Online TAKS Reading Released Tests  2004   2003

(5.1) Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. 

(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) distinguish and produce sounds and intonation patterns of English (K-8/ESL).

Interactive Student
(C)Listen to learn- Wolf and Crane
(C)Listen to learn- The Kingdom of the Lion

Interactive Teacher

(5.2) Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s). 

(A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8); 
(B) identify and analyze a speaker's persuasive techniques such as promises, dares, and flattery (4-5); 
(C) distinguish between the speaker's opinion and verifiable fact (4-8); and 
(D) monitor his/her own understanding of the spoken message and seek clarification as needed (4-8). 

Interactive Student
(C) Fact or Opinion Game #2
(C) Fact or Opinion

Interactive Teacher

(5.3) Listening/speaking/appreciation. The student listens to enjoy and appreciate spoken language. 

(A) listen to proficient, fluent models of oral reading, including selections from classic and contemporary works (4-8); 
(B) describe how the language of literature affects the listener (4-5); and 
(C) assess how language choice and delivery affect the tone of the message (4-5). 

Interactive Student
(A) Storytelling Workshop

Interactive Teacher

(5.4) 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. 

(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). 

Interactive Student
(A) Story Scramble

Interactive Teacher
(A) Listening Quizzes
(C) Folklore

(5.5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. 

(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 demands such as interviewing, reporting, requesting, and providing information (4-8); 
(C) present dramatic interpretations of experiences, stories, poems, or plays to communicate (4-8); 
(D) use effective rate, volume, pitch, and tone for the audience and setting (4-8); 
(E) give precise directions and instructions such as for games and tasks (4-5);
(F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8); and
(G) employ English content area vocabulary in context (K-8/ESL).

Interactive Student

Interactive Teacher

(5.6) Reading/word identification. The student uses a variety of word identification strategies. 

(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-, and 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). 

Interactive Student
(B) Match the Prefixes
(C) Spell a Roo
(C) Definitions-Choose a word and guess the definition 

Interactive Teacher
(B)(C)Roots and Prefixes - Matching
(B)(C) Roots and Prefixes - Concentration
(B)(C) Roots and Prefixes - Word Search

(5.7) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels. 

(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (5); 
(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; a "typical" 5th grader reads approximately 100 wpm) (5); 
(C) demonstrate characteristics of fluent and effective reading (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). 

Interactive Student
(B)(E) Reading Comprehension

Interactive Teacher

(5.8) Reading/variety of texts. The student reads widely for different purposes in varied sources. 

(A) read classic and contemporary works (2-8); 
(B) select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure (4-5); and 
(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).

Interactive Student

Interactive Teacher
(A)(B) The Fiction Collection 

(5.9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. 

(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 figurative language and multiple-meaning words (4-5); 
(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- , and un- (4-8); and 
(E) study word meanings systematically such as across curricular content areas and through current events (4-8). 

Interactive Student
(A) Listening Quizzes
(B) Word Confusion - Homophones 
(C) Student Dictionary
(C) Thesaurus
(C) Build Your Own Dictionary
(E) Fake Out

Interactive Teacher
(A) Listening Quizzes
(C) OneLook Dictionary
(C) Reference Desk

(5.10) Reading/comprehension. The student comprehends selections using a variety of strategies. 

(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); and 
(L) represent text information in different ways such as in outline, timeline, or graphic organizer (4- 8). 

Interactive Student
 

Interactive Teacher
(A-M) Reading Comprehension

(5.11) Reading/literary response. The student expresses and supports responses to various types of texts. 

(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). 

Interactive Student

Interactive Teacher

(5.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). 

(A) judge the internal consistency or logic of stories and texts such as "Would this character do this?"; "Does this make sense here ?" (4-5); 
(B) recognize that authors organize information in specific ways (4-5); 
(C) identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8); 
(D) recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8); 
(E) 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); 
(F) understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue and scene across a variety of literary forms (texts) (3-5); 
(G) 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); 
(H) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8); 
(I) recognize and analyze story plot, setting, and problem resolution (4-8); and 
(J) describe how the author's perspective or point of view affects the text (4-8). 

