3rd Grade - ELA Writing

Transcription

1 3rd Grade - ELA Text Types and Purposes College & Career Readiness 1. Opinion Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write opinion pieces on topics or texts supporting a point of view with reasons -Introduce the topic or text and state an opinion - Create an organizational structure that lists reasons - Use linking words and phrases that connect reasons (e.g., for example, because, since, therefore) - Provide a concluding statement or section Write - Synthesis Introduce - Knowledge State - Knowledge Create - Synthesis Provide - Application opinion point of view organizational structure linking words and phrases concluding statement 1. Understand fact and opinion 2. Form an opinion by analyzing text and topics 3. State opinion through an introduction 4. Generate support for opinion with reasons 5. Group generated reasons together 6. Write topic sentences 7. Create an organizational structure that lists reasons to support writer's opinion 8. Write paragraphs that support the writer's opinion that begin with a topic sentence and are supported with reasons that are linked with transitional words and phrases 9. Provide a concluding statement related to the opinion presented 1. I can explain the difference between a fact and an opinion. 2. I can form an opinion by analyzing text and topics. 3. I can state an opinion. 4. I can write an introduction that includes my opinion. 5. I can generate support for my opinion with reasons. 6. I can write topic sentences from my reasons. 7. I can create an organizational structure that lists reasons to support my opinion. 8. I can write paragraphs that support my opinion and begin with topic sentences. 9. I can write paragraphs that use transition words and phrases to link my reasons. 10. I can write a conclusion related to my opinion. 11. If I can do steps 1-10 above,i can write an opinion piece. 2. Informational/ Explanatory Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write texts to examine a topic and convey ideas and information clearly -Introduce the topic -Group related information together - Include illustrations when useful for aiding comprehension - Develop with facts, definitions, and details - Use linking words and phrases to connect ideas within categories of information (e.g., also, another, more) - Provide a concluding statement or section -Write an informational piece including a report demonstrating understanding of central ideas and supporting details using an effective organizational pattern (e.g., compare/contrast, cause/effect, problem/solution) with a title, heading, subheading, and table of contents Write - synthesis Introduce - knowledge State - knowledge Create - synthesis Provide - Application convey ideas introduce topic illustrations facts definitions details linking words and phrases categories of information concluding statement report informational piece central idea organizational pattern title heading subheading table of contents 1. Generate ideas for writing an informational essay 2. List facts, definitions, and details related to the topic 3. Choose a strong idea to develop into an essay 4. Group related information together - complete graphic organizer 5. Introduce the topic 6. Develop supporting paragraphs using linking words and phrases to connect ideas within categories of information 7. Provide a concluding statement or section (paragraph) 1. I can generate ideas for writing informational essays. 2. I can identify and list facts related to an informational topic. 3. I can define words and provide details to a topic. 4. I can group related information together using a graphic organizer. 5. I can write supporting paragraphs using linking words and phrases to connect ideas within categories of information. 6. I can write a concluding statement or section (paragraph). 7. If I can do steps 1-6 above, I can write an informational essay. O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 1

