Grade 3 SAILON

(3.1)Scientific processes. The student conducts field and laboratory investigations following home and school safety procedures and environmentally appropriate and ethical practices.	(A) demonstrate safe practices during field and laboratory investigations; and (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.
Interactive Student (B) Clean up the Park (B) Free the Beach (B) Recycling Activities	Interactive Teacher
(3.2)Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations.	(A) plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology; (B) collect information by observing and measuring; (C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence; (D) communicate valid conclusions; and (E) construct simple graphs, tables, maps, and charts to organize, examine and evaluate information.
Interactive Student (E) Kids Graphing Page (E) Pie Chart (E) Hairy Chart	Interactive Teacher
(3.3)Scientific processes. The student knows that information, critical thinking, and scientific problem solving are used in making decisions.	(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (B) draw inferences based on information related to promotional materials for products and services; (C) represent the natural world using models and identify their limitations; (D) evaluate the impact of research on scientific thought, society, and the environment; and (E) connect Grade 3 science concepts with the history of science and contributions of scientists.
Interactive Student	Interactive Teacher
(3.4)Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry.	(A) collect and analyze information using tools including calculators, microscopes, cameras, safety goggles, sound recorders, clocks, computers, thermometers, hand lenses, meter sticks, rulers, balances, magnets, and compasses; and (B) demonstrate that repeated investigations may increase the reliability of results.
Interactive Student	Interactive Teacher
(3.5)Science concepts. The student knows that systems exist in the world.	(A) observe and identify simple systems such as a sprouted seed and a wooden toy car; and (B) observe a simple system and describe the role of various parts such as a yo-yo and string.
Interactive Student	Interactive Teacher
(3.6)Science concepts. The student knows that forces cause change.	(A) measure and record changes in the position and direction of the motion of an object to which a force such as a push or pull has been applied; and (B) identify that the surface of the Earth can be changed by forces such as earthquakes and glaciers.
Interactive Student (A) Kinetic Energy Lab (A) Friction (A) Forces in Action	Interactive Teacher
(3.7)Science concepts. The student knows that matter has physical properties.	(A) gather information including temperature, magnetism, hardness, and mass using appropriate tools to identify physical properties of matter; and (B) identify matter as liquids, solids, and gases.
Interactive Student (A) Density Lab (B) Changing State	Interactive Teacher (B) States of Matter (B) Solid, Gas, Liquids
(3.8)Science concepts. The student knows that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live.	(A) observe and describe the habitats of organisms within an ecosystem; (B) observe and identify organisms with similar needs that compete with one another for resources such as oxygen, water, food, or space; (C) describe environmental changes in which some organisms would thrive, become ill, or perish; and (D) describe how living organisms modify their physical environment to meet their needs such as beavers building a dam or humans building a home.
Interactive Student (A) Match the Habitat (A) Animals in their Environment1 (A) Animals in their Environment2 (A) Animal Habitats (A, B) Animals of the World (A) Habitat Match-up (A) Habitats (A,B,C) Habitats (A,B) Food Chain	Interactive Teacher (A) Fantastic Forest
(3.9)Science concepts. The student knows that species have different adaptations that help them survive and reproduce in their environment.	(A) observe and identify characteristics among species that allow each to survive and reproduce; and (B) analyze how adaptive characteristics help individuals within a species to survive and reproduce.
Interactive Student (A) Crunch, Nibble, Gulp, Bite (A) Animal Feet (A) Animal Ears	Interactive Teacher
(3.10) Science concepts. The student knows that many likenesses between offspring and parents are inherited from the parents.	(A) identify some inherited traits of plants; and (B) identify some inherited traits of animals.
Interactive Student (B) Inherited Traits Form (B) Bronx Zoo Trivia	Interactive Teacher
(3.11) Science concepts. The student knows that the natural world includes earth materials and objects in the sky.	(A) identify and describe the importance of earth materials including rocks, soil, water, and gases of the atmosphere in the local area and classify them as renewable, nonrenewable, or inexhaustible resources; (B) identify and record properties of soils such as color and texture, capacity to retain water, and ability to support the growth of plants; (C) identify the planets in our solar system and their position in relation to the Sun; and (D) describe the characteristics of the Sun.
Interactive Student (A, B) Earth Science Quiz (C) Quiz Games (C) Solar System Quiz (C) Where does the Planet Go? (C) Solar System Card Shuffle (C) Planet Tic-Tac-Toe (C) Planet Flip-Flop	Interactive Teacher (A) Rock Cycle

Online TAKS Reading Released Tests: 2004 2003
(3.1) Listening/speaking/purposes. The student listens attentively and engages actively in various oral language experiences.	(A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate (K-3); (B) respond appropriately and courteously to directions and questions (K-3); (C) participate in rhymes, songs, conversations, and discussions (K-3); (D) listen critically to interpret and evaluate (K-3); (E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3); and (F) identify the musical elements of literary language, including its rhymes, repeated sounds, or instances of onomatopoeia (2-3).
