English Language Arts, grade 3, mapped

75 claims across 12 strands · 144 of 187 skills in grades 1-3 appear here

Pick a skill to light what it rests on.

Other

  1. 1.5 leans on 1.4 sustaining independent reading time leans on being able to read the words without a struggle
  2. 2.5 leans on 2.4 reading independently for a sustained stretch leans on fluency that already carries the words
  3. 3.5 leans on 3.4 a sustained stretch of independent reading leans on fluency that no longer takes conscious effort
  4. 2.5 leans on 1.5 reading independently for a sustained period grows out of a year spent choosing and sticking with text

The student develops oral language through listening, speaking, and discussion.

  1. 1.1.D leans on 1.1.A waiting your turn in a group leans on already listening actively to one other speaker
  2. 2.1.D rests on 1.1.D adding on to a classmate's idea rests on already following the turn-taking rules of a discussion
  3. 3.1.B rests on 2.1.B restating a series of instruction sequences rests on already restating one short sequence
  4. 3.1.C rests on 2.1.C controlling eye contact and volume while speaking rests on already speaking clearly at a steady pace

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

  1. 1.2.B leans on 1.2.A matching a letter to a sound leans on already hearing that sound apart from the word it lives in
  2. 1.2.C leans on 1.2.B spelling a sound-spelling pattern leans on already reading a word that carries it
  3. 2.2.E rests on 1.2.F forming a connected cursive letter rests on already printing that same letter legibly
  4. 3.2.D rests on 2.2.E writing a whole thought in cursive rests on already connecting one cursive letter to the next
  5. 2.2.D rests on 1.2.E sorting a full list of words rests on already sorting by just the first two letters
  6. 3.2.C rests on 2.2.D sorting two words that match on the first two letters rests on already sorting a full list
  7. 1.3.A leans on 1.2.E from another strand finding a word in a dictionary leans on already knowing how alphabetical order works
  8. 2.3.A leans on 2.2.D from another strand finding a word's meaning in a resource leans on already knowing how to alphabetize to it
  9. 3.3.A leans on 3.2.C from another strand looking up a word's pronunciation leans on already sorting words down to the third letter
  10. 1.3.C leans on 1.2.B from another strand naming what -ed changes about a word leans on already sounding that word out
  11. 2.3.C leans on 2.2.B from another strand picking apart what re- adds to a word leans on already reading a word that starts with it
  12. 3.3.C leans on 3.2.A from another strand telling what dis- takes away from a word leans on already reading a word that begins with it
  13. 3.2.B rests on 3.3.D from another strand spelling two words that sound alike rests on already knowing they mean different things

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

  1. 1.13.B rests on 1.13.A planning how to research something takes a question already in hand to research
  2. 1.13.C rests on 1.13.B gathering sources follows a plan that already says what to look for
  3. 1.13.D rests on 1.13.C making sense of what was found needs information already gathered to make sense of
  4. 1.13.E rests on 1.13.D presenting a finding comes after working out what that finding actually means
  5. 2.13.B rests on 2.13.A a research plan still starts from a question already generated to chase
  6. 2.13.C rests on 2.13.B gathering sources still follows a plan for where to look first
  7. 2.13.E rests on 2.13.C understanding what a source says takes the source already gathered in hand
  8. 2.13.G rests on 2.13.E sharing the research with an audience comes after its meaning is already sorted out
  9. 3.13.B rests on 3.13.A a plan for the research still starts from a question already chosen to chase
  10. 3.13.C rests on 3.13.B gathering a variety of sources follows a plan for where to look among them
  11. 3.13.E rests on 3.13.C making sense of a variety of sources needs those sources already gathered together
  12. 3.13.H rests on 3.13.E delivering the results still waits on having made sense of them first
  13. 3.13.A leans on 2.13.A picking your own topic to question follows a year of generating questions with help first
  14. 2.13.C leans on 1.13.C gathering sources without help follows a year of gathering them with help nearby
  15. 3.13.C leans on 2.13.C widening the search to a variety of sources builds on gathering a smaller set the year before
  16. 2.13.E leans on 1.13.D explaining findings without help follows a year of explaining them with help nearby
  17. 3.13.G leans on 2.13.F gathering citations into one list builds on already citing sources one at a time

