2014 Texas Staar Test - End of Course - English I

2014 TEXAS STAAR TEST END OF COURSE ENGLISH I
Total Possible Score: 92

Needed Correct to Pass: 49
Advanced Performance: 76
Time Limit: 5 Hours
This file contains the State of Texas Assessments of Academic Readiness administered in Spring, 2014,
along with the answer key, learning objectives, and, for writing tests, the scoring guide. This document is
available to the public under Texas state law. This file was created from information released by the Texas
Education Agency, which is the state agency that develops and administers the tests. All of this
information appears on the Texas Education Agency web site, but has been compiled here into one
package for each grade and subject, rather than having to download pieces from various web pages.
The number of correct answers required to "pass" this test is shown above. Because of where the "passing"
score is set, it may be possible to pass the test without learning some important areas of study. Because of
this, I believe that making the passing grade should not be considered "good enough." A student's goal
should be to master each of the objectives covered by the test. The "Advanced Performance" score is a good
goal for mastery of all the objectives.
The test in this file may differ somewhat in appearance from the printed version, due to formatting
limitations. Since STAAR questions are changed each year, some proposed questions for future tests are
included in each year's exams in order to evaluate the questions. Questions being evaluated for future
tests do not count toward a student's score. Those questions are also not included in the version of the test
made available to the public until after they used as part of the official test.
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Reproduction of all or portions of this work is prohibited without express written permission from the
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Questions and comments about the tests should be directed to:
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Student Assessment Division
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phone: 512-463-9536
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STAAR
State of Texas
Assessments of
Academic Readiness
English I
Administered April 2014
RELEASED
Copyright 2014, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express
written permission from the Texas Education Agency.
WRITING
Page 3
in the answer on your answer document.
Jim West/Alamy
Damian is excited about being eligible to vote in the next presidential election, but
hes also disappointed that many Americans do not participate in the voting
process. He has written this paper to persuade people to vote. Read Damians
paper and think about the revisions he needs to make. Then answer the questions
that follow.
Vote!
(1) According to the United Nations, the right to vote is a fundamental human
right. (2) Its the most direct way for people to influence the decisions of their
government. (3) This right is not guaranteed in all nations of the world, but it is
part of the U.S. Constitution. (4) Surprisingly, however, many Americans fail to
exercise this right. (5) In fact, in 2008 only 64 percent of eligible Americans voted
in the presidential election. (6) And in local elections the percentages were even
smaller. (7) This isnt a wise move for you or the country.
(8) Before the American Revolution the British government taxed the colonists
living in what is now the United States. (9) These colonists had no say in the
decisions about taxes made by the government in Great Britain. (10) This idea of
taxation without representation is part of the reason our forefathers were
determined. (11) They wanted to separate from Great Britain and form their own
nation. (12) Thousands of Americans fought and died in the revolution that
followed, which eventually led to independence and voting rights for many.
Page 4
(13) Even today this right is very limited in some countries around the world.
(14) Therefore, in Saudi Arabia the government operates under an absolute
monarchy, and people have no opportunity to vote in national elections. (15) And
in communist North Korea, citizens are allowed to vote, but there is only one name
on the ballot. (16) Voting rights activists say that absurdities like these have been
alleged in other countries as well, including Egypt and Iran. (17) As Americans, we
should appreciate the fact that we live in a democracy where we are free to voice
our opinions. (18) The best way to demonstrate gratitude for this right is by
showing up at the polls.
(19) Government decisions affect your life every day. (20) How can you
complain about issues concerning school funding, the environment, and health care
if you dont even take the time to vote on proposals involving those issues?
(21) Its astounding to me that one of the lowest voter turnout rates in the United
States is what Texas has. (22) In fact, in a recent presidential election, only about
55 percent of eligible Texans cast a vote. (23) And in local elections sometimes
less than 10 percent of the voting population chooses who will make them.
(24) At one time only white male citizens could vote in the United States, but
today most citizens who are 18 or older are eligible to vote. (25) And registering to
vote is a simple process. (26) You just need to complete a voter registration
application and mail it to the voter registrar in your county. (27) So when you turn
18, take the time to become a registered voter. (28) Then pay attention to election
candidates and issues.
Page 5
Damian has not effectively stated the position he is taking in this paper. Which of the following
could best replace sentence 7 and provide a stronger position statement for Damians paper?
A
Can you believe this outrageous statistic?
This low voter turnout is appalling, and all Americans should exercise their right to
vote.
I plan to vote in both national and local elections.
D There are groups that review human rights violations in this country as well as in other
countries around the world.
What is the most effective way to combine sentences 10 and 11?

F
This idea of taxation without representation is part of the reason our forefathers were
determined, who wanted to separate from Great Britain and form their own nation.
G This idea of taxation without representation is part of the reason our forefathers were
determined to separate from Great Britain and form their own nation.
H This idea of taxation without representation is part of the reason our forefathers were
determined because they separated from Great Britain and formed their own nation.
J
This idea of taxation without representation is part of the reason our forefathers were
determined separating from Great Britain and forming their own nation.
Damian would like to use a more appropriate transition in sentence 14. Which of the following
is the best replacement for Therefore?
A
Furthermore
Meanwhile
However
D For example
Page 6
What is the most effective way to revise sentence 21?

F
Because its astounding to me, Texas has one of the lowest voter turnout rates in the
United States.
G Its astounding to me what Texas has being one of the lowest voter turnout rates in the
United States.
H Its astounding to me that Texas has one of the lowest voter turnout rates in the United
States.
J
As astounding as it is, its also shocking that Texas has one of the lowest voter turnout
rates in the United States.
The meaning of sentence 23 is unclear. What is the most effective way to clarify the meaning
of this sentence?
A
Change sometimes to there are times when
Change population to citizenry
Change chooses to selects
D Change them to those important decisions
Damian needs a stronger closing for his paper. Which sentences should he add after
sentence 28 to bring his paper to a more effective conclusion?
F
You must be the one who changes this. It isnt fair to make others think they have all
the rights.
G Dont be lazy. Get off the couch and do something that matters.
H When Election Day comes, go to the polls and cast your vote. Its not only your right
but also your responsibility.
J
Youll feel better if you persuade people to vote. You can help make your community
more vibrant.
Page 7
Ralph Barrera/American-Statesman
Katy read about some newlyweds who created an unusual home for themselves.
She wrote this paper to tell about the couples experience. Read Katys paper and
think about the revisions she needs to make. Then answer the questions that
follow.
Home Sweet Rosie

(1) In todays world many people live in smaller apartments and houses than
they would like, especially in cities where space is limited and prices are high.
(2) But for some people, living in small quarters isnt a necessity; its a choice.
(3) Mike and Natalie Young, of Austin, are two people who have made that choice.
(4) They have a bus and have named it Rosie.
(5) For years I have been interested in the mobile lifestyle, tiny houses,
repurposing useful materials, and auto mechanics, Mike Young wrote in his blog.
(6) So in 2011, when he and his fiance Natalie began discussing where they would
live after they got married, the idea of a bus came up. (7) They investigated some
low-budget apartment rentals but quickly concluded that living in a school bus
would be even less expensive. (8) The pair first contacted school districts to try to
find a used bus that they could afford. (9) They eventually found the perfect
vehicle on a website specializing in classified ads.
(10) It all started then. (11) Although the former owner had already removed
all the seats inside the bus, there was still a lot of work to do before the space
would be livable. (12) As a resourceful twist on traditional wedding gifts, Mike and
Page 8
Natalie decided to create a wedding registry for their project. (13) Friends and
family could then purchase materials such as flooring, kitchen equipment, and an
air conditioner that would help the couple turn their bus into a home. (14) In his
blog Mike referred to their efforts as an experiment in simplicity.
(15) A few months later the bus was ready, and the newlyweds were preparing
to move in. (16) They were pleased that their new home had a living area, a
bedroom, and a small kitchen, complete with running water and a propane stove.
(17) But Mike and Natalie werent finished yet. (18) They wanted Rosie to feel like
a home rather than a recreational vehicle. (19) They carefully selected artwork to
display in the foyer, or entrance, of the bus. (20) They added potted plants and
rugs. (21) Wooden furniture was topped with photos, books, and lamps. (22) Mike
explained, We choose the few things that have the most impact, that mean the
most to us.
(23) Living in a bus has presented a few questions, especially during the hot
Texas summers. (24) Were basically in a metal box, Natalie explained.

