Table of Contents

To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

TAKS ObjecTive 1: bASic UnderSTAnding

Lesson.1. Words.in.Context. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Lesson.2.. Root.Words,.Prefixes,.and.Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . .13Lesson.3.. Denotative.and.Connotative.Meanings. . . . . . . . . . . . . . . . . . . . . . . . .21Lesson.4.. Main.Ideas.and.Supporting.Details . . . . . . . . . . . . . . . . . . . . . . . . . . .29Lesson.5.. Paraphrase.and.Summarize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

TAKS ObjecTive 2: LiTerAry eLemenTS

.Lesson.6. Analyze.Characters.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45.Lesson.7. Analyze.Plot,.Setting,.and.Problem.Resolution.. . . . . . . . . . . . . . . . . .53Lesson.8. Understand.Literary.Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

TAKS ObjecTive 3: AnALySiS USing reAding STrATegieS

Lesson.9. Text.Structure.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69.Lesson.10. Similarities.and.Differences.Across.Texts . . . . . . . . . . . . . . . . . . . . . .77.Lesson.11. Graphic.Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85.Lesson.12. Author’s.Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93Lesson.13. Compare.Stories.Told.in.Different.Ways . . . . . . . . . . . . . . . . . . . . . .101Lesson.14. Author’s.Perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109

TAKS ObjecTive 4: AnALySiS USing criTicAL-ThinKing SKiLLS

Lesson.15. Make.Inferences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117Lesson.16. Fact.and.Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125Lesson.17. Support.Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133Lesson.18. Connect,.Compare,.and.Contrast.Across.Texts . . . . . . . . . . . . . . . . .141Lesson.19. Organizational.Patterns.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149Lesson.20. Style,.Tone,.and.Mood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157

TEKS

6 .9.(B)6 .9.(D)6 .9.(F)6 .10.(F)6 .10.(G)

TEKS

6 .12.(F)6 .12.(G)6 .12.(J)

TEKS

6 .10.(E)6 .10.(I)6 .10.(L)6 .12.(A)6 .12.(C)6 .12.(H)

TEKS

6 .10.(H)6 .10.(J)6 .11.(C)6 .11.(D)6 .12.(I)6 .12.(K)

To the Student

All students need good reading skills to be successful. TAKS Ready—Reading Instruction will help you develop the reading skills every sixth-grader should know. Texas calls these skills TEKS. Each lesson in this book teaches one TEKS. Learning all the TEKS will make you a stronger reader. It will also help you do well on the grade 6 TAKS Reading test.

Your teacher will tell you what lessons you will work on in this book. Each lesson has five parts. Your teacher will guide you through the first two parts. Then you will begin to work more independently. You will read selections on your own and answer comprehension questions. Think.About.It.questions will help guide you as you read, and Hints will help you answer the comprehension questions. Every lesson ends with independent practice. You will read a two-page selection, and then you will answer 4 to 6 multiple-choice questions. The selections and questions are just like the types you will see on the TAKS test.

Read the tips below. They will help you answer the questions..

Tips for Answering Multiple-Choice Questions

• Read each question carefully before you try to answer it.

• Be sure you know what the question is asking you to do.

• Cross out any answer choices that are not reasonable. Then make your choice from the remaining choices.

• Read the question again. Check that your answer makes sense.

4

13TEKS 6.9 (D)Texas

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Introduction

TEKS 6.9 (D)

Determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, or un-.

In this lesson, you will learn more about how to determine the meanings of words that have a root word and an affix. An affix is a word part, and a root word is a word that has an affix added to it.

Root words and affixes have meanings that contribute to the meaning of a whole word. Just as you change a recipe by adding ingredients, adding affixes changes the meaning of a root word.

Prefixes are affixes added to the beginning of a word. The word prepay has the prefix pre- added to the root word pay. Pre- means “before,” so prepay means “to pay before.”

