mastering the internet - stores.jarrettpub.com

■ Elementary■ Middle School■ High School ■ Spanish-Language High School

■ Elementary■ Middle School■ High School ■ Spanish-Language High School

Mastering theTAKS Grade 4

in Readingand Writing



KILLORAN • ZIMMER • JARRETT


In Reading


In Reading


Mastering theGrade 3 TAKSin Reading:

Student Activities

JARRETT • ZIMMER • KILLORANMOULTON • REDMOND

Mastering the Grade 3 TAKS in Reading:

Student Activities

MASTERINGTHE GRADE 10 TAKS

SOCIAL STUDIESASSESSMENT



KILLORAN ✦ ZIMMER ✦ JARRETT

Mastering theTAKS Grade 11Exit Level ELA








Mastering theMiddle School TAKS

in Science

JARRETT ✦ ZIMMER ✦ KILLORAN




Masteringthe Grade 7

Writing TEKS


Writing TEKS– A Writer’s Workbook

and Guide to the TAKS –– A Writer’s Workbook

and Guide to the TAKS –


Mastering the Internet

Carroll MOULTON

William REDMOND

A Jarrett Publication

TEXASCatalog 2009–2010

JARRETT PUBLISHING COMPANYThe Gold Standard in Test PreparationJarrett Publishing Company

The Gold Standard in Test Preparation(800) 859–7679

New York California Florida

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Elementary School Reading and Writing

A separate activity book, Mastering the TAKS Grade 3 in Reading: Student Activities, accompanies the Grade 3 book. This book helps students by reinforcing reading comprehension skills through a variety of engaging writing activities.

La Prepa: Dominando la prueba TAKS de lectura de 3er grado offers a Spanish-language adaptation of Mastering the TAKS Grade 3 in Reading. See pages 8–9.

The titles in this series help students to improve their reading and writing skills while also raising their scores on the demanding TAKS tests in these subjects. They are the perfect vehicles for skill reinforcement, test preparation, remediation and summer school. Based on the latest educational research, each book begins with the seven strategies of reading comprehension described in the classic Mosaic of Thought. Later chapters describe the principal features of literary and expository texts, followed by a practice diagnostic test. Students are then presented with each type of question on the TAKS and provided with explicit instruction in the metacognitive skills they need to answer each question. High quality, award-winning literature provides the basis for all practice exercises. Each book concludes with a complete practice test, following the same distribution of questions as the actual TAKS. These books are concise enough to be integrated into a comprehensive system of instruction with other readers or trade books to raise your TAKS scores. See pages 6–7, 10–13.

Here is one recommended approach for using this series of books to raise your TAKS scores:■ Explain and model the strategies of proficient readers at the beginning of the year.■ Have students begin each chapter with its engaging opening reading selection.■ Have students discuss the reading selection before turning to each group of related question types.■ Students should next learn about each type of question. First, they should attempt to answer each

particular type of question.■ Then, the teacher should explain and model the metacognitive steps students should apply to

answering that type of question.■ Finally, have students complete the independent practice exercises at the end of the chapter.







in Reading


in Reading



In Reading


In Reading


■ The best reading passages.■ The best instruction in reading comprehension.■ The best TAKS-like practice questions.

La Prepa: Dominando la prueba TAKS

de lectura de 3er grado





Student Activities



Student Activities


The Gold Standard in Test Preparationjarrettpub.com

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Elementary School Science

Mastering the Internet introduces your upper elementary and lower middle school students to the essential twenty-first century skills needed in the Information Age. This inexpensive workbook of 132 pages, can be used in class, the computer lab or at home for homework assignments –– with or without a computer. The book covers the Technology Application TEKS for Grades 3 to 5, and the TEKS from Grades 6 to 8 generally taught in lower middle school. It also closely mirrors the National Education Technology Standards (NETS). Mastering the Internet includes a plethora of fun-filled activities students will enjoy: ■ Getting online and surfing the Web■ Designing a home page for your own website.■ Searching for information on the Web.■ Evaluating the reliability of information from various websites.■ Writing a research report using the Web.■ Opening an e-mail account to send and receive e-mail.■ Learning about chat rooms and social networking on the Internet■ Debating whether music and videos should be downloaded for free.■ Creating a PowerPoint presentation, a blog, and a podcast.See pages 16–17.

Mastering the Grade 5 TAKS in Science provides a complete program for TAKS preparation. Students are provided with proven test-taking strategies, a complete survey of TAKS student expectations from the third, fourth, and fifth grades, and TAKS-style practice questions. The book applies research-based strategies to help your students perform their best. Based on insights from the National Research Council’s How People Learn (1999), the book emphasizes scientific concepts, relationships and applications. See pages 14–15.

Technology Applications and Multi-disciplinary

In addition, a Spanish-language adaptation of Mastering the Grade 5 TAKS in Science is now available. Every page of this Spanish edition corresponds with the same page number as the English edition, making possible for teachers to use both books simultaneously in their classrooms. No other book in Spanish or English better prepares your students for the challenging TAKS in elementary science. See page 15.

Domina la pruebaTAKS de ciencias

de 5o grado


de 5o grado


MASTERINGTHE GRADE 5

TAKS IN SCIENCE


TAKS IN SCIENCE



Carroll MOULTON

William REDMOND




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Grade 7 Writing

Mastering the Grade 8 Social Studies Assessment reviews every tested student expectation in a concise and easy-to-understand manner. The TAKS Objectives are woven together into a seamless, student-friendly narrative. The book includes advance organizers, concept maps, study cards, and more than 200 TAKS-style practice questions. See pages 22–23.

Mastering the Grade 7 Writing TEKS empowers students by helping them to understand the different criteria in the TEA writing rubric. Students practice answering open-ended writing prompts, just like those on the actual TAKS. Rather than teaching students a “formulaic” approach to writing, the book encourages student creativity. The book also reviews important writing conventions and provides practice exercises for the peer-editing section of the test. See pages 18–19.

Middle school students face special educational challenges. The Grade 7 Writing TAKS is largely process-oriented, while the Grade 8 Social Studies TAKS and the Middle School Science TAKS each demand mastery of a large, complex body of content as well as skills. Our middle school test preparation

materials use scientifically-based strategies to help students master key concepts while also boosting their test scores. These superb books can be used either for year-long class reinforcement, a final review in the weeks before the test, remediation programs, summer school, or any combination of these.

Grade 8 Social Studies

Middle School

Mastering the Middle School TAKS in Science helps students to review TAKS student expectations from three years of middle school science — the sixth, seventh, and eighth grades. Just as importantly, the book applies scientifically-based instructional strategies to help students prepare for the test, while also mastering critical concepts and skills. The book includes advance organizers, test-taking skills, concise content summaries, study cards, and more than 200 TAKS-style practice questions. See pages 20–21.

Middle School Science


Writing TEKS












in Science




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High School Social StudiesHigh school social studies requires students to apply their critical thinking skills to the complex, content-rich fields of history, geography, government, and economics. These books help students to master key concepts while also boosting their TAKS scores.

They can be used in a number of different ways: as a year-long reinforcement tool, as a final review in the weeks just prior to the test, for remediation programs, and in summer school.

The TAKS Grade 11 Exit Level Test is extremely challenging. Students have to read difficult selections, many of which are excerpts. They have to answer questions about a “Viewing and Representing” piece, and write their own answers to questions about related readings. They also have to write an original composition and answer questions on peer editing. Mastering the TAKS Grade 11 Exit Level ELA provides the best practice readings, the best test-taking strategies, the most student-friendly explanations, and the best practice questions to help students meet all of these challenges. See pages 28–29

High School English Language Arts

High School Spanish-Language Social Studies

Mastering the Grade 10 TAKS Social Studies Assessment helps students review every tested TAKS student expectation, including those from eighth-grade American history and government — where students often have the most difficulty. The book weaves these objectives into a student-friendly narrative that helps students understand and remember key concepts, events and people. The book includes advance organizers, concept maps, student study cards and more than 200 authentic TAKS-style practice questions. See pages 24–25.

Mastering the Grade 11 TAKS Social Studies Assessment provides a complete and easy-to-remember review of all the tested student expectations. These student expectations include those from Grade 8 and Grade 10 that are also on the Grade 11 TAKS. Students also learn to improve their test-taking skills. The book includes advance organizers, study cards and more than 200 authentic practice questions. See pages 26–27.

Aligned to national standards, these Spanish-language textbooks help newcomers improve their mastery of social studies skills and concepts while they are still learning English. These excellent, content-rich resources can be used in both bilingual and Spanish-language classrooms. See pages 30–31.














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Grade � ReadingMastering the TAKS Grade 3 in Reading is written in a student-friendly style. This best selling book is specifically designed to help third graders in reading. Not just a test preparation text, the book uses a highly interactive approach to help third graders improve their reading comprehension, fluency, and vocabulary. Students learn how to apply new skills and strategies through metacognitive instruction, guided practice and independent practice. The book can be used as a supplementary text or for remediation, intervention programs, or summer school.

ISBN: 1-88��-7�-�


in Reading


in Reading


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126 MASTERING THE TAKS GRADE 3 IN READING

ROSALINDA’S SPECIAL GIFT

by Carla Mishek

CONTINUED

1 Oh no! Another report so soon! Rosalinda squeezed her

eyes shut.

2 “Write about your most unusual gift,” Miss Grant had just

said.

3 Rosalinda wondered what she could write about this time.

Just then, Miranda walked by and Rosalinda suddenly felt hot.

Last time, she and Miranda had written reports on the exact

same thing: churros — fine tasting Mexican pastries. Ros-

alinda’s turn had followed Miranda, which made it even

worse. She’d wished she could disappear, but she had to give

her report.

4 “My report is on churros,

too,” she whispered. Some of

the students stared at her as if

she grew celery from her ears!

But the worst part was finding

a note on her locker. “COPY-

CAT!” it said. She could tell

it was Miranda’s printing. She

crumpled it before anyone

saw it. She didn’t want anyone to think she was a copycat.

5 Rosalinda had told Mrs. Brenner what happened. Mrs.

Brenner lived next door and was Rosalinda’s favorite neigh-

bor. Rosalinda felt better sharing her problem with this kind,

old white-haired lady.

6 “These things happen,” Mrs. Brenner said, smiling at Ros-

alinda. “You should tell Miranda how you feel.”

“This book reads nicely at a level a third grader can easily handle. Every strategy in the book is one we teach in the state reading academies. The readings are appropriately long in some exercises, while short for teaching difficult concepts.”

—Ana Pomar, Former Elementary Reading Specialist, ESC Region XIII, Austin, TX

Uses full-length, culturally diverse children’s literature for

reading selections

“You have done a terrific job putting this book together and helping students prepare for the TAKS.”

—Dr. Terry Greene, Literary Initiatives, Inc. and former ELA Coordinator, Richardson, TX

On the TAKS Grade 3 in Reading, you may find questions about thecharacters in a story. Questions about story characters may ask:

To answer a question about story characters, you should:y First, study the question. Be sure you understand what it asks.y Next, look over the reading to find the information that thequestion asks for.• If the question asks for a description of a character, find

places in the reading where the character is described.• If the question asks how the character feels or acts at a specific moment, go back to that part of the story to find theanswer.

How are the characters changed by what happens in the story?

Why do the characters feel and act as they do?

Who are the characters and what are they like?How do the characters relate to one another?

QUESTIONS ABOUT THE CHARACTERS OF A STORY

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A student-friendly layout and visual aids throughout the book

help students master key skills



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Grade � Reading (continued)■ Exemplary Reading Selections. Model readings

are culturally diverse and encompass a variety of genres. Most of the selections have been published in leading children’s journals.

■ Unit 1: Introduction. A prefatory chapter reviews the key reading comprehension strategies of good readers, based on several landmark studies. These include asking questions, summarizing, making predictions, and connecting new information with existing schemata. This is followed by two short chapters reviewing the basic differences between literary and informational texts.

■ Unit 2. Preparing for the TAKS in Reading. This unit begins with a diagnostic pretest. Students become familiar with the test format, which has been demonstrated to improve their performance. Remaining chapters in the unit are organized around various TAKS question types, such as asking what a reading is “mostly about,” to test TAKS Objective 1. In each case, the

chapter begins with a practice reading. This is followed by a sample question and a step-by-step metacognitive approach for answering it. Then practice questions are provided. Unlocking the Answer hints guide students to the most important information they need without actually giving them the answer. At the end of each chapter, there is an additional reading with practice questions. These are cumulative with question types from earlier chapters: by the time students have completed the book, they are prepared to answer every type of question on the TAKS.

■ Unit 3. A Final Practice Test. This unit contains three practice readings and 36 multiple-choice questions distributed by TAKS Objective according to the TEA “Blueprint.” This test accurately reflects the level of difficulty of the actual TAKS. Each question on both the pretest and the final practice test is identified by its TAKS Objective, helping teachers to pinpoint student weaknesses requiring further review.

