Some helpful information about the Third, Fourth and Fifth Grade Writing Pacing Guides and accompanying maps and rubrics:
Item
Informational and Research Writing,
Research and Informative/Explanatory Writing
Units, & First and Second 10 Days (These
units are not included in the Lucy Calkins
Units of Study.)
extra days within each unit
Grammar Instruction Map
Genre unit rubrics:
1. Launching the Writing Workshop
(narrative)
2. Raising the Quality of Narrative Writing
(narrative)
3. Breathing Life Into Essays (opinion)
4. Informational and Research Writing
5. Literary Essay: Writing About Reading
(literary essay)
6. Research and Informative/Explanatory
Writing
7. First and Second 10 Days (MEAP prep)
Location
on the common drive
under Curriculum
Resources
left hand column of this
pacing guide
attached to this pacing
guide; also found on the
common drive under
Curriculum Resources
attached to this pacing
guide; also found on the
common drive under
Curriculum Resources
Purpose
Notes
to provide instructional writing sessions
not offered in Calkins’ Units of Study,
but required in the Michigan Grade
Level Content Expectations (GLCEs) or
Common Core State Standards.
some extra days for:
 stretching a few sessions to more
than one day if you feel your
students need that extra time
 focused grammar instruction in the
context of writing
 short time range writing experiences
 district writing tests
These units have been written by local educators experienced in Writing Workshop
and teaching the Units of Study. The First 10 Days: Preparation for MEAP Writing
and The Second 10 Days for Writing available at
http://www.oakland.k12.mi.us/Departments/LearningServices/MEAPWriting/tabid/85
5/Default.aspx)
The extra time might be used for focusing on grammar lessons in the context of
student writing or for familiarizing students with the genre of standardized writing
tests. If you have extended time remaining after a unit, you might choose to offer
students personal choice writing time to write a piece in the genre of their choice
using their newly learned strategies. Although extra time is offered within each unit,
it is likely that teachers new to the Units of Study or Writer’s Workshop will feel the
need to push themselves to complete each unit within the amount of time indicated.
to emphasize GLCE expectations for
grammar instruction
When students are taught a new grammar skill, they are expected to use that skill
correctly only during editing. In the following unit, students are expected to use that
skill before editing - during revising. But again, additional new grammar skills are
evaluated only during editing. And in the unit after that, students are expected to use
that first skill even earlier - in drafting, and so on. New grammar skills are introduced
during most units. The GLCEs specify grammar “in the context of writing,” and
research shows, that the most effective method of teaching grammar is in the
context of writing, not practice worksheets.
used at the end of each unit to evaluate
published student work and plan for
individual or small group instruction
It is necessary to review the student’s writer’s notebook, observations of student
partner revising work, teacher-student conferring notes, the student’s project folder
work, and published writing to complete these rubrics. The results from these rubrics
should be used to evaluate individual student needs and to plan for future
instruction. The unit genre rubrics are aligned with the student experiences within
each unit. These rubrics reflect the content of our writing instruction which extends
beyond the minimum requirements of the GLCEs.
Report card rubric
attached to this pacing
guide; also found on the
common drive under
Curriculum Resources
to emphasize GLCE expectations for
grammar instruction
Simple Session Planning template
found on the common
drive under Curriculum
Resources
can be used to draw out the important
points in a session to simplify lesson
planning
Last updated on Saturday, March 12, 2016
Muskegon Public Schools - Third Grade Writing Pacing Guide
The report card and its rubric are aligned with the Michigan Grade Level Content
Expectations (GLCEs). It is necessary to review the student’s writer’s notebook,
observations of student partner revising work, teacher-student conferring notes, the
student’s project folder work, and published writing to complete this rubric. This
rubric will help to standardize reporting across the district. Although this rubric can
be used to evaluate student writing after each genre unit, the information gained
from this rubric will not help you plan for student instruction as well as the genre unit
rubrics will.
The sessions in the Units of Study offer a peek into another teacher’s classroom and
include much information to sift through. Using this form can help you clarify the
important points and purpose for each minilesson.
Pacing
20-30 minutes in
the first week of
school
Beginning The
Writer’s
Workshop/
Narrative Writing
5 weeks-
3rd Grade GLCEs /
Common Core State Standards
Common Core State Standards
Text Types and Purposes
 W.3.3. Write narratives to develop real or imagined
experiences or events using effective technique, descriptive
details, and clear event sequences.
o Establish a situation and introduce a narrator
and/or characters; organize an event sequence
that unfolds naturally.
o Use dialogue and descriptions of actions,
thoughts, and feelings to develop experiences and
events or show the response of characters to
situations.
o Use temporal words and phrases to signal event
order.
o Provide a sense of closure.
Production and Distribution of Writing
 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.
 W.3.6. With guidance and support from adults, use technology
to produce and publish writing (using keyboarding skills) as
well as to interact and collaborate with others.
Range of Writing
 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.
GLCE’s
W.GN.03.01 write a cohesive narrative piece such as a fable, folktale, or
realistic fiction using personification, setting, actions and thoughts that
reveal important character traits.
W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles
and patterns when writing a narrative or informational piece.
W.PR.03.02 apply a variety of pre-writing strategies for both narrative and
informational writing (e.g., graphic organizers such as maps, webs, Venn
diagrams) in order to generate, sequence, and structure ideas (e.g.,
sequence for beginning, middle, and end, problem/solution, or
Skills Assessed for
Report Card
Student Experiences
annual benchmark
assessment for CA-60
documentation
K-8 Benchmark Narrative
Assessment
Prints fluently
Make decisions as an author
with an ability to talk about
the writing, not just the topic
Writes fluently in cursive
Writes a cohesive personal
narrative of substantial
length
Work towards increasing
writing stamina
Sets a purpose for writing /
Applies pre-writing
strategies
Drafts writing in multiple
sentences and paragraphs
Writes initial drafts in
multiple paragraphs using
correct basic grammar
conventions and correct
spelling of high frequency
words
Revises drafts based on the
input of others
Alone or with others, edits
writing for grade level
grammar conventions and
spelling using resources
Exhibits personal style in
published writing
Speaks effectively and in
standard American English
when presenting work to an
audience
Listens attentively to ask
questions
Responds knowledgeably
1
Develops a small repertoire
of strategies to generate
ideas for writing from the
small details of life that the
student is learning are worth
capturing
Tells a story by reliving the
“movie in her mind” rather
than summarizing or
commenting about it
Writes a personal narrative
that is focused on a small
moment in time, choosing
where to begin the true story
about one’s self.
Writes within a detailed
chronological structure,
leading with action or
dialogue, using a variety of
strategies to create leads
and endings.
Identifies elements of
narratives
Begins writing quickly after
the mini-lesson, writing for at
least 35 minutes. After
finishing an entry, begins a
new one or reworks a
previous entry
By mid-unit, produce at least
¾ of a page of writing during
a writing workshop
During the unit, write at least
10 pages of entries, drafting
Recommended
Activities /
Resources
Units of Study for Teaching
Writing Grades 3-5 by Lucy
Calkins- Unit 1: Launching
the Writing Workshop
Resources for the whole
year:
 Writers’ notebooks for
the teacher and each
child
 Writing folders to
organize drafts,
revisions, rubrics, etc.
 Blank booklets with
four or five pages
 Lined paper for drafting,
revising, and publishing
 Writing utensils and
containers to hold them
on each table
 Storage boxes or
baskets to hold writers’
notebooks on tables
 Sticky notes
 Chart paper and
markers
 Small versions of
charts for children to
keep in notebooks (see
CD)
 Word Wall or a
substitute for teaching
high-frequency words
 Writer’s notepads, one
for each student to take
home (optional)
 Overhead projector
and transparencies
(optional)
Thinking Maps:
 flow map
Vocabulary
personal narrative
mentor text
sustaining writing
strategy
generate
storytelling
watermelon idea
seed story
zoom in
true, exact details
lead
ending
timeline
dialogue
setting
images
revision
editing checklist
Pacing
Going Deeper with
Narrative Writing
4 weeks
3rd Grade GLCEs /
Common Core State Standards
Skills Assessed for
Report Card
compare/contrast).
W.PR.03.03 draft focused ideas in written compositions using multiple
sentences and paragraphs to slow down or speed up reading; including
varying patterns and/or organizational text structures (e.g.,
compare/contrast, cause/effect, or problem/solution).
W.PR.03.04 revise drafts based on constructive and specific oral and
written responses to writing by identifying sections of the piece to improve
sequence and flow of ideas (e.g., arranging paragraphs, connecting main
and supporting ideas, transitions).
W.PR.03.05 proofread and edit writing using appropriate resources (e.g.,
dictionary, spell check, writing references) and grade-level checklists, both
individually and in groups.
W.PS.03.01 exhibit personal style and voice to enhance the written
message in both narrative (e.g., varied word choice and sentence structure,
character description) and informational writing (e.g., examples, transitions,
grammar and usage).
W.GR.03.01 in the context of writing, correctly use subjects and verbs that
are in agreement; verb tenses; nouns and possessives; commas in a
series; and begin use of quotation marks and capitalization in dialogue.
W.SP.03.01 in the context of writing, correctly spell frequently encountered
words (e.g., multi-syllabic, r-controlled, most consonant blends,
contractions, compounds, common homophones); for less frequently
encountered words, use structural cues (e.g., letter/sound, rimes,
morphemic) and environmental sources (e.g., word walls, word lists,
dictionaries, spell checkers).
W.HW.03.01 fluently and legibly write the cursive alphabet.
S.CN.03.02 adjust their use of language to communicate effectively with a
variety of audiences and for different purposes including gathering
information, making requests, discussing, classroom presentations, and
playground interactions.
S.CN.03.03 speak effectively emphasizing key words and varied pace for
effect in narrative and informational presentations.
S.CN.03.04 present in standard American English if it is their first language.
(Students whose first language is not English will present in their
developing version of standard American English.)
S.DS.03.01 engage in interactive, extended discourse to socially construct
meaning in book clubs, literature circles, partnerships, or other conversation
protocols.
L.CN.03.01 ask substantive questions of the speaker that will provide
additional elaboration and details.
L.CN.03.02 listen to or view knowledgeably while demonstrating
appropriate social skills of audience behaviors (e.g., eye contact, attentive,
supportive) in small and large group settings.
L.RP.03.01 listen to or view knowledgeably and discuss a variety of genre
and compare their responses to those of their peers.
when listening to or viewing
the writing of others
Common Core State Standards
Text Types and Purposes
Prints fluently
Student Experiences
2 personal narratives and
choosing one for revision
and editing
Uses true, exact details
Paragraphs purposefully
Understands that authors
make writing choices,
gathers entries knowing that
he will choose some to
revise and edit to make
them the best they can be.
Moves independently
through rehearsal to drafting
to revision to editing to
publishing
Begins to learn that she will
learn to write from reading
writing
Recommended
Activities /
Resources
Vocabulary
Children’s Literature for
Mentor Texts:
 Fireflies! by Julie
Brinckloe
 Familiar texts with great
leads and endings (for
example Salt Hands by
Jane Chelsea Aragon;
The Paper Boy by Dav
Pilkey; Bigmama’s and
Shortcut by Donald
Crews; Peter’s Chair by
Ezra Jack Keats;
Whistling by Elizabeth
Partridge; The Witch of
Blackbird Pond by
Elizabeth Speare;
Because of Winn- Dixie
by Kate DiCamillo;
Charlotte’s Web by E.B.
White)
Teacher created writing
examples
Publishing options: minibooks, published books,
word processed narratives…
Writes fluently in cursive
2
Make decisions as an author
with an ability to talk about
the writing, not just the topic
Units of Study for Teaching
Writing Grades 3-5 by Lucy
Calkins- Unit 2: Raising the
writer’s eye
turning points
3rd Grade GLCEs /
Common Core State Standards
Pacing

