• Third-Grade Writing Learning Objectives
     
    Please notice that literacy learning objectives, listed in italics, are aligned to our larger report card indicators, typed in bold. Each learning objective is accompanied by sample “I statements” that students can use in considering their progress as readers and writers.
     

     
    Report Card Indicator: Understands and employs the various stages of the writing process, including prewriting, drafting, revision and editing. 
    Benefits from support and feedback of peers to promote reflective goal setting for improved writing. 
    • I am able to participate in research and writing short projects.
    • I know that recalling information from experiences or gathering information to generate an idea or investigate a question helps me approach my writing. 
    • I know how to draw from literary or informational texts to support ideas. 
    Writes routinely to build stamina with purpose and audience in mind.
    • I write opinion texts to introduce a topic and convey ideas and information clearly.
    • I write informative/explanatory texts to introduce a topic and convey ideas and information clearly.
    • I write narratives to develop real or imagined experiences or event using effective techniques. 

    Report Card Indicator: Organizes writing so that the reader can follow easily.
    When organizing a piece, third-graders group information into parts.  Each part is about one thing connected to the big topic or the part of a story. 
    • I make sure to separates what happens first from what happens later (and finally) in the story by using paragraphs.
    • I develop a lead that introduces an opinion or a topic that hooks the readers or gets the reader ready to learn.
    • I develop an ending that restates my opinion, draws a conclusion, asks a question, or suggests ways readers might respond.  When I write a story, I bring the story to a close by using an action, talk, or feeling.

    Report Card Indicator: Develops an idea or captures a story by incorporating supporting details.
    • When I’m trying to convince others of my idea, I include at least two or three reasons - and write multiple sentences about each one. 
    • When I’m teaching others, I uses facts, definitions, and/or observations about the topic and explain them.
    • I show what happens to (and in) the characters when I write a narrative.
    • In story writing, I tell the story bit by bit.

    Report Card Indicator: Incorporates the craft of writing.
    • I use a convincing tone to get readers to think or feel in certain ways. 
    • I choose expert words to teach information - and maybe drawings, captions, and diagrams.
    • I select words and details that help the readers picture what happens and bring the story to life.

    Report Card Indicator: Understands and applies the conventions of writing: correct grammar, sentence structure, punctuation, and spelling.
    Third-graders work to edit carefully when polishing a piece of writing. 
    • I capitalize words that need to be capitalized. 
    • I use an exclamation point at the end of an exclamatory sentence and a period at the end of an imperative sentence.
    • I know when to form a possessive. 
    • I use commas and quotation marks in dialogue.