Interactive Student (C) Create your Scenario	Interactive Teacher
(3.2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures.	(A) connect experiences and ideas with those of others through speaking and listening (K-3); and (B) compare language and oral traditions (family stories) that reflect customs, regions, and cultures (K-3).
Interactive Student	Interactive Teacher
(3.3) Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions.	(A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3); (B) use verbal and nonverbal communication in effective ways such as making announcements, giving directions, or making introductions (K-3); (C) ask and answer relevant questions and make contributions in small or large group discussions (K-3); (D) present dramatic interpretations of experiences, stories, poems, or plays (K-3); and (E) gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense (K-3).
Interactive Student (B)(D)(E)(F) Create your Scenario	Interactive Teacher
(3.4) Listening/speaking/communication. The student communicates clearly by putting thoughts and feelings into spoken words.	(A) use vocabulary to describe clearly ideas, feelings, and experiences (K-3); (B) clarify and support spoken messages using appropriate props, including objects, pictures, and charts (K-3); and (C) retell a spoken message by summarizing or clarifying (K-3).
Interactive Student (B) Create your Scenario	Interactive Teacher
(3.5) Reading/word identification. The student uses a variety of word identification strategies.	(A) decode by using all letter-sound correspondences within a word (1-3); (B) blend initial letter-sounds with common vowel spelling patterns to read words (1-3); (C) identify multisyllabic words by using common syllable patterns (1-3); (D) use root words and other structural cues such as prefixes, suffixes, and derivational endings to recognize words (3); (E) use knowledge of word order (syntax) and context to support word identification and confirm word meaning (1-3); and (F) read both regular and irregular words automatically such as through multiple opportunities to read and reread (1-3).
Interactive Student (A) Learn to Read (B) The ABC Game (B) See 'N Spell: Short Vowels (B) See 'N Spell: Long Vowels (B) See 'N Spell: Blends (B) See 'N Spell: More Vowels (G)(H) Lost Treasure	Interactive Classroom (B) Blender Game
(3.6) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.	(A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (3); (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); (C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (3); (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); and (E) read silently for increasing periods of time (2- 3).
Interactive Student	Interactive Teacher
(3.7) Reading/variety of texts. The student reads widely for different purposes in varied sources.	(A) read classic and contemporary works (2-8); (B) read from a variety of genres for pleasure and to acquire information from both print and electronic sources (2-3); and (C) read to accomplish various purposes, both assigned and self-selected (2-3).
Interactive Student	Interactive Teacher
(3.8) Reading/vocabulary development. The student develops an extensive vocabulary.	(A) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud (K-3); (B) develop vocabulary through reading (2-3); (C) use resources and references such as beginners' dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciations of words (2-3); and (D) demonstrate knowledge of synonyms, antonyms, and multi-meaning words (for example, by sorting, classifying, and identifying related words) (3).
Interactive Student (D) Word Frog (D) Ballhogs (D) Antonyms (D) Antonyms - Suanky (D) Synonyms - Suanky (D) Synonyms - Code Calling	Interactive Teacher
(3.9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently.	(A) use prior knowledge to anticipate meaning and make sense of texts (K-3); (B) establish purposes for reading and listening such as to be informed, to follow directions, and to be entertained (K-3); (C) retell or act out the order of important events in stories (K-3); (D) monitor his/her own comprehension and act purposefully when comprehension breaks down using such strategies as rereading, searching for clues, and asking for help (1-3); (E) draw and discuss visual images based on text descriptions (1-3); (F) make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3); (G) identify similarities and differences across texts such as in topics, characters, and themes (3); (H) produce summaries of text selections (2-3); (I) represent text information in different ways, including story maps, graphs, and charts (2-3); (J) distinguish fact from opinion in various texts, including news stories and advertisements (3); and (K) practice different kinds of questions and tasks, including test-like comprehension questions (3).
Interactive Student (C) Story Scramble (C) Create your Senario (J) Fact or Opinion (I) 3 Circles	Interactive Teacher (F) Making Predictions (G) Venn Diagram
(3.10) Reading/literary response. The student responds to various texts.	(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); (B) demonstrate understanding of informational text in a variety of ways through writing, illustrating, developing demonstrations, and using available technology (2-3); (C) support interpretations or conclusions with examples drawn from text (2-3); and (D) connect ideas and themes across texts (1-3).
Interactive Student	Interactive Teacher
(3.11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts.	(A) distinguish different forms of texts, including lists, newsletters, and signs and the functions they serve (K-3); (B) distinguish fiction from nonfiction, including fact and fantasy (K-3); (C) recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (1-3); (D) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8); (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); (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); (G) compare communications in different forms, including contrasting a dramatic performance with a print version of the same story (3); (H) analyze characters, including their traits, feelings, relationships, and changes (1-3); (I) identify the importance of the setting to a story's meaning (1-3); and (J) recognize the story problem(s) or plot (1-3).