(25) Even with an air conditioner, the midday heat is brutal. (26) But since Mike
works during the day and Natalie is a full-time nursing student, they are usually
able to avoid being home during the hottest hours of the day, at least for now.
(27) The Youngs say they are content living in their small space. (28) And just
as they hoped, Rosie has become a gathering place for family and friends.
Page 9
Katy wants to create a more effective thesis statement for her paper. Which of the following
could replace sentence 4 and more accurately convey the thesis of this paper?
A
Fearing life in the city, they chose a more rural existence in a big yellow school bus.
This couple didnt have to, but they decided that a bus is what they wanted to have.
This young couple lives in a uniquely converted school bus that they have affectionately
named Rosie.
D Instead of a normal dwelling, they have chosen a vehiclesomething quite rare,

strange, and out of the norm.
Katys transition from the second paragraph (sentences 59) to the third paragraph
(sentences 1014) is weak. Which of the following could best replace sentence 10 and
provide a more effective transition between these two paragraphs?
F
It was time to begin all the hard work.
G Finding the bus on an Internet site had seemed like a miracle.

H Then the couple faced the task of turning the school bus into a home.
J
What a joy it was to begin an eco-friendly project!
Katy realizes that she left the following detail out of the fourth paragraph (sentences 1522).
While the Youngs had fun decorating their

new home, they knew they had to be wise
about what they brought into such a small
space.
Where is the most effective place to insert this sentence?
A
At the beginning of the paragraph
After sentence 21
After sentence 22
D This sentence is not relevant to the main idea of the paragraph and should not be
inserted.
Page 10
10 Katy wants to use a more appropriate word than questions in sentence 23. Which of these
could best replace the word questions?
F
challenges
G curiosities
H landmarks
J
points
11 Katy would like to add a quotation to the end of her paper to directly support the idea
expressed in sentence 28. Which of the following could best follow and support sentence 28?
A
We both struggle with putting things where they go, Natalie said. Its easy to find
space to dump stuff on. I think every home has that.
We can cook full meals and people migrate between inside the bus, the backyard, and
the campfire, commented Mike. Weve been blessed with this space and the chance to
exercise this experiment.
Unfortunately, I do get attached to vehicles, so I think we do have to figure out what

to do with it for about the next 30 years, Mike added.
D And, honestly, between the hours of 11 A.M. and 6 P.M., we werent able to live in here
comfortably even with the AC, Natalie once admitted. We burned one out, it was so
hot.
Page 11

Jasmine wrote this paper to tell about a personal experience that turned out
different than she expected. Read Jasmines paper and look for the corrections she
needs to make. Then answer the questions that follow.
Bunkmate Surprise
(1) My bulletin board is covered with pictures of Carmen and me. (2) In
almost all of them, we are at Camp Flaming Rock. (3) Every summer for the past
five years, weve been camp bunkmates. (4) Were great friends, so I was estatic
to be returning to camp for another fun summer together. (5) You can imagine my
shock when I got to the registration table and discovered that I had been assigned
to bunk with Kaitlyn. (6) How could anyone seriously expect Kaitlyn and me to
bunk together?
(7) If Carmen and I were like two peas in a pod, Kaitlyn and I were like the
repelling ends of magnets. (8) The idea of spending two weeks with her as my
bunkmate was hard to imagine. (9) Although I was to old to cry about the
situation, tears threatened to spill down my cheeks anyway. (10) I shuffled to the
cabin, now dreading the weeks to come as much as I had anticipated them before.
(11) Kaitlyns gear was already on the top bunk when I got there. (12) As I
grudgingly unpacked, she sorted her belongings and completely ignored me.
(13) For the rest of the day, neither of us spoke, it was obvious that she was no
happier about the arrangement than I was.

(14) At Camp Flaming Rock your bunkmate is also your partner for daily
activities. (15) That meant that Kaitlyn and I were thrust into each others
presence all day long. (16) At first, grouchiness prevailed, but as the days passed
on, both of our attitudes started to change. (17) While we were canoeing one day,
I was stung by a bee, and my hand began to swell. (18) Kaitlyn paddled the rest of
the way back by herself. (19) By the time we got to the shore, she was hot and
sweaty, but she didnt complain; she just walked with me to the nurses station.
(20) Another day our group played a game based on identifying sounds. (21) I was
blindfolded and had to find my way to Kaitlyn by listening to a sound she typically
made. (22) When she started making the snoring noises I had been hearing every
Page 12
night, I was able to find her in no time. (23) As soon as the blindfold came off, we
both laughed hysterically.
(24) Over time, I noticed some things about Kaitlyn that I had never really
seen before. (25) I had always thought she was a bit of a snob, but the more I got
to know her, the more I realized that she was just shy. (26) She seemed snobbish
because like me, she often worried about what other people would think of her.
(27) As we began to open up to each other, I started to see how Kaitlyn and I
were really a lot alike. (28) We both loved singing, we both had pesky little
brothers, and we both insisted on sleeping in fuzzy socks!
(29) The end of camp rolled around faster than either of us could have
imagined. (30) As Kaitlyn and I packed our suitcases, we laughed about how
awkward our first few days together had been. (31) We were both surprised at
what close friends we had became. (32) Although I missed bunking with Carmen
that summer, Im glad I made another close friend. (33) Now theres a new picture
on my bulletin board at home. (34) Its of me and my special friend Kaitlyn.
(35) And both of us are wearing fuzzy socks!
Page 13
12 How should sentence 4 be changed?

F
Delete so
G Change was to am
H Change estatic to ecstatic
J
Sentence 4 should not be changed.
13 What change is needed in sentence 9?

A
Delete Although
Change to old to too old
Delete the comma
D Change cheeks to cheeks
14 What is the correct way to write sentence 13?

F
For the rest of the day, neither of us spoke, and it was obvious. That she was no
G For the rest of the day, neither of us spoke it was obvious that she was no happier
about the arrangement than I was.
H For the rest of the day, neither of us spoke. Which made it obvious that she was no
J
For the rest of the day, neither of us spoke. It was obvious that she was no happier
about the arrangement than I was.
Page 14
15 What change, if any, needs to be made in sentence 27?

A
Delete the comma
Change Kaitlyn and I to Kaitlyn and me
Change a lot to alot
D No change needs to be made.
16 What change should be made in sentence 31?