2 3rd Grade - ELA 3. Narrative Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences -Establish a situation and introduce a narrator and/or characters - Organize an event sequence that unfolds naturally - Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations - Use temporal words (e.g., before, after, now, finally) and phrases to signal event order - Provide a sense of closure -Write a cohesive narrative piece (e.g., fable, folktale, realistic fiction) using personification, setting, actions and thoughts that reveal important character traits -Write poetry based on reading a wide variety of grade-appropriate poetry Develop - Synthesis Establish - Synthesis Introduce - Synthesis Organize - Comprehension Provide - Application Write - Application Real or imagined experiences or events Descriptive details Events Sequence Situation Introduce Narrator Characters Organize Dialogue Descriptions Temporal words and phrases Closure Personification Setting Actions Character Traits Poetry 1. Read mentor texts to learn about narrative writing. 2. Identify traits of narrative texts. 3. Generate ideas for writing a narrative piece. 4. Choose an idea to develop details. 5. Develop strong characters and/or narrator. 6. Organize story events into a graphic organizer. 7. Write introduction of narrative piece. 8. Add description of setting into introduction. 9. Write events to develop story further. 10. Insert dialogue, descriptions of actions, thoughts and feelings to develop experiences and events to show the response of characters to situations (thoughtshots, explode a moment, snapshots). 11. Use personification to add interest (voice) to story. 12. Identify temporal words (transition words) and phrases to signal sequence of events and add into story where necessary. 13. Look at mentor texts for examples of closure. 14. Write closing paragraph that provides sense of closure. 1. I can identify traits of narrative traits. 2. I can generate ideas for narrative traits. 3. I can develop strong characters and/or narrators. 4. I can organize story events. 5. I can include a description of setting into my writing. 6. I can develop my writing using dialogue, descriptions of actions, thoughts, and feelings. 7. I can write with personification. 8. I can use temporal words and phrases to signal sequence of events. 9. I can write a closing paragraph which provides a sense of closure. 10. If I can do steps 1-9 above, I can write a narrative piece. Production and Distribution of 4. Clear and Coherent Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. -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 above.) Produce - Synthesis Produce Development Organization Task Purpose Expectations 1. Read various mentor texts or anchor papers and determine the purpose, task, and audience. 2. Identify the traits of clear and coherent writing (wellorganized, well-developed, many details, easy to follow, etc.) 3. Brainstorm topics for writing based on task, purpose, and audience. 4. Choose a topic for writing. 5. Teacher models how to share events/details with a writing partner. 6. Practice sharing events/details orally to writing partner. 7. Teacher models how to create and complete a graphic organizer which includes important events/details. 8. Create a graphic organizer that suits task and writer's purpose. 9. Complete graphic organizer. 10. Teacher models how to share graphic organizer w ith a writing partner and how to provide tips. 11. Share graphic organizer with writing partner and provide tips for adding further details. 12. Throughout process conference with teacher who will provide tips and compliments for writers. 13. Refer to processes detailed in #1-3 depending on the type of writing. 1. I can read texts to determine the purpose, task, and audience. 2. I can identify the traits of clear and coherent writing. 3. I can brainstorm topics for an assigned task, purpose, and audience. 4. I can choose a topic for writing. 5. I can orally share my story events/details with a writing partner. 6. I can create and complete a graphic organizer. 7. I can share my graphic organizer or plan with a writing partner. 8. I can confer with a writing partner to share tips for writing. 9. I can participate in a writing conference with my teacher. 10. If I can do steps 1-9, I can write a clear and coherent piece of writing. O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 2

