|
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
|