W.3.3. Write narratives to develop real or imagined
experiences or events using effective technique, descriptive
details, and clear event sequences.
o Establish a situation and introduce a narrator
and/or characters; organize an event sequence
that unfolds naturally.
o Use dialogue and descriptions of actions,
thoughts, and feelings to develop experiences and
events or show the response of characters to
situations.
o Use temporal words and phrases to signal event
order.
o Provide a sense of closure.
Production and Distribution of Writing
 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.
 W.3.6. With guidance and support from adults, use technology
to produce and publish writing (using keyboarding skills) as
well as to interact and collaborate with others.
Range of Writing
 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.
GLCE’s
W.GN.03.01 write a cohesive narrative piece such as a fable, folktale, or
realistic fiction using personification, setting, actions and thoughts that
reveal important character traits.
W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles
and patterns when writing a narrative or informational piece.
W.PR.03.02 apply a variety of pre-writing strategies for both narrative and
informational writing (e.g., graphic organizers such as maps, webs, Venn
diagrams) in order to generate, sequence, and structure ideas (e.g.,
sequence for beginning, middle, and end, problem/solution, or
compare/contrast).
W.PR.03.03 draft focused ideas in written compositions using multiple
sentences and paragraphs to slow down or speed up reading; including
varying patterns and/or organizational text structures (e.g.,
compare/contrast, cause/effect, or problem/solution).
W.PR.03.04 revise drafts based on constructive and specific oral and
written responses to writing by identifying sections of the piece to improve
sequence and flow of ideas (e.g., arranging paragraphs, connecting main
Skills Assessed for
Report Card
Student Experiences
Recommended
Activities /
Resources
Vocabulary
Quality of Narrative Writing
Writes a cohesive personal
narrative of substantial
length
Work towards increasing
writing stamina
Sets a purpose for writing /
Applies pre-writing
strategies
Drafts writing in multiple
sentences and paragraphs
Writes initial drafts in
multiple paragraphs using
correct basic grammar
conventions and correct
spelling of high frequency
words
Revises drafts based on the
input of others
Alone or with others, edits
writing for grade level
grammar conventions and
spelling using resources
Exhibits personal style in
published writing
Speaks effectively and in
standard American English
when presenting work to an
audience
Listens attentively to ask
questions
Responds knowledgeably
when listening to or viewing
the writing of others
Knows that the details of life
are worth writing about
Sifts through possible stories
to select one for
development
Plans writing by considering
focused episodes, making
choices about a starting
point for the story
Writing independence is
demonstrated through
extended focus and
personal decision-making to
use strategies learned in this
and the first unit
Produces quality writing that
is focused on craft and
personal significance,
including details that are
angled to support the story
and ring true.
Produces 1-1/2 pages of
writing a day by mid-unit
Throughout the unit, the
student write many pages of
entries, drafts 1 or 2
narratives outside the
notebook and quickly
revises and edits those.
By the end of the unit,
selects one of these 2 units
to revise more deeply, edit,
and publish
With reminders, paragraphs
drafts
Progresses through the
writing process with little
teacher support, knowing to
gather entries, choose seed
ideas, draft, revise, edit, and
publish.
3
Children’s Literature for
Mentor Texts
 “Eleven” from Woman
Hollering Creek and
Other Stories by Sandra
Cisneros (see CD)
 Owl Moon by Jane
Yolen
 “Papa Who Wakes Up
Tired in the Dark” from
The House on Mango
Street by Sandra
Cisneros
 Peter’s Chair by Ezra
Jack Keats
 “Your Name in Gold.” In
Chicken Soup for the
Kid’s Soul: 101 Stories
of Courage, Hope, and
Laughter
 Well-crafted personal
narratives, as used in
Unit 1 (e.g. Salt Hands
by Jane Chelsea
Aragon; The Paper Boy
by Dav Pilkey;
Bigmama’s and Shortcut
by Donald Crews;
Whistling by Elizabeth
Partridge)
Thinking Maps
 flow map
Teacher created writing
examples
Publishing options: minibooks, published books,
word processed narratives…
planning boxes
paragraphing
revisions
significance
angling writing
scenes
events
story arc
Pacing
3rd Grade GLCEs /
Common Core State Standards
Skills Assessed for
Report Card
Common Core State Standards
Text Types and Purposes
 W.3.1. Write opinion pieces on topics or texts, supporting a
point of view with reasons.
o Introduce the topic or text they are writing about,
state an opinion, and create an organizational
structure that lists reasons.
o Provide reasons that support the opinion.
o Use linking words and phrases (e.g., because,
therefore, since, for example) to connect opinion
and reasons.
Recommended
Activities /
Resources
Vocabulary
Shares work to make it
better
and supporting ideas, transitions).
W.PR.03.05 proofread and edit writing using appropriate resources (e.g.,
dictionary, spell check, writing references) and grade-level checklists, both
individually and in groups.
W.PS.03.01 exhibit personal style and voice to enhance the written
message in both narrative (e.g., varied word choice and sentence structure,
character description) and informational writing (e.g., examples, transitions,
grammar and usage).
W.GR.03.01 in the context of writing, correctly use subjects and verbs that
are in agreement; verb tenses; nouns and possessives; commas in a
series; and begin use of quotation marks and capitalization in dialogue.
W.SP.03.01 in the context of writing, correctly spell frequently encountered
words (e.g., multi-syllabic, r-controlled, most consonant blends,
contractions, compounds, common homophones); for less frequently
encountered words, use structural cues (e.g., letter/sound, rimes,
morphemic) and environmental sources (e.g., word walls, word lists,
dictionaries, spell checkers).
W.HW.03.01 fluently and legibly write the cursive alphabet.
S.CN.03.02 adjust their use of language to communicate effectively with a
variety of audiences and for different purposes including gathering
information, making requests, discussing, classroom presentations, and
playground interactions.
S.CN.03.03 speak effectively emphasizing key words and varied pace for
effect in narrative and informational presentations.
S.CN.03.04 present in standard American English if it is their first language.
(Students whose first language is not English will present in their
developing version of standard American English.)
S.DS.03.01 engage in interactive, extended discourse to socially construct
meaning in book clubs, literature circles, partnerships, or other conversation
protocols.
L.CN.03.01 ask substantive questions of the speaker that will provide
additional elaboration and details.
L.CN.03.02 listen to or view knowledgeably while demonstrating
appropriate social skills of audience behaviors (e.g., eye contact, attentive,
supportive) in small and large group settings.
L.RP.03.01 listen to or view knowledgeably and discuss a variety of genre
and compare their responses to those of their peers.
Personal Essay /
Opinion Writing
5 weeks
Student Experiences
Reads as a writer
Prints fluently
Writes fluently in cursive
Make decisions as an author
with an ability to talk about
the writing, not just the topic
Writes a cohesive personal
essay of substantial length
Discovers that life supplies
important ideas for essays
Work towards increasing
writing stamina
Generates entries without
teacher support
Sets a purpose for writing /
Plans by rereading entries
4
Units of Study for Teaching
Writing Grades 3-5 by Lucy
Calkins- Unit 3: Breathing
Life Into Essays
Children’s Literature for
Mentor Texts
 Texts (or excerpts of
texts) in which the author
uses observation and
reflection
entry
noticing
think/wonder
ideas
main idea
details
Pacing
3rd Grade GLCEs /
Common Core State Standards
o Provide a concluding statement or section.
Production and Distribution of Writing
 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.
 W.3.6. With guidance and support from adults, use technology
to produce and publish writing (using keyboarding skills) as
well as to interact and collaborate with others.
Research to Build and Present Knowledge

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.
Range of Writing
 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.
GLCE’s
W.GN.03.03 write an informational piece including a report that
demonstrates the understanding of central ideas and supporting details
using an effective organizational pattern (e.g., compare/contrast,
cause/effect, problem/solution) with a title, heading, subheading, and a
table of contents.
W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles
and patterns when writing a narrative or informational piece.
W.PR.03.02 apply a variety of pre-writing strategies for both narrative and
informational writing (e.g., graphic organizers such as maps, webs, Venn
diagrams) in order to generate, sequence, and structure ideas (e.g.,
sequence for beginning, middle, and end, problem/solution, or
compare/contrast).
W.PR.03.03 draft focused ideas in written compositions using multiple
sentences and paragraphs to slow down or speed up reading; including
varying patterns and/or organizational text structures (e.g.,
compare/contrast, cause/effect, or problem/solution).
W.PR.03.04 revise drafts based on constructive and specific oral and
written responses to writing by identifying sections of the piece to improve
sequence and flow of ideas (e.g., arranging paragraphs, connecting main
and supporting ideas, transitions).
W.PR.03.05 proofread and edit writing using appropriate resources (e.g.,
dictionary, spell check, writing references) and grade-level checklists, both
individually and in groups.
W.PS.03.01 exhibit personal style and voice to enhance the written
message in both narrative (e.g., varied word choice and sentence structure,
character description) and informational writing (e.g., examples, transitions,
Skills Assessed for
Report Card
Applies pre-writing
strategies
Drafts writing in multiple
sentences and paragraphs
Writes initial drafts in
multiple paragraphs using
correct basic grammar
conventions and correct
spelling of high frequency
words
Revises drafts based on the
input of others
Alone or with others, edits
writing for grade level
grammar conventions and
spelling using resources
Student Experiences
and selecting a big idea,
expressing it in a thesis,
then drafting and revising a
rough outline
Conducts research to gather
stories, quotations, lists,
observations and other kinds
of supporting evidence
Advances and defends a
single clear idea
Relies on the teacher for
overall direction in carrying
out the many small writing
projects in essay writing
Exhibits personal style in
published writing
Produces quality writing
through the use of small
supporting details, angling
writing to support the main
idea
Speaks effectively and in
standard American English
when presenting work to an
audience
Begins to use repetition,
parallelism, and transition
words to create a more
compelling argument
Listens attentively to ask
questions
Differentiates between
narrative and expository
texts and can identify
characteristics of each
Responds knowledgeably
when listening to or viewing
the writing of others
Shifts from storytelling to
advancing ideas supported
by evidence
Produces at least 1 page of
writing each day, probably
several smaller texts which
may be combined later
Initiates, starts and
completes several small
pieces of writing each day,
categorizing writing pieces
and sorting them into
appropriate categories
Uses logical transition
words, clarifies pronoun
5
Recommended
Activities /
Resources
 Copies of texts in which
the author uses lists
(e.g. “I Have a Dream”
by Martin Luther King)
 Expository texts with
clear-cut structures
 Picture books that make
a point and support it
with examples (e.g. The
Pain and The Great One
by Judy Blume,
Alexander and the
Terrible Horrible No
Good Very Bad Day by
Judith Viorst)
Vocabulary
boxes
thesis sentence
bullets
topic sentence
support stories
lists
outside sources
interview
Thinking Maps
 circle
 bubble
 tree
 brace
statistics
Teacher created writing
examples
citations
observations
quotes
honesty
Pacing
3rd Grade GLCEs /
Common Core State Standards
Skills Assessed for
Report Card
grammar and usage).
W.GR.03.01 in the context of writing, correctly use subjects and verbs that
are in agreement; verb tenses; nouns and possessives; commas in a
series; and begin use of quotation marks and capitalization in dialogue.
W.SP.03.01 in the context of writing, correctly spell frequently encountered
words (e.g., multi-syllabic, r-controlled, most consonant blends,
contractions, compounds, common homophones); for less frequently
encountered words, use structural cues (e.g., letter/sound, rimes,
morphemic) and environmental sources (e.g., word walls, word lists,
dictionaries, spell checkers).
W.HW.03.01 fluently and legibly write the cursive alphabet.
S.CN.03.02 adjust their use of language to communicate effectively with a
variety of audiences and for different purposes including gathering
information, making requests, discussing, classroom presentations, and
playground interactions.
S.CN.03.03 speak effectively emphasizing key words and varied pace for
effect in narrative and informational presentations.
S.CN.03.04 present in standard American English if it is their first language.
(Students whose first language is not English will present in their
developing version of standard American English.)
S.DS.03.01 engage in interactive, extended discourse to socially construct
meaning in book clubs, literature circles, partnerships, or other conversation
protocols.
L.CN.03.01 ask substantive questions of the speaker that will provide
additional elaboration and details.
L.CN.03.02 listen to or view knowledgeably while demonstrating
appropriate social skills of audience behaviors (e.g., eye contact, attentive,
supportive) in small and large group settings.
L.RP.03.01 listen to or view knowledgeably and discuss a variety of genre
and compare their responses to those of their peers.
Informational
Writing and
Research /
Nonfiction Writing
5 weeks
Common Core State Standards
Text Types and Purposes
W.3.2. Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
 Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension.
 Develop the topic with facts, definitions, and details.
 Use linking words and phrases (e.g., also, another, and, more,
but) to connect ideas within categories of information.
 Provide a concluding statement or section.
Production and Distribution of Writing
 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.)
Student Experiences
Recommended
Activities /
Resources
Vocabulary
references, and repeats key
words and phrases to create
cohesion
Progresses through the
writing process producing an
essay at the end, but is only
able to explain the process
of creating the essay at the
end of the unit
With reminders, paragraphs
drafts
Is comfortable in using the
language of expository
writing, such as it is
important to notice and it is
clear that…
Reads with an eye toward
imitating the writer’s craft
Prints fluently
Writes fluently in cursive
Writes a cohesive and
substantial informational
piece
Work towards increasing
writing stamina
Sets a purpose for writing /
Applies pre-writing
strategies
Drafts writing in multiple
6
Make decisions as an author
with an ability to talk about
the writing, not just the topic
Believes that he or she is an
authority on a subject and is
eager to write as a way to
teach and convey meaning
Plans topic and organization
by categorizing and ordering
information
Teaches about the chosen
topic through a variety of
written organizational
Informational / Research
Unit of Study by Mary Bolt,
Julie Kitchel and Cheri
Millisor – available through
the MAISD
Children’s Literature for
Mentor Texts:

