• As a district we strive to ensure every student learns at high levels. Our Texas Essential Knowledge and Skills (TEKS) are very lengthy.According to research, if educators wanted children to learn every standard listed in our TEKS, students would need to be in school until they are 22 years old. For that purpose we have to prioritize the most important standards for every student to master in order to be successful in the following grade level. Our teachers and district leaders have worked together to determine those essential standards for each grade level. In effort to gain our support, we have compiled the essential standards for math and reading on the front and back of this document. If you have any questions, please feel free to contact us!

    Our 3rd grade reading essential standards are:

    Foundational Language Skills

    3.2A Demonstrate and apply phonetic knowledge by (decode)

    3.2B Demonstrate and apply phonetic knowledge (encode) 

    3.3B Use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words 



    3.6E make connections to personal experiences, ideas in other texts, and society

    3.7B  Write a response to a literary or informational text that demonstrates an understanding of a text.

    3.7D retell and paraphrase texts in ways that maintain meaning and logical order

    3.8A infer the theme of a work, distinguishing theme from topic

    3.8C Analyze plot elements, including the sequence of events, the conflict, and the resolution.

    3.9D Recognize characteristics and structures of informational text, including (i) central idea with supporting evidence, (ii)  features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding;

    3.10D Describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes.



    3.11A plan a first draft by generating ideas for writing such as by drawing and brainstorming

    3.11B develop drafts in oral, pictorial, or written form by organizing ideas;

    3.11C Revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity

    3.11D Edit drafts using standard English conventions, including:



    3.2(A) compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate

    3.2(D) compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or = 

    3.3(A) Represent fractions greater than zero and less than or equal to one with denominators of 2,4, 6, and 8 using concrete objects and pictorial models including strip diagrams and number lines

    3.3(H) compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models

    3.4(A) solve with fluency one‐step and two‐step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction

    3.4(K) solve one‐step and two‐step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts

    3.5(A) represent one‐ and two‐step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations

    3.5(B) represent and solve one‐ and two‐step multiplication and division problems within 100 using arrays, strip diagrams, and equations

    3.5(E) represent real‐world relationships using number pairs in a table and verbal descriptions

    3.6(A) classify and sort two‐ and three‐dimensional figures, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language

    3.6(C) determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row 

    3.7(B) determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems

    3.8(A) summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals.