3rd GRADE Writing Curriculum Map Essential Questions and District Power Standards: Grade 3 SUBJECT Trait Writing Essential Questions District Power Standards SEPTEMBER How can more detailed ideas make my writing easier to 1. Main idea is clear and specific, and reflects purpose understand and enjoyable to read? 2. Develops topic with simple facts, details and examples 3. Identifies and stays on the topic How can brainstorming prepare me for writing? (Pre-writing) 4. Describes character and setting using specific details 5. Use graphic organizers, story maps, webs and charts to brainstorm writing ideas OCTOBER How can better organization help my writing make sense 1. Use a logical sequence for ideas: clearly identifiable from beginning to end? beginning, middle, and end 2. Recognizes a paragraph as a group of sentences about one How can using graphic organizers, story maps, webs and main idea charts help me plan my writing? 3. Uses paragraph form: uses topic sentence, supporting details and facts, and concluding sentence 4. Use graphic organizers, story maps, webs and charts to plan logical sequence for writing NOVEMBER How can long and short sentences make my writing sound 1. Write complete sentences smoother? 2. Writes a variety of sentence patterns How can drafting and getting peer responses help improve 3. Varies sentence length by using transitions my writing? 4. Develop drafts from organizer DECEMBER How can my choice of words make my writing more 1. Use accurate words and phrases accurate? 2. Use active verbs and adverbs, and specific nouns and adjectives How can revision make my writing easier to understand? 3. Practice pair/team revision-feedback JANUARY How does having voice make my writing sound like me? 1. Use ideas and details that make writing compelling to my reader How can editing improve the quality of my work? 2. Include words that sound like me 3. Practice pair/ individual editing FEBRUARY How can using a variety of Modes of writing match my 1. Write responses to literature: summarizes main ideas and audiences and purposes? includes significant details. Can chart a story they read or listen to 2. Expository Writing: organizes information gathered by taking notes, creating lists and using graphic organizers and charts. Incorporates notes into a finished product such as a summary, written response or report. Includes simple facts, details, explanations, and examples MARCH How can I use organization to write a multiple paragraph 1. Narrative writing (personal or fictional): expands on story or report? paragraph form by writing several related paragraphs including introductory and concluding paragraphs. Uses paragraphs to separate ideas in a story or composition. APRIL How could I match the form of my writing to a variety of 1. Writes poetry purposes and audiences? 2. Writes letters 3. Design/Create informational or descriptive posters 4. Writes a play scene MAY End of year projects/assignments using all traits and the 1. Uses all traits for extensive project(s) writing process 2. Work through complete writing process SEPTEMBER - JUNE Conventions will be taught and practiced all year through spelling, DOL, etc. 3rd GRADE Writing Curriculum Map Content and Instructional Activities/Resources: Grade 3 MONTH/TRAIT Content Instructional Activities/Resources SEPTEMBER 1. Stays on topic /main idea Writer’s Companion lessons 1, 2, 8, 12 and 13 I 2. Includes characters, setting, plot 3. Uses sensory detail: sight, sound, smell, etc. OCTOBER 1. Includes introduction and conclusion Writers Companion lessons 3 and 21 O 2. Places events in sequence Student Text, book 1, p.46-49, T. Guide p. T100-111, writing a 3. Uses graphic organizer to describe a sequential personal narrative, focus on ideas & organization process. NOVEMBER 1. Uses a variety of sentence types Writers Companion lessons 6 and 7 SF 2. Combines simple sentences using connecting words 3. Writes a description by writing complete sentences from words and phrases in organizer. DECEMBER 1. Uses specific nouns, verbs, adjectives, and adverbs Writers Companion lessons 16, 26 and 27 WC that reflect specific meaning 2. Begins to use figurative language such as rhyming Student Text, book 1, p.190-193, T. Guide p. T104-115, writing a and synonyms response to literature, focus on sentence fluency & word choice 3. Revise vague or overused words with more precise choices JANUARY 1. Use personal voice to share own thoughts and Writers Companion lessons 11, 18 and 19 V feelings with readers 2. Use personal voice to show characters’ thoughts and feelings to readers 3. Begin to write story dialogue to show characters’ personalities. FEBRUARY Personal Narrative - places events are in sequence, Student text, book 2, p. 42-45, T. Guide p. T100-111, narrative, Modes setting tells where & when, plot: a problem is solved, focus on voice & conventions characters are described MARCH Following a prompt, take a piece of writing through the Writers Companion lessons 5, 10, 15, 20, 25 and 30 Writing Process entire process: brainstorming, use graphic organizer, draft, revise, edit, publish APRIL 1. Writes a play scene using dialogue Writers Companion lessons 17 (play), 22 & 23 (expository). Forms 2. Writes letters, both friendly & formal Student text, book 1, p. 328-331, T. Guide p. T100-111, friendly 3. Compose short expository pieces of 3 to 4 letter, focus on voice & sentence fluency paragraphs Student text, book 2, p. 190-193, T. Guide p. T102-113, expository, focus on organization & sentence fluency MAY – JUNE Expository - gives information, teaches, or explains. Tells Writers Companion lessons 5, 10, 15, 20, 25 and 30 Review Traits & Writing Process what, when where, how. Student text, book 2, p. 318-321, T. Guide p. T98-109, research Take a piece of writing through the entire process: report, focus on ideas & word choice brainstorming, use graphic organizer, draft, revise, edit, publish SEPTEMBER - Writers Companion lessons 4, 9, 14, 28 and 29 JUNE Conventions will be taught and practiced all year through spelling, DOL, etc.
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