F
Change We to Because we
G Insert a comma after surprised

H Change became to become
J
Sentence 31 should not be changed.
Page 15

Ral wrote the following paper in response to a class assignment. Proofread Rals
paper and think about any corrections he needs to make. When you finish reading,
answer the questions that follow.
Killer Venoms
(1) Imagine a poison so potent that it could kill you before you even realized
you had been exposed to it. (2) Some of the most dangerous venoms on the
planet are produced by creatures that seem innocuous at first. (3) These animals,
however, carry a deadly bite.
(4) One example is the cone snail found in the Coral Reefs near Australia.
(5) On the outside this snail looks unremarkable, but what cannot be seen is its
deadly stinger. (6) A spear-like projection from the cone snail can inject a
paralyzing venom into a victim. (7) Just a few microliters of this venom, less than
iStockphoto.com/Island Effects
the amount most eyedroppers hold is enough to kill 10 people!
Cone Snail
(8) Measuring in at just five inches across, the Brazilian wandering spider is
another menacing creature. (9) Although far from the worlds largest spider, it can
be one of the most venomus. (10) This spider doesnt spin a web and wait for its
prey; it stays on the move, wandering about on the forest floor and even
venturing into neighborhoods and homes. (11) It is especially dangerous because
it is more aggressive than most spiders and will attack if it senses that its territory
Page 16
is threatened. (12) An attack by this spider could be more than just excruciatingly
David Haynes/Alamy
painful, it could be fatal.
Brazilian Wandering Spider

(13) Perhaps the most frightening creature in the world is the box jellyfish,
which is found in many of the worlds oceans. (14) The tentacles of this jellyfish
are covered with thousands of stinging cells that can flood a victim with poison.
(15) Even worse, the tentacles become extra sticky when theyre in contact with
skin, so trying to remove it can make a sting even more severe. (16) A person
exposed to the venom of this creature may not even have enough time to get to
WorldFoto/Alamy
shore before going into shock.
Box Jellyfish
Page 17
(17) As toxic as these and other venoms can be, scientists are discovering that
they sometimes have beneficial uses. (18) For example, the venom of the Brazilian
pit viper is the source of a drug used to treat high blood pressure. (19) While a
component found in copperhead snake venom may soon be used to treat breast
cancer. (20) In addition, the venom of the cone snail is currently being evaluated
in research laboratories as a possible painkiller. (21) Studying the affects of these
potent venoms is dangerous work, but scientists say that its worth the risk,
especially if one of these killer venoms can actually save lives someday.
Page 18
17 How should sentence 4 be changed?

A
Change is to was
Change found to it is found
Change Coral Reefs to coral reefs
D Sentence 4 should not be changed.
18 What change needs to be made in sentence 7?

F
Change than to then
G Insert a comma after hold

H Change is to are
J
No change needs to be made in this sentence.
Page 19

A
Change Although far to It is far
Delete the comma
Change venomus to venomous
D No change needs to be made.

F
Change become to became
G Change theyre to their

H Delete so
J
Change it to them
Page 20
21 What is the correct way to write sentences 18 and 19?

A
For example, the venom of the Brazilian pit viper is the source of a drug used to treat
high blood pressure, a component found in copperhead snake venom may soon be
used to treat breast cancer.
high blood pressure, and there is a component found in copperhead snake venom.
Which may soon be used to treat breast cancer.
high blood pressure, while a component found in copperhead snake venom may soon
be used to treat breast cancer.
D For example, the venom of the Brazilian pit viper. It is the source of a drug used to
treat high blood pressure, while a component found in copperhead snake venom may
soon be used to treat breast cancer.

F
Change affects to effects
G Change is dangerous to are dangerous

H Delete the comma after work
J
Change lives to lifes
Page 21
BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS

ON THE ANSWER DOCUMENT.
WRITTEN COMPOSITION: Expository

Read the following quotation.
The greatest glory in living lies not in never

falling, but in rising every time you fall.
Nelson Mandela
Think carefully about the following question.
Can failure make you stronger?
Write an essay explaining whether failure can strengthen a person.
Be sure to
p
p
p
p
clearly state your thesis

organize and develop your ideas effectively
choose your words carefully
edit your writing for grammar, mechanics, and spelling
Page 22
USE THIS PREWRITING PAGE TO

PLAN YOUR COMPOSITION.
MAKE SURE THAT YOU WRITE YOUR COMPOSITION

ON THE LINED PAGE IN THE ANSWER DOCUMENT.
Page 23
USE THIS PREWRITING PAGE TO

PLAN YOUR COMPOSITION.
MAKE SURE THAT YOU WRITE YOUR COMPOSITION

ON THE LINED PAGE IN THE ANSWER DOCUMENT.
Page 24
READING
Page 25
Read the next two selections and answer the questions that follow.
Jim at Bat
from Jim the Boy
by Tony Earley
1
Page 26
A summer pasture at twilight:
The boy cannot hit the baseball to his satisfaction. Though he makes
contact almost every time he swings the bat, he does not strike the mighty
blow he sees in his mind. The ball does not leap scalded into the sky, but hops
into the tall grass as if startled by a noise; it buzzes mildly, a dying beetle tied
to a piece of thread, and rolls to a disappointing stop.
Uncle Zeno pitches. He tracks the ball into the grass every time the boy
hits it, and retrieves it without complaint from each new hiding place. He
blames himself for the boys lack of success. The bat is simply too heavy. He
knew this for fact when he bought it; he had not wanted to buy a new bat
every time the boy grew an inch. He silently chides himself for being cheap.
Uncle Coran and Uncle Al man the field at improbably optimistic

distances behind their brother. Their faces are indistinct in the coming
darkness, their forms identical except that Uncle Coran wears a baseball glove
on his left hand, while Uncle Al, who is left-handed, wears one on the right.
They shout encouragement each time the boy swings the bat. They pound
their fists into their gloves, though only for their nephews benefit; their bodies
no longer believe the ball will ever make it out to their place in the field. They
do not creep closer because it would make the boy feel bad.
All three of the uncles wear the small, pocketless, old-fashioned baseball
gloves they have had since they were boys. Uncle Als mitt was made for a
right-handed fielder, but he has worn it on the wrong hand for so long that he
no longer notices that it doesnt fit. Each uncle would still gladly play a game
of baseball, should anyone ask, although no one has asked for years. They
keep their tiny, relic gloves properly oiled, however, as if such invitations were
not only commonplace, but imminent.
The boy studies Uncle Zeno until Uncle Zenos face seems to light up
from the inside, weakly, like a moon seen through clouds. It changes into a
hundred unfamiliar faces, twists into a hundred strange smiles, until the boy
blinks hard and wills his eyes to see only what is there.
Okay, Doc, Uncle Zeno says. Keep your eye on the ball. Here it
comes.
The baseball in Uncle Zenos hand is almost invisible, a piece of smoke, a

shadow. The woods on the far side of the pasture are already dark as sleep;
the river twists through them by memory. Uncle Zeno tosses the ball gently
toward the boy, who does not see it until its arc carries it above the black line
of trees, where it hangs for a moment like an eclipse in the faintly glowing sky.
The boy is arm-weary; he swings as hard as he is able. The bat and ball collide
weakly. The ball drops to the ground at the boys feet. It lies there stunned,
quivering, containing flight beneath its smooth skin. The boy switches the bat
into his left hand, picks up the ball with his right, and throws it back to Uncle
Zeno.
9
10
11
12
I hit it just about every time, the boy says.

