Reading
Third Grade
Scope and Sequence
First Six Weeks
TEK # and
Curriculum Information
Pacing
Clarifying Statements/Questions
*Use syllable patterns to decode
multisyllabic words.
The student uses a variety of word
identification strategies. The student is
expected to:
Vocabulary
syllable patterns
*What is a syllable?
3.5 A decode by using all letter-sound
correspondences within a word
*What is the difference between a short
vowel sound and a long vowel sound?
6 Weeks
*What is a CVC pattern?
*What is CVe pattern?
*Identify main characters, setting, and
plot in a story.
*Problem, Events, Solution
3.11H analyze characters, including their
traits, feelings, relationships, and changes
Nate the Great, San
Francisco Detective
*What is a consonant blend?
3.5C identify multisyllabic words by using
common syllable patterns
The student analyzes the characteristics
of various types of texts. The students is
expected to:
Officer Buckle and Gloria
(Harcourt 3-1-1)
*What sound does [p] make, etc.?
3.5B blend initial letter-sounds with
common vowel spelling patterns to read
words
3.5E use knowledge of word order (syntax)
and context to support word identification
and confirm word meaning
Resources
character
setting
plot
narrative
non fiction
Pepita Talks Twice
Allie’s Basketball Dream
*Determine what characters are like by
what they say and do
3.11I identify the importance of the setting
to the story’s meaning
3.11J recognize ;the story problem(s) or
plot
Page 1 of 17
Cameron ISD
Revised April 2006
Reading
Third Grade
Scope and Sequence
First Six Weeks
TEK # and
Curriculum Information
Pacing
Define the word genre.
The student analyzes the characteristics
of various types of texts. The student is
expected to:
Explain the difference between a work of
fiction and a work of nonfiction.
3.11A distinguish different forms of texts,
including lists, newsletters, and signs and
the functions they serve.
3.11C recognize the distinguishing features
of familiar genres, including stories,
poems, and informational texts.
Vocabulary
caption
nonfiction
subheading
subtitle
expository
Resources
The Olympic Games:
Where Heroes are Made
Identify a nonfiction selection and its
text structure.
6 Weeks
3.11B distinguish fiction from nonfiction,
including fact and fantasy.
Clarifying Statements/Questions
What is a subheading/subtitle?
What is a caption?
Name examples of nonfiction works.
What is the difference between the title
of an article and the title of a magazine,
newsletter, etc.
Page 2 of 17
Cameron ISD
Revised April 2006
Reading
Third Grade
Scope and Sequence
Second Six Weeks
TEK # and
Curriculum Information
Pacing
Identify author’s purpose for writing a
selection.
The student uses a variety of strategies to
comprehend selections read aloud and
selections read independently.
Was this selection written to persuade,
inform, or to entertain?
3.9B establish purposes for reading and
listening such as to be informed, to follow
directions, and to be entertained
Identify how words can be related.
3.8B develop vocabulary through reading
3.8C use resources and references such as
beginners’ dictionaries, glossaries,
available technology, and context to build
word meanings and to confirm
pronunciation of words
6 Weeks
The student develops an extensive
vocabulary. The student is expected to:
3.8A develop vocabulary by listening to
and discussing both familiar and
conceptually challenging selections read
aloud.
Clarifying Statements/Questions
What is a synonym and give specific
examples.
Vocabulary
Resources
entertain
persuade
inform
realistic fiction
comparing
narrative nonfiction
personal narrative
Turtle Bay
synonym
antonym
homophone
multi-meaning
fantasy
Balto, The Dog Who Saved
Nome
Wild Shots, They’re My
Life
Little Grunt and the Big
Egg
What is an antonym and give specific
examples.
What are homophones and give
examples.
Identify the intended meaning of multimeaning words using context clues.
3.8D demonstrate knowledge of
synonyms, antonyms, and multi-meaning
words (for example, by sorting, classifying,
and identifying related words).
Page 3 of 17
Cameron ISD
Revised April 2006
Reading
Third Grade
Scope and Sequence
Second Six Weeks
The student uses a variety of word
identification strategies. The student is
expected to:
3.5C Identify multisyllabic words by using
common syllable patterns.
Page 4 of 17
Pacing
6 Weeks
TEK # and
Curriculum Information
Clarifying Statements/Questions
Vocabulary
Identify and demonstrate different
strategies to decode multisyllabic words.
Review previous
vocabulary associated with
non-fiction selections.
