Chicopee Public Schools
Writing Process Handbook
Grade 3 Instructional Guidelines
The primary focus of writing in Grade 3 is to reinforce all steps of the writing process and to introduce the 5 paragraph essay. Students entering grade 3 should be able to write a 3 paragraph essay with some evidence of variety in word choice and sentence structure. Students should demonstrate the ability to provide appropriate supporting details to their writing. Grade 3 writing instruction provides a crucial bridge between the lower and upper elementary grades. Beginning of the year instruction should focus on mastering the 3 paragraph essay in the form of summarization. By the end of the year all Grade 3 students are expected to independently write a 5 paragraph essay with an introduction, three supporting paragraphs and conclusion using the writing process. Students should focus on adding a variety of details and sentences to their writing. All sentences in the essay should remain on topic. Grade 3 students should have experience writing a variety text structures including personal narrative, fantasy and expository (procedural and comparative) essay. Students should have ample opportunities to write in the content areas.
Writing instruction models vary from building to building and teacher to teacher. Some teachers may prefer to teach writing daily within the ELA block, while others may wish to follow the model provided in the basal reader. In Grade 3, students should have opportunities to write daily. Writing instruction should take place in a number of different venues, such as journal writing, a formal response to a prompt, or a longer published piece to name a few. Teachers have the option of teaching writing within the language arts block or scheduling a Writer’s Workshop. The writing process can be taught as whole class lessons enabling student to benefit from techniques modeled by the teacher and other students. Teacher’s creativity and enthusiasm about writing is an important tool to develop students’ skills as authentic lifelong writers. Teachers use different methods and materials to teach writing, but it is important to note that informal and formal writing experiences should be integrated throughout the content areas.
Instructional challenges:
· Writing Challenges:
o Making the transition to writing a longer essay
o Organizing sentences and paragraphs in a logical and sequential order
o Adding a variety of details to support writing
o Using variety in vocabulary, sentence structure, and transitions
o Developing independence in using the writing process
· Differentiated instruction based on students’ different ability levels
· Students different levels of prior knowledge, specifically in the content areas
· Time management
· Classroom Management
Suggested resources:
· Building level support staff
· On-site staff trained in the Chicopee Public Schools Writing Process
· Chicopee Public School Writing Handbook
· Writing Process Resource Book
· Write Source Teacher Resources
· Online Resources
Document A
Chicopee Public Schools Grade 3 Writing Scope & Sequence Full Year
|
Grade |
Standard |
Text Structure |
Prewriting Strategies |
Revising Skills |
Revising Tools |
Editing Skills |
Editing Tools |
Publishing |
|
Full Year |
Respond to a Prompt Transform a Question to a Statement
5 Paragraph Essay: Introduction 3 Supporting Paragraphs & Conclusion
(Paragraphs to be a Minimum of 5 Sentences and 3 Supporting Details)
All Sentences on Topic |
Descriptive Paragraph: Characterization
Summary Paragraph
Narrative Story: Fantasy
Personal Narrative: Autobiography
Expository Writing: Procedural & Compare/Contrast
Persuasive Essay: Letters Friendly & Thank You
Poetry: Haiku/Cinquain
Research Report |
Discussion
Brainstorming List
Quick Writes Webbing
Story Map
Sequence Chart
Time Line
Venn Diagram
KWL Chart
Graphic Organizers Main Idea & Details
Outline: Topic/Subtopic/ Details |
Topic Sentence
Closing Sentence
All Sentences on Topic
Provide Examples & Supporting Details
Use Exact Nouns, Verbs, Adjectives
Sentence Variety Use Compound & Complex
Add Transition Words
Add Descriptive Phrases
Use Imagery: Simile
Delete Off-Topic Sentences & Repetitions
Add Dialogue |
Read Aloud to Self
Author’s Chair
Peer Revising (Individual or Group)
Revising Checklist
Word Lists
Thesaurus
Teacher Conference |
Capitals Proper Nouns & Sentences
End Marks (. ? !)
