TEXAS Curriculum Framework for STAAR Alternate CORRELATION WITH PROJECT DISCOVERY A U.S. Department of Education Validated and Approved Program P. O. Box 23308, Louisville, KY 40223 1-800-626-2950 * E-mail: info@educationassociates.com * Web: www.educationassociates.com
TEXAS TEKS Curriculum Framework for STAAR Alternate CORRELATION WITH PROJECT DISCOVERY This document provides a correlation with the Texas TEKS Curriculum Framework for STAAR Alternate to the Project Discovery Career Development Curricula. Project Discovery integrates academic core content into hands-on career activities. A correlation was made with the kits and the knowledge and skill statements. While the activities in the kits also address standards in other areas, this document provides a correlation with Reading and Mathematics. The TEKS Framework is a copyright of the Texas Education Agency. GREENHOUSE READING Grade 3 Reading STAAR Reporting Category 1 Understanding Across Genres: The student will demonstrate an ability to understand a variety of written texts across reading genres. (3.4) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. The student is 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; Readiness Standard Essence of Identifies new vocabulary words using a variety of strategies. 3.4 Prerequisite Skills/Links to TEKS Vertical Alignment alphabetize a series of words and use a dictionary or a glossary to find words identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning use context to determine the relevant meaning of unfamiliar words or multiple-meaning words use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow) alphabetize a series of words to the first or second letter and use a dictionary to find words identify and sort words into conceptual categories (e.g., opposites, living things) determine what words mean from how they are used in a sentence, either heard or read determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime) identify words that name actions (verbs) and words that name persons, places, or things (nouns) 2
use a picture dictionary to find words identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures) recognize that compound words are made up of shorter words identify and use words that name actions, directions, positions, and locations Sentences and structure skills attempt to use new vocabulary and grammar use single words and simple phrases to communicate meaning in social situations Vocabulary skills increase listening vocabulary and begin to develop vocabulary of object names and common phrases in English (ELL) use a large speaking vocabulary, adding several new words daily demonstrate understanding in a variety of ways or knowing the meaning of 3,000 to 4,000 words, many more than he or she uses demonstrate understanding of terms used in the instructional language of the classroom Reading/beginning reading skills/phonics Working with Words identify and read at least 25 high-frequency words from a commonly used list STAAR Reporting Category 2 Understanding and Analysis of Literary Text: The student will demonstrate an ability to understand and analyze literary texts. (3.2) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. The student is expected to (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text. Supporting Standard Essence of TEKS Knowledge and Skill Statement/STAAR-Tested Student Expectations Uses a variety of strategies to identify details in literary texts 3.2 Prerequisite Skills/Links to TEKS Vertical Alignment ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions 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, re-reading a portion aloud) ask relevant questions, seek clarification, and locate facts and details about stories and other texts confirm predictions about what will happen next in text by "reading the part that tells" ask and respond to questions about texts read aloud. 3
predict what might happen next in text based on the cover, title, and illustrations Reading/comprehension skills monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions). retell important events in stories in logical order. establish purposes for reading selected based upon content to enhance comprehension. make inferences about text and use textual evidence to support understanding. ask literal questions of text retell or act out important events in stories in logical order. establish purposes for reading texts based upon desired outcome to enhance comprehension make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud) retell or act out important events in stories make inferences based on the cover, title, illustrations and plot ask and respond to questions about text discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions and to enjoy language) STAAR Reporting Category 2 Understanding and Analysis of Literary Text: The student will demonstrate an ability to understand and analyze literary texts. TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectation. (3.5) 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. The student is expected to (A) paraphrase the themes and supporting details of fables, legends, myths or stories. Supporting Standard. Essence of TEKS Identifies themes in fables, legends, myths or stories. 3.5 Prerequisite Skills/Links to TEKS Vertical Alignment Listening and speaking/listening follow, restate, and give oral instructions that involve a short related sequence of actions listen attentively to speakers and ask relevant questions to clarify information follow oral directions that involve a short related sequence of actions listen attentively by facing speakers and asking questions to clarify information Listening comprehension skills show understanding by following two-step oral directions and usually follow three-step directions 4
