Grade 8 Reading Administered May 2022 Released

STAAR

State of Texas

Assessments of

Academic Readiness

GRADE 8

Reading

Administered May 2022

RELEASED

express written permission from the Texas Education Agency.

STAAR

State of Texas

Assessments of

Academic Readiness

GRADE 8

Reading

Administered May 2022

RELEASED

express written permission from the Texas Education Agency.

Reading

Page 1

READING

Reading

Page 2

5750

Read the selection and choose the best answer to each question.

Then fill in the answer on your answer document.

The Need for High-Speed Trains

1 Urban planners believe high-speed trains are the best way to

improve urban transportation in the United States. Promoters of

high-speed transportation in the United States say that

high-speed-train travel provides several benefits that will

revolutionize our transportation system. In 2018 Florida opened the

Brightline Express. This intercity rail system is a success with

passengers. But should all U.S. cities embrace high-speed trains?

There are good reasons to answer “yes” to the high-speed-train

revolution!

The Brightline Express in Florida

Bloomberg / Contributor

Efficiency Equals Better Air Quality

2 Many researchers say the U.S. transportation system is not very

efficient or environmentally friendly. Commuters drive

single-occupant cars hundreds of miles a day. This creates a lot of

exhaust. A recent study showed that high-speed trains produce five

times less carbon dioxide than cars. That’s because high-speed

trains mostly use electricity for power. By encouraging millions of

people to use high-speed trains, air quality in a city could be

improved.

3 High-speed railways are the world’s “greenest” form of

transportation. When Californians developed the vision for their

high-speed rail system, they considered the environment. They

decided they wanted “a high-speed rail system that will deliver fast,

direct travel between the state’s major regions while providing

environmental benefits.” California has some of the most congested

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urban areas in the nation. As a result, the state’s air quality is poor.

The California High-Speed Rail Authority believes these issues could

be relieved with implementation of a high-speed rail system.

Time, Stress, and Safety

4 Using high-speed trains has other benefits too. High-speed trains

move much faster than cars. In a car it can take up to five hours to

drive round-trip from West Palm Beach, Florida, to Miami. This is

similar to the round-trip distance between the Texas cities of

San Antonio and Corpus Christi. A high-speed train takes only about

60 minutes each way. That is less than half the time it takes to get

there by car! High-speed trains provide a method of reaching far

distances in a short amount of time. Therefore, people who work far

from where they live would be able to cut their travel time

significantly. Travelers using a high-speed rail system can save

valuable time in their day.

5 Traveling on busy roads can also be stressful. Have you ever been

stuck in a car during a traffic jam at rush hour? Often, urban car

travel means dealing with stopped traffic, major delays, and

accidents. However, on a train you can read, nap, or watch the

scenery whizzing by. There’s no need to concentrate on the road

ahead.

6 Not only is train travel faster and more relaxing, it is also safer. In

fact, high-speed trains are considered to be one of the world’s safest

forms of transportation, according to international studies. Japan’s

high-speed trains have transported 10 billion passengers since they

were introduced in 1964 without a single accident! France also has a

record of safe train travel over the course of many years.

Cheap and Convenient

7 High-speed trains can help address the affordability of urban

transportation. Trains save consumers the expense of owning a car.

Cars come with many maintenance costs. People in urban settings

typically have to pay for parking as well. A person using a

high-speed train for daily travel could save thousands of dollars over

time. That person would also avoid the hassle of finding and paying

for a parking space in a crowded city. Additionally, those who are

used to driving by car would be able to spend less money on gas if

they took a high-speed train instead.

8 Even though high-speed trains would curtail car use, cars would still

be needed. Some people will have to depend on a car to get them to

and from the train station. Regardless, the amount of time saved by

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not driving to other destinations would still help people save money

and put less wear on their cars.

Local Economy Boosts

9 According to urban planners, high-speed rail systems promise to add

major real-estate development around its stations. This includes

housing as well as stores and restaurants for the many local

residents and commuters. The real-estate development will in turn

support local manufacturing and construction jobs.

10 High-speed rail systems also provide a variety of jobs. The new

technology involved in high-speed trains means more jobs in

building components of the system. There is also the job of

managing the trains and tracks. In addition, more jobs will be

available for operating the stations as well as running new

surrounding businesses.

Embracing the Change

11 Encouraging an entire nation to embrace “train culture” will

definitely be a challenge. Many people prefer having their own

method of transportation and the freedom it provides. Others are

unfamiliar with trains, and they do not know how to plan a trip or

read a train schedule. Navigating a train station can be chaotic.

However, saving time, energy, and money may help convince people

to give high-speed trains a chance.

12 Urban cities across the United States should consider a high-speed

train system. High-speed-train travel offers many benefits that cars

cannot provide. People everywhere should be “all aboard” for this

efficient and safe mode of transportation.

Reading

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53160_4

1 Read the dictionary entry.

hassle \ˈha-s

əl\ n

1. a prolonged argument 2. a state of confusion

3. a debate or controversy 4. an inconvenient

problem

Which definition of the word hassle is used in paragraph 7?

