Almost Invisible Irene-Analyze Plot Elements-STAAR Review

Why are Irene's feelings on page 4 important to the plot in Almost Invisible Irene?

(Hint) use text evidence from page 4 that supports the BEST answer.

• Irene wanted to go home from school.

• Irene didn't like being fussed over.

• Irene didn't like being called on and wanted to disappear.

• Irene was having a bad day.

Tags

CCSS.RI.1.4

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

Which sentence happened in her class that prompted Irene's big idea?

(Go back and prove it, prove it)!

• "Roaring and biting," said Adele.

• "Hissing and clawing," said Will.

• "Running away," said Patsy.

• "Three good answers," said Ms. Morris. "But how about becoming invisible?"

Tags

CCSS.RI.1.4

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

Which sentence from the text BEST supports that Irene was interested in learning more?

• "Camouflage!" said Ms. Morris. "Some animals keep safe by blending into their surroundings."

• Irene's head shot up. "How do they do that?" she asked.

• "See how they disappear against the snow?" Ms. Morris pointed to the foxes.

• "It protects polar bears and snowshoe hares, and snowy owls, too!" said Gerald.

Tags

CCSS.RL.11-12.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

Why is it important to the plot that Irene learned about camouflage?

• Irene wanted to disappear, and learning about camouflage inspired her to blend in with her surroundings.

• Irene didn't like her classmates, and camouflage helped her trick them.

• Irene wanted to experiment for her book report.

• Her blue top and tan skirt were a perfect match with the colors of the mural.

Tags

CCSS.RL.2.3

CCSS.RL.3.3

CCSS.RL.4.3

CCSS.RL.4.5

CCSS.RL.5.5

Which sentence from the text best demonstrates that Irene's feelings changed from the beginning to the end of the story?

• "I didn't know you were shy," said Gerald.

• "She hates attention," said Patsy.

• Irene smiled. "Actually," she said, "I think I could get used to it."

• "You wore pink to my birthday party. You were trying to camouflage yourself, weren't you?"

Tags

CCSS.RL.1.3

CCSS.RL.2.1

CCSS.RL.4.3

CCSS.RL.5.3

CCSS.RL.6.3

Which sentences from the text best supports the biggest turning point of the story?

• Her hands were damp, and her heart was racing.

• "My report is about animal camouflage," she said. "I wanted to see if I could use it to hide."

• Suddenly the class was very quiet. "They're interested!" thought Irene.

• "The most fun I had was on Monday," she said. "I wondered if I could hide right here, in class. So I dressed in the same colors as our mural." Everybody stared at her, but she didn't mind at all.

Tags

CCSS.RL.2.10

CCSS.RL.2.2

CCSS.RL.2.3

CCSS.RL.4.3

CCSS.RL.4.4

How was the setting important to the plot?

• Irene needed to write a report and present it to the class.

• Irene was able to use camouflage to blend in with each setting to see if she could disappear.

• Her blue top and tan skirt were a perfect match with the colors in the mural.

• Irene wore green and blended right in with the trees and bushes.

Tags

CCSS.RL.1.3

CCSS.RL.2.1

CCSS.RL.4.3

CCSS.RL.5.3

CCSS.RL.K.3

Which sentence on page 28 helps the reader conclude that Irene's feelings changed in the resolution of the story?

• "It works!" yelled Adele.

• Gerald clapped his hands and everybody joined in, including Ms. Morris.

• Irene smiled. "Actually," she said, "I think I could get used to it."

• Irene blushed. "Everybody liked my report!" she thought.

Tags

CCSS.RL.1.3

CCSS.RL.2.1

CCSS.RL.4.3

CCSS.RL.5.3

CCSS.RL.6.3

Select the BEST sequence of events that summarizes the story.

• First, Ms. Morris reminded the class that their oral reports were due next week. Then Ms. Morris called on Irene twice, and Irene wanted to disappear. The next morning Ms. Morris asked how animals protect themselves and discussed camouflage. Irene dressed in all pink and camouflaged herself at a birthday party. Irene blended in with her school surroundings throughout the week. Irene presented her report to the class, and everyone was interested. Irene didn't mind if people stared and noticed her anymore.

• Ms. Morris called on Irene twice, and Irene wanted to disappear. The next morning Ms. Morris asked how animals protect themselves and discussed camouflage. On Monday Irene wore the colors of the classroom mural.

• Irene dressed in all pink and blended in at the birthday party. On Monday Irene decided to try some more camouflage and blended in with the classroom mural. On Tuesday she blended in with the trees and bushes. On Wednesday Irene wore the colors of the school lunchroom. The next morning Irene dresses in the same colors as the class mural and presented her report to the class.

• Just before lunch, Ms. Morris called on Irene. She walked to the front of the class. Her hands were damp, and her heart was racing. Suddenly the class was quiet, and everyone was interested. Irene didn't mind if people stared and noticed her anymore.

Tags

CCSS.RI.4.9

CCSS.RI.5.9

CCSS.RL.4.2

CCSS.RL.5.2

CCSS.RL.6.2

Type a complete SWAG sentence with proper capitalization and punctuation stating that you will be a Radiant Reader on the STAAR Test.

During the test, you should: Take your time, use text evidence and prove it-prove it, stop & jot, use context clues to understand the meaning of words, and identify and label text features that help you understand the text better.

Tags

CCSS.RF 4.3.A

CCSS.RF.3.3A

CCSS.RF.3.3B

CCSS.RF.3.3D

CCSS.RF.3.4B