3. Read the meanings below for the word squealed.

Which meaning best fits the way squealed is used in paragraph 6?

Meaning 1Meaning 3

Meaning 2Meaning 4

4. In paragraph 7, the word sprouted means —

grew upseparated

melted intofell

5. Look at the diagram about Laynie.

Which of these belongs in the empty box?

Refused to bury her goldfish

Goes to school with her brother

Thinks her brother is stupid

Confused by what can be plantedObjective 2

D

C

B

A

Has a goldfish

called MollyLikes to work in the

garden

Has an older

brother, Brad

LAYNIE

Objective 1D

B

C

A

D

B

C

A

squeal (skwel), verb

1. to call out in pain or fear. 2. to “tattle” or tell on others. 3. to make a

sharp, loud sound.

noun 4. a loud cry or noise.

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CHAPTER 4: A PRACTICE PRETEST 41

Objective 1

As you know, the plot is made up of the series of events that take placein a story. Usually, the main characters face some problem they mustsolve. Questions about plot on the TAKS Grade 3 in Reading will oftenfocus on the central (main) problem of the story. They may ask you:

IDENTIFYING THE CENTRAL PROBLEMOne type of question about plot will ask you to identify the centralproblem of the story. To answer this kind of question, you should:

to tell howthese events help thecharacters solve the

central problem

to identify thecentral problem

faced by the storycharacters

to recognizeimportant events

in the story

QUESTIONS ABOUT THE PLOT

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y First, read through the story to find the main problem thecharacters face. Often it is presented early in the reading. Tryto state this problem in a sentence.y Next, look carefully at the main events in the story. See if mostof these events influence the ability of the characters to solvethe central problem. If they do not, you may not have statedthat problem correctly.y Finally, look at the answer choices. Pick the one that bestdescribes the central problem.

Provides strategies for every type of TAKS question

students will face

A diagnostic pretest and practice final test identify each question

by TAKS Objective



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La Prepa: Dominando la prueba TAKS de lectura de 3er grado is an adaptation in Spanish of the best-selling Mastering the TAKS Grade 3 in Reading. This book can be used in both Spanish-speaking or mixed classrooms, since every page corresponds to the same page in the English-edition. This research-based book gives Spanish-speaking students the best tools available in any language to prepare for the Grade 3 TAKS in Reading. Instructional strategies and all practice questions are perfectly aligned to the TEKS. The book opens by introducing students to the key reading strategies of good readers. Later chapters explore every type of question on the TAKS. Practice readings are culturally diverse from a variety of genres. Like its English-language counterpart, this book provides the best explanations for answering every type of TAKS question. The adaptation of this book into Spanish was completed by several Texas educators, one of whom was Texas Bilingual Teacher of the Year (2001–2002).

Grade � Reading in Spanish






ISBN: 1-88��-8�-1

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PIAR

CAPÍTULO 1: CÓMO SER UN BUEN LECTOR 5

El siguiente mapa es un resumen de las estrategias que usa un

buen lector. ¿Cuántas estrategias ustas tú mientras lees?

ESTRATEGIAS

QUE USAN LOS

BUENOSLECTORES

Haz Conexiones

Buenos lectores

hacen conexiones

con lo que ya saben.

Haz Predicciones

Buenos lectores hacen

predicciones y

sacan conclusiones.

Haz un Resumen

Buenos lectores

resumen en sus propias

palabras lo que están

leyendo.

Piensa en lo que es

ImportanteBuenos lectores

deciden lo que es

importante.

Resuelve Problemas

Cuando buenos

lectores no entienden

algo, tratan

resolver lo que no

comprenden.

VisualizaBuenos lectores se

imaginan lo que

está pasando en

la lectura.

Haz Preguntas

Buenos lectores hacen

preguntas sobre lo que

están leyendo.

Como tú sabes, el argumento consiste de una serie de eventos que ocurrendentro de una historia. Generalmente, los personajes principales se enfrentancon un problema que tienen que resolver. Las preguntas acerca del argu-mento en la Prueba TAKS de Lectura de 3er Grado se enfocan general-mente en la idea central del cuento. Quizá te pidan:

IDENTIFICANDO EL PROBLEMA CENTRALUn tipo de pregunta acerca del argumento será identificar el problemacentral del cuento. Para responder este tipo de pregunta, deberás:

Decir cómo estoseventos ayudan a los

personajes a resolver elproblema central

Identificar elproblema central de

los personajesdel cuento

Reconocer loseventos importantes

en el cuento

PREGUNTAS ACERCA DEL ARGUMENTO

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92 LA PREPA: DOMINANDO LA PRUEBA TAKS DE LECTURA DE 3er GRADO

y Primero, leer el cuento para encontrar el problema central quelos personajes enfrentan. El problema central generalmentese encuentra al principio de la lectura. Trata de escribirlo enforma de oración.y Después, poner atención a los eventos principales del cuento.Determina si la mayoría de los eventos influyen en la habilidadde los personajes para resolver el problema central. Si no lohacen, quizá no determinaste el problema correctamente.y Finalmente, mirar las opciones de respuesta. Escoge la quedescribe mejor el problema central.



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Mastering the Grade 3 TAKS in Reading: Student Activities is designed as the perfect companion to Mastering the TAKS Grade 3 in Reading. Both of these books are fully aligned with the Grade 3 TEKS tested on the TAKS. Together, these books provide third-graders with a complete program for mastering statewide standards and performing their very best on the TAKS. ■ Highly Interactive Format. This activity book consists of

ten chapters corresponding to the chapters of Mastering the TAKS Grade 3 in Reading. Each chapter consists of a series of fun-filled, student-friendly writing activities that reinforce the skills presented in the accompanying textbook. For example, the second chapter, “Reading Stories,” asks students to match the main elements of a story with their definitions. This is followed by a practice reading and separate writing activities on the story’s setting, characters, plot and theme. A later chapter on “Word-Meaning Questions” provides extensive exercises on deciphering meaning from context clues and on selecting the most appropriate meaning of a word from a dictionary entry. By completing these exercises, students improve and reinforce their reading, critical thinking, and writing skills.

■ Can Be Used Independently or with the Text. This book can be used by itself to reinforce those reading skills assessed on the Grade 3 TAKS in Reading. All practice readings are drawn from outstanding children’s literature. The book can also be used in conjunction with Mastering the TAKS Grade 3 in Reading. Students can first read a chapter from the latter text and then reinforce what they have learned by completing corresponding exercises in the activity book. Each activity is designed to bolster a cluster of related reading comprehension skills assessed on the Grade 3 TAKS in Reading.

Grade � Reading: Writing Activities


Student Activities



Student Activities

ISBN: 0-9795�9�-6-1

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19

8. Many animals protect themselves in special ways. For example,

some animals use their color to help keep themselves safe.

y What is the meaning of “protect”?

y What clue helped you figure out the meaning?

ACTIVITY BDirections. Use prefixes, root words,

and suffixes from the jars below to

build seven words of your own.

Name Date

9. The roots and history of our town, or its

heritage, was the theme of the museum

exhibits.

y What is the meaning of “heritage”?

y What clues helped you figure out the meaning?

Prefixes Suffixes Root

Words

un- pre-re-

usual viewbreak boast

kind teach

-ful-able-ness -er

-ing-ed

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23

9. Leonardo da Vinci, a famous writer, scientist,

painter, and engineer, had a remarkable

career.

Antonym:

10. It was clear from his sarcastic, disrespectful

comments that he intended to mock us.

Synonym:

11. Everyone wore casual clothes to the party,

which took place outdoors around a BBQ grill

near the swimming pool.

Antonym:

12. The business did so well that its owners

decided to expand their warehouse space so

that more products could be stored there.

Antonym:

13. The defense attorney asked the judge to treat

her client with compassion, but the judge

sentenced the convicted thief to jail.

Synonym:

14. While still young, deer learn to avoid animals

like wolves, which threaten them.

Synonym:

15. “You need to grasp the bat firmly and keep

your eye on the ball,” my baseball coach told

me.

Synonym:

Name Date

Students improve their reading and writing skills with engaging,

student-friendly activities.

ACTIVITY ADirections. Use details from the selection to fill in the web or clusterbelow for the character of Crocodile in the story. One of the details aboutCrocodile has been filled in for you.

ACTIVITY BDirections. Fill in the Venn diagram below to show how Ostrich andCrocodile are like each other and how they are different. Notice that partof the diagram has been filled in for you.

BothOstrich Crocodile now lives in dry places friends long ago has many teeth Y

Y

Y

Y

Y

Y

Y

Y

Y

Crocodile

Other animalsfear him.

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Name Date

46



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Grade � Reading and WritingStudents can now prepare for both the TAKS Grade 4 in Reading and the TAKS Grade 4 in Writing with a single volume. This book provides high-quality readings, clear explanations, step-by-step instructions, and practice in answering each type of TAKS question. The book also guides students through the TEA’s writing rubric and the key steps of the writing process, with open-ended writing prompts just like those on the actual TAKS.






ISBN: 0-88��-75-9

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60 MASTERING THE TAKS GRADE 4 IN READING AND WRITING

As you learned in Chapter 2, a story usually tells how its characters try to

overcome some problem. A good summary of a story therefore identifies:

In this case, the central problem is that Abby, although a member of the win-

ning Hawks, is hardly ever called on to play in any games. Her unhappiness is

further stirred by her brother, who continually teases her about her lack of play-

ing time on the court. As the story develops, we learn how Abby handles this

problem. Her mother tells Abby to be patient because her time to shine will

come. Eventually, it does. Only one of the answer choices above correctly iden-

tifies this central problem and tells how it is finally resolved.

When you are faced with a summary question about a story, you should

take the steps outlined on the next page to find the correct answer choice.

the central problem faced by the characters

how the characters resolve the central

problem

7 Which of the following is the best summary of the story?

A Abby is on the school’s winning basketball team. Abby’s

brother teases her for spending most of her time on the bench.

Abby clears the supper table and then practices basketball.

B The Hawks are undefeated. Coach McKenzie congratulates

Kathy for her free-throw shots. Abby is good at free-throw

shots, too. She wins the final points in the last game of the

season.

C Abby’s team is undefeated, but Abby rarely plays in games.

Although she is sad, her mother tells her to be patient. When

Kathy is injured, Abby wins the final game with her free-throw

shooting.

D The Hawks are losing their last basketball game by one point.

Kathy, one of the team’s best players, hurts her ankle while

shooting. Abby is called onto the court and wins the game with

two free-throw shots.

108

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On the TAKS Grade 4 in Reading you may find paired readings — two read-

ings on a related topic or theme. The two selections together will be about as

long as other single selections on the test. The questions that follow the paired

readings will be in three sections: those on the first reading, those on the sec-

ond reading, and those on both readings.The questions on individual readings will be the same as those you have

learned about in earlier chapters. This chapter looks at the special types of ques-

tions that may be asked about both selections. These questions may ask:

These questions are similar to other compare-and-contrast questions, except

that they ask you to compare one reading selection with another. Let’s begin by

examining two paired readings typical of those on the actual test.

How are the readings

similar?

How are the readings

different?

How do the readings compare in their approach, organization or development?

CHAPTER 9

QUESTIONS ABOUT PAIRED READINGS

The EMPEROR AND THE PEASANT Boy1 Once there was an emperorwho liked to disguise himselfand travel among his people todiscover their true opinions andfeelings. One day, the emperor

dressed in disguise and wentinto the countryside. During hiswalk, he came upon a pooryoung boy gathering twigs forhis family. CONTINUED

An entire chapter shows students how to answer questions on

paired readings

Students explore every type of TAKS question: here they learn how to

select the best summary

“This book was extremely helpful. It helped us to tailor our tutorials with our students to the TAKS requirements, and we were very satisfied with the test results our fourth-graders achieved.”

—Ms. Leavery Davidson, Assistant Principal, Eighth Avenue Elementary,

Houston



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■ Part I: The Reading Test. Like all the books in this series, Mastering the TAKS Grade 4 in Reading and Writing applies the latest educational research to help students improve their reading and writing skills. The first part of the book provides culturally diverse readings in a variety of genres from nationally-recognized children’s literature –– more so than in any other test preparation book. A pretest introduces students to the kinds of readings and questions found on the actual TAKS Grade 4 in Reading. The pretest also serves as a diagnostic tool. Later chapters include examples of every type of question on the TAKS Grade 4 in Reading, accompanied by clear explanations, step-by-step instructions, and guided and independent practice in answering each type. Every question on both the pretest and the final practice test is identified by its TAKS Objective.

■ Part II: The Writing Test. This part of the book begins by explaining the TEA rubric — focus, voice, organization, development of ideas, and writing conventions — empowering students to critique and improve their own writing. The book then reviews the chief steps of the writing process. Students are shown, step-by-step, how to generate ideas and draft, revise, and edit effective responses to a writing prompt. Students learn to develop and organize their own ideas while expressing their authentic voice. This part concludes with a chapter guiding students through three common purposes for writing — to express, to entertain, and to inform.

