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Online TAKS Released Test
2004
2003 |
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(1)
Listening/speaking/purposes. The student listens actively and purposefully
in a variety of settings. The student is expected to: |
(A) determine the
purposes for listening such as to gain information, to solve problems, or to
enjoy and appreciate (4-8);
(B) eliminate barriers
to effective listening (4-8);
(C) understand the major ideas and supporting evidence in
spoken messages (4-8); and
(D) listen to learn by taking notes, organizing, and
summarizing spoken ideas (6-8). |
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Interactive Student
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Interactive Classroom |
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(2)
Listening/speaking/critical listening. The student listens critically to
analyze and evaluate a speaker's message(s). The student is expected to: |
(A) interpret
speakers' messages (both verbal and nonverbal), purposes, and perspectives
(4-8);
(B) identify and
analyze a speaker's persuasive techniques such as selling, convincing, and using
propaganda (6);
(C) distinguish between the speaker's opinion and verifiable
fact (4-8);
(D) monitor his/her own understanding of the spoken message
and seek clarification as needed (4-8);
(E) compare his/her own perception of a spoken message with
the perception of others (6-8); and
(F) evaluate a spoken message in terms of its content,
credibility, and delivery (6-8). |
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Interactive Student |
Interactive Classroom
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(3)
Listening/speaking/appreciation. The student listens to enjoy and appreciate
spoken language. The student is expected to: |
(A) listen to
proficient, fluent models of oral reading, including selections from classic
and contemporary works (4-8);
(B) analyze oral
interpretations of literature for effects on the listener (6-8); and
(C) analyze the use of aesthetic language for its effects
(6-8). |
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Interactive Student |
Interactive Classroom |
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(4)
Listening/speaking/culture. The student listens and speaks to gain and share
knowledge of his/her own culture, the culture of others, and the common elements
of cultures. The student is expected to: |
(A) connect his/her
own experiences, information, insights, and ideas with experiences of others
through speaking and listening (4-8);
(B) compare oral
traditions across regions and cultures (4-8); and
(C) identify how language use such as labels and sayings
reflects regions and cultures (4-8). |
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Interactive Student |
Interactive Classroom |
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(5)
Listening/speaking/audiences. The student speaks clearly and appropriately
to different audiences for different purposes and occasions. The student is
expected to: |
(A) adapt spoken
language such as word choice, diction, and usage to the audience, purpose,
and occasion (4-8);
(B) demonstrate
effective communication skills that reflect such demands as interviewing,
reporting, requesting, and providing information (4-8);
(C) present dramatic interpretations of experiences, stories,
poems, or plays to communicate (4-8);
(D) generate criteria to evaluate his/her own oral
presentations and the presentations of others (6-8);
(E) use effective rate, volume, pitch, and tone for the
audience and setting (4-8); and
(F) clarify and support spoken ideas with evidence,
elaborations, and examples (4-8). |
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Interactive Student |
Interactive Classroom
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(6) Reading/word
identification. The student uses a variety of word recognition strategies.
The student is expected to: |
(A) apply knowledge
of letter-sound correspondences, language structure, and context to
recognize words (4-8);
(B) use structural
analysis to identify root words with prefixes such as dis-, non-, in-,
and suffixes such as -ness, -tion, and -able
(4-6); and
(C) locate the meanings, pronunciations, and derivations of
unfamiliar words using dictionaries, glossaries, and other sources (4-8). |
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Interactive Student
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Interactive Classroom
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(7) Reading/fluency.
The student reads with fluency and understanding in texts at appropriate
difficulty levels. The student is expected to: |
(A) read regularly in
independent-level materials (texts in which no more than approximately 1 in
20 words is difficult for the reader) (6);
(B) read regularly in
instructional-level materials that are challenging but manageable (texts in
which no more than approximately 1 in 10 words is difficult for the reader) (6);
(C) demonstrate characteristics of fluent and effective
readers (4-6);
(D) adjust reading rate based on purposes for reading (4-8);
(E) read aloud in selected texts in ways that both reflect
understanding of the text and engage the listeners (4-8); and
(F) read silently with increasing ease for longer periods
(4-8). |
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Interactive Student |
Interactive Classroom |
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(8) Reading/variety
of texts. The student reads widely for different purposes in varied sources.
