Common Core Standard: W.3.1 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.

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Third Grade ELA

Strand: Writing Domain: Text Types and Purposes

Common Core Standard: W.3.1 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.

Provide a concluding statement or section.

Essential Vocabulary

Task Analysis Learning Activities/Assessments Resources

audience, purpose, because, also, introduction, concluding statement, conclusion, opinion, reasons, persuade, persuasive, topic, support, details, therefore, since, for example, linking words/phrases, facts,

for instance, in order to, in addition, text, point-of-view

- Demonstrate an understanding of the organizational structure to frame an opinion piece. (e.g.-mapping, cause/effect,

chronological, problem/solution)

- Determine appropriate topic or texts to create an opinion piece.

- Identify your point of view about selected topic or text.

- List reasons that support the opinion.

- Apply and use linking words to connect opinion and reasons (e.g.-

therefore, because, since, for example)

- Create a concluding statement or section supporting a point of

-Model examples of opinion and persuasive writing through the use of mentor texts, focusing on structure-introduction, body, conclusion (See Resources)

-Use graphic organizers for pre-writing/brainstorming.

- Present a debatable topic. Use one or both of the following approaches. Have students form an opinion about the topic. Create groups based on like opinions. Students research to find evidence to support their opinion. Students debate opinions by justifying their point-of-view. In writing, students state their opinion and provide supportive reasons for their point-of-view. Students may also share their writing in speech form. Another approach is to have students research a debatable topic first. Then, students form an opinion based on their research. In writing, students state their opinion and provide supportive reasons for their point-of-view, including linking words. Students may also share their writing in speech form.

- www.readwritethink.org

(Two Thumbs Up Lesson Plan)

-Mentor Texts:

-Hey Little Ant by Phillip Hoose -Earrings by Judith Viorst

-I Wanna Iguana by Karen Orloff

http://www.readtennessee.org/teachers/com mon_core_standards/3rd_grade/writing.aspx (specific writing standard links)

http://www.nps.gov/akso/parkwise/Students/ Worksheets/PersuasiveLetter1.pdf (graphic organizer)

http://images.epals.com/gc/projects/Biographi es%20Explorer%20Expedition%20Opinion%20 Writing%20Organizer%201-6.pdf

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creative, inventive, notable?) r-resources/write/Graphic_Org/ceGrades3-5.htm (graphic organizers)

http://exchange.smarttech.com/search.html?q =opinion+writing&subject=All+subjects&grade= All+grades&region=en_US (smartboard activities)

Third Grade ELA

Common Core Standard: W.3.2 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 aiding comprehension.

B.

Develop the 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.

audience, purpose, because, and, also,

conclusion, concluding

- Demonstrate an understanding of the organizational structure to frame an informative/explanatory piece (e.g.- mapping, cause/effect, chronological, problem/solution)

- Determine appropriate topic or texts to

-Model examples of informative/explanatory writing through the use of mentor texts, focusing on

structure-introduction, body, conclusion. (See Resources)

-Use any science or social studies topic being studied

-Mentor Texts: any informational text

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statement, linking words and phrases, supportive details, illustrations, informative, explanatory, topic, facts, definitions, points, research, relevant information, note taking, another, also, more, but, detailed paragraph

create an informative/explanatory piece.

- Create and apply knowledge of topic through illustration.

- Develop the topic with facts, definitions, and key details.

- Apply and use linking words to connect facts, definitions, and details. (e.g.- also, another, and, more, but)

- Create a concluding statement or section supporting the facts, definitions, details, and illustrations used with in your informative/explanatory text.

* Have students site informational sources used (bibliography). Also see W.3.7 & 3.8.

(ex. landforms, historical events, people of interest). Use multiple texts and/or internet resources to locate information on the topic. Students record, in note form (graphic organizer), key details addressing who/what, where, when, why, and how key events occur. In their own words, students use notes to produce an informative/explanatory piece, including linking words. Students will include illustrations to support their writing. Students can present

information orally.

