Third Grade Writing Curriculum Map

3rd Grade Writing Curriculum Map
Isaac School District No. 5
PREAMBLE
These POs will be integrated throughout the year:
AZ Essential Learning
Standard Knowledge Skills
PREWRITING
S1C1PO1 Ideas Generate ideas through a variety of activities (e.g., brainstorming, graphic organizers,
drawing, writer’s notebook, group discussion, printed material).

S1C1PO2 Purpose for writing Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of a
writing piece.

S1C1PO3 Audience Determine the intended audience of a writing piece.

S1C1PO4 Organizational strategies Use organizational strategies (e.g., graphic organizer, KWL chart, logs )to plan writing.

S1C1PO5 Writing ideas Maintain a record (e.g., lists, pictures, journals, folders, notebooks) of writing ideas.

DRAFTING

S1C2PO1 Main idea and supporting details Use a prewriting plan to develop a draft with main idea(s) and supporting details.

S1C2PO2 Logical sequence Organize writing into a logical sequence that is clear to the audience.

S2C2PO1 Organization of content Organize content in a selected format. (e.g., friendly letter, narrative, expository text).

REVISING

S1C3PO1 Six traits Evaluate the draft for use of ideas and content, organization, voice, word choice, and
sentence fluency.

S1C3PO2 Details Add details to the draft to more effectively accomplish the purpose.

PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 1
Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-11-2010

AZ PREAMBLE
REVISING

S1C3PO3 Words, sentences and paragraphs Rearrange words, sentences, and paragraphs to clarify the meaning of the draft.

S1C3PO4 Sentence structure Use a combination of sentence structures (i.e., simple, compound) to improve sentence
fluency in the draft.

S1C3PO5 Word choice Modify word choice appropriate to the application in order to enhance the writing.

S1C3PO6 Tools or strategies for refinement Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the
draft.

S1C3PO7 Resources and reference materials Use resources and reference materials to select more precise vocabulary.
EDITING

S1C4PO3 Proofreading marks Apply proofreading marks to indicate errors in conventions, although may be
inconsistent or experimental.

S1C4PO4 Tools and strategies to edit Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the
draft.

CONVENTIONS

S2C6PO1 Capital letters
Use capital letters for:
a. proper nouns ( i.e., names, days, months)
b. titles
c. names of places
d. abbreviations
e. literary titles (i.e., book, story, poem)


AZ PREAMBLE
CONVENTIONS Punctuate endings of sentences using:
a. periods
S2C6PO2 Punctuation b. question marks
c. exclamation points

S2C6PO7 High frequency words Spell high frequency words correctly.
Use common spelling patterns/generalizations to spell words correctly, including:
S2C6PO8 Common spelling patterns a. word families
b. regular plurals
c. r-controlled
d. diphthong
e. consonant digraphs
f. CVC words
g. CCVC
h. CVCC
i. affixes
S2C6PO9 Homonyms Spell simple homonyms correctly in context.

S2C6P10 Correct spelling Use resources (e.g., dictionaries, word walls) to spell correctly.

S2C6PO12 Subject/verb agreement Use subject/verb agreement in simple sentences.
PUBLISHING
S1C5PO1 Appropriate format for audience and purpose Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate
to audience and purpose.

S1C5PO2 Intended audience Share the writing with the intended audience.

S1C5PO3 Margins and spacing Use margins and spacing to enhance the final product.

S1C5PO4 Legible handwriting Write legibly.


Quarter: 1
Unit Name and Description: Expressive Writing through Personal Narratives

Cluster: 1
Big Ideas/Enduring Understandings Essential Question(s)

Writing is a way to express one’s thoughts, ideas, and events. Why is it important to add details to your writing?

Writing should be in a logical and sequential order. How can details make a story interesting?

Good writers are aware of their audience when writing a story. How does writing express certain thoughts, ideas, and events?

Details make a story more interesting and capture a reader’s interest. How can a writer use different words to express their thoughts and capture the
reader’s interest?
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO1 Narrative writing Write a narrative based on imagined or real events, Narrative
observations, or memories that includes:
Imagined
a. characters
b. setting Real
c. plot Character
d. sensory details Setting
e. clear language Plot
f. logical sequence of events
Sensory Details
S2C6PO4 Quotation marks Use quotation marks to punctuate dialogue, although may be Sequence of events


S2C1PO2 Content and selected details Provide content and selected details that are well-suited to Details
audience and purpose.
Audience
S2C2PO2 Beginnings Create a beginning that captures the reader’s interest. Purpose
Beginning
S2C2PO5 Endings Create an ending that provides a sense of resolution or Ending
closure. Resolution
S2C3PO1 Audience awareness Show awareness of the audience through word choice and
Closure
style.
Audience
S2C4PO2 Descriptive words and phrases Use descriptive words and phrases that energize the writing. Word Choice
Descriptive Words
Energize
S2C5PO1 Simple and compound sentences Write simple and compound sentences.
Simple and
Compound
S2C6PO9 Homonyms Spell simple homonyms correctly in context. Sentences
Homonyms
Parts of Speech
S2C6PO11 Parts of speech Use the following parts of speech correctly in simple Nouns
sentences: Action Verbs
a. nouns
b. action verbs Personal Pronouns
c. personal pronouns Adjectives
d. adjectives


Quarter: 2
Unit Name and Description: Expository Writing

Cluster: 2

Expository writing describes, explains or summarizes ideas and content. What is expository writing?

