Table of Contents
To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
TAKS Objective 1: Basic Understanding
Lesson 1 Words in Context. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 2 Root Words, Prefixes, and Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 3 Denotative and Connotative Meanings. . . . . . . . . . . . . . . . . . . . . . . .
Lesson 4 Main Ideas and Supporting Details . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 5 Paraphrase and Summarize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
TEKS
5
13
21
29
37
TAKS Objective 2: Literary Elements
Lesson 6 Analyze Characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Lesson 7 Analyze Plot, Setting, and Problem Resolution . . . . . . . . . . . . . . . . . 53
Lesson 8 Understand Literary Devices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
TAKS Objective 3: Analysis Using Reading Strategies
Lesson 9 Text Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Lesson 10 Similarities and Differences Across Texts . . . . . . . . . . . . . . . . . . . . 77
Lesson 11 Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Lesson 12 Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Lesson 13 Compare Stories Told in Different Ways . . . . . . . . . . . . . . . . . . . . . 101
Lesson 14 Author’s Perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
TAKS Objective 4: A
nalysis Using Critical-Thinking Skills
Lesson 15 Make Inferences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 16 Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 17 Support Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 18 Connect, Compare, and Contrast Across Texts . . . . . . . . . . . . . . . .
Lesson 19 Organizational Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 20 Style, Tone, and Mood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6.9 (B)
6.9 (D)
6.9 (F)
6.10 (F)
6.10 (G)
TEKS
6.12 (F)
6.12 (G)
6.12 (J)
TEKS
6.10 (E)
6.10 (I)
6.10 (L)
6.12 (A)
6.12 (C)
6.12 (H)
TEKS
117
125
133
141
149
157
6.10 (H)
6.10 (J)
6.11 (C)
6.11 (D)
6.12 (I)
6.12 (K)
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To the Student
All students need good reading skills to be successful. TAKS Ready—Reading
Instruction will help you develop the reading skills every sixth-grader should
know. Texas calls these skills TEKS. Each lesson in this book teaches one TEKS.
Learning all the TEKS will make you a stronger reader. It will also help you do
well on the grade 6 TAKS Reading test.
Your teacher will tell you what lessons you will work on in this book. Each lesson
has five parts. Your teacher will guide you through the first two parts. Then you
will begin to work more independently. You will read selections on your own and
answer comprehension questions. Think About It questions will help guide you
as you read, and Hints will help you answer the comprehension questions. Every
lesson ends with independent practice. You will read a two-page selection, and
then you will answer 4 to 6 multiple-choice questions. The selections and
questions are just like the types you will see on the TAKS test.
Read the tips below. They will help you answer the questions..
Tips for Answering Multiple-Choice Questions
• Read each question carefully before you try to answer it.
• Be sure you know what the question is asking you to do.
• Cross out any answer choices that are not reasonable. Then make your
choice from the remaining choices.
• Read the question again. Check that your answer makes sense.
4
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TEKS 6.9 (D)
Determine meanings of
derivatives by applying knowledge
of the meanings of root words
such as like, pay, or happy and
affixes such as dis-, pre-, or un-.
Lesson 2
Root Words, Prefixes,
and Suffixes
Introduction
In this lesson, you will learn more about how to determine the meanings
of words that have a root word and an affix. An affix is a word part, and
a root word is a word that has an affix added to it.
Root words and affixes have meanings that contribute to the meaning of
a whole word. Just as you change a recipe by adding ingredients, adding
affixes changes the meaning of a root word.
Prefixes are affixes added to the beginning of a word. The word prepay
has the prefix pre- added to the root word pay. Pre- means “before,” so
prepay means “to pay before.”
Suffixes are affixes added to the end of a word. The word affordable has
the suffix -able added to the root word afford. Affordable means “able to
be afforded,” because -able means “able to.” A suffix may also change
the part of speech of the root word, which means the word will be used
differently in a sentence. Afford is a verb, while affordable is an adjective.
