TAAStoTAKSRdgPresent ation

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TAAS to TAKS – Reading Gr. 3-8: 

TAAS to TAKS – Reading Gr. 3-8 A look at the test objective by objective

TAAS to TAKS Global Changes: 

TAAS to TAKS Global Changes More of the TEKS are assessed on TAKS More authentic assessment: Selections reflect what students read in the classroom Items reflect what is being asked of students in the classroom Items are presented in many different ways

Objective 1: Basic Understanding: 

Objective 1: Basic Understanding Vocabulary in context Details Main Idea Summary

Vocabulary in Context Context Clues Gr. 3-8: 

Vocabulary in Context Context Clues Gr. 3-8 In paragraph 2, which words help the reader know what originally means? unusual place at first took care of lost or unwanted gr. 3

Vocabulary in Context Multiple Meaning Words Gr. 3-8: 

Vocabulary in Context Multiple Meaning Words Gr. 3-8 Read the meanings below for the word raise. Raise (‘raz) verb 1. to lift; to move higher 2. to help grow 3. to take care of 4. to collect; to earn Which meaning best fits the way raised is used in paragraph 20? Meaning 1 Meaning 2 Meaning 3 Meaning 4 gr. 3

Vocabulary in Context Interpreting Figurative Language Grades 4, 5 and 7 : 

Vocabulary in Context Interpreting Figurative Language Grades 4, 5 and 7 In paragraph 1, the author writes that the island pearls “gleamed like the early morning sun” to show that the pearls are – A large B shiny C colorful D round gr. 5

Vocabulary in Context Connotative Meaning Gr. 6-8: 

Vocabulary in Context Connotative Meaning Gr. 6-8 In the newspaper article, the tarnish helps the reader understand Thorpe’s – A annoyance B disgrace C pride D education gr. 7

Vocabulary in Context Greek & Latin Roots, Prefixes & Suffixes Gr. 7 & 8: 

Vocabulary in Context Greek & Latin Roots, Prefixes & Suffixes Gr. 7 & 8 In paragraph 4, what does the word intercollegiate mean? A existing or participating in activities between colleges B punishment according to the rules established within a college C of or on the inside of a particular college D lacking the ability to communicate on a college level

Details Gr. 3-8 : 

Details Gr. 3-8 These items will focus on important details or specific facts from the text. Detail items may be formatted as a graphic representation.

Main Idea – Narrative Selections Paragraph(s) only Gr. 4-8: 

Main Idea – Narrative Selections Paragraph(s) only Gr. 4-8 What are paragraphs 4 through 6 of this story mainly about? A How Lekeni watches over and takes care of his family’s cattle B Why Lekeni does not want it to rain that night C How Lekeni once helped a cow give birth to a calf D Why Lekeni’s father gives him an important responsibility gr. 8

Main Idea –Informational Selections Whole and/or paragraph(s) Gr. 3-8: 

Main Idea –Informational Selections Whole and/or paragraph(s) Gr. 3-8 This article is mainly about- A the legends and stories told by Cordero’s grandfather B the paints that Cordero uses to decorate her storyteller dolls C the importance of storytellers to the Pueblo people D the storyteller dolls created by Cordero gr. 4 And/or: Paragraphs 5 and 6 are mainly about-

Summary (Gr. 3-8) Answer choices are short paragraphs: 

Summary (Gr. 3-8) Answer choices are short paragraphs Which of the following is the best summary of the article? A* Helen Cordero uses clay to make her famous storyteller dolls. She forms them to look like her grandfather, who was a storyteller in her village. After the clay dries, she paints them and puts them into a kiln. B Storyteller dolls are made only by Helen Cordero. They are made out of clay that she digs from the ground. The paints she uses to decorate the dolls are made from clay and plants near where she lives.

Summary Short paragraphs, cont. : 

Summary Short paragraphs, cont. C Helen Cordero loved her grandfather very much. He was a storyteller in the village where she lived as a child. He would tell the stories of the Pueblo people to the children. D The storyteller of the Pueblo people was important to the village. Helen Cordero makes storyteller dolls. She wants people to know that they can use things from the earth to make beautiful artwork. gr. 4

Summary New Formats: 

Summary New Formats Read the first sentence of the summary below. Which of the following completes the summary above? They go to the zoo to see her. Once there, they also see polar bears and lions. In class the students study…. gr. 4

Objective 2: Literary Elements: 

Objective 2: Literary Elements Characters Traits, Feelings, Relationships, and Changes (1-3) Motivations, Conflicts, and Points-of View (4-8) Importance of setting (1-3) Recognize story problem or plot (1-3) Recognize and analyze story, plot, setting , and problem resolution (4-8) Recognize and interpret literary devices (6-8)

Characterization (3-8): 

Characterization (3-8) What does the reader know about the character? What can the reader infer about the character?

