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TEKS UpdateStudent Practice Books for Reading

Sample Pages, Grades 3–8

This document contains sample pages taken from the TEKS Update seriespublished by ECS Learning Systems, Inc.

The document contains eight sample passages (or paired passages)—one for each grade level from Grades 3–8. The sample passages and questionsrepresent the content of the TEKS Update Student Practice Books.

Lori MammenEditorial Director

ecslearningsystems.com

Copyright infringement is a violation of Federal Law.©2010 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.

Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,or for commercial sale is strictly prohibited.

Printed in the United States of America.

STAAR MASTER is a Trademark of ECS Learning Systems, Inc.

STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc. are not affiliated with or sponsored by the Texas Education Agency or the State of Texas.

STAAR Ready!New!

TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8 ©ECS Learning Systems, Inc.2

New! TEKS UPDATE Student Practice Books for Reading

New for STAAR readiness!All new passages! Up-to-date, new items written to the latest reading TEKS!

e TEKS Update Student Practice Books focus on the new 2010-2011 TEKS for specificgrade levels.

Highlights:• New standards-based practice items aligned to new TEKS• All new passages written for a variety of genres• Fictional literary texts (stories, poems, dramas), nonfiction literary texts

(biographies and autobiographies), and informational texts (persuasive, procedural, and expository passages)

• Fresh topics of interest to students• Appropriate readability for each grade level• Labeled, objective-based questions with varying levels of depth/complexity• Repeated practice in different contexts• Authentic passage layout with engaging text elements• Overall difficulty increased through passage length and more rigorous items

Use the new TEKS Update to get a head start on the 2011–2012 state test!Great for remediation and RTI!

For new TEKS Grades 3–8 Curriculum Standards, see http://www.tea.state.tx.us/student.assessment/staar/?LangType=1033

52–60PAGES

Grades 3–8

Ideal for RTI

TEKS UPDATE

Student Pra

ctice Book

Reading, G

rade 3

Lori Mamme

n

Editorial Dir

ector

Visit ecslear

ningsystem

s.com

for many on

line specials!

ISBN: 978-

1-60539-28

6-8

Copyright

infringeme

nt is a viola

tion of Fede

ral Law.

©2010 by E

CS Learnin

g Systems, I

nc., Bulverd

e, Texas. All

rights reserv

ed. No part o

f this publica

tion may be

reproduced,

translated, st

ored in a retr

ieval system

, or transmitt

ed in any wa

y or by any

means (elect

ronic, mech

anical, phot

ocopying, re

cording,

or otherwise

) without pr

ior written p

ermission fro

m ECS Lear

ning System

s, Inc.

Reproductio

n of any part

of this publ

ication for an

entire schoo

l or for a sch

ool system,

by for-profit

institutions

and tutorin

g centers,

or for comm

ercial sale is

strictly prohi

bited.

Printed in th

e United Sta

tes of Ameri

ca.

TEKS UPDATE

Student Practice B

ook

Reading, Grade 4

Lori Mammen

Editorial Director

Visit ecslearningsyst

ems.com

for many online specials!

ISBN: 978-1-6053

9-287-5

Copyright infringe

ment is a violation

of Federal Law.

©2010 by ECS Le

arning Systems, In

c., Bulverde, Texas

. All rights reserved. No part of this publication may be reproduced,

translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,

or otherwise) without prior written permission from ECS Learning Systems, Inc.

Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,

or for commercial sale is strictly prohibited.


TEKS UPDATE

Student Practice Book

Reading, Grade 5

Lori Mammen

Editorial Director

Visit ecslearningsystems.com


ISBN: 978-1-60539-288-2

Copyright infringement is a violation of Federal Law.

©2010 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,






TEKS UPDATE

Student Practice BookReading, Grade 6


Visit ecslearningsystems.comfor many online specials!

ISBN: 978-1-60539-289-9Copyright infringement is a violation of Federal Law.©2010 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,or for commercial sale is strictly prohibited. Printed in the United States of America.

