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Grade 3 Writing Expectations Map Components in Write on Track Handbook Draft |
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Introduce where
noted on map. Continue to practice and build upon throughout year.
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When to begin instruction: |
September/October |
November/December |
January/February |
March/April |
May/June |
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Introduction to
Handbook |
Table of Contents ·
Handbook pp. 4-7 Writing Process
Overview ·
Handbook pp.
12-19 ·
Prewriting/Improving
Your Thinking: Getting Organized Writing Paragraphs ·
Handbook pp
54-63 |
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Traits of Effective
Writing Content Organization Style (Word Choice, Voice, Sentence Fluency) |
Ideas ·
Building a File
of Writing Ideas; Look, Listen, and Learn (35-37) ·
Gather and use
supporting details (38-39, 148) Organization ·
Write clear beginning,
middle, and end OR topic sentence, body with details, and conclusion (40-41,
57, 62-63) Sentence Fluency ·
Writing basic
sentences and varying sentence structure (69-71, 324-327) |
Organization ·
Develop a
grabber beginning using a surprising fact, quotation, or question (41) ·
Organize ideas
in logical sequence (35-37) ·
Use transitional
words or phrases to link ideas (338-339) |
Word Choice ·
Use similes as
appropriate (183) ·
Avoids overused
words Word Choice ·
Use sensory
images (46) |
Word Choice ·
Use active verbs,
(331-334) ·
Use adverbs
(337) ·
Use adjectives
(335-336) |
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Traits of Effective
Writing Conventions |
Capitalization ·
Person’s
title (307-308) Punctuation ·
Comma in series
(75, 297) ·
Comma: between
day/year, city/state (298) |
Spelling ·
Use dictionary skills
(210-223) Capitalization ·
Greeting and
closing of letter (92-93) ·
Abbreviations
(312-313) Punctuation ·
Period in
abbreviations and initials (296) ·
Comma in
greeting and closing of letter (94, 297) |
Spelling ·
Use correct
homophones (318-323) Capitalization ·
Proper nouns:
holidays, states, cities, countries, continents, bodies of water, addresses
(307-309, 329) ·
Proper
adjectives (335-336) Punctuation ·
Quotation marks
in dialogue (302) ·
Comma in
compound sentences (298-299) |
Punctuation ·
Apostrophe in
possessive nouns (301) Capitalization ·
First word
inside quotation marks (302) |
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Grade 3 Writing
Expectations Map
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When to begin instruction: |
September/October |
November/December |
January/February |
March/April |
May/June |
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Traits of Effective
Writing Conventions |
Handwriting ·
Print legibly
with consistent size, spacing, and formation |
Grammar & Usage ·
Apply
subject/verb agreement (331) ·
Use subject
pronouns correctly (330) |
Handwriting ·
Indent or use
block format for paragraphs (56) |
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Forms of Writing Purposes |
Narrative ·
Write about an
experience (personal narrative about self or family (96-103) Expository ·
Book review
(116-121) ·
Summary (at
least one 5-sentence paragraph to tell about) (64-67) ·
Writing in a personal
journal (78) ·
Writing in a ·
Writing in a
Learning Log (80) |
Narrative ·
Poetry (176-189) ·
Story to
entertain with a beginning, middle, and end (fictional narrative) (149-150) Expository ·
Friendly Letter
(92-95) ·
Business Letter
(122-129) |
Narrative ·
Poetry Expository ·
Compare/Contrast
(at least two 5-sentence paragraphs to explain about or tell why) ·
News article (at
least 2 paragraphs to explain about or tell why) |
Word Choice ·
Use active
verbs, (331-334) ·
Use adverbs
(337) ·
Use adjectives
(335-336) |
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Assessment Grade level prompt with scoring criteria |
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Narrative (Nov.) Fictional story (at least 2
paragraphs) with who, when, and where described in beginning |
Expository (Jan.) Expository essay (at least 2
paragraphs) to explain about and tell why |
Expository (Mar.) Building Writing Assessment |
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Draft (40-41) ·
Write first
draft using ideas from prewriting ·
Group
complete thoughts into paragraphs ·
Attempt
introduction, body, conclusion Process |
Publish (30-33) ·
Select a
publishing option ·
Produce a
neat, legible final product ·
Share
writing with others Edit (52-53) ·
Practice
variety of editing activities (46-51) ·
Correct
errors indepen-dently ·
Use editing
guides and resources Revise (43-47) ·
Read orally
to check for missing words, parts, or information ·
Receive
input from others and modify writing (48-51) ·
Use
revision guide ·
Works
toward accuracy and elaboration (details, examples, anecdotes, reasons,
and facts) Prewrite (16, 35-37, 38-39, 263-267) ·
Use
prewriting strategies/graphic organizers to brainstorm and organize ideas |
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District Resources |
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Reading Curriculum Map Third Grade Draft |
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Content
(Strategies for Comprehension) |
Resources
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Skills |
Assessment
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Fountas &Pinell : First twenty days of Reading Instruction
Summarizing |
The Big Fitz |
GLE: 2.1.7 Summarize narrative and expository text. W GLE: 2.2.2 Text Features |
DRA Oral Fluency Data Student writes a summary of a Rigby book at their level.
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Think Aloud (model) Ask Questions
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Tell Me A Story Charlie Anderson |
GLE: 2.1.6 Create mental images and ask questions.
GLE: 2.2.3 Understand story elements |
Students generate questions from reading text.
Student uses graphic organizer to identify story elements. |
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Visualizing/Mental Images Making/confirming predictions |
The Great Chase |
GLE: 2.1.5 Predict/infer W
GLE: 2.1.6 Mental Imagery
GLE: 2.2.1 Sequence W |
Students will identify descriptive language that creates mental imagery.
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Determining Importance Connecting ideas from different Sources using text features. | ||||||