Commas: Dates Series Phrases Appositives
Proper Paragraphing
Complete Sentences: Correct Run-On Sentences
Plural & Possessive Nouns
Subject/Verb Agreement
Spelling
Correct Homonym Usage
Correct Use of Pronouns
Correct Use of Quotations
|
Personal Word Lists
Editing Checklists
Peer Editing
Proofreading Marks
Colored Pencils
Have a Go Spelling
Resident Expert: Spelling Capitals Punctuation
Dictionary |
Journal Entry
Essay
Typed Format
Book Format
Share/Read Aloud
Illustration
Diorama
Letter
Oral Report
Anthology |
Document A
| Chicopee Public Schools | Grade 3 Writing Scope & Sequence | By Terms | ||||||
| Grade | Standard | Text Structures | Prewriting Strategies | Revising Skills | Revising Tools | Editing Skills | Editing Tools | Publishing |
| First | Respond to a Prompt | Descriptive Paragraph - | Discussion | Topic Sentence | Read Aloud to Self | Capitals - Proper | Personal Word Lists | Journal Entry |
| Term | Characterization | Brainstorming List | Closing Sentence | Author's Chair | Nouns & Sentences | Editing Checklists | Essay | |
| 3 Paragraphs Essay: | Summary Paragraph | Quick Writes | All Sentences on Topic | Peer Revising | End Marks (. ? ! ) | Peer Editing | Typed Format | |
| with Beginning | Personal Narrative - | Webbing | Provide Examples and | (Individual or Group) | Commas - Dates, Series | Proofreading Marks | Book Format | |
| Middle and End | Autobiography | Story Map | Supporting Details | Revising Checklist | Phrases, Appositives | Colored Pencils | Share/ Read Aloud | |
| (Body Paragraph - | Expository Writing - | Sequence Chart | Use Exact Nouns | Word Lists | Proper Paragraphing | Have a Go Spelling | Illustration | |
| a Minimum of 5 | Procedural | Time Line | Sentence Variety - Use | Thesaurus | Complete Sentences - | Resident Expert | Diorama | |
| Sentences and 3 | Letters - Friendly | Venn Diagram | Compound & Complex | Teacher Conference | Correct Run - On Sent. | (Spelling, Capitals, | Letter | |
| Supporting Details) | KWL Chart | Plural & Possessive Nouns | Punctuation) | Oral Report | ||||
| Graphic Organizers - | Spelling | Dictionary | Anthology | |||||
| All Sentences on | Main Idea & Detail | |||||||
| Topic | Outline- | |||||||
| Topic/Subtopic/Detail | ||||||||
| Second | Respond to a Prompt | Narrative Story - Fantasy | Discussion | Topic Sentence | Read Aloud to Self | Capitals - Proper | Personal Word Lists | Journal Entry |
| Term | Expository Writing - | Brainstorming List | Closing Sentence | Author's Chair | Nouns & Sentences | Editing Checklists | Essay | |
| 5 Paragraphs Essay: | Compare/Contrast | Quick Writes | All Sentences on Topic | Peer Revising | End Marks (. ? ! ) | Peer Editing | Typed Format | |
| Introduction, 3 | Poetry - Haiku/Cinquain | Webbing | Provide Examples and | (Individual or Group) | Commas - Dates, Series | Proofreading Marks | Book Format | |
| support paragraphs | Letters - Thank You | Story Map | Supporting Details | Revising Checklist | Phrases, Appositives | Colored Pencils | Share/ Read Aloud | |
| & Conclusion | Sequence Chart | Use Exact Verbs | Teacher Conference | Proper Paragraphing | Have a Go Spelling | Illustration | ||
| (Paragraphs to be | Time Line | Sentence Variety - Use | Word Lists | Complete Sentences - | Resident Expert | Diorama | ||
| a Minimum of 5 | Venn Diagram | Compound & Complex | Thesaurus | Correct Run - On Sent. | (Spelling, Capitals, | Letter | ||
| Sentences and 3 | KWL Chart | Add Transition Words | Teacher Conference | Plural & Possessive Nouns | Punctuation) | Oral Report | ||
| Supporting Details) | Graphic Organizers - | Add Descriptive phrases | Subject/Verb Agreement | Dictionary | Anthology | |||
| Main Idea & Detail | Use imagery - simile | Spelling | ||||||
| All Sentences on | Outline- | Add Dialogue | Correct Homonym Usage | |||||
| Topic | Topic/Subtopic/Detail | Delete Off - Topic Sentences | Correct Use of Quotations | |||||
| & Repetitions | ||||||||
| Third | Respond to a Prompt | Research Report | Discussion | Topic Sentence | Read Aloud to Self | Capitals - Proper | Personal Word Lists | Journal Entry |
| Term | Persuasive Essay | Brainstorming List | Closing Sentence | Author's Chair | Nouns & Sentences | Editing Checklists | Essay | |
| 5 Paragraphs Essay: | Quick Writes | All Sentences on Topic | Peer Revising | End Marks (. ? ! ) | Peer Editing | Typed Format | ||
| Introduction, 3 | Webbing | Provide Examples and | (Individual or Group) | Commas - Dates, Series | Proofreading Marks | Book Format | ||
| support paragraphs | Story Map | Supporting Details | Revising Checklist | Phrases, Appositives | Colored Pencils | Share/ Read Aloud | ||
