GRADE GRADE Reading STUDY GUIDE Reading A Student and Family Guide to Grade Reading Texas Education Agency TX00000000 Texas Assessment STUDY GUIDE Texas Assessment of Knowledge and Skills Grade Reading A Student and Family Guide Copyright © 2007, Texas Education Agency All rights reserved Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency A Letter from the Director of Student Assessment Dear Student and Parent: The Texas Assessment of Knowledge and Skills (TAKS) is a comprehensive testing program for public school students in grades 3–11 TAKS replaces the Texas Assessment of Academic Skills (TAAS) and is designed to measure to what extent a student has learned, understood, and is able to apply the important concepts and skills expected at each tested grade level In addition, the test can provide valuable feedback to students, parents, and schools about student progress from grade to grade Students are tested in mathematics in grades 3–11; reading in grades 3–9; writing in grades and 7; English language arts in grades 10 and 11; science in grades 5, 8, 10, and 11; and social studies in grades 8, 10, and 11 Every TAKS test is directly linked to the Texas Essential Knowledge and Skills (TEKS) curriculum The TEKS is the state-mandated curriculum for Texas public school students Essential knowledge and skills taught at each grade build upon the material learned in previous grades By developing the academic skills specified in the TEKS, students can build a strong foundation for future success The Texas Education Agency has developed this study guide to help students strengthen the TEKS-based skills that are taught in class and tested on TAKS The guide is designed for students to use on their own or for students and families to work through together Concepts are presented in a variety of ways that will help students review the information and skills they need to be successful on the TAKS Every guide includes explanations, practice questions, detailed answer keys, and student activities At the end of this study guide is an evaluation form for you to complete and mail back when you have finished the guide Your comments will help us improve future versions of this guide There are a number of resources available for students and families who would like more information about the TAKS testing program Information booklets are available for every TAKS subject and grade Brochures are also available that explain the Student Success Initiative promotion requirements and the new graduation requirements for eleventh-grade students To obtain copies of these resources or to learn more about the testing program, please contact your school or visit the Texas Education Agency website at www.tea.state.tx.us Texas is proud of the progress our students have made as they strive to reach their academic goals We hope the study guides will help foster student learning, growth, and success in all of the TAKS subject areas Sincerely, Lisa Chandler Director of Student Assessment Texas Education Agency Contents Reading To the Parent Introduction Helping Your Child Parent and Student—Working Together 13 Your Steps to Success Chart 15 What a Careful Reader Does 16 “Spider Eyes” 17 Help with Skills 20 Objective 20 Objective 31 Objective 35 Objective 46 “Spider Eyes” Again 56 Reading Selection 57 Practice with Reading Skills 60 “The Mystery of the Moving Rocks” 67 Reading Selection 69 Practice Questions 71 To the Student—Now It’s Your Turn 75 “The Rocketing Roller-Coaster Ride” and “Meet Jim Seay” 77 Reading Selections 78 Practice Questions 80 Parent and Student—Working Together Again 85 Reading Answer Key 87 TO T H E PA R E N T ● Introduction ● Helping Your Child Pages 7–12 are written for you, the parent The purpose of this section is to provide you with specific information on how to help your child become a better reader Introduction READING INTRODUCTION What Are Objectives? How Is the Reading Study Guide Organized? TAKS assesses each student’s ability by grouping The reading study guide is organized in four parts Each part will provide reading opportunities for your child This study guide focuses on applying and understanding reading skills while your child is engaged in the process of reading Part one of the reading study guide is called “To the Parent.” This part suggests ways to help your child become a better reader Part two, “Parent and Student—Working Together,” provides information and practice for each of the learning objectives that will be tested on the TAKS test This part is designed as a guide for a parent to use when reading with a child Some of the reading selections in this guide have questions in the margins Although the selections on the actual TAKS test not include questions in the margins, questions are included in this guide to help students think about the stories as they read reading skills under four objectives, or goals for learning The objectives describe what fourthgrade students should know and be able to in reading The reading selections in this study guide provide help and practice with all four learning objectives What Kinds of Selections and Questions Will Be on the Test? When taking the TAKS test, your child will be asked to answer several multiple-choice questions about each selection that he or she reads Various types