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TEKS Reading 3rd grade         (scroll >>>>)

GRADE 3 READING
TAAS Objectives and Related TEKS

Library Practices

Big6

Information Power II

State Standards

Recent Research

Technology Applications TEKS

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.

Read different types of literature and use a variety of information to present findings and integrate information. State Library Standards II B- 1, 3

Librarian-teacher instructed group of students scored higher in vocabulary than teacher alone instructed group of students using library references (Measuring up to Standards: The Impact of School Library Programs ...Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p.13)

Print sources, acceptable use agreement.

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

Students earned higher reading scores in schools where the librarian played a vital instructional role, including planning instruction with teachers, providing information literacy instruction, providing in-service training for teacher and evaluating student's work. (Library Research Service, Denver Colorado, Colorado Study, Lance, Keith

(3.8) Reading/vocabulary development. The student develops an extensive vocabulary.

Read aloud and discuss new words.

Librarian-teacher instructed group of students scored higher in vocabulary than teacher alone instructed group of students using library references (Measuring up to Standards: The Impact of School Library Programs ...Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p.13)

Lib. Skills Ð using internet database documents for information retrieval, using the OPAC to find LRC material.

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.

Identifies a variety of potential sources of information.

Read different types of literature and use a variety of information to present findings and integrate information. State Library Standards II B- 1, 3

"…test scores correlate with the mere presence of computers and with the access they provide to licensed databases." (Measuring up to Standards, Pennsylvania Department of Education, Feb. 2000 p. 50.)

Lib. Skills Ð Using OPAC and Lib. Resource page to find use and cite print and non-print sources for information.

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

Big 6 #3 Location and Access. Select materials.

Identifies a variety of potential sources of information.

(Second Colorado Study, Library Research Service, Colorado State Library, Colorado Department of Education, Lance, Keith. April 2000.)

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.

4.2 Extract relevant information from a source

(Second Colorado Study, Library Research Service, Colorado State Library, Colorado Department of Education, Lance, Keith. April 2000.)

The student is expected to:
(C) retell [or act out] the order of important events in stories (KÐ3)

Recall important facts and details of story.

Determines accuracy, relevance, and comprehensiveness.

(3.11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts.

http://infoweb10.newsbank.com/
correlationbank/StateCorrelations/
Texas/lang/tklang/tkel311.htm

4.2 Extract relevant information from a source. Create a graphic organizer too present information.

Integrates new information into one's own knowledge.

Read different types of literature and use a variety of information to present findings and integrate information. State Library Standards II B-1, 3

(Second Colorado Study, Library Research Service, Colorado State Library, Colorado Department of Education, Lance, Keith. April 2000.)

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.

4.2 Extract relevant information from a source.

(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.

Actually select appropriate sources

High academic achievement is accomplished with a quality collection of books and other materials, state-of-the-art technology that is integrated into the learning/teaching and information-seeking process, and cooperation between library media centers and other libraries. (Colorado Study, Library Research Service, Colorado State Library, Colorado Department of Education, Lance, Keith, November 1999, ED3/110.10/No. 164)

Lib. Skills Ð finding, retrieving and using articles from electronic databases, finding retrieving and using print resources from LRC Ð using OPAC (Meriwether).

The student is expected to:
(E) interpret and use graphic sources of information, including maps, charts, graphs, and diagrams (2-3)

http://connections10.newsbank.com/
big6/teacher/

Create graphs and charts

High academic achievement is accomplished with a quality collection of books and other materials, state-of-the-art technology that is integrated into the learning/teaching and information-seeking process, and cooperation between library media centers and other libraries. Colorado Study, Library Research Service, Colorado State Library, Colorado Department of Education, Lance, Keith, November 1999, ED3/110.10/No. 164)

TAAS Objective 3 - Grade 3 Reading
The student will summarize a variety of written texts.

Determines accuracy, relevance, and comprehensiveness.

(3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections [read aloud and selections] read independently.

Notetaking; outlining.

Read different types of literature and use a variety of information to present findings and integrate information. State Library Standards II B-1, 3

Lib. Skills Ð using library resource page for info. Acquisition.

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.

http://infoweb10.newsbank.com/
correlationbank/StateCorrelations/
Texas/lang/tklang/tkel311.htm

5.1 Organize information from multiple sources Ð create a spreadsheet

Produces and communicates information and ideas in appropriate formats.

"Test scores increase as school librarians spend more time: teaching cooperatively with teachers; teaching information literacy skills independently; providing ins-service to teachers; serving on standards committees, serving on curriculum committees; and managing information technology." (Measuring Up to Standards, Pennsylvania Department of Education, p. 7)

Lib. Skills Ð using information form LRC resources.

The student is expected to:
(J) recognize the story problem(s) or plot (1-3)

http://connections10.newsbank.com/
big6/teacher/

Integrates new information into one's own knowledge.

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.

Extract details and concepts from various resources to create meaning that connects prior knowledge. State Library Standards II B-3

Lib. Skills Ð creating and evaluating documents using word processing and/or PowerPoint software in the LRC setting.

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)

http://connections10.newsbank.com/
big6/teacher/

Integrates new information into one's own knowledge.

The collection of a library can make a difference on student learning by the type and variety of materials and on-line services, as well as the currency of available materials. (Measuring up to Standards: The Impact of School Library Programs ...Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p. 29)

The student is expected to:
(G) identify similarities and differences across texts, such as in topics, characters, and themes (3)

http://connections10.newsbank.com/
big6/teacher/

Create graphic organizer to illustrate similarities and differences in texts

Integrates new information into one's own knowledge.

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.

Extract details and concepts from various resources and integrate information to create meaning that connects prior knowledge and draws conclusions. State Library Standards II B-3

Lib. Skills - use Library Resource page

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)

Create graphic organizer to illustrate similarities and differences in texts

Applies information in critical thinking and problem solving.

(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.

Applies information in critical thinking and problem solving.

The student is expected to:
(C) support interpretations or conclusions with examples drawn from text (2-3)

Locate examples from various texts.

Lib. Skill Ð using Library Resources page

(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.

Create graphic organizer to analyze the characteristics of various types of texts

Integrates new information into one's own knowledge

The student is expected to:
(H) analyze characters, including their traits, feelings, relationships, and changes (1-3)

Booktalks; book reports.

Create graphic organizer to analyze characters

(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.

Actually select appropriate sources

Applies information in critical thinking and problem solving.

The collection of a library can impact student learning by the type and variety of materials, books and on-line services and databases, as well as the currency of available materials. (Measuring up to Standards: The Impact of School Library Programs ...Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p. 29)

Lib. Skills Ð locating both print and non-print source in the LRC for research, using on-line card catalog (Meriwether).

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.

Create graphs and charts

Produces and communicates information and ideas in appropriate formats.

The collection of a library can impact student learning by the type and variety of materials, books and on-line services and databases, as well as the currency of available materials. (Measuring up to Standards: The Impact of School Library Programs ...Lance, Keith Curry, Pennsylvania Department of Education, February 2000, p. 29)

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.

Access information from a wide variety of sources in multiple formats. State Library Standards III B-1

Lib. Skills Ð using LRC sources and staff to evaluate the validity of specific information sources.

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

Organize a t-chart of fact and opinion from various articles

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.

Distinguishes among fact, point of view, and opinion.

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