[3RD GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) # 1
Prompt:
Day 1: Write about something that happened to you in the summer. Escribe
sobre algo que te pasó en el verano.
Day 2: Tell about ways you might help your school community.
Habla acerca de las maneras que tú podrías ayudar a tu comunidad escolar.
Day 3: Write about someone who is by your side no matter what happens.
Escribe acerca de alguien que está a tu lado pase lo que pase.
Day 4: Write about why it is important for people to help each other.
Escribe acerca de por qué es importante que las personas se ayuden
mutuamente.
Day 5: Elaborate and revise one of your journal entries. Focus on complete
sentences, capitalization, punctuation, and grammar.
Elaborar y revisar una de las entradas de tu cuaderno. Concéntrate en
oraciones completas, mayúsculas, puntuación y gramática.
Primary Writing TEKS: 3.19: Students write about their own experiences.
Students are expected to write about important personal experiences.
Writing Activity/Strategy Description:
Baseline writing through journaling.
Suggested Pacing for Composition Writing:
Introduce:
Prewriting:
Drafting (Day 1-4) : Respond to daily journal prompt
Revising (Day 5): Revise one journal entry for grammar and punctuation.
Editing:
Publishing:
Features of Genre:
Narrative: Tells a story or part of a story
Expository: Seeks to inform, explain, clarify, define or instruct
Edgewood ISD CIA Dept.
Form of Writing: Journaling
Grammar Focus:
Grammar Pre-Test
Journey’s Texas Assessment Prep (Blue Book) pp. 112-116
Primary Grammar TEKS: 3.22A (i-iv) use and understand the function of the
following parts of speech in the context of reading, writing, and speaking: (i)
verbs (past, present, and future); (ii) nouns; (iii) adjectives; (iv) adverbs.
Revising/Editing Focus based on State Rubric: Use of
Language/Conventions: The writer demonstrates a consistent command of
sentence boundaries and spelling, capitalization, punctuation, grammar, and
usage conventions.
Writing Resource Correlation:
Journeys/Senderos:
Write Source: Writing Sentences p.442
Other Resources:
Academic Vocabulary: noun verb, adjective, adverb, narrative, expository
Page 1
[3RD GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) #2
Prompt:
Describe your favorite game and explain why it is fun.
Describe tu juego favorito y explica porque es divertido.
Primary Writing TEKS: 3.20A: Students write expository and procedural or
work-related texts to communicate ideas and information to specific
audiences for specific purposes. Students are expected to:
(A) create brief compositions that: (i) establish a central idea in a topic
sentence; (ii) include supporting sentences with simple facts, details, and
explanations; and (iii) contain a concluding statement
Writing Activity/Strategy Description:
Expository Informative Brainstorming (pg. 36 – Randi Whitney)
Linear Paragraph (pg. 23 – Randi Whitney)
Suggested Pacing for Composition Writing:
Introduce:
Prewriting:
Drafting:
Revising:
Editing:
Publishing:
Features of Genre:
Informative expository writing seeks to have the author inform, report,
explain, or tell why.
Edgewood ISD CIA Dept.
Form of Writing: Expository/Informative
Grammar Focus:
Subjects and Predicates
Primary Grammar TEKS: 3.22B: use the complete subject and the complete
predicate in a sentence
Revising/Editing Focus based on State Rubric:
Use of Language/Conventions: The writer’s word choice is purposeful and
precise. It reflects a keen awareness of the expository purpose and maintains
a tone appropriate to the task. The word choice strongly contributes to the
quality and clarity of the essay.
Writing Resource Correlation:
Journeys/Senderos: Refer to TE 20, TE 40-41, TE 48-49, TE 62
Daily Grammar-Lesson 1
Student Book p. 38-39
Write Source: Skills Book p. 77-83
Other Resources:
Academic Vocabulary: complete subject, expository, complete predicate,
informative
Page 2
[3RD GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) # 3 (5 days)
Prompt:
Describe your favorite game and explain why it is fun.
Primary Writing TEKS:
3.17(A) plan a first draft by selecting a genre appropriate for conveying the
intended meaning to an audience and generating ideas through a range of
strategies (e.g., brainstorming, graphic organizers, logs, journals);
(B) develop drafts by categorizing ideas and organizing them into paragraphs;
3.20 Students write expository and procedural or work-related texts to
communicate ideas and information to specific audiences for specific
purposes. Students are expected to:
(A) create brief compositions that:
(i) establish a central idea in a topic sentence;
(ii) include supporting sentences with simple facts, details, and explanations;
and
(iii) contain a concluding statement;
Writing Activity/Strategy Description:
 Model this type of writing using activity p. 19 Randi Whitney
Expository Packet (Favorite Color)
 Linear Paragraph p. 23 Randi Whitney Expository Packet
Suggested Pacing for Composition Writing:
Introduce:
Prewriting: (Day 1) Model lesson
Drafting: (Day 2, 3, 4, 5) Drafting and Conferencing-teacher needs to
model the drafting process for this prompt daily.
Revising:
Editing:
Publishing:
Features of Genre:
Describe through informing, explaining, and defining.
