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Grade 3 Grade 3-ELI Writing Plan Draft 7/06
In third grade, students are writing longer texts, especially narratives. They embed their ideas in
time and place and develop characters through detail and dialogue. Students organize around a Essential Components of a Writing Program
central idea and elaborate using complete sentences. Their writing is often divided into sections
through paragraphing or book parts (e.g., tables of contents, chapters). Information gathering as
part of the planning process is common, and students are becoming more selective about Response from Others
Explicit Instruction and
vocabulary, especially when writing informational texts. They listen to others’ writing, offer Opportunities to
feedback, and begin to consider suggestions from others about their own writing. Practice in Essential Academic
obtain feed back
Learning Requirements and
from others
Grade Level Expectations
The Writing Process (peers, teachers,
Demonstrate Read, discuss and use the other adults)
writing forms traits of quality writing Authentic
Drafting and modes Audiences to
Instruction must discuss writing
Discuss, model
be focused and
Response and use a
intentional
Prewriting and writing process
Classroom Environment
Writer considers Revision Appropriate whole
topic, audience,
purpose and form group, small group
High Expectations, Clear and individual
Standards and Continuous instruction
Formatting Evaluation Student interaction
Editing And Assessment
Essential
and and collaboration
Components of
Predictable routines
Publication Regular evaluation based on a Writing and procedures
clear, consistent criteria Program Inquiry strategies
using
Use of multiple
6 Trait criteria Implications from writing tools
Grade Level Research including technology
Expectations
Reflection
Portfolio evidence
Independent
Writing
Students are
expected to
Regular Writing
Interactive show very
Students write specific ways I
Writing and teacher which the study Independent Writing for
Modeled Variety of Modes,
Students and
confers, influence d their
writing different
Writing nudging them to writing.
teacher write Forms and Styles audiences and
3-5 times a week
the next level.
together
Teacher Narrative purposes
Close Study demonstrates the 30- 40 minutes
Expository
On going daily
genre or form of
Revisit the text
Immersion
writing.
Persuasive
practice
and discuss
The class
―How are these
text written?‖
Steps to Teach Inquiry
Set The Stage spends time
reading and
Students know getting to know a Form Professional Development Both prompted,
they will be
On going limited choice and
required to
the examples of
the text they or Genre free choice writing
Cross curricular application
finish a piece of will study.
writing that
shows the
influence of the
of Writing Uses consistent vocabulary and
study. materials through out the district
Tacoma Public Schools 3/30/06
Grade 3-ELI Writing Plan Draft 7/06
Spelling Grade 3:
Lesson Design The 6 + 1 Analytic Trait Model Multisyllable words, including
Anglo-Saxon syllabication,
Connection-
For Writing Assessment compounds, schwa, and most common
prefixes and suffixes.
Children access prior knowledge and hear the teaching point. Recommended Lists- SIPPS Challenge List 2.
―Yesterday we worked on….‖ Ideas Words from science, math and social studies may
be incorporated. A pretest- practice- test format is
Ideas are the heart of the message, the content of the piece, the main theme, suggested instruction. Practice could consist of
together with the details (documented support, elaboration, anecdotes, images) that word sorts (group words with similar patterns from
enrich and develop that theme. a list of words), making words, or dictation.
Teaching-
We teach students a new tool or concept by modeling, naming
and labeling in our own piece of writing.
Organization
Organization is the internal structure of a piece, the thread of central meaning, the
logical pattern of ideas. Level One
Voice capitalize
Voice is the heart and soul of a piece, the magic, the wit. It is the writer's unique
Active Engagement-
Children orally rehearse or discuss what has just been taught. and personal expression emerging through words. p. punctuation
Word Choice word left
Word choice is the use of rich, colorful, precise language that moves and enlightens out
the reader.
Link sp spelling
We restate our teaching point and then confer with individual Sentence Fluency
students as they try to apply the learning to their ongoing work
that day. Sentence fluency is the rhythm and flow of the language, the sound of word / lowercase
patterns, the way in which the writing plays to the ear- not just the eye. this letter
Conventions
Conventions are spelling, grammar, paragraphing, punctuation, etc.- the mechanical
Share correctness of the writing.
The teacher chooses student work that illustrates use of the new
learning, helping the students to reflect on their practice.
+1 Presentation
Presentation zeros in on the form and layout of the text and its readability: the piece
should be pleasing to the eye.
Tacoma Public Schools 3/30/06
Instructional Resources: The essential questions for each section are the essence of what students should examine in a given study. Post the
Grade 3-ELI Writing Plan Draft 7/06 Step Up to Writing essential questions refer to these questions throughout the study.
Reproducibles To support the writing process, use lessons from Step Up to Writing as the mini lesson for each writing session.