Interactive Student
(H)(I) Puppet Workshop
(H) Character Trading Cards
(H) What are they Thinking? (Thanksgiving Theme)

Interactive Teacher
(H) Lesson Plans for Character trading Cards

(5.13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. 

(A) form and revise questions for investigations, including questions arising from interest and units of study (4-5); 
(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, time lines, tables, or diagrams to address research questions (4-5); 
(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 using visuals to support meaning as appropriate (4-5); 
(G) draw conclusions from information gathered from multiple sources (4-8); and 
(H) use compiled information and knowledge to raise additional, unanswered questions (3-8). 

Interactive Student
(A) Ask Jeeves Kids
(A) Google
(A) Yahooligans
(B) Circle Plot Diagram
(C, G) RainForest Identification
(D) 3 Circles

Interactive Teacher

(5.14) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. 

(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). 

Interactive Student

Interactive Teacher

(5.15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. 

(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) exhibit an identifiable voice in personal narratives and in stories (4-5); 
(F) choose the appropriate form for his/her own purpose for writing, including journals, letters, reviews, poems, narratives, and instructions (4- 5); and 
(G) use literary devices effectively such as suspense, dialogue, and figurative language (5-8). 

Interactive Student
(A) Written response
(D) Comic Creator
(D) Poetry Splatter
(F) Letter Generator

Interactive Teacher

(5.16) Writing/penmanship/capitalization/ punctuation. The student composes original texts, applying the conventions of written language, including capitalization, punctuation, and penmanship, to communicate clearly. 

(A) write legibly by selecting cursive or manuscript as appropriate (4-8); and 
(B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas in a series, commas in direct address, and sentence punctuation (4-5). 

Interactive Student
(B) Punctuation Campground
(B) Title Ball
(B) Capitalization and Punctuation
(B) Punctuation Paintball

Interactive Teacher
 

(5.17) Writing/spelling. The student spells proficiently. 

(A) write with accurate spelling of syllable constructions, including closed, open, consonant before -le, and syllable boundary patterns (3-6); 
(B) 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); 
(C) use resources to find correct spellings (4-8); and 
(D) spell accurately in final drafts (4-8). 

Interactive Student
(A) Scramble-Saurus - 3 levels
(A)(B) Build Your Own Dictionary
(A)(B) Gators Smash 'em
(B) Spell Check - Easy or hard levels 
(B) 2 Bee or Nottoobee - Verb Conjugation
(B) See 'N Spell: Plurals
(C) Student Dictionary

Interactive Teacher
(C) Thesaurus
(C) OneLook Dictionary
(C) Reference Desk

(5.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing. 

(A) use regular and irregular plurals correctly (4-6); 
(B) write in complete sentences, varying the types such as compound and complex to match meanings and purposes (4-5); 
(C) employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (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) use conjunctions to connect ideas meaningfully (4- 5); 
(G) write with increasing accuracy when using apostrophes in contractions such as it's and possessives such as Jan's (4-8);  
(H) write with increasing accuracy when using objective case pronouns such as "Can you ride with my mom and me?" (4-5).
(H)(i) write with increasing accuracy when using objective case pronouns such as "Can you ride with my mom and me?" (4-5/ESL);
(H)(ii) write with increasing accuracy when using direct and indirect object pronouns such as "Gloria se las envió a Josefina." (4-6/SLA); and
(I) use verb tenses such as present, preterite, future, present perfect, past perfect, and future perfect appropriately and consistently (4-6/SLA). 

Interactive Student
(A) Monster Truck Verbs
(A) The Plural Girls
(B) Sentence Sort
(C) Subject-Verb Mixup
(C) Wacky Web Tales
(C) Flood
(C) Grammar Gorilla
(C) Subject-Verb Mixup
(C) Verb Viper
(C) Word Invasion
(G) Contractions
(G) Contractions
(G) Contractions

Interactive Teacher

(5.19) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. 

