GRADE 3 Writing - Treasure Bay
GRADE3WritingtoTextsCommonCoreTable of ContentsCommon CoreState StandardsMini-Lessons, Practice, and AssessmentsPageIntroduction2Using This Book4Opinion/Argument Writing Mini-LessonsW.3.1Mini-Lesson 1: Writing to One TextMini-Lesson 2: Writing to Multiple Texts612Informative/Explanatory Writing Mini-LessonsW.3.2Mini-Lesson 3: Writing to One Text20Mini-Lesson 4: Writing to Multiple Texts26Narrative Writing Mini-LessonsW.3.3Mini-Lesson 5: Writing to One Text34Mini-Lesson 6: Writing to Multiple Texts40Practice Texts with PromptsW.3.1—W.3.10W.3.1—W.3.5How to Use Practice Texts with Prompts481. Spring Cleaning (realistic fiction)502. The Wonderful Shirt (play)533. Jack and His Friends (fairy tale)564. The Great Journey West (historical fiction)595. The Story of Medusa (myth)626. Prairie Dogs (science text)657. Sequoyah: A Man of Many Words (social studies text)688. How to Make a Terrarium (procedural text)719. The Real Story of Paul Revere (social studies text)7410. Becoming a Writer (memoir)7711. The Adventures of Helga: Chapters 4 and 5 (fantasy)12. Batter Up! (poem)Ralph at Bat (realistic fiction)13. Why Man Has Fire (myth)How Fire Came to Hawaii (myth)14. The Messy Room (realistic fiction)Walking Chloe (realistic fiction)15. The Ant and the Dove (fable)The Serpent and the Eagle (fable)16. Why Our Town Needs Bike Racks (persuasive letter)Why Our Town Shouldn’t Add More Bike Racks (persuasive letter)17. Why Animals Migrate (science text)The Amazing Monarch Butterfly (science text)18. Do Not Shorten Recess (speech)Recess Is Too Long (speech)19. Sherman School Holds Spelling Bee (newspaper article)My First Spelling Bee (narrative nonfiction)20. Ancient Egypt (social studies text)Ancient Sumerians (social studies text)Graphic Organizers and Checklists80Rubrics and Assessments84889296100104108112116120128
IntroductionWhat Is the Common Core?The Common Core State Standards are an initiative by states to setshared, consistent, and clear criteria for what students are expected to learn.This helps teachers and parents know what they need to do to help students.The standards are designed to be rigorous and pertinent to the real world.They reflect the knowledge and skills that young people need for success incollege and careers.If your state has joined the Common Core State Standards Initiative, thenteachers are required to incorporate these standards into their lesson plans.Students need targeted practice in order to meet grade-level standards andexpectations, and thereby be promoted to the next grade.What Does It Mean to Write to Texts?One of the most important instructional shifts in the Common Core StateStandards is writing to texts, or sources. What exactly does this mean? Haven’tstandardized assessments always used reading texts as a springboard towriting? Yes, but the required writing hasn’t always been DEPENDENT on thekey ideas and details in a text.A prompt that is non-text-dependent asks students to rely on prior knowledgeor experience. In fact, students could likely carry out the writing withoutreading the text at all. The writing does not need to include ideas, information,and key vocabulary from the text.Writing to texts requires students to analyze, clarify, and cite informationthey read in the text. The writing reveals whether students have performeda close reading, because it is designed to elicit ideas, information, and keyvocabulary from the text as well as students’ own evidence-based inferencesand conclusions. These are all skills that prepare them for the grades ahead,college, the workplace, and real-world applications in their adult daily lives.An example of a passage with non-text-dependent and text-dependentsample prompts is provided on page 3.2Common Core Writing to Texts Grade 3 2014 Newmark Learning, LLC