Interactive Student	Interactive Teacher
(3.12) Reading/inquiry/research. The student generates questions and conducts research using information from various sources.	(A) identify relevant questions for inquiry such as "What Native American tribes inhabit(ed) Texas?" (K-3); (B) use alphabetical order to locate information (1- 3); (C) recognize and use parts of a book to locate information, including table of contents, chapter titles, guide words, and indices (1-3); (D) use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions (2-3); (E) interpret and use graphic sources of information, including maps, charts, graphs, and diagrams (2- 3); (F) locate and use important areas of the library media center (2-3); (G) organize information in systematic ways, including notes, charts, and labels (3); (H) demonstrate learning through productions and displays such as oral and written reports, murals, and dramatizations (2-3); (I) use compiled information and knowledge to raise additional, unanswered questions (3); and (J) draw conclusions from information gathered (K-3).
Interactive Student (B) Alphabet Game (B) Alphabet Organizer (B) PawPark (D, J) RainForest Identification	Interactive Teacher (B) Lesson Plan for Alphabet Organizer
(3.13) Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of culture.	(A) connect his/her own experiences with the life experiences, language, customs, and culture of others (K-3); and (B) compare experiences of characters across cultures (K-3).
Interactive Student	Interactive Teacher
(3.14) Writing/purposes. The student writes for a variety of audiences and purposes and in various forms.	(A) write to record ideas and reflections (K-3); (B) write to discover, develop, and refine ideas (1- 3); (C) write to communicate with a variety of audiences (1-3); and (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).
Interactive Student (A) Shape Poem (C) Storyteller you are the author (D) Writer's Block - Writing On Topic (D) Wacky Tales - Complete the Story	Interactive Classroom
(3.15) Writing/penmanship/capitalization/punctuation. The student composes original texts using the conventions of written language such as capitalization and penmanship to communicate clearly.	(A) gain more proficient control of all aspects of penmanship (3); and (B) use capitalization and punctuation such as commas in a series, apostrophes in contractions such as can't and possessives such as Robin's, quotation marks, proper nouns, and abbreviations with increasing accuracy (3).
Interactive Student (C)( F) Create your Scenario (D) Comma Confusion	Interactive Teacher
(3.16) Writing/spelling. The student spells proficiently.	(A) write with more proficient spelling of regularly spelled patterns such as consonant-vowel-consonant (CVC) (hop), consonant-vowel-consonant-silent e (CVCe) (hope), and one-syllable words with blends (drop) (1-3); (B) spell multisyllabic words using regularly spelled phonogram patterns (3); (C) write with more proficient spelling of inflectional endings, including plurals and past tense and words that drop the final e when such endings as -ing, -ed, or -able are added (3); (D) write with more proficient use of orthographic patterns and rules such as oil/toy, match/speech, badge/cage, consonant doubling, dropping e, and changing y to i (3); (E) write with more proficient spelling of contractions, compounds, and homonyms such as hair- hare and bear-bare (3); (F) write with accurate spelling of syllable constructions such as closed, open, consonant before -le, and syllable boundary patterns (3-6); (G) spell words ending in -tion and -sion such as station and procession (3); and (H) use resources to find correct spellings, synonyms, or replacement words (1-3).
Interactive Student (C) See 'N Spell: Plurals (E) Tossed up Talents (E) Homophones (E) Contractions (E) Contractions (E) Contractions	Interactive Teacher
(3.17) Writing/grammar/usage. The student composes meaningful texts applying knowledge of grammar and usage.	(A) use correct irregular plurals such as sheep (3); (B) use singular and plural forms of regular nouns and adjust verbs for agreement (3); (C) compose elaborated sentences in written texts and use the appropriate end punctuation (3); (D) compose sentences with interesting, elaborated subjects (2-3); and (E) edit writing toward standard grammar and usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in number; and appropriate verb tenses, including to be, in final drafts (2-3).
Interactive Student (A) Plural Play (A) See 'N Spell: Plurals (B) Plural Noun Construction (B) Subject-Verb Mixup (C) Sentence Clubhouse (E) Monster Truck Verbs (E) Pronoun Reef (E) Whacky Web Tales (E) English Verbs	Interactive Teacher
(3.18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing.	(A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3); (B) develop drafts (1-3); (C) revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images (1-3); (D) edit for appropriate grammar, spelling, punctuation, and features of polished writing (2- 3); (E) use available technology for aspects of writing such as word processing, spell checking, and printing (2-3); and (F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form, "publishing" them for audiences (2-3).
