essay on books for 3rd standard

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Essay for Class 3 Students and Children | Creative Writing Topics For Grade 3

While Writing Essays most of you will feel difficult to express your ideas. In this article, you will find Essays for Class 3 belonging to different categories. We have listed the Short and Long Essay Topics for Grade 3 in an organised manner. Access the Essay Writing Topics for 3rd Standard all in one place through the quick links available and know how to write different essays.

List of Ideas & Essay Topics for Class 3

To help students of Class 3 we have listed the most common Essay Writing Topics. All of them are given in simple and easy to understand language. Just click on the concerned Essay Topic and learn how to write on the particular topic in a matter of seconds. You will find Short & Long Essays for 3rd Std provided here extremely helpful to inculcate creative writing ideas among your kid.

• My School Essay for Class 3
• My Family Essay for Class 3
• My Best Friend Essay for Class 3
• My Country Essay for Class 3
• Essay on My School Garden for Class 3
• My Favourite Game Essay for Class 3 Kids
• My Dream Essay for Class 3
• English Is My Favourite Subject Essay For Class 3
• Essay on Rainy Day for Class 3
• My Mother Essay For Class 3
• Myself Essay in English for Class 3
• My Pet Essay for Class 3
• My Neighbour Essay for Class 3
• My Favourite Season Essay for Class 3
• 10 Lines Essay on Save Trees
• My Hobby Essay for Class 3
• My Brother Essay In English For Class 3
• My Favourite Fruit Essay For Class 3
• My Grandparents Essay for Class 3
• Essay on Train for Class 3
• Essay on Diwali for Class 3
• Essay on Holi for Class 3
• Dussehra Essay for Class 3
• Essay on Television for Class 3
• Essay on National Flag for Class 3
• Essay on Good Habits for Class 3
• Republic Day Essay for Class 3
• Essay on My Father for Class 3
• Essay on Winter Season for Class 3
• Essay on Earth Day for Class 3
• My PET Dog Essay for Class 3
• Independence Day Essay for Class 3
• Summer Vacation Essay for Class 3
• My Classroom Essay for Class 3
• Discipline Essay for Class 3
• Essay on Christmas for Class 3
• My Favourite Food Essay for Class 3
• Importance of Trees Essay for Class 3
• Essay on Moon for Class 3
• My House Essay for Class 3
• A Visit to a ZOO Essay for Class 3
• Essay on Pollution for Class 3
• Essay on Birds for Class 3
• Essay on Computer for Class 3
• Essay on Butterfly for Class 3
• Essay on Doctor for Class 3
• Essay on Journey by Train for Class 3
• Essay on Football for Class 3

FAQs on Essay for Class 3

1. How to get better at writing essays?

Make an outline and acquire a solid understanding of grammar, punctuation. Use the Right Vocabulary and write an introduction, body and conclusion supporting your ideas.

2. Where do I get different Essay Topics for Class 3?

You can get different Essay Topics for Class 3 on our page.

3. Where do I get Free Resources for improving my Writing Skills?

You can get Free Resources for improving Writing Skills on Worksheetsbuddy.com a trusted portal.

Hope the information shared gave you several ideas on Essay Writing Topics for Class 3. If you want us to add a few more topics do leave us your suggestions and our team will look into them and add them at the earliest. Bookmark our site Worksheetsbuddy.com for Essays of Different Classes and Topics.

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Language & Grammar

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Digital Learning

Mentor texts for common core literature standards.

My ELA units for Kinder, 1st, 2nd, 3rd, and 4th Grade include three mini-lessons, printables, passages, interactive notebook activities, task cards, and an assessment. Some of these activities require the use of a mentor text. I have had many, many requests for a suggested book list, so I wanted to create a blog post for teachers to reference when using mentor texts for ELA! This is a list of 10 books for each literature standard, with affiliate links to Amazon.

Ask and Answer Questions

Ask and Answer Questions (RLK.1, RL1.1, RL2.1, RL3.1, RL4.1)

Key skills to hit: questioning, inferring, predicting, answering, and text evidence

• Why by Richard Torrey
• The Raft by Jim LaMarche
• Poppleton by Cynthia Rylant 
• First Day Jitters by Julie Danneberg
• Baghead by Jarret Krosoczka
• Fly Away Home by Eve Bunting
• Hello, Goodbye Dog by Maria Gianferrari
• Jabari Jumps by Gaia Cornwall
• Last Stop on Market Street by Matt de la Pena
• Stella Brings the Family by Miriam B. Schiffer

Retelling and Recounting

Retelling and Recounting (RLK.2, RL1.2, RL2.2, RL3.2) Key skills to hit: retelling/recounting, moral/lesson, folk tales, fables, myths

• The Magic Hat by Mem Fox
• A Bad Case of the Stripes by David Shannon
• The Ant and the Grasshopper by Luli Gray
• Lilly’s Purple Plastic Purse by Kevin Henkes
• Aesop’s Fables Collection 
• Young Zeus by G. Brian Karas (3rd Grade Only)
• Tops and Bottoms by Janet Stevens
• Hair Love by Matthew A. Cherry
• I am Enough by Grace Byers
• Why Mosquitos Buzz in People’s Ears by Verna Aardema
• The Legend of Blue Bonnet by Tomi dePaola

