students! grade 7 writing - sirius education · pdf fileediting 5 play guitar ... the staar...
TRANSCRIPT
GRADE 7 WRITINGSTAAR® Preparation and Practice
STAAR® is a registered trademark of the Texas Education Agency, which does not endorse this program or its content.
• 12 Revision and Editing skill lessons and 18 practice passages
• 6 Composition skill lessons and 5 practice prompts• 3-step approach for efficient remediation
Use with Your Students!
Copyright © 2016 by Sirius Education Solutions LLC. All rights reserved. No part of this work may be reproduced or distributed in any form or by any means, electronic, mechanical, photocopying, scanning, recording, or stored in a database or retrieval system, without the prior written permission of the publisher.
STAAR® is a registered trademark of the Texas Education Agency. The Texas Education Agency does not endorse this program or its content. Sirius Education Solutions is not affiliated with the Texas Education Agency or the State of Texas.
STAAR® test questions copyright © by the Texas Education Agency. All rights reserved.
Printed in Texas.
ISBN: 978-1-943008-28-5
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
Thank you for respecting the copyright and supporting the effort involved in creating this product.
Sampler
iii Table of Contents
Table of Contents
Welcome Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vAbout the STAAR Grade 7 Writing Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viUsing This Book for STAAR Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viiSTAAR Test-Taking Strategies: Keys to Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xStudent Progress Monitoring Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Section 1: RevisionIntroduction to Revision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
REVISION DIAGNOSTIC TESTExpository . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Persuasive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
REVISION STAAR SKILLSImproving Sentence Structure (7.14C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Adding Transitions (7.14C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Improving Word Choice and Clarity (7.14C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Combining Sentences (7.17A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Adding Ideas and Details (7.17A, 7.18C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
REVISION STAAR PRACTICERevision 1 Uncovering Texas History: Las Selle and La Belle . . . . . . . . . . . . . . . . . . . . . . 25Revision 2 Textbooks or Tablets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Revision 3 Texas State Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Revision 4 A Texas Great . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Revision 5 Banning Books Is Banning Hope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41Revision 6 Standing Tall: Our State Capitol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
REVISION POST TESTExpository . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Persuasive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Section 2: EditingIntroduction to Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
EDITING DIAGNOSTIC TEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
EDITING STAAR SKILLSChoosing Correct Spellings (7.21A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Using Apostrophes Correctly (7.14D, 7.20B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Choosing Correct Capitalization (7.20A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Using Commas and Semicolons Correctly (7.20B) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74Using Pronouns Correctly (7.14D) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Using Verbs Correctly (7.19A) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Combining Sentences and Making Complete Sentences (7.19C) . . . . . . . . . . . . . . . . . . . 84
Included in Sampler
Sampler
iv Table of Contents
EDITING STAAR PRACTICEEditing 1 What’s for Lunch? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Editing 2 Books and Burros . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Editing 3 Grandfather’s Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Editing 4 The Kindest Cut . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Editing 5 Play Guitar! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Editing 6 The Smartphone Blues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113
EDITING POST TEST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118
Section 3: CompositionIntroduction to Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
COMPOSITION STAAR SKILLSAnalyzing the Prompt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Drafting the Controlling Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Developing Your Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Organizing Ideas and Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Introductions and Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132Revising and Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135Writing Your STAAR Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137
COMPOSITION STAAR PRACTICEComposition 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146Composition 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150Composition 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154Composition 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158Composition 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Student Answer Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
The Color Teacher’s Edition pages immediately follow the Student worksheet pages.
Sampler
v Welcome Letter
Dear Students,
The STAAR Grade 7 Writing assessment measures your knowledge of the grade 7 writing standards (TEKS). STAAR tests are not designed to measure many important qualities of character and intelligence — as this cartoon shows. But performing well on the STAAR tests is important, so you want to do all you can to succeed on them. That’s where this workbook comes in!
Qualities Not Measured by Most Tests
Dys
lexi
cKid
s.ne
t
What are some other important qualities of character and intelligence missing in STAAR tests?
This workbook was designed to help you prepare for the STAAR Grade 7 Writing test by• teaching the skills of how to approach and answer different STAAR test questions, and by• providing lots of practice questions that are similar to those you will have to answer on the
actual test.
But as good as this workbook is, it only helps if you use it. So, please use this workbook!
Practicing Smart is the Secret to STAAR Success There is a secret to success on the STAAR tests — practice, practice, and more practice. This is good news because you are in control of how much effort you put into practicing. But not all practice is the same… you need to practice smart.
First, practice with test questions that are very similar to the actual STAAR test. That’s easy because this workbook is full of them! Next, focus on your weaknesses —spend extra time on questions you have trouble with. Think of it like this: if your basketball shot needs improvement, you don’t practice dribbling. Instead, you practice shooting.
Focusing on your weaknesses also means carefully analyzing each test question you get wrong. Why did you get it wrong? Why is another answer correct? You can learn more from test questions you get wrong, so don’t be afraid of making mistakes. If your basketball shot is off, you identify what you are doing wrong (too far left), and correct it with your next shot (aim right).
When you practice, give each question your full attention. Do not take a break until after you answer the question. Your attention is like a muscle that you can build by using it, one practice test question at a time. Do you believe unfocused, sloppy practice of your basketball shot will help you perform during a big game? No! Your attention is your greatest power. You develop it with practice.
Preparing for the STAAR test can actually be a fun challenge. And when you practice smart, you are building life skills while you prepare for the STAAR test!
Your partners in STAAR success,
The Sirius Education Team
Sampler
vi About the STAAR Grade 7 Writing Assessment
About the STAAR Grade 7 Writing AssessmentA New Shorter TestIn 2016, the STAAR Grade 7 Writing test changed to a one-day test. The new test is 4 hours long and includes 1 composition (student writing) and 30 multiple-choice test questions. The multiple-choice questions are divided among four reading passages that contain errors or need improvements. The table shows how the test is structured.
Parts Number and Types of Questions % of Score
Composition 1 Expository essay 35%
Revision13 Multiple-Choice questions
Passage 1 with 6 or 7 questions Passage 2 with 6 or 7 questions
28%
Editing17 Multiple-Choice questions
Passage 3 with 8 or 9 questions Passage 4 with 8 or 9 questions
37%
100%
In Composition, you write an expository essay on a given topic. Your final composition is written inside a 26-line box and scored on three key factors:
(1) responding to the prompt and staying on topic (2) the development and organization of ideas, and (3) use of language and correct writing conventions.
Next are the multiple-choice questions. In Revision, the questions focus on more clearly and effectively communicating ideas. Editing questions test specific grammar and mechanics rules, including punctuation, spelling, and correct parts of speech.
Revision questions are always first, followed by Editing questions. This sequence mimics the writing process in which you first focus on the “big” picture organization and development of your ideas, and then proofread for punctuation and spelling, etc. *
How This Book Is Organized and What It CoversThis workbook is divided into three sections that align with the new STAAR Grade 7 Writing test.
• Section 1: Revision • Section 2: Editing • Section 3: Composition
Although composition is first in the actual STAR test, it is last in this workbook because both the revision and editing skills will help you with writing the composition!
A separate workbook titled Sirius Grade 7 Reading: STAAR® Preparation and Practice is available for the STAAR Grade 7 Reading test. Both Sirius Grade 7 workbooks provide systematic instruction and practice in the content and format of each STAAR test.
* Note that the actual test does not label or distinguish between the Revision and Editing multiple-choice passages and questions—so they will look the same on the test. Nevertheless, they each include very different kinds of questions and are never mixed together.
Un
lawfu
l to p
ho
toco
py o
r pro
ject with
ou
t perm
ission
© Sirius Education Solutions
Sampler
vii
Using This Book for STAAR SuccessThis interactive workbook includes TEKS instruction and STAAR practice in revision, editing, and composition. It is easily adapted for different needs and includes a 3-step approach to efficiently prioritize and individualize remediation when preparation time is limited.
STEP 1 Identify Your Needs — Diagnostic Tests for Revision and EditingUse the Diagnostic Tests for the Editing and Revision sections to identify what you know and what you need to review. Record your results in the Progress Monitoring Chart.
4 Grade 7 Writing ■ Revision
2 Jeremy wants to provide a stronger opening sentence for his second paragraph (sentences 5–11). Which of these sentences could BEST be added to the beginning of the second paragraph? (7.17A)
F Here is one town with an international name.
G A road trip to Athens is possible in Texas.
H Athens is a city in Greece.
J I’ve visited one of these cities with an international name.
3 Jeremy can improve the clarity of sentence 11 by changing them to — (7.14C)
A lunch counters
B everyone
C locals
D hamburgers
GO ON
Expository Diagnostic
Read the selection and choose the best answer to each question.
Jeremy recently visited Athens, Texas, and wondered about other Texas towns named after famous places. He researched Texas place names and wrote this paper to share his
questions that follow.
xii Student Progress Monitoring Chart
Student Progress Monitoring ChartUse the Diagnostic Tests to identify skill lessons you need to review. Use the steps and chart below to monitor your progress. Because some skill lessons cover a broad standard or are assessed in multiple ways, those lessons are referred to more than once in the chart. Boldfaced skill lessons address Readiness TEKS.
1 Diagnostic Mark a ✓ in the box beside each question that you answered correctly. Find the total correct.2 Review Study the skill lesson and practice associated with each question not checked.3 Post Test Mark a ✓ in the box beside each question that you answered correctly. Find the total correct.
Refer back to the skill lesson for additional practice. (The Post Test questions are in the exact same order as the Diagnostic Test.)
REVISION: EXPOSITORYQuestion 1 2 Skill Lesson 3 TEKS
1 Combining Sentences (p. 19) 7.17A
2 Adding Ideas and Details (p. 22) 7.17A, 7.18C
3 Improving Word Choice and Clarity (p. 16) 7.14C
4 Adding Ideas and Details (p. 22) 7.17A, 7.18C
5 Improving Sentence Structure (p. 10) 7.14C
6 Adding Transitions (p. 13) 7.14C
Total / 6 Total / 6
REVISION: PERSUASIVEQuestion 1 2 Skill Lesson 3 TEKS
7 Adding Ideas and Details (p. 22) 7.17A, 7.18C
8 Improving Sentence Structure (p. 10) 7.14C
9 Adding Ideas and Details (p. 22) 7.17A, 7.18C
10 Improving Word Choice and Clarity (p. 16) 7.14C
11 Adding Transitions (p. 13) 7.14C
12 Combining Sentences (p. 19) 7.17A
Total / 6 Total / 6
EDITINGQuestion 1 2 Skill Lesson 3 TEKS
1 Using Commas and Semicolons Correctly (p. 74) 7.20B
2 Using Pronouns Correctly (p. 77) 7.14D
3 Combining Sentences and Making Complete Sentences (p. 84)
7.19C
4 Using Verbs Correctly (p. 80) 7.19A
5 Choosing Correct Capitalization (p. 70) 7.20A
6 Choosing Correct Capitalization (p. 70) 7.20A
7 Using Verbs Correctly (p. 80) 7.19A
8 Choosing Correct Spellings (p. 63) 7.21A
9 Using Apostrophes Correctly (p. 66) 7.14D, 7.20B
Total / 9 Total / 9
STEP 2 Focus Remediation — STAAR Instruction and PracticeUse your Diagnostic results to focus instruction and practice to meet your unique needs. Revision Skills use released STAAR items to model the instruction. Editing Skills teach grammar and usage skills tested on released STAAR tests.
13 Revision Skill ■ Adding Transitions
Adding TransitionsTransitions help readers understand how ideas are related. Transition words and phrases connect ideas within sentences and between sentences and paragraphs.
Kind of Transition
PurposeTransition Words
and PhrasesExamples
Chronological to show movement in time
first, next, before, now, after, then, later, finally
First, boil water. Then, add the pasta and cook for 8 minutes.
Cause and Effect
to show how and why things happen
as a result, because, since, so, therefore, consequently
Ann studied hard for the test; as a result, she got an A.
Comparison and Contrast
to show how things are similar and different
Comparison: also, another, like, in comparison, too
Contrast: although, but, however, instead
My aunt is friendly; like my sister, she smiles at everyone.
Rosa reads a book a week, but John doesn’t read as fast.
Addition to show more information
besides, in addition, for example, also, furthermore
The heavy rain flooded the school; it also flooded our house.
STAAR StrategyOn the STAAR test, you will encounter questions that ask you to revise by adding transitions. Here are steps you can take for responding to questions like this.
1 Read the passage and question.
2 Read each answer choice. Then, re-read the section of the passage referred to in the question. Keep in mind what you have learned about improving your writing with transitions.
(6) Certainly, most people would agree that electronic communication has its
profits. (7) It enhances safety and helps people convey messages quickly. (8) But
despite what the common saying claims, you can have too much of a good thing.
(9) Some researchers have suggested that relationships formed online are weaker
than those formed in real-life situations. (10) If people develop all their relationships
electronically, they may boast about having a large number of “friends,” but those
friendships aren’t likely to provide the support and satisfaction that come from face-to-
face interactions.
What transition can BEST be added to the beginning of sentence 9?
A Obviously
B For example
C However
D In the end STAAR Grade 7 Writing, 2014, #7
(7.14C)Revision
Skill
66 Grade 7 Writing ■ Editing
Editing SkillUsing Apostrophes
CorrectlyApostrophes are used for two main purposes. They show possession—who or what has something. They also are used to make contractions by omitting letters to combine words. Remembering these purposes will help you use apostrophes correctly in your writing.
PossessivesAn apostrophe shows the possession of singular and plural nouns. There are three rules for using an apostrophe to show possession.
Nouns Rules Possessive Nouns
[1] Singular nouns, even if they end in s cat, friend, James
Add an apostrophe and scat’s toy, friend’s house, James’s computer
[2] Plural nouns ending in s movies, books, cars
Add an apostrophe at the end of the word
movies’ times, books’ reviews, cars’ engines
[3] Plural nouns not ending in s mice, geese, children
Add an apostrophe and smice’s tails, geese’s feathers, children’s laughter
Skill CheckRead each word below. Then on the line beside it, write the possessive form of the word. The first one has been done for you.
1. dog 5. birds
2. mermaids 6. city
3. ship 7. children
4. people 8. girls
ContractionsA contraction is a word formed by two words, but with some letters left out. To form a contraction, use an apostrophe to show where one or two letters have been left out.
Common Contractions Contractions with “not”
I am
You are
He is
She is
They are
I’m
You’re
He’s
She’s
They’re
We are
They have
Here is
Let us
We’re
They’ve
Here’s
Let’s
is not
has not
can not
could not
isn’t
hasn’t
can’t
couldn’t
do not
does not
was not
will not
don’t
doesn’t
wasn’t
won’t
(7.14D, 7.20B)
dog’s
1 Tyrrell feels that his position is not clearly stated. Which of these could BEST replace sentence 6 and improve the position statement? (7.18A)
A Why hadn’t our school replaced these heavy textbooks with a lightweight tablet? In fact, there are several good reasons.
B Can you imagine how sore I would have been if my language arts homework had required me to bring home another textbook?
C Sometimes I forget my backpack at school and don’t notice until I’m home. Then my parents have to drive me back to get it later.
D In this paper, I will talk about the topic of whether our school should replace textbooks
Revision PracticeRevision Practice 2
Read the selection and choose the best answer to each question.
Tyrrell has written the following paper to convince his peers that the school board should stick with textbooks rather than use electronic tablets. Read Tyrrell’s paper and think about the revisions he should make. Then answer the questions that follow.
Textbooks or Tablets?
(1) Yesterday, I was lugging my backpack home, as I do every day. (2) Inside were my
STEP 3 Monitor Your Progress — Post TestsUse the Editing and Revision Post Tests to monitor progress and to identify additional lessons for review.
Using This Book for STAAR Success
Each item correlates to a TEKS and Skill lesson
Independent Practice
Expository Post Test
Read the selection and choose the best answer to each question.
Bats fascinate Maya. She spent time researching about bats and wrote this paper to inform others about what she learned. Read Maya’s paper and look for any revisions she should make. Then answer the questions that follow.
xii Student Progress Monitoring Chart
Student Progress Monitoring ChartUse the Diagnostic Tests to identify skill lessons you need to review. Use the steps and chart below to monitor your progress. Because some skill lessons cover a broad standard or are assessed in multiple ways, those lessons are referred to more than once in the chart. Boldfaced skill lessons address Readiness TEKS.
1 Diagnostic Mark a ✓ in the box beside each question that you answered correctly. Find the total correct.2 Review Study the skill lesson and practice associated with each question not checked.3 Post Test Mark a ✓ in the box beside each question that you answered correctly. Find the total correct.
Refer back to the skill lesson for additional practice. (The Post Test questions are in the exact same order as the Diagnostic Test.)