A Definition 1

B Definition 2

C Definition 3

D Definition 4

53161_2

2 How does the information in paragraph 6 support the author’s

argument?

F By telling how long high-speed trains have been used in other

countries

G By detailing the safety records of Japanese and French

high-speed trains

H By telling how many passengers have been transported on

high-speed trains

J By explaining the results of international studies analyzing

high-speed trains

Reading

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3 Who is likely the intended audience for this selection?

A Readers who have not considered the benefits of high-speed

trains in U.S. cities

B Workers who believe diversity in urban transportation will create

more jobs

C Readers who are not convinced that air quality in U.S. cities is a

concern

D Commuters who think the development of high-speed trains will

relieve traffic

52740_4

4 The details in paragraphs 9 and 10 support the key idea that the

development of high-speed trains will —

F increase people’s interest in using alternate forms of

transportation in the United States

G encourage people to support the use of high-speed trains in

cities throughout Florida

H cause the real-estate market to improve in cities that commit to

improving urban transportation

J lead to numerous new construction and employment

opportunities

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5 In paragraph 11, the author presents a counter argument most

likely to —

A show that the benefits of high-speed trains are outweighed by

the disadvantages

B suggest that many travelers would likely be unable to plan a trip

by train

C acknowledge that widespread acceptance of high-speed trains

will not happen easily

D establish that commuters will choose the method of travel that

is least disruptive

52742_1

6 Based on paragraphs 4 and 5, what can the reader infer about how

high-speed trains would affect the way people live?

F People would be able to enjoy more leisure time.

G People would be motivated to establish a daily schedule.

H People would choose to look for jobs farther from home.

J People would visit cities they have never seen before.

Reading

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7 Read this sentence from paragraph 1.

There are good reasons to answer “yes” to the

high-speed-train revolution!

What is the most likely reason the author uses loaded language in

this sentence?

A To urge the U.S. to join the international movement toward

safer travel

B To show that high-speed trains will replace all other forms of

transportation

C To suggest that high-speed trains will have a huge impact on the

way people travel

D To emphasize that people in the U.S. should reject our current

transportation system

Reading

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5875

Read the selection and choose the best answer to each question.

Then fill in the answer on your answer document.

from

Travel Team

by Mike Lupica

1 He knew he was small.

2 He just didn’t think he was small.

3 Big difference.

4 Danny had known his whole life how small he was compared to

everybody in his grade, from the first grade on. How he had been

put in the front row, front and center, of every class picture taken.

Been in the front of every line marching into every school assembly,

first one through the door. Sat in the front of every classroom. Hey,

little man. Hey, little guy. He was used to it by now. They’d been

studying DNA in science lately; being small was in his DNA. He’d

show up for soccer, or Little League baseball tryouts, or basketball,

when he’d first started going to basketball tryouts at the Y, and

there’d always be one of those clipboard dads who didn’t know him,

or his mom. Or his dad.

5 Asking him: “Are you sure you’re with the right group, little guy?”

6 Meaning the right age group.

7 It happened the first time when he was eight, back when he still had

to put the ball up on his shoulder and give it a heave just to get it

up to a ten-foot rim. When he’d already taught himself how to lean

into the bigger kid guarding him, just because there was always a

bigger kid guarding him, and then step back so he could get his

dopey shot off.

8 This was way back before he’d even tried any fancy stuff, including

the crossover.

9 He just told the clipboard dad that he was eight, that he was little,

that this was his right group, and could he have his number, please?

When he told his mom about it later, she just smiled and said, “You

know what you should hear when people start talking about your

size? Blah blah blah.”

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10 He smiled back at her and said that he was pretty sure he would be

able to remember that.

11 “How did you play?” she said that day, when she couldn’t wait any

longer for him to tell.

12 “I did okay.”

13 “I have a feeling you did more than that,” she said, hugging him to

her. “My streak of light.”

14 But here was the deal, when he added it all up: His height had

always been much more of a stinking issue for other people,

including his mom, than it was for him.

15 He tried not to sweat the small stuff, basically, the way grown-ups

always told you.

16 He knew he was faster than everybody else at St. Patrick’s School.

And at Springs School, for that matter. Nobody on either side of

town could get in front of him. He was the best passer his age, even

better than Ty Ross, who was better at everything in sports than

just about anybody. He knew that when it was just kids—which is

the way kids always liked it in sports—and the parents were out of

the gym or off the playground and you got to just play without a

whistle blowing every ten seconds or somebody yelling out more

instructions, he was always one of the first picked, because the

other guys on his team, the shooters especially, knew he’d get them

the ball.

17 Most kids, his dad told him one time, know something about

basketball that even most grown-ups never figure out.

