Analysis of TAKS



Analysis of TAKS

Spring 2006 TAKS Release

Reading Grade 8

Objective 1: Demonstrate basic understanding of culturally diverse texts

▪ vocabulary from structural analysis (Greek and Latin roots, prefixes/suffixes)

▪ vocabulary from context clues, including multiple-meaning words and analogies

▪ determine meanings from derivatives

▪ distinguish denotative and connotative meanings

▪ determine main ideas and supporting details

▪ paraphrase and summarize to recall, inform, or organize ideas

Objective 2: Apply knowledge of literary elements

▪ analyze characters (traits, motivations, conflicts, points of view, relationships, changes)

▪ recognize and analyze plot, setting, problem resolution

▪ recognize and interpret literary devices (flashback, foreshadowing, symbolism)

Objective 3: Use strategies to analyze culturally diverse texts

▪ use text’s structure to locate and recall information (cause and effect, chronology)

▪ find similarities and differences across texts (treatment, scope, organization)

▪ represent text information in different ways (outline, timeline, graphic organizer)

▪ identify purposes of texts (inform, influence, express, entertain)

▪ compare communication in different forms (comparing story variants)

▪ describe how author’s perspective or point of view affects text

Objective 4: Apply critical-thinking skills to culturally diverse texts

▪ draw inferences or generalizations and support them

▪ distinguish fact and opinion

▪ support responses with text

▪ connect, compare, and contrast ideas, themes, and issues across text

▪ analyze ways authors organize and present ideas (cause/effect, compare/contrast, inductively, deductively, or chronologically)

▪ recognize how style, tone, and mood contribute to the effect of the text

TAKS Deconstruction - Reading Grade 8

Page two

Reading Passages

|Passage |Title |# |# |Graphics |Type |# |

| | |Paragraphs |Pages | | |Questions |

|2 |“The Black Blizzards” |6 |2 ¼ |1 map |Expository |4 |

| | | | |1 photograph |Paired passage |3 paired |

|3 |“Dust Bowl Days” |6 |2 |1 photograph |Narrative |6 |

| | | | | |Paired passage |3 paired |

|4 |“Major Taylor” |27 |3 ½ |2 photographs |Narrative |12 |

|5 |“Race the Sun” |22 |2 ½ |1 illustration |Narrative |12 |

|Totals | |79 |13 ¼ | | |48 |

Question Analysis

Reading Passage 1: “The Hindenburg”

|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |

|% Correct | | | | | |

|2 |4 |The reader can conclude that --- |Conclude |Inferences – conclusions |Three answer choices have no textual |

|G |8.10 (H) | | | |support. |

|84% | | | | | |

TAKS Deconstruction - Reading Grade 8

Page three

|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |

|% Correct | | | | | |

|4 |1 |Which is the best summary of the story? |Best summary |Summarize |Answer choices are 3-4 sentence |

|H |8.10 (G) | | | |paragraphs. |

|86% | | | | |Strategy: Beginning/Middle/End |

| | | | | |1 answer choice is missing the |

| | | | | |beginning. 1 answer choice is missing|

| | | | | |the end. 1 answer choice has false |

| | | | | |information. |

| | | | | | |

|5 |4 |In paragraph ___, the author creates a mood of --- |Mood |Mood |The student must identify the mood of|

|B |8.12 (K) | |Appreciation | |1 paragraph. Answer choices are all |

|81% | | |Anticipation | |abstract nouns. |

| | | |Uncertainty | |Strategy: Positive/Negative |

| | | |Confidence | | |

|6 |2 |Paragraph ___ is important to the story because it |Explains |Plot – exposition |Three answer choices are not |

|H |8.12 (G) |--- |Gives details | |supported in the paragraph. |

|87% | | |Describes | | |

|7 |4 |Which sentence from the story supports the idea |Supports |Support responses |Answer choices are all italicized |

|D |8.11 (C) |that [insert idea]? |Challenging | |quotes from the passage. |

|72% | | |Taken aback | |Strategy: Highlight idea in question.|

| | | |Immense | |Match to answer choices. |

| | | | | | |

TAKS Deconstruction - Reading Grade 8

Page four

|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |

|% Correct | | | | | |

|9 |4 |Which sentence supports the idea that [insert |Supports |Support responses |Answer choices are all italicized |