Primary Mentor Texts – Story Elements

Story Elements  (RLK.3, RL1.3) Key skills to hit-  characters and traits, settings, events

• Cloudy with a Chance of Meatballs by Judi Barrett
• A Story for Bear by Dennis Haseley
• The Lorax by Dr. Seuss
• Where the Wild Things Are by Maurice Sendak
• The Salamander Room by Anne Mazer
• If You Give a Pig a Pancake by Laura Numeroff
• What I Like the Most by Mary Murphy
• Islandborn by Junot Diaz
• Ruby Finds a Worry by Tom Percival
• In Our Mothers’ House by Patricia Polacco
• My Awesome Brother by Lise Frances

Character Challenges

Character Challenges and Solutions (RL2.3, RL3.3) Key skills to hit-  character traits, problem/solution, challenges and how the character resolves it

• Ira Sleeps Over by Bernard Waber
• The Name Jar by  Yangsook Choi
• Chrysanthemum by Kevin Henkes
• Harry the Dirty Dog by Gene Zion 
• Jamaica’s Find by Juanita Havill 
• Enemy Pie by Derek Munson 

Vocabulary in Poetry

Vocabulary in Poetry (RLK.4, RL1.4, RL2.4) Key skills to hit-  feeling emotions while reading, imagery, poetry, sensory word, repetition

• Dog Breath by Dav Pilkey
• When Sophie Gets Angry- Really Really Angry by Molly Bang
• Edward the Emu by Sheena Knowles
• Where the Sidewalk Ends by Shel Silverstein 
• There Was An Old Lady Who Swallowed a Fly by Lucille Colandro
• Class Two at the Zoo by Julia Jarman
• Word Collector by Peter H. Reynolds
• Malala’s Magic Pencil by Malala Yousafzai
• Yo! Yes! by Chris Raschka
• Fry Bread by Kevin Noble Maillard

Primary Mentor Texts – Figurative Language

Figurative Language (RL3.4, RL4.4) Key skills to hit-  similes, metaphors, imagery, personification

• The Worrywarts by Pamela Duncan Edwards
• Amelia Bedelia and the Baby by Peggy Parish
• I Know the River Loves Me by Maya Christina Gonzales
• The Colors of Us by Karen Katz
• Quiet as a Cricket by Audrey Wood
• Owl Moon by Jane Yolen

Story Structure

Story Structure (RL2.5, RL3.5) Key skills to hit-  beginning, middle, and end structure

• Don’t Slam the Door by Lori Chaconas 
• No Dogs Allowed by Sonia Manzano
• Chicken Little by Steven Kellogg
• The Perfect Nest by Catherine Friend
• The Paper Bag Princess by Robert Munsch
• Max’s Words by Kate Banks
• Parker Looks Up by Parker Curry
• Black, White, Just Right by Marguerite Devol
• Festival of Colors by Surishtha Sehgal
• Noah Chases the Wind by Michelle Worthington

Primary Mentor Texts – Point of View

Point of View (RL1.6, RL2.6, RL3.6, RL4.6) Key skills to hit-  character’s opinion, how a character feels about something, compare to own

• A Sick Day for Amos McGee by Philip C. Stead and Erin E. Stead
• The Day the Crayons Quit by Draw Daywalt
• My Big Dog by Janet Stevens
• The True Story of the Three Little Pigs by Jon Scieszka
• Goldilocks and the Three Bears by Caralyn Buehner 
• Three Hens and a Peacock by Lester Laminack
• The Sandwich Swap by Queen Raniah of Jordan Al Abdullah
• Julian is a Mermaid by Jessica Love
• The Day You Begin by Jacqueline Woodson
• Grace for President by Kelly DiPuccio

Story Illustrations

Story Illustrations (RLK.7, RL1.7, RL2.7, RL3.7, RL4.7) Key skills-  comparing text to illustration, how the illustration adds to the text

• Pancakes for Breakfast by Tomie dePaola (wordless book)
• Flotsam by David Wiesner  (wordless book)
• Office Buckle and Gloria by Peggy Rathman
• The Snowman by Raymond Briggs (wordless book)
• Rotten Teeth by Laura Simms
• Do You Want to Be My Friend? by Eric Carle
• Another by Christian Robinson (wordless book) 
• Pink is for Boys by Robb Pearlman
• The Big Umbrella by Amy June Bates
• I Walk with Vanessa by Kerascoet (wordless book)

Compare Two Stories by Different Authors

Compare Two Stories by Different Authors (RL1.9, RL2.9) Key skills to hit-  comparing and contrasting character, setting, events (different author)