of selections will be used, including short stories, newspaper and magazine articles, and textbook excerpts Together, the questions chosen for each TAKS reading test will assess performance on the four reading objectives Part three, “To the Student—Now It’s Your Turn,” provides students with an opportunity to read and answer questions on their own Your child should work independently and practice what he or she has learned Part four, “Parent and Student—Working Together Again,” includes the answer key for the practice questions found in this guide The correct and incorrect answers are explained for your child Reading these explanations is important because your child can learn how to think through each question © CORBIS Helping Your Child How to Help—Every Day Make sure your child sees you reading You are your child’s first and most influential teacher ● Share interesting information, a funny story, or a joke you’ve just read ● Read books, grocery labels, billboards, signs, recipes, comic strips, game directions, cereal boxes, newspapers, magazines, catalogs, mail, and anything else with words printed on it Choose a special time and place to read aloud to your child every day ● Try to talk the way the story’s characters would talk Make sounds and expressions that go along with the story (exciting, scary, or sad, for example) Help your child “hear” the excitement in a book ● Ask your child questions when you read aloud Ask questions, such as “Have you ever felt like that?” “What would you have done in a situation like that?” and “What you think will happen next?” Listen to your child read for 15–20 minutes every day ● Look for and provide easy-to-read books that will be of interest to you and your child Your child’s teacher should be able to help you find books that are not too difficult for your child to read ● Encourage your child to read a variety of stories and books, as well as lists, newsletters, signs, and notes from you ● If your child gets stuck at a difficult part, encourage him or her by saying: “What could you try?” “What you think it could be?” “What you know that might help you?” “Let’s read this part together.” ● If your child doesn’t stop to correct a mistake, let him or her finish the sentence or page Then repeat the sentence and the error, saying: “Does that sound right to you?” “Does that make sense to you?” “Do we say it that way?” “Try reading that again and think about what would make sense.” ©Laura Dwight/CORBIS PROFILES Meet Jim Seay Jim Seay (SHAY) likes to make people scream It’s his job His company creates “extreme rides” at many popular amusement parks These rides are different from traditional roller coasters They start faster They twist and turn more In general, they provide a more exciting experience Traditional coasters are pulled up a steep hill by a chain If you’ve ever ridden one, you probably remember the “clack, clack, clack, clack” to the top Then the coaster shoots down the hill The pull of gravity takes over and powers the ride To increase the thrills on roller coasters, Seay and his group invented a new method for powering these “scream machines.” Seay’s extreme rides don’t start by cranking up a hill They launch straight out of the station at very high speeds These rides can go from to 70 miles per hour in just seconds High-tech motors provide this initial burst of speed These special motors were originally made to launch rockets They power the ride as it twists, turns, loops, and drops in wild fashion Seay and his staff were the first to use this technology on roller coasters They have received many awards for their invention Seay says that he has always been interested in high-speed transportation Even as a child, he was interested in fast cars, motorcycles, and rocket ships His 79 © Lester Lefkowitz/CORBIS fascination with speed led him to create roller coasters Seay welcomes the challenge of designing new and different rides all the time He knows that riders are always looking for the next great adventure, and Seay wants that to be the next extreme ride he’s built “The guests are very sophisticated these days,” Seay says “Bungee jumping is almost like a typical thing for them.” Bungee jumping is almost typical for Seay, too He counts it among his hobbies He also enjoys motorcycle riding, sailboat racing, and in-line skating Of course, Seay also loves riding his coasters “Even after 50 times, it’s still a thrill,” he says Practice Questions Answer these questions about “The Rocketing Roller-Coaster Ride” and “Meet Jim Seay.” As you do, think about the skills you have learned already in “Spider Eyes” and “The Mystery of the Moving Rocks.” Mark your answers below Use “The Rocketing Roller-Coaster Ride” (p 78) to answer questions 11–13 Question 11 Paragraph is mostly about — A the author’s past experiences with roller coasters B a science club learning about roller coasters C the author riding a wild roller coaster D why rockets are used on roller coasters Answer Key: page 89 Question 12 Paragraphs 3, 4, and are important to the story because they — A tell about how it feels to ride on a roller coaster B describe well-known roller coasters C warn about the dangers of roller-coaster rides D describe the people who work at an amusement park Answer Key: page 89 Question 13 Which sentence