Reading Exit Ab

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Spring Branch Independent School District
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TEKS Reading Exit (10th grade)

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Exit Level Reading TAAS Objectives and Related TEKS DOMAIN: READING COMPREHENSION	Library Support
TAAS Objective 1 - Exit Level Reading The student will determine the meaning of words in a variety of written texts.	The links below will lead the user to lesson plans or other resources to support the TEKS
(6) Reading/word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study.	Dictionary skills your dictionary.com A Word a Day Yahooligans Dictionaries Words: Where Do They Come From? An Interview With the Inventor of Words Thesaurus Thesaurus.com Online Thesaurus Provide extensive collection of materials at various reading levels; Flash cards
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	Book studies - read and discuss. Reading Comprehension Lesson Plans
The student is expected to: (C) apply meanings of prefixes, roots, and suffixes in order to comprehend--EII	Prefixes: Non-fiction/Fiction Greek & Latin Roots
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.	Reading ComprehensionWorksheets Cyberguides 9-12 Lesson Plan: Dateline Troy Graphic Organizer Generators
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	Lesson Plan: Julius Caesar Web Guide Compare and Contrast Worksheet Problem/Solution Worksheet Semantic Mapping for Concept Formation
The student is expected to: (F) identify main ideas and their supporting details--EI	Read and discuss.. Lesson Plan: Holes
(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 How to search online, including selecting a search engine, finding some relevant sources, and citing those sources Purdue University Includes handouts and exercises on different aspects of research and the writing of research papers Website Evaluation Guide Research Skills Worksheets Finding it Online Research Rubric
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) TRC's Big Six Toolkit Learning to Research in the Library
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.	Note-taking How Do I Know What to Write? Listening and Note-taking Note-taking Skills (Eastern Illinois University) Lesson plan: Summary/Notetaking, Main Idea and Details
The student is expected to: (F) identify main ideas and their supporting details--EI	Book talks Booktalks - Quick and Simple Theme Skunk Poetry Comprehension Western/Pacific Literacy Network/CNN SF Learning Resources
The student is expected to: (G) summarize texts--EI	Book Reports More Ideas Than You'll Ever Need for Book Reports Autobiography/Biography
(11) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts.	Poetry Lesson Plan: Green Eggs and Iambs Poetry Lesson Plan: Poetry Shopping
The student is expected to: (A) recognize the theme (general observation about life or human nature) within a text--EI	Lesson Plan: Four Corners
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.	Novel Guide: Literary Analyses Childhood Through The Looking Glass
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	Dissecting a Story Lesson Plans: To Kill a Mockingbird
The student is expected to: (G) draw inferences, such as conclusions, generalizations, and predictions, and support them with text evidence and experience--EII	Teacher's Guide for the Professional Cartoonists' Index Multicultural Literature
(8.11) Reading/literary response. The student expresses and supports responses to various types of texts.	More Ideas that You'll Ever Use for Book Reports Quests in Literature
The student is expected to: (D) connect, compare, and contrast ideas, themes, and issues across texts (4-8)--ELA 8	Research Learning to Research in the Library Research Skills Worksheets
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.	Cyberguides 9-12 Favorite Poem Project Lesson Plans: Lord of the Flies
The student is expected to: (G) draw inferences, such as conclusions, generalizations, and predictions, and support them with text evidence and experience--EII	Storytelling Storytelling Bookshelf Book talks ALA - Winning Titles
(11) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts.	Lesson Plan: Literature Jewels: Metaphors
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	What Makes a Good Short Story? (Annenberg CBP Exhibits - "A Jury of Her Own") Lesson Plan: Literary Report Card
(8.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres).	Various types of fiction Characteristics of Literary Form (NewsBank - TRC)
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 SBISD Library Resources Page
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	Info Search: Where's the Information?
The student is expected to: (G) draw conclusions from information gathered from multiple sources (4-8)--ELA 8	Evaluating Websites
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.
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 Lesson Plan: Only a Matter of Opinion: Propaganda Techniques in Commercials Evaluate good/bad websites The Good, The Bad, The Ugly Critiquing
(8.10) Reading/comprehension. The student comprehends selections using a variety of strategies.	Poetry Search
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. How Can you Tell the Difference Between Objective Writing and Biased Writing?
(8.12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres).	Biographies Biography Maker Rubric for grading biographies
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
The student is expected to: (H) describe how the author's perspective or point of view affects the text (4-8)--ELA 8

Copyright		Page edited - 08/26/2008
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