FCAT Reading Sample Items for Grade 8

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FCAT Reading Sample Items for Grade 8

• All questions are from the FCAT Reading Item
  Specification for Grades 6 - 8

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Table of Contents

LA.A.1.3.2 (Reading) Slides 3-5
LA.A.2.3.5 (Reading) Slide 21-22
LA.A.2.2.7 (Reading) Slides 6-10
LA.A.2.3.8 (Reading) Slide 23-24
LA.A.2.3.1 (Reading) Slides 11-16
LA.E.2.2.1(Literature) Slide 25-26
LA.A.2.3.2 (Reading) Slides 17-20
LA.E.2.3.1 (Literature) Slide 27-30
3
Passage H, Grade 8. See Appendix C.
Read this sentence from the passage.
The cat, however, turned out to be the
personification of persistence.
LA.A.1.3.2

The student uses a variety of strategies to
analyze words and text, draw conclusions, use
context and word structure clues, and recognize
organizational patterns. Grade 8 MC, SR
This sentence means that the cat A. would never
give up. B. often acted foolishly. C. seemed
defeated at times. D. was different from other
cats. Read this sentence from the passage.
Ultimately, an incident occurred that made me
decide to keep him (as if I ever really had a
choice in the matter). What does the phrase in
parentheses reveal about the narrators opinion
of her situation? A. She believes she has been
manipulated by the cat. B. She is not good at
making decisions about the cat. C. She is
concerned about her tendency to spoil the cat.
D. She feels confused about her inability to
resist the cat.
8th Grade
4
Passage I, Grade 8. See Appendix C. Read
this sentence from the story. My moms voice
interrupts my reverie.
LA.A.1.3.2

The student uses a variety of strategies to
analyze words and text, draw conclusions, use
context and word structure clues, and recognize
organizational patterns. Grade 8 MC,SR
What does the word reverie mean in this sentence?
Use specific information from the story to help
explain the meaning of this word.
Top-Score Response A top-score response includes
the meaning of the word reverie and specific
details from the text to support the meaning.
Example of a Top-Score Response The word
reverie means a dream or daydream. All through
the passage, Garrett keep shaving these daydreams
about how rich and famous hell be or how
everyone will admire him. The story says several
times that Garrett imagines the roars of the
crowd and he imagines himself behind the wheel of
a red convertible. To imagine something is the
same as to dream or daydream about it.
8th Grade
5
Passage I, Grade 8. See Appendix C
LA.A.1.3.2
How has the author organized this story? Use
specific information from the story to support
your answer.

The student uses a variety of strategies to
analyze words and text, draw conclusions, use
context and word structure clues, and recognize
organizational patterns. Grade 8 MC, SR
Top-Score Response A top-score response will
include the time-sequence organization of the
story and will use specific information from the
story for support.
Example of a Top-Score Response The author has
organized this story in time order. The story
takes place during a part of one day in Garretts
life, starting when hes at school and ending
when he finishes dinner. The first two
paragraphs take place in school, and in the next
paragraph Garrett has come home from school. He
goes outside to take the trash out, and thats
when he has the conversation with Mr. Rodriguez,
his neighbor. The rest of the story takes place
at the dinner table and ends with Garrett
excusing himself from the table.
8th Grade
6
LA.A.2.2.7
Passage G, Grade 8. See Appendix C

• What did the Indian priest Susruta and the Army
  doctor
• Walter Reed have in common?
• Both were ignored by the public.
• B. Both were praised for their discoveries.
• C. Both said that mosquitoes were disease
  carriers.
• D. Both said that swamps were the source of
  malaria.
• Passage H, Grade 8. See Appendix C.
• In what way is this an appropriate comparison?
• . . . every time I looked behind me,
  there he was,
• like some sort of permanent shadow.
• The cat was as thin as a shadow.
• B. The cat was black like a shadow.
• C. The cat moved a lot, as a shadow does.
• D. The cat stayed nearby, as a shadow does.