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

  1. 3.9.B leans on 1.9.B naming a rhyme scheme and sound devices leans on a year already spent hearing rhyme and rhythm
  2. 3.9.A rests on 2.9.A sorting legends and myths as genres assumes folktales and fables are already sorted this way
  3. 2.9.C rests on 1.9.C discussing dialogue as a drama element assumes characters and setting are already noticed
  4. 3.9.C rests on 2.9.C discussing acts as a drama element assumes characters, dialogue, and setting are already noticed
  5. 2.9.E leans on 1.9.E recognizing persuasive text without help leans on a year already spent doing it with help
  6. 3.9.E leans on 2.9.E treating a text as argumentative leans on already being able to spot a persuasive one
  7. 1.6.C leans on 1.9.A from another strand predicting from the characteristics of a genre leans on already knowing what marks that genre
  8. 2.6.C leans on 2.9.A from another strand predicting from genre characteristics leans on already sorting folktales from fables and fairy tales
  9. 3.6.C leans on 3.9.A from another strand predicting from genre characteristics leans on already knowing legends and myths as genres too
  10. 1.10.A leans on 1.9.E from another strand discussing an author's purpose sometimes leans on the persuasion-spotting work said more narrowly
  11. 1.10.B rests on 1.9.D from another strand discussing what a text structure is for assumes the structure has already been recognized
  12. 2.10.B rests on 2.9.D from another strand explaining what a text structure achieves assumes the structure itself is already recognized
  13. 3.10.B rests on 3.9.D from another strand explaining a structure's purpose assumes the structure was already recognized as one
  14. 2.10.F leans on 1.9.B from another strand explaining an author's use of repetition leans on already noticing it as a feature of poems
  15. 3.12.C leans on 3.9.E from another strand building an opinion essay around a claim and an audience rests on naming those same parts while reading one

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

  1. 3.8.A rests on 2.8.A inferring a theme without help assumes a year already spent determining one with help
  2. 3.8.A rests on 3.8.C inferring a work's theme assumes the conflict and its resolution are already sorted out
  3. 2.8.B rests on 1.8.B sorting a character's traits into internal and external assumes their reasons are already noticed
  4. 3.8.B rests on 2.8.B explaining relationships among characters assumes their individual traits are already sorted
  5. 3.8.C rests on 2.8.C analyzing a plot's sequence assumes its main events are already described and understood
  6. 2.8.D rests on 1.8.D explaining why a setting matters assumes a setting can already be named
  7. 3.8.D rests on 3.8.C explaining a setting's influence on the plot assumes the plot's elements are already sorted out
  8. 3.10.A leans on 3.8.A from another strand explaining a text's message leans on the theme work turned toward why the author wrote it
  9. 1.12.A leans on 1.8.C from another strand shaping a story around a problem and its resolution rests on naming those same parts while reading one

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

  1. 3.7.B leans on 2.7.B writing a fuller response leans on a year already spent jotting brief comments on a text
  2. 2.7.D rests on 1.7.D paraphrasing in the right order assumes retelling without losing the meaning is already solid
  3. 3.7.E leans on 2.7.E notetaking and annotating lean on the illustrating-and-writing habit of interacting with a source
  4. 1.7.A rests on 1.6.E from another strand describing a personal connection to a source is the connection-making already named as a comprehension move
  5. 2.7.A rests on 2.6.E from another strand putting a personal connection into words draws on the connection-making comprehension already does
  6. 3.7.A rests on 3.6.E from another strand naming a personal connection to a self-selected text is the connection-making comprehension already does
  7. 1.7.C rests on 1.6.F from another strand pointing to text evidence for a response is the evidence-based inferring comprehension already does
  8. 2.7.C rests on 2.6.F from another strand supporting a response with text evidence reuses the evidence a child already gathers to understand
  9. 3.7.C rests on 3.6.F from another strand a response grounded in text evidence draws on the same evidence already used to understand it
  10. 3.7.G rests on 3.6.G from another strand discussing which ideas matter most is the key-idea evaluation comprehension already does

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.

  1. 2.10.C leans on 1.10.C naming print and graphic features without help leans on a year already spent naming them with help
  2. 2.10.D rests on 1.10.D naming descriptive and figurative language grows out of noticing words that made a reader visualize
  3. 3.10.D rests on 2.10.D explaining how imagery and figurative language work assumes the language types are already sorted
  4. 3.10.G rests on 3.10.D hyperbole is one more figurative device once figurative language itself is already familiar
  5. 1.10.A leans on 1.9.E from another strand discussing an author's purpose sometimes leans on the persuasion-spotting work said more narrowly
  6. 3.10.A leans on 3.8.A from another strand explaining a text's message leans on the theme work turned toward why the author wrote it
  7. 1.10.B rests on 1.9.D from another strand discussing what a text structure is for assumes the structure has already been recognized
  8. 2.10.B rests on 2.9.D from another strand explaining what a text structure achieves assumes the structure itself is already recognized
  9. 3.10.B rests on 3.9.D from another strand explaining a structure's purpose assumes the structure was already recognized as one
  10. 1.10.D rests on 1.6.D from another strand discussing words that help a reader visualize assumes a reader already forms mental images
  11. 2.10.F leans on 1.9.B from another strand explaining an author's use of repetition leans on already noticing it as a feature of poems

The student uses genre characteristics and craft to compose multiple texts that are meaningful.