Interactive Student	Interactive Teacher
(3.19) Writing/evaluation. The student evaluates his/her own writing and the writing of others.	(A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3); (B) respond constructively to others' writing (1-3); (C) determine how his/her own writing achieves its purposes (1-3); (D) use published pieces as models for writing (2-3); and (E) review a collection of his/her own written work to monitor growth as a writer (2-3).
Interactive Student (D)(E)(G)( ESL) Create your Scenario	Interactive Teacher
(3.20) Writing/inquiry/research. The student uses writing as a tool for learning and research.	(A) write or dictate questions for investigating (2- 3); (B) record his/her own knowledge of a topic in a variety of ways such as by drawing pictures, making lists, and showing connections among ideas (K-3); (C) take simple notes from relevant sources such as classroom guests, books, and media sources (2-3); and (D) compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).
Interactive Student (C) Create your Scenario (C) Bio Cube	Interactive Teacher (C) Lesson Plan for Bio Cube
(3.21) Second language acquisition/learning strategies. The ESOL student uses language learning strategies to develop an awareness of his/her own learning processes in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.	(A) develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing expressions (K-3/ESL); (B) use prior knowledge and experiences to understand meanings in English (K-8/ESL); (C) monitor oral and written language production and employ self-corrective techniques or other resources (K-8/ESL); (D) use strategic learning techniques such as semantic mapping, imagery, memorization, and reviewing (K-3/ESL); (E) use learning strategies such as circumlocution, synonyms, and non-verbal cues and requesting assistance from native speakers when speaking English (K-8/ESL); (F) make connections across content areas and use and reuse language and concepts in different ways (K-8/ESL) and (G) use accessible language and learn new and essential language in the process (K-8/ESL).
Interactive Student	Interactive Teacher
(3.22) Second language acquisition/listening. The ESOL student listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension and appreciation for newly acquired language in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.	(A) use active listening comprehension in a variety of situations such as following directions, responding to requests, and listening for specific purposes (K-3/ESL); (B) understand basic structures, expressions, and vocabulary such as school environment, greetings, questions, and directions (K-8/ESL); (C) recognize and distinguish phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL); (D) listen to and extract meaning from a variety of media such as audio tape, video, and CD ROM in all content areas (K-8/ESL); and (E) analyze and evaluate spoken discourse for appropriateness of purpose with a variety of audiences such as formal, consultative, casual, and intimate language registers (K-8/ESL).
Interactive Student	Interactive Teacher
(3.23) Second language acquisition/speaking. The ESOL student speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using developmental vocabulary with increasing fluency and accuracy in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English	(A) identify people, places, objects, events, and basic concepts such as numbers, days of the week, food, occupations, and time (K-8/ESL); (B) share prior knowledge with peers and others to facilitate communication and to foster respect for others (K-8/ESL); (C) ask and give information such as directions and address as well as name, age, and nationality (K-8/ESL); (D) initiate authentic discourse with peers and others by employing newly acquired vocabulary and concepts (K-3/ESL); (E) express ideas and feelings such as gratitude, needs, opinions, and greetings (K-8/ESL); (F) describe the immediate surroundings such as classroom, school, or home (K-8/ESL); (G) arrange phrases, clauses, and sentences into correct and meaningful patterns (K-8/ESL); (H) produce phonological elements of simple vocabulary and phrases (K-3/ESL); and (I) produce phonological elements of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters (K-8/ESL).
Interactive Student (I) See 'N Spell: Blends (I) See 'N Spell: More Vowels	Interactive Teacher
(3.24) Second language acquisition/reading. The ESOL student reads a variety of texts for a variety of purposes with an increasing level of comprehension in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.	(A) learn sound/symbol relationships as they apply to the phonological system of English (K-8/ESL); (B) recognize directionality of English reading such as left to right and top to bottom (K-8/ESL); (C) read authentic literature to develop vocabulary, structures, and background knowledge needed to comprehend (K-8/ESL); (D) participate in shared reading (K-8/ESL); (E) develop basic sight vocabulary (K-8/ESL); (F) use a combination of skills to decode words such as pattern recognition and identification of cognates, root words, and affixes (K-8/ESL); (G) read silently with increasing ease for longer periods (K-8/ESL); (H) use print from the environment to derive meaning (K-8/ESL); and (I) use graphic organizers as pre-reading activities to prepare for reading text (K-3/ESL).
