Standardized Test Preparation

TEKS (Texas Essential Knowledge and Skills)

References: Texas Education Agency : STAAR Reading Test 2015 | Texas Education Agency : Answer Key Reading 2015 | Texas Education Agency : STAAR Released Tests |

Language Arts - Grade 3

Assessment Exam - TEKS Grade 3 Language Arts

Reading/Beginning Reading Skills/Phonics	eTAP Lesson
Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English
Decode multisyllabic words in context and independent of context by applying common spelling patterns including: Dropping the final "e" and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable) Doubling final consonants when adding an ending (e.g., hop to hopping) Changing the final "y" to "i" (e.g., baby to babies) Using knowledge of common prefixes and suffixes (e.g., dis-, -ly) Using knowledge of derivational affixes (e.g., -de, -ful, -able) TX.ELA.110.14.1.A	Phonemes Beginning, Middle & Ending Sounds Vowel Sounds Rhyming Words Consonant Blends
Use common syllabication patterns to decode words including: Closed syllable (CVC) (e.g., mag-net, splen-did) Open syllable (CV) (e.g., ve-to) Final stable syllable (e.g., puz-zle, con-trac-tion) R-controlled vowels (e.g., fer-ment, car-pool Vowel digraphs and diphthongs (e.g., ei-ther) TX.ELA.110.14.1.B	Vowel Digraphs Syllables
Decode words applying knowledge of common spelling patterns (e.g., -eigh, -ought) TX.ELA.110.14.1.C	Word Families Vowel Patterns
Identify and read contractions (e.g., I'd, won't) TX.ELA.110.14.1.D	Contractions
Monitor accuracy in decoding TX.ELA.110.14.1.E
Reading/Beginning Reading/Strategies	eTAP Lesson
Students comprehend a variety of texts drawing on useful strategies as needed
Use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions TX.ELA.110.14.2.A	Predictions
Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text TX.ELA.110.14.2.B	Main Idea and Supporting Details Questioning
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) TX.ELA.110.14.2.C	Types of Literature Retelling/Recall Facts
Reading/Fluency	eTAP Lesson
Students read grade-level text with fluency and comprehension
Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension TX.ELA.110.14.3
Reading/Vocabulary Development	eTAP Lesson
Students understand new vocabulary and use it when reading and writing
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 TX.ELA.110.14.4.A	Root/Base Words Prefixes & Suffixes Prefixes & Suffixes Gr 4
Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs TX.ELA.110.14.4.B
Identify and use antonyms, synonyms, homographs, and homophones TX.ELA.110.14.4.C	Antonyms, Synonyms, Homophones & Homographs Antonyms, Synonyms, Homophones & Homographs Gr 4
Identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles) TX.ELA.110.14.4.D	Descriptive Words Rhyming Words
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 TX.ELA.110.14.4.E	Dictionary
Reading/Comprehension of Literary Text/Theme and Genre	eTAP Lesson
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
Paraphrase the themes and supporting details of fables, legends, myths, or stories TX.ELA.110.14.5.A	Types of Literature
Compare and contrast the settings in myths and traditional folktales TX.ELA.110.14.5.B	Compare and Contrast Types of Literature
Reading/Comprehension of Literary Text/Poetry	eTAP Lesson
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding
Describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse) TX.ELA.110.14.6	Types of Literature
Reading/Comprehension of Literary Text/Drama	eTAP Lesson
Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding
Explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed TX.ELA.110.14.7	Types of Literature
Reading/Comprehension of Literary Text/Fiction	eTAP Lesson
Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding
Sequence and summarize the plot's main events and explain their influence on future events TX.ELA.110.14.8.A	Sequencing Cause-effect Relationships Main Idea and Supporting Details Retelling/Recall Facts Questioning
Describe the interaction of characters including their relationships and the changes they undergo TX.ELA.110.14.8.B
Identify whether the narrator or speaker of a story is first or third person TX.ELA.110.14.8.C	Brief Narratives
Reading/Comprehension of Literary Text/Literary Nonfiction	eTAP Lesson
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
Explain the difference in point of view between a biography and autobiography TX.ELA.110.14.9	Types of Literature
Reading/Comprehension of Literary Text/Sensory Language	eTAP Lesson
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
Identify language that creates a graphic visual experience and appeals to the senses TX.ELA.110.14.10	Descriptive Words