show understanding by responding appropriately STAAR Reporting Category 2 Understanding and Analysis of Literary Text: The student will demonstrate an ability to understand and analyze literary texts. TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectation (3.9) 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. Supporting Standard. Essence of TEKS Knowledge and Skill Statements Identifies features of literary nonfiction. 3.9 Prerequisite Skills/Links to TEKS Vertical Alignment. Reading/comprehension skills monitor and adjust comprehension (e.g., using background information, creating sensory images, rereading a portion aloud, generating questions) retell important events in stories in logical order establish purpose for reading selected texts based upon content to enhance comprehension make inferences about text and use textual evidence to support understanding. ask literal questions of text retell or act out important events in stories in logical order. establish purposes for reading texts based upon desired outcome to enhance comprehension make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud) retell or act out important events in stories make inferences based on the cover, title, illustrations, and plot ask and respond to questions about text discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions and to enjoy language) Reading/beginning reading/strategies ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text use ideas to make and confirm predictions establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down ask relevant questions, seek clarification and locate facts and details about stories and other texts confirm predictions about what will happen next in text by "reading the part that tells". 5
ask and respond to questions about texts read aloud. predict what might happen next in text based on the cover, title, and illustrations Comprehension of text read aloud skills ask and answer appropriate questions about the book use information learned from books by describing, relating, categorizing, or comparing and contrasting retell or re-enact a story after it is read aloud STAAR Reporting Category 2 Understanding and Analysis of Literary Text: The student will demonstrate an ability to understand and analyze literary texts. TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectation 3.10 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. The student is expected to (A) Identify language that creates a graphic visual experience and appeals to the senses. Supporting Standard. Essence of TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectation Recognizes sensory language in literary texts. 3.10 Prerequisite Skills/Links to TEKS Vertical Alignment recognize that some words and phrases have literal and non-literal meanings (e.g., take steps) recognize sensory details in literary text Reading/vocabulary development alphabetize a series of words and use a dictionary or a glossary to find words. identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning use context to determine the relevant meaning of unfamiliar words or multiple-meaning words alphabetize a series of words to the first or second letter and use a dictionary to find words identify and sort words into conceptual categories (e.g., opposites, living things) determine what words mean from how they are used in a sentence, either heard or read use a picture dictionary to find words identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, texture identify and use words that name actions, directions, positions, sequences and locations Sentences and structure skills attempt to use new vocabulary and grammar in speech use single words and phrases to communicate meaning in social situations Vocabulary skills increase listening vocabulary and begin to develop vocabulary of object names and common phrases in English (ELL) use a large speaking vocabulary, adding several new words daily 6
demonstrate understanding of terms used in the instructional language of the classroom STAAR Reporting Category 2 Understanding and Analysis of Literary Text: The student will demonstrate an ability to understand and analyze literary texts. TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectation (3.16) 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. Supporting Standard Essence of TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectation Recognizes that literary media conveys meaning. 3.16 Prerequisite Skills/Links to TEKS Vertical Alignment identify various written conventions for using digital media (e.g., e-mail, website, video game). describe techniques used to create media messages (e.g., sound, graphics) recognize different purposes of media (e.g., informational, entertainment) recognize different purposes of media (e.g., informational, entertainment) (with adult assistance). identify techniques used in media (e.g., sound, movement). identify different forms of media (e.g., advertisements, newspapers, radio programs) Reading/beginning reading skills/print awareness distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks) read texts by moving from top to bottom of the page and tracking words from left to right with return sweep recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation) sequence the letters of the alphabet recognize that spoken words are represented in written English by specific sequences of letters hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom to left to right recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping) recognize the difference between a letter and a printed word demonstrate the one-to-one correspondence between a spoken word and a printed word in text recognize that spoken words can be represented by print for communication Alphabet knowledge skills name at least 20 upper and at least 20 lower case letters Motivation to read skills ask to be read to or ask the meaning of written text. 7