TEKS UPDATEStudent Practice BookReading, Grade 7


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ISBN: 978-1-60539-290-5Copyright infringement is a violation of Federal Law.







TEKS UPDATEStudent Practice Book

Reading, Grade 8


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ISBN: 978-1-60539-291-2

Copyright infringement is a violation of Federal Law.







TAKS MASTER®

Student Practice BooksReading • Mathematics •

Writing • Science • Social StudiesPrepare students for the 2010–2011 TAKS test! This updated series covers all of the tested objectives based on the current TEKS.


Get a head starton the 2011–2012state test!


3©ECS Learning Systems, Inc. TEKS Update Student Practice Books for Reading—Sample Pages, Grades 3–8

New! TEKS UPDATE Student Practice Books for Reading

Table of Contents

TEKS UPDATE Reading Grade 3 Sample Pages ............................................................4–6

TEKS UPDATE Reading Grade 4 Sample Pages ..........................................................7–10

TEKS UPDATE Reading Grade 5 Sample Pages ........................................................11–13





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TEKS UPDATE—Reading, Grade 3

© ECS Learning Systems, Inc. 37

Reaching for the Sky

As a little girl, Mae Jemison spent hoursstaring up at the night sky. She wanted totravel into outer space. She believed that one day she would go there. However,Jemison couldn’t reach her goals by wishingon a star. She worked hard and believed inherself. Her hard work and faith took her to the stars.

Early YearsBorn in Alabama on October 17, 1956,

Jemison loved science from a very young age. On her first day of school, she surprisedher teacher by saying she wanted to be ascientist. In those days, not many girlswanted to be scientists. But Jemison wasdifferent. She wanted to learn all she couldabout the world.

Big DreamsOne of Jemison’s favorite things

to do when she was young was togo to the library. She loved to readbooks about outer space. She alsowatched Star Trek on television.Star Trek showed people fromaround the world all workingtogether to learn about theuniverse. The characters on theshow made Jemison believe thatshe could be an astronaut, too.

4e 3rst African-American woman inspace, Dr. Mae C. Jemison

4e seven crew members of the space shuttleEndeavor before the STS-47 mission

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Jemison didn’t spend all of hertime reading and watching TV. Shewas full of energy. She went todance school and acted in schoolplays. She was part of her school’sstudent government. She wonmany science fairs. In fact, Jemisondid so well in school that she wentto college when she was onlysixteen years old.

Peace CorpsAfter college, Jemison went to medical

school and became a doctor. In 1981, shetraveled to Asia to help sick people living there.She also joined the Peace Corps and traveledaround the world helping sick people.

Space VoyageJemison liked helping people, but she still

dreamed about space travel. She competed withmore than 2,000 people to become part of thecountry’s astronaut training program. In 1987,Jemison joined the program and moved toTexas to learn how to become an astronaut. On September 12, 1992, Jemison blasted intohistory, becoming the first African-American woman in space. She traveled into space on the space shuttle Endeavor.

When she was a young girl, many people told Jemison to reach for the sky. She did something even better—she reached for the sky and touched it.

Mission specialists Dr. N. Jan Davis and Dr. MaeC. Jemison pose for a picture in the space shuttleEndeavor

4e space shuttle Endeavor on alaunch pad at NASA’s KennedySpace Center in Florida

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Objective 4 (Prefixes/Suffixes)

1. Read the sentence from thepassage.

On her first day of school, shesurprised her teacher by sayingshe wanted to be a scientist.

In which word do the letters istmean the same as in the wordscientist?

0 A Bicyclist0 B Fist0 C Mistake0 D Sister

Objective 4 (Prefixes/Suffixes)

2. Read the sentence from thepassage.

After college, Jemison went tomedical school and became adoctor.

