AWARD Reading Correlation to TEKS: Grade 3

Transcription

1 AWARD Reading Correlation to TEKS Third grade 1 AWARD Reading Correlation to TEKS: Grade 3 Use this electronic correlation document to link to content in the teaching plans that address the expectation. Click on the entry. Contents for Kindergarten (1) Reading/Beginning Reading Skills/Phonics. (2) Reading/Beginning Reading/Strategies. (3) Reading/Fluency. (4) Reading/Vocabulary Development. (5) Reading/Comprehension of Literary Text/Theme and Genre. (6) Reading/Comprehension of Literary Text/Poetry. (7) Reading/Comprehension of Literary Text/Drama. (8) Reading/Comprehension of Literary Text/Fiction. (9) Reading/Comprehension of Literary Text/Nonfiction. (10) Reading/Comprehension of Literary Text/Sensory Language. (11) Reading/Comprehension of Text/Independent Reading. (12) Reading/ Comprehension of Informational Text/Culture and History. (13) Reading/ Comprehension of Informational Text/Expository Text. (14) Reading/ Comprehension of Informational Text/Persuasive Text. (15) Reading/ Comprehension of Informational Text/Procedural Text. (16) Reading/ Comprehension of Informational Text/Media Literacy. (17) Writing/Writing Process. (18) Writing/Literary Texts. (19) Writing. (20) Writing/Expository and Procedural Texts. (21) Writing/Persuasive Texts. (22) Oral and Written Conventions/Conventions. (23) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. (24) Oral and Written Conventions/Spelling. (25) Research/Research Plan. (26) Research/Gathering Sources. (27) Research/Synthesizing Information. (28) Research/Organizing and Presenting Ideas. (29) Listening and Speaking/Listening. (30) Listening and Speaking/Speaking. (31) Listening and Speaking/Teamwork. Reading/Comprehension Skills.

2 AWARD Reading Correlation to TEKS Third grade English Language Arts and Reading, Grade 3, Beginning with School Year (a) Introduction. (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative-- students will continue to address earlier standards as needed while they attend to standards for their grade. In third grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis. (2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation. (B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content. (C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously. (3) To meet Public Education Goal 1 of the Texas Education Code, 4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 3 as described in subsection (b) of this section. (4) To meet Texas Education Code, (h), which states, "... each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation.

3 AWARD Reading Correlation to TEKS Third grade 3 (b) Knowledge and skills. (1) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds (A) decode multisyllabic words in context and independent of context by applying common spelling patterns including: (i) dropping the final "e" and add endings such as - ing, -ed, or -able (e.g., use, using, used, usable); (ii) doubling final consonants when adding an ending (e.g., hop to hopping); (iii) changing the final "y" to "i" (e.g., baby to babies); (iv) using knowledge of common prefixes and suffixes (e.g., dis-, -ly); and (v) using knowledge of derivational affixes (e.g., - de, -ful, -able); TE: Week 9: Deep Trouble, p. 329 SE: Week 11: The Wild Snow Dog TE: Week 11: The Wild Snow Dog, p TE: Week 14: Flooded Out, p. 102, 103, 106, 107 SE: Week 30: Waterworks Recognize verb forms, Recognize word endings. TE: Week 30: Waterworks, p. 233, 234 (ending verbs) TE: Week 9: Deep Trouble, p. 329 TE: Week 14: Flooded Out, p. 103 SE: Week 33: I Want to Act (double consonants) TE: Week 33: I Want to Act, p SE: Week 12: Slam Dunk TE: Week 12: Slam Dunk, p. 425, 426 TE: Week 21: China s Treasure, p. 307, 308, 314 SE: Week 24: Magda the Mammoth Hunter TE: Week 24: Magda the Mammoth Hunter, p. 400, 410 SE: Week 3: The Circle Shell TE: Week 3: The Circle Shell, p. 156 TE: Week 14: Flooded Out, p. 100, 103 SE: Week 27: The Adventures of Tuffy and Keira TE: Week 27: The Adventures of Tuffy and Keira, p. 137, 138 SE: Week 34: Changes TE: Week 34: Changes, p. 361, 362 SE: Week 11: What I Want to Be TE: Week 11: What I Want to Be, p. 410 SE: Week 15: Kwanzaa Celebration TE: Week 15: Kwanzaa Celebration, p. 156 SE: Week 32: Spiders in My Stomach TE: Week 32: Spiders in My Stomach, p. 295, 296 SE: Week 33: Never Give Up TE: Week 33: Never Give Up, p. 329, 330 (B) use common syllabication patterns to decode words including: (i) closed syllable (CVC) (e.g., mag-net, splen-did); SE: Week 6: Aunt Rose s New Sports Car TE: Week 6: Aunt Rose s New Sports Car, p. 233 SE: Week 15: Jason and Jake TE: Week 15: Jason and Jake, p. 134, 144 TE: Week 25: Making the Leaves Talk, p. 69, 70 TE: Week 34: Changes SE: Week 34: Changes, p. 361