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When you see a root word with an affix, think about the meaning of each
part. Put the meanings together to figure out what the word means.
Then see if that meaning makes sense with how the word is used.
+
What is the affix?
What does it mean?
=
What is the whole word?
What does it mean??
©
What is the root word?
What does it mean?
Texas
13
TEKS 6.9 (D)
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Modeled Instruction
Read this narrative about a student’s trip to China. Use what you know about
prefixes, suffixes, and root words to answer the question below.
My Trip to China
1
Since my return from China, I’ve described my trip to countless people. I
try to put my experiences into words, but many things are indescribable.
Sometimes my photographs have to do the talking.
2
My favorite sight was the remarkable Great Wall of China. The Watching
Beijing Tower provides unbelievable views of the Beijing skyline. The bricks
in this part of the wall are inscribed with the date on which they were made.
Seeing the Great Wall is like a page from a history book come to life.
In paragraph 1, what does indescribable mean?
▶▶
▶▶
▶▶
▶▶
When you see a longer word, look for word parts you know. You can put these
parts together to figure out the meaning of the word.
What is the root word? The root word is describe. Describe means “to put into
words.”
What is the prefix at the beginning of indescribable? The prefix is in-, which
means “not.”
What is the suffix at the end of indescribable? The suffix is -able, which means
“able to.” in- + describe + -able = “not able to be put into words”
Try
It!
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ANSWER: Indescribable means “not able to be put into words.”
Reread the selection to answer this question.
In paragraph 2, what does unbelievable mean?
©
TEKS 6.9 (D)
14
Texas
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Guided Instruction
Read the article. Use the Think About It to guide your reading.
Then answer the question. Use the Hint to help you.
Think About It
What are some things
athletes do to help
themselves perform
well?
Hint
Preparing to Perform
Athletes must prepare themselves so they can perform well.
Professional athletes practice on most days. This helps them
develop their skills and playing strategies. Pregame, athletes get
ready by eating nutritious foods, including lean meats, fish,
fruits, vegetables, and pasta. This gives them the energy they
need to compete. They review their strategies. Postgame, athletes
often drink water and eat again. After a rest, it’s time to start
training all over again.
If you don’t know the
What does review mean?
meaning right away, try
A Practice
to think of other words
B Change again
that have the same
affix, such as retake or
resend.
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CORRECT ANSWER
C Look at again
D Plan ahead
Answer choice C is correct.
SUPPORTING DETAILS
The word review has the root word view and the prefix re-. The word
view means “to look at,” and the prefix re- means “again.” Therefore,
review means “to look at again.”
INCORRECT ANSWERS
A is not correct because the athletes have already practiced. Now
they are taking one more look at the strategies.
B is not correct because athletes don’t change their strategies before
a game. They look at them again to make sure they know what
to do.
©
D is not correct because the athletes have already planned ahead.
Texas
15
TEKS 6.9 (D)
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Guided Practice
Read the selection. Use each Think About It to guide your reading.
What is the narrator
1
When I woke up this morning, Dad had on his cooking
clothes, which included an apron, a “Kiss the Cook” T-shirt,
and a silly chef hat that Mom got him one year for his birthday.
As Dad reviewed the recipe for his famous raisin bread, I
helped him gather all the ingredients. Then I washed my hands
and prepared to help.
2
First, Dad filled a measuring cup with warm water. He used a
thermometer to check the temperature of the water. He
explained that the water needed to be 110 degrees. If the water
was too hot, it would be harmful to the yeast. If it wasn’t warm
enough, the yeast would not react with the other ingredients.
Then he added the yeast and a tablespoon of sugar to the warm
water and stirred it all together to combine it.
3
After the yeast foamed, Dad let me whisk in eggs, sugar, and
oil. Then he gently stirred in flour. When I asked him why he
used a big wooden spoon instead of a mixer, he explained that
he liked to stir manually to avoid overmixing the dough. Then
he demonstrated how to knead the sticky dough. Together we
squished, flattened, folded, and pushed the dough until it
formed a round, springy ball.
