2021 STAAR English 1 - Fiction + Poetry: The Boston Girl + Sybil Ludington’s Ride

Last updated about 4 years ago

19 questions

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.6 (B)

1

E1.8 (D)

1

E1.4 (F)

1

E1.2 (B)

1

E1.8 (D)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

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2021 STAAR English 1 - Fiction + Poetry: The Boston Girl + Sybil Ludington’s Ride

Last updated about 4 years ago

19 questions

Content accessed from https://tea.texas.gov/student-assessment/testing/staar/staar-released-test-questions
Copyright information provided below.
All content on this site is copyrighted by the Texas Education Agency and cannot be used without the express written permission of TEA, except under the following conditions:
Texas public school districts, charter schools, and education service centers can copy materials for district and school educational use.
Residents of the state of Texas can copy materials for personal use.
Do not alter or make partial copies of web content. Do not charge for the reproduced materials or any document containing them except to cover the cost of reproduction and distribution.
If you are in Texas but are not an employee of a Texas public school district or charter school, you must get written approval from TEA to copy materials and enter into a license agreement that may involve paying a licensing fee or a royalty fee.
For more information, email Copyrights@tea.texas.gov.

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.6 (B)

1

E1.8 (D)

1

E1.4 (F)

1

E1.2 (B)

1

E1.8 (D)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

1

E1.4 (F)

Content accessed from https://tea.texas.gov/student-assessment/testing/staar/staar-released-test-questions
Copyright information provided below.
All content on this site is copyrighted by the Texas Education Agency and cannot be used without the express written permission of TEA, except under the following conditions:
Texas public school districts, charter schools, and education service centers can copy materials for district and school educational use.
Residents of the state of Texas can copy materials for personal use.
Do not alter or make partial copies of web content. Do not charge for the reproduced materials or any document containing them except to cover the cost of reproduction and distribution.
If you are in Texas but are not an employee of a Texas public school district or charter school, you must get written approval from TEA to copy materials and enter into a license agreement that may involve paying a licensing fee or a royalty fee.
For more information, email Copyrights@tea.texas.gov.

Use The Boston Girl (pp. 26–27) to answer questions 1-6.

In the selection from The Boston Girl, what does the author’s portrayal of Miss Chevalier reveal to the reader?

Addie’s surprise at Miss Chevalier’s behavior

Addie’s admiration of Miss Chevalier’s personality

Addie’s comfort with Miss Chevalier’s criticisms

Addie’s realization of Miss Chevalier’s flaws

In paragraph 7 of the selection from The Boston Girl, what does Addie’s wish to “sink through the floor” tell the reader about her feelings?

Addie has changed her mind about reciting the poem.

Addie often worries about mispronouncing words.

Addie is upset that Miss Chevalier has interrupted her.

Addie is embarrassed by her lack of knowledge.

In paragraph 6 of the selection from The Boston Girl, what does the description of Miss Chevalier emphasize?

The overwhelming demands Miss Chevalier places on Addie

The contrast between Miss Chevalier and Addie

The preference Miss Chevalier displays for Addie at the expense of the other students

The contrast between Miss Chevalier’s unusual appearance and congenial personality

Read paragraph 1 of the selection from The Boston Girl.

Why does Addie compare the settlement home to a lantern in the paragraph?

To exaggerate the judgmental attitudes of those who run the house

To indicate that the community surrounding the house takes its services for granted

To help the reader to visualize the beautiful architecture of the house

To symbolize the house as a comforting place in a poverty-stricken neighborhood

Which theme is explored in the selection from The Boston Girl?

Standing up for one’s rights

The will to survive

The power of encouragement

Working hard to get ahead

Which quotation from the selection from The Boston Girl best emphasizes Miss Chevalier’s compassionate nature?

I guess I was better than the others because after the meeting, Miss Chevalier asked if I would recite the whole poem to the Saturday Club. (paragraph 4)

I only got halfway through the poem when Miss Chevalier stopped me and asked if I knew what impetuous meant. (paragraph 7)

I’m sure I turned bright red, but Miss Chevalier pretended not to notice.... (paragraph 8)

I had never been asked for my opinion, but I knew I couldn’t keep her waiting. . . . (paragraph 11)

Use “Sybil Ludington’s Ride” (pp. 28–29) to answer questions 7-14.

