3rd Grade English


(W) Writing

ELA-03.W

BPSS-ELA logoStrand (W)

Writing

Narrative for the Writing Strand:

The Writing standards outline three primary types of text that students are expected to produce: opinion, informational, and narrative texts.  Students are expected to produce each of these text types and to understand the purpose for each. When writing production is tightly integrated with purpose,  the differentiation between text types will be increasingly evident. Similarly, as students’ sophistication and maturity with language, vocabulary, and syntax grow, they will be better equipped to write for a specific purpose.The writing standards focus on instruction that enables students to gain adequate mastery of a range of writing skills and applications. As students progress through the grade levels they should demonstrate increasing sophistication in all aspects of writing, from vocabulary and syntax to the development and organization of ideas. The content and source students address are of an increasingly demanding nature. As they advance through the grade levels, students are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered during the preceding grades. 

Students continue to learn and apply the rules of standard written English and to strengthen and expand their vocabulary, use of language, and organization of ideas.  You will find the standards for these skills in the Language Strand.  

 

How can I help my child at home with the writing strand standards?

  • Establish a place to leave messages for each other such as a wipe-off or cork board.  
  • Talk with your child about their opinion about a topic or book by stating the opinion and giving a reason for his/her thinking“I think chocolate ice cream is the best ice cream because...... " Model this by giving your own opinions about topics or books. 
  • Help your child see that order is important in writing about a story or happening, using a proper sequence of events.
  • Help your child to use the computer or writing tools to produce and publish what he/she has written.  Have them read aloud what they have written.
  • Do simple research about a given topic together – and have your child write and organize the facts you both find.
  • Help your child to recall information about his/her own experiences, or what he/she has read or researched, to answer questions.

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-03.W.01

ELA Writing Strand Logo 3rd Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-03.W.01 Write opinion pieces on familiar topics or texts, supporting a point of view with reasons.

Sub-Standards:

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 transitional words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.

Student Learning Targets:

Knowledge Targets

  • I can identify introductions to writing pieces.
  • I can identify structures to writing pieces.
  • I can identify reasons that support my opinion on a topic.
  • I can identify conclusions to writing pieces.
  • I can identify linking words and phrases.

Reasoning Targets

  • I can support my opinion with details from a text.

Skills (Performance) Targets

  • I can link opinion and reasons using words and phrases (examples:because, therefore, since).
  • I can write an opinion piece with an introduction, supporting reasons and a concluding statement/section.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • opinion, persuade, point-of-view, reasons/evidence, conclusion statement, transitional words/phrases
  • perform basic processes, such as:
    • write an opinion on a specific topic
    • list reasons to support an opinion
    • identify transitional words in a text
    • write a conclusion
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write opinion pieces on familiar 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 transitional words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
    • (d)  Provide a concluding statement or section.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • develop their opinion by including and explaining facts, definitions, concrete details, and quotations from outside sources.
Teacher Proficiency Scale

Resources

Vocabulary

  • Opinion
  • Persuade
  • Introduction
  • Conclusion
  • Structure
  • Linking Words
  • Topic
  • Facts
  • Point of View

Websites


ELA-03.W.02

ELA Writing Strand Logo 3rd Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-03.W.02 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Sub-Standards:

a. Introduce a topic and group related information together; include illustrations when useful to aid in comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use transitional words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.

Student Learning Targets:

Knowledge Targets

  • I can identify introductions.
  • I can identify topics to write about.
  • I can identify conclusions.
  • I can identify linking words.
  • I can identify illustrations that would help readers understand my topic.
  • I can identify a paragraph.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can select a topic and identify information (facts, definitions, details) to share.
  • I can organize my topic by grouping related information.
  • I can use illustrations to help readers understand my topic.
  • I can connect my information using linking words and phrases.
  • I can present my information in writing and provide a concluding statement or section. 

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • introduction, inform, topic, nonfiction text features (titles/headings/subtopics), transitional words/phrases, conclusion
  • perform basic processes, such as:
    • use title/heading or an introduction to focus on a specific topic
    • write facts and details for a specific topic (including the use of transitions)
    • write a conclusion
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • 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 aid in comprehension.
    • (b) develop the topic with facts, definitions, and details. 
    • (c) use transitional words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. 
    • (d) provide a concluding statement or section. 
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • organize writing using multiple sections or paragraphs
  • develop details by incorporating non-fiction text features that further explain facts and definitions
Teacher Proficiency Scale

Resources

Vocabulary

  • Informative
  • Ideas
  • Topic
  • Supporting Details
  • Definitions
  • Introduction
  • Conclusion
  • Structure
  • Facts
  • Connect

Websites


ELA-03.W.03

ELA Writing Strand Logo 3rd Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-03.W.03 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Sub-Standards:

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 transitional words and phrases to signal event order.
d. Provide a sense of closure.

Student Learning Targets:

Knowledge Targets

  • I can define narrative text.
  • I can describe the basic parts of plot.

Reasoning Targets

  • I can put the events in my story in order so that one event leads to the next.

Skills (Performance) Targets

  • I can introduce the narrator, character and the even/situation that starts the story.
  • I can use a character's thoughts, words, feeling, and actions to show how events happen and how characters respond to those events.
  • I can show changes in time by using temporal words and phrases (examples: before, during, after).
  • I can write a narrative piece that has a strong introduction and conclusion and describes an event or situation in an order where one event leads into the other.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • introduction, conclusion/closure, dialogue, transitional words/phrases, supporting details, sequence of events
  • perform basic processes, such as:
    • write an introduction (event and characters)
    • write about a sequence of events (including details and transitional words)
    • write a conclusion
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • 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 transitional words and phrases to signal event order.
    • (d) Provide a sense of closure.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write using a storytelling voice that conveys emotion or tone of the story through description, phrases, detailed dialogue, and thoughts to show experiences and character’s responses.
  • write a conclusion that connects to how the character changed or learned through the story.
Teacher Proficiency Scale

Resources

Vocabulary

  • Narrative
  • Imagined
  • Narrator
  • Characters
  • Sequence of Events
  • Temporal Words
  • Dialogue
  • Introduction
  • Closure
  • Facts
  • Connect Ideas

Websites


ELA-03.W.04

ELA Writing Strand Logo 3rd Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

ELA-03.W.04 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-03.W.05

ELA Writing Strand Logo 3rd Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

ELA-03.W.05 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-03.W.06

ELA Writing Strand Logo 3rd Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

ELA-03.W.06 Use technology, including the Internet, to produce and publish grade-level writing using keyboarding skills/digital tools as well as to interact and collaborate with others.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-03.W.07

ELA Writing Strand Logo 3rd Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge

ELA-03.W.07 Conduct short research projects that build knowledge about a topic.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-03.W.08

ELA Writing Strand Logo 3rd Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge

ELA-03.W.08 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-03.W.09

ELA Writing Strand Logo 3rd Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge

ELA-03.W.09 (Begins in grade 4)

ELA-03.W.10

Under Development

ELA-03 Targeted Standards
(W) Strand: Writing
Cluster: Range of Writing.

ELA-03.W.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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List