REVISION: EXPOSITORYQuestion 1 2 Skill Lesson 3 TEKS
1 Combining Sentences (p. 19) 7.17A
2 Adding Ideas and Details (p. 22) 7.17A, 7.18C
3 Improving Word Choice and Clarity (p. 16) 7.14C
4 Adding Ideas and Details (p. 22) 7.17A, 7.18C
5 Improving Sentence Structure (p. 10) 7.14C
6 Adding Transitions (p. 13) 7.14C
Total / 6 Total / 6
REVISION: PERSUASIVEQuestion 1 2 Skill Lesson 3 TEKS
7 Adding Ideas and Details (p. 22) 7.17A, 7.18C
8 Improving Sentence Structure (p. 10) 7.14C
9 Adding Ideas and Details (p. 22) 7.17A, 7.18C
10 Improving Word Choice and Clarity (p. 16) 7.14C
11 Adding Transitions (p. 13) 7.14C
12 Combining Sentences (p. 19) 7.17A
Total / 6 Total / 6
EDITINGQuestion 1 2 Skill Lesson 3 TEKS
1 Using Commas and Semicolons Correctly (p. 74) 7.20B
2 Using Pronouns Correctly (p. 77) 7.14D
3 Combining Sentences and Making Complete Sentences (p. 84)
7.19C
4 Using Verbs Correctly (p. 80) 7.19A
5 Choosing Correct Capitalization (p. 70) 7.20A
6 Choosing Correct Capitalization (p. 70) 7.20A
7 Using Verbs Correctly (p. 80) 7.19A
8 Choosing Correct Spellings (p. 63) 7.21A
9 Using Apostrophes Correctly (p. 66) 7.14D, 7.20B
Total / 9 Total / 9
✓✓
✓
✓✓
✓
✓
3 4
Focus on skills you most need
Diagnostic Tests for Revision and Editing
Practice mirrors released STAAR tests5 Revision
Skill Lessons
7 Editing Skill Lessons
Monitor your progress
Un
law
ful t
o p
ho
toco
py
or
pro
ject
wit
ho
ut
per
mis
sio
n©
Siri
us E
duca
tion
Solu
tions
Sampler
viii Using This Book for STAAR Success
Using This Book for STAAR SuccessFocused Remediation is provided by 12 skill lessons and 12 practice passages .
Revision Skills5 Revision Skill lessons provide instruction and practice in the sentence improvement skills that are tested. Instruction in how to answer STAAR test questions is followed by Guided Practice where students show their thinking for each answer choice.
16 Grade 7 Writing ■ Revision
Improving Word Choice and ClarityClarity in writing means the writing is clear and easy to understand, and it also means the writer uses the correct words to express his or her ideas. On the STAAR test, you will be asked to revise sentences to make them clearer.
Words with Better DefinitionsSometimes, writers use words that are close to what they mean to say but not quite right. The STAAR test will ask you to revise sentences by replacing a word with another word that has a better definition for the sentence.
Cesar had high dreams for his science project.
Cesar had high hopes for his science project.
More Specific WordsSometimes, writers use pronouns that are not clear about the noun that they refer to in the sentence. The STAAR test will ask you to make sentences clearer by replacing pronouns that are unclear.
I gave my uncle his sandwich and his hat, and then he ate it.
I gave my uncle his sandwich and his hat, and then he ate his sandwich.
Missing WordsSometimes, writers write in a hurry and leave out words that are necessary to the meaning of the sentence. The STAAR test will ask you to revise sentences by adding missing words.
I can bike to the market for ice cream and then some alleys that take me to my mom’s work.
I can bike to the market for ice cream and then follow some alleys that take me to my mom’s work.
Unnecessary WordsSometimes, writers use too many words to describe something. The STAAR test will ask you to revise sentences by removing unnecessary words.
The rescued tiger cub thrived because it received medical care, it received food, and it received love from the people who rescued it.
The rescued tiger cub thrived because it received medical care, food, and love from the people who rescued it.
(7.14C)
Revision Skill
Dreams and hopes mean similar things, but in this sentence, we are talking about hope, or expectation, not about a dream, or plan.
In the first sentence, it is not clear whether the uncle eats his sandwich or his hat. The second sentence is clearer.
The first sentence is missing a word that is necessary to its meaning. Adding follow to the sentence makes it clearer.
The first sentence repeats the phrase it received too many times. The phrase can be removed to make the sentence more concise and clearer.
17 Revision Skill ■ Improving Word Choice and Clarity
STAAR StrategyOn the STAAR test, you will encounter questions that ask you to revise to improve the clarity of a sentence. Here are steps you can follow to respond to questions like this.
1 Read the passage and question.
2 Read each answer choice. Then, re-read the part of the passage referred to in the question. Use the other sentences before and after the sentence you are revising to help you better understand the change you need to make.
3 Cross out the answer choices that do not show the best way to clarify the sentence. The correct answer will make the sentence “sound” better and clearer. Choose the answer that shows the best change.
F Change Certainly to Surely
G Change most to many
H Change agree to think
J Change profits to benefits
(4) If our phones aren’t in our pocket or purse, we panic. (5) But is all this instant communication really good for us? (6) Certainly, most people would agree that electronic communication has its profits. (7) It enhances safety and helps people convey messages quickly.
Sentence 6 is unclear because Kayla has chosen an inappropriate word. What change should Kayla make to improve this sentence?
F Change Certainly to Surely
G Change most to many
H Change agree to think
J Change profits to benefits STAAR Grade 7 Writing, 2014, #6
Surely expresses some doubt that Certainly does not, which makes the sentence less effective.
These words mean almost the same thing, so the change does not improve the sentence.
Profits usually refers to money, which is not what the sentence is about. Benefits is a better choice.
These two words do not mean the same thing, but the use of think in this way does not change the meaning or clarity of the sentence.
18 Grade 7 Writing ■ Revision
Guided PracticeRead the following passage and then respond to the question.
Think About Your Thinking
In the chart below, evaluate each answer choice.
Answer Choices
EvaluationIs Answer Correct?
A
B
C“Bragging honors” sounds awkward and less natural than “bragging rights” does. no
D
Independent PracticeYou will have the opportunity to practice revising to improve clarity in Revision Practice 1, 2, 3, 4, and 6.
(1) Every year in Houston, close to 300 teams arrive to compete at the World Championship Bar-B-Que Contest. (2) They bring meat, custom-built smokers, and secret recipes. (3) The competition lasts for three days. (4) They receive bragging rights and a hefty prize check.
What is the BEST way to revise sentence 4?
A Change They to The winners
B Change receive to earn
C Change rights to honors
D Change hefty to large
Editing Skills7 Editing Skill lessons provide instruction and practice in the grammar, usage, and punctuation rules and conventions that are tested. Practice in includes both free response items and Guided Practice with STAAR test questions.
77
Editing Skill
Editing Skill ■ Using Pronouns Correctly
Using Pronouns CorrectlyA pronoun is a word used in place of one noun or more than one noun. On the STAAR test, questions about pronouns typically ask you to change a pronoun that is being used incorrectly in a sentence. You will likely be asked about one of three kinds of pronouns.
Personal PronounsPersonal pronouns are used in place of people and things. They can be used as subjects or objects in a sentence. Sometimes a question on the STAAR test will ask you to choose between the subject and object form of a pronoun.
Singular Plural
Subject Object Subject Object
I me we us
you you you you
he him they them
she her
it it
Possessive PronounsPossessive pronouns show ownership. Sometimes a question on the STAAR test will ask you to choose between the personal and possessive form of a pronoun.
Singular Plural
Personal Possessive Personal Possessive
I, me my, mine we, us our, ours
you your, yours you your, yours
he, him his they, them their, theirs
she, her her, hers
it its
Demonstrative PronounsDemonstrative pronouns refer to a specific person, place, thing, or idea.
Singular Plural
this that these those
AntecedentsAn antecedent is the word that the pronoun in a sentence refers to.
Example: Judy cannot find her book.
The bus must get the children to school quickly or they will be late.
(7.14D)
78 Grade 7 Writing ■ Editing
Skill CheckFor each sentence below, circle the pronoun in parentheses that makes the sentence correct.
1. Cindy gave the bracelet to ( her , she ).
2. Did Violet ask ( he , him ) about the new lunch menu?
3. ( They , Them ) told us about how good the new movie is.
4. I believe you are drinking ( my , mine ) soda.
5. I want the movers to carry ( that , those ) heavy box first.
For each sentence below, underline the antecedent and write the correct pronoun on the line.
6. Jenna must wake up at 6 a.m. if wants to go fishing with me.
7. Raj, did bring over the equipment for our science project?
STAAR StrategyHere are the steps you can follow to answer questions about pronouns on the STAAR test.
1 Read the sentence and question.
2 Review each answer choice. Then, re-read the sentence. Think about what you have learned about the correct usage of pronouns.
3 Cross out the answer choices that do not show the best way to correct pronoun usage. Choose the answer that shows the best change.
F Change too long to to long
G Change and to this
H Change them to it
J Sentence 20 should not be changed.
(20) If the cookie was dunked too long, the liquid dissolved the sugar in the cookie
and made them fall apart.
How should sentence 20 be changed?
F Change too long to to long
G Change and to this
H Change them to it
J Sentence 20 should not be changed. STAAR Grade 7 Writing, 2015, #12
The antecedent in the sentence is cookie, which is singular. The pronoun must also be singular. Them is a plural pronoun, but it is singular, so this is the correct answer.
79 Editing Skill ■ Using Pronouns Correctly
Guided PracticeRead the following short passage and then respond to the items. Follow the steps you have learned for responding to editing questions about pronouns.
Independent PracticeYou will have the opportunity to practice using pronouns correctly in Editing Practice 1, 2, 3, 4, 5, and 6.
(1) Raul and me went to the store by my house with his mother to buy paper for
our art project. (2) Two girls asked us to help them look for some supplies to help her
with their project. (3) Raul said he would help, but I thought them should find their
own supplies. (4) After we helped the girls, they thanked us and then helped find the
perfect paper for ours project.
1 How should sentence 1 be changed?
A Change me to I
B Change my to mine
C Change his to him
D Change our to ours
2 How should sentence 2 be changed?
F Change us to we
G Change them to they
H Change her to them
J Change their to our
3 How should sentence 3 be changed?
A Change he to she
B Change I to me
C Change them to they
D Change their to theirs
4 How should sentence 4 be changed?
F Change we to Raul and me
G Change they to their
H Change us to we
J Change ours to our
3-step STAAR Strategy
3-step STAAR Strategy
Justify your thinking
Guided Practice
Guided PracticeSkills
Practice7 Editing Skill Lessons
6 Revision Skill Lessons
Un
lawfu
l to p
ho
toco
py o
r pro
ject with
ou
t perm
ission
© Sirius Education Solutions
Sampler
ix
Using This Book for STAAR SuccessComposition Skills6 Composition Skill lessons provide writing instruction and Guided Practice in the essential components of the scoring criteria.
124 Grade 7 Writing ■ Composition
Composition SkillAnalyzing the Prompt
In the STAAR test composition, the prompt has three parts:
1. A quotation from a famous or important person: The quotation is meant to help you think about an important concept.
2. A question or statement closely related to the quotation: This part of the prompt begins with the phrase “Think carefully.” It acts as a bridge between the quotation and the writing assignment. In some cases, it may be the same as the writing assignment.
3. A writing assignment: The assignment is the most important part of the prompt because you must directly respond to it. Your controlling idea and the ideas you develop in your essay will address the assignment.
All three parts of the prompt are important. The quotation and question or statement will help you think of ideas. The assignment will tell you what to do. Therefore, it is important to read and think about all parts of the prompt.
STAAR StrategyThe following prompt appeared on the 2014 STAAR test. Read the entire prompt and the callouts.
WRITTEN COMPOSITION PROMPT
READ the following quotation.
True humor is fun —it does not put down, kid, or mock. It makes people feel wonderful, not separate, different, and cut off.
—Hugh Prather
THINK carefully about the following question.
Does humor make life better?
WRITE an essay explaining whether it is important to laugh.
STAAR Grade 7 Writing, 2014
1. This is the quotation. It presents an interesting idea about the topic of humor. Underlining key phrases or ideas in the quote can help you unpack and understand it better.
3. This assignment is asking you to write an essay in which you explain why laughing and humor are important or why they are not important.
2. This question is asking you to think about whether humor improves life in some way. The benefit of humor is common to both the quotation and the question.
125 Composition Skill ■ Analyzing the Prompt
You can jot down your thoughts in the space below the prompt. Don’t worry about writing complete sentences, and don’t judge your ideas at this point. Read the example below of thoughts about the prompt on the importance of laughing.
The quote is saying that “true” humor is fun and good for people. The question is asking if humor makes life better. The quote answers this question by saying that humor brings people together.
Guided PracticeThe following prompt is from the 2013 STAAR test.
1 First read the prompt.
2 Label each part of the prompt (the quotation, the “think” statement or question, and the writing assignment).
3 Using your own words, restate each part of the prompt in the graphic organizer below.
1. Quote: 2. Statement: 3. Assignment:
Read the following quotation.
If you run into a wall, don’t turn around and give up. Figure out how to climb it, go through it, or work around it.
—Michael Jordan
THINK about the following statement.
No one can achieve success without overcoming obstacles.
WRITE an essay explaining the importance of never giving up.
STAAR Grade 7 Writing, 2013
1.
2.
3.
Composition Practice5 Composition Practice prompts provide step-by-step support to help students plan, develop, and write an organized essay using brainstorming, a sandwich organizer, a rough draft, and then the final composition in a 26-line box.
146 Grade 7 Writing ■ Composition
Composition Practice 1Composition
Practice
Brainstorm IdeasUse the box below to brainstorm some ideas about this prompt.
READ the following quotation.
All great achievements require time.
—Maya Angelou
THINK carefully about the following question.
How do people become successful?
WRITE an essay explaining why success often takes time.
Be sure to —
• clearly state your controlling idea• organize and develop your explanation effectively• choose your words carefully• use correct spelling, capitalization, punctuation, grammar, and sentences
Conclusion
Supporting Idea or Example 1
Supporting Idea or Example 2
Supporting Idea or Example 3
Introduction and Controlling Idea
147 Composition ■ Practice 1
Organizing Your Ideas and Examples Use this sandwich organizer to organize and develop ideas and examples for your essay.
You need enough details and examples to support your controlling idea. They can be part of one large paragraph or separate body paragraphs. Typically, a high-scoring STAAR composition has between two and four details and examples.
148 Grade 7 Writing ■ Composition
Draft Your CompositionUse your information from the organizer to draft your composition. Then use the checklist.
Make sure your composition has a controlling idea an introduction and concluding thought complete thoughts few to no writing errors
149 Composition ■ Practice 1
Finalize Your CompositionCopy your edited draft from the previous page in the box below. Do not write outside the box.
Using This Book for STAAR Success
STAAR Strategy
Graphic Organizers Checklists
Guided Practice
Un
law
ful t
o p
ho
toco
py
or
pro
ject
wit
ho
ut
per
mis
sio
n©
Siri
us E
duca
tion
Solu
tions
Sampler
xii Student Progress Monitoring Chart
Student Progress Monitoring ChartUse the Diagnostic Tests to identify skill lessons you need to review. Use the steps and chart below to monitor your progress. Because some skill lessons cover a broad standard or are assessed in multiple ways, those lessons are referred to more than once in the chart. Boldfaced skill lessons address Readiness TEKS.
1 Diagnostic Mark a ✓ in the box beside each question that you answered correctly. Find the total correct.2 Review Study the skill lesson and practice associated with each question not checked.3 Post Test Mark a ✓ in the box beside each question that you answered correctly. Find the total correct.
Refer back to the skill lesson for additional practice. (The Post Test questions are in the exact same order as the Diagnostic Test.)
REVISION: EXPOSITORYQuestion 1 2 Skill Lesson 3 TEKS
1 Combining Sentences (p. 19) 7.17A
2 Adding Ideas and Details (p. 22) 7.17A, 7.18C
3 Improving Word Choice and Clarity (p. 16) 7.14C
4 Adding Ideas and Details (p. 22) 7.17A, 7.18C
5 Improving Sentence Structure (p. 10) 7.14C
6 Adding Transitions (p. 13) 7.14C
Total / 6 Total / 6
REVISION: PERSUASIVEQuestion 1 2 Skill Lesson 3 TEKS
7 Adding Ideas and Details (p. 22) 7.17A, 7.18C
8 Improving Sentence Structure (p. 10) 7.14C
9 Adding Ideas and Details (p. 22) 7.17A, 7.18C
10 Improving Word Choice and Clarity (p. 16) 7.14C
11 Adding Transitions (p. 13) 7.14C
12 Combining Sentences (p. 19) 7.17A
Total / 6 Total / 6
EDITINGQuestion 1 2 Skill Lesson 3 TEKS
1 Using Commas and Semicolons Correctly (p. 74) 7.20B
2 Using Pronouns Correctly (p. 77) 7.14D
3 Combining Sentences and Making Complete Sentences (p. 84)
7.19C
4 Using Verbs Correctly (p. 80) 7.19A
5 Choosing Correct Capitalization (p. 70) 7.20A
6 Choosing Correct Capitalization (p. 70) 7.20A
7 Using Verbs Correctly (p. 80) 7.19A
8 Choosing Correct Spellings (p. 63) 7.21A
9 Using Apostrophes Correctly (p. 66) 7.14D, 7.20B
Total / 9 Total / 9
Un
lawfu
l to p
ho
toco
py o
r pro
ject with
ou
t perm
ission
© Sirius Education Solutions
Included in Sampler
Sampler
13 Revision Skill ■ Adding Transitions
Adding TransitionsTransitions help readers understand how ideas are related. Transition words and phrases connect ideas within sentences and between sentences and paragraphs.
