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3rd Grade Student Proficiency Levels:  Standard 3 Critical Writing

Page history last edited by Danielle Calvin 5 years, 4 months ago

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Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

 

WRITING: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice. 

 

 
 

Understanding

Objectives

 

Approaching

3.3.W.1 NARRATIVE – Grade Level Focus Students consistently write narratives incorporating all of the following elements: characters, plot, setting, point of view, and conflict (i.e., solution and resolution).

 

3.3.W.1 NARRATIVE – Grade Level Focus

Students will write narratives incorporating characters, plot, setting, point of view, and conflict (i.e., solution and resolution).

 

 

 

Developing

3.3.W.1 NARRATIVE – Grade Level Focus Students write narratives incorporating most of the following elements: characters, plot, setting, point of view, and conflict (i.e., solution and resolution), but may need some guidance and support.

 

3.3.W.1 NARRATIVE – Grade Level Focus Students attempt to write narratives incorporating some of the following elements: characters, plot, setting, point of view, and conflict (i.e., solution and resolution), but will need guidance and support.

 

 

3.3.W.2 INFORMATIVE

Students attempt to write facts about a topic, but will need support to identify the main idea, supporting details, and use transitional and signal words.

 

3.3.W.2 INFORMATIVE

Students write facts about a subject, including a main idea but need guidance when including supporting details, and use transitional and signal words.

 



3.3.W.2 INFORMATIVE Students write facts about a subject, including a main idea with supporting details, and use transitional and signal words.

 




3.3.W.2 INFORMATIVE

Students will write facts about a subject, including a main idea with supporting details, and use transitional and signal words.

 

 

 

3.3.W.3 OPINION

Students attempt to express their opinions about a topic, but will need support expressing their reasons for their opinion.

 



3.3.W.3 OPINION

Students express opinions about a topic, but may need guidance expressing reasons to support their idea.

 


3.3.W.3 OPINION

Students express opinions about a topic, providing reasons to support their opinion.

 

 

3.3.W.3 OPINION

Students will express an opinion about a topic and provide reasons as support. 

 

 

 


 

 

 

 

 

 

*Once students demonstrate an understanding of an objective, consider a deeper acquisition of those skills.

 

Instructional Guidance

 

Developing

  • Use mentor texts for students to study and imitate examples of the good writing. These can be writing samples from past and current students, real world writers, or the teacher.

  • Model using a word wall to select interesting words.

  • Use graphic organizers to help students plan their writing.

  • Provide a rubric or checklist specific to the genre of writing.

  • Meet with students in writing conferences to monitor their progress and provide support.

Approaching

  • Use mentor texts for students to study and imitate examples of the good writing. These can be writing samples from past and current students, real world writers, or the teacher.

  • Model using a word wall to select interesting words.

  • Use graphic organizers to help students plan their writing.

  • Provide a rubric or checklist specific to the genre of writing.

  • Meet with students in writing conferences to monitor their progress and provide support as needed.

Understanding

  • Use mentor texts for students to study and imitate examples of the good writing. These can be writing samples from past and current students, real world writers, or the teacher.

  • Use graphic organizers to help students plan their writing.

  • Provide a rubric or checklist specific to the genre of writing. Practice evaluating writing samples using the rubric.

  • Take small steps through the writing process.

  • Meet with students in writing conferences to monitor their progress.

Deeper Acquisition

  • Provide opportunities for feedback and peer editing.

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