from the story supports the idea that the science club member isn’t the only person scared by the roller coaster? A All of a sudden we were zooming through loops and zipping around curves B Starting out that fast was really shocking C I closed my eyes, thinking the ride would be less scary that way D I heard someone scream, but I’m almost sure it wasn’t me Answer Key: page 89 80 “The Rocketing Roller-Coaster Ride” and “Meet Jim Seay” Use “Meet Jim Seay” (p 79) to answer questions 14–16 Question 14 In paragraph 1, which words help the reader understand what extreme means? A likes to make B at many C start faster D In general Answer Key: page 89 Question 15 Which of the following words best describes Jim Seay? A Creative B Frightening C Greedy D Bored Answer Key: page 90 Question 16 Look at this outline of information from “Meet Jim Seay.” I Topics in “Meet Jim Seay” A Comparison of different kinds of roller coasters B _ C Why Seay builds thrilling roller coasters Which of these ideas belongs on the blank line? A Differences between new and old tracks B Other rides C Seay’s hobbies D Different types of amusement parks Answer Key: page 90 81 “The Rocketing Roller-Coaster Ride” and “Meet Jim Seay” Use “The Rocketing Roller-Coaster Ride” and “Meet Jim Seay” to answer questions 17–20 Question 17 An idea found in both of these selections is that — A repairing roller coasters is a dangerous job B visiting amusement parks is scary for most people C riding roller coasters is a thrilling experience D owning an amusement park is an exciting business Answer Key: page 90 Question 18 How is Jim Seay’s experience with roller coasters different from that of the science club member in the first selection? A Seay has ridden roller coasters so many times that it is no longer exciting to him B Seay understands exactly what makes roller coasters thrilling for riders C Seay rides only roller coasters that are faster than the rocket-powered coaster D Seay knows only how big roller coasters are and how long a ride on them lasts Answer Key: page 90 Question 19 The reader can tell that the science club members ride on a roller coaster like those designed by Jim Seay because — A there is a clanking noise when the roller coaster starts B the coaster starts with a blast of speed C the coaster goes forward and then backward D the coaster starts in a dark tunnel Answer Key: page 90 82 “The Rocketing Roller-Coaster Ride” and “Meet Jim Seay” Question 20 How are Jim Seay and the science club member different in their views about new roller coasters? A Seay believes new roller coasters should be even more exciting, but the science club member feels they are already exciting enough B Seay believes roller coasters should be as fast as cars, but the science club member believes they should be much faster C The science club member believes it is important for roller coasters to start out slowly, but Seay believes they should start out faster D The science club member believes roller-coaster rides are too long, but Seay believes they should be longer Answer Key: page 91 Congratulations! You have completed Step Be sure to add a sticker to Your Steps to Success Chart on page 15 83 PA R E N T A N D STUDENT— WORKING TO G E T H E R AG A I N ● Reading Answer Key Pages 87–91 provide the answers and explanations for the practice questions asked with “The Mystery of the Moving Rocks” and the paired selections “The Rocketing Roller-Coaster Ride” and “Meet Jim Seay.” Check your answers Did you get the same answers? If not, the explanations will tell you what the correct answers are and why they are correct 85 Reading Answer Key “The Mystery of the Moving Rocks” Question A Question (page 71) A Incorrect The sentence says that ruts are what rocks leave behind them when they move It doesn’t make sense to say that rocks leave behind rocks when they move The word rocks does not help you know what ruts means B Incorrect Ruts are what rocks leave behind them when they move It doesn’t make sense to say that directions are what rocks leave behind them when they move C Correct The first sentence in this paragraph says that ruts are what rocks leave behind them when they move The next sentence uses the word tracks to talk about the marks that the rocks are leaving, so tracks helps you know that ruts are the marks that are left behind by the rocks, and this is why scientists know that the rocks have moved D Incorrect The word sliding tells what the rocks are doing when they move It doesn’t make sense to say that sliding is what rocks leave behind them when they move So sliding does not help you know that ruts means marks or tracks If you missed this question, turn to page 21 to read more about using context clues to find the meaning of unfamiliar words Question (page 71) A Incorrect Park rangers have seen the rocks, but according to the article, no one has seen them move B Incorrect The article says that scientists hope to see the rocks move in order to explain how they are moving But no one has actually seen the rocks move C Correct Paragraph describes the tracks that show where and how far the rocks have moved D Incorrect In paragraph 8, the article does talk about a muddy season on the playa, but the rocks themselves are not wet and slippery B C (page 71) Incorrect The author is