■ Peer Editing. The Peer Editing section reviews the main conventions of standard written English found on the test, including sentence construction, mechanics, and usage, with many practice selections and questions.

■ Practice Test. The book includes complete final tests in reading and writing. Each multiple-choice question indicates the TAKS Objective or writing convention being tested. This allows teachers to evaluate student progress and identify any remaining potential weaknesses their students may have.

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146 MASTERING THE TAKS GRADE 4 IN READING AND WRITING

y Pretend you are a character with a unique point of view. You might

relate a story or some other writing from the eyes of a witness or friend.

For instance, you could tell a story about a family trip to Disney World

from the standpoint of a worker in the park.

y Write about an event that truly moved you. Connect with your innermost

feelings and put them down on paper. Tell about a time you were very

happy or sad. What was moving for you is likely to be moving for others.

y Make up some facts to dress up your writing. Allow your thoughts

and creativity to stretch your imagination. Write to express or entertain.

Don’t be afraid to create details to make your account more interesting.

Think about the ideas and details someone reading your composition would

like to know. See how much more interesting and fun writing can be.

DOs

y Do choose something to

write about that you know

well and have ideas about.

y Do present a number of

ideas to support or explain

your main idea or theme.

y Do develop each idea thor-

oughly with examples, sen-

sory details, illustrative

events, facts, and quotations.

y Do take risks in writing, such

as writing from an unusual

viewpoint.

DON’Ts

y Don’t write without first

thinking about your ideas,

how they are connected, and

how you can illustrate or

explain them.

y Don’t just list your ideas

without explaining them.

y Don’t make your ideas so

vague that readers cannot

understand them.

y Don’t leave out important

information, creating gaps

between your ideas.

THEDEVELOPMENT OF IDEAS

THEDEVELOPMENT OF IDEAS

Another type of question on the revising and editing section of the TAKS will test

your knowledge of sentence structures. These questions will ask you to correct

a sentence fragment or a run-on sentence, or to combine or revise sentences.SENTENCE FRAGMENTSA sentence fragment is written with capitalization and punctuation as if it

were a complete sentence, but it is not. A fragment either lacks a complete

subject or verb, or it does not express a complete thought. When you read a sen-

tence fragment, you have the feeling that something more should be coming.

SENTENCE CONSTRUCTION

STEPS FOR DECIDING WHEN TO DELETE OR ADD SENTENCES(1) When you read a paragraph, first determine its topic.(2) Look over each sentence as you read the paragraph. Ask

yourself:Y Does this sentence support the main topicof the paragraph?

(3) You may want to mark sentences that do not seem to belong by either circling or underlining them.(4) Ask yourself whether the paragraph is complete.Y Do all the supporting sentences sufficiently explain the

main idea of the paragraph?Y If the paragraph is not complete, what else is needed?(5) Read over the answer choices carefully to see which

sentence should be added or does not belong.

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CHAPTER 17: ORGANIZATION AND SENTENCE CONSTRUCTION 183

Each element of the TEA’s Writing Rubric is

fully explained

Students learn how to approach questions on the peer editing

section of the test



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Grade 5 ReadingIf your fifth-graders do not meet the standards on the TAKS Grade 5 in Reading, they may not be eligible for promotion. Mastering the TAKS Grade 5 in Reading has what your students need — the best reading selections, the best practice questions, and most importantly, the best explanations available to help your students succeed on the TAKS Grade 5 in Reading. Written by nationally-recognized experts in the field of testing, this student-friendly book helps students apply new skills and strategies to their reading. Instructional strategies and practice questions are completely aligned to the TEKS. Each reading selection is from award-winning children’s literature found in such publications as Highlights for Children and Cricket Magazine. These culturally diverse readings are selected for their high interest and grade level. They are similar to what students and teachers can expect to find on the actual TAKS Grade 5 in Reading.


In Reading


In Reading


ISBN: 0-88��-80-5

GOING BEYOND THE READINGAfter reading a selection, a good reader thinks about what he or she has learned.Here, the reader learned about an ancient art form used to brighten rooms and preventwinter dampness. After reading this article, the reader might decide to:y add new words — like tapestry — to hisor her vocabulary;

y tell a friend what he or she has readabout;

y search the Internet for more informationabout tapestries;y go to the local library to take out booksabout tapestries and how they are made;y visit a local museum to see what oldtapestries looked like; ory visit a store that sells tapestries to see what modern ones look like.The chart below summarizes the methods used by good readers. How many ofthese methods do you use?

STRATEGIESUSED BY

GOOD READERS

Create Mental ImagesGood readers make mental images as they read. They picture what is happening in the story or text.

Make ConnectionsGood readers make

connections with what they already know as

they read.

Make PredictionsGood readers make

predictions and draw conclusions as they read.

Think about What’s Important

Good readers think about what is important as they read.

Ask QuestionsGood readers ask

themselves questions as they read a passage.

SummarizeGood readers summarize the text in their own words

as they read.

Solve ProblemsWhen good readers cannot understand something, they take special steps to

figure it out.

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CHAPTER 1: THE STRATEGIES OF GOOD READERS 7

The general point that an author makes about the topic of a reading passage is known

as the main idea. The main idea is what the selection is mostly about. For example,

an author may have the idea that the person she is writing about was very kind. The

author shows this by telling you about the person’s good deeds. Or the author may

have the idea that a place is very dangerous. The author shows this by pointing out

the dangers experienced by visitors.

Remember, the main idea is not any particular detail. It is what the reading is

about as a whole. It is the most important idea in the reading. All the details in the

reading should be connected to this main idea.

FINDING THE MAIN IDEA

When you read a selection for information, there are several ways of finding the main

idea.

IDENTIFYING THE TOPICOne way to find the main idea of a reading is to

use the “topic approach.” Think of this approach

as a giant funnel –– having a large opening at the

top and a smaller opening at the bottom. This “fun-

nel” will help lead you to the main idea.

y First, you determine the overall topic of

the selection. The topic is the subject of the

reading. Often the title identifies the topic.

y Then, carefully examine what the author says about the topic.

Determine the general subject or topic of the selection. Is it about a person, place,

or event? Think of the topic as the opening of a funnel. It should be large enough to

take in everything discussed in the reading. For example, the topic of the article on

pages 18 through 20 was life on a crop farm.

STEP 1:Determine the topic of the reading select

ion.

THE MAIN IDEA OF A READING

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CHAPTER 3: READING FOR INFORMATION 21

First determine theoverall topic

then examine what

the author says about it

Main Idea

Teaches strategies for good readers based on the latest educational research

Offers students a variety of methods for finding the

“main idea”

“… provides excellent strategies to help teachers and students understand and apply the TAKS Objectives. The readings and questions are aligned to the TAKS.”

—Dixie Huckabee, ELA, Austin ISD



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■ Unit 1: Introduction. This unit provides a solid foundation by reviewing the key reading strategies of good readers, based on the classic Mosaic of Thought by Ellen Keene and Susan Zimmerman. This is followed by two short chapters identifying the basic features of literary and informational texts.

■ Unit 2: Preparing for the TAKS. This unit begins with a diagnostic pretest, exposing fifth-grade students to the types of selections and the kind of multiple-choice questions they will face on the actual TAKS Grade 5 in Reading. The pretest is followed by a series of chapters organized around the different types of questions found on the test. Students review every question type, including vocabulary questions, questions on the basic understanding of a text,

questions on story elements, and questions on paired selections. Each chapter follows a similar pattern of organization. Students are presented with an engaging reading selection. Then they are introduced to a cluster of related question types. They learn a step-by-step, metacognitive approach for answering each type of question. Finally, they read a second selection and practice answering TAKS-style questions about it.

■ Unit 3: A Practice Test in Reading. This unit contains a complete practice test with questions distributed in accordance to the TEA “Blueprint.” Every question on both the pretest and the final practice test in Mastering the TAKS Grade 5 in Reading is identified by its TAKS Objective and student expectation. This allows teachers to pinpoint student weaknesses for further review.

17 Read the meanings below for the word pod.

Which meaning best fits the way pod is used in paragraph 5?A Meaning 1B Meaning 2C Meaning 3D Meaning 4

18 Look at this web about Dan’s diving experiences.

Being squirtedby an octopus

Dan’s DivingExperiences

Swimming withsea lions

OBJ. 1(5.9 B)

pod (pod) noun.1. part of a flowering plant with seeds. 2. protective housing to enclose people or engines in a spacecraft or aircraft. 3. a foot or foot-like part. 4. a group of seals or other sea mammals.

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CHAPTER 4: TAKING A PRACTICE TAKS GRADE 5 IN READING 39

Which of these belongs in the empty oval?F Wrestling with a giant squidG Brushing against a small sharkH Fighting with a dolphin J Watching divers pollute the environ-ment

19 From what the reader learns about Dan,which statement would NOT be reason-able?A Dan has swum around sunken ship-wrecks.B Dan is afraid to scuba dive when it isdark.C Dan has swum with an overly play-ful dolphin.D Dan has trouble keeping up with hisschoolwork.

OBJ. 3(5.12 A)

OBJ. 3(5.10 L)

116

Some of the questions on the TAKS Grade 5 in Reading will focus on your criti-

cal thinking skills. These questions will test your ability to go beyond a basic under-

standing of the text and to make connections with what you already know. These

questions may ask you:

To draw conclusions from what you read

Tomake

predictions

To support ideas with evidence from the reading

To recognize

how authors organize

information

To separate fact from

opinion

OBJECTIVE 4

(5.10) Reading / Comprehension. As a student, you are expected to use a

variety of reading strategies to understand a text. In particular, you will

be expected to:

(H) draw inferences such as conclusions or generalizations, and to sup-

port them with evidence from the text.

(J) distinguish between fact and opinion in various texts.

(5.11) Reading / Literary Response. As a student, you are expected to

express and support responses to various types of texts. In particular

you will be expected to:

(C) support responses by referring to relevant aspects of text.

(5.12) Reading / Structures / Literary Concepts. As a student, you are

expected to analyze the characteristics of different types of texts. In

particular, you will be expected to:

(B) recognize the specific ways in which authors organize information.

CHAPTER 9

GOING BEYOND THE TEXT

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A diagnostic pre-test exactly follows the TEA

“Blueprint”

Even complex question types are thoroughly reviewed

and clearly explained

“The book has great strategies that teachers can use to teach reading skills and TAKS mastery. Its graphic organizer questions are exactly what they have added to the new assessment instrument.”

—Norma Guerrero, Norman Elementary School, Austin Texas Association of Bilingual Educators Teacher of the Year, 2001–2002



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Grade 5 ScienceThis book uses clear, insightful explanations and an interactive format to help students prepare for the Elementary Science TAKS. Key concepts are highlighted and repeated with advance organizers, content reviews, Applying What You Have Learned activities, study cards, chapter summaries, unit checklists, and practice test questions. The book is so clear and reader-friendly, it can even be used by teachers who lack any special training in science.

■ Introduction. Students learn the metacognitive “E-R-A” approach for answering each type of question: Examine the question; Recall what you know; and Apply what you know.

■ Unit 1. The Nature of Science and Scientific Investigation. Students learn how to conduct a scientific investigation, practice safety, use lab equipment, take measurements, analyze data, and evaluate claims by manufacturers.

■ Unit 2. Life Sciences. Students examine the basic needs of all living organisms, compare the characteristics of plants and animals, examine their life cycles, and learn about photosynthesis, ecosystems, competition, ecological change, inherited traits, and learned behavior.


TAKS IN SCIENCE


TAKS IN SCIENCE


ISBN: 0-88��-95-�

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116 MASTERING THE GRADE 5 TAKS IN SCIENCE

ELECTRIC CIRCUITSElectricity can flow in a circuit. A typical circuit is a system with several parts:

A battery is one type of source that produces electricalenergy. Every battery has a positive (+) and a negative (–)side. Wires connected to the battery can carry the electricity.

However, the electricity will only move if the wires andother parts form a complete circuit. This gives a continuouspath for the particles to move through.

For example, imagine a simple circuit with a light bulb atone end and a battery at the other (Figure 1) . Electric currentleaves one side of the battery and moves through wires to thelight bulb. The electricity moves through the light bulb. Thelight bulb uses the electrical power to light up. The electric cur-rent continues moving through the wires back to the battery.

If the circuit is cut at any point, the electricity movingaround the circuit will stop (Figure 2). As a result, the light willhave no electricity flowing into it, and the bulb will go out.

The wires must also be connected to each side of the bat-tery. If both ends of the wire are connected to the same sideof the battery, the electricity will not leave the battery tomake a circuit (Figure 3). That means that the electricity willnot go around the wire, and the bulb will receive no powerand go out.

