Texas homeschool hubGrade 3 · English Language Arts
Grade 3 English Language ArtsTEKS Scope & Sequence
The Texas Essential Knowledge and Skills your grade 3 student covers in english language arts — the same standards state assessments and Texas curricula are built on.
TEKS scope & sequence
78 standardsStandards are ordered by STAAR priority — Readiness standards first, then Supporting, then the rest. Readiness standards carry the most weight on the state assessment.
ReadinessSupportingSTAAR-tested
| TEKS | Standard | STAAR |
|---|---|---|
| 3.10A | explain the author's purpose and message within a text; | Readiness |
| 3.11C | revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity; | Readiness |
| 3.12B | compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft; | Readiness |
| 3.12C | compose argumentative texts, including opinion essays, using genre characteristics and craft; and | Readiness |
| 3.3B | use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words; | Readiness |
| 3.6E | make connections to personal experiences, ideas in other texts, and society; | Readiness |
| 3.6F | make inferences and use evidence to support understanding; | Readiness |
| 3.6G | evaluate details read to determine key ideas; | Readiness |
| 3.6H | synthesize information to create new understanding; and | Readiness |
| 3.7B | write a response to a literary or informational text that demonstrates an understanding of a text; | Readiness |
| 3.7C | use text evidence to support an appropriate response; | Readiness |
| 3.8B | explain the relationships among the major and minor characters; | Readiness |
| 3.8C | analyze plot elements, including the sequence of events, the conflict, and the resolution; and | Readiness |
| 3.10B | explain how the use of text structure contributes to the author's purpose; | Supporting |
| 3.10C | explain the author's use of print and graphic features to achieve specific purposes; | Supporting |
| 3.10D | describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes; | Supporting |
| 3.10E | identify the use of literary devices, including first- or third-person point of view; | Supporting |
| 3.10F | discuss how the author's use of language contributes to voice; and | Supporting |
| 3.10G | identify and explain the use of hyperbole. | Supporting |
| 3.3A | use print or digital resources to determine meaning, syllabication, and pronunciation; | Supporting |
| 3.3C | identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and | Supporting |
| 3.3D | identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text. | Supporting |
| 3.6C | make and correct or confirm predictions using text features, characteristics of genre, and structures; | Supporting |
| 3.7D | retell and paraphrase texts in ways that maintain meaning and logical order; | Supporting |
| 3.8A | infer the theme of a work, distinguishing theme from topic; | Supporting |
| 3.8D | explain the influence of the setting on the plot. | Supporting |
| 3.9A | demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths; | Supporting |
| 3.9B | explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems; | Supporting |
| 3.9C | discuss elements of drama such as characters, dialogue, setting, and acts; | Supporting |
| 3.1 | Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to: (A) listen actively, ask relevant questions to clarify information, and make pertinent comments; (B) follow, restate, and give oral instructions that involve a series of related sequences of action; (C) speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively; (D) work collaboratively with others by following agreed-upon rules, norms, and protocols; and (E) develop social communication such as conversing politely in all situations. | — |
| 3.10 | Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: (A) explain the author's purpose and message within a text; (B) explain how the use of text structure contributes to the author's purpose; (C) explain the author's use of print and graphic features to achieve specific purposes; (D) describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes; (E) identify the use of literary devices, including first- or third-person point of view; (F) discuss how the author's use of language contributes to voice; and (G) identify and explain the use of hyperbole. | — |
| 3.11 | Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: (A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping; (B) develop drafts into a focused, structured, and coherent piece of writing by: (C) revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity; (D) edit drafts using standard English conventions, including: (E) publish written work for appropriate audiences. | — |
| 3.11A | plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping; | — |
| 3.11B | develop drafts into a focused, structured, and coherent piece of writing by: | — |
| 3.11D | edit drafts using standard English conventions, including: | — |
| 3.11E | publish written work for appropriate audiences. | — |
| 3.12 | Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: (A) compose literary texts, including personal narratives and poetry, using genre characteristics and craft; (B) compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft; (C) compose argumentative texts, including opinion essays, using genre characteristics and craft; and (D) compose correspondence such as thank you notes or letters. | — |
| 3.12A | compose literary texts, including personal narratives and poetry, using genre characteristics and craft; | — |
| 3.12D | compose correspondence such as thank you notes or letters. | — |
| 3.13 | Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: (A) generate questions on a topic for formal and informal inquiry; (B) develop and follow a research plan with adult assistance; (C) identify and gather relevant information from a variety of sources; (D) identify primary and secondary sources; (E) demonstrate understanding of information gathered; (F) recognize the difference between paraphrasing and plagiarism when using source materials; (G) create a works cited page; and (H) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. | — |