Listening and speaking/listening follow, restate, and give oral instructions that involve a short related sequence of actions listen attentively to speakers and ask relevant questions to clarify information. follow oral directions that involve a short related sequence of actions. listen attentively by facing speakers and asking questions to clarify information Listening comprehension skills show understanding of the new language being spoken by English-speaking teachers and peers (ELL) show understanding by following two-step oral directions and usually follow three-step directions. show understanding by responding appropriately STAAR Reporting Category 2 Understanding and Analysis of Literary Text: The student will demonstrate an ability to understand and analyze literary texts. TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectation (3.19) 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 self-directed, critical readers. The student is expected to (D) make inferences about text and use textual evidence to support understanding; Readiness Standard (Fiction)/Supporting Standard (Literary Nonfiction, Poetry) (E) summarize information in text, maintaining meaning and logical order. Readiness Standard Fiction)/Supporting Standard (Literary Nonfiction, Poetry) Essence of TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectation Uses a variety of strategies to demonstrate comprehension of literary texts. 3.19 Prerequisite Skills/Links to TEKS Vertical Alignment monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions). retell important events in stories in logical order establish purposes for reading selected texts based upon content to enhance comprehension. make inferences about text and use textual evidence to support understanding ask literal questions of text retell or act out important events in stories in logical order establish purposes for reading selected texts based upon desired outcome to enhance comprehension make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud) retell or act out important events in stories. 8
make inferences based on the title, illustrations, and plot. ask and respond to questions about text. discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language) Reading/beginning reading strategies ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions 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, re-reading a portion aloud). ask relevant questions, seek clarification, and locate facts and details about stories and other texts confirm predictions about what will happen next in text by "reading the part that tells". ask and respond to questions about texts read aloud predict what might happen next in text based on the cover, title, and illustrations Comprehension of text read aloud skills ask and answer appropriate questions about the book use information learned from books by describing, relating, categorizing, or comparing and contrasting retell or re-enact a story after it is read aloud STAAR Reporting Category 3 Understanding and Analysis of Informational Text: The student will demonstrate an ability to understand and analyze informational texts. TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectation (3.12) 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 their understanding. Supporting Standard Essence of TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectation Identifies topic and author s purpose in informational texts. 3.12 Prerequisite Skills/Links to TEKS Vertical Alignment. identify the topic and explain the author's purpose in writing the text. identify the topic and explain the author's purpose in writing about the text. identify the topic of an informational text heard Listening and speaking/listening follow, restate, and give oral instructions that involve a short related sequence of actions. listen attentively to speakers and ask relevant questions to clarify information. 9
follow oral directions that involve a short related sequence of actions listen attentively by facing speakers and asking questions to clarify information Listening comprehension skills show understanding of the new language being spoken by English-speaking teachers and peers (ELL) show understanding by following two-step oral directions and usually follow three-step directions show understanding by responding appropriately STAAR Reporting Category 3 Understanding and Analysis of Informational Text: The student will demonstrate an ability to understand and analyze informational texts. (3.13) 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. The student is expected to (A) identify the details or facts that support the main idea; Readiness Standard (B) draw conclusions from the facts presented in text and support those assertions with textual evidence; Readiness Standard (C) identify explicit cause and effect relationships among ideas in text; Readiness Standard (D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. Readiness Standard Essence of TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectation Identifies the main idea and supporting details in informational texts. 3.13 Prerequisite Skills/Links to TEKS Vertical Alignment use text features (e.g., table of contents, index, headings) to locate specific information in text describe the order of events or ideas in a text. locate the facts that are clearly stated in a text identify the main idea in a text and distinguish it from the topic. use text features (e.g., title, tables of contents, illustrations) to locate specific information in text. retell the order of events in a text by referring to the words and/or illustrations. identify important facts or details in text, heard or read. restate the main idea, heard or read. use titles and illustrations to make predictions about text. discuss the ways authors group information in text. retell important facts in a text, heard or read identify the topic and details in expository text heard or read, referring to the words and/or illustrations 10