4 AWARD Reading Correlation to TEKS Third grade 4 (ii) open syllable (CV) (e.g., ve-to); (iii) final stable syllable (e.g., puz-zle, con-trac-tion) (iv) r-controlled vowels (e.g., fer-ment, car-pool); (v) vowel digraphs and diphthongs (e.g., ei-ther) (C) decode words applying knowledge of common spelling patterns (e.g., -eigh, -ought); (D) identify and read contractions (e.g., I'd, won't); (E) monitor accuracy in decoding SE: Week 15: Jason and Jake TE: Week 15: Jason and Jake, p. 134 TE: Week 34: Changes TE: Week 34: Changes, p. 361 TE: Week 28: I Love Killer Whales, p. 169 SE: Week 29: Danger on Copper Mountain TE: Week 29: Danger on Copper Mountain, p. 218 SE: Week 6: Aunt Rose s New Sports Car TE: Week 6: Aunt Rose s New Sports Car, p. 233 SE: Week 15: Jason and Jake TE: Week 15: Jason and Jake, p. 134, 144 TE: Week 25: Making the Leaves Talk, p. 69, 70 TE: Week 34: Changes TE: Week 34: Changes, p. 361 SE: Week 6: Aunt Rose s New Sports Car TE: Week 6: Aunt Rose s New Sports Car, p. 233 SE: Week 4: Gorilla Mountain TE: Week 4: Gorilla Mountain, p. 169 TE: Week 5: River Running, p. 199 SE: Week 29: Danger on Copper Mountain TE: Week 29: Danger on Copper Mountain, p. 218 TE: Week 5: River Running, p. 199 SE: Week 13: Erik the Viking Raider TE: Week 13: Erik the Viking Raider, p. 90 SE: Week 17: One Gold Finger TE: Week 17: One Gold Finger, p. 218 TE: Week 20: Statues of the World, p. 277 TE: Week 28: I Love Killer Whales, p. 169 SE: Week 21: Not Exactly TE: Week 21: Not Exactly, p. 326 TE: Week 28: I Love Killer Whales, p. 169 SE: Week 33: Never Give Up TE: Week 33: Never Give Up, p. 329 SE: Week 22: Katrina TE: Week 22: Katrina, p. 360 SE: Week 24: Magda the Mammoth Hunter TE: Week 24: Magda the Mammoth Hunter, p. 403 SE: Week 32: Personal Trainer TE: Week 32: Personal Trainer, p. 314 TE: Week 5: River Running, p. 199 SE: Week 21: Not Exactly TE: Week 21: Not Exactly, p. 326 SE: Week 26: Red Alert TE: Week 26: Red Alert, p. 122

5 AWARD Reading Correlation to TEKS Third grade 5 (2) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to (A) use ideas (e.g., SE: Week 11: The Wild Snow Dog illustrations, titles, topic TE: Week 11: The Wild Snow Dog, p. 390 sentences, key words, and foreshadowing clues) to TE: Week 14: Flooded Out, p. 102 make and confirm SE: Week 27: The Adventures of Tuffy and Keira predictions; TE: Week 27: The Adventures of Tuffy and Keira, p. 136, 141 (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, rereading a portion aloud) (3) Reading/Fluency. Students read gradelevel text with fluency and comprehension. Students are expected to read aloud gradelevel appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension. SE: Week 3: The Circle Shell TE: Week 3: The Circle Shell, p. 158 SE: Week 6: Aunt Rose s New Sports Car TE: Week 6: Aunt Rose s New Sports Car, p. 237 TE: Week 21: China s Treasure, p. 311 SE: Week 32: Spiders in My Stomach TE: Week 32: Spiders in My Stomach, p. 302 SE: Week 33: I Want To Act TE: Week 33: I Want To Act, p. 349 TE: Week 3: Hoppy, p. 136 SE: Week 8: The Scent of a Gypsy Dance TE: Week 8: The Scent of a Gypsy Dance, p. 290, 294, 298 SE: Week 15: Jason and Jake TE: Week 15: Jason and Jake, p. 136 TE: Week 25: Making the Leaves Talk, p. 68 SE: Week 6: Aunt Rose s New Sports Car TE: Week 6: Aunt Rose s New Sports Car, p. 244, 245 TE: Week 14: Flooded Out, p. 115, 116 SE: Week 24: Magda the Mammoth Hunter TE: Week 24: Magda the Mammoth Hunter, p. 415 SE: Week 34: Changes TE: Week 34: Changes, p. 359, 373 (4) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students 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; SE: Week 3: The Circle Shell TE: Week 3: The Circle Shell, p. 158 SE: Week 15: Kwanzaa Celebration TE: Week 15: Kwanzaa Celebration, p. 156 TE: Week 25: Making the Leaves Talk, p. 77 SE: Week 27: The Adventures of Tuffy and Keira TE: Week 27: The Adventures of Tuffy and Keira, p. 137, 138

6 AWARD Reading Correlation to TEKS Third grade 6 (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; (D) identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles); (E) alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meanings, syllabication, and pronunciation of unknown words. TE: Week 7: Why Not Try a Triathlon?, p. 273, 274 SE: Week 12: Slam Dunk TE: Week 12: Slam Dunk, p. 438 SE: Week 21: Not Exactly TE: Week 21: Not Exactly, p. 326 SE: Week 35: Twin Power TE: Week 35: Twin Power, p. 399, 400 SE: Week 6: Aunt Rose s New Sports Car TE: Week 6: Aunt Rose s New Sports Car, p. 241 TE: Week 7: Why Not Try a Triathlon?, p. 273 SE: Week 12: Netting a Crook TE: Week 12: Netting a Crook, p. 446 SE: Week 14: JELP TE: Week 14: JELP, p. 124 SE: Week 15: Jason and Jake TE: Week 15: Jason and Jake, p. 145, 146 TE: Week 20: Statues of the World, p. 285, 286 TE: Week 21: China s Treasure, p. 315 SE: Week 35: Twin Power TE: Week 35: Twin Power, p. 399 SE: Week 6: Aunt Rose s New Sports Car TE: Week 6: Aunt Rose s New Sports Car, p. 226, 227, 228 SE: Week 32: Spiders in My Stomach TE: Week 32: Spiders in My Stomach, p. 288, 289, 290 TE: Week 7: Why Not Try a Triathlon?, p. 278 TE: Week 14: Flooded Out, p. 111 SE: Week 19: Saved From the Sea TE: Week 19: Saved From the Sea, p. 266 SE: Week 32: Personal Trainer TE: Week 32: Personal Trainer, p. 316 (5) Reading/Comprehension of Literary Text/Theme and Genre. Students 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. Students are expected to: (A) paraphrase the themes and supporting details of fables, legends, myths, or stories; TE: Week 5: River Running, p. 192, 194, 195, 196 SE: Week 11: The Wild Snow Dog TE: Week 11: The Wild Snow Dog, p. 384, 385, 386, 387, 390, 394, 395, 398 TE: Week 14: Flooded Out, p. 96, 98, 99, 101 TE: Week 25: Making the Leaves Talk, p. 62, 64 SE: Week 32: Spiders in My Stomach TE: Week 32: Spiders in My Stomach, p. 288, 289, 290