Characterization: Examples: 

Characterization: Examples Which of these best describes how the students feel on the way to the zoo? (Gr. 3) Amused Afraid Excited * Bored Why didn’t the crew trust Hudson when he told them he didn’t think they would be punished? (Gr. 6) A*The crew feared Hudson would betray them to save himself. B Hudson had already severely punished the crew. C The crew knew that Hudson had not wanted to sail to America. D Hudson had wanted to continue exploring the river.

Characterization: Point of View (Grades 4-8 only): 

Characterization: Point of View (Grades 4-8 only) By telling this story form Lekeni’s point of view, the author helps the reader better understand — (Gr. 8) A the training that Masai boys go through to become warriors B how important Lekeni and his sister are to their family C why cattle are so important to the Masai people D* Lekeni’s thoughts and feelings as he gets ready for a special event

Setting: Significance to the story (Gr. 3: Importance; Gr. 4-8: Analyze): 

Setting: Significance to the story (Gr. 3: Importance; Gr. 4-8: Analyze) How does (the setting) contribute to the story? Why is (the setting) important to the story?

Setting: Example: 

Setting: Example Why is it important that the cocoa plantation is located near the castle? (Gr. 5) A*The field workers are close enough to the castle to have stolen the gold. B The king is able to watch his workers to make sure they are doing their jobs. C The guards and soldiers can bring chocolate to the king whenever he requests it. D The king gets all his gold from the cocoa plantation.

Story Problem or Plot: 

Story Problem or Plot Recognize the events in a story that significantly affect the storyline The literary term “conflict” will not appear in items until Grade 6 when it first appears in a TEKS student expectation

Story Problem or Plot: Example: 

Story Problem or Plot: Example What is the main problem in the story? (Gr. 3) The zoo has to keep many of the animals in cages. The students cannot go on a trip to the zoo. *The zoo does not have the money to buy another otter. The students are not allowed to talk on the bus.

Story Problem or Plot: Example: 

Story Problem or Plot: Example Paragraph 3 is important to the story because it— (Gr. 6) A*describes the crew’s confrontation with the captain and how the conflict was resolved B contrasts the warm climate in the New World with the cold climate of northern Europe C describes the failure that the members of the crew would have felt if they had returned without finding the northeast passage D discusses the likelihood of there being a northwest passage to the Orient through the new world

Climax: 

Climax This item will appear only if the climax is BOTH the turning point AND the high point in the literary selection.

Literary Devices: Grades 6-8 Only: 

Literary Devices: Grades 6-8 Only Items of this type will focus on recognizing the author’s use of literary devices to shape the reader’s understanding of the characters, events, and meaning of a story. Examples of literary devices include, but are not limited to, flashback, foreshadowing, and symbolism.

Literary Devices: Example: 

Literary Devices: Example In paragraph 6, what does the narrator mean when he says that he “felt a strange mixture of longing and dread”? (Gr. 6) A He was afraid he would be killed before he got back to Holland. B*He was eager to get home but afraid of what might happen to him there. C He wished that he didn’t have to return to Europe. D He was worried that something had happened to his wife.

Objective 3: Analysis Grade 3: 

Objective 3: Analysis Grade 3 Order of events (affect on central meaning of story) Text representations (e.g., maps, graphs, charts) Distinguish different forms of text and the functions they serve Recognize distinguishing features of familiar genres

Distinguishing Features of Familiar Genres : 

Distinguishing Features of Familiar Genres

Distinguishing Features of Familiar Genres, cont.: 

Distinguishing Features of Familiar Genres, cont.

Distinguish Different Forms of Text and the Functions They Serve: 

Distinguish Different Forms of Text and the Functions They Serve This article most likely came from a - This story could probably be found in a - The author put the picture of Sunny the elephant in the article to - The author probably wrote this article to -

Objective 3 Grades 4-8: 

Objective 3 Grades 4-8 Text structure or progression of ideas cause and effect, chronology Similarities and differences across texts paired selections Representation of text in different ways outlines, timelines, graphic organizers Author’s purpose to inform, influence, express or entertain Story variants, paired selections Author’s perspective/point of view

Text Structure or Progression of Ideas: 

Text Structure or Progression of Ideas Which information belongs in the blank? A Think of a Pueblo story B Soak the clay in water C Place in kiln for firing D* Rub the clay with sandpaper gr. 4

Text Structure, cont. / Cause & Effect Gr. 4-8 (in Gr. 3 under OB 4): 

Text Structure, cont. / Cause & Effect Gr. 4-8 (in Gr. 3 under OB 4) Why does Lekeni find it difficult to concentrate on the herd? A He is worried about the cattle thieves in the area. B He is too busy watching for lions and other predators. C He is anxious to start practicing his spear throwing. D* He is thinking about what will happen that evening. gr.8

Text Structure, cont. / Chronology Gr. 4-8: 

Text Structure, cont. / Chronology Gr. 4-8 A letter criticizing the decision to allow professional athletes to participate in the Olympics could not have been written prior to 1981 because - A* eligibility restrictions had not yet been removed B the Olympics were not being broadcast worldwide C professional athletes were not as highly paid then D the Olympics did not have an official set of rules gr.7

Paired Selections gr. 4-8: 

Paired Selections gr. 4-8 Two selections designed to be read together Total word count for paired selections will observe word count guidelines for a single selection Paired selections will be followed by questions about the first selection and then the second selection. Items requiring students to use information from both selections will be last.

