of accomplishment. The long hours of practice and determination paid off.   

Activities:  

1. Number these plot events in order from first to last:

   ___ Cassie competes in the final spelling round

   ___ Cassie sees her mom's encouragement  

   ___ Cassie correctly spells iridescent

   ___ Cassie studies spelling for hours

   

2. The passage is mostly about ___.

   A. Winning competitions

   B. Spelling hard words

   C. Feeling nervous on stage

   D. Working hard to achieve goals 

   

3. Reread the last paragraph. Underline the sentences that reveal the theme.

  

Answers:  

1. 4, 1, 2, 3

2. D

3. Though exhausted, Cassie felt a huge sense of accomplishment. The long hours of practice and determination paid off.

Lesson 20 (Nonfiction)

Passage:

Wolves are highly intelligent and social animals living in family packs. They are apex predators, meaning no other animals hunt them. Wolves mostly live in remote forests, tundras, plains, and mountains. Wolf packs have a dominant breeding pair called alphas. The alpha male and female lead hunts, travels, and rearing young. Wolves communicate by pricking ears, growling, howling, and scent-marking territory. They hunt large prey like deer, elk, and moose. Wolves keep ecosystems balanced by preying on weak or old animals. Their strong family bonds and hunting success make wolves highly effective predators. Sadly, many are still endangered due to habitat loss and decades of hunting. Luckily, conservation efforts have helped wolf populations recover in some areas.

Activities:   

1. Based on the passage, the alpha wolves are the ___.

   A. Oldest pack members

   B. Quietest pack members

   C. Leaders of the pack

   D. Smallest pack members

   

2. Imagine you observe a wolf pack. Describe at least two things you see the wolves doing. 

3. Explain why wolves are considered highly skilled predators.

Answers:

1. C  

2. Communicating through howls/body language, caring for pups, hunting in a group, roaming their territory.

3. Intelligent, social, coordinated hunters, apex predators with strong family bonds.

Let me know if you would like me to provide sample answers for the remaining activities or modify the passages/questions in any way. I'm happy to continue generating more passages tailored to 5th grade STAAR prep as needed.

Here are 10 sample passages and activities tailored for 4th-6th grade STAAR test prep in Texas:

Lesson 1 - Theme

Passage:

Maria stared at the sign-up sheet for the talent show. She loved singing more than anything. But the thought of performing on stage made her stomach knot up. Maria remembered freezing during show and tell last month when it was her turn. She couldn't bear embarrassing herself like that again. Still, Maria really wanted to share her talent. The next day, she practiced her song over and over until she knew it perfectly. Maria decided she would try out for the talent show after all. Though she felt nervous, Maria kept singing, knowing she could do anything she put her mind to. 

Questions:

1. What is the theme of the passage?

A. Practice makes perfect 

B. Never give up on your dreams

C. Don't be afraid to try new things

D. Always believe in yourself

2. Which detail from the passage best supports the theme?

A. Maria loved singing more than anything

B. She couldn't bear embarrassing herself again

C. Maria decided she would try out for the talent show 

D. Maria kept singing, knowing she could do anything

Lesson 2 - Figurative Language

Passage:

Jeremiah stared in dismay at the mountain of dirty dishes in the sink. It was his night for cleaning up after dinner. With heavy feet, Jeremiah dragged himself to the sink and turned on the water. Each plate and fork felt heavy as lead. The globs of ketchup and grease were like glue sticking to the dishes. As Jeremiah scrubbed, the teetering pile slowly shrank. Light began to break through the darkness. At last, the sink was empty and sparkling clean. Jeremiah smiled proudly at conquering kitchen mountain once and for all!

Questions:

1. What does the metaphor "mountain of dirty dishes" suggest about the sink?

A. The sink is very tall

B. The dishes are dirty

C. There are a lot of dirty dishes 

D. The dishes are stacked up high

2. Which phrase is an example of hyperbole?

A. Jeremiah stared in dismay

B. heavy as lead

C. like glue

D. conquering kitchen mountain 

Lesson 3 - Plot

Passage:  

Pedro stared nervously at the panels and wires spread before him. It was his first time competing in the school's Robot Rumble contest. He carefully followed the instructions to assemble the parts together. Pedro tested the remote — the robot's wheels squeaked forward. But when he tried to attach the mechanical arm, it snapped off! Pedro panicked and glanced at the clock. There was no time to rebuild it now! Thinking fast, Pedro grabbed supplies to reinforce the broken joint. The fix held, and his robot was ready just as they called his name. Though it wasn't pretty, Pedro's scrappy robot completed every task. Pedro beamed proudly when the judges awarded him first prize! 