7 AWARD Reading Correlation to TEKS Third grade 7 (B) compare and contrast the settings in myths and traditional folktales. (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 describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse). (7) Reading/ Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the elements of plot and character as presented through dialogue in scripts that are read, viewed, written, or performed. TE: Week 5: River Running, p. 192, 194, 195, 196, 197 SE: Week 11: The Wild Snow Dog TE: Week 11: The Wild Snow Dog, p. 384, 385, 386, 387, 390 TE: Week 14: Flooded Out, p. 96, 98, 99 TE: Week 25: Making the Leaves Talk, p. 62, 64 SE: Week 32: Spiders in My Stomach TE: Week 32: Spiders in My Stomach, p. 288, 289, 290 SE: Week 6: Aunt Rose s New Sports Car TE: Week 6: Aunt Rose s New Sports Car, p. 226, 227, 228, 229 TE: Week 5: River Running, p. 192, 194, 195 SE: Week 12: Slam Dunk TE: Week 12: Slam Dunk, p. 418, 419, 420 SE: Week 13: Shake It Up All Around TE: Week 13: Shake It Up All Around, p. 62, 63, 64, 65 SE: Week 23: The Sounds We Hear TE: Week 23: The Sounds We Hear, p. 366, 367, 368, 369 SE: Week 25: Making The Leaves Talk TE: Week 25: Making The Leaves Talk, p. 62, 63, 64, 65 TE: Week 9: Deep Trouble, p. 338, 341 SE: Week 17: Cattle Caller on the Oregon Trail TE: Week 17: Cattle Caller on the Oregon Trail, p. 201, 205, 209, 213, 217 SE: Week 22: The Bike Race TE: Week 22: The Bike Race, p. 334, 335, 336 SE: Week 32: Spiders in my Stomach TE: Week 32: Spiders in my Stomach, p 297,301, 307

8 AWARD Reading Correlation to TEKS Third grade 8 (8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) sequence and summarize the plot's main events and explain their influence on future events; (B) describe the interaction of characters including their relationships and the changes they undergo; (C) identify whether the narrator or speaker of a story is first or third person. (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. Students are expected to explain the difference in point of view between a biography and autobiography. SE: Week 8: Jackie s Best Birthday Present TE: Week 8: Jackie s Best Birthday Present, p. 315 TE: Week 9: Deep Trouble, p. 333 SE: Week 26: Ninjas TE: Week 26: Ninjas, p. 107 TE: Week 31: Who Was Benjamin Franklin?, P 269 TE: Week 3: Hoppy, p. 139, 142 SE: Week 15: Jason and Jake TE: Week 15: Jason and Jake, p. 141, 142 SE: Week 27: The Adventures of Tuffy and Keira TE: Week 27: The Adventures of Tuffy and Keira, p. 139 SE: Week 8: Jackie s Best Birthday Present TE: Week 8: Jackie s Best Birthday Present, p. 313 SE; Week 12: Slam Dunk TE: Week 12: Slam Dunk, p. 443 SE: Week 19: Deep Water Danger TE: Week 19: Deep Water Danger, p. 255 SE: Week 24: Magda the Mammoth Hunter TE: Week 24: Magda the Mammoth Hunter, p. 409 SE: Week 27: The Adventures of Tuffy and Keira TE: Week 27: The Adventures of Tuffy and Keira, p. 151 SE: Week 32: Spiders in my Stomach TE: Week 32: Spiders in my Stomach, p 299 SE: Week 8: The Scent of a Gypsy Dance TE: Week 8: The Scent of a Gypsy Dance, p. 289, 290, 291 SE: Week 10: Louis Braille and the Secret Alphabet TE: Week 10: Louis Braille and the Secret Alphabet, p. 365, 366, 367 TE: Week 21: China s Treasure, p. 309, 313, 317, 321, 325 TE: Week 31: Who Was Benjamin Franklin? p. 264

9 AWARD Reading Correlation to TEKS Third grade 9 (10) Reading/ Comprehension of Literary Text/Sensory Language. Students 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. Students are expected to identify language that creates a graphic visual experience and appeals to the senses. (11) Reading/ Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks). (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 SE: Week 3: The Circle Shell TE: Week 3: The Circle Shell, p. 157 SE: Week 8: The Scent of a Gypsy Dance TE: Week 8: The Scent of a Gypsy Dance, p. 298, 299, 302, 305, 307, 308 SE: Week 24: Magda the Mammoth Hunter TE: Week 24: Magda the Mammoth Hunter, p. 406, 407, 408, 421 TE: Week 25: Making the Leaves Talk, p. 65 SE: Week 26: Ninjas TE: Week 26: Ninjas, p. 111, 112 SE: Week 1: Race Day TE: Week 1: Race Day, p. 67 SE: Week 10: Louis Braille and the Secret Alphabet TE: Week 10: Louis Braille and the Secret Alphabet, p. 372, 373 SE: Week 24: Magda the Mammoth Hunter TE: Week 24: Magda and the Mammoth Hunter, p. 411, 414, 415 SE: Week 26: Ninjas TE: Week 26: Ninjas, p. 107, 108 SE: Week 30: Waterworks TE: Week 30: Waterworks, p. 233, 237, 241, 244 SE: Week 4: Gorilla Mountain TE: Week 4: Gorilla Mountain, p. 180 SE: Week 16: Tracking Animals TE: Week 16: Tracking Animals, p. 180 TE: Week 28: I Love Killer Whales, p. 180