Suffixes are affixes added to the end of a word. The word affordable has the suffix -able added to the root word afford. Affordable means “able to be afforded,” because -able means “able to.” A suffix may also change the part of speech of the root word, which means the word will be used differently in a sentence. Afford is a verb, while affordable is an adjective.

When you see a root word with an affix, think about the meaning of each part. Put the meanings together to figure out what the word means. Then see if that meaning makes sense with how the word is used.

Lesson 2Root Words, Prefixes, and Suffixes

What is the root word?What does it mean? + What is the affix?

What does it mean? = What is the whole word? What does it mean??

14TexasTEKS 6.9 (D)

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Modeled Instruction

In paragraph 1, what does indescribable mean?

▶▶ When you see a longer word, look for word parts you know. You can put these parts together to figure out the meaning of the word.

▶▶ What is the root word? The root word is describe. Describe means “to put into words.”

▶▶ What is the prefix at the beginning of indescribable? The prefix is in-, which means “not.”

▶▶ What is the suffix at the end of indescribable? The suffix is -able, which means “able to.” in- + describe + -able = “not able to be put into words”

ANSWER: Indescribable means “not able to be put into words.”

Read this narrative about a student’s trip to China. Use what you know about prefixes, suffixes, and root words to answer the question below.

My Trip to China

1 Since my return from China, I’ve described my trip to countless people. I try to put my experiences into words, but many things are indescribable. Sometimes my photographs have to do the talking.

2 My favorite sight was the remarkable Great Wall of China. The Watching Beijing Tower provides unbelievable views of the Beijing skyline. The bricks in this part of the wall are inscribed with the date on which they were made. Seeing the Great Wall is like a page from a history book come to life.

Reread the selection to answer this question.Try I t !

In paragraph 2, what does unbelievable mean?

15TEKS 6.9 (D)Texas

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Guided Instruction

Read the article. Use the Think About It to guide your reading. Then answer the question. Use the Hint to help you.

Answer choice C is correct.

The word review has the root word view and the prefix re-. The word view means “to look at,” and the prefix re- means “again.” Therefore, review means “to look at again.”

A is not correct because the athletes have already practiced. Now they are taking one more look at the strategies.

B is not correct because athletes don’t change their strategies before a game. They look at them again to make sure they know what to do.

D is not correct because the athletes have already planned ahead.

Preparing to Perform

Athletes must prepare themselves so they can perform well. Professional athletes practice on most days. This helps them develop their skills and playing strategies. Pregame, athletes get ready by eating nutritious foods, including lean meats, fish, fruits, vegetables, and pasta. This gives them the energy they need to compete. They review their strategies. Postgame, athletes often drink water and eat again. After a rest, it’s time to start training all over again.

What does review mean?

A Practice

B Change again

C Look at again

D Plan ahead

HintIf you don’t know the

meaning right away, try

to think of other words

that have the same

affix, such as retake or

resend.

Think About ItWhat are some things

athletes do to help

themselves perform

well?

CORRECT ANSWER

SUPPORTING DETAILS

INCORRECT ANSWERS

Guided Practice

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TexasTEKS 6.9 (D)

Read the selection. Use each Think About It to guide your reading.

Baking Bread with Dad1 When I woke up this morning, Dad had on his cooking

clothes, which included an apron, a “Kiss the Cook” T-shirt, and a silly chef hat that Mom got him one year for his birthday. As Dad reviewed the recipe for his famous raisin bread, I helped him gather all the ingredients. Then I washed my hands and prepared to help.

2 First, Dad filled a measuring cup with warm water. He used a thermometer to check the temperature of the water. He explained that the water needed to be 110 degrees. If the water was too hot, it would be harmful to the yeast. If it wasn’t warm enough, the yeast would not react with the other ingredients. Then he added the yeast and a tablespoon of sugar to the warm water and stirred it all together to combine it.