nonfiction and expository
writing
topic
expert
cause and effect
compare and contrast
problem / solution
Thinking Maps
 circle
 bubble
 double bubble
how-to
diagram
3rd Grade GLCEs /
Common Core State Standards
Pacing
Skills Assessed for
Report Card
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 (using keyboarding skills) as
well as to interact and collaborate with others.
Research to Build and Present Knowledge
 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.
Range of Writing
 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.
sentences and paragraphs
GLCE’s
W.GN.03.03 write an informational piece including a report that
demonstrates the understanding of central ideas and supporting details
using an effective organizational pattern (e.g., compare/contrast,
cause/effect, problem/solution) with a title, heading, subheading, and a
table of contents.
W.GN.03.04 use the writing process to produce and present a research
project; initiate research questions from content area text from a teacherselected topic; and use a variety of resources to gather and organize
information.
W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles
and patterns when writing a narrative or informational piece.
W.PR.03.02 apply a variety of pre-writing strategies for both narrative and
informational writing (e.g., graphic organizers such as maps, webs, Venn
diagrams) in order to generate, sequence, and structure ideas (e.g.,
sequence for beginning, middle, and end, problem/solution, or
compare/contrast).
W.PR.03.03 draft focused ideas in written compositions using multiple
sentences and paragraphs to slow down or speed up reading; including
varying patterns and/or organizational text structures (e.g.,
compare/contrast, cause/effect, or problem/solution).
W.PR.03.04 revise drafts based on constructive and specific oral and
written responses to writing by identifying sections of the piece to improve
sequence and flow of ideas (e.g., arranging paragraphs, connecting main
and supporting ideas, transitions).
W.PR.03.05 proofread and edit writing using appropriate resources (e.g.,
dictionary, spell check, writing references) and grade-level checklists, both
individually and in groups.
W.PS.03.01 exhibit personal style and voice to enhance the written
message in both narrative (e.g., varied word choice and sentence structure,
Speaks effectively and in
standard American English
when presenting work to an
audience

Writes initial drafts in
multiple paragraphs using
correct basic grammar
conventions and correct
spelling of high frequency
words
Revises drafts based on the
input of others
Alone or with others, edits
writing for grade level
grammar conventions and
spelling using resources
Exhibits personal style in
published writing
Listens attentively to ask
questions
Responds knowledgeably
when listening to or viewing
the writing of others
structures (problem/
solution, cause/effect,
compare/contrast, how-to,
diagrams, lists…)




Anticipates and answers the
readers questions about the
topic
Teacher created writing
examples
Uses precise vocabulary
and terms specific to the
topic
Rereads and revises writing
with an eye toward making
the writing and organization
clear and easy for the reader
to follow
Creates a table of contents
to guide the reader
Experiments with
personification
Cycles through the writing
process independently,
starting a new piece when a
piece is done, initiating
conferences with partner or
teacher
Sustains writing for 40+
minutes, producing 1-1/2+
pages of writing a day
Throughout the unit, the
student writes many pages
of entries, drafts several
pieces outside the notebook
and quickly revises and edits
those.
Progresses through the
writing process producing a
report at the end, but is only
able to explain the process
of creating the report at the
end of the unit
With reminders, paragraphs
drafts
7
Recommended
Activities /
Resources
Student Experiences
flow
multiflow
tree
brace
Vocabulary
table of contents
title
heading
subheading
dash facts
personification
Pacing
3rd Grade GLCEs /
Common Core State Standards
Skills Assessed for
Report Card
character description) and informational writing (e.g., examples, transitions,
grammar and usage).
W.GR.03.01 in the context of writing, correctly use subjects and verbs that
are in agreement; verb tenses; nouns and possessives; commas in a
series; and begin use of quotation marks and capitalization in dialogue.
W.SP.03.01 in the context of writing, correctly spell frequently encountered
words (e.g., multi-syllabic, r-controlled, most consonant blends,
contractions, compounds, common homophones); for less frequently
encountered words, use structural cues (e.g., letter/sound, rimes,
morphemic) and environmental sources (e.g., word walls, word lists,
dictionaries, spell checkers).
W.HW.03.01 fluently and legibly write the cursive alphabet.
S.CN.03.02 adjust their use of language to communicate effectively with a
variety of audiences and for different purposes including gathering
information, making requests, discussing, classroom presentations, and
playground interactions.
S.CN.03.03 speak effectively emphasizing key words and varied pace for
effect in narrative and informational presentations.
S.CN.03.04 present in standard American English if it is their first language.
(Students whose first language is not English will present in their
developing version of standard American English.)
S.DS.03.01 engage in interactive, extended discourse to socially construct
meaning in book clubs, literature circles, partnerships, or other conversation
protocols.
L.CN.03.01 ask substantive questions of the speaker that will provide
additional elaboration and details.
L.CN.03.02 listen to or view knowledgeably while demonstrating
appropriate social skills of audience behaviors (e.g., eye contact, attentive,
supportive) in small and large group settings.
L.RP.03.01 listen to or view knowledgeably and discuss a variety of genre
and compare their responses to those of their peers.
Literary Essay /
Opinion Writing
4 weeks
Common Core State Standards
Text Types and Purposes
 W.3.1. Write opinion pieces on topics or texts, supporting a
point of view with reasons.
o Introduce the topic or text they are writing about,
state an opinion, and create an organizational
structure that lists reasons.
o Provide reasons that support the opinion.
o Use linking words and phrases (e.g., because,
therefore, since, for example) to connect opinion
and reasons.
o Provide a concluding statement or section.
Production and Distribution of Writing
 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
Student Experiences
Recommended
Activities /
Resources
Vocabulary
Is comfortable in using the
language of expository
writing
Reads with an eye toward
imitating the writer’s craft
Prints fluently
Writes fluently in cursive
Writes a cohesive literary
essay of substantial length
Work towards increasing
writing stamina
Sets a purpose for writing /
Applies pre-writing
strategies
Drafts writing in multiple
sentences and paragraphs
8
Make decisions as an author
with an ability to talk about
the writing, not just the topic
Discovers that stories she
reads supply important ideas
for essays
Generates entries without
teacher support
Plans by rereading entries
and selecting a selecting a
seed idea, testing and
revising theses, then drafting
and revising a sequential
outline
Units of Study for Teaching
Writing Grades 3-5 by Lucy
Calkins- Unit 4: Literary
Essay: Writing About
Reading
entry
Children’s Literature for
Mentor Texts
 Every Living Thing by
Cynthia Rylant
 “The Marble Champ”
from Baseball in April
and Other Stories by
Gary Soto
 “Eleven” from Woman
Hollering Creek and
Other Stories by Sandra
conversational prompts
noticing
think/wonder
tone
ideas
main idea
details
boxes
3rd Grade GLCEs /
Common Core State Standards
Pacing
Skills Assessed for
Report Card
Student Experiences
Recommended
Activities /
Resources
Vocabulary
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.
 W.3.6. With guidance and support from adults, use technology
to produce and publish writing (using keyboarding skills) as
well as to interact and collaborate with others.
Research to Build and Present Knowledge

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.
Range of Writing
 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.
Writes initial drafts in
multiple paragraphs using
correct basic grammar
conventions and correct
spelling of high frequency
words
Exhibits personal style in
published writing
Needs support in crafting a
thesis, topic sentences,
introduction and conclusion,
but works independently to
collect support.
GLCE’s
W.GN.03.03 write an informational piece including a report that
demonstrates the understanding of central ideas and supporting details
using an effective organizational pattern (e.g., compare/contrast,
cause/effect, problem/solution) with a title, heading, subheading, and a
table of contents.
W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles
and patterns when writing a narrative or informational piece.
W.PR.03.02 apply a variety of pre-writing strategies for both narrative and
informational writing (e.g., graphic organizers such as maps, webs, Venn
diagrams) in order to generate, sequence, and structure ideas (e.g.,
sequence for beginning, middle, and end, problem/solution, or
compare/contrast).
W.PR.03.03 draft focused ideas in written compositions using multiple
sentences and paragraphs to slow down or speed up reading; including
varying patterns and/or organizational text structures (e.g.,
compare/contrast, cause/effect, or problem/solution).
W.PR.03.04 revise drafts based on constructive and specific oral and
written responses to writing by identifying sections of the piece to improve
sequence and flow of ideas (e.g., arranging paragraphs, connecting main
and supporting ideas, transitions).
W.PR.03.05 proofread and edit writing using appropriate resources (e.g.,
dictionary, spell check, writing references) and grade-level checklists, both
individually and in groups.
W.PS.03.01 exhibit personal style and voice to enhance the written
message in both narrative (e.g., varied word choice and sentence structure,
character description) and informational writing (e.g., examples, transitions,
grammar and usage).
W.GR.03.01 in the context of writing, correctly use subjects and verbs that
are in agreement; verb tenses; nouns and possessives; commas in a
series; and begin use of quotation marks and capitalization in dialogue.
W.SP.03.01 in the context of writing, correctly spell frequently encountered
words (e.g., multi-syllabic, r-controlled, most consonant blends,
Speaks effectively and in
standard American English
when presenting work to an
audience
Produces quality writing
through the use of a variety
of evidence, angling writing
to support the main idea
Listens attentively to ask
questions
Brings all he or she knows
about writing well to this
genre
quotes
Understands essential
principles for writing essays,
knowing that literary
essayists must read actively
and develop ideas about the
text
honesty