4
We put the bread into an oiled bowl and let it rise until it
doubled in size and left a slight indentation when we poked it.
Then we punched it down and let it rise again. While the dough
rose, we preheated the oven to 350 degrees. Then we kneaded
in raisins, scooped the dough into a loaf pan, and placed the
pan in the hot oven. Before long, the delicious fragrance of
baking bread overtook the kitchen and wafted through the
house. When Mom came home, she sniffed deeply and said,
“I predict that there will be fresh bread with dinner.”
getting ready to do?
If the water is too hot,
what could happen to
the yeast?
What is Dad using to mix
in the flour? Why?
Do they put the bread in
the oven before or after
©
they turn the oven on?
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Baking Bread with Dad
Think About It
TEKS 6.9 (D)
16
Texas
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TAKS Practice
Read this selection. Then answer the questions that follow it.
Venomous Animals
1 There are many kinds of animals that can bite and sting humans.
However, when people think of deadly bites, they most often think of
snakes and spiders. Luckily, these bites are more treatable than they
used to be.
2 In Texas, there are four kinds of venomous, or poisonous, snakes:
rattlesnakes, copperheads, water moccasins, and coral snakes. About
8,000 Americans are bitten by poisonous snakes each year. However,
only about 12 people die annually from snakebites. Sometimes this is
because the snake injects very little venom into its victim. Other times,
the bite is more serious. In these cases, the person must receive a
medicine called antivenin. The antivenin works to undo the effects of
the poison. No matter what, a person with a snakebite should go to the
hospital. Even if very little poison is injected, bites can still become
infected from microorganisms in the snake’s mouth.
3 In some parts of Texas, copperhead bites are most common. The
copperhead has a copper head and a body with brown bands. Water
moccasins are in the same family as copperheads, but they live in
water. Bites from both of these snakes are dangerous and need to
be treated.
©
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4 Coral snakes are a particular danger to children in Texas. The
snake’s bright colors and small size often make children want to pick
it up. There are many nonpoisonous snakes that look much like the
coral snake. The coral snake can be identified because it has red and
yellow bands that touch. You can
remember the saying, “red and
yellow will kill a fellow.” If the
red and yellow stripes do not
touch, the snake is not a
poisonous coral snake. Luckily,
coral snakes have small fangs.
Many times, their bites don’t
inject venom. Still, it’s best not
to pick up snakes without the
supervision of an expert.
TEKS 6.9 (D)
18
Texas
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TAKS Practice
1 In paragraph 2, what does antivenin mean?
4 In paragraph 4, what does nonpoisonous mean?
A Something that works with poison
F Having some poison
B Something that works next to poison
G Not having poison
C Something that works instead of poison
H Having less poison
D Something that works against poison
J Having more poison
2 In paragraph 2, microorganisms means —
5 In paragraph 9, unconcerned means —
F small creatures
A not worried
G large creatures
B very worried
H imaginary creatures
C in contact
J healthy creatures
D not in contact
6 In paragraph 11, coexist means —
A Safety
F live apart
B Assistance
G live alone
C The act of watching over something
H live the same way
D The act of picking something up
J live together
Answer Form
TEKS 6.9 (D)
20
4 F G H J
2 F G H J
5 A B C D
3 A B C D
6 F G H J
Number
Correct
6
©
1 A B C D
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3 In paragraph 4, what does supervision mean?
Texas
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Texas
6Reading
TAKS
Test Practice
To the Student
TAKS Ready—Reading Test Practice is a
review program for the TAKS Reading test. This
book has three practice tests. In each practice
test, you will read selections and answer
42 multiple-choice comprehension questions.
The practice selections and questions are similar
to those you will find on the TAKS Reading test.
Becoming familiar with the TAKS format will
help you succeed on the TAKS Reading test.