Batter, batter, batter, batter, Uncle Al chirps in the field.
Say, whatta-say, whatta-say, whatta-say, chants Uncle Coran in the
ancient singsong of ballplayers. The uncles are singing to the boy. He has
never heard anything so beautiful. He does not want it to stop.
Okay, Doc, says Uncle Zeno. One more. Now watch.
From JIM THE BOY by Tony Earley. Copyright 2000 by Tony Earley. By permission of Little, Brown and
Company.
Page 27
A Crystal-Clear Love Affair
AP/Bill Kostroun
from Memories of Yankee Stadium

by Scott Pitoniak
Page 28
May 30, 1956, remains indelibly etched in Billy Crystals mind.
That was the day the future actor, comedian, and director attended his
first game at Yankee Stadium, and Mickey Mantle wound up making quite an
impression on the eight-year-old boy and the copper facade hanging from the
right-field roof.
During that afternoon contest between the Yankees and Washington

Senators, Crystal and thousands of others watched in awe as the blond Bronx
Bomber launched a moon shot that barely missed becoming the first fair ball
hit completely out of the stadium. Mantles blast on a 22 fastball from
Senators pitcher Pedro Ramos ricocheted off the decorative facade, just 18
inches from the top of the roof.
After the game, Ramos joked to reporters: If it had not hit the roof, it
would have landed in Brooklyn.
The Micks loooooong home run capped an extraordinary day for young
Billya day that would change his life forever.
His father was a concert promoter who managed the old Commodore
Music Shop on 42nd Street in Manhattan. Legendary jazz artist Louis
Armstrong had given the elder Crystal his box seats for a Yankees game that
late May day, and the father had planned on taking Billys older brother. But
when his big brother hurt his back, the ticket went to Billy. His dad arranged
for Yankees trainer Gus Mauch to take Billy down to the home-team clubhouse
before the game.
Bettmann/CORBIS
This photo diagram shows the path of the two home runs hit by
Mickey Mantle on May 30, 1956, the day on which Billy Crystal
attended his first New York Yankees baseball game at Yankee
Stadium. The flight path of one home run (right) nearly carried
the ball over the facade in right field and out of the stadium.
Mantle played all of his 18 professional seasons with the
Yankees, helping them win seven World Series from 1951 to 1968.
He was also named the American Leagues Most Valuable Player
three times.
7
You can imagine how exciting that was for a little kid, Crystal told the
New York Times in a 1998 interview. Gus came out and talked to us and then
took my program inside and brought it out with all the signatures on it.
[Yankees manager] Casey Stengel came out in the hall, and I remember
saying, Whos pitching today, Casey? and he looked at me and said, You are,
kid, suit up. How could you not be a Yankees fan after that?
Mantle became his idol and the stadium the center of his young universe.
Crystal would make the 90-minute trek on the Long Island Railroad to
the famed ballpark about 25 times a season after that memorable day. And he
and the neighborhood kids in the New York suburb of Long Beach would play
baseball in the summers from sunrise to sunset.
10
Crystal blossomed into an outstanding second baseman and earned a

baseball scholarship to Marshall University in West Virginia. But his baseballplaying days ended when the school dropped the program his freshman year.
11
He wound up returning to the metropolitan area and eventually studied

film and television at New York University, where one of his professors was
Academy Awardwinning director Martin Scorsese.
Page 29
After working for several years as a stand-up comic, Crystal left Long
Island for Hollywood in 1976 and, a year later, got his big break when he
landed the role of the gay character Jodie Dallas on the ABC sitcom Soap. He
later became a regular on Saturday Night Live, where his you look
mahvellous impression of Fernando Lamas became a huge hit with viewers.
His career peaked in the late 1980s and early 90s when his roles in
blockbuster movies such as When Harry Met Sally . . . and City Slickers
established him as a major star. His celebrity status only grew when he
became a frequent host of the Academy Awards show.
13
Along the way, Crystal developed a friendship with Mantle, his childhood
idol. The Mick said on several occasions if anyone ever did produce a movie
about him, hed want it to be Crystal. And in 2001, six years after the Hall of
Fame baseball player died, Crystal debuted the film 61*, which took a behindthe-scenes look at Mantle and Roger Mariss pursuit of Babe Ruths home-run
record during the historic 1961 season.
14
Nearly a half-century after his first trip there, Yankee Stadium remains
one of the most special places in Crystals world. Though he lives on the West
Coast, he has returned often to the ballpark to watch games and take part in
special ceremonies.
15
The stadium he first saw in 1956 underwent massive changes during the
renovations of the mid-1970s, but it still remains a magical place.
16
I still feel the same way I did when I was a little boy, he said. The joy
it gave me when I was playing with my friends, pretending to be a Yankee, or
pretending with my brother that we were broadcasting the games.
17
I just think of my father. Every time Im [there], I think of my father. I

think of the way he got us to love it without saying, Love this.
New Yankee Stadium on Opening Day, April 16, 2009

Used by permission of the author.
Page 30
AP/Julie Jacobson
12
Use Jim at Bat (pp. 2627) to answer questions 2328. Then fill in
the answers on your answer document.
23 Which words best help the reader understand the meaning of the word indistinct in
paragraph 4?
A
man the field
behind their brother
in the coming darkness
D wears a baseball glove
24 One of baseballs long-established traditions is best exemplified in the description of

F
how Jim swings in paragraph 8
G Uncle Zeno on the pitchers mound in paragraph 6

H how the uncles chant in paragraphs 10 and 11
J
the woods on the far side of the pasture in paragraph 8
Page 31
25 Which sentence provides the strongest evidence that Jim appreciates what his uncles are
doing for him?
A
The boy cannot hit the baseball to his satisfaction.
The boy is arm-weary; he swings as hard as he is able.
I hit it just about every time, the boy says.
D He has never heard anything so beautiful.
26 Read the following from paragraph 8.
The ball drops to the ground at the

boys feet. It lies there stunned,
quivering, containing flight beneath
its smooth skin.
Why does the author use personification in this quotation?
F
The baseball game symbolizes the love of the family.
G The description mimics the boys disappointment.

H The author is comparing the ball to a bird.
J
The author is showing the distance the ball has traveled.
Page 32
27 Which line provides the best evidence that Jim has high expectations for himself?
A
He does not strike the mighty blow he sees in his mind.
He blames himself for the boys lack of success.
He does not want it to stop.
D He silently chides himself for being cheap.
28 From paragraph 5, the reader can infer that the three uncles
F
think that winning is important
G prefer baseball to all other games

H miss the days of their youth
J
used to play baseball professionally
Page 33
Use A Crystal-Clear Love Affair (pp. 2830) to answer

questions 2933. Then fill in the answers on your answer document.
29 The authors purpose for writing this selection is to
A
explain the effect Yankee Stadium had on Billy Crystal
recognize Billy Crystals achievements as an actor
illustrate Mickey Mantles importance to baseball
D promote the publics increased interest in baseball
30 The author includes the quotation in paragraph 16 primarily to substantiate the opinion
that
F
renovations made to Yankee Stadium in the 1970s were necessary
G baseball can no longer legitimately be considered the national pastime

H Crystal has matured since his first visit to Yankee Stadium
J
Yankee Stadium remains a magical place even after major changes
Page 34
31 From paragraph 9, the reader can infer that Crystal was

A
not interested in a career as an actor when he was a teenager
determined to be a professional baseball player
an incredibly dedicated baseball fan
D interested in baseball primarily as a way to please his father
32 Which line provides the strongest evidence that Crystal gained the trust of his childhood hero?
F
I remember saying, Whos pitching today, Casey? and he looked at me and said, You
are, kid, suit up.
G The Micks loooooong home run capped an extraordinary day for young Billya day
that would change his life forever.
H Nearly a half-century after his first trip there, Yankee Stadium remains one of the most
special places in Crystals world.
J
The Mick said on several occasions if anyone ever did produce a movie about him, hed
want it to be Crystal.
33 What is the purpose of the photo diagram of Mickey Mantles two home runs?
A
To highlight how differently the game of baseball was played in the past
To show where Crystal was sitting when Mantle hit the home runs
To represent a typical home run
D To compare the paths the home runs took
Page 35
Use Jim at Bat and A Crystal-Clear Love Affair to answer

questions 3437. Then fill in the answers on your answer document.
34 While A Crystal-Clear Love Affair focuses on a man who is a celebrity, Jim at Bat focuses
on a boy who is
F
lazy
G ordinary
H selfish
J
proud
35 Read these quotations.