| 3.13A | generate questions on a topic for formal and informal inquiry; | — |
| 3.13B | develop and follow a research plan with adult assistance; | — |
| 3.13C | identify and gather relevant information from a variety of sources; | — |
| 3.13D | identify primary and secondary sources; | — |
| 3.13E | demonstrate understanding of information gathered; | — |
| 3.13F | recognize the difference between paraphrasing and plagiarism when using source materials; | — |
| 3.13G | create a works cited page; and | — |
| 3.13H | use an appropriate mode of delivery, whether written, oral, or multimodal, to present results. | — |
| 3.1A | listen actively, ask relevant questions to clarify information, and make pertinent comments; | — |
| 3.1B | follow, restate, and give oral instructions that involve a series of related sequences of action; | — |
| 3.1C | speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively; | — |
| 3.1D | work collaboratively with others by following agreed-upon rules, norms, and protocols; and | — |
| 3.1E | develop social communication such as conversing politely in all situations. | — |
| 3.2 | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to: (A) demonstrate and apply phonetic knowledge by: (B) demonstrate and apply spelling knowledge by: (C) alphabetize a series of words to the third letter; and (D) write complete words, thoughts, and answers legibly in cursive leaving appropriate spaces between words. | — |
| 3.2A | demonstrate and apply phonetic knowledge by: | — |
| 3.2B | demonstrate and apply spelling knowledge by: | — |
| 3.2C | alphabetize a series of words to the third letter; and | — |
| 3.2D | write complete words, thoughts, and answers legibly in cursive leaving appropriate spaces between words. | — |
| 3.3 | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to: (A) use print or digital resources to determine meaning, syllabication, and pronunciation; (B) use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words; (C) identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful; and (D) identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text. | — |
| 3.4 | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to: (A) use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. | — |
| 3.4A | use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text. | — |
| 3.5 | Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to: (A) self-select text and read independently for a sustained period of time. | — |
| 3.5A | self-select text and read independently for a sustained period of time. | — |
| 3.6 | Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (A) establish purpose for reading assigned and self-selected texts; (B) generate questions about text before, during, and after reading to deepen understanding and gain information; (C) make and correct or confirm predictions using text features, characteristics of genre, and structures; (D) create mental images to deepen understanding; (E) make connections to personal experiences, ideas in other texts, and society; (F) make inferences and use evidence to support understanding; (G) evaluate details read to determine key ideas; (H) synthesize information to create new understanding; and (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down. | — |
| 3.6A | establish purpose for reading assigned and self-selected texts; | — |
| 3.6B | generate questions about text before, during, and after reading to deepen understanding and gain information; | — |
| 3.6D | create mental images to deepen understanding; | — |
| 3.6I | monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down. | — |
| 3.7 | Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: (A) describe personal connections to a variety of sources, including self-selected texts; (B) write a response to a literary or informational text that demonstrates an understanding of a text; (C) use text evidence to support an appropriate response; (D) retell and paraphrase texts in ways that maintain meaning and logical order; (E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating; (F) respond using newly acquired vocabulary as appropriate; and (G) discuss specific ideas in the text that are important to the meaning. | — |
| 3.7A | describe personal connections to a variety of sources, including self-selected texts; | — |
| 3.7E | interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating; | — |
| 3.7F | respond using newly acquired vocabulary as appropriate; and | — |
| 3.7G | discuss specific ideas in the text that are important to the meaning. | — |
| 3.8 | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to: (A) infer the theme of a work, distinguishing theme from topic; (B) explain the relationships among the major and minor characters; (C) analyze plot elements, including the sequence of events, the conflict, and the resolution; and (D) explain the influence of the setting on the plot. | — |
| 3.9 | Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to: (A) demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths; (B) explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems; (C) discuss elements of drama such as characters, dialogue, setting, and acts; (D) recognize characteristics and structures of informational text, including: (E) recognize characteristics and structures of argumentative text by: (F) recognize characteristics of multimodal and digital texts. | — |
| 3.9D | recognize characteristics and structures of informational text, including: | — |
| 3.9E | recognize characteristics and structures of argumentative text by: | — |
| 3.9F | recognize characteristics of multimodal and digital texts. | — |