Kind of Transition
PurposeTransition Words
and PhrasesExamples
Chronological to show movement in time
first, next, before, now, after, then, later, finally
First, boil water. Then, add the pasta and cook for 8 minutes.
Cause and Effect
to show how and why things happen
as a result, because, since, so, therefore, consequently
Ann studied hard for the test; as a result, she got an A.
Comparison and Contrast
to show how things are similar and different
Comparison: also, another, like, in comparison, too
Contrast: although, but, however, instead
My aunt is friendly; like my sister, she smiles at everyone.
Rosa reads a book a week, but John doesn’t read as fast.
Addition to show more information
besides, in addition, for example, also, furthermore
The heavy rain flooded the school; it also flooded our house.
STAAR StrategyOn the STAAR test, you will encounter questions that ask you to revise by adding transitions. Here are steps you can take for responding to questions like this.
1 Read the passage and question.
2 Read each answer choice. Then, re-read the section of the passage referred to in the question. Keep in mind what you have learned about improving your writing with transitions.
(6) Certainly, most people would agree that electronic communication has its
profits. (7) It enhances safety and helps people convey messages quickly. (8) But
despite what the common saying claims, you can have too much of a good thing.
(9) Some researchers have suggested that relationships formed online are weaker
than those formed in real-life situations. (10) If people develop all their relationships
electronically, they may boast about having a large number of “friends,” but those
friendships aren’t likely to provide the support and satisfaction that come from face-to-
face interactions.
What transition can BEST be added to the beginning of sentence 9?
A Obviously
B For example
C However
D In the end STAAR Grade 7 Writing, 2014, #7
(7.14C)Revision
SkillU
nla
wfu
l to
ph
oto
cop
y o
r p
roje
ct w
ith
ou
t p
erm
issi
on
© S
irius
Edu
catio
n So
lutio
ns
Sampler
14 Grade 7 Writing ■ Revision
3 Cross out the answer choices that do not show the best transition. Choose the answer that shows the best transition word or phrase.
A Obviously
B For example
C However
D In the end
Guided PracticeRead the following selection and then respond to the question, following the steps for adding transitions that you have learned.
(9) Imagine that you’re the pilot of a jumbo jet preparing to fly across the country.
(10) Before you can take off, you’ll have to file a flight plan with the local control tower.
(11) In the plan you’ll have to identify the kind of plane you’re flying, where you’re
going, and the speed and altitude at which you’re expecting to fly. (12) After you get
clearance from the tower, you’ll head to the runway. (13) Controllers on the ground will
let you know which runway to use and when it’s your turn to take off.
(14) A regional controller will begin guiding you in order to ensure that you’re out
of the way of other planes in the area. (15) This controller will also watch developing
weather patterns and give you additional instructions if you need to change your
altitude, speed, or course to stay safe. (16) You’ll move from one part of the country to
another. (17) You’ll be handed off from one regional control center to another.
Nikki would like to add a phrase to the beginning of sentence 14 to help transition from the third paragraph (sentences 9–13) to the fourth paragraph (sentences 14–17). Which of the following could Nikki add to the beginning of sentence 14 to achieve this goal?
F Once your plane is in the air
G Before that
H With that in mind
J Over and above all else
Correct. The writer is giving an example to support the point being made in sentence 8.
Obviously usually comes before an idea or fact that is considered common knowledge. The information about the researchers is not common knowledge.
In the end usually precedes a closing idea or summary. This sentence is an example.
However is used to signal contrast. No ideas are being contrasted.
Un
lawfu
l to p
ho
toco
py o
r pro
ject with
ou
t perm
ission
© Sirius Education Solutions
Sampler
15 Revision Skill ■ Adding Transitions
Think About Your Thinking
In the chart below, evaluate each answer choice. One evaluation has been completed for you.
Answer Choices
EvaluationIs Answer Correct?
F
GSentence 14 describes what occurs after the plane takes off, not before.
no
H
J
Independent PracticeYou will have the opportunity to practice revising to add transitions in Revision Practice 1, 2, 3, 4, and 5.
Un
law
ful t
o p
ho
toco
py
or
pro
ject
wit
ho
ut
per
mis
sio
n©
Siri
us E
duca
tion
Solu
tions
Sampler
29
Revision Practice
Revision ■ Practice 2
Revision Practice 2
Read the selection and choose the best answer to each question.
Tyrrell has written the following paper to convince his peers that the school board should stick with textbooks rather than use electronic tablets. Read Tyrrell’s paper and think about the revisions he should make. Then answer the questions that follow.
Textbooks or Tablets?
(1) Yesterday, I was lugging my backpack home, as I do every day. (2) Inside were my
math textbook, my science textbook, and my Texas history textbook. (3) Thankfully, my
language arts homework was worksheets. (4) They didn’t require the textbook to finish.
(5) My feet, shoulders, and back ached from the 15–20 pounds of books! (6) I wondered to
myself, why doesn’t our school replace those heavy textbooks with lightweight tablets?
(7) One reason is that tablets are more expensive. (8) Schools must do more than just
buy the tablets. (9) They also need to buy the textbook software, build a Wi-Fi structure,
and train them. (10) It’s estimated that the cost for a tablet is over $70 per student per
class each year. (11) And broken tablets require costly repairs by an IT specialist.
(12) Next, tablets are more likely to be stolen than print textbooks. (13) In public, you
Un
law
ful t
o p
ho
toco
py
or
pro
ject
wit
ho
ut
per
mis
sio
n©
Siri
us E
duca
tion
Solu
tions
Sampler
30 Grade 7 Writing ■ Revision
have to keep your eyes and hands on your tablet at all times. (14) A five-pound textbook is
a much less attractive prize to a thief than a one- or two-pound tablet that can be slipped
into a jacket and easily sold for $200 or more. (15) In 2012, 50 percent of all robberies in
San Francisco were of handheld Internet-enabled devices, including tablets.
(16) In addition, tablets can be very distracting. (17) What was your first thought when
I mentioned replacing textbooks with tablets? (18) I bet it was about how you’d be able to
use your new tablet to play games and surf the Internet. (19) Unlike print textbooks, tablets
have a multitude of uses. (20) They also have a multitude of distractions. (21) Apps, email,
social media, games, and websites would all compete to pull your attention away from your
assignment or teacher.
(22) Tablets also require a lot of bandwidth. (23) According to the FCC, students need
broadband access at home to be able to do Internet-based homework. (24) However,
about one-third of all Americans do not have broadband access at home. (25) Also, nearly
80 percent of all K-12 schools do not have broadband connections that are adequate to
meet their current needs. (26) Imagine what giving each student a tablet would do to that
problem! (27) Print textbooks work without any Internet connection.
(28) My opinion will supposedly not be very popular with my peers. (29) What student
wouldn’t love to have a shiny new tablet popped into his or her hands for free? (30) Tablets
make learning interactive, easy, and make it fun! (31) But the costs, theft risk, distraction
factor, and bandwidth concerns cannot be ignored. (32) My back might prefer a lighter
tablet, but our school should stick with print textbooks.
Un
lawfu
l to p
ho
toco
py o
r pro
ject with
ou
t perm
ission
© Sirius Education Solutions
Sampler
31 Revision ■ Practice 2
1 Tyrrell feels that his position is not clearly stated. Which of these could BEST replace sentence 6 and improve the position statement? (7.18A)
A Why hadn’t our school replaced these heavy textbooks with a lightweight tablet? In fact, there are several good reasons.
B Can you imagine how sore I would have been if my language arts homework had required me to bring home another textbook?
C Sometimes I forget my backpack at school and don’t notice until I’m home. Then my parents have to drive me back to get it later.
D In this paper, I will talk about the topic of whether our school should replace textbooks with electronic tablets.
2 Tyrrell needs to clarify the meaning of sentence 9. What is the most effective way he can do this? (7.14C)
F Change They to Schools
G Change need to want
H Change build to construct
J Change them to teachers
3 Tyrrell needs more support for the idea he presents in the second paragraph (sentences 7–11). Which sentence could BEST follow sentence 11 to help develop the main idea of this paragraph? (7.18C)
A Last month, my mom dropped her tablet and cracked the screen, and it cost her over $100 to fix it!
B Schools already spend a large portion of their budgets on maintenance, and utility bills are also costly.
C For a print textbook, on the other hand, the annual cost per student per class is below $15, and print textbooks can often be fixed with glue or tape.
D Tablet prices do continue to drop each year, so maybe cost won’t be an issue five or ten years from now.
Un
law
ful t
o p
ho
toco
py
or
pro
ject
wit
ho
ut
per
mis
sio
n©
Siri
us E
duca
tion
Solu
tions
Sampler
32 Grade 7 Writing ■ Revision
4 Tyrrell would like to add a transition word or phrase to help readers move from paragraph 4 (sentences 16–21) to paragraph 5 (sentences 22–27). Which of these is the most effective transition to add to the beginning of sentence 22? (7.14C)
F However
G Lastly
H In conclusion
J For that reason
5 Some of the wording Tyrrell used in sentence 28 is inappropriate. What is the BEST change for him to make in this sentence? (7.14C)
A Change opinion to viewpoint
B Change supposedly to probably
C Change popular with to despised by
D Change peers to friends
6 What is the BEST way to revise sentence 30? (7.14C)
F Tablets make learning interactive, easy, and fun!
G Tablets make interactive learning easy and fun!
H Tablets make learning interactive, easy, and make learning fun!
J Tablets make learning interactive, make learning easy, and make learning fun!
Un
lawfu
l to p
ho
toco
py o
r pro
ject with
ou
t perm
ission
© Sirius Education Solutions
Sampler
77
Editing Skill
Editing Skill ■ Using Pronouns Correctly
Using Pronouns CorrectlyA pronoun is a word used in place of one noun or more than one noun. On the STAAR test, questions about pronouns typically ask you to change a pronoun that is being used incorrectly in a sentence. You will likely be asked about one of three kinds of pronouns.
Personal PronounsPersonal pronouns are used in place of people and things. They can be used as subjects or objects in a sentence. Sometimes a question on the STAAR test will ask you to choose between the subject and object form of a pronoun.
Singular Plural
Subject Object Subject Object
I me we us
you you you you
he him they them
she her
it it
Possessive PronounsPossessive pronouns show ownership. Sometimes a question on the STAAR test will ask you to choose between the personal and possessive form of a pronoun.
Singular Plural
Personal Possessive Personal Possessive
I, me my, mine we, us our, ours
you your, yours you your, yours
he, him his they, them their, theirs
she, her her, hers
it its
Demonstrative PronounsDemonstrative pronouns refer to a specific person, place, thing, or idea.
Singular Plural
this that these those
AntecedentsAn antecedent is the word that the pronoun in a sentence refers to.
Example: Judy cannot find her book.
The bus must get the children to school quickly or they will be late.
(7.14D)U
nla
wfu
l to
ph
oto
cop
y o
r p
roje
ct w
ith
ou
t p
erm
issi
on
© S
irius
Edu
catio
n So
lutio
ns
Sampler
78 Grade 7 Writing ■ Editing
Skill CheckFor each sentence below, circle the pronoun in parentheses that makes the sentence correct.
1. Cindy gave the bracelet to ( her , she ).
2. Did Violet ask ( he , him ) about the new lunch menu?
3. ( They , Them ) told us about how good the new movie is.
4. I believe you are drinking ( my , mine ) soda.
5. I want the movers to carry ( that , those ) heavy box first.
For each sentence below, underline the antecedent and write the correct pronoun on the line.
6. Jenna must wake up at 6 a.m. if wants to go fishing with me.
7. Raj, did bring over the equipment for our science project?
STAAR StrategyHere are the steps you can follow to answer questions about pronouns on the STAAR test.
1 Read the sentence and question.
2 Review each answer choice. Then, re-read the sentence. Think about what you have learned about the correct usage of pronouns.
3 Cross out the answer choices that do not show the best way to correct pronoun usage. Choose the answer that shows the best change.
F Change too long to to long
G Change and to this
H Change them to it
J Sentence 20 should not be changed.
(20) If the cookie was dunked too long, the liquid dissolved the sugar in the cookie
and made them fall apart.
How should sentence 20 be changed?
F Change too long to to long
G Change and to this
H Change them to it
J Sentence 20 should not be changed. STAAR Grade 7 Writing, 2015, #12
The antecedent in the sentence is cookie, which is singular. The pronoun must also be singular. Them is a plural pronoun, but it is singular, so this is the correct answer.
Un
lawfu
l to p
ho
toco
py o
r pro
ject with
ou
t perm
ission
© Sirius Education Solutions
Sampler
79 Editing Skill ■ Using Pronouns Correctly
Guided PracticeRead the following short passage and then respond to the items. Follow the steps you have learned for responding to editing questions about pronouns.
Independent PracticeYou will have the opportunity to practice using pronouns correctly in Editing Practice 1, 2, 3, 4, 5, and 6.
(1) Raul and me went to the store by my house with his mother to buy paper for
our art project. (2) Two girls asked us to help them look for some supplies to help her
with their project. (3) Raul said he would help, but I thought them should find their
own supplies. (4) After we helped the girls, they thanked us and then helped find the
perfect paper for ours project.
1 How should sentence 1 be changed?
A Change me to I
B Change my to mine
C Change his to him
D Change our to ours
2 How should sentence 2 be changed?
F Change us to we
G Change them to they
H Change her to them
J Change their to our
3 How should sentence 3 be changed?
A Change he to she
B Change I to me
C Change them to they
D Change their to theirs
4 How should sentence 4 be changed?
F Change we to Raul and me
G Change they to their
H Change us to we
J Change ours to our
Un
law
ful t
o p
ho
toco
py
or
pro
ject
wit
ho
ut
per
mis
sio
n©
Siri
us E
duca
tion
Solu
tions
Sampler
93
Editing Practice
Editing ■ Practice 2
Editing Practice 2
Read the selection and choose the best answer to each question.
While researching a topic for a student paper, Lilah discovered the following story about a special kind of library in the South American country of Colombia. She wrote the following paper to share what she learned. Read Lilah’s paper and think about the corrections she should make. Then answer the questions that follow.
Books and Burros
(1) How easy is it to go to your library? (2) How about your school? (3) Where I live, it
is just a short walk to either place. (4) For other kids, the library and school just a bus ride
away. (5) And in many rural communities, a bookmobile—a kind of traveling library—makes
it easy to check out books. (6) But what do kids do when they live in hard-to-reach places
and have no library close by? (7) Unfortunately, they often have no access to books.
(8) One teacher, however, decided to do something about the problem. (9) Luis Soriano
began teaching as a young man. (10) He soon noticed that many of his students was having
trouble not just reading, but also completing their homework assignments. (11) A big part
of the problem was that many of the student’s came from very poor villages where there
were few books. (12) Also, many of the Parents were unable to read or write, so they
couldn’t help their children with their studies.
(13) Mr. Soriano came up with an interesting solution to the problem. (14) Since
his students had trouble finding books, he would bring books to them. (15) But to reach
Un
law
ful t
o p
ho
toco
py
or
pro
ject
wit
ho
ut
per
mis
sio
n©
Siri
us E
duca
tion
Solu
tions
Sampler
94 Grade 7 Writing ■ Editing
these villages meant traveling through rough rocky and even dangerous areas. (16) So Mr.
Soriano came up with a plan involving his two donkey’s, Alfa and Beto. (17) The donkeys
were outfitted with special saddlebags to hold a lot of books. (18) Each saddlebag had the
word Biblioburro (“Library Burro”) painted on it in blue letters. (19) Now Mr. Soriano and his
traveling library were ready to go!
(20) For the last decade, on every Wednesday and Saturday, as many as 40 to 50
children who live in one of the small villages in northern Colombia wait for Mr. Soriano
and his donkeys. (21) The wait can be long—some trips can take up to four hours until the
teacher and his donkeys reach their destination. (22) Once they arrive Mr. Soriano will take
time to read aloud to the children from one of the books he has brought. (23) He will also
help the older children with their studies. (24) Then comes the best part! (25) The children
get to choose the books they would like to read.
(26) All too soon, though, it will be time for Mr. Soriano to pack up the donkeys and
prepare to return to the town where him lives. (27) Here, he and his wife operate a free
library that has over 4,000 books! (28) Many of the books were donated from libraries in
the United States. (29) But in a few days, the donkeys’ saddlebags will be packed again, this
time for a diffrent village where children wait for their special friends to arrive.
Un
lawfu
l to p
ho
toco
py o
r pro
ject with
ou
t perm
ission
© Sirius Education Solutions
Sampler
95 Editing ■ Practice 2
1 What is the correct way to write sentence 4? (7.19A)
A For other kids, the library and school was just a bus ride away.
B For other kids, the library and school are just a bus ride away.
C For other kids, the library and school is just a bus ride away.
D Sentence 4 is written correctly in the paper.
2 How should sentence 10 be changed? (7.19A)
F Change was to is
G Change was to are
H Change was to will be
J Change was to were
3 How should sentence 11 be changed? (7.20B)
A Change student’s to students
B Change villages to village’s
C Change there to they’re
D Change books to book’s
Un
law
ful t
o p
ho
toco
py
or
pro
ject
wit
ho
ut
per
mis
sio
n©
Siri
us E
duca
tion
Solu
tions
Sampler
96 Grade 7 Writing ■ Editing
4 What change, if any, needs to be made in sentence 12? (7.20A)
F Add a semicolon after write
G Change of to off
H Change Parents to parents
J No change should be made in this sentence.