Jim at Bat
A Crystal-Clear Love Affair
The boy cannot hit the baseball to his

satisfaction. Though he makes contact
almost every time he swings the bat,
he does not strike the mighty blow he
sees in his mind.
That was the day the future actor,

comedian, and director attended his
first game at Yankee Stadium, and
Mickey Mantle wound up making quite
an impression on the eight-year-old
boy and the copper facade hanging
from the right-field roof.
Which of these best describes the difference in tone between the two quotations?
A
The tone of the first quotation is impassioned, while the tone of the second quotation is
indifferent.
The tone of the first quotation is discouraged, while the tone of the second quotation is
celebratory.
The tone of the first quotation is admiring, while the tone of the second quotation is
playful.
D The tone of the first quotation is informative, while the tone of the second quotation is
impartial.
Page 36
36 Both selections explore the theme of baseball

F
being an important means of family bonding in American culture
G no longer being the innocent American pastime it once was

H providing children with famous role models to idolize
J
helping many children escape a bleak home life
37 Which element is the same for both selections?

A
The genre
The subject matter
The tone
D The writing style
Page 37

SHORT ANSWER #1
DIRECTIONS
Answer the following question in the box labeled Short Answer #1 on page 5 of
your answer document.
What is one similarity between the boy in Jim at Bat and Billy Crystal in A Crystal-Clear
Love Affair? Explain your answer and support it with evidence from both selections.
Page 38
BE SURE YOU HAVE WRIT TEN YOUR ANSWER

ON PAGE 5 OF THE ANSWER DOCUMENT.
Copyright restrictions prevent the excerpt from Of Mice and MenThe

Play from being displayed in this format. Please refer to Of Mice and
MenThe Play by John Steinbeck, accessible at your local library.
A photograph was included with this selection in the printed version
of the English I test and is shown below.
Lennie (Charles Leggett) and George (Troy

Fischnaller) plot their future in a production of Of
Mice and Men. John Steinbecks novel about two
men wandering through Californias bleak agricultural landscape in hopes of finding work is set
against the backdrop of the Great Depression and
is hailed as an American classic.
Page 39
Charles Leggett and Troy Fischnaller in Of Mice and Men, 2011.

Photo by Chris Bennion. Courtesy of Seattle Repertory Theatre.
Page 1 of Selection
Copyright restrictions prevent the excerpt from

Of Mice and MenThe Play from being displayed
in this format. Please refer to Of Mice and Men
The Play by John Steinbeck, accessible at your
local library.
Page 40
Copyright restrictions prevent the excerpt from

Of Mice and MenThe Play from being displayed
in this format. Please refer to Of Mice and Men
The Play by John Steinbeck, accessible at your
local library.
Page 41
38 A major theme explored in this play is

F
the struggle for racial equality
G the dream of economic self-sufficiency

H the desire for a return to a better time
J
the need for social etiquette
39 In paragraph 17, the word contorts means

A
twists
shakes
pauses
D drops
40 The dialogue in paragraphs 1 and 2 establishes that the relationship between George and
Lennie is most similar to
F
a partnership between equals
G the relationship between a teacher and a student

H a partnership of strategic convenience
J
the relationship between a parent and a child
Page 42
41 Which line of dialogue provides the best evidence that Lennie has low self-esteem?
A
Go on, George! Tell about what were gonna have in the garden.
Furry ones, George. Like I seen at the fair in Sacramento.
Thats it, thats it! Now tell how it is with us.
D Cause I can jus as well go away, George, and live in a cave.
42 The stage directions in paragraphs 3 and 6 provide evidence that for George, his speech
about the future has become
F
unbelievable
G a ritual
H a joke
J
pointless
Page 43
43 The reader can infer that George is using the promise of letting Lennie tend the rabbits
A
as an incentive in order to manage Lennies behavior
to cheat Lennie out of his pay
to trick Lennie into doing all the work
D as a way to convince Lennie of his sincerity
44 The stage directions in paragraphs 5 and 7 emphasize Lennies

F
aggressive nature
G consistent thoughtfulness
H child-like enthusiasm
J
irrational fear
Page 44
Read the selection and choose the best answer to each question. Then fill
Hearing the Sweetest Songs

by Nicolette Toussaint
Newsweek
May 23, 1994
Page 45
Every year when I was a child, a man brought a big, black, squeaking
machine to school. When he discovered I couldnt hear all his peeps and
squeaks, he would get very excited. The nurse would draw a chart with a
deep canyon in it. Then I would listen to the squeaks two or three times,
while the adultswho were all acting very, very nicewould watch me raise
my hand. Sometimes I couldnt tell whether I heard the squeaks or just
imagined them, but I liked being the center of attention.
My parents said I lost my hearing to pneumonia as a baby, but I knew I

hadnt lost anything. None of my parts had dropped off. Nothing had
changed: if I wanted to listen to Beethoven, I could put my head between
the speakers and turn the dial up to 7. I could hear jets at the airport a
block away. I could hear my mom when she was in the same roomif I
wanted to. I could even hear my cat purr if I put my good ear right on top of
him.
I wasnt aware of not hearing until I began to wear a hearing aid at the age
of 30. It shattered my peace: shoes creaking, papers crackling, pencils
tapping, phones ringing, refrigerators humming, people cracking knuckles,
clearing throats and blowing noses! Cars, bikes, dogs, cats, kids all seemed
to appear from nowhere and fly right at me.
I was constantly startled, unnerved, agitatedexhausted. I felt as though

inquisitorial Nazis in an old World War II film were burning the side of my
head with a merciless white spotlight. Under that onslaught, I had to break
down and confess: I couldnt hear. Suddenly, I began to discover many
things I couldnt do.
I couldnt identify sounds. One afternoon, while lying on my side watching a