Interactive Student (I) Animal Inquiry	Interactive Teacher (I) Lesson Plan for Animal Inquiry
(3.25) Second language acquisition/writing. The ESOL student writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in language arts and all content areas. The following expectations apply to the second language learner at his/her level of proficiency in English.	(A) use basic capitalization and punctuation correctly such as capitalizing names and first letters in sentences and using periods, question marks, and exclamation points (3/ESL); (B) use graphic organizers as pre-writing activity to demonstrate prior knowledge, to add new information, and to prepare to write (2-8/ESL); (C) write with more proficient use of orthographic patterns and rules such as qu together consonant doubling, dropping final e, and changing y to i (2-8/ESL); (D) edit writing toward standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses in final drafts (2-8/ESL); (E) employ increasingly complex grammatical structures in writing, as follows: (i) demonstrate knowledge of verbs, tenses and auxiliaries, wh- words, and pronouns/antecedents (2-8/ESL); (ii) demonstrate knowledge of nominative, objective, and possessive case (2-8/ESL); (iii) demonstrate knowledge of parts of speech (2-8/ESL); and (iv) demonstrate knowledge of negatives and contractions (2-8/ESL); (F) construct correct sentences, including a variety of sentence types and styles (2-8/ESL); (G) combine multiple sentences into a unified sentence (2-8/ESL); and (H) develop drafts by categorizing ideas, organizing them into sentences and paragraphs, and blending paragraphs within larger units of text (2-8/ESL).
Interactive Student	Interactive Teacher

(1) History. The student understands how individuals, events, and ideas have influenced the history of various communities.	(A) describe how individuals, events, and ideas have changed communities over time; (B) identify individuals such as Pierre-Charles L'Enfant who have helped to shape communities; and (C) describe how individuals such as Christopher Columbus and Meriwether Lewis and William Clark have contributed to the expansion of existing communities or to the creation of new communities.
Interactive Student (C) Go West Across America with Lewis and Clark	Interactive Teacher
(2) History. The student understands common characteristics of communities, past and present.	(A) identify reasons people have formed communities, including a need for security, law, and material well-being; and (B) compare ways in which people in the local community and communities around the world meet their needs for government, education, communication, transportation, and recreation, over time and in the present.
Interactive Student	Interactive Teacher
(3) History. The student understands the concepts of time and chronology.	(A) use vocabulary related to chronology, including ancient and modern times and past, present, and future times; (B) create and interpret timelines; and (C) describe historical times in terms of years, decades, and centuries.
Interactive Student (B) Interactive Timeline	Interactive Teacher (A,B,C) Growth of a Nation Animated Atlas
(4) Geography. The student understands how humans adapt to variations in the physical environment.	(A) describe and explain variations in the physical environment including climate, landforms, natural resources, and natural hazards; (B) compare how people in different communities adapt to or modify the physical environment; (C) describe the effects of physical and human processes in shaping the landscape; and (D) identify and compare the human characteristics of selected regions.
Interactive Student (A) Coastal Features Jigsaw (A) Coastal Features (A) Rivers Jigsaw (C) That Dam Effect	Interactive Teacher
(5) Geography. The student understands the concepts of location, distance, and direction on maps and globes.	(A) use cardinal and intermediate directions to locate places such as the Amazon River, Himalayan Mountains, and Washington D.C. on maps and globes; (B) use a scale to determine the distance between places on maps and globes; (C) identify and use the compass rose, grid, and symbols to locate places on maps and globes; and (D) draw maps of places and regions that contain map elements including a title, compass rose, legend, scale, and grid system.
Interactive Student	Interactive Teacher
(6) Economics. The student understands the purposes of spending and saving money.	(A) identify ways of earning, spending, and saving money; and (B) analyze a simple budget that allocates money for spending and saving.
Interactive Student (A) (B) Lemonade Stand	Interactive Teacher
(7) Economics. The student understands the concept of an economic system.	(A) define and identify examples of scarcity; (B) explain the impact of scarcity on the production, distribution, and consumption of goods and services; (C) explain the impact of scarcity on interdependence within and among communities; and (D) explain the concept of a free market.
Interactive Student	Interactive Teacher (A) (B) (C) (D) Economics PowerPoint (click OK until PowerPoint loads excellent!) (B) Goods and Services (click on visit site)
(8) Economics. The student understands how businesses operate in the U.S. free enterprise system.	(A) give examples of how a simple business operates; (B) explain how supply and demand affect the price of a good or service; (C) explain how the cost of production and selling price affect profits; and (D) identify historic figures, such as Henry Ford, and ordinary people in the community who have started new businesses.
Interactive Student	Interactive Teacher (A) Free Enterprise (B) Supply and Demand
(9) Government. The student understands the basic structure and functions of local government.	(A) describe the basic structure of government in the local community; (B) identify services commonly provided by local governments; (C) identify local government officials and explain how they are chosen; (D) explain how local government services are financed; and (E) explain the importance of the consent of the governed to the functions of local government.
Interactive Student	Interactive Teacher
(10) Citizenship. The student understands characteristics of good citizenship as exemplified by historic figures and ordinary people.	(A) identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good; (B) identify historic figures such as Jane Addams, Helen Keller, and Harriet Tubman who have exemplified good citizenship; (C) identify and explain the importance of acts of civic responsibility, including obeying laws and voting; and (D) identify ordinary people who exemplify good citizenship.
