TEKS/TAKS
Remediation for Weak Areas
The students at Wall Junior High have always excelled on the TAAS test either ranking as a recognized campus or exemplary. Over the past several years, however, the Wall Junior High English teachers have noticed that our students exhibit consistent weaknesses in certain areas of the TAAS test, particularly in reading. Therefore, I have compiled an annotated list of websites that will be beneficial to the teachers in planning activities to help students gain mastery of these weak areas thus ensuring success on the new TAKS test. Although most of the websites pertain to grades 6-8, I have separated each grade level to show the TEKS objectives and expectations along with the specific website activities. The areas addressed in this document are: main idea, summarization, inference, fact/opinion, and cause/effect.
Following this document is a list of generalized education and English websites I have found to be quite helpful in lesson planning.
Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts.
(6.10) Reading/comprehension. The student comprehends selections using a variety of strategies.
(F) determine a textís main ( or major) ideas and how those ideas are supported with details
Website: www.ops.org/reading/mai nidea.htm Main idea should be targeted in all subjects at all grade levels. This website can be used in language arts classes as well as in history and science. Main idea is defined and broken down into the following areas with definitions for each: topic, topic sentences, and mostly about. Examples and activities are given to show how main idea is addressed on multiple-choice tests, as unstated in narratives, in content structure, expository writing, and organizational patterns in text and in test questions. The activity is a step-by-step process focused on definition, teaching procedures, check up, and follow up to determine student learning.
(6.10) Reading/ comprehension. The student comprehends selections using a variety of
strategies.
(H) draw inferences such as conclusions or generalizations and support them with text evidence [and experience]
Website: www.askeric.org/cgi-bin/printlessons.cgi/virtual/lessons/language_Arts/Reading/RDG0002.html
The use of a good short
story, groups, poster board or butcher paper helps motivate students understand
character traits through inference. Students read a story then choose a
character or characters for this activity. Students will answer a series of questions about the
character (s) by drawing a semantic map on their paper. After the map is
completed, students review and share their information with a partner or
group. In a short essay, the
students will tell how they felt about the character at the beginning of the
story, at the end, and how changing a character trait might change the
story. As a follow up activity,
students will write a Bio poem about their favorite character.
(J) distinguish fact and opinion in various texts
Website: www.urbanext.uiuc.edu/ce/strat123.html
The
purpose of this activity is to teach students the difference between fact
and opinion. Discuss the difference between information that is factual
and information that is someone elseís opinion. Have a dialogue about articles in the newspaper or on
television newscasts. Ask students
if they believe everything they read in print or hear on radio and
television. Why or why not? Discuss the terms fact and
opinion.
This lesson includes a fact/opinion chart, examples, lesson, and
assessment. The entire lesson can
be adapted to history and science lessons and can be individualized for grade
levels and teacher preferences.
Website: www.auburn.edu/pct1/models/Reading/nothing but/fact.html
This is a short lesson
that could be used as mini lesson or class starter for fact/opinion. It
could also be modified into a longer lesson. There are 14 sentence starters to spur discussion of fact/opinion.
Website: www.thursdaysclassroom.com/02sep99/teach6.html
This ready- made lesson
on fact/opinion incorporates science
into the English classroom with an article on the August 11, 1999 eclipse. The article is included along with
statements and questions to elicit student understanding of fact and opinion.
Objective 1 The student
will demonstrate a basic understanding of culturally diverse written texts.
(6.10) Reading/comprehension. The student comprehends selections
using a variety of strategies.
(G) paraphrase and summarize text to recall, inform, or organize ideas
Website: www.atozteacherstuff.com/lessons/Summary.shtml
In order to complete this activity you will need three sizes of sticky notes, a short story, newspaper article, or magazine article. The teacher will read aloud for 5-7 minutes. Students will first use the largest sticky notes to write notes about important facts as the teacher reads. Students must write in regular size handwriting on only one side of the note. Next students condense their information onto the next size sticky note, and finally students will narrow ideas into a one-sentence summary on the smallest note. Students share and choose which summary encompasses the main idea of the selection. Depending on the grade level and capabilities of the students, the teacher can determine the amount of time to allot the students in writing their notes and summary.< /span>
Website: www.ericir.syr.edu/Virtual/Lessons/Language_Arts/Reading?RDG0017.html
There are a million
different pieces of literature that we want our students to read. Unfortunately there isnít even close to
enough time in the school day for them to be able to read half of what we wish
they could. By reading a book a
day, students can be introduced to a lot more books. What you do is take a book and literally rip it apart. You can do this by chapter or by a
couple of chapters depending on how long the book is. Divide the class into small groups. Give each group a section of the book
that they are in charge of reading.