3 After the yeast foamed, Dad let me whisk in eggs, sugar, and oil. Then he gently stirred in flour. When I asked him why he used a big wooden spoon instead of a mixer, he explained that he liked to stir manually to avoid overmixing the dough. Then he demonstrated how to knead the sticky dough. Together we squished, flattened, folded, and pushed the dough until it formed a round, springy ball.

4 We put the bread into an oiled bowl and let it rise until it doubled in size and left a slight indentation when we poked it. Then we punched it down and let it rise again. While the dough rose, we preheated the oven to 350 degrees. Then we kneaded in raisins, scooped the dough into a loaf pan, and placed the pan in the hot oven. Before long, the delicious fragrance of baking bread overtook the kitchen and wafted through the house. When Mom came home, she sniffed deeply and said, “I predict that there will be fresh bread with dinner.”

Think About ItWhat is the narrator

getting ready to do?

If the water is too hot,

what could happen to

the yeast?

What is Dad using to mix

in the flour? Why?

Do they put the bread in

the oven before or after

they turn the oven on?

TAKS Practice

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TexasTEKS 6.9 (D)

Read this selection. Then answer the questions that follow it.

Venomous Animals1 Therearemanykindsofanimalsthatcanbiteandstinghumans.

However,whenpeoplethinkofdeadlybites,theymostoftenthinkofsnakesandspiders.Luckily,thesebitesaremoretreatablethantheyusedtobe.

2 InTexas,therearefourkindsofvenomous,orpoisonous,snakes:rattlesnakes,copperheads,watermoccasins,andcoralsnakes.About8,000Americansarebittenbypoisonoussnakeseachyear.However,onlyabout12peopledieannuallyfromsnakebites.Sometimesthisisbecausethesnakeinjectsverylittlevenomintoitsvictim.Othertimes,the bite is more serious. In these cases, the person must receive amedicinecalledantivenin.Theantiveninworkstoundotheeffectsofthepoison.Nomatterwhat,apersonwithasnakebiteshouldgotothehospital.Evenifverylittlepoisonisinjected,bitescanstillbecomeinfectedfrommicroorganismsinthesnake’smouth.

3 InsomepartsofTexas,copperheadbitesaremostcommon.Thecopperheadhasacopperheadandabodywithbrownbands.Watermoccasins are in the same family as copperheads, but they live inwater. Bites from both of these snakes are dangerous and need tobetreated.

4 Coral snakes are a particular danger to children in Texas. Thesnake’sbrightcolorsandsmallsizeoftenmakechildrenwanttopickitup.Therearemanynonpoisonoussnakesthatlookmuchlikethecoralsnake.Thecoralsnakecanbeidentifiedbecauseithasredandyellowbandsthattouch.Youcanremember the saying, “red andyellow will kill a fellow.” If thered and yellow stripes do nottouch, the snake is not apoisonous coral snake. Luckily,coral snakes have small fangs.Many times, their bites don’tinject venom. Still, it’s best notto pick up snakes without thesupervisionofanexpert.

TAKS Practice

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TexasTEKS 6.9 (D)

1 Inparagraph2,whatdoesantiveninmean?

A Somethingthatworkswithpoison

B Somethingthatworksnexttopoison

C Somethingthatworksinsteadofpoison

D Somethingthatworksagainstpoison

2 Inparagraph2,microorganismsmeans—

F smallcreatures

G largecreatures

H imaginarycreatures

J healthycreatures

3 Inparagraph4,whatdoessupervisionmean?

A Safety

B Assistance

C Theactofwatchingoversomething

D Theactofpickingsomethingup

4 Inparagraph4,whatdoesnonpoisonousmean?

F Havingsomepoison

G Nothavingpoison

H Havinglesspoison

J Havingmorepoison

5 Inparagraph9,unconcernedmeans—

A notworried

B veryworried

C incontact

D notincontact

6 Inparagraph11,coexistmeans—

F liveapart

G livealone

H livethesameway

J livetogether

Answer Form

Number Correct

6

1 A B C D 4 F G H J

2 F G H J 5 A B C D

3 A B C D 6 F G H J

Texas

TAKS

Test Practice

6 Reading

To the StudentTAKS Ready—Reading Test Practice is a

review program for the TAKS Reading test. This book has three practice tests. In each practice test, you will read selections and answer 42 multiple-choice comprehension questions. The practice selections and questions are similar to those you will find on the TAKS Reading test. Becoming familiar with the TAKS format will help you succeed on the TAKS Reading test.