Your teacher will explain how you will do
the practice tests and record your answers. Be
sure to follow the directions for each practice
test. As you complete the practice tests, read
the selections and answer the questions
carefully. Use the Answer Forms beginning on
page 85 to record your answers. Remember to
fill in the answer bubbles completely. Also, if
you change an answer, you must erase your
first answer fully.
While you work on the practice tests, use the
Testing Tips below. Read these helpful tips
carefully. They can make you a better test taker.
Testing Tips for Answering
Multiple-Choice Questions
• Read each question carefully before you try
to answer it.
• Be sure you know what the question is asking
you to do.
• Cross out any answer choices that are not
reasonable. Then make your choice from the
remaining choices.
• Read the question again. Check that your
answer makes sense.
Contents
Pretest ............................................................ 1
Benchmark .................................................. 29
Post Test ...................................................... 56
Answer Forms . ........................................... 85
This TAKS Ready—Reading Test Practice
book was prepared for students by Mary Ellen
Osowski, Barbara A. Donovan, and Dale Lyle.
Illustration Credits:
pages 1, 2, 7, 13; Pat Lucas
pages 11, 18, 20; @2001 arttoday.com
pages 29, 30, 47, 52, 56, 57, 58, 68, 69; Lane Gregory
pages 61, 80; Daphne Gillam
Photography Credits:
page 6; AP Photo/Cylla Von Tiedamann
pages 34, 36; Courtesy of WhiteHouse.gov
page 41; Library of Congress
page 51; Courtesy of the Fish and Wildlife Image
Gallery
page 62; @2009 JupiterImages
page 63; Texas Tourism
page 75; Beneda Miroslav/Shutterstock.com
Reorder No. 11903—10-Pack
ISBN 978-0-7609-6033-2
©2010, 2003—Curriculum Associates, Inc.
North Billerica, MA 01862
Phone: 800-225-0248 (U.S. & Canada)
Fax: 800-366-1158 (U.S. & Canada)
E-mail: [email protected] • Web: www.CAinc.com
No part of this book may be reproduced
by any means without written permission
from the publisher.
All Rights Reserved. Printed in USA.
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Pretest
Read this selection. Then answer the questions that follow it.
Old Joe and the Handyman
  1 Old Joe lived way out in the most rural countryside,
far away from most of civilization. He had one neighbor,
who also happened to be his closest and dearest
companion. The two men had known each other for
years and had always enjoyed each other’s company,
especially now that their spouses had passed on and
their children had grown and moved away. All the two
men had was their friendship and their small farms, but
they were quite satisfied with this arrangement. Well,
that is until the day a calf threatened to ruin their
relationship forever.
My notes about what I am
reading
©Curriculum Associates Copying is not permitted.
  2 The two men had never exchanged an unkindness
in all their years of friendship, but this particular spring
day long ago, they got into a tussle over a stray calf, a
calf that neither one of them even needed. It all began
when the calf wandered onto Old Joe’s neighbor’s land.
Old Joe’s neighbor claimed the calf for himself and Old
Joe didn’t like that.
  3 “Well, now, can’t you see that this calf has the same
markings as one of my cows?” said Old Joe. “I say that
this calf is mine and that it belongs to me.”
1
Pretest
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  4 Both men just stared each other down, and neither
would give the other so much as an inch. When they
both realized that neither man was going to budge, they
each stomped away home. Two weeks passed, and
neither man had made the slightest attempt to see or
speak to the other.
My notes about what I am
reading
  5 One morning, Old Joe heard a knock on his front
door, which was unusual since he lived way out in the
country, and even more unusual because the only
knock he usually heard at his door was from his closest
and dearest friend. Old Joe leaped from his chair
thinking that perhaps his friend was knocking after all,
coming to make amends. Imagine Old Joe’s
disappointment when what he found standing on his
porch was not his friend, but a young man who called
himself a traveling handyman. The man had a wooden
toolbox at his side and a warm smile on his face.