When each group is finished, students will summarize and draw pictures of what happened in their
chapter, on butcher paper you have hung up around the room. Then as a whole class, you can go over
the entire book. You have now read
a book in a day.
This is an excellent
activity that will involve students of all abilities. Step by step instructions as well as assessment make this an
easy lesson to prepare.
Website: www.west.net/~ger/paraphrasing.html
In class you are often
asked to read an article and paraphrase or summarize it, that is, put the main ideas into your own
words. This is a skill that will be needed throughout school and probably in
your future career. If you learn
how to paraphrase well, you will avoid the appearance of plagiarism. This lesson entails seven specific
steps for students to follow when paraphrasing along with an example and
assessment.
Website: www.teachervision.com/lesson-plans/lesson-4823.html
This in depth lesson on summarization also teaches the importance of using quotes properly and avoiding plagiarism. Students will begin the lesson by interviewing an entrepreneur. The focus is on why it is important to summarize, and ìwalksî students through a six-step process to effective paraphrasing. Examples for comparison, exercises, and assessment are included.
Objective 3 The student will use a variety of strategies to
analyze culturally diverse written texts.
(6.10)
Reading/comprehension. The student comprehends selections
using a variety of strategies.
(E) use the textís structure or progression of ideas
such as cause and effect or chronology
to locate and recall information
Website: www.urbanext.uiuc.edu/ce/strat130.html
Science and social
studies materials are used to teach this reading concept on cause and
effect.
This is especially helpful if you are trying to incorporate cross
curriculum lessons. A summary
pattern is discussed, and there is a full explanation of the activity along
with examples, an activity, and assessment.
Grade Level 7
Objective 1 The student will demonstrate a basic understanding
of culturally diverse written texts.
(7.10)
Reading/comprehension. The student uses a variety of
strategies to comprehend a wide range of texts of increasing levels of
difficulty.
(F) determine a textís main (or major) ideas and how those ideas are supported with
details.
Website: www.successlink.org/great2/g1732.html
Students analyze acts of
a play to illustrate through symbols the main idea of each act on a shield or coat of arms. This activity can be completed
individually or in groups. The
step-by-step instructions and a ready-made rubric make this lesson easy to
follow and assess. Students will
enjoy the hands-on creativity of using symbols to express their main ideas.
Website: www.ops.org/reading/mainidea.htm
Main idea should be targeted in all subjects at all grade levels. This website can be used in language arts classes as well as in history and science. Main idea is defined and broken down into the following areas with definitions for each: topic, topic sentences, and mostly about. Examples and activities are given to show how main idea is addressed on multiple-choice tests, as unstated in narratives, in content structure, expository writing, and organizational patterns in text and in test questions. The activity is a step-by-step process focused on definition, teaching procedures, check up, and follow up to determine student learning.
Objective 4 The student will apply critical thinking skills to analyze culturally diverse written texts.
(7.10) Reading/comprehension. The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of difficulty.
(G) draw inferences such as conclusions or generalizations and support them with text evidence [and experience]
Website: www.askeric.org/cgi-bin/printlessons.cgi/virtual/lessons/language_Arts/Reading/RDG0002.html
The use of a good short story, groups, poster board or butcher paper helps motivate students understand character traits through inference. Students read a
story then choose a
character or characters for this activity. Students will answer a series of questions about the
character (s) by drawing a semantic map on their paper. After the map is
completed, students review and share their information with a partner or
group. In a short essay, the
students will tell how they felt about the character at the beginning of the
story, at the end, and how changing a character trait might change the
story. As a follow up activity,
students will write a Bio poem about their favorite character.
(J) distinguish fact and opinion in
various texts
Website: www.urbanext.uiuc.edu/ce/strat123.html
The purpose of this activity is to teach students the difference between fact and opinion. Discuss the difference between information that is factual and information that is someone elseís opinion. Have a dialogue about articles in the newspaper or on television newscasts. Ask students if they believe everything they read in print or hear on radio and television. Why or why not? Discuss the terms fact and opinion. This lesson includes a fact/opinion chart, examples, lesson, and assessment. The entire lesson can be adapted to history and science lessons and can be individualized for grade levels and teacher preferences.
Website: www.auburn.edu/pct1/models/Reading/nothing but/fact.html
This is a short lesson
that could be used as mini lesson or class starter for fact/opinion. It
could also be modified into a longer lesson. There are 14 sentence starters to spur discussion of fact/opinion.
