ELA-03 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-03.W.01 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.  Procide a concluding statement or section.

The student is able to:

• Focus the reader with a strong introduction, state a clear opinion with an interesting hook, use an organizational structure and group related ideas.
• Provide reasons that are supported by facts and details
• Link opinion and reasons using a variety of words and phrases
• Provide a strong concluding statement or section

“The Standard.” The student is able to:

• Focus the ready by introducing a topic, states an opinion on the topic, uses an organizational structure that lists reasons (bullets, numbering)
• Provides reasons that support the opinion
• Link opinion and reasons using words and phrases
• Provides a concluding statement or section

The student writes an opinion piece on whether dogs or cats make better pets.

 The student:

• Has a minimal introduction to the topic, is partially unclear about their opinion, does not use a clear organizational structure
• Uses some reasons to support their opinion
• Links opinion and reasons using some words and phrases
• Has a weak concluding statement or section

 The student:

• Has no introduction of the topic, the opinion of the writer is unclear, there is no organizational structure or list of reasons
• Uses no reason to support opinion
• No link of opinion or reasons using words and phrases
• No concluding statement or section

ELA-03 Targeted Standards
(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.

a.  Introduce a topic and group related informaton together, include illustrations when useful to aiding comprehension.

b.  Develop a 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.

Student is able to:  

• Use a strong introduction of a topic that hooks the reader explaining why the subject matters, telling a surprising fact.
• Les the reader know that he/she will learn different things about the topic 
• Groups related information together using paragraphs or sections.
• Develops topics with explanations of: facts, definitions, concrete details, quotations
• Links ideas using a variety of words and phrases consistently and fluently

“The Standard.” Student is able to:

• Introduce a topic in a way that gets readers ready to learn about the subject
• Groups related information together into parts (each part or paragraph is mostly about one thing that connects to the big topic)
• Develop topics and includes explanations of:  facts, definitions and details
• Uses a variety of linking words and phrases to connect ideas
• Provides a concluding statement or section that draws conclusions or asks a question

The student:

• Has an incomplete introduction of a topic
• Includes some facts, definitions and details, but with no explanation
• Groups some related information together into parts (paragraphs may not include related information)
• Uses some linking words and phrases to connect ideas
• Provides a concluding statement or section that draws conclusions or asks a question

The student:

• Does not introduce the topic
• Only includes facts about the topic, but no further explanation
• Does not group related information together 
• Uses no linking words and phrases to connect ideas
• Provides no concluding statement or section that draws conclusions or asks a question

ELA-03 Targeted Standards
(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.

a.  Establish a situation and introduce a narrator and/or characters, organize an event sequence that unfolds naturally.

b.  Use dialog 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.

Student is able to:

• Orient the reader by establishing the situation, introduces a narrator or character/s and organizes an event sequence that unfold naturally
• Develops experiences and events or shows the responds of characters to situations (using detailed dialogue and/or descriptions to show experiences and characters' responses
• Uses a variety of transitional words and phrases to manage the sequnce of events
• Provides a strong sense of closure

“The Standard.” Student is able to :

• Show evidence of:  Establishing  a situation, introducing a narrator/character/s and organizing an event sequence that unfolds naturally
• Develops experiences and events or shows the response of characters to situations using dialog when appropriate and/or descriptions of actions, thoughts an feelings
• Uses temporal words and phrases to signal event order
• Provides a sense of closure

The student:

• Shows evidence of two components:  establishing a situation, introducing a narrator/character/s or organizing an event sequence that unfolds naturally
• Develops experiences and events or shows the responds of characters to situations by using some dialogue when appropriate or using few descriptions of actions, thoughts and feelings.
• Uses some temporal words and phrases
• Has a weak sense of closure

The student:

• Shows evidence of one:  establishing a situation, introducing a narrator and or character/s, organizing an event sequence that unfolds naturally
• Uses no/little dialogue when appropriate and uses no descriptions of actions, thoughts and feelings
• Uses no temporal words and phrases
• Has no sense of closure

ELA-03 Targeted Standards
(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.

ELA-03 Targeted Standards
(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.

ELA-03 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-03.W.06 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.

ELA-03 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

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

ELA-03 Targeted Standards
(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.

ELA-03 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

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

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.