5 What is the correct way to write sentence 15? (7.20B)
A But to reach these villages meant traveling through rough, rocky, and even dangerous, areas.
B But to reach these villages meant traveling through rough, rocky, and even dangerous areas.
C But to reach these villages meant traveling, through rough, rocky, and even dangerous areas.
D Sentence 17 is written correctly in the paper.
6 What change, if any, needs to be made in sentence 16? (7.14D, 7.20B)
F Change two to to
G Change donkey’s to donkeys
H Change his to their
J No change should be made in this sentence.
Un
lawfu
l to p
ho
toco
py o
r pro
ject with
ou
t perm
ission
© Sirius Education Solutions
Sampler
97 Editing ■ Practice 2
7 What change needs to be made in sentence 22? (7.20B)
A Insert a comma after arrive
B Insert a comma after children
C Change arrive to arrived
D No change should be made in this sentence.
8 What change, if any, needs to be made in sentence 26? (7.14D)
F Delete the comma after though
G Change too to to
H Change him to he
J No change should be made in this sentence.
9 How should sentence 29 be changed? (7.21A)
A Change donkeys’ to donkey’s
B Change the comma after again to a semicolon
C Change diffrent to different
D Sentence 29 should not be changed.
Un
law
ful t
o p
ho
toco
py
or
pro
ject
wit
ho
ut
per
mis
sio
n©
Siri
us E
duca
tion
Solu
tions
Sampler
124 Grade 7 Writing ■ Composition
Composition SkillAnalyzing the Prompt
In the STAAR test composition, the prompt has three parts:
1. A quotation from a famous or important person: The quotation is meant to help you think about an important concept.
2. A question or statement closely related to the quotation: This part of the prompt begins with the phrase “Think carefully.” It acts as a bridge between the quotation and the writing assignment. In some cases, it may be the same as the writing assignment.
3. A writing assignment: The assignment is the most important part of the prompt because you must directly respond to it. Your controlling idea and the ideas you develop in your essay will address the assignment.
All three parts of the prompt are important. The quotation and question or statement will help you think of ideas. The assignment will tell you what to do. Therefore, it is important to read and think about all parts of the prompt.
STAAR StrategyThe following prompt appeared on the 2014 STAAR test. Read the entire prompt and the callouts.
WRITTEN COMPOSITION PROMPT
READ the following quotation.
True humor is fun —it does not put down, kid, or mock. It makes people feel wonderful, not separate, different, and cut off.
—Hugh Prather
THINK carefully about the following question.
Does humor make life better?
WRITE an essay explaining whether it is important to laugh.
STAAR Grade 7 Writing, 2014
1. This is the quotation. It presents an interesting idea about the topic of humor. Underlining key phrases or ideas in the quote can help you unpack and understand it better.
3. This assignment is asking you to write an essay in which you explain why laughing and humor are important or why they are not important.
2. This question is asking you to think about whether humor improves life in some way. The benefit of humor is common to both the quotation and the question.
Un
lawfu
l to p
ho
toco
py o
r pro
ject with
ou
t perm
ission
© Sirius Education Solutions
Sampler
125 Composition Skill ■ Analyzing the Prompt
You can jot down your thoughts in the space below the prompt. Don’t worry about writing complete sentences, and don’t judge your ideas at this point. Read the example below of thoughts about the prompt on the importance of laughing.
The quote is saying that “true” humor is fun and good for people. The question is asking if humor makes life better. The quote answers this question by saying that humor brings people together.
Guided PracticeThe following prompt is from the 2013 STAAR test.
1 First read the prompt.
2 Label each part of the prompt (the quotation, the “think” statement or question, and the writing assignment).
3 Using your own words, restate each part of the prompt in the graphic organizer below.
1. Quote: 2. Statement: 3. Assignment:
Read the following quotation.
If you run into a wall, don’t turn around and give up. Figure out how to climb it, go through it, or work around it.
—Michael Jordan
THINK about the following statement.
No one can achieve success without overcoming obstacles.
WRITE an essay explaining the importance of never giving up.
STAAR Grade 7 Writing, 2013
1.
2.
3.
Un
law
ful t
o p
ho
toco
py
or
pro
ject
wit
ho
ut
per
mis
sio
n©
Siri
us E
duca
tion
Solu
tions
Sampler
146 Grade 7 Writing ■ Composition
Composition Practice 1Composition
Practice
Brainstorm IdeasUse the box below to brainstorm some ideas about this prompt.
READ the following quotation.
All great achievements require time.
—Maya Angelou
THINK carefully about the following question.
How do people become successful?
WRITE an essay explaining why success often takes time.
Be sure to —
• clearly state your controlling idea• organize and develop your explanation effectively• choose your words carefully• use correct spelling, capitalization, punctuation, grammar, and sentences
Un
lawfu
l to p
ho
toco
py o
r pro
ject with
ou
t perm
ission
© Sirius Education Solutions
Sampler
Conclusion
Supporting Idea or Example 1
Supporting Idea or Example 2
Supporting Idea or Example 3
Introduction and Controlling Idea
147 Composition ■ Practice 1
Organizing Your Ideas and Examples Use this sandwich organizer to organize and develop ideas and examples for your essay.
You need enough details and examples to support your controlling idea. They can be part of one large paragraph or separate body paragraphs. Typically, a high-scoring STAAR composition has between two and four details and examples.
Un
law
ful t
o p
ho
toco
py
or
pro
ject
wit
ho
ut
per
mis
sio
n©
Siri
us E
duca
tion
Solu
tions
Sampler
148 Grade 7 Writing ■ Composition
Draft Your CompositionUse your information from the organizer to draft your composition. Then use the checklist.
Make sure your composition has a controlling idea an introduction and concluding thought complete thoughts few to no writing errors
Sampler
149 Composition ■ Practice 1
Finalize Your CompositionCopy your edited draft from the previous page in the box below. Do not write outside the box.
Sampler
© Sirius Education Solutions T7Using this Teacher’s Edition
Using This Teacher’s Edition
Revision and Editing Practice — Answer Choice ExplanationsFull answer choice explanations are provided for all STAAR practice test items. These explanations help teachers identify student mistakes and facilitate remediation.
31 Revision ■ Practice 2
1 Tyrrell feels that his position is not clearly stated. Which of these could BEST replace sentence 6 and improve the position statement? (7.18A)
A Why hadn’t our school replaced these heavy textbooks with a lightweight tablet? In fact, there are several good reasons.
B Can you imagine how sore I would have been if my language arts homework had required me to bring home another textbook?
C Sometimes I forget my backpack at school and don’t notice until I’m home. Then my parents have to drive me back to get it later.
D In this paper, I will talk about the topic of whether our school should replace textbooks with electronic tablets.
2 Tyrrell needs to clarify the meaning of sentence 9. What is the most effective way he can do this? (7.14C)
F Change They to Schools
G Change need to want
H Change build to construct
J Change them to teachers
3 Tyrrell needs more support for the idea he presents in the second paragraph (sentences 7–11). Which sentence could BEST follow sentence 11 to help develop the main idea of this paragraph? (7.18C)
A Last month, my mom dropped her tablet and cracked the screen, and it cost her over $100 to fix it!
B Schools already spend a large portion of their budgets on maintenance, and utility bills are also costly.
C For a print textbook, on the other hand, the annual cost per student per class is below $15, and print textbooks can often be fixed with glue or tape.
D Tablet prices do continue to drop each year, so maybe cost won’t be an issue five or ten years from now.
Gra
de 7
Writin
g ■ R
evision
© Sirius Education Solutions
Answer Choice Explanations
1 A Correct. The sentence establishes a clear position. B The new information is unnecessary for understanding the topic
and does not establish a clear position. C The additional anecdotal story is a digression from the paper’s
topic. D Although the sentence introduces the topic, it does not establish
a clear position.
2 F They clearly refers to schools in sentence 8. Repeating schools is redundant and unnecessary.
G Need means “to require,” while want means “to desire.” The items that follow are required for the tablets, not things the school wants.
H Build and construct are synonyms. Replacing build with construct does not make the sentence clearer.
J Correct. The pronoun them has no clear antecedent. It can safely be inferred that teachers will need training to incorporate tablets effectively into the curriculum.
3 A This personal anecdote does support the idea in sentence 11, but it is not the best choice to develop the main idea of the paragraph.
B Information about other school expenses is not relevant to the main idea of the paragraph.
C Correct. The main idea of the paragraph is that tablets are more expensive to set up, use, and repair than textbooks.
D This sentence offers information that weakens the main idea of the paragraph instead of supporting it.
31
Composition Practice Prompts — Student ResponsesFive expository essay prompts provide scaffolded writing practice.
148 Grade 7 Writing ■ Composition
Draft Your CompositionUse your information from the organizer to draft your composition. Then use the checklist.
Make sure your composition has a controlling idea an introduction and concluding thought complete thoughts few to no writing errors
Example of a 1- to 2-point essaySuccess come in many forms. Some people do well in sports. Take
tests. For others, success is hard. Hard work is to success. You also need time. They combine. And make
things happen. A good baseball player is not always good from the first day. You need raw talent. Plus hard work.
In school, some kids are smart with ease. They do not have to work hard. Other kids have to work hard in reading or math. They may succeed and feel proud, even if they do not get the best grade in the class.
Life is a competition and success is for those who win and work hard.
Rationale: The essay lacks a clear controlling idea and is unfocused. The writer also wanders off topic, talking about the difficulty of success for some instead of the relationship between time and success. The examples are repetitive, incomplete, and do not always address the topic. The conclusion is abrupt and does not help unify or organize the ideas in the essay.
149 Composition ■ Practice 1
Finalize Your CompositionCopy your edited draft from the previous page in the box below. Do not write outside the box.
Example of a 3- to 4-point essaySome people are naturally talented at things. People say they have a “knack”
for something, like playing music or playing a sport. A knack for something, however, only goes so far. While natural talent is important, success comes mostly from hard work over a long period of time.
Reading is an important skill that takes time to learn. Nobody starts reading as a baby. It takes many months of practice to learn some simple words, and then years to read long books. Every year in school students learn new words, so reading is something that goes on through all of the school years. Success with reading takes years of hard work.
Playing sports is another skill that takes time. Venus and Serena Williams are famous tennis players. They have a lot of strength and speed and good reflexes to help them. They also put in hard work and years of playing and training. They have played tennis since they were girls, so as adults they have a lot of experience. They could not have succeeded without hard work over a long period of time.
Whether it is learning to read or playing tennis, natural talent will only take you so far. In order to have success and achieve great things, you must work long and hard for it.
Rationale: The writer introduces the topic clearly with a well-structured introduction. The controlling idea is clear and makes a distinction between natural talent and hard work over time. Each body paragraph is fully developed and organized clearly. The writer explains the example used and connects it back to the controlling idea. The conclusion nicely summarizes the controlling idea and gives advice/a call to action to reinforce the topic of the essay.
Conclusion
Supporting Idea or Example 1
Supporting Idea or Example 2
Supporting Idea or Example 3
Introduction and Controlling Idea
147 Composition ■ Practice 1
Organizing Your Ideas and Examples Use this sandwich organizer to organize and develop ideas and examples for your essay.
You need enough details and examples to support your controlling idea. They can be part of one large paragraph or separate body paragraphs. Typically, a high-scoring STAAR composition has between two and four details and examples.
While natural talent is important, success comes mostly from hard work over a long period of time.
Reading is an important skill that takes time to learn.
Playing sports is another skill that takes time.
In order to have success and achieve great things, you must work long and hard for it.
146 Grade 7 Writing ■ Composition
Composition Practice 1Composition
Practice
Brainstorm IdeasUse the box below to brainstorm some ideas about this prompt.
READ the following quotation.
All great achievements require time.
—Maya Angelou
THINK carefully about the following question.
How do people become successful?
WRITE an essay explaining why success often takes time.
Be sure to —
• clearly state your controlling idea• organize and develop your explanation effectively• choose your words carefully• use correct spelling, capitalization, punctuation, grammar, and sentences
Explanations for EACH answer choice help teachers support student understanding.
Two sample responses help teachers provide student feedback.
Red boxes show correct answers.
Brainstorming helps students generate ideas. A graphic organizer
helps students plan their essay.
A checklist ensures students include all necessary parts for their essay.
Teacher’s Edition Sampler
13
Rev
isio
n S
kil
l ■
Ad
din
g T
ran
siti
on
s
Addin
g T
ransi
tions
Tran
siti
on
s h
elp
rea
der
s u
nd
erst
and
ho
w id
eas
are
rela
ted
. Tra
nsi
tio
n w
ord
s an
d
ph
rase
s co
nn
ect
idea
s w
ith
in s
ente
nce
s an
d b
etw
een
sen
ten
ces
and
par
agra
ph
s.
Kin
d o
f Tr
ansi
tio
nPu
rpo
seTr
ansi
tio
n W
ord
s
and
Ph
rase
sEx
amp
les
Ch
ron
olo
gic
alto
sho
w m
ovem
ent
in t
ime
first
, nex
t, b
efor
e, n
ow,
afte
r, th
en, l
ater
, fina
llyFi
rst,
boi
l wat
er. T
hen,
add
the
pa
sta
and
cook
for
8 m
inut
es.
Cau
se a
nd
Ef
fect
to s
how
how
and
w
hy t
hing
s ha
ppen
as
a r
esul
t, b
ecau
se, s
ince
, so
, the
refo
re, c
onse
quen
tlyA
nn s
tudi
ed h
ard
for
the
test
; as
a re
sult,
she
got
an
A.
Co
mp
aris
on
an
d C
on
tras
tto
sho
w h
ow t
hing
s ar
e si
mila
r an
d di
ffer
ent
Com
paris
on: a
lso,
ano
ther
, lik
e, in
com
paris
on, t
oo
Con
tras
t: a
lthou
gh, b
ut,
how
ever
, ins
tead
My
aunt
is f
riend
ly; l
ike
my
sist
er,
she
smile
s at
eve
ryon
e.
Rosa
rea
ds a
boo
k a
wee
k, b
ut
John
doe
sn’t
rea
d as
fas
t.
Ad
dit
ion
to s
how
mor
e in
form
atio
n be
side
s, in
add
ition
, for
ex
ampl
e, a
lso,
fur
ther
mor
e Th
e he
avy
rain
floo
ded
the
scho
ol;
it al
so fl
oode
d ou
r ho
use.
STA
AR
Str
ate
gy
On
th
e ST
AA
R t
est,
yo
u w
ill e
nco
un
ter
qu
esti
on
s th
at a
sk y
ou
to
rev
ise
by
add
ing
tr
ansi
tio
ns.
Her
e ar
e st
eps
you
can
tak
e fo
r re
spo
nd
ing
to
qu
esti
on
s lik
e th
is.
1 R
ead
th
e p
assa
ge
and
qu
esti
on
.
2 R
ead
eac
h a
nsw
er c
ho
ice.
Th
en, r
e-re
ad t
he
sect
ion
of
the
pas
sag
e re
ferr
ed
to in
th
e q
ues
tio
n. K
eep
in m
ind
wh
at y
ou
hav
e le
arn
ed a
bo
ut
imp
rovi
ng
yo
ur
wri
tin
g w
ith
tra
nsi
tio
ns.
(6)
Cer
tain
ly,
mos
t pe
ople
wou
ld a
gree
tha
t el
ectr
onic
com
mun
icat
ion
has
its
prof
its.
(7)
It
enha
nces
saf
ety
and
help
s pe
ople
con
vey
mes
sage
s qu
ickl
y. (
8) B
ut
desp
ite w
hat
the
com
mon
say
ing
clai
ms,
you
can
hav
e to
o m
uch
of a
goo
d th
ing.
(9)
Som
e re
sear
cher
s ha
ve s
ugge
sted
tha
t re
latio
nshi
ps f
orm
ed o
nlin
e ar
e w
eake
r
than
tho
se f
orm
ed in
rea
l-lif
e si
tuat
ions
. (1
0) I
f pe
ople
dev
elop
all
thei
r re
latio
nshi
ps
elec
tron
ical
ly,
they
may
boa
st a
bout
hav
ing
a la
rge
num
ber
of “
frie
nds,
” bu
t th
ose
frie
ndsh
ips
aren
’t li
kely
to
prov
ide
the
supp
ort
and
satisf
actio
n th
at c
ome
from
fac
e-to
-
face
inte
ract
ions
.
Wha
t tr
ansi
tion
can
BES
T be
add
ed t
o th
e be
ginn
ing
of s
ente
nce
9?
A
Obv
ious
ly
B
For
exam
ple
C
How
ever
D
In t
he e
nd
STA
AR
Gra
de
7 W
riti
ng,
201
4, #
7
(7.14
C)R
evis
ion
Skill
12G
rad
e 7
Wri
tin
g ■
Rev
isio
n
Gu
ided
Pra
ctic
eR
ead
th
e fo
llow
ing
pas
sag
e fr
om
a s
tud
ent’
s es
say
abo
ut
recy
clin
g. T
hen
, re
spo
nd
to
th
e q
ues
tio
n, f
ollo
win
g t
he
step
s fo
r re
visi
ng
fo
r w
ord
ch
oic
e th
at
you
hav
e le
arn
ed.