Reading/comprehension skills monitor and adjust comprehension e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions) retell important events in stories in logical order establish purposes for reading selected texts based upon content to enhance comprehension. make inferences about text and use textual evidence to support understanding ask literal questions of text retell or act out important events in stories in logical order establish purposes for reading selected texts based upon desired outcome to enhance comprehension make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud) retell or act out important events in stories. make inferences based on the title, illustrations, and plot. ask and respond to questions about text. discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language) Reading/beginning reading strategies ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions 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, re-reading a portion aloud). ask relevant questions, seek clarification, and locate facts and details about stories and other texts confirm predictions about what will happen next in text by "reading the part that tells". ask and respond to questions about texts read aloud predict what might happen next in text based on the cover, title, and illustrations Comprehension of text read aloud skills ask and answer appropriate questions about the book use information learned from books by describing, relating, categorizing, or comparing and contrasting retell or re-enact a story after it is read aloud STAAR Reporting Category 3 Understanding and Analysis of Informational Text: The student will demonstrate an ability to understand and analyze informational texts. 11
(3.15) Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. The student is expected to (B) locate and use specific information in graphic features of text. Supporting Standard Essence of TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectation Uses information from graphic features in procedural texts. 3.15 Prerequisite Skills/Links to TEKS Vertical Alignment use common graphic features to assist in the interpretation of text (e.g., captions, illustrations). follow written multi-step directions explain the meaning of specific signs and symbols (e.g., map features). follow written multi-step directions with picture cues to assist with understanding identify the meaning of specific signs (e.g., traffic signs, warning signs). follow pictorial directions (e.g., recipes, science experiments) Listening and speaking/listening follow, restate, and give oral instructions that involve a short related sequence of actions. listen attentively to speakers and ask relevant questions to clarify information follow oral directions that involve a short related sequence of actions. listen attentively by facing speakers and asking questions to clarify information Listening comprehension skills show understanding of the new language being spoken by English-speaking teachers and peers (ELL) show understanding by following two-step oral directions and usually follow three-step directions show understanding by responding appropriately STAAR Reporting Category 3 Understanding and Analysis of Informational Text: The student will demonstrate an ability to understand and analyze informational texts. TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectation (3.16) 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. Supporting Standard Essence of TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectation Recognizes that informational media conveys meaning. 3.16 Prerequisite Skills/Links to TEKS Vertical Alignment identify various written conventions for using digital media (e.g., e-mail, website, video game) describe techniques used to create media messages (e.g., sound, graphics) recognize different purposes of media (e.g., informational, entertainment) recognize different purposes of media (e.g., informational, entertainment) (with adult assistance) 12
identify techniques used in media (e.g., sound, movement). identify different forms of media (e.g., advertisements, newspapers, radio programs) Reading/beginning reading skills/print awareness distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks) identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents) read texts by moving from top to bottom of the page and tracking words from left to right with return sweep. recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation). sequence the letters of the alphabet recognize that spoken words are represented in written English by specific sequences of letters. identify upper- and lower-case letters. identify different parts of a book (e.g., front and back covers, title page). hold a book right side up, turn its pages correctly, and know that that reading moves from top to bottom and left to right recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping). recognize the difference between a letter and a printed word demonstrate the one-to-one correspondence a spoken word and a printed word in text. recognize that spoken words can be represented by print for communication Alphabet knowledge skills name at least 20 upper and at least 20 lower case letters Listening and speaking/listening follow, restate, and give oral instructions that involve a short related sequence of actions listen attentively to speakers and ask relevant questions to clarify information follow oral directions that involve a short related sequence of actions listen attentively by facing speakers and asking questions to clarify information Listening comprehension skills show understanding of the new language being spoken by English-speaking teachers and peers (ELL) show understanding by following two-step oral directions and usually follow three-step directions show understanding by responding appropriately STAAR Reporting Category 3 Understanding and Analysis of Informational Text: The student will demonstrate an ability to understand and analyze informational texts. (3.19) Reading/ Comprehensions Skills. Students use a flexible range of metacognitive reading skills in both 13