Interactive Student	Interactive Teacher
(11) Citizenship. The student understands the impact of individual and group decisions on communities in a democratic society.	(A) give examples of community changes that result from individual or group decisions; (B) identify examples of actions individuals and groups can take to improve the community; and (C) identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good.
Interactive Student	Interactive Teacher
(12) Culture. The student understands ethnic and/or cultural celebrations of the United States and other nations.	(A) explain the significance of selected ethnic and/or cultural celebrations in Texas, the United States, and other nations such as St. Patrick's Day, Cinco de Mayo, and Kwanzaa; and (B) compare ethnic and/or cultural celebrations in Texas, the United States, and other nations.
Interactive Student	Interactive Teacher
(13) Culture. The student understands the role of real and mythical heroes in shaping the culture of communities, the state, and the nation.	(A) identify the heroic deeds of state and national heroes such as Daniel Boone and Davy Crockett; (B) retell the heroic deeds of characters from American folktales and legends such as Pecos Bill and Paul Bunyan; (C) retell the heroic deeds of characters of Greek and Roman myths; and (D) identify how selected fictional characters such as Robinson Crusoe created new communities.
Interactive Student	Interactive Teacher
(14) Culture. The student understands the importance of writers and artists to the cultural heritage of communities.	(A) identify selected individual writers and artists and their stories, poems, statues, paintings, and other examples of cultural heritage from communities around the world; and (B) explain the significance of selected individual writers and artists and their stories, poems, statues, paintings, and other examples of cultural heritage to communities around the world.
Interactive Student	Interactive Teacher
(15) Science, technology, and society. The student understands how individuals have created or invented new technology and affected life in communities around the world, past and present.	(A) identify scientists and inventors such as Louis Daguerre, Cyrus McCormick, Louis Pasteur, and Jonas Salk who have created or invented new technology; and (B) identify the impact of new technology in photography, farm equipment, pasteurization, and medical vaccines on communities around the world.
Interactive Student	Interactive Teacher
(16) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.	(A) obtain information, including historical and geographic data about the community, using a variety of print, oral, visual, and computer sources; (B) sequence and categorize information; (C) interpret oral, visual, and print material by identifying the main idea, identifying cause and effect, and comparing and contrasting; (D) use various parts of a source, including the table of contents, glossary, and index, as well as keyword computer searches, to locate information; (E) interpret and create visuals including graphs, charts, tables, timelines, illustrations, and maps; and (F) use appropriate mathematical skills to interpret social studies information such as maps and graphs.
Interactive Student (B) What's the order?	Interactive Teacher
(17) Social studies skills. The student communicates effectively in written, oral, and visual forms.	(A) express ideas orally based on knowledge and experiences; (B) create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas; and (C) use standard grammar, spelling, sentence structure, and punctuation.
Interactive Student (B) Animal Inquiry	Interactive Teacher (B) Lesson Plan for Animal Inquiry
(18) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.	(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

Art
(1) Perception. The student develops and organizes ideas from the environment.	(A) identify sensory knowledge and life experiences as sources for ideas about visual symbols, self, and life events; and (B) identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Interactive Student (B) Color - Primary & Secondary (B) Color - Warm and Cool (B) Color - Complimentary (B) Shape (B) Lines (B) Space - Depth (B) Space - Positive & Negative (B) Space - Perspective (B) Rhythm (B) Balance	Interactive Teacher
(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill.	(A) create artworks based on personal observations and experiences; (B) develop a variety of effective compositions, using design skills; and (C) produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.
Interactive Student (C) The Art Zone	Interactive Teacher
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement.	(A) compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions; (B) compare selected artworks from different cultures; and (C) relate art to different kinds of jobs in everyday life.
Interactive Student	Interactive Teacher
(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others.	(A) identify general intent and expressive qualities in personal artworks; and (B) apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.
Interactive Student	Interactive Teacher
Music
(1) Perception. The student describes and analyzes musical sound and demonstrates musical artistry.	(A) categorize a variety of musical sounds, including children's and adults' voices; woodwind, brass, string, percussion, keyboard, and electronic instruments; and instruments from various cultures; (B) use music terminology in explaining sound, music, music notation, musical instruments and voices, and musical performances; and (C) identify music forms presented aurally such as AB, ABA, and rondo.
Interactive Student (A) Instruments of the Orchestra	Interactive Teacher
(2) Creative expression/performance. The student performs a varied repertoire of music.	(A) sing or play a classroom instrument independently or in groups; and (B) sing songs from diverse cultures and styles or play such songs on a musical instrument.
Interactive Student	Interactive Teacher
(3) Creative expression/performance. The student reads and writes music notation.	(A) read music notation, using a system (letters, numbers, syllables); (B) write music notation, using a system (letters, numbers, syllables); (C) read and write music that incorporates basic rhythmic patterns in simple meters; and (D) identify music symbols and terms referring to dynamics and tempo.
