Grade 3 Writing Standards
Standard
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Essential Learning Outcomes
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Learning Targets
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Vocabulary
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CCSS Writing Standard 3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. |
Students will be able to write a well-detailed opinion piece.
Students will be able to write 3-4 well-written, cohesive paragraphs. Students will choose words and phrases for effect (from language standard 3). |
I can define point of view.
I know how to support a point of view with reasons. I can identify 1-2 big ideas to support my opinion. I know how to write an introduction, body, and a conclusion. I know how to use transitions to link ideas within a paragraph and between paragraphs. I can determine 1-2 big ideas to support my opinion. I can write an introduction paragraph that hooks the reader, has a clear opinion, and previews the topic. I can use strong words and language to help the reader understand my opinion. I can write a conclusion paragraph that restates the opinion and the big ideas and ends with a convincing final thought. I can write a well-detailed opinion piece from my own or another’s point of view. |
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CCSS: Writing Standard 3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. |
Students will be able to write 3-4 organized and clear informative/explanatory paragraph with related information grouped together.
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I can identify a transition word or phrase.
I can choose the correct transition word or phrase for a sentence. I can determine if my writing clearly explains my ideas and facts. I can determine when I should use illustrations to support my ideas. I know how to group related information. I can take notes. I can paraphrase information. I can use a transition word or phrase. I can write a 3-4 paragraph informative/explanatory piece. I can write in a way that clearly explains my ideas and facts. I can use illustrations that support my ideas. I can group related information. |
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CCSS: Writing Standard 3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. |
Students will be able to write a detailed personal or imagined narrative.
Students will be able to write 3-4 paragraphs. Students will choose words and phrases for effect (from language standard 3). |
I can recount a real experience or event.
I know how to use an organizer to plan my narrative. I know how to establish a situation and introduce a narrator and/or characters. I know how to organize my writing so that it progresses in a way that makes sense. I know how to use dialogue to show the response of characters and to develop my narrative. I know how to complete a story map. I can write dialogue. I can keep my writing focused. I can use sensory details. I can use descriptions to show the response of characters and to develop my narrative. I can use a story map. I can use strong words and language. I can use my organizer to write my narrative. I can write a detailed personal narrative piece. I can write a detailed narrative piece. |
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CCSS Writing Standard 3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3.)
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Students can develop and organize writing in a way that is appropriate for the task and purpose.
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I know what it means to have a task for my writing.
I know what it means to have a purpose for my writing. With help, I can choose how to organize and develop my writing (e.g., product type, voice, formal/informal language) specifically for the task and purpose. |
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CCSS Writing Standard 3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
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Students will be able to plan, revise, and edit their writing with guidance and support from adults and peers.
Students will be able to develop and strengthen their writing as needed by planning, revising, and editing. |
I can identify a graphic organizer to use for my writing.
I know how to use a graphic organizer for my writing. I can plan, revise, edit, share, and celebrate my writing with guidance and support from adults and peers. |
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CCSS Writing Standard 3.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and
collaborate with others. |
Students will use digital tools (with support) to share writing and interact with others.
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I know how to interact digitally with others (with support).
I know how to use a keyboard. I interact digitally with others (with support). I use a keyboard to type my writing. |
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CCSS Writing Standard 3.7: Conduct short research projects that build knowledge about a topic.
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Students will be able to conduct a short research project that builds knowledge about a topic.
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I can find sources for my research.
I can navigate websites my teacher gives me for research. I can take notes. I can create an informational piece (e.g., brochure, Keynote, poster) about one topic using facts I’ve learned. |
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CCSS Writing Standard 3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
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Students can recall or gather information from print and digital resources, take notes, and sort evidence into categories.
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I can gather information from print and digital resources.
I decide which categories evidence belongs in. I can gather information from digital and print resources. I can take brief notes on sources. I can sort evidence into categories into provided categories. |
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Note: CCSS Writing Standard 9 officially begins in grade 4, but this is done beginning in K, with varying levels of support, text complexity, and levels of analysis and reflection.
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CCSS Writing Standard 3.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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I can regularly write for different assignments, purposes, and audiences.
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