TAKS Reading Objectives Explained
From the TEA FYI...
Objective 1
The TEKS and corresponding student expectations listed under Objective 1 will help students as they learn to read for the basic meaning of a text. In order to develop an initial understanding of what they read, students must be able to do three things: (1) use context and other word-identification strategies to help them understand the meaning of the words they read, (2) recognize important supporting details, and (3) understand what a selection or a portion of a selection is mainly about. These skills are the building blocks that students need in order to develop a deeper understanding of what they read.
Objective 2
Developing an understanding of literary elements makes stories both more accessible and more meaningful to young readers. Learning to make connections between events, characters, and other elements of a story helps students relate what they have read to their own lives and experiences. At the same time, knowing about a story’s characters, setting, and problem gives students an opportunity to relate to the story in concrete terms while learning about emotions and events that are beyond their own personal experiences.
Objective 3
All texts are not equally challenging. For young readers, reading a story may be much easier than reading a text that is based in science or social studies. However, to make academic progress, students must develop the ability to comprehend and process material from a wide range of texts. That is why it is important for students to develop the ability to know the purpose of the written text they are reading—how the author has organized information, how this organization affects the way the reader reads the text, and what distinctive features characterize a particular type of text. These are
the skills students must learn if they are to become independent readers who can move beyond the literal meaning of a text and who have the ability to develop the deeper understandings needed in order to think critically about what they read, to connect what they know to new information, and to become independent learners.
Objective 4
To be successful in school, students must have the ability to bring different levels of understanding to the texts they read. Good readers can do more than “read the lines.” They ask themselves questions, make initial predictions, and create meanings as they move through a text. Good readers also know that as they read, they will likely change their mind about some of their early ideas and assumptions. Why? Because as they read and acquire a more complete “picture” of the text, their understanding deepens and grows. They are able to answer their own questions, think critically about what they’ve read, develop their own interpretations, and use relevant parts of the text to support these interpretations. In essence, good readers understand that reading is a complex process that requires them not only to read “between the lines” but also to read “beyond the lines,” relating what they’ve read to what they already know. In this way reading becomes an important tool for thinking and learning, both in school and in real life.
Objective 1
The TEKS and corresponding student expectations listed under Objective 1 will help students as they learn to read for the basic meaning of a text. In order to develop an initial understanding of what they read, students must be able to do three things: (1) use context and other word-identification strategies to help them understand the meaning of the words they read, (2) recognize important supporting details, and (3) understand what a selection or a portion of a selection is mainly about. These skills are the building blocks that students need in order to develop a deeper understanding of what they read.
Objective 2
Developing an understanding of literary elements makes stories both more accessible and more meaningful to young readers. Learning to make connections between events, characters, and other elements of a story helps students relate what they have read to their own lives and experiences. At the same time, knowing about a story’s characters, setting, and problem gives students an opportunity to relate to the story in concrete terms while learning about emotions and events that are beyond their own personal experiences.
Objective 3
All texts are not equally challenging. For young readers, reading a story may be much easier than reading a text that is based in science or social studies. However, to make academic progress, students must develop the ability to comprehend and process material from a wide range of texts. That is why it is important for students to develop the ability to know the purpose of the written text they are reading—how the author has organized information, how this organization affects the way the reader reads the text, and what distinctive features characterize a particular type of text. These are
the skills students must learn if they are to become independent readers who can move beyond the literal meaning of a text and who have the ability to develop the deeper understandings needed in order to think critically about what they read, to connect what they know to new information, and to become independent learners.
Objective 4
To be successful in school, students must have the ability to bring different levels of understanding to the texts they read. Good readers can do more than “read the lines.” They ask themselves questions, make initial predictions, and create meanings as they move through a text. Good readers also know that as they read, they will likely change their mind about some of their early ideas and assumptions. Why? Because as they read and acquire a more complete “picture” of the text, their understanding deepens and grows. They are able to answer their own questions, think critically about what they’ve read, develop their own interpretations, and use relevant parts of the text to support these interpretations. In essence, good readers understand that reading is a complex process that requires them not only to read “between the lines” but also to read “beyond the lines,” relating what they’ve read to what they already know. In this way reading becomes an important tool for thinking and learning, both in school and in real life.
posted by Dallas at 9:00 AM
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