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TEKS Reading 6th grade         (scroll >>>>)

TAAS Objectives and Related TEKS

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Big6

Information Power II

State Standards

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DOMAIN: READING COMPREHENSION

TAAS Objective 1 - Grade 6 Reading

The student will determine the meaning of words in a variety of written texts.

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

(AR, Bluebonnet), dictionary skills (print/electronic).

Locate and read books and other materials to develop vocabulary.

Reading a variety of print, electronic, and on-line information that build on previous learning, select, and synthesize information. State Library Standards II B-1, 2

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 - use the LRC to work on class assignments as a group or individually, independent searching using OPAC, lib resources page, and school databases

(B) [draw on experiences to] bring meanings to words in context, such as interpreting [idioms,] multiple-meaning words, [and analogies] (6-8)

Dictionary and thesaurus activities.

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 activities.

TAAS Objective 2 - Grade 6 Reading
The student will identify supporting ideas in a variety of written texts.

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

Reading a variety of print, electronic, and on-line information that build on previous learning, select, and synthesize information. State Library Standards II B-1, 2

(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)

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

Create a chart of various genres. Provide titles for examples of each type of genre.

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)

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

Create a story map to illustrate the plot, setting and resolution.

(6.13) 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.

Lib. Skills - using the library resources page to search, acquire, and evaluate info. for an assignment

(D) interpret and use graphic sources of information, such as maps, graphs, time lines, or tables, to address research questions (4-8)

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

Create charts and graphs to illustrate information found in sources.

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 6 Reading
The student will summarize a variety of written texts.

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

Reading a variety of print, electronic, and on-line information that build on previous learning, select, and synthesize information. State Library Standards II B-1, 2

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

Create a graphic organizer to explain a texts main idea and supporting details.

(G) paraphrase and summarize text to recall, inform, or organize ideas (4-8)

Integrates new information into one's own knowledge.

At the high school level, scores are predicted by the availability to students of computers with access to the Internet/WWW. (Measuring up to Standards: The Impact of School Library Programs "Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p. 29)

TAAS Objective 4 - Grade 6 Reading
The student will perceive relationships and recognize outcomes in a variety of written texts.

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

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

(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://infoweb10.newsbank.com/
correlationbank/StateCorrelations/
Texas/lang/tklang/tkel610.html

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

Applies information in critical thinking and problem solving.

Five major predictors of academic achievement: 1) full staffing; 2) full expenditure; 3) rich collections of print and non-print; 4) accessible technology; & 5) information literacy is integrated in to curriculum. (Fast Facts, Proof of the Power: A First Look at the Results of the Colorado Study" and more, November 19, 1999, no. 165.

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

Set criteria for different types of texts and write a paragraph in response to various texts.

Formulates questions based on information needs.

Five major predictors of academic achievement: 1) full staffing; 2) full expenditure; 3) rich collections of print and non-print; 4) accessible technology; & 5) information literacy is integrated in to curriculum. (Fast Facts, Proof of the Power: A First Look at the Results of the Colorado Study" and more, November 19, 1999, no. 165.

D) connect, compare, and contrast ideas, themes, and issues across text (4-8)

TAAS Objective 5 - Grade 6 Reading
The student will analyze information in a variety of written texts in order to make inferences and generalizations.

(6.10) 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 III B-1, 4

Lib. Skills - using LRC internet resources, independent researching in the LRC, using lib computers to create and present PowerPoint presentations.

(H) draw inferences, such as conclusions or generalizations, and support them with text evidence and experience (4-8)

Selects information appropriate to the problem or question at hand.

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

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

(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)

Create a story map to illustrate the plot, setting and resolution.

(6.13) 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.

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)

(D) interpret and use graphic sources of information, such as maps, graphs, time lines, or tables, to address research questions (4-8)

Create a graph or table to interpret information.

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)

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

Decide whether information gathered meets needs.

Selects information appropriate to the question or problem 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)

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

(6.10) 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 III B-1, 4

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

Create a t-Chart illustrating the fact and opinions from texts.

Distinguishes among fact, point of view, and opinion.

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

(A) identify the purposes of different types of texts, such as to inform, influence, express, or entertain (4-8)

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) describe how the author's perspective or point of view affects the text (4-8)

Distinguishes among fact, point of view, and opinion.

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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