Writing in content areas will improve understanding of content area concepts. What is a main idea?

Writing in content areas will increase communication skills. When writing, how might your statements support a main idea?

Where would you see expository text in the real world?
S3C2PO2 Expository paragraph Write an expository paragraph that contains: Expository
a. a topic sentence Paragraph
b. supporting details
Topic sentence
c. relevant information
S3C2PO1 Record information (e.g., observations, notes, lists, charts, Legends
Information related to a topic
map labels and legends) related to the topic. Nonfiction
Main idea
S2C1PO1 Clear ideas related to a topic Express ideas that are clear and directly related to the topic. Summary
Reflection


*S2C1PO2 Content and selected details Provide content and selected details that are well-suited to
audience and purpose.

S2C1PO3 Relevant details Use relevant details to provide adequate support for the ideas.

S2C2PO3 Supporting details Place details appropriately to support the main idea.

S2C2PO6 Paragraph Construct a paragraph that groups sentences around a topic.

S2C4PO3 Appropriate vocabulary Apply vocabulary and/or terminology appropriate to the type
of writing.

S3C2PO3 Expository forms Write in a variety of expository forms (e.g., summary,
newspaper article, reflective paper, log, journal).


Quarter: 2
Unit Name and Description: Narrative

Cluster: 3

A story has characters, a setting and usually a problem or goal. What do you enjoy about stories?

Stories are written is a logical sequence of events. What types of characters do you like to read about?

S3C1PO1 Narrative Write a narrative based on imagined or real events, Characters
Setting
a. characters
Plot
b. setting
Details
c. plot
Sequence
d. sensory details
e. clear language Events
f. logical sequence of events Simple sentence
S2C6PO12 Simple sentences Use subject/verb agreement in simple sentences. Subject
Verb
S2C6PO7 High Frequency Words Spell high frequency words correctly. High frequency
words


Quarter: 2
Unit Name and Description: Expressive Writing through Poetry

Cluster: 4

Expressive writing is a way to express one’s thoughts and ideas. How can you express your thoughts and feelings in writing?

The use of literal and figurative language in poetry allows the writer to create In writing, how can you use words to create a picture?
a picture in the reader’s mind.
What is poetry?

Why is poetry a powerful form of expression?

S3C1PO2 Expressive forms of writing Write in a variety of expressive forms (e.g., poetry, skit) Figurative
that may employ: language
a. figurative language Rhythm
b. rhythm Stanza
c. dialogue Lines
d. characterization Patterns
e. plot
f. appropriate format
S2C3PO2 Originality Convey a sense of originality, sincerity, liveliness, or humor
appropriate to topic and type of writing.


S2C4PO4 Literal and figurative language Use literal and figurative language in a variety of ways (e.g.,
imitating, creating new words, rhyming), although may be
S2C5PO2 Sentence fluency Write sentences that flow together and sound natural when
read aloud.


Quarter: 3
Unit Name and Description: Functional Writing

Cluster: 5

Functional writing is a form of writing related to real-world tasks. How does writing vary for real-world purposes?

Letters are a form of communication. How is functional text relevant to your everyday life?

Why is following directions important?

S3C3PO1 Variety of functional text Write a variety of functional text (e.g., directions, recipes, Heading
procedures, rubrics, labels, graphs/tables). Greeting
Body
S3C3PO2 Forms of communication Write communications, including:
a. thank-you notes Closing
b. friendly letters Procedures
c. formal letters Correspondence
d. messages Recipient
e. invitations
S2C2PO1 Organization of content Organize content in a selected format. (e.g., friendly letter,
narrative, expository text).

*S2C3PO1 Awareness of the audience Show awareness of the audience through word choice and
style.


S2C5PO3 Variety of sentence structure Vary sentence beginnings, lengths, and patterns to enhance
the flow of the writing.
S2C6PO3 Commas Use commas to punctuate:
a. items in a series
b. greetings and closings of letters
c. dates

S2C6PO6 Apostrophes Use apostrophes to punctuate:
a. contractions
b. singular possessive

S3C3PO3 Addressing envelopes Address an envelope for correspondence that includes:
a. an appropriate return address
b. an appropriate recipient address


Quarter: 3
Unit Name and Description: Persuasive Writing

Cluster: 6

Persuasive writing is used for the purpose of influencing the reader. How can writing convince people’s opinions or actions?

