Texas Essential Knowledge and Skills - English — Grade 3


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110.14.b.1

Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:

110.14.b.1.A

decode multisyllabic words in context and independent of context by applying common spelling patterns including:

110.14.b.1.A.1

dropping the final "e" and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);

110.14.b.1.A.2

doubling final consonants when adding an ending (e.g., hop to hopping);

110.14.b.1.A.3

changing the final "y" to "i" (e.g., baby to babies);

110.14.b.1.A.4

using knowledge of common prefixes and suffixes (e.g., dis-, -ly); and

110.14.b.1.A.5

using knowledge of derivational affixes (e.g., -de, -ful, -able);

110.14.b.1.B

use common syllabication patterns to decode words including:

110.14.b.1.B.1

closed syllable (CVC) (e.g., mag-net, splen-did);

110.14.b.1.B.2

open syllable (CV) (e.g., ve-to);

110.14.b.1.B.3

final stable syllable (e.g., puz-zle, con-trac-tion);

110.14.b.1.B.4

r-controlled vowels (e.g., fer-ment, car-pool); and

110.14.b.1.B.5

vowel digraphs and diphthongs (e.g., ei-ther);

110.14.b.1.C

decode words applying knowledge of common spelling patterns (e.g., -eigh, -ought);

110.14.b.1.D

identify and read contractions (e.g., I'd, won't); and

110.14.b.1.E

monitor accuracy in decoding.

110.14.b.10

Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify language that creates a graphic visual experience and appeals to the senses.

110.14.b.11

Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

110.14.b.12

Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic and locate the author's stated purposes in writing the text.

110.14.b.13

Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

110.14.b.13.A

identify the details or facts that support the main idea;

110.14.b.13.B

draw conclusions from the facts presented in text and support those assertions with textual evidence;

110.14.b.13.C

identify explicit cause and effect relationships among ideas in texts; and

110.14.b.13.D

use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.

110.14.b.14

Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to identify what the author is trying to persuade the reader to think or do.

110.14.b.15

Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:

110.14.b.15.A

follow and explain a set of written multi-step directions; and

110.14.b.15.B

locate and use specific information in graphic features of text.

110.14.b.16

Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:

110.14.b.16.A

understand how communication changes when moving from one genre of media to another;

110.14.b.16.B

explain how various design techniques used in media influence the message (e.g., shape, color, sound); and

110.14.b.16.C

compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article).

110.14.b.17

Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:

110.14.b.17.A

plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals);

110.14.b.17.B

develop drafts by categorizing ideas and organizing them into paragraphs;

110.14.b.17.C

revise drafts for coherence, organization, use of simple and compound sentences, and audience;

110.14.b.17.D

edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and

110.14.b.17.E

publish written work for a specific audience.

110.14.b.18

Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:

110.14.b.18.A

write imaginative stories that build the plot to a climax and contain details about the characters and setting; and

110.14.b.18.B

write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).

110.14.b.19

Writing. Students write about their own experiences. Students are expected to write about important personal experiences.

110.14.b.2

Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

110.14.b.2.A

use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions;

110.14.b.2.B

ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and

110.14.b.2.C

establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

110.14.b.20

Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

110.14.b.20.A

create brief compositions that:

110.14.b.20.A.1

establish a central idea in a topic sentence;

110.14.b.20.A.2

include supporting sentences with simple facts, details, and explanations; and

110.14.b.20.A.3

contain a concluding statement;

110.14.b.20.B

write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and

110.14.b.20.C

write responses to literary or expository texts that demonstrate an understanding of the text.

110.14.b.21

Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details.

110.14.b.22

Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:

110.14.b.22.A

use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

110.14.b.22.A.1

verbs (past, present, and future);

110.14.b.22.A.2

nouns (singular/plural, common/proper);

110.14.b.22.A.3

adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the);

110.14.b.22.A.4

adverbs (e.g., time: before, next; manner: carefully, beautifully);

110.14.b.22.A.5

prepositions and prepositional phrases;

110.14.b.22.A.6

possessive pronouns (e.g., his, hers, theirs);

110.14.b.22.A.7

coordinating conjunctions (e.g., and, or, but); and

110.14.b.22.A.8

time-order transition words and transitions that indicate a conclusion;

110.14.b.22.B

use the complete subject and the complete predicate in a sentence; and

110.14.b.22.C

use complete simple and compound sentences with correct subject-verb agreement.