Revises drafts based on the
input of others
Alone or with others, edits
writing for grade level
grammar conventions and
spelling using resources
Responds knowledgeably
when listening to or viewing
the writing of others
Cisneros
Gathers stories, summaries,
quotations and lists to
support the thesis
Becomes comfortable with
the writing of an essay after
the challenging work of
creating the thesis and topic
sentences has been
completed
Supporting provocative
ideas with a variety of
evidence from the text
Produces at least 2 pages of
writing each day, in longer
and more complicated
passages of thought
By the end of the unit,
produces a well written
literary essay with a welldeveloped thesis and
supporting evidence
Is conscientious about
subject-verb agreement,
tense consistency,
9
Thinking Maps
 circle
 bubble
 tree
 brace
Teacher created writing
examples
thesis sentence
bullets
topic sentence
support stories
lists
sequence
summarize
outside sources
interview
statistics
observations
citations
Pacing
3rd Grade GLCEs /
Common Core State Standards
Skills Assessed for
Report Card
contractions, compounds, common homophones); for less frequently
encountered words, use structural cues (e.g., letter/sound, rimes,
morphemic) and environmental sources (e.g., word walls, word lists,
dictionaries, spell checkers).
W.HW.03.01 fluently and legibly write the cursive alphabet.
S.CN.03.02 adjust their use of language to communicate effectively with a
variety of audiences and for different purposes including gathering
information, making requests, discussing, classroom presentations, and
playground interactions.
S.CN.03.03 speak effectively emphasizing key words and varied pace for
effect in narrative and informational presentations.
S.CN.03.04 present in standard American English if it is their first language.
(Students whose first language is not English will present in their
developing version of standard American English.)
S.DS.03.01 engage in interactive, extended discourse to socially construct
meaning in book clubs, literature circles, partnerships, or other conversation
protocols.
L.CN.03.01 ask substantive questions of the speaker that will provide
additional elaboration and details.
L.CN.03.02 listen to or view knowledgeably while demonstrating
appropriate social skills of audience behaviors (e.g., eye contact, attentive,
supportive) in small and large group settings.
L.RP.03.01 listen to or view knowledgeably and discuss a variety of genre
and compare their responses to those of their peers.
Student Experiences
Recommended
Activities /
Resources
paragraphing and pronoun
use.
Proceeds through the writing
process collecting entries
that re responses to close
reading of the text, crafting a
supportable thesis, and
framing evidence to support
the claim.
Continually rereads the text
he or she is writing to glean
more insights and ideas.
Revises work continuously
to support the claim rather
than waiting to correct
during editing
With reminders, paragraphs
drafts
Is comfortable in using the
language of expository
writing, such as for example
and more importantly…
Reads with an eye toward
imitating the writer’s craft
and like a literary critic,
growing big ideas out of
small pieces of text
Informational /
Explanatory
6 weeks
needs
editing
Research and Informative /
Explanatory Writing by
Kahlo, Fortmeyer, Millisor,
Oak - available through the
MAISD
Common Core State Standards
Text Types and Purposes
W.3.2. Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
 Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension.
 Develop the topic with facts, definitions, and details.
 Use linking words and phrases (e.g., also, another, and, more,
but) to connect ideas within categories of information.
 Provide a concluding statement or section.
Production and Distribution of Writing
10
Vocabulary
3rd Grade GLCEs /
Common Core State Standards
Pacing
Skills Assessed for
Report Card

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.
 W.3.6. With guidance and support from adults, use technology
to produce and publish writing (using keyboarding skills) as
well as to interact and collaborate with others.
Research to Build and Present Knowledge
 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.
Range of Writing
 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.
GLCE’s
W.GN.03.03 write an informational piece including a report that
demonstrates the understanding of central ideas and supporting details
using an effective organizational pattern (e.g., compare/contrast,
cause/effect, problem/solution) with a title, heading, subheading, and a
table of contents.
W.GN.03.04 use the writing process to produce and present a research
project; initiate research questions from content area text from a teacherselected topic; and use a variety of resources to gather and organize
information.
W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles
and patterns when writing a narrative or informational piece.
W.PR.03.02 apply a variety of pre-writing strategies for both narrative and
informational writing (e.g., graphic organizers such as maps, webs, Venn
diagrams) in order to generate, sequence, and structure ideas (e.g.,
sequence for beginning, middle, and end, problem/solution, or
compare/contrast).
W.PR.03.03 draft focused ideas in written compositions using multiple
sentences and paragraphs to slow down or speed up reading; including
varying patterns and/or organizational text structures (e.g.,
compare/contrast, cause/effect, or problem/solution).
W.PR.03.04 revise drafts based on constructive and specific oral and
written responses to writing by identifying sections of the piece to improve
sequence and flow of ideas (e.g., arranging paragraphs, connecting main
and supporting ideas, transitions).
W.PR.03.05 proofread and edit writing using appropriate resources (e.g.,
11
Student Experiences
Recommended
Activities /
Resources
Vocabulary
Pacing
3rd Grade GLCEs /
Common Core State Standards
Skills Assessed for
Report Card
Student Experiences
Recommended
Activities /
Resources
Vocabulary
dictionary, spell check, writing references) and grade-level checklists, both
individually and in groups.
W.PS.03.01 exhibit personal style and voice to enhance the written
message in both narrative (e.g., varied word choice and sentence structure,
character description) and informational writing (e.g., examples, transitions,
grammar and usage).
W.GR.03.01 in the context of writing, correctly use subjects and verbs that
are in agreement; verb tenses; nouns and possessives; commas in a
series; and begin use of quotation marks and capitalization in dialogue.
W.SP.03.01 in the context of writing, correctly spell frequently encountered
words (e.g., multi-syllabic, r-controlled, most consonant blends,
contractions, compounds, common homophones); for less frequently
encountered words, use structural cues (e.g., letter/sound, rimes,
morphemic) and environmental sources (e.g., word walls, word lists,
dictionaries, spell checkers).
W.HW.03.01 fluently and legibly write the cursive alphabet.
S.CN.03.02 adjust their use of language to communicate effectively with a
variety of audiences and for different purposes including gathering
information, making requests, discussing, classroom presentations, and
playground interactions.
S.CN.03.03 speak effectively emphasizing key words and varied pace for
effect in narrative and informational presentations.
S.CN.03.04 present in standard American English if it is their first language.
(Students whose first language is not English will present in their
developing version of standard American English.)
S.DS.03.01 engage in interactive, extended discourse to socially construct
meaning in book clubs, literature circles, partnerships, or other conversation
protocols.
L.CN.03.01 ask substantive questions of the speaker that will provide
additional elaboration and details.
L.CN.03.02 listen to or view knowledgeably while demonstrating
appropriate social skills of audience behaviors (e.g., eye contact, attentive,
supportive) in small and large group settings.
L.RP.03.01 listen to or view knowledgeably and discuss a variety of genre
and compare their responses to those of their peers.
Test Genre
4 weeks
needs
editing
W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles
and patterns when writing a narrative or informational piece.
W.PR.03.02 apply a variety of pre-writing strategies for both narrative and
informational writing (e.g., graphic organizers such as maps, webs, Venn
diagrams) in order to generate, sequence, and structure ideas (e.g.,
sequence for beginning, middle, and end, problem/solution, or
compare/contrast).
W.PR.03.03 draft focused ideas in written compositions using multiple
sentences and paragraphs to slow down or speed up reading; including
varying patterns and/or organizational text structures (e.g.,
compare/contrast, cause/effect, or problem/solution).
W.PR.03.04 revise drafts based on constructive and specific oral and
written responses to writing by identifying sections of the piece to improve
Prints fluently
Writes fluently in cursive
Writes a cohesive and
substantial piece
Work towards increasing
writing stamina
Sets a purpose for writing /
Applies pre-writing
strategies
12
Express thoughts through
writing
First Ten Days, Second 10
Days
Utilize the word wall and
other spelling resources
Decorate writer’s notebooks
Practices spelling; sentence
capitalization and
punctuation; commas in a
series, in letters, and in
dates; and quotation marks
and capitalization in
dialogue
Brainstorm to create chart of
many genres of writing
writing (not handwriting)
writer’s notebook
entry
author
Practice peer revising and
teacher conferring one-onone with students
illustrator
Practice routines and
procedures for writer’s
conferring/conference
genre
Pacing
3rd Grade GLCEs /
Common Core State Standards
sequence and flow of ideas (e.g., arranging paragraphs, connecting main
and supporting ideas, transitions).
W.PR.03.05 proofread and edit writing using appropriate resources (e.g.,
dictionary, spell check, writing references) and grade-level checklists, both
individually and in groups.
W.PS.03.01 exhibit personal style and voice to enhance the written
message in both narrative (e.g., varied word choice and sentence structure,
character description) and informational writing (e.g., examples, transitions,
grammar and usage).
W.GR.03.01 in the context of writing, correctly use subjects and verbs that
are in agreement; verb tenses; nouns and possessives; commas in a
series; and begin use of quotation marks and capitalization in dialogue.
W.SP.03.01 in the context of writing, correctly spell frequently encountered
words (e.g., multi-syllabic, r-controlled, most consonant blends,
contractions, compounds, common homophones); for less frequently
encountered words, use structural cues (e.g., letter/sound, rimes,
morphemic) and environmental sources (e.g., word walls, word lists,
dictionaries, spell checkers).
W.HW.03.01 fluently and legibly write the cursive alphabet.
S.CN.03.02 adjust their use of language to communicate effectively with a
variety of audiences and for different purposes including gathering
information, making requests, discussing, classroom presentations, and
playground interactions.
S.CN.03.03 speak effectively emphasizing key words and varied pace for
effect in narrative and informational presentations.
S.CN.03.04 present in standard American English if it is their first language.
(Students whose first language is not English will present in their
developing version of standard American English.)
S.DS.03.01 engage in interactive, extended discourse to socially construct
meaning in book clubs, literature circles, partnerships, or other conversation
protocols.
L.CN.03.01 ask substantive questions of the speaker that will provide
additional elaboration and details.
L.CN.03.02 listen to or view knowledgeably while demonstrating
appropriate social skills of audience behaviors (e.g., eye contact, attentive,
supportive) in small and large group settings.
L.RP.03.01 listen to or view knowledgeably and discuss a variety of genre
and compare their responses to those of their peers.
Skills Assessed for
Report Card
Student Experiences
Drafts writing in multiple
sentences and paragraphs
Enjoy creating something
with writing
Writes initial drafts in
multiple paragraphs using
correct basic grammar
conventions and correct
spelling of high frequency
words
Write within a timeline with a
publishing date in mind
Revises drafts based on the
input of others
Alone or with others, edits
writing for grade level
grammar conventions and
spelling using resources
Exhibits personal style in
published writing
Speaks effectively and in
standard American English
when presenting work to an
audience
Listens attentively to ask
questions
Responds knowledgeably
when listening to or viewing
the writing of others
13
Speak and present writing
work to an audience
Confer with peers or teacher
to improve writing
Practice the routines and
procedures for the
classroom’s Writer’s
Workshop time
Recommended
Activities /
Resources
workshop time, such as
material use and storage,
coming to circle, beginning
writing time, speaker and
audience roles in sharing
writing…
Review the use of spelling
resources, such as
dictionaries and word walls
Offer daily opportunities /
invitations for extended free
writing time and the creation
of a writing piece of student
choice
Encourage writing stamina
Publishing celebration to
share final work with
classmates
Vocabulary
ideas
organization
audience
pre-write/plan
draft
sentence fluency
voice
word choice
revise
conventions/mechanics
edit
illustrate
publish
present
3rd Grade
Grammar Usage
Expectations
Personal Narrative
Personal Narrative
(Launching the Writing
Workshop)
(Raising the Quality of
Narrative Writing)
Literary Essay
Personal Essay
(Breathing Life into Essays)

Correct Use of
These
Conventions
Expected in
Planning

(work in the Writer’s
Notebook)

Correct Use of
These
Conventions
Expected During
Drafting


Correct Use of
These
Conventions
Expected During
Revising


Sentence capitalization & end
punctuation/capitalize first and
last names and the pronoun I (1st
gr. GLCEs)
Contractions, capitalizes proper
nouns, Commas in a series, in
letters, and in dates (2nd gr.
GLCEs)