not bored by the topic The topic is interesting because no one can figure out why the rocks are moving Correct The author appears interested in and curious about the subject One way this is shown is that the author titles the article “The Mystery of the Moving Rocks.” Also, the first sentence is Something strange has been happening in California’s Death Valley National Monument These sentences show the author’s interest in and curiosity about the topic Look for other ways the author shows interest in the topic Incorrect The author is not annoyed or irritated by the topic The author is more amazed than annoyed by the mystery D Incorrect The author does not doubt that the rocks move The author concentrates on showing that no one can explain how the rocks are moving If you missed this question, turn to page 45 to read more about author’s point of view Question (page 72) A Incorrect The article makes several references to the muddy conditions B Correct The article says that scientists find it hard to believe that 700-pound rocks could be blown by the wind C Incorrect No one has seen the rocks move at all, so no one could have seen the wind pushing the rocks D Incorrect Although the photograph shows mountains surrounding the area, the article makes several references to strong winds in Death Valley If you missed this question, turn to page 39 to read more about using graphic organizers to understand texts If you missed this question, turn to page 28 to read more about how important details support main ideas 87 Reading Answer Key Question (page 72) Question A Incorrect It is true that the rocks leave behind signs of their travels, but scientists can’t figure out why the rocks are moving There are many ideas, but scientists can’t agree on any one of them B Incorrect The size of the tracks is not what scientists don’t agree on Scientists can’t agree about what is causing the rocks to make these tracks C Incorrect This sentence doesn’t give the reason scientists don’t agree about the rock movements It simply tells that scientists have been trying to solve the mystery for many years D Correct Paragraph tells us that scientists have been studying the rocks for many years The sentence However, there are many thoughts as to how these rocks can move tells us that scientists don’t agree about what causes the rocks to move If scientists did agree, then the mystery would be solved A Correct The context clues in the first sentence of paragraph are scientists are still not sure This tells you that baffled means “unsure or puzzled.” B Incorrect It doesn’t make sense in the context to say that scientists remain “excited” by the fact that they cannot figure out why the rocks are moving C Incorrect The article doesn’t say that the moving rocks are frightening to anyone, so baffled does not mean “terrified.” D Incorrect It doesn’t make sense in the context of the paragraph to say that the scientists remain “helpful.” If you missed this question, turn to page 21 to read more about using context clues to determine the meanings of unfamiliar words Question (page 73) A Incorrect Paragraph talks about the cold weather in Death Valley, and rain and mud are also mentioned throughout the article, so it can’t be hot and dry all year long B Correct Paragraph says that the mud on the flat surface of the playa freezes and that the ground becomes a huge sheet of ice From this you can infer that the weather in Death Valley is sometimes extremely cold C Incorrect Paragraph talks about how cold it is sometimes in Death Valley, and paragraph talks about heavy rains There is nothing, however, that tells you what the weather is like most of the time D Incorrect The article mentions rain and mud several times This means the weather is wet and rainy at least some of the time If you missed this question, turn to page 50 to read more about supporting conclusions using evidence from the text Question (page 73) (page 73) A Incorrect Although answer choice A includes the meaning “not” from the prefix un-, the article tells you that the scientists are interested in solving the mystery B Incorrect This answer doesn’t show the meaning “not” from the prefix un- Also, it doesn’t match the context clues in the paragraph “Seen before” doesn’t make sense If scientists had been able to see the rocks move at some point, then the reason the rocks are moving might be known to them C Correct The prefix un- means “not.” So unsolved means “not solved.” Also, the words secrets and mystery in this paragraph are clues that the word unsolved means “not known.” D Incorrect This answer doesn’t show the meaning “not” from the prefix un- Also, it does not match the context clues in the paragraph It does not make sense to say that the mystery remains “thought again” to the scientists If you missed this question, turn to page 47 to read more about drawing conclusions Question A B If you missed this question, turn to page 24 to read more about using prefixes and suffixes to understand the meanings of words 88 C (page 74) Incorrect This summary is incomplete It doesn’t include important details, such as how scientists think the rocks move Incorrect The information tells about some of the details of the article rather than focusing on the main points Incorrect The information about earthquakes is just