110.14.b.23

Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:

110.14.b.23.A

write legibly in cursive script with spacing between words in a sentence;

110.14.b.23.B.1

geographical names and places;

110.14.b.23.B.3

official titles of people;

110.14.b.23.C

recognize and use punctuation marks including:

110.14.b.23.C.1

apostrophes in contractions and possessives; and

110.14.b.23.C.2

commas in series and dates; and

110.14.b.23.D

use correct mechanics including paragraph indentations.

110.14.b.24

Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

110.14.b.24.A

use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;

110.14.b.24.B

spell words with more advanced orthographic patterns and rules:

110.14.b.24.B.1

consonant doubling when adding an ending;

110.14.b.24.B.2

dropping final "e" when endings are added (e.g., -ing, -ed);

110.14.b.24.B.3

changing y to i before adding an ending;

110.14.b.24.B.4

double consonants in middle of words;

110.14.b.24.B.5

complex consonants (e.g., scr-, -dge, -tch); and

110.14.b.24.B.6

(vi) abstract vowels (e.g., ou as in could, touch, through, bought);

110.14.b.24.C

spell high-frequency and compound words from a commonly used list;

110.14.b.24.D

spell words with common syllable constructions (e.g., closed, open, final stable syllable);

110.14.b.24.E

spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);

110.14.b.24.F

spell complex contractions (e.g., should've, won't); and

110.14.b.24.G

use print and electronic resources to find and check correct spellings.

110.14.b.25

Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:

110.14.b.25.A

generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and

110.14.b.25.B

generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question.

110.14.b.26

Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

110.14.b.26.A

follow the research plan to collect information from multiple sources of information, both oral and written, including:

110.14.b.26.A.1

student-initiated surveys, on-site inspections, and interviews;

110.14.b.26.A.2

data from experts, reference texts, and online searches; and

110.14.b.26.A.3

visual sources of information (e.g., maps, timelines, graphs) where appropriate;

110.14.b.26.B

use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics);

110.14.b.26.C

take simple notes and sort evidence into provided categories or an organizer;

110.14.b.26.D

identify the author, title, publisher, and publication year of sources; and

110.14.b.26.E

differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

110.14.b.27

Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic).

110.14.b.28

Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used.

110.14.b.29

Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:

110.14.b.29.A

listen attentively to speakers, ask relevant questions, and make pertinent comments; and

110.14.b.29.B

follow, restate, and give oral instructions that involve a series of related sequences of action.

110.14.b.3

Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

110.14.b.30

Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

110.14.b.31

Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.

110.14.b.4

Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

110.14.b.4.A

identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots;

110.14.b.4.B

use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;

110.14.b.4.C

identify and use antonyms, synonyms, homographs, and homophones;

110.14.b.4.D

identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles); and

110.14.b.4.E

alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words.

110.14.b.5

Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

110.14.b.5.A

paraphrase the themes and supporting details of fables, legends, myths, or stories; and

110.14.b.5.B

compare and contrast the settings in myths and traditional folktales.

110.14.b.6

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).

110.14.b.7

Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed.

110.14.b.8

Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

110.14.b.8.A

sequence and summarize the plot's main events and explain their influence on future events;

110.14.b.8.B

describe the interaction of characters including their relationships and the changes they undergo; and

110.14.b.8.C

identify whether the narrator or speaker of a story is first or third person.

110.14.b.9

Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to explain the difference in point of view between a biography and autobiography.

3.1.A

Listen actively, ask relevant questions to clarify information, and make pertinent comments.

3.1.B

Follow, restate, and give oral instructions that involve a series of related sequences of action.

3.1.C

Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.

3.1.D

Work collaboratively with others by following agreed-upon rules, norms, and protocols.

3.1.E

Develop social communication such as conversing politely in all situations.

3.10.A

Explain the author's purpose and message within a text.

3.10.B

Explain how the use of text structure contributes to the author's purpose.

3.10.C

Explain the author's use of print and graphic features to achieve specific purposes.

3.10.D

Describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes.

3.10.E

Identify the use of literary devices, including first- or third-person point of view.

3.10.F

Discuss how the author's use of language contributes to voice.

3.10.G

Identify and explain the use of hyperbole.

3.11.A

Plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping.

3.11.B

Develop drafts into a focused, structured, and coherent piece of writing by:

3.11.B.i

Organizing with purposeful structure, including an introduction and a conclusion.

3.11.B.ii

Developing an engaging idea with relevant details.

3.11.C

Revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity.

3.11.D

Edit drafts using standard English conventions, including:

3.11.D.i

Complete simple and compound sentences with subject-verb agreement.

3.11.D.ii

Past, present, and future verb tense.

3.11.D.iii

Singular, plural, common, and proper nouns.

3.11.D.iv

Adjectives, including their comparative and superlative forms.