football game on TV, I kept hearing a noise that sounded like my cat playing
with a flexible-spring doorstop. I checked, but the cat was asleep. Finally, I
happened to lift my head as the noise occurred. Heard through my good ear,
the metallic buzz turned out to be the referees whistle.
I couldnt tell where sounds came from. I couldnt find my phone under the
blizzard of papers on my desk. The more it rang, the deeper I dug. I
shoveled mounds of paper onto the floor and finally had to track it down by
following the cord from the wall.
Page 46
When I lived alone, I felt helpless because I couldnt hear alarm clocks,
vulnerable because I couldnt hear the front door open and frightened
because I wouldnt hear a burglar until it was too late.
Then one day I missed a job interview because of the phone. I had gotten
off the subway 20 minutes early, eager and dressed to the nines. But the
address I had written down didnt exist! I must have misheard it. I searched
the street, becoming overheated, late and frantic, knowing that if I
confessed that I couldnt hear on the phone, I would make my odds of
getting hired even worse.
For the first time, I felt unequal, disadvantaged and disabled. Now that I had
something to compare, I knew that I had lost something: not just my
hearing, but my independence and my sense of wholeness. I had always
hated to be seen as inferior, so I never mentioned my lack of hearing. Unlike
a wheelchair or a white cane, my disability doesnt announce itself. For most
of my life, I chose to pass as abled, and I thought I did it quite well.
10
But after I got the hearing aid, a business friend said, You know, Nicolette,
you think you get away with not hearing, but you dont. Sometimes in
meetings you answer the wrong question. People dont know you cant hear,
so they think youre daydreaming, eccentric, stupidor just plain rude. It
would be better to just tell them.
11
I wondered about that then, and I still do. If I tell, I risk being seen as
unable rather than disabled. Sometimes, when I say I cant hear, the waiter
will turn to my companion and say, What does she want? as though I have
lost my power of speech.
12
If I tell, people may see only my disability. Once someone is labeled deaf,
crippled, mute or aged, thats too often all they are. Im a writer, a
painter, a slapdash housekeeper, a gardener who grows wondrous roses; my
hearing is just part of the whole. Its a tender part, and you should handle it
with care. But like most people with a disability, I dont mind if you ask
about it.
13
In fact, you should ask, because its an important part of me, something my
friends see as part of my character. My friend Anne always rests a hand on
my elbow in parking lots, since several times, drivers who assume that I
hear them have nearly run me over. When I hold my head at a certain angle,
my husband, Mason, will say, Its a plane or Its a siren. And my mother
loves to laugh about the times I thought I heard: last week I was told that
the Minotaurs in the garden are getting out of hand. I imagined capering
bullmen and I was disappointed to learn that all we had in the garden were
overgrown baby tears.
14
Not hearing can be funny, or frustrating. And once in a while, it can be the
cause of something truly transcendent. One morning at the shore I was
listening to the ocean when Mason said, Hear the bird? What bird? I
listened hard until I heard a faint, unbirdlike, croaking sound. If he hadnt
mentioned it I would never have noticed it. As I listened, slowly I began to

hearor perhaps imaginea distant song. Did I really hear it? Or just hear
in my heart what he shared with me? I dont care. Songs imagined are as
sweet as songs heard, and songs shared are sweeter still.
15
That sharing is what I want for all of us. Were all just temporarily abled, and
every one of us, if we live long enough, will become disabled in some way.
Those of us who have gotten there first can tell you how to cope with phones
and alarm clocks. About ways of holding a book, opening a door and leaning
on a crutch all at the same time. And what its like to give up in despair on
Thursday, then begin all over again on Friday, because theres no other
choiceand because the roses are beginning to bud in the garden.
16
These are conversations we all should have, and its not that hard to begin.
Just let me see your lips when you speak. Stay in the same room. Dont
shout. And ask what you want to know.
Used by permission of the author.
Page 47
45 Why does the author use sensory images in paragraph 3?

A
To illustrate that hearing so well was disturbing
To describe her irrational fear of sound
To prove that she really didnt need a hearing aid
D To communicate that she was frequently interrupted
46 In which line does the author use alliteration to support the primary message of the selection?
F
For the first time, I felt unequal, disadvantaged and disabled.
G I listened hard until I heard a faint, unbirdlike, croaking sound.

H Songs imagined are as sweet as songs heard, and songs shared are sweeter still.
J
I imagined capering bullmen and I was disappointed to learn that all we had in the
garden were overgrown baby tears.
Page 48
47 Read this sentence from paragraph 15.
Were all just temporarily abled, and every one

of us, if we live long enough, will become
disabled in some way.
The author makes this statement to suggest that
A
she really isnt very different from other people
disabilities are affecting people with increasing frequency
she was fortunate to have developed her disability at a young age
D people should prepare themselves for becoming deaf
48 In which line from the article does the author reveal how she would like others to respond to
her lack of hearing?
F
I had always hated to be seen as inferior, so I never mentioned my lack of hearing.
G If I tell, people may see only my disability.

H Unlike a wheelchair or a white cane, my disability doesnt announce itself.
J
Its a tender part, and you should handle it with care.
Page 49
49 In paragraph 9, the author suggests that when she started using a hearing aid, she
A
felt better prepared for job interviews
was able to enjoy watching television
experienced a sense of loss
D was embarrassed about wearing it
50 Why does the author conclude the article by addressing the reader directly?
F
To include the reader in a personal joke
G To highlight the most important aspects of a conversation

H To suggest that most non-hearing people do not need hearing aids
J
To instruct the reader how to treat people with hearing difficulties
Page 50

SHORT ANSWER #2
DIRECTIONS
Answer the following question in the box labeled Short Answer #2 on page 5 of
your answer document.
After reading Hearing the Sweetest Songs, do you think the author considers herself
disabled? Explain your answer and support it with evidence from the selection.
Page 51
BE SURE YOU HAVE WRIT TEN YOUR ANSWER

ON PAGE 5 OF THE ANSWER DOCUMENT.
STOP
STAAR
English I
April 2014
TX866213
1 2 3 4 5 A B C D E
Printed in the USA
DPSS/ISD7194
STAAR English I
Answer Key
Item
Number
Reporting
Category
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Prompt
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
Short Answer
38
39
40
41
42
43
44
45
46
47
48
49
50
Short Answer
5
5
5
5
5
5
5
5
5
5
5
6
6
6
6
6
6
6
6
6
6
6
4
1
2
2
2
2
2
3
3
3
3
3
1
1
1
1
1
2
1
2
2
2
2
2
3
3
3
3
3
3
1
Readiness or
Supporting
Supporting
Readiness
Readiness
Readiness
Readiness
Supporting
Supporting
Supporting
Supporting
Readiness
Supporting
Readiness
Readiness
Readiness
Readiness
Supporting
Readiness
Supporting
Readiness
Readiness
Readiness
Readiness
Readiness
Readiness
Supporting
Readiness
Readiness
Readiness
Readiness
Readiness
Supporting
Readiness
Readiness
Supporting
Readiness
Readiness
Readiness
Readiness
Readiness
Supporting
Readiness
Supporting
Supporting
Supporting
Supporting
Supporting
Supporting
Supporting
Supporting
Readiness
Supporting
Supporting
Readiness
Content Student
Expectation
D.16(A)
D.13(C)
D.13(C)
D.13(C)
D.13(C)
D.16(D)
D.15(A)
D.15(A)
D.15(A)
D.13(C)
D.15(A)
D.19(A)
D.13(D)
D.17(C)
D.18(B)
D.17(A)
D.18(A)
D.18(B)
D.19(A)
D.13(D)
D.17(C)
D.13(D)
D.15(A)
D.1(B)
D.2(C)
D.5(B)
D 7 Fig.
D.7
Fig 19(B)
D.5(B)
D.5(B)
D.8(A)
D.9(B)
D.9(C)
D.9(C)
D.12 Fig. 19(B)
Fig. 19(B)
Fig. 19(B)
Fig. 19(B)
Fig. 19(B)
Fig. 19(B)
D.2 Fig. 19(B)
D.1(B)
D.4(A)
D.4(A)
D.4(A)
D.4 Fig. 19(B)
D.4(A)
D.10 Fig. 19(B)
D.10 Fig. 19(B)
D.10(A)
D.8(A)
D.10(A)
D.10 Fig. 19(B)
Fig. 19(B)
2014 Release
Correct
Answer
B
G
D
H
D
H
C
H
B
F
B
H
B
J
D
H
C
G
C
J
C
F
*
C
H
D
G
A
H
A
J
C
J
D
G
B
F
B
*
G
A
J
D
G
A
H
A
H
A
J
C
J
*
Note: The first character of the Content Student Expectation designates English I or English II
* A scoring guide is used to determine the scores for the written composition and short answers.
English I
Assessment
Eligible Texas Essential
Knowledge and Skills