• Honestly, Red Riding Hood Was Rotten  by Trisha Shashkan and  Little Red Riding Hood by Paragon Books
• The Three Ninja Pigs by Corey Schwartz  and  The Three Little Pigs by Patricia Seibert
• The Little Red Hen by Paul Galdone  and  The Little Red Elf by Barbara McGrath
• Cinderella by Sarah L. Thompson  and  The Rough Faced Girl by Rafe Martin
• G oldy Luck and the Three Pandas by Natasha Yim  and  Goldilocks and the Three Bears by James Marshall
• Ninja Red Riding Hood by Corey Rosen Schwartz  and  Little Red Riding Hood by Candace Ransom
• La Princesa and the Pea by Susan Middleton Elya  and  The Princess and the Pea by Hans Christian Andersen
• Reading Beauty by Deborah Underwood  and  Sleeping Beauty by Michael Teitelbaum

Comparing Two Stories by the Same Author

Comparing Two Stories by the Same Author (RL3.9) Key skills to hit- comparing and contrasting character, theme, plot (same author)

• Jumaji  and  Zarthura  by Chris Van Allsburg
• Fish is Fish  and  Swimmy  by Leo Lionni
• The Hat  and  The Mitten  by Jan Brett
• Wemberly Worried  and  Chester’s Way  by Kevin Henkes

Suggested Standards-Based Literature Activities

For full ELA units with mini lessons for these books and extra reading passages (and much more), check out the grade level sets for RL standards. If you click the links below, check out your grade level. They’re sold separately as well if you only want one or two standards at a time.

Want a free mentor text organizer?

FREE MENTOR TEXT ORGANIZER

When you sign up for my email list, this Mentor Text Organization freebie will be sent directly to your inbox. Check your email after this!

Want to read more ELA fiction topics?

• Teaching Compare and Contrast in Fiction Texts
• How to Teach Story Structure
• Mastering Story Elements
• Read more about: Books , Common Core Aligned , Reading Blog Posts , Uncategorized

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Essay on Books for Students and Children

500 Words Essay on Books

Books are referred to as a man’s best friend . They are very beneficial for mankind and have helped it evolve. There is a powerhouse of information and knowledge. Books offer us so many things without asking for anything in return. Books leave a deep impact on us and are responsible for uplifting our mood.

This is why we suggest children read books from an early age to gain knowledge. The best part about books is that there are various types of books. One can read any type to gain different types of knowledge. Reading must be done by people of all ages. It not only widens our thinking but also enhances our vocabulary.

Different Genres of Books

There are different genres of books available for book readers. Every day, thousands of books are released in the market ranging from travel books to fictional books. We can pick any book of our interest to expand our knowledge and enjoy the reading experience.

Firstly, we have travel books, which tell us about the experience of various travelers. They introduce us to different places in the world without moving from our place. It gives us traveling tips which we can use in the future. Then, we have history books which state historical events. They teach about the eras and how people lived in times gone by.

Furthermore, we have technology books that teach us about technological developments and different equipment. You can also read fashion and lifestyle books to get up to date with the latest trends in the fashion industry.

Most importantly, there are self-help books and motivational books . These books help in the personality development of an individual. They inspire us to do well in life and also bring a positive change in ourselves. Finally, we have fictional books. They are based on the writer’s imagination and help us in enhancing our imagination too. They are very entertaining and keep us intrigued until the very end.

Get the huge list of more than 500 Essay Topics and Ideas

Benefits of Reading Books

There are not one but various advantages of reading books. To begin with, it improves our knowledge on a variety of subjects. Moreover, it makes us wiser. When we learn different things, we learn to deal with them differently too. Similarly, books also keep us entertained. They kill our boredom and give us great company when we are alone.

Furthermore, books help us to recognize our areas of interest. They also determine our career choice to a great extent. Most importantly, books improve our vocabulary . We learn new words from it and that widens our vocabulary. In addition, books boost our creativity. They help us discover a completely new side.

In other words, books make us more fluent in languages. They enhance our writing skills too. Plus, we become more confident after the knowledge of books. They help us in debating, public speaking , quizzes and more.

In short, books give us a newer perspective and gives us a deeper understanding of things. It impacts our personality positively as well. Thus, we see how books provide us with so many benefits. We should encourage everyone to read more books and useless phones.

FAQs on Books

Q.1 State the different genres of books.

A.1 Books come in different genres. Some of them are travel books, history books, technology books, fashion and lifestyle books, self-help books, motivational books, and fictional books.

Q.2 Why are books important?

A.2 Books are of great importance to mankind. They enhance our knowledge and vocabulary. They keep us entertained and also widen our perspective. This, in turn, makes us more confident and wise.

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ELA  /  3rd Grade  /  Alternate Unit 5: The Power of Friendship: Charlotte's Web

The Power of Friendship: Charlotte's Web

Students explore the meaning of true friendship by reading E.B. White's classic novel Charlotte's Web , examining its themes, setting, character and language, and learning to develop empathy for others.

Alternate Unit 5

• Text and Materials

Unit Summary

In this unit, students will explore the meaning of true friendship by reading Charlotte's Web by E.B. White. Charlotte's Web , a classic novel written in 1952, clearly illustrates how difficult and scary it can be to make a friend, yet how rewarding a true friendship really is. Over the course of the novel, students will consider what it means to be a good friend, whether or not friendship is always easy, and whether or not conflicts and struggle are an important part of strengthening friendships. By deeply connecting with the characters, students will learn about the power of helping others, how creativity and determination can help solve problems, and people can and do change. Students will also begin to understand the cycle of life and beauty, and the emotional responses that come with death through the eyes of Wilbur. It is our hope that this unit, in connection with other units, will provide the foundation for developing empathy and understanding about true friendship and life.