  1. 2.12.A leans on 1.12.A writing a personal narrative down yourself leans on a year of dictating the same kind of story
  2. 3.12.A rests on 2.12.A reaching for genre craft in a narrative assumes the narrative itself is already composable
  3. 2.12.B leans on 1.12.B writing a report yourself leans on a year of dictating how-to steps before
  4. 3.12.B rests on 2.12.B building a composition around one central idea rests on procedural texts and reports already written
  5. 2.12.C leans on 1.12.C writing a thank-you note in your own hand leans on dictating the same note before
  6. 1.12.A leans on 1.8.C from another strand shaping a story around a problem and its resolution rests on naming those same parts while reading one
  7. 3.12.C leans on 3.9.E from another strand building an opinion essay around a claim and an audience rests on naming those same parts while reading one

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

  1. 2.6.F leans on 1.6.F making an inference without help leans on a year already spent making one with help
  2. 3.6.I leans on 2.6.I annotating to fix a stalled reading leans on the re-reading and questioning repertoire already being there
  3. 1.7.A rests on 1.6.E from another strand describing a personal connection to a source is the connection-making already named as a comprehension move
  4. 2.7.A rests on 2.6.E from another strand putting a personal connection into words draws on the connection-making comprehension already does
  5. 3.7.A rests on 3.6.E from another strand naming a personal connection to a self-selected text is the connection-making comprehension already does
  6. 1.7.C rests on 1.6.F from another strand pointing to text evidence for a response is the evidence-based inferring comprehension already does
  7. 2.7.C rests on 2.6.F from another strand supporting a response with text evidence reuses the evidence a child already gathers to understand
  8. 3.7.C rests on 3.6.F from another strand a response grounded in text evidence draws on the same evidence already used to understand it
  9. 3.7.G rests on 3.6.G from another strand discussing which ideas matter most is the key-idea evaluation comprehension already does
  10. 1.6.C leans on 1.9.A from another strand predicting from the characteristics of a genre leans on already knowing what marks that genre
  11. 2.6.C leans on 2.9.A from another strand predicting from genre characteristics leans on already sorting folktales from fables and fairy tales
  12. 3.6.C leans on 3.9.A from another strand predicting from genre characteristics leans on already knowing legends and myths as genres too
  13. 1.10.D rests on 1.6.D from another strand discussing words that help a reader visualize assumes a reader already forms mental images

The student uses newly acquired vocabulary expressively.

  1. 2.3.B rests on 1.3.B pulling a word's meaning from its sentence rests on already pulling one from a picture or story
  2. 3.3.B leans on 2.3.B picking the right sense of a word with two meanings leans on already reading context for an unfamiliar one
  3. 2.3.C leans on 1.3.C naming what un- or re- changes about a word leans on already naming what -ed or -ing changes
  4. 3.3.C leans on 2.3.C naming what a new prefix adds to a word leans on already doing that for a smaller set of them
  5. 3.3.D leans on 2.3.D explaining why two same-sounding words differ leans on already explaining a homograph in context
  6. 1.3.A leans on 1.2.E from another strand finding a word in a dictionary leans on already knowing how alphabetical order works
  7. 2.3.A leans on 2.2.D from another strand finding a word's meaning in a resource leans on already knowing how to alphabetize to it
  8. 3.3.A leans on 3.2.C from another strand looking up a word's pronunciation leans on already sorting words down to the third letter
  9. 1.3.C leans on 1.2.B from another strand naming what -ed changes about a word leans on already sounding that word out
  10. 2.3.C leans on 2.2.B from another strand picking apart what re- adds to a word leans on already reading a word that starts with it
  11. 3.3.C leans on 3.2.A from another strand telling what dis- takes away from a word leans on already reading a word that begins with it
  12. 3.2.B rests on 3.3.D from another strand spelling two words that sound alike rests on already knowing they mean different things

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

  1. 1.11.B rests on 1.11.A turning ideas into a draft needs ideas already generated to turn into one
  2. 1.11.C rests on 1.11.B adding detail to a draft takes a draft already down on the page to add it to
  3. 1.11.D leans on 1.11.C cleaning up conventions goes easier once the content of a revision has settled
  4. 1.11.E leans on 1.11.D sharing a piece usually follows fixing up its conventions, though not always
  5. 2.11.B rests on 2.11.A shaping a draft into something focused starts from ideas already brainstormed
  6. 2.11.C rests on 2.11.B moving words and sentences around takes a draft already down to rearrange
  7. 2.11.D leans on 2.11.C checking conventions is steadier work once the wording of a revision is settled
  8. 2.11.E leans on 2.11.D sharing a piece with others usually comes after its conventions are cleaned up
  9. 3.11.B rests on 3.11.A building a structured draft starts from a genre and purpose already chosen for it
  10. 3.11.C rests on 3.11.B sharpening sentences for clarity needs a structured draft already sitting on the page
  11. 3.11.D leans on 3.11.C conventions are easier to fix once the sentences carrying them stop moving around
  12. 3.11.E leans on 3.11.D choosing an audience to publish for usually comes after the piece is edited clean

Back to english language arts, grade 3 · the grade 4 map

Texas Essential Knowledge and Skills · CC BY 3.0 US · D2L Corporation · verified 2026-08-05

What that means, and what this is not

The standards text is adopted by the Texas State Board of Education and published as rules in Title 19 of the Texas Administrative Code. We retrieved it through the Common Standards Project. The licence above covers that project's compiled dataset, not the rule text itself, which is Texas law.

Coverage requirements from New York 8 NYCRR §100.10: what the law requires. Nothing here is legal advice, and Texas standards do not apply in your state. Check your own state's department of education.