Analysis of TAKS
Analysis of TAKS
Spring 2006 TAKS Release
Reading Grade 6
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 6
Page two
Reading Passages
|Passage |Title |# |# |Graphics |Type |# |
| | |Paragraphs |Pages | | |Questions |
|2 |“The Typical Life of a Dog Model” |7 |2 |1 photograph with caption; |Interview – paired passage |4 |
| | | | |paw prints | |3 paired |
|3 |“Striking Out the Guys” |13 |3 |1 photograph – autographed |Narrative |12 |
|4 |“My Trip to Big Bend” |8 |2 |4 photographs all with |Mixed passage (expository and |10 |
| | | | |captions |narrative) | |
|5 |“The Case of the Littered Courtyard” |29 |3 ½ |1 illustration |Narrative |10 |
|Totals | |64 |12 ½ | | |42 |
| | | | | | | |
Question Analysis
Reading Passage 1: “William Wegman”
|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |
|% Correct | | | | | |
TAKS Deconstruction - Reading Grade 6
Page three
|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |
|% Correct | | | | | |
|3 |3 |Look at the outline of information from the |Outline |Text representation – outline form |The student must identify the third|
|D |6.10 (L) |selection. [Insert outline.] What information | |(supporting detail) |supporting detail from one |
|88% | |belongs on the blank line? | | |paragraph. The supporting detail |
| | | | | |is represented by a blank line in |
| | | | | |an outline. |
| | | | | | |
Reading Passage 2: “The Typical Life of a Dog Model”
|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |
|% Correct | | | | | |
|5 |4 |[Insert effect] because --- |--- |Inferences |Three of the answer choices are not|
|C |6.10 (H) | | | |supported by the text. |
|96% | | | | | |
|6 |2 |[Insert character] can best be described as --- |Pushy |Characters – traits (inference) |Answer choices are all adjectives. |
|G |6.12 (F) | |Confident | | |
|93% | | |Quiet | | |
| | | |Foolish | | |
|7 |1 |Paragraph ___ is mainly about--- |Mainly about |Main idea |The student must identify the main |
|A |6.10 (F) | | | |idea of 1 paragraph. Distractor: 1|
|73% | | | | |wrong answer repeats words from the|
| | | | | |paragraph. |
TAKS Deconstruction - Reading Grade 6
Page four
Reading Passages 1 and 2: Cross-Over Questions
|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |
|% Correct | | | | | |
|9 |4 |From information in both selections, the reader can|Conclude |Inferences – conclusion |Use yes/yes – no/no process. |
|B |6.10 (H) |conclude that--- |Both | | |
|91% | | | | | |
|10 |3 |One similarity between the selections is that both |Similarity |Similarities across text |Use yes/yes – no/no strategy. All |
|F |6.10 (I) |--- |Both | |answer choices begin with purpose |
|87% | | |Show | |verbs. |
| | | |Mention | | |
| | | |Provide | | |
| | | |Explain | | |
Reading Passage 3: “Striking Out the Guys”
|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |
|% Correct | | | | | |
|12 |1 |In paragraph ___, what does the word ___ mean? |Jubilant |Vocabulary – context clues |Answer choices are adjectives. |
|G |6.9 (B) | |Nervous | |Strategy: negative/positive |
|93% | | |Excited | | |
| | | |Jealous | | |
| | | |Surprised | | |
TAKS Deconstruction - Reading Grade 6
Page five
|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |
|% Correct | | | | | |
|14 |4 |Which of these is an idea that is present |Throughout |Connect an idea across text (theme) |Answers are phrases dealing with |
|F |6.11 (D) |throughout the selection? |Consequences | |theme topics. |
|86% | | |Overcoming | | |
| | | |Adjust | | |
|15 |2 |In the selection, [insert character] mostly |Mostly wanted |Characters – motivation |Three answer choices have no |
|C |6.12 (F) |wanted to | | |textual support. |
|83% | | | | | |
|16 |2 |Why is paragraph ___ important to the |Important |Plot (rising action/suspense) |Answer choices contain key verbs. |
|F |6.12 (G) |selection? |Suspense | |Three answer choices are false |
|69% | | |Creates | |statement. |
| | | |Describes | | |
| | | |Introduces | | |
|17 |4 |In paragraph ___, the author creates a mood |Mood |Mood |Use positive/negative strategy. |
|C |6.12 (K) |of--- |Amusement | | |
|77% | | |Fear | | |
| | | |Enthusiasm | | |
| | | |Anger | | |
|18 |4 |Based on the information at the end of the |Conclude |Inferences – conclusion |A prediction should be the next |
|J |6.10 (H) |selection, the reader can conclude that--- | | |logical thing that is likely to |
|69% | | | | |happen (not distant future). |
|19 |3 |[Insert character] first thought [insert |--- |Text structure – chronology |The answer is explicitly stated in|
|B |6.10 (E) |thought] when--- | | |the same paragraph. |
|83% | | | | | |
|20 |4 |Which sentence in the paragraph shows that___? |Obstacles |Support responses |Answer choices are italicized |
|G |6.11 (C) | | | |quotes from the selection. |
|85% | | | | | |