The letters med come from aword meaning to—

0 A heal0 B learn0 C pass0 D succeed

Objective 13 (Using Text Features)

3. Which section tells how Maeentered astronaut training?

0 A Big Dreams0 B Early Years0 C Peace Corps0 D Space Voyage

Objective 10 (Sensory Language)

4. Which word in the passagesounds like a rocket that wentinto space?

0 A Blasted0 B Moved0 C Reached0 D Traveled

Objective 9 (Biography/Autobiography)

5. “Reaching for the Sky” is part of a biography. It is part of abiography because it tells—

0 A how to become an astronaut0 B why people become scientists0 C events from Mae Jemison’s life0 D why Mae Jemison liked science

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By A. Dias

Do you want to be cool and look cool when you ride your bike?Then wear a bike helmet! Injuries are NOT cool. You can preventmany bike injuries by wearing a helmet. In fact, research shows thata bike helmet can prevent 85% of all head injuries to bikers.

Riding a bicycle may not seem dangerous. Yet more than 700bike riders are killed in the United States every year. And 75% ofthese deaths are from head injuries. It is true that many bike riderswho have accidents do not die from their injuries. Yet they maysuffer changes in their personality or develop learning disabilities asa result of brain injury. Why risk death or serious brain injury whenyou don’t have to? Just wear a bike helmet!

Bike helmets don’t need to cost a lot to work well, either. In aU.S. lab test, many affordable helmets proved to be just as effectiveas helmets that cost a lot more. The main requirement for a goodbicycle helmet is that it fits well and will not come off unless youtake it off. Bike helmets today even look cool. They come in manybright colors, such as pink and green, and can include awesomegraphics. Many bike helmets have a smooth shell that makes anyrider look like a serious athlete. Plus, today’s bike helmets arelightweight. They are vented so they keep your head cool, too.

Be a cool cyclist. Wear a helmet when you ride your bike!

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Objective 12 (Author’s Purpose)

1. What information supports theclaim that helmets are beneficial to cyclists?

A Costs of helmetsB Designs of helmetsC Results of brain injuriesD Research on injury prevention

Objective 11 (Main Idea/Supporting Details)

2. When choosing a helmet, cyclistsshould be most concernedabout—

A colorB fitC priceD shape

Objective 11 (Text Organization)

3. Compared to expensive helmets,affordable helmets are—

A equally safeB less safeC saferD somewhat safe

Objective 2 (Roots/Affixes)

4. Which word from the passage hasa root meaning “to let air out”?

A EffectiveB LightweightC SmoothD Vented

Objective 12 (Author’s Purpose)

5. What is the purpose of thispassage?

A To sell helmets to cyclistsB To recommend certain helmetsC To support lab testing of helmets

D To encourage cyclists to wear helmets

Objective 11 (Main Idea/Supporting Details)

6. What do all items in the Web site’sbulleted list promote about HappyHeads helmets?

A Design choicesB Desirable featuresC PriceD Safety

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Objective 11 (Text Organization)

7. Both “Be A Cool Cyclist” and“Happy Heads Headgear”include—

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Soccer—Soccer is a fun sport played all over the globe. Come makefriends and learn the basic skills of the most popular sport ever! You canrun and kick while working as a team. Soccer builds critical thinkingskills, too. It’s a game you can play your whole life, so join today. You willfeel like one of the greatest soccer players in the world. What are youwaiting for? Step onto the field! Get to the peak of your potential. We haveinstruction for every level—no experience is required. Receive instruction.Begin. Fees are paid monthly, and early enrollment begins June 1st.Remember: sportsmanship, competition, teamwork!

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Objective 12 (Exaggerated/Misleading Statements)

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C The fall [basketball] league happens soon, so register now.

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Teams are forming now, so call toregister. Remember, power, speed,agility!

Which word is an antonym ofagility?

A ClumsinessB GraceC StrengthD Willingness

Objective 11 (Organizational Pattern)

6. Which of the following concepts is emphasized in the ad forbaseball?

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“Kristin, stop kicking my leg!” David growled. It was four o’clock on Wednesdayafternoon, and David and his sister Kristin were doing homework at the kitchen table.Kristin eyed him and continued swinging her foot beneath the table. Their dad walkedthrough the door on his way to the refrigerator.

