Texas State Standards for Language Arts: Grade 3

TX.110.14. English Language Arts and Reading, Grade 3, Beginning with School Year 2009-2010

(3.1) 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:

3.1 (A) Decode multisyllabic words in context and independent of context by applying common spelling patterns including:

3.1 (A) (i) Dropping the final ''e'' and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);

3.1 (A) (ii) Doubling final consonants when adding an ending (e.g., hop to hopping);

3.1 (A) (iii) Changing the final ''y'' to ''i'' (e.g., baby to babies);

3.1 (A) (iv) Using knowledge of common prefixes and suffixes (e.g., dis-, -ly); and

3.1 (A) (v) Using knowledge of derivational affixes (e.g., -de, -ful, -able);

3.1 (B) Use common syllabication patterns to decode words including:

3.1 (B) (i) Closed syllable (CVC) (e.g., mag-net, splen-did);

3.1 (B) (ii) Open syllable (CV) (e.g., ve-to);

3.1 (B) (iii) Final stable syllable (e.g., puz-zle, con-trac-tion);

3.1 (B) (iv) R-controlled vowels (e.g., fer-ment, car-pool); and

3.1 (B) (v) Vowel digraphs and diphthongs (e.g., ei-ther);

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

3.1 (D) Identify and read contractions (e.g., I'd, won't); and

3.1 (E) Monitor accuracy in decoding.

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

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

3.2 (B) Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and

3.2 (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).

(3.3) 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.

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

3.4 (A) Identify the meaning of common prefixes (e.g., ing-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots;

3.4 (B) Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;

3.4 (C) Identify and use antonyms, synonyms, homographs, and homophones;

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

3.4 (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.

(3.5) 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:

3.5 (A) Paraphrase the themes and supporting details of fables, legends, myths, or stories; and

3.5 (B) Compare and contrast the settings in myths and traditional folktales.

(3.6) 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).

(3.7) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama 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.

(3.8) 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:

3.8 (A) Sequence and summarize the plot's main events and explain their influence on future events;

3.8 (B) Describe the interaction of characters including their relationships and the changes they undergo; and

3.8 (C) Identify whether the narrator or speaker of a story is first or third person.

(3.9) 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.

(3.10) 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.

(3.11) 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).

(3.12) 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.

(3.13) 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:

3.13 (A) Identify the details or facts that support the main idea;

3.13 (B) Draw conclusions from the facts presented in text and support those assertions with textual evidence;

3.13 (C) Identify explicit cause and effect relationships among ideas in texts; and

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

(3.14) 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.

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

3.15 (A) Follow and explain a set of written multi-step directions; and

3.15 (B) Locate and use specific information in graphic features of text.

(3.16) 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:

3.16 (A) Understand how communication changes when moving from one genre of media to another;

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

3.16 (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).

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

3.17 (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);

3.17 (B) Develop drafts by categorizing ideas and organizing them into paragraphs;

3.17 (C) Revise drafts for coherence, organization, use of simple and compound sentences, and audience;

3.17 (D) Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and

3.17 (E) Publish written work for a specific audience.

(3.18) 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:

3.18 (A) Write imaginative stories that build the plot to a climax and contain details about the characters and setting; and

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

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

(3.20) 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:

3.20 (A) Create brief compositions that:

3.20 (A) (i) Establish a central idea in a topic sentence;

3.20 (A) (ii) Include supporting sentences with simple facts, details, and explanations; and

3.20 (A) (iii) Contain a concluding statement;

3.20 (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

3.20 (C) Write responses to literary or expository texts that demonstrate an understanding of the text.

(3.21) 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.

(3.22) 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:

3.22 (A) Use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

3.22 (A) (i) Verbs (past, present, and future);

3.22 (A) (ii) Nouns (singular/plural, common/proper);

3.22 (A) (iii) Adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the);

3.22 (A) (iv) Adverbs (e.g., time: before, next; manner: carefully, beautifully);

3.22 (A) (v) Prepositions and prepositional phrases;

3.22 (A) (vi) Possessive pronouns (e.g., his, hers, theirs);

3.22 (A) (vii) Coordinating conjunctions (e.g., and, or, but); and

3.22 (A) (viii) Time-order transition words and transitions that indicate a conclusion;

3.22 (B) Use the complete subject and the complete predicate in a sentence; and

3.22 (C) Use complete simple and compound sentences with correct subject-verb agreement.