The student recognizes the use of comparison
and contrast in a text. Grade 8 MC, SR, ER
8th Grade
7
LA.A.2.2.7
Passage G, Grade 8. See Appendix C. How was the
way malaria disappeared in Panama similar to the
way it disappeared in Selinus? Use details and
information from the article to support your
answer.
The student recognizes the use of comparison
and contrast in a text. Grade 8 MC, SR, ER
Top-Score Response A top-score response makes
the comparison that both situations involved the
removal of water or swamp plants and uses details
from the article to support the comparison.
Example of a Top-Score Response In both
cases, water was removed and swamps were
destroyed. The swamps outside Selinus were
drained, and the malaria disappeared. In Panama,
plants in nearby swamps were burned, anything
that held water was fixed or destroyed, and the
malaria disappeared.
8th Grade
8
LA.A.2.2.7
Passage I, Grade 8. See Appendix C.
How is Garretts attitude toward his teacher
like his attitude toward his mother?
Use information from the story to
support your answer.

The student recognizes the use of comparison
and contrast in a text. Grade 8 MC, SR, ER
Top-Score Response A top-score response will
use information from the story to compare
Garretts attitude toward his teacher with his
attitude toward his mother.
Example of a Top-Score Response Garretts
mother and teacher both expect Garrett to do the
things hes supposed to be doing, and they both
get a response from him that someday he wont
need to do these things because hell be rich. At
school, when Garretts teacher tells him he needs
to improve his handwriting, his response to her
is that some day hell have secretaries to type
everything for him. At home, when his mother
tells him to do his chores, his response is that
some day hell hire people to do all his chores
for him.
8th Grade
9
LA.A.2.2.7
Passage I, Grade 8. See Appendix C.
How are Garretts and Mr. Rodriguezs views on
car ownership different? Use
information from the story to support your answer.

The student recognizes the use of comparison
and contrast in a text. Grade 8 MC, SR, ER
. Example of a Top-Score Response Mr.
Rodriguez thinks that owning a car has too many
problems to be worthwhile, and he advises Garrett
not to own a car. Mr. Rodriguez thinks that
riding the bus is best, because you dont have
any responsibility or extra costs for it.
Garrett, on the other hand, really wants to own
his own car, and he wants it to be a bright red
convertible. He doesnt care what Mr. Rodriguez
thinks. As for riding the bus, Garrett thinks it
would be impossible for a big star like himself
to ride a bus.
Top-Score Response A top-score response will
contrast Garrett and Mr. Rodriguez and will use
information from the story for support.
8th Grade
10
LA.A.2.2.7
. Example of a Top-Score Response
The real Garrett in this story is a high school
student who isnt old enough to drive a car yet.
He doesnt seem to be a very motivated student,
because the story points out that he doesnt even
care about his handwriting, much less doing his
homework. He spends most of his time daydreaming
about being a famous, rich star of some kind. He
doesnt know what kind of star he will be he
says hell decide that later. All he knows is
that he wants to be a star and have lots of
people who will do things for him. But its worth
noting that he is not doing anything to work
toward achieving his goal of being a starhe
really seems to be unmotivated. The someday
Garrett that he imagines is a rich and famous
star, although we dont know what kind of star he
is. But he has people flocking around him all the
time, applauding him and cheering for him. He is
even leading a parade in one daydream. He is a
generous star, throwing cash out to his admirers.
And he has a bright red convertible that he
drives around in, talking on his car phone. He
also has lots of people working for himhe
mentions three or four secretaries and
assistants.
Passage I, Grade 8. See Appendix C

How is the real Garrett different from the
someday Garrett he imagines? Use details and
information from the story to support your answer.
The student recognizes the use of comparison
and contrast in a text. Grade 8 MC, SR, ER
Top-Score Response Using details and
information from the story, a top-score response
will contrast the young Garrett with the
superstar Garrett of his daydreams.
8th Grade
11
LA.A.2.3.1
Passage G, Grade 8. See Appendix C. What is the
main idea of this article?

• A. People around the world have different methods
  of keeping mosquitoes away from them.
• B. Quinine, extracted from a special tree, is the
  best cure for diseases spread by mosquitoes.
• C. People have been trying to get rid of the
  pesky, disease-spreading mosquito for many years.
  
• D. Scientists realize that, in attempting to
  eliminate the mosquito, they are causing damage
  to other living things.
• Which sentence best summarizes what happens in
  The
• Right Choice?
• A cat takes a liking to a kind assistant manager.
  
• B. A housekeeper agrees to adopt an abandoned
  cat.
• C. A resort employee is repeatedly followed by a
  cat.
• D. An assistant manager takes responsibility for
  owning a cat.

The student determines the main idea or
essential message in a text and identifies
relevant details and facts and patterns of
organization
Grade 8 MC, SR, ER
8th Grade
12

LA.A.2.3.1
Passage I, Grade 8. See Appendix C.