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 self-directed, critical readers. The student is expected to (D) make inferences about text and use textual evidence to support understanding; Readiness Standard (E) summarize information in text, maintaining meaning and logical order. Readiness Standard Essence of Uses a variety of strategies to demonstrate comprehension of informational texts. 3.19 Prerequisite Skills/Links to TEKS Vertical Alignment monitor and adjust comprehension e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions) retell important events in stories in logical order establish purposes for reading selected texts based upon content to enhance comprehension. make inferences about text and use textual evidence to support understanding ask literal questions of text retell or act out important events in stories in logical order establish purposes for reading selected texts based upon desired outcome to enhance comprehension make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud) retell or act out important events in stories. make inferences based on the cover, title, illustrations, and plot. ask and respond to questions about text. discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language) Reading/beginning reading/ strategies ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions 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, re-reading a portion aloud). ask relevant questions, seek clarification, and locate facts and details about stories and other texts confirm predictions about what will happen next in text by "reading the part that tells". ask and respond to questions about texts read aloud predict what might happen next in text based on the cover, title, and illustrations Comprehension of text read aloud skills ask and answer appropriate questions about the book 14
use information learned from books by describing, relating, categorizing, or comparing and contrasting retell or re-enact a story after it is read aloud MATHEMATICS Grade 3 Mathematics STAAR Reporting Category 1 Numbers, Operations, and Quantitative Reasoning: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. 3.1 Number, operation, and quantitative reasoning. The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money. The student is expected to (A) use place value to read, write (in symbols and words), and describe the value of whole numbers through 999.999. Supporting Standard (B) use place value to compare and order whole numbers through 9,999. Supporting Standard (C) determine the value of a collection of coins and bills. Supporting Standard Essence of Uses place values to demonstrate understanding of numbers 3.1 Prerequisite Skills/Links to TEKS Vertical Alignment Place Value and Equivalent Forms of Numbers describe how the cent symbol, dollar symbol, and the decimal point are used to name the value of a collection read and write numbers to 99 to describe sets of concrete objects. create sets of tens and ones using concrete objects to describe, compare, and order whole numbers. compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models. name the ordinal positions in a sequence such as first, second, third, etc. use language such as before or after to describe relative position in a sequence of events or objects. use numbers to describe how objects are in a set (through 20) using verbal and symbol descriptions. use sets of concrete objects to represent given in verbal or written form (through 20). use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects. Counting skills recognize one-digit numerals, 0-9. verbally identify, without counting, the number of objects from 1 to 5. use the verbal ordinal terms. demonstrate understanding that when counting, the items can be chosen in any order. 15
count up to 10 items, and demonstrate that the last count indicates how many items were counted. demonstrate that the order of the counting sequence is always the same, regardless of what is counted count 1-10 items, with one count per item. use words to rote count from 1 to 30. know that objects, or parts of an object, can be counted. STAAR Reporting Category 1 Numbers, Operations, and Quantitative Reasoning: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. TEKS Knowledge and Skills Statement/ STAAR- Tested Student Expectation 3.2 Number, operation, and quantitative reasoning. The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects. The student is expected to (c) use fraction names and symbols to describe fractional parts of whole objects or sets of objects. Readiness Standard. Essence of TEKS Knowledge and Skills Statement/ STAAR-Tested Student Expectation Uses fractions to describe parts of a whole. 3.2 Prerequisite Skills/Links to TEKS Vertical Alignment Fractions use appropriate language to describe part of a set such as three out of eight crayons are red separate a whole into two, three, or four equal parts and use appropriate language to describe the parts such as three out of four equal parts STAAR Reporting Category 1 Numbers, Operations, and Quantitative Reasoning: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. TEKS Knowledge and Skills Statement/STAAR-Tested Student Expectations 3.3 Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers. The student is expected to (A) model addition and subtraction using pictures, words, and numbers; Supporting Standard (B) select addition or subtraction and use the operation to solve problems involving whole numbers through 999. Readiness Standard Essence of Models and solves addition and subtraction problems. 3.3 Prerequisite Skills/Links to TEKS Vertical Alignment Operations and Reasoning: Addition and Subtraction 16
recall and apply basic addition and subtraction facts (to 18). use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + 9 = 18 and 18 9 = 9. model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences. model and create addition and subtraction problems in real situations with concrete objects. Adding to/taking away skills use concrete models or make a verbal word problem for subtracting 1 5 objects from a set. use concrete models or make a verbal word problem for adding up to 5 objects. STAAR Reporting Category 1 Numbers, Operations, and Quantitative Reasoning: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. (3.4) Number, operation, and quantitative reasoning. The student recognizes and solves problems in multiplication and division situations. The student is expected to (A) learn and apply multiplication facts through 12 by 12 using concrete models and objects. Supporting Standard. (B) solve and record multiplication problems up to two digits times one digit. Readiness Standard (C) use models to solve division problems and use number sentences