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TEKS Reading 8th grade         (scroll >>>>)

GRADE 8 READING
TAAS Objectives and Related TEKS

Library Practices
(not done yet)

Big6

Information Power II

State Standards

Recent Research

Technology Applications TEKS

DOMAIN: READING COMPREHENSION

TAAS Objective 1 - Grade 8 Reading
The student will determine the meaning of words in a variety of written texts.

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

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)

Reading a variety of print, electronic, and on-line information that build on previous learning , select, and synthesize information

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

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

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)

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)

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)

TAAS Objective 2 - Grade 8 Reading
The student will identify supporting ideas in a variety of written texts.

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

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)

Reading a variety of print, electronic, and on-line information that build on previous learning , select, and synthesize 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)

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)

The student is expected to:
(F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8)

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

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)

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

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)

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

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

Identifies a variety of potential sources of information.

TAAS Objective 3 - Grade 8 Reading
The student will summarize a variety of written texts.

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

Students whose school librarians played an instructional role, whether by identifying materials to be used with teacher-planned instructional units, or by collaborating with teachers in planning the units, tended to achieve higher test scores. (Measuring up to Standards, Pennsylvania Department of Education, p. 14)

Reading a variety of print, electronic, and on-line information that build on previous learning , select, and synthesize information

Students whose school librarians played an instructional role, whether by identifying materials to be used with teacher-planned instructional units, or by collaborating with teachers in planning the units, tended to achieve higher test scores. (Measuring up to Standards, Pennsylvania Department of Education, p. 14)

The student is expected to:
(F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8)

The student is expected to:
(G) paraphrase and summarize text to recall, inform, or organize ideas (4-8)

Integrates new information into one's own knowledge.

TAAS Objective 4 - Grade 8 Reading
The student will perceive relationships and recognize outcomes in a variety of written texts.

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

Students whose school librarians played an instructional role, whether by identifying materials to be used with teacher-planned instructional units, or by collaborating with teachers in planning the units, tended to achieve higher test scores. (Measuring up to Standards, Pennsylvania Department of Education, p. 14)

Reading a variety of print, electronic, and on-line information that build on previous learning , select, and synthesize information

Students whose school librarians played an instructional role, whether by identifying materials to be used with teacher-planned instructional units, or by collaborating with teachers in planning the units, tended to achieve higher test scores. (Measuring up to Standards, Pennsylvania Department of Education, p. 14)

Tech. Apps. - 126.12 (c) 7, 9, 10, &12

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

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)

(8.11) 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)

Applies information in critical thinking and problem solving.

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)

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

Formulates questions based on information needs.

The student is expected to:
(D) connect, compare, and contrast ideas, themes, and issues across text (4-8)

TAAS Objective 5 - Grade 8 Reading
The student will analyze information in a variety of written texts in order to make inferences and generalizations.

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

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)

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.

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)

Tech. Apps. - 126.12 (c) 7, 9, 10, &12

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

The student is expected to:
(H) draw inferences, such as conclusions or generalizations, and support them with text evidence and experience (4-8)

(8.12) 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)

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)

The student is expected to:
(F) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8)

The student is expected to:
(G) recognize and analyze story plot, setting, and problem resolution (4-8)

The student is expected to:
(K) recognize how [style, tone, and ] mood contribute to the effect of the text (6-8)

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

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)

Develops and uses successful strategies for locating 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)

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

Applies information in critical thinking and problem solving.

The student is expected to:
(G) draw conclusions from information gathered from multiple sources (4-8)

Integrates new information into one's own knowledge.

TAAS Objective 6 - Grade 8 Reading
The student will recognize points of view, propaganda, and/or statements of fact and opinion in a variety of written texts.

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

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)

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.

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 - using library resources to search, acquire, and evaluate information for use with a class assignment

The student is expected to:
(J) distinguish fact and opinion in various texts (4-8)

Distinguishes among fact, point of view, and opinion.

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

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

Identifies inaccurate and miss-leading information.

The student is expected to:
(H) describe how the author's perspective or point of view affects the text (4-8)

Distinguishes among fact, point of view, and opinion.

C. [Italicized, bracketed text]
Although the entire student expectation has been provided for reference, text in bracketed italics indicates that this portion of the student expectation will not be tested on TAAS.

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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