Sample PassageSimple and Compound MachinesA simple machine is a tool that does work with onemovement. Like all machines, a simple machine makeswork easier. It has few or no moving parts and usesenergy to do work. A lever, a wedge, a screw, apulley, a wheel and axle, and an inclined plane are allsimple machines.1. 2. You use simple machines all the time, too. If youhave ever played on a seesaw or walked up a ramp,then you have used a simple machine. If you haveopened a door, eaten with a spoon, cut with scissors,or zipped up a zipper, you have used a simplemachine.3. A compound machine is made of two or moresimple machines. For example, the pedals, wheels,and gears on a bicycle are wheels and axles, andthe hand brakes on the handlebars are levers. Cars,airplanes, watches, and washing machines are alsocompound machines. Compound machines can do thework of many simple machines at the same time.4. Life would be very different if we did not havemachines. Work would be much harder, and playingwouldn’t be as much fun.StandardSample Prompt:Non-Text-DependentSample Prompt:Text-DependentW.3.1(Opinion/Argument)Do you prefer zippers, buttons,buckles, or another type offastener for your clothing? Why?The author makes three claims in the lastparagraph. Choose one of the claims, tellwhether you agree or disagree, and supportyour opinion with evidence from the text.W.3.2(Informative/Explanatory)Think about a machine youhave used to do a task. How didyou use it? How did using themachine make the task easier?Compare and contrast simple andcompound machines. Use details from thetext to support your explanation.W.3.3(Narrative)Write a story in which acharacter invents a machinethat no one has seen or heardof before.Imagine that all the machines mentionedin the passage disappeared for twenty-fourhours. Write a journal entry about howyour life was different that day and whatyou learned.Common Core Writing to Texts Grade 3 2014 Newmark Learning, LLC3
Using This BookHow Does This Book Help Students?This book is organized into four main sections: Writing Mini-Lessons, Practice Texts withPrompts, Graphic Organizers and Checklists, and Rubrics and Assessments. All minilessons and practice pages are self-contained and may be used in any order that meetsthe needs of students. The elements of this book work together to provide studentswith the tools they need to be able to master the range of skills and application asrequired by the Common Core.1. Mini-Lessons for Opinion/Argument, Informative/Explanatory,and Narrative WritingWriting mini-lessons prepare students to use writing as a way to state and supportopinions, demonstrate understanding of the subjects they are studying, and convey realand imagined experiences. The mini-lessons are organized in the order of the standards,but you may wish to do them with your class in an order that matches your curriculum.For each type of writing the first mini-lesson covers responding to one text, while thesecond mini-lesson models how to respond to multiple texts.Each mini-lesson begins with a lesson plan thatprovides step-by-step instruction. Distribute the passages and prompts. Model how toanalyze the prompt. Sample questions are providedto help guide the discussion. Work with students tofill out a graphic organizer to plan a response to theprompt. All passages fall within gradeappropriate text-complexity bands asrequired by the Common Core StateStandards. Passages also provideexposure to a variety of genres. All prompts require a close reading oftext and text-dependent responses.4 Distribute the grade-level student modeland the checklist that follows. This model isa response to the prompt and the checklistcan help students analyze how successfulthe writing is in accomplishing the task.Common Core Writing to Texts Grade 3 2014 Newmark Learning, LLC
2. Practice Texts with PromptsPassages and prompts providestudents with real experiencewriting to a single text and multipletexts. The first ten lessons requirestudents to respond to one text. Thelast ten require students to respond tomultiple texts.Each passage or pair of passages isfollowed by three text-dependentprompts: Opinion/Argument, Informative/Explanatory, and Narrative. You maywish to assign a particular prompt, have students choose one, or have themexecute each type of writing over a longer period of time.For more information on how to use this section, see page 48.3. Graphic Organizers and ChecklistsFor each type of writing, you candistribute a corresponding graphicorganizer and checklist to help studentsplan and evaluate their writing.4. Rubrics and AssessmentsThe section includes Evaluation Rubrics to guide your assessment and scoringof students’ responses. Based on your observations of students’ writing, usethe differentiated rubrics. These are designed to help you conduct meaningfulconferences with students and will helpdifferentiate your interactions to matchstudents’ needs.For each score a student receives in theEvaluation Rubrics, responsive promptsare provided. These gradual-releaseprompts scaffold writers towardmastery of each writing type.Common Core Writing to Texts Grade 3 2014 Newmark Learning, LLC5