“Hey kids,” he said, looking thoughtfully over David’s shoulder at his math homework.“So, David, are you just about finished with your science fair project?”

David waved his hand casually. “Sure, Dad,” he said. “It’s coming along fine.”

David’s dad looked doubtful. “Okay, son. I’m looking forward to seeing what you’vecome up with, although I don’t see why you won’t tell me what the project is.”

“It’s the element of surprise,” David proclaimed, waving his hands dramatically, “…thatmakes my project so awesome! Don’t worry Dad. You’ll see it this Friday at the science fair.”David bent back over his homework with renewed enthusiasm. With one eyebrow raised,David’s dad nodded and left the room.

As soon as their dad was gone, Kristin, who had been stifling giggles during theexchange, let loose with a peal of laughter.

“I’ve figured you out, smart guy,” she snickered. “And you haven’t even started yourscience fair project!”

David shrugged. “Maybe I haven’t started, per se, but I’ve got quite a few ideas churningup here.” He tapped his forehead solemnly. He closed his math book, collected hishomework, and headed up to his room.

“You can’t rush genius,” he added as he left the kitchen. Kristin just shook her head.

Once in his room, David let out a prolonged sigh. He actually had no clue what his project was going to be. He had tried a thousand times tothink of something original, but the ideas just weren’t flowing. As he drifted off to sleep that night, he felt slightly panicked. Oh, well. I’m sure everything will cometogether, he reassured himself.

The next day after school, David and his friend Mike were having a snack in the kitchenwhen David saw the note. It read:



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“Great,” David muttered. He looked at Mike, who shrugged good-naturedly. “I’ll help,”Mike offered.

“Thanks, man.” David smiled. Mike was a good friend, and he could use the help. Whoknew what was in this fridge? I’ve been promising Dad I’d clean it for at least six months, hethought guiltily. I can’t really blame him for putting his foot down.

“Hey, have you already finished your project for the science fair?” David asked Mike. He was sort of hoping Mike was in the same predicament he was.

Mike looked proud. “Yeah. I made a model of Samuel Morse’s telegraph transmitter. It can send real messages!”

“Sounds really cool,” David remarked thoughtfully. “How long did it take you to build?”

“It wasn’t too bad,” Mike said, using his fingers to count, in days, David assumed, howlong the project had taken. “Only about four months, on and off.”

David, looking startled, nodded. Uh-oh, he thought. Big uh-oh.

The boys returned to the task at hand, and David opened the fridge warily. He beganremoving items one by one, looking at expiration dates and sorting the items into “keep” and“toss” piles. Mike grabbed the garbage can for the “toss” items.

“Whoa, dude, watch out!” Mike yelled as David lifted out the next item. “What is that?”David was equally mystified. A fuzzy mountain sat on the plate before them. An alien? Davidgrabbed a fork and poked it. He was genuinely intrigued.

Suddenly, it dawned on him. At the center of the fuzz he spied something that lookedsuspiciously like the half of a hot dog he’d put in the fridge months before and forgottenabout.

“So?” Mike pressed. “What IS this thing?”

“A study on long-term mold growth, of course,” David replied confidently. He grinned atMike, who suddenly blinked in understanding.

“Oh, man,” Mike crowed. “Genius!”

Wait ‘til Dad gets a load of this, David thought with satisfaction. Everything was comingtogether after all.

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CharactersDAVIDKRISTIN: David’s older sisterDAD: Kristin and David’s fatherMIKE: David’s friendSCIENCE FAIR JUDGE #1SCIENCE FAIR JUDGE #2

Scene One: Kitchen. DAVID and KRISTIN are doing homework at the table. DAD enters.

DAD: How is your science fair project coming along, David?

DAVID: Excellent, Dad. Really good.

DAD: What project did you decide on?

DAVID: It’s…it’s kind of a surprise.