Content areas connection Writing is a process that helps students expresses their thinking. Writing skills, lessons, practices learned during writing
instruction should be used through out the other content areas.
Poster Reproducibles include graphic organizers, definitions and examples of the skills and strategies.
Handy Pages
September June September October December – Mid-January
CONVENTIONS Launching the Writer’s Work shop Expository Writing Retelling into Summary
Personal Narrative
Essential Questions Essential Questions
Essential Questions The instructional focus for the first four weeks of the How does my paper begin? Reproducibles: 13-39, Reproducibles: 71-89,
Did I use capital letters in the right 46-48, 50-52, 98-103,113- Can I use my notes to create a summary? 159-160, 196-201
school year is to establish the writing workshop Did I tell things in good order?
places? 114,151-153, 161, 177, Did I use a summary verb in my topic Handy Pages 12-13, 16
in the classroom. How does my paper end?
Have I used end marks? Core Activities Can I identify the topic? 207-208 sentence?
Is the spelling as correct as I can Provide a minimum of three sessions per week Can I give several spedicif reasons, Did I use appropriate transitions? Poster-
make it?
Did I get the editing help I
for the writing workshop. details or facts? Handy Pages 2, 20 GLE’s
Write Great Sentences
Summary Paragraphs
Establish the routines of the writing process. Can I identify the E’s? 1.1 Prewrites to generate ideas and plan writing
needed? Create writing folders for each student. Are my sentences at varying lengths? 1.2 Produces draft(s)
Did I read my paper both silently Post a large model of the writing process. Did I use strong verbs? 1.3 Revises to improve text Content area Connection:
and aloud so that I could listen and Refer to and review the stages of the writing Poster: 2.2 Writes for different purposes Use narrative framework
3.1 Develops ideas and organizes writing
look for errors? process often. GLE’s Accordion Paragraph - Selects topic adds details and elaborates for retelling in reading.
Is my story easy to read outloud? Begin to use the language of the traits.
1.1Prewrites to generate ideas and plan writing 5 Elements of Expository - Organizes multiple sentences on one topic showing Beg./
3.1 Develops ideas and organizes writing
Writing Mid/End.
GLE’s GLE’s Use Stars, Dashes, Dots
1.4 Edits Text
Ideas for Mini Lesson:
3.3 Know and applies appropriate grade level
1.1 Prewrites to generate ideas and plan writing Circle one, Underline two Transitions Ideas for Mini Lesson:
1.2 Produces draft(s)
writing conventions
1.3 Revises to improve text Color Coding, The E’s Conclusions Four Step Summaries,
1.4 Edits text Making Connections T-T. T-S, T-W Easy Two column Notes IVF Topic Sentence,
Ideas for Mini Lesson: Two column Notes Topic Sentences Fact Outline
JOT
Ideas for Mini Lesson: Summary Paragraph
Adding Transitions
When, Where, Who/Action Sentences Step Up To Writing Resources
Step Up To Writing Resources Small moment- zooming in Content areas connection:
Quick Sketch, Quick Notes Step Up To Writing Resources Two column notes and Active Section 8
Section 7 Section 8
Personal Relevance reading 25 Summarizing the Text- RETELL
5 Improving Spelling 18-20 Marking the Text
6 & 7 Editing With CUPS SECTION
Step Up To Writing Resources Section 9 Section 6
8 Using Editing Marks 1—11 Easy Two Column Notes
(Level 1) Section 6 1-16 Quick Sketch Stories
1-16 Quick Sketch Section 3 22 Improving Sentence Quality
10 Encouraging Skipping 64-68 Accordion Races
Lines 7 Story Transitions 33-34 Strong Verbs
17 Improving Sentence Quality Section 2
15 to 17 Scoring Guides: Assessment
19 Who/What/ Where/ How and Action 20-21 Topic Sentences
Checklists and Rubrics, How 27 And, So, But Section 8- Level C
is my Paragraph? Sentences
20 Meaningful Sentences 31- Side by Side
Assessment 32- 2 Nouns, 2 Commas
21 One perfect Sentence
Assessment 39-45 Transitions for Key Ideas
Reproducibles: Section 4
Reproducibles: pgs. 90-103 53-54 The E’s
Handy Pages Handy Pages 4-6
Assessment
Section7
Poster- Poster- 15-23 Checklists & Rubrics
Write Great Sentences
Content areas connection
Content areas connection:
CONVENTIONS
SENTENCE FLUENCY/ IDEAS ORGANIZATION
Tacoma Public Schools 3/30/06
Grade 3-ELI Writing Plan Draft 7/06
Mid-January – February March – Mid-April Mid-April – May Late May –June
Expository Narrative Report Writing Oral Book Reports/Simple Speeches
Essential Questions Reproducibles: Essential Questions Essential Questions Reproducibles: Essential Questions
How does my paper begin? 1-52, 58-64, 154- Did I use sentences? Did I write an introductory paragraph? 49-52,157-158, Does my speech have a B-M-E?