Charlotte's Web was chosen not only because of the strong theme of friendship and life but because it is a classic in children's literature. Charlotte's Web was written in the early 1950s and contains messages and language that are more archaic than other texts in the sequence. Therefore, students will use what they learned in previous units about describing characters, determining messages, and character change to analyze messages, settings, characters, and language that are less familiar and relatable. The text also uses a lot of precise words and phrases to describe characters and settings, allowing students to analyze the author's use of language while practicing how to determine the meaning of literal and nonliteral language in context. 

When discussing the text, students will focus on critiquing and analyzing the reasoning of others. They will use what they learned from previous units on how to clarify and share their thoughts and how to engage with the thinking of others to push the discussion to a deeper level. In this unit, students will also have multiple opportunities to write literary analysis/opinion paragraphs, using what they learned from previous units about topic sentences, supporting details, and elaboration.

Please Note: In February 2024, we released updated enhanced lesson plans for this unit, which now include answers to key questions and related student supports. You may notice discrepancies in previously downloaded/printed unit or lesson plans.

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Texts and Materials

Some of the links below are Amazon affiliate links. This means that if you click and make a purchase, we receive a small portion of the proceeds, which supports our non-profit mission.

Core Materials

Book:  Charlotte's Web by E.B. White (HarperCollins Publishers, 2012)   —  680L

Supporting Materials

Rubric:  Grade 3 Literary Analysis and Opinion Writing Rubric

• Resource: Recommended Texts for Independent Reading

These assessments accompany this unit to help gauge student understanding of key unit content and skills.

Download Content Assessment

Download Content Assessment Answer Key

Download Cold Read Assessment

Download Cold Read Assessment Answer Key

Intellectual Prep

Suggestions for how to prepare to teach this unit

Before you teach this unit, unpack the texts, themes, and core standards through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.

Essential Questions

The central thematic questions addressed in the unit or across units

• What are the characteristics of a strong friendship?
• What can death teach us about how to live? 

Reading Focus Areas

To describe a character, readers must notice a character's thoughts, actions, relationships, perspectives, and conflicts.

Characters change based on their relationships with others.

Authors use precise words and phrases to help readers understand the characters and setting.

Writing Focus Areas

Opinion writing.

State an opinion. 

Provide reasons that support an opinion.

Use linking words and phrases to connect reasons with evidence.

Include a concluding statement.

Speaking and Listening Focus Areas

Question and clarify. Seek to clarify a particular point a student makes by asking follow-up questions.

Build on and challenge a partner's ideas.

Synthesize to build deeper meaning. Synthesize everything from the discussion into a coherent statement at the end of the discussion.

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

admiration amused anxiety appalled boasting brutal cautiously clever commotion complimentary conspiracy dazed decency disgust dreary envy endure enchanted fibs frantic gloomily gullible humble hysterics injustice listless loathed lure modest neglected objectionable praise radiant relieved runt salutations sedentary shamelessly shrieked slogan sorrow sociable terrific triumphantly unbearable vanish vaguely versatile wearily wondrous

-able -less -ly -ous -tion in- un-

To see all the vocabulary for Unit 5, view our 3rd Grade Vocabulary Glossary .

Content Knowledge and Connections

Fishtank ELA units related to the content in this unit.

Previous Fishtank ELA Connections

• 2nd Grade ELA - Awesome Insects

Supporting All Students

In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting all Students teacher tool.

Compare and contrast the family members' perspectives of Wilbur.

Analyze how the author uses the details of Chapter 2 to deepen the reader's understanding of each family member's perspective of Wilbur.

Explain how Wilbur's interactions with the goose help the reader get a better understanding of who he is.

Writers combine sentences to make their writing more interesting.

L.3.1.h L.3.1.i

Describe how E.B. White creates a feeling of loneliness for the reader.

RL.3.3 RL.3.4

Discussion & Writing

Describe Wilbur by closely reading a text, participating in a class discussion, and writing a well-organized paragraph to support an idea.

RL.3.3 SL.3.1 W.3.1 W.3.1.a W.3.1.b W.3.1.d

Analyze the significance of the words that Wilbur uses to describe Charlotte.

Describe Templeton and how the other characters feel about him.

Explain different characters' perspectives and reactions to a key event in a text.

Describe how Wilbur is feeling at the end of the chapter and why.

RL.3.2 RL.3.3

Describe Wilbur and Charlotte's relationship by closely reading a text, participating in a class discussion, and writing a well-organized paragraph to support an idea.

RL.3.3 SL.3.1 SL.3.1.c SL.3.1.d W.3.1 W.3.1.a W.3.1.b W.3.1.d

Describe the key event that happens in the chapter and how it impacts the characters.

Compare and contrast how the characters respond to the miracle and why they respond the way that they do.

