ELA.3.2.C | TEKS Guide

ENGLISH LANGUAGE ARTS AND READING.3.2.C — Focal Points

Students develop and sustain basic skills related to the four domains of language. Students apply foundational knowledge to improve listening, speaking (oral language), reading (beginning reading, self-sustained reading, vocabulary, and fluency), and writing (beginning writing) skills.

ELA.3.1.A

listen actively, ask relevant questions to clarify information, and make pertinent comments;

ELA.3.1.B

follow, restate, and give oral instructions that involve a series of related sequences of action;

ELA.3.2.A.i

decoding multisyllabic words with multiple sound-spelling patterns such as eigh, ough, and en;

ELA.3.2.A.ii

decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

ELA.3.2.A.iii

decoding compound words, contractions, and abbreviations;

ELA.3.2.A.iv

decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts;

ELA.3.2.A.v

decoding words using knowledge of prefixes;

ELA.3.2.A.vi

decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and

ELA.3.2.A.vii

identifying and reading high-frequency words from a research-based list;

ELA.3.2.B.i

spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

ELA.3.2.B.ii

spelling homophones;

ELA.3.2.B.iii

spelling compound words, contractions, and abbreviations;

ELA.3.2.B.iv

spelling multisyllabic words with multiple sound-spelling patterns;

ELA.3.2.B.v

spelling words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;

ELA.3.2.B.vi

spelling words using knowledge of prefixes; and

ELA.3.2.B.vii

spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants;

ELA.3.2.C

alphabetize a series of words to the third letter; and

ELA.3.3.A

use print or digital resources to determine meaning, syllabication, and pronunciation;

ELA.3.3.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

ELA.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 use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

ELA.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 self-select text and read independently for a sustained period of time.

ELA.3.6.I

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

ELA.3.7.F

respond using newly acquired vocabulary as appropriate; and

ELA.3.11.D.i

complete simple and compound sentences with subject-verb agreement;

ELA.3.11.D.ii

past, present, and future verb tense;

ELA.3.11.D.iii

singular, plural, common, and proper nouns;

ELA.3.11.D.iv

adjectives, including their comparative and superlative forms;

ELA.3.11.D.v

adverbs that convey time and adverbs that convey manner;