This text resource illustrates the Standards Map for the Grade 3 Writing Standards domain in the Common Core State Standards.
Write opinion pieces on topics or texts, supporting a point of view with reasons.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Write (Opinion pieces)
6 - Create (Organizational structure [a])
1 - State (Opinion [a])
5 - Provide (Reasons [b])
3 - Use (Linking words and phrases [c])
4 - Provide (Conclusion [d])
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4 - I can write opinion pieces on topics or texts, supporting a point of view with reasons.
6 - I can create an organizational structure that list reasons. [a]
1 - I can state an opinion. [a]
1 - I can provide reasons that support the opinion. [b]
1 - I can use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. [c]
1 - I can provide a concluding statement or section. [d]
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A. Opinion pieces are reliable when supported by facts.
B. An opinion may not be correct if support is lacking.
C. Linking phrases connect and signal reasons and opinions.
D. The conclusion sums up the main points to make one final note to convince.
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A.1 How can an opinion be correct or not correct?
B.1 Why is just my opinion not enough support?
C.1 How do linking words assist in presenting points?
D.1 Why are conclusions included?
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Write informative / explanatory texts to examine a topic and convey ideas and information clearly.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Informative/Explanatory Texts
Linking Words/Phrases [c]
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1 - Write (Informative / explanatory texts)
2 - Introduce (Topic and group related information [a])
2 - Include (Illustrations useful ascomprehension aid [a])
1 - Develop (Topic with facts [b])
1 - Develop (Topic with definitions [b])
1 - Develop (Topic with details [b])
3 - Use (Linking words, phrases [c])
2 - Provide (Concluding statement, section [d])
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1 - I can write informative / explanatory texts to examine a topic and convey ideas and information clearly.
1 - I can introduce a topic and group related information together. [a]
2 - I can include illustrations when useful to aiding comprehension. [a]
1 - I can develop the topic with facts. [b]
1 - I can develop the topic with definitions. [b]
1 - I can develop the topic with details. [b]
1 - I can use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
1 - I can provide a concluding statement or section.
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A. In English writing, we introduce a topic, group related information together and conclude.
B. Informative text needs facts, definitions and details.
C. Linking words and phrases connect ideas with categories of information.
D. Adding pictures creates a connection or extension of understanding the topic if presented effectively.
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A.1 How is English writing generally organized?
B.1 How do I develop an informative or explanatory text?
C.1 How might I signal a new category of information?
D.1 How do I use pictures to enhance my writing?
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Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Clear Event Sequences [a]
Dialogues/Descriptions [b]
Event Order
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1 - Write (Narratives with effective technique)
1 - Write (Narratives with descriptive details)
1 - Write (Narratives with clear event sequences)
1 - Establish (Situation [a])
1 - Introduce (Narrator, characters [a])
1 - Organize (Event sequence [a])
1 - Use (Dialogue [b])
1 - Use (Descriptions of actions, thoughts, feelings [b])
1 - Use (Temporal words, phrases [c])
1 - Provide (Closure [d])
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1 - I can write narratives to develop real or imagined experiences or events using effective technique.
1 - I can write narratives to develop real or imagined experiences or events using descriptive details.
1 - I can write narratives to develop real or imagined experiences or events using clear event sequences.
1 - I can establish a situation. [a]
1 - I can introduce a narrator and/or characters. [a]
1 - I can organize an event sequence that unfolds naturally. [a]
1 - I can use dialogue of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [b]
1 - I can use descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [b]
1 - I can use temporal words and phrases to signal event order. [c]
1 - I can provide a sense of closure. [d]
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A. Characters are enhanced by having them speak, feel, and act like real people.
B. Writing with dialog and sequencing reflects exact word choice and order in a story.
C. Effective narratives include clear happenings, climax, conflict and ending.
D. Temporal words help readers understand event orders.
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A.1 How do I know if my characters are realistic?
B.1 Why might a writing include dialog and careful sequencing in its organization?
C.1 How might I conclude a narrative?
D.1 How is sequencing signaled?
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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.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
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3 - Produce (Writing)
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3 - I can produce writing in which the development is appropriate to task and purpose, with guidance and support from adults.
3 - I can produce writing in which the organization is appropriate to task, with guidance and support from adults.
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A. Peer editors can help clarify that writing is coherent and clearly presents the purpose as the task requires.
B. Readers expect to find set organization for certain types of writing tasks.
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A.1 How can I make sure that my writing is clear?
B.1 How might writing organization help a reader?
