Delaware English Language Arts KUD
GRADE 3- Text Types and Purposes
Writing Standard 1
|College and Career Readiness (CCR) Anchor Writing Standard (1): |
|Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
|CCSS – Grade Specific Writing Standard 1: Text Types and Purposes |
|Grade 2: Write opinion pieces in |Grade 3: Write opinion |Grade 4: Write opinion pieces |
|which they introduce the topic or |pieces on topics or texts, |on topics or texts, supporting a |
|book they are writing about, state an|supporting a point of view |point of view with reasons and |
|opinion, supply reasons that support |with reasons. |information. |
|the opinion, use linking words (e.g.,|a. Introduce the topic or text they are writing about, state an |a. Introduce a topic or text clearly, |
|because, and, also) to connect |opinion, and create an organizational structure that lists |state an opinion, and create an |
|opinion and reasons, and provide a |reasons. |organizational structure in which related|
|concluding statement or section. |b. Provide reasons that support the opinion. |ideas are grouped to support the writer's|
| |c. Use linking words and phrases (e.g., because, therefore, since,|purpose. |
| |for example) to connect opinion and reasons. |b. Provide reasons that are supported by |
| |d. Provide a concluding statement or section. |facts and details. |
| | |c. Link opinion and reasons using words |
| | |and phrases (e.g., for instance, in order|
| | |to, in addition). |
| | |d. Provide a concluding statement or |
| | |section related to the opinion presented.|
|KNOW |UNDERSTAND |DO |
|(Factual) |(Conceptual) |(Procedural, Application and Extended |
| | |Thinking) |
|Persuasion and argument |Good persuasive writers address the needs of the audience and |Identify an issue in a topic or text |
|Difference between relevant and |build an argument to support a clear opinion/position. |Agree or disagree with an issue |
|irrelevant reasons/facts/ | |Develop an opinion/position |
|support/examples |Good authors use model/examples texts to guide them as they |Use resources including teachers selected|
|Opinion/position |compose their own persuasive pieces. |primary and secondary sources to locate, |
|Reason(s) | |sort, and select reasons based on facts, |
|Evidence (e.g., examples, facts) | |examples, and/or evidence. |
|Primary sources | |differentiating between relevant and |
|Secondary sources (e.g., | |irrelevant reasons/evidence |
|UDLib/Search) | |including an appropriate variety of |
|Effective introduction/hook (e.g., | |reasons/evidence |
|one that takes a clear position) | |addressing the needs of the audience |
|Logical order of supporting reasons | |prioritizing the reasons/evidence |
|(e.g., order of importance) | |Use/select an appropriate writing format |
|Linking/transition words and phrases | |Organize writing with a beginning, middle|
|Awareness of audience | |and end |
|Organizational pattern (e.g., | |Write opinion pieces on topics or texts, |
|beginning, middle, end) | |supporting a point of view with reasons |
|Format choices (e.g., letters | |by |
|[business and friendly], | |introducing a topic or text |
|advertisements) | |stating an opinion |
|Effective conclusion (e.g., one that | |providing reasons that support the |
|begins to move beyond summary and | |opinion |
|moves beyond The End) | |ordering reasons by importance |
| | |providing a conclusion/concluding |
| | |statement or section |
| | |Using linking/transition words and |
| | |phrases (e.g., for example, also) to |
| | |connect opinions and reasons or show |
| | |simple relationships |
|Range of Writing |
|CCSS – Grade Specific Writing Standard 10 (Grade 3) |
|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. |
GRADE 3- Text Types and Purposes
Writing Standard 2
|College and Career Readiness (CCR) Anchor Writing Standard (2): |
|Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective |
|selection, organization, and analysis of content. |
|CCSS – Grade Specific Writing Standard 2: Text Types and Purposes |
|Grade 2: Write informative/ |Grade 3: Write informative/ |Grade 4: Write informative/ |
|explanatory texts in which they |explanatory texts to examine a |explanatory texts to examine a |
|introduce and a topic, use facts |topic and convey ideas and |topic and convey ideas and |
|and definitions to develop |information clearly. |information clearly. |