Questions:

1. What happens at the CLIMAX of the story? 

A. Pedro competes in the Robot Rumble 

B. Pedro tests the remote control

C. The mechanical arm breaks

D. Pedro wins first prize

2. Which of these happens in the RESOLUTION?

A. Pedro follows the instructions

B. Pedro reinforces the broken arm

C. Pedro's robot completes the tasks

D. Pedro wins first prize

Lesson 4 - Author's Purpose

Passage:

You're never too old to set another goal or dream a new dream. Don't let age stop you from exploring a new hobby, learning a new skill, or making a positive change in your life. Maybe you've always wanted to travel across the country, learn a musical instrument, or go back to school. Or maybe you want to read more books, get fit, or volunteer in your community. It's never too late to find meaning and purpose. The number of years you've lived isn't nearly as important as how you live them. Your best years can still be ahead of you — if you stay motivated and passionate about life.

Questions:  

1. What is the author's purpose for writing this passage?

A. To teach an important lesson

B. To provide helpful information 

C. To tell an entertaining story

D. To persuade the reader 

2. Which sentence from the passage helps reveal the author's purpose?

A. You're never too old to set another goal or dream a new dream.

B. Don't let age stop you from exploring a new hobby, learning a new skill, or making a positive change in your life.

C. Your best years can still be ahead of you — if you stay motivated and passionate about life.  

D. The number of years you've lived isn't nearly as important as how you live them.

Lesson 5 - Context Clues

Passage:

When the tsunami sirens sounded, we immediately evacuated the beach and headed inland to higher ground. I lagged behind my family, burdened by the cumbersome camping gear I was carrying. Out of nowhere, a wall of water roared ashore, toppling trees and swallowing the beach. Panicked people raced by as I struggled to outpace the surging tide. Suddenly, a man hoisted me onto his shoulders, and we raced up the hill just steps ahead of the frothing surge. I whispered thanks to my anonymous rescuer, shaken but grateful. 

Questions:

1. What does the word "cumbersome" mean in the passage?

A. helpful 

B. dangerous

C. heavy or unwieldy 

D. colorful

2. Based on context clues, what does "surge" mean?

A. wall of water

B. beach  

C. people

D. sirens

Lesson 6 - Point of View

Passage:

Finally, after months of practicing, it was time for my first ballet recital. Backstage, I stretched and posed in my shiny new tutu. Peeking through the curtains, I gasped at how many people were in the audience. My stomach turned upside down. What if I messed up? My dance teacher saw I was nervous and squeezed my hand. "You'll be amazing out there," she said with a smile. Just then, they called my class to the stage. I took a deep breath and stepped into the lights.

Questions:

1. Who is telling the story? 

A. The dance teacher

B. The narrator's parent 

C. The narrator/student dancer

D. The audience member

2. Which sentence from the passage reveals the point of view?

A. My stomach turned upside down

B. What if I messed up?

C. My dance teacher saw I was nervous and squeezed my hand.

D. I took a deep breath and stepped into the lights.

Lesson 7 - Text Structure

Passage: 

There are many fun activities you can do at the park. My favorite is going down the curly slide—it makes me feel like I'm on a rollercoaster! I also enjoy crossing the rope bridge suspended high in the trees. Underneath, my mom warns me to be careful because the ground looks very far away. If I'm feeling tired of running around, I'll take a break at the picnic table or relax in the grassy field and watch the clouds float by. When I get hungry, my mom and I sit in the pavilion to eat a snack. The park is like my second home because of all the great things to do there!

Questions:

1. Which text structure is used in the passage?

A. Chronological order

B. Compare and contrast

C. Cause and effect

D. Description

2. Which sentence helps the reader visualize the park?

A. My favorite is going down the curly slide 

B. I also enjoy crossing the rope bridge suspended high in the trees

C. The park is like my second home

D. When I get hungry, my mom and I sit in the pavilion 

Lesson 8 - Inferences

Passage:  

Wilbur sat in his tiny apartment eating stale crackers for dinner. He was nearly out of cat food too - Mr. Whiskers would not be pleased! Wilbur's clothes hung loose on his skinny frame. Checking his wallet, Wilbur sighed. Only $13 to last until his next paycheck. Getting laid off from the factory had plunged Wilbur deep in poverty. He missed having hot meals and going bowling with pals. But he couldn't afford those luxuries now. At least he found a part-time job to cover rent, he thought. Wilbur fell asleep cold and hungry, dreaming of better days ahead.