Thin
k A
bo
ut
You
r Th
inki
ng
In t
he
char
t b
elo
w, e
valu
ate
each
an
swer
ch
oic
e. O
ne
eval
uat
ion
has
bee
n
com
ple
ted
fo
r yo
u.
An
swer
C
ho
ices
Eval
uat
ion
Is A
nsw
er
Co
rrec
t?
FTh
e se
nten
ce is
long
er a
nd m
ore
com
plex
tha
n be
fore
, so
this is
not
the
bes
t re
vision
.no
G H J
Ind
ep
en
den
t Pra
ctic
eYo
u w
ill h
ave
the
op
po
rtu
nit
y to
pra
ctic
e im
pro
vin
g s
ente
nce
str
uct
ure
in
Rev
isio
n P
ract
ice
2, 3
, 4, 5
, an
d 6
.
(10)
The
rec
yclin
g tr
uck
empt
ies
its
load
ont
o a
conv
eyor
bel
t. (
11)
Wor
kers
the
n so
rt t
he t
hing
s th
at c
an b
e re
cycl
ed f
rom
the
thi
ngs
that
can
not.
(12
) Th
e tr
ash
is
thro
wn
away
by
the
wor
kers
.
Wha
t is
the
mos
t ef
fect
ive
revi
sion
to
mak
e in
sen
tenc
e 12
?
F Th
e tr
ash
that
is t
hrow
n aw
ay is
don
e so
by
wor
kers
.
G
Wor
kers
thr
ow a
way
the
tra
sh.
H
Aft
er it
is c
heck
ed,
the
tras
h is
thr
own
away
by
the
wor
kers
.
J Aft
er w
orke
rs,
the
tras
h is
thr
own
away
.
Corre
ct. M
aking
wor
kers
the
subje
ct o
f the
sent
ence
m
akes
the
verb
act
ive a
nd th
e se
nten
ce cl
eare
r.ye
s
This
revis
ion
adds
wor
ds a
nd d
oes n
ot m
ake
the
sent
ence
cle
arer.
no
This
sent
ence
app
ears
to sa
y tha
t the
wor
kers
are
thro
wn
away
. no
© Sirius Education Solutions Revision Skill ■ Adding Transitions 12–13
Teacher’s Edition Sampler
15
Rev
isio
n S
kil
l ■
Ad
din
g T
ran
siti
on
s
Thin
k A
bo
ut
You
r Th
inki
ng
In t
he
char
t b
elo
w, e
valu
ate
each
an
swer
ch
oic
e. O
ne
eval
uat
ion
has
bee
n
com
ple
ted
fo
r yo
u.
An
swer
C
ho
ices
Eval
uat
ion
Is A
nsw
er
Co
rrec
t?
F GSen
tenc
e 14 d
escr
ibes
wha
t oc
curs
aft
er t
he
plan
e ta
kes
off, n
ot b
efor
e.no
H J
Ind
ep
en
den
t Pra
ctic
eYo
u w
ill h
ave
the
op
po
rtu
nit
y to
pra
ctic
e re
visi
ng
to
ad
d t
ran
siti
on
s in
Rev
isio
n
Prac
tice
1, 2
, 3, 4
, an
d 5
.
This
trans
ition
show
s tha
t the
plan
e ha
s tak
en o
ff an
d is
now
bein
g dir
ecte
d by
a re
giona
l con
trolle
r. ye
s
This
trans
ition
doe
s not
conn
ect t
he id
eas i
n th
e pa
ragr
aphs
.no
This
trans
ition
doe
s not
conn
ect t
he id
eas i
n th
e pa
ragr
aphs
.no
14G
rad
e 7
Wri
tin
g ■
Rev
isio
n
3 C
ross
ou
t th
e an
swer
ch
oic
es t
hat
do
no
t sh
ow
th
e b
est
tran
siti
on
. Ch
oo
se
the
answ
er t
hat
sh
ow
s th
e b
est
tran
siti
on
wo
rd o
r p
hra
se.
A
Obv
ious
ly
B
For
exam
ple
C
How
ever
D
In t
he e
nd
Gu
ided
Pra
ctic
eR
ead
th
e fo
llow
ing
sel
ecti
on
an
d t
hen
res
po
nd
to
th
e q
ues
tio
n, f
ollo
win
g t
he
step
s fo
r ad
din
g t
ran
siti
on
s th
at y
ou
hav
e le
arn
ed.
(9)
Imag
ine
that
you
’re
the
pilo
t of
a jum
bo jet
pre
pari
ng t
o fly
acr
oss
the
coun
try.
(10)
Bef
ore
you
can
take
off,
you’
ll ha
ve t
o fil
e a
fligh
t pl
an w
ith t
he lo
cal c
ontr
ol t
ower
.
(11)
In
the
plan
you
’ll h
ave
to id
entif
y th
e ki
nd o
f pl
ane
you’
re f
lyin
g, w
here
you
’re
goin
g, a
nd t
he s
peed
and
alti
tude
at
whi
ch y
ou’re
expe
ctin
g to
fly
. (1
2) A
fter
you
get
clea
ranc
e fr
om t
he t
ower
, yo
u’ll
head
to
the
runw
ay.
(13)
Con
trol
lers
on
the
grou
nd w
ill
let
you
know
whi
ch r
unw
ay t
o us
e an
d w
hen
it’s
you
r tu
rn t
o ta
ke o
ff.
(14)
A r
egio
nal c
ontr
olle
r w
ill b
egin
gui
ding
you
in o
rder
to
ensu
re t
hat
you’
re o
ut
of t
he w
ay o
f ot
her
plan
es in
the
are
a. (
15)
This
con
trol
ler
will
als
o w
atch
dev
elop
ing
wea
ther
pat
tern
s an
d gi
ve y
ou a
dditi
onal
inst
ruct
ions
if y
ou n
eed
to c
hang
e yo
ur
altit
ude,
spe
ed,
or c
ours
e to
sta
y sa
fe.
(16)
You
’ll m
ove
from
one
par
t of
the
cou
ntry
to
anot
her. (
17)
You’
ll be
han
ded
off fr
om o
ne r
egio
nal c
ontr
ol c
ente
r to
ano
ther
.
Nik
ki w
ould
like
to
add
a ph
rase
to
the
begi
nnin
g of
sen
tenc
e 14
to
help
tra
nsiti
on
from
the
thi
rd p
arag
raph
(se
nten
ces
9–13
) to
the
fou
rth
para
grap
h (s
ente
nces
14–
17).
W
hich
of th
e fo
llow
ing
coul
d N
ikki
add
to
the
begi
nnin
g of
sen
tenc
e 14
to
achi
eve
this
go
al?
F O
nce
your
pla
ne is
in t
he a
ir
G
Bef
ore
that
H
With
tha
t in
min
d
J O
ver
and
abov
e al
l els
e
Corre
ct. T
he w
riter
is g
ivin
g an
ex
ampl
e to
sup
port
the
poin
t bei
ng
mad
e in
sen
tenc
e 8.
Obv
ious
ly us
ually
com
es b
efor
e an
id
ea o
r fac
t tha
t is
cons
ider
ed c
omm
on
know
ledg
e. T
he in
form
atio
n ab
out t
he
rese
arch
ers
is no
t com
mon
kno
wle
dge.
In th
e en
d us
ually
pre
cede
s a
closin
g id
ea o
r sum
mar
y. Th
is se
nten
ce is
an
exam
ple.
How
ever
is u
sed
to s
igna
l con
trast
. N
o id
eas
are
bein
g co
ntra
sted
.
Grade 7 Writing ■ Revision © Sirius Education Solutions14–15
Teacher’s Edition Sampler
30
Gra
de 7
Wri
tin
g ■
Rev
isio
n
have
to
keep
you
r ey
es a
nd h
ands
on
your
tab
let
at a
ll tim
es.
(14)
A f
ive-
poun
d te
xtbo
ok is
a m
uch
less
att
ract
ive
priz
e to
a t
hief
tha
n a
one-
or
two-
poun
d ta
blet
tha
t ca
n be
slip
ped
into
a jac
ket
and
easi
ly s
old
for
$200
or
mor
e. (
15)
In 2
012,
50
perc
ent
of a
ll ro
bber
ies
in
San
Fra
ncis
co w
ere
of h
andh
eld
Inte
rnet
-ena
bled
dev
ices
, in
clud
ing
tabl
ets.
(16)
In
addi
tion,
tab
lets
can
be
very
dis
trac
ting.
(17
) W
hat
was
you
r fir
st t
houg
ht w
hen
I m
entio
ned
repl
acin
g te
xtbo
oks
with
tab
lets
? (1
8) I
bet
it w
as a
bout
how
you
’d b
e ab
le t
o
use
your
new
tab
let
to p
lay
gam
es a
nd s
urf th
e In
tern
et.
(19)
Unl
ike
prin
t te
xtbo
oks,
tab
lets
have
a m
ultit
ude
of u
ses.
(20
) Th
ey a
lso
have
a m
ultit
ude
of d
istr
actio
ns.
(21)
App
s, e
mai
l,
soci
al m
edia
, ga
mes
, an
d w
ebsi
tes
wou
ld a
ll co
mpe
te t
o pu
ll yo
ur a
tten
tion
away
fro
m y
our
assi
gnm
ent
or t
each
er.
(22)
Tab
lets
als
o re
quir
e a
lot
of b
andw
idth
. (2
3) A
ccor
ding
to
the
FCC,
stud
ents
nee
d
broa
dban
d ac
cess
at
hom
e to
be
able
to
do I
nter
net-
base
d ho
mew
ork.
(24
) H
owev
er,
abou
t on
e-th
ird
of a
ll Am
eric
ans
do n
ot h
ave
broa
dban
d ac
cess
at
hom
e. (
25)
Als
o, n
earl
y
80 p
erce
nt o
f al
l K-1
2 sc
hool
s do
not
hav
e br
oadb
and
conn
ectio
ns t
hat
are
adeq
uate
to
mee
t th
eir
curr
ent
need
s. (
26)
Imag
ine
wha
t gi
ving
eac
h st
uden
t a
tabl
et w
ould
do
to t
hat
prob
lem
! (2
7) P
rint
tex
tboo
ks w
ork
with
out
any
Inte
rnet
con
nect
ion.
(28)
My
opin
ion
will
sup
pose
dly
not
be v
ery
popu
lar
with
my
peer
s. (
29)
Wha
t st
uden
t
wou
ldn’
t lo
ve t
o ha
ve a
shi
ny n
ew t
able
t po
pped
into
his
or
her
hand
s fo
r fr
ee?
(30)
Tab
lets
mak
e le
arni
ng in
tera
ctiv
e, e
asy,
and
mak
e it
fun!
(31
) But
the
cos
ts,
thef
t ri
sk,
dist
ract
ion
fact
or,
and
band
wid
th c
once
rns
cann
ot b
e ig
nore
d. (
32)
My
back
mig
ht p
refe
r a
light
er
tabl
et,
but
our
scho
ol s
houl
d st
ick
with
pri
nt t
extb
ooks
.
29
Rev
isio
n P
ract
ice
Rev
isio
n ■
Pra
ctic
e 2
Revis
ion P
ract
ice 2
Rea
d t
he
sele
ctio
n a
nd
ch
oo
se t
he
bes
t an
swer
to
each
qu
esti
on
.
Tyrr
ell h
as w
ritt
en t
he f
ollo
win
g pa
per
to c
onvi
nce
his
peer
s th
at t
he s
choo
l boa
rd s
houl
d st
ick
with
tex
tboo
ks r
athe
r th
an u
se e
lect
roni
c ta
blet
s. R
ead
Tyrr
ell’s
pap
er a
nd t
hink
abo
ut
the
revi
sion
s he
sho
uld
mak
e. T
hen
answ
er t
he q
uest
ions
tha
t fo
llow
.
Tex
tboo
ks o
r Ta
ble
ts?
(1)
Yest
erda
y, I
was
lugg
ing
my
back
pack
hom
e, a
s I
do e
very
day
. (2
) In
side
wer
e m
y
mat
h te
xtbo
ok,
my
scie
nce
text
book
, an
d m
y Te
xas
hist
ory
text
book
. (3
) Th
ankf
ully
, m
y
lang
uage
art
s ho
mew
ork
was
wor
kshe
ets.
(4)
The
y di
dn’t r
equi
re t
he t
extb
ook
to f
inis
h.
(5)
My
feet
, sh
ould
ers,
and
bac
k ac
hed
from
the
15–
20 p
ound
s of
boo
ks!
(6)
I w
onde
red
to
mys
elf,
why
doe
sn’t o
ur s
choo
l rep
lace
tho
se h
eavy
tex
tboo
ks w
ith li
ghtw
eigh
t ta
blet
s?
(7)
One
rea
son
is t
hat
tabl
ets
are
mor
e ex
pens
ive.
(8)
Sch
ools
mus
t do
mor
e th
an jus
t
buy
the
tabl
ets.
(9)
The
y al
so n
eed
to b
uy t
he t
extb
ook
soft
war
e, b
uild
a W
i-Fi
str
uctu
re,
and
trai
n th
em.
(10)
It’s
estim
ated
tha
t th
e co
st f
or a
tab
let
is o
ver
$70
per
stud
ent
per
clas
s ea
ch y
ear. (
11)
And
bro
ken
tabl
ets
requ
ire
cost
ly r
epai
rs b
y an
IT
spec
ialis
t.
(12)
Nex
t, t
able
ts a
re m
ore
likel
y to
be
stol
en t
han
prin
t te
xtbo
oks.
(13
) In
pub
lic,
you
© Sirius Education Solutions Revision ■ Practice 2 29–30
Teacher’s Edition Sampler
31
Rev
isio
n ■
Pra
ctic
e 2
1
Tyrr
ell f
eels
tha
t hi
s po
sitio
n is
not
cle
arly
sta
ted.
Whi
ch o
f th
ese
coul
d BES
T re
plac
e se
nten
ce 6
and
impr
ove
the
posi
tion
stat
emen
t?
(7.1
8A)
A
Why
had
n’t
our
scho
ol r
epla
ced
thes
e he
avy
text
book
s w
ith a
ligh
twei
ght
tabl
et?
In
fact
, th
ere
are
seve
ral g
ood
reas
ons.
B
Can
you
imag
ine
how
sor
e I
wou
ld h
ave
been
if m
y la
ngua
ge a
rts
hom
ewor
k ha
d re
quir
ed m
e to
bri
ng h
ome
anot
her
text
book
?
C
Som
etim
es I
for
get
my
back
pack
at
scho
ol a
nd d
on’t n
otic
e un
til I
’m h
ome.
The
n m
y pa
rent
s ha
ve t
o dr
ive
me
back
to
get
it la
ter.
D
In t
his
pape
r, I
will
tal
k ab
out
the
topi
c of
whe
ther
our
sch
ool s
houl
d re
plac
e te
xtbo
oks
with
ele
ctro
nic
tabl
ets.
2
Tyrr
ell n
eeds
to
clar
ify t
he m
eani
ng o
f se
nten
ce 9
. W
hat
is t
he m
ost
effe
ctiv
e w
ay h
e ca
n do
thi
s?
(7.1
4C)
F Cha
nge
They
to Schools
G
Cha
nge
nee
d t
o w
ant
H
Cha
nge
bu
ild t
o construct
J Cha
nge
them
to teachers
3
Tyrr
ell n
eeds
mor
e su
ppor
t fo
r th
e id
ea h
e pr
esen
ts in
the
sec
ond
para
grap
h (s
ente
nces
7–
11).
Whi
ch s
ente
nce
coul
d BES
T fo
llow
sen
tenc
e 11
to
help
dev
elop
the
mai
n id
ea o
f th
is
para
grap
h?
(7.1
8C)
A
Last
mon
th,
my
mom
dro
pped
her
tab
let
and
crac
ked
the
scre
en,
and
it co
st h
er o
ver
$100
to
fix it
!
B
Sch
ools
alr
eady
spe
nd a
larg
e po
rtio
n of
the
ir b
udge
ts o
n m
aint
enan
ce,
and
utili
ty b
ills
are
also
cos
tly.
C
For
a p
rint
tex
tboo
k, o
n th
e ot
her
hand
, th
e an
nual
cos
t pe
r st
uden
t pe
r cl
ass
is b
elow
$1
5, a
nd p
rint
tex
tboo
ks c
an o
ften
be
fixed
with
glu
e or
tap
e.
D
Tabl
et p
rice
s do
con
tinue
to
drop
eac
h ye
ar,
so m
aybe
cos
t w
on’t b
e an
issu
e fiv
e or
ten
ye
ars
from
now
.
Grade 7 Writing ■ Revision © Sirius Education Solutions
An
swer
Ch
oic
e Ex
pla
nat
ion
s
1
A C
orre
ct. T
he s
ente
nce
esta
blis
hes
a cl
ear
posi
tion.
B T
he n
ew in
form
atio
n is
unn
eces
sary
for
und
erst
andi
ng t
he t
opic
an
d do
es n
ot e
stab
lish
a cl
ear
posi
tion.
C
The
add
ition
al a
necd
otal
sto
ry is
a d
igre
ssio
n fr
om t
he p
aper
’s
topi
c.
D
Alth
ough
the
sen
tenc
e in
trod
uces
the
top
ic, i
t do
es n
ot e
stab
lish
a cl
ear
posi
tion.
