Texas Assessment Of Knowledge And Skills
Texas Assessmentof Knowledge and SkillsComparison ofPrevious ELA/R TEKS toCurrent ELA/R TEKSGrades 3–9 ReadingGrade 10 and Exit Level ELAGrades 4 and 7 WritingTexas Education AgencyStudent Assessment DivisionSpring 2010
ELA/READING–GRADE3TAKSComparison of Previous ELA/R TEKS to Current ELA/R TEKSThis chart represents a comparison of the old and new ELA/R TEKS organized under current TAKS objectives.Objective 1The student will demonstrate a basic understanding of culturally diverse written texts.Previous ELA/R TEKS(3.5)Current ELA/R TEKSReading/word identification. Thestudent uses a variety of wordidentification strategies. The student isexpected to(3.5) (D): use root words and other structural cuessuch as prefixes, suffixes, and derivational endingsto recognize words(4) (A): identify the meaning of common prefixes(e.g., in-, dis-) and suffixes (e.g., -full, -less), andknow how they change the meaning of roots[Reading/Vocabulary Development](3.5) (E): use knowledge of word order (syntax)and context to support word identification andconfirm word meaning(4) (B): use context to determine the relevantmeaning of unfamiliar words or distinguishamong multiple meaning words and homographs[Reading/Vocabulary Development](3.7)Reading/variety of texts. The studentreads widely for different purposes invaried sources. The student is expectedto(3.7) (B): read from a variety of genres [forpleasure and] to acquire information from bothprint and electronic sources(3.8)(13) (A): identify the details or facts that supportthe main idea [Informational/Expository](13) (C): identify explicit cause and effectrelationships among ideas in texts [Informational/Expository]Reading/vocabulary development. Thestudent develops an extensivevocabulary. The student is expected to(3.8) (C) use [resources and references such asbeginners’ dictionaries, glossaries, availabletechnology, and] context to build word meaningsand to confirm pronunciations of words(4) Students understand new vocabulary and useit when reading and writing. [Reading/VocabularyDevelopment](3.8) (D): demonstrate knowledge of synonyms,antonyms, and multi-meaning words [forexample, by sorting, classifying, and identifyingrelated words](4) (B): use context to determine the relevantmeaning of unfamiliar words or distinguishamong multiple meaning words and homographs[Reading/Vocabulary Development](4) (C): identify and use antonyms, synonyms,homographs, and homophones [Reading/Vocabulary Development]Page 2 of 82Texas Assessmentof Knowledge and SkillsTexas Education AgencyStudent Assessment DivisionSpring 2010
ELA/READING–GRADE(3.9)3Reading/comprehension. The studentuses a variety of strategies tocomprehend selections read aloud andselections read independently. Thestudent is expected to(3.9) (C): retell [or act out the order of ] importantevents in stories(13) (A): identify the details or facts that supportthe main idea [Informational/Expository](8) (A): sequence and summarize the plot’s mainevents and explain their influence on futureevents [Literary/Fiction](3.9) (H): produce summaries of text selections(8) (A): sequence and summarize the plot’s mainevents and explain their influence on futureevents [Literary/Fiction]Objective 2The student will apply knowledge of literary elements to understand culturally diverse writtentexts.Previous ELA/R TEKSCurrent ELA/R TEKS(3.11) Reading/text structures/literaryconcepts. The student analyzes thecharacteristics of various types of texts.The student is expected to(3.11) (H): analyze characters, including their traits,feelings, relationships, and changes(8) (B): describe the interaction of charactersincluding their relationships and the changesthey undergo [Literary/Fiction](3.11) (I): identify the importance of the setting toa story’s meaningFigure 19 (D): make inferences about text and usetextual evidence to support understanding(3.11) (J): recognize the story problem(s) or plot(8) (A): sequence and summarize the plot’s mainevents and explain their influence on futureevents [Literary/Fiction]Page 3 of 82Texas Assessmentof Knowledge and SkillsTexas Education AgencyStudent Assessment DivisionSpring 2010
ELA/READING–GRADE3Objective 3The student will use a variety of strategies to analyze culturally diverse written texts.Previous ELA/R TEKS(3.9)Current ELA/R TEKSReading/comprehension. The studentuses a variety of strategies tocomprehend selections read aloud andselections read independently. Thestudent is expected to(3.9) (C): retell [or act out] the order of importantevents in stories(8) (A): sequence and summarize the plot’s mainevents and explain their influence on futureevents [Literary/Fiction]Figure 19 (E): summarize information in text,maintaining meaning and logical order(3.9) (I): represent text information in differentways, including story maps, graphs, and chartsFigure 19 (D): make inferences about text and usetextual evidence to support understanding(3.11) Reading/text structures/literaryconcepts. The student analyzes thecharacteristics of various types of texts.The student