Reading/Comprehension of Text/Independent Reading	eTAP Lesson
Students read independently for sustained periods of time and produce evidence of their reading
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) TX.ELA.110.14.11	Retelling/Recall Facts
Reading/Comprehension of Informational Text/Culture and History	eTAP Lesson
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
Identify the topic and locate the author's stated purposes in writing the text TX.ELA.110.14.12	Main Idea and Supporting Details
Reading/Comprehension of Informational Text/Expository Text	eTAP Lesson
Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding
Identify the details or facts that support the main idea TX.ELA.110.14.13.A	Main Idea and Supporting Details Retelling/Recall Facts
Draw conclusions from the facts presented in text and support those assertions with textual evidence TX.ELA.110.14.13.B
Identify explicit cause and effect relationships among ideas in texts TX.ELA.110.14.13.C	Cause-effect Relationships
Use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text TX.ELA.110.14.13.D	Structural Features of Text
Reading/Comprehension of Informational Text/Persuasive Text	eTAP Lesson
Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis
Identify what the author is trying to persuade the reader to think or do TX.ELA.110.14.14	Main Idea and Supporting Details
Reading/Comprehension of Informational Text/Procedural Texts	eTAP Lesson
Students understand how to glean and use information in procedural texts and documents
Follow and explain a set of written multi-step directions TX.ELA.110.14.15.A	Sequencing
Locate and use specific information in graphic features of text TX.ELA.110.14.15.B	Book Parts
Reading/Media Literacy	eTAP Lesson
Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning
Understand how communication changes when moving from one genre of media to another TX.ELA.110.14.16.A	Media
Explain how various design techniques used in media influence the message (e.g., shape, color, sound) TX.ELA.110.14.16.B	Media
Compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article) TX.ELA.110.14.16.C
Writing/Writing Process	eTAP Lesson
Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text
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) TX.ELA.110.14.17.A	Organization and Focus
Develop drafts by categorizing ideas and organizing them into paragraphs TX.ELA.110.14.17.B	Brief Narratives Paragraphs
Revise drafts for coherence, organization, use of simple and compound sentences, and audience TX.ELA.110.14.17.C	Brief Narratives Paragraphs
Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric TX.ELA.110.14.17.D	Brief Narratives Paragraphs
Publish written work for a specific audience TX.ELA.110.14.17.E	Organization and Focus
Writing/Literary Texts	eTAP Lesson
Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas
Write imaginative stories that build the plot to a climax and contain details about the characters and setting TX.ELA.110.14.18.A	Brief Narratives
Write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse) TX.ELA.110.14.18.B	Poetry
Writing	eTAP Lesson
Students write about their own experiences
Write about important personal experiences TX.ELA.110.14.19	Brief Narratives
Writing/Expository and Procedural Texts	eTAP Lesson
Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes
Create brief compositions that: Establish a central idea in a topic sentence Include supporting sentences with simple facts, details, and explanations Contain a concluding statement TX.ELA.110.14.20.A	Organization and Focus
Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
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) TX.ELA.110.14.20.B
Write responses to literary or expository texts that demonstrate an understanding of the text TX.ELA.110.14.20.C
Writing/Persuasive Texts	eTAP Lesson
Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues
Write persuasive essays for appropriate audiences that establish a position and use supporting details TX.ELA.110.14.21	Brief Narratives Argument and Persuasion
Oral and Written Conventions/Conventions	eTAP Lesson
Students understand the function of and use the conventions of academic language when speaking and writing
Use and understand the function of the following parts of speech in the context of reading, writing, and speaking: Verbs (past, present, and future) Nouns (singular/plural, common/proper) Adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the) Adverbs (e.g., time: before, next; manner: carefully, beautifully) Prepositions and prepositional phrases Possessive pronouns (e.g., his, hers, theirs) Coordinating conjunctions (e.g., and, or, but); and Time-order transition words and transitions that indicate a conclusion TX.ELA.110.14.22.A	Contractions Plurals Nouns Pronouns Verbs