2
F Th
ey c
lear
ly r
efer
s to
sch
ools
in s
ente
nce
8. R
epea
ting
scho
ols
is
redu
ndan
t an
d un
nece
ssar
y.
G
Nee
d m
eans
“to
req
uire
,” w
hile
wan
t m
eans
“to
des
ire.”
The
ite
ms
that
fol
low
are
req
uire
d fo
r th
e ta
blet
s, n
ot t
hing
s th
e sc
hool
wan
ts.
H
Bui
ld a
nd c
onst
ruct
are
syn
onym
s. R
epla
cing
bui
ld w
ith c
onst
ruct
do
es n
ot m
ake
the
sent
ence
cle
arer
.
J C
orre
ct. T
he p
rono
un t
hem
has
no
clea
r an
tece
dent
. It
can
safe
ly
be in
ferr
ed t
hat
teac
hers
will
nee
d tr
aini
ng t
o in
corp
orat
e ta
blet
s ef
fect
ivel
y in
to t
he c
urric
ulum
.
3
A T
his
pers
onal
ane
cdot
e do
es s
uppo
rt t
he id
ea in
sen
tenc
e 11
, bu
t it
is n
ot t
he b
est
choi
ce t
o de
velo
p th
e m
ain
idea
of
the
para
grap
h.
B
Inf
orm
atio
n ab
out
othe
r sc
hool
exp
ense
s is
not
rel
evan
t to
the
m
ain
idea
of
the
para
grap
h.
C
Cor
rect
. The
mai
n id
ea o
f th
e pa
ragr
aph
is t
hat
tabl
ets
are
mor
e ex
pens
ive
to s
et u
p, u
se, a
nd r
epai
r th
an t
extb
ooks
.
D T
his
sent
ence
off
ers
info
rmat
ion
that
wea
kens
the
mai
n id
ea o
f th
e pa
ragr
aph
inst
ead
of s
uppo
rtin
g it.
31
Teacher’s Edition Sampler
32G
rad
e 7
Wri
tin
g ■
Rev
isio
n
4
Tyrr
ell w
ould
like
to
add
a tr
ansi
tion
wor
d or
phr
ase
to h
elp
read
ers
mov
e fr
om p
arag
raph
4
(sen
tenc
es 1
6–21
) to
par
agra
ph 5
(se
nten
ces
22–2
7).
Whi
ch o
f th
ese
is t
he m
ost
effe
ctiv
e tr
ansi
tion
to a
dd t
o th
e be
ginn
ing
of s
ente
nce
22?
(7.1
4C)
F H
owev
er
G
Last
ly
H
In c
oncl
usio
n
J Fo
r th
at r
easo
n
5
Som
e of
the
wor
ding
Tyr
rell
used
in s
ente
nce
28 is
inap
prop
riat
e. W
hat
is t
he B
EST
chan
ge
for
him
to
mak
e in
thi
s se
nten
ce?
(7.1
4C)
A
Cha
nge
op
inio
n t
o vi
ewp
oin
t
B
Cha
nge
sup
po
sed
ly t
o p
rob
ably
C
Cha
nge
po
pu
lar
wit
h t
o d
esp
ised
by
D
Cha
nge
pee
rs t
o fr
ien
ds
6
Wha
t is
the
BES
T w
ay t
o re
vise
sen
tenc
e 30
? (7
.14C
)
F Ta
blet
s m
ake
lear
ning
inte
ract
ive,
eas
y, a
nd f
un!
G
Tabl
ets
mak
e in
tera
ctiv
e le
arni
ng e
asy
and
fun!
H
Tabl
ets
mak
e le
arni
ng in
tera
ctiv
e, e
asy,
and
mak
e le
arni
ng f
un!
J Ta
blet
s m
ake
lear
ning
inte
ract
ive,
mak
e le
arni
ng e
asy,
and
mak
e le
arni
ng f
un!
© Sirius Education Solutions
An
swer
Ch
oic
e Ex
pla
nat
ion
s
4
F Th
e tr
ansi
tion
how
ever
indi
cate
s co
ntra
st. T
he id
eas
in p
arag
raph
5
do n
ot c
ontr
ast
with
tho
se in
par
agra
ph 4
.
G C
orre
ct. L
astly
is t
he b
est
tran
sitio
n be
caus
e th
e po
int
Tyrr
ell
mak
es in
par
agra
ph 5
is t
he la
st p
oint
in h
is a
rgum
ent.
H P
arag
raph
5 g
ives
the
last
poi
nt in
Tyr
rell’
s ar
gum
ent,
but
it d
oes
not
conc
lude
the
pap
er.
J
The
tran
sitio
n Fo
r th
at r
easo
n in
dica
tes
caus
e an
d ef
fect
. Pa
ragr
aph
5 do
es n
ot s
how
the
res
ult
of a
ny a
ctio
n in
par
agra
ph
4.
5
A O
pini
on a
nd v
iew
poin
t ar
e sy
nony
ms.
Rep
laci
ng o
pini
on w
ith
view
poin
t do
es n
ot c
hang
e th
e m
eani
ng o
r im
prov
e th
e se
nten
ce.
B
Cor
rect
. Sup
pose
dly
mea
ns “
mis
take
nly
asse
rted
or
belie
ved”
; pr
obab
ly m
eans
“lik
ely”
or
“qui
te c
erta
inly
.” T
he c
onte
xt in
dica
tes
that
Tyr
rell
feel
s it
is li
kely
his
pee
rs w
ill n
ot li
ke h
is o
pini
on.
C
Pop
ular
and
des
pise
d ar
e an
tony
ms.
The
con
text
doe
sn’t
sup
port
th
e id
ea t
hat
Tyrr
ell’s
opi
nion
wou
ld b
e lik
ed (t
hat
is, “
not
be v
ery
desp
ised
”) b
y hi
s cl
assm
ates
.
D P
eers
and
frie
nds
are
sim
ilar,
but
not
the
sam
e. T
yrre
ll’s
peer
s ar
e al
l the
peo
ple
that
are
rou
ghly
his
age
, whi
le h
is f
riend
s ar
e pe
ople
of
any
age
that
like
him
. Frie
nds
is t
oo n
arro
w t
o fit
the
co
ntex
t he
re.
6
F C
orre
ct. C
hang
ing
mak
e it
fun
to f
un m
akes
it p
aral
lel w
ith t
he
othe
r ad
ject
ives
(int
erac
tive
and
easy
) tha
t m
odify
lear
ning
.
G M
ovin
g in
tera
ctiv
e ch
ange
s th
e m
eani
ng o
f th
e se
nten
ce. T
able
ts
mak
e al
l lea
rnin
g ea
sy a
nd f
un, n
ot ju
st in
tera
ctiv
e le
arni
ng.
H
Cha
ngin
g m
ake
it fu
n to
mak
e le
arni
ng f
un d
oes
not
corr
ect
the
faul
ty p
aral
lelis
m in
the
sen
tenc
e.
J
Alth
ough
the
ele
men
ts o
f th
e se
nten
ce a
re p
aral
lel,
repe
atin
g m
ake
lear
ning
thr
ee t
imes
is a
wkw
ard
and
redu
ndan
t.
Revision ■ Practice 2 32
Teacher’s Edition Sampler
78G
rad
e 7
Wri
tin
g ■
Ed
itin
g
Ski
ll C
heck
For
each
sen
ten
ce b
elo
w, c
ircl
e th
e p
ron
ou
n in
par
enth
eses
th
at m
akes
th
e se
nte
nce
co
rrec
t.
1.
Cin
dy
gav
e th
e b
race
let
to (
her
, sh
e ).
2.
Did
Vio
let
ask
( he
, him
) ab
ou
t th
e n
ew lu
nch
men
u?
3.
( Th
ey ,
Them
) to
ld u
s ab
ou
t h
ow
go
od
th
e n
ew m
ovi
e is
.
4.
I bel
ieve
yo
u a
re d
rin
kin
g (
my
, min
e )
sod
a.
5.
I wan
t th
e m
ove
rs t
o c
arry
( th
at ,
tho
se )
hea
vy b
ox
firs
t.
For
each
sen
ten
ce b
elo
w, u
nd
erlin
e th
e an
tece
den
t an
d w
rite
th
e co
rrec
t p
ron
ou
n o
n t
he
line.
6.
Jen
na
mu
st w
ake
up
at
6 a.m. i
f w
ants
to
go
fish
ing
wit
h m
e.
7.
Raj
, did
b
rin
g o
ver
the
equ
ipm
ent
for
ou
r sc
ien
ce p
roje
ct?
STA
AR
Str
ate
gy
Her
e ar
e th
e st
eps
you
can
fo
llow
to
an
swer
qu
esti
on
s ab
ou
t p
ron
ou
ns
on
th
e ST
AA
R t
est.
1 R
ead
th
e se
nte
nce
an
d q
ues
tio
n.
2 R
evie
w e
ach
an
swer
ch
oic
e. T
hen
, re-
read
th
e se
nte
nce
. Th
ink
abo
ut
wh
at
you
hav
e le
arn
ed a
bo
ut
the
corr
ect
usa
ge
of
pro
no
un
s.
3 C
ross
ou
t th
e an
swer
ch
oic
es t
hat
do
no
t sh
ow
th
e b
est
way
to
co
rrec
t p
ron
ou
n u
sag
e. C
ho
ose
th
e an
swer
th
at s
ho
ws
the
bes
t ch
ang
e.
F Cha
nge
too
lon
g t
o to
lo
ng
G
Cha
nge
and t
o th
is
H
Cha
nge
them
to
it
J Sen
tenc
e 20
sho
uld
not
be c
hang
ed.
(20)
If th
e co
okie
was
dun
ked
too
long
, th
e liq
uid
diss
olve
d th
e su
gar
in t
he c
ooki
e
and
mad
e th
em f
all a
part
.
How
sho
uld
sent
ence
20
be c
hang
ed?
F Cha
nge
too
lon
g t
o to
lo
ng
G
Cha
nge
and t
o th
is
H
Cha
nge
them
to
it
J Sen
tenc
e 20
sho
uld
not
be c
hang
ed.
STA
AR
Gra
de
7 W
riti
ng,
201
5, #
12
The
ante
cede
nt in
the
sent
ence
is c
ooki
e, w
hich
is
singu
lar.
The
pron
oun
mus
t also
be
singu
lar.
Them
is a
plu
ral p
rono
un,
but i
t is
singu
lar,
so th
is is
the
corre
ct a
nsw
er.
she
you
77
Edit
ing
Skill
Ed
itin
g S
kil
l ■
Usi
ng
Pro
no
un
s C
orr
ectl
y
Usi
ng P
ronouns
Corr
ect
lyA
pro
no
un
is a
wo
rd u
sed
in p
lace
of
on
e n
ou
n o
r m
ore
th
an o
ne
no
un
. On
th
e ST
AA
R t
est,
qu
esti
on
s ab
ou
t p
ron
ou
ns
typ
ical
ly a
sk y
ou
to
ch
ang
e a
pro
no
un
th
at is
bei
ng
use
d in
corr
ectl
y in
a s
ente
nce
. Yo
u w
ill li
kely
be
aske
d a
bo
ut
on
e o
f th
ree
kin
ds
of
pro
no
un
s.
Pers
on
al P
ron
ou
ns
Pers
on
al p
ron
ou
ns
are
use
d in
pla
ce o
f p
eop
le a
nd
th
ing
s. T
hey
can
be
use
d a
s su
bje
cts
or
ob
ject
s in
a s
ente
nce
. So
met
imes
a q
ues
tio
n o
n t
he
STA
AR
tes
t w
ill
ask
you
to
ch
oo
se b
etw
een
th
e su
bje
ct a
nd
ob
ject
fo
rm o
f a
pro
no
un
.
Sin
gu
lar
Plu
ral
Sub
ject
Ob
ject
Sub
ject
Ob
ject
Im
ew
eus
you
you
you
you
hehi
mth
eyth
em
she
her
itit
Poss
ess
ive P
ron
ou
ns
Poss
essi
ve p
ron
ou
ns
sho
w o
wn
ersh
ip. S
om
etim
es a
qu
esti
on
on
th
e ST
AA
R t
est
will
ask
yo
u t
o c
ho
ose
bet
wee
n t
he
per
son
al a
nd
po
sses
sive
fo
rm o
f a
pro
no
un
.
Sin
gu
lar
Plu
ral
Pers
on
alPo
sses
sive
Pers
on
alPo
sses
sive
I, m
em
y, m
ine
we,
us
our,
ours
you
your
, you
rsyo
uyo
ur, y
ours
he, h
imhi
sth
ey, t
hem
thei
r, th
eirs
she,
her
her,
hers
itits
Dem
on
stra
tive
Pro
no
un
sD
emo
nst
rati
ve p
ron
ou
ns
refe
r to
a s
pec
ific
per
son
, pla
ce, t
hin
g, o
r id
ea.
Sin
gu
lar
Plu
ral
this
that
thes
eth
ose
An
tece
den
tsA
n a
nte
ced
ent
is t
he
wo
rd t
hat
th
e p
ron
ou
n in
a s
ente
nce
ref
ers
to.
Exam
ple
: Ju
dy
can
no
t fi
nd
her
bo
ok.
Th
e b
us
mu
st g
et t
he
child
ren
to
sch
oo
l qu
ickl
y o
r th
ey w
ill b
e la
te.
(7.14
D)
Grade 7 Writing ■ Revision © Sirius Education Solutions77–78
Teacher’s Edition Sampler
80
Gra
de 7
Wri
tin
g ■
Ed
itin
g
Edit
ing
Skill
Usi
ng V
erb
s Corr
ect
lyA
ver
b s
ays
som
eth
ing
ab
ou
t th
e su
bje
ct in
a s
ente
nce
. It
exp
ress
es a
n a
ctio
n o
r a
stat
e o
f b
ein
g. T
o id
enti
fy t
he
corr
ect
use
of
verb
s, it
is im
po
rtan
t to
lear
n a
fe
w r
ule
s.
Ver
bs
hav
e d
iffe
ren
t fo
rms,
cal
led
ten
ses.
Su
bje
ct-V
erb
Ag
reem
en
tA
s yo
u w
rite
, rev
ise,
an
d e
valu
ate
a w
ork
, pay
att
enti
on
to
su
bje
ct-v
erb
ag
reem
ent.
A s
ub
ject
an
d v
erb
“ag
ree”
wh
en t
hey
hav
e th
e sa
me
nu
mb
er. T
hat
is
, a s
ing
ula
r ve
rb a
gre
es w
ith
a s
ing
ula
r su
bje
ct, a
nd
a p
lura
l ver
b a
gre
es w
ith
a
plu
ral s
ub
ject
.
Exam
ple
s:
The
rive
r (s
ing
ula
r su
bje
ct)
som
etim
es fl
oo
ds
(sin
gu
lar
verb
) in
th
e sp
rin
g.
Th
e ri
vers
(p
lura
l su
bje
ct)
som
etim
e fl
oo
d (
plu
ral v
erb)
in t
he
spri
ng
.
Ski
ll C
heck
For
each
sen
ten
ce b
elo
w, fi
nd
an
err
or
in t
he
sub
ject
-ver
b a
gre
emen
t. S
trik
e th
rou
gh
th
e w
ron
g v
erb
an
d w
rite
th
e co
rrec
t fo
rm a
bo
ve it
.
1.
Do
cto
rs s
ays
that
list
enin
g t
o lo
ud
mu
sic
can
har
m p
eop
le’s
hea
rin
g.
2.
Sop
hia
an
d Is
ob
el w
ants
to
go
to
th
e d
ance
, bu
t Ed
uar
do
wan
ts t
o s
ee a
m
ovi
e.
3.
That
dee
r ea
ts a
ll th
e co
rn I
pu
ts o
ut.
Verb
Ten
seV
erb
s h
ave
dif
fere
nt
ten
ses.
Th
ese
ind
icat
e th
e ti
me
of
the
acti
on
or
the
stat
e o
f b
ein
g.
Pres
ent
I cal
l my
frie
nd
.
Past
I c
alle
d m
y fr
ien
d.
Futu
re
I will
cal
l my
frie
nd
.
Ver
bs
also
hav
e a
pro
gre
ssiv
e te
nse
. Th
is m
ean
s th
at t
he
acti
on
is o
r w
as
on
go
ing
. In
th
e p
rog
ress
ive
ten
se, t
he
linki
ng
ver
b is
fo
llow
ed b
y th
e p
rese
nt
par
tici
ple
. A p
rese
nt
par
tici
ple
is f
orm
ed b
y ad
din
g –
ing
to
th
e en
d o
f a
verb
.
Pres
ent
Pro
gre
ssiv
e I a
m c
allin
g m
y fr
ien
d.
Past
Pro
gre
ssiv
e I w
as c
allin
g m
y fr
ien
d.
Ver
bs
in t
he
pas
t p
erfe
ct t
ense
ad
d a
pas
t p
arti
cip
le t
o h
ave
or
has
.
Exam
ple
s:
I hav
e ca
lled
my
frie
nd
.
Sh
e h
as c
alle
d m
y fr
ien
d.
(7.19
A)
say
want
put
79
Ed
itin
g S
kil
l ■
Usi
ng
Pro
no
un
s C
orr
ectl
y
Gu
ided
Pra
ctic
eR
ead
th
e fo
llow
ing
sh
ort
pas
sag
e an
d t
hen
res
po
nd
to
th
e it
ems.
