Multiple Genres: Analyzing Argumentative Texts By Explaining How Authors Use Evidence To Support Arguments (TEKS.ELA.6.8.E.ii) Practice Test

Our campus should replace part of its thirsty lawn with native Texas plants. Native grasses and wildflowers have deep roots that survive heat and drought, so they need far less watering than short turf. That means fewer sprinklers, lower bills, and less time mowing. These plants also feed pollinators like bees and butterflies, which keeps our garden beds healthy. In cities across the state, schools that switched to natives saved money and saw more wildlife on campus. Extension agents from a major agricultural university teach that native species are adapted to local soil and weather, so they bounce back after dry spells. Some people worry that native gardens will look messy, but with clearly edged beds and paths, they can be tidy, colorful, and educational. We can start small by converting a strip along the parking lot and tracking water use. Choosing plants that belong here protects resources and turns our grounds into an outdoor classroom.

Our school should add a daily 20-minute independent reading period. When students read books they choose, they build stamina, vocabulary, and background knowledge, all of which make every class easier. A short, calm block can also lower stress before busy afternoons. Schools that carve out reading time often see improvements in comprehension and fluency, because practice matters. Library staff can help match readers with engaging texts at the right level, and teachers can read alongside students to model focus. This plan does not require expensive materials or new rooms; it requires a consistent routine. Some argue that we cannot spare the minutes, but small changes add up: trimming one minute from several transitions can create the time. If we truly value literacy, we should protect time for it. With a daily reading period, more students will finish books, talk about ideas, and enter other subjects ready to learn.