Texas 3rd Grade ELA Standards in Reading

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3.1 The student will demonstrate an ability to understand a variety of written texts across reading genres.

• 3.1.4 Students understand new vocabulary and use it when reading and writing.
  • 3.1.4.A 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;
  • 3.1.4.B use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs;
  • 3.1.4.C identify and use antonyms, synonyms, homographs, and homophones.

3.2 The student will demonstrate an ability to understand and analyze literary texts.

• 3.2.2 Students comprehend a variety of texts drawing on useful strategies as needed.
  • 3.2.2.B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text.
• 3.2.5 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.
  • 3.2.5.A paraphrase the themes and supporting details of fables, legends, myths, or stories.
• 3.2.6 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
  • 3.2.6.A describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).
• 3.2.8 Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
  • 3.2.8.A sequence and summarize the plot’s main events and explain their influence on future events;
  • 3.2.8.B describe the interaction of characters including their relationships and the changes they undergo.
• 3.2.9 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.
• 3.2.10 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.
  • 3.2.10.A identify language that creates a graphic visual experience and appeals to the senses.
• 3.2.16 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
• 3.2.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
  • 3.2.Figure 19.D make inferences about text and use textual evidence to support understanding;
  • 3.2.Figure 19.E summarize information in text, maintaining meaning and logical order.

3.3 The student will demonstrate an ability to understand and analyze informational texts.

• 3.3.12 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.
• 3.3.13 Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
  • 3.3.13.A identify the details or facts that support the main idea;
  • 3.3.13.B draw conclusions from the facts presented in text and support those assertions with textual evidence;
  • 3.3.13.C identify explicit cause and effect relationships among ideas in texts;
  • 3.3.13.D use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.
• 3.3.15 Students understand how to glean and use information in procedural texts and documents.
  • 3.3.15.B locate and use specific information in graphic features of text.
• 3.3.16 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
• 3.3.Figure 19 Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
  • 3.3.Figure 19.D make inferences about text and use textual evidence to support understanding;
  • 3.3.Figure 19.E summarize information in text, maintaining meaning and logical order.