If both ends of the wire are connected to the same side of the light bulb, the electricity will go around the circuitwithout going into the light bulb (Figure 4). The bulb will notlight up.

Wires to carry the electricity back

and forth

Something that uses electricity

A source that provides

electricity

+–

+ –

Figure 1

+–

+ –

Figure 2

+–

+ –

Figure 3

+–

+ –

Figure 4

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CHAPTER STUDY CARDS

WHAT YOU SHOULD KNOW

A. You should know that the Earth is made up of different kinds of materials,

including rocks, soil, water and the gases of the atmosphere.

B. You should know that soils have different properties, including texture, the

ability to hold water, and the ability to support life.

C. You should know that a process is a series of events that lead to a change.

Different processes have helped shape Earth’s surface. Some have built up

the Earth’s land forms, while others wear down Earth’s surface land forms.

D. You should know that scientists are able to use tree-growth rings and the

layers of sedimentary rock to draw conclusions about Earth’s past.

Earth’s Materials

Earth has many different types of materials:

y Rock. Any solid found on Earth’s crust made

of minerals.

y Soil. Material from ground up rock and

decayed plants and animals.

y Water. Most of Earth’s surface is covered by

water: saltwater, freshwater and groundwater.

y Gases. Earth’s atmosphere is a mixture of dif-

ferent gases; mainly nitrogen and oxygen.

Constructive Forces

Constructive forces act to build up Earth’s land

forms. They consist of:

y Folding of Earth’s Crust. Helps to build up

mountains and hills.

y Volcanoes and Lava Flows. Molten rock from

underground breaks through Earth’s surface

and hardens when cool.

y Sedimentation. Sand, mud, small pieces of

rock and shells are deposited and pressed

together into sedimentary rock.

Destructive Forces

Destructive forces act to wear down the Earth’s

land forms. They consist of:

y Weathering. When wind, water, ice or living

things wear down rocks.

y Erosion. When soil and rock are broken down

and carried away by wind and water.

y Glaciers. Giant sheets of ice that move

slowly, scraping the Earth’s surface.

y Earthquakes. Vibrations of Earth’s crust.

Clues to Earth’s Past

Scientists use different ways to tell what hap-

pened in an area in the distant past.

y Tree-Growth Rings. Each year, trees grow

one new layer or ring. In wet weather a tree

ring is usually thicker; in dry weather, the

ring is much narrower.

y Sedimentary Rock. Scientists examine its

layers to see what an area was once like. Rock

made from shells shows it was once under

water. Fossils help tell the rock’s age.

✁

Clear explanations and visual aids help students master

key scientific concepts

Chapter Study Cards and What You Should Know summaries

reinforce student learning

“This book is a great find among the mountain of books a science teacher has to dig through to find the tools to have their students succeed on the TAKS in Science. The questions hit the level of the types of questions on the TAKS. Questions are concept-based, not trivia-based like so many other TAKS books you see. Great job.”

—Victor Cantu, Jefferson Elementary, Edinburg CISD



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■ Unit 3. Physical Sciences. Students learn about the properties of matter — magnetism, conductivity, density, state (gas, liquid, or solid), and melting and boiling points. They also learn about motion, force, and energy.

■ Unit 4. Earth and Space Sciences. Students learn about the sun, planets, and phases of the moon, and the rotation and revolution of Earth. They also learn about the materials that make up the Earth, the constructive and destructive forces that shape our land, and about renewable, nonrenewable, and inexhaustible resources.

■ Unit 5. A Practice Final Test. The last unit includes a final assessment with 50 questions just like the actual Elementary Science TAKS.

Unlike other books that claim to be “100% aligned,” this book really does cover every student expectation assessed. The book can be used to reinforce material covered in regular class lessons or as a final review or “refresher” in the weeks just prior to the test.

Domina la prueba TAKS de ciencias de 5o grado is a Spanish adaptation of Mastering the Grade 5 TAKS in Science. It has all of the great features of that book. Each page of this book is a Spanish adaptation of the same page in the English edition. This allows the two books to be used in tandem, even by teachers who are not Spanish-speaking. The book gives science teachers the ability to use a single resource in a bilingual environment.

Grade 5 Science in Spanish

4 The chart above shows the time it took for bean seeds to germinate at

different temperatures. Based on this data, seeds at 5°C will probably

germinate in —

F 5 daysH 13 days

G 8 daysJ 16 days

5 Which metric measurement is closest to the height of

the plant to the right?

A 2.5 centimeters

B 5 centimeters

C 7.5 centimeters

D 10 centimeters

6 The graph below shows the length that a plant grew over

a four-week period. According to the graph, how many

additional centimeters did the plant grow from Week 2

to Week 4? Record and bubble in your answer on the bubble grid below.

181614121086

24

0 1 2 3 4

Plan

t Gr

owth

(cm

)

Weeks

PLANT GROWTH vs. TIME 0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

.

OBJ. 15.2 (B)

OBJ. 15.2 (C)

THE GROWTH OF BEAN SEEDS

252015105

579

11?

Days for Seeds to GerminateTemperature (°C)

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OBJ. 15.2 (B)


de 5o grado


de 5o grado


ISBN: 0-9795�9�-6-1

Students practice answering authentic TAKS-type questions

“This is a book that the majority of teachers in Texas would utilize immediately with their students. It is easy to understand and the perfect supplement to classroom activities. It is test preparation that brings science alive for students. A truly awesome teaching aid!”

—Carolyn Monmouth, J. Will Jones Elementary, Houston ISD

HYPOTHESIS

El primer paso de un científico es observar el mundo. A menudo, lo que un científico ve lo lleva a plantearse una o más preguntas.

Plantear una pregunta bien definida

Con base en los conocimientos que posee, el científico hace una suposición, o hipótesis, para intentar responder su pregunta.La hipótesis se debe poder comprobar.

Formular una hipótesis comprobable

El científico comprueba la hipótesis mediante la observación de la naturaleza o la realización de un experimento.

Planear un experimento

Al planear el experimento, el científico debe decidir cuál será el equipo y la tecnología que usará.

Elegir el equipo y la tecnología

En este momento, el científico está listo para realizar el experimento: mide y documenta cuidadosamente los resultados.

Recopilar información

El científico analiza la información recopilada en el experimento. Los científicos suelen organizar sus resultados en una tabla, gráfico o cuadro.

Analizar los resultados

El científico reflexiona acerca de lo que demuestran los resultados. Los resultados deberían relacionarse con la hipótesis que el experimento busca comprobar.

Sacar conclusiones

El científico comunica los resultados y describe los procedimientos utilizados, para que otros científicos puedan repetirlos.

Comunicar los resultados

D ATA

ILEG

ALFO

TOCO

PIAR

Capítulo 1: La investigación científica 7



16

http://www.

TABLE OF CONTENTSIntroductionChapter 1: Welcome to the InternetChapter 2: Getting OnlineChapter 3: Introducing the World Wide WebChapter 4: Surfing and SearchingChapter 5: Evaluating WebsitesChapter 6: Using the Internet for ResearchChapter 7: Sending E-mailChapter 8: Social NetworkingChapter 9: Entertainment and the InternetChapter 10: Web 2.0: Blogs, Wikis, and PodcastsChapter 11: The Internet: Now and in the Future

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Technology Applications and Multi-disciplinaryThe Internet is rapidly changing the way people communicate. Help your elementary and middle school students (Grades 4 through 7) improve their reading, writing, research and information technology skills as they join the Information Age. In the 21st century, information literacy will be as essential as reading, writing, and mathematics. Mastering the Internet introduces students to computer and Internet use in an integrated setting along with English Language Arts, Social Studies, and science skills. Mastering the Internet appeals to different learning styles by its seamless integration of hands-on, computer-based activities with traditional instructional approaches that do not necessary require a computer. While engaging students in exciting, student-friendly activities, Mastering the Internet is closely aligned to the Technology Applications TEKS and the TEA’s Technology Applications Curriculum for Grades 3 to 5 and lower middle school. The book also closely mirrors the National Educational Technology Standards. Its perforated pages make tearing out and submitting written assignments simple for students and teachers.


Carroll MOULTON

William REDMOND


ISBN: 1-9�50��-0�-�

CHAPTER 3: Introducing the World Wide Web 23

Un

law

fUl

To P

hoT

ocoP

y

Here is the “home page” of this website:

At the top, you can see the address of this website. The whole address is known

as the Uniform Resource Locator or URL. The different parts of a URL contain

information about the website or page.

http://www.nga.gov

In the middle, www.nga shows that the

page is the main screen, or home page,

of the National Gallery of Art website.

At the beginning,

http:// shows that

this is a hypertext file.

At the end, .govidentifies thedomain of thesite. The domaintells us what type

of website this is.

Here is a list of some of the most common domains:

.com identifies a commercial site.

.org identifies an organization or association.

.gov identifies a government agency.

.net identifies a network-related site.

.edu identifies an educational site.

-Inter5_CH03_020-027.indd 23

9/2/08 8:54:22 AMStudents gain a basic understanding of how the

Internet works.



17

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Technology Applications and Multi-disciplinary Early chapters briefly explain how computers and the Internet work. Students consider how Internet use is adding new words to our vocabulary. They also learn how to connect to the Internet, “surf” the Web, search for specific information, and how to analyze and evaluate information they find on various websites. In Chapter 6, students learn how to use the Internet to conduct research. They review the steps of the research process, from refining their topic to drafting a bibliography with both Internet and printed sources. “Logging-Off” Activities at the end of this chapter ask students to extend what they have learned by completing a research project and a book review on their own. They also learn how to give a PowerPoint presentation.

In later chapters, students consider chat rooms and social networking (including sites such as MySpace and Facebook), accessing music and video on the Web and related copyright issues, the advantages and disadvantages of recent technological changes, and how the Internet may affect us all in the future. Special emphasis is placed on using the Internet safely with adult supervision. The book concludes with a glossary of terms for the Information Age. The book’s 132 pages are written at a Grade 4 to 5 reading-level. This allows both upper elementary and lower middle school students to use this engaging book with ease while they master the Technology Applications TEKS and improve their reading, writing, and critical thinking skills.

Students learn how to use the Internet for multi-disciplinary research.

Students learn how to recognize and react to

cyberbullying.



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Mastering the Grade 7 Writing TEKS: A Writer’s Handbook and Guide to the TAKS incorporates techniques for developing writing skills and nurturing student creativity derived from several scientific, research-based studies. The book begins by explaining to students what the traits of excellent writing are, “empowering” them to improve their writing. These traits of good writing are carefully aligned to the rubric published by the Texas Education Agency (TEA) and used to score compositions on the TAKS. This rubric forms the basis of the first unit of the book in which students learn about focus and coherence, organization, the development of ideas, voice, and writing conventions. Each chapter explains one of the “traits” of the TEA rubric and provides guided practice for students to improve their skills and creativity.

Grade 7 Writing

ISBN: 1-88��-7�-�


Writing TEKS






y Score of 1 — “Ineffective” Writing y

The writer presents one or more ideas but provides little or no devel-

opment. Even when the writer tries to develop an idea, the explanation

or development is so vague that a reader cannot understand it. The

writer often forgets to include important information, creating gaps

between ideas. This again prevents the reader from understanding the

writer’s ideas. In some cases, the writer may only provide a mere sum-

mary of the plot of a television show, movie, or written work.

CHAPTER 2: THE DEVELOPMENT OF IDEAS 21

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DOs

y Do choose something to

write about that you know

well and have ideas about.

y Do present a number of

ideas to support or explain

your main idea or theme.

y Do think about and develop

each idea thoroughly with

examples, sensory details,

illustrative events, facts,

and quotations.

y Do be willing to take risks in

your writing to present your

writing from an unusual

view or perspective.

DON’Ts

y Don’t write without first

thinking about your ideas,

how they are connected,

and how you can illustrate

or support them.

y Don’t just list your ideas

without developing or

explaining them.

y Don’t make your ideas so

vague that readers cannot

understand them.

y Don’t omit important

information, creating gaps

in your ideas for the

reader.

THEDEVELOPMENT OF

THEDEVELOPMENT OFIDEASIDEAS

When you describe an experience, you need to supply the who, what,

where, when, and how. Think about all five of your senses in describing

something. You should also tell how the experience you are writing about

has affected you.

The topic map below can help you to organize your thoughts when

writing a narrative essay. It will help you to remember details of the expe-

rience you are writing about. However, you could also use a branching or

herringbone diagram, outline, or any other prewriting technique to plan

your paper.

Who was involved in the visit?

Where and whendid you visit?

What happened during the visit?

How did you feel about the visit?

CHAPTER 7: WRITING TO EXPRESS 75

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“This book is just awesome. It perfectly complements the approach to the TAKS that I use in my workshops. In particular, the emphasis on the open-ended nature of the TAKS prompt should be a useful corrective to students who are still taking a formulaic approach.”