|B |8.11 (C) |idea]? |Judgment | |quotes from the passage. |

|93% | | | | |Strategy: Highlight idea in question.|

| | | | | |Match to answer choices. |

| | | | | | |

|10 |2 |At the start of the story [insert character] wants |Apprehensive |Characters – motivation |The effect is given. The student |

|J |8.12 (F) |[insert want] because --- | |(cause and effect) |must identify the cause. |

|91% | | | | | |

|11 |2 |Read this line from paragraph ___. [Insert text |--- |Literary devices – simile |A text box with an italicized |

|B |8.12 (J) |box.] What does the author mean by this line? | | |quotation is provided. The student |

|82% | | | | |must interpret the literal meaning of|

| | | | | |a simile then make an inference. |

| | | | | | |

Reading Passage 2: “The Black Blizzards”

|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |

|% Correct | | | | | |

TAKS Deconstruction - Reading Grade 8

Page five

|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |

|% Correct | | | | | |

|14 |1 |In this selection, one of the causes of [insert |Causes |Supporting detail |The answer is directly stated in the |

|G |8.10 (F) |effect] is –-- | |(Cause and effect) |passage. |

|73% | | | | | |

|15 |4 |Which sentence best shows that ___? |Utilize |Support responses |Answer choices are italicized quotes |

|C |8.11 (C) | |Benefited | |from the passage. |

|63% | | |Production | |Strategy: |

| | | |Profits | |Highlight idea in question and match |

| | | | | |with answer choices. |

| | | | | | |

Reading Passage 3: “Dust Bowl Days”

|Question/ Answer/ | | | | | |

|% Correct |TAKS/ TEKS | |Vocabulary/ Key Term | | |

| | |Question Stem | |Skill/ Concept |Context |

|17 |3 |[Insert effect] because |Necessities |Cause and effect |The student must identify the cause, |

|C |8.10 (E) | | | |which is directly stated in the |

|90% | | | | |passage. |

| | | | | | |

TAKS Deconstruction - Reading Grade 8

Page six

|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |

|% Correct | | | | | |

|19 |1 |Paragraph ___ is mainly about --- |Mainly about |Main idea |The student must identify the main |

|B |8.10 (F) | | | |idea of 1 paragraph. |

|93% | | | | | |

|20 |1 |Read the dictionary entry below for the word |Disguises |Vocabulary – multiple meaning word |The student must identify the correct|

|H |8.9 (B) |___. [Insert entry.] Which definition | | |meaning of a word by using a |

|90% | |represents the meaning of ___ as it is used in | | |dictionary entry with four possible |

| | |paragraph ___? | | |word meanings. |

|21 |4 |The reader can conclude that a problem was --- |Conclude |Inference – conclusion |The correct answer is almost directly|

|D |8.10 (H) | |Pneumonia | |stated. |

|93% | | | | | |

Reading Passages 2 and 3: Cross-Over Questions

|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |

|% Correct | | | | | |

|23 |4 |What is a major idea found in both selections? |Major idea |Connect ideas across texts |Cross-over question |

|D |8.11 (D) | |Patriotism | |Answer choices are written in the |

|78% | | |Coping | |form of phrases. |

| | | |Hardship | | |

TAKS Deconstruction - Reading Grade 8

Page seven

|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |

|% Correct | | | | | |

Reading Passage 4: “Major Taylor”

|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |

|% Correct | | | | | |

|26 |4 |Which word best describes the tone in paragraph|Tone |Tone |The student must identify the tone of|

|G |8.12 (K) |___? |Relieved | |1 paragraph. Answer choices are |

|81% | | |Determined | |adjectives. |

| | | |Angry | |Strategy: Positive/Negative |

| | | |Nervous | | |

|27 |3 |Why did ___want ___? |Promoters |Text structure – cause and effect |The effect is given. The student |

|A |8.10 (E) | |Spectators | |must identify the cause. The answer |

|90% | | |Interfere | |is directly stated in the passage. |

|28 |4 |Which sentence from the selection supports the |Supports |Support responses |Answer choices are italicized quotes |

|J |8.11 (C) |idea that ___? |Discouraged | |from the selection. Strategy: |

|80% | | | | |Highlight idea in question. |

TAKS Deconstruction - Reading Grade 8

Page eight

|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |

|% Correct | | | | | |

|30 |3 |Because the story is told from ___’s point of |Point of view |Point of view |Only 1 answer choice refers to the |

