Reading 3 Ab

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Spring Branch Independent School District
Dr. Barry M. Bishop
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Houston, TX, 713-365-5616

TEKS Reading 3rd grade

GRADE 3 READING TAAS Objectives and Related TEKS	Library Support
DOMAIN: READING COMPREHENSION
TAAS Objective 1 - Grade 3 Reading The student will determine the meaning of words in a variety of written texts.
(3.5) Reading/word identification. The student uses a variety of word identification strategies.	Provide resources for various reading program; dictionary skills; vocabulary flash cards.
The student is expected to: (D) use root words and other structural cues, such as prefixes, suffixes, and derivational endings, to recognize words (3)	Use elementary dictionaries (print and electronic) to define words.
The student is expected to: (E) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3)	Storytime Ð comprehension skills
(3.8) Reading/vocabulary development. The student develops an extensive vocabulary.	Read aloud and discuss new words.
The student is expected to: (D) demonstrate knowledge of synonyms, antonyms, [and multi-meaning words] (for example, by sorting, classifying, and identifying related words) (3)	Use elementary dictionaries (print and electronic) to locate and define words.
TAAS Objective 2 - Grade 3 Reading The student will identify supporting ideas in a variety of written texts.
(3.7) Reading/variety of texts. The student reads widely for different purposes in varied sources.	Provide extensive collection of materials at various reading levels.
The student is expected to: (B) read from a variety of genres for pleasure and to acquire information [from both print and electronic sources] (2-3)	Student booktalks
The student is expected to: (3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections [read aloud and selections] read independently.	Think alouds during story time. Story maps.
The student is expected to: (C) retell [or act out] the order of important events in stories (KÐ3)	Follow the sequence of the story; Recall important facts and details of story.
(3.11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts.	What do fables, myths, stories and legends have in common? http://infoweb10.newsbank.com/correlationbank/StateCorrelations/Texas/lang/tklang/tkel311.htm
The student is expected to: (I) identify the importance of the setting to a story's meaning (1-3)	Discuss different settings and how that would change story.
(3.12) Reading/inquiry/research. The student generates questions and conducts research using information from various sources.	Provide instruction for use of print/electronic sources and ability to locate them.
The student is expected to: (E) interpret and use graphic sources of information, including maps, charts, graphs, and diagrams (2-3)	Use various graphic sources to retell story. http://connections10.newsbank.com/big6/teacher/
TAAS Objective 3 - Grade 3 Reading The student will summarize a variety of written texts.
(3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections [read aloud and selections] read independently.	Notetaking; outlining.
The student is expected to: (H) produce summaries of text selections (2-3)	Book reports/talks
(3.11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts.	Read the following Scottish and Irish tales: The Beekeeper and the Hare, The Fairies' Clock, and Johnny Appleseed. Are the plots similar? http://infoweb10.newsbank.com/correlationbank/StateCorrelations/Texas/lang/tklang/tkel311.htm
The student is expected to: (J) recognize the story problem(s) or plot (1-3)	Story maps using graphic organizers. http://connections10.newsbank.com/big6/teacher/
TAAS Objective 4 - Grade 3 Reading The student will perceive relationships and recognize outcomes in a variety of written texts.
(3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections [read aloud and selections] read independently.	Predict probable outcomes; draw logical conclusions; understand cause and effect.
The student is expected to: (F) make and explain inferences from texts, such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3)	Use graphic organizers (from NewsBank's big 6 tools) to explain cause and effect, predict or draw conclusions. http://connections10.newsbank.com/big6/teacher/
The student is expected to: (G) identify similarities and differences across texts, such as in topics, characters, and themes (3)	Graphic organizers such as T-Chart. http://connections10.newsbank.com/big6/teacher/
TAAS Objective 5 - Grade 3 Reading The student will analyze information in a variety of written texts in order to make inferences and generalizations.
(3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections [read aloud and selections] read independently.	Predict probable outcomes; draw logical conclusions; understand cause and effect.
The student is expected to: (F) make and explain inferences from texts, such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3)
(3.10) Reading/literary response. The student responds to various texts.	Provide a collection with a variety of materials and types of genre for students.
The student is expected to: (C) support interpretations or conclusions with examples drawn from text (2-3)
(3.11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts.	Provide various types of texts. Book talks. Posters describing the different types of texts and the purpose for those different types of texts.
The student is expected to: (H) analyze characters, including their traits, feelings, relationships, and changes (1-3)	Booktalks; book reports.
(3.12) Reading/inquiry/research. The student generates questions and conducts research using information from various sources.	Introduce basic reference tools Ð dictionary, encyclopedia Ð print and electronic.
The student is expected to: (E) interpret and use graphic sources of information, including maps, charts, graphs, and diagrams (2-3)	Almanacs; atlases; print/electronic sources.
TAAS Objective 6 - Grade 3 Reading The student will recognize points of view, propaganda, and/or statements of fact and opinion in a variety of written texts.
(3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections [read aloud and selections] read independently.	Create poster; model; booktalks.
The student is expected to: (J) distinguish fact from opinion in various texts, including news stories and advertisements (3)	Compare and contrast sources. Discuss the difference between the Fiction section and Non-Fiction sections of the Library
TEKS-based TAAS and end-of-course tests are criterion-referenced assessments that measure student's mastery of the statewide curriculum. All test formats are multiple-choice except for the written composition in each TAAS writing test. C. [Italicized, bracketed text] Although the entire student expectation has been provided for reference, text in bracketed italics indicates that this portion of the student expectation will not be tested on TAAS. D. Underlined text Underlined text indicates that this portion of the student expectation is not tested in this objective but is tested in another objective.

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