Introduction:

ELA I Can Statements:
Standards
Performance Assessments

Prose Constructed Responses (September)


  • W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.
  • W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
  • W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
Students will complete a narrative, informative, and persuasive text based response across two texts.
Students will write prose constructed responses all year long. Use Writing to Sources as part of the Reading Street anthology to support additional practice all year.

Launching Writing Workshop (October)

  • W.3.3-Write narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • 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 above.)
  • 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 on page 29.)
  • 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.
  • L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • 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.
Students revise and edit one personal narrative.



Personal Narrative (November)

  • W.3.3-Write narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • 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 above.)
  • 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 on page 29.)
  • 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.
  • L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • 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.
Students revise and edit one personal narrative.



Imagined Narrative (December)

  • W.3.3-Write narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • W.3.3-A Write poems, descriptions, and stories in which figurative language and the sounds of words are key elements.
  • 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 above.)
  • 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 on page 29.)
  • 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.
  • L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • 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.
Students revise and edit one imagined narrative.
Explanatory Informational Articles (January)
  • W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly
  • W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
  • L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • W.3.6-With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
  • W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
Students revise and edit one informative/explanatory writing.


Explanatory Research (February-March)

  • W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly
  • W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
  • L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • L.3.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and context, choosing flexibly from a range of strategies.
  • 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.
  • W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • W.3.6-With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others.
  • 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 and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
Students revise and edit one informative/explanatory writing based upon their research.


Persuasive (April)

  • W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.
  • W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
  • W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
  • L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Students revise and edit a persuasive letter stating concerns in the community.

Persuasive Character Analysis (May)

  • W.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.
  • W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
  • W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
  • L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Students revise and edit one opinion character analysis.

Poetry (June)