| Scope Sequence |
TEKS |
Library Connections |
| 3.A.2 - Listen actively, critically, and purposefully to gain information, to solve problems and for enjoyment |
110.5.b.1.A. - Determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3)
110.5.b.1.D. - Listen critically to interpret and evaluate. (K-3)
110.5.b.1.E. - Listen responsively to stories and other texts read aloud, including selections from classic and contemporary works. (K-3)
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*Share a story to support the curriculum and ask questions that infer good listening strategies.
*Set purposes for listening to stories read aloud so that students will understand how the selections relate to what they are learning
*Read quality literature from a variety of genres aloud and discuss authors’ purposes
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| 3.A.3 - Read regularly in independent level materials |
110.5.b.5.A. - Decode by using all letter-sound correspondences within a word (1-3)
110.5.b.5.B. - Blend initial letter-sounds with common vowel spelling patterns to read words (1-3)
110.5.b.5.D. - Use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words (3)
110.5.b.5.E. - Use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3)
110.5.b.5.F. - Read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3)
110.5.b.6.A. - Read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (3)
110.5.b.6.B. - 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" third grader reads 80 wpm) (3)
110.5.b.6.C. - Read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (3)
110.5.b.6.D. - Self-select independent-level reading such as by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3) 1
10.5.b.6.E. - Read silently for increasing periods of time (2-3)
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*Assist students in choosing library books that they can read independently
*Teach students the “5 Finger Rule” – Students begin reading the book orally. Have them hold up a finger for each word they don’t know. If there are 5 fingers after the first page or so, it is probably too hard for them to read.
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| 3.A.4 - Explore culturally diverse works of various authors and illustrators |
110.5.b.2.B. - Compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3)
110.5.b.9.G. - Identify similarities and differences across texts such as in topics, characters, and themes (3)
110.5.b.13.A. - Connect his/her own experiences with the life experiences, language, customs, and culture of others (K-3)
110.5.b.13.B. - Compare experiences of characters across cultures (K-3)
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*Read culturally diverse stories to students and ask questions that require the students to connect their experiences, cultures, and ideas with those of the characters in the story.
*Read 2 or more culturally diverse stories and lead the students to compare the characters’ traditions, customs, languages, and life experiences.
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| 3.A.5 - Self-select materials from a variety of literary genre for pleasure reading and/or to acquire information |
110.5.b.6.D - Self-select independent-level reading such as by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3)
110.5.b.7.A. - Read classic and contemporary works(2-8)
110.5.b.7.B. - Read from a variety of genres for pleasure and to acquire information from both print and electronic sources(2-3)
110.5.b.7.C. - Read to accomplish various purposes,both assigned and self-selected(2-3)
110.5.b.10.B. - Demonstrate understanding of informational text in a variety of ways through writing, illustrating, developing demonstrations, and using available technology (2-3)
110.5.b.11.C. - Recognize the distinguishing features of familiar genres, including stories, poems, and information texts (1-3)
110.5.b.11.F. - Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7)
110.5.b.12.B. - Use alphabetical order to locate information (1-3)
110.5.b.12.F. - Locate and use important areas of the library media center (2-3)
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*Read aloud to students from a variety of genres, pointing out their characteristics and where they can be found in the library so that the students can identify and select various genres independently.
*Collaborate with classroom teachers to establish reading incentive programs that encourage the students to select books from a variety of genres; for example, make BINGO cards with squares that say, “fantasy”, “biography”, “non-fiction 500”, etc. As students complete a row of reading, they receive a prize of some kind.
L1 - Genres Summary
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| 3.A.5a - nonfiction |
see above |
*Connection |
| 3.A.5b - easy/fiction |
see above |
L1 - Headlines, Headlines |
| 3.A.5c - poetry |
see above |
*Connection |
| 3.A.5d - magazines |
NA |
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| 3.A.5e - electronic texts |
NA |
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| 3.A.5f - newspapers |
NA |
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| 3.A.6 - Read or listen to, and demonstrate an understanding of a variety of literary forms |
110.5.b.7.A. - Read classic and contemporary works (2-8)
110.5.b.7.B. - Read from a variety of genres for pleasure and to acquire information from both print and electronic sources (2-3)
110.5.b.7.C. - Read to accomplish various purposes, both assigned and self-selected (2-3)
110.5.b.11.F. - Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7)
110.5.b.11.G. - Compare communications in different forms, including contrasting a dramatic performance with a print version of the same story
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*Read aloud to students from a variety of literary forms including stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies. Discuss their characteristics. *In conjunction with the students’ study of tall tales, show a video/video streaming of a tall tale such as Pecos Bill and compare it to a book version. Complete a Venn Diagram together to compare/contrast the 2 versions. |
| 3.A.6a - picture books/E |
see above |
*Connection |
| 3.A.6b - alphabet books |
NA |
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| 3.A.6c - counting books |
NA |
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| 3.A.6d - concept books |
NA |
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| 3.A.6e - Mother Goose rhymes |
NA |
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| 3.A.6f - fiction/chapter books |
see above |
*Connection |
| 3.A.6g - poetry |
see above |
*Connection |
| 3.A.6h - informational books |
see above |
*Connection |
| 3.A.6i - biographies |
see above |
L1 - Biography - General Summary
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| 3.A.6j - autobiographies |
see above |
*Connection
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| 3.A.6k - folktales |
see above |
*Connection
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| 3.A.6l - fables |
see above |
*Connection
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| 3.A.6m - tall tales |
see above |
*Connection
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| 3.A.6n - myths |
see above |
*Connection
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| 3.A.6o - plays |
see above |
*Connection
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| 3.A.7 - Identify and understand literary terms |
110.5.b.11.B. - Distinguish fiction from nonfiction, including fact and fantasy(K-3)
110.5.b.11.E. - Understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms (texts)(3-5).
