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. |

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