Fo
llow
th
e st
eps
you
hav
e le
arn
ed f
or
resp
on
din
g t
o e
dit
ing
qu
esti
on
s ab
ou
t p
ron
ou
ns.
Ind
ep
en
den
t Pra
ctic
eYo
u w
ill h
ave
the
op
po
rtu
nit
y to
pra
ctic
e u
sin
g p
ron
ou
ns
corr
ectl
y in
Ed
itin
g
Prac
tice
1, 2
, 3, 4
, 5, a
nd
6.
(1)
Rau
l and
me
wen
t to
the
sto
re b
y m
y ho
use
with
his
mot
her
to b
uy p
aper
for
our
art
proj
ect.
(2)
Tw
o gi
rls
aske
d us
to
help
the
m lo
ok f
or s
ome
supp
lies
to h
elp
her
with
the
ir p
roje
ct.
(3)
Rau
l sai
d he
wou
ld h
elp,
but
I t
houg
ht t
hem
sho
uld
find
thei
r
own
supp
lies.
(4)
Aft
er w
e he
lped
the
gir
ls,
they
tha
nked
us
and
then
hel
ped
find
the
perf
ect
pape
r fo
r ou
rs p
roje
ct.
1
How
sho
uld
sent
ence
1 b
e ch
ange
d?
A
Cha
nge
me
to I
B
Cha
nge
my
to m
ine
C
Cha
nge
his
to
him
D
Cha
nge
our
to o
urs
2
How
sho
uld
sent
ence
2 b
e ch
ange
d?
F Cha
nge
us
to w
e
G
Cha
nge
them
to
they
H
Cha
nge
her
to
them
J Cha
nge
thei
r to
ou
r
3
How
sho
uld
sent
ence
3 b
e ch
ange
d?
A
Cha
nge
he
to s
he
B
Cha
nge
I to
me
C
Cha
nge
them
to
they
D
Cha
nge
thei
r to
th
eirs
4
How
sho
uld
sent
ence
4 b
e ch
ange
d?
F Cha
nge
we
to R
aul a
nd
me
G
Cha
nge
they
to
thei
r
H
Cha
nge
us
to w
e
J Cha
nge
ours
to
ou
r
© Sirius Education Solutions Editing Skill ■ Using Verbs Correctly 79–80
Teacher’s Edition Sampler
94
Gra
de 7
Wri
tin
g ■
Ed
itin
g
thes
e vi
llage
s m
eant
tra
velin
g th
roug
h ro
ugh
rock
y an
d ev
en d
ange
rous
are
as.
(16)
So
Mr.
Sor
iano
cam
e up
with
a p
lan
invo
lvin
g hi
s tw
o do
nkey
’s,
Alfa
and
Bet
o. (
17)
The
donk
eys
wer
e ou
tfitte
d w
ith s
peci
al s
addl
ebag
s to
hol
d a
lot
of b
ooks
. (1
8) E
ach
sadd
leba
g ha
d th
e
wor
d Bib
liobu
rro
(“Li
brar
y Bur
ro”)
pai
nted
on
it in
blu
e le
tter
s. (
19)
Now
Mr. S
oria
no a
nd h
is
trav
elin
g lib
rary
wer
e re
ady
to g
o!
(20)
For
the
last
dec
ade,
on
ever
y W
edne
sday
and
Sat
urda
y, a
s m
any
as 4
0 to
50
child
ren
who
live
in o
ne o
f th
e sm
all v
illag
es in
nor
ther
n C
olom
bia
wai
t fo
r M
r. S
oria
no
and
his
donk
eys.
(21
) Th
e w
ait
can
be lo
ng—
som
e tr
ips
can
take
up
to f
our
hour
s un
til t
he
teac
her
and
his
donk
eys
reac
h th
eir
dest
inat
ion.
(22
) O
nce
they
arr
ive
Mr. S
oria
no w
ill t
ake
time
to r
ead
alou
d to
the
chi
ldre
n fr
om o
ne o
f th
e bo
oks
he h
as b
roug
ht.
(23)
He
will
als
o
help
the
old
er c
hild
ren
with
the
ir s
tudi
es.
(24)
The
n co
mes
the
bes
t pa
rt!
(25)
The
chi
ldre
n
get
to c
hoos
e th
e bo
oks
they
wou
ld li
ke t
o re
ad.
(26)
All
too
soon
, th
ough
, it
will
be
time
for
Mr. S
oria
no t
o pa
ck u
p th
e do
nkey
s an
d
prep
are
to r
etur
n to
the
tow
n w
here
him
live
s. (
27)
Her
e, h
e an
d hi
s w
ife o
pera
te a
fre
e
libra
ry t
hat
has
over
4,0
00 b
ooks
! (2
8) M
any
of t
he b
ooks
wer
e do
nate
d fr
om li
brar
ies
in
the
Uni
ted
Sta
tes.
(29
) But
in a
few
day
s, t
he d
onke
ys’ s
addl
ebag
s w
ill b
e pa
cked
aga
in,
this
time
for
a di
ffre
nt v
illag
e w
here
chi
ldre
n w
ait
for
thei
r sp
ecia
l fri
ends
to
arri
ve.
93
Edit
ing
Pra
ctic
e
Ed
itin
g ■
Pra
ctic
e 2
Edit
ing P
ract
ice 2
Rea
d t
he
sele
ctio
n a
nd
ch
oo
se t
he
bes
t an
swer
to
each
qu
esti
on
.
Whi
le r
esea
rchi
ng a
top
ic f
or a
stu
dent
pap
er,
Lila
h di
scov
ered
the
fol
low
ing
stor
y ab
out
a sp
ecia
l kin
d of
libr
ary
in t
he S
outh
Am
eric
an c
ount
ry o
f Col
ombi
a. S
he w
rote
the
fol
low
ing
pape
r to
sha
re w
hat
she
lear
ned.
Rea
d Li
lah’
s pa
per
and
thin
k ab
out
the
corr
ectio
ns s
he
shou
ld m
ake.
The
n an
swer
the
que
stio
ns t
hat
follo
w.
Boo
ks a
nd
Bu
rros
(1)
How
eas
y is
it t
o go
to
your
libr
ary?
(2)
How
abo
ut y
our
scho
ol?
(3)
Whe
re I
live
, it
is jus
t a
shor
t w
alk
to e
ither
pla
ce.
(4)
For
othe
r ki
ds,
the
libra
ry a
nd s
choo
l jus
t a
bus
ride
away
. (5
) And
in m
any
rura
l com
mun
ities
, a
book
mob
ile—
a ki
nd o
f tr
avel
ing
libra
ry—
mak
es
it ea
sy t
o ch
eck
out
book
s. (
6) B
ut w
hat
do k
ids
do w
hen
they
live
in h
ard-
to-r
each
pla
ces
and
have
no
libra
ry c
lose
by?
(7)
Unf
ortu
nate
ly,
they
oft
en h
ave
no a
cces
s to
boo
ks.
(8)
One
tea
cher
, ho
wev
er,
deci
ded
to d
o so
met
hing
abo
ut t
he p
robl
em.
(9)
Luis
Sor
iano
bega
n te
achi
ng a
s a
youn
g m
an.
(10)
He
soon
not
iced
tha
t m
any
of h
is s
tude
nts
was
hav
ing
trou
ble
not
just
rea
ding
, bu
t al
so c
ompl
etin
g th
eir
hom
ewor
k as
sign
men
ts.
(11)
A b
ig p
art
of t
he p
robl
em w
as t
hat
man
y of
the
stu
dent
’s c
ame
from
ver
y po
or v
illag
es w
here
the
re
wer
e fe
w b
ooks
. (1
2) A
lso,
man
y of
the
Par
ents
wer
e un
able
to
read
or
wri
te,
so t
hey
coul
dn’t h
elp
thei
r ch
ildre
n w
ith t
heir s
tudi
es.
(13)
Mr. S
oria
no c
ame
up w
ith a
n in
tere
stin
g so
lutio
n to
the
pro
blem
. (1
4) S
ince
his
stud
ents
had
tro
uble
fin
ding
boo
ks,
he w
ould
bri
ng b
ooks
to
them
. (1
5) B
ut t
o re
ach
Grade 7 Writing ■ Revision © Sirius Education Solutions93–94
Teacher’s Edition Sampler
95
E
dit
ing
■ P
ract
ice
2
1
Wha
t is
the
cor
rect
way
to
wri
te s
ente
nce
4?
(7.1
9A)
A
For
othe
r ki
ds,
the
libra
ry a
nd s
choo
l was
jus
t a
bus
ride
aw
ay.
B
For
othe
r ki
ds,
the
libra
ry a
nd s
choo
l are
jus
t a
bus
ride
aw
ay.
C
For
othe
r ki
ds,
the
libra
ry a
nd s
choo
l is
just
a b
us r
ide
away
.
D
Sen
tenc
e 4
is w
ritt
en c
orre
ctly
in t
he p
aper
.
2
How
sho
uld
sent
ence
10
be c
hang
ed?
(7.1
9A)
F Cha
nge
was
to
is
G
Cha
nge
was
to
are
H
Cha
nge
was
to
will
be
J Cha
nge
was
to
wer
e
3
How
sho
uld
sent
ence
11
be c
hang
ed?
(7.2
0B)
A
Cha
nge
stu
den
t’s
to s
tud
ents
B
Cha
nge
villa
ges
to
villa
ge’
s
C
Cha
nge
ther
e to
th
ey’r
e
D
Cha
nge
bo
oks
to b
oo
k’s
© Sirius Education Solutions
An
swer
Ch
oic
e Ex
pla
nat
ion
s
1
A T
he v
erb
shou
ld b
e in
the
pre
sent
ten
se, n
ot t
he p
ast
tens
e; a
lso,
it
shou
ld b
e a
plur
al f
orm
to
agre
e w
ith t
he c
ompo
und
subj
ect
libra
ry a
nd s
choo
l.
B C
orre
ct. T
he s
ente
nce
need
s a
verb
, and
the
plu
ral v
erb
form
are
is
use
d co
rrec
tly w
ith t
he c
ompo
und
subj
ect
libra
ry a
nd s
choo
l.
C I
s is
a s
ingu
lar
verb
for
m, b
ut t
he v
erb
mus
t be
plu
ral t
o m
atch
th
e co
mpo
und
subj
ect
libra
ry a
nd s
choo
l. Th
e pr
esen
t te
nse
is
also
cor
rect
.
D T
he s
ente
nce
lack
s a
subj
ect,
mak
ing
it a
frag
men
t.
2
F Th
e no
un s
tude
nts
is p
lura
l, an
d th
e pa
ssag
e us
es p
ast
tens
e, b
ut
is is
sin
gula
r pr
esen
t te
nse.
G T
he n
oun
stud
ents
is p
lura
l, an
d th
e pa
ssag
e us
es p
ast
tens
e, b
ut
are
is p
lura
l pre
sent
ten
se.
H
The
pas
sage
use
s pa
st t
ense
, but
will
be
is f
utur
e te
nse.
J
Cor
rect
. The
nou
n st
uden
ts is
plu
ral,
and
the
pass
age
uses
pas
t te
nse,
so
wer
e is
the
cor
rect
for
m o
f th
e ve
rb.
3
A C
orre
ct. T
he w
ord
stud
ents
in t
his
sent
ence
is p
lura
l, no
t po
sses
sive
, so
an a
post
roph
e is
not
nec
essa
ry.
B
The
wor
d vi
llage
s in
thi
s se
nten
ce is
plu
ral,
not
poss
essi
ve, s
o an
ap
ostr
ophe
is n
ot n
eces
sary
.
C T
he w
ord
they
’re is
a c
ontr
actio
n of
the
y ar
e, w
hich
doe
s no
t m
ake
sens
e in
the
sen
tenc
e.
D T
he w
ord
book
s in
thi
s se
nten
ce is
plu
ral,
not
poss
essi
ve, s
o an
ap
ostr
ophe
is n
ot n
eces
sary
.
Editing ■ Practice 2 95
Teacher’s Edition Sampler
96
Gra
de 7
Wri
tin
g ■
Ed
itin
g
4
Wha
t ch
ange
, if
any,
nee
ds t
o be
mad
e in
sen
tenc
e 12
? (7
.20A
)
F Add
a s
emic
olon
aft
er w
rite
G
Cha
nge
of
to o
ff
H
Cha
nge
Par
ents
to
par
ents
J N
o ch
ange
sho
uld
be m
ade
in t
his
sent
ence
.
5
Wha
t is
the
cor
rect
way
to
wri
te s
ente
nce
15?
(7.2
0B)
A
But
to
reac
h th
ese
villa
ges
mea
nt t
rave
ling
thro
ugh
roug
h, r
ocky
, an
d ev
en d
ange
rous
, ar
eas.
B
But
to
reac
h th
ese
villa
ges
mea
nt t
rave
ling
thro
ugh
roug
h, r
ocky
, an
d ev
en d
ange
rous
ar
eas.
C
But
to
reac
h th
ese
villa
ges
mea
nt t
rave
ling,
thr
ough
rou
gh,
rock
y, a
nd e
ven
dang
erou
s ar
eas.
D
Sen
tenc
e 17
is w
ritt
en c
orre
ctly
in t
he p
aper
.
6
Wha
t ch
ange
, if
any,
nee
ds t
o be
mad
e in
sen
tenc
e 16
? (7
.14D
, 7.2
0B)
F Cha
nge
two
to t
o
G
Cha
nge
do
nke
y’s
to d
on
keys
H
Cha
nge
his
to
thei
r
J N
o ch
ange
sho
uld
be m
ade
in t
his
sent
ence
.
Grade 7 Writing ■ Revision © Sirius Education Solutions
An
swer
Ch
oic
e Ex
pla
nat
ion
s
4
F A
sem
icol
on is
not
nee
ded
here
.
G T
he w
ord
of is
spe
lled
corr
ectly
.
H C
orre
ct. T
he n
oun
pare
nts
is n
ot a
pro
per
noun
, so
it sh
ould
not
be
cap
italiz
ed.
J
Pare
nts
is in
corr
ectly
cap
italiz
ed.
5
A A
com
ma
is n
ot n
eede
d af
ter
the
wor
d da
nger
ous.
B
Cor
rect
. As
coor
dina
te a
djec
tives
, rou
gh, r
ocky
, and
dan
gero
us
shou
ld b
e se
para
ted
by c
omm
as. I
n ad
ditio
n, c
omm
as a
nd a
co
njun
ctio
n sh
ould
be
used
in a
ser
ies
of t
hree
or
mor
e ite
ms.
C
A c
omm
a is
not
nee
ded
afte
r th
e w
ord
trav
elin
g.
D T
he s
ente
nce
need
s co
mm
as w
ithin
the
ser
ies
of t
hree
coo
rdin
ate
adje
ctiv
es.
6
F Th
e sp
ellin
g of
tw
o is
cor
rect
.
G C
orre
ct. T
he a
post
roph
e sh
ould
be
rem
oved
; the
plu
ral f
orm
do
nkey
s is
nee
ded
here
, not
the
pos
sess
ive
form
don
key’
s.
H
The
ant
eced
ent
is M
r. So
riano
, so
his
is t
he c
orre
ct p
rono
un t
o us
e.
J Th
e ap
ostr
ophe
nee
ds t
o be
rem
oved
fro
m d
onke
y’s.
96
Teacher’s Edition Sampler
97
Ed
itin
g ■
Pra
ctic
e 2
7
Wha
t ch
ange
nee
ds t
o be
mad
e in
sen
tenc
e 22
? (7
.20B
)
A
Inse
rt a
com
ma
afte
r ar
rive
B
Inse
rt a
com
ma
afte
r ch
ildre
n
C
Cha
nge
arri
ve t
o ar
rive
d
D
No
chan
ge s
houl
d be
mad
e in
thi
s se
nten
ce.
8
Wha
t ch
ange
, if
any,
nee
ds t
o be
mad
e in
sen
tenc
e 26
? (7
.14D
)
F D
elet
e th
e co
mm
a af
ter
thou
gh
G
Cha
nge
too
to t
o
H
Cha
nge
him
to
he
J N
o ch
ange
sho
uld
be m
ade
in t
his
sent
ence
.
9
How
sho
uld
sent
ence
29
be c
hang
ed?
(7.2
1A)
A
Cha
nge
do
nke
ys’ t
o d
on
key’
s
B
Cha
nge
the
com
ma
afte
r ag
ain
to
a se
mic
olon
C
Cha
nge
dif
fren
t to
dif
fere
nt
D
Sen
tenc
e 29
sho
uld
not
be c
hang
ed.
© Sirius Education Solutions
An
swer
Ch
oic
e Ex
pla
nat
ion
s
7
A C
orre
ct. A
com
ma
is n
eede
d af
ter
the
intr
oduc
tory
phr
ase.
B
A c
omm
a is
not
nee
ded
afte
r ch
ildre
n.
C A
rriv
e is
the
cor
rect
ver
b fo
rm t
o us
e he
re.
D
The
sen
tenc
e ne
eds
a co
mm
a af
ter
the
intr
oduc
tory
phr
ase.
8
F Th
e pl
acem
ent
of t
he c
omm
a is
cor
rect
.
