click: http://www.tea.state.tx.us/student.assessment/resources/online/2006/grade3/read/3reading.htm for a skills test of Grade 3 Reading materials. The TAKS reading assessments evaluate a subset of the Texas Essential Knowledge and Skills (TEKS), the state-mandated curriculum. This curriculum is specifically designed to help students make progress in reading by emphasizing the knowledge and skills most critical for student learning. Because the TAKS reading tests are closely aligned with the TEKS, students who effectively learn the TEKS will become proficient readers who are able to perform successfully on the test without unnecessary emphasis on test preparation. A system of support has been designed to ensure that all students master the TEKS. The Student Success Initiative (SSI) requires that students meet the standard on TAKS to be eligible for promotion to the next grade level as specified below:
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Pre-Test |
Texas Essential Knowledge Skills | eTAP Lessons |  |
Post-Test | |
| Outside Link | |||||
| TAKS | Objective 1. The student will demonstrate a basic understanding of culturally diverse written texts. |
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| Q&A | (D) | use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words (3); and | Worksheet 1 Root Words |
Phonics in Context: Odds and Ends | Q&A |
http://www.sadlier-oxford.com/phonics/crstcast/crstcastle.htm |
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| Q&A | (E) | use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1–3). | Worksheet 1 'ap' Word FamilyWorksheet 2 'at' Word Family |
Discovering Language Arts: Reading (Grades 3-5) | Q&A |
http://www.manatee.k12.fl.us/sites/ele |
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(3.7) Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to |
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| Q&A | (B) | read from a variety of genres [for pleasure and] to acquire information [from both print and electronic sources] (2–3). | Worksheet 1 Fiction vs. Nonfiction Worksheet 2 Poetry Worksheet 3 Biographies vs. Autobiographies |
The Beast of Monsieur Racine | Q&A |
(3.8) Reading/vocabulary development. The student develops an extensive vocabulary. The student is expected to |
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| Q&A | (C) | use [resources and references such as beginners’ dictionaries, glossaries, available technology, and] context to build word meanings and to confirm pronunciations of words (2–3); and | Worksheet 4 Finding Information | Discovering Language Arts: Research Skills (Grades 3-5) | Q&A |
| Q&A | (D) | demonstrate knowledge of synonyms, antonyms, and multi-meaning words [for example, by sorting, classifying, and identifying related words] (3). | Discovering Language Arts: Reading (Grades 3-5) | Q&A | |
http://www.rhlschool.com/eng4n16.htm |
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| (3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to | |||||
| Q&A | (C) | retell [or act out the order of] important events in stories (K–3); and | Worksheet 1 Recalling Facts Worksheet 2 Recalling Facts |
And Then What Happened, Paul Revere? | Q&A |
| http://pbskids.org/arthur/games/storyscr amble/scramble.html |
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| Q&A | (H) | produce summaries of text selections (2–3). | Brave Irene | Q&A | |
| http://library.thinkquest.org/J001156/writing.htm http://www.brainchild.com/gen/readingtest.asp?study= 0&mixed=1&testCatLevelID=183&testname=&catleveln ame=Reading+-+Grade+3&testCatLevelStrandID=-1&qs Name=&testmap=1 |
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| TAKS | Objective 2. The student will apply knowledge of literary elements to understand culturally diverse written texts. (3.11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts. The student is expected to |
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| Q&A | (H) | analyze characters, including their traits, feelings, relationships, and changes (1–3); | Character Traits | Chicken Little | Q&A |
| http://www.boobis.com/students/pyramid.html | |||||
| Q&A | (I) | identify the importance of the setting to a story’s meaning (1–3); | Setting | Hot Hippo | Q&A |
| http://www.harcourtschool.com/activity/ test_tutor/build19/grade3/skill14/index_pre.htm |
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| Q&A | (J) | recognize the story problem(s) or plot (1–3). | Plot | Here Comes the Cat! | Q&A |
| http://www.readingquest.org/pdf/prob.pdf | |||||
| TAKS | Objective 3. The student will use a variety of strategies to analyze culturally diverse written texts. (3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to |
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| Q&A | (C) | retell [or act out] the order of important events in stories (K–3); and | Worksheet 3 Recalling Facts Worksheet 4 Recalling Facts |
Officer Buckle and Gloria | Q&A |
| http://web2.uvcs.uvic.ca/elc/studyzone/ 330/reading/index.htm |
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| Q&A | (I) | represent text information in different ways, including story maps, graphs, and charts (2–3). | Discovering Language Arts: Research Skills (Grades 3-5) | Q&A | |
| http://www.geocities.com/fifth_grade_tpes/outline.html http://www.readwritethink.org/materials/storymap/ |
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| (3.11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts. The student is expected to | |||||
| Q&A | (A) | distinguish different forms of texts, including lists, newsletters, and signs and the functions they serve (K–3); and | DICTIONARY Worksheet 5 Understanding Definitions |
Q&A | |
| http://www.abcteach.com/Writing/FLinfo.htm http://www.nationalgeographic.com/kids/ngo/ cartoons/more.html |
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| Q&A | (C) | recognize the distinguishing features of familiar genres, including stories, [poems], and informational texts (1–3). | Johnny Appleseed | Q&A | |
| http://pbskids.org/arthur/games/poetry/what.html http://www.bbc.co.uk/arts/poetry/wordplay/ |
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| TAKS | Objective 4. The student will apply critical-thinking skills to analyze culturally diverse written texts. (3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to |
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| Q&A | (F) | make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1–3); and | Worksheet 1 Cause-Effect Relationships Worksheet 2 Cause-Effect Relationships |
Chato's Kitchen | Q&A |
| http://lrs.ed.uiuc.edu/students/fwalters/causeconnect.html | |||||
| Q&A | (J) | distinguish fact from opinion in various texts, including news stories and advertisements (3). | Discovering Language Arts: Writing (Grades 3-5) | Q&A | |
| http://www.abcteach.com/Food/factopinion.htm | |||||
| (3.10) Reading/literary response. The student responds to various texts. The student is expected to | |||||
| Q&A | (C) | support interpretations or conclusions with examples drawn from text (2–3). | Worksheet 1 Main Idea Worksheet 2 Finding the Main Idea Worksheet 4 Main Idea and Details Worksheet 5 Finding the Details |
Brave Irene | Q&A |
| http://www.beaconlearningcenter.com/Web Lessons/GetTheIdea/default.htm |
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