is expected to(3.11) (A): distinguish different forms of texts,including lists, newsletters, and signs and thefunctions they serve(13) Students analyze, make inferences and drawconclusions about expository text and provideevidence from text to support theirunderstanding. [Informational/Expository](3.11) (C): recognize the distinguishing features offamiliar genres, including stories, [poems,] andinformational texts(5) Students analyze, make inferences and drawconclusions about theme and genre in differentcultural, historical, and contemporary contextsand provide evidence from the text to supporttheir understanding. [Literary/Theme and Genre](12) (A): identify the topic and locate the author’sstated purposes in writing the text[Informational/Culture and History]Page 4 of 82Texas Assessmentof Knowledge and SkillsTexas Education AgencyStudent Assessment DivisionSpring 2010
ELA/READING–GRADE3Objective 4The student will apply critical-thinking skills to analyze culturally diverse written texts.Previous ELA/R TEKS(3.9)Current ELA/R TEKSReading/comprehension. The studentuses a variety of strategies tocomprehend selections read aloud andselections read independently. Thestudent is expected to(3.9) (F): make and explain inferences from textssuch as determining important ideas, causes andeffects, making predictions, and drawingconclusions(5) (A): paraphrase the themes and supportingdetails of fables, legends, myths, or stories[Literary/Theme and Genre](3.9) (F): make and explain inferences from textssuch as determining important ideas, causes andeffects, making predictions, and drawingconclusionsFigure 19 (D): make inferences about text and usetextual evidence to support understanding(3.9) (F): make and explain inferences from textssuch as determining important ideas, causes andeffects, making predictions, and drawingconclusionsFigure 19 (D): make inferences about text and usetextual evidence to support understanding(3.9) (F): make and explain inferences from textssuch as determining important ideas, causes andeffects, making predictions, and drawingconclusions(13) (B): draw conclusions from the factspresented in text and support those assertionswith textual evidence [Informational/Expository](3.9) (J): distinguish fact from opinion in varioustexts, including news stories and advertisements(14) (A): identify what the author is trying topersuade the reader to think or do [Informational/Persuasive]Figure 19 (D): make inferences about text and usetextual evidence to support understandingFigure 19 (D): make inferences about text and usetextual evidence to support understanding(3.10) Reading/literary response. The studentresponds to various texts. The studentis expected to(3.10) (C): support interpretations or conclusionswith examples drawn from text(13) (B): draw conclusions from the factspresented in text and support those assertionswith textual evidence [Informational/Expository]Figure 19 (D): make inferences about text and usetextual evidence to support understandingPage 5 of 82Texas Assessmentof Knowledge and SkillsTexas Education AgencyStudent Assessment DivisionSpring 2010
ELA/READING–GRADE4TAKSComparison of Previous ELA/R TEKS to Current ELA/R TEKSThis chart represents a comparison of the old and new ELA/R TEKS organized under current TAKS objectives.Objective 1The student will demonstrate a basic understanding of culturally diverse written texts.Previous ELA/R TEKS(4.9)Current ELA/R TEKSReading/vocabulary development. Thestudent acquires an extensivevocabulary through reading andsystematic word study. The student isexpected to(4.9) (B): draw on experiences to bring meaningsto words in context such as interpreting figurativelanguage and multiple-meaning words(2) (B): use the context of the sentence(e.g., in-sentence example or definition) todetermine the meaning of unfamiliar words ormultiple meaning words [Reading/VocabularyDevelopment](8) (A): identify the author’s use of similes andmetaphors to produce imagery [Literary/SensoryLanguage](4.9) (D): determine meanings of derivatives byapplying knowledge of the meanings of rootwords such as like, pay, or happy and affixes suchas dis-, pre-, and un-(2) (A): determine the meaning of grade-levelacademic English words derived from Latin,Greek, or other linguistic roots and affixes[Reading/Vocabulary Development](4.10) Reading/comprehension. The studentcomprehends selections using a varietyof strategies. The student is expected to(4.10) (F): determine a text’s main (or major) ideas(11) (A): summarize the main idea and supportingdetails in text in ways that maintain meaning[Informational/Expository](6) (A): sequence and summarize the plot’s mainevents and explain their influence on futureevents [Literary/Fiction](4.10) (G): paraphrase and summarize text torecall, inform, and organize ideas(6) (A): sequence and summarize the plot’s mainevents and explain their influence on futureevents [Literary/Fiction](11) (A): summarize the main idea and supportingdetails in text in ways that maintain meaning[Informational/Expository]Figure 19 (E): summarize information in text,maintaining meaning and logical orderPage 6 of 82Texas Assessmentof Knowledge and SkillsTexas Education AgencyStudent Assessment DivisionSpring 2010