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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 3 on pages 28 and 29.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
|
3 - Develop (Writing)
6 - Strengthen (Writing)
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3 - I can develop writing as needed by planning, revising, and editing, with guidance and support from peers and adults.
6 - I can develop writing as needed by planning, revising, and editing, with guidance and support from peers and adults.
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A. By planning with purpose, writers can structure their writing efficiently to achieve better audience understanding.
B. Using a writer's check list helps a writer to eliminate grammatical mistakes and to improve with each revision.
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A.1 Why do I plan my writing?
B.1 How can I improve my writing?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
2 - Use (Technology using keyboarding skills)
3 - Produce (Writing)
3 - Publish (Writing)
3 - Collaborate (Peers)
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1 - I can use technology to produce writing (using keyboarding skills), with guidance and support from adults.
1 - I can produce writing.
1 - I can publish writing.
1 - I can collaborate with others.
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A. Technology enhance hands on opportunities to access information and enables writers to save content, and collaborate and share with a broader audience.
B. Communicating with others helps writers clarify weak points in writing and encourages in strong areas.
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A.1 How do I use digital tools to present and publish in a variety of media formats?
A.2 How does technology help me in writing?
A.3 Why do I use technology to write text?
B.1 How does peer support help me writer better?
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Conduct short research projects that build knowledge about a topic.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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3 - Conduct (Research projects)
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3 - I can conduct short research projects that build knowledge about a topic.
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A. Relevant information relates to the main topic and the process exposes me to a variety of information for building on knowledge.
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A.1 How do I select relevant information?
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Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Information
Notes
Evidence
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1 - Recall (Information)
1 - Gather (Information)
2 - Take (Notes)
2 - Sort (Evidence)
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1 - I can recall information from experiences.
1 - I can gather information from print and digital sources.
2 - I can take brief notes on sources.
2 - I can sort evidence into provided categories.
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A. Responding to prompted questions can help in recalling or gathering details of an event.
B. When we answer questions, we gather information from our experiences and learning to learn more.
C. We answer questions from collective understanding of what we know and what we have experienced.
D. When I gather information, my brain uses past experiences to relate and learn.
E. Listening and remembering are skills that help individuals to recall information to answer questions and build on learning.
F. Learning builds by gathering new information and adding to previous learning experiences.
G. Notes will assist in recall and citing of sources will help emphasize points, making writing stronger.
H. Information is gathered and categorized from experience, print and digital sources.
I. Notes from sources need to be brief but thorough and organized.
J. Information or evidence must fit categories to address the topic.
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A.1 How do I retell information?
B.1 Why do I gather information?
C.1 How do I answer questions?
D.1 Why might recalling experiences and gathering information be similar in process?
E.1 Why do I need to remember information for later?
F.1 How can previous experience recall benefit learning.
G.1 What is the importance of note taking and citing sources?
H.1 How do I organize my writing?
I.1 How do I take notes?
J.1 How do I decide which information to include?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Extended Time Frames
Shorter Time Frames
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1 - Write (Routinely over extended time frames)
1 - Write (Routinely over shorter time frames)
3 - Research (Discipline-specific tasks for writing)
3 - Research (Purposes for writing)
3 - Research (Audiences for writing)
5 - Reflect (on Discipline-specific tasks for writing)
5 - Reflect (on Purposes for writing)
5 - Reflect (on Audiences for writing)
6 - Revise (Writing for Discipline-specific tasks)
6 - Revise (Writing for Purposes)
6 - Revise (Writing for Audiences)
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1 - I can write routinely over extended time frames for a range of discipline-specific tasks.
1 - I can write routinely over extended time frames for a range of purposes.
1 - I can write routinely over extended time frames for a range of audiences.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of purposes.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of audiences.
3 - I can research discipline-specific tasks for writing.
3 - I can research purposes for writing.
3 - I can research audiences for writing.
5 - I can reflect on discipline-specific tasks when writing.
5 - I can reflect on specific purposes when writing.
5 - I can reflect on specific audiences when writing.
6 - I can revise my writing for Discipline-specific tasks.
6 - I can revise my writing for specific Purposes.
6 - I can revise my writing for specific Audiences.
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A. Work that is more thorough using research, reflection, and revision takes longer to get ideas together.
B. Writing deadlines in real life vary depending on assignment or task, purpose or audience.
C. Research is a multi-step process that begins with a specific idea and results in a fact-based product.
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A.1 How do different writing tasks affect amount of time spent?
B.1 Why is it important to practice different writing tasks over different time restrictions?
C.1 What does conducting research involve?
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