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TEKS Reading 5th grade         (scroll >>>>)

TAAS Objectives and Related TEKS

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State Standards

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DOMAIN: READING COMPREHENSION

TAAS Objective 1 - Grade 5 Reading
The student will determine the meaning of words in a variety of written texts.

(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.

Locate books and articles with appropriate vocabulary.

Read different types of literature and use a variety of information resources for basic needs and fulfill class assignments. State Library Standards II B-1

Librarian-teacher instructed group of students scored higher in vocabulary than teacher alone instructed group of students using library references (Measuring up to Standards: The Impact of School Library Programs "Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p.13)

Lib. Skills Ð using lib. Computers for info retrieval, reading enrichment

(B) [draw on experiences to] bring meanings to words in context, such as interpreting figurative language and multiple-meaning words (4-5)

Suggested authors: Heller, Parish, and Gwynne.

Utilizing the web and other on-line resources provides experiences for students to draw from. Time working with teachers and students to utilize these sources impact student achievement. Measuring up to Standards: The Impact of School Library Programs "Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p.42)

(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.

"When school librarians provide reading guidance or a bibliography, reluctant fifth grade readers can be motivated--an adequate collection of print and non-print materials increase test scores--(Measuring Up to Standards, Pennsylvania Department of Education, p. 19 Ð 20.)

TAAS Objective 2 - Grade 5 Reading
The student will identify supporting ideas in a variety of written texts.

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

Provide a large collection with a variety of titles and levels.

Extract details and concepts from resources and integrate information to create meaning that connects prior knowledge. State Library Standards II B-3

Lib. Skills Ð using library resources page to locate and evaluate material for information, compare and contrast print and non-print LRC resources.

(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

Create a graphic organizer to help recall information.

(F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8)

http://connections10.newsbank.com/
big6/teacher/

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

Create a database of the various characteristics of the different types of texts.

High academic achievement is accomplished with a quality collection of books and other materials, state-of-the-art technology that is integrated into the learning/teaching and information-seeking process, and cooperation between library media centers and other libraries. Colorado Study, Library Research Service, Colorado State Library, Colorado Department of Education, Lance, Keith, November 1999, ED3/110.10/No. 164)

(I) recognize and analyze story plot, setting, and problem resolution (4-8)

Story mapping.

Create a story map giving information on plot, setting, and problem resolution.

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

Actually select appropriate sources

Derives meaning from information presented creatively in a variety of formats.

(D) interpret and use graphic sources of information, such as maps, graphs, time lines, tables, or diagrams, to address research questions (4-5)

http://connections10.newsbank.com/
big6/teacher/

Create graphs and charts to interpret information.

Identifies a variety of potential sources of information.

The collection of a library can make a difference on student learning by the type and variety of materials and on-line services, as well as the currency of available materials. (Measuring up to Standards: The Impact of School Library Programs "Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p. 29)

TAAS Objective 3 - Grade 5 Reading
The student will summarize a variety of written texts.

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

Access information as needed from a variety of sources in multiple formats. State Library Standards III B-1

Lib. Skills Ð use LRC databases for information retrieval

(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)

Book reports; story mapping.

Integrates new information into one's own knowledge.

The student will perceive relationships and recognize outcomes in a variety of written texts.

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

Access information as needed from a variety of sources in multiple formats and integrate information to create meaning that connects prior knowledge and draws conclusions. State Library Standards II B-3 & III B-4

Lib. Skills Ð using LRC sources to support ideas, beliefs, or to make comparisons, contrast, and connections.

(E) use the text's structure or progression of ideas, such as cause and effect or chronology, to locate and recall information (4-8)

http://connections10.newsbank.com/
big6/teacher/

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

The collection of a library can make a difference on student learning by the type and variety of materials and on-line services, as well as the currency of available materials. (Measuring up to Standards: The Impact of School Library Programs "Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p. 29)

(A) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8)

Read and discuss.

Applies information in critical thinking and problem solving.

(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.

Applies information in critical thinking and problem solving

TAAS Objective 5 - Grade 5 Reading
The student will analyze information in a variety of written texts in order to make inferences and generalizations.

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

Access information as needed from a variety of sources in multiple formats and integrate information to create meaning that connects prior knowledge and draws conclusions. State Library Standards II B-3 & III B-4

Lib. Skills Ð creating a finished product using word processing and/or PowerPoint software in the LRC

(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.

Selects information appropriate to the problem or question at hand.

The collection of a library can make a difference on student learning by the type and variety of materials and on-line services, as well as the currency of available materials. (Measuring up to Standards: The Impact of School Library Programs "Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p. 29)

(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.

Librarian-teacher instructed group of students scored higher in vocabulary than teacher alone instructed group of students using library references (Measuring up to Standards: The Impact of School Library Programs "Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p.13)

(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)

Story mapping.

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

Actually select appropriate sources

Develops and uses successful strategies for locating information.

(D) interpret and use graphic sources of information, such as maps, graphs, time lines, tables, or diagrams, to address research questions (4-5)

NewsBank.

Use graphic organizers to interpret selections read during the research process.

Applies information in critical thinking and problem solving.

(G) draw conclusions from information gathered from multiple sources (4-8)

Complete research assignment using electronic and print resources.

Selects information appropriate to the problem or question at hand.

TAAS Objective 6 - Grade 5 Reading
The student will recognize points of view, propaganda, and/or statements of fact and opinion in a variety of written texts.

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

Read different types of literature and use a variety of information resources to identify, integrate, and use information in the synthesis of ideas. State Library Standards II B-1, 2 & III B-3

Lib. Skills Ð comparing and contrasting LRC database information for validity, and usefulness.

(J) distinguish fact and opinion in various texts (4-8)

Use magazine and newspaper articles.

Create a t-chart with facts and opinions from selected texts.

Distinguishes among fact, point of view, and opinion.

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

Create a database with characteristics from the various genres. Provide sample titles to fit within each genre.

(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.

(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.

Distinguishes among fact, point of view, and opinion.

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.

D. Underlined text
Underlined text indicates that this portion of the student expectation is not tested in this objective but is tested in another objective.

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Page edited - 11/18/2007

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