ELA/READING–GRADE4Objective 2The student will apply knowledge of literary elements to understand culturally diverse writtentexts.Previous ELA/R TEKSCurrent ELA/R TEKS(4.12) Reading/text structures/literaryconcepts. The student analyzes thecharacteristics of various types of texts(genres). The student is expected to(4.12) (H): analyze characters, including their traits,motivations, conflicts, points of view, relationships,and changes they undergo(6) (B): describe the interaction of charactersincluding their relationships and the changesthey undergo [Literary/Fiction](4.12) (I): recognize and analyze story plot, setting,and problem resolution(6) (A): sequence and summarize the plot’s mainevents and explain their influence on futureevents [Literary/Fiction]Objective 3The student will use a variety of strategies to analyze culturally diverse written texts.Previous ELA/R TEKSCurrent ELA/R TEKS(4.10) Reading/comprehension. The studentcomprehends selections using a varietyof strategies. The student is expected to(4.10) (E): use the text’s structure or progression ofideas such as cause and effect or chronology tolocate and recall information(11) (C): describe explicit and implicitrelationships among ideas in texts organized bycause-and-effect, sequence, or comparison[Informational/Expository](6) Students understand, make inferences anddraw conclusions about the structure andelements of fiction and provide evidence fromtext to support their understanding. [LiteraryText/Fiction](4.10) (E): use the text’s structure or progression ofideas such as cause and effect or chronology tolocate and recall information(6) (A): sequence and summarize the plot’s mainevents and explain their influence on futureevents [Literary/Fiction](11) (C): describe explicit and implicitrelationships among ideas in texts organized bycause-and-effect, sequence, or comparison[Informational/Expository]Figure 19 (E): summarize information in text,maintaining meaning and logical orderPage 7 of 82Texas Assessmentof Knowledge and SkillsTexas Education AgencyStudent Assessment DivisionSpring 2010
ELA/READING–GRADE(4.10) (I): find similarities and differences acrosstexts such as in treatment, scope, or organization4(11) (C): describe explicit and implicitrelationships among ideas in texts organized bycause-and-effect, sequence, or comparison[Informational/Expository]Figure 19 (F): make connections (e.g., thematiclinks, author analysis) between literary andinformational texts with similar ideas and providetextual evidence(4.10) (L): represent text information in differentways such as in outline, timeline, or graphicorganizer(11) (C): describe explicit and implicitrelationships among ideas in texts organized bycause-and-effect, sequence, or comparison[Informational/Expository]Figure 19 (D): make inferences about text and usetextual evidence to support understanding(4.12) Reading/text structures/literaryconcepts. The student analyzes thecharacteristics of various types of texts(genres). The student is expected to(4.12) (A): judge the internal consistency or logicof stories and texts such as “Would this characterdo this?”; “Does this make sense here?”Figure 19 (D): make inferences about text and usetextual evidence to support understanding(4.12) (C): identify the purposes of different typesof texts such as to inform, influence, express, orentertain(10) (A): explain the difference between a statedand an implied purpose for an expository text[Informational/Culture and History](4.12) (E): compare communication in differentforms such as [contrasting a dramaticperformance with a print version of the samestory or] comparing story variantsFigure 19 (F): make connections (e.g., thematiclinks, author analysis) between literary andinformational texts with similar ideas and providetextual evidence(4.12) (J): describe how the author’s perspectiveor point of view affects the text(12) (A): explain how an author uses language topresent information to influence what the readerthinks or does [Informational/Persuasive]Page 8 of 82Texas Assessmentof Knowledge and SkillsTexas Education AgencyStudent Assessment DivisionSpring 2010
ELA/READING–GRADE4Objective 4The student will apply critical-thinking skills to analyze culturally diverse written texts.Previous ELA/R TEKSCurrent ELA/R TEKS(4.10) Reading/comprehension. The studentcomprehends selections using a varietyof strategies. The student is expected to(4.10) (H): draw inferences such as conclusions orgeneralizations and support them with textevidence [and experience]Figure 19 (D): make inferences about text and usetextual evidence to support understanding(4.10) (J): distinguish fact and opinion in varioustexts(11) (B): distinguish fact from opinion in a textand explain how to verify what is a fact[Informational/Expository](4.11) Reading/literary response. The studentexpresses and supports responses tovarious types of texts. The student isexpected