Mini-Lesson1 Opinion/ArgumentOpinion/ArgumentCommon CoreState StandardW.3.1Writing an Opinion/ArgumentMini-Lesson 1: Writing to One TextCOMMON CORE STATE STANDARD W.3.1Write opinion pieces on topics or texts, supporting a point of view withreasons.a. Introduce the topic or text they are writing about, state an opinion, and createan organizational structure that lists reasons.b. Provide reasons that support the opinion.c. Use linking words and phrases (e.g., because, therefore, since, for example) toconnect opinion and reasons.d. Provide a concluding statement or section.Explain to students that they will often encounter opinion/argument writingprompts that instruct them to respond directly to a passage they have read.Tell them that the passage might be informational or fiction. Then take thefollowing steps to guide students through the process of writing an opinion/argument piece in response to one text.Read the passage. Distribute pages 8–9 to students. Depending on students’needs, you may wish to read the passage aloud, have students read it with apartner, or have them read it independently.Read and analyze the prompt. Read the prompt at the bottom of page 9with students. Model how to analyze the prompt. Ask questions such as thefollowing: What form of writing does the prompt ask for? (opinion/argument) How can you tell? (The prompt is asking what I think about the topic.) W hat is the purpose of the assignment? (state my opinion andsupport it) W hat information do I need to complete the task? (I need to useevidence from the passage “Recycle It!”)6Common Core Writing to Texts Grade 3 2014 Newmark Learning, LLC
Mini-Lesson 1 Opinion/Argument lan the writing. Draw the following graphic organizer on the board. YouPmay also wish to distribute the matching graphic organizer located onpage 120. Use the following think-alouds to model how to complete thegraphic organizer. Ask for student input as you fill in the chart on the board.Common CoreState StandardW.3.1 T he writing prompt asks me to form an opinion. How important doI think it is for everyone to recycle? After reading the passage, myopinion is that it is very important for everyone to recycle. N ow I will think about the second part of the prompt. It asks me tofind evidence from the passage to support my opinion. I will record my evidence—or reasons and supporting details—in thesecond part of each row on the chart. I will also show where I gotmy information. T o finish my writing, I need a concluding statement or paragraph. Iwill restate my opinion by telling why I think it is very important foreveryone to recycle.Reason 1:Supporting Details:When we throw things into the trash,they go to a landfill.1. Trash in landfills just stays there.(paragraph 3)3. Landfills aren’t good for people or Earth.Reason 2:Supporting Details:We are sending too much trash tolandfills.1. Only some people recycle.(paragraph 4)3. We’ll have to make more landfills.Reason 3:Supporting Details:Recycling helps people.1. It creates jobs.(paragraph 5)2. It saves money.2. It pollutes the air and water.2. Landfills will be full soon.My Opinion Restated (Conclusion):It is very important for everyone to recycle. This will help people and Earth. Read and analyze the model. Distribute the student writing model andchecklist on pages 10–11 to students. Read it aloud. Discuss with studentswhether or not the writer was successful at accomplishing the task. Ask themto complete the checklist as you discuss the opinion/argument piece.Common Core Writing to Texts Grade 3 2014 Newmark Learning, LLC7