Interactive Student	Interactive Teacher
(4) Creative expression/performance. The student creates and arranges music within specified guidelines.	(A) create rhythmic phrases; and (B) create melodic phrases.
Interactive Student (A) Counting Music	Interactive Teacher
(5) Historical/cultural heritage. The student relates music to history, to society, and to culture.	(A) identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures; (B) perform songs and musical games from diverse cultures; and (C) describe relationships between music and other subjects.
Interactive Student	Interactive Teacher
(6) Response/evaluation. The student responds to and evaluates music and musical performance.	(A) define basic criteria for evaluating musical performances; and (B) exhibit audience etiquette during live performances.
Interactive Student	Interactive Teacher
Theatre
(1) Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre.	(A) react to sensory and emotional experiences; (B) create playing space, using expressive and rhythmic movement; (C) respond to sound, music, images, and the written word with voice and movement and participate in dramatic play, using actions, sounds, and dialogue; and (D) reflect the environment, portray character, and demonstrate actions in classroom dramatizations.
Interactive Student	Interactive Teacher
(2) Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations.	(A) demonstrate safe use of movement and voice; (B) participate in a variety of roles in real life and imaginative situations through narrative pantomime, dramatic play, and story dramatization; (C) dramatize literary selections, using shadow play and puppetry; and (D) dramatize literary selections, using pantomime and imitative dialogue.
Interactive Student	Interactive Teacher (B) What a Character!
(3) Creative expression/performance. The student applies design, directing, and theatre production concepts and skills.	(A) identify technical theatre elements; (B) begin to use simple technical theatre elements; (C) plan dramatic play; and (D) cooperate and interact with others in dramatic play.
Interactive Student	Interactive Teacher
(4) Historical/cultural heritage. The student relates theatre to history, society, and culture.	(A) illustrate similarities and differences in life and theatre through dramatic play; and (B) reflect historical and diverse cultural influences in dramatic activities.
Interactive Student	Interactive Teacher
(5) Response/evaluation. The student responds to and evaluates theatre and theatrical performances.	(A) evaluate and apply appropriate audience behavior consistently; (B) evaluate simple dramatic activities and performances; (C) incorporate music, movement, and visual components in dramatic play; and (D) observe the performance of amateur and professional artists and begin to compare vocations in theatre.

Released TAKS Tests : 2006 2004 2003
(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.	(A) use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999; (B) use place value to compare and order whole numbers through 9,999; and (C) determine the value of a collection of coins and bills.
Interactive Student (B) Number Top It (B) Bigger or Less (C) Counting Change (C) Counting Change II (C) Concentration Game (C) Spending Spree (C) Cash Out (C) Scotty Nickel (A) Base Blocks	Interactive Teacher (A) Place Values to Millions (C) Flashcards for Counting Money
(3.2)Number, operation, and quantitative reasoning. The student uses fraction names and symbols to describe fractional parts of whole objects or sets of objects.	(A) construct concrete models of fractions; (B) compare fractional parts of whole objects or sets of objects in a problem situation using concrete models; (C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects with denominators of 12 or less; and (D) construct concrete models of equivalent fractions for fractional parts of whole objects.
Interactive Student (A) Beginning Fractions (A) Fraction Flags (B) Falling Leaves (B) Equivalent Fraction Concentration (B)(C) Pizza Party (B,C) Tony Fractions Pizza Game (D) Matching Game (D) Mission Magnetite	Interactive Teacher (A,B,C,D,E) Green Thumbs Movie (B) Comparing and Ordering Fractions (C) Who Wants Pizza (C) Fraction Parts (pg 3b, 4, 4b) (C) Parts of a Whole
(3.3)Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers.	(A) model addition and subtraction using pictures, words, and numbers; and (B) select addition or subtraction and use the operation to solve problems involving whole numbers through 999.
Interactive Student (A) Kids Math Level 1: Addition (A) 2 Player Math Game (A) Addition Dartboard (A) Math Facts (A,B) Space Shuttle Launch (B) Flashcards for Kids (B) Add 'Em Up (B) Take It Away (B) Save the Apples (B) Space Shuttle Launch (B) Tunnel Blaster - add (B) Snakes and Ladders (B) Math Fries (B) Speed Math (B) Buffalo Math (B) Fridge Magnets Subtraction	Interactive Teacher (A,B) Adding Real Numbers
(3.4)Number, operation, and quantitative reasoning. The student recognizes and solves problems in multiplication and division situations.	(A) learn and apply multiplication facts through the tens using concrete models; (B) solve and record multiplication problems (one- digit multiplier); and (C) use models to solve division problems and use number sentences to record the solutions.