Questions:  

1. What can the reader infer about Wilbur's current economic situation?

A. He is rich

B. He is middle class

C. He is living in poverty

D. He is lower class

2. Based on details in the passage, why did Wilbur's lifestyle change?

A. He retired from his job  

B. He got a promotion 

C. He was laid off 

D. He became disabled

Lesson 9 - Summarizing 

Passage:

It was the first day of summer vacation. Usually Alan slept till noon during breaks. But today his family was headed to the amusement park! Alan woke up early, gulped down pancakes, and hopped in the car. At the park, Alan and his brother sprinted straight for the rollercoasters. Alan screamed with thrill as the coaster looped upside down. Next they hit the water slides, cooling off as they splashed down the twisting tubes. At the arcade, Alan played games until he had piles of tickets. He traded them in for a giant stuffed panda. On the drive home, Alan promptly fell asleep, dreaming of more action-packed days this summer. It was the perfect start to vacation!

Questions:

1. Which best summarizes the main events?

A. Alan wakes up early, eats pancakes, and goes to the amusement park. He rides rollercoasters and water slides, plays arcade games, and wins a stuffed animal.

B. Alan loves amusement parks. He rides rides, plays games, and gets wet.

C. Alan sleeps till noon every day during summer break. This day he wakes up early to go to the amusement park.

D. Alan screams on the rollercoasters and gets drenched on the water slides. He wins lots of prizes at the arcade.

2. What is the main idea of the passage?

A. Alan sleeps late during summer break

B. Alan's family drove to the amusement park

C. Alan had a fun action-packed day at the amusement park

D. Alan dreamed about vacation 

Lesson 10 - Comparing Accounts

Passage 1:

The Librarian

Every day after school I walk to the local library to read and do homework. My favorite person there is the librarian, Mrs. Scott. She knows the name of every kid in town and always recommends the best books. Whenever I need help finding information for a school project, Mrs. Scott points me to the perfect resources. She makes the library feel like a fun place to hang out after school. I always leave with a stack of exciting new books to read thanks to Mrs. Scott!

Passage 2: 

No Talking! 

I dislike going to the library after school because the librarian is so mean! She yells at anyone who whispers or makes noise. I get tense just setting foot in there because I know she’ll shush me. The librarian says kids only come to goof off, not read. She hovers over you with a scowl if you ask her anything. I like reading, but now I'd rather just go home than deal with the librarian! I wish there was a kinder person working there who actually liked kids.

Questions:

1. How do the passages' portrayals of the librarian differ?

A. One says she is kind, the other says she is mean

B. One says she recommends books, the other says she yells 

C. One says she helps with school projects, the other says she hovers

D. All of the above

2. Based on the passages, which word best describes the librarian?

A. Friendly

B. Strict 

C. Smart

D. Boring

Let me know if you need anything else for 4th-6th grade STAAR reading test prep! I can provide more passages, questions, and examples.

Here are 10 more sample STAAR reading passages and questions for grades 4-6:

Lesson 11 - Author's Purpose

Passage:

When Pablo's abuelo was young, he traveled north from Mexico to America looking for a better life. In Texas, Pablo's abuelo found work picking fruits and vegetables on farms. He sent money home to his family in Mexico when he could. After many years, he had saved enough to bring his wife and young children to live with him in Texas. Pablo listens proudly as his abuelo tells stories of his journey to America. His abuelo's sacrifice and hard work still helps his family today. Pablo dreams that when he grows up, he will be as brave and determined as his abuelo.

