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TEKS Reading 5th grade |
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GRADE 5 READING TAAS Objectives and Related TEKS |
Library Support |
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DOMAIN: READING COMPREHENSION |
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TAAS Objective 1 - Grade 5 Reading |
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(5.9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. |
Provide extensive collection of materials at various reading levels. |
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The student is expected to: (B) [draw on experiences to] bring meanings to words in context, such as interpreting figurative language and multiple-meaning words (4-5) |
Play games using idioms Ð students to illustrate and possible publish a book. Suggested authors: Heller, Parish, and Gwynne. |
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The student is expected to: (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) |
Dictionary activity. |
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TAAS Objective 2 - Grade 5 Reading |
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(5.10) Reading/comprehension. The student comprehends selections using a variety of strategies. |
Provide a large collection with a variety of titles and levels. |
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The student is expected to: (E) use the text's structure or progression of ideas, such as cause and effect or chronology, to locate and recall information (4-8) |
Story maps |
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The student is expected to: (F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8) |
Graphic organizer. |
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(5.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). |
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The student is expected to: (I) recognize and analyze story plot, setting, and problem resolution (4-8) |
Story mapping. |
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(5.13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. |
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The student is expected to: (D) interpret and use graphic sources of information, such as maps, graphs, time lines, tables, or diagrams, to address research questions (4-5) |
NewsBank's graphic organizers. |
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TAAS Objective 3 - Grade 5 Reading |
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(5.10) Reading/comprehension. The student comprehends selections using a variety of strategies. |
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The student is expected to: (F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8) |
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The student is expected to: (G) paraphrase and summarize text to recall, inform, or organize ideas (4-8) |
Book reports; story mapping. |
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TAAS Objective 4 - Grade 5 Reading The student will perceive relationships and recognize outcomes in a variety of written texts. |
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(5.10) Reading/comprehension. The student comprehends selections using a variety of strategies. |
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The student is expected to: (E) use the text's structure or progression of ideas, such as cause and effect or chronology, to locate and recall information (4-8) |
Graphic Organizers from NewsBank's Big 6 tool kit. |
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(5.11) Reading/literary response. The student expresses and supports responses to various types of texts. |
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The student is expected to: (A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8) |
Read and discuss. |
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The student is expected to: (D) connect, compare, and contrast ideas, themes, and issues across text (4-8) |
Share stories and discuss the themes. Compare and Contrast same author, different titles. |
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TAAS Objective 5 - Grade 5 Reading |
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(5.10) Reading/comprehension. The student comprehends selections using a variety of strategies. |
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The student is expected to: (H) draw inferences, such as conclusions or generalizations, and support them with text evidence and experience (4-8) |
Students to make hypothesis and then find the evidence to support that hypothesis through research or reading of a selected article. |
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(5.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). |
Posters giving characteristics of the various genres available for students to see. Create a hyperstudio card stack to explain different genres. |
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The student is expected to: (H) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8) |
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The student is expected to: (I) recognize and analyze story plot, setting, and problem resolution (4-8) |
Story mapping. |
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(5.13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. |
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The student is expected to: (D) interpret and use graphic sources of information, such as maps, graphs, time lines, tables, or diagrams, to address research questions (4-5) |
Almanacs; atlases; print/electronic sources; NewsBank. |
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The student is expected to: (G) draw conclusions from information gathered from multiple sources (4-8) |
Complete research assignment using electronic and print resources. |
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TAAS Objective 6 - Grade 5 Reading |
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(5.10) Reading/comprehension. The student comprehends selections using a variety of strategies. |
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The student is expected to: (J) distinguish fact and opinion in various texts (4-8) |
Use magazine and newspaper articles. |
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(5.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). |
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The student is expected to: (C) identify the purposes of different types of texts, such as to inform, influence, express, or entertain (4-8) |
Create a hyperstudio/slide show to explain the various types of texts and how to use them. |
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The student is expected to: (J) describe how the author's perspective or point of view affects the text (4-8) |
Compare and contrast various selections and use a graphic organizer to interpret. |
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TEKS-based TAAS and end-of-course tests are criterion-referenced assessments that measure student's mastery of the statewide curriculum. All test formats are multiple-choice except for the written composition in each TAAS writing test. C. [Italicized, bracketed text] D. Underlined text |