Your teacher will explain how you will do the practice tests and record your answers. Be sure to follow the directions for each practice test. As you complete the practice tests, read the selections and answer the questions carefully. Use the Answer Forms beginning on page 85 to record your answers. Remember to fill in the answer bubbles completely. Also, if you change an answer, you must erase your first answer fully.

While you work on the practice tests, use the Testing Tips below. Read these helpful tips carefully. They can make you a better test taker.

Testing Tips for Answering Multiple-Choice Questions

• Read each question carefully before you try to answer it.

• Be sure you know what the question is asking you to do.

• Cross out any answer choices that are not reasonable. Then make your choice from the remaining choices.

• Read the question again. Check that your answer makes sense.

Pretest ........................................................... 1

Benchmark ................................................. 29

Post Test ..................................................... 56

Answer Forms ............................................ 85

Reorder No. 11903—10-PackISBN 978-0-7609-6033-2

©2010, 2003—Curriculum Associates, Inc. North Billerica, MA 01862

Phone: 800-225-0248 (U.S. & Canada)Fax: 800-366-1158 (U.S. & Canada)

E-mail: info@CAinc.com • Web: www.CAinc.com

No part of this book may be reproduced by any means without written permission

from the publisher.All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

Contents

This TAKS Ready—Reading Test Practice book was prepared for students by Mary Ellen Osowski, Barbara A. Donovan, and Dale Lyle.

Illustration Credits: pages 1, 2, 7, 13; Pat Lucas pages 11, 18, 20; @2001 arttoday.com pages 29, 30, 47, 52, 56, 57, 58, 68, 69; Lane Gregory pages 61, 80; Daphne Gillam

Photography Credits: page 6; AP Photo/Cylla Von Tiedamannpages 34, 36; Courtesy of WhiteHouse.govpage 41; Library of Congresspage 51; Courtesy of the Fish and Wildlife Image

Gallerypage 62; @2009 JupiterImagespage 63; Texas Tourismpage 75; Beneda Miroslav/Shutterstock.com

Pretest

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Old Joe and the Handyman

  1 Old Joe lived way out in the most rural countryside, far away from most of civilization. He had one neighbor, who also happened to be his closest and dearest companion. The two men had known each other for years and had always enjoyed each other’s company, especially now that their spouses had passed on and their children had grown and moved away. All the two men had was their friendship and their small farms, but they were quite satisfied with this arrangement. Well, that is until the day a calf threatened to ruin their relationship forever.

  2 The two men had never exchanged an unkindness in all their years of friendship, but this particular spring day long ago, they got into a tussle over a stray calf, a calf that neither one of them even needed. It all began when the calf wandered onto Old Joe’s neighbor’s land. Old Joe’s neighbor claimed the calf for himself and Old Joe didn’t like that.

  3 “Well, now, can’t you see that this calf has the same markings as one of my cows?” said Old Joe. “I say that this calf is mine and that it belongs to me.”

My notes about what I am reading

Read this selection. Then answer the questions that follow it.

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  4 Both men just stared each other down, and neither would give the other so much as an inch. When they both realized that neither man was going to budge, they each stomped away home. Two weeks passed, and neither man had made the slightest attempt to see or speak to the other.