In lines 1 through 4 of the poem “Sybil Ludington’s Ride,” the diction and imagery mainly appeal to the reader’s sense of —

touch

sight

taste

hearing

What is implied in lines 57 through 62 of the poem “Sybil Ludington’s Ride”?

Future generations will remember Sybil’s deed.

Sybil expects to be rewarded for her bravery.

Sybil is fearful while riding in the dark.

Historians will question Sybil’s motives.

What does spent mean as it is used in line 15 of the poem “Sybil Ludington’s Ride”?

Needed

Paid

Exhausted

Abandoned

How do lines 1 through 12 mainly contribute to the poem “Sybil Ludington’s Ride”?

The imagery helps the reader comprehend the urgency of the situation.

The punctuation enhances the description of the setting.

The introduction of the characters allows the reader to understand the narrative.

The use of a metaphor enhances the reader’s enjoyment of the scene.

Which theme is present in the poem “Sybil Ludington’s Ride”?

Personal sacrifice is more important than family.

Trust will always lead to new realizations.

Confronting danger requires courage and fortitude.

Accepting one’s fate requires skill and stamina.

How do lines 15 through 20 function in the poem “Sybil Ludington’s Ride”?

They create a sinister tone.

They establish the reasons that Sybil must ride.

They explain that the Colonel is angry at the messenger.

They introduce the danger the characters are experiencing.

What is the impact of lines 25 through 34 in the poem “Sybil Ludington’s Ride”?

They establish the dangers involved in making the ride.

They reveal the arrogance beneath Sybil’s modest exterior.

They shift the Colonel’s attitude from skeptical to enthusiastic.

They contribute to the idea that children are rebellious by nature.

What is Sybil’s main motivation in lines 47 through 52 of the poem “Sybil Ludington’s Ride”?

To return home and rest

To prove that females are stronger than males

To express her feelings about the war effort

To prove to her father that she is dependable

Use The Boston Girl and “Sybil Ludington’s Ride” to answer questions 15-19.

Which quotation from the selection from The Boston Girl best identifies the conflict in the poem “Sybil Ludington’s Ride”?

I’m telling you, my feet didn’t touch the ground all the way home. (paragraph 5)

“There is no wrong answer,” she said. “I want to know your opinion, Addie. What do you think?” (paragraph 10)

“The patriots had to be impetuous both ways or they wouldn’t have dared challenge the British.” (paragraph 12)

She said mothers were right to be concerned for their daughters’ welfare. (paragraph 14)

How does Addie in the selection from The Boston Girl differ from Sybil in the poem “Sybil Ludington’s Ride”?

Addie has doubts about her abilities, while Sybil is certain of her abilities.

Addie lacks a sense of pride, while Sybil feels proud of herself.

Addie is supported by another character, while Sybil has no support.

Addie asks for help, while Sybil refuses to accept help.

Both Addie from the selection from The Boston Girl and Sybil from the poem “Sybil Ludington’s Ride” respond to —

a chance to achieve fame and glory

another character’s belief and trust

a parent’s expectations

a desire to influence others

What do both the selection from The Boston Girl and the poem “Sybil Ludington’s Ride” indicate about the young women?

The young women are courageous in dangerous situations.

The young women wish to improve their communities.

The potential of the young women should be recognized.

The enthusiasm of the young women can be overwhelming.

While the selection from The Boston Girl focuses on a young woman who gains confidence from a mentor, the poem “Sybil Ludington’s Ride” focuses on —

a young woman who serves as a mentor

a young woman who seeks a mentor but is unable to find one

a young woman whose confidence in others betrays her

a young woman whose confidence inspires others

Use The Boston Girl (pp. 26–27) to answer questions 1-6.

In the selection from The Boston Girl, what does the author’s portrayal of Miss Chevalier reveal to the reader?

Addie’s surprise at Miss Chevalier’s behavior

Addie’s admiration of Miss Chevalier’s personality

Addie’s comfort with Miss Chevalier’s criticisms

Addie’s realization of Miss Chevalier’s flaws

In paragraph 7 of the selection from The Boston Girl, what does Addie’s wish to “sink through the floor” tell the reader about her feelings?