Sentence capitalization & end
punctuation/capitalize first and
last names and the pronoun I (1st
gr. GLCEs)
Contractions, capitalizes proper
nouns, Commas in a series, in
letters, and in dates (2nd gr.
GLCEs)
 Correct spelling of high
frequency words
 Quotation marks and
capitalization in dialogue
 Correct spelling of high
frequency words
 Quotation marks and
capitalization in dialogue
 Subject / verb agreement
 Correct spelling of high
frequency words
 Quotation marks and
capitalization in dialogue
 Subject / verb agreement
 Appropriate verb tense
 Subject / verb agreement
 Appropriate verb tense
 Possessive nouns
As well as all conventions
listed earlier in the writing
process (above)
As well as all conventions listed
earlier in the writing process
(above)
As well as all conventions listed
earlier in the writing process
(above)
Sentence capitalization & end
punctuation/capitalize first and
last names and the pronoun I
(1st gr. GLCEs)
Contractions, capitalizes
proper nouns, Commas in a
series, in letters, and in dates
(2nd gr. GLCEs)
 Subject / verb agreement
As well as all conventions
listed earlier in the writing
process
(above)
 Appropriate verb tense
As well as all conventions
listed earlier in the writing
process (above)
 Possessive nouns
As well as all conventions listed
earlier in the writing process
(above)
All conventions listed earlier in
the writing process (above)
All conventions listed earlier in
the writing process (above)
All conventions listed earlier in
the writing process (above)
 Correct spelling of high
frequency words
 Quotation marks and
capitalization in dialogue
(work in the Project
Folder)
(final work for
sharing with an
audience)

 Correct spelling of high
frequency words
 Quotation marks and
capitalization in dialogue
(work in the Project
Folder)
Correct Use of
These
Conventions
Expected When
Editing for
Publication
Sentence capitalization & end
punctuation/capitalize first and
last names and the pronoun I
(1st gr. GLCEs)
Contractions, capitalizes
proper nouns, Commas in a
series, in letters, and in dates
(2nd gr. GLCEs)
Sentence capitalization & end
punctuation/capitalize first and
last names and the pronoun I
(1st gr. GLCEs)
Contractions, capitalizes
proper nouns, Commas in a
series, in letters, and in dates
(2nd gr. GLCEs)
Informational Writing
and Research
Poetry
(Literary Essay: Writing
About Reading)


