3rd Grade Scope & Sequence

4th Grading Period

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The YAG can be found on the NEISD intranet home page for 3rd Grade.

Click Here

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Click Here and scroll to Additional Resources and click on Planning Calendar

Keep the following in mind during grade level planning:

  • Continuing threads (TEKS) are listed along the right hand margin for Guided Reading, Writing Workshop and Working with Words. How will we spiral in the continuing threads?
  • What are the key learning opportunities for our students?
  • Do we understand the depth and complexity the TEKS?
  • How will we bridge to STAAR during core instruction?
  • What interventions are needed to support student learning?

For Suggested Pacing, refer to the 3rd Grade Pacing Calendars

Various Genres and STAAR Review

Suggested resources are listed in the right hand column. Campuses may use additional resources.


Click Here to review resources available on the 3rd grade web page.


Remember the continuing threads:


  • Students will continue to use a flexible range of metacognitive reading skills in both assigned and independent reading found in Figure 19.
  • 3.3 (A) read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension
  • 3.4(A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and how they change the meaning of roots
  • 3.4 (B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple meaning words and homographs
  • 3.4 (C) identify and use antonyms, synonyms, homographs, and homophones

Guided Reading

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STAAR Performance Level Descriptors for All Tested Genres

Level II: Satisfactory Academic Performance

Click Here to view STAAR Reading Performance Level Descriptors


Students need to able to:


  • Determine the meaning of unfamiliar and multiple-meaning words using context, prefixes, suffixes, and roots
  • Demonstrate an understanding of how the author’s use of sensory language creates imagery
  • Analyze a variety of literary texts by identifying the theme, determining the order and importance of the plot’s main events and summarizing the plot, and describing the interaction of characters
  • Demonstrate an understanding of expository texts by identifying the author’s purpose, summarizing the text in ways that maintain meaning, and using multiple text features to locate information that supports meaning
  • Make reasonable inferences about literary and informational texts, supporting those inferences with relevant textual evidence

Level III: Advanced Academic Performance

Students need to be able to:


  • Analyze a variety of literary texts by drawing conclusions about the interaction of characters and the changes they undergo
  • Recognize how the structural elements of literary texts affect meaning
  • Recognize how cause-and-effect relationships are used to present ideas in expository texts
  • Make complex inferences within literary and informational texts, supporting those inferences with relevant textual evidence

STAAR Connections

This document shows the history of 3rd Grade STAAR Reading testing. Use the question stems listed by TEKS/SE to guide students through the depth and complexity of the TEKS/SE.


Click Here

Bridging to STAAR - Assessment Support

Continue to meet with small groups during Guided

Reading for additional support in preparation for STAAR.

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Self-Selected Reading

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Working with Words

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Grammar Keepers: Additional Resource for Working with Words

Teaching Grammar in Context, p. 3

Overview of this Book, p. 4

Tweaking the Lessons, p. 9


The additional resources for the 3rd grading period includes lessons for monthly word wall words from Grammar Keepers.


Click Here and scroll to Additional Resources for Reteaching and Tutoring

4th Grading Period Additional Resources

The resources listed can be used for whole group/small group instruction if needed.
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Writing

The Writing Process

Conference with students regarding the writing process. Talk with students about where they are in the writing process and how they use the writing process to monitor their writing. Students should be able to discuss the steps in the writing process leading to a finished/published piece.


Writing Across the Curriculum

Social Studies: News Report

Ideas: something that has happened at school recently, interview someone, a Science,
Social Studies topic, a ”current event” from Time for Kids or Weekly Reader.


Drama - Creating a Play

The Reading & Writing Connection: This will be an excellent way for students to know and understand drama.

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