Interactive Student (A) Basic Facts Practice (A) Numbers (A) Meteor Multiplication (A) Space Shuttle Launch (A) Math Facts (A)(B) Flashcards (B) Farm Stand (B) Batter's Up Baseball (B) Lemonade Larry (B) Multiflyer (B) Tunnel Blaster - Multiply (B) Baseball Multiplication (B) Tackle Math Ball (B) Fridge Magnets Multiplication (B) Meteor Multiplication (B) Multiplication Flashcards (B) Cone Crazy	Interactive Teacher (A) Multiplication Tables (A) Ann and Addem's dartboard game
(3.5)Number, operation, and quantitative reasoning. The student estimates to determine reasonable results.	(A) round two-digit numbers to the nearest ten and three-digit numbers to the nearest hundred; and (B) estimate sums and differences beyond basic facts.
Interactive Student (A) Rounding to nearest 10 (A) Rounding to nearest 100 (B) Math Golf	Interactive Teacher (B) Front End Estimation (Subtraction) (B) Front End Estimation (Addition)
(3.6)Patterns, relationships, and algebraic thinking. The student uses patterns to solve problems.	(A) identify and extend whole-number and geometric patterns to make predictions and solve problems; (B) identify patterns in multiplication facts using concrete objects, pictorial models, or technology; and (C) identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2.
Interactive Student (C) Multiplication Mystery	Interactive Teacher
(3.7)Patterns, relationships, and algebraic thinking. The student uses lists, tables, and charts to express patterns and relationships.	(A) generate a table of paired numbers based on a real-life situation such as insects and legs; and (B) identify patterns in a table of related number pairs based on a real-life situation and extend the table.
Interactive Student	Interactive Teacher (A, B) Music for Movies
(3.8) Geometry and spatial reasoning. The student uses formal geometric vocabulary.	The student is expected to name, describe, and compare shapes and solids using formal geometric vocabulary.
Interactive Student Shapes Geo-Matho	Interactive Teacher Geometric Vocabulary
(3.9)Geometry and spatial reasoning. The student recognizes congruence and symmetry.	(A) identify congruent shapes; (B) create shapes with lines of symmetry using concrete models and technology; and (C) identify lines of symmetry in shapes.
Interactive Student (A) 3-D Lab (A) Congruent Triangles (A)(C) Virtual Manipulative: Reflection (B,C) Tessalate!	Interactive Teacher
(3.10) Geometry and spatial reasoning. The student recognizes that numbers can be represented by points on a line.	The student is expected to locate and name points on a line using whole numbers and fractions such as halves.
Interactive Student Find Grampy Identify Fractions	Interactive Teacher Number lines Real Number Line
(3.11) Measurement. The student selects and uses appropriate units and procedures to measure length and area.	(A) estimate and measure lengths using standard units such as inch, foot, yard, centimeter, decimeter, and meter; (B) use linear measure to find the perimeter of a shape; and (C) use concrete models of square units to determine the area of shapes.
Interactive Student (A) Fish Tales (A) Animal Weigh-In (A) Measuring inches (B) Calculating Perimeter (B,C) Area and Perimeter (B,C) Area Explorer	Interactive Teacher
(3.12) Measurement. The student measures time and temperature.	(A) tell and write time shown on traditional and digital clocks; and (B) use a thermometer to measure temperature.
Interactive Student (A) Matching Game (A) Smiley Clock (A) What Time? (A) Clock (A) Stop the Clock (A) What Time Is It? (A) Bedtime Bandits (uses arrow keys and spacebar)	Interactive Teacher (A) Time Flies (A) Teaching Time Clock
(3.13) Measurement. The student applies measurement concepts.	The student is expected to measure to solve problems involving length, area, temperature, and time.
Interactive Student (A) Time order	Interactive Teacher (A) Sleuths on the Loose
(3.14) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data.	(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; (B) interpret information from pictographs and bar graphs; and (C) use data to describe events as more likely, less likely, or equally likely.
Interactive Student (A,B) Hairy Chart (B) Interpreting Data	Interactive Teacher (A) Kids Graphing Page
(3.15) 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.	(A) identify the mathematics in everyday situations; (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem- solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) use tools such as real objects, manipulatives, and technology to solve problems.
Interactive Student (A) Word Problem Baseball (A) Tens of Word Problems (B) Lemonade Game (D) Fox, Chicken, Corn (A,B,C,D,) Grand Slam Math (C) Katie and Aldo	Interactive Teacher (D) Interactive Abacus
(3.16) Underlying processes and mathematical tools. The student communicates about Grade 3 mathematics using informal language.	(A) explain and record observations using objects, words, pictures, numbers, and technology; and (B) relate informal language to mathematical language and symbols.
Interactive Student	Interactive Teacher Math Glossary
(3.17) Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world.	(A) make generalizations from patterns or sets of examples and non-examples; and (B) justify why an answer is reasonable and explain the solution process.
Interactive Student	Interactive Teacher