• What is Garretts main goal in life?
• to achieve fame in athletics
• B. to be important and admired
• C. to have secretaries and assistants
• D. to own a convertible and a car telephone
• Which sentence best characterizes Garretts
  attitude toward chores and homework?
• Chores are more important than homework.
• B. He should be paid for chores and homework.
• C. Homework and chores will not matter when he is
  famous.
• D. There is not enough time to do both chores and
  homework.

The student determines the main idea or
essential message in a text and identifies
relevant details and facts and patterns of
organization.
Grade 8 MC, SR, ER
8th Grade
13
LA.A.2.3.1

• Garrett holds the dinner roll to his ear to
• act like a clown.
• B. annoy his parents.
• C. pretend it is a car telephone.
• D. block out his mothers voice.

The student determines the main idea or
essential message in a text and identifies
relevant details and facts and patterns of
organization. Grade 8 MC,
SR, ER
8th Grade
14
LA.A.2.3.1
Passage G, Grade 8. See
Appendix C. Why was the World Health
Organization (WHO) unsuccessful in eliminating
mosquitoes completely? What did the organization
decide to do instead? Use details and
information from the article to support your
answer.
The student determines the main idea or
essential message in a text and identifies
relevant details and facts and patterns of
organization. Grade 8 MC,
SR, ER
Top-Score Response A top-score response will
explain that WHO was unsuccessful because of the
mosquitoes immunity to poison or the effects of
poisons on other animals, and that the
organization decided to control the population
instead of trying to wipe it out. The
response gives supporting evidence of either the
attempts to completely wipe out the mosquitoes or
the attempts to control them or both.
Example of a Top-Score Response
Mosquitoes quickly become immune to poisons, so
WHO decided to attempt to control mosquitoes
instead. They do this by giving people bed nets
dipped in insecticide to keep the mosquitoes away
from the people when theyre sleeping.
8th Grade
15
LA.A.2.3.1
Passage I, Grade 8. See Appendix C. Why doesnt
Garrett think he needs to learn to do anything?
Use details and examples from the story to
support your answer.
The student determines the main idea or
essential message in a text and identifies
relevant details and facts and patterns of
organization. Grade 8 MC,
SR, ER
Example of a Top-Score Response
Garrett doesnt think he needs to learn to do
anything because he plans to have people working
for him who can do everything for him. He tells
his teacher that hell have secretaries to type
for him so it doesnt matter if his handwriting
is bad. He tells his mother that hell have
people to do all his chores for him. At dinner he
says that hell never have to do homework again,
once again because everyone who works for him
will be following him around with clipboards and
calculators and telephones to do everything for
him.
Top-Score Response A top-score response will
use details and examples from the story to
explain why Garrett thinks he doesnt need to
learn to do anything.
8th Grade
16
LA.A.2.3.1
Passage I, Grade 8. See Appendix C. Why does Mr.
Rodriguez try to discourage Garrett from owning
a car? Use information from the story to support
your answer.
The student determines the main idea or
essential message in a text and identifies
relevant details and facts and patterns of
organization. Grade 8 MC,
SR, ER
Top-Score Response Using details and examples
from the story, a top-score response will explain
Mr. Rodriguez reasons for discouraging Garrett
from owning a car.
Example of a Top-Score Response Mr.
Rodriguez wants to discourage Garrett from owning
a car because he says a car is more trouble than
its worth. He is working on his car when he
talks to Garrett, obviously making some repairs.
So hes probably fairly disgusted at the time. He
tells Garrett that theres always something that
needs work, whether its maintenance like oil
changes and tune-ups, or repairs for broken
radiator hoses, for example. He tells Garrett
that its also very expensive to own a car, with
car payments and insurance. He says that the
thing to do is ride the bus, because then you
dont have any responsibility you just get on
and go where you want to go.
8th Grade
17
Passage G, Grade 8. See Appendix C. The author
would most likely agree with which statement?
LA.A.2.3.2
A. To fight the spread of
disease, research for new methods of
controlling mosquitoes is necessary. B. Lack of
funds, not diseases spread by
mosquitoes, kept France from completing the
Panama Canal. C. It is up to individuals,
not worldwide organizations, to
protect themselves from diseases spread by
mosquitoes. D. If mosquitoes are completely
wiped out, plants and animals that
depend on mosquitoes for survival will be
threatened. Passage H, Grade
8. See Appendix C. The narrator would most
likely agree that A. anyone should be able to
have a pet. B. people should be responsible for
their pets. C. animals can be left to take care
of themselves. D. pets can be easily
transferred from one owner to another.

