Grade 3

Informational Writing

Writing Literary Text

Persuasive Writing

Progress Indicator: generating their own ideas for writing; using strategies to clarify writing (e.g., conference with peers, find words for stronger descriptions) 

Progress Indicator: locating information from at least two reference sources (print/ nonprint) to obtain information on a topic (e.g., sports); listing sources

Progress Indicator: using note-taking and organizational strategies (e.g., graphic organizers, notes, labeling, listing) to record and meaningfully organize information (e.g., showing sequence, compare/contrast, cause/effect, question/answer) relating topic/subtopics to evidence, facts

Progress Indicator: writing an introduction of several sentences that sets the context and states a focus/controlling idea about a topic/subtopic (e.g., “Many sports can be played outside in winter.”) 

Progress Indicator: selecting relevant facts, details, or examples to support the controlling idea, including use of domain-specific vocabulary

Progress Indicator: presenting factual information about subtopics of larger topics, grouping relevant details using several related and varied sentence types

Progress Indicator: incorporating text features (e.g., numbers, labels, diagrams, charts, graphics) to enhance clarity and meaning of informational writing

Progress Indicator: writing a conclusion or concluding statement that links back to the focus

Progress Indicator: With support, editing informational text for clarity and meaning, grade-appropriate spelling (words that follow patterns/rules), end punctuation and capitalization, variety of sentence types

Progress Indicator: revising full texts from the reader’s perspective: making judgments about clarity of message, intent of word choice, and overall continuity of text/visual/auditory components  

Progress Indicator: generating their own ideas for writing; using strategies to clarify writing (e.g., peer conferencing, find words for stronger descriptions)

Progress Indicator: using strategies (e.g., notes, graphic organizers, webbing, mentor texts) to develop and organize ideas (e.g., chronology, problem-solution)  

Progress Indicator: writing an introduction of several sentences/lines that sets the context/situation and ‘hooks’ readers (e.g., lead with action, dialogue) 

Progress Indicator: taking and sustaining a point of view as storyteller (e.g., narrator or character) seeing the situation through his/her eyes; developing characters and advancing plot with setting, deeds, dialogue, description

Progress Indicator: elaborating with precise language and concrete and sensory details; using varied sentence types and transitions 

Progress Indicator: writing a believable or satisfying conclusion or concluding statement that links back to a lesson learned

Progress Indicator: with support, editing for clarity and meaning, grade appropriate spelling, punctuation and capitalization, sentence types 

Progress Indicator: revising full texts, writing from the reader’s perspective: making judgments about clarity, intent of word choice, and overall continuity  

Progress Indicator: generating their own ideas for writing; using strategies to understand opinion writing (e.g., discuss possible reasons for/against with peers; analyze mentor texts- ads, book/movie reviews, letters to editor) 

Progress Indicator: developing an understanding of a topic/text by locating evidence and using notetaking strategies to record and organize information relating to opposing sides of an issue (e.g., why people think/do not think dogs make good pets) 

Progress Indicator: writing an introduction (e.g., for a letter about a product; for a book talk) of several sentences that sets the context (e.g., title/author of book) and states a focus (opinion)/controlling idea about a topic/text

Progress Indicator: selecting relevant facts, details, or examples to support the controlling idea/opinion, including use of domain-specific vocabulary

Progress Indicator: stating reasons in a logical order, elaborating on each reason with relevant details and examples using several related sentences, and making connections using transitions (because, but, for example, etc.) 

Progress Indicator: writing a conclusion or concluding statement that links back to the focus (opinion) and helps to summarize key reasons

Progress Indicator: with support, editing for clarity and meaning, grade-appropriate spelling (words that follow patterns/rules), end punctuation and capitalization, and variety of sentence types.

Progress Indicator: revising full texts from the reader’s perspective: making judgments about clarity of message, intent of word choice, and overall continuity of text/visual/auditory components, peer/audience feedback

No CCCs developed for this PI at grade 3 

Gather information (e.g., take notes) from text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic with the purpose of creating a permanent product (e.g., select/generate responses to form paragraph/essay).

Locate important points on a single topic from two informational texts or sources.

With guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).

Take brief notes (e.g., graphic organizers, notes, labeling, listing) from sources.

Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Sort evidence (e.g., graphic organizer) collected from print and/or digital sources into provided categories.

Follow steps to complete a short research project (e.g., determine topic, locate information on a topic, organize information related to the topic, draft a permanent product). 

With guidance and support from adults, draft an outline in which the development and organization are appropriate to the task and purpose (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion). 

Introduce a topic and group in related information together. 

Identify key details in an informational text.

Develop the topic (e.g., add additional information which supports the topic) by using relevant facts, definitions, and details.

Include text features (e.g., numbers, labels, diagrams, charts, graphics) to enhance clarity and meaning.

Provide a concluding statement or section to summarize the information presented.

With guidance and support from peers and adults, edit writing for clarity and meaning. 

With guidance and support from adults, produce a clear coherent permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform), or audience (e.g., reader).

With guidance and support from peers and adults, strengthen writing by revising.  

Recall information from experiences for use in writing.

With guidance and support from peers and adults, develop a plan for writing based on a literary topic (e.g., select a topic, draft outline, develop narrative).

Gather information (e.g., highlight in text, quote, or paraphrase from text) from print and/or digital sources.  

With guidance and support from adults, draft an outline of a narrative in which the development and organization are appropriate to the task and purpose (e.g., to introduce real or imagined experiences or events, elaborate on experiences or events with details and techniques, provide a meaningful conclusion). 

Take brief notes and categorize information (e.g., graphic organizers, notes, labeling, listing) from sources.

Establish the situation by setting up the context for the story and introduce a narrator and/or characters.

Sequence events in writing that unfold naturally. 

When appropriate, use dialogue and descriptions of actions, thoughts, and feelings to develop a story. 

Use temporal words and phrases to signal event order.

Provide a conclusion (concluding sentence, paragraph, or extended ending) that follows from the narrated experiences or events. 

With guidance and support from peers and adults, edit narrative writing for clarity and meaning. 

With guidance and support from adults, produce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to entertain), or audience.

With guidance and support from peers and adults, strengthen writing by revising (e.g., review product, strengthening story).

Recall relevant information from experiences for use in writing.

Gather facts (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources.  

Take brief notes (e.g., graphic organizers, notes, labeling, listing) on sources.

With guidance and support from peers and adults, develop a plan for writing.

Sort evidence collected from print and/or digital sources into provided categories.

With guidance and support from adults, draft an outline in which the development and organization are appropriate to the task and purpose (e.g., define purpose, which is to persuade, state your opinion, gather evidence, create your argument, and provide a meaningful conclusion).  

Introduce the topic or text within persuasive writing by stating an opinion. 

Provide reasons or facts that support a stated opinion. 

Use linking words and phrases that connect the opinions and reasons.

Elaborate on each reason given in support of an opinion with relevant details. 

Provide a concluding statement or section.

With guidance and support from peers and adults, edit writing for clarity and meaning.  

With guidance and support from adults, produce a permanent product in which the development and organization are appropriate to the task and purpose. 

With guidance and support from peers and adults, strengthen writing by revising (e.g., review product, strengthening argument).