  5 One morning, Old Joe heard a knock on his front door, which was unusual since he lived way out in the country, and even more unusual because the only knock he usually heard at his door was from his closest and dearest friend. Old Joe leaped from his chair thinking that perhaps his friend was knocking after all, coming to make amends. Imagine Old Joe’s disappointment when what he found standing on his porch was not his friend, but a young man who called himself a traveling handyman. The man had a wooden toolbox at his side and a warm smile on his face.

  6 “I’m looking for work,” explained the stranger as he extended his hand to Old Joe. “I’m good with my hands and if you have a project or two, I’d like to help you out.”

  7 Old Joe thought for a moment, and soon an impish grin appeared on his face. He was struck with an idea so clever and so sneaky that even he had to marvel at his own craftiness.

  8 “Hmmm . . . I think I might have a job for you after all,” said Old Joe, pointing way off in the distance toward his neighbor’s house. “Do you see that farm way over there, near the creek?” The handyman nodded as Old Joe continued, “Now, you can see that the creek borders our property, but that creek didn’t even exist last week,” said Old Joe. “Would you believe that my neighbor, a man who was my dearest and most treasured friend, made that creek just to spite me? Yessiree, he hitched a plow to his tractor, dug a trench till it filled with water from the pond, and now we’ve got this creek to separate us. I’m so darn angry about it all that this is what I’d like for you to do. Take whatever lumber you need from my barn—boards, posts, and anything at all—-and build me the tallest fence that you can right along the edge of that creek. Then I won’t have to set eyes on my neighbor or his place ever again.”

My notes about what I am reading

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  9 The handyman listened to Old Joe’s story and just smiled and said, “Well, then, Old Joe, I will do my best work for you.”

10 Old Joe had to go to town for supplies, so he hitched his horse to his wagon and began a journey that would last the better part of the day. Meanwhile, the handyman busied himself carrying wood and posts and other materials from the barn to the edge of the creek, where he hammered and sawed and hammered and sawed, never stopping to take a break all day. When the sun began to set, he put his tools away and stood back to admire his fine craftsmanship.

11 Right about this time Old Joe returned from his trip into town, his wagon filled high with supplies. When he saw what the handyman had built, his jaw dropped to his feet and his eyes bulged so wide it looked as if they might just pop right out of his head. For, you see, the handyman hadn’t built Old Joe a fence at all; he had built instead a beautiful footbridge that reached across one side of the creek to the other.

12 Just then, Old Joe’s neighbor crossed the bridge and walked over to the man who had been his friend for so long. He extended a hand to Old Joe and said, “I’m sorry about our misunderstanding. You can have the calf; I just want things to go back to the way they used to be.”

13 “I don’t care about any calf either,” said Old Joe. “I just care about our friendship. I want things to go back to the way they were, too. The footbridge was this young fellow’s idea,” added Old Joe, pointing to the handyman. “And I surely appreciate what he did, too.”

14 The handyman tightened his tool belt and bent over to grab his wooden toolbox. “Gentlemen, it’s been a pleasure meeting you both, but I must be on my way,” he said as he started to leave.

15 “Hold up just a minute,” said Old Joe. “You’re a good man and a fine worker. My neighbor and I have enough projects to keep you busy for weeks.”

16 The handyman just smiled and said, “I’d like to stay, Old Joe, but, you see, I have more bridges to build.” And with that, the handyman disappeared down the road, whistling a happy tune as he went.

My notes about what I am reading

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Pretest4

1 Paragraph 2 is mainly about —

A the friendship between Old Joe and his neighbor

B the calf that wandered onto the neighbor’s land

C the handyman who needed work

D the friends’ disagreement about who owned the calf

2 In paragraph 4, the word stomped is used to communicate a feeling of —

F excitement

G anger

H delight

J frustration

3 By the end of the story, the reader can conclude that Old Joe and his neighbor —

A believed that high fences make good neighbors

B thought that strangers can be suitable companions

C were too poor to hire the handyman

D learned that an argument should never come between a friendship

4 The tone of paragraph 5 can be described best as —

F sympathetic

G sentimental

H detached

J approving