Addie has changed her mind about reciting the poem.

Addie often worries about mispronouncing words.

Addie is upset that Miss Chevalier has interrupted her.

Addie is embarrassed by her lack of knowledge.

In paragraph 6 of the selection from The Boston Girl, what does the description of Miss Chevalier emphasize?

The overwhelming demands Miss Chevalier places on Addie

The contrast between Miss Chevalier and Addie

The preference Miss Chevalier displays for Addie at the expense of the other students

The contrast between Miss Chevalier’s unusual appearance and congenial personality

Read paragraph 1 of the selection from The Boston Girl.

Why does Addie compare the settlement home to a lantern in the paragraph?

To exaggerate the judgmental attitudes of those who run the house

To indicate that the community surrounding the house takes its services for granted

To help the reader to visualize the beautiful architecture of the house

To symbolize the house as a comforting place in a poverty-stricken neighborhood

Which theme is explored in the selection from The Boston Girl?

Standing up for one’s rights

The will to survive

The power of encouragement

Working hard to get ahead

Which quotation from the selection from The Boston Girl best emphasizes Miss Chevalier’s compassionate nature?

I guess I was better than the others because after the meeting, Miss Chevalier asked if I would recite the whole poem to the Saturday Club. (paragraph 4)

I only got halfway through the poem when Miss Chevalier stopped me and asked if I knew what impetuous meant. (paragraph 7)

I’m sure I turned bright red, but Miss Chevalier pretended not to notice.... (paragraph 8)

I had never been asked for my opinion, but I knew I couldn’t keep her waiting. . . . (paragraph 11)

Use “Sybil Ludington’s Ride” (pp. 28–29) to answer questions 7-14.

In lines 1 through 4 of the poem “Sybil Ludington’s Ride,” the diction and imagery mainly appeal to the reader’s sense of —

touch

sight

taste

hearing

What is implied in lines 57 through 62 of the poem “Sybil Ludington’s Ride”?

Future generations will remember Sybil’s deed.

Sybil expects to be rewarded for her bravery.

Sybil is fearful while riding in the dark.

Historians will question Sybil’s motives.

What does spent mean as it is used in line 15 of the poem “Sybil Ludington’s Ride”?

Needed

Paid

Exhausted

Abandoned

How do lines 1 through 12 mainly contribute to the poem “Sybil Ludington’s Ride”?

The imagery helps the reader comprehend the urgency of the situation.

The punctuation enhances the description of the setting.

The introduction of the characters allows the reader to understand the narrative.

The use of a metaphor enhances the reader’s enjoyment of the scene.

Which theme is present in the poem “Sybil Ludington’s Ride”?

Personal sacrifice is more important than family.

Trust will always lead to new realizations.

Confronting danger requires courage and fortitude.

Accepting one’s fate requires skill and stamina.

How do lines 15 through 20 function in the poem “Sybil Ludington’s Ride”?

They create a sinister tone.

They establish the reasons that Sybil must ride.

They explain that the Colonel is angry at the messenger.

They introduce the danger the characters are experiencing.

What is the impact of lines 25 through 34 in the poem “Sybil Ludington’s Ride”?

They establish the dangers involved in making the ride.

They reveal the arrogance beneath Sybil’s modest exterior.

They shift the Colonel’s attitude from skeptical to enthusiastic.

They contribute to the idea that children are rebellious by nature.

What is Sybil’s main motivation in lines 47 through 52 of the poem “Sybil Ludington’s Ride”?

To return home and rest

To prove that females are stronger than males

To express her feelings about the war effort

To prove to her father that she is dependable

Use The Boston Girl and “Sybil Ludington’s Ride” to answer questions 15-19.

Which quotation from the selection from The Boston Girl best identifies the conflict in the poem “Sybil Ludington’s Ride”?

I’m telling you, my feet didn’t touch the ground all the way home. (paragraph 5)

“There is no wrong answer,” she said. “I want to know your opinion, Addie. What do you think?” (paragraph 10)

“The patriots had to be impetuous both ways or they wouldn’t have dared challenge the British.” (paragraph 12)

She said mothers were right to be concerned for their daughters’ welfare. (paragraph 14)

How does Addie in the selection from The Boston Girl differ from Sybil in the poem “Sybil Ludington’s Ride”?