Website: www.thursdaysclassroom.com/02sep99/teach6.html
This ready- made lesson on fact/opinion incorporates science into the English classroom with an article on the August 11, 1999 eclipse. The article is included
along with statements and questions to elicit student understanding of fact and opinion.
Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts.
(7.10) Reading/comprehension. The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of difficulty.
(H) paraphrase and summarize text to recall, inform, or organize ideas
Website: www.atozteacherstuff.com/lessons/Summary.shtml
In order to complete this activity you will need three sizes of sticky notes, a short story, newspaper article, or magazine article. The teache r will read aloud for 5-7 minutes. Students will first use the largest sticky notes to write notes about important facts as the teacher reads. Students must write in regular size handwriting on only one side of the note. Next students condense their information onto the next size sticky note, and finally students will narrow ideas into a one-sentence summary on the smallest note. Students share and choose which summary encompasses the main idea of the selection. Depending on the grade level and capabilities of the students, the teacher can determine the amount
of time to allot the students in writing their notes and summary.
Website: www.ericir.syr.edu/Virtual/Lessons/Language_Arts/Reading?RDG0017.html
There are a million different pieces of literature that we want our students to read. Unfortunately there isnít even close to enough time in the school day for them to be able to read half of what we wish they could. By reading a book a day, students can be introduced to a lot more books. What you do is take a book and literally rip it apart. You can do this by chapter or by a couple of chapters depending on how long the book is. Divide the class into small groups. Give
each group a section of
the book that they are in charge of reading. When each group is finished, students will summarize and draw pictures of what happened in their
chapter, on butcher paper you have hung up around the room. Then as a whole class, you can go over
the entire book. You have now read
a book in a day.
This is an excellent
activity that will involve students of all abilities. Step-by step instructions as well as assessment make this an
easy lesson to prepare.
Website: www.west.net/~ger/paraphrasing.html
In class you are often
asked to read an article and paraphrase or summarize it, that is, put the main ideas into your own
words. This is a skill that will be needed throughout school and probably in
your future career. If you learn
how to paraphrase well, you will avoid the appearance of plagiarism. This lesson entails seven specific
steps for students to follow when paraphrasing along with an example and
assessment.
Website: www.teachervision.com/lesson-plans/lesson-4823.html
This in depth lesson on summarization also teaches the importance of using quotes properly and avoiding plagiarism. Students will begin the lesson by interviewing an entrepreneur. The focus is on why it is important to summarize, and ìwalksî students through a six-step process to effective paraphrasing. Examples for comparison, exercises, and assessment are included.
Objective 3 The student will use a variety of strategies to analyze culturally diverse written texts.
(7.10) Reading/comprehension. The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of difficulty.
(E) use the textís structure or progression of ideas such as cause and effect or chronology to locate and recall information.
Website: www.urbanext.uiuc.edu/ce/strat130.html
Science and social studies materials are used to teach this reading concept on cause and effect. This is especially helpful if you are trying to incorporate cross curriculum lessons. A summary pattern is discussed, and there is a full explanation of the activity along with examples, an activity, and assessment.
Objective 1 The student will demonstrate a basic understanding
of culturally diverse written texts.
(8.10)
Reading/comprehension. The student comprehends selections
using a variety of strategies.
(F) determine a textís main (or major) ideas and how those ideas are supported with
details.
Website: www.successlink.org/great2/g1732.html
Students analyze acts of
a play to illustrate through symbols the main idea of each act on a shield or
coat of arms. This activity can be
completed individually or in groups.
The step-by-step instructions and a ready-made rubric make this lesson
easy to follow and assess.
Students will enjoy the hands-on creativity of using symbols to express
their main
ideas.
Website: www.ops.org/reading/mainidea.htm
Main idea should be targeted in all subjects at all grade levels. This website can be used in language arts classes as well as in history and science. Main idea is defined and broken down into the following areas with definitions for each: topic, topic sentences, and mostly about. Examples and activities are given to show how main idea is addressed on multiple-choice tests, as unstated in narratives, in content structure, expository writing, and organizational patterns in text and in test questions. The activity is a step-by-step process focused on definition, teaching procedures, check up, and follow up to determine student learning.
Objective 4 The student will apply critical thinking skills to analyze culturally diverse written texts.
(8.10) Reading/comprehension. The student comprehends selections using a variety of strategies.