Questions:

1. What is the author's MAIN purpose in writing this passage? 

A. To entertain readers with an exciting story 

B. To persuade readers to admire Pablo's abuelo

C. To inform readers about Pablo's abuelo 

D. To describe what Pablo wants to be when he grows up

2. Which sentence from the passage helps reveal the author's purpose?

A. Pablo's abuelo was young, he traveled north from Mexico to America looking for a better life.

B. Pablo listens proudly as his abuelo tells stories of his journey to America.

C. Pablo dreams that when he grows up, he will be as brave and determined as his abuelo.

D. His abuelo's sacrifice and hard work still helps his family today.

Lesson 12 - Context Clues

Passage:

When the choir teacher announced auditions for the solo in the spring concert, Rosita resolved to try out. Rosita had been coveting the solo role for years. All week she practiced tirelessly, determined that this would be her time to shine. On audition day, Rosita sang with passion. Suddenly, her voice quavered and botched the high note at the finale. Rosita's heart sank, certain she had squandered her long-awaited chance. But the teacher just smiled and said, "That was superb. The solo is yours!"

Questions:  

1. What does "coveting" mean in the passage?

A. wanting something a lot  

B. singing loudly

C. smiling proudly

D. shaking nervously 

2. What does "quavered" mean in the passage? 

A. sang beautifully

B. ruined

C. shook or faltered 

D. practiced night and day

Lesson 13 - Inferences

Passage:

Malik bounded off the bus into the crisp autumn air. The colorful leaves crunched under his feet as he headed to the apple orchard on a field trip. He loved fall and had been looking forward to this trip for weeks! Malik joined his classmates in picking ripe, juicy apples from the trees—red, green, and golden. After filling baskets with apples, the class watched how they were pressed into sweet cider. Finally, they sampled apple pies still warm from the oven. Munching his tasty pie, Malik thought this was the best field trip ever!

Questions:

1. Based on the passage, which season is it?

A. Spring  

B. Summer

C. Fall

D. Winter

2. What can the reader infer Malik felt about the field trip?

A. He was scared to go.

B. He was bored.

C. He was excited to go. 

D. He wished they were doing something else.

Lesson 14 - Summarizing

Passage: 

Yesterday my family went on a picnic at the state park. When we arrived, Dad set up lawn chairs while Mom and I rolled out a giant blanket. We played Frisbee as Mom unpacked the food she had packed—sandwiches, chips, fruit salad, lemonade, and cookies! After eating, I went to explore the nature trail while my parents read. I saw deer drinking from a stream in the woods. When I got back, we decided to go canoeing on the lake. Dad tipped the canoe and splashed both me and Mom! Then we all swam in the cool, clear water. As the sun set, we drove home. Going on picnics together is my favorite summer tradition. 

Questions:

1. Which best summarizes the passage?

A. My family drove to the state park for a picnic. We played Frisbee, ate food, and went canoeing in the lake.

B. I saw deer in the woods while exploring a nature trail. My dad tipped over the canoe as a joke.

C. Mom packed sandwiches, chips, fruit salad, lemonade, and cookies for the picnic. We sat on a blanket and lawn chairs.

D. We swam in the lake as the sun set. I like going on picnics in the summer with my family.

2. What is the main idea of the passage?

A. The family played Frisbee at the park.

B. The state park has a lake and nature trails.  

C. The family enjoyed a picnic at the state park.

D. Dad tipped over the canoe as a prank.

Lesson 15 - Text Structure 

Passage:

Making a peanut butter and jelly sandwich is a simple process. First, take two slices of bread out of the package. Make sure the crusts are cut off. Next, open the jelly jar and use a knife to scoop out one tablespoon. Spread it evenly on one slice of bread. Then, open the peanut butter jar. Scoop out two tablespoons of peanut butter with the knife and spread it on the other slice of bread. Be sure not to let the peanut butter and jelly mixes together. Finally, press the two slices of bread together with the jelly side facing the peanut butter side. Enjoy this delicious sandwich!

Questions:

1. Which text structure is used in the passage?

A. Chronological order

B. Cause and effect 

C. Problem and solution

D. Description

2. Which sentence belongs in the concluding paragraph?

A. Use a knife to scoop out one tablespoon of jelly.

B. Enjoy this delicious sandwich!

C. Make sure the crusts are cut off.  

D. Scoop out two tablespoons of peanut butter with the knife.

Lesson 16 - Comparing Accounts

Passage 1: 

Coach Martinez always encourages us during soccer practice. If we lose a scrimmage, he says we'll work harder and do better next time. When I feel tired, Coach tells me I've got this and that I should take deep breaths. He makes practice fun with competitions and games too. Thanks to Coach's positive attitude, I always leave practice feeling inspired to improve.