to(4.11) (C): support responses by referring torelevant aspects of text [and his/her ownexperiences]Figure 19 (D): make inferences about text and usetextual evidence to support understanding(4.11) (D): connect, compare, and contrast ideas,themes, and issues across textFigure 19 (F): make connections (e.g., thematiclinks, author analysis) between literary andinformational texts with similar ideas and providetextual evidence(4.12) Reading/text structures/literaryconcepts. The student analyzes thecharacteristics of various types of texts(genres). The student is expected to(4.12) (B): recognize that authors organizeinformation in specific ways(6) Students understand, make inferences anddraw conclusions about the structure andelements of fiction and provide evidence fromtext to support their understanding. [Literary/Fiction](11) (C): describe explicit and implicitrelationships among ideas in texts organized bycause-and-effect, sequence, or comparison[Informational/Expository]Page 9 of 82Texas Assessmentof Knowledge and SkillsTexas Education AgencyStudent Assessment DivisionSpring 2010
ELA/READING–GRADE5TAKSComparison of Previous ELA/R TEKS to Current ELA/R TEKSThis chart represents a comparison of the old and new ELA/R TEKS organized under current TAKS objectives.Objective 1The student will demonstrate a basic understanding of culturally diverse written texts.Previous ELA/R TEKS(5.9)Current ELA/R TEKSReading/vocabulary development. Thestudent acquires an extensivevocabulary through reading andsystematic word study. The student isexpected to(5.9) (B): draw on experiences to bring meaningsto words in context such as interpreting figurativelanguage and multiple-meaning words(2) (B): use context (e.g., in-sentence restatement)to determine or clarify the meaning of unfamiliaror multiple meaning words [Reading/VocabularyDevelopment](8) (A): evaluate the impact of sensory details,imagery, and figurative language in literary text[Literary/Sensory Language](5.9) (D): determine meanings of derivatives byapplying knowledge of the meanings of rootwords such as like, pay, or happy and affixes suchas dis-, pre-, and un-(2) (A): determine the meaning of grade-levelacademic English words derived from Latin,Greek, or other linguistic roots and affixes[Reading/Vocabulary Development](5.10) Reading/comprehension. The studentcomprehends selections using a varietyof strategies. The student is expected to(5.10) (F): determine a text’s main (or major) ideas(11) (A): summarize the main ideas andsupporting details in a text in ways that maintainmeaning and logical order [Informational/Expository](6) (A): describe incidents that advance the storyor novel, explaining how each incident gives riseto or foreshadows future events [Literary/Fiction]Page 10 of 82Texas Assessmentof Knowledge and SkillsTexas Education AgencyStudent Assessment DivisionSpring 2010
ELA/READING–GRADE(5.10) (F): determine a text’s main (or major) ideasand how those ideas are supported with details5(11) (A): summarize the main ideas andsupporting details in a text in ways that maintainmeaning and logical order [Informational/Expository](6) (A): describe incidents that advance the storyor novel, [explaining how each incident gives riseto or foreshadows future events] [Literary/Fiction](6) (B): explain the roles and functions ofcharacters in various plots, including theirrelationships and conflicts [Literary/Fiction](5.10) (G): paraphrase and summarize text torecall, inform, or organize ideas(11) (A): summarize the main ideas andsupporting details in a text in ways that maintainmeaning and logical order [Informational/Expository]Figure 19 (E): summarize and paraphrase texts inways that maintain meaning and logical orderwithin a text and across textsObjective 2The student will apply knowledge of literary elements to understand culturally diverse writtentexts.Previous ELA/R TEKSCurrent ELA/R TEKS(5.12) Reading/text structures/literaryconcepts. The student analyzes thecharacteristics of various types of texts(genres). The student is expected to(5.12) (H): analyze characters, including their traits,motivations, conflicts, points of view, relationships,and changes they undergo(6) (B): explain the roles and functions ofcharacters in various plots, including theirrelationships and conflicts [Literary/Fiction](5.12) (I): recognize and analyze story plot, setting,and problem resolution(6) (A): describe incidents that advance the storyor novel, explaining how each incident gives riseto or foreshadows future events [Literary/Fiction]Objective 3The student will use a variety of strategies to analyze culturally diverse written texts.Previous ELA/R TEKSCurrent ELA/R TEKS(5.10) Reading/comprehension. The studentcomprehends selections
This chart represents a comparison of the old and new ELA/R TEKS organized under current TAKS objectives. Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts. Previous ELA/R TEKS Current ELA/R TEKS (3.5) Reading/word identification. The student uses a variety of word identification strategies.
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