Mini-Lesson1 Opinion/ArgumentOpinion/ArgumentCommon CoreState StandardW.3.1Read the passage below.Recycle It! When something is recycled, it is reused in a differentway. Recycled items are not thrown into the trash.They are sent to a recycling center instead. Workersthere remove useful materials from each item. Thenthey use these materials to make new items. Forexample, pulp is a material in paper. Workers mightuse the pulp from old paper to make new paper.2. Just about everything can be recycled. Paper,cardboard, and plastic can be recycled. Glass, metal, tincans, and old clothing can be recycled too. Recycling isone important way to help Earth.3. When we throw used items into the trash, they goto a landfill. A landfill is a large piece of land. Thetrash in landfills just stays there. It isn’t reused in anyway. Some trash contains chemicals. These chemicalscan pollute our air and water. Landfills aren’t good forpeople. They aren’t good for our planet either.4. Some people in our country recycle. But many morepeople need to do this. We are still sending too muchtrash to landfills. Many large truckloads of trash aredumped into landfills every day. Soon there won’t beany more room in these landfills. Then we will have tomake more landfills. We will have to cut down manytrees to do this. This will cause animals to lose theirhomes. Some kinds of animals might become extinct.This means that they won’t be around in the future.Recycling can help prevent this. It is the best way toreduce the amount of trash sent to landfills.5. Recycling has other benefits too. It can create jobs.If people send more items to recycling centers, moreworkers will be needed there. It also saves money. Forexample, paper sent to recycling centers is often usedto make new paper. This costs less than having to cutdown trees to make new paper. Recycling makes ourworld a better place.W.3.11.(continued)8Common Core Writing to Texts Grade 3 2014 Newmark Learning, LLC
Mini-Lesson 1 Opinion/Argument(continued)6.Common CoreState StandardW.3.1 ecycling is always best. But you can also reduceRwaste by doing the following: B ring cloth bags to the grocery store. Use thesebags instead of plastic bags. D rink water from reusable containers. Don’tdrink water from plastic bottles. Write on both sides of a piece of paper. D on’t buy items in single-serving containers. Forexample, instead of buying juice boxes, buy abottle of juice. The packaging used in singleserving containers is wasteful. W heneverpossible, buyproducts madefrom recycledmaterials.Read and analyze the prompt.Opinion/Argument PromptHow important do you think it is for everyone torecycle? Use evidence from “Recycle It!” to supportyour opinion.Common Core Writing to Texts Grade 3 2014 Newmark Learning, LLC9
Mini-Lesson1 Opinion/ArgumentOpinion/ArgumentCommon CoreState StandardW.3.1Read and analyze the model.Why Everyone Should Recycleby Sarah RinaldiPeople in our country are throwing away too many things.It is very important for everyone to begin recycling rightaway.Things that are not recycled are thrown into the trash.This trash goes to a landfill. Nothing is done with the trashin a landfill. It just sits there. It pollutes our air and water.Therefore landfills are bad for people and Earth.Our landfills will be full soon too. Then we will have tomake more landfills, which means we will have to cut downmany trees. It is better to recycle because we can reducethe amount of trash being sent to landfills by recycling.Recycling is also good in other ways. It creates jobs. Ifmore and more people recycle, more jobs will be created atrecycling centers. Recycling also saves money. For example, itcosts less to make new paper from old paper because treesdo not have to be cut down.These are the reasons why I believe that everyone, andnot just some people, should recycle. It is important becauseit will help keep people and our planet healthy.10Common Core Writing to Texts Grade 3 2014 Newmark Learning, LLC
Mini-Lesson 1 Opinion/ArgumentCommon CoreState Standard Writing Checklist: Opinion/Argument The writer introduced the topic. T he writer used linking words and phrases to connect heropinion and reasons, such as because, therefore, since, andfor example. T he writer ended with a conclusion that sums up andsupports her position. The writer reviewed her writing for good grammar.W.3.1The writer stated a strong opinion, position, or point of view.The writer used well-organized reasons to support her opinion.T he writer supported her reasons with facts and details fromthe text.T he writer reviewed her writing for good capitalization,punctuation, and spelling.Common Core Writing to Texts Grade 3 2014 Newmark Learning, LLC11
6 Common Core Writing to Texts Grade 3 2014 Newmark Learning, LLC Writing an Opinion/ Argument Mini-Lesson 1: Writing to One Text Explain to students that they will often encounter opinion/argument writing prompts that instruct them to respond directly to a passage they have read.
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