10 AWARD Reading Correlation to TEKS Third grade 10 their understanding. Students are expected to identify the topic and locate the author's stated purposes in writing the text. (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: (A) identify the details or facts that support the main idea; (B) draw conclusions from the facts presented in text and support those assertions with textual evidence; (C) identify explicit cause and effect relationships among ideas in texts; (D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. (14) Reading/ Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to identify what the author is trying to persuade the reader to think or do. TE: Week 7: Why Not Try a Triathlon?, p. 264 SE: Week 10: Louis Braille and the Secret Alphabet TE: Week 10: Louis Braille and the Secret Alphabet, p. 365 TE: Week 20: Statues of the World, p. 281 TE: Week 31: Who Was Benjamin Franklin?, p. 272 SE: Week 4: Gorilla Mountain TE: Week 4: Gorilla Mountain, p. 180 SE: Week 16: Tracking Animals TE: Week 16: Tracking Animals, p. 180 TE: Week 28: I Love Killer Whales, p. 180 SE: Week 10: Louis Braille and the Secret Alphabet TE: Week 10: Louis Braille and the Secret Alphabet, p. 370 TE: Week 20: Statues of the World, p. 280 SE: Week 34: Changes TE: Week 34: Changes, p. 366 SE: Week 4: Gorilla Mountain TE: Week 4: Gorilla Mountain, p. 180 Week 7: Why Not Try a Triathlon?, p. 269 TE: Week 20: Statues of the World, p. 292 TE: Week 28: I Love Killer Whales, p. 176 SE: Week 4: Gorilla Mountain TE: Week 4: Gorilla Mountain, p. 175 SE: Week 16: Tracking Animals TE: Week 16: Tracking Animals, p. 171 TE: Week 28: I Love Killer Whales, p. 181, 187

11 AWARD Reading Correlation to TEKS Third grade 11 (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: (A) follow and explain a set of written multi-step directions; and (B) locate and use specific information in graphic features of text. TE: Week 7: Why Not Try a Triathlon?, p. 270, 275, 277, 278 SE: Week 15: Jason and Jake TE: Week 15: Jason and Jake, p. 131, 132 SE: Week 19: Deepwater Danger TE: Week 19: Deepwater Danger, p. 239, 240 SE: Week 23: The Sounds We Hear TE: Week 23: The Sounds We Hear, p. 378 SE: Week 33: Never Give Up TE: Week 33: Never Give Up, p. 322, 323, 324 SE: Week 34: Changes TE: Week 34: Changes, p 362 SE: Week 10: Louis Braille and the Secret Alphabet TE: Week 10 Louis Braille and the Secret Alphabet, p. 370, 377 TE: Week 20: Statues of the World, p. 278, 280, 281, 286 SE: Who Was Benjamin Franklin? TE: Week 31: Who Was Benjamin Franklin?, p. 269, 270, 271, 281 (16) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) understand how communication changes when moving from one genre of media to another; (B) explain how various design techniques used in media influence the message (e.g., shape, color, sound); (C) compare various written conventions used for digital media (e.g., language in an informal vs. language in a web-based news article). SE: Week 8: The Scent of a Gypsy Dance TE: Week 8: The Scent of a Gypsy Dance, p. 296, 300 TE: Week 9: Deep Trouble, p. 338 SE: Week 19: Deepwater Danger TE: Week 19: Deepwater Danger, p. 254, 261 SE: Week 30: Waterworks TE: Week 30: Waterworks, p. 238, 242 TE: Week 3: Hoppy, p. 152, 154 SE: Week 17: Cattle Caller on the Oregon Trail TE: Week 17: Cattle Caller on the Oregon Trail, p. 212 SE: Week 32: Spiders in My Stomach TE: Week 32: Spiders in My Stomach, p. 304 TE: Week 7: Why Not Try a Triathlon?, p. 271 SE: Week 17: Cattle Caller on the Oregon Trail TE: Week: 17: Cattle Caller on the Oregon Trail, p. 198 SE: Week 33: Never Give Up TE: Week 33: Never Give Up, p. 333

