click: http://www.tea.state.tx.us/student.assessment/resources/release/taks/2006/gr7taks.pdf for a skills test of Grade 5 Reading materials. For any incorrect answers, use the eTap lesson pages to reinforce your knowledge of the subject. The Texas Assessment of Knowledge and Skills (TAKS) is a completely reconceived testing program. It assesses more of the Texas Essential Knowledge and Skills (TEKS) than the Texas Assessment of Academic Skills (TAAS) did and asks questions in more authentic ways. TAKS has been developed to better reflect good instructional practice and more accurately measure student learning. We hope that every teacher will see the connection between what we test on this new state assessment and what our students should know and be able to do to be academically successful. To provide you with a better understanding of TAKS and its connection to the TEKS and to classroom teaching, the Texas Education Agency (TEA) has developed this newly revised edition of the TAKS information booklet. The information booklets were originally published in January 2002, before the first TAKS field test. Now, after several years of field tests and live administrations, we are able to provide an even more comprehensive picture of the testing program. We have clarified some of the existing material and, in some cases, provided new sample items and/or more explanations of certain item types. However, it is important to remember that these clarifications do not signify any change in the TAKS testing program. The objectives and TEKS student expectations assessed on TAKS remain unchanged. We hope this revised version of the TAKS information booklet will serve as a user-friendly resource to help you understand that the best preparation for TAKS is a coherent, TEKS-based instructional program that provides the level of support necessary for all students to reach their academic potential.
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Pre-Test |
Texas Essential Knowledge Skills | eTAP Lessons |  |
Post-Test | |
| Outside Link | |||||
| Q&A | Objective 1. The student will, within a given context, produce an effective composition for a specific purpose. [Grade 7 TAKS Writing Prompt pg. 16] (7.15) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to |
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| Q&A | (A) | write to express, [discover, record,] develop, reflect on ideas, and to problem solve (4–8); | Research Reports Career Development and Technical Documents |
Discovering Language Arts: Research (Grades 6-8) | Q&A |
http://grammar.ccc.commnet.edu/grammar/ |
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| Q&A | (B) | write to influence such as to persuade, argue, and request (4–8); | Persuasive Compositions | Discovering Language Arts: Viewing (Grades 6-8) | Q&A |
| Q&A | (C) | write to inform such as to explain, describe, report, and narrate (4–8); | Fictional and Autobiographical Narratives Research Reports |
Online Research Techniques | Q&A |
| Q&A | (D) | write to entertain such as to compose [humorous poems or] short stories (4–8); | Fictional and Autobiographical Narratives | Great Books: The Right Stuff | Q&A |
| Q&A | (E) | select and use voice and style appropriate to audience and purpose (6–8); | Responses to Literature | Discovering Language Arts: Style, Structure, and Tone (Grades 6-8) | Q&A |
http://writing.colostate.edu/guides/pr |
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| Q&A | (G) | use literary devices effectively such as suspense, dialogue, and figurative language (5–8); and | Idioms, Analogies, Metaphors and Similes | Discovering Language Arts: Style, Structure, and Tone (Grades 6-8) | Q&A |
| Q&A | (H) | produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording (6–8). | Note-taking, Outlining & Summarizing Paragraph Transitions |
Discovering Language Arts: Writing (Grades 6-8) | Q&A |
| (7.16) Writing/penmanship/capitalization/punctuation/spelling. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, handwriting, penmanship, and spelling to communicate clearly. The student is expected to | |||||
| (A) | write legibly by selecting cursive or manuscript as appropriate (4–8). | The Wrinkle-Free World of English Composition, Module 1: Enter The Writer | |||
| http://donnayoung.org/penmanship/cursive.htm | |||||
| (7.18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to | |||||
| Q&A | (C) | revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4–8); and | Edit Written Manuscript | The Split-Infinitive World of English Grammar, Module 4: Examining the Sentence | Q&A |
| http://projects.uwc.utexas.edu/virgil/?q= book/print/136 |
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| Q&A | (D) | revise drafts for coherence, progression, and logical support of ideas (4–8). | Edit Written Manuscript | Eight Parts of Speech | Q&A |
| http://www.gwr.arizona.edu/overcoming3.htm | |||||
| Q&A | Objective 2. The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure. [Grade 7 TAKS Writing Prompt pg. 16] (7.16) Writing/penmanship/capitalization/punctuation/spelling. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, handwriting, penmanship, and spelling to communicate clearly. The student is expected to |
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| Q&A | (B) | capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation (6–8); | Hyphens, Dashes, and Brackets Pronouns |
Rules of Punctuation | Q&A |
| http://resourcesforwriters.suite101.com /article.cfm/grammar_101 |
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| Q&A | (C) | spell derivatives correctly by applying the spellings of bases and affixes (7–8); | Roots and Affixes | Words | Q&A |
| http://www.sadlier-oxford.com/phonics/fishtanks 1/fish_tanks_front.htm |
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| (D) | spell frequently misspelled words correctly such as their, they’re, and there (7–8); | Word Meanings | Discovering Language Arts: Parts of Speech | ||
| http://www.yourdictionary.com/library/mi sspelled.html |
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| (E) | use resources to find correct spellings (4–8); and | Discovering Language Arts: Research | |||
| http://dictionary.reference.com/ | |||||
| (F) | spell accurately in final drafts (4–8). | Edit Written Manuscript | |||
| http://www.wordsmith.org/ | |||||
(7.17) Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing. The student is expected to |
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| Q&A | (A) | write in complete sentences, varying the types such as compound and complex sentences, and use appropriately punctuated independent and dependent clauses (7–8); | Mechanics of Writing | Sentences, Part Two: Verbal Phrases, Compound, Complex, and Compound-Complex Sentences | Q&A |
| Q&A | (B) | use conjunctions to connect ideas meaningfully (4–8); | Paragraph Transitions | Interjections, Conjunctions, and Prepositions | Q&A |
| Q&A | (C) | employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and parts of speech (4–8); | Parts of Speech Mechanics of Writing |
Split-Infinitive World of English Grammar, The, Module 5: Agreeing with Grammar | Q&A |
http://www.bbc.co.uk/skillswise/words/gramm |
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| Q&A | (D) | use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise (4–8); | Modifiers Adverbs |
Modifiers | Q&A |
| Q&A | (E) | use prepositional phrases to elaborate written ideas (4–8); | Prepositions | Split-Infinitive World of English Grammar, The, Module 3: Adverbs, Prepositions and Conjunctions | Q&A |
| Q&A | (F) | use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive (6–8); | Modifiers Using Active Voice Infinitives and Participles Mechanics of Writing |
Verbs | Q&A |
| Q&A | (G) | write with increasing accuracy when using apostrophes in contractions such as won’t and possessives such as Smith’s (4–8); and | Split-Infinitive World of English Grammar, The, Module 6: Grammar Follies | Q&A | |
| Q&A | (H) | write with increasing accuracy when using pronoun case such as “She had the party” (6–8). | Pronouns | Q&A | |
http://www.ucalgary.ca/UofC/eduweb/gramm |
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| (7.18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to | |||||
| Q&A | (E) | edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4–8); and | The Split-Infinitive World of English Grammar, Module 4: Examining the Sentence | Q&A | |
| http://papyr.com/hypertextbooks/comp1/variety.htm | |||||
| Q&A | (H) | proofread his/her own writing and that of others (4–8). | Revise Writing to Improve the Logic and Coherence | How to Write a Report and Personal Letter | Q&A |
| http://www.unc.edu/depts/wcweb/han douts/proofread.html |
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