Use the complete subject and the complete predicate in a sentence TX.ELA.110.14.22.B	Letters, Words, & Sentences Sentence Structure
Use complete simple and compound sentences with correct subject-verb agreement TX.ELA.110.14.22.C
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation	eTAP Lesson
Students write legibly and use appropriate capitalization and punctuation conventions in their compositions
Write legibly in cursive script with spacing between words in a sentence TX.ELA.110.14.23.A	Penmanship
Use capitalization for: Geographical names and places Historical periods Official titles of people TX.ELA.110.14.23.B	Capitalization
Recognize and use punctuation marks including: Apostrophes in contractions and possessives Commas in series and dates TX.ELA.110.14.23.C	Commas Period/Exclamation Point/Question Mark
Use correct mechanics including paragraph indentations TX.ELA.110.14.23.D
Oral and Written Conventions/Spelling	eTAP Lesson
Students spell correctly
Use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell TX.ELA.110.14.24.A	Vowel Patterns
Spell words with more advanced orthographic patterns and rules: Consonant doubling when adding an ending Dropping final "e" when endings are added (e.g., -ing, -ed) Changing y to i before adding an ending Double consonants in middle of words Complex consonants (e.g., scr-, -dge, -tch) Abstract vowels (e.g., ou as in could, touch, through, bought) TX.ELA.110.14.24.B	Vowel Patterns
Spell high-frequency and compound words from a commonly used list TX.ELA.110.14.24.C	Summary & Spelling Vowel Patterns
Spell words with common syllable constructions (e.g., closed, open, final stable syllable) TX.ELA.110.14.24.D	Summary & Spelling Vowel Patterns
Spell single syllable homophones (e.g., bear/bare; week/weak; road/rode) TX.ELA.110.14.24.E	Summary & Spelling Vowel Patterns
Spell complex contractions (e.g., should've, won't) TX.ELA.110.14.24.F	Contractions
Use print and electronic resources to find and check correct spellings TX.ELA.110.14.24.G	Dictionary
Research/Research Plan	eTAP Lesson
Students ask open-ended research questions and develop a plan for answering them
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 TX.ELA.110.14.25.A
Generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question TX.ELA.110.14.25.B
Research/Gathering Sources	eTAP Lesson
Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather
Follow the research plan to collect information from multiple sources of information, both oral and written, including: Student-initiated surveys, on-site inspections, and interviews Data from experts, reference texts, and online searches Visual sources of information (e.g., maps, timelines, graphs) where appropriate TX.ELA.110.14.26.A
Use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics) TX.ELA.110.14.26.B
Take simple notes and sort evidence into provided categories or an organizer TX.ELA.110.14.26.C	Organization and Focus
Identify the author, title, publisher, and publication year of sources TX.ELA.110.14.26.D
Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources TX.ELA.110.14.26.E
Research/Synthesizing Information	eTAP Lesson
Students clarify research questions and evaluate and synthesize collected information
Improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic) TX.ELA.110.14.27
Research/Organizing and Presenting Ideas	eTAP Lesson
Students organize and present their ideas and information according to the purpose of the research and their audience
Daw 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 TX.ELA.110.14.28	Organization and Focus
Listening and Speaking/Listening	eTAP Lesson
Students use comprehension skills to listen attentively to others in formal and informal settings
Listen attentively to speakers, ask relevant questions, and make pertinent comments TX.ELA.110.14.29.A	Oral Presentations
Follow, restate, and give oral instructions that involve a series of related sequences of action TX.ELA.110.14.29.B	Oral Directions
Listening and Speaking/Speaking	eTAP Lesson
Students speak clearly and to the point, using the conventions of language Students continue to apply earlier standards with greater complexity
Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively TX.ELA.110.14.30	Oral Presentations Descriptive Words
Listening and Speaking/Teamwork	eTAP Lesson
Students work productively with others in teams Students continue to apply earlier standards with greater complexity
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.ELA.110.14.31