12 AWARD Reading Correlation to TEKS Third grade 12 (17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); (B) develop drafts by categorizing ideas and organizing them into paragraphs; (C) revise drafts for coherence, organization, use of simple and compound sentences, and audience; (D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; (E) publish written work for a specific audience. SE: Week 11: The Wild Snow Dog TE: Week 11: The Wild Snow Dog, p. 401 SE: Week 13: Shake It Up All Around TE: Week 13: Shake It Up All Around, p. 71 SE: Week 33: Never Give Up TE: Week 33: Never Give Up, p. 335 TE: Week 5: River Running, p. 205 SE: Week 13: Shake It Up All Around, TE: Week 13: Shake It Up All Around, p. 75 SE: Week 33: Never Give Up TE: Week 33: Never Give Up, p. 339 SE: Week 10: Louis Braille and the Secret Alphabet TE: Week 10: Louis Braille and the Secret Alphabet, p. 362 SE: Week 13: Erik the Viking Raider TE: Week 13: Erik the Viking Raider, p. 88 SE: Week 33: Never Give Up TE: Week 33: Never Give Up, p. 330 TE: Week 5: River Running, p. 209 SE: Week 13: Shake It Up All Around, TE: Week 13: Shake It Up All Around, p. 83 SE: Week 33: Never Give Up TE: Week 33: Never Give Up, p. 343 TE: Week 5: River Running, p. 217 TE: Week 21: China s Treasure, p. 325 SE: Week 33: Never Give Up TE: Week 33: Never Give Up, p. 347 (18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that build the plot to a climax and contain details about the characters and setting; (B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse). SE: Week 22: The Bike Race TE: Week 22: The Bike Race, p. 351 SE: Week 30: Waterworks TE: Week 30: Waterworks, p. 239, 243, 247, 251 SE: Week 33: Never Give Up TE: Week 33: Never Give Up, p. 335 SE: Week 6: Aunt Rose s New Sports Car TE: Week 6: Aunt Rose s New Sports Car, p. 235 SE: Week 11: The Wild Snow Dog TE: Week 11: The Wild Snow Dog, p. 393 SE: Week 13: Shake It Up All Around TE: Week 13: Shake It Up All Around, p. 71, 75, 79, 83, 87

13 AWARD Reading Correlation to TEKS Third grade 13 (19) Writing. Students write about their own experiences. Students are expected to write about important personal experiences. SE: Week 23: The Sounds We Hear TE: Week 23: The Sounds We Hear, p. 375 SE: Week 1: Race Day TE: Week 1: Race Day, p. 71, 75, 79, 83, 87 SE: Week 19: Deepwater Danger TE: Week 19: Deepwater Danger, p. 255, TE: Week 31: Who Was Benjamin Franklin?, p. 274 (20) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) create brief compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; (iii) contain a concluding statement; (B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing); and (C) write responses to literary or expository texts that demonstrate an understanding of the text. TE: Week 3: Hoppy, p. 138 SE: Week 16: Tracking Animals TE: Week 16: Tracking Animals, p. 183 SE: Week 35: Twin Power TE: Week 35: Twin Power, p. 405 TE: Week 3: Hoppy, p. 139 SE: Week 19: Deepwater Danger TE: Week 19: Deepwater Danger, p. 251 TE: Week 21: China s Treasure, p. 313 SE: Week 35: Twin Power TE: Week 35: Twin Power, p. 405 SE: Week 2: Granddaddy s Season TE: Week 2: Granddaddy s Season, p. 109 SE: Week 4: Gorilla Mountain TE: Week 4: Gorilla Mountain, p. 175 SE: Week 16: Tracking Animals TE: Week 16: Tracking Animals, p. 178, 183 TE: Week 28: I Love Killer Whales, p. 174 SE: Week 1: Race Day TE: Week 1: Race Day, p. 71, 75, 79, 83, 87 SE: Week 2: Granddaddy s Season TE: Week 2: Granddaddy s Season, p. 109 SE: Week 4: Gorilla Mountain TE: Week 4: Gorilla Mountain, p. 171, TE: Week 31: Who Was Benjamin Franklin? p. 271 SE: Week 11: The Wild Snow Dog TE: Week 11: The Wild Snow Dog, p. 400 SE: Week 12: Slam Dunk TE: Week 12: Slam Dunk, p. 431 SE: Week 17: Cattle Caller On The Oregon Trail TE: Week 17: Cattle Caller On The Oregon Trail, p. 200 SE: Week 29: The Racer TE: Week 29: The Racer, p. 212, TE: Week 31: Who Was Benjamin Franklin?, p. 270, 271

14 AWARD Reading Correlation to TEKS Third grade 14 (21) Writing/ Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details. SE: Week 4: Gorilla Mountain TE: Week 4: Gorilla Mountain, p. 175 SE: Week 16: Tracking Animals TE: Week 16: Tracking Animals, p 171, TE: Week 31: Who Was Benjamin Franklin? p. 271 (22) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); TE: Week 14: Flooded Out, p. 103, 107, 110 SE: Week 24: Magda the Mammoth Hunter TE: Week 24: Magda the Mammoth Hunter, p. 421 SE: Week 30: Waterworks TE: Week 30: Waterworks, p. 233, 234 TE: Week 31: Who Was Benjamin Franklin?, p. 267, TE: Week 7: Why Not Try a Triathlon?, p. 272 SE: Week 8: Jackie s Best Birthday Present TE: Week 8: Jackie s Best Birthday Present, p. 314 SE: Week 12: Slam Dunk TE: Week 12: Slam Dunk, p. 425, 426 SE: Week 17: Cattle Caller On The Oregon Trail TE: Week 17: Cattle Caller on the Oregon Trail, p. 207, 208 TE: Week 21: China s Treasure, p. 307, 308, 314 SE: Week 24: Magda the Mammoth Hunter TE: Week 24: Magda the Mammoth Hunter, p. 400, 410 (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); SE: Week 4: Gorilla Mountain TE: Week 4: Gorilla Mountain, p. 187 SE: Week 23: The Sounds We Hear TE: Week 23: The Sounds We Hear, p. 373, 374, 383 SE: Week 25: Tididi TE: Week 25: Tididi, p. 88 SE: Week 34: Changes TE: Week 34: Changes, p. 358 TE: Week 3: Hoppy, p. 145, 146 SE: Week 15: Jason and Jake