Passage 2:

Coach Martinez yells too much during soccer practice. When we lose a scrimmage, he gets really upset. If I need a break, he says to keep running laps. Coach never lets us have fun or play games. After practice, I feel exhausted because he works us too hard. I wish Coach Martinez was more supportive of his players and not so intense.

Questions:

1. How do the two passages' portrayals of Coach Martinez differ? 

A. One says he is encouraging, the other says he yells

B. One says he makes practice fun, the other says he works them too hard

C. One says he inspires players, the other says he is too intense

D. All of the above

2. Based on both passages, Coach Martinez most likely ___ during practice.   

A. has a positive attitude 

B. pressures his players 

C. offers encouragement  

D. is impatient

Lesson 17 - Theme 

Passage:  

Kim and her little brother Timmy went on a nature walk. Timmy raced ahead, stopping to toss rocks in the creek. He chased butterflies into the meadows. "Wait for me!" Kim shouted breathlessly. She hoped they wouldn't get lost. Later, they came across a rotting log covered in ants. Timmy stomped on the anthill. As hundreds of ants swarmed out, Timmy laughed. "Stop that!" said Kim. She explained how ants are an important part of nature's ecosystem. Timmy promised to be more careful from now on. Kim was proud of her brother for learning to appreciate nature.

Questions:

1. What is the theme of the passage? 

A. Look before you leap

B. Laughter is contagious

C. Treat nature with respect

D. Slow and steady wins the race

2. Which detail BEST supports the theme?

A. Timmy raced ahead on the walk.

B. Timmy stomped on the anthill.  

C. Kim explained how ants are important.

D. Timmy promised to be more careful.

Lesson 18 - Point of View

Passage:  

The first day of school! I woke up extra early to get ready. At breakfast, my stomach was fluttering with nerves and excitement. At the bus stop, I met my friend Jake. We speculated who might be in our class this year. When I got to school, I found my cubby and located my new classroom. My teacher, Mrs. Sanchez, welcomed me with a smile. I found a seat near the window next to Jake. At lunch, new students asked if they could sit with me and Jake. I saw one of the new boys eyeing the football on my t-shirt. This was going to be a great year, I just knew it!

Questions:

1. Who is the narrator in the passage?

A. The teacher

B. A parent  

C. A student

D. The principal 

2. Which sentence from the passage BEST shows the narrator's point of view?

A. My teacher, Mrs. Sanchez, welcomed me with a smile.

B. At the bus stop, I met my friend Jake.

C. I saw one of the new boys eyeing the football on my t-shirt.  

D. The first day of school!

Lesson 19 - Author's Purpose 

Passage: 

When Lucia grows up, she wants to be a marine biologist. Her passion for the ocean started when she was young. Every summer, Lucia explores the tidepools at the beach, peering at colorful plants and sea creatures. She swims with dolphins, recording their squeaks and whistles. Lucia even joined the surf club at school so she can surf after class. Someday, Lucia dreams of saving endangered animals and helping balance fragile ocean ecosystems. Though it will take hard work, Lucia will get there by following her heart's inspiration.

Questions:

1. What is the author's MAIN purpose for writing this passage?

A. To inform readers about Lucia's interests

B. To entertain readers with a story 

C. To persuade readers to protect oceans

D. To describe Lucia's childhood memories

2. Which sentence reveals the author's purpose?

A. Lucia wants to be a marine biologist.

B. She swims with dolphins, recording their squeaks and whistles.

C. Lucia dreams of saving endangered animals and helping balance fragile ocean ecosystems.

D. Lucia joined the surf club at school so she can surf after class.

Lesson 20 - Figurative Language

Passage:

The telephone's shrill cry pierced the silence, startling Mia from her daydreams. She stared at the phone vibrating across the kitchen counter. Mia felt glued to her seat, nerves twisting her stomach. It was the call telling her if she got the lead role in the school play! Taking a deep breath, Mia pushed down her fluttery nerves and answered the phone. The drama teacher's excited voice rang out announcing she'd won the starring role! Mia was so elated that her heart soared. This was a dream come true!

Questions:

1. What does the metaphor "telephone's shrill cry" suggest about the ring?

A. The phone smelled bad. 

B. The phone's ring was loud and sharp.

C. The phone's call lasted a long time.

D. The phone's ring sounded musical.

2. Which phrase contains figurative language describing Mia's nervousness? 

A. Mia felt glued to her seat

B. She stared at the phone vibrating

C. Mia was so elated

D. Taking a deep breath

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.