Assessed tandards by Genre Third Grade Fiction tudent Expectation (4) eading/vocabulary Development. tudents understand new vocabulary and use it when reading and writing. tudents are expected to: (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; (B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs; (C) identify and use antonyms, synonyms, homographs, and homophones. 1 (2) eading/beginning eading/trategies. tudents comprehend a variety of texts drawing on useful strategies as needed. tudents are expected to (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text. 2 / Category (5) eading/comprehension of Literary Text/Theme and Genre. tudents analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. tudents are expected to (A) paraphrase the themes and supporting details of fables, legends, myths, or stories. 2 (8) eading/comprehension of Literary Text/Fiction. tudents understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. tudents are expected to (A) sequence and summarize the plot's main events and explain their influence on future events; 2 (B) describe the interaction of characters including their relationships and the changes they undergo. 2 (10) eading/comprehension of Literary Text/ensory Language. tudents understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. tudents are expected to (A) identify language that creates a graphic visual experience and appeals to the senses. 2 (16) eading/media Literacy. tudents use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. tudents will 2 Fig. 19 continue to apply earlier standards with greater depth in increasingly more complex texts. eading/comprehension kills. tudents use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. tudents 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 (D) make inferences about text and use textual evidence to support understanding; 2 (E) summarize information in text, maintaining meaning and logical order. 2 Compilation of standards based on an analysis of TEA assessed Curriculum documents as of 7/1/13. Page 1 of 8
Assessed tandards by Genre Fiction TAA Grade 3 2013 elease eleased Test Questions EXAMPLE E / Question 3.8 B Which sentence best describes Judy and tink s relationship? 3.8 A Look at the diagram below. Mom comes Judy says Mom takes into Judy s she has the Judy s room. mumps. temperature. Which event belongs in the empty box? 3.5 A What lesson does Judy learn? 3.8 B Which sentence best shows that Judy is upset with her brother? 3.4 B ead the dictionary entry below. straight \ strat\ adjective 1. honest 2. correct 3. without curves or bends 4. following one after another Which meaning best fits the way straight is used in paragraph 1? 3.8 Fig. 19D Why does Judy put her head under the pillow? 3.8 Fig. 19D Why does Judy call her brother a name at the end of the story? 3.8 Fig. 19D What can the reader conclude about Judy? 3.8 Fig. 19D Which word is a synonym of creating in paragraph 10? 3.4 B Why is Kwan seeing Mrs. Gibbs at the grocery store important to this story? 3.8 Fig. 19D Which sentence from the story best explains why Kwan agrees to share his wrapping cloths with his classmates? 3.8 A What is the meaning of the word hesitant in paragraph 7? 3.5 A tate definitions of academic vocabulary across genres: genre The type or class of a work, usually categorized by form, technique, or content. ome examples of literary genres are epic, tragedy, comedy, poetry, novel, short story, and creative nonfiction. figurative language Language layered with meaning by word images and figures of speech, as opposed to literal language plot The basic sequence of events in a story. In conventional stories, plot has three main parts: rising action, climax, and falling action. theme The central or universal idea of a piece of fiction or the main idea of a nonfiction essay. A universal theme transcends social and cultural boundaries and speaks to a common human experience. A theme may be explicit or implicit. In a work with an explicit theme, the author overtly states the theme somewhere within the work. Implicit theme refers to the author s ability to construct a piece in such a way that through inference the reader understands the theme elements of fiction Narrative elements including setting, characters, plot, and theme. Page 2 of 8
Assessed tandards by Genre Third Grade Literary Non Fiction tudent Expectation / Cat. (4) eading/vocabulary Development. tudents understand new vocabulary and use it when reading and writing. tudents are expected to: (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; (B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs; (C) identify and use antonyms, synonyms, homographs, and homophones. 1 (2) eading/beginning eading/trategies. tudents comprehend a variety of texts drawing on useful strategies as needed. tudents are expected to (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text. (5)* eading/comprehension of Literary Text/Theme and Genre. tudents analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. tudents are expected to (9) eading/comprehension of Literary Text/Nonfiction. tudents 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. (10) eading/comprehension of Literary Text/ensory Language. tudents understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. tudents are expected to 2 2 2 (A) identify language that creates a graphic visual experience and appeals to the senses. 2 (16) eading/media Literacy. tudents use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. tudents will continue to apply earlier standards with greater depth in increasingly more complex texts. Fig. 19 eading/comprehension kills. tudents use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. tudents 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 2 (D) make inferences about text and use textual evidence to support understanding; 2 (E) summarize information in text, maintaining meaning and logical order. 2 *Based on our observation of the release questions, we believe the 5 th Knowledge and kill tatement can be tested through Figure 19(D) in this genre. Compilation of standards based on an analysis of TEA assessed Curriculum documents as of 7/1/13. Page 3 of 8