18 One good passer changes everything.

19 Danny could pass, which is why he’d always made the team.

20 Almost always.

21 But no matter what was happening with any team he’d ever played

on, no matter how tired he would be after practice, no matter how

much homework he still had left, this driveway was still his special

place. Like a special club with a membership of one, the place where

he could come out at this time of night and imagine it up good,

imagine it big and bright, even with just the one floodlight over the

backboard and the other light, smaller, over the back door. His

mother had done everything she could to make the driveway wider

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back here, even cutting into what little backyard they had the

summer before last. “I told them you needed more room in the

corners,” she said. “The men from the paving company. They just

nodded at me, like corners were some sort of crucial thing.”

22 He had just enough room in the corners now, mostly for shooting.

He didn’t feel as if he was trying to make a drive to the basket in his

closet. Or an elevator car. He had room to maneuver, pretend he

really was at the real Garden

, that he was one of the small fast

guys who’d made it all the way there. Like Muggsy Bogues,

somebody he’d read up on when one of his coaches told him to, who

was only 5-3 and made it to the NBA. Like Tiny Archibald and Bobby

Hurley and Earl Boykins, a 5-5 guy who came out of the basketball

minor leagues, another streak of light who showed everybody that

more than size mattered, even in hoops.

Third party trademark NBA® was used in these testing materials.

Garden—The Garden is a famous basketball arena in Boston, Massachusetts.

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8 How does the author’s use of language in paragraph 16 of the

selection contribute to its tone?

F It conveys a sentimental feeling.

G It relays an element of sarcasm.

H It creates a sense of confidence.

J It communicates a disrespectful attitude.

53500_1

9 What does the use of flashback in the excerpt help the reader

understand?

A Danny has been dealing with the issue of his height for many

years.

B Danny has needed help from his mother to deal with issues

regarding his height.

C Danny has worked with many different clipboard dads to develop

his skills.

D Danny has learned basketball tricks that most kids his age

cannot do.

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10 What is the best summary of the excerpt?

F Because Danny has been the smallest student in his class since

first grade, he has been in the front of every line or row in his

classroom. During basketball tryouts Danny was asked if he was

in the right group because he was small for his age. However,

Danny is the best passer his age, and he is faster than everyone

at St. Patrick’s School.

G Although Danny has always been smaller than others in his

class, he works hard at basketball and is an excellent passer for

his age. At night he practices on the driveway, where he

imagines himself being successful. Danny has read about short

professional basketball players and hopes to play with the NBA

himself someday.

H Danny has learned about DNA in science class and thinks that

being small is in his DNA. He has taught himself how to lean into

bigger kids who guard him in basketball. Danny’s mom tells him

not to let his small size bother him.

J Danny has tried out for soccer, Little League, and basketball, but

he likes basketball best. He practices in his driveway and is the

best passer his age, even better than Ty Ross—the best athlete

in every sport. He wants to be like Muggsy Bogues someday.

53490_1

11 Based on Danny’s mom’s comment in paragraph 9, the reader can

conclude that Danny’s mom —

A does not want Danny to concern himself with what other people

think

B does not have time to listen to how Danny’s tryout went

C feels overwhelmed by the many remarks she has heard about

Danny’s small size

D thinks Danny overreacts when he gets feedback from other

people

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12 How does Danny’s early motivation to succeed at basketball

influence the events in the excerpt?

F By allowing him to be placed on teams with players that are

older than he is

G By causing him to develop strategies for dealing with larger

opponents

H By convincing him to prove to his teammates that he is faster

than they are

J By inspiring him to be more patient when talking with clipboard

dads

53502_1

13 What is revealed through the author’s use of third-person limited

point of view?

A Danny’s assessment of his own abilities and limitations

B The clipboard dad’s opinion about Danny’s placement on certain

teams

C Why Danny’s mom waited to question him about his

performance

D How Danny’s dad knew that kids understand basketball

differently than adults

Reading

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5103

Read the next two selections and choose the best answer to each

question. Then fill in the answer on your answer document.

Biking for Boots

1 “Emily, did you hear the terrible news about the Forest Animal

Shelter?” my cousin Shelby asked as we rode along the bike trail.

“It has to close because the building needs major repairs, but the

shelter has no funds.”

2 “Oh no—we should do something!” I exclaimed. I had adopted my

collie, Boots, from the shelter, and I instantly wanted to help.

3 “Maybe we could raise some money,” I proposed as our bikes rolled

to a stop.

4 Shelby groaned, eyeing me apprehensively. “I wanted to spend my

summer biking.”

5 “Surely there’s something we could do to support the shelter and

still have time for biking . . . a bake sale, maybe? Or a fun run!”

Suddenly I had the perfect idea.

6 “Wait! I’ve got it!” I shouted. “We could raise funds by biking

around Lake Superior—it’s the world’s largest freshwater lake! We

could ask people to pledge money for each mile we ride.”

7 “We’d have to ride over a thousand miles to bike around the lake,”

Shelby interrupted, overwhelmed, but her eyes glimmered with

anticipation too. “Let’s go ask our parents,” she agreed.

8 A month later Shelby and I left from Duluth, Minnesota, on the first

leg of our lengthy Lake Superior bicycle tour. Shelby’s mom was

going to be our support team on the road. Already we had a list of

over a hundred pledges from family and friends. We were

determined to pedal every one of the 1,300 challenging miles.