Resources
Rosie, A Visiting Dog’s
Story
What does it mean to “break” a word?
What are chunks?
Cameron ISD
Revised April 2006
Reading
Third Grade
Scope and Sequence
Third Six Weeks
TEK # and
Curriculum Information
The student uses a variety of
strategies to comprehend selections
read aloud and selections read
independently.
Pacing
Identify chronological order in
stories.
3.11J recognize ;the story problem(s) or
plot
chronological order
sequence
Resources
The Stories Julian Tells
Determine time-order clues in
reading.
What happens first? Next? Then?
Before...? After?...Last?, etc.
Identify and define prefixes and
suffixes. (re-; un-; pre-; -ful; -ness;
-er)
6 Weeks
The student uses a variety of word
identification strategies. The student is
expected to:
The student analyzes the characteristics
of various types of texts. The students is
expected to:
Vocabulary
Centerfield Ballhawk
3.9C retell or act out the order of
important events in stories
3.5D use root words and structural cues
such as prefixes and suffixes and
derivational endings to recognize words.
Clarifying Statements/Questions
prefix
suffix
base word
root word
The Talent Show
problem
conflict
resolution
solution
Sayings We Share:
Proverbs and Fables
Ramona Forever
What is a prefix?
What is a suffix?
What is a root (base) word?
Identify the problem/conflict in a
narrative.
Identify the steps up to and the
resolution of a narrative.
What is the problem in this story?
How did the characters solve their
problem?
Page 5 of 17
Cameron ISD
Revised April 2006
Reading
Third Grade
Scope and Sequence
Fourth Six Weeks
TEK # and
Curriculum Information
The student uses a variety of
strategies to comprehend selections
read aloud and selections read
independently.
Pacing
Clarifying Statements/Questions
Create a summary of this story.
What sentence best completes the
summary of this story?
3.9H produce summaries of text
selections
Vocabulary
Resources
Summary
Summarize
Historical Fiction
Onomatopoeia
Papa Tells Chita a Story
Compare
Contrast
Venn Diagram
Folktale
Coyote Places the Stars
Why Mosquitoes Buzz in
People’s Ears
What is onomatopoeia? Give
examples.
3.1F identify the musical elements of
literary language such as its rhymes,
repeated sounds, or instances of
onomatopoeia
The student uses a variety of
strategies to comprehend selections
read aloud and selections read
independently.
3.9G Identify similarities and
differences across texts such as in
topics, characters, and themes
6 Weeks
The student listens attentively and
engages actively in a variety of oral
language experiences
Understand the use of compare and
contrast.
What does it mean to compare two
things?
Lon Po Po
What does it mean to contrast two
things?
What does Venn Diagram look like?
What is it used for?
Page 6 of 17
Cameron ISD
Revised April 2006
Reading
Third Grade
Scope and Sequence
Fourth Six Weeks
TEK # and
Curriculum Information
Pacing
Compare Author’s purposes for
writing different stories.
The student reads widely for different
purposes in varied sources.
Vocabulary
Review previous
vocabulary associated
with author’s purpose
and comparing and
contrasting
Resources
The Crowded House
6 Weeks
3.7C Read to accomplish various
purposes, both assigned and self-selected
The student uses a variety of strategies to
comprehend selections read aloud and
selections read independently.
Clarifying Statements/Questions
3.9B establish purposes for reading and
listening such as to be informed, to follow
directions, and to be entertained
Page 7 of 17
Cameron ISD
Revised April 2006
Reading
Third Grade
Scope and Sequence
Fifth Six Weeks
TEK # and
Curriculum Information
Pacing
3.9G Identify similarities and
differences across texts such as in
topics, characters, and themes
Page 8 of 17
Resources
Leah’s Pony
Boom Town
main idea
detail
expository
non fiction
Yippee-Yay!
Determine likenesses and differences
within and across texts.
likeness
difference
Cocoa Ice
Compare and Contrast different areas
and ways of living.
review compare/contrast
vocabulary
What is a fact?
3.9J distinguish fact from opinion in
various texts, including news stories and
advertisements
The student uses a variety of strategies to
comprehend selections read aloud and
selections read independently.
What is an opinion?
Distinguish between main idea and
supporting details in expository texts.
6 Weeks
3.9F make and explain inferences from
texts such as determining important ideas,
causes and effects, making predictions, and
drawing conclusions
The student uses a variety of strategies to
comprehend selections read aloud and
selections read independently.