3.11.D.ix

Capitalization of official titles of people, holidays, and geographical names and places.

3.11.D.v

Adverbs that convey time and adverbs that convey manner.

3.11.D.vi

Prepositions and prepositional phrases.

3.11.D.vii

Pronouns, including subjective, objective, and possessive cases.

3.11.D.viii

Coordinating conjunctions to form compound subjects, predicates, and sentences.

3.11.D.x

Punctuation marks, including apostrophes in contractions and possessives and commas in compound sentences and items in a series.

3.11.D.xi

Correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words.

3.11.E

Publish written work for appropriate audiences.

3.12.A

Compose literary texts, including personal narratives and poetry, using genre characteristics and craft.

3.12.B

Compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft.

3.12.C

Compose argumentative texts, including opinion essays, using genre characteristics and craft.

3.12.D

Compose correspondence such as thank you notes or letters.

3.13.A

Generate questions on a topic for formal and informal inquiry.

3.13.B

Develop and follow a research plan with adult assistance.

3.13.C

Identify and gather relevant information from a variety of sources.

3.13.D

Identify primary and secondary sources.

3.13.E

Demonstrate understanding of information gathered.

3.13.F

Recognize the difference between paraphrasing and plagiarism when using source materials.

3.13.G

Create a works cited page.

3.13.H

Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

3.2.A

Demonstrate and apply phonetic knowledge by:

3.2.A.i

Decoding multisyllabic words with multiple sound-spelling patterns such as eigh, ough, and en.

3.2.A.ii

Decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.

3.2.A.iii

Decoding compound words, contractions, and abbreviations.

3.2.A.iv

Decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts.

3.2.A.v

Decoding words using knowledge of prefixes.

3.2.A.vi

Decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants.

3.2.A.vii

Identifying and reading high-frequency words from a research-based list.

3.2.B

Demonstrate and apply spelling knowledge by:

3.2.B.i

Spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.

3.2.B.iii

Spelling compound words, contractions, and abbreviations.

3.2.B.iv

Spelling multisyllabic words with multiple sound-spelling patterns.

3.2.B.v

Spelling words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV.

3.2.B.vi

Spelling words using knowledge of prefixes.

3.2.B.vii

Spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants.

3.2.C

Alphabetize a series of words to the third letter.

3.2.D

Write complete words, thoughts, and answers legibly in cursive leaving appropriate spaces between words.

3.3.A

Use print or digital resources to determine meaning, syllabication, and pronunciation.

3.3.B

Use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words.

3.3.C

Identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and ful.

3.3.D

Identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.

3.6.A

Establish purpose for reading assigned and self-selected texts.

3.6.B

Generate questions about text before, during, and after reading to deepen understanding and gain information.

3.6.C

Make, correct, or confirm predictions using text features, characteristics of genre, and structures.

3.6.D

Create mental images to deepen understanding.

3.6.E

Make connections to personal experiences, ideas in other texts, and society.

3.6.F

Make inferences and use evidence to support understanding.

3.6.G

Evaluate details read to determine key ideas.

3.6.H

Synthesize information to create new understanding.

3.6.I

Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

3.7.A

Describe personal connections to a variety of sources, including self-selected texts.

3.7.B

Write a response to a literary or informational text that demonstrates an understanding of a text.

3.7.C

Use text evidence to support an appropriate response.

3.7.D

Retell and paraphrase texts in ways that maintain meaning and logical order.

3.7.E

Interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating.

3.7.F

Respond using newly acquired vocabulary as appropriate.

3.7.G

Discuss specific ideas in the text that are important to the meaning.

3.8.A

Infer the theme of a work, distinguishing theme from topic.

3.8.B

Explain the relationships among the major and minor characters.

3.8.C

Analyze plot elements, including the sequence of events, the conflict, and the resolution.

3.8.D

Explain the influence of the setting on the plot.

3.9.A

Demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths.

3.9.B

Explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems.

3.9.C

Discuss elements of drama such as characters, dialogue, setting, and acts.

3.9.D

Recognize characteristics and structures of informational text, including:

3.9.D.i

The central idea with supporting evidence.

3.9.D.ii

Features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding.

3.9.D.iii

Organizational patterns such as cause and effect and problem and solution.

3.9.E

Recognize characteristics and structures of argumentative text by:

3.9.E.i

Identifying the claim.

3.9.E.ii

Distinguishing facts from opinion.

3.9.E.iii

Identifying the intended audience or reader.

3.9.F

Recognize characteristics of multimodal and digital texts.