Getting to the Core of Writing: Essential Lessons for Every Student - Grade 3
Product Number: 1507194
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Sorry, this product is no longer available. For your Common Core curriculum.
Incorporate writing instruction in the classroom as an essential element of literacy development while implementing best practices. Simplifies the planning of writing instruction and assists teachers in becoming familiar with the Common Core State Standards of Writing and provides resources to support the implementation of these standards. Features a teacher resource CD and contains information on how to establish a daily writing workshop that includes consistent, structured instruction to engage students in the writing process. 152 pages.
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CCSS Product Alignment
ELA Grade 3
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza, describe how each successive part builds on earlier sections.
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2 Determine the main idea of a text, recount the key details and explain how they support the main idea.
W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1b Provide reasons that support the opinion.
W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
W.3.2a Introduce a topic and group related information together, include illustrations when useful to aiding comprehension.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.3a Establish a situation and introduce a narrator and/or characters, organize an event sequence that unfolds naturally.
W.3.3c Use temporal words and phrases to signal event order.
W.3.3d Provide a sense of closure.
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3.)
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3.)
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources, take brief notes on sources and sort evidence into provided categories.
W.3.10 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.
SL.3.1a Come to discussions prepared, having read or studied required material, explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
SL.3.1d Explain their own ideas and understanding in light of the discussion.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)
L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.1d Form and use regular and irregular verbs.
L.3.1i Produce simple, compound, and complex sentences
L.3.2e Use conventional spelling for high&$45,frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.3a Choose words and phrases for effect.
L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).