|points, and provide, and |a. Introduce a topic and group related |a. Introduce a topic clearly and group |
|provide concluding |information together; include illustrations |related information in paragraphs and |
|statement or section |when useful to aiding comprehension. |sections; include formatting (e.g., |
|. |b. Develop the topic with facts, |headings), illustrations, and multimedia |
| |definitions, and details. |when useful to aiding comprehension. |
| |c. Use linking words and phrases (e.g., |b. Develop the topic with facts, |
| |also, another, and, more, but) to connect |definitions, concrete details, quotations, |
| |ideas within categories of information. |or other information and examples related to|
| |d. Provide a concluding statement or |the topic. |
| |section. |c. Link ideas within categories of |
| | |information using words and phrases (e.g., |
| | |another, for example, also, because). |
| | |d. Use precise language and domain-specific |
| | |vocabulary to inform about or explain the |
| | |topic. |
| | |e. Provide a concluding statement or |
| | |section related to the information or |
| | |explanation presented. |
|KNOW |UNDERSTAND |DO |
|(Factual) |(Conceptual) |(Procedural, Application and Extended |
| | |Thinking) |
|Informative/explanatory writing |Good authors of informative/ explanatory |Select an interesting, yet manageable, |
|Topic |writing develop texts that examine a topic |subject for writing or one that meets the |
|Relevant information ( e.g., facts, |and convey ideas and information clearly. |requirements of the assignment |
|definitions, details, personal experiences | |Analyze and use primary and secondary |
|quotations, observations, interviews) |Good authors use informative/explanatory |sources to locate, sort (categorize, |
|Organizational patterns (e.g., definition, |writing to communicate information related |classify), and select relevant facts, |
|classification, comparison/contrast, and |to real-world tasks. |definitions, quotations or other information|
|cause/effect) | |and examples |
|Formatting devices (e.g., headings) |Good authors use model/example texts to |differentiating between relevant and |
|Domain (content)-specific vocabulary |guide them as they compose |irrelevant information |
|Primary sources |informative/expository texts. |addressing the needs of the audience |
|Secondary sources (e.g., UDLib/Search) | |generating new ideas and/or perspectives |
|Effective introduction/hook (e.g., one that |Good readers and writers write to make |avoiding plagiarism |
|presents the topic) |meaning of what they read. |selecting an organizational pattern |
|Awareness of audience | |appropriate for the topic and purpose |
|Linking /Transition words, phrases, clauses | |Select an appropriate writing form |
|(e.g., also, another, and, more, but) | |Write informative/ |
|Forms (e.g., letters to appropriate | |explanatory texts to examine a topic and |
|individuals/ | |convey ideas and information clearly by |
|organizations (editor, boards, business), | |engaging the reader with an |
|summaries, reports (book, research), essays,| |introduction/hook that presents the topic |
|articles (newspaper, magazine), | |introducing the topic |
|messages/memos, notices, biography, | |grouping related information together |
|autobiography, reviews) | |addressing the needs of the audience |
|Closure/ending/conclusion/ concluding | |developing topic with facts, definitions and|
|statement or section (e.g., one that moves | |details |
|beyond The End) | |using linking words and phrases to connect |
| | |ideas within categories of information |
| | |using illustrations to aid comprehension |
| | |when appropriate |
| | |providing a concluding statement or section |
|Range of Writing |
|CCSS – Grade Specific Writing Standard 10 (Grade 3) |
|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. |
GRADE 3- Text Types and Purposes
Writing Standard 3
|College and Career Readiness (CCR) Anchor Writing Standard (3): |
|Write narratives to develop real or imagined experiences or events using effective technique, well- |
|chosen details, and well-structured event sequences. |
|CCSS – Grade Specific Writing Standard 3: Text Types and Purposes |
|Grade 2: Write narratives in |Grade 3: Write narratives to |Grade 4: Write narratives to |
