Writing
We will be working on writing daily. Students need to write just as much as read.
- Writers are successful when they follow the routines and procedures of a writing workshop
- Successful writers follow the writing process
- I will use goal setting and feedback to make my writing better
- I will demonstrate the attributes of narrative writing
Our First Writing Unit:
Setting up the writer's workshop and writing a complete paragraph
Our Second Writing Unit: Writing to learn
How in every subject we incorporate writing
Our Third Writing Unit: Figurative Language
In this writing unit, students will experiment with figurative language, especially similes. They will read poetry to understand and identify how poems can be similar and different, using the vocabulary of poetry (e.g. line, stanza, verse, etc.) and applying this in their writing. Students will work to plan, draft, and revise multiple pieces of descriptive poetry. Because poetry is both a form and a genre, students may turn a previous piece of writing into a piece of poetry or write original pieces.
Our Fourth Writing Unit: Narrative Storytelling
During this unit of study, students “read like a writer”, analyzing author’s crafts and attributes of a narrative based on reality (personal) or fantasy (make believe) of a narrative story. Through conferring with teacher and peers, students set writing goals. Goal setting will be on-going throughout the entire year. Narrative Writing in this unit develops characters through description and use of dialogue. Stories should have a clear sense of closure.
Our Fifth Writing Unit: Writing to Explain
During the Writing to Explain unit of study, 3rd graders write in a variety of forms to explain their thinking, knowledge, or understanding (see multiple forms above). Third graders are expected to state a main idea and group relevant details or facts. Students should be provided with choices of topics and forms through inquiry and interest when possible. Planning and revision strategies allow students to explore writing processes as they consider their audience; however, not all pieces will go to the final publishing stage.
Our Sixth Writing Unit: What is my Opinion?
In this unit, “What is My Opinion and Why?” students identify the purpose, subject, audience, and form for writing their opinion. As they plan and draft, students focus on clearly stating their opinion and organizing their reasons, examples, or details. They will create an organizational structure that lists reasons, yet lay the foundation for more sophisticated text structures in later grades. Students include language and vocabulary that clarifies their opinion as well as a concluding statement or section. Students are also expected to continue varying sentence beginnings and sentence types. See Unit Considerations for more information.
Our Seventh Writing Unit:Expository Writing/Response to Reading & Review of Previous Learning
This unit is a review of previous units of study. Use possible and/or multiple forms from previous units as needed. Short-constructed responses, summaries, and prompt writing
Our Eighth Writing Unit: Non-Fiction- Just the Facts
During this Just the Facts unit of study, third grade writers research a topic, gathering information from a variety of resources. Writers summarize information and organize writing around a central topic that is supported by reasons, facts, quotations, and relevant details. Writers use precise vocabulary, including word choice that logically organizes information throughout the text. Third grade writers are expected to provide a satisfying ending that concludes the topic and is appropriate to the type of text (e.g., brochure, report, and. . .)
Our Ninth Writing Unit: Pulling the Learning Together
In this unit of study, students apply their knowledge of previously studied genres and use all parts of their personalized writing process to write for a specific purpose and audience of their choice. Students may choose from various forms and from previous pieces of writing to transfer their learning and show mastery of previous concepts and skills taught. Because this unit is focused on pulling the learning together, anchor charts from previous units will be revisited. Students will re-immerse themselves within a variety of genres and may be drawing from a variety of sources, including anchor charts from previous units, to demonstrate their learning through a culminating piece or portfolio of their work.