Addie has doubts about her abilities, while Sybil is certain of her abilities.

Addie lacks a sense of pride, while Sybil feels proud of herself.

Addie is supported by another character, while Sybil has no support.

Addie asks for help, while Sybil refuses to accept help.

Both Addie from the selection from The Boston Girl and Sybil from the poem “Sybil Ludington’s Ride” respond to —

a chance to achieve fame and glory

another character’s belief and trust

a parent’s expectations

a desire to influence others

What do both the selection from The Boston Girl and the poem “Sybil Ludington’s Ride” indicate about the young women?

The young women are courageous in dangerous situations.

The young women wish to improve their communities.

The potential of the young women should be recognized.

The enthusiasm of the young women can be overwhelming.

While the selection from The Boston Girl focuses on a young woman who gains confidence from a mentor, the poem “Sybil Ludington’s Ride” focuses on —

a young woman who serves as a mentor

a young woman who seeks a mentor but is unable to find one

a young woman whose confidence in others betrays her

a young woman whose confidence inspires others

2021 STAAR English 1 - Fiction + Poetry: The Boston Girl + Sybil Ludington’s Ride

2021 STAAR English 1 - Fiction + Poetry: The Boston Girl + Sybil Ludington’s Ride

Use The Boston Girl (pp. 26–27) to answer questions 1-6.In the selection from The Boston Girl, what does the author’s portrayal of Miss Chevalier reveal to the reader?

In paragraph 7 of the selection from The Boston Girl, what does Addie’s wish to “sink through the floor” tell the reader about her feelings?

In paragraph 6 of the selection from The Boston Girl, what does the description of Miss Chevalier emphasize?

Read paragraph 1 of the selection from The Boston Girl.Why does Addie compare the settlement home to a lantern in the paragraph?

Which theme is explored in the selection from The Boston Girl?

Which quotation from the selection from The Boston Girl best emphasizes Miss Chevalier’s compassionate nature?

Use “Sybil Ludington’s Ride” (pp. 28–29) to answer questions 7-14.In lines 1 through 4 of the poem “Sybil Ludington’s Ride,” the diction and imagery mainly appeal to the reader’s sense of —

What is implied in lines 57 through 62 of the poem “Sybil Ludington’s Ride”?

What does spent mean as it is used in line 15 of the poem “Sybil Ludington’s Ride”?

How do lines 1 through 12 mainly contribute to the poem “Sybil Ludington’s Ride”?

Which theme is present in the poem “Sybil Ludington’s Ride”?

How do lines 15 through 20 function in the poem “Sybil Ludington’s Ride”?

What is the impact of lines 25 through 34 in the poem “Sybil Ludington’s Ride”?

What is Sybil’s main motivation in lines 47 through 52 of the poem “Sybil Ludington’s Ride”?

Use The Boston Girl and “Sybil Ludington’s Ride” to answer questions 15-19.Which quotation from the selection from The Boston Girl best identifies the conflict in the poem “Sybil Ludington’s Ride”?

How does Addie in the selection from The Boston Girl differ from Sybil in the poem “Sybil Ludington’s Ride”?

Both Addie from the selection from The Boston Girl and Sybil from the poem “Sybil Ludington’s Ride” respond to —

What do both the selection from The Boston Girl and the poem “Sybil Ludington’s Ride” indicate about the young women?

While the selection from The Boston Girl focuses on a young woman who gains confidence from a mentor, the poem “Sybil Ludington’s Ride” focuses on —

Use The Boston Girl (pp. 26–27) to answer questions 1-6.

In the selection from The Boston Girl, what does the author’s portrayal of Miss Chevalier reveal to the reader?

Read paragraph 1 of the selection from The Boston Girl.

Why does Addie compare the settlement home to a lantern in the paragraph?

Use “Sybil Ludington’s Ride” (pp. 28–29) to answer questions 7-14.

In lines 1 through 4 of the poem “Sybil Ludington’s Ride,” the diction and imagery mainly appeal to the reader’s sense of —

Use The Boston Girl and “Sybil Ludington’s Ride” to answer questions 15-19.

Which quotation from the selection from The Boston Girl best identifies the conflict in the poem “Sybil Ludington’s Ride”?