one idea that scientists have about the moving rocks The article gives much more information than just this one idea, so this summary is not complete Reading Answer Key D Correct This answer includes the main idea and the most important details from the article It also provides a complete summary If you missed this question, turn to page 28 to read more about how to summarize a text Question 10 (page 74) A Incorrect The article does say that the rocks are large and that they have moved However, the article was not written to tell readers how to move the large rocks B Correct Racetrack Playa is an interesting place because no one knows what is causing huge rocks to move across the sand The article was written to inform (tell) readers about this place C Incorrect Paragraph says that scientists once thought that earthquakes might be the reason the rocks are moving However, the information about earthquakes is just a small part of this article and is not the reason the article was written D Incorrect The purpose of the article is not to persuade readers to anything The author also does not mention rocks in other places If you missed this question, turn to page 42 to read more about an author’s purpose for writing a text “The Rocketing Roller-Coaster Ride” and “Meet Jim Seay” Question 11 (page 80) A Correct Paragraph is mostly about the author’s past experiences with roller coasters His most recent ride is briefly mentioned but only to set up a comparison with his past experiences B Incorrect Paragraph does not mention anything about the science club C Incorrect The author just briefly mentions his most recent ride and only for the purpose of making a comparison His most recent ride is not the focus of paragraph D Incorrect Paragraph does not mention rockets If you missed this question, turn to page 28 to read more about determining main ideas Question A 12 (page 80) Correct These paragraphs describe in detail how it feels to ride on a roller coaster These paragraphs are important because they help the reader understand—to see and to feel—what the experience is like riding on this roller coaster B Incorrect The story never mentions any famous roller coasters by name In fact, it tells about only one C Incorrect The story never mentions any dangers of roller coasters D Incorrect Only one detail mentions a worker at an amusement park That detail is in paragraph 3, but the question asks about paragraphs 3, 4, and If you missed this question, turn to page 33 to read more about analyzing story plot Question 13 (page 80) A Incorrect This answer choice tells about the ride itself but does not mention how any of the riders felt B Incorrect Although the author says that the ride’s beginning was “shocking,” this answer choice doesn’t mention anything about being scared C Incorrect Although this answer choice says the science club member is scared, it doesn’t mention anyone else being scared D Correct The sentence in this answer choice mentions that a person screams while on the ride The next sentence in the story—I was so scared I couldn’t make a sound—helps you know that the author isn’t capable of screaming at this point on the ride, so someone else is also scared on the ride and screams If you missed this question, turn to page 50 to read more about supporting conclusions with evidence from the text Question 14 (page 81) A Incorrect The words likes to make don’t relate to the “extreme” nature of the roller coaster Rather, they mean “enjoys doing something.” B Incorrect The words at many don’t relate to the “extreme” nature of the roller coaster either Rather, they mean “at a lot of.” C Correct Roller coasters that start faster add to an “extreme” experience D Incorrect In general doesn’t relate to the “extreme” nature of the roller coaster Rather, this phrase means “overall.” If you missed this question, turn to page 21 to read more about using context clues to figure out a new word’s meaning 89 Reading Answer Key Question 15 (page 81) Question A Correct Seay’s inventive work on roller coasters tells you that he is a creative person B Incorrect Although roller coasters may scare their riders, Seay himself is not a frightening man He wants to help people have a thrilling experience C Incorrect The article never mentions how much money Seay makes designing roller coasters or even that he wants to make a lot of money It doesn’t make sense to say that Seay enjoys his job because he is greedy D Incorrect The article says that Seay likes interesting hobbies and looks forward to new challenges in his work Bored is the opposite of how he feels about the work that he gets to A Incorrect The last sentence of “Meet Jim Seay” tells you that for Seay, riding roller coasters is still fun, even though he has ridden them many times before However, in paragraph of “The Rocketing Roller-Coaster Ride,” the science club member states, I’m not sure I’d it again B Correct The science club member learns only a few facts about the roller coaster Seay, on the other hand, knows all about how coasters work and how to make the rides thrilling C Incorrect Neither selection mentions that Seay or the science club member rides only coasters that are faster than the rocket-powered coaster D Incorrect Seay, like the science club member, enjoys riding roller coasters, not