| & Conclusion | Sequence Chart | Use Exact Adj. & Adverbs | Word Lists | Proper Paragraphing | Have a Go Spelling | Illustration | ||
| (Paragraphs to be | Time Line | Sentence Variety - Use | Thesaurus | Complete Sentences - | Resident Expert | Diorama | ||
| a Minimum of 5 | Venn Diagram | Compound & Complex | Teacher Conference | Correct Run - On Sent. | (Spelling, Capitals, | Letter | ||
| Sentences and 3 | KWL Chart | Add Words Transition | Plural & Possessive Nouns | Punctuation) | Oral Report | |||
| Supporting Details) | Graphic Organizers - | Add Descriptive phrases | Subject/Verb Agreement | Dictionary | Anthology | |||
| Main Idea & Detail | Use imagery - simile | Spelling | ||||||
| All Sentences on | Outline- | Add Dialogue | Correct Homonym Usage | |||||
| Topic | Topic/Subtopic/Detail | Delete Off - Topic Sentences | Correct Use of Pronouns | |||||
| & Repetitions | Correct Use of Quotations | |||||||
Chicopee Public Schools
Grade 3 Writing Rubric
Document B
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Elements of Writing |
Topic Development |
Organization |
Sentence Structure |
Vocabulary |
Conventions Grammar/Mechanics |
|
* Exemplary
4
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□ Topic is creatively stated □ Well-developed paragraphs enhance topic □ Wide variety of supporting details with examples |
□ Creative introduction, body, and conclusion □ Sophisticated organization of ideas □ Uses a variety of transitions □ Purposeful paragraph development |
□ Sentence structure contributes to voice and tone □ Sentences are purposefully chosen for effect |
□ Thoughtful and varied word choice supports topic or writer’s purpose □ Effective use of sensory words and figurative language |
□ Use of conventions enhances writer’s purpose □ Spelling errors show evidence of risk-taking □ Sophisticated use of verb tense |
|
* Exemplary writing must represent independent writing. All standards for proficient writing must be met in addition to the exemplary standards. |
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Proficient
3
|
□ Topic is clearly stated □ Body paragraphs contain a minimum of 3 relevant details that support the topic □ All sentences are on topic
|
□ Five paragraphs with introduction, body and conclusion □ Ideas are logical and sequential □ Appropriate use of transitions □ Appropriate use of paragraphing
|
□ Consistent use of complete sentences □ Evidence of compound and/or complex sentences □ Sentences vary in type and length |
□ Precise and varied word choice (nouns, pronouns, verbs, adjectives and adverbs) □ Effective use of words to support topic □ Appropriate use of sensory words |
□ Correct use of capitalization and end punctuation □ Correct use of commas for dates, series and phrases □ Grade level words are spelled correctly □ Correct use of verb tense and plurals |
|
Developing
2
|
□ Topic is not clearly stated □ Paragraphs lack adequate details to support the topic □ Most sentences are on topic |
□ Introduction, body, and conclusion is not clear □ Ideas are not logical and/or sequential □ Occasional use of transitions □ Ineffective use of paragraphing |
□ Uses complete sentences □ Limited use of compound and/or complex sentences □ Limited variety in sentence type and length |
□ Some variety of word choice □ Word choice does not adequately support topic □ Occasional use of sensory words
|
□ Occasional errors in capitalization and end punctuation □ Inconsistent use of commas □ Occasional errors in spelling grade level words □ Inconsistent use of subject/verb agreement and/or plurals |
|
Beginning
1
|
□ Topic is not stated □ Lacks paragraph development □ Inadequate supporting details □ Sentences frequently off topic |
□ Introduction, body, & conclusion is inadequately stated □ No evidence of organization □ Minimal or inappropriate use of transitions □ Paragraph development is missing or incorrect |
□ Uses incomplete and/or incorrect sentences □ Lack of sentence variety in length and type
|
□ Simplistic and/or repetitive word choice □ Word choice does not support topic □ No evidence of sensory words |
□ Numerous errors in capitalization and punctuation □ Spelling errors interfere with meaning □ Frequent errors in use of subject/verb agreement and/or plurals |
|
0 |
□ Writing Sample Not Scored - Off Topic, Illegible or Blank Please explain in comment section |
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Score |
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Comments: |
Final Score: _______ 20 |
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