The student identifies the authors purpose
and/or point of view in a variety of texts and
uses the information to construct meaning.
(Includes LA.A.2.2.2 Identifies the authors
purpose in a simple text, and LA.A.2.2.3
Recognizes when a text is primarily intended to
persuade.) Grade 8 MC, SR
8th Grade
18
LA.A.2.3.2
Passage I, Grade 8. See Appendix C. The author
wants the reader to think that Garrett

• is lazy by nature.
• B. is a poor student.
• C. has a bright future.
• D. has a vivid imagination.

The student identifies the authors purpose
and/or point of view in a variety of texts and
uses the information to construct meaning.
(Includes LA.A.2.2.2 Identifies the authors
purpose in a simple text, and LA.A.2.2.3
Recognizes when a text is primarily intended to
persuade.) Grade 8 MC,SR
8th Grade
19
LA.A.2.3.2
Passage I, Grade 8. See Appendix C. What kind of
person does the author want readers to think
Garrett is? Use specific information from the
story to support your answer.
The student identifies the authors purpose
and/or point of view in a variety of texts and
uses the information to construct meaning.
(Includes LA.A.2.2.2 Identifies the authors
purpose in a simple text, and LA.A.2.2.3
Recognizes when a text is primarily intended to
persuade.) Grade 8 MC,SR
Example of a Top-Score Response The
author wants readers to see Garrett as an
imaginative person who is maybe a little bit
lazy. Garrett wants to be rich and famous so that
he can have someone do his work for him and can
have expensive cars with telephones, etc. But for
all his dreaming about fame and fortune, Garrett
isnt especially motivated to do anything that
will help him become rich in the future. He
doesnt want to apply himself to anything in
school or at home, and there doesnt seem to be
a particular talent or skill that he can
develop. At the very beginning he says he doesnt
know how he will be a starhe can decide that
later. So he really doesnt have a plan for how
he will get rich instead he just day dreams
about what it will be like for him once he is
rich and famous.
Top-Score Response A top-score response will
include a description of how the author wants
readers to see Garrett. The response will use
examples from the story to support the
description.
8th Grade
20
Read this sentence from the story. All right,
Mr. Big, says my mother from the hallway.
Furniture is for sitting on, not standing on.
Based on this sentence, what does the author
want to show about the attitude of
Garrettsmother toward Garrett? Use details from
the story to support your answer.
LA.A.2.3.2
The student identifies the authors purpose
and/or point of view in a variety of texts and
uses the information to construct meaning.
(Includes LA.A.2.2.2 Identifies the authors
purpose in a simple text, and LA.A.2.2.3
Recognizes when a text is primarily intended to
persuade.) Grade 8 MC,SR
Top-Score Response A top-score response will
describe Garretts mothers attitude toward
Garrett and include information from the story to
support that description
. Example of a Top-Score Response The author
wants to show that Garretts mother has a
patient and understanding attitude toward
Garrett and his daydreams. She does not get angry
at him when he stands on the furniture. Instead,
she calls him Mr. Big because she understands
that he is taking a bow and pretending to be
someone important. However, Garretts mother also
knows that her son must live in the real world.
So she tells him to get down from the chair.
8th Grade
21
LA.A.2.3.5

• Passage G, Grade 8. See Appendix C.
• Which set of directions would be most important
  to
• someone visiting a mosquito-infested country
  outside the
• United States?
• Wear repellent. Use a net when sleeping.
• Carry quinine. Use insecticides while traveling.
• C. Do not breathe swamp gases. Rub garlic on
  your skin.
• D. Stay away from the water. Rub birch bark on
  your skin.

