TAAS to TAKS Reading Gr' 38

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TAAS to TAKS Reading Gr. 3-8

• A look at the test objective by objective

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TAAS to TAKSGlobal 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

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Objective 1 Basic Understanding

• Vocabulary in context
• Details
• Main Idea
• Summary

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Vocabulary in ContextContext 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

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Vocabulary in ContextMultiple 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

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Vocabulary in ContextInterpreting Figurative
LanguageGrades 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

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Vocabulary in ContextConnotative Meaning
Gr. 6-8

• In the newspaper article, the tarnish helps
  the reader understand Thorpes
• A annoyance
• B disgrace
• C pride
• D education gr. 7

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Vocabulary in ContextGreek 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

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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.

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Main Idea Narrative SelectionsParagraph(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 familys 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 Lekenis father gives him an
  important responsibility gr. 8

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Main Idea Informational SelectionsWhole and/or
paragraph(s) Gr. 3-8

• This article is mainly about-
• A the legends and stories told by
  Corderos 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-
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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.

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SummaryShort 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

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SummaryNew 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

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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)

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Characterization (3-8)

• What does the reader know about the character?
• What can the reader infer about the character?

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Characterization Examples

• Which of these best describes how the students
  feel on the way to the zoo? (Gr. 3)
• Amused
• Afraid
• Excited
• Bored

• Why didnt the crew trust Hudson when he told
  them he didnt think they would be punished?
  (Gr. 6)
• AThe 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.

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Characterization Point of View (Grades 4-8
only)

• By telling this story form Lekenis 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 Lekenis thoughts and feelings as he gets
  ready for a special event

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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?

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Setting Example

• Why is it important that the cocoa plantation is
  located near the castle? (Gr. 5)
• AThe 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.

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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

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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.
  

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Story Problem or Plot Example

• Paragraph 3 is important to the story because it
  (Gr. 6)
• Adescribes the crews 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

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Climax

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

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Literary Devices Grades 6-8 Only

• Items of this type will focus on recognizing the
  authors use of literary devices to shape the
  readers understanding of the characters, events,
  and meaning of a story.
• Examples of literary devices include, but are not
  limited to, flashback, foreshadowing, and
  symbolism.

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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.
• BHe was eager to get home but afraid of what
  might happen to him there.
• C He wished that he didnt have to return to
  Europe.
• D He was worried that something had happened to
  his wife.

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Objective 3 AnalysisGrade 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

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Distinguishing Features of Familiar Genres
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Distinguishing Features of Familiar Genres,cont.
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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 -

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Objective 3Grades 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
• Authors purpose
  to inform, influence, express or
  entertain
• Story variants, paired selections
• Authors perspective/point of view

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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

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Text Structure, cont. / Cause EffectGr. 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

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Text Structure, cont. / ChronologyGr. 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

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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.

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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?

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Internal Consistency or Logiconly 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

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Graphic Organizers(used for many types of items)
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Authors Purpose

• The author probably wrote this article to -
• The authors 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...

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Authors 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 Thorpes gold medals
• gr.7

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Authors Point of ViewGrades 4-8

• Authors 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 writers
  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?

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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)

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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)

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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

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Fact and Opinion

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

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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.
• DThe business of sports should not be the focus
  of Olympic athletes.

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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)

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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?

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Organizational Patterns

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

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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
• Bcriticize the participation of professional
  athletes in the Olympics
• . . .

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Tone

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

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Mood

• The authors choice of words in paragraph 1 of
  this story creates a mood of (Gr. 8)
• A anticipation
• B uncertainty
• C concern
• D triumph