15 AWARD Reading Correlation to TEKS Third grade 15 (v) prepositions and prepositional phrases; (vi) possessive pronouns (e.g., his, hers, theirs); (vii) coordinating conjunctions (e.g., and, or, but); an (viii) time-order transition words and transitions that indicate a conclusion; (B) use the complete subject and the complete predicate in a sentence; and (C) use complete simple and compound sentences with correct subject-verb agreement. TE: Week 15: Jason and Jake, p. 139 SE: Week 35: Twin Power TE: Week 35: Twin Power, p. 397 SE: Week 1: Race Day TE: Week 1: Race Day, p. 76 SE: Week 15: Kwanzaa Celebration TE: Week 15: Kwanzaa Celebration: p 158 SE: Week 35: Twin Power TE: Week 35: Twin Power, p. 405 SE: Week 22: The Bike Race TE: Week 22: The Bike Race, p. 347 SE: Week 26: Ninjas TE: Week 26: Ninjas, p. 103, TE: Week 31: Who Was Benjamin Franklin? p. 279 TE: Week 3: Hoppy, p. 143 SE: Week 10: Louis Braille and the Secret Alphabet TE: Week 10: Louis Braille and the Secret Alphabet, p. 375 SE: Week 16: Tracking Animals TE: Week 16: Tracking Animals, p. 175 TE: Week 25: Making the Leaves Talk, p. 83 SE: Week 27: The Adventures of Tuffy an Keira TE: Week 27: The Adventures of Tuffy an Keira, p. 147 TE: Week 3: Hoppy, p. 151 SE: Week 4: Gorilla Mountain TE: Week 4: Gorilla Mountain, p. 183 SE: Week 22: The Bike Race TE: Week 22: The Bike Race, p. 351 SE: Week 26: Ninjas TE: Week 26: Ninjas, p. 113 SE: Week 34: Changes TE: Week 34: Changes, p. 375 SE: Week 35: Twin Power TE: Week 35: Twin Power, p. 405 SE: Week 12: Slam Dunk TE: Week 12: Slam Dunk, p. 427 SE: Week 22: The Bike Race TE: Week 22: The Bike Race, p. 347 TE: Week 31: Who Was Benjamin Franklin?, p. 279 TE: Week 3: Hoppy, p 143 SE: Week 16: Tracking Animals TE: Week 16: Tracking Animals, p. 175 TE: Week 20: Statues of the World, p. 283 SE: Week 27: The Adventures of Tuffy an Keira TE: Week 27: The Adventures of Tuffy and Keira, p. 147

16 AWARD Reading Correlation to TEKS Third grade 16 TE: Week 31: Who was Benjamin Franklin?, p. 279 SE: Week 33: Never Give Up TE: Week 33: Never Give Up, p. 330, 338, 339 (23) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) write legibly in cursive script with spacing between words in a sentence; (B) use capitalization for: (i) geographical names and places; (ii) historical periods; and (iii) official titles of people; (C) recognize and use punctuation marks including: (i) apostrophes in contractions and possessives; and (ii) commas in series and dates; and (D) use correct mechanics including paragraph indentations. SE: Week 1: Race Day TE: Week 1: Race Day, p. 87, TE: Week 21: China s Treasure, p. 325 TE: Week 25: Making the Leaves Talk, p. 87 TE: Week 9: Deep Trouble, p. 343 TE: Week 14: Flooded Out, p. 117 TE: Week 9: Deep Trouble, p. 343 TE: Week 31: Who Was Benjamin Franklin?, p. 262 TE: Week 9: Deep Trouble, p. 343 SE: Week 17: Cattle Caller on the Oregon Trail TE: Week 17: Cattle Caller on the Oregon Trail, p. 199 TE: Week 31: Who Was Benjamin Franklin?, p. 262 TE: Week 9: Deep Trouble, p. 336, 343 SE: Week 14: JELP! TE: Week 14: JELP!, p. 122 SE: Week 24: He Ran Because He Loved to Run, TE: Week 24: He Ran Because He Loved to Run, p. 422 SE: Week 32: Spiders in My Stomach TE: Week 32: Spiders in My Stomach, p. 292 SE: Week 32: Personal Trainer TE: Week 32: Personal Trainer, p. 314 SE: Week 4: Gorilla Mountain TE: Week 4: Gorilla Mountain, p. 171 TE: Week 7: Why Not Try a Triathlon?, p. 267 TE: Week 28: I Love Killer Whales, p. 179 SE: Week 12: Slam Dunk TE: Week 12: Slam Dunk, p. 443 TE: Week 20: Statues of the World, p. 279 SE: Week 30: Waterworks TE: Week 30: Waterworks, p. 243

