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Skills available for Texas third-grade Spanish language arts standards

Standards are in black and IXL Spanish language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Texas Essential Knowledge and Skills (TEKS): Grade 3 Texas Essential Knowledge and Skills (TEKS): Grade 3

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6 Comprehension skills

6 Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
- A establish purpose for reading assigned and self-selected texts;
  - Identificar el propósito del autor: pasajes (3-D.1)
- B generate questions about text before, during, and after reading to deepen understanding and gain information;
- C make and correct or confirm predictions using text features, characteristics of genre, and structures;
  - Hacer predicciones sobre una historia (3-B.3)
- D create mental images to deepen understanding;
  - Clasificar detalles sensoriales (3-G.1)
  - Identificar detalles sensoriales (3-G.2)
- E make connections to personal experiences, ideas in other texts, and society;
  - Comparar la información de dos textos informativos (3-E.2)
  - Comparar y contrastar en textos informativos (3-F.2)
- F make inferences and use evidence to support understanding;
- G evaluate details read to determine key ideas;
- H synthesize information to create new understanding; and
- I monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

8-9 Multiple genres

8 Listening, speaking, reading, writing, and thinking using multiple texts–literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
- A infer the theme of a work, distinguishing theme from topic;
- B explain the relationships among the major and minor characters;
  - Usar acciones y diálogos para comprender a los personajes (3-C.1)
  - Diferenciar puntos de vista (3-E.1)
- C analyze plot elements, including the sequence of events, the conflict, and the resolution; and
- D explain the influence of the setting on the plot.
9 Listening, speaking, reading, writing, and thinking using multiple texts–genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
- A demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths;
- B explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;
  - Completar el esquema de la rima (3-L.1)
- C discuss elements of drama such as characters, dialogue, setting, and acts;
- D recognize characteristics and structures of informational text, including:
  - i the central idea with supporting evidence;
  - ii features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding; and
  - iii organizational patterns such as cause and effect and problem and solution.
- E recognize characteristics and structures of argumentative text by:
  - i identifying the claim;
  - ii distinguishing facts from opinion; and
  - iii identifying the intended audience or reader.
- F recognize characteristics of multimodal and digital texts.

10 Author's purpose and craft

10 Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the author's 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.
- A explain the author's purpose and message within a text;
  - Encontrar la idea principal de un pasaje (3-A.2)
  - Identificar el propósito del autor: pasajes (3-D.1)
- B explain how the use of text structure contributes to the author's purpose;
  - Identificar el propósito del autor: pasajes (3-D.1)
- C explain the author's use of print and graphic features to achieve specific purposes;
- D describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;
- E identify the use of literary devices, including first- or third-person point of view;
- F discuss how the author's use of language contributes to voice; and
- G identify and explain the use of hyperbole.

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6 Comprehension skills

6 Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

A establish purpose for reading assigned and self-selected texts;

B generate questions about text before, during, and after reading to deepen understanding and gain information;

C make and correct or confirm predictions using text features, characteristics of genre, and structures;

D create mental images to deepen understanding;

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

F make inferences and use evidence to support understanding;

G evaluate details read to determine key ideas;

H synthesize information to create new understanding; and

I monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

8-9 Multiple genres

8 Listening, speaking, reading, writing, and thinking using multiple texts–literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

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

B explain the relationships among the major and minor characters;

C analyze plot elements, including the sequence of events, the conflict, and the resolution; and

D explain the influence of the setting on the plot.

9 Listening, speaking, reading, writing, and thinking using multiple texts–genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

A demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths;

B explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;

C discuss elements of drama such as characters, dialogue, setting, and acts;

D recognize characteristics and structures of informational text, including:

i the central idea with supporting evidence;

ii features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding; and

iii organizational patterns such as cause and effect and problem and solution.

E recognize characteristics and structures of argumentative text by:

i identifying the claim;

ii distinguishing facts from opinion; and

iii identifying the intended audience or reader.

F recognize characteristics of multimodal and digital texts.

10 Author's purpose and craft

A explain the author's purpose and message within a text;

B explain how the use of text structure contributes to the author's purpose;

C explain the author's use of print and graphic features to achieve specific purposes;

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

E identify the use of literary devices, including first- or third-person point of view;

F discuss how the author's use of language contributes to voice; and

G identify and explain the use of hyperbole.