Vocabulary
fact
opinion
advertisement
Distinguish between fact and
opinion.
The student uses a variety of strategies to
comprehend selections read aloud and
selections read independently.
3.9C retell or act out the order of
important events in stories
Clarifying Statements/Questions
What is a main idea? What is the
difference between a main idea that
is stated and one that is unstated?
If You Made a Million
Cameron ISD
Revised April 2006
Reading
Third Grade
Scope and Sequence
Sixth Six Weeks
TEK # and
Curriculum Information
The student uses a variety of
strategies to comprehend selections
read aloud and selections read
independently.
Pacing
Clarifying Statements/Questions
Vocabulary
Resources
Produce a summary of a selected
reading.
summary
I’m in Charge of
Celebrations
Recognize cause and effect
relationships.
Cause
Effect
Alejandro’s Gift
The student uses a variety of strategies to
comprehend selections read aloud and
selections read independently.
3.9F make and explain inferences from
texts such as determining important ideas,
causes and effects, making predictions, and
drawing conclusions
The student uses a variety of word
identification strategies. The student is
expected to:
3.5D use root words and structural cues
such as prefixes and suffixes and
derivational endings to recognize words.
Page 9 of 17
6 Weeks
3.9H produce summaries of text
selections
Armadillo from Amarillo
Why did something happen? What
happened as a result of another
event?
Decode and understand words with
inflected endings..
Inflected endings
Rocking and Rolling
Visitors from Space
What is an inflected ending?
Identify words with inflected
endings.
Cameron ISD
Revised April 2006
Reading
Third Grade
Scope and Sequence
Ongoing Throughout the Year
The following list of TEKS are addressed throughout the year, either weekly or daily in reading and listening. These only include the
remaining TEKS that were not specifically addressed in the Reading Scope and Sequence. Please note that some of those specified
TEKS are also considered to be addressed throughout the year as well. Resources for ongoing TEKS are (but not limited to): Reading
Academy material, TPRI Intervention Book, Trophies Reading Manuals, Spelling Workbooks, and Grammar Handbooks)
TEK # and
Curriculum Information
The student listens attentively and
engages actively in a variety of oral
language experiences.
3.1A determine the purposes for listening
such as to get information, to solve
problems, and to enjoy and appreciate
3.1B respond appropriately and
courteously to directions and questions
3.1C participate in rhymes, songs,
conversations and discussions
3.1D listen critically to interpret and
evaluate
Clarifying
Statements/Questions
Was this story informational
or entertaining?
TEK # and
Clarifying
Curriculum Information
Statements/Questions
The student listens and speaks to What is a culture?
gain knowledge of his/her own
culture, the culture of others, and What is a tradition?
the common elements of cultures.
The student is expected to:
3.2A connect experiences and
ideas with those of others through
speaking and listening
3.2B Compare language and oral
traditions (family stories) that
reflect customs, regions, and
cultures.
3.1E listen responsively to stories and
other texts read aloud, including selections
from classic and contemporary works
Page 10 of 17
Cameron ISD
Revised April 2006
Ongoing Throughout the Year
TEK # and
Curriculum Information
The student speaks appropriately to
different audiences for different
purposes and occasions.
3.3A choose and adapt spoken language
appropriate to the audience, purpose, and
occasion, including use of appropriate
volume and rate
Clarifying
Statements/Questions
Why is it important to talk to
different people in different
ways?
TEK # and
Curriculum Information
The student communicates
clearly by putting thoughts and
feelings into spoken words.
What are some occasions or
instances in which you might
speak differently than you
usually do?
3.4 A use vocabulary to describe
clearly ideas, feelings, and
experiences.
3.3B use verbal and nonverbal
communication in effective ways such as
making announcements, diving directions,
or making introductions.
3.4B clarify and support spoken
messages using appropriate props,
including objects, pictures, and
charts
3.3C ask and answer relevant questions
and make contributions in small or large
group discussions
3.4C retell a spoken message by
summarizing or clarifying.
The student uses a variety of
word identification strategies.
3.3D present dramatic interpretations of
experiences, stories, poems, or plays
3.3E gain increasing control of grammar
when speaking such as using subject-verb
agreement, complete sentences, and correct
tense
Page 11 of 17
Clarifying
Statements/Questions
Describe times of
different emotions—
excitement, anger,
anxiety, sadness, etc.
3.5 F read both regular and
irregular words automatically such
as through multiple opportunities
to read and reread.