(H) draw inferences such as conclusions or generalizations and support them with text evidence [and experience]
Website: www.askeric.org/cgi-bin/printlessons.cgi/virtual/lessons/language_Arts/Reading/RDG0002.html
The use of a good short story, groups, poster board or butcher paper helps motivate students understand character traits through inference. Students read a
story then choose a
character or characters for this activity. Students will answer a series of questions about the
character (s) by drawing a semantic map on their paper. After the map is
completed, students review and share their information with a partner or
group. In a short essay, the
students will tell how they felt about the character at the beginning of the
story, at the end, and how changing a character trait might change the
story. As a follow up activity,
students will write a Bio poem about their favorite character. (This bio poem
is the same format we use at the beginning of the year with our eighth grade
students.)
(J) distinguish fact and opinion in
various texts
Website: www.urbanext.uiuc.edu/ce/strat123.html
The purpose of this activity is to teach students the difference between fact and opinion. Discuss the difference between information that is factual and information that is someone elseís opinion. Have a dialogue about articles in the newspaper or on television newscasts. Ask students if they believe everything they read in print or hear on radio and television. Why or why not? Discuss the terms fact and opinion. This lesson includes a fact/opinion chart, examples, lesson, and assessment. The entire lesson can be adapted to history and science lessons and can be individualized for grade levels and teacher preferences.
Website: www.auburn.edu/pct1/models/Reading/nothing but/fact.html
This is a short lesson
that could be used as mini lesson or class starter for fact/opinion. It
could also be modified into a longer lesson. There are 14 sentence starters to spur discussion of fact/opinion.
Website: www.thursdaysclassroom.com/02sep99/teach6.html
This ready- made lesson on fact/opinion incorporates science into the English classroom with an article on the August 11, 1999 eclipse. The article is included
along with statements and questions to elicit student understanding of fact and opinion.
Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts.
(8.10) Reading/comprehension. The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of difficulty.
(G) paraphrase and summarize text to recall, inform, or organize ideas
Website:www.atozteacherstuff.com/lessons/Summary.shtml
In order to complete this activity you will need three sizes of sticky notes, a short story, newspaper article, or magazine article. The teacher will read aloud for 5-7 minutes. Students will first use the largest sticky notes to write notes about important facts as the teacher reads. Students must write in regular size handwriting on only one side of the note. Next students condense their information onto the next size sticky note, and finally students will narrow ideas into a one-sentence summary on the smallest note. Students share and choose which summary encompasses the main idea of the selection. Depending on the grade level and capabilities of the students, the teacher can determine the amount
of time to allot the students in writing their notes and summary.
Website: www.ericir.syr.edu/Virtual/Lessons/Language_Arts/Reading?RDG0017.html
There are a million different pieces of literature that we want our students to read. Unfortunately there isnít even close to enough time in the school day for them to be able to read half of what we wish they could. By reading a book a day, students can be introduced to a lot more books. What you do is take a book and literally rip it apart. You can do this by chapter or by a couple of chapters depending on how long the book is. Divide the class into small groups. Give
each group a section of
the book that they are in charge of reading. When each group is finished, students will summarize and draw pictures of what happened in their
chapter, on butcher paper you have hung up around the room. Then as a whole class, you can go over
the entire book. You have now read
a book in a day.
This is an excellent
activity that will involve students of all abilities. Step-by-step instructions as well as assessment make this an
easy lesson to prepare.
Website: www.west.net/~ger/paraphrasing.html
In class you are often
asked to read an article and paraphrase or summarize it, that is, put the main ideas into your own
words. This is a skill that will be needed throughout school and probably in
your future career. If you learn
how to paraphrase well, you will avoid the appearance of plagiarism. This lesson entails seven specific steps
for students to follow when paraphrasing along with an example and assessment.
Website: www.teachervision.com/lesson-plans/lesson-4823.html
This in depth lesson on summarization also teaches the importance of using quotes properly and avoiding plagiarism. Students will begin the lesson by interviewing an entrepreneur. The focus is on why it is important to summarize, and ìwalksî students through a six-step process to effective paraphrasing. Examples for comparison, exercises, and assessment are included.
Objective 3 The student will use a variety of strategies to analyze culturally diverse written texts.
(8.10) Reading/comprehension. The student will use a variety of strategies to analyze culturally diverse written texts.
(E) use the textís structure or progression of ideas such as cause and effect or chronology to locate and recall information.
Website: www.urbanext.uiuc.edu/ce/strat130.html
Science and social studies materials are used to teach this reading concept. This is especially helpful if you are trying to incorporate cross curriculum lessons. A summary pattern is discussed, and there is a full explanation of the activity along with examples, an activity, and assessment.
www.educationappreciation.com/WALL.html
www.just4kids.org ( A project of the National Center for Educational Accountability)