English Language Arts Worksheets and Study Guides Third Grade. Content Vocabulary

The resources above correspond to the standards listed below:

Texas Assessments of Academic Readiness (STAAR)

TX.STAAR.3R. STAAR Grade 3 Reading Assessment
Reporting Category 1: Understanding Across Genres - The student will demonstrate an ability to understand a variety of written texts across reading genres.
(3.4) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
3.4 (A) Identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots. Readiness Standard (STAAR)
3.4 (B) Use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs. Readiness Standard (STAAR)
3.4 (C) Identify and use antonyms, synonyms, homographs, and homophones. Supporting Standard (STAAR)
Reporting Category 2: Understanding and Analysis of Literary Texts - The student will demonstrate an ability to understand and analyze literary texts.
(3.2) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
3.2 (B) Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text. Supporting Standard (STAAR)
(3.6) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:
3.6 (A) Describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse). Supporting Standard (STAAR)
(3.9) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Supporting Standard (STAAR)
(Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
Figure 19 (D) Make inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry) (STAAR)
Reporting Category 3: Understanding and Analysis of Informational Texts - The student will demonstrate an ability to understand and analyze informational texts.
(3.12) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Supporting Standard (STAAR)
(3.13) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
3.13 (A) Identify the details or facts that support the main idea. Readiness Standard (STAAR)
3.13 (B) Draw conclusions from the facts presented in text and support those assertions with textual evidence. Readiness Standard (STAAR)
3.13 (D) Use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. Readiness Standard (STAAR)
(3.15) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
3.15 (B) Locate and use specific information in graphic features of text. Supporting Standard (STAAR)
(Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
Figure 19 (D) Make inferences about text and use textual evidence to support understanding. Readiness Standard (STAAR)
Standards

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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