—Karen Harris, Middle School ELA Specialist, Austin



Unlike other TAKS prep books, this one familiarizes students

with the TEA rubric

To generate ideas, student writers are encouraged to think about

who, what, where, when, and how

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■ Students learn how to use the freedom allowed on the seventh-grade TAKS writing test without taking a “formulaic” approach.

■ Students are shown how to develop their ideas with supporting details. They are also shown various ways of organizing their composition and are provided with a menu of choices for “grabber leads” (introductions) and strong conclusions.

■ Students are encouraged to think about writing style in order to develop their own authentic “voice.” Students carefully consider word choice, imagery, sentence patterns, parallelism, and special effects such as dialect.

The second unit, The Writing Process, provides students with the key steps of the writing process with specific hints and practice exercises for generating ideas and making pre-writing plans in response to a TAKS-style writing prompt.

The third unit of the book provides guided practice in writing for different purposes — including writing to express, to inform, to entertain, and to persuade — with hints, sample writing models, and practice exercises for each. The fourth unit guides students through peer editing. Students review the main principles of good organization, sentence construction, usage and mechanics, while they are provided with practice paragraphs to edit. The book concludes with a complete practice test, consisting of a writing prompt and a peer editing exercise.

Also Available: Model Test for Grade 7 Writing

This separate test is perfect for review or use as a diagnostic test. It has an open-ended writing prompt and peer editing questions, just like the actual TAKS.

Sold only in sets of 30 — $50 per set

Now that you have learned the different ways of approaching a writing

prompt on the TAKS Grade 7 Writing Assessment, let’s put your knowl-

edge to use. Respond to the writing prompt below.

The information in the box below will help you remember what you

should think about when you write your composition.

After you have completed your final draft, evaluate your composition

by using the writing rubric in this chapter. This is the same rubric teach-

ers will use to evaluate your composition.

REMEMBER — YOU SHOULD

❏ write about something you have accomplished

❏ make your writing interesting to the reader

❏ make sure that each sentence you write helps the reader understand

your composition

❏ make sure that your ideas are clear and easy for the reader to follow

❏ write about your ideas in detail so that the reader really under-

stands what you are saying

❏ check your work for correct spelling, capitalization, punctuation,

grammar and sentences

Write a composition about something you have accomplished.

PRACTICE RESPONDING TO

A WRITING PROMPT

124 MASTERING THE GRADE 7 WRITING TEKS

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Read the passage below from a report about a famous French scientist by a seventh-grade student. As part of a peer-editing conference, the student author has asked that you read this reportand suggest how it might be improved and corrected. Then answer the multiple-choice questions that follow.

PRACTICE EXERCISE

148 MASTERING THE GRADE 7 WRITING TEKS

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(1) In the 1860s, the wine industry of eastern

France was in great peril. (2) Wine growers were

losing thousands of francs (French money) from

bad wine. (3) France’s greatest scientist, Louis

Pasteur, traveled to eastern France to investigate

the problem. (4) Pasteur studied the good and bad

wines through microscopes. (5) From earlier

research he knew wine growers used yeast to turn

grape juice into wine. (6) Yeast consists of microscopic creatures that digest the sugar in grapejuice turned it into alcohol. (7) The bad wines did not just have yeast in them. (8) They werealso full of other, unknown microscopic organisms. (9) The next step for Pasteur was to dis-cover a way to keep these microbes out of the healthy wines. (10) After many tests. (11) Hefinally devised a way, to keep the bad microbes out of the wine, he told the wine growers toheat the wine after it was done fermenting. (12) This heat killed any microbes living in thewine. (13) This simple procedure amazed the wine growers. (14) Soon, people began callingthis process “pasteurization” after Louis Pasteur. (15) With this new technique, Pasteur wasable to delay the spoiling of milk and preserve many other products, too.



Students practice answering open-ended writing prompts, just like those found on the real TAKS

Students review the rules of good organization, sentence construction,

usage and mechanics, and then practice editing passages like those on the TAKS

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Mastering the Middle School TAKS in Science uses clear, insightful explanations and an interactive format to help students prepare for the Middle School TAKS in Science. This test assesses student mastery of three years of science. The book helps students recall student expectations from sixth, seventh and eighth grade science. An introductory unit explores the basic types of questions on the TAKS — comprehension, analysis, and inference. Students learn a unique approach for answering each type of question. Students learn to Examine the question, Recall what they know, and Answer the question. Students also review how to analyze scientific information in graphs, tables, diagrams, flow charts, and maps. The book presents a complete “refresher” course of all the content and skills tested, covering every TEKS assessed.

Grade 8 Science

ISBN: 1-88��-86-�


in Science


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20 MASTERING THE MIDDLE SCHOOL TAKS IN SCIENCE

Theories. To explain their researchfindings, observations and experimentalresults, scientists develop theories. Theoriesapply general principles to explain largeamounts of information and observations.For example:

y The Big Bang theory says the uni-verse began with a single explosion.

y Cell theory says every living thingis made of cells.

Scientists continually test, retest, andrevise their theories.

Models and their Limitations. Often atheory is based on a model. A model is a dia-gram or object that represents somethingelse and demonstrates how it works. Forexample, an architect may build a miniaturemodel of a house to see how it will look andto check its proportions before constructingthe house itself. Similarly, a chemist maycreate a plastic model of a molecule tounderstand it better.

Models, however, can never be exactly the same as what they represent. They will alwaysdiffer in some way in size, materials, speed of movement or some other factors. Because ofthese differences, models always have some limitations and can always be improved. The moreclosely a model resembles the real thing, the better it generally is.

How do investigations help to build scientific knowledge?

Some questions on the TAKS may test your understanding of models and their limita-tions. Remember, every model is a simplified version of reality. Each model can be mademore realistic and accurate by adding more details. The key to answering a model ques-tion correctly is to have a clear understanding of how closely the model resembles what itrepresents. Model questions on the TAKS will usually describe the model in an introduc-tory sentence or two, or provide an illustration of the model. Most often, model questionswill ask one of the following:

How closely does it resemble what

it represents?

How might the model be improved?

What does the model show?

Let’s see how the “E-R-A” Approach helps you find the correct answer:

Step 1: EXAMINE the Question

Carefully read the question. Examine any data or information it provides.

Make sure you understand what the question is looking for. Also look at the

answer choices.

In question 3, a scientist has planted trees. Your task is to explain why a

scientist would do this to protect soil from erosion. The answer choices

provide possible ways in which the trees help to protect the soil.

Step 2: RECALL What You Know

Now identify the subject of the question. Take a moment to think about what

you can remember about that subject. Mentally review the most important

facts and concepts that you can recall.

This question is about soil erosion. Think about what you can recall about

soil erosion and its causes. You may remember that wind and rainfall often

cause soil to blow or wash away.

Step 3: APPLY What You Know to Answer the Question

Apply the information that you remember to select the correct answer.

To answer this question, you must apply what you remember about the

causes of soil erosion. Although the leaves of the tree convert sunlight

through photosynthesis (Choice A), this does not help reduce soil erosion.

The same is true for choices B and D. However, Choice C explains how

trees act to reduce soil erosion. Tree roots extend deep into the soil, holding

it together against the forces of wind and rain.

UNLOCKING THE ANSWER

3 A scientist plants a row of trees on a grassy plain as a method of soil

conservation. How do the trees protect the soil from erosion?

A The leaves of the trees convert sunlight into chemical energy.

B Trees attract birds and insects, which make their home in the tree branches.

C The roots of the trees help to hold the soil together.

D The trees shade the soil from the harmful rays of the sun.

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“[The book does] a thorough job of covering Student Expectations tested on the TAKS. The content is very well written. The book does a great job of vertically and horizontally aligning science concepts from grades six through eight. The book is very user friendly.”

—Tiffany Huitt, Middle School Lead Science Teacher,

Dallas ISD



Students learn the “E.R.A.” approach for answering each

type of question

Special emphasis is placed on TAKS Objective 1 — the

nature of science

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■ Students Preview What They Will Learn. Each unit begins with a Unit Opener, focusing student attention on what they will learn. Each chapter begins with a Major Ideas section, previewing the most important concepts.

■ Students Comprehend and Assimilate What They Need to Know. Students review all the tested student expectations, including the topics in the “Highlights” section of the TEA Information Booklet, such as measuring liquids, contour maps, Punnett squares, DNA, common compounds, energy transfer, and tectonic plates. An abundance of diagrams and illustrations helps students visualize as they learn.

■ Students Reinforce and Apply What They Have Learned. Students continually interact with what they read through Applying What You Have Learned activities. These exercises ask students to describe, explain, or analyze information and provide them with an opportunity to think about what they have read. Study Cards are found at the end of each chapter, which students are encouraged to duplicate and collect. These cards reinforce the major ideas of the chapter. Each unit concludes with a Checklist of Objectives, listing the appropriate TEKS in that unit, providing students with an opportunity to self-monitor their learning.

■ Students Practice What They Have Learned. Each chapter ends with a series of TAKS-style questions. Each question is identified by its TAKS Objective and student expectation. A final unit provides a complete practice test, mirroring the distribution of questions and difficulty level of the Middle School TAKS in Science.

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A cell can also expel particles. Structures in the cell wrap the particle in a membrane and

then move the particle outside the cell.

TURGOR PRESSURE

The movement of water into a plant cell causes it to swell. The cell membrane presses against the

plant’s cell wall. Turgor pressure is the pressure of water molecules against the cell wall. As tur-

gor pressure increases, more water cells leave the cell than enter it. As turgor pressure decreases,

more water cells enter the cell than leave. This feedback mechanism helps the plant cell main-

tain its equilibrium. You will learn more about feedback mechanisms in the next chapter.

All forms of life require energy to carry out the functions of life. Plants obtain their energy from

the Sun through photosynthesis. Other living things acquire energy by eating plants or by eat-

ing other living things that eat plants. This gives them organic compounds with stored energy.

PHOTOSYNTHESIS

Plants obtain energy from radi-

ant sunlight and store it for later

use. Energy from the Sun travels

through space to Earth’s surface.

A green plant needs only a few

seconds to capture the energy in

sunlight, process it, and store it

in the form of a chemical bond.

Plants use the energy from sun-

light to create glucose, a form of

sugar, out of carbon dioxide

(CO2) and water (H2O). Plants

also release oxygen as a by-

product of photosynthesis. The

process of converting light

energy into stored energy is

called photosynthesis.

HOW CELLS GAIN AND RELEASE ENERGY

Oxygen comes

out through

the leaf.Carbon dioxide

enters through

the leaf.

Water enters

from the stem.

Sunlightentersthe leaf.

Food is sent

to other parts

of the plant.

PHOTOSYNTHESIS IN THE LEAF OF A PLANT

chlorophyll

6CO2 + 6H2O + sunlight C6 H12O6 + 6O2

carbon waterglucose oxygen

dioxide

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CHAPTER 8: THE NATURE OF ENERGY 93

Joining the nuclei of smaller atoms together can also release stored nuclear energy. The sun,

for example, fuses together the nuclei of hydrogen atoms into helium to produce its energy.

One important quality of energy

is its ability to change its form.

For example, potential energy

can change into kinetic energy,

and kinetic energy can change

into potential energy. This ability

to change form allows energy to

move through a substance or

even to transfer from one sub-

stance to another.

Think about a roller coaster

ride. The roller coaster car is

brought to the top of a hill. It now

has stored potential energy. As it

starts to move downward, the

roller coaster car’s potential

energy decreases. At the same time, its kinetic energy increases. This is because the car’s

kinetic energy equals its mass times its speed. As it rolls downward, its speed increases. This

kinetic energy then pushes the roller coaster car up the next incline. As it moves upward, its

potential energy is again increased, while its kinetic energy decreases as the car slows down.

CHEMICAL REACTIONS

Other kinds of energy, besides mechanical energy, can also change their form. For example,

chemical energy often converts into heat energy when a chemical reaction occurs; other chem-

ical reactions may absorb energy.

In photosynthesis, plants take light from the sun and convert this into chemical energy.

Other chemical reactions that require energy take place when substances are heated, or absorb

heat energy from the surrounding environment.

THE TRANSFORMATION OF ENERGY

APPLYING WHAT YOU HAVE LEARNED

✦ How does a bucket resting on the side of a table have potential energy? Explain

your answer.

✦ What is nuclear energy? Explain where its power comes from.

As a roller coaster car loses height, it gains speed, Potential energy is

converted to kinetic energy. As it gains height, the car loses speed: the

kinetic energy is transformed into potential energy.

“In aiming at the target of student success in science, this book hits the bull’s eye.”