Did I tell things in good order? 156 Do my sentences begin in different ways? Did I outline my report before writing? 210-215 Is my information accurate?
How does my paper end? Is my story easy to read out loud? Do my R-D-F’s support my topic? Did I outlive my speech?
Can I identify the topic? Poster: Did I include a B, M & E? Do my E’s tell more about my R-D-F’s? Did I rehearse my speech with a partner?
Can I give several specific Accordion Paragraph Did I organize my prewrite using a Quick Sketch? Did I include transitions in my report? Poster: Did I use transitions in my speech?
reasons, details or facts? 5 Elements of Does my conclusion wrap up my report?
Can I identify the E’s? Expository Writing
GLE’s Handy Pages
Use Stars, Dashes, Dots GLE’s
1.1 Prewrites to generate ideas and plan writing Content areas GLE’s
GLE’s Topic Sentences 1.2 Produces draft(s) 1.1Prewrites to generate ideas and plan writing
connection 1.1 Prewrites to generate ideas and plan writing
1.3 Revises to improve text 1.2 Produces draft(s)
1.1Prewrites to generate ideas and plan writing Transitions 2.2 Writes for different purposes
1.2 Produces draft(s)
1.2 Produces draft(s) 1.3 Revises to improve text 1.3 Revises to improve text
1.3 Revises to improve text The E’s 3.1 Develops ideas and organizes writing 2.2 Writes for different purposes 2.2 Writes for different purposes
1.5 Publishes text to share with audience Conclusions - Selects topic adds details and elaborates 3.1 Develops ideas and organizes writing
- Organizes multiple sentences on one topic showing
2.2 Writes for different purposes
3.1 Develops ideas and organizes writing Handy Pages 1- Beg./ Mid/End. Ideas for Mini Lesson:
11,14, 15 Ideas for Mini Lesson: Two Column notes
Title Topic
Ideas for Mini Lesson: Ideas for Mini Lesson:
Topic Transitions
Information paragraphs Content areas Title
How to use 2-3 Resources
Topic B- M-E Key Ideas
connection Using Note Cards Verbal Rehearsal
Key Ideas Quick Sketch, Quick Notes,
Sorting information by category E’s
Color Coding, Story Transitions,
Key Ideas
Explanations and Elaborations Smooth Stop, Twist at the End
Color Coding,
Transitions Explanations and Elaborations Step Up To Writing
Step Up To Writing Transitions Section 8
Step Up To Writing Section 8 Information paragraphs 25 Summarizing the Text- Retell section
Section 2 25 Summarizing the Text- RETELL SECTION Section 3
6 -Elements of Section 6 60 Framed Paragraphs
Step Up To Writing
Expository Writing 1-16 Quick Sketch Stories Section 3 Section 5 Accordion Speeches
Section 3 17-21 Improving Sentences Quality 1-4 Organizing for a speech
34-35 Descriptive Paragraphs
46- E’s Section 7 8-16 Blocking out a speech
40-42 Sharing Information in a
39 Transitions 11-12- ABC Revision Paragraph
Section 8 13- Revisions Using ―To Be‖ verbs Assessment
46- Transitions/ Topic Sentences
15-16 Framed Paragraphs Section 3
Section 4
Section 4 84 – Level B
Assessment 7-8 Twelve Steps to Writing an
4- Eight Sentence Section 5
Section 6 Accordion Essay
Paragraph 19- Level B
43 Level C- Skill Sequence for Creative Writing 17-24 Thesis Statement/ Blocking
Section 3 Section 7
Section 7 Out
43-45 Cause and Effect 19 Student Created Speech Rubric
24, 25 Scoring Guides 39-41Practice Guide for a Report
(Review expository sections
. Section 2 28-29 Samples
previous from studies)
Reproducibles: 71-89, 159-160 49-53 Tips for Conclusions
Assessment Reproducibles: 65-70, 189-192
Section 2 Handy Pages 16-18 (Review expository sections previous from
studies)
56- Level D Poster:
Poster-
Section 3
Write Great Sentences Assessment
84- Level C
Planning a Story Section 3 Handy Pages
Two Kinds of Writing 84 -Level C
A Story Content areas connection
Content areas connection
CONVENTIONS, SENTENCE FLUENCY, IDEAS, ORGANIZATION,
WORD CHOICE
Voice
Presenting
Tacoma Public Schools 3/30/06
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