The student locates, organizes, and interprets
written information for a variety of purposes,
including classroom research, collaborative
decision making, and performing a school or
real-world task. (Includes LA.A.2.3.6 Uses a
variety of reference materials, including
indexes, magazines, newspapers, and journals and
tools, including card catalogs and computer
catalogs, to gather information for research
projects, and LA.A.2.3.7 Synthesizes and
separates collected information into useful
components using a variety of techniques, such as
source cards, note cards, spreadsheets, and
outlines.) Grade 8 MC,SR,ER
8th Grade
22
LA.A.2.3.5
Passage G, Grade 8. See Appendix C. Discuss the
methods of mosquito control described in the
article. Explain why the methods did or did not
work. Use details and information from the
article to support your answer.
The student locates, organizes, and interprets
written information for a variety of purposes,
including classroom research, collaborative
decision making, and performing a school or
real-world task. (Includes LA.A.2.3.6 Uses a
variety of reference materials, including
indexes, magazines, newspapers, and journals and
tools, including card catalogs and computer
catalogs, to gather information for research
projects, and LA.A.2.3.7 Synthesizes and
separates collected information into useful
components using a variety of techniques, such as
source cards, note cards, spreadsheets, and
outlines.) Grade 8 MC,SR,ER
Top-Score Response A top-score response will
describe the methods of mosquito control in the
article water removal repellents swamp and
swamp plant elimination insecticides bed
netsspreading oil or gasoline on water bacteria
(Bti).
Example of a Top-Score Response Mosquitoes lay
their eggs in water, so getting rid of water
eliminates mosquitoes. This was tried in Selinus
in Sicily over 2,500 years ago. Other people have
rubbed things on their skin to repel mosquitoes.
For example, Italians used to rub garlic and
onion on their skin. The builders of the Panama
Canal drained the swamps, which got rid of the
mosquitoes and controlled malaria. WHO tried to
eliminate mosquitoes worldwide using
insecticides, but the mosquitoes became immune to
them. Instead, WHO now gives people bed nets that
have been soaked in insecticide. People in Africa
spread oil or gasoline on the water, which kills
the mosquito larvae but pollutes the water. In
North America, experiments are being done with
bacteria (Bti) that will kill the mosquito larvae.
8th Grade
23
LA.A.2.3.8

• Which quotation best supports the authors
  argument for
• controlling mosquitoes?
• Millions of people get malaria every year.
• B. Most diseases spread by mosquitoes are not
  common in North America.
• C. Furthermore, some of these poisons had
  far-reaching effects on other animals.
• D. More recently, other drugs have been
  developed to prevent the malaria infection from
  taking hold.

Passage G, Grade 8. See Appendix C.
The student checks the validity and accuracy of
information obtained from research, in such ways
as differentiating fact and opinion, identifying
strong vs. weak arguments, recognizing that
personal values influence the conclusions an
author draws. Grade 8 MC,SR
8th Grade
24
LA.A.2.3.8
Passage G, Grade 8. See Appendix C. What
information in the article supports the authors
statement that mosquitoes may soon develop a
resistance to Bti? Use details and information
from the article to support your answer.
The student checks the validity and accuracy of
information obtained from research, in such ways
as differentiating fact and opinion, identifying
strong vs. weak arguments, recognizing that
personal values influence the conclusions an
author draws. Grade 8 MC,SR
Top-Score Response A top-score response will use
details from the article to explain that the
experience of WHO with poisons supports the idea
that mosquitoes may soon develop a resistance to
Bti
. Example of a Top-Score Response Before the
paragraph about Bti, the author explains that
WHO tried to get rid of mosquitoes by using
pesticides. However, the mosquitoes would
quickly become immune to the poison. The bacteria
Bti acts like a poison to mosquitoes. They eat
it and they die. Since mosquitoes eventually
became immune to poisons, the author says that
it is likely that they will become immune to this
bacteria.
8th Grade
25
LA.E.2.2.1
Passage H, Grade 8. See Appendix C
Which factor forces the narrator to make a
decision?
The student recognizes cause-and-effect
relationships in literary and informational
texts. Applies to fiction, nonfiction, poetry,
and drama. Grade 8 MC, SR

• the cats affectionate behavior
• B. the cats returning to the resort
• C. the cats being taken to the pound
• D. the cats sad and lonely appearance
• Passage I, Grade 8. See Appendix C.
• Why is Garrett so absent-minded?
• His imagination carries him away.
• B. His laziness keeps him from concentrating.
• C. His parents put too much pressure on him to do
  his chores.
• D. His teachers make him spend too much time on
  schoolwork.