Sentence capitalization & end
punctuation/capitalize first and
last names and the pronoun I
(1st gr. GLCEs)
Contractions, capitalizes
proper nouns, Commas in a
series, in letters, and in dates,
(2nd gr. GLCEs)
 Subject / verb agreement
As well as all conventions
listed earlier in the writing
process (above)
 Appropriate verb tense
As well as all conventions
listed earlier in the writing
process (above)
 Correct spelling of high
frequency words
 Quotation marks and
capitalization in dialogue
14
 Possessive nouns
As well as all conventions
listed earlier in the writing
process (above)
LAUNCHING THE WRITING WORKSHOP: PERSONAL NARRATIVE
3rd GRADE RUBRIC
Name: _____________________________________________________
Date: ____________________
4 – WOW!
Seed Story
and
Productivity
Planning
Details
Lead and
Ending
Revising
(writer’s
notebook and
first draft)
Editing
(final published
copy)
Publishing /
Presentation
3 – I’m There!
My true story about me is a focused seed
story – not a big watermelon topic. I have
produced at least 10 pages of entries
culminating in drafts of 2 narratives, 1 of
which went through the writing process to
publishing.
My true story about me is a seed story –
not a big watermelon topic. I have
produced 8-10 pages of entries
culminating in drafts of 2 narratives, 1 of
which went through the writing process to
publishing.
I used a variety of strategies to generate
ideas and plan the sequence of my story.
I tried out several different leads and
endings.
I zoom in and use true, exact details to tell
the most important parts of the story in the
order they happened.
My lead and my ending include action,
dialogue, setting, or images to create a
mood and make a lasting impression.
I used a few strategies to generate ideas
and plan the sequence of my story; I tried
out a few different leads and endings.
I reread my previous entries and chose
one to work on to make it my best writing
ever. I purposefully paragraphed my work
and used information from conferring with
my partner or teacher to improve my
writing.
All of my sentences are capitalized and
have ending punctuation. I use commas
correctly in a series, in letters and in
dates. I have spelled all of my high
frequency words correctly. I am using
quotation marks and capitalization
correctly in dialogue.
I always speak clearly when I share and
my piece was published on time. I listen
attentively with an intention to learn when
others are presenting their work.
TOTAL SCORE:
25-28 points = 4
I use many details to tell important parts of
the story in the order they happened.
Either my lead or my ending includes
action, dialogue, setting, or images to
create a mood and make a lasting
impression.
I reread my previous entries and chose
one to work on to improve it. I paragraphed
my work and used information from
conferring with my partner or teacher to
improve my writing.
Most of my sentences are capitalized and
have ending punctuation. I usually use
commas correctly in a series, in letters and
in dates. I have spelled almost all of my
high frequency words correctly. I usually
use quotation marks and capitalization
correctly in dialogue.
I usually speak clearly when I share and
my piece was published on time. I listen
attentively when others are presenting
their work.
18-24 points = 3
_____ 4 – student work exceeds objectives - EXCELLENT!!
_____ 3 –student work achieves objectives – GREAT WORK!!
2 - Almost
1 – Not Yet
My story might not be a true story about
me, and it includes more than one seed,
but it’s not a big watermelon topic. I have
produced 6-8 pages of entries culminating
in at least 1 or 2 drafts of narratives, 1 of
which might have gone through the writing
process to publishing.
I tried 1 or 2 strategies to generate ideas
and plan the sequence of my story; I
might have tried 1 or 2 leads and endings.
My story might not be a true story about
me, and is a big watermelon topic. I have
produced less than 6 pages of entries
culminating in a draft of 1 narrative that
might not have gone through the writing
process to publishing.
I use a few details to tell some parts of the
story, but they might not be in the order
they happened.
Either my lead or my ending includes
action, dialogue, setting, or images but
might not create a mood and make a
lasting impression.
I worked on a story to make it better, but it
was not an entry from my writer’s
notebook. I might have paragraphed my
work, and I might have used information
from conferring with my partner or teacher
to improve my writing.
Some of my sentences are capitalized
and have ending punctuation. I
sometimes use commas correctly in a
series, in letters and in dates. I have
spelled many of my high frequency words
correctly. I sometimes use quotation
marks and capitalization correctly in
dialogue.
I sometimes speak clearly when I share
and my piece was published on time. I
sometimes listen attentively when others
are presenting their work.
I use very few details in my story, and
they might not be in the order they
happened.
Neither my lead nor my ending create a
mood and make a lasting impression.
11-17 points = 2
I tried 1 strategy to generate ideas and
plan the sequence of my story; I didn’t try
out different leads or endings.
I wrote a story, but never worked on it or
changed it to make it better. I did not use
paragraphing, and I did not use
information from conferring with my
partner or teacher to improve my writing.
Few of my sentences are capitalized and
have ending punctuation. I seldom use
commas correctly in a series, in letters or
in dates. I have spelled some all of my
high frequency words correctly. I do not
use quotation marks and capitalization
correctly in dialogue yet.
I might not speak clearly when I share and
my piece might not have been published
on time. I seldom listen attentively when
others are presenting their work.
7-10 points = 1
_____ 2 – student is making progress – GOOD EFFORT!!
_____ 1 – student is experiencing difficulty – KEEP WORKING!!
Teacher Comments:
15
RAISING THE QUALITY OF NARRATIVE WRITING: PERSONAL NARRATIVE
Name: _____________________________________________________
Date: ____________________
4 – WOW!
Seed Story
and
Productivity
Planning
Details
Lead and
Ending
Revising
(writer’s
notebook and
first draft)
Editing
(final published
copy)
Publishing /
Presentation
3 – I’m There!
My true story about me is a focused seed
story – not a big watermelon topic. I have
produced at least 20 pages of entries
culminating in drafts of 2 narratives, 1 of
which went through the writing process to
publishing.
My true story about me is a seed story –
not a big watermelon topic. I have
produced 16-20 pages of entries
culminating in drafts of 2 narratives, 1 of
which went through the writing process to
publishing.
I used a variety of strategies to generate
ideas. I planned the sequence of my story
and chose a starting point. I used
paragraphing in my draft and tried out
several different leads and endings.
I used a few strategies to generate ideas. I
sequenced my story and chose a starting
point. I used paragraphing in my draft and
tried out a several different leads and
endings.
I angle true, exact details to support
important parts of the story in the order
they happened.
My lead and my ending include action,
dialogue, setting, or images to create a
mood and make a lasting impression.
I reread my previous entries and chose
one to work onto make it my best writing
ever. I purposefully paragraphed my work
and used information from conferring with
my partner or teacher to improve my
writing. All of my sentences are capitalized
and have ending punctuation. I use
commas correctly in a series, in letters and
in dates. I have spelled all of my high
frequency words correctly. I am using
quotation marks and capitalization
correctly in dialogue.
I angle many details to support important
parts of the story in the order they
happened.
Either my lead or my ending includes
action, dialogue, setting, or images to
create a mood and make a lasting
impression.
I reread my previous entries and chose
one to work on to improve it. I paragraphed
my work and used information from
conferring with my partner or my teacher to
improve my writing. Most of my sentences
are capitalized and have ending
punctuation. I usually use commas
correctly in a series, in letters and in dates.
I have spelled almost all of my high
frequency words correctly. I usually use
quotation marks and capitalization
correctly in dialogue.
All of my subjects and verbs are in
agreement. I have also corrected any
grammar feature errors that I may have
missed earlier in the writing process.
I always speak clearly when I share and
my piece was published on time. I listen
attentively with an intention to learn when
others are presenting their work.
Most of my subjects and verbs are in
agreement. I have also corrected most of
the grammar feature errors that I may have
missed earlier in the writing process.
I usually speak clearly when I share and
my piece was published on time. I listen
attentively when others are presenting
their work.
TOTAL SCORE:
25-28 points = 4
18-24 points = 3
_____ 4 – student work exceeds objectives - EXCELLENT!!
_____ 3 –student work achieves objectives – GREAT WORK!!
2 - Almost
My story might not be a true story about
me, and it includes more than one seed,
but it’s not a big watermelon topic. I have
produced 12-16 pages of entries
culminating in at least 1 or 2 drafts of
narratives, 1 of which might have gone
through the writing process to publishing.
I used 2 or 3 strategies to generate ideas.
I may not have planned the sequence of
my story or chosen a starting point. I might
have used paragraphing in my draft and
may have tried out a few different leads
and endings.
I use a few details to tell some parts of the
story, but they might not be angled or in
the order they happened.
Either my lead or my ending includes
action, dialogue, setting, or images but
might not create a mood and make a
lasting impression.
I worked on a story to make it better, but it
wasn’t an entry from my writer’s notebook.
I might have paragraphed my work, and I
might have used information from
conferring with my partner or teacher to
improve my work. Some of my sentences
are capitalized and have ending
punctuation. I sometimes use commas
correctly in a series, in letters and in dates.
I have spelled many of my high frequency
words correctly. I sometimes use quotation
marks and capitalization correctly in
dialogue.
Some of my subjects and verbs are in
agreement. I have also corrected some of
the grammar feature errors that I may
have missed earlier in the writing process.
I sometimes speak clearly when I share
and my piece was published on time. I
sometimes listen attentively when others
are presenting their work.
3rd GRADE RUBRIC
1 – Not Yet
My story might not be a true story about
me, and is a big watermelon topic. I have
produced less than 12 pages of entries
culminating in a draft of 1 narrative that
might not have gone through the writing
process to publishing.
I used 1 or 2 strategies to generate ideas.
I did not plan the sequence of my story
and did not try different starting points. I
may not have used paragraphing in my
draft and did not try out different leads and
endings.
I use very few details in my story, and they
might not be angled or in the order they
happened.
Neither my lead nor my ending create a
mood and make a lasting impression.
I wrote a story, but never worked on it or
changed it to make it better. I did not use
paragraphing, and I did not use
information from conferring with my
partner or my teacher to improve my
writing. Few of my sentences are
capitalized and have ending punctuation. I
seldom use commas correctly in a series,
in letters or in dates. I have spelled some
all of my high frequency words correctly. I
do not use quotation marks and
capitalization correctly in dialogue yet.
Few of my subjects and verbs are in
agreement. I have missed many of the
grammar feature errors that I may have
made earlier in the writing process.
I might not speak clearly when I share and
my piece might not have been published
on time. I seldom listen attentively when
others are presenting their work.
11-17 points = 2
7-10 points = 1
_____ 2 – student is making progress – GOOD EFFORT!!
_____ 1 – student is experiencing difficulty – KEEP WORKING!!
16
BREATHING LIFE INTO ESSAYS: PERSONAL ESSAY
Name: _____________________________________________________
3rd GRADE RUBRIC
Date: ____________________
4 – WOW!
3 – I’m There!
I take a strong and clear position on a
single clear idea. I have produced at least 1
page of writing each day consisting of
several separate small pieces which were
later combined to create the essay.
I used a variety of strategies to generate
theses and create the topic sentences for
my essay; I used several different kinds of
evidence for support, categorizing the
pieces and sorting them into categories to
lead my reader smoothly through the text.
I take a clear position on a single idea. I
have usually produced 1 page of writing
each day consisting of many separate
small pieces which were later combined to
create the essay.
I used several strategies to generate
theses and create the topic sentences for
my essay; I used many different kinds of
evidence for support, categorizing the
pieces and sorting them into categories to
lead my reader smoothly through the text.
2 - Almost
1 – Not Yet
I take a position on an idea. I have usually My position or my idea is not clear. I have
produced less than 1 page of writing each
consistently produced less than 1 page of
day consisting of 2 or 3 separate small
writing each day consisting of only 1 or 2
pieces which were later combined to
small pieces which might have been
create the essay.
combined later to create the essay.
I used 1 or 2 strategies to generate theses I wrote one thesis and created the topic
and create the topic sentences for my
sentences for my essay; I used only 1 or 2
essay; I tried a couple different kinds of
types of evidence for support, and did not
Planning
evidence for support, attempting to
categorize the pieces or sort them into
categorize the pieces and sort them into
categories to lead my reader through the
categories to lead my reader through the
text.
text...
I use repetition, parallelism, and transition
I use repetition, parallelism, or transition
I try to use repetition, parallelism, and
I use very little repetition, parallelism, or
Transitions
words to make my argument clear and
words to make my argument clear and
transition words, but they may not help to
transition words and they do not help to
compelling.
compelling.
make my argument clear.
make my argument clear.
My introduction and my conclusion include My introduction or my conclusion include
My introduction or my conclusion might
Neither my introduction nor my
Introduction
interesting words or small stories to interest interesting words or small stories to
not include interesting words or small
conclusion includes interesting words or
and Conclusion
the reader and make a lasting impression. interest the reader and make a lasting
stories to interest the reader and make an
small stories to interest the reader make a
impression.
impression.
lasting impression.
I revised my thesis, topic sentences, and
I revised my thesis, topic sentences, or my I wrote my thesis, topic sentences, or my
I wrote my thesis, topic sentences, or my
support pieces to make sure they supported support pieces to make sure they
support pieces to support each other and
support pieces, but never revised them to
each other and flowed smoothly by using
supported each other and flowed by using
attempted to use paragraphs. I might have make them support each other. I did not
paragraphing. I used information from
paragraphing. I used information from
used information from conferring with my
use paragraphing or information from
conferring with my partner or teacher to
conferring with my partner or teacher to
partner or teacher to improve my writing.
conferring with my partner or teacher to
improve my writing. All of my sentences
improve my writing. Most of my sentences Some of my sentences are capitalized and improve my writing. Few of my sentences
Revising
are capitalized and have ending
are capitalized and have ending
have ending punctuation. I sometimes use are capitalized and have ending
(writer’s notebook
punctuation.
I
use
commas
correctly
in
a
punctuation.
I
usually
use
commas
commas correctly in a series, in letters
punctuation. I seldom use commas
and first draft)
series, in letters and in dates. I have spelled correctly in a series, in letters and in dates. and in dates. I have spelled many of my
correctly in a series, in letters or in dates. I
all of my high frequency words correctly. I
I have spelled almost all of my high
high frequency words correctly. I
have spelled some all of my high
am using quotation marks and capitalization frequency words correctly. I usually use
sometimes use quotation marks and
frequency words correctly. I do not use
correctly in dialogue. All of my subjects and quotation marks and capitalization
capitalization correctly in dialogue. Some
quotation marks and capitalization
verbs are in agreement.
correctly in dialogue. Most of my subjects of my subjects and verbs are in
correctly in dialogue yet. Few of my
and verbs are in agreement.
agreement.
subjects and verbs are in agreement.
All of my verbs are written in the correct
Most of my verbs are written in the correct
Some of my verbs are written in the
Few of my verbs are written in the correct
Editing
tense. I have also corrected any grammar
tense. I have also corrected most of the