9 For the next month, our enthusiasm ebbed and flowed along with

the demands of our bicycling experiences. Once pelting rain forced

us to escape into a smelly rest stop where we waited for two hours;

another time we witnessed a bald eagle capturing a trout in the

great lake. We had flat tires to repair after riding miles of roadways.

Our energy often waned during the day, and at night our aching

muscles and insect bites kept us from sleeping peacefully at the

local motel. Yet, throughout the journey, we met many friendly

people who cheered us on and kept us motivated.

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Marquette

Duluth

Thunder

Bay

Great Lakes

Shipwreck Museum

Michigan

Wisconsin

Minnesota

Ontario

Canada

United States

Kakabeka

Falls

United States

Soo LocksSoo Locks

ParkPark

Soo Locks

Park

Lake Superior Circle Tour Route

10 Each evening I posted a log of our adventures on the animal

shelter’s website. We saw the Soo Locks, where freighters traveled

from Lake Superior to Lake Huron; we heard the thundering

Kakabeka Falls and stopped to visit the Great Lakes Shipwreck

Museum. After ten days of biking, we whooped with amazement

when we realized over 2,000 people had “liked” our posts on social

media.

11 “We’ve accumulated quite the fan club, and they’ve all donated to

the shelter.” Shelby exclaimed. “The two of us are nearly

single-handedly raising enough funds to make it possible for the

animal shelter to rebuild. That’s amazing!”

12 “Yes!” I cheered, pumping the air with my fist. I knew that despite

the challenges, the Forest Animal Shelter was a cause worth biking

for, especially if the animals there were all as sweet as Boots!

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The Ride of a Lifetime!

1 People have crossed the country by bicycle, motorcycle, and even on

foot. However, one of the most astonishing treks of all time was

accomplished on horseback in 1910. It’s not the horses that made

the trip so unique, though. It’s that the horseback riders were two

tough young boys from the South. They were only nine and six

years old!

2 Bud and Temple Abernathy were born with adventure in their blood.

Their father was U.S. Marshall Jack Abernathy. His speed and skills

on horseback were phenomenal enough to catch the attention of

President Theodore Roosevelt. Roosevelt and Abernathy spent time

together in Frederick, Oklahoma, in April of 1905. It was during this

visit that Roosevelt saw firsthand the outstanding horsemanship of

Jack Abernathy.

Bud and Temple Abernathy

with Their Father

Public Domain

3 Jack Abernathy helped his sons plan the trip. They were to travel no

more than 50 miles a day and to carry no more than five dollars

with them at a time. They were allowed to cross creeks and rivers

but only when the water was clear enough that they could see the

bottom. They were not allowed to travel at all on Sundays.

4 Bud’s horse was named Sam Bass, and Temple rode a pony named

Geronimo. Even with a pony, six-year-old Temple was so small that

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he had to mount his horse using a tree stump or stool. The boys

took off on their 2,000-mile trip departing from Frederick,

Oklahoma. They traveled with some extra clothes, oats for their

horses, and food for themselves. They were headed to

New York City, where they would join a parade to welcome

Theodore Roosevelt home from his international travels.

5 The boys faced snowstorms, treacherous river crossings, snakes,

and scorpions on their journey. They crossed

American Indian Territory, even stopping to rest at some Indian

camps. As news of their feat spread across the countryside, families

would welcome them into their homes for a home-cooked meal and

a welcome bit of repose.

The Abernathy Brothers Heading East

Public Domain

6 As Bud and Temple continued east, newspaper reporters would

congregate to meet them. The press was eager to write about their

adventure, and Americans were eager to read about it. After about

two months the boys arrived in New York City. There they joined one

million people in the welcoming parade, riding proudly down Fifth

Avenue alongside the Rough Riders, Roosevelt’s group of 1,000

volunteer soldiers, and their proud father.

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14 Use “Biking for Boots” to answer the following question.

Based on the end of the story “Biking for Boots,” the reader can

predict that Emily and Shelby will —

F plan additional fund-raisers to help other worthy causes in their

community

G assist in the rebuilding of the animal shelter

H complete the Circle Tour and donate their earnings to the animal

shelter

J encourage their friends to participate in the Circle Tour

50978_2

15 Use “Biking for Boots” to answer the following question.

Which sentence from the story “Biking for Boots” shows that the

girls have mixed feelings throughout their Lake Superior tour?

A Shelby's mom was going to be our support team on the road.

(paragraph 8)

B For the next month, our enthusiasm ebbed and flowed along

with the demands of our bicycling experiences. (paragraph 9)

C We had flat tires to repair after riding miles of roadways.

(paragraph 9)

D Each evening I posted a log of our adventures on the animal

shelter’s website. (paragraph 10)

Reading

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50980_4

16 Use “Biking for Boots” to answer the following question.

Based on events in the story “Biking for Boots,” which sentence

best expresses its theme?