17 AWARD Reading Correlation to TEKS Third grade 17 (24) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (A) use knowledge of letter SE: Week 6: Aunt Rose s New Sports Car sounds, word parts, word TE: Week 6: Aunt Rose s New Sports Car, p. 233 segmentation, and SE: Week 17: One Gold Finger syllabication to spell; TE: Week 17: One Gold Finger, p. 218 SE: Week 30: Maddie Goes to Camp TE: Week 30: Maddie Goes to Camp, p. 252 (B) spell words with more advanced orthographic patterns and rules: (i) consonant doubling when adding an ending; (ii) dropping final "e" when endings are added (e.g., - ing, -ed); (iii) changing y to i before adding an ending; (iv) double consonants in middle of words; (v) complex consonants (e.g., scr-, -dge, -tch); and (vi) abstract vowels (e.g., ou as in could, touch, through, bought); (C) spell high-frequency and compound words from a commonly used list; (D) spell words with common syllable constructions (e.g., closed, open, final stable syllable); TE: Week 9: Deep Trouble, p. 329 TE: Week 14: Flooded Out, p 103 SE: Week 33: I Want to Act TE: Week 33: I Want to Act, p. 348 TE: Week 9: Deep Trouble, p. 329 TE: Week 14: Flooded Out, p 103 SE: Week 30: Waterworks, TE: Week 30: Waterworks, p.233 SE: Week 2: Granddaddy s Season TE: Week 2: Granddaddy s Season, p. 100 SE: Week 12: Slam Dunk TE: Week 12: Slam Dunk, p. 425, 426 TE: Week 21: China s Treasure, p. 307, 308 SE: Week 30: Waterworks, p TE: Week 30: Waterworks, p. 233 SE: Week 33: I Want to Act TE: Week 33: I Want to Act, p. 348 Found in Grade 2 Found in Grade 2 SE: Week 2: Granddaddy s Season TE: Week 2: Grandaddy s Season, p. 104 SE: Week 6: The Sandalwood Secret TE: Week 6: The Sandalwood Secret, p. 252 SE: Week 8: Jackie s Best Birthday Present TE: Week 8: Jackie s Best Birthday Present, p. 314 TE: Week 14: Flooded Out, p. 108 TE: Week 21: China s Treasure, p. 312, 316 SE; Week 7: Why Not Try a Triathlon? TE: Week 7: Why Not Try a Triathlon?, p. 265, 266 SE: Week 29: Danger on Copper Mountain TE: Week 29: Danger on Copper Mountain, p. 218

18 AWARD Reading Correlation to TEKS Third grade 18 (E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode); (F) spell complex contractions (e.g., should've, won't); and (G) use print and electronic resources to find and check correct spellings. SE: Week 6: Aunt Rose s New Sports Car TE: Week 6: Aunt Rose s New Sports Car, p.241, 242 SE: Week 9: The Wishing Stone TE: Week 9: The Wishing Stone, p. 350 SE: Week 11: What I Want to Be TE: Week 11: What I Want to Be, p. 412 TE: Week 21: China s Treasure, p. 315, 316 SE: Week 27: The Adventures of Tuffy and Keira TE: Week 27: The Adventures of Tuffy and Keira, p. 134 SE: Week 24: Magda the Mammoth Hunter TE: Week 24: Magda the Mammoth Hunter, p. 403 TE: Week 5: River Running, p. 213 TE: Week 7: Why Not Try a Triathlon? P. 279 SE: Week 22: The Bike Race TE: Week 22: The Bike Race, p. 338 SE: Week 29: The Racer TE: Week 29: The Racer, p. 213 SE: Week 32: Spiders in My Stomach TE: Week 32: Spiders in My Stomach, p. 309 (25) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) generate research topics from personal interests or by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; and (B) generate a research plan for gathering relevant information (e.g., surveys, interviews, encyclopedias) about the major research question. TE: Week 5: River Running, p. 199 TE: Week 7: Why Not Try a Triathlon?, p. 265 SE: Week 12: Slam Dunk TE: Week 12: Slam Dunk, p. 441 TE: Week 14: Flooded Out, p. 103 TE: Week 28: I Love Killer Whales, p 169 SE: Week 2: Granddaddy s Season TE: Week 2: Granddaddy s Season, p. 119 SE: Week 17: Cattle Caller on the Oregon Trail TE: Week 17: Cattle Caller on the Oregon Trail, p. 199, 200, 210, 211 TE: Week 28: I Love Killer Whales, p. 185 (26) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect information from multiple sources of information, both oral and written, including: (i) student-initiated surveys, on-site inspections, and interviews; SE: Week 2: Granddaddy s Season TE: Week 2: Granddaddy s Season, p. 119 TE: Week 3: Hoppy, p. 153

19 AWARD Reading Correlation to TEKS Third grade 19 (ii) data from experts, reference texts, and online searches; and (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate; (B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print, captions, key words, italics); (C) take simple notes and sort evidence into provided categories or an organizer; (D) identify the author, title, publisher, and publication year of sources; and (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. (27) Research/ Synthesizing Information. Students clarify research questions and evaluate and synthesize collected TE: Week 20: Statues of the World, p. 286 TE: Week 31: Who Was Benjamin Franklin?, p. 269 TE: Week 20: Statues of the World, p. 292 TE: Week 28: I Love Killer Whales, p. 185 SE: Week 29: Danger on Copper Mountain TE: Week 29: Danger on Copper Mountain, p. 220 TE: Week 7: Why Not Try a Triathlon?, p. 269 TE: Week 20: Statues of the World, p. 294 SE: Week 24: Magda the Mammoth Hunter TE: Week 24: Magda the Mammoth Hunter, p 404 SE: Week 11: The Wild Snow Dog TE: Week 11: The Wild Snow Dog, p. 391 TE: Week 14: Flooded Out, p. 104, 112, 116 SE: Week 16: Tracking Animals TE: Week 16: Tracking Animals, p. 168, 170, 173, 186 SE: Week 34: Changes TE: Week 34: Changes, p. 366 TE: Week 3: Hoppy, p. 151 TE: Week 7: Why Not Try a Triathlon?, p. 269 SE: Week 17: Cattle Caller on the Oregon Trail TE: Week 17: Cattle Caller on the Oregon Trail, p. 203 TE: Week 21: China s Treasure, p. 309 SE: Week 10: Louis Braille and the Secret Alphabet TE: Week 10: Louis Braille and the Secret Alphabet, p. 365 TE: Week 16: Tracking Animals, p. 168, 170, 173, 186 SE: Week 16: Tracking Animals, p. 173 SE: Week 23: The Sounds We Hear TE: Week 23: The Sounds We Hear, p. 381 TE: Week 28: I Love Killer Whales, p. 173 TE: Week 5: River Running, p. 203 SE: Week 23: The Sounds We Hear TE: Week 23: The Sounds We Hear, p. 381 TE: Week 31: Who Was Benjamin Franklin? p. 269 SE: Week 2: Granddaddy s Season TE: Week 2: Granddaddy s Season, p. 119 SE: Week 5: The Firelighter TE: Week 5: The Firelighter, p. 221 SE: Week 30: Maddie Goes to Camp TE: Week 30: Maddie Goes to Camp, p. 254