—Dee Wallace, Science Chairperson, Sharpstown Middle School,

Houston ISD



“Applying What You Have Learned” activities challenge students

to describe, explain, and analyze information

Clear explanations and visual aids help students

master even the most difficult topics

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Grade 8 Social StudiesMastering the Grade 8 TAKS Social Studies Assessment provides students with a review of all the knowledge and skills needed to succeed on the Grade 8 TAKS Social Studies Assessment. No other material better prepares students for the content of the TAKS. The book covers every tested TAKS student expectation. Unlike other review books, this one focuses squarely on the test, avoiding extraneous information that is not tested. A special emphasis is placed on those topics most heavily tested on released tests, such as the Declaration of Independence, unalienable rights, the influence of historic documents, and notable Americans listed in the TAKS Objectives.

ISBN: 1-88��-69-�






ACCOMPLISHMENTS OF THE CONFEDERATIONThe Articles of Confederation helpedkeep the new nation together andnegotiate a peace. The Confedera-tion Congress also created a methodfor admitting new states to thenation. After winning independence,the country found itself in possessionof lands north of the Ohio River andeast of the Mississippi. The Confed-eration Congress passed the North-west Ordinance of 1787, a law thatdivided this region into smaller ter-ritories, and set up procedures for theadmission of each territory into theUnion as a new state, after its population had reached a certain size.

CRISIS OF THE CONFEDERATIONDespite these successes, the period under the Articles of Confederation is often calledthe “Critical Period” because of the serious problems that arose between 1781 and1786. Many Americans came to believe that the new central government was tooweak to do its job properly.

WEAKNESSES OF THE ARTICLES OF CONFEDERATION

Obstacles to Trade.Each state printed its own money, while some taxed goods from other states, making trade between states difficult.

Lacked Power to Tax or Borrow.The central government did not have the power to tax or borrow directly.

No National Army.When an uprising of farmer-debtors began in Massachusetts in 1786, there was no national army to put it down if it had spread.

No National Court System.The central government lacked a national system to settle disputes between the different states.

Difficult Amending Process.The Articles required consent of all 13 state legislatures to pass an amendment.

CHAPTER 6: THE BIRTH OF THE AMERICAN NATION, 1607–1787 63

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SPANISHLOUISIANA

UPPER CANADA(British territory)

Mississippi R.

KENTUCKY

PENN.

180318161818

1837

1848 N.Y.

N. CAROLINA

(Michigan)

(Wisconsin)

(Indiana)(Illinois)

(Ohio)

Lake Huron

Dates = yearadmitted to Union

Lake Superior

Lake Erie

Ohio

R.VIRGINIA

Lake Ontario

Lak

eM

ichi

ga

n

THE NORTHWEST TERRITORY

THE FEDERALIST PAPERS, 1787–1788

The Federalist Papers consisted of 85 essays initially

written to persuade New York and other states to ratify

the new Constitution. The following arguments were put

forth in the Federalist Papers in support of ratification:

y Republican Form of Government. The Federal-

ist Papers praised the republican form of govern-

ment (one with elected representatives) over either

a monarchy or a direct democracy.

y Need for a Stronger Government. The essays

argued that the Articles of Confederation had to

be replaced if the nation was to remain secure from

foreign invasion and internal unrest. The new Constitution offered superior

safeguards for both liberty and property.

IMPACT OF COLONIAL GRIEVANCES

ON THE CONSTITUTION AND BILL OF RIGHTS

The King had imposed taxes without the

consent of the colonists.

The King made the military superior to the

civil government.

The King had kept a large standing army

among the colonists.

The King quartered his troops in colonists’

homes.

The King refused colonists permission to

petition for a redress of their grievances.

The King made judges dependent on his will.

The King deprived some colonists of a trial

by jury.

U.S. Constitution provides that all taxes must

be approved by the House of Representatives

and the Senate.

U.S. Constitution provides that the

Commander-in-Chief is a civilian —

the President.

Congress has the right to raise and support

armies. It determines their size through its

control of funds.

The Third Amendment of the Bill of Rights

prohibits the peacetime quartering of soldiers.

The First Amendment of the Bill of Rights

guarantees citizens the right to petition the

government for a redress of grievances.

All federal judges are appointed for a

life term.

The Sixth Amendment of the Bill of Rights

guarantees trial by jury to all persons

accused of a crime.

Grievance listed in the

Declaration of Independence

Where it was addressed in the

U.S. Constitution or Bill of Rights

94 MASTERING THE GRADE 8 TAKS SOCIAL STUDIES ASSESSMENT

Alexander Hamilton,

one of the authors of the

Federalist Papers

Lib

rary

of

Con

gres

s

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“This book provides teachers with a valuable resource to analyze their TEKS-based lessons for content and skills aligned with the TAKS test. Teachers and students will be able to explore the depth of content needed for TAKS success.”

—Karen Wiggins, Educational Consultant, and former Director of the Social Studies Center



Maps and graphic organizers throughout the book help students

visualize important information

Difficult concepts and relationships, like the impact of historic documents,

are thoroughly explained

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Mastering the Grade 8 TAKS Social Studies Assessment provides a large number of challenging TAKS-type questions. These questions test critical-thinking skills as well as content with a wide variety of maps, charts, diagrams, and reading passages, just like the TAKS. Every question is identified by its specific TAKS student expectation. Study Cards of the major terms, concepts, and people at the end of each content chapter help students to assimilate and recall information. These cards can also be used as flash cards to help students review for the TAKS. What to Focus On sections, word walls, and chapter organizers reinforce the most important information students need for the TAKS.

■ A concise, but complete, survey of the Social Studies TAKS Objectives for Grade 8.

■ Written by nationally recognized experts in the field of testing, the book is based on the most recent educational research on how students learn and remember.

■ Presented in a student-friendly style, with clear and simple explanations of how to answer every type of TAKS question, including data-based questions.

■ Every individual identified in the TAKS Objectives is highlighted in a special Profiles in History section.

■ Concept maps conclude each content chapter, helping students to comprehend the “big picture” and to see connections among details.

■ The most closely aligned TAKS-style practice questions, with a complete final practice test. Like the TAKS itself, these questions focus on the “action” words of each student expectation.

■ A separate practice test is also available for purchase.

CHAPTER STUDY CARDS98 MASTERING THE GRADE 8 TAKS SOCIAL STUDIES ASSESSMENT

Adopting The U.S. Constitution

y Articles of Confederation (1781)

y Shays’ Rebellion in Massachusetts (1786)

y Constitutional Convention (1787)

y Ratification Process (1787–1788)

y The Federalist Papers (1787–1788)

Compromises at The

Constitutional Convention

y Great Compromise – Settled issue of how

states would be represented in the national

legislature: one house by population (House

of Representatives) and one house (Senate)

with equal representation for each state.

y Three-Fifths Compromise – Every five slaves

would be counted as three persons for the

purposes of both taxation and representa-

tion.

Ratification of Constitution

y Anti-Federalists. Opposed approval.

• Samuel Adams, Patrick Henry

• feared central government would be too

powerful and threaten people’s individual

liberties

y Federalists. Supported approval.

• Favored stronger central government

• James Madison, John Jay, and Alexander

Hamilton wrote the Federalist Papers

• They argued that the Constitution had pro-

tections to prevent the rise of tyranny

Constitutional Principles

y Republicanism

y Popular Sovereignty

y Federalism

y Limited Government

y Separation of Powers

y Checks and Balances

y Individual Rights

The Bill of Rights, 1791

y Protect Individual Freedoms

• 1st Am. (free speech, press, religion)

• 2nd Am. (right to bear arms)

• 3rd Am. (no quartering of soldiers)

• 7th Am. (trial by jury in civil actions)

y Protect Rights of the Accused

• 4th Am. (no unreasonable searches)

• 5th Am. (due process protections)

• 6th Am. (fair and impartial trial)

• 8th Am. (no cruel or unusual punishments)

Historic Documents

Influencing American Government

y Magna Carta (1215)

y English Bill of Rights (1689)

y Declaration of Independence (1776)

y The Federalist Papers (1787–1788)

✁

Use the two passages and your knowledge of social studies to answer the following question.

10 What conclusion could a historian draw from examining these two primary sources about the American Revolution?A New York played an important role in the events that led to the American Revolutionary War.B The British believed strongly in the policy of mercantilism.C Differences of opinion existed over the issue of taxing the colonists. D The issue of taxation was settled by compromise at the Constitutional Convention.

Use the information in the box and your knowledge of social studies to answer the following question.

11 Which constitutional principle is best illustrated by the above examples?A republicanism C checks and balancesB popular sovereignty D federalism

y The U.S. Congress can impeach and remove the U.S. President.y The President has the power to grant pardons.y The U.S. Supreme Court has the power to decide whether or not a law isconstitutional.

8.4(A)8.30(B)

“Exemption from the burden of taxes we have not ourselves passed must be a principle of every free state. Without this right there can be no liberty, no happiness, and no security!”

— New York General Assembly (1776)

“The liberty of an Englishman is a phrase [so familiar] that I will not define its meaning, but will say what it cannot mean — an exemption from taxes imposed by the British Parliament. Nor is there any charter that ever granted such a privilege to any colony in America.”

— Soame Jenyms, Member of Parliament (1765)

A PRACTICE GRADE 8 TAKS IN SOCIAL STUDIES 197U

NLA

WFU

LTO

PHOT

OCOP

Y

8.16(D)8.30(B)

Also Available: Model Test for Grade 8 Social Studies

This separate test is perfect for review or use as a diagnostic test. It has the exact distribution of questions specified in the TEA “Blueprint” and mirrors the kinds of questions found on the actual TAKS.




Study cards at the end of every content chapter reinforce the most

important concepts and facts

Practice questions focus on critical thinking skills as well as

content, just like the actual TAKS

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Grade 10 Social StudiesMastering the Grade 10 TAKS Social Studies Assessment provides essential tools to help students meet the challenges of the TAKS Grade 10 in Social Studies. It is more closely aligned to the TAKS student expectations and provides a greater number of higher-level TAKS-type questions than any other review material available. No other commercial or teacher-created materials will prepare your students so thoroughly for the Grade 10 TAKS in Social Studies.

ISBN: 1-88��-70-8






CHAPTER 8: THE INFLUENCE OF GEOGRAPHIC FACTORS ON HISTORICAL EVENTS 111

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PATTERNS IN

THE SIZE AND DISTRIBUTION OF CITIES

Throughout history, cities have exhibited

variations in their size and distribution. Cities

undergo changes as they mature. Often the

business district is located in the city’s cen-

ter, surrounded by residential neighborhoods.

As migrants from the countryside move to the

center of a city, wealthier residents begin to

move to the city’s outskirts. In more recent

times, suburbs have developed outside cities.

Often, these suburbs come to form satellite

cities around the older city center. As popula-

tion increases further, these cities all merge into a single metropolitan region. In poorer

nations, migrants set up squatter settlements on the outskirts of cities.

POPULATION DENSITY

Geographers measure pat-

terns of settlement by looking

at population density —

how many people are living

within a given area. Geogra-

phers use special maps to

show the distribution of pop-

ulation density. A dot popu-

lation map uses dots to

indicate where major towns

and cities are located.

In this map of the Mid-

dle East, each dot represents

300,000 people. The map

shows a concentration of

people along the Nile in

Egypt, the coast of the

Mediterranean, the northern

coast of Turkey, the rivers

of Iraq, and the central plateau of Iran. Notice also that in the desert areas of Saudi Arabia

and Egypt, there is an absence of dots.

DJIBOUTI

ETHIOPIA

SUDAN

SYRIA

IRAQ IRAN

TURKEY

QATAR

ISRAEL

KUWAIT

U. A. E.

OMAN

YEMEN

BAHRAIN

SAUDI

ARABIA

Arabian

Sea

Persian

Gulf

RedSea

Gulf of

Aden

Gulf of

Oman

Caspian

Sea

Mediterranean

Sea

JORDAN

LEBANON

EGYPT

0450Miles

S

W E

N

One dot = 300,000 people

CentralBusinessDistrict

SquatterSettlements

SquatterSettlements

MATURE CITY IN A

DEVELOPING NATION

Residentia

l

Residential

Suburbs

Subu

rbs

Suburbs


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In the previous chapter, you learned about the Magna Carta and the English Bill of Rights

of 1689. Ideas expressed in these historic documents had an important influence on the

American system of government created by the U.S. Constitution and the Bill of Rights.

The Declaration of Independence and the Federalist Papers have also had an important

influence on the American system of government.

MAGNA CARTA (1215)Some of the major ideas of the Magna Carta are echoed in theprovisions in the U.S. Constitution and the Bill of Rights.y Taxing Power. The king was forbidden to introduce

most new taxes without the permission of a council ofnobles. The Constitution similarly provides that the gov-ernment cannot introduce new taxes unless those taxeshave been approved by the representatives of the peo-ple — the U.S. Congress.y Guarantee of a Trial. The king could not execute,imprison, or take away the property of any free manexcept after a trial by jury or according to the law of theland. The Bill of Rights similarly provides that the gov-ernment cannot punish a person without due process oflaw —including the right to a trial by a jury.

