Library Information Services
...Helping students become Independent, Information - literate, Lifelong Learners!


Spring Branch Independent School District
Dr. Barry M. Bishop
9016 Westview
Houston, TX, 713-365-5616

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TEKS Reading Exit (10th grade)         (scroll >>>>)

Exit Level Reading
TAAS Objectives and Related TEKS
DOMAIN: READING COMPREHENSION

Library Practices

Big6 (incomplete)

Information Power II

State Standards

Recent Research

Technology Applications TEKS

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

  

http://www.yahooligans.com/School_Bell/Reference/Dictionaries/

http://www.yahooligans.com/School_Bell/Reference/Thesauri/

 

          

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

Dictionary skills; flash cards;

Provide extensive collection of materials at

Various reading levels.

    

Read different types of literature in a variety of print, electronic, and on-line information sources for basic needs and integrating information. 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)

Tech. Apps. - 126.3 (b) 1, 2 126.12 (c) 1, 2

Lib. Skills - using computers to do research in the LRC, reading enrichment, understanding and using the OPAC

The student is expected to:
(B) rely on context to determine meanings of words and phrases, such as figurative language, [idioms,] multiple-meaning words, and technical vocabulary--EII

Bookstudy - read and discuss.

          

The student is expected to:
(C) apply meanings of prefixes, roots, and suffixes in order to comprehend--EII

Prefixes: Non-fiction/Fiction

          

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

            

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

      

Read different types of literature in a variety of print, electronic, and on-line information sources for basic needs and integrating information. State Library Standards II B-1

  

Tech. Apps. 126.3 (b) 1, 2, 3, 4 , 5, & 6 Tech. Apps. 126.12 (c) 1, 2, 3, 4, 5, & 6

The student is expected to:
(E) analyze text structures, such as compare and contrast, cause and effect, and chronological ordering, for how they influence understanding--EII

        

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 - participation in the Accelerated Reader program, using periodical databases in the LRC, using the internet, accessing and using the library resources page, using the library print collection.

The student is expected to:
(F) identify main ideas and their supporting details--EI

Read and discuss..

        

Lib. Skills - using library resource page and school databases to locate, evaluate, and use information.

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

Provide instruction for use of print/electronic sources and ability to locate them.

Noodle Tools http://www.noodletools.com/ 
How to search online, including selecting a search engine, finding some relevant sources, and citing those sources


Purdue University
http://owl.english.purdue.edu/handouts/research/index.html
Includes handouts and exercises on different aspects of research and the writing of research papers

Website Evaluation Guide
http://www.standrews.austin.tx.us/library/Web%20evaluation.htm

 

 

 

  

Standard V Indicator 2

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

  

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)

Lib. Skills - use library computers to retrieve information and use it to then create a finished product

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)—ELA 8

Introduce graphic sources (print/electronic); research (print/electronic).

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

 

 

  

Standard I Indicator 4

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)

Lib. Skills - access information and retrieve it from the internet, library resources page and school databases.

TAAS Objective 3 - Exit Level Reading
The student will summarize a variety of written texts.

            

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

Notetaking.

    

Offer library resources and activities for cooperatively planned projects and learning experiences. State Library Standards II A-1

  

Lib. Skills - selecting and using articles and other data retrieved form library print and non-print sources.

The student is expected to:
(F) identify main ideas and their supporting details--EI

Book talks.

        

Library Skills - successfully integrating information retrieved in the LRC into a class project or assignment

The student is expected to:
(G) summarize texts--EI

    

Standard III Indicator 2

Integrates new information into one's own knowledge.

      

(11) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts.

        

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:
(A) recognize the theme (general observation about life or human nature) within a text--EI

        

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 - evaluating information for use in assignments

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

            

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

      

Read different types of literature in a variety of print, electronic, and on-line information sources for basic needs and integrating information. State Library Standards II B-1

  

Tech. Apps. - 126.3 (b) 4, 5, 6, 7, 8, & 9 126.12 (c) 4, 5, 6, 7, 8, & 9

The student is expected to:
(E) analyze text structures, such as compare and contrast, cause and effect, and chronological ordering, for how they influence understanding--EII

        

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 - retrieving, evaluating, and using on-line resources.

The student is expected to:
(G) draw inferences, such as conclusions, generalizations, and predictions, and support them with text evidence and experience--EII

    

Standard III Indicator 2

Integrates new information into one's own knowledge.