(DAD raises an eyebrow.)

DAD: Well, I’m looking forward to seeing it at the fair on Friday. That’s Friday, as in two days from now, remember?

(DAD exits. KRISTIN giggles.)

KRISTIN: So it’s a “surprise,” huh?

DAVID: Well…it’ll be a surprise to me.

KRISTIN: You haven’t even started, have you?

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DAVID: Shhh, Kristin. Dad’ll hear you! I just can’t think of anything to do.

KRISTIN: Why don’t you make one of those volcanoes again?

DAVID: Todd Parsick beat me to it. He’s building one that spews three different colors oflava. How can I compete with that?

KRISTIN: Well, you’d better think fast—it’s a big part of your grade, you know.

(KRISTIN exits.)

DAVID: Yeah, thanks for reminding me.

Scene Two: Kitchen, the next day. DAVID and MIKE enter.

MIKE: I’m almost done with my science fair project. I ended up building a telegraphtransmitter like Samuel Morse made. What did you do?

DAVID: Nothing yet. (He picks up a note from the kitchen counter.) “David, please clean outthe refrigerator this afternoon. Thanks, Dad.” Oh, great.

(MIKE sits down at the kitchen table. DAVID opens the refrigerator and begins to empty it.MIKE samples the various foods as DAVID unloads them onto the table.)

MIKE: Why don’t you build a robot?

DAVID: In one day? Right.

MIKE: Or some kind of spaceship. That would be cool. Or…whoa, what IS that, dude?

(DAVID pulls a fuzzy green and purple mound out of the refrigerator. The mound is as big as theplate it’s sitting on. The boys stare at it in wonder.)


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DAVID: I have no idea. It looks like an alien. Or…wait, I know! I put half a hot dog in therefrigerator about six months ago and forgot about it. It must be underneath all this greenand purple stuff.

MIKE: I’ve never seen anything like that before! Hey…are you thinking what I’m thinking?

DAVID: (grins) Mike, meet my science fair project—a mold experiment!

Scene Three: School auditorium, the next day. Tables are full of science fair projects. DAVID’scolorful fuzzball sits in front of a display reading “Long-Term Mold Growth.” DAVID, JUDGE #1, JUDGE #2, and DAD stand beside it.

JUDGE #1: Fascinating. Who would have believed a student could culture a spectacularfungus like this?

JUDGE #2: When did you begin to grow it?

DAVID: Last November.

JUDGE #1: This year we’re awarding a special prize to the student who planned the farthestin advance for the fair. I’m sure the other projects here didn’t take six months like yours did!

JUDGE #2: Congratulations. (To DAD) You must be very proud of your son.

DAD: Oh, I am. He can be very ingenious. Do you have anything to say, David?

DAVID: Just…hot dog!


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1. Read the sentence from the story.

As soon as their dad was gone,Kristin, who had been stifling gigglesduring the exchange, let loose with apeal of laughter.

The word stifling means—

A bringing inB building upC holding backD letting out

Objective 2 (Foreign Words/Phrases)

2. David tells Kristin, “Maybe I haven’tstarted, per se, but I’ve got quite a fewideas….” The phrase per se means—

A as such; exactlyB to an extent; partlyC right now; currentlyD just about; approximately

Objective 6 (Plot Development)

3. Why do David and Mike clean outthe refrigerator?

A David promised his dad months ago that he would.

B David is trying to take his mind off his unfinished project.

C David thinks the chore might give him an idea for his science project.

D David hopes to distract his dad from asking about the science project.

Objective 6 (Point of View)

4. Who is the narrator in this story?

A DavidB KristinC David and Kristin’s dadD Someone outside the story

Use “David’s Genius” to answerquestions 1–4.

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Objective 5 (Setting/Characters/Plot)

9. How do Kristin’s actions in the storydiffer from her actions in the drama?

A Kristin attends the science fair in the story but not in the drama.

B Kristin is not helpful in the story but gives David a suggestion in the drama.