Explain the change in the animals' relationships with Wilbur.

Explain why the chapter is titled "Good Progress".

Describe Wilbur and Charlotte's relationship by closely reading a text, participating in a class discussion, and writing a well-organized essay to support an idea.

Compare and contrast Mrs. Arable's perspective and Dr. Dorian's perspective about Fern's time in the barn.

Explain the significance of the setting in moving the plot forward.

Analyze how characters react to the conflict in this chapter.

Explain how Charlotte is changing and if Wilbur truly understands the change.

Describe a conflict that arises in the chapter and how it is solved.

Explain how everyone responds to the speech and why they respond that way.

Describe what happens to Charlotte at the Fair Ground.

Explain how Wilbur continues to show his love and dedication to Charlotte even though she is no longer alive.

Determine the central message or lesson of Charlotte's Web and explain how it is developed through the key details in the text.

RL.3.2 SL.3.1 W.3.1 W.3.1.a W.3.1.b W.3.1.d

Opinion Writing  – 2 days

• Charlotte's Web
• Grade 3 Literary Analysis and Opinion Writing Rubric

Explain which character helps Wilbur the most using the best supporting details from the text.

RL.3.3 W.3.1 W.3.1.a W.3.1.b W.3.1.d

Analyze and debate unit essential questions by stating a claim and supporting the claim with evidence from the entire unit.

SL.3.1 SL.3.1.c SL.3.1.d

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Common Core Standards

Core standards.

The content standards covered in this unit

Language Standards

L.3.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.3.1.h — Use coordinating and subordinating conjunctions.

L.3.1.i — Produce simple, compound, and complex sentences.

L.3.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Reading Standards for Literature

RL.3.2 — Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

RL.3.3 — Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

RL.3.4 — Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Speaking and Listening Standards

SL.3.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

SL.3.1.c — Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

SL.3.1.d — Explain their own ideas and understanding in light of the discussion.

SL.3.3 — Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Writing Standards

W.3.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.1.a — Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

W.3.1.b — Provide reasons that support the opinion.

W.3.1.d — Provide a concluding statement or section.

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

L.3.4 — Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

L.3.4.b — Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

L.3.6 — Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Reading Standards: Foundational Skills

RF.3.3 — Know and apply grade-level phonics and word analysis skills in decoding words.

RF.3.4 — Read with sufficient accuracy and fluency to support comprehension.

RL.3.1 — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.5 — Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

RL.3.6 — Distinguish their own point of view from that of the narrator or those of the characters.

RL.3.7 — Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

RL.3.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2—3 text complexity band independently and proficiently.

SL.3.1.b — Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

SL.3.6 — Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

W.3.4 — With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1—3 above.)

W.3.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W.3.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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How to Compare and Contrast with the Common Core in the Third Grade

Below is a comparison of two books of the same genre and similar topic. I have created sample questions to teach towards and check mastery of each of the big three common core standards categories. These are by no means the only questions to ask in each category, but these provide an overview of the progression in question complexity and mastery of the texts.

By creating a range of compare and contrast questions across the standards, we are able to differentiate for students within a class, provide extension opportunities for ready learners, or move the whole class from literal- to higher-level thinking over the course of several lessons.

The Storyteller’s Candle (level: O)

Richard Wright And The Library Card (level: N)

Why : I have chosen these two texts because they share the same genre (biography), deal with similar subject matter and time period, require a low-level of additional background schema needed to participate in reading the text, and offer a familiar subject matter (libraries) to children.

Key Ideas and Details :

• Literal Comprehension : What challenges did Belpré and Wright face? How were their challenges similar or different?
• Central Idea(s) : What are the central ideas in each of these books? What evidence do you have to support the central ideas? How are these central ideas similar or different from each other?
• Character Traits : How did Pura Belpré and Richard Wright demonstrate persistence? How did they demonstrate persistence similarly or differently from each other? What actions does each author show of these figures that proves they were persistent in their goals? Do the authors want you to aspire to be like Belpré and/or Wright? What evidence from the texts proves the authors want you to admire or learn from the experiences of Belpré and/or Wright? Compare how each author describes and portrays the actions of the central figures.
• Character Motivations : What motivated Richard Wright to achieve access to the library? What motivated Pura Belpré to engage Puerto Ricans in the library system? What obstacles did Wright encounter? What obstacles did Belpré encounter? How did these obstacles impact their mindsets?

Craft and Structure :

• How does each author show the value of reading and libraries? How are these books similar and different in how they portray reading and libraries?
• Text Features : What is the purpose of the “Author’s Note” in each book? What does the additional information show about the authors’ perspectives toward Belpré and Wright?
• Author’s Perspective/Point of View : What is the narrative form of each book? Although both books are written in third person limited, why might the author of The Storyteller’s Candle choose to not let you know the thoughts of Pura Belpré? Why might the author of Richard Wright And The Library Card choose to let you know the thoughts of Richard Wright? What do these choices tell us about the authors’ points of view on the subjects? How does this choice about narrative form affect what you know about the figures and what the authors want you to feel towards the subject?
• Text Features : What features do these books have that make them biographies? How are they similar/different from other biographies? Why might the authors of these books tell Pura Belpré and Richard Wrights’ experiences as a narrative, rather than a list of dates and events? How does this style change how you absorb the information? Does this narrative style make the information more or less engaging and memorable for readers? How so?