to record the solutions. Readiness Standard Essence of TEKS Knowledge and Skills Statement/STAAR-Tested Student Expectations Models and solves multiplication and division problems 3.4 Prerequisite Skills/Links to TEKS Vertical Alignment Operations and Reasoning: Multiplication and Division model, create and describe division situations in which a set of concrete objects is separated into equivalent sets model, create and describe multiplication situations in which equivalent sets of concrete objects are joined Operations and Reasoning: Addition and Subtraction recall and apply basic addition and subtraction facts (to 18). use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + 9 =18 and 18 9 = 9). model and create addition and subtraction problem situations with concrete objects and write corresponding number. model and create addition and subtraction problems in real situations with concrete objects. Adding to/taking away skills use informal strategies to share or divide up to 10 items equally. use concrete models or make a verbal word problem for subtracting 1 5 objects from a set. 17
use concrete models or make a verbal word problem for adding up to 5 objects. STAAR Reporting Category 1 Numbers, Operations, and Quantitative Reasoning: The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. 3.5 Number, operation and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to (A) round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations. Supporting Standard (B) use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems. Supporting Standard Essence of TEKS Knowledge and Skills Statement/STAAR-Tested Student Expectations Uses estimation strategies to solve problems 3.5 Prerequisite Skills/Links to TEKS Vertical Alignment Operations and Reasoning: Multiplication and Division model, create, and describe division situations in which a set of concrete objects is separated into equivalent sets. model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined Operations and Reasoning: Addition and Subtraction select addition or subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary model addition and subtraction of two-digit numbers with objects, pictures, words, and numbers recall and apply basic addition and subtraction facts (to 18) use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + 9 18 and 18 9 = 9) model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences model and create addition and subtraction problems in real situations with concrete objects Adding to/taking away skills use informal strategies to share or divide up to 10 items equally. use concrete models or make a verbal word problem for subtracting 1 5 objects from a set. use concrete models or make a verbal word problem for adding up to 5 objects. STAAR Reporting Category 2 Patterns, Relationships, and Algebraic Reasoning: The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning. 18
(3.6) Patterns, relationships, and algebraic thinking. The student uses patterns to solve problems. The student is expected to (A) identify and extend whole-number and geometric patterns to make predictions and solve problems; Supporting Standard (B) identify patterns in multiplication facts using concrete objects, pictorial models; Supporting Standard (C) identify patterns in related multiplication and division sentences (fact families) such as 2 3 = 6, 3 2 = 6, 6 2 = 3, 6 3 = 2. Supporting Standard Essence of Identifies and uses patterns to solve problems. 3.6 Prerequisite Skills/Links to TEKS Vertical Alignment Patterns identify, describe, and extend repeating and additive patterns to make predictions and solve problems. identify patterns in a list of related number pairs based on a real-life situation and extend the list. use patterns and relationships to debelop strategies to remember basic addition and subtraction facts. Determine patterns in related addition and subtraction number sentences (including fact families) such as 8 + 9 = 17, 9 + 8 = 17, 17 8 = 9, and 17 9 = 8. identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5 2 = 3, and 5 3 = 2. use patterns to develop strategies to solve basic addition and basic subtraction problems. identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems count by ones to 100 use patterns to predict what comes next, including cause-and-effect relationships identify, extend, and create patterns of sounds, physical movement and concrete objects Classification and patterns skills recognize and create patterns STAAR Reporting Category 2 Patterns, Relationships, and Algebraic Reasoning: The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning. (3.7) Patterns, relationships, and algebraic thinking. The student uses lists, tables, and charts to express patterns and relationships. The student is expected to (A) generate a table of paired numbers based on a real-life situation such as insects and legs; Supporting Standard (B) identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table. Readiness Standard 19
Essence of Identifies patterns by using data. 3.7 Prerequisite Skills/Links to TEKS Vertical Alignment Patterns identify, describe, and extend repeating and additive patterns to make predictions and solve problems. identify patterns in a list of related number pairs based on a real-life situation and extend the list. use patterns and relationships to develop strategies to remember basic addition and subtraction facts. Determine patterns in related addition and subtraction number sentences (including fact families) such as 8 + 9 = 17, 9 + 8 = 17, 17 8 = 9, and 17 9 = 8. identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 2 = 3, and 5 3 = 2. use patterns to develop strategies to solve basic addition and basic subtraction problems. identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems count by ones to 100 use patterns to predict what comes next, including cause-and-effect relationships identify, extend, and create patterns of sounds, physical movement and concrete objects Classification and patterns skills recognize and create patterns STAAR Reporting Category 3 Geometry and Spatial Reasoning: The student will demonstrate an understanding of geometry and spatial reasoning. 3.8 Geometry and spatial reasoning. The student uses formal geometric vocabulary. The student is expected (A) identify, classify, and describe two- and three-dimensional geometric figures by their attributes; Readiness Standard (B) compare two-dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary. Readiness Standard Essence of Uses geometric vocabulary to identify two- and three-dimensional figures. 3.8 Prerequisite Skills/Links to TEKS Vertical Alignment Attributes of Geometric Figures recognize shapes in real-life three-dimensional geometric figures describe and compare the attributes of real-life objects compare two objects based on their attributes 20
