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Grade 3 Writing Goals

English Language Arts
Core Curriculum

 

LITERACY COMPETENCIES

The writing competencies common to all four ELA standards that students are developing during grade 3 are:

 

Spelling

• Spell correctly previously studied decodable and irregularly spelled words and spelling patterns in own writing

Handwriting

• Write legibly all uppercase and lowercase manuscript letters

• Write legibly all uppercase and lowercase cursive letters

Composition

• Write in response to the reading of imaginative and informational texts

• Write a variety of compositions, such as literary responses and informational reports, using different organizational patterns (e.g., cause and effect, compare/contrast)

• Write in a variety of formats, such as print and multimedia

• Write stories and reports using the writing process (e.g., prewriting, drafting, revising, proofreading, editing)

• Use grade-level vocabulary and sentence patterns in writing

• Write sentences in logical order and use paragraphs to organize topics

• Review work independently for spelling

and conventional capitalization and punctuation

• Vary the formality of language depending on audience and purpose of writing (e.g., friendly letter, report)

• Convey personal voice in writing

• Begin to use literary elements in creative writing (e.g., figurative language)

• Combine information from multiple sources when writing reports

• Present and discuss own writing in conferences with teacher and peers, and respond with feedback

Motivation to Write

• Write voluntarily to communicate ideas and emotions to a variety of audiences

• Write voluntarily for different purposes (e.g., tell stories, share information, give directions)

• Publish writing for classroom or school display

 

Grade-Specific performance indicators

The grade-specific performance indicators that grade 3 students demonstrate as they learn to write include:

 

Standard 1: Students will read, write, listen, and speak for information and understanding.

• Use at least two sources of information in writing a report

• Take notes to record data, facts, and ideas, following teacher direction

• State a main idea and support it with facts and details

• Use organizational patterns such as compare/contrast and time/order for expository writing

• Connect personal experiences to new information from school subject areas

• Use a variety of resources to support spelling, such as dictionaries and spell-check tools in word processing programs

• Produce clear, well-organized reports and accounts that demonstrate understanding of a topic

• Support interpretations and explanations with evidence from text

• Maintain a portfolio that includes informational writing as a method of reviewing work with teachers and parents/caregivers

• Compare and contrast ideas between two sources, with assistance

Standard 2: Students will read, write, listen, and speak for literary response and expression.

• Develop original literary texts that

   - contain characters, simple plot, and setting

   - use rhythm and rhyme to create short poems and songs

   - use dialogue

   - use vivid language

   - use descriptive language to create an image

• Write interpretive and responsive essays that

   - describe literary elements such as plot, setting, and characters

   - express a personal response

   - describe themes of literary texts, with assistance

   - compare and contrast elements of texts, with assistance

• Produce clear, well-organized responses to stories read or listened to, supporting the understanding of characters and events with details from story

• Produce imaginative stories and personal narratives that show development, organization, and effective language

• Use resources such as personal experiences and elements from other texts and performances to stimulate own writing

• Use computer to create and respond to literary texts

• Maintain a portfolio that includes imaginative and interpretive writing as a method of reviewing work with teachers and parents/caregivers

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

• Use a variety of prewriting tools to organize ideas and information

• State a main idea, theme, or opinion and provide supporting details from the text

• Use relevant examples, reasons, and explanations to support ideas

• Express opinions and make judgments that demonstrate a personal point of view

• Use personal experiences and knowledge to analyze new ideas

• Analyze the author’s use of setting, plot, character, rhyme, and rhythm in written and visual text

• Create an advertisement, using words and pictures, to illustrate an opinion about a product

• Use effective vocabulary in expository writing

• Use details from stories or informational texts to predict or explain relationships between information and events

• Use ideas from two sources of information to generalize about causes, effects, or other relationships

• Maintain a portfolio that includes written analysis and evaluation as a method of reviewing work with teachers and parents/caregivers

Standard 4: Students will read, write, listen, and speak for social interaction.

• Share the process of writing with peers and adults; for example, write with a partner

• Respect the age, gender, social position, and cultural traditions of the recipient

• Develop a personal voice that enables the reader to get to know the writer, with assistance

• Use the tone, vocabulary, and sentence structure of informal conversation

• Maintain a portfolio that includes writing for social interaction as a method of reviewing work with teachers and parents/caregivers