Oral language, vocabulary, reading habits and, in the early grades, phonics, spelling, fluency and handwriting: the building blocks of reading and writing.
3.1 Oral language foundations: grow spoken-language skill by listening, speaking, and discussing
3.1B Follow, restate, and give spoken directions involving a series of related actions
3.1C Speak coherently on the topic under discussion, using eye contact, rate, volume, enunciation, and language conventions to convey ideas
3.1D Collaborate with peers by following agreed rules, norms, and protocols
3.1E Build social communication skills, for instance polite conversation in every situation
3.2 Early reading and writing foundations: word-structure knowledge via morphology, phonics, print concepts, and phonological awareness, for decoding, spelling, and communicating
3.2A Decode multisyllabic words with several sound-spelling patterns (for example, eigh); closed, open, VCe, vowel-team (digraphs, diphthongs), r-controlled and final stable syllables; compound words, contractions, abbreviations; syllable division with accent shifts; prefixes; suffixes, including how they change base words (for example, dropping e); and research-backed high-frequency words
3.2B Spell multisyllabic words with closed, open, VCe, vowel-team (digraphs, diphthongs), r-controlled and final stable syllables; homophones; compound words, contractions, abbreviations; multisyllabic words with several sound-spelling patterns; syllable division patterns, for example VCCV; prefixes; and suffixes, including how they change base words, for example changing y to i
3.2C Put a series of words in alphabetical order through the third letter
3.2D Use legible cursive for whole words, thoughts, and answers, leaving suitable gaps between words
3.3 Vocabulary foundations: use newly learned vocabulary when speaking and writing
3.3A Use print or digital references to find meaning, syllable breaks, and pronunciation
3.3B Work out unfamiliar and multiple-meaning words from context in and beyond the sentence
3.3C Learn and use affixed words, for example with -ful, -y, -ness, pre-, in-, dis-, non-, and im-, and name their meanings
3.3D Recognize, use, and explain idioms, homographs, homophones, synonyms, and antonyms found in a text
3.4 Fluency foundations: read texts at grade level smoothly and with understanding, using suitable rate, accuracy, and prosody
3.4A Read grade-level text with suitable fluency: rate, accuracy, and prosody
3.5 Independent reading foundations: choose grade-appropriate texts and read them on your own
3.5A Pick your own text and read on your own for a long, sustained period
Comprehension Skills
Using reading strategies to understand, summarize and make sense of what students read and hear.
3.6 Comprehension: apply metacognitive strategies to build and deepen understanding of increasingly complex texts
3.6A Set a purpose for reading both assigned and self-selected texts
3.6B Ask questions ahead of, throughout, and following reading to deepen understanding and gather information
3.6C Make predictions, then correct or confirm them, using text features, genre characteristics, and structures
3.6D Form mental images to deepen understanding
3.6E Connect the text to personal experiences, other texts, and society
3.6F Draw inferences and cite evidence to support understanding
3.6G Weigh the details read in order to identify key ideas
3.6H Synthesize information to build new understanding
3.6I Monitor comprehension and adjust when it breaks down: re-read, use background knowledge, ask questions, annotate
Response Skills
Responding to texts in speaking and writing, with evidence and personal connections.
3.7 Response: respond to an increasingly demanding range of sources people read, hear, or view
3.7A Describe personal connections with varied sources, including self-selected texts
3.7B Respond in writing to literary or informational texts, showing understanding
3.7C Support an appropriate response with evidence from the text
3.7D Retell and paraphrase texts, keeping meaning and logical order
3.7E Interact with sources meaningfully, for example by notetaking, annotating, freewriting, or illustrating
3.7F Use newly learned vocabulary in responses where appropriate
3.7G Discuss the specific ideas in a text that are key to its meaning
Multiple Genres
Reading and analyzing fiction, poetry, drama, informational texts and media, and what makes each genre work.