F A month later Shelby and I left from Duluth, Minnesota, on the

first leg of our lengthy Lake Superior bicycle tour. (paragraph 8)

G Already we had a list of over a hundred pledges from family and

friends. (paragraph 8)

H Yet, throughout the journey, we met many friendly people who

cheered us on and kept us motivated. (paragraph 9)

J I knew that despite the challenges, the Forest Animal Shelter

was a cause worth biking for, especially if the animals there

were all as sweet as Boots!

(paragraph 12)

50973_3

17 Use “Biking for Boots” to answer the following question.

In paragraph 9 of the story “Biking for Boots,” what does the word

waned mean?

A Encouraged

B Combined

C Decreased

D Calculated

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18 Use “Biking for Boots” to answer the following question.

Look at the map from the story “Biking for Boots.”

Marquette

Duluth

Thunder

Bay

Great Lakes

Shipwreck Museum

Michigan

Wisconsin

Minnesota

Ontario

Canada

United States

Kakabeka

Falls

United States

Soo LocksSoo Locks

ParkPark

Soo Locks

Park

Lake Superior Circle Tour Route

What is the most likely reason the author includes the map?

F To help the reader see which places around Lake Superior Emily

most enjoyed

G To demonstrate that certain areas of Lake Superior are easier to

bike than others

H To show the size of Lake Superior compared to smaller

freshwater lakes

J To help the reader understand why it takes weeks to ride around

Lake Superior

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19 Use “The Ride of a Lifetime!” to answer the following question.

In paragraph 5 of the selection “The Ride of a Lifetime!” what does

the word repose mean?

A Refinement

B Revenue

C Rest

D Reform

50990_3

20 Use “The Ride of a Lifetime!” to answer the following question.

Which sentence from the selection “The Ride of a Lifetime!” best

supports the idea that Bud and Temple expected to have to take

care of their own needs?

F They were not allowed to travel at all on Sundays. (paragraph 3)

G The boys took off on their 2,000-mile trip departing from

Frederick, Oklahoma. (paragraph 4)

H They traveled with some extra clothes, oats for their horses, and

food for themselves. (paragraph 4)

J They crossed American Indian Territory, even stopping to rest at

some Indian camps. (paragraph 5)

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50993_1

21 Use “The Ride of a Lifetime!” to answer the following question.

What is the most likely reason the author includes paragraph 2 in

the selection “The Ride of a Lifetime!”?

A To suggest that the Abernathy boys acquired their determination

and skills from their father

B To show how much President Theodore Roosevelt meant to all of

the members of the Abernathy family

C To explain how Bud and Temple got the idea to ride 2,000 miles

on horseback

D To emphasize that good horsemanship was essential to people

living in the early 1900s

50992_4

22 Use “The Ride of a Lifetime!” to answer the following question.

What is the controlling idea of the selection “The Ride of a

Lifetime!”?

F Bud and Temple Abernathy were young boys who enjoyed

adventure just like their father did.

G A 1910 parade for Theodore Roosevelt included two young boys

who had ridden cross country.

H Riding across America on horseback in the early 1900s was a

difficult and dangerous task.

J Young Bud and Temple Abernathy made an impressive

cross-country journey on their own.

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50994_2

23 Use “The Ride of a Lifetime!” to answer the following question.

Look at the photographs from the selection “The Ride of a

Lifetime!”.

Bud and Temple Abernathy

with Their Father

Public Domain

The Abernathy Brothers Heading East

Public Domain

The author includes these photographs most likely to emphasize

the —

A unique relationship between Jack Abernathy and his sons

B different time period in which the Abernathy boys lived

C impressive skill the Abernathy boys had with horses

D sights the Abernathy boys encountered on their ride

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24 Use “Biking for Boots” and “The Ride of a Lifetime!” to answer the

following question.

Read this sentence from paragraph 10 of the story “Biking for

Boots.”

After ten days of biking, we whooped with

amazement when we realized over 2,000 people

had “liked” our posts on social media.

Which sentence from the selection “The Ride of a Lifetime!” best

conveys a SIMILAR idea?

F People have crossed the country by bicycle, motorcycle, and

even on foot. (paragraph 1)

G Jack Abernathy helped his sons plan the trip. (paragraph 3)

H They were allowed to cross creeks and rivers but only when the

water was clear enough that they could see the bottom.

(paragraph 3)

J The press was eager to write about their adventure, and

Americans were eager to read about it. (paragraph 6)

50985_1

25 Use “Biking for Boots” and “The Ride of a Lifetime!” to answer the

following question.

Which idea is suggested in BOTH the story “Biking for Boots” and

the selection “The Ride of a Lifetime!”?

A A long trip is likely to include both difficult and wonderful

moments.

B A great deal of preparation is needed in order to make a

successful trip.

C Taking a long trip is a good way to see important historical

places.

D People going on trips should travel in large groups in case there

is trouble.

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26 Use “Biking for Boots” and “The Ride of a Lifetime!” to answer the

following question.