G T
oo is
the
cor
rect
spe
lling
her
e.
H
Cor
rect
. The
sub
ject
pro
noun
he
is r
equi
red
in t
his
cont
ext,
not
th
e ob
ject
pro
noun
him
.
J Th
e ob
ject
pro
noun
him
nee
ds t
o be
cha
nged
to
the
subj
ect
pron
oun
he.
9
A T
here
are
tw
o do
nkey
s, s
o th
e pl
ural
pos
sess
ive
(don
keys
’) is
co
rrec
t he
re, n
ot t
he s
ingu
lar
poss
essi
ve (d
onke
y’s)
.
B T
he c
omm
a is
cor
rect
her
e, b
ut a
sem
icol
on w
ould
not
be
corr
ect.
C
Cor
rect
. The
wor
d di
ffre
nt is
a m
issp
ellin
g an
d sh
ould
be
corr
ecte
d to
diff
eren
t.
D T
he s
pelli
ng o
f di
ffre
nt s
houl
d be
cor
rect
ed t
o di
ffer
ent.
Editing ■ Practice 2 97
Teacher’s Edition Sampler
125
C
om
po
siti
on
Skil
l ■
An
alyz
ing
th
e Pr
om
pt
You
can
jot
do
wn
yo
ur
tho
ug
hts
in t
he
spac
e b
elo
w t
he
pro
mp
t. D
on
’t w
orr
y ab
ou
t w
riti
ng
co
mp
lete
sen
ten
ces,
an
d d
on
’t ju
dg
e yo
ur
idea
s at
th
is p
oin
t. R
ead
th
e ex
amp
le
bel
ow
of
tho
ug
hts
ab
ou
t th
e p
rom
pt
on
th
e im
po
rtan
ce o
f la
ug
hin
g.
The
quot
e is s
aying
that
“tr
ue” hu
mor
is f
un a
nd g
ood
for
peop
le. T
he q
uest
ion
is a
sking
if h
umor
mak
es life
bet
ter.
The
quot
e an
swer
s th
is q
uest
ion
by s
aying
that
hum
or b
ring
s pe
ople
toge
ther
.
Gu
ided
Pra
ctic
eTh
e fo
llow
ing
pro
mp
t is
fro
m t
he
2013
STA
AR
tes
t.
1 F
irst
rea
d t
he
pro
mp
t.
2 L
abel
eac
h p
art
of
the
pro
mp
t (t
he
qu
ota
tio
n, t
he
“th
ink”
sta
tem
ent
or
qu
esti
on
, an
d t
he
wri
tin
g a
ssig
nm
ent)
.
3 U
sin
g y
ou
r o
wn
wo
rds,
res
tate
eac
h p
art
of
the
pro
mp
t in
th
e g
rap
hic
org
aniz
er
bel
ow
.
1. Q
uo
te:
2. S
tate
men
t:3.
Ass
ign
men
t:
Rea
d th
e fo
llow
ing
quot
atio
n.
If y
ou r
un in
to a
wal
l, do
n’t
turn
aro
und
and
give
up.
Fig
ure
out
how
to
clim
b it,
go
thro
ugh
it, o
r w
ork
arou
nd it
.
—M
icha
el J
orda
n
THIN
K a
bout
the
fol
low
ing
stat
emen
t.
No
one
can
achi
eve
succ
ess
with
out
over
com
ing
obst
acle
s.
WR
ITE
an e
ssay
exp
lain
ing
the
impo
rtan
ce o
f ne
ver
givi
ng u
p.
STA
AR
Gra
de
7 W
riti
ng,
201
3
1.
2.
3.
quot
atio
n
state
men
t
assig
nmen
t
Sam
ple
answ
er:
The
quot
e is
sayin
g th
at yo
u ca
nnot
ru
n fro
m o
bsta
cles
in lif
e.
Sam
ple
answ
er:
The
state
men
t cla
ims t
hat
over
com
ing
an o
bsta
cle is
ne
cess
ary f
or
succ
ess.
Sam
ple
answ
er:
The
assig
nmen
t is
askin
g m
e to
writ
e an
ess
ay th
at te
lls
the
reas
ons w
hy
not g
iving
up
is im
porta
nt o
r goo
d.
124
Gra
de 7
Wri
tin
g ■
Co
mp
osi
tio
n
Com
posi
tion
Skill
Analy
zin
g t
he P
rom
pt
In t
he
STA
AR
tes
t co
mp
osi
tio
n, t
he
pro
mp
t h
as t
hre
e p
arts
:
1.
A q
uo
tati
on
fro
m a
fam
ou
s o
r im
po
rtan
t p
erso
n: T
he
qu
ota
tio
n is
mea
nt
to h
elp
yo
u t
hin
k ab
ou
t an
imp
ort
ant
con
cep
t.
2.
A q
ues
tio
n o
r st
atem
ent
clo
sely
rel
ated
to
th
e q
uo
tati
on
: Th
is p
art
of
the
pro
mp
t b
egin
s w
ith
th
e p
hra
se “
Thin
k ca
refu
lly.”
It a
cts
as a
bri
dg
e b
etw
een
th
e q
uo
tati
on
an
d t
he
wri
tin
g a
ssig
nm
ent.
In s
om
e ca
ses,
it m
ay b
e th
e sa
me
as t
he
wri
tin
g
assi
gn
men
t.
3.
A w
riti
ng
ass
ign
men
t: T
he
assi
gn
men
t is
th
e m
ost
imp
ort
ant
par
t o
f th
e p
rom
pt
bec
ause
yo
u m
ust
dir
ectl
y re
spo
nd
to
it. Y
ou
r co
ntr
olli
ng
idea
an
d t
he
idea
s yo
u
dev
elo
p in
yo
ur
essa
y w
ill a
dd
ress
th
e as
sig
nm
ent.
All
thre
e p
arts
of
the
pro
mp
t ar
e im
po
rtan
t. T
he
qu
ota
tio
n a
nd
qu
esti
on
or
stat
emen
t w
ill h
elp
yo
u t
hin
k o
f id
eas.
Th
e as
sig
nm
ent
will
tel
l yo
u w
hat
to
do
. Th
eref
ore
, it
is
imp
ort
ant
to r
ead
an
d t
hin
k ab
ou
t al
l par
ts o
f th
e p
rom
pt.
STA
AR
Str
ate
gy
The
follo
win
g p
rom
pt
app
eare
d o
n t
he
2014
STA
AR
tes
t. R
ead
th
e en
tire
pro
mp
t an
d
the
callo
uts
.
WR
ITTE
N C
OM
PO
SIT
ION
PR
OM
PT
RE
AD
the
fol
low
ing
quot
atio
n.
True
hum
or is
fun
—it
does
not
put
dow
n, k
id,
or m
ock.
It
mak
es
peop
le f
eel w
onde
rful
, no
t se
para
te,
diff
eren
t, a
nd c
ut o
ff.
—H
ugh
Prat
her
THIN
K c
aref
ully
abo
ut t
he f
ollo
win
g qu
estio
n.
Doe
s hu
mor
mak
e lif
e be
tter
?
WR
ITE
an e
ssay
exp
lain
ing
whe
ther
it is
impo
rtan
t to
laug
h.
STA
AR
Gra
de
7 W
riti
ng,
201
4
1. T
his
is th
e q
uo
tati
on
. It p
rese
nts
an in
tere
stin
g id
ea a
bout
th
e to
pic
of h
umor
. Und
erlin
ing
key
phra
ses
or id
eas
in th
e qu
ote
can
help
you
unp
ack
and
unde
rsta
nd it
bet
ter.
3. T
his
assi
gn
men
t is
aski
ng y
ou to
writ
e an
es
say
in w
hich
you
exp
lain
why
laug
hing
and
hum
or
are
impo
rtan
t or w
hy th
ey a
re n
ot im
port
ant.
2. T
his
qu
esti
on
is a
skin
g yo
u to
th
ink
abou
t w
heth
er h
umor
impr
oves
life
in s
ome
way
. The
be
nefit
of h
umor
is c
omm
on to
bot
h th
e qu
otat
ion
and
the
ques
tion.
© Sirius Education Solutions Composition Skill ■ Analyzing the Prompt 124–125
Teacher’s Edition Sampler
Co
ncl
usi
on
Sup
po
rtin
g Id
ea o
r Ex
amp
le 1
Sup
po
rtin
g Id
ea o
r Ex
amp
le 2
Sup
po
rtin
g Id
ea o
r Ex
amp
le 3
Intr
od
uct
ion
an
d C
on
tro
llin
g Id
ea
147
C
om
po
siti
on
■ P
ract
ice
1
Org
an
izin
g Y
ou
r Id
ea
s an
d E
xam
ple
s U
se t
his
san
dw
ich
org
aniz
er t
o o
rgan
ize
and
dev
elo
p id
eas
and
exa
mp
les
for
you
r es
say.
You
nee
d e
no
ug
h d
etai
ls a
nd
exa
mp
les
to s
up
po
rt y
ou
r co
ntr
olli
ng
idea
. Th
ey c
an b
e p
art
of
on
e la
rge
par
agra
ph
or
sep
arat
e b
od
y p
arag
rap
hs.
Typ
ical
ly, a
hig
h-s
cori
ng
STA
AR
co
mp
osi
tio
n h
as
bet
wee
n t
wo
an
d f
ou
r d
etai
ls a
nd
exa
mp
les.
Whil
e na
tura
l tale
nt is
impo
rtant
, suc
cess
com
es
mos
tly fr
om h
ard
work
ove
r a lo
ng p
erio
d of
tim
e.
Read
ing is
an
impo
rtant
skill
that
take
s tim
e to
lear
n.
Playin
g sp
orts
is an
othe
r skil
l tha
t tak
es ti
me.
In o
rder
to h
ave
succ
ess a
nd a
chiev
e gr
eat t
hings
, you
mus
t wor
k lo
ng
and
hard
for i
t.
146
Gra
de 7
Wri
tin
g ■
Co
mp
osi
tio
n
Com
posi
tion P
ract
ice 1
Com
posi
tion
Prac
tice
Bra
inst
orm
Id
ea
sU
se t
he
bo
x b
elo
w t
o b
rain
sto
rm s
om
e id
eas
abo
ut
this
pro
mp
t.
RE
AD
the
fol
low
ing
quot
atio
n.
All
grea
t ac
hiev
emen
ts r
equi
re t
ime.
—M
aya
Ang
elou
THIN
K c
aref
ully
abo
ut t
he f
ollo
win
g qu
estio
n.
How
do
peop
le b
ecom
e su
cces
sful
?
WR
ITE
an e
ssay
exp
lain
ing
why
suc
cess
oft
en t
akes
tim
e.
Be
sure
to
—
• cl
earl
y st
ate
your
con
trol
ling
idea
• or
gani
ze a
nd d
evel
op y
our
expl
anat
ion
effe
ctiv
ely
• ch
oose
you
r w
ords
car
eful
ly•
use
corr
ect
spel
ling,
cap
ital
izat
ion,
pun
ctua
tion,
gra
mm
ar,
and
sent
ence
s
Grade 7 Writing ■ Revision © Sirius Education Solutions146–147
Teacher’s Edition Sampler
149
C
om
po
siti
on
■ P
ract
ice
1
Fin
aliz
e Y
ou
r C
om
po
siti
on
Co
py
you
r ed
ited
dra
ft f
rom
th
e p
revi
ou
s p
age
in t
he
bo
x b
elo
w. D
o n
ot
wri
te o
uts
ide
the
bo
x.
Exam
ple
of a
3- t
o 4-
poin
t es
say
Som
e pe
ople
are
natu
rally
talen
ted
at th
ings.
Peop
le sa
y the
y hav
e a
“kna
ck”
for s
omet
hing,
like
playin
g m
usic
or p
laying
a sp
ort.
A kn
ack
for s
omet
hing,
ho
weve
r, on
ly go
es so
far.
Whil
e na
tura
l tale
nt is
impo
rtant
, suc
cess
com
es
mos
tly fr
om h
ard
work
ove
r a lo
ng p
erio
d of
tim
e.Re
ading
is a
n im
porta
nt sk
ill th
at ta
kes t
ime
to le
arn.
Nob
ody s
tarts
read
ing
as a
bab
y. It
take
s man
y mon
ths o
f pra
ctice
to le
arn
som
e sim
ple
word
s, an
d th
en ye
ars t
o re
ad lo
ng b
ooks
. Eve
ry ye
ar in
scho
ol st
uden
ts lea
rn n
ew w
ords
, so
read
ing is
som
ethin
g th
at g
oes o
n th
roug
h all
of t
he sc
hool
year
s. Su
cces
s with
re
ading
take
s yea
rs of
har
d wo
rk.
Playin
g sp
orts
is an
othe
r skil
l tha
t tak
es ti
me.
Venu
s and
Ser
ena
Willi
ams a
re
fam
ous t
ennis
play
ers.
They
hav
e a
lot o
f stre
ngth
and
spee
d an
d go
od re
flexe
s to
help
them
. The
y also
put
in h
ard
work
and
year
s of p
laying
and
train
ing.
They
hav
e pla
yed
tenn
is sin
ce th
ey w
ere
girls,
so a
s adu
lts th
ey h
ave
a lo
t of
expe
rienc
e. Th
ey co
uld n
ot h
ave
succ
eede
d wi
thou
t har
d wo
rk o
ver a
long
per
iod
of ti
me.
Whe
ther
it is
lear
ning
to re
ad o
r play
ing te
nnis,
nat
ural
talen
t will
only
take
yo
u so
far.
In o
rder
to h
ave
succ
ess a
nd a
chiev
e gr
eat t
hings
, you
mus
t wor
k lo
ng
and
hard
for i
t.
Ratio
nale
: The
writ
er in
trodu
ces t
he to
pic cl
early
with
a w
ell-st
ructu
red
intro
ducti
on. T
he co
ntro
lling
idea
is cle
ar a
nd m
akes
a d
istinc
tion
betw
een
natu
ral t
alent
and
har
d wo
rk o
ver t
ime.
Each
bod
y par
agra
ph is
fully
dev
elope
d an
d or
ganiz
ed cl
early
. The
writ
er e
xplai
ns th
e ex
ample
use
d an
d co
nnec
ts it
back
to
the
cont
rollin
g ide
a. T
he co
nclus
ion n
icely
sum
mar
izes t
he co
ntro
lling
idea
and
gives
adv
ice/a
call t
o ac
tion
to re
infor
ce th
e to
pic o
f the
essa
y.
148
Gra
de 7
Wri
tin
g ■
Co
mp
osi
tio
n
Dra
ft Y
ou
r C
om
po
siti
on
Use
yo
ur
info
rmat
ion
fro
m t
he
org
aniz
er t
o d
raft
yo
ur
com
po
siti
on
. Th
en u
se t
he
chec
klis
t.
Mak
e su
re y
ou
r co
mp
osi
tio
n h
as a
co
ntr
olli
ng
idea
a
n in
tro
du
ctio
n a
nd
co
ncl
ud
ing
th
ou
gh
t c
om
ple
te t
ho
ug
hts
f
ew t
o n
o w
riti
ng
err
ors
Exam
ple
of a
1- t
o 2-
poin
t es
say
Succ
ess c
ome
in m
any f
orm
s. So
me
peop
le do
well
in sp
orts.
Take
te
sts. F
or o
ther
s, su
cces
s is h
ard.
Ha
rd w
ork
is to
succ
ess.
You
also
need
tim
e. Th
ey co
mbin
e. An
d m
ake
thing
s hap
pen.
A g
ood
base
ball p
layer
is n
ot a
lway
s goo
d fro
m th
e fir
st da
y. Yo
u ne
ed ra
w ta
lent.
Plus h
ard
work
. In
scho
ol, so
me
kids a
re sm
art w
ith e
ase.
They
do
not h
ave
to w
ork
hard
. Oth
er k
ids h
ave
to w
ork
hard
in re
ading
or m
ath.
The
y may
succ
eed
and
feel
prou
d, e
ven
if th
ey d
o no
t get
the
best
grad
e in
the
class
.Lif
e is
a co
mpe
titio
n an
d su
cces
s is f
or th
ose
who
win
and
wor
k ha
rd.
Ratio
nale
: The
essa
y lac
ks a
clea
r con
trollin
g ide
a an
d is
unfo
cuse
d.
The
write
r also
wan
ders
off t
opic,
talki
ng a
bout
the
diffic
ulty o
f suc
cess
fo
r som
e ins
tead
of t
he re
lation
ship
betw
een
time
and
succ
ess.
The
exam
ples a
re re
petit
ive, i
ncom
plete
, and
do
not a
lway
s add
ress
the
topic
. Th
e co
nclus
ion is
abr
upt a
nd d
oes n
ot h
elp u
nify o
r org
anize
the
ideas
in
the
essa
y.
© Sirius Education Solutions Composition ■ Practice 1 148–149
Teacher’s Edition Sampler
9 781943 008285Printed in Texas on recycled paper.
Revision Diagnostic TestRevision SkillsRevision PracticePost Test
Editing Diagnostic TestEditing SkillsEditing PracticePost Test
CompositionComposition SkillsComposition Practice
GRADE 7 WRITING CONTENTS
Visit SiriusEducationSolutions.com for additional Grades 6–8 STAAR resources.
Includes one Skill lesson and one Practice set from each tested section.