3.10.F
ELA3rd Grade
The Standard
discuss how the author's use of language contributes to voice
Texas Essential Knowledge and Skills for English Language Arts and Reading
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify the personality or attitude heard in a narrator’s or writer’s words. They point to exact words, phrases, and sentence patterns that create that voice.
What Mastery Looks Like
- Students describe a narrator’s voice with a precise word such as playful, worried, confident, or grumpy. They cite specific language and explain how it creates that impression.
Common Misconceptions
- Students may name the narrator’s personality without pointing to words that create it. They may also confuse voice with the reader’s mood or assume every text sounds like the author personally.
How to Assess It
- Give students a short paragraph and ask, “What voice do you hear, and which two words or phrases create it?”
Lesson moves
Ways to Teach It
Give pairs sentence strips with different word choices, then have them sort the strips by playful, serious, nervous, or confident voice.
Read a short excerpt and ask, “How would you describe the speaker, and which exact words made you think that?”
Play Voice Detective by awarding points when teams identify a voice, cite a phrase, and explain the connection.
Compare two school event announcements, one formal and one excited, then identify how each writer’s wording fits its audience and purpose.
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