December 2013
STAAR English I Assessment

Genres Assessed:
Literary
Fiction (Readiness)
Literary Nonfiction (Supporting)
Poetry (Supporting)
Drama (Supporting)
Media Literacy (Embedded, Supporting)
Informational
Expository (Readiness)
Persuasive (Supporting)
Procedural (Embedded, Supporting)
Media Literacy (Embedded, Supporting)
Reporting Category 1:
Understanding and Analysis Across Genres
The student will demonstrate the ability to understand and analyze a
variety of written texts across reading genres.
(1)
(2)
Reading/Vocabulary Development. Students understand new vocabulary

and use it when reading and writing. Students are expected to
(A)
determine the meaning of grade-level technical academic English words

in multiple content areas (e.g., science, mathematics, social studies,
the arts) derived from Latin, Greek, or other linguistic roots and affixes;
Supporting Standard
(B)
analyze textual context (within a sentence and in larger sections of

text) to distinguish between the denotative and connotative meanings
of words; Readiness Standard
(D)
describe the origins and meanings of foreign words or phrases used

frequently in written English (e.g., caveat emptor, carte blanche, tete a
tete, pas de deux, bon appetit, quid pro quo); Supporting Standard
(E)
use a dictionary, a glossary, or a thesaurus (printed or electronic) to

determine or confirm the meanings of words and phrases, including
their connotations and denotations, and their etymology.
Readiness Standard
Reading/Comprehension of Literary Text/Theme and Genre. Students

analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding. Students are expected to
(A)
analyze how the genre of texts with similar themes shapes meaning;
Supporting Standard
STAAR English I

December 2013
Page 2 of 11
(9)
Reading/Comprehension of Informational Text/Expository Text.

Students analyze, make inferences and draw conclusions about expository
text and provide evidence from text to support their understanding. Students
are expected to
(D)
synthesize and make logical connections between ideas and details in

several texts selected to reflect a range of viewpoints on the same topic
and support those findings with textual evidence.
Supporting Standard
(Figure 19) Reading/Comprehension Skills. Students use a flexible range of

metacognitive reading skills in both assigned and independent reading to
understand an authors message. The student is expected to
(B) make complex inferences about text and use textual evidence to
support understanding. Readiness Standard
STAAR English I

December 2013
Page 3 of 11
Understanding and Analysis of Literary Texts
The student will demonstrate an ability to understand and analyze literary
texts.
(2)
(3)
Reading/Comprehension of Literary Text/Theme and Genre. Students

analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding. Students are expected to
(B)
analyze the influence of mythic, classical and traditional literature on

20th and 21st century literature; Supporting Standard
(C)
relate the figurative language of a literary work to its historical and

cultural setting. Supporting Standard
Reading/Comprehension of Literary Text/Poetry. Students understand,

make inferences and draw conclusions about the structure and elements of
poetry and provide evidence from text to support their understanding.
Students are expected to
(A)
(4)
Reading/Comprehension of Literary Text/Drama. Students understand,

drama and provide evidence from text to support their understanding.
(A)
(5)
analyze the effects of diction and imagery (e.g., controlling images,

figurative language, understatement, overstatement, irony, paradox) in
poetry. Supporting Standard
explain how dramatic conventions (e.g., monologues, soliloquies,

dramatic irony) enhance dramatic text. Supporting Standard
Reading/Comprehension of Literary Text/Fiction. Students understand,

fiction and provide evidence from text to support their understanding.
(A)
analyze non-linear plot development (e.g., flashbacks, foreshadowing,

sub-plots, parallel plot structures) and compare it to linear plot
development; Supporting Standard
(B)
analyze how authors develop complex yet believable characters in

works of fiction through a range of literary devices, including character
foils; Readiness Standard
(C)
analyze the way in which a work of fiction is shaped by the narrators

point of view. Supporting Standard
STAAR English I

December 2013
Page 4 of 11
(6)
Reading/Comprehension of Literary Text/Literary Nonfiction.

Students understand, make inferences and draw conclusions about the varied
structural patterns and features of literary nonfiction and provide evidence
from text to support their understanding. Students are expected to
(A)
(7)
analyze how literary essays interweave personal examples and ideas

with factual information to explain, present a perspective, or describe a
situation or event. Supporting Standard
Reading/Comprehension of Literary Text/Sensory Language. Students

understand, make inferences and draw conclusions about how an authors
sensory language creates imagery in literary text and provide evidence from
text to support their understanding. Students are expected to
(A)
explain the role of irony, sarcasm, and paradox in literary works.

Supporting Standard
(12) Reading/Media Literacy. Students use comprehension skills to analyze

how words, images, graphics, and sounds work together in various forms to
impact meaning. Students are expected to
(A)
compare and contrast how events are presented and information is

communicated by visual images (e.g., graphic art, illustrations, news
photographs) versus non-visual texts; Supporting Standard
(D)
evaluate changes in formality and tone within the same medium for
specific audiences and purposes. Supporting Standard

(B)
make complex inferences about text and use textual evidence to

support understanding. Readiness Standard (Fiction) /
Supporting Standard (Literary Nonfiction, Poetry, Drama, Media
Literacy)
STAAR English I

December 2013
Page 5 of 11
Understanding and Analysis of Informational Texts
The student will demonstrate an ability to understand and analyze
informational texts.
(8)
Reading/Comprehension of Informational Text/Culture and History.

Students analyze, make inferences and draw conclusions about the authors
purpose in cultural, historical, and contemporary contexts and provide
evidence from the text to support their understanding. Students are expected
to
(A)
(9)
explain the controlling idea and specific purpose of an expository text

and distinguish the most important from the less important details that
support the authors purpose. Readiness Standard
Reading/Comprehension of Informational Text/Expository Text.

Students analyze, make inferences and draw conclusions about expository
text and provide evidence from text to support their understanding. Students
are expected to
(A)
summarize text and distinguish between a summary that captures the

main ideas and elements of a text and a critique that takes a position
and expresses an opinion; Readiness Standard
(B)
differentiate between opinions that are substantiated and

unsubstantiated in the text; Supporting Standard
(C)
make subtle inferences and draw complex conclusions about the ideas
in text and their organizational patterns. Readiness Standard
(10) Reading/Comprehension of Informational Text/Persuasive Text.

Students analyze, make inferences and draw conclusions about persuasive
text and provide evidence from text to support their analysis. Students are
expected to
(A)
analyze the relevance, quality, and credibility of evidence given to

support or oppose an argument for a specific audience;
Supporting Standard
(B)
analyze famous speeches for the rhetorical structures and devices used
to convince the reader of the authors propositions.
Supporting Standard
STAAR English I

December 2013
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(11) Reading/Comprehension of Informational Text/Procedural Texts.