ENGLISH BILL OF RIGHTS (1689)Many of the provisions of the English Bill of Rights are similarly echoed in either the

U.S. Constitution or the Bill of Rights.y Suspending Laws. The English king and queen could not suspend any laws with-

out the consent of Parliament. The Constitution provides that all laws must be

passed by the people’s representatives in the U.S. Congress. y Taxing power. The king was prohibited from collecting taxes without Parliamen-

tary approval. The U.S. Constitution equally provides that the U.S. Congress must

approve all taxes.

THE INFLUENCE OF HISTORIC DOCUMENTS

Magna Carta

“A formidable presentation that combines the Grade 8 [American History], World History, and World Geography objectives in a way that not only makes sense but that will help students improve their performance on the TAKS …”

—Greg Byers, Social Studies Coordinator Alief ISD

Students are given a complete “refresher” of those Grade 8 student expectations re-tested at Grade 10

A concise survey helps students master the most frequently tested

concepts, events, and people.



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■ Unit 1: Test-Taking Strategies. A comprehensive introduction reviews the critical thinking skills that different TAKS questions will assess. Students also practice their data-interpretation skills. Students review how to interpret graphs, timelines, maps, cartoons, and historical documents.

■ Unit 2: A Review of American History. A concise, content-rich review of Grade 8 student expectations re-tested in Grade 10.

■ Unit 3: A Review of World History and World Geography. The book next reviews overlapping skills and content found in both World History and World Geography, including the topics of migration, diffusion, economic systems, cultural change, and socio-economic indicators of economic development. Chapter overviews, study cards, TAKS checklists, practice questions, and a richly illustrated, student-friendly text reinforce learning at every step.

■ Unit 4: A Practice Test. The book concludes with a complete practice test that reflects the content and level of difficulty of the actual TAKS. Every question is identified by its TAKS Objective and student expectation, allowing students and teachers to identify potential areas of weakness for further review.

■ Difficult Areas Emphasized. Based on previous test scores, tenth-graders have the most difficulty with questions on Grade 8 American History and Government, including the influence of historic documents and the importance of key constitutional amendments. Students also have difficulty understanding basic economic concepts and interpreting socio-economic indicators of economic development. Mastering the Grade 10 TAKS Social Studies Assessment thoroughly explores and reviews all of these difficult topics.

Note: At the end of each content chapter in this book are Study Cards you can photocopy to

help you during your review for the TAKS test.

CHAPTER STUDY CARDS

CHAPTER 5: COLONIAL AND REVOLUTIONARY AMERICA, 1607–1787 47

Colonial RegionsGeography, religion, and social differences cre-ated different lifestyles in three regions: y New England: Fishing, whaling, trading, lum-bering, self-sufficient farmsy Middle Colonies: “Bread basket” of thecolonies — grew grain; religious diversity.y Southern Colonies: farms and plantations;grew indigo, rice, cotton, and tobacco.

Democratic Heritagey English Traditions:• Magna Carta. Free subjects could not bedeprived of life, liberty, or property exceptaccording to law.

• English Bill of Rights. Rights of Englishsubjects confirmed.y Colonial Traditions:• Colonial Assemblies. Promoted limitedcolonial self-government; shared powerwith royal governors.

American Revolutiony Causes:• British taxing policies in the colonies• No taxation without representation• Stamp Act, tea duty

y Leaders: George Washington, Thomas Jeffersony Effects:• Colonies gained independence• Formed the United States

Grievances listed in the Declaration of Independencey King imposed taxes without consenty King deprived colonists of their rights of rep-resentationy King kept large standing army amongcolonistsy King quartered troops in colonists’ homeswithout their consenty King deprived colonists of a trial by jury Declaration of Independencey Issued on July 4, 1776.

y Written mainly by Thomas Jeffersony Purpose of Government: To protect people’sunalienable rights: life, liberty, and the pur-suit of happiness.y Listed colonial grievances against the Englishkingy Announced to the world that the Americancolonies were now independent

Articles of Confederationy Strengths• Conducted war against Gr. Britain• Gave colonies a degree of unity• Passed the Northwest Ordinancey Weaknesses

• lacked a standing army• no taxing and borrowing power• no national court system • no national currency

✁

1 According to the map, how far to the west did the Arab empire extend?A Syria C ArabiaB Spain D Persia

2 What can be concluded from the information given on the map?A Arab ideas, products, and technologies spread from Spain to Persia.B Arabs preferred travel over the desert to travel by water. C The spread of Islam caused the downfall of the Indian empire.D Muslim Arabs eventually conquered most of Western Europe.

WH12(C)WH25(C)

This question asks you to interpret a historical map. The map shows the Arab empire at it height, about 800 A.D. From reading the legend, you learn that the areas in white depict the Arab empire. Although the boundaries of the area aresomewhat different today, you should recognize that this is a map of the Mid-dle East and Africa. The compass rose, in the upper right corner, identifies thedirections. Using the compass rose, which place among the answer choicesis within the Arab empire and was the furthest west?

WH12(C)WH25(C)

PERSIA

SYRIA

ARABIANSEA

MEDITERRANEAN SEA

Black Sea

ATLANTIC

OCEAN

Damascus

Jerusalem

INDIA

E U R O P E Caspian

Sea

ARABIAMedina

Mecca

A F R I C A

Muslim (Arab) world

0 Miles 1000

S

W E

N

AralSea

REDSEA

Persian Gulf

Gulf of Aden

EGYPT

Alexandria

ASIAMINOR

SPAIN

Baghdad

THE ARAB EMPIRE AT ITS HEIGHT, 800s

CHAPTER 4: ANSWERING DATA-BASED QUESTIONS — PART II 25

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This separate test is perfect for review or for use as a diagnostic test. It has the exact distribution of questions specified by the TEA “Blueprint” and mirrors the kinds of questions found on the actual TAKS.


Study cards help students review the most important information

before taking the TAKS

Practice questions are similar to those on the

actual TAKS Test



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Grade 11 Social StudiesMastering the Grade 11 TAKS Social Studies Assessment provides the most balanced approach to TAKS preparation — a comprehensive review of the tested student expectations, a multitude of authentic TAKS-style questions, and a metacognitive approach to question recognition and critical thinking skills. Eleventh grade students will be tested on selected Grade 8 and Grade 10 TAKS Objectives as well as on what they have learned in the eleventh grade. Their classroom texts may not contain materials covering these objectives from prior years. This book covers every TEKS that will be tested. Concise content reviews weave this material logically together.

ISBN: 1-88��-71-6




A political cartoon is a drawing that expresses an opinion about a topic or issue. Many

political cartoons are humorous, but the point they make is often serious.

7 The rocks in the road are intended to indicate that —

A the United States ignored treaties and laws in acquiring the rights to

build the canal

B building the Panama Canal was a remarkable engineering feat

C Colombia freely gave the United States permission to build a canal

D the United States promised to pay Panama for using the canal

This question asks you to interpret a historical document in the form of

a political cartoon. First, you should carefully examine the cartoon. Use your

social studies knowledge to help you identify what the artist intended the rocks

and wagon to represent. Finally, to answer the question you need to compare the

rocks to see what they have in common and to make a generalization about them.

US24(F)WH26(C)US3(A)

POLITICAL CARTOONS

CHAPTER 4: ANSWERING DATA-BASED QUESTIONS — PART II 29

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Source: The New York Times (1903)

CULTURAL DIFFUSION: THE SPREAD OF NEW PRODUCTSOften contact between two different cultures leads to an exchange of products between

them. Travelers and merchants bring new products back to their homelands. Use of these

new products quickly diffuses throughout both cultures. The spread of products from one

culture to another is one form of cultural diffusion.


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THE BUBONIC PLAGUEBubonic plague was a highly contagious disease that first emerged in China and Cen-

tral Asia. The bacteria causing the disease were carried by fleas that lived on rats.

European merchant ships unknowingly carried these rats to Italy in the 1340s. The dis-

ease reached Italy and England in 1348, and next spread to France, Spain, Germany

and the Netherlands. In less than ten years, almost one-third of Europe’s population

was killed by the spread of this disease. The spread of the disease had an important

impact on Western Europe. A shortage of labor forced landowners to compete for

peasants to work the land. This led to the end of serfdom — a system in which peas-

ants were forced to work the land for free.

Case Study

ATLANTICOCEAN

BLACK SEA

NORTHSEA

Paris

Barcelona

VeniceGenoa

Constantinople

Tunis

THE SPREAD OF BUBONIC PLAGUE, 1347-1353

Bruges

BY 1347

BY 1348

BY 1349

BY 1353

Traderoutes

CRIMEA

Naples

E U R O P E

London

Kherson

Students learn how to interpret historical documents, political

cartoons, maps, charts, and graphs

Students review those student expectations from Grades 8 and 10 that

are re-tested on the Grade 11 TAKS

“Our teachers felt your book was the best of all the TAKS preparation materials we have seen. It teaches up to the TAKS Objectives, not down. We purchased copies for the entire at-risk population in all of our high schools.”

—Martha Suzanne Gomez, Facilitator, H.S. Supervision and Instruction,

El Paso ISD



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■ Unit 1: Test-Taking Strategies. The book opens with an overview of the critical thinking skills needed for the TAKS — analysis, synthesis and inference. Next, students practice interpreting maps, graphs and tables. Profiles in History describe the achievements of individuals in the TAKS Objectives — Clarence Darrow, William J. Bryan, and Dr. Martin Luther King, Jr.

■ Unit 2: A Review of World Geography and World History. Students review Grade 10 student expectations that are re-tested on the Grade 11 TAKS. These include the influence of geographic patterns and processes on events, patterns in the size and distribution of cities, spatial diffusion, economic systems, and interpreting socio-economic indicators.

■ Unit 3: A Review of United States History. In the first chapter of this unit, students review eighth-grade student the expectations on the foundations of American government, the nullification crisis and the Civil War. Later chapters explore United States history since Reconstruction. Teachers can use this book not only to review what they have taught, but also to preview topics like the Cold War, which appear on the TAKS but which teachers may not have reached yet in their instruction.

■ Unit 4: A Practice Test. The last chapter provides a final practice test covering all the student expectations on the actual TAKS.

Based on the latest educational research, each content chapter takes a conceptual approach to help students master content. For example, each chapter opens with a word wall of key terms and an advance organizer previewing the information to be presented in that chapter. Each chapter concludes with practice test questions, study cards, and a checklist of objectives.

ENGLISH BILL OF RIGHTS (1689)

Many provisions of the English Bill of Rights are also echoed in either the U.S. Constitution or

the Bill of Rights. For example, the English king could not suspend any laws without the con-

sent of Parliament. The Constitution provides that all laws must be passed by the people’s

representatives — the Congress. The king was prohibited from collecting taxes without Par-

liamentary approval. Likewise, the U.S. Constitution states that Congress must approve all

taxes. The English Bill of Rights guaranteed subjects the right to petition the king to correct

grievances; the First Amendment also guarantees the right to petition the government. Eng-

lish courts were forbidden from setting excessive bail or imposing cruel and unusual punish-

ments. This limitation was repeated in the Eighth Amendment of the American Bill of Rights.

English Protestants were permitted to possess arms for their defense. This provision is echoed

in the Second Amendment, which guarantees citizens the right to bear arms.

DECLARATION OF INDEPENDENCE (1776)

Many features of the U.S. Constitution and the Bill of Rights addressed grievances origi-

nally listed in the Declaration of Independence (1776).

IMPACT OF COLONIAL GRIEVANCES

ON THE CONSTITUTION AND BILL OF RIGHTS

The King had imposed taxes without the

consent of the colonists.

The King made the military superior to the

civil government.

The King kept a large standing army among

the colonists.

The King quartered his troops in the

colonists’ homes without their consent.

The King refused colonists the right to

petition for a redress of grievances.

The King made judges dependent on his will.

The King deprived some colonists of a trial

by jury.

U.S. Constitution provides that all taxes must

be approved by the U.S. Congress.

U.S. Constitution provides that the

Commander-in-Chief is a civilian — the

President.

The Constitution gives Congress the right to

raise and support armies. Congress determines

their size through its control of funds.

The Bill of Rights (3rd Amendment) limits the

quartering of soldiers.

The Bill of Rights (1st Amendment)

guarantees citizens the right to petition the

government for a redress of grievances.

Under the Constitution, all federal judges are

appointed for a life term.

The Bill of Rights (6th Amendment) guarantees

trial by jury to all persons accused of a crime.

Grievance identified in the

Declaration of Independence

Where addressed in the

U.S. Constitution or Bill of Rights

CHAPTER 7: FROM REVOLUTION TO RECONSTRUCTION, 1750–1877 87

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This separate test is perfect for review or for use as a diagnostic test. It has the exact distribution of questions specified on the TEA “Blueprint” and mirrors the kinds of questions found on the actual TAKS.


