Grade 3 Q 1 Writing Curriculum

Transcription

1 Grade 3 Q 1 Writing Curriculum W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. Students will be assessed using the 3 rd Grade Persuasive Writing Rubric. W.3.1c Use linking words and phrases (e.g. because, therefore, since, for example) to connect opinions and reasons. Students will write a paragraph stating their opinion with supporting reasons, using transition words and a concluding statement. Fiction Text: The Talent Show by Michelle Edwards (Basel series) Non Fiction Text: Yippee Yah! By Gail Gibbons (Basel series) Opinion writing prompt list W.3.2b Develop the topic with facts, definitions, and details. W.3.1d Provide a concluding statement. Students will understand and use the writing vocabulary: persuasive writing, opinion, reasons, transition words, details, point of view, conclusion. Transition words list/poster LA book pg 65 Writing journal 1 Fairmont School District 89 November 2013

2 Grade 3 Q 1 Writing Curriculum W.3.8 Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single day or two) for a range of disciplinespecific tasks, purposes, and audiences. 2 Fairmont School District 89 November 2013

3 Grade 3 Q 1 Writing Curriculum W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. Students will state their opinion and provide supporting reasons using the Opinion graphic organizer. Students will be assessed using the 3 rd Grade Persuasive Writing Rubric. Fiction Text: Pepita Talks Twice by Ofelia Dumas Lachtman (Basel series) Students will understand and use the writing vocabulary: persuasive writing, opinion, position, reason, point of view. Non-Fiction Text: Balto the Dog Who Saved Nome by Margaret Davidson (Basel series) W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b Provide reasons that support the opinion. Students can identify and categorize facts and opinions. (Reading objective) Opinion Graphic Organizer (Opinion writing power point) Opinion writing prompt list Grade 3 Q 1 Writing Curriculum 3 Fairmont School District 89 November 2013

4 W.3.8 Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single day or two) for a range of disciplinespecific tasks, purposes, and audiences. 4 Fairmont School District 89 November 2013

5 Grade 3 Q 2 Writing Curriculum W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Variety of Non-fiction animal topic texts W.3.2a Introduce a topic and group related information together, include illustrations when useful to aiding comprehension. Student s will complete an Expository Writing graphic organizer for an animal they have self-selected and researched. Students will be assessed using the following rubric: 3 - All details directly support their main idea 2- Most details support their main idea 1-Few or none of the details support their main idea Variety of websites for animal topic research Expository Pillar poster Expository Pillar graphic organizer W.3.7 Conduct short research projects that build knowledge about a topic. 5 Fairmont School District 89 November 2013

6 Grade 3 Q 2 Writing Curriculum W.3.8 Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single day or two) for a range of disciplinespecific tasks, purposes, and audiences. 6 Fairmont School District 89 November 2013

7 Grade 3 Q 2 Writing Curriculum W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Students will be assessed using the 3 rd Grade Expository Writing Rubric. Variety of Non-fiction animal topic texts Students will research an animal and write a 2 page research paper reflecting the knowledge they have gained. Variety of websites for animal topic research W.3.2c Use linking words and phrases (e.g. also, another, and, more, but) to connect ideas within categories of information. Students will organize their writing by ideas supported with details. Students will use grade-level appropriate writing conventions. Expository Pillar poster Transition Words list/poster LA book pg 61 W.3.2d Provide a concluding statement or section. 7 Fairmont School District 89 November 2013

8 Grade 3 Q 2 Writing Curriculum W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.7 Conduct short research projects that build knowledge about a topic. W.3.8 Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 8 Fairmont School District 89 November 2013

9 Grade 3 Q 2 Writing Curriculum W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single day or two) for a range of disciplinespecific tasks, purposes, and audiences. 9 Fairmont School District 89 November 2013

10 Grade 3 Q 3 Writing Curriculum W.3.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event Students will write an organized fictional narrative that has a clear and logical order of events, uses dialogue appropriately and Students will be assessed using the 3 rd Grade Personal and Fictional Narrative Rubric. Variety of fiction books for examples Graphic organizers: sequences. effectively, with a beginning, middle, Story Board and end. Story Map W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Transition Words list/poster Cartoon Strip for dialogue practice W.3.3b Use dialogue and descriptions of actions, thoughts and feelings to develop experiences and events or show the response of characters to situations. 10 Fairmont School District 89 November 2013

11 Grade 3 Q 3 Writing Curriculum W.3.3d Provide a sense of closure. W.3.8 Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single day or two) for a range of disciplinespecific tasks, purposes, and audiences. 11 Fairmont School District 89 November 2013

12 Grade 3 Q 3 Writing Curriculum W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences Students will complete a graphic organizer to record narrative elements for an original story about a personal experience. Students will be assessed using the 3 rd Grade Personal and Fictional Narrative Rubric. Book list of Personal Narratives Personal Narratives Idea worksheet W.3.3a Establish a situation and introduce a narrator and/or characters; organize and event sequence that unfolds naturally. Students will write a Personal Narrative using their elements and time-order words. The narrative will have a clear organizational structure with a beginning, middle, and ending. Elements of Personal Narratives worksheet Graphic Organizers: Story Board Story Map W.3.3c Use temporal words and phrases to signal event order. W.3.3d Provide a sense of closure. Teacher model of Personal Narrative Transition Words list/poster 12 Fairmont School District 89 November 2013

13 Grade 3 Q 3 Writing Curriculum W.3.8 Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single day or two) for a range of disciplinespecific tasks, purposes, and audiences. 13 Fairmont School District 89 November 2013

14 Grade 3 Q 4 Writing Curriculum W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Students will research a self-selected Greek Mythology god, goddess, hero, or monster using a variety of sources. Students will be assessed using the 3 rd Grade Expository Writing Rubric. Variety of Greek Mythology books, resources, texts Greek Mythology websites W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b Develop the topic with facts, definitions, and details. Students will take noted and write an Expository report for their topic that details their character s background and significance to the Ancient Greeks. Students will include a Reference page and cite sources. Students will formally present their report to their peers. Student Greek Mythology research notebooks Student Flash drives Main Idea and Details framework Transition Words list/poster 14 Fairmont School District 89 November 2013

15 Grade 3 Q 4 Writing Curriculum W.3.2c Use linking words and phrases (e.g. also, another, and, more, but) to connect ideas within categories of information. W.3.2d Provide a concluding statement or section. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing (Grade 3 conventions). 15 Fairmont School District 89 November 2013

16 Grade 3 Q 4 Writing Curriculum W.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. W.3.8 Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single day or two) for a range of disciplinespecific tasks, purposes, and audiences. 16 Fairmont School District 89 November 2013