Students understand how to glean and use information in procedural texts
and documents. Students are expected to
(A)
analyze the clarity of the objective(s) of procedural text (e.g., consider

reading instructions for software, warranties, consumer publications);
Supporting Standard
(B)
analyze factual, quantitative, or technical data presented in multiple

graphical sources. Supporting Standard
(12) Reading/Media Literacy. Students use comprehension skills to analyze

how words, images, graphics, and sounds work together in various forms to
impact meaning. Students are expected to
(A)
compare and contrast how events are presented and information is

communicated by visual images (e.g., graphic art, illustrations, news
photographs) versus non-visual texts; Supporting Standard
(D)
evaluate changes in formality and tone within the same medium for
specific audiences and purposes. Supporting Standard

(B) make complex inferences about text and use textual evidence to
support understanding. Readiness Standard (Expository) /
Supporting Standard (Persuasive, Procedural, Media Literacy)
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December 2013
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Composition
The student will demonstrate an ability to compose a variety of written
texts with a clear, controlling idea; coherent organization; sufficient
development; and effective use of language and conventions.
(13) Writing/Writing Process. Students use elements of the writing process
(planning, drafting, revising, editing, and publishing) to compose text.
(B)
structure ideas in a sustained and persuasive way (e.g., using outlines,

note taking, graphic organizers, lists) and develop drafts in timed and
open-ended situations that include transitions and the rhetorical devices
used to convey meaning; Readiness Standard
(C)
revise drafts to improve style, word choice, figurative language,

sentence variety, and subtlety of meaning after rethinking how well
questions of purpose, audience, and genre have been addressed;
Readiness Standard
(D)
edit drafts for grammar, mechanics, and spelling. Readiness Standard
*(14) Writing/Literary Texts. Students write literary texts to express their ideas
and feelings about real or imagined people, events, and ideas. Students are
expected to
(A)
write an engaging story with a well-developed conflict and resolution,

interesting and believable characters, and a range of literary strategies
(e.g., dialogue, suspense) and devices to enhance the plot.
Readiness Standard
(15) Writing/Expository [and Procedural] Texts. Students write expository

[and procedural or work-related] texts to communicate ideas and information
to specific audiences for specific purposes. Students are expected to
(A)
write an [analytical] essay of sufficient length Readiness Standard

that includes
(i)
effective introductory and concluding paragraphs and a variety of
sentence structures;
(ii)
rhetorical devices, and transitions between paragraphs;
(iii)
a controlling idea or thesis;
(iv)
an organizing structure appropriate to purpose, audience, and

context;
(v)
relevant information and valid inferences.
*Literary writing will no longer be assessed on STAAR English I. However, literary writing will continue to be the
type of writing assessed on STAAR Modified English I, since spring 2014 will be the last administration of that
assessment.
STAAR English I

December 2013
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Genres Represented in the Revision and Editing Sections of the Test:

Literary
Literary Nonfiction
Informational
Expository
Persuasive
Revision
The student will demonstrate an ability to revise a variety of written texts.
(C)
revise drafts to improve style, word choice, figurative language,

sentence variety, and subtlety of meaning after rethinking how well
questions of purpose, audience, and genre have been addressed.
Readiness Standard
(15) Writing/Expository [and Procedural] Texts. Students write expository

[and procedural or work-related] texts to communicate ideas and information
to specific audiences for specific purposes. Students are expected to
(A)
write an [analytical] essay of sufficient length that includes

(i)
effective introductory and concluding paragraphs and a variety of

sentence structures; Supporting Standard
(ii)
rhetorical devices, and transitions between paragraphs;

Supporting Standard
(iii)
a controlling idea or thesis; Supporting Standard
(iv)
an organizing structure appropriate to purpose, audience, and

context; Supporting Standard
(v)
relevant information and valid inferences. Supporting Standard
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the

attitudes or actions of a specific audience on specific issues. Students are
expected to write an argumentative essay to the appropriate audience that
includes
(A)
a clear thesis or position based on logical reasons supported by precise

and relevant evidence; Supporting Standard
(C)
counter-arguments based on evidence to anticipate and address

objections; Supporting Standard
STAAR English I

December 2013
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(D)
an organizing structure appropriate to the purpose, audience, and

context; Supporting Standard
(E)
an analysis of the relative value of specific data, facts, and ideas.

Supporting Standard
STAAR English I

December 2013
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Editing
The student will demonstrate an ability to edit a variety of texts.
(D)
edit drafts for grammar, mechanics, and spelling. Readiness Standard
(17) [Oral and] Written Conventions/Conventions. Students understand the

function of and use the conventions of academic language when [speaking
and] writing. Students are expected to
(A)
(C)
use and understand the function of the following parts of speech in the
context of reading, writing, [and speaking]: Readiness Standard
(i)
more complex active and passive tenses and verbals (gerunds,

infinitives, participles); Supporting Standard
(ii)
restrictive and nonrestrictive relative clauses;

Supporting Standard
(iii)
reciprocal pronouns (e.g., each other, one another);

Supporting Standard
use a variety of correctly structured sentences (e.g., compound,

complex, compound-complex). Readiness Standard
(18) [Oral and] Written Conventions/Handwriting, Capitalization, and

Punctuation. Students write legibly and use appropriate capitalization and
punctuation conventions in their compositions. Students are expected to
(A)
use conventions of capitalization; Readiness Standard
(B)
use correct punctuation marks Readiness Standard

including
(i)
quotation marks to indicate sarcasm or irony;
Supporting Standard
(ii)
comma placement in nonrestrictive phrases, clauses, and

contrasting expressions. Supporting Standard
(19) [Oral and] Written Conventions/Spelling. Students spell correctly.

(A)
spell correctly, including using various resources to determine and

check correct spellings. Readiness Standard
STAAR English I

December 2013
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2014 Texas Staar Test - End of Course - English I

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2014 TEXAS STAAR TEST END OF COURSE ENGLISH I

Total Possible Score: 92

Administered April 2014

in the answer on your answer document.

Can you believe this outrageous statistic?

I plan to vote in both national and local elections.

What is the most effective way to combine sentences 10 and 11?

What is the most effective way to revise sentence 21?

Change sometimes to there are times when

Change population to citizenry

Change chooses to selects

D Change them to those important decisions

in the answer on your answer document.

Home Sweet Rosie

blog Mike referred to their efforts as an experiment in simplicity.

Texas summers. (24) Were basically in a metal box, Natalie explained.

D Instead of a normal dwelling, they have chosen a vehiclesomething quite rare,

It was time to begin all the hard work.

G Finding the bus on an Internet site had seemed like a miracle.

What a joy it was to begin an eco-friendly project!

While the Youngs had fun decorating their

At the beginning of the paragraph

Unfortunately, I do get attached to vehicles, so I think we do have to figure out what

in the answer on your answer document.

happier about the arrangement than I was.

12 How should sentence 4 be changed?

Sentence 4 should not be changed.

13 What change is needed in sentence 9?

Change to old to too old

Delete the comma

D Change cheeks to cheeks

14 What is the correct way to write sentence 13?

15 What change, if any, needs to be made in sentence 27?

Delete the comma

Change Kaitlyn and I to Kaitlyn and me

Change a lot to alot

D No change needs to be made.

16 What change should be made in sentence 31?

G Insert a comma after surprised

Sentence 31 should not be changed.

in the answer on your answer document.

the amount most eyedroppers hold is enough to kill 10 people!

painful, it could be fatal.

Brazilian Wandering Spider

shore before going into shock.

17 How should sentence 4 be changed?

Change found to it is found

Change Coral Reefs to coral reefs

D Sentence 4 should not be changed.

18 What change needs to be made in sentence 7?

Change than to then

G Insert a comma after hold

No change needs to be made in this sentence.

19 What change needs to be made in sentence 9?

Change Although far to It is far

Delete the comma

Change venomus to venomous

D No change needs to be made.

20 What change needs to be made in sentence 15?

Change become to became

G Change theyre to their

21 What is the correct way to write sentences 18 and 19?

22 What change needs to be made in sentence 21?