STAAR Practice (Test Prep Unit, Week 2)

29. Use "What Can We See in a Logo?" to answer this question.

"Gist memory" occurs when the brain --

• recalls specific details

• remembers a general idea

• connects information

• overlooks common images

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

30. Use "What Can We See in a Logo?" to answer this question.

In paragraph 6, the word prevalent means --

• elaborate

• creative

• vital

• widespread

Tags

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.8.4

CCSS.RL.9-10.4

31. Use "What Can We See in a Logo?" to answer this question.

What example of "attentional saturation" does the author provide in the selection?

• Companies use memorable logos to represent their brands.

• Participants in a study could not recall details of images seen every day.

• Business experts believe that product logos are important.

• Researchers gave students a simple assignment to complete.

Tags

CCSS.RI. 9-10.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

32. Use "What Can We See in a Logo?" to answer this question.

Which sentence from the selection suggests that companies may want to reconsider their approach to branding their products?

• We see them on signs, vehicles, television, and even on the clothes we wear. (paragraph 1)

• Researchers have developed a theory they think might help to explain this blind spot in our memories. (paragraph 3)

• The details of product logos are just the kind of information our brains tell us we do not need. (paragraph 5)

• But there are still many business experts who believe in the importance of a recognizable logo. (paragraph 5)

Tags

CCSS.RI. 9-10.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

33. Use "What Can We See in a Logo?" to answer this question.

The author mentions common name brands in the first paragraph most likely to --

• create a connection with the reader

• define key terms for the reader

• offer an opinion to the reader about the topic

• introduce the reader to the main idea of the selection

Tags

CCSS.RI.7.6

CCSS.RI.8.6

CCSS.RI.8.9

CCSS.RL.7.6

CCSS.RL.8.6

34. Use "What Can We See in a Logo?" to answer this question.

What is paragraph 2 mainly about?

• The skill it takes to identify a logo from several images

• The popularity of a certain technology brand

• The poor drawing ability of students

• The results of a research study

Tags

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

35. Use "What Can We See in a Logo?" to answer this question.

How does the author organize the selection?

• By describing how logos are problematic and then offering solutions on how to improve them

• By presenting research about logos and then explaining how logos are perceived by the brain

• By listing familiar logos and then showing how those logos are influential in advertising

• By comparing common objects to logos and then contrasting the theories about logos

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

36. Use "What Can We See in a Logo?" to answer this question.

According to paragraph 6, people are more likely to buy a product when they --

• notice a clever design and feel curious about the product

• see a colorful label and are drawn to reading its information

• recognize an image and feel like they know the product well

• glance quickly at a brand and are attracted by the packaging

Tags

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

37. Use "Lesson in Design" to answer this question.

The main role of Andy's art teacher in this story is to help--

• resolve a conflict the main character is experiencing

• create the setting in which the main conflict occurs

• develop the rising action of the plot to a turning point

• supply background information about the main character

Tags

CCSS.RL.2.10

CCSS.RL.2.2

CCSS.RL.2.3

CCSS.RL.4.3

CCSS.RL.4.4

38. Use "Lesson in Design" to answer this question.

What is the best summary of the story?

• Andy wants to use his knowledge of tailoring to design original clothing. His father gives him a sewing machine, so Andy creates an outfit. When Andy wears his new clothing to school, he does not get the response that he wants, but his art teacher helps him regain confidence.

• As Andy waits for Broden, he observes the other students' clothing. When Andy arrives at his family's shop, he realizes that being a tailor helps people feel better. After his father gives him a sewing machine, Andy begins working on a unique clothing design.

• After closing the family store for the night, Andy's father gives Andy a sewing machine that has been in the family for years. Andy is excited and immediately begins creating his own clothing designs. He works hard on his new design and wears his new outfit to school.

• Andy knows a lot about clothing because of the family business, but he wants to do something different. Andy's father understands his interests, so he gives Andy an old sewing machine. Andy uses this gift to complete a school project.

Tags

CCSS.RI. 9-10.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2