Grade 5 STAAR Reading Released Test Forms and Answer Keys
5th Grade Texas STAAR Released Test Answer Keys 2023-2024 PDF Mathematics Test and PDF Reading Test STAAR Mathematics and Reading PAPER Test Forms with Answer KeysGrade 5 STAAR Released Math and Reading test forms
- Math Answer Key
- Math Item Rationale
- Math Student Expectations Tested
- RLA Answer Key
- RLA Item Rationale
- RLA Student Expectations Tested
- Science Answer Key
- Science Item Rationale
- Science Student Expectations Tested
- Spanish Math Answer Key
- Spanish Math Item Rationale
- Spanish Math Student Expectations Tested
- Spanish RLA Answer Key
- Spanish RLA Item Rationale
- Spanish RLA Student Expectations Tested
- Spanish RLA Scoring Guide
- Spanish Science Answer Key
- Spanish Science Item Rationale
- Spanish Science Student Expectations Tested
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.
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
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