Integration of Knowledge and Ideas :

• How did the author of The Storyteller’s Candle present the information about libraries in the 1920s and Pura Belpré, in contrast to how the author of Richard Wright And The Library Card did?
• Did the authors treat Belpré, Wright, and libraries similarly or differently? In what ways did the authors treat these subjects similarly or differently?
• Integrating information from different media formats : How are libraries different from each other in these two books? Based on these two texts, how did libraries treat people of color during the late 1920s? What about this time period or location of the libraries might influence how the libraries treated people of color in the 1920s? [This may involve additional research into the time period and geography, which opens this up for an examination of other multimodal sources]

What have you found successful in teaching how to compare and contrast? Share with us at [email protected] !

Further reading on teaching literacy in Third Grade:

• Using Dual Language and Bilingual Books In Third And Fourth Grade
• What Does Close Reading Look Like In Third Grade? 
• Integrating Reading, Writing, Speaking & Listening In Grades 2-3

Further reading on the Compare and Contrast series:

• How To Compare And Contrast With The Common Core In Kindergarten
• How To Compare And Contrast With The Common Core In First Grade
• How To Compare And Contrast With The Common Core In Second Grade
• How To Compare And Contrast With The Common Core In Fourth Grade
• How To Compare And Contrast With The Common Core In Fifth Grade 

Jill Eisenberg, our Resident Literacy Expert, began her career teaching English as a Foreign Language to second through sixth graders in Yilan, Taiwan as a Fulbright Fellow. She went on to become a literacy teacher for third grade in San Jose, CA as a Teach for America corps member. She is certified in Project Glad instruction to promote English language acquisition and academic achievement. In her column she offers teaching and literacy tips for educators. 

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Common Core: ELA: Reading – Fiction Book Report (3rd grade)

This fiction reading response is a four page template addressing the common core reading standards for third grade literature; key ideas and details. this response can be used as a book report or as a response to a shorter piece of text, such as a short story, folktale or fable. common core: ela: rl.3.1-3, resource tags, similar resources.

Book Report Form: Reading Month – Informational (upper elem)

/ Writing Prompts

Media Type PDF

Common Core: ELA: Identifying the Theme (2nd & 3rd grade)

/ Text Types and Purposes

Book Report Form: Reading Month – Informational (elem)

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REVISION DATE: August 1, 2017

Maintaining students' excitement for reading throughout the year can be a challenge. Stock your book shelves with these must-read favorites that will keep your  3rd graders engaged from the first day of school until the very last!

From  favorite characters and series  and  contemporary classics  to thought-provoking  nonfiction , there's something for every reader in this collection.  Curated specifically for third grade classrooms, this book list spans a wide range of reading levels and can be used in both group and independent reading sessions. 

Plus, build a diverse classroom library with hand-picked  collections , including sets like the  Best New Books Grade 3 2022-2023  and  Equity and Inclusion Grades 3-5 , and keep students flipping pages all year long. 

Shop the best books for 3rd graders below! You can find all books and activities at  The Teacher Store .

MENTOR TEXTS

9 Argumentative Text Example Articles You Can Confidently Use with Your Third Graders

Searching for good argumentative text examples that are age appropriate for third graders takes forever. Here are 9 great argumentative articles you can confidently use with your third graders.

20 Biographies for Kids About Inspiring Women

Women’s History Month and International Women’s Day are the perfect occasion to bring the inspiring

16 Back to School Books Third Graders Will Love

Starting the year with rich and engaging read alouds sets the tone for the rest

9 Excellent Visualizing and Sensory Language Mentor Texts

These incredible mentor texts are full of sensory language. Your students will love visualizing with

Plot Structure Mentor Texts

There are so many great plot structure mentor texts out there! It was incredibly difficult

15 Mentor Texts for Poetry in the Upper Elementary Classroom

Teaching poetry to upper elementary students hasn’t always come easy for me. To be honest,

I help third and fourth grade RLA teachers like you create engaging and effective reading lessons without all the stress.

Categories:

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Copyright 2021 | Cultivating Critical Readers, LLC | All Rights Reserved

• Grades 6-12
• School Leaders

NEW: Classroom Clean-Up/Set-Up Email Course! 🧽

50 Creative 3rd Grade Writing Prompts (Free Printable!)

Taking the leap from the primary level to the intermediate grades.

Third grade is a huge transitional year in elementary school. Third grade writers have learned foundational concepts and skills and have had time to practice. Now they are developing more complex skills as they dig deeper, learn to make connections, and analyze the topics they write about. Here are 50 third grade writing prompts to help your students master and refine their writing skills.

If you’d like even more upper elementary writing prompts, we publish new ones twice a week on our kid-friendly site: the Daily Classroom Hub . Make sure to bookmark the link!