|which they recount a well- |develop real or imagined |develop real or imagined |
|elaborated event or short |experiences or events using |experiences or events using |
|sequence of events, include |effective technique, |effective technique, descriptive |
|details to describe actions, |descriptive details, and clear |details, and clear event |
|thoughts, and feelings, use |event sequences. |sequences. |
|temporal words to signal event |a. Establish a situation and introduce a |a. Orient the reader by establishing a |
|order, and provide a sense of |narrator and/or characters; organize an |situation and introducing a narrator and/or |
|closure. |event sequence that unfolds naturally. |characters; organize an event sequence that |
| |b. Use dialogue and descriptions of actions,|unfolds naturally. |
| |thoughts, and feelings to develop |b. Use dialogue and description to develop |
| |experiences and events or show the response |experiences and events or show the responses|
| |of characters to situations. |of characters to situations. |
| |c. Use temporal words and phrases to signal |c. Use a variety of transitional words and |
| |event order. |phrases to manage the sequence of events. |
| |d. Provide a sense of closure. |d. Use concrete words and phrases and |
| | |sensory details to convey experiences and |
| | |events precisely. |
| | |e. Provide a conclusion that follows from|
| | |the narrated experiences or events. |
|KNOW |UNDERSTAND |DO |
|(Factual) |(Conceptual) |(Procedural, Application and Extended |
| | |Thinking) |
|Narrative writing |Good authors use narrative elements (e.g., |Select/identify real or imagined |
|Topic |sensory images) to tell about events and |experienced experiences or event(s) to tell |
|Event(s) (topic and situation-what happened.|reflect upon those events. |about |
|For example, “my dog” is a topic; “my dog | |Select/identify specific details to |
|ate my homework” is an event) |Good authors use model/example texts to |elaborate about an event(s) and characters |
|Characters |guide them as they compose their own |addressing the needs of the audience |
|Narrator |narrative pieces. |selecting an organizational pattern |
|Character responses to situations | |appropriate for the topic and purpose |
|Dialogue |Good authors use narrative elements to |Select an appropriate writing form |
|Elaboration |develop other kinds of writing such as |Write narratives to develop real OR |
|Awareness of audience |argumentative and informational texts. |imagined experiences or events using |
|Relevant details/examples (e.g., actions, | |effective technique, |
|thoughts, feelings) |Good authors use sensory images to describe |descriptive details, and |
|Difference between relevant and irrelevant |feelings, events, and/or characters. |clear event sequences by |
|details | |establishing a situation and introducing a |
|Sensory images (e.g., figurative language: | |narrator and/or characters; |
|descriptions of how things look, feel, | |organizing an event sequence that unfolds |
|smell, taste, sound) | |naturally |
|Reaction/response (e.g., Why was the event | |using dialogue and descriptions of actions, |
|important? How did the event make you | |thoughts, and feelings to develop |
|feel?) | |experiences and events or show the response |
|Organizational pattern(s) (e.g., | |of characters to situations |
|chronological, reflective, flashback) | |using temporal words and phrases to signal |
|Temporal/time order words (e.g., first, | |event order |
|next, then) | |providing a sense of closure |
|Order of events (e.g., beginning, middle, | | |
|end) | | |
|Closure/ending/conclusion | | |
|Forms (e.g., fictional stories, journals, | | |
|poems, memoirs) | | |
|Range of Writing |
|CCSS – Grade Specific Writing Standard 10 (Grade 3) |
|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. |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- english language arts 8th grade
- english language arts worksheets grade 4
- grade 6 english language arts practice test
- minnesota english language arts standards
- english language arts textbook pdf
- english language arts grade 7
- english language arts worksheets
- english language arts resources
- english language arts curriculum online
- allegorization english language arts lesson plan
- english language arts common core standards
- english language arts grade 8