3 3rd Grade - ELA 5. Develop and Strengthen Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. -With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 on pages 28 and 29.) Develop - Synthesis Strengthen - Synthesis Edit - Synthesis Revise - Synthesis Plan - Analysis Develop Strengthen Support Planning Revising Editing Conventions 1. This process occurs during a unit in which students are required to write an essay. 2. Teach writing traits (ideas, organization, word choice, sentence fluency, voice, and conventions) and how they connect to writing checklist. 3. Analyze mentor texts to identify strong traits. 4. Analyze anchor papers to identify strong and weak traits. 5. Students generate ideas for writing and choose a strong idea. 6. Teacher models how to plan and organize ideas using a graphic organizer. 7. Students create and complete graphic organizer. 8. Share story ideas with writing partner. 9. Students begin writing stories. 10. Throughout process teacher holds writing conferences to offer tips and compliments to strengthen students' writing. 11. Teach students how to add thoughtshots, snapshots, and explode a moment strategies for adding details. 12. Teach students strageties for integrating these writing strategies into their story (use of sticky notes, thought boxes, cutting apart story, etc.) 1. I can identify the writing traits. 2. I can analyze mentor texts to identify strong traits. 3. I can analyze anchor papers to identify strong and weak traits. 4. I can generate ideas for writing and choose a strong idea. 5. I can create and complete a graphic organizer. 6. I can share story ideas with a writing partner. 7. I can write a story. 8. I can add thoughtshots, snapshots, and explode a moment strategies. 9. I can strengthen my writing by using sticky notes, thought boxes, and cutting apart the story. 10. If I can do steps 1-9 above, I can develop and strengthen my writing. 13 Students identify how to strengthen their writing with strategies with the support of writing partners. 14. Teacher implements mini-lessons to teach conventions (sentence detective). 15. Students edit writing for conventions with writing partners. 16. Teacher models how to edit writing using checklist of questions. Read question carefully, then read writing aloud and edit/revise. 17. partners work together to practice using checklist to edit/revise. 18. Students share ways they edited/revised their writing using the checklist with the class. 6. Technology Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. -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 Produce - Application Publish - Synthesis Interact - Synthesis Collaborate - Synthesis Technology Produce Publish Interact Collaborate 1. Peer collaboration. 2. Explore digital tools. 3. Produce and publish writing using digital tools. 4. Use keyboarding skills to publish writing. 1. I can collaborate with peers. 2. I can use digital tools. 3. I can produce and publish writing using digital tools. 4. I can use keyboarding skills to publish writing. 5. If I can do steps 1-5 above, I can use technology to produce and publish my writing. O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 3

4 3rd Grade - ELA Research to Build and Present Knowledge 7. Research Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. -Conduct short research projects that build knowledge about a topic - Initiate research questions from content area text from teacher-selected topic Conduct - Synthesis Initiate - Synthesis research projects topic initiate research questions content area text 1. Choose a topic 2. List facts you know about the topic 3. Write questions you would like to learn about the topic to guide your research 4. Research and take notes on the topic using print and digital resources 5. Organize notes into categories 1. I can choose a topic. 2. I can list facts I know about the topic. 3. I can write questions I would like to learn about the topic to guide my research. 4. I can use digital resources for research. 5. I can determine important information related to my topic/research questions. 5. I can take notes on my topic/research questions using print and digital resources. 6. I can organize the information into a short research project. 7. If I can do steps 1-6, I can conduct a short research project about a topic. 8. Research Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. -Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories Recall - Knowledge Gather - Comprehension Take - Synthesis Sort - Application print sources digital sources evidence categories plagiarism 1. Choose a topic 2. List facts you know about the topic 3. Write questions you would like to learn about the topic to guide your research 4. Teach how to use digital resources for research 5. Teach the definition of plagiarism and how to avoid it 6. Practice reading researched topic and determining important information 7. Practice notetaking with researched information while avoiding plagiarism 8. Research and take notes from print and digital resources on students' topics 9. Organize important information from resources into categories (using organizational tools) 1. I can choose a topic. 2. I can list facts I know about the topic. 3. I can write questions I would like to learn about the topic to guide my research. 4. I can use digital resources to conduct research. 5. I can determine important information related to my topic. 6. I can write about my topic without plagiarizing information. 7. I can present information about my topic (to be determined). 8. If I can do steps 1-7, I can conduct a research project. 9. Research Draw evidence from literary or informational text to support analysis, reflection, and research. (Begins in grade 4) Range of O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 4