Edgewood ISD CIA Dept.
Form of Writing: Expository - Informative
Grammar Focus:
Kinds of sentences
Primary Grammar TEKS:
No match
Revising/Editing Focus based on State Rubric:
The organizing structure of the essay is clearly appropriate to the
purpose and responsive to the specific demands of the prompt. The
essay is skillfully crafted because the writer uses organizational
strategies that are particularly well suited to the expository task.
Writing Resource Correlation:
Journeys/Senderos:
Daily Grammar Lesson 2 T.E. pp. T108, T128, T136, T150 and S.E. 7071.
Write Source:
p. 448
Other Resources:
Journey’s Projectables 2.2 & 2.6
Write Source Skills Book pp. 3-4 & 7-8
Academic Vocabulary:
Sentence, expository, informative, command, exclamation, statement,
question
Page 3
[3RD GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) # 4 (5 days)
Prompt:
Describe your favorite game and explain why it is fun.
Primary Writing TEKS:
3.17(A) plan a first draft by selecting a genre appropriate for conveying the
intended meaning to an audience and generating ideas through a range of
strategies (e.g., brainstorming, graphic organizers, logs, journals);
(B) develop drafts by categorizing ideas and organizing them into paragraphs;
(C) revise drafts for coherence, organization, use of simple and compound
sentences, and audience;
(D) edit drafts for grammar, mechanics, and spelling using a teacherdeveloped rubric; and
3.20 Students write expository and procedural or work-related texts to
communicate ideas and information to specific audiences for specific
purposes. Students are expected to:
(A) create brief compositions that:
(i) establish a central idea in a topic sentence;
(ii) include supporting sentences with simple facts, details, and
explanations; and
(iii) contain a concluding statement;
Writing Activity/Strategy Description:
 Model student revising-revise for complete sentences and
focus/organization. Write Source pp. 140-144
 Model adding details to writing. Use Randi Whitney p. 11 exercise to
create sensory details. Brainstorm it together using a thinking map.
 Edit for end punctuation.
Purpose: To show students how to revise their writing.
Suggested Pacing for Composition Writing:
Introduce:
Prewriting:
Drafting:
Revising: (Day 1, 2, 3) Self and Peer revising/Conferencing
Editing: (Day 4) Edit for end punctuation-skill from week 3
Publishing: (Day 5) Finish editing and publish final draft
Features of Genre:
Describe through informing, explaining, and defining.
Edgewood ISD CIA Dept.
Form of Writing: Expository - Informative
Grammar Focus:
Sentence fragments and Run-ons
Primary Grammar TEKS:
3.22 (B) use the complete subject and the complete predicate in a sentence;
Revising/Editing Focus based on State Rubric:
The writer establishes a clear central idea. All ideas are strongly related to the
central idea and are focused on the topic specified in the prompt. By
sustaining this focus, the writer is able to create an essay that is unified and
coherent.
Writing Resource Correlation:
Journeys/Senderos:
Daily Grammar Lesson T.E. T pp. T196, T218, T226, T240 and S.E. 106-107
Write Source:
pp.567-568
Other Resources:
pp.117-120
Academic Vocabulary:
Sentence, fragment, run-on, revise, edit
Page 4
[3RD GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) # 5
Prompt:
Write about an event that changed your life.
Primary Writing TEKS: 3.17(A) plan a first draft by selecting a genre
appropriate for conveying the intended meaning to an audience and
generating ideas through a range of strategies (e.g., brainstorming, graphic
organizers, logs, journals)
Writing Activity/Strategy Description:
Brainstorming, Magnifying,( Randi Whitney) Lesson 4
Suggested Pacing for Composition Writing:
Introduce:
Prewriting: Day 1: Model lesson
Drafting (Day 2-5): Brainstorm, draft, and conference with students.
Teacher needs to model brainstorming process for this prompt daily.
Revising:
Editing:
Publishing:
Features of Genre:
Narrative: Tells a story or part of a story
Edgewood ISD CIA Dept.
Form of Writing: Personal Narrative
•
Common Nouns
•
Proper Nouns
•
Ideas
Primary Grammar TEKS: 3.22Aii nouns (singular/plural, common/proper)
Revising/Editing Focus based on State Rubric:
Use of Language/Conventions: The writer demonstrates a consistent
command of sentence boundaries and age-appropriate spelling,
capitalization, punctuation, grammar, and usage conventions. Although minor
errors may be evident, they do not detract from the fluency or clarity of the
writing. The overall strength of the conventions contributes to the
effectiveness of the narrative.
Writing Resource Correlation:
Journeys/Senderos: T.E. p. T330-331; S.E. p. 142
Write Source:
Write Source TE p. 420-421; S.E. p. 421
Skills Book “Common and Proper Nouns” p. 119
Other Resources:
Academic Vocabulary: common noun, proper noun, brainstorming
Page 5
[3RD GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) # 6
Prompt:
Write about an event that changed your life.
