Writing Pacing Guide Third Grade
Integrate the Writing Process and Writing Components Throughout the Year
Strand 1. Writing Process
Strand 2. Writing Components
Concept 1: Prewriting
Concept 1: Ideas and Content
PO1. Generate ideas through a variety of activities (e.g.,
PO1. Express ideas that are clear and directly related to the topic.
prior knowledge, discussion with others, printed material
PO2. Provide content and selected details that are well suited to audience and purpose.
or other sources).
PO3. Use relevant details to provide adequate support for the ideas.
PO2. Determine the purpose (e.g., to entertain, to inform, Concept 2: Organization
to communicate, to persuade, to explain) of an intended
PO1. Organize content in a selected format. (e.g., letter format, narrative, lines of
writing piece.
poetry).
PO3. Determine the intended audience of a writing piece. PO2. Create a beginning that captures the reader’s interest.
PO4. Use organizational strategies (e.g., graphic
PO3. Place details appropriately to support main idea.
organizer, KWL chart, log) to plan writing.
PO4. Use transitional words or phrases (e.g., next, then, so, but, while, after that,
PO5. Maintain a record (e.g., lists, journals, folders,
because) to connect ideas.
notebooks) of writing ideas.
PO5. Create an ending that provides a sense of resolution or closure.
PO6. Use time management strategies, when
PO6. Construct a paragraph that groups sentences around a topic.
appropriate, to produce a writing product within a set time Concept 3: Voice
period.
PO1. Show awareness of the audience through word choice and style.
Concept 2: Drafting
PO2. Convey a sense of originality, sincerity, liveliness, or humor appropriate to the
PO1. Use a prewriting plan to develop a draft with main
topic and mode of writing.
idea(s) and supporting details.
Concept 4: Word Choice
PO2. Organize writing into a logical sequence that is
PO1. Use a variety of specific and accurate words that effectively convey the intended
clear to the audience.
message.
Concept 3: Revising
PO2. Use descriptive words and phrases that energize the writing.
PO1. Evaluate the draft for use of ideas and content,
PO3. Apply vocabulary and/or terminology appropriate to the type of writing.
organization, voice, word choice, and sentence fluency.
PO4. Use literal and figurative language in a variety of ways. (e.g., imitating, creating
PO2. Add details to the draft to more effectively
new words, rhyming) (although may be inconsistent or experimental)
accomplish the purpose.
Concept 5: Sentence Fluency
PO3. Rearrange words, sentences, and paragraphs to
PO1. Write simple and compound sentences.
clarify the meaning of the draft.
PO2. Write sentences that flow together and sound natural when read aloud.
PO4. Use a combination of sentence structures (i.e.,
PO3. Vary sentence beginnings, lengths, and patterns to enhance flow of the writing.
simple and compound) to improve sentence fluency in the Concept 6: Conventions
draft.
PO1. Use capital letters for:
a.
proper nouns
d.
abbreviations
PO5. Modify word choice appropriate to the application in
b.
titles
e.
literary titles
order to enhance the writing.
c.
names of places
PO7. Apply appropriate tools or strategies (e.g., peer
PO2. Punctuate endings of sentences using:
review, checklists, rubrics) to refine the draft.
a.
periods
c.
exclamation points
PO8. Use resources and reference materials to select
b.
question marks
more precise vocabulary.
PO3. Use commas to punctuate:
Concept 4: Editing
a.
items in a series
c.
dates
b.
greetings and closings of a letter
PO1. Identify punctuation, spelling, and grammar and
PO4. Use quotation marks to punctuate dialogue, although may be inconsistent or
usage errors in the draft.
experimental.
PO2. Use resources (e.g., dictionary, word lists,
PO5. Use colons to punctuate time.
spelling/grammar checkers) to correct conventions.
PO6. Use apostrophes to punctuate.
PO3. Apply proofreading marks to indicate errors in
a.
contractions
b.
singular possessives
conventions.
PO7.
Spell
high
frequency
words
correctly.
PO4. Apply appropriate tools (e.g., peer review,
PO8. Use common spelling patterns/generalizations to spell words correctly, including:
checklists, rubrics) to edit the draft.
a.
word families
f.