The student is expected to: |
(A) read classic and
contemporary works (2-8);
(B) select varied
sources such as plays, anthologies, novels, textbooks, poetry, newspapers,
manuals, and electronic texts when reading for information or pleasure (6-8);
(C) read for varied purposes such as to be informed, to be
entertained, to appreciate the writer's craft, and to discover models for
his/her own writing (4-8); and
(D) read to take action such as to complete forms, make
informed recommendations, and write a response (6-8). |
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Interactive Student |
Interactive Classroom |
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(9)
Reading/vocabulary development. The student acquires an extensive vocabulary
through reading and systematic word study. The student is expected to: |
(A) develop
vocabulary by listening to selections read aloud (4-8);
(B) draw on experiences
to bring meanings to words in context such as interpreting idioms,
multiple-meaning words, and analogies (6-8);
(C) use multiple reference aids, including a thesaurus, a
synonym finder, a dictionary, and software, to clarify meanings and usage (4-8);
(D) determine meanings of derivatives by applying knowledge of
the meanings of root words such as like, pay or happy and
affixes such as dis-, pre- or un- (4-8);
(E) study word meanings systematically such as across
curricular content areas and through current events (4-8);
(F) distinguish denotative and connotative meanings (6-8); and
(G) use word origins as an aid to understanding historical
influences on English word meanings (6-8). |
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Interactive Student
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Interactive Classroom
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(10)
Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to: |
(A) use his/her own knowledge and experience to comprehend (4-8);
(B) establish and adjust purposes for reading such as reading to
find out, to understand, to interpret, to enjoy, and to solve problems (4-8);
(C) monitor his/her own comprehension and make modifications
when understanding breaks down such as by rereading a portion aloud, using
reference aids, searching for clues, and asking questions (4-8);
(D) describe mental images that text descriptions evoke (4-8);
(E) use the text's structure or progression of ideas such as
cause and effect or chronology to locate and recall information (4-8);
(F) determine a text's main (or major ideas) and how those
ideas are supported with details (4-8);
(G) paraphrase and summarize text to recall, inform, or
organize ideas (4-8);
(H) draw inferences such as conclusions or generalizations and
support them with text evidence and experience (4-8);
(I) find similarities and differences across texts such as in
treatment, scope, or organization (4-8);
(J) distinguish fact and opinion in various texts (4-8);
(K) answer different types and levels of questions such as
open-ended, literal, and interpretative as well as test-like questions such as
multiple choice, true-false, and short answer (4-8);
(L) represent text information in different ways such as in
outline, timeline, or graphic organizer (4-8); and
(M) use study strategies to learn and recall important ideas
from texts such as preview, question, reread, and record (6-8) |
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Interactive Student
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Interactive Classroom
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(11)
Reading/literary response. The student expresses and supports responses to
various types of texts. The student is expected to: |
(A) offer observations, make connections, react, speculate,
interpret, and raise questions in response to texts (4-8);
(B) interpret text ideas through such varied means as journal
writing, discussion, enactment, and media (4-8);
(C) support responses by referring to relevant aspects of text
and his/her own experiences (4-8); and
(D) connect, compare, and contrast ideas, themes, and issues
across text (4-8).
