Strategies: Students will need to analyze information, create, research and survey.

Authentic Anchored Problem - Students in Texas must take the TAKS test in reading. They spend many school hours doing practice/mock tests in the hope that they will be better prepared for these tests. Are students prepared to pass the reading test? How are teacers preparing students? What other ways could be used to get students ready for their grade level TAKS exam? Your non-profit group has been asked to develop and implement ideas/materials to help sixth, seventh and eighth grade students who must pass the TAKS reading test.

disciplinary structures - computer, internet, software(ex. powerpoint), graphs, research

disciplinary processes - collecting data, analyzing data, communicating,surveying, voting, typing, designing, saving

disciplinary discourses - printed materials and Internet expository - deductive reasoning, research narrative - writing

A1. Students will brainstorm different reading skills covered on TAKS.

A2. Students will choose three skills to focus each group's research.

A3. Research information on chosen topics and TEKS covered.

A4. Each group will create a survey to give 6th,7th and 8th grade to determine the activities they like to do and ways they learn best.

A5. Each group will use the grade level survey results to determine top 5 presentation preferences and graph the results.

A6. Each group will choose one interesting way to present/teach reading skill and create presentation.

A7. Each group will create a video of them teaching their lesson on selected skill.

B1. Discuss different types of skills seen on previous TAKS tests.

B2-1. Discuss how to work in cooperative groups.

B2-2. Discuss how to come to consensus.

B3-1. Review definitions of skills and TEKS.

B3-2. Review how to use a search engine.

B4. Learn commmon survey writing techniques.

B5-1. Review analyzing data.

B5-2. Review graphing rules.

B6-1. Discuss/learn how to use PowerPoint.

B6-2. Discuss what makes an effective PowerPoint.

B6-3. Learn how to use PhotoStory 3.

B6-4. Learn how to use Camtasia.

B7-1. Demonstrate how to record using video camera or digital camera.

B7-2. Discuss important teaching/presenting skills and concepts.

C1. Groups will create a list of reading topics.

C4. Groups will create a survey to determine interest levels of 6th,7th and 8th grade students.

C5. Groups will create a graph of top 5 presentation preferences.

C6. Groups will create interactive PowerPoint, PhotoStory 3 or Camtasia lesson.

C7. Groups will create a video of them presenting lesson on selected skill.

S1. Students will share their reading skills to create one master list.

S4. Students will share their survey results with other groups to determine top 5 preferences.

S6. Students will share their interactive tutorial with other groups.

S7. Students will share their teaching videos with other reading classes.

(6) Reading/word identification. The student uses a variety of word recognition strategies.

The student is expected to:

(B) use structural analysis to identify words, including knowledge of Greek and Latin roots and prefixes/suffixes (7-8);

(9) Reading/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to:

(A) develop vocabulary by listening to selections read aloud (4-8);

(B) draw on experiences to bring meanings to words in context such as interpreting figurative language idioms, multiple-meaning words, and analogies (6-8);

(10) Reading/comprehension. The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of difficulty.

The student is expected to:

(E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8); (F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8);

(G) paraphrase and summarize text to recall, inform, or organize ideas (4-8);

(H) draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8);

(I) find similarities and differences across texts such as in treatment, scope, or organization (4-8);

(12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres).

The student is expected to:

(F) analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo (4-8); (G) recognize and analyze story plot, setting, and problem resolution (4-8);

(H) describe how the author's perspective or point of view affects the text (4-8);

(I) analyze ways authors organize and present ideas such as through cause/effect, compare/contrast, inductively, deductively, or chronologically (6-8);

(J) recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6-8); and

(K) recognize how style, tone, and mood contribute to the effect of the text (6-8).

(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources.

The student is expected to:

(A) form and revise questions for investigations, including questions arising from readings, assignments, and units of study (6-8); (B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);

(C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8);

(E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8);

(G) draw conclusions from information gathered from multiple sources (4-8);

(I) present organized statements, reports, and speeches using visuals or media to support meaning (6-8).