STAAR Reporting Category 3 Geometry and Spatial Reasoning: The student will demonstrate an understanding of geometry and spatial reasoning. 3.9 Geometry and spatial reasoning. The student recognizes congruence and symmetry. The student is expected to (A) identify congruent two-dimensional figures. Supporting Standard (B) identify lines of symmetry in two-dimensional geometric figures. Supporting Standard Essence of Recognizes congruence and symmetry 3.9 Prerequisite Skills/Links to TEKS Vertical Alignment Symmetry and Transformations place an object in a specified position. describe one object in relation to another using informal language such as over, under, above, and below. Geometry and spatial sense skills demonstrate use of location words (such as over, under, above, on, beside, next to, between, in front of, near, far, etc.). STAAR Reporting Category 3 Geometry and Spatial Reasoning: The student will demonstrate an understanding of geometry and spatial reasoning. (3.10) Geometry and spatial reasoning. The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. The student is expected to (A) locate and name points on a number line u sing whole numbers and fractions, including halves and fourths. Readiness Standard Essence of Locates points on a number line 3.10 Prerequisite Skills/Links to TEKS Vertical Alignment Working with Coordinate Planes use whole numbers to locate and name points on a number line Symmetry and Transformations place an object in a specified position. describe one object in relation to another using informal language such as over, under, above, and below. Geometry and spatial sense skills. 21
slide, flip, and turn shapes to demonstrate that the shapes remain the same. demonstrate use of location words (such as over, under, above, on, beside, next to, between, in front of, near, far, etc.) STAAR Reporting Category 4 Measurement. The student will demonstrate an understanding of the concepts and uses of measurement. (3.11) Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass. The student is expected to (A) use linear measurement tools to estimate and measure lengths using standard units. Supporting Standard (B) use standard units to find the perimeter of a shape. Readiness Standard (C) use concrete and pictorial models of square units to determine the area of two-dimensional surfaces. Supporting Standard Essence of Uses measurement to solve problems. 3.11 Prerequisite Skills/Links to TEKS Vertical Alignment Comparisons compares and order two or more containers according to capacity (from holds most to holds the least) compare the order the area of two or more two-dimensional surfaces compare and order two or more concrete objects according to length (from longest to shortest) compare two objects according to weight/mass (heavier than, lighter than or equal to) compare two containers according to capacity(holds more, holds less, or holds the same) Measurement skills recognize how much can be placed within an object recognize and compare heights or weights of people or objects STAAR Reporting Category 4 Measurement. The student will demonstrate an understanding of the concepts and uses of measurement. 3.12 Measurement. The student reads and writes time and measures temperature in degrees Fahrenheit to solve problems. The student is expected to (A) use a thermometer to measure temperature. Supporting Standard (B) tell and write time shown on analog and digital clocks. Supporting Standard Essence of 22
Identifies temperature and time 3.12 Prerequisite Skills/Links to TEKS Vertical Alignment sequence events (up to three) compare events according to duration such as more time than or less time than Measurement skills use language to describe concepts associated with the passing of time STAAR Reporting Category 5 Probability and Statistics: The student will demonstrate an understanding of probability and statistics. TEKS Knowledge and Skills Statement/STAAR-Tested Student Expectations 3.13 Probability and Statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to (A) collect, organize, record and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data. Readiness Standard (B) interpret information from pictographs and bar graphs. Supporting Standard (C) use data to describe events as more likely than, less likely than, or equally likely as. Supporting Standard Essence of Uses data to solve problems 3.13 Prerequisite Skills/Links to TEKS Vertical Alignment Working with Data identify events as certain or impossible such as drawing a red crayon from a bag of green crayons collect and sort data Classification and patterns skills collect data and organize it in a graphic representation sort objects that are the same and different into groups and use language to describe how the groups are similar and different Standards for Underlying Processes and Mathematical Tools Standards for underlying processes and mathematical tools will not be listed under a separate reporting category. These standards will be incorporated into assessment tasks in reporting categories 1 5 and identified along with content standards. TEKS Knowledge and Skills Statement/STAAR-Tested Student Expectations (3.14) Underlying processes and mathematical tools. The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to (A) identify the mathematics in everyday situations; (B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and 23