(3.23) 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:

3.23 (A) Write legibly in cursive script with spacing between words in a sentence;

3.23 (B) Use capitalization for:

3.23 (B) (i) Geographical names and places;

3.23 (B) (ii) Historical periods; and

3.23 (B) (iii) Official titles of people;

3.23 (C) Recognize and use punctuation marks including:

3.23 (C) (i) Apostrophes in contractions and possessives; and

3.23 (C) (ii) Commas in series and dates; and

3.23 (D) Use correct mechanics including paragraph indentations.

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

3.24 (A) Use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;

3.24 (B) Spell words with more advanced orthographic patterns and rules:

3.24 (B) (i) Consonant doubling when adding an ending;

3.24 (B) (ii) Dropping final ''e'' when endings are added (e.g., -ing, -ed);

3.24 (B) (iii) Changing y to i before adding an ending;

3.24 (B) (iv) Double consonants in middle of words;

3.24 (B) (v) Complex consonants (e.g., scr-, -dge, -tch); and

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

3.24 (C) Spell high-frequency and compound words from a commonly used list;

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

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

3.24 (F) Spell complex contractions (e.g., should've, won't); and

3.24 (G) Use print and electronic resources to find and check correct spellings.

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

3.25 (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

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

(3.26) 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:

3.26 (A) Follow the research plan to collect information from multiple sources of information, both oral and written, including:

3.26 (A) (i) Student-initiated surveys, on-site inspections, and interviews;

3.26 (A) (ii) Data from experts, reference texts, and online searches; and

3.26 (A) (iii) Visual sources of information (e.g., maps, timelines, graphs) where appropriate;

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

3.26 (C) Take simple notes and sort evidence into provided categories or an organizer;

3.26 (D) Identify the author, title, publisher, and publication year of sources; and

3.26 (E) Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

(3.27) 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).

(3.28) 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.

(3.29) 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:

3.29 (A) Listen attentively to speakers, ask relevant questions, and make pertinent comments; and

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

(3.30) 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.

(3.31) 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.

TX.128.14. Spanish Language Arts and Reading, Grade 3, Beginning with School Year 2009-2010

3.1 (F) Identify the syllable that is stressed (silaba tonica);

3.1 (G) Decode words with an orthographic accent (e.g., dia, tambien, despues);

3.1 (H) Use knowledge of the meaning of base words to identify and read common compound words (e.g., sacapuntas, abrelatas, salvavidas); and

3.1 (I) Monitor accuracy in decoding words that have same sound represented by different letters.

3.22 (A) (ix) Time-order transition words and transitions that indicate a conclusion (e.g., finalmente, por ultimo);

3.22 (D) Identify, read, and write abbreviations (e.g., Ave, Dra., Atte.).

3.24 (A) (i) Words that use syllables with hard /r/ spelled as ''r'' or ''rr,'' as in raton and carro;

3.24 (A) (ii) Words that use syllables with soft /r/ spelled as ''r'' and always between two vowels, as in pero and perro;

3.24 (A) (iii) Words that use syllables with silent ''h'' (e.g., ahora, almohada);

3.24 (A) (iv) Words that use syllables que-, qui-, as in queso and quito; gue-, gui-, as in guiso and juguete; and gue-, gui-, as in paraguero and aguita;

3.24 (A) (v) Words that have the same sound represented by different letters (e.g., ''r'' and ''rr,'' as in raton and perro; ''ll'' and ''y,'' as in llave and yate; ''g'' and ''j,'' as in gigante and jirafa; ''c,'' ''k,'' and ''q,'' as in casa, kilo, and quince; ''c,'' ''s,'' and ''z,'' as in cereal, semilla, and zapato; ''j'' and ''x,'' as in cojin and Mexico; ''i'' and ''y,'' as in iman and doy; ''b'' and ''v,'' as in burro and vela); and

3.24 (A) (vi) Words using ''n'' before ''v'' (e.g., invitacion), ''m'' before ''b'' (e.g., cambiar), and ''m'' before ''p'' (e.g., comprar);

3.24 (E) (i) Words that have a prosodic or orthographic accent on the last syllable (palabras agudas) (e.g., feliz, cancion); and

3.24 (E) (ii) Words that have a prosodic or orthographic accent on the second-to-last syllable (palabras graves) (e.g., casa, arbol);

3.24 (H) Use with increased accuracy accents on words commonly used in questions and exclamations (e.g., cual, donde, como);

3.24 (I) Differentiate the meaning or function of a word based on the diacritical accent (e.g., se/se, el/el, mas/mas);

3.24 (J) Mark accents appropriately when conjugating verbs in simple and imperfect past, perfect, conditional, and future tenses (e.g., corrio, jugo, tenia, gustaria, vendra); and

3.24 (K) Use print and electronic resources to find and check correct spellings.