|F |8.12 (H) |view the reader can --- |Manuscript | |specified character. |

|90% | | |Understand | |Strategy: “thoughts or feelings” |

| | | |Realize | | |

| | | |Tell | | |

| | | |recognize | | |

|31 |4 |The reader can conclude that --- |Conclude |Inference – conclusion |The answer is almost directly stated.|

|D |8.10 (H) | | | | |

|88% | | | | | |

|32 |2 |Read this sentence from paragraph ___ of the |Retirement |Literary device – metaphor |A italicized metaphor is presented in|

|H |8.12 (J) |selection. [Insert text box.] What did ___ mean| | |a text box. The student must |

|78% | |by these words? | | |interpret the literal meaning of a |

| | | | | |metaphor. |

|33 |1 |[Insert effect] because --- |Unwilling |Supporting detail |The effect is given. The student |

|C |8.10 (F) | | |(cause and effect) |must identify the cause, which is |

|86% | | | | |directly stated in the passage. |

|34 |3 |Look at the time line of ___. [Insert time |--- |Represent text – time line |A time line with 4 text boxes joined |

|J |8.10 (L) |line.] What belongs in the empty box? | | |by right arrows is given. The third |

|76% | | | | |box is empty. The student must |

| | | | | |identify the event that belongs in |

| | | | | |the empty box. |

| | | | | | |

|35 |4 |The reader can conclude that --- |Conclude |Inference - conclusion |Three answer choices have no text |

|B |8.10 (H) | |Threatening | |support. |

|93% | | | | | |

TAKS Deconstruction - Reading Grade 8

Page nine

|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |

|% Correct | | | | | |

Reading Passage 5: “Race the Sun”

|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |

|% Correct | | | | | |

|38 |4 |What can the reader conclude about ___? |Conclude |Inference – conclusion |Only one answer choice is supported |

|J |8.10 (H) | |Determined | |by text. |

|91% | | | | | |

|39 |1 |[Insert effect] because --- |--- |Supporting detail |The answer is directly stated in the |

|C |8.10 (F) | | |(cause and effect) |passage. |

|84% | | | | | |

|40 |1 |Read the first sentence from a summary of this |Summary |Summarize |The beginning of the summary is |

|J |8.10 (G) |story. [Insert text box.] Which of the | | |given. Only one answer choice |

|76% | |following sets of sentences best completes the | | |includes the ending. |

| | |summary? | | | |

|41 |4 |What is the tone of paragraphs ___ through ___?|Tone |Tone |The student must identify the tone of|

|D |8.12 (K) | |Hopelessness | |three paragraphs. Answer choices are|

|68% | | |Insecurity | |abstract nouns. |

| | | |Joyfulness | | |

| | | |Persistence | | |

TAKS Deconstruction - Reading Grade 8

Page ten

|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |

|% Correct | | | | | |

|43 |2 |Paragraphs ___ through ___ are important to |--- |Plot – conflict |Three answer choices are in the |

|B |8.12 (G) |this story because they --- | | |paragraphs, but only one answer |

|88% | | | | |choice indicates importance. |

|44 |4 |The reader can conclude that --- |Conclude |Inference – conclusion |Three answer choices are not |

|H |8.10 (H) | | | |supported by text. |

|93% | | | | | |

|45 |2 |[Insert character] [insert action] in order to |Confidence |Character – motivation |The student must make an inference. |

|A |8.12 (F) |--- | | | |

|93% | | | | | |

|46 |4 |Which idea from the story shows that ___? |Determined |Support responses |Strategy: Highlight idea in question |

|J |8.11 (C) | | | |and match to answer choices. |

|91% | | | | | |

|47 |2 |For [insert character], ___ symbolizes ___. |Symbolizes |Literary device - symbolism |The student must interpret the |

|A |8.12 (J) | | | |meaning of a symbol from the point of|

|87% | | | | |view of one character. |

|48 |3 |The most likely reason the author wrote this |Warn |Purpose |Each answer choice begins with a |

|G |8.12 (A) |story is to --- |Share | |purpose verb. |

|88% | | |Persuade | | |

| | | |Describe | | |

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