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TAKS Released Test:
2003
Online TAAS Writing Released Test: 1999
2000
2001 |
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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
(C,D) Listening
skills, prediction & written response
(C,D) Listening
skills & written response |
Interactive Classroom |
(2) Listening/speaking/critical listening. The student listens critically to
analyze and evaluate a speaker's message(s). The student is expected to:
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(A) interpret speakers' messages (both verbal and nonverbal), purposes, and
perspectives (4-8);
(B) analyze a speaker's persuasive techniques and credibility (7-8);
(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
(A-F) Listening skills |
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
the 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 communications 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 words, including knowledge of Greek
and Latin roots and prefixes/suffixes (7-8); 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
(C) Root words |
Interactive Classroom |
(7) Reading/fluency. The student reads with fluency and understanding in texts
at appropriate difficulty levels. The student is expected to:
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(A) read regularly in independent-level materials (texts in which approximately
no more than 1 in 20 words is difficult for the reader) (8);
(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) (8);
(C) adjust reading rate based on purposes for reading (4-8);
(D) read aloud in selected texts in ways that both reflect understanding of
the text and engage the listeners (4-8); and
(E) read silently with increasing ease for longer periods (4-8).
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Interactive Student |
Interactive Classroom |
(8) Reading/variety of texts. The student reads widely for different purposes
in varied sources. The student is expected to:
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(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, to make informed recommendations,
and write a response (6-8).
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Interactive Student |
Interactive Classroom |
(9) Reading/vocabulary development. The student acquires an extensive vocabulary
through reading and systematic word study. The student is expected to:
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(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
(B) Idioms 2
(B) Eye on
Idioms
(D) Prefixes and
root words |
Interactive Classroom
(C) Visual Thesaurus |
(10) Reading/comprehension. The student comprehends selections using a variety
of
strategies. The student is expected to:
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(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
(A-M) Reading
Comprehension |
Interactive Classroom
(K) Reading
Comprehension |
(11) Reading/literary response. The student expresses and supports responses
to various types of texts. The student is expected to:
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(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 |
Interactive Classroom |
(12) Reading/text structure/literary concepts. The student analyzes the characteristics
of various types of texts (genres). The student is expected to:
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(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, dialect, analogy, and scene across a variety of literary
forms (texts) (8);
(E) understand literary forms by recognizing and distinguishing among such
types of text as myths, fables, tall tales, limericks, plays, biographies,
autobiographies, tragedy, and comedy (8);
(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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Interactive Student
(F,G)
Drama Map
(G) Plot Diagram
(I) Compare
and Contrast Map |
Interactive Classroom |
(13) Reading/inquiry/research. The student inquires and conducts research using
a variety of sources. The student is expected to:
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(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 record 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 (6-8).
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Interactive Student
(C, G) RainForest
Identification |
Interactive Classroom |
(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:
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(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 |
(15) Writing/purposes. The student writes for a variety of audiences and purposes
and in a variety of forms. The student is expected to:
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(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, memoirs, narratives, and
instructions (7-8);
(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
(B) Persuasion
Map
(D) 
Comic
Creator |
Interactive Classroom |
(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:
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(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) spell derivatives correctly by applying the spellings of bases and affixes
(7-8);
(D) spell frequently misspelled words correctly such as their, they're,
and there (7-8);
(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
(B) Punctuation
Paintball
(F) Spelling,
homophones
(F) Spelling |
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:
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(A)
write in complete sentences, varying the types such as compound and complex
sentences, and use appropriately punctuated independent and dependent clauses
(7-8);
(B) use conjunctions to connect ideas meaningfully (4-8);
(C) employ standard English usage in writing for audiences, including subject-verb
agreement, pronoun referents, and parts of speech (4-8);
(D) use adjectives (comparatives 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) use verb tenses appropriately and consistently such as present, past, future,
perfect, and progressive (6-8);
(G) write with increasing accuracy when using apostrophes in contractions such
as doesn't and possessives such as Texas's (4-8); and
(H) write with increasing accuracy when using pronoun case such as "She stepped
between them and us." (6-8).
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Interactive Student
Grammar
and writing skills
(A) Sentence
structure
(B,C) Fused Sentences
and comma splices 1
(B,C) Fused Sentences
and comma splices 2
(B, C) Fused Sentences
and comma splices 3
(B, C) Fused Sentences
and comma splices 4
(B, C) Fused Sentences
and comma splices 5
(F) Grammar
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Interactive Classroom
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(18) Writing/processes. The student selects and uses writing processes for self-initiated
and assigned writing. The student is expected to:
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(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
(A) Story
Mapping
(A) Graphic Map
(H) Proofreading
(H)Writing
Skills |
Interactive Classroom |
(19) Writing/evaluation. The student evaluates his/her own writing and the writings
of others. The student is expected to:
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(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 |
(20) Writing/inquiry/research. The student uses writing as a tool for learning
and research. The student is expected to:
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(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 frame 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 |
(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:
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(A) collaborate with other writers to compose, organize, and revise various
types of texts, including letters, news, records, and forms (4-8);
(B) correspond with peers or others via e-mail or conventional mail (4-8);
and
(C) identify challenges faced by published authors and strategies they use
to compose various types of text (7-8).
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Interactive Student |
Interactive Classroom |
(22) Viewing/representing/interpretation. The student understands and interprets
visual images, messages, and meanings. The student is expected to:
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(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 |
(23) Viewing/representing/analysis. The student analyzes and critiques the significance
of visual images, messages, and meanings. The student is expected to:
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(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 |
(24) Viewing/representing/production. The student produces visual images, messages,
and meanings that communicate with others. The student is expected to:
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(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).
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