5 10. Time Frames 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 tasks, purposes, and audiences. -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 tasks, purposes, and audiences. Write (Application) Research (Analyze and Synthesis) Reflect (Synthesis) Revise (Synthesis and Evaluation) 3rd Grade - ELA Write research reflection revise time frame task purpose audience single sitting stamina 1. Identify the author's purpose/audience in a variety of formats (writing) 2. Provide opportunities for students to write for a variety of purposes, audiences, and tasks. 2. Provide time for students to build stamina for writing to work towards extended time frames 2. Write for extended periods of time in a single setting 3. Revise for purpose and audience 1. I can identify the author's purpose/audience in a variety of formats (writing). 2. I can write for extended periods of time in a single sitting. 3. I can revise for purpose and audience. 4. If I can do steps 1-3, I can write for short and extended periods of time for a range of tasks, purposes, and audiences. ELA--language Conventions of Standard English 1. Grammar and Usage Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. -Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences -Form and use regular and irregular plural nouns -Use abstract nouns (e.g., childhood) -Form and use regular and irregular verbs -Form and use simple (e.g., I walked; I walk; I will walk) verb tenses -Ensure subject-verb and pronounantecedent agreement -Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified -Use coordinating and subordinating conjunctions -Produce simple, compound, and complex sentences Explain - Comprehension Form - Application Ensure - Analysis Choose - Application Produce - Synthesis Function Nouns Pronouns Verbs Adjectives Adverbs Form Regular Nouns Irregular Nouns Plural Nouns Abstract Nouns Regular Verbs Irregular Verbs Simple Verb Tenses Subject-verb Agreement Pronoun-antecedent Agreement Comparative/Superlative Adjectives Comparative/Superlative Adverbs Coordinating/Subordinating Conjunctions Simple Sentences Compound Sentences Complex Sentences 1. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences 2. Form and use regular and irregular plural nouns. 3. Identify and use abstract nouns (e.g. childhood). 4. Identify and use regular and irregular verbs. 5. Form and use simple verb tenses. 6. Ensure subject-verb and pronoun-antecedent agreement. 7. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 8. Use coordinating and subordinating conjunctions. 9. Produce simple, compound, and complex sentences. 1. I can identify and use nouns, pronouns, verbs, adjectives, and adverbs. 2. I can explain their functions in sentences. 3. I can use regular and irregular nouns. 4. I can use regular and irregular verbs. 5. I can use simple verb tenses. 6. I can ensure subject-verb and pronounantecedent agreement. 7. I can form and use comparative and superlative adjectives and adverbs and choose between them depending on what is to be modified. 8. I can use coordinating and subordinating conjunctions. 9. I can produce simple, compound, and complex sentences. 10. If I can do steps 1-10, I can use the conventions of standard English grammar when writing and speaking. O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 5

6 2. Capitalization, Punctuation, and Spelling Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. -Capitalize appropriate words in titles -Use commas in addresses -Use commas and quotation marks in dialogue -Form and use possessives -Use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smile, cries, happiness) -Use spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts) in writing words -Consult reference materials including beginning dictionaries as needed to check and correct spellings -Correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones) -For less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell-checkers) Capitalize - Knowledge Form - Application Consult - Comprehension Check - Knowledge Correct - Knowledge Spell - Knowledge 3rd Grade - ELA capitalize titles commas addresses quotation marks dialogue possessives conventional spelling high-frequency words suffixes base words word families position-based spelling syllable patterns ending rules meaningful word parts reference materials dictionaries multi-syllabic r-controlled consonant blends contractions compounds common homophones structural cues environmental sources 1. Capitalize appropriate words in titles 2. Use commas in addresses 3. Use commas and quotation marks in dialogue 4. Form and use possessives 5. Use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smile, cries, happiness) 6. Use spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts) in writing words 7. Consult reference materials including beginning dictionaries as needed to check and correct spellings 8. Correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones) 9. For less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell-checkers) 1. I can capitalize appropriate words in titles. 2. I can use commas in addresses. 3. I can use commas and quotation marks in dialogue. 4. I can form and use possessives. 5. I can use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smile, cries, happiness). 6. I can use spelling patterns and generalizations (e.g., word families, positionbased spelling, syllable patterns, ending rules, meaningful word parts) in writing words. 7. I can consult reference materials including beginning dictionaries as needed to check and correct spellings. 8. I can correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones). 9. For less frequently encountered words, I can use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spellcheckers). 10. If I can do steps 1-9 above, I can use conventions of standard English capitalization, punctuation, and spelling when I write. O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 6