(A) generate ideas and plans for writing by using such prewriting strategies 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). 

Interactive Student
(A)(F) Guided Writing
(A)(F) Paragraph Writing
(I) Thesaurus
(I) Dictionary
(I) Student Dictionary
(I) Ask Jeeves Kids
(I) Google
(I) Yahooligans

Interactive Teacher
(I) Reference Desk

(5.20) Writing/evaluation. The student evaluates his/her own writing and the writing of others. 

(A) apply criteria to evaluate writing (4-8); 
(B) respond in constructive ways to others' writing (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). 

Interactive Student

Interactive Teacher

(5.21) Writing/inquiry/research. The student uses writing as a tool for learning and research. 

(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, or 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); and 
(F) evaluate his/her own research and raise new questions for further investigation (4-8). 

Interactive Student
(A) Ask Jeeves Kids
(A) Google
(A) Yahooligans

Interactive Teacher
(A) Reference Desk
(D) Art Tales

(5.22) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. 

(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). 

Interactive Student
(A) Wacky Tales
(B) Storyteller - You Are The Author

Interactive Teacher

(5.23) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. 

(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 gleaned from maps, charts, graphics, video segments or technology presentations (4-8); and 
(C) use media to compare ideas and points of view (4- 8). 

Interactive Student

Interactive Teacher

(5.24) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings. 

(A) interpret and evaluate the various ways visual image makers such as graphic artists, illustrators, and news photographers represent meanings (4-5); and 
(B) compare and contrast print, visual, and electronic media such as film with written story (4-8). 

Interactive Student

Interactive Teacher

(5.25) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. 

(A) select, organize, or produce visuals to complement and extend meanings (4-8); and 
(B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4- 8). 

Interactive Student

Interactive Teacher

(5.26) Second language acquisition/learning strategies. The ESOL student uses language learning strategies to develop an awareness of his/her own learning processes in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.

(A) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing expressions (4-8/ESL);
(B) use prior knowledge and experiences to understand meanings in English (K-8/ESL);
(C) monitor oral and written language production and employ self-corrective techniques or other resources (K-8/ESL);
(D) use strategic learning techniques such as semantic mapping, imagery memorization, reviewing, and contrastive analysis to acquire new vocabulary (4-8/ESL);
(E) use learning strategies such as circumlocution, synonyms, and non-verbal cues and requesting assistance from native speakers when speaking English (K-8/ESL);
(F) make connections across content areas and use and reuse language and concepts in different ways (K-8/ESL) and
(G) use accessible language and learn new and essential language in the process (K-8/ESL).

Interactive Student

Interactive Teacher

(5.27) Second language acquisition/listening. The ESOL student listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension and appreciation for newly acquired language in language arts and all content areas.  The following expectations apply to the second language learner at his/her level of proficiency in English.

(A) use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes such as taking notes (4-8/ESL);
(C) recognize and distinguish phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL);
(D) listen to and extract meaning from a variety of media such as audio tape, video, and CD
ROM in all content areas (K-8/ESL);
(E) analyze and evaluate spoken discourse for appropriateness of purpose with a variety of audiences such as formal, consultative, casual, and intimate language registers (K-8/ESL); and
(F) infer meaning by making associations of utterances with actions, visuals, and the context of the situation (4-8/ESL).

Interactive Student

Interactive Teacher

(5.28) Second language acquisition/speaking. The ESOL student speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using developmental vocabulary with increasing fluency and accuracy in language arts and all content areas.  The following expectations apply to the second language learner at his/her level of proficiency in English.

(A) identify people, places, objects, events, and basic concepts such as numbers, days of the week, food, occupations, and time (K-8/ESL);
(B) share prior knowledge with peers and others to facilitate communication and to foster respect for others (K-8/ESL);
(C) ask and give information such as directions and address as well as name, age, and nationality (K-8/ESL);
(D) initiate authentic discourse with peers and others by employing newly acquired vocabulary and concepts (4-8/ESL);
(E) express ideas and feelings such as gratitude, needs, opinions, and greetings (K-8/ESL);
(F) arrange phrases, clauses, and sentences into correct and meaningful patterns (K-8/ESL);
(G) produce phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL); and
(H) describe the immediate surroundings such as classroom, school, or home (K-8/ESL).

