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A short diagnostic Answer 2 questions before studying. Two questions sample each skill; an unanswered skill is not a failed skill. You can change answers until you check them.
Which correctly joins independent clauses? COOLER STOPS, CAREFUL CONCLUSIONS — original informational text; all data below are fictional teaching data
(1) Shade can change a bus stop’s conditions, but deciding where to install it requires more than noticing that summer is hot. A neighborhood team compared two stops on the same route. Stop A had a canopy; Stop B did not. At noon on three clear days, a sensor at the same height recorded lower air temperatures at A. Both stops had paved surfaces, although the surrounding buildings differed.
(2) Observation summary: shaded A averaged 32°C; unshaded B averaged 35°C. Thirty riders answered an optional survey: 24 preferred shaded stops. The temperature comparison describes these locations during the observation period. The voluntary survey describes those respondents, not necessarily every rider. Neither result alone proves that a canopy caused the entire difference.
(3) A stronger follow-up would measure more sites before and after installation, record wind and nearby surfaces, and use the same measurement procedures. Temperature is only one consideration. A canopy should also leave wheelchair access clear, preserve drivers’ sight lines, and receive regular maintenance.
(4) The team therefore recommended a limited pilot rather than an immediate claim of universal success. Its report moves from a local problem to initial evidence, then to limitations and a practical next step. Evaluating the pilot would reveal whether a promising design works under additional conditions.
DATA PANEL — mean of three noon observations
Stop A | Canopy | 32°C
Stop B | No canopy | 35°C
Caption: Two locations; buildings differ; these observations cannot isolate every cause.
The rain stopped; the team resumed measuring The rain stopped, the team resumed measuring The rain stopped the team resumed measuring Because the rain stopped
Which colon use is correct? COOLER STOPS, CAREFUL CONCLUSIONS — original informational text; all data below are fictional teaching data
(1) Shade can change a bus stop’s conditions, but deciding where to install it requires more than noticing that summer is hot. A neighborhood team compared two stops on the same route. Stop A had a canopy; Stop B did not. At noon on three clear days, a sensor at the same height recorded lower air temperatures at A. Both stops had paved surfaces, although the surrounding buildings differed.
(2) Observation summary: shaded A averaged 32°C; unshaded B averaged 35°C. Thirty riders answered an optional survey: 24 preferred shaded stops. The temperature comparison describes these locations during the observation period. The voluntary survey describes those respondents, not necessarily every rider. Neither result alone proves that a canopy caused the entire difference.
(3) A stronger follow-up would measure more sites before and after installation, record wind and nearby surfaces, and use the same measurement procedures. Temperature is only one consideration. A canopy should also leave wheelchair access clear, preserve drivers’ sight lines, and receive regular maintenance.
(4) The team therefore recommended a limited pilot rather than an immediate claim of universal success. Its report moves from a local problem to initial evidence, then to limitations and a practical next step. Evaluating the pilot would reveal whether a promising design works under additional conditions.
DATA PANEL — mean of three noon observations
Stop A | Canopy | 32°C
Stop B | No canopy | 35°C
Caption: Two locations; buildings differ; these observations cannot isolate every cause.
The: plan needs funding The plan has three goals: shade, access, and safety The goals are: shade, access, and safety We reviewed: the plan
Check diagnostic & build my plan Coverage and sources Complete source-unit instructional sequence adapted for independent tutoring, with a small unit-level diagnostic and separate fresh reassessment items. All named source lessons remain available in this unit. Five initial check/practice items reuse reviewed source questions; two reassessment items are original and distinct. The checks sample selected unit skills, not every standard. Written work is ungraded and self-reviewed; completing this unit is not a verified STAAR readiness claim.
Not covered by this unit Exhaustive independent assessment of every standard tagged in this unit Statistically equated pre/post tests or guaranteed fresh items after repeating this same unit Automatic grading of essays or proof of independent writing proficiency A full-length official STAAR exam or verified full-year course-credit completion MasteriTrail instructional material, with attributed source selections where noted, aligned to selected skills in the TEA resources below. Not an official test and not endorsed by TEA.
TEA STAAR English I assessed curriculum — selected skill alignment, not endorsement ↗ · Source checked 2026-10-27