3.8 Literary elements: recognize and analyze literary elements within and across texts of many kinds: traditional, contemporary, classical, diverse
3.8A Infer a work's theme and tell theme apart from topic
3.8B Explain the relationships among major and minor characters
3.8C Analyze plot elements, including sequence of events, conflict, and resolution
3.8D Explain how the setting influences the plot
3.9 Genres: recognize and analyze genre traits, structures, and aims within and across traditional, contemporary, classical, and varied texts
3.9A Show knowledge of the traits of familiar children's literature, for example myths, legends, fairy tales, fables, and folktales
3.9B Explain rhyme patterns, sound devices, and structures such as stanzas across poems of many kinds
3.9C Discuss drama elements, for example acts, setting, dialogue, and characters
3.9D Recognize informational text structure: central idea with evidence; features (timelines, tables, graphs, sections, bullets, numbers, bold and italic type); patterns like cause and effect or problem and solution
3.9E Recognize argumentative text traits: identify the claim, tell fact from opinion, and identify the intended audience or reader
3.9F Recognize traits of multimodal and digital texts
Author's Purpose and Craft
How authors choose words, structure and techniques to inform, persuade and entertain.
3.10 Author's craft: analyze authors' choices and how they shape meaning, then apply craft in your own products and performances
3.10A Explain the message and purpose the author conveys in a text
3.10B Explain how text structure supports the author's purpose
3.10C Explain how the author's print and graphic features serve specific purposes
3.10D Describe how an author's imagery, literal and figurative language (for example, simile), and sound devices (for example, onomatopoeia) serve specific purposes
3.10E Spot literary devices, including point of view told in first or third person
3.10F Discuss how an author's language choices add to voice
3.10G Identify and explain hyperbole
Composition and Writing
Writing process, genres of writing, and the conventions of grammar, usage, punctuation and spelling.
3.11 Composition, writing process: cycle back through the stages of writing to produce multiple legible texts using suitable conventions
3.11A Plan a first draft: pick a genre suited to topic, purpose, and audience, drawing on strategies like mapping, brainstorming, and freewriting
3.11B Develop drafts into focused, structured, coherent writing: purposeful organization with an introduction and conclusion, building an engaging idea supported by relevant details
3.11C Revise drafts to improve sentences and word choice: add, delete, combine, and rearrange ideas for coherence and clarity
3.11D Edit drafts: complete simple and compound sentences (subject-verb agreement); comparative and superlative adjectives; manner adverbs; coordinating conjunctions, now joining sentences too; capitals for official titles, holidays, place names; possessive and contraction apostrophes; commas in compound sentences and lists; plus grade 2's tenses, time adverbs, nouns, prepositions, pronouns and spelling
3.11E Publish finished writing for suitable readers
3.12 Composition, genres: draw on genre features and craft when composing multiple meaningful texts
3.12A Write literary texts, including poetry and personal narratives, applying genre features and craft
3.12B Write informational texts, including brief pieces conveying information on a topic, with one clear central idea, genre features, and craft
3.12C Write argumentative texts, including opinion essays, applying genre features and craft
3.12D Write correspondence, for example thank-you notes or letters
Inquiry and Research
Asking questions, finding and evaluating sources, and presenting what was learned.
3.13 Inquiry and research: pursue both brief and extended recursive inquiry for varied purposes
3.13A Develop questions about a topic to guide formal and informal inquiry
3.13B Create a research plan and carry it out, with adult support
3.13C Locate and collect relevant information from varied sources
3.13D Identify primary and secondary sources
3.13E Show understanding of the information gathered
3.13F Tell paraphrasing apart from plagiarism when using source materials
3.13G Create a works cited page
3.13H Present results in a suitable mode of delivery: written, oral, or multimodal
There are 65 3rd Grade TEKS ELAR Standards on this page, in 7 strands: Foundational Language Skills, Comprehension Skills, Response Skills, Multiple Genres, Author's Purpose and Craft, Composition and Writing, and Inquiry and Research.
How do I write an assessment for a 3rd Grade TEKS ELAR standard?
Pick a standard on this page and choose Make a quiz or Make an exit ticket. AssessmentWiz opens the generator with the standard's code and text filled in, so every question targets that standard.
What does a code like 3.1A mean?
TEKS ELAR codes read grade, knowledge and skills statement, student expectation. In 3.1A, the first number is the grade (K for kindergarten), the next number is the knowledge and skills statement, and the letter is the student expectation under it.