Interactive Student

Interactive Teacher

(5.29) Second language acquisition/reading. The ESOL student reads a variety of texts for a variety of purposes with an increasing level of comprehension in language arts and all content areas.  The following expectations apply to the second language learner at his/her level of proficiency in English.

(A) learn sound/symbol relationships as they apply to the phonological system of English (K-8/ESL);
(B) recognize directionality of English reading such as left to right and top to bottom (K-8/ESL);
(C) read authentic literature to develop vocabulary, structures, and background knowledge needed to comprehend increasingly-challenging language (K-8/ESL);
(D) participate in shared reading (K-8/ESL);
(E) develop basic sight vocabulary (K-8/ESL);
(F) use a combination of skills to decode words such as pattern recognition and identification of cognates, root words, and affixes (K-8/ESL);
(G) read silently with increasing ease for longer periods (K-8/ESL);
(H) use print from the environment to derive meaning (K-8/ESL);
(I) use graphic organizers as pre-reading activities to prepare for reading text (K-8/ESL);
(J) use verbal cueing strategies such as pauses and exaggerated intonation for key words and non-verbal cueing strategies such as facial expressions and gestures to enhance the reading experience (4-8/ESL); and
(K) retell, role-play, and/or visually illustrate the order of events (4-8/ESL).

Interactive Student

Interactive Teacher

(5.30) Second language acquisition/writing. The ESOL student writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in language arts and all content areas.  The following expectations apply to the second language learner at his/her level of proficiency in English.

(A) use basic capitalization and punctuation correctly such as capitalizing names and first letters in sentences and using periods, question marks, and exclamation points (4-8/ESL);
(B) use graphic organizers as pre-writing activity to demonstrate prior knowledge, to add new information, and to prepare to write (2-8/ESL);
(C) write with more proficient use of orthographic patterns and rules such as qu together, consonant doubling, dropping final e, and changing y to i (2-8/ESL);
(D) edit writing toward standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses in final drafts (2-8/ESL);
(E) employ increasingly complex grammatical structures in writing, as follows:
(i) demonstrate knowledge of verbs, tenses, and auxiliaries, wh- words, and pronouns/antecedents (2-8/ESL);
(ii) demonstrate knowledge of nominative, objective, and possessive case (2-8/ESL);
(iii) demonstrate knowledge of parts of speech (2-8/ESL); and
(iv) demonstrate knowledge of negatives and contractions (2-8/ESL);
(F) construct correct sentences, including a variety of sentence types and styles (2-8/ESL);
(G) combine multiple sentences into a unified sentence (2-8/ESL); and
(H) develop drafts by categorizing ideas, organizing them into sentences and paragraphs, and blending paragraphs within larger units of text (2-8/ESL).

Interactive Student

Interactive Teacher

(5.31) Second language acquisition/viewing and representing. The ESOL student understands, interprets, analyzes, critiques, and produces a variety of visual representations with increasing effectiveness in language arts and all contents areas.  The following expectations apply to the second language learner at his/her level of proficiency in English.

(A) describe how illustrations support written texts or tell a story (4-8/ESL);
(B) tell important events and ideas gleaned from video segments, graphic art, or technology presentations (4-8/ESL);
(C) respond to media such as film print and technological presentations by explaining likes, dislikes, and supporting opinions with examples (4-8/ESL);
(D) distinguish the purposes of various media forms such as information, entertainment, and persuasion (4-8/ESL);
(E) produce visuals for his/her own messages, stories, and other kinds of communication (4-8/ESL);
(F) explore and describe how color, shape, and line influence the message (4-8/ESL); and
(G) produce communications using technology or appropriate media (4-8/ESL).

Interactive Student

Interactive Teacher