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*Read aloud to students and help them identify these terms: title, author, illustrator, fact, fantasy, fiction, nonfiction, playwright, theater, stage, act, dialogue, and scene. |
| 3.A.7a - author |
see above |
*Connection
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| 3.A.7b - illustrator |
see above |
L5 - Picture Book Art
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| 3.A.7c - fact |
see above |
*Connection
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| 3.A.7d - fantasy |
see above |
*Connection
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| 3.A.7e - fiction |
see above |
*Connection
|
| 3.A.7f - nonfiction |
see above |
*Connection
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| 3.A.8 - Explore works from award lists and recognize the significance of these awards |
110.5.b.7.A. - Read classic and contemporary works (2-8)
110.5.b.7.B. - Read from a variety of genres for pleasure and to acquire information from both print and electronic sources(2-3).
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*Share the Caldecott award winners and Bluebonnet award nominees and winners with students. Encourage students to participate in voting for their favorite Bluebonnet book. |
| 3.A.8a - Caldecott |
see above |
L5 - Picture Book Art
Link to Caldecott Winners: Award winners list
L6 - The Changing Picture
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| 3.A.8b - Bluebonnet |
see above |
Link to Texas Bluebonnet Award: Home Page
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| 3.A.8c - Newbery |
NA |
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| 3.A.8d - 2X2 |
NA |
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| 3.A.8e - Cultural/other literary awards (ie: Coretta Scott King; Belpre) |
NA |
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| 3.A.9 - Understand simple story structure, including character, plot and setting |
110.5.b.9.G. - Identify similarities and differences across texts such as in topics, characters, and themes(3)
110.5.b.9.H. - Produce summaries of text selections(2-3)
110.5.b.11.H. - Analyze characters, including their traits, feelings, relationships, and changes(1-3)
110.5.b.11.I. - Identify the importance of the setting to a story's meaning(1-3)
110.5.b.11.J. - Recognize the story problem(s) or plot(1-3)
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*As fiction stories are read aloud, complete a story map with the students that identifies the characters, plot (sequence of events), and setting of the story and explain that the parts of the story are like a system with its components. |
| 3.A.10 - Recognize and analyze plot, setting, problem resolution, and character traits |
110.5.b.9.G. - Identify similarities and differences across texts such as in topics, character, and themes (3)
110.5.b.9.H. - Produce summaries of text selections (2-3)
110.5.b.10.D. - Connect ideas and themes across texts (1-3)
110.5.b.11.H. - Analyze characters, including their traits, feelings, relationships, and changes (1-3) 110.5.b.11.I. - Identify the importance of the setting to a story's meaning (1-3)
110.5.b.11.J. - Recognize the story problem(s) or plot (1-3)
110.5.b.12.J. - Draw conclusions from information gathered (K-3)
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* Over a period of time, read several versions of the same fairy tale, such as Cinderella. Create a story map with the students for each version read. Then analyze the diversity of their plot, setting, problem resolution, and character traits. Include discussion of the characters’ feelings, relationships, and changes. Then have the students create their own version by changing only one element – plot, setting, problem resolution, or a character. |
| 3.A.11 - Recognize and describe how the author's point of view or perspective affects the text |
110.5.b.7.C - Read to accomplish various purposes, both assigned and self-selected (2-3)
110.5.b.14.D. - Write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3)
110.5.b.19.C. - Determine how his/her own writing achieves its purposes (1-3)
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* Book ideas: The Jolly Postman by Ahlberg, The Pain and the Great One by Blume, Tough Cookie by Wisniewski, The Three Pigs by Wiesner, Dirty Laundry Pile selections by Janeczko, I Am the Dog/I Am the Cat by Hall. |
| 3.A.12 - Retell or act out the important events in a story |
110.5.b.3.D. - Present dramatic interpretations of experiences, stories, poems, or plays (K-3)
110.5.b.4.C. - Retell a spoken message by summarizing or clarifying (K-3)
110.5.b.9.C. - Retell or act out the order of important events in stories (K-3)
110.5.b.9.H. - Produce summaries of text selections (2-3)
110.5.b.10.A. - Respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning), in writing and through movement, music, art, and drama (2-3)
110.5.b.11.G. - Compare communications in different forms, including contrasting a dramatic performance with a print version of the same story (3)
110.5.b.12.H. - Demonstrate learning through productions and displays such as oral and written reports, murals, and dramatizations (2-3)
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* After reading a story aloud, utilize a graphic organizer such as a Sequence Chain to help the students retell the main events of a story. |
| 3.A.13 - Recognize the distinguishing features and purpose of literary genre |
110.5.b.11.C - Recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (1-3)
110.5.b.11.F - Understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7)
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* Read aloud to students from a variety of genres, pointing out their characteristics so that they can begin to distinguish the difference between biography, autobiography, historical fiction, informational text, mystery, realistic fiction, and fantasy. |
| 3.A.13a - biography |
see above |
L1 - Biography - General Summary
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| 3.A.13b - autobiography |
see above |
*Connection
|
| 3.A.13c - historical fiction |
see above |
*Connection |
| 3.A.13d - informational text |
see above |
*Connection |
| 3.A.13e - poetry |
see above |
*Connection
|
| 3.A.13f - mystery |
see above |
L1 - Mysteries General Summary
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| 3.A.13g - science fiction |
see above |
*Connection
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| 3.A.13h - realistic fiction |
see above |
*Connection
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| 3.A.13i - fantasy |
see above |
*Connection
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