3rd Grade Writing Curriculum Map

June 2012

Timeline September September-October November - December January - February March- April April - June Genre/Mode Establishing Writers’ Workshop Personal Narratives Realistic Fiction Informational Reports Procedural Texts Persuasive letters Instructional Resources

Making Meaning Unit 1: The reading Life Making Sense of the Writers’ Workshop (Benchmark) Lucy Calkins Launching

Benchmark Writers’ Workshop Unit 1 Making Meaning Unit 2 Visualizing Unit 4 Wondering/Questioning Lucy Calkins Raising the Quality of Narrative Writing

Benchmark Writers’ Workshop Unit 2 Marking Meaning Unit 3 Making Inferences about Characters Lucy Calkins Writing Fiction

Benchmark Writers’ Workshop Unit 3 Making Meaning Unit 5 Exploring Nonfiction Unit 6 Exploring Important Ideas

Benchmark Writers’ Workshop Unit 4 Bench mark Writers’ Workshop Unit 5

Learning Targets (WA EALRs)

W1.1.1 Applies at least one strategy for generating ideas and planning writing

C1.1.1 Applies a variety of listening strategies to communication and presentation

2.3.1 Uses a variety of forms/genres 3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates 3.1.2 Organizes writing with a beginning, middle, and ending 2.1.1 Understands that writing changes for difference audiences 2.2.1 Demonstrates understanding of different purposes for writing

2.3.1 Uses a variety of forms/genres 3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates 3.1.2 Organizes writing with a beginning, middle, and ending 2.1.1 Understands that writing changes for difference audiences 2.2.1 Demonstrates understanding of different purposes for writing

2.3.1 Uses a variety of forms/genres 3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates 3.1.2 Organizes writing with a beginning, middle, and ending 2.1.1 Understands that writing changes for difference audiences 2.2.1 Demonstrates understanding of different purposes for writing

2.3.1 Uses a variety of forms/genres 2.1.1 Understands that writing changes for difference audiences 2.2.1 Demonstrates understanding of different purposes for writing

2.3.1 Uses a variety of forms/genres 2.1.1 Understands that writing changes for difference audiences 2.2.1 Demonstrates understanding of different purposes for writing

Learning Targets (Common Core)

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences (a,b,c,d) W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences (a,b,c,d) W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly (a,b,c,d) W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose W.3.7 Conduct short research projects that build knowledge about a topic W.3.8 Recall information from experiences or gather information from print and digital resources; take brief notes on sources and sort evidence into provided categories

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons (a,b,c,d) W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose

COS Ideas Ideas, voice, organization, word choice Ideas, voice, organization, word choice, sentence fluency

Ideas, sentence fluency, organization, descriptive text (word choice), develop formal voice

Ideas, organization, voice, word choice Ideas, organization, voice, word choice, sentence fluency

Conventions Sentence structure, capitalization, punctuation, dialogue, regular/irregular past tense verbs, subject/object pronouns

Adverbs, objective pronouns, dialogue, commas, quotation marks, edit for spelling

Nouns, adjectives, commas in compound sentences, coordinating conjunctions, edit capitalization

Articles (the, a, an), irregular plural nouns, command verbs, commas after sequence words, parentheses

Subject/verb agreement, noun/pronoun agreement, commas in letter greeting and closings, capitalizations in institutions, names, and locations

WA EALR for Conventions

3.3 Student knows and applies appropriate grade level writing conventions (handwriting, spelling, capitalization, punctuation, usage, complete sentences).

3rd Grade Writing Curriculum Map

June 2012

Timeline September-October November - December January - February March- April April - June Genre/Mode Establishing Writers’ Workshop Personal Narratives Realistic Fiction Informational Reports Procedural Texts Persuasive letters Language Common Core Standards

L1.a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences L.1.d Form and use regular and irregular verbs L.1.e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses L.1.i. Produce simple, compound, and complex sentences L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing a. Capitalize appropriate words in titles

L.1.a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences L.1.g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified L.1.h. Use coordinating and subordinating conjunctions L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing a. Capitalize appropriate words in titles L.2e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness) f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings

L.1.a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences L.1.g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified L.2.b. Use commas in addresses L.2.c. Use commas and quotation marks in dialogue

L.1.a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences L.1.b b. Form and use regular and irregular plural nouns

L.1.a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences L.1.f. Ensure subject-verb and pronoun-antecedent agreement L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing a. Capitalize appropriate words in titles

Writing Process Prewrite, draft, revise, edit, publish Standards: W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 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. W.3.10 Write routinely over extended timeframes (time for research, reflection, and revision) and shorter timeframes (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (WA EALR 1 embedded throughout: The student understands and uses a writing process)

Other Mentor Test Options

Something from Nothing by Phoebe Gilman Wolf! By Becky Bloom Martha Speaks by Susan Meddaugh Wilfrid Gordon McDonald Partridge by Mem Fox All the Places to Love by Patricia MaLachlan Arthur Writes a Story by Marc Brown

See Recommended Trade Book Read Alouds By Genre-Grade 3 listed on Benchmark Website

See Recommended Trade Book Read Alouds By Genre-Grade 3 listed in Benchmark Teacher's Guide

See Recommended Trade Book Read Alouds By Genre-Grade 3 listed in Benchmark Teacher's Guide

See Recommended Trade Book Read Alouds By Genre-Grade 3 listed in Benchmark Teacher's Guide

See Recommended Trade Book Read Alouds By Genre-Grade 3 listed in Benchmark Teacher's Guide

Assessments

Writing Sample

Narrative Writing Sample Expository Writing Prompt Finished Informational Report Procedural Presentation (written or oral)

Finished Persuasive/Opinion Test

3rd Grade Writing Curriculum Map

June 2012

Speaking and Listening Common Core Standards related to writing workshop

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)

* L.1.c Use abstract nouns (e.g., childhood)

Embedded throughout: WA EALR 4 The Student analyzes and evaluates the effectiveness of written work

Not directly taught in Benchmarks

*L.2.d. Form and use possessives. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness) f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening a. Choose words and phrases for effect.* b. Recognize and observe differences between the conventions of spoken and written standard English