just knowing facts about them If you missed this question, turn to page 32 to read more about analyzing characters Question If you missed this question, turn to page 43 to read more about contrasting ideas across texts 16 (page 81) Question A Incorrect The article doesn’t discuss the differences between old and new tracks B Incorrect The article doesn’t discuss other rides C Correct The article does list Seay’s hobbies D Incorrect Different types of amusement parks are not discussed in the article 19 (page 82) A If you missed this question, turn to page 39 to read more about outlining information from a text Question 18 (page 82) 17 (page 82) A Incorrect Neither selection mentions repairing roller coasters B Incorrect Although the author of the first selection is scared on the roller coaster, the choice says “visiting amusement parks is scary for most people.” A roller coaster is not the only ride at an amusement park, and some rides are not at all scary The second selection also does not say anything about amusement parks being scary C Correct Both selections talk about roller coasters and the thrilling rides they provide “The Rocketing Roller-Coaster Ride” tells about someone riding a roller coaster, while “Meet Jim Seay” tells about someone who designs roller coasters D Incorrect Neither selection discusses owning an amusement park If you missed this question, turn to page 43 to read more about comparing ideas across texts 90 Incorrect Paragraph of “The Rocketing RollerCoaster Ride” tells the reader that there is no clanking noise In “Meet Jim Seay,” you learn from paragraphs and that his roller coasters are different from traditional coasters that go clack, clack, clack, clack B Correct Both paragraph of “The Rocketing Roller-Coaster Ride” and paragraph of “Meet Jim Seay” discuss how the roller coaster starts with great speed C Incorrect “Meet Jim Seay” never discusses roller coasters that go backward D Incorrect “The Rocketing Roller-Coaster Ride” mentions starting in a dark tunnel, but “Meet Jim Seay” doesn’t If you missed this question, turn to page 43 to read more about finding similarities across texts Reading Answer Key Question 20 (page 83) A Correct Seay hopes to design roller coasters that are even faster and more thrilling, but the science club member clearly thinks that the rocketing roller coaster is scary enough already B Incorrect The science club member never gives an opinion about the speeds of roller coasters but mentions only the fact that some roller coasters can travel at about the same speed as a car C Incorrect Neither of these statements can be found in the selections The science club member is surprised only that the roller coaster doesn’t start out by going uphill but doesn’t disapprove of the way it starts And in paragraph of “Meet Jim Seay,” you learn that Seay has designed coasters that launch straight out of the station at very high speeds D Incorrect In the last sentence of “The Rocketing Roller-Coaster Ride,” the science club member says, I can’t decide whether that’s too long or too short Seay doesn’t mention anything about the length of the rides in “Meet Jim Seay.” If you missed this question, turn to page 43 to read more about finding differences across texts 91 FOLD AND TAPE BEFORE MAILING TAKS STUDY GUIDE EVALUATION FORM To complete the survey online, go to http://www.etesttx.com/studyguides/feedback.htm ❶ Place a (✓) next to all statements that apply to you I am a Student Parent Teacher Tutor Other (please specify) _ _ _ I used this study guide Alone With a family member With a tutor With a teacher With a friend FOLD HERE ❷ DETACH HERE BEFORE MAILING Study Guide Questions Use a (✓) to mark how much you agree with the following statements Strongly Agree Agree No Opinion Disagree Strongly Disagree This study guide is easy to use and well organized ❏ ❏ ❏ ❏ ❏ This study guide is interesting ❏ ❏ ❏ ❏ ❏ I gained new knowledge and skills by using this study guide ❏ ❏ ❏ ❏ ❏ I will be able to apply what I’ve learned from this study guide when I take the TAKS again ❏ ❏ ❏ ❏ ❏ I believe my TAKS scores will improve as a result of using this study guide ❏ ❏ ❏ ❏ ❏ FOLD HERE ❸ General Information Use a (✓) to mark the grade and subject of this study guide Grade: 10 11 (Exit Level) Subject: Reading English Language Arts Writing Mathematics Science Social Studies When you have finished with this evaluation form, please detach it from the booklet and mail it to Pearson Educational Measurement Study Guide Program Team 400 Center Ridge Drive, Suite F Austin, TX 78753 Additional Comments _ Place Stamp Here Pearson Educational Measurement Study Guide Program Team 400 Center Ridge Drive, Suite F Austin, TX 78753 ... grades 3–1 1; reading in grades 3–9 ; writing in grades and 7; English language arts in grades 10 and 11; science in grades 5, 8, 10, and 11; and social studies in grades 8, 10, and 11 Every TAKS test... reader Introduction READING INTRODUCTION What Are Objectives? How Is the Reading Study Guide Organized? TAKS assesses each student’s ability by grouping The reading study guide is organized in... provide reading opportunities for your child This study guide focuses on applying and understanding reading skills while your child is engaged in the process of reading Part one of the reading study