Primary Writing TEKS: 3.17(B) develop drafts by categorizing ideas and
organizing them into paragraphs
Writing Activity/Strategy Description:
Drafting using Storyline (Randi Whitney) pg. 43-47
1 Page Foldable
Suggested Pacing for Composition Writing:
Introduce:
Prewriting:
Drafting (Day 1-5): Draft, and conference with teacher. Teacher needs to
model drafting process for this prompt daily.
Revising:
Editing:
Publishing:
Features of Genre:
Narrative: Tells a story or part of a story
Edgewood ISD CIA Dept.
Form of Writing: Personal Narrative
•
Plural Nouns with s & e
•
Ideas
Primary Grammar TEKS: 3.22Aii nouns (singular/plural, common/proper)
Revising/Editing Focus based on State Rubric:
Use of Language/Conventions: The writer demonstrates a consistent
command of sentence boundaries and age-appropriate spelling,
capitalization, punctuation, grammar, and usage conventions. Although minor
errors may be evident, they do not detract from the fluency or clarity of the
writing. The overall strength of the conventions contributes to the
effectiveness of the narrative.
Writing Resource Correlation:
Journeys/Senderos: T.E. p. T420-421; S.E. p. 178
Write Source:
Write Source TE p. 422; S.E. p. 422
Skills Book “Singular and Plural Nouns” p. 121
Other Resources:
Academic Vocabulary: plural noun, singular noun
Page 6
[3RD GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) # 7
Prompt:
Write about an event that changed your life.
Primary Writing TEKS:
3.17C: revise drafts for coherence, organization, use of simple and
compound sentences, and audience;
3.17(D) edit drafts for grammar, mechanics, and spelling using a teacherdeveloped rubric;
Writing Activity/Strategy Description:
Revise and edit-(Randi Academy) Lesson 6, Publish.
Suggested Pacing for Composition Writing:
Introduce:
Prewriting:
Drafting:
Revising: (Day 1-2) Model with students how to revise for word choice
(verbs, common nouns, proper nouns, plural nouns).
Editing: (3-4) Conference with students on word choice
Publishing(Day 5): Have students publish finished composition
Features of Genre:
Narrative: Tells a story or part of a story
Edgewood ISD CIA Dept.
Form of Writing: Personal Narrative
•
Verbs
•
Revising for Word Choice
Primary Grammar TEKS: 3.22A(i) verbs (past, present, and future)
Revising/Editing Focus based on State Rubric:
Use of Language/Conventions: The writer’s word choice is vivid and
expressive. It reflects a keen awareness of the narrative purpose. Effective
word choice enables the writer to recreate the experience in a way that
conveys its importance.
Writing Resource Correlation:
Journeys/Senderos: T.E. Unit 2 Lesson 6 p. T64; S.E. p. 218-219
Write Source:
Write Source TE p. 429-433; S.E. p. 429-433
Skills Book “Verbs” p. 133-149
Other Resources:
Academic Vocabulary: verbs, helping verbs, action verbs, linking verbs,
singular/plural verbs
Page 7
[3RD GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) # 8 (4 ½ days)
Prompt:
Explain how to ride a bike.
Primary Writing TEKS:
3.17(A) plan a first draft by selecting a genre appropriate for conveying the intended
meaning to an audience and generating ideas through a range of strategies (e.g.,
brainstorming, graphic organizers, logs, journals);
(B) develop drafts by categorizing ideas and organizing them into paragraphs;
3.20 Students write expository and procedural or work-related texts to communicate
ideas and information to specific audiences for specific purposes. Students are
expected to:
(A) create brief compositions that:
(i) establish a central idea in a topic sentence;
(ii) include supporting sentences with simple facts, details, and explanations;
and
(iii) contain a concluding statement;
Form of Writing: Expository – How-to(procedural)
Grammar Focus:
Verb Tenses
Primary Grammar TEKS:
3.22 (A) (i) verbs (past, present, and future);
Writing Activity/Strategy Description:
 Use Randi Whitney Lesson from Expository Packet on
Introductions/Conclusions pp. 28/38. Create foldable.
 Let’s Get Organized p. 42 w/ “I” Activity from Randi Whitney
Expository Packet.
Purpose: To introduce students to this type of writing.
Suggested Pacing for Composition Writing:
Revising/Editing Focus based on State Rubric:
The writer’s word choice is purposeful and precise. It reflects a keen
awareness of the expository purpose and maintains a tone appropriate
to the task. The word choice strongly contributes to the quality and
clarity of the essay.
Introduce: (Day 1) Discuss what this kind of writing looks like. Show
examples and brainstorm different ways this is used.
Prewriting: (Day 2, 3, 4) Brainstorm steps together. Use above
activities together.
Drafting: (Day 5) Students use their foldable to begin drafting.
Revising:
Editing:
Publishing:
Features of Genre:
Procedural expository writing defines or instructs the audience
regarding the steps to accomplish a task.
Journeys/Senderos:
Daily Grammar Lesson 7 T.E. pp. T110, T130, T138, T152 and S.E. 250251
Write Source:
Edgewood ISD CIA Dept.
Writing Resource Correlation:
Other Resources:
Academic Vocabulary:
Verbs, tenses, task, procedural
Page 8