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Interactive Student
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Interactive Classroom |
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(12) Reading/text
structures/literary concepts. The student analyzes the characteristics of
various types of texts (genres). The student is expected to: |
(A) identify the purposes of different types of texts such as to
inform, influence, express, or entertain (4-8);
(B) recognize the distinguishing features of genres, including biography,
historical fiction, informational texts, and poetry (4-8);
(C) compare communication in different forms such as
contrasting a dramatic performance with a print version of the same story or
comparing story variants (2-8);
(D) understand and identify literary terms such as playwright,
theater, stage, act, dialogue, analogy, and scene across a variety of literary
forms (texts) (6-7);
(E) understand literary forms by recognizing and
distinguishing among such types of text as stories, poems, myths, fables, tall
tales, limericks, plays, biographies, and autobiographies (3-7);
(F) analyze characters, including their traits, motivations,
conflicts, points of view, relationships, and changes they undergo (4-8);
(G) recognize and analyze story plot, setting, and problem
resolution (4-8);
(H) describe how the author's perspective or point of view
affects the text (4-8);
(I) analyze ways authors organize and present ideas such as
through cause/effect, compare/contrast, inductively, deductively, or
chronologically (6-8);
(J) recognize and interpret literary devices such as
flashback, foreshadowing, and symbolism (6-8); and
(K) recognize how style, tone, and mood contribute to the
effect of the text (6-8). |
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(13)
Reading/inquiry/research. The student inquires and conducts research using a
variety of sources. The student is expected to: |
(A) form and revise questions for investigations, including
questions arising from readings, assignments, and units of study (6-8);
(B) use text organizers, including headings, graphic features,
and tables of contents, to locate and organize information (4-8);
(C) use multiple sources, including electronic texts, experts,
and print resources, to locate information relevant to research questions (4-8);
(D) interpret and use graphic sources of information such as
maps, graphs, timelines, or tables to address research questions (4-8);
(E) summarize and organize information from multiple sources
by taking notes, outlining ideas, and making charts (4-8);
(F) produce research projects and reports in effective formats
for various audiences (6-8);
(G) draw conclusions from information gathered from multiple
sources (4-8);
(H) use compiled information and knowledge to raise
additional, unanswered questions (3-8); and
(I) present organized statements, reports, and speeches using
visuals or media to support meaning, as appropriate (6-8). |
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Interactive Student
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Interactive Classroom
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(14) Reading/culture.
The student reads to increase knowledge of his/her own culture, the culture of
others, and the common elements of cultures. The student is expected to: |
(A) compare text events with his/her
own and other readers' experiences (4-8);
(B) determine distinctive and common characteristics of cultures through wide
reading (4-8); and
(C) articulate and discuss themes and connections that cross cultures (4-8).
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Interactive Student |
Interactive Classroom |
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(15)
Writing/purposes. The student writes for a variety of audiences and purposes
and in a variety of forms. The student is expected to: |
(A) write to express, discover,
record, develop, reflect on ideas, and to problem solve (4-8);
(B) write to influence such as to persuade, argue, and request (4-8);
(C) write to inform such as to explain, describe, report, and narrate (4-8);
(D) write to entertain such as to compose humorous poems or short stories (4-8);
(E) select and use voice and style appropriate to audience and purpose (6-8);
(F) choose the appropriate form for his/her own purpose for writing, including
journals, letters, editorials, reviews, poems, presentations, narratives,
reports, and instructions (6);
(G) use literary devices effectively such as suspense, dialogue, and figurative
language (5-8); and
(H) produce cohesive and coherent written texts by organizing ideas, using
effective transitions, and choosing precise wording (6-8). |
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Interactive Student
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Interactive Classroom |
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(16)Writing/penmanship/capitalization/
punctuation/ spelling. The student composes original
texts, applying the conventions of written language such as capitalization,
punctuation, penmanship, and spelling to communicate clearly. The student is
expected to: |
(A) write legibly by selecting cursive or manuscript as appropriate (4-8);
(B) capitalize and punctuate correctly to clarify and enhance meaning such as
capitalizing titles, using hyphens, semicolons, colons, possessives, and
sentence punctuation (6-8);
(C) write with accurate spelling of syllable constructions, including closed,
open, consonant before -le, and syllable boundary patterns (3-6);
(D) write with accurate spelling of roots such as drink, speak, read, or happy,
inflections such as those that change tense or number, suffixes such as -able or
-less, and prefixes such as re- or un- (4-6);
(E) use resources to find correct spellings (4-8);
(F) spell accurately in final drafts (4-8); and
(G) understand the influence of other languages and cultures on the spelling of
English words (6-8). |
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Interactive Student
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Interactive
Classroom
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(17)
Writing/grammar/usage.
The student applies standard grammar and usage to communicate clearly and
effectively in writing. The student is expected to: |
(A) use regular and irregular plurals correctly (4-6);
(B) write in complete sentences, varying the types such as compound and complex,
and use of appropriately punctuated dependent clauses (6);
(C) use conjunctions to connect ideas meaningfully (4-8);
(D) use adjectives (comparative and superlative forms) and adverbs appropriately
to make writing vivid or precise (4-8);
(E) use prepositional phrases to elaborate written ideas (4-8);
(F) employ standard English usage in writing for audiences, including
subject-verb agreement, pronoun referents, and parts of speech (4-8);
(G) use verb tenses appropriately and consistently such as present, past,
future, perfect, and progressive (6-8);
(H) write with increasing accuracy when using apostrophes in contractions such
as doesn't and possessives such as Maria's (4-8); and
(I) write with increasing accuracy when using pronoun case such as "He and they
joined him." (6-8). |
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Interactive Student
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Interactive Classroom
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(18)
Writing/writing process.