The writer presents an issue and expresses an opinion in order to convince How might you communicate your opinion?
an audience to agree with his opinion or to take a particular action.
What is the purpose of persuasive writing?

S3C4PO1 Persuasive text Write persuasive text (e.g., advertisements, paragraph) Persuasive
that attempts to influence the reader. Influence
Convey
Clear ideas Audience
*S2C1PO1 Express ideas that are clear and directly related to the topic.
Purpose

*S2C3PO2 Sense of originality Convey a sense of originality, sincerity, liveliness, or humor
*S2C4PO1 Word choice Use a variety of specific and accurate words that effectively
convey the intended message.


Quarter: 3

Unit Name and Description: Expressive Writing through Personal Narratives

Cluster: 7

Writing is a way to express one’s thoughts, ideas, and events. Why is it important to add details to your writing?

Writing should be in a logical and sequential order. How can details make a story interesting?

Good writers are aware of their audience when writing a story. How does writing express certain thoughts, ideas, and events?

Details make a story more interesting and capture a reader’s interest. How can a writer use different words to express their thoughts and capture the
reader’s interest?
*S3C1PO1 Narrative writing Write a narrative based on imagined or real events, Narrative
Imagined
g. characters
h. setting Real
i. plot Character
j. sensory details Setting
k. clear language Plot
l. logical sequence of events
Sensory Details


*S2C6PO4 Quotation marks Use quotation marks to punctuate dialogue, although may be Sequence of events
Details
*S2C1PO2 Content and selected details Provide content and selected details that are well-suited to Audience
audience and purpose. Purpose
Beginning
*S2C2PO2 Beginnings Create a beginning that captures the reader’s interest. Ending
Resolution
*S2C2PO5 Endings Create an ending that provides a sense of resolution or Closure
closure. Audience
Word Choice
*S2C3PO1 Audience awareness Show awareness of the audience through word choice and
Descriptive Words
style.
Energize
*S2C4PO2 Descriptive words and phrases Use descriptive words and phrases that energize the writing. Simple and
Compound
Sentences
Homonyms
Parts of Speech
Nouns
Action Verbs
Personal Pronouns
Adjectives


Quarter: 4 The POs in the following cluster(s) are 3rd Grade Performance Objectives
Unit Name and Description: Literary Response

Cluster: 8

Literary response is the writer’s reaction to a literary selection. How might a written personal response to literature contribute to writer’s
understanding?
Literary responses include the writer’s interpretation, analysis, opinion, and/or
feelings about the piece of literature and selected elements within it. How does understanding the characteristics/structure of various literary forms
contribute to a greater understanding of the text?

S3C5PO2 Book report Write a book report or review that may identify the: Main idea
a. main idea
Characters
b. character(s)
c. setting Setting
d. sequence of events Sequence
e. problem/solution Connecting words
Problem
S3C5PO1 Literature reflection Write a reflection to a literature selection (e.g., journal entry,
Solution
book review).
Reflection


S3C5PO3 Response to literature Write a response to a literature selection that connects: Response
a. text to self (personal connection) Colon
b. text to world (social connection)
c. text to text (compare within multiple texts)
*S2C4PO1 Variety of words Use a variety of specific and accurate words that effectively
convey the intended message.
*S2C5PO3 Sentence fluency Vary sentence beginnings, lengths, and patterns to enhance the
flow of the writing.
*S2C1PO3 Relevant details Use relevant details to provide adequate support for the ideas.
S2C6PO5 Colons Use a colon to punctuate time.

S1C1PO6 Time management strategies Use time management strategies, when appropriate, to
produce a writing product within a set time period.


Quarter: 4 The POs in the following cluster(s) are 3rd Grade Performance Objectives
Unit Name and Description: Research Writing

Cluster: 9

Research writing is a process in which the writer identifies a topic or question How is information organized?
to be answered.
What is the best way to organize information?
The writer locates and evaluates information about the topic or question, and How can you use information in books and other sources to write reports?
then organizes, summarizes, and synthesizes the information into a finished
product. Why is information organized in different ways?

AZ Essential Learning Summative
Key Vocabulary
Standard Knowledge Skills Assessment

S3C6PO3 Informational report Write an informational report that includes main idea(s) Main idea
and relevant details.
Paraphrase
Sources
S3C6PO1 Information Paraphrase information from at least one source (e.g., Internet, Reference
reference materials).
Resources

S3C6PO2 Organized notes Organize notes in a meaningful sequence.


S1C4PO1 Conventions Identify punctuation, spelling, and grammar and usage errors
in the draft.
S2C2PO4 Transitional words Use transitional words and phrases (e.g., next, then, so, but,
while, after that, because) to connect ideas.
*S2C3PO2 Voice Convey a sense of originality, sincerity, liveliness, or humor
S1C4PO2 Appropriate resources Use resources (e.g., dictionary, word lists, spelling/grammar
checkers) to correct conventions.


Third Grade Writing Curriculum Map

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