Similarities and Differences Across Texts (paired selections only) Gr. 4-8: 

Similarities and Differences Across Texts (paired selections only) Gr. 4-8 How is (character) in (selection) similar to or different from (character) in (other selection)? How is the (theme, conflict) in (selection) similar to or different from the one in (other selection)? What statement describes the (characters, theme) in both selections?

Internal Consistency or Logic only at grades 4 & 5: 

Internal Consistency or Logic only at grades 4 & 5 From what the reader learns about Cordero, which statement would not be reasonable? A Cordero thinks about a story her grandfather once told her. B Cordero makes a storyteller doll with laughing children. C Cordero adds more than 20 children to a storyteller doll. D* Cordero puts a broken storyteller doll in the trash can. gr. 4

Graphic Organizers (used for many types of items): 

Graphic Organizers (used for many types of items)

Author’s Purpose: 

Author’s Purpose The author probably wrote this article to - The author’s purpose in writing this story was most likely - Why did the author probably write this selection? Tell the story of, explain about, inform the reader, help the reader understand...

Author’s Purpose, cont.: 

Author’s Purpose, cont. Why did Ruben Garvey probably write the letter to the editor? A To inform readers of the benefits of allowing professionals to compete in the Olympics B To explain to readers why professional athletics should be considered a business C* To express his feelings to the public about including professional athletes in the Olympics D To persuade the International Olympic Committee to restore Thorpe’s gold medals gr.7

Author’s Point of View Grades 4-8: 

Author’s Point of View Grades 4-8 Author’s attitude toward his/her subject: affects tone of piece affects the way the author shapes his/her ideas Items will only be developed when the writer’s attitude is obvious and impacts the text i.e. How does the fact that the author is a teenager affect this letter to the editor?

Objective 4: Critical Thinking Skills : 

Objective 4: Critical Thinking Skills Inferential thinking (1-3)(4-8) Fact/Opinion (only with persuasive text) (3)(4-8) Ability to connect, compare, contrast ideas, themes, or issues (single selection or paired selections) (4-8) Organizational Patterns (4-8) Support Interpretations Style, Tone, Mood (6-8)

Inference: 

Inference Make and explain inferences from text such as determining important ideas, causes and effects, making predictions, and drawing conclusions (Gr. 3) Draw inferences such as conclusions or generalizations and support them with text evidence (4-8)

Inference: Examples: 

Inference: Examples Why are some animals allowed to walk among the visitors? (Gr. 3) Visitors like these animals the best. These animals do not eat popcorn. Visitors might want to adopt these animals. * These animals will not hurt the visitors. From information about the Masai people provided in this selection, the reader can conclude that— (Gr. 8) A Masai warriors live in the boma until they are married B most Masai boys do not live with their parents C* Masai boys leave home when they reach 15 years of age D most Masai families do not own cattle

Fact and Opinion: 

Fact and Opinion Items of this type will only be assessed in expository or mixed selections when the author’s intent to persuade is clear. (e.g., an editorial, a review of a movie or play, letter to the editor)

Fact and Opinion: Example: 

Fact and Opinion: Example Which statement from the letter to the editor represents an opinion? (Gr. 7) A . . . The IOC gave control of Olympic eligibility to the international federations . . . B In the last two rounds, they beat Lithuania 127-76 and Croatia 117-85. C Corporations also pay millions of dollars to sponsor the Olympic Games. D*The business of sports should not be the focus of Olympic athletes.

Text Evidence: 

Text Evidence Items that require that require students to choose text evidence will use paraphrased ideas or verbatim text. (Verbatim text will be presented in italics)

Connecting, comparing, and contrasting ideas, themes, or issues: 

Connecting, comparing, and contrasting ideas, themes, or issues How is (character) in (selection) similar to or different from (character) in (other selection)? How is the (theme, conflict) in (selection) similar to or different from the one in (other selection)? What statement describes the (characters, theme) in both selections?

Organizational Patterns : 

Organizational Patterns Recognize that authors organize information in specific ways (4-5) Analyze ways authors organize and present ideas (6-8)

Style: 

Style In paragraphs 3 and 4 of the letter to the editor, Ruben Garvey uses questions to — (Gr. 7) A encourage athletes to pursue their Olympic goals B*criticize the participation of professional athletes in the Olympics . . .

Tone: 

Tone The tone of paragraph 5 can be described best as — (Gr. 6) A solemn B mysterious C* tender D nervous

Mood : 

Mood The author’s choice of words in paragraph 1 of this story creates a mood of — (Gr. 8) A* anticipation B uncertainty C concern D triumph

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