The student selects and uses writing processes for self-initiated and assigned
writing. The student is expected to: |
(A) generate ideas and plans for writing by using prewriting strategies such as
brainstorming, graphic organizers, notes, and logs (4-8);
(B) develop drafts by categorizing ideas, organizing them into paragraphs, and
blending paragraphs within larger units of text (4-8);
(C) revise selected drafts by adding, elaborating, deleting, combining, and
rearranging text (4-8);
(D) revise drafts for coherence, progression, and logical support of ideas
(4-8);
(E) edit drafts for specific purposes such as to ensure standard usage, varied
sentence structure, and appropriate word choice (4-8);
(F) use available technology to support aspects of creating, revising, editing,
and publishing texts (4-8);
(G) refine selected pieces frequently to "publish" for general and specific
audiences (4-8);
(H) proofread his/her own writing and that of others (4-8); and
(I) select and use reference materials and resources as needed for writing,
revising, and editing final drafts (4-8). |
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Interactive Student
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Interactive Classroom
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(19)
Writing/evaluation.
The student evaluates his/her own writing and the writings of others. The
student is expected to: |
(A) apply criteria to evaluate writing (4-8);
(B) respond in constructive ways to others' writings (4-8);
(C) evaluate how well his/her own writing achieves its purposes (4-8);
(D) analyze published examples as models for writing (4-8); and
(E) review a collection of written works to determine its strengths and
weaknesses and to set goals as a writer (4-8). |
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Interactive Student |
Interactive Classroom |
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(20)
Writing/inquiry/research.
The student uses writing as a tool for learning and research. The student is
expected to: |
(A) frame questions to direct research (4-8);
(B) organize prior knowledge about a topic in a variety of ways such as by
producing a graphic organizer (4-8);
(C) take notes from relevant and authoritative sources such as guest speakers,
periodicals, and on-line searches (4-8);
(D) summarize and organize ideas gained from multiple sources in useful ways
such as outlines, conceptual maps, learning logs, and timelines (4-8);
(E) present information in various forms using available technology (4-8);
(F) evaluate his/her own research and raise new questions for further
investigation (4-8); and
(G) follow accepted formats for writing research, including documenting sources
(6-8) |
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Interactive Student |
Interactive Classroom |
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(21)
Writing/connections.
The student interacts with writers inside and outside the classroom in ways that
reflect the practical uses of writing. The student is expected to: |
(A) collaborate with other writers to compose, organize, and revise various
types of texts, including letters, news, records, and forms (4-8); and
(B) correspond with peers or others via e-mail or conventional mail (4-8). |
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Interactive Student |
Interactive Classroom |
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(22)
Viewing/representing/interpretation.
The student understands and interprets visual images, messages, and meanings.
The student is expected to: |
(A) describe how illustrators' choice of style, elements, and media help to
represent or extend the text's meanings (4-8);
(B) interpret important events and ideas gathered from maps, charts, graphics,
video segments, or technology presentations (4-8); and
(C) use media to compare ideas and points of view (4-8). |
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Interactive Student |
Interactive Classroom |
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(23)
Viewing/representing/analysis.
The student analyzes and critiques the significance of visual images, messages,
and meanings. The student is expected to: |
(A) interpret and evaluate the various ways visual image makers such as illustrators,
documentary filmmakers, and political cartoonists represent meanings (6-8);
(B) compare and contrast print, visual, and electronic media such as film with
written story (4-8);
(C) evaluate the purposes and effects of varying media such as film, print,
and technology presentations (6-8); and
(D) evaluate how different media forms influence and inform (6-8). |
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Interactive Student |
Interactive Classroom |
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(24)
Viewing/representing/production.
The student produces visual images, messages, and meanings that communicate with
others. The student is expected to: |
(A) select, organize, or produce visuals to complement and extend meanings
(4-8);
(B) produce communications using technology or appropriate media such as developing
a class newspaper, multimedia reports, or video reports (4-8); and
(C) assess how language, medium, and presentation contribute to the message
(6-8). |