- Use science or social studies journals to record information as it is being studied. Students use those notes to write a reflection on the material learned. Students will include illustrations to support their writing. Students can present information orally.

spx (specific writing standard links)

www.readwritethink.org

(Once their hooked, reel them in: Writing Good Endings Lesson Plan)

http://www.greatsource.com /iwrite/students/s_expos_gra ph_org.html (graphic

organizers)

http://www.curriculumassoci

ates.com/educator-resources/write/Graphic_Org /ceGrades3-5.htm (graphic organizers)

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Common Core Standard: W.3.3 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 temporal words and phrases to signal event order.

D.

Provide a sense of closure.

Essential Vocabulary Task Analysis Learning Activities/Assessments Resources

audience, purpose, temporal words and phrases, event order, closure, setting, character, topic, conclude/conclusion, narrative,

events, sequence of events, details, actions, thoughts, feelings dialogue, description, quotation

- Demonstrate an understanding of the organizational structure to frame a narrative piece of writing. (e.g. story map, b-m-e, etc.)

- Establish characters that

participate in an event sequence and introduce them.

- Apply effective techniques (dialogue and descriptions of feelings, thoughts, and actions) to develop an understanding of characters and events in specific situations.

- Evaluate story flow/structure to ensure inclusion of temporal words and phrases (transition

-Model examples of real and imaginative narrative writing through the use of mentor texts, focusing on structure and the use of temporal words and

phrases that signal event order (introduction, body, conclusion), character, setting, plot, dialogue, sensory details, actions, feelings, and thoughts. (See Resources)

-Use graphic organizers for

pre-writing/brainstorming – sensory details, thoughts, feelings, actions, dialogue, character, setting, and plot.

-Students generate questions pertaining to an event that occurred in a family member’s life to be asked in an interview with that family member. Students conduct interview at home. Students use responses

-Mentor Texts: Any literature text used during read alouds

http://www.readtennessee.org/tea chers/common_core_standards/3r d_grade/writing.aspx (specific writing standard links)

http://www.greatsource.com/iwrit e/students/s_narr_graph_org.html (graphic organizers)

http://www.curriculumassociates.c

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marks, narrator, concrete words/phrases, sensory details

words)

- Create a sense of closure.

from interview to write a narrative about that event.

-Students write about an event they have experienced in their life.

-Students make a list of activities they would like to experience (real or imaginative). Students choose one event from the list to write about as if they have experienced it.

-With a partner, students begin writing a narrative (real or imaginative) and switch papers to complete the narrative.

* Students use pre-writing/brainstorming to

produce a narrative piece, including temporal words and phrases, dialogue, thoughts, feelings, and actions of characters. Students may present orally.

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Strand: Writing Domain: Production and Distribution of Writing

Common Core Standard: W.3.4 With guidance and support from adults, produce writing in which the development and

organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards

1-3 above.)

Refer to standards W.3.1 – W.3.3

- Recognize and use organizational structures (e.g.- story map,

cause/effect charts, flow charts, etc.)

- Apply understanding of purpose and audience to specific task.

- Produce a writing that is clear and understandable to the reader (with guidance/assistance)

- Teacher models opinion, informative/explanatory, and narrative pieces through

mini-lessons, anchor charts, guided/shared writing, and teacher/student or small group conferences.

- Response journals where teachers respond to student writing.

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Third Grade ELA

Common Core Standard: W.3.5 With guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards

1-3 up to and including grade 1-3.)

revising, editing, planning

- Distinguish a broad knowledge of many types of graphic organizers (e.g. hamburger, empowered writing, thinking maps, story maps, etc.)

- Demonstrate command of language standards (Grades 1-3)

- Use revising strategies (e.g.- change word choices, sentence structure, etc.)

- Use editing strategies to recognize spelling, grammar, and punctuation errors.

- Seek guidance from peers or adults for revising and editing as needed (after you have self-checked).

- Teacher models opinion, planning, revising, and editing through mini-lessons, anchor charts, guided/shared writing, and teacher/student or small group conferences.

- Response journals where teachers respond to student writing.

- Peer-editing and revising in partnerships.

- Students practice proofreading skills using pre-generated texts containing common errors relative to usage and conventions.

http://www.readtennessee.org/teachers/common_ core_standards/3rd_grade/writing.aspx (specific writing standard links)

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Common Core Standard: W.3.6 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.

technology, publish, produce, web based resources, e-books, online communication tools, bold, italics, font, audio/visual recordings, word processor, multimedia , online collaboration tools, save, keyboarding skills,

cut/copy/paste, shortcuts, formatting

- Demonstrate proper basic keyboarding skills. (e.g. key placement, bold, italics, numbering, font, underline, etc.)