What is a key DIFFERENCE between the girls in the story “Biking

for Boots” and the boys in the selection “The Ride of a Lifetime!”?

F Only the girls had to deal with unpredictable weather.

G Only the girls used their trip to raise money for a good cause.

H Only the girls knew exactly where their trip would end.

J Only the girls received support from people they did not know.

51001_1

27 Use “Biking for Boots” and “The Ride of a Lifetime!” to answer the

following question.

How does the presentation of information in the story “Biking for

Boots” and the selection “The Ride of a Lifetime!” DIFFER?

A “Biking for Boots” emphasizes some of the enjoyment the girls

get from their ride.

“The Ride of a Lifetime!” does not discuss how the boys felt

during their ride.

B “Biking for Boots” compares the girls’ ride to other people’s trips

around the lake.

“The Ride of a Lifetime!” does not make a comparison about the

boys’ ride.

C “Biking for Boots” focuses mainly on the girls’ experience at the

end of their bike ride.

“The Ride of a Lifetime!” focuses mainly on the beginning of the

boys’ horseback ride.

D “Biking for Boots” describes a similar routine that the girls

followed each day.

“The Ride of a Lifetime!” shows that every day was different for

the boys.

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Read the selection and choose the best answer to each question.

Then fill in the answer on your answer document.

Don’t Give Up on Broccoli!

1 Ever have a food that you tasted and you immediately disliked?

Maybe it was broccoli, dark chocolate, or cottage cheese. Maybe you

were “encouraged” to try the food again (and again!), and then one

of those times you actually liked it. Many people have had this

experience. While tastes are developed at a young age, they can be

altered. All it takes is a person’s desire to try something new or

unknown.

2 In 2014, researchers at the University of Birmingham released a

study that showed people have a flavor window. The flavor window

is open when an infant is four to six months old. During this time it

is easier to get babies to try a food they have not previously tasted.

The flavor window slowly closes, leaving most young children

dubious of new foods.

3 A later study, which was published in the British Journal of Nutrition,

also found that a willingness to try new foods can be learned by

infants. The researchers determined that habitually giving a baby

new foods when the flavor window is open makes the child more

likely to enjoy those foods. In addition, liking those foods makes the

infant more willing to try other new foods. This information suggests

that parents should introduce new foods to babies during this stage.

By doing so they will tend to appreciate new types of foods

throughout their lives.

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4 Just because the flavor window closes at a young age doesn’t mean

it can’t be reopened. The keys to expanding the type of foods one

enjoys are persistence and exposure. A study published in

Food Quality and Preference found that if toddlers are introduced to

a new food five to 10 times, they can grow to like it. That amount

goes up as children grow older. Ultimately, the study came to the

conclusion that the flavor window may never be completely shut.

5 We learn to like or dislike flavors in three main ways. The first is

called flavor-nutrient learning. A person can form a positive

association with a flavor of a particular food and what it does for his

or her body. For example, a child eats chocolate-chip cookies, and

the sugar provides a burst of energy. The taste, combined with the

results, leads the child to enjoy the cookie and foods with similar

flavors.

6 The second way is called taste-flavor learning. This is when a person

connects a particular flavor with one they already enjoy. For

example, if you like peanut butter, spread it on a new type of bread

you are tasting for the first time. It might make all the difference in

your opinion of the bread.

7 Last, there’s social learning, meaning that people enjoy what their

families and friends enjoy. This is a lifelong learning process (it

actually starts before birth!). If, for example, a mother drinks carrot

juice while pregnant, the baby will probably enjoy carrot-flavored

cereal more than babies whose mothers did not drink carrot juice.

As children grow, this third type of learning takes place while talking

about food in social situations and tasting new foods with friends

and family.

8 People’s tastes evolve over time in similar ways. For example, adults

tend to enjoy sweets less than when they were children. They

typically enjoy vegetables more. The reasons for these are

biological. A child’s love of sugar could be related to the need to give

fuel to a growing body. Adults’ greater appreciation for vegetables,

despite bitter tastes and people’s natural aversion to bitterness,

comes from persistence. Children copy what they see adults eating

and often learn to like vegetables.

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www.CartoonStock.com

9 Being willing to try a new food repeatedly is necessary to pry a

person’s flavor window open again. Each attempt will lessen the

natural suspicion of something new. Eventually, “not bad” can turn

into “pretty good.” One method for inspiring courage to try new

foods multiple times is testing different preparations. Adding an

ingredient—sugar or salt, perhaps—that one enjoys, might make an

unappealing food more appealing. Once the person has trained him

or herself to like the food, the added ingredient may not be

necessary.

10 Overcoming a dislike of a particular food requires tasting a food in

different ways and at different times. In spite of strange smells, odd

textures, or distinctive flavors, a person has the ability to acquire a

true liking for even the most unique and unusual foods. So don’t

give up—you never know when you might surprise yourself and

discover that broccoli is your new favorite food!