20 AWARD Reading Correlation to TEKS Third grade 20 information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic). (28) Research/ Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to draw conclusions through a brief written explanation and create a works-cited page from notes, including the author, title, publisher, and publication year for each source used. SE: Week 11: The Wild Snow Dog TE: Week 11: The Wild Snow Dog, p. 399 SE: Week 19: Deepwater Danger TE: Week 19: Deepwater Danger, p. 257 SE: Week 29: The Racer TE: Week 29: The Racer, p. 211 (29) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and (B) follow, restate, and give oral instructions that involve a series of related sequences of action. (30) Listening and Speaking/Speaking. Students speak clearly and to the point, using TE: Week 3: Hoppy, p. 137, 141, 155 SE: Week 13: Shake it Up All Around TE: Week 13: Shake it up All Around, p. 85 SE: Week 22: The Bike Race TE: Week 22: The Bike Race, p. 356, 359 SE: Week 30: Waterworks TE: Week 30: Waterworks, p. 249, 250 SE: Week 8: Jackie s Best Birthday Present TE: Week 8: Jackie s Best Birthday Present, p. 315 SE: Week 13: Shake it Up All Around TE: Week 13: Shake it Up All Around, p. 83 TE: Week 14: Flooded Out, p. 119, 120 SE: Week 15: Jason and Jake TE: Week 15: Jason and Jake, p. 135 SE: Week 19: Deepwater Danger TE: Week 19: Deepwater Danger, p. 243 TE: Week 9: Deep Trouble, p. 344 TE: Week 21: China s Treasure, p. 323, 324

21 AWARD Reading Correlation to TEKS Third grade 21 the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively. (31) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacherand student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others. SE: Week 22: The Bike Race TE: Week 22: The Bike Race, p. 353, 359 SE: Week 30: Waterworks TE: Week 30: Waterworks, p. 249 TE: Week 5: River Running, p. 215 TE: Week 20: Statues of the World, p. 292 TE: Week 21: China s Treasure, p. 302 SE: Week 27: The Adventures of Tuffy and Keira TE: Week 27: The Adventures of Tuffy and Keira, p. 152 TE: Week 28: I Love Killer Whales, p. 175, 185

22 AWARD Reading Correlation to TEKS Third grade 22 Third Grade ( English Language Arts and Reading) 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 selfdirected, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension; (B) ask literal, interpretive, and evaluative questions of text; (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions); (D) make inferences about text and use textual evidence to support understanding; TE: Week 3: Hoppy, p. 136 SE: Week 8: The Scent of a Gypsy Dance TE: Week 8: The Scent of a Gypsy Dance, p. 290, 294, 298 SE: Week 15: Jason and Jake TE: Week 15: Jason and Jake, p. 136 TE: Week 25: Making the Leaves Talk, p. 68 SE: Week 3: The Circle Shell TE: Week 3: the Circle Shell, p. 158 SE: Week 6: Aunt Rose s New Sports Car TE: Week 6: Aunt Rose s New Sports Car, p. 237 TE: Week 21: China s Treasure, p. 311 SE: Week 32: Spiders in My Stomach TE: Week 32: Spiders in My Stomach, p. 302 SE: Week 33: I Want To Act TE: Week 33: I Want To Act, p. 349 TE: Week 3: Hoppy, p. 136 SE: Week 8: The Scent of a Gypsy Dance TE: Week 8: The Scent of a Gypsy Dance, p. 290, 294, 298 SE: Week 15: Jason and Jake TE: Week 15: Jason and Jake, p. 136 TE: Week 25: Making the Leaves Talk, p. 68 SE: Week 3: The Circle Shell TE: Week 3: The Circle Shell, p. 157 SE: Week 8: The Scent of a Gypsy Dance TE: Week 8: The Scent of a Gypsy Dance, p. 289, 290, 291, 298, 299, 302, 305, 307, 308 SE: Week 10: Louis Braille and the Secret Alphabet TE: Week 10: Louis Braille and the Secret Alphabet, p. 365, 366, 367 TE: Week 21: China s Treasure, p. 309, 313, 317, 321, 325 SE: Week 24: Magda the Mammoth Hunter TE: Week 24: Magda the Mammoth Hunter, p. 406, 407, 408, 421 TE: Week 25: Making the Leaves Talk, p. 65 SE: Week 26: Ninjas TE: Week 26: Ninjas, p. 111, 112 TE: Week 31: Who was Benjamin Franklin?, p. 264

23 AWARD Reading Correlation to TEKS Third grade 23 (E) summarize information in text, maintaining meaning and logical order; and (F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. SE: Week 8: Jackie s Best Birthday Present TE: Week 8: Jackie s Best Birthday Present, p. 315 TE: Week 9: Deep Trouble, p. 333 SE: Week 26: Ninjas TE: Week 26: Ninjas, p. 107 TE: Week 31: Who Was Benjamin Franklin?, p. 269 SE: Week 1: Race Day TE: Week 1: Race Day, p. 80 TE: Week 7: Why Not Try a Triathlon, p. 273 SE: Week 17: Cattle Caller on the Oregon Trail TE: Week 17: Cattle Caller on the Oregon Trail, p. 198 TE: Week 28: I Love Killer Whales, p. 180, 183