ELA.3.3.B | TEKS Guide

ENGLISH LANGUAGE ARTS AND READING.3.3.B — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

Previous grade

ELA.K.3.B

use illustrations and texts the student is able to read or hear to learn or clarify word meanings; and

ELA.1.3.B

use illustrations and texts the student is able to read or hear to learn or clarify word meanings;

ELA.2.3.B

use context within and beyond a sentence to determine the meaning of unfamiliar words;

ELA.3.3.B

use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;

ELA.4.3.B

use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;

ELA.5.3.B

use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;

ELA.6.2.B

use context such as definition, analogy, and examples to clarify the meaning of words; and

ELA.7.2.B

use context such as contrast or cause and effect to clarify the meaning of words; and

ELA.8.2.B

use context within or beyond a paragraph to clarify the meaning of unfamiliar or ambiguous words; and

ELA.E1.2.B

analyze context to distinguish between the denotative and connotative meanings of words; and

ELA.E2.2.B

analyze context to distinguish among denotative, connotative, and figurative meanings of words; and

ELA.E3.2.B

analyze context to draw conclusions about nuanced meanings such as in imagery; and

ELA.E4.2.B

analyze context to draw conclusions about nuanced meanings such as in imagery; and

Next grade

ENGLISH LANGUAGE ARTS AND READING.3.3.B — Breakout of skills

Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.

The student is expected to

use context

within a sentence to determine the meaning of

unfamiliar words

multiple-meaning words

beyond a sentence to determine the meaning of

unfamiliar words

multiple-meaning words

ENGLISH LANGUAGE ARTS AND READING.3.3.B — Focal Points

Oral and Written Comprehension

Students develop and sustain comprehension skills while listening and reading. Students use metacognitive skills to determine author’s purpose, analyze craft, and recognize genre characteristics and structures in increasingly complex texts.

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.3.3.A

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

ELA.3.3.B

use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;

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.3.3.D

identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.

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.A

establish purpose for reading assigned and self-selected texts;

ELA.3.6.B

generate questions about text before, during, and after reading to deepen understanding and gain information;

ELA.3.6.C

make and correct or confirm predictions using text features, characteristics of genre, and structures;

ELA.3.6.D

create mental images to deepen understanding;

ELA.3.6.E

make connections to personal experiences, ideas in other texts, and society;

ELA.3.6.F

make inferences and use evidence to support understanding;

ELA.3.6.G

evaluate details read to determine key ideas;

ELA.3.6.H

synthesize information to create new understanding; and

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.3.8.A

infer the theme of a work, distinguishing theme from topic;

ELA.3.8.B

explain the relationships among the major and minor characters;

ELA.3.8.C

analyze plot elements, including the sequence of events, the conflict, and the resolution; and

ELA.3.8.D

explain the influence of the setting on the plot.

ELA.3.9.A

demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths;

ELA.3.9.B

explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;

ELA.3.9.C

discuss elements of drama such as characters, dialogue, setting, and acts;

ELA.3.9.D.i

the central idea with supporting evidence;

ELA.3.9.D.ii

features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding; and

ELA.3.9.D.iii

organizational patterns such as cause and effect and problem and solution;

ELA.3.9.E.i

identifying the claim;

ELA.3.9.E.ii

distinguishing facts from opinion; and

ELA.3.9.E.iii

identifying the intended audience or reader; and

ELA.3.9.F

recognize characteristics of multimodal and digital texts.

ELA.3.10.A

explain the author's purpose and message within a text;

ELA.3.10.B

explain how the use of text structure contributes to the author's purpose;

ELA.3.10.C

explain the author's use of print and graphic features to achieve specific purposes;

ELA.3.10.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;

ELA.3.10.E

identify the use of literary devices, including first- or third-person point of view;

ELA.3.10.F

discuss how the author's use of language contributes to voice; and

ELA.3.10.G

identify and explain the use of hyperbole.

ELA.3.13.A

generate questions on a topic for formal and informal inquiry;

ELA.3.13.B

develop and follow a research plan with adult assistance;

ELA.3.13.C

identify and gather relevant information from a variety of sources;