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28 The author begins the selection with a leading question most likely

to —

F identify for the reader what problem will be answered in the

selection

G help the reader relate a personal experience to the ideas

presented in the selection

H force the reader to examine his or her own eating habits

J highlight a similarity between the opinions of the reader and the

author

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29 In what way does the organizational pattern used in paragraphs 5

through 7 help to develop the thesis?

A The classification of three learning styles shows that people can

come to appreciate foods in a variety of ways.

B Different types of food are listed in order of importance to

suggest what should be eaten at specific stages in a person’s

life.

C Methods of preparing simple foods in different ways are

described to show that diversity in one’s diet is important.

D The advantages of trying new foods in social situations are

presented to suggest that people should seek out such

opportunities.

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30 What important idea about babies is emphasized through the

details in paragraph 3?

F Babies are naturally resistant to trying new foods.

G Babies develop a favorite food if they eat that food multiple

times.

H Babies are most accepting of new foods when the flavor window

is open.

J Babies who are not exposed to new foods will experience a

shortened flavor window.

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31 In paragraph 2, what does the word dubious mean?

A Greedy

B Bored

C Impatient

D Uncertain

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32 What is the most likely reason the author includes paragraph 9 in

the selection?

F To explain how adding sugar or salt improves the taste of foods

G To highlight that there is a natural reason people resist new

foods

H To warn that people may have difficulty preparing new foods

properly

J To suggest that expanding one’s flavor preferences takes time

and effort

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33 Which sentence from the selection best expresses the controlling

idea?

A While tastes are developed at a young age, they can be altered.

(paragraph 1)

B This information suggests that parents should introduce new

foods to babies during this stage. (paragraph 3)

C We learn to like or dislike flavors in three main ways.

(paragraph 5)

D Children copy what they see adults eating and often learn to like

vegetables. (paragraph 8)

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34 Which key idea is supported by details in paragraph 7?

F Babies should eat carrot-flavored cereal because it is a healthful

food.

G People’s food preferences can be influenced by other people in

their lives.

H People will like a new food after they have had a conversation

about it.

J Babies will dislike foods that their mothers did not eat while

pregnant with them.

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35 Based on the information in paragraph 4, which inference can the

reader make about flavor preferences?

A Parents of toddlers are more likely to try new foods than people

with older children are.

B Toddlers tend to like more foods than older children do.

C People can begin to enjoy new foods after trying them just once.

D People can learn to like new foods at different times in their

lives.

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5070

Read the selection and choose the best answer to each question.

Then fill in the answer on your answer document.

Millicent Min, also known as Millie, is a genius who has skipped

many grades, which makes it difficult to make friends at school.

When Millie’s parents sign her up for volleyball at Rancho Rosetta,

she does not expect to make friends there either.

from

Millicent Min, Girl Genius

by Lisa Yee

1 Maybe I ought to just live in my tree—when I am up here, I can just

be myself, by myself. Here, I don’t have to contend with Mom

saying, “Cheer up, Millie. I’m sure you’ll make new friends. You just

have to try a little harder.”

2 If they are really so concerned about me, then they would get me

out of volleyball and out of tutoring Stanford Wong.

3 Despite my compelling arguments, my mother does not agree with

the fresh new direction I suggested my summer activities take. In

fact, she even threatened that if I did not stop complaining

(“whining” was the term she used), she would also enroll me in

synchronized swimming. Thus, it was with great reluctance that I

showed up for volleyball again. Luckily, I was already on a team and

did not have to suffer the indignity of being chosen last—there’s

enough of that at school.

4 The game began auspiciously enough with the ball flying back and

forth, unless, of course, it came anywhere in my vicinity. When it

was my turn to serve, I somehow managed to make the ball go

behind me. This produced a great deal of tittering from both sides of

the net. Embarrassed, I moved forward and prayed that the gym

would catch fire or that the ball would explode.

5 A rather tall, scary girl from the other team took her place to serve.

She looked like she could squish me like a bug. Grinning, the girl

tossed the ball up in the air with ease. Then she smashed it in the

desired direction.

6 I squeezed my eyes shut as the ball came barreling down at me in

what seemed like slow motion.

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7 Suddenly, BANG! Contact. To everyone’s amazement, I sent the ball

flying back to enemy territory. It landed at the feet of the server

and then bounced away.

8 There was a stunned silence as jaws dropped in unison.

9 Then, at once, laughter erupted. It echoed in the gym and I am sure

could be heard throughout Rancho Rosetta.

10 “She kicked the ball!” someone howled.

11 I could have just died.

12 Somehow I managed to struggle through the rest of the game. Not

making eye contact with anyone helped, although I am sure my

teammates were miffed that I kept bumping into them.

13 When at last the game was over, I plopped down against the

bleachers, rummaged through my briefcase, and fished out a bag of

Cheetos and a Gatorade. After I tried in vain to twist the cap off my

drink, the girl sitting next to me took the bottle from me and

opened it on the first try. Of course, I’m sure I had loosened it quite

a bit.

14 I studied the bottle opener and recognized her as one of the few

who did not laugh at me.

15 “Hi,” the girl said.

16 “How do you do?” I answered with some trepidation.