(Want this entire set in one easy document? Get your free PowerPoint bundle by submitting your email here, so you’ll always have the prompts available!)

1. Tell about a special event in your life.

2. What are you best at?

3. What do you want to learn more about?

4. I could never live without______.

5. If you could go anyplace in the world, where would you go and why?

6. Interview one of your parents or grandparents and ask them to tell you a story from their childhood. Share their story here.

7. Describe one of your favorite book characters. Tell three things about their personality.

8. Do you think third graders should have to do chores at home? Why or why not?

9. What is something you would change about school if you could?

10. Tell about a time you helped somebody.

11. Tell about a time somebody helped you.

12. Tell about a memorable “first” in your life. For example, the first time you ate a particular kind of food, the first time you met your teacher, etc.

13. Describe step by step how to make a pizza.

14. What does it mean to be a hero?

15. I am afraid of _______ because_______.

16. What is the difference between being polite and rude? Give three examples.

17. What is the most important rule in the classroom?

18. What are the three most important qualities you look for in a friend?

19. Do you think kids should be assigned homework? Why or why not?

20. Nature gives us many beautiful things—plants, animals, water, weather, stars and planets, etc. What is one of your favorite things in nature and why?

21. If I were a spider, I’d _______.

22. Three things that make me happy are ______.

23. What is your favorite holiday and why?

24. Tell about one of your family’s unique traditions.

25. If you could have a pet, what would you choose? How would you take care of it?

26. Write about a dream you recently had.

27. Tell about a person that inspires you and why.

28. Name five things you are thankful for and why you are thankful for them.

29. What are ways you can be a good citizen?

30. When you and a friend disagree, how do you work it out?

31. What do you think the world will be like in one hundred years?

32. What is your favorite type of weather? Why?

33. What superpower do you wish you had? Why?

34. What famous person would you like to meet? Why?

35. In your opinion, which animal makes the best pet? Give three reasons for your answer.

36. If someone gave you $100, how would you spend it?

37. Should third graders have cell phones? Why or why not?

38. If you could be an Olympic athlete, what sport would you participate in?

39. Write about your “getting ready for school” routine.

40. Write about your “getting ready for bed” routine.

41. If you could travel through time like Jack and Annie in the Magic Tree House, where would you go?

42. In your opinion, what does a perfect weekend look like?

43. Write about the last time you felt really angry. What happened and how did it all work out?

44. Pretend there was a special zoo where animals could talk. Which animal would you talk to and what are three questions you would ask?

45. What is your favorite thing with wheels? Why?

46. Tell the story of Goldilocks and the Three Bears from the point of view of Baby Bear.

47. What do you think would grow if you planted a magic bean?

48. Which would you rather be able to do—fly or read people’s minds? Why?

49. Tell about an adult in your life that you admire.

50. If you were traveling for a week and could only bring a backpack, what would you pack?

Get My Third Grade Writing Prompts

Love these third grade writing prompts? Make sure to check out our third grade jokes to start the day !

You Might Also Like

25 Inspiring Second Grade Writing Prompts (Free Printable!)

When my friend is sad, I can help by _____. Continue Reading

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Common Core State Standards Initiative

English Language Arts Standards » Writing » Grade 3

Standards in this strand:, text types and purposes:, production and distribution of writing:, research to build and present knowledge:, range of writing:.

• Key Design Consideration
• Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language
• How to Read the Standards
• College and Career Readiness Anchor Standards for Reading
• College and Career Readiness Anchor Standards for Writing
• College and Career Readiness Anchor Standards for Speaking and Listening
• College and Career Readiness Anchor Standards for Language
• Introduction for K-5
• Kindergarten
• Introduction for 6-12
• Grade 11-12
• Introduction
• Language Progressive Skills
• Measuring Text Complexity: Three Factors
• Range of Text Types for K-5
• Texts Illustrating the Complexity, Quality, & Range of Student Reading K-5
• Staying on Topic Within a Grade & Across Grades
• Range of Text Types for 6-12
• Texts Illustrating the Complexity, Quality, & Range of Student Reading 6-12
• English Language Arts Appendix A
• English Language Arts Appendix B
• English Language Arts Appendix C

3rd Standard Study Materials

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Washington State Standards for Language Arts: Grade 3

Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.

WA.1. Reading: The student understands and uses different skills and strategies to read.

1.1. Use word recognition skills and strategies to read and comprehend text.

1.1.4. Apply understanding of phonics.

1.1.4.a. Read words containing complex letter patterns and/or word families (e.g., -ieve, -eive, -ield) in isolation and in context.

1.1.4.b. Apply multi-syllabic decoding when reading words in all text.

1.2. Use vocabulary (word meaning) strategies to comprehend text.

1.2.1. Apply reference skills to determine word meanings.

1.2.1.a. Use glossaries and dictionaries to find and confirm word meanings.

1.2.2. Apply vocabulary strategies in grade-level text.

1.2.2.a. Use the meanings of prefixes, suffixes, and abbreviated words to determine the meaning of unknown words in grade-level text.

1.2.2.b. Describe how word meanings change as affixes are added to base words (e.g., rest/unrest/restful).

