2.5 Reading/Word Identification. The student uses a variety of word identification strategies.
2.5E Use structural cues to recognize words such as compounds, base words, and inflections such as -s,-es,-ed, and -ing (1-2). 2.9 Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to:
2.9E Draw and discuss visual images based on text descriptions (1-3)
• Responds appropriately on a personal level, both orally and in writing, to fiction and poetry selections (e.g. writing a note to one of the characters, telling the story from one character’s point of view, creating a Venn diagram to compare and contrast two characters, imagining a new ending, drawing a story map and/or time line, writing a newspaper column about an event that occurs, giving advice to one of the characters, speculating and asking questions)
2.9F Make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions (1-3).
Infers: take specific information from text and/or prior experience/learning) in order to draw a conclusion or form a generalization; an inductive process; “reading between the lines.” ) The writer implies, the reader infers.
Draws and supports conclusions with and without text evidence: A statement about an individual person, place, thing, or event that is supported by accurate information (NOTE: On TAKS, that information must come from the text.) Conclusions are “some” or “sometimes” statements. There are many different kinds of conclusions, e.g.
a statement about an individual person, place, thing, or event;
a statement/conclusion about the future = prediction; and
a statement/conclusion about why something happened = cause/effect
Many of the questions ask if “the reader can tell…” using probably/most likely.
2.9GIdentify similarities and differences across texts such as in topics, characters, and problems (1-2).
Including compares and contrasts: Contrast/treatment of characters or texts:
What is one difference between the sultan and the king?
How are the (two characters/themes/problems, etc) alike?
Text to Text (story variants)
Story elements (plot, character, etc)
TAKS note: All of the 3rd grade items available for analysis ask to compare/contrast elements within a single text. The emphasis is predominantly comparing characters.
2.9I Represent text information in different ways, including story maps, graphs, and charts.
Diagram/Chart: Main Idea (missing main idea or missing supporting detail)
Diagram/Chart: Obtaining information (especially from informational charts embedded in expository text)
Diagram/Chart: Cause/Effect relationships
Venn Diagram: Comparison/Contrast of traits/characteristics of two characters/concepts
Web: Characteristics of a character/concept
Map: Using key
2.10 Reading/literary response. The student responds to various texts. The student is expected to:
2.10A respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (2-3) Including:
• Creates questions at the literal, interpretive, and evaluative levels to assess his or her comprehension of complex information in fiction and nonfiction poetry selections
• Describe a character orally, dictating a note to a character, drawing a map of the setting, drawing a picture that depicts the events in a story)
2.10B demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (2-3)
• Constructs graphic aids (e.g. charts, story maps, tables, graphic organizers) and draws pictures to interpret information in fiction and poetry selections
• Recites from memory or reads a poem aloud fluently, distinctly, and expressively, using appropriate props (e.g. a picture he or she has drawn to depict an impression of the poem)
• Written responses
• Contributing to class discussions
2.10C Support interpretations or conclusions with examples drawn from text (2-3).
2.10D connect ideas and themes across texts (1-3).
Make Connections Across Texts
• "In this selection, in what way does Grandpa Delgado feel connected to the old barn?"
• "Why was the Inuit bear hunter mentioned in both the announcement and the story?”
• “A common idea throughout this article is the importance of —“
2.10D continued Connects sign/message to plot:
• "Read the four protest signs below." And then "Which of these signs would most likely have been carried by a member of the Friends of the Everglades?"
Compare or Contrast Across Texts Compares Ideas:
• "The newspaper article and Lisa’s report both tell about —"
• "An idea present in both selections is _”
• “One idea found in both of these stories is that people can be —“
• “An idea present in both articles is —“
• "How is Seth different from his friends?"
• How is the first woman who is questioned in ‘The Sultan’s Pearls’ like the first man who is questioned in ‘The King’s Gold’?”
• "According to the article, how was Douglas’s career as a journalist similar to her attending college?"
• "Which of these is a theme in both selections?"
• “A theme found in both articles is —“
and supports the conclusions with text
evidence [and/or personal experience]
Note: In 3rd grade, this student expectation is not tested using paired text. The comparisons are within the text.
2.11 Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts. The student is expected to:
2.11BIdentify text as written for entertainment (narrative) or for information (expository) (2).
• Determining the writer's motive/intent (to tell/inform, to describe, to entertain) for writing a text and identify examples from the text.
2.11H Analyze characters, including their traits, feelings, relationships, and changes (1-3).