Texas 3rd Grade ELA Standards in Oral and Written Conventions

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3 Oral and Written Conventions

• 22 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.
  • A use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
    • i verbs (past, present, and future);
    • ii nouns (singular/plural, common/proper);
    • iii adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the);
    • iv adverbs (e.g., time: before, next; manner: carefully, beautifully);
    • v prepositions and prepositional phrases;
    • vi possessive pronouns (e.g., his, hers, theirs);
    • vii coordinating conjunctions (e.g., and, or, but); and
    • viii time-order transition words and transitions that indicate a conclusion;
  • B use the complete subject and the complete predicate in a sentence; and
  • C use complete simple and compound sentences with correct subject-verb agreement.
• 23 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
  • A write legibly in cursive script with spacing between words in a sentence;
  • B use capitalization for:
    • i geographical names and places;
    • ii historical periods; and
    • iii official titles of people;
  • C recognize and use punctuation marks including:
    • i apostrophes in contractions and possessives; and
    • ii commas in series and dates; and
  • D use correct mechanics including paragraph indentations.
• 24 Students spell correctly.
  • A use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;
  • B spell words with more advanced orthographic patterns and rules:
    • i consonant doubling when adding an ending;
    • ii dropping final “e” when endings are added (e.g., -ing, -ed);
    • iii changing y to i before adding an ending;
    • iv double consonants in middle of words;
    • v complex consonants (e.g., scr-, -dge, -tch); and
    • vi abstract vowels (e.g., ou as in could, touch, through, bought);
  • C spell high-frequency and compound words from a commonly used list;
  • D spell words with common syllable constructions (e.g., closed, open, final stable syllable);
  • E spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);
  • F spell complex contractions (e.g., should’ve, won’t); and
  • G use print and electronic resources to find and check correct spellings.