- Demonstrate proper formatting as needed

according to product created.

- Demonstrate basic

understanding of netiquette, peer critique (receiving and giving).

- Apply basic understanding of collaboration tools (e.g. typewith.me, google docs, etc.)

- Apply technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others (with peer/adult guidance when needed).

- Teacher creates electronic response system using media such as blogs, podcasts, email accounts, etc. for student – to – student or teacher – student interaction.

- Students use keyboarding skills to produce and publish their writing.

- Students interact and collaborate with others by presenting key ideas and/or written products through the use of multimedia presentations (ex. slideshow, digital storytelling).

http://www.readtennessee.org/teachers/commo n_core_standards/3rd_grade/writing.aspx (specific writing standard links)

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Third Grade ELA

Strand: Writing Domain: Research to Build and Present Knowledge

Common Core Standard: W.3. 7 Conduct short research projects that build knowledge about a topic.

research project, topic, report, task charts, analyze, record, graphic organizers, sources, appropriate resources, digital sources, categories, investigation, aspects

- Select a topic.

- Demonstrate how to locate key information using reference materials (encyclopedias, internet search engines, texts).

- Apply note taking strategies (e.g.-index cards, graphic organizers, etc.) to record key information from experiences and/or resources.

- Organize the information into categories provided by teacher.

- Conduct short research projects that build knowledge about a topic.

* Have students site informational sources used (bibliography). Also see W.3.2 & 3.8.

- Teacher assigns or student selects a topic related to social studies or science content. Students will research (read, take notes, organize) the topic. Use this information for the

informational/explanatory writing piece (W.3.2).

- Teacher assigns or students formulate open-ended questions using question stems who, what, when, where, why, and how (one question per index card) to guide their research. Use those question stems as their organizational tool by writing answers on relative index cards.

- Students generate questions they want to answer through their research. Students will use online sources for locating information.

http://www.readtennessee.org/teachers/comm on_core_standards/3rd_grade/writing.aspx (specific writing standard links)

Encyclopedias, search engines, texts, trade books, digital video.

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Strand: Writing Domain: Research to Build and Present Knowledge

Common Core Standard: W.3.8 Recall information from experiences or gather information from print and digital sources;

take brief notes on sources and sort evidence into provided categories.

scan, words, pictures, digital resources, evidence, recall,

background knowledge, notes, experiences, relevant/key information, note taking strategies, sources,

research project, topic, report, task charts, analyze, record, graphic organizers, sources, appropriate resources, categories, investigation, aspects

- Select a topic.

- Demonstrate how to locate key information using reference materials (encyclopedias, internet search engines, texts).

- Apply note taking strategies (e.g.-index cards, graphic organizers, etc.) to record key information from experiences and/or resources.

- Organize the information into categories provided by teacher.

- Conduct short research projects that build knowledge about a topic.

* Have students site informational sources used (bibliography). Also see W.3.2 & W.3.7.

- Teacher assigns or student selects a topic related to social studies or science content. Students will research (read, take notes, organize) the topic. Use this information for the informational/explanatory writing piece (W.3.2).

- Teacher assigns or students formulate open-ended questions using question stems who, what, when, where, why, and how (one question per index card) to guide their research. Use those question stems as their organizational tool by writing answers on relative index cards (categorizing).

- Students generate questions (categorizing) they want to answer through their

research. Students will use online sources for locating information.

http://www.readtennessee.o rg/teachers/common_core_s tandards/3rd_grade/writing.a spx (specific writing standard links)

Encyclopedias, search engines, texts, trade books, digital video.

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Third Grade ELA

Strand: Writing Domain: Range of Writing

Common Core Standard: W.3.10 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.

*Refer back to Essential Vocabulary for Writing Standards 3.1-3.8*

- Demonstrate ability to write a complete product in a single setting, a product over an extended time period, and/or content specific pieces.

*Refer back to Instructional Task Analysis for Writing 3.1-3.8*

- Balanced Literacy supports writing through the use of mentor texts, shared writing, guided writing, and independent writing.

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