correct tense. I have also corrected some
tense. I have missed many of the grammar
(final published
feature
errors
that
I
may
have
missed
grammar
feature
errors
that
I
may
have
of
the
grammar
feature
errors
that
I
may
feature errors that I may have made earlier
copy)
earlier in the writing process.
missed earlier in the writing process.
have missed earlier in the writing process. in the writing process.
I always speak clearly when I share and my I usually speak clearly when I share and
I sometimes speak clearly when I share
I might not speak clearly when I share and
Publishing /
piece was published on time. I listen
my piece was published on time. I listen
and my piece was published on time. I
my piece might not have been published
Presentation
attentively with an intention to learn when
attentively when others are presenting
sometimes listen attentively when others
on time. I seldom listen attentively when
others are presenting their work.
their work.
are presenting their work.
others are presenting their work.
TOTAL SCORE: 25-28 points = 4
18-24 points = 3
11-17 points = 2
7-10 points = 1
_____ 4 – student work exceeds objectives - EXCELLENT!!
_____ 2 – student is making progress – GOOD EFFORT!!
_____ 3 –student work achieves objectives – GREAT WORK!!
_____ 1 – student is experiencing difficulty – KEEP WORKING!!
Teacher Comments:
Thesis
Statement and
Productivity
17
INFORMATIONAL WRITING AND RESEARCH
Name: _____________________________________________________
Date: ____________________
4 – WOW!
3 – I’m There!
2 - Almost
Topic and
Productivity
Headings /
Subheadings
Craft
Details
Revising
(writer’s
notebook and
first draft)
Editing
(final published
copy)
Publishing /
Presentation
I have written about a specific topic on which I
am an expert. I have produced at least 1½
pages of writing each day consisting of several
separate pieces which were later combined to
create a report with at least 6 headings.
I have written about a clear topic that I know a
lot about. I have usually produced 1½ pages of
writing each day consisting of several separate
pieces which were later combined to create a
report with at 5-6 headings.
I have effectively and accurately used headings
and subheadings to organize my information
and lead my reader smoothly through the text.
I have used a wide variety of text features
(organizational text patterns, text boxes,
diagrams with labels, pictures with captions…)
throughout my report to teach my reader about
my topic and add interest to my writing. I did not
write using the passive voice.
I have accurately used headings and
subheadings to organize my information and
lead my reader smoothly through the text.
I have used a variety of text features
(organizational text patterns, text boxes,
diagrams with labels, pictures with captions…)
throughout my report to teach my reader about
my topic and add interest to my writing. I did not
write using the passive voice.
I have written about a topic that might be too
broad or too narrow, and I might not know a lot
about it. I have usually produced less than1½
pages of writing each day consisting of 3-4
pieces which were later combined to create a
report with at 3-4 headings.
My information may not be categorized correctly
or my headings may not clearly identify my
information
I have used 3-4 text features (organizational
text patterns, text boxes, diagrams with labels,
pictures with captions…) throughout my report
to teach my reader about my topic and add
interest to my writing. Some of my writing may
have been in the passive voice.
I have used a wide variety of honest and
precise support within each subheading, as well
as extensive content specific vocabulary, to
teach my reader everything I know about that
subheading.
I substantially revised my headings,
subheadings, facts, and transitions to make
sure they were organized and paragraphed to
help my reader find information easily. I chose
specific suggestions from conferring with my
partner or teacher to improve my writing. All of
my sentences are capitalized and have ending
punctuation. I use commas correctly in a series,
in letters and in dates. I have spelled all of my
high frequency words correctly. I am using
quotation marks and capitalization correctly in
dialogue. All of my subjects and verbs are in
agreement. All of my verbs are written in the
correct tense. I have written and used all of my
possessive nouns correctly.
I have used honest and precise support within
each subheading, as well as content specific
vocabulary, to teach my reader everything I
know about that subheading.
I have used general support within each
subheading, and some content specific
vocabulary, to teach my reader what I know
about that subheading.
I revised my headings, subheadings, facts, and
transitions to make sure they were organized
and paragraphed to help my reader find
information easily. I used suggestions from
conferring with my partner or teacher to improve
my writing. Most of my sentences are
capitalized and have ending punctuation. I
usually use commas correctly in a series, in
letters and in dates. I have spelled almost all of
my high frequency words correctly. I usually use
quotation marks and capitalization correctly in
dialogue. Most of my subjects and verbs are in
agreement. Most of my verbs are written in the
correct tense. I have written and used most of
my possessive nouns correctly
I revised some of my headings, subheadings,
facts, and transitions to make sure they were
organized and paragraphed to help my reader
find information. I may not have used
suggestions from conferring with my partner or
teacher to improve my writing. Some of my
sentences are capitalized and have ending
punctuation. I sometimes use commas correctly
in a series, in letters and in dates. I have
spelled many of my high frequency words
correctly. I sometimes use quotation marks and
capitalization correctly in dialogue. Some of my
subjects and verbs are in agreement. Some of
my verbs are written in the correct tense. I have
written and used some of my possessive nouns
correctly.
I have corrected any grammar feature errors
that I may have missed earlier in the writing
process.
I always speak clearly when I share and my
piece was published on time. I listen
attentively with an intention to learn when
others are presenting their work.
I have corrected most of the grammar feature
errors that I may have missed earlier in the
writing process.
I usually speak clearly when I share and my
piece was published on time. I listen
attentively when others are presenting their
work.
I have corrected some of the grammar feature
errors that I may have missed earlier in the
writing process.
I sometimes speak clearly when I share and
my piece was published on time. I
sometimes listen attentively when others are
presenting their work.
TOTAL SCORE: 25-28 points = 4
18-24 points = 3
_____ 4 – student work exceeds objectives - EXCELLENT!!
_____ 3 –student work achieves objectives – GREAT WORK!!
Teacher Comments:
11-17 points = 2
3rd GRADE RUBRIC
1 – Not Yet
I have written about an unclear topic that I might
not know a lot about. I have consistently
produced less than1½ pages of writing each
day consisting of only 1 or 2 pieces which were
later combined to create a report with less than
3 headings.
My headings and subheadings do not help to
organize my information or lead my reader
smoothly through the text.
I have used 1 or 2 of text features
(organizational text patterns, text boxes,
diagrams with labels, pictures with
captions…) throughout my report to teach
my reader about my topic and add interest to
my writing. Much of my writing was in
passive voice.
I have used minimal support within each
subheading, and limited content specific
vocabulary, to teach my reader a little about
that subheading.
I did little revision on my headings,
subheadings, facts, and transitions to make
sure they were organized and paragraphed
to help my reader find information. I may not
have used suggestions from conferring with
my partner or teacher to improve my writing.
Few of my sentences are capitalized and
have ending punctuation. I seldom use
commas correctly in a series, in letters or in
dates. I have spelled some all of my high
frequency words correctly. I do not use
quotation marks and capitalization correctly
in dialogue yet. Few of my subjects and
verbs are in agreement. Few of my verbs are
written in the correct tense. I have written
and used few of my possessive nouns
correctly.
I have missed many of the grammar feature
errors that I may have made earlier in the
writing process.
I might not speak clearly when I share and
my piece might not have been published on
time. I seldom listen attentively when others
are presenting their work.
7-10 points = 1
_____ 2 – student is making progress – GOOD EFFORT!!
_____ 1 – student is experiencing difficulty – KEEP WORKING!!
18
FREE VERSE POETRY ANTHOLOGY
3rd GRADE RUBRIC
Name: _____________________________________________________
Date: ____________________
4 – WOW!
Anthology
Theme,
Variety and
Productivity
I have a strong theme for my anthology
and I have written a wide variety of poems
that fall within my theme. I have produced
at least 1½ pages of writing each day
consisting of several separate poems
which were later combined to create an
anthology of at least 9 poems.
3 – I’m There!
2 - Almost
I have a theme for my anthology and I have
written a variety of poems that fall within
my theme. I have usually produced 1½
pages of writing each day consisting of
many separate poems which were later
combined to create an anthology of 7-8
poems.
I have tried to use a theme for my anthology
and most of poems that fall within my theme.
I have usually produced less than 1½ pages
of writing each day consisting of 2 or 3
poems which were later combined to create
an anthology of 5-6 poems.
1 – Not Yet
I have written a variety of poems that do not
follow a theme. I have consistently produced
less than 1½ pages of writing each day
consisting of only 1 or 2 poems which were
later combined to create an anthology of less
than 5 poems.
I successfully use the craft tools of
I use some of the craft tools of images, line I try to use some the craft tools of images,
My poetry shows minimal evidence of the
images, line breaks, white space,
breaks, white space, repetition, and strong
line breaks, white space, repetition, and
craft tools of images, line breaks, white
Craft Tools
repetition, and strong word choice to add word choice to add meaning to my poetry.
strong word choice to add meaning to my
space, repetition, or strong word choice to
meaning to my poetry.
poetry.
add meaning to my poetry.
Beginnings,
I use strong beginnings, endings, and
I use beginnings, endings, and titles to add I try to use beginnings, endings, or titles that My beginnings, endings, or titles add little or
Endings, and
titles to add focus and meaning to my
meaning to my poems.
add meaning to my poems.
no meaning to my poems.
Titles
poems.
I use a wide variety of honest and precise I use honest and precise nouns and verbs
I try to use honest and precise nouns and
My nouns and verbs do not add deeper
Word Choice
nouns and verbs to add deep meaning to to add deep meaning to my poems.
verbs to add meaning to my poems.
meaning to my poems.
my poems.
My poetry drafts show significant
My poetry drafts show some evidence of
My poetry drafts show little evidence of
My poetry drafts show minimal evidence of
evidence of revision and attempts to
revision and attempts to incorporate
revision or few attempts to incorporate
revision and few or no attempts to
incorporate information I learned in mini- information I learned in mini-lessons. Most
information I learned in mini-lessons. Some incorporate information I learned in minilessons. My poetry is capitalized and
of my poetry is appropriately capitalized
of my poetry is appropriately capitalized and lessons. Little of my poetry is appropriately
punctuated to add meaning to my poetry, and punctuated to add meaning, and most
punctuated to add meaning, and some of my capitalized and punctuated to add meaning,
and my words are spelled correctly. I use of my words are spelled correctly. I usually
words are spelled incorrectly. I sometimes
and several words are spelled incorrectly. I
Revising
commas correctly in a series, in letters
use commas correctly in a series, in letters
use commas correctly in a series, in letters
seldom use commas correctly in a series, in
(writer’s
and in dates. I have spelled all of my high and in dates. I have spelled almost all of
and in dates. I have spelled many of my high letters or in dates. I have spelled some all of
notebook and
frequency words correctly. I am using
my high frequency words correctly. I
frequency words correctly. I sometimes use my high frequency words correctly. I do not
first draft)
quotation marks and capitalization
usually use quotation marks and
quotation marks and capitalization correctly use quotation marks and capitalization
correctly in dialogue. All of my subjects
capitalization correctly in dialogue. Most of
in dialogue. Some of my subjects and verbs correctly in dialogue yet. Few of my subjects
and verbs are in agreement. All of my
my subjects and verbs are in agreement.
are in agreement. Some of my verbs are
and verbs are in agreement. Few of my
verbs are written in the correct tense. I
Most of my verbs are written in the correct
written in the correct tense. I have written
verbs are written in the correct tense. I have
have written and used all of my
tense. I have written and used most of my
and used some of my possessive nouns
written and used few of my possessive
possessive nouns correctly.
possessive nouns correctly.
correctly.
nouns correctly.
I have corrected any grammar feature
I have corrected most of the grammar
I have corrected some of the grammar
I have missed many of the grammar
Editing
errors that I may have missed earlier
feature errors that I may have missed
feature errors that I may have missed
feature errors that I may have made
(final published
copy)
in the writing process.
earlier in the writing process.
earlier in the writing process.
earlier in the writing process.
I always speak clearly when I share
I usually speak clearly when I share and
I sometimes speak clearly when I share
I might not speak clearly when I share
and my piece was published on time.
my piece was published on time. I listen
and my piece was published on time. I
and my piece might not have been
Publication /
I listen attentively with an intention to
attentively when others are presenting
sometimes listen attentively when others
published on time. I seldom listen
Presentation
learn when others are presenting
their work.
are presenting their work.
attentively when others are presenting
their work.
their work.
TOTAL SCORE: 25-28 points = 4 18-24 points = 3
11-17 points = 2
7-10 points = 1
_____ 4 – student work exceeds objectives - EXCELLENT!!
_____ 2 – student is making progress – GOOD EFFORT!!
_____ 3 –student work achieves objectives – GREAT WORK!!
_____ 1 – student is experiencing difficulty – KEEP WORKING!!
19
ESSAY-WRITING ABOUT READING: LITERARY ESSAY
Name: _____________________________________________________
Date: ____________________
4 – WOW!
3 – I’m There!
2 - Almost
Thesis
Statement and
Productivity
Planning
Transitions
Introduction
and
Conclusion
Revising
(writer’s
notebook and
first draft)
Editing
(final published
copy)
Publishing /
Presentation
I take a strong and clear position on my
reading. I have consistently produced
more than 2 pages of writing each day of
long and complicated passages of thought.
I used a variety of strategies to generate
theses and create the topic sentences for
my essay; I used several different kinds of
evidence for support, categorizing the
pieces and sorting them into categories to
lead my reader smoothly through the text.
I take a clear position on my reading. I
have usually produced 2 pages of writing
each day of longer and more complicated
passages of thought.
I used several strategies to generate
theses and create the topic sentences for
my essay; I used many different kinds of
evidence for support, categorizing the
pieces and sorting them into categories to
lead my reader smoothly through the text.
I use repetition, parallelism, and transition
words to make my argument clear and
compelling.
My introduction and my conclusion include
interesting words or small stories to
interest the reader and make a lasting
impression.
I revised my thesis, topic sentences, and
support pieces to make sure they
supported each other and flowed smoothly
by using paragraphing. I used information
from conferring with my partner or teacher
to improve my writing. All of my sentences
are capitalized and have ending
punctuation. I use commas correctly in a
series, in letters and in dates. I have
spelled all of my high frequency words
correctly. I am using quotation marks and
capitalization correctly in dialogue. All of
my subjects and verbs are in agreement.
All of my verbs are written in the correct
tense.
I have written and used all of my
possessive nouns correctly. I have also
corrected any grammar feature errors that
I may have missed earlier in the writing
process.
I always speak clearly when I share and
my piece was published on time. I listen
attentively with an intention to learn when
others are presenting their work.
I use repetition, parallelism, or transition
words to make my argument clear and
compelling.
My introduction or my conclusion include
interesting words or small stories to
interest the reader and make a lasting
impression.
I revised my thesis, topic sentences, or my
support pieces to make sure they