    

Lib. Skills - use and evaluation of on-line resources, using library resources to create a class assignment

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

            

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

Research.

  

Standard III Indicator 1

Organizes information for practical application.

      

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

            

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

      

Read different types of literature and extract details and concepts from resources to identify, evaluate, integrate and synthesize information. State Library Standards II B-1, 2

  

Tech. Apps. - 126.3 (b) 5, 6, 7, 8, 9 126.12 (c) 5, 6, 7, 8, 9,

Lib. Skills - using the library resource page to find, evaluate, and use information to create a finished product

The student is expected to:
(G) draw inferences, such as conclusions, generalizations, and predictions, and support them with text evidence and experience--EII

Storytelling; book talks

  

Standard II Indicator 4

Selects information appropriate to the problem or question at hand.

    

Lib. Skills - using the LRC to find information to support conclusions, generalizations, and predictions

(11) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts.

          

Lib. Skills - reading enrichment, utilizing LRC print resources

The student is expected to:
(B) analyze relevance of setting and time frame to text's meaning--EI, EII

            

The student is expected to:
(C) describe and analyze the development of plot and identify conflicts and how they are addressed and resolved--EII

Storytelling; book talks

          

The student is expected to:
(C) analyze characters [and identify time and point of view]--EI

            

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

Different kinds of fiction.

      

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 - reading enrichment, utilizing print resources in the library

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

            

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

Supports with print/electronic sources.

Big 6 #1 Task Definition
1. Define the information problem
2. Identify information needed in order to complete task..
3. Create questions

Big 6 #2 Information Seeking Strategies

2.1 Brainstorm

2.2 Select best sources

Actually select appropriate sources

Standard I Indicator 5

Develops and uses successful strategies for locating information.

  

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)

Tech. Apps. - 126.3 (b) 4, 5, 6, 7, 8, 9 126.12 (c) 4, 5, 6, 7, 8, 9

Library Skills - using LRC databases, district resources, i.e. library resources page, reference collection and other available sources to conduct meaningful research

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)--ELA 8

    

Standard III Indicator 3

Applies information in critical thinking and problem solving.

  

The changing role for school library programs provides resources for students to create a community of lifelong learners. Three roles of school librarians help to promote this program: The learning and teaching role which supports the instructional goals of the school; the information access role which is the traditional role of the school librarian; and the program administrator which provides for the management of the program and provides training for members. (Information Power: Building Partnerships for Learning, ALA 1998)

Tech. Apps. - 126.3 (b) 4, 5, 6, 7, 8, 9, 126.12 (c) 4, 5, 6, 7, 8, 9

Lib. Skills - using internet resources and library computers to create a finished product

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

    

Standard III Indictor 2

Integrates new information into one's own knowledge.

  

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)

Lib. Skills - using OPAC and on-line resources

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

            

(12) Reading/analysis/evaluation. The student reads critically to evaluate texts.

      

Read different types of literature and extract details and concepts from resources to identify, evaluate, integrate and synthesize information. State Library Standards II B-1, 2

  

Lib. Skills - using on-line resources, searching on OPAC, using Boolean searches for information retrieval, discarding unreliable or non factual research material

The student is expected to:
(D) analyze texts, such as editorials, documentaries, and advertisements, for bias and use of common persuasive techniques--EI

Use print/electronic resources available; evaluate good/bad websites; critiquing.

  

Standard II Indicator 3

Identifies inaccurate and miss-leading 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)

Lib. Skills - using on-line resources, searching on OPAC, using Boolean searches for information retrieval, discarding unreliable or non factual research material

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

          

Lib. Skills - reading enrichment

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

Compare and contrast advertisements, newspaper articles; emphasizing pleasure reading.

  

Standard II Indicator 2

Distinguishes among fact, point of view, and opinion.

    

Lib. Skill - use and evaluation of LRC resources

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

          

Lib. Skills - reading enrichment

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

    

Standard II Indicator 3

Identifies inaccurate and leading-leading 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)

Lib. Skills - reading enrichment, research

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

    

Standard II Indicator 2

Distinguishes among fact, point of view, and opinion.

      
 

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Page edited - 11/18/2007

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Spring Branch Independent School District, Houston, Texas
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