Vocabulary and word identification are important parts of the TAKS reading test, including identifying root words, prefixes and suffixes. Students should have a thorough understanding of how a dictionary works to prepare for the test. For this activity, write an unfamiliar word on the board. Using a dictionary as a guide (but without looking up the word itself), have students write their own definition of the word in dictionary format, including an analysis of prefixes or suffixes, identification of the root word, pronunciation, part of speech and definition. Students must think critically about each part of the word. Afterward, each student presents his word, then compares it to the actual entry to see how close he was. Teachers should encourage creativity in defining the word, as long as students can explain their definition.
The TAKS reading test asks students to identify literary elements in narrative such as character traits, plot and setting terms and genres. For this activity, students each choose a book they haven't read before. After taking a few minutes to read the blurb and the first few pages, each student presents his book to the class, reading the title and the first paragraph or two out loud. The class discusses what they think the book is about based on the opening paragraph, including what the main character is like, the message the book may be trying to send and the genre of the book. Afterward, the student reads the jacket flap blurb aloud to the class to see how close their guesses were.
Part of the reading comprehension section of the TAKS test requires students to demonstrate an understanding of sequencing. For this game, prepare by reading a short story together as a class. On separate pieces of paper, write First, Second, Third...continuing to Last, depending on how many scenes or events are in the sequence of your story. Give each student a sheet of paper, or for larger classes, divide them into pairs or small groups, each with a piece of paper. Students stand and arrange themselves in a line in the order the papers indicate. The student with First tells the first part of the story sequence, such as "First, Little Red Riding Hood said goodbye to her mother and went on a walk." The students continue until each has told his part of the sequence.