  6 “I’m looking for work,” explained the stranger as he
extended his hand to Old Joe. “I’m good with my hands
and if you have a project or two, I’d like to help
you out.”
  8 “Hmmm . . . I think I might have a job for you after
all,” said Old Joe, pointing way off in the distance
toward his neighbor’s house. “Do you see that farm way
over there, near the creek?” The handyman nodded as
Old Joe continued, “Now, you can see that the creek
borders our property, but that creek didn’t even exist
last week,” said Old Joe. “Would you believe that my
neighbor, a man who was my dearest and most treasured
friend, made that creek just to spite me? Yessiree, he
hitched a plow to his tractor, dug a
trench till it filled with water from the
pond, and now we’ve got this creek to
separate us. I’m so darn angry about it
all that this is what I’d like for you to
do. Take whatever lumber you need
from my barn—boards, posts, and
anything at all—-and build me the
tallest fence that you can right along
the edge of that creek. Then I won’t
have to set eyes on my neighbor or his
place ever again.”
Pretest
2
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©Curriculum Associates Copying is not permitted.
  7 Old Joe thought for a moment, and soon an impish
grin appeared on his face. He was struck with an idea
so clever and so sneaky that even he had to marvel at
his own craftiness.
  9 The handyman listened to Old Joe’s story and just
smiled and said, “Well, then, Old Joe, I will do my best
work for you.”
My notes about what I am
reading
10 Old Joe had to go to town for supplies, so he hitched
his horse to his wagon and began a journey that would
last the better part of the day. Meanwhile, the handyman
busied himself carrying wood and posts and other
materials from the barn to the edge of the creek, where
he hammered and sawed and hammered and sawed,
never stopping to take a break all day. When the sun
began to set, he put his tools away and stood back to
admire his fine craftsmanship.
11 Right about this time Old Joe returned from his trip
into town, his wagon filled high with supplies. When he
saw what the handyman had built, his jaw dropped to
his feet and his eyes bulged so wide it looked as if they
might just pop right out of his head. For, you see, the
handyman hadn’t built Old Joe a fence at all; he had
built instead a beautiful footbridge that reached across
one side of the creek to the other.
12 Just then, Old Joe’s neighbor crossed the bridge and
walked over to the man who had been his friend for so
long. He extended a hand to Old Joe and said, “I’m
sorry about our misunderstanding. You can have the
calf; I just want things to go back to the way they used
to be.”
©Curriculum Associates Copying is not permitted.
13 “I don’t care about any calf either,” said Old Joe. “I
just care about our friendship. I want things to go back
to the way they were, too. The footbridge was this
young fellow’s idea,” added Old Joe, pointing to the
handyman. “And I surely appreciate what he did, too.”
14 The handyman tightened his tool belt and bent over
to grab his wooden toolbox. “Gentlemen, it’s been a
pleasure meeting you both, but I must be on my way,”
he said as he started to leave.
15 “Hold up just a minute,” said Old Joe. “You’re a good
man and a fine worker. My neighbor and I have enough
projects to keep you busy for weeks.”
16 The handyman just smiled and said, “I’d like to stay,
Old Joe, but, you see, I have more bridges to build.”
And with that, the handyman disappeared down the
road, whistling a happy tune as he went.
3
Pretest
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1 Paragraph 2 is mainly about —
3 By the end of the story, the reader can conclude
that Old Joe and his neighbor —
A the friendship between Old Joe and his
neighbor
A believed that high fences make good
neighbors
B the calf that wandered onto the neighbor’s
land
B thought that strangers can be suitable
companions
C the handyman who needed work
C were too poor to hire the handyman
D the friends’ disagreement about who owned
the calf
D learned that an argument should never come
between a friendship
2 In paragraph 4, the word stomped is used to
communicate a feeling of —
4 The tone of paragraph 5 can be described
best as —
F sympathetic
G anger
G sentimental
H delight
H detached
J frustration
J approving
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F excitement
Pretest
4
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