Assessed tandards by Genre No Literary Nonfiction tems available for 3rd grade Literary Non Fiction TAA Grade 4 eading 2011 elease eleased Test Questions EXAMPLE E / Question 4.7 Fig. 19D 4.7 Fig. 19D 4.7 Fig. 19D 4.7 Fig. 19E 4.8 Fig. 19D 4.14 Fig. 19D The reader can tell that Lady Bird Johnson was concerned that Which sentence shows that Lady Bird Johnson tried to inspire others to beautify the land? What evidence from the selection shows that Lady Bird Johnson was well respected? What is the best summary of the section Growing Up in East Texas? ead this sentence from paragraph 2. Even the spicy aroma of pine trees made Lady Bird feel at home. The imagery in these lines appeals most to the reader s sense of The pictures in the selection show Lady Bird tate definitions of academic vocabulary for Literary Nonfiction autobiography The life story of a person, as told by himself or herself. literary device A specific convention or structure that is employed by the author to produce a given effect, such as imagery, irony, or foreshadowing. Literary devices are important aspects of an author s style. literary nonfiction The use of literary styles and techniques to create narratives based on actual persons, places, and things. In literary nonfiction, a writer may construct text in any number of ways and is not limited to the organizational patterns normally associated with nonfiction texts. Page 4 of 8
Assessed tandards by Genre Third Grade Poetry tudent Expectation / Cat. (4) eading/vocabulary Development. tudents understand new vocabulary and use it when reading and writing. tudents are expected to: (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; (B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs; (C) identify and use antonyms, synonyms, homographs, and homophones. 1 (2) eading/beginning eading/trategies. tudents comprehend a variety of texts drawing on useful strategies as needed. tudents are expected to (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text. (5)* eading/comprehension of Literary Text/Theme and Genre. tudents analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. tudents are expected to (6) eading/comprehension of Literary Text/Poetry. tudents understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. tudents are expected to (A) describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse). (10) eading/comprehension of Literary Text/ensory Language. tudents understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. tudents are expected to 2 2 2 (A) identify language that creates a graphic visual experience and appeals to the senses. 2 (16) eading/media Literacy. tudents use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. tudents will continue to apply earlier standards with greater depth in increasingly more complex texts. Fig. 19 eading/comprehension kills. tudents use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. tudents 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 2 (D) make inferences about text and use textual evidence to support understanding; 2 (E) summarize information in text, maintaining meaning and logical order. 2 *Based on our observation of the release questions, we believe the 5 th Knowledge and kill tatement can be tested through Figure 19(D) in this genre. Compilation of standards based on an analysis of TEA assessed Curriculum documents as of 7/1/13. Page 5 of 8
Assessed tandards by Genre Poetry TAA Grade 3 eading 2011 and 2013 elease eleased Test Questions EXAMPLE E / Question 3.6 Fig. 19D ead line 4 from the poem. I struggled to keep up. The poet includes this line most likely to show that the dog 3.5 Fig. 19D What is the main message in the poem? 3.6 Fig. 19D Lines 11 through 16 are included in the poem because they 3.6 Fig. 19D Which word best describes the feeling that the poet creates in this poem? 3.2 B What is the speaker doing in the poem? 3.6 Fig. 19D Lines 5 through 8 are important to the poem because they show that the dog 3.6 Fig. 19D The poet titled this poem The Well Worn Path most likely because 3.10 Fig. 19D ead line 8 from the poem. I thought that I would die! The poet uses this line to show that the speaker is 3.6 Fig. 19D Why does the poet use the exclamation points in the first stanza? 3.10 A ead lines 15 and 16 from the poem. o many rows of jars and cans. o little room to hide. The poet uses these lines to show 3.6 A Which of these lines from the poem rhyme? 