By the end of the year, we expect third-grade students
to produce reports or
informational writing that:
~
Introduce
the topic, sometimes providing a context;
~
Have an
organizational structure that is useful to the
reader;
~
Communicate
big ideas, insights or theories that have been
elaborated on or illustrated through facts, details,
quotations, statistics and information;
~Use diagrams, charts or illustrations appropriate to
the text;
~Have a
concluding sentence or section;
~Employ a
straight forward tone of voice.
By the end of the year,
we expect third-grade students to respond to literature
in which they:
~Support an
interpretation by making specific references to the
text;
~Provide
enough detail from the text so the reader can
understand the interpretation;
~Go beyond
retelling;
~Compare two
works by an author;
~Discuss
several works that have a common idea or theme;
~Make
connections between the text and their own ideas and
lives.
By the
end of the year, we expect third-grade students to
produce narrative accounts (fictional and
autobiographical) that:
~Orient
or engage the reader (set the time, indicate the
location where the story takes place, introduce the
character, or enter immediately into the story line;
~Create a believable world and introduce characters
through the precise choice of detail;
~Create a sequence of events that unfolds naturally;
~Provide pacing;
~Develop a character, often by providing a motivation
for action and having the character solve the problem;
~Develop the plot or tell about the event by
describing actions and emotions of the main characters,
including descriptive details, using dialogue and other
story strategies;
~Add reflective comments (especially in autobiographical
narrative);
~Provide some kind of conclusion.
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