CVC words
Concept 5: Publishing
b.
regular plurals
g.
CCVC
PO1. Prepare writing in a format (e.g., oral presentation,
c.
r-controlled
h.
CVCC
d.
diphthongs
i.
Affixes
manuscript, and multimedia) appropriate to audience and
e.
consonant digraphs
purpose.
PO9. Spell homonyms correctly in context.
PO2. Share the writing with the intended audience.
PO10. Use resources (e.g., dictionaries, word walls) to spell correctly.
PO3. Use margins and spacing to enhance the final
PO11. Use the following parts of speech correctly in simple sentences.
product.
a.
nouns
c.
personal pronouns
PO4. Write legibly.
b.
action verbs
d.
adjectives
PO12. Use subject/verb agreement in simple and compound sentences.
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Glendale Elementary School District 3/16/2016
Writing Pacing Guide Third Grade
Integrate Literary Response Throughout the Year
Strand 3: Writing Applications
Concept 5: Literary Response
PO1. Write a reflection to a literature selection (e.g., journal entry, book review).
PO2. Write a book report or review that may identifies the:
a.
b.
c.
main idea
character(s)
setting
d.
e.
sequence of events
problem/solution
a.
text to world
PO3. Write a response to a literature selection that connects:
a.
b.
text to self
text to text
Instructional Period 1
Simple Sentence
(Main Sentence Trunk)
Vary sentence beginnings
a.
b.
c.
d.
e.
Article + noun = the dog…,
Pronoun=It …,
Article + adjective + noun =
The furry dog
Possession pronoun +
adjective + noun = my furry
dog..,
When Phrase = Early in the
morning
Verb Modifiers
(Action Expander)
a.
b.
c.
d.
e.
When phrase (effective at
beginning)
Where phrase (begin with
prepositions)
Why phrase (complex
sentence)
How (adverb, adverbial
phrase, simile)
Use literal and figurative
language where appropriate
to purpose
Strand 3: Writing
Applications
Concept 2: Expository
Defining / Describing
PO1. Record information
(e.g., observations, notes,
lists, charts, map labels
and legends) related to the
topic.
PO2. Write an expository
paragraph that contains:
a.
b.
c.
a topic sentence
supporting details
relevant information
PO3. Write in a variety of
expository forms (e.g.,
essay, summary,
newspaper article,
reflective paper, log, or
journal).
Concept 6: Research
PO1. Paraphrase
information from a variety
of sources (e.g., internet,
reference materials).
PO2. Organize notes in a
meaningful sequence.
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Instructional Period 2
Instructional Period 3
Instructional Period 4
Instructional Period 5
Strand 3: Writing
Applications
Concept 2: Expository
Problem/Solution
PO1. Record information
(e.g., observations, notes,
lists, charts, map labels
and legends) related to the
topic.
PO2. Write an expository
paragraph that contains:
Strand 3: Writing
Applications
Concept 2: Expository
Comparison
PO1. Record information
(e.g., observations, notes,
lists, charts, map labels
and legends) related to the
topic.
PO2. Write an expository
paragraph that contains:
a.
b.
c.
a.
b.
c.
Strand 3: Writing
Applications
Concept 2: Expository
Integration of Paragraph
Organizations
PO1. Record information
(e.g., observations, notes,
lists, charts, map labels
and legends) related to the
topic.
PO2. Write an expository
paragraph that contains:
Verb Modifiers
(Action Expander)
Predicates
(3 Action)
a.
a.
b.
b.
c.
d.
e.
When phrase (effective at
beginning)
Where phrase (begin with
prepositions)
Why phrase (complex
sentence)
How (adverb, adverbial
phrase, simile)
Use literal and figurative
language where
appropriate to purpose
Noun modifiers
(Surround-the-Noun)
a.
Adjective before noun
‘With” phrase after the noun
Strand 3: Writing
Applications
Concept 2: Expository
Chronological and
Sequential Order
PO1. Record information
(e.g., observations, notes,
lists, charts, map labels
and legends) related to the
topic.