Cameron ISD
Revised April 2006
Ongoing Throughout the Year
TEK # and
Curriculum Information
The student reads with fluency and
understanding in texts at appropriate
difficulty levels. The student is expected
to:
3.6A read regularly in independent-level
materials (texts in which no more than
approximately 1 in 20 words in difficult for
the reader).
3.6B read regularly in instructional-level
materials that are challenging but
manageable (texts in which no more than
approximately 1 in 10 words is difficult for
the reader; the “typical” 3rd grader reads 80
words per minute.
Clarifying
Statements/Questions
Students will be able to chart
the growth of their fluency
rate by using TPRI and
DIBEL results.
Fluency can be addressed at
an independent level through
the reading of Accelerated
Reading materials.
Oral fluency can be
addressed through the use of
Reader’s Theater
TEK # and
Curriculum Information
The student reads widely for
different purposes in varied
sources.
3.7A read classic and
contemporary works
3.7B read from a variety of genres
for pleasure and to acquire
information from both print and
electronic sources
Clarifying
Statements/Questions
What makes a story a
“classic”?
What makes a story a
“contemporary” work?
What are examples of
electronic sources?
3.6C read orally from familiar texts with
fluency (accuracy, expression, appropriate
phrasing, and attention to punctuation)
3.6D self-select independent-level reading
such as by drawing on personal interest, by
relying on knowledge of authors and
different types of texts, and/or by
estimating text differently
3.6E read silently for increasing periods of
time
Page 12 of 17
Cameron ISD
Revised April 2006
Ongoing Throughout the Year
TEK # and
Curriculum Information
The student uses a variety of
strategies to comprehend selections
read aloud and selections read
independently.
3.9A use prior knowledge to anticipate
meaning and make sense of texts.
3.9D monitor his/her own
comprehension and act purposefully
when comprehension breaks down such
strategies as rereading, searching for
clues, and asking for help
3.9E draw and discuss visual images
based on text descriptions
3.9I represent text information in
different ways, including story maps,
graphs, and charts
3.9K practice different kinds of
questions and tasks, including test-like
comprehension questions
Page 13 of 17
Clarifying
Statements/Questions
What does it mean to
“predict”?
TEK # and
Curriculum Information
The student responds to various
texts.
Students will make and
confirm predictions
throughout reading
3.10A respond to stories and
poems in ways that reflect
understanding and interpretation in
discussion (speculating and
questioning) in writing, and
through movement, music, art, and
drama
Identify and implement
different reading strategies to
raise comprehension
Successfully use and
complete summary charts,
flow charts, sequencing
charts, story maps, and Venn
diagrams as well as other
visual reading organizers
Students will receive ongoing
comprehension and
understanding through the
use of the Accelerated
Reader Program
Clarifying
Statements/Questions
What conclusions can you
draw about this story,
character, etc? What
ideas or details from the
story support your
conclusion?
3.10B demonstrate understanding
of informational text in a variety of
ways through writing, illustrating,
developing demonstrations, and
using available technology
3.10C support interpretations or
conclusions with examples drawn
from text
3.10D connect ideas and themes
across texts.
Cameron ISD
Revised April 2006
Ongoing Throughout the Year
TEK # and
Curriculum Information
The student analyzes the
characteristics of various types of
texts.
Clarifying
Statements/Questions
Compare/Contrast Balto, The
Dog Who Saved Nome story
and film.
3.11D compare communication in
different forms such as contrasting a
dramatic performance with a print
version of the same story or comparing
story variants
What is the title of the
selection?
3.11E understand and identify simple
literary terms such as title, author,
illustrator, playwright, theater, stage,
act, dialogue, and scene across a variety
of literary forms
What is the difference
between and playwright and
author?
3.11F understand literary forms by
recognizing and distinguishing among
such types of text as stories, poems,
myths, fables, tall tales, limericks,
plays, biographies, and autobiographies
TEK # and
Curriculum Information
Clarifying
Statements/Questions
Who is the author?
illustrator?
Using The Crowded House,
identify the parts of a play.
What are some characteristics
of a poem? myth? legend?
fable? tall tale?, etc
3.11G compare communications in
different forms, including contrasting a
dramatic performance with a print
version of the same story
Page 14 of 17
Cameron ISD
Revised April 2006
Ongoing Throughout the Year
TEK # and
Curriculum Information
The student generates questions and
conducts research using information
from various sources
3.12A identify relevant questions for
inquiry such as “What Native
American tribes inhabit(ed) Texas?”