C Kristin helps David clean out the refrigerator in the story but not inthe drama.

D Kristin tells their dad about David’s problem in the story but not in the drama.


10. What is one difference in plotbetween the story and the drama?

A David attends the science fair in the drama but not in the story.

B David cleans out the refrigerator in the drama but not in the story.

C Mike built a telegraph transmitterin the drama but not in the story.

D David’s dad leaves a note for David in the drama but not in the story.

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Use both “David’s Genius” and “The Science Fair Project” to answerquestions 9 and 10.

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9. How do Kristin’s actions in the storydiffer from her actions in the drama?

A Kristin attends the science fair in the story but not in the drama.

B Kristin is not helpful in the story but gives David a suggestion in the drama.

C Kristin helps David clean out the refrigerator in the story but not inthe drama.

D Kristin tells their dad about David’s problem in the story but not in the drama.


10. What is one difference in plotbetween the story and the drama?

A David attends the science fair in the drama but not in the story.

B David cleans out the refrigerator in the drama but not in the story.

C Mike built a telegraph transmitterin the drama but not in the story.

D David’s dad leaves a note for David in the drama but not in the story.

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Use both “David’s Genius” and “The Science Fair Project” to answerquestions 9 and 10.

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Fizz Fact ry��

Materialsroll of Mentos® candy

2-liter bottle of diet soda

index card

sheet of paper

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Directions1. Find a large, outdoor location that is grassy and open. Remember, things will probably get messy!

2. Unwrap the entire roll of candy.

3. Using your piece of paper, create a long tube big enough for the candy to slide through. Tape the side of the tube so it remains rolled.

4. Position the diet soda bottle so it remains upright. Open the bottle.

5. Holding the tube with one hand, cover the bottom opening with the index card.

6. Slip the candy into the tube so the pieces are resting in a column.

7. Flip the tube into the opening of the soda bottle, and watch liquid fountain into the air!

Whoever thought a seemingly innocent combination of candy plus soda would equal afantastic fountain of FIZZ! The reaction witnessed after combining Mentos® candies withsoda baffles even some scientists.

Most seem to think that the water molecules surrounding the soda’s carbon dioxide gasare disturbed when the candies are dropped in. Tiny pits on the surface of each piece ofcandy provide perfect places for new carbon dioxide bubbles to form. The candies quicklysink to the bottom of the bottle, adding to the reaction by pushing the liquid above them upand out of the bottle.

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1. Read the sentence from “FizzFactory.”

The candies quickly sink to thebottom of the bottle, adding to thereaction by pushing the liquid abovethem up and out of the bottle.

The suffix -ly in the word quicklymeans—

A quality or stateB in a certain wayC action or processD the result of an act

Objective 8 (Author’s Use of Language)

2. The phrase “fountain of fizz” is an example of—

A alliterationB onomatopoeiaC personificationD simile

Objective 12 (Multi-Dimensional Instructions)

3. Why is an index card needed for the experiment?

A To soak up soda leaksB To count the candies onC To cover the tube’s openingD To help the tube remain rolled

Objective 2 (Dictionary/Glossary)

4. Read the sentences from “LavaFountain.”

Nah, I’m making a chemical volcano.It’s gonna rocket an impressiveeruption.

Which word from a thesaurus entrywould best replace eruption as it isused in the sentence?

A DischargeB ExplosionC FlareD Rush

Objective 12 (Graphical Components)

5. What does the boy in the cartoon do after the girl flips the tube?

A He runs.B He stands back.C He comes outside.D He opens the soda bottle.

Objective 12 (Graphical Components)

6. Which emotion best describes theboy’s expression in the cartoon’s lastframe?

A AmusedB IrritatedC RegretfulD Thoughtful

Use “Fizz Factory” to answerquestions 1–3.

Use “Lava Fountain” to answerquestions 4–6.