“We used Mastering the Grade 11 TAKS Social Studies Assessment in TAKS review sessions with classroom teachers and they in turn used it as a resource with students. We were very pleased with the results. This publication is the most closely aligned to the TAKS test.”

—Amy Jo Baker, Director of Social Studies, San Antonio ISD

“We used Mastering the Grade 11 TAKS Social Studies Assessment throughout our district. Only 60 students out of more than 4,200 failed to meet the statewide standards.”

—Greg Byers, Social Studies Coordinator, Alief ISDAll content sections are

perfectly aligned to the tested TEKS



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Mastering the TAKS Grade 11 Exit Level ELA teaches students how to answer questions based on lengthy excerpts from published literature, closely resembling the challenging selections on the actual TAKS. This is the best TAKS preparation book for showing your students how to:

■ read and comprehend challenging, multicultural literary and expository selections at the same level of difficulty as the actual TAKS.

■ answer the complete range of demanding multiple-choice questions on the Grade 11 TAKS.

■ write responses to short-answer questions on the reading selections, including “crossover” questions.

■ interpret the TEA’s writing rubric, and write a composition in response to an open-ended prompt.

■ answer multiple-choice questions about revising and editing passages written by peers.

Grade 11 ELA

ISBN: 1-88��-7�-0




Selected reading from:

I Know Why the Caged Bird Singsby Maya Angelou

1 The principal welcomed “parents and friends” and asked theBaptist minister to lead us in prayer. His invocation was brief andpunchy, and for a second I thought we were getting on the high roadto right action. When the principal came back to the dais, however,his voice had changed. Sounds always affected me profoundly andthe principal’s voice was one of my favorites. During assembly itmelted and lowed weakly into the audience. It had not been in myplan to listen to him, but my curiosity was piqued and I straight-ened up to give him my attention.

2 He was talking about Booker T. Washington, our “late greatleader,” who said we can be as close as the fingers on one hand, etc.. . . Then he said a few vague things about friendship and the friend-ship of kindly people to those less fortunate than themselves. Withthat his voice nearly faded, thin, away. Like a river diminishing to astream and then to a trickle. But he cleared his throat and said, “Ourspeaker tonight, who is also our friend, came from Texarkana todeliver the commencement address, but due to the irregularity ofthe train schedule, he’s going to, as they ‘speak and run.’” He saidthat we understood and wanted the man to know that we were mostgrateful for the time he was able to give us and then something abouthow we are willing always to adjust to another’s program, and with-out more ado — “I give you Mr. Edward Donleavy.”

3 Not one but two white men came through the door off-stage. Theshorter one walked to the speaker’s platform, and the tall one movedto the center seat and sat down. But that was our principal’s seat, andalready occupied. The dislodged gentleman bounced around for along breath or two before the Baptist minister gave him his chair,then with more dignity than the situation deserved, the ministerwalked off the stage.

4 Donleavy looked at the audience once, adjusted his glasses andbegan to read from a sheaf of papers. He was glad “to be here andto see the work going on just as it was in the other schools.”

5 At the first “Amen” from the audience I willed the offender toimmediate death by choking on the word. But Amens and Yes, sir’sbegan to fall around the room like wind through a ragged umbrella.

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UNIT 5: A FINAL PRACTICE TEST 155

My notes about what I amreading

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71

Questions on the TAKS Grade 11 Exit Level ELA will test your ability to interpret and to criti-

cally evaluate texts. Such questions may appear in the form of either multiple-choice or short-

answer questions. This chapter again focuses on multiple-choice questions. You will learn about the

following types of questions and how to answer them:

Some questions on the TAKS Grade 11 Exit Level ELA may ask you to defend a particular

interpretation of the text by using examples, ideas, and quotations from the text itself.

The interpretation you must defend will be in the question before the answer choices. You

will be asked to select the answer choice that provides the best support for that interpretation.

Answer choices may be paraphrased ideas and details, or actual sentences taken verbatim from

the text. When actual words, phrases, or sentences are taken from the text, they will be italicized.

Objective 3 — 10B. The student is expected to use elements of text to defend, clarify, and

negotiate responses and interpretations.

SUPPORTING INTERPRETATIONS

SupportingInterpretations

Characteristicsof a Text

Modes ofPersuasion

Credibility ofInformation

HistoricalContext

CrossoverQuestions

CHAPTER 5

QUESTIONS ABOUT THE

INTERPRETATION AND

CRITICAL EVALUATION OF TEXTS

Many reading passages are excerpts from literature or non-fiction, just

like the ones used on the TAKS

“We carefully examined the available materials and decided that Mastering the TAKS Grade 11 Exit Level ELA was the most closely aligned to the TAKS.”

—Ms. Lois King, Director, Secondary English Language Arts, Dallas ISD

Every type of question on the TAKS is completely explained

and fully explored



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• Unit 1: Preparing for the Test. An introduction provides a complete pretest to familiarize students with the kinds of readings and questions found on the TAKS.

• Unit 2: Reading. This unit introduces students to the strategies of good readers, based on the landmark study by Keene and Zimmerman, Mosaic of Thought. Later chapters examine every type of multiple-choice question found on the TAKS. Most chapters begin with a challenging literary or expository reading selection by an award-winning author, such as Maya Angelou, Amy Tan, Pat Conroy, Richard Rodriguez, John Hersey, and Graham Greene. Special chapters show students how to respond to short-answer questions, questions on textual analysis, and the “viewing and representing” piece. Students also learn special note-taking techniques to help them perform their best.

• Unit 3: Writing. In this unit, students examine the TEA’s writing rubric with specific hints on how to achieve focus and coherence, organization, voice and the development of ideas while responding to a TAKS writing prompt.

• Unit 4: Peer Editing. This unit looks at the revising and editing section of the test, reviewing the main conventions of standard written English that students need to apply to “peer editing.” This is followed by TAKS-type practice exercises.

• Unit 5: A Final Practice Test. The book concludes with a complete practice test, just like the actual TAKS.

1 What was the main intent of the creators

of this poster?

A To inform people of the dangers of

war.

B To inspire troops to fight with

bravery and courage.

C To persuade people to watch this

movie.

D To entertain viewers with an

interesting collage.

2 The steel helmet in the title and depicted

in the poster is used to symbolize the —

A toughness of American soldiers

B American economy in World War II

C need for protective headgear in

combat

D the violent effects of World War II

3 The words appearing on the soldier’s

helmet in the poster provide —

A facts that will help the moviegoer

make an informed judgment

B words from an authority on the

nature of war

C an exaggerated statement probably

unsupported by facts

D a reasonable criticism of news

coverage of the war

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94 MASTERING THE TAKS GRADE 11 EXIT LEVEL ELA

“The reading selections in this book really targeted the challenging reading levels our students required to be successful on the TAKS. As a result, we saw a huge gain in our Grade 11 TAKS scores. The way the book breaks down skills and concepts also helped our teachers to develop a strong, innovative curriculum — not only for the TAKS but for teaching the TEKS overall. We have seen this product work, and we are pleased with the results. We plan to continue purchasing this book, for our ESL students as well as for our regular students.”

—Karen Morehead, Dean of Instruction, Roy Miller H.S., Corpus Christi, TX

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142 MASTERING THE TAKS GRADE 11 EXIT LEVEL ELA

➨ In the first example, the subject is singular — “man.” Although he has three sisters,this information is in a phrase describing the man. It does not change the subject. Asingular verb is needed.

➨ In the second example, the subject, “the man,” is still singular. The clause “who hasthree sisters” simply describes him. Again, a singular verb is needed.➨ In the last example, the subject is compound: — “the man and his three sisters.”Since the subject is plural, it takes a plural verb: “The man and his three sisters aresitting on the couch.”

y Indefinite Pronouns. Remember that many indefinite pronouns (anybody, anyone, each,either, everyone, nobody, everybody) are singular and take singular verbs. “ Each ofthem was busy.” Both, few, many, several are plural and take plural verbs. “ Both ofthem are free now.”

y Sentences Starting with There. If the sentence begins with there or here, look for thesubject later in the sentence. The verb should agree with that subject. For example, “Thereare more forks on the other table.” In this example, the subject is “forks” so the verbmust be “are.”

Here are some steps you should take when answering questions dealing with subject-verbagreement.

UNLOCKING THE ANSWERTo check for subject-verb agreement, first you must identify the subject and verb of the sentence. You may want to cross out all interrupting words and phrases, especially prepositional phrases that may confuse you.If the subject is plural, make sure the verb is also in plural form. If the subject is singular, use a verb in singular form.

If the subject contains or or nor, the verb should agree with the subject closest to it.

If the subject is anybody, anyone, each, either, or everybody, the verb must be singular.

There is never a subject. For sentences beginning with there or here, look elsewhere in the sentence for the subject.

The man with three sisters is sitting on the couch.The man, who has three sisters, is sitting on the couch.The man and his three sisters are sitting on the couch.

Students are provided with a complete review of writing conventions for peer editing

Students learn how to answer questions on

“viewing and representing”



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�0

Spanish-Language High School United States HistoryLos Estados Unidos is a comprehensive textbook for Spanish-speaking high school students. The book provides teachers with the ability to use a narrative text, primary documents, and social science in a single lesson. Everything a teacher needs to construct dynamic classroom lessons is in this book.

■ Introduction. An opening section acquaints students with basic facts about U.S. geography, customs, and holidays.

■ Test-Taking Strategies. This section provides test-taking strategies to help students answer exercises found in later chapters as well as to perform better on classroom quizzes and statewide examinations.

■ Content Chapters. Each content chapter is divided into identical sections:

• Key Historical Developments. Each chapter opens with an advanced organizer, summarizing the main highlights of a historical period. This is followed by a description of the key events of the period in greater detail. The book surveys U.S. history from its Native American Indian and colonial origins to the present-day.

• Voces Del Pueblo. Students read primary sources with the writings, poems, and experiences of individuals who have played major roles in United States history.

• Personajes De La Epocha. Key individuals are highlighted to illustrate the diversity of the American experience. Students look at the experiences and accomplishments of a variety of people who contributed significantly to their times.

• La Constitucion En Marcha. Students examine the continuing role the Constitution has played in American life by learning about key laws, Supreme Court cases, and amendments.

• Resumen De Tu Comprension. Students apply their knowledge by summarizing key terms, concepts, and facts in the chapter.

• Comprueba Tu Comprension. Each unit concludes by testing students’ understanding of the chapter with both multiple-choice and essay questions.

• Key Reviews. Special thematic sections throughout the book and Un Resumen Fundamental section at the end of the book help students to understand overarching themes and introduce a more theoretical perspective.

■ Practice Tests. Two final practice tests take an inventory of student knowledge.

ISBN: 1-88��-��-�

Voces Del Pueblo sections illustrate a variety of American viewpoints, including

George Washington, Booker T. Washington, Chief Joseph, Emma Lazarus, Mark Twain

and Martin Luther King, Jr.



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Spanish-Language High School World History and Geography

Principos de Economia is a Spanish-language textbook designed for use in both ESL and bilingual classes in high school courses in economics. The book is organized around a series of “hands-on” activities that help students learn the main principles of economics. Students acquire knowledge of major economic concepts and principles. They study the problem of scarcity, the three fundamental economic questions, economic systems, microeconomics, macroeconomics, and international trade. Each chapter ends with vocabulary cards and practice questions about major economic terms and concepts. Students learn about major economic thinkers and read excerpts from their works. Students also learn how to use their own thinking skills to make rational economic choices as consumers and citizens. The structure of the text prevents students from becoming “passive readers” by requiring them to interact with what they read. The book utilizes a variety of learning approaches to help students understand, assimilate and recall key economic principles. Study cards, visual organizers, checklists, and hundreds of practice questions reinforce student learning at every step of the way.

Spanish-Language High School Economics

Claves Para La Comprension de Historia Universal is a Spanish-language textbook designed for use in both ESL and bilingual classes studying world history and geography in Grade 9 or 10. The book’s features provide Spanish-speaking students with powerful tools for success. An introductory chapter sets the stage by surveying world geography and the historical method. Content chapters survey the most important events and developments in world history from the dawn of civilization to the present. An engaging but concise narrative of key events is accompanied by graphs, maps and pictures. Special thematic sections throughout the book deepen student understanding by providing theoretical perspectives on issues such as world religions, the rise of governments and economic development. The book includes practice with different types of multiple-choice questions. Students also learn how to interpret original documents and how to organize and write essays.

ISBN: 1-88��-18-X

ISBN: 1-88��-��-�



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SHIP TO ADDRESS

Phone your order toll-free at: 1-800-859-7679Fax this form to: 1-631-588-4722Order online at: www.jarrettpub.comMail this form to: Jarrett Publishing

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