PO2. Write an expository
paragraph that contains:
a.
b.
c.
a topic sentence
supporting details
relevant information
PO3. Write in a variety of
expository forms (e.g.,
essay, summary,
newspaper article,
reflective paper, log, or
journal).
Concept 6: Research
PO1. Paraphrase
information from a variety
of sources (e.g., internet,
reference materials).
PO2. Organize notes in a
meaningful sequence.
Glendale Elementary School District 3/16/2016
c.
d.
Begin with a verb
Construct sentences with
subject/verb agreement
Use action verbs with the
same verb tense
Use specific nouns and
action verbs
Context Sentences
Context proves meaning of
word (i.e., synonyms,
antonyms, examples,
restatement, definition, and
explanation)
Compound Sentences and
Complex
a topic sentence
supporting details
relevant information
PO3. Write in a variety of
expository forms (e.g.,
essay, summary,
newspaper article,
reflective paper, log, or
journal).
Concept 6: Research
PO1. Paraphrase
information from a variety
of sources (e.g., internet,
reference materials).
PO2. Organize notes in a
meaningful sequence.
a topic sentence
supporting details
relevant information
PO3. Write in a variety of
expository forms (e.g.,
essay, summary,
newspaper article,
reflective paper, log, or
journal).
Concept 6: Research
PO1. Paraphrase
information from a variety
of sources (e.g., internet,
reference materials).
PO2. Organize notes in a
meaningful sequence.
a.
b.
c.
a topic sentence
supporting details
relevant information
PO3. Write in a variety of
expository forms (e.g.,
essay, summary,
newspaper article,
reflective paper, log, or
journal).
Concept 6: Research
PO1. Paraphrase
information from a variety
of sources (e.g., internet,
reference materials).
PO2. Organize notes in a
meaningful sequence.
Writing Pacing Guide Third Grade
Strand 3: Writing
Applications
Concept 1: Expressive
Personal Narrative
PO1. Write a narrative
based on imagined or real
events, observations, or
memories that includes:
a.
b.
c.
d.
e.
f.
characters
setting
plot
sensory details
clear language
logical sequence of events
Poetry
PO2. Write in a variety of
expressive forms (e.g.,
poetry, skit) that may
employ:
a.
b.
c.
figurative language
rhythm
appropriate format
Strand 3: Writing
Applications
Concept 1: Expressive
Poetry
PO2. Write in a variety of
expressive forms (e.g.,
poetry, skit) that may
employ:
a.
b.
c.
figurative language
rhythm
appropriate format
Narrative
PO1. Write a narrative
based on imagined or real
events, observations, or
memories that includes:
a.
b.
c.
d.
e.
f.
characters
setting
plot
sensory details
clear language
logical sequence of events
Strand 3: Writing
Applications
Concept 3: Functional
Friendly Letter
PO2. Write
communications, including:
thank-you notes, friendly
letters, messages and
invitations.
PO3. Address an envelope
for correspondence that
includes: an appropriate
return address and an
appropriate recipient
address.
Concept 4: Persuasive
Persuasive
PO1. Write persuasive text
(e.g., advertisements,
paragraph) that attempts to
influence the reader.
Strand 3: Writing
Applications
Concept 4: Persuasive
Persuasive
PO1. Write persuasive text
(e.g., advertisements,
paragraph) that attempts to
influence the reader.
Concept 3: Functional
Formal / Business Letter
PO2. Write
communications, including:
a.
formal letters
PO3. Address an
envelope for
correspondence that
includes: an appropriate
return address and an
appropriate recipient
address.
Concept 3: Functional
PO1. Write a variety of
functional texts (e.g.,
directions, recipes,
procedures, rubrics,
labels, posters,
graphs/tables).
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Glendale Elementary School District 3/16/2016
Strand 3: Writing
Applications
Concept 6: Research
Informational Report
PO1. Paraphrase
information from a variety
of sources (e.g., Internet,
reference materials).
PO2. Organize notes in a
meaningful sequence.
PO3. Write an
informational report that
includes main ideas and
relevant details.
Concept 3: Functional
PO1. Write a variety of
functional texts (e.g.,
directions, recipes,
procedures, rubrics,
labels, posters,
graphs/tables).