Writing Teaching Resources

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Based on the Common Core State Standards in America, Writing in Grade 3 requires students to understand the following:

  • Write opinion pieces on topics or texts, supporting a point of view with reasons. (CCSS.ELA-LITERACY.W.3.1)
  • Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (CCSS.ELA-LITERACY.W.3.1.A)
  • Provide reasons that support the opinion. (CCSS.ELA-LITERACY.W.3.1.B)
  • Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. (CCSS.ELA-LITERACY.W.3.1.C)
  • Provide a concluding statement or section. (CCSS.ELA-LITERACY.W.3.1.D)
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS.ELA-LITERACY.W.3.2)
  • Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (CCSS.ELA-LITERACY.W.3.2.A)
  • Develop the topic with facts, definitions, and details. (CCSS.ELA-LITERACY.W.3.2.B)
  • Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. (CCSS.ELA-LITERACY.W.3.2.C)
  • Provide a concluding statement or section. (CCSS.ELA-LITERACY.W.3.2.D)
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS.ELA-LITERACY.W.3.3)
  • Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS.ELA-LITERACY.W.3.3.A)
  • Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (CCSS.ELA-LITERACY.W.3.3.B)
  • Use temporal words and phrases to signal event order. (CCSS.ELA-LITERACY.W.3.3.C)
  • Provide a sense of closure. (CCSS.ELA-LITERACY.W.3.3.D)
  • 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.) (CCSS.ELA-LITERACY.W.3.4)
  • 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 here.) (CCSS.ELA-LITERACY.W.3.5)
  • 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. (CCSS.ELA-LITERACY.W.3.6)
  • Conduct short research projects that build knowledge about a topic. (CCSS.ELA-LITERACY.W.3.7)
  • Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (CCSS.ELA-LITERACY.W.3.8)
  • 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. (CCSS.ELA-LITERACY.W.3.10)