Third Grade Writing Grade Expectations
W3:1 Students use prewriting, drafting, revising, editing, and
critiquing to produce final drafts of written products.
Writing Conventions
W3:2 In independent writing, students demonstrate command of
appropriate English conventions by
Using capital letters for the beginning of sentences and names
Writing contractions with an apostrophe and common
abbreviations with a period
Using
end punctuation correctly in simple sentences (e.g.,period, question mark, exclamation point)
W3:3 In independent writing, students demonstrate command of
conventional English spelling by
Identifying words that
might be misspelled Correctly spelling grade-appropriate, high-frequency words and
using within-word patterns to correct spelling
EXAMPLES: single-syllable words, short, long, or
r-influencedvowel patterns, including frequently occurring vowel teams
ea,oy
, ai Representing common syllable patterns and affixes within
multisyllabic words
Correctly spelling common homophones (e.g., "be/bee"; "there/
their/theyre"; "sail/sale")
Structures of Language
W3:4 Students demonstrate command of the structures of the
English language by
Writing a variety of complete simple sentences
EXAMPLES: declarative, exclamatory, interrogative
Recognizing complete sentences
EXAMPLES: simple and compound sentences
Recognizing indentations for new paragraphs
Writing in Response to Literary or Informational Text
W3:5 In response to literary or informational text, students show
understanding of plot/ideas/concepts by
Setting context using author, title, and one reference to what text
is about
Connecting what has been read (plot/ideas/concepts) to prior
knowledge, which might include other texts
W3:6 In response to literary or informational text, students make
and support analytical judgments about text by
Stating a focus (purpose), when responding to a given question
Using prior knowledge, details, or references to text to support
focus
Making inferences about content, events, characters, or setting
W3:7 In response to literary or informational text, students engage
readers by
Organizing ideas, using basic transition words, and having a
concluding statement/sentence (organization)
Informational Writing: Reports
W3:8 In reports, students organize information by
Grouping ideas into a beginning, middle, and end
Using basic transition words
EXAMPLES: "first," "then," "next," "finally"
W3:9 In reports, students effectively convey a perspective on a
subject by
Establishing a topic (purpose)
Stating a focus/controlling idea (purpose) on a topic
EXAMPLE: "Dogs" = topic; "Dogs make good pets." = focus
W3: In reports, students demonstrate use of a range of elaboration
10 strategies by
Including details/information relating to topic
Including details/information relevant to focus
Including details for appropriate depth of information: naming,
describing, explaining, comparing, or use of visual images
Informational Writing: Reports
W3:8 In reports, students organize information by
Grouping ideas into a beginning, middle, and end
Using basic transition words
EXAMPLES: "fi rst," "then," "next," "fi nally"
W3:9 In reports, students effectively convey a perspective on a
subject by
Establishing a topic (purpose)
Stating a focus/controlling idea (purpose) on a topic
EXAMPLE: "Dogs" = topic; "Dogs make good pets." = focus
W3: In reports, students demonstrate use of a range of elaboration
10 strategies by
Including details/information relating to topic
Including details/information relevant to focus
Including details for appropriate depth of information: naming,
describing, explaining, comparing, or use of visual images
Expressive Writing: Narratives
W3: In written narratives, students organize and relate a story line
11 plot/series of events by
Creating a clear, understandable story line with a beginning,
middle, and end
W3: Students demonstrate use of narrative strategies by
12
Using details Identifying characters
Informational Writing: Procedures
W3: In written procedures, students organize steps of
13 procedures by
Providing a purpose for the procedure with clear directions
Using numbering or words to arrange the steps in a logical
manner
EXAMPLES: "first," "next"
Using relevant vocabulary
Providing a list of materials to be used, if appropriate
Providing a concluding statement
W3: In written procedures, students anticipate the readers
14 needs by
No GLE at this grade level
Informational Writing: Persuasive Writing
W3: In persuasive writing, students define a significant problem,
15 issue, topic, or concern by
No formal assessment at this grade; classroom assessment should
be done in instructional, supported writing
W3: In persuasive writing, students present and coherently support
16 judgments or solution(s) by
No formal assessment at this grade; classroom assessment should
be done in instructional, supported writing
Expressive Writing: Reflective Essay
W3: In reflective writing, students make connections between
17 personal experiences and ideas by
Using details to establish place, time, and situation (purpose)
Establishing focus, when responding to a given question or idea
Showing evidence of individual voice and exhibiting techniques
for reflecting on thoughts or feelings: questioning or comparing
Expressive Writing: Poetry
W3: In writing poetry, demonstrate awareness of purpose by
18
Establishing a clear topic or focus (purpose)W3: In writing poetry, use language effectively by
19
Using simple visual images to describe Using simple poetic forms
EXAMPLES: haiku, rhyming couplets, shape/concrete poems