A Numbers Game:
Getting to Know the Third Grade Reading TAKS

The third grade reading TAKS test (Spanish/English) is comprised of the following objectives:

4 TAKS Objectives
Objective 1: The student will demonstrate a basic understanding of culturally diverse written texts.

Objective 2: The student will apply knowledge of literary elements to understand culturally diverse written texts.

Objective 3: The student will use a variety of strategies to analyze culturally diverse written texts.

Objective 4: The student will apply critical-thinking skills to analyze culturally diverse written texts.

Each TAKS objective has its skills and content specific TEKS:

Objective 1 TEKS (4)
(3.5) Reading/word identification. The student uses a variety of word identification strategies. The
student is expected to
(D) use root words and other structural cues such as prefixes, suffixes, and derivational
endings to recognize words (3); and
(E) use knowledge of word order (syntax) and context to support word identification and
confirm word meaning (1–3).
(3.7) Reading/variety of texts. The student reads widely for different purposes in varied sources.
The student is expected to
(B) read from a variety of genres [for pleasure and] to acquire information [from both print
and electronic sources] (2–3).
(3.8) Reading/vocabulary development. The student develops an extensive vocabulary. The
student is expected to
(C) use [resources and references such as beginners’ dictionaries, glossaries, available
technology, and] context to build word meanings and to confirm pronunciations of words
(2–3); and
(D) demonstrate knowledge of synonyms, antonyms, and multi-meaning words [for example,
by sorting, classifying, and identifying related words] (3).
(3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to
(C) retell [or act out the order of] important events in stories (K–3); and
(H) produce summaries of text selections (2–3).

Objective 2 TEKS (1)
(3.11) Reading/text structures/literary concepts. The student analyzes the characteristics of
various types of texts. The student is expected to
(H) analyze characters, including their traits, feelings, relationships, and changes (1–3);
(I) identify the importance of the setting to a story’s meaning (1–3); and
(J) recognize the story problem(s) or plot (1–3).
(3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to
(C) retell [or act out] the order of important events in stories (K–3); and
(I) represent text information in different ways, including story maps, graphs, and charts
(2–3).
(3.11) Reading/text structures/literary concepts. The student analyzes the characteristics of
various types of texts. The student is expected to
(A) distinguish different forms of texts, including lists, newsletters, and signs and the
functions they serve (K–3); and
(C) recognize the distinguishing features of familiar genres, including stories, [poems], and
informational texts (1–3).

Objective 3 TEKS (2)
(3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections
read aloud and selections read independently. The student is expected to
(C) retell [or act out] the order of important events in stories (K–3); and
(I) represent text information in different ways, including story maps, graphs, and charts
(2–3).
(3.11) Reading/text structures/literary concepts. The student analyzes the characteristics of
various types of texts. The student is expected to
(A) distinguish different forms of texts, including lists, newsletters, and signs and the
functions they serve (K–3); and
(C) recognize the distinguishing features of familiar genres, including stories, [poems], and
informational texts (1–3).

Objective 4 TEKS (2)
(3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to
(F) make and explain inferences from texts such as determining important ideas, causes and
effects, making predictions, and drawing conclusions (1–3); and
(J) distinguish fact from opinion in various texts, including news stories and advertisements (3).
(3.10) Reading/literary response. The student responds to various texts. The student is expected to
(C) support interpretations or conclusions with examples drawn from text (2–3).

Pupils must master the following skills to be successful on test day:

14 TAKS Skills

>Main Idea/Details
>Summarization
>Sequence
>Cause/Effect
>Compare/Contrast
>Making Predictions
>Problem/Solution
>Context Clues
>Drawing Conclusions
>Inference
>Fact/Opinion
>Author’s Purpose
>Figurative Language

Reading selections on the TAKS may include these possible text structures:

Text Structure
~3 Reading Selections/Possible Text Structures~
>Fictional Story {Narrative}
>Non-Fiction Article (Newsletter, Magazine, Newspaper) {Expository}
>Letter to a friend, parent, etc.
>Website {Future TAKS tests will include more examples of digital media to make sure that technology is being implemented in the classroom.}

The reading TAKS test includes the following number of questions per objective:

36 Test Questions

Objective 1: Basic understanding (15)
Objective 2: Literary elements (7)
Objective 3: Analysis using reading strategies (6)
Objective 4: Analysis using critical-thinking skills (8)

Once a teacher understands that the TAKS test is a numbers game, understands what TEKS must be mastered, and integrates the TAKS objectives into everyday lessons and curriculum, no other outcome is possible but success.

Summary
4 TAKS Objectives
6 TEKS
14 TAKS Skills
3 Reading Selections
36 Test Questions

The TAKS test is a numbers game, and like any other game, it can be mastered and perfected.