|21 |1 |In paragraph ___, the phrase [insert phrase] |Dreamy |Vocabulary – analogy |The student must interpret a |
|C |6.9 (B) |indicates that [insert character] felt--- |Satisfied | |simile then relate the literal |
|91% | | |Powerful | |meaning to the answer choices |
| | | |Out of place | | |
TAKS Deconstruction - Reading Grade 6
Page six
|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |
|% Correct | | | | | |
Reading Passage 4: “My Trip to Big Bend”
|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |
|% Correct | | | | | |
|24 |4 |What is the narrator’s tone in paragraph ___ of|Tone |Tone |Answer choices are all adjectives. |
|F |6.12 (K) |this selection? |Lighthearted | | |
|79% | | |Enthusiastic | | |
| | | |Curious | | |
| | | |Emotional | | |
|25 |1 |Why does the narrator [insert effect] when ___?|Poisonous |Supporting detail – inference |The effect is given. The student |
|C |6.10 (F) | | | |must identify the cause, which is |
|95% | | | | |implied in the same paragraph. |
|26 |1 |Paragraphs ___ and ___ are mainly about--- |Mainly about |Main idea |Students must identify the main idea |
|G |6.10 (F) | | | |of two paragraphs. Answer choices |
|78% | | | | |consist of three supporting details |
| | | | | |and one main idea. |
| | | | | | |
|27 |3 |What makes the narrator feel [insert feeling]? |Uncomfortable |Text structure – cause and effect |The effect is given. The student |
|D |6.10 (E) | |Tarantulas | |must identify the cause. |
|88% | | | | | |
| | | | | | |
TAKS Deconstruction - Reading Grade 6
Page seven
|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |
|% Correct | | | | | |
|29 |4 |An idea present throughout this selection is |Idea |Connect idea across text |Three answer choices are false |
|C |6.11 (D) |the --- |Throughout | |statements. |
|86% | | |Variety | | |
| | | |Challenges | | |
|30 |4 |The reader can predict that the narrator will |Predict |Inference – prediction |Three answer choices are not |
|H |6.10 (H) |probably --- | | |supported by text. |
|88% | | | | | |
|31 |3 |How doe/does [insert event] influence ___? |Influence |Point of view |The answer is supported in the same|
|A |6.12 (H) | |Appreciates | |paragraph. |
|87% | | |Uniqueness | | |
|32 |1 |In paragraph ___, the word ___means --- |Transform |Vocabulary – context clues |Context clues “from… to…” indicate |
|H |6.9 (B) | | | |change. |
|93% | | | | | |
Reading Passage 4: “The Case of the Littered Courtyard”
|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |
|% Correct | | | | | |
|34 |21 |Why is paragraph ___ important to the story? |Describes |Plot development – conflict |All answer choices appear in the |
|J |6.12 (G) | |Explains | |paragraph. The student must |
|75% | | | | |identify why the paragraph is |
| | | | | |important (critical to conflict). |
| | | | | | |
TAKS Deconstruction - Reading Grade 6
Page eight
|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |
|% Correct | | | | | |
|36 |1 |The question is a supporting detail from the |Jealous |Supporting detail |The answer is explicitly stated in |
|J |6.10 (F) |passage. | | |the passage. |
|97% | | | | | |
|37 |1 |Which is the best summary of this story? |Best summary |Summary |Answer choices are in the form of 3-4|
|A |6.10 (G) | | | |sentence paragraphs. Use the |
|79% | | | | |Beginning-Middle-End strategy. |
| | | | | | |
|38 |3 |Look at the action map and then answer the |Turning point |Represent text – graphic organizer (action|This whole page question is an action|
|J |6.10 (L) |question that follows. [Insert map.] Which of |Action map |map) |map with problem, event 1, event 2, |
|83% | |these would go in the triangle labeled “Turning| |Climax (turning point) |and a box for turning point. The |
| | |Point”? | | |student must identify the turning |
| | | | | |point (climax). |
| | | | | | |
|39 |1 |In paragraph ___, the word ___ helps give the |--- |Vocabulary – denotative and connotative |The student must interpret the |
|C |6.9 (F) |reader a sense of --- | |meanings |literal meaning of a metaphor and |
|57% | | | | |then match to a noun. |
| | | | | | |
|40 |4 |The author organizes paragraphs ___ through ___|Organizes |Organization of text – chronological |This question concerns the |
|F |6.12 (I) |by --- |Describing | |organizational structure of 3 |
|75% | | |Comparing | |paragraphs. Answer choices begin |
| | | |Listing | |with structure verbs. |
| | | |Explaining | | |
|41 |4 |Which idea from the story best shows that ___? |--- |Support responses |Text support is given as answer |
|D |6.11 (C) | | | |choices. The student must identify |
|76% | | | | |which answer choice support the given|
| | | | | |idea. |
| | | | | | |
TAKS Deconstruction - Reading Grade 6
Page nine
|Question/ Answer/ |TAKS/ TEKS |Question Stem |Vocabulary/ Key Term |Skill/ Concept |Context |
|% Correct | | | | | |
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