3.6 Fig. 19D ead lines 17 and 18 from the poem. Oh, please, I thought, don t tell my mom what I did yesterday! These lines best support the idea that the speaker 3.6 Fig. 19D How does the speaker feel throughout the poem? tate definitions of academic vocabulary for Poetry alliteration The repetition of the same sounds at the beginning of two or more adjacent words or stressed syllables (e.g., furrow followed free in Coleridge s The ime of the Ancient Mariner). graphic elements of poetry Capital letters, line length, and word position; also called the shape of a poem imagery The use of language to create mental images and sensory impressions (e.g., the imagery of the phrase such sweet sorrow). Imagery can be used for emotional effect and to intensify the impact on the reader. internal rhyme A rhyme within the same line of verse (e.g., dreary and weary in Edgar Allan Poe s The aven: Once upon a midnight dreary, while I pondered, weak and weary). lyric poetry A short poem expressing personal feelings and emotions that may be set to music and often involves the use of regular meter. onomatopoeia The use of words that sound like what they mean (e.g., buzz and purr); a poetic device to produce this effect. pattern of verse The regular or predictable arrangement of sections or lines of poetry. rhyme scheme The pattern of rhyming lines (e.g., ABAB, ABBA). structural element The basic form of a poem, including its visual presentation (e.g., line, stanza, or verse). Page 6 of 8
Assessed tandards by Genre Third Grade Expository tudent Expectation / Cat. (4) eading/vocabulary Development. tudents understand new vocabulary and use it when reading and writing. tudents are expected to: (12) * (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; (B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs; (C) identify and use antonyms, synonyms, homographs, and homophones. 1 eading/comprehension of Informational Text/Culture and History. tudents 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. (13) eading/comprehension of Informational Text/Expository Text. tudents analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. tudents are expected to 3 (A) identify the details or facts that support the main idea; 3 (B) draw conclusions from the facts presented in text and support those assertions with textual evidence; 3 (C) identify explicit cause and effect relationships among ideas in texts; 3 (D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. (15) eading/comprehension of Informational Text/Procedural Texts. tudents understand how to glean and use information in procedural texts and documents. tudents are expected to 3 (B) locate and use specific information in graphic features of text. 3 (16) eading/media Literacy. tudents use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. tudents will continue to apply earlier standards with greater depth in increasingly more complex texts. Fig. 19 eading/comprehension kills. tudents use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. tudents 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 3 (D) make inferences about text and use textual evidence to support understanding; 3 (E) summarize information in text, maintaining meaning and logical order. 3 *This Knowledge and kill tatement will be tested through Figure 19(D). Compilation of standards based on an analysis of TEA assessed Curriculum documents as of 7/1/13. Page 7 of 8
Assessed tandards by Genre Expository TAA Grade 3 eading 2011 and 2013 elease eleased Test Questions EXAMPLE E / Question 3.13 D The author includes headings in bold print to 3.16 Fig. 19D The picture next to paragraph 2 is included in the article to 3.15 Fig. 19D A table is included in the section Getting the Job Done to help the reader 3.13 Fig. 19E What is the best summary of this article? 3.4 B Which words in paragraph 4 help the reader understand the meaning of stray? 3.13 A Vaqueros herded cattle into a fenced area by 3.13 B Which sentence best supports the idea that horses were helpful in controlling cattle? 3.13 B What happened to the vaqueros when the panish ranchers moved away? 3.13 D Which detail from the selection suggests that Jessica is smart? 3.16 Fig. 19D ead this dictionary entry for the word free. Look at the diagram below. CAUE EFFECT Joubert had worked 3.15 Fig. 19D with animals in the past. Which sentence best completes the diagram? 3.13 Fig. 19E The reader can conclude that it is unusual for 3.4 B The photograph best supports which idea from the selection? 3.13 A What does the word fortunate mean in paragraph 1? 3.13 B Which sentence best explains why Joubert was able to provide the care Jessica needed? 3.13 B According to the selection, the problem with having Jessica in the house was that she 3.13 C William Tappenden started making potato chips at home and selling them to grocery stores because he knew that 3.13 B When Crum learned that the customer was pleased with the batch of crispy fried potatoes, he most likely felt 3.13 A What is the section titled An Accidental uccess mainly about? 3.13 A How were potato chips first sold in some grocery stores? 3.13 B Which sentence from the selection best supports the idea that there have been many changes made to potato chips? 3.15 B What can the reader conclude from the information after tep 5 of the recipe? 3.4 A In paragraph 3, what does the word dissatisfied mean? 3.15 B According to the directions in the recipe, which step requires assistance? tate definitions of academic vocabulary for Expository text: expository text A type of informational text that clarifies or explains something purpose The intended goal of a piece of writing; the reason a person writes. Page 8 of 8