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Objective 10 (Connections Across Texts)

7. Both “Fizz Factory” and “LavaFountain” suggest that the reader—

A exercise care and cautionB wear the correct clothingC invite friends to help and observeD have a science text available nearby

Objective 10 (Evaluation of Summary)

8. “Fizz Factory” and “Lava Fountain”are mostly about—

A playing a prankB learning a new skillC trying an experimentD having fun with a friend

Objective 12 (Multi-Dimensional Instructions)

9. In both “Fizz Factory” and “LavaFountain,” which step activates theeruption?

A Flipping the paper tubeB Opening the soda bottleC Adding the candy to the paper tube

D Placing the index card over the soda bottle

Objective 10 (Connections Across Texts)

10. Which idea is suggested in “LavaFountain” but not in “Fizz Factory”?

A Cleaning up the sodaB Eating pieces of candyC Opening the soda bottleD Constructing a paper tube

Use both “Fizz Factory” and “LavaFountain” to answer questions 7–10.

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39


�� Standing in the grocery aisle, perusing pickles,

Zesty dills and garlic dills,Sour pickles, sweet bread & butter pickles,

So many pickles, I muse, scanning the shelves.

Where are the sharp pickles, you know, the fieryGive-me-some-bread-my-mouth’s-on-fire hot ones?

Most people think that you drink water to cool the burn:Not so.

It’s bread that you eat To tame the heat.

My grandmother made pickles like nobody’s business.“Split the peppers,” she’d say, confiding her secrets.Those pickle-making marathons,

That’s what united women.

We’d go to the farmer’s market and select just the tiny ones, Uniform size.

“We’re not making cucumbers, here,” she’d inform me.I would nod and make a mental note, taking it all in.We’d buy fragrant fresh dill and hot yellow peppers and mysterious spices,

A colorful late summer’s bounty.

Then, in her sweltering kitchen we’d sterilize the jarsAnd pack pickles and peppers, dill and spices and brine,

Filling the jars, just so.When we were finished they were pretty,

Like terrariums without fish.

And then we’d wait till the first hot chili night of winterAnd we’d pop a jar, bread at-the-ready.

Some years were disappointing with soggy pickles,Some years were disappointing with salty pickles,But some years we beamed with perfect pickles.

In this place, my search will not yield what I seek.I choose a jar of plain dills to go with the first chili of the season.

I want my grandmother’s pickles.

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1. Read the stanza from the poem.

Standing in the grocery aisle,perusing pickles,

Zesty dills and garlic dills,

Sour pickles, sweet bread & butterpickles,

So many pickles, I muse, scanningthe shelves.

In this stanza, the word perusingmeans—

A buyingB choosingC studyingD tasting

Objective 3 (Influence of Setting)

2. What was the importance of pickle-making marathons?

A To bring women togetherB To help the family businessC To yield food that lasts all

summerD To encourage people to use

local produce


3. Read the lines from the poem.

We’d go to the farmer’s market andselect just the tiny ones,

Uniform size.

What do the letters uni in the worduniform mean?

A NotB OneC SmallD Under

Objective 8 (Similes/Metaphors)

4. The poet compares the pickle jars to terrariums to tell—

A how to pack the pickle jarsB how to sterilize the pickle jarsC what the pickle jars looked likeD what other uses the jars could

have

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Objective 4 (Poetic Forms)

5. How does the reader know this is a narrative poem?

A It has a plot.B It rhymes in places.C It focuses on a family relationship.D It contains stanzas of different

lengths.

Objective 6 (Point of View)

6. The reader knows that the poem istold in first person point of viewbecause the poet—

A takes part in the poem’s storyB exists only outside the poem’s

storyC knows the feelings of each

characterD describes her grandmother’s

thoughts

Objective 6 (Theme/Conflict Resolution)

7. Which line best shows that the poetis dissatisfied at the end of the poem?

A I want my grandmother’s pickles.B But some years we beamed with

perfect pickles.C Some years were disappointing

with soggy pickles,D I choose a jar of plain dills to go

with the first chili of the season.

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