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3_ELAR

Page history last edited by Judi Moreillon 9 years, 6 months ago

3rd-Grade English Language Arts and Reading TEKS

 

Contributor: Julia Campbell

 

TEKS # Description AASL Standard Indicator #

§110.14.

(2)

Reading/Beginning Reading/Strategies.   
  (A)  use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions; 1.1.6
  (B)  ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; 1.1.3
Link to Lesson Plan  (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).

1.1.2

1.1.3

§110.14.

(3)

Reading/Fluency. 

1.1.6

4.1.2

§110.14.

(4)

Reading/Vocabulary Development.   
  (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. 1.1.4

§110.14.

(5)

Reading/Comprehension of Literary Text/Theme and Genre.  
Lesson Plan Link  (A)  paraphrase the themes and supporting details of fables, legends, myths, or stories;

4.1.2

4.1.3

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

4.1.2

4.1.3

§110.14.

(6)

Reading/Comprehension of Literary Text/Poetry.

4.1.2

4.1.3

§110.14.

(7)

Reading/Comprehension of Literary Text/Drama.

4.1.2

4.1.3

§110.14.

(8)

Reading/Comprehension of Literary Text/Fiction.    
  A)  sequence and summarize the plot's main events and explain their influence on future events; 4.1.3
  (B)  describe the interaction of characters including their relationships and the changes they undergo; 4.1.2

§110.14.

(9)

Reading/Comprehension of Literary Text/Literary Nonfiction.

1.1.7

4.1.2

4.1.3

§110.14.

(10)

Reading/Comprehension of Literary Text/Sensory Language. 

4.1.2

4.1.3

§110.14.

(11)

Reading/Comprehension of Text/Independent Reading. 

4.1.1

4.1.2

4.1.8

§110.14.

(12)

Reading/Comprehension of Informational Text/Culture and History.

4.1.2

4.1.3

§110.14.

(13)

Reading/Comprehension of Informational Text/Expository Text.  
  (A)  identify the details or facts that support the main idea;

1.1.5

2.1.3

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

1.1.5

2.1.1

  (C)  identify explicit cause and effect relationships among ideas in texts; 2.1.1
  (D)  use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. 1.1.4

§110.14.

(14)

Reading/Comprehension of Informational Text/Persuasive Text. 2.1.1

§110.14.

(15)

Reading/Comprehension of Informational Text/Procedural Texts.   
  (A)  follow and explain a set of written multi-step directions; 2.1.1
  (B)  locate and use specific information in graphic features of text. 1.1.4

§110.14.

(17)

Writing/Writing Process.   
  (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); 2.1.6
  (B)  develop drafts by categorizing ideas and organizing them into paragraphs; 2.1.6
  (C)  revise drafts for coherence, organization, use of simple and compound sentences, and audience; 2.1.6
  (D)  edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; 2.1.6
  (E)  publish written work for a specific audience. 2.1.6

§110.14.

(18)

Writing/Literary Texts.  
  (A)  write imaginative stories that build the plot to a climax and contain details about the characters and setting; 4.1.3
  (B)  write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse). 4.1.3

§110.14.

(20)

Writing/Expository and Procedural Texts.  
  (A)  create brief compositions that: (i)  establish a central idea in a topic sentence; (ii)  include supporting sentences with simple facts, details, and explanations; and (iii)  contain a concluding statement; 3.1.3
  (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);  3.1.3
  (C)  write responses to literary or expository texts that demonstrate an understanding of the text. 3.1.3

§110.14.

(21)

Writing/Persuasive Texts. 3.1.3

§110.14.

(24)

Oral and Written Conventions/Spelling.  
  (G)  use print and electronic resources to find and check correct spellings. 1.1.4

§110.14.

(25)

Research/Research Plan.  
  (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;

1.1.1

1.1.2

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

1.1.1

1.1.4

§110.14.

(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:  
  (A)  follow the research plan to collect information from multiple sources of information, both oral and written, including: (i)  student-initiated surveys, on-site inspections, and interviews; (ii)  data from experts, reference texts, and online searches; and (iii)  visual sources of information (e.g., maps, timelines, graphs) where appropriate;

1.1.4

1.1.5

  (B)  use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics); 1.1.4
  (C)  take simple notes and sort evidence into provided categories or an organizer;

1.1.6

2.1.2

4.1.6

  (D)  identify the author, title, publisher, and publication year of sources; 3.1.6
  (E)  differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. 3.1.6

§110.14.

(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). 2.1.1

§110.14.

(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.

2.1.6

4.1.8

§110.14.

(29)

Listening and Speaking/Listening.  
  (A)  listen attentively to speakers, ask relevant questions, and make pertinent comments;  1.1.9

§110.14.

(30)

Listening and Speaking/Speaking. 3.1.3

§110.14.

(31)

Listening and Speaking/Teamwork. 

1.1.9

2.1.5

3.1.2

 

Standards Descriptions Excerpted from the Texas Administrative Code (TAC), Title 19, Part II
Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading

 

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