8th Grade
26
LA.E.2.2.1
Passage I, Grade 8. See Appendix C. Read this
sentence from the story. Hes been so
absent-minded, says my mother to my father, as
if I werent even there. Why
does Garretts mother describe him as
absent-minded? Use information from thestory to
support your answer.
The student recognizes cause-and-effect
relationships in literary and informational
texts. Applies to fiction, nonfiction, poetry,
and drama. Grade 8 MC, SR
Example of a Top-Score Response Garretts
mother describes him as absent-minded because he
is doing odd things and sometimes doesnt even
notice her. He doesnt even hear her when she
talks to him. When he is supposed to be doing the
vacuuming, she finds him standing on the chair,
and he doesnt even realize that she is there
until she tells him to get down. Then later on,
during dinner, he is so lost in his daydream
about talking on the car telephone that he
doesnt realize she is talking to him.
Top-Score Response A top-score response will
use specific information from the story to show
why Garretts mother describes him as
absent-minded.
8th Grade
27
LA.E.2.3.1

Passage H, Grade 8. See Appendix C
The student understands how character and plot
development, point of view, and tone are used in
various selections to support a central conflict
or a story line. (Includes LA.E.1.3.2 Recognizes
complex elements of plot, including setting,
character development, conflicts, and
resolutions.) Grade 8 MC, SR, ER

• What is the main conflict in the essay?
• The cat needs a home, but the assistant manager
  does not have time for the cat.
• B. The assistant manager works many hours each
  day, but she wants to own the cat.
• C. The assistant manager wants to find a home for
  the cat, but no one will take the cat.
• D. The cat is bothering the assistant manager,
  but she does not want the cat to be taken away.
• How does the narrators job affect her?
• makes her popular at the resort
• B. lets her work as much as she likes
• C. gives her a great deal of responsibility
• D. keeps her surprised at the guests behavior

8th Grade
28
LA.E.2.3.1
Passage I, Grade 8. See Appendix C.
Read these sentences from the
story. The class laughs
the teacher smiles and shakes
her head again. The ball of paper sails in
smooth. In my mind, the crowds go
wild. How does this quotation reveal
Garretts nature and future plans?
Use details and information from the story to
support your answer.


The student understands how character and plot
development, point of view, and tone are used in
various selections to support a central conflict
or a story line. (Includes LA.E.1.3.2 Recognizes
complex elements of plot, including setting,
character development, conflicts, and
resolutions.) Grade 8 MC, SR, ER


Top-Score Response A top-score response will
indicate that the quotation reveals Garretts
extremely imaginative nature and his dreams for
the future.
Example of a Top-Score Response The quotation
shows how quickly Garrett jumps from reality to
imagination. The paper going into the
wastebasket becomes a basketball going into a
hoop. He dreams that he is a famous person
surrounded by crowds cheering wildly.
8th Grade
29
LA.E.2.3.1
Passage H, Grade 8. See Appendix C. Explain how
the narrators character changes. Support your
answer with details and information from the
essay.

The student understands how character and plot
development, point of view, and tone are used in
various selections to support a central conflict
or a story line. (Includes LA.E.1.3.2 Recognizes
complex elements of plot, including setting,
character development, conflicts, and
resolutions.) Grade 8 MC, SR, ER



Top-Score Response A top-score response
includes a complete description of the change the
manager undergoes and provides supporting details
from the essay.
Example of a Top-Score Response The assistant
manager goes from being only concerned about
herself and her work to caring about the cat.
The cat follows her, purrs for her, and even
walks three miles to be with her. She resists
taking the cat home until someone tries to take
the cat to the pound. She realizes that the cats
life is more important than her fear of too much
to do.
8th Grade
30
LA.E.2.3.1
Passage I, Grade 8. See Appendix C. How do the
adults comments to Garrett contribute to the
development of the story? Use details and
information from the story to support
your answer.

The student understands how character and plot
development, point of view, and tone are used in
various selections to support a central conflict
or a story line. (Includes LA.E.1.3.2 Recognizes
complex elements of plot, including setting,
character development, conflicts, and
resolutions.) Grade 8 MC, SR, ER



Top-Score Response A top-score response will
indicate that the adults comments in the story
serve to punctuate Garretts daydreams with doses
of reality and will support that idea with
details from the story.
Example of a Top-Score Response The adults
comments in the story show that real life is the
opposite of Garretts dreams. For example,
Garretts dreams about a car are the opposite of
Mr. Rodriguezs real-life experience with cars.
Also, his mother is constantly interrupting him
in his day dreams. While he is vacuuming, he
thinks the sound of the vacuum is the cheering
of the crowd as he passes by in his motorcade.
His mother tells him to get off the furniture.
When he thinks he talking on a car telephone,
his mother tells him to take the dinner roll
down from his ear. Both of his parents laugh at
his fantasies as he drops from being a star back
to the reality of being an undiscovered
talent.
8th Grade