supported each other and flowed by using
paragraphing. I used information from
conferring with my partner or teacher to
improve my writing. Most of my sentences
are capitalized and have ending
punctuation. I usually use commas
correctly in a series, in letters and in dates.
I have spelled almost all of my high
frequency words correctly. I usually use
quotation marks and capitalization
correctly in dialogue. Most of my subjects
and verbs are in agreement. Most of my
verbs are written in the correct tense.
I have written and used most of my
possessive nouns correctly I have also
corrected most of the grammar feature
errors that I may have missed earlier in the
writing process.
I usually speak clearly when I share and
my piece was published on time. I listen
attentively when others are presenting
their work.
3rd GRADE RUBRIC
1 – Not Yet
I take a position on my reading. I have
usually produced less than 2 pages of
writing each day.
My position or my idea is not clear. I have
consistently produced less than 1 page of
writing each day.
I used 1 or 2 strategies to generate
theses and create the topic sentences for
my essay; I tried a couple different kinds
of evidence for support, attempting to
categorize the pieces and sort them into
categories to lead my reader through the
text...
I try to use repetition, parallelism, and
transition words, but they may not help to
make my argument clear.
My introduction or my conclusion might
not include interesting words or small
stories to interest the reader and make
an impression.
I wrote my thesis, topic sentences, or my
support pieces to support each other and
attempted to use paragraphs. I might
have used information from conferring
with my partner or teacher to improve my
writing. Some of my sentences are
capitalized and have ending punctuation.
I sometimes use commas correctly in a
series, in letters and in dates. I have
spelled many of my high frequency words
correctly. I sometimes use quotation
marks and capitalization correctly in
dialogue. Some of my subjects and verbs
are in agreement. Some of my verbs are
written in the correct tense.
I have written and used some of my
possessive nouns correctly I have also
corrected some of the grammar feature
errors that I may have missed earlier in
the writing process.
I sometimes speak clearly when I share
and my piece was published on time. I
sometimes listen attentively when others
are presenting their work.
I wrote one thesis and created the topic
sentences for my essay; I used only 1 or 2
types of evidence for support, and did not
categorize the pieces or sort them into
categories to lead my reader through the
text.
I use very little repetition, parallelism, or
transition words and they do not help to
make my argument clear.
Neither my introduction nor my conclusion
includes interesting words or small stories to
interest the reader make a lasting
impression.
I wrote my thesis, topic sentences, or my
support pieces, but never revised them to
make them support each other. I did not use
paragraphing or information from conferring
with my partner or teacher to improve my
writing. Few of my sentences are capitalized
and have ending punctuation. I seldom use
commas correctly in a series, in letters or in
dates. I have spelled some all of my high
frequency words correctly. I do not use
quotation marks and capitalization correctly
in dialogue yet. Few of my subjects and
verbs are in agreement. Few of my verbs
are written in the correct tense.
I have written and used few of my
possessive nouns correctly I have missed
many of the grammar feature errors that I
may have made earlier in the writing
process.
I might not speak clearly when I share and
my piece might not have been published on
time. I seldom listen attentively when others
are presenting their work.
TOTAL SCORE:
25-28 points = 4
18-24 points = 3
11-17 points = 2
7-10 points = 1
_____ 4 – student work exceeds objectives - EXCELLENT!!
_____ 2 – student is making progress – GOOD EFFORT!!
_____ 3 –student work achieves objectives – GREAT WORK!!!
_____ 1 – student is experiencing difficulty – KEEP WORKING!!
20
RESEARCH AND INFORMATIVE/EXPLANATORY WRITING
Name: _____________________________________________________
Date: ____________________
4 – WOW!
3 – I’m There!
2 - Almost
Topic and
Productivity
Headings /
Subheadings
Craft
Details
Revising
(writer’s
notebook and
first draft)
Editing
(final published
copy)
Publishing /
Presentation
TOTAL SCORE: 25-28 points = 4
18-24 points = 3
_____ 4 – student work exceeds objectives - EXCELLENT!!
_____ 3 –student work achieves objectives – GREAT WORK!!
Teacher Comments:
11-17 points = 2
7-10 points = 1
_____ 2 – student is making progress – GOOD EFFORT!!
_____ 1 – student is experiencing difficulty – KEEP WORKING!!
21
3rd GRADE RUBRIC
1 – Not Yet
REPORT CARD
3rd GRADE RUBRIC
During this Marking Period, your child learned and practiced (teacher indicates applicable genres):
 personal narrative writing
 personal essay writing
 literary essay writing
 free verse poetry writing
 informational and research writing
4 – WOW!
3 – I’m There!
2 - Almost
1 – Not Yet
WRITING
Holistic Writing
Assessment
Prints fluently
(Earlier Grade GLCEs)
D, P
Writes fluently in
cursive
holistic writing rubric score = 6
holistic writing rubric score = 5 or 4
holistic writing rubric score = 3 or 2
holistic writing rubric score = 1
Fluently and neatly writes using the
upper and lower case manuscript
alphabet
Fluently and legibly writes using the
upper and lower case manuscript
alphabet
Writes legibly using the upper and lower
case manuscript alphabet
Writing in upper and lower case
manuscript alphabet is difficult to read
Fluently and neatly writes using the
upper and lower case cursive alphabet
Fluently and legibly writes using the
upper and lower case cursive alphabet
Writes legibly using the upper and lower
case cursive alphabet
Writing in upper and lower case cursive
alphabet is difficult to read or student
cannot produce all upper and lower case
cursive letters
W.HW.03.01
D, P
22
4 – WOW!
Works towards
increasing writing
stamina
(not a GLCE)
D, S
Sets a purpose
for writing /
Applies prewriting strategies
D, C
W.PR.03.01/.02
Is consistently focused and intent upon
producing significant amounts of quality
written work
1. Building a Writing Community
2. Launching the Writing Workshop (10
pages of entries resulting in 2
narratives, 1 of which went through
the writing process to publishing)
3. Raising the Quality of Narrative
Writing (20 pages of entries resulting
in 2 narratives, 1 of which went
through the writing process to
publishing)
4. Breathing Life Into Essays (at least 1
page of entries daily consisting of
several small pieces culminating in
the published essay)
5. Literary Essay: Writing About
Reading s (at least 1 page of entries
daily consisting of several small
pieces culminating in the published
essay)
6. Free Verse Poetry (at least 1½
pages of entries daily consisting of
several separate poems culminating
in an anthology of at least 9 poems)
7. Informational and Research Writing
(at least 1½ pages of writing daily
consisting of several separate
pieces culminating in report of at
least 6 headings)
Chooses from several plans for
expressing meaning by considering
audience and imitating a combination of
authors’ styles. Confidently initiates a
variety of strategies to generate,
sequence and structure several possible
ideas in order to choose the best option.
3 – I’m There!
2 - Almost
Remains focused and intent upon
producing increasing amounts of
quality written work.
1. Building a Writing Community
2. Launching the Writing Workshop
(8-10 pages of entries resulting in
2 narratives, 1 of which went
through the writing process to
publishing)
3. Raising the Quality of Narrative
Writing (16-20 pages of entries
resulting in 2 narratives, 1 of which
went through the writing process
to publishing)
4. Breathing Life Into Essays (usually
1 page of entries daily consisting
of many small pieces culminating
in the published essay)
5. Literary Essay: Writing About
Reading (usually 1 page of
entries daily consisting of many
small pieces culminating in the
published essay)
6. Free Verse Poetry (usually 1½
pages of entries daily consisting of
several separate poems
culminating in an anthology of 7-8
poems)
7. Informational and Research
Writing (usually 1½ pages of
writing daily consisting of many
separate pieces culminating in
report of 5-6 headings)
Plans for expressing meaning through
writing by considering audience and
imitating an author’s style. Uses a
variety of strategies to generate,
sequence and structure ideas
Produces an increasing amount of
written work.
1. Building a Writing Community
2. Launching the Writing Workshop
(6-8 pages of entries resulting in
1-2 narratives, 1 of which went
through the writing process to
publishing)
3. Raising the Quality of Narrative
Writing (12-16 pages of entries
resulting in 1- 2 narratives, 1 of
which went through the writing
process to publishing)
4. Breathing Life Into Essays (less
than 1 page of entries daily
consisting of 2-3 small pieces
culminating in the published
essay)
5. Literary Essay: Writing About
Reading (less than 1 page of
entries daily consisting of 2-3
small pieces culminating in the
published essay)
6. Free Verse Poetry (less than1½
pages of entries daily consisting of
2-3 separate poems culminating in
an anthology of 5-6 poems)
7. Informational and Research
Writing (less than 1½ pages of
writing daily consisting of 3-4
separate pieces culminating in
report of 2-3 headings)
Produces a consistent amount of written
work.
1. Building a Writing Community
2. Launching the Writing Workshop
(less than 6 pages of entries resulting
in1 narrative which went through the
writing process to publishing)
3. Raising the Quality of Narrative
Writing(less than 12 pages of entries
resulting in 1 narrative which went
through the writing process to
publishing)
4. Breathing Life Into Essays (less than
1 page of entries daily consisting of 12 small pieces which may or may not
culminate in a published essay)
5. Literary Essay: Writing About
Reading (less than 1 page of entries
daily consisting of 1-2 small pieces
which may or may not culminate in a
published essay)
6. Free Verse Poetry (less than 1½
pages of entries daily consisting of 12 separate poems culminating in an
anthology of less than 5 poems)
7. Informational and Research Writing
(les than 1½ pages of writing daily
consisting of 1-2 separate pieces
culminating in report of at 2 or fewer
headings)
Expresses meaning through writing by
imitating an author’s style. Attempts to
use a few strategies to generate,
sequence and structure ideas, but may
not be successful in some of those
attempts.
Attempts to express meaning through
writing, but may be unclear. Struggles to
generate, sequence and structure ideas.
23
1 – Not Yet
4 – WOW!
Writes initial
drafts in multiple
sentences and
paragraphs /
Correctly spell
high frequency
words
D, C
W.PR.03.03
W.SP.03.01
Revises drafts
(initial writing)
based on the
input of others
W.PR.03.04
S, C, P
Edits Writing for
Correct Grade
Level Grammar
Conventions /
Uses Resources
to Edit for
Publishing
W.GR.03.01
W.PR.03.05
D, P
Exhibits personal
style and voice in
published writing
P
3 – I’m There!
2 - Almost
Drafts focused ideas using multiple,
mechanically correct, sentences and
paragraphs including varying sentence
patterns and/or organizational text
structures.
Mechanically Correct (1st / 2nd gr.
GLCEs) =
Drafts ideas using short paragraphs,
with more than 1 sentence pattern
and/or organizational text structure. The
sentences may be mechanically
incorrect.
Mechanically Correct (1st / 2nd gr.
GLCEs) =
Drafts ideas that may be limited to
sentences rather than paragraphs. The
sentences are often mechanically
incorrect.
Mechanically Correct (1st / 2nd gr. GLCEs)
=
Seeks out and utilizes constructive and
specific oral and written responses to
own writing by identifying sections of the
piece to improve sequence and flow of
ideas
Consistently uses constructive and
specific oral and written responses to
own writing by identifying sections of
the piece to improve sequence and
flow of ideas
Sometimes uses constructive and
specific oral and written responses to
own writing by identifying sections of
the piece to improve
Seldom uses constructive and specific
oral and written responses to own writing
Independently initiates editing alone or
with others. Confidently seeks out and
uses appropriate editing resources.
During initial planning and drafting,
consistently and correctly:
 uses subjects and verbs that agree
 uses accurate verb tenses
 uses possessive nouns
 uses commas in a series
 uses quotation and capitalization in
dialogue
Uses original style and strong voice to
enhance the written message
Edits alone or with others. Uses
appropriate resources. In the context
of revising or editing, consistently and
correctly:
 uses subjects and verbs that agree
 uses accurate verb tenses
 uses possessive nouns
 uses commas in a series
 uses quotation and capitalization in
dialogue
Sometimes edits alone or with others.
With prompting, uses appropriate
editing resources. In the context of
revising or editing, usually correctly:
 uses subjects and verbs that agree
 uses accurate verb tenses
 uses possessive nouns
 uses commas in a series
 uses quotation and capitalization in
dialogue
Seldom edits alone or with others.
Struggles in using appropriate editing
resources. In the context of revising or
editing, seldom correctly:
 uses subjects and verbs that agree
 uses accurate verb tenses
 uses possessive nouns
 uses commas in a series
 uses quotation and capitalization in
dialogue
Uses style and voice to enhance the
written message
Style and voice do not enhance the
written message
Style and voice are not evident in the
student’s writing
Easily writes focused drafts expressing
clear ideas using mechanically correct
paragraphs of varied sentence patterns
and/or organizational structures
Mechanically Correct (1st / 2nd gr. GLCEs)
=
 uses complete sentences beginning with a
capital letter
 uses complete sentences ending with
punctuation
 capitalizes first and last names
 capitalizes the pronoun I
 uses contractions
 commas is a series, in letters, and in dates
 capitalizes proper nouns
 spells high frequency words
 uses complete sentences beginning
with a capital letter
 uses complete sentences ending with
punctuation
 capitalizes first and last names
 capitalizes the pronoun I
 uses contractions
 commas is a series, in letters, and in
dates
 capitalizes proper nouns
 spells high frequency words
W.PS.03.01
24
 uses complete sentences beginning with
a capital letter
 uses complete sentences ending with
punctuation
 capitalizes first and last names
 capitalizes the pronoun I
 uses contractions
 commas is a series, in letters, and in
dates
 capitalizes proper nouns
 spells high frequency words
1 – Not Yet
 uses complete sentences beginning with a
capital letter
 uses complete sentences ending with
punctuation
 capitalizes first and last names
 capitalizes the pronoun I
 uses contractions
 commas is a series, in letters, and in dates
 capitalizes proper nouns
 spells high frequency words
SPEAKING, LISTENING, AND VIEWING
S.CN.03.03./.04
When presenting own published
narrative or informational writing,
consistently speaks in standard
American English, using excellent
emphasis on key words and using varied
pace for effect maintaining exceptional
posture, eye contact and position.
Listens
attentively to ask
questions
Asks thoughtful, precise, and substantive
questions to gain more information and
details
Speaks effectively
and in standard
American English
when presenting
work to an
audience
P
S, C
L.CN.03.01
Responds
knowledgeably
when listening to
or viewing the
writing of others
S, C
S.CN.03.02
S.DS.03.01
L.CN.03.02
L.RP.03.01
Knowledgeably listens to, views, or
questions the written work of others and
responds respectfully and in a way to
help and motivate the author revise and
improve their writing
When presenting own published
narrative or informational writing,
consistently speaks in standard
American English, effectively
emphasizing key words and using
varied pace for effect maintaining
appropriate posture, eye contact and
position.
Asks substantive questions to gain
more information and details
When presenting own published
narrative or informational writing,
sometimes speaks in standard
American English, sometimes
emphasizing key words and using
varied pace for effect, sometimes
maintaining appropriate posture, eye
contact and position.
Sometimes asks substantive questions
to gain more information and details
When presenting own published
narrative or informational writing, seldom
speaks in standard American English,
seldom emphasizing key words and
using varied pace for effect, seldom
maintaining appropriate posture, eye
contact and position.
Knowledgeably listens to, views, or
questions the written work of others
and responds in a way to help the
author revise and improve their writing
Listens to, views, or questions the
written work of others and responds in a
way to help the author revise and,
sometimes, improve their writing
Listens to, views, or questions the written
work of others and responds in an
attempt to help the author revise and,
sometimes, improve their writing
Teacher notes:
(D) – observe during planning work in the Writer’s Notebook or drafting work in the Project Folder
(S) – observe during student partner revising work
(C) – observe during teacher/student (one-on-one) or small group conferring
(P) – observe in final published writing and/or presentation
25
Seldom asks substantive questions to
gain more information and details