3.12B use alphabetical order to locate
information
3.12C recognize and use parts of a
book to locate information, including
table of contents, chapter titles, guide
word, and indices
3.12D use multiple sources, including
print such as an encyclopedia,
technology, and experts, to locate
information that addresses questions
Clarifying
Statements/Questions
What is an encyclopedia?
What is it used for? What are
some characteristics of a set
of encyclopedias? a single
volume?
What is dictionary? How is
it arranged? What is it used
for? What are guide words?
How are they used?
TEK # and
Curriculum Information
3.12H demonstrate learning
through production and displays
such as oral and written reports,
murals, and dramatizations
3.12I use compiled information
and knowledge to raise additional,
unanswered questions
Clarifying
Statements/Questions
Produce a report by
gathering notes from a
variety of sources,
compiling data, and
drawing conclusions
based on the information
gathered
3.12J draw conclusions from
information gathered
What is a table of contents?
Where is it found? What is it
used for?
What is an index? Where is
it found? What is it used for?
Identify and use different
types of reading organizers.
3.12E interpret and use graphic
sources of information, including maps,
charts, graphs, and diagrams
3.12F locate and use important areas
of the library/media center
3.12G organize information in
systematic ways, including notes,
charts, and labels.
Page 15 of 17
Cameron ISD
Revised April 2006
Ongoing Throughout the Year
TEK # and
Curriculum Information
The student reads to increase
knowledge of his/her own culture, the
culture of others, and the common
elements of cultures.
Clarifying
Statements/Questions
Continually compare/contrast
cultures of the stories,
characters, etc. with that of
our own.
3.13A connect his/her own experiences
with the life experiences, language,
customs, and culture of others
3.15A gain more proficient control
of all aspects of penmanship
3.13B compare experiences of
characters across cultures
The student write for a variety of
audiences and purposed and in
various forms.
3.14A write to record ideas and
reflections
TEK # and
Curriculum Information
The student composes original
texts using the conventions of
written language such as
capitalization and penmanship to
communicate clearly.
Daily Journal Writing
Clarifying
Statements/Questions
Identify and use cursive
writing correctly.
Properly use capitalization
and punctuation in journal
writing and formal
writing, not only in
reading, but in all subject
areas.
3.15B use capitalization and
punctuation such as commas in a
series, apostrophes in contractions,
quotation marks, proper nouns, and
abbreviations with increasing
accuracy
Pre-write, edit, revise,
publish different forms of
writing—narratives, how-to,
compare/contrast, persuasive,
poetry, etc.
3.14B write to discover, develop, and
refine ideas
3.14C write to communicate with a
variety of audiences
3.14D write in different forms for
different purposes such as lists to
record. letters to invite or thank, and
stories or poems to entertain
Page 16 of 17
Cameron ISD
Revised April 2006
Ongoing Throughout the Year
TEK # and
Curriculum Information
The student spells proficiently
3.16A write with more proficient
spelling of regularly spelled patterns
such as CVC, CVCe, and one syllable
words with blends
3.16B spell multisyllabic words using
regularly spelled phonogram patterns
3.16C write with more proficient
spelling of inflectional endings,
including plurals and past tense and
words that drop the final e when such
endings as –ing, -ed, or able are added
3.16D write with more proficient use
of orthographic patterns and rules such
as oil/toy; match/speech; badge/cage;
consonant doubling, dropping e, and
changing y to i
Clarifying
Statements/Questions
Students will be successful
with Weekly Spelling Lists
Continuous spelling
strategies located in reading
books.
TEK # and
Curriculum Information
3.16F write with accurate spelling
of syllable contractions such as
closed, open, consonant before –le,
and syllable boundary patterns.
Clarifying
Statements/Questions
If I don’t know how to
spell a word, where might
I look to find the correct
spelling?
3.16G spell words ending in –tion What is a thesaurus? How
and –sion such as station and
is it arranged? What is it
What are the rules for making procession
used for?
a word past tense? plural?
What does it mean to change 3.16H use resources to find correct
y to i and add –es or –ed?
spellings, synonyms, and
replacement words
What is a homonym? Give
examples.
What is the difference
between a homonym and
homophone?
3.16E write with more proficient
spelling of contractions, compounds,
and homonyms such as hair/hare; and
bare/bear
Page 17 of 17
Cameron ISD
Revised April 2006