17 “I’m Emily and I just moved here. Don’t you hate volleyball? Isn’t

Coach Gowin just awful? Wouldn’t you just love to get your hands

on whoever gave her that whistle?”

18 She paused for a breath, and I seized the chance to get a word in.

“I’m Millicent L. Min. Yes. Yes. Ha! Yes,” I replied, as I wiped my

palm in anticipation of a more formal introduction and a handshake.

19 You can tell a lot about a person by the way they shake hands.

Some people try to crush your bones to prove that they’re in

control; others barely move their hands and make you do all the

work. Then there’s the firm, friendly “hello-there-sincerely-glad-

to-meet-you” handshake that I strive to achieve. My mother and I

practiced for weeks until I got it right.

20 The girl tossed formalities aside and continued chatting. I smiled

and waited patiently to find out why she thought we were friends. To

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my delight, I was surprisingly at ease with Emily. We found

ourselves finishing each other’s sentences. It was so liberating to

talk with someone my own age without the topic of my being a

genius coming up and getting in the way.

21 “My mom thinks volleyball will be good for me . . . you know, get

coordinated and meet new people, blah, blah, blah,” she confided as

she let down her ponytail and shook it out.

22 “So tell me, why are you here? No offense, but you didn’t look like

you enjoyed yourself at all—in fact, a couple of times I thought you

were going to cry.”

23 I could have explained that because I went through school at an

accelerated rate, I was never expected to fully participate in physical

education. Yet if Emily knew I was a genius she might weird out on

me like the rest of them. In a nanosecond I had to decide whether

to tell the truth and risk losing a potential friend, or lie and live with

the consequences.

Third party trademarks Cheetos™ and Gatorade™ were used in these testing materials.

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36 Read this sentence from paragraph 23.

In a nanosecond I had to decide whether to tell the

truth and risk losing a potential friend, or lie and

live with the consequences.

Which characteristic of realistic fiction is most evident in this

sentence?

F The setting is in a real or true-to-life location.

G The story occurs in a contemporary or near-present time period.

H The events raise questions that a reader could possibly face in

everyday life.

J The narrative structure is presented with a definite beginning,

middle, and end.

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37 Emily’s willingness to talk to Millie affects the falling action because

Millie —

A understands that she needs to be more physically active

B becomes certain that she and Emily will be best friends

C decides that making friends is more important than academic

achievements

D realizes that a new friendship depends on a decision she must

make

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38 How are the events that occur at the volleyball game an example of

irony?

F Getting the ball across the net should have been a success for

Millie, but instead, it is a failure because she kicks it.

G Hearing people laugh at her should have made Millie upset, but

instead, it makes her more determined to succeed.

H Avoiding eye contact should have caused Millie’s teammates to

feel sorry for her, but instead, it causes them to blame her for

the outcome of the game.

J Hearing silence in the gym should have made Millie worried, but

instead, it allows Millie to momentarily believe she is a

successful player.

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39 Based on the interaction between Emily and Millie, what theme

does the author develop?

A True friends may have different interests.

B Anger will ruin a friendship unless friends can forgive one

another.

C People can become friends despite age differences.

D Friends offer support and understanding when it is needed.

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40 The first-person point of view of this excerpt helps the reader

understand how —

F Millie’s attitude affects her teammates

G Millie behaves in the classroom

H Millie’s thoughts are focused on wanting to fit in

J Millie is viewed by other characters

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41 In paragraph 5, what is the most likely reason the author uses

figurative language to describe the girl from the opposing team?

A To emphasize that Millie feels weak and helpless on the court

B To show that Millie is smaller than the other girls on the court

C To suggest that the girl has been planning to embarrass Millie

since the game started

D To hint that the girl will make a mistake because she is being

overconfident

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42 Which sentence best hints that the volleyball game will not end well

for Millie?

F If they are really so concerned about me, then they would get

me out of volleyball and out of tutoring Stanford Wong.

(paragraph 2)

G The game began auspiciously enough with the ball flying back

and forth, unless, of course, it came anywhere in my vicinity.

(paragraph 4)

H To everyone’s amazement, I sent the ball flying back to enemy

territory. (paragraph 7)

J It landed at the feet of the server and then bounced away.

(paragraph 7)

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43 How does Millie’s behavior during the volleyball game influence the

development of the plot?

A It convinces Millie’s mother that Millie should avoid playing

sports.

B It leads the other players on the team to ignore Millie after the

game.

C It inspires Emily to want to teach Millie how to be a better

player.

D It causes Emily to notice Millie and recognize her discomfort.

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44 What key idea does the author convey through the details in

paragraph 23?

F Emily is suspicious of people who seem smarter than she is.

G Millie understands that she needs to participate more in physical

education.

H Millie worries that her intelligence will cause people to dislike

her.

J Emily is the first friend Millie has made who is the same age as

she is.

BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS

ON THE ANSWER DOCUMENT.

STAAR

GRADE 8

Reading

May 2022

STAAR

GRADE 8

Reading

May 2022