1.2.2.c. Re-read to clarify, read on, ask for help, adjust reading rate, and use knowledge of print conventions to determine meaning of unknown words in informational/expository text and literary/narrative text.

1.2.2.d. Use prior knowledge, context, pictures, illustrations, and diagrams to predict, clarify, and/or expand word meaning, including multiple-meaning words.

1.3. Build vocabulary through wide reading.

1.3.1. Understand and apply new vocabulary.

1.3.1.a. Use new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.

1.3.2. Understand and apply content/academic vocabulary critical to the meaning of the text. W

1.3.2.a. Define words and concepts necessary for understanding math, science, social studies, literature, and other content area text.

1.3.2.b. Select, from multiple choices, the meaning of words necessary to understand content/academic text.

1.3.2.c. Explain that some words have a different meaning in different content/academic texts (e.g., area in math and geography).

1.3.2.d. Use new vocabulary in oral and written communication.

1.4. Apply word recognition skills and strategies to read fluently.

1.4.2. Apply fluency to enhance comprehension.

1.4.2.a. Read aloud familiar grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.

1.4.2.b. Read aloud unpracticed grade-level text with fluency in a range of 110-120+ words correct per minute.

1.4.3. Apply different reading rates to match text.

1.4.3.a. Adjust reading rate to match difficulty of texts (e.g., content/academic text) and for different purposes (e.g., pleasure reading vs. reading for information).

WA.2. Reading: The student understands the meaning of what is read.

2.1. Demonstrate evidence of reading comprehension.

2.1.3. Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text. W

2.1.3.a. State main idea of an informational/expository text passage and give two reasons from the text supporting the choice.

2.1.3.b. State the main idea of a literary/narrative text passage and support with two details from the story.

2.1.3.c. Select, from multiple choices, the main idea of a passage, poem, or selection.

2.1.3.d. Select, from multiple choices, a title that best fits the selection and support the choice with text evidence/details.

2.1.3.e. State the theme/message in culturally relevant literary/narrative text and support with text-based evidence with teacher guidance.

2.1.3.f. Organize main ideas and supporting details in a teacher-selected graphic organizer to enhance comprehension of text.

2.1.4. Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge/schema.

2.1.4.a. Explain connections between self and characters, events, and information occurring within culturally relevant text or among multiple texts.

2.1.4.b. Call on prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text

2.1.5. Apply comprehension strategies before, during, and after reading: predict and infer from grade-level informational/expository text and/or literary/narrative text. W

2.1.5.a. Predict or infer about text content using prior knowledge, text, and text features in both informational/expository and literary/narrative text. Support with evidence from text (e.g., how a character will act, why a character acts a certain way, why an author includes certain information, and what might happen next).

2.1.5.b. Use text to make, confirm, or revise inferences and predictions in both literary/narrative and informational/expository text.

2.1.5.c. Select, from multiple choices, a prediction or inference from literary/narrative text (e.g., how a poet or author feels, how a character feels, what a character will do, what is likely to happen next or at the end of the story or poem).

2.1.5.d. Select, from multiple choices, a prediction or inference from informational/expository text (e.g., what is likely to happen, or what will happen next).

2.1.5.e. Organize information that supports a prediction or inference in a teacher-selected graphic organizer to enhance comprehension.

2.1.6. Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images, and generate and answer questions.

2.1.6.a. Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.

2.1.6.b. Generate and answer questions before, during, and after reading.

2.1.6.c. Draw, write about, or verbally describe the mental imagery that occurs while reading.

2.1.6.d. Organize images and information into a graphic organizer with teacher guidance, to enhance comprehension of text (e.g., add information to a partially completed organizer).

2.1.7. Apply comprehension strategies during and after reading: summarize grade-level literary/narrative text and informational/expository text. W

2.1.7.a. Summarize the events or ideas in literary/narrative text, citing text-based evidence.

2.1.7.b. Summarize the events, information, or ideas in informational/expository text (e.g., the life cycle of a frog, characteristics of a desert, life events in a biography), citing text-based evidence.

2.1.7.c. Summarize the plot/message in culturally relevant literary/narrative text.

2.1.7.d. Select, from multiple choices, a sentence that best summarizes the story or informational/expository selection and support the choice with text evidence/details.

2.1.7.e. Organize summary information in a teacher-selected graphic organizer to enhance comprehension.

2.2. Understand and apply knowledge of text components to comprehend text.

2.2.1. Understand sequence in informational/expository text and literary/narrative text. W

2.2.1.a. Explain story ideas or events in sequential order (Note: Differences in story telling order exist between cultures. For example, in some cultures the end of the story is told first.)

2.2.1.b. Explain steps in a process (e.g., problem solving in mathematics, life cycle of a butterfly).

2.2.1.c. Select, from multiple choices, the order of ideas, facts, events (e.g., what happened first, next, last; the order in which ideas or facts were introduced).

2.2.2. Apply knowledge of printed and electronic text features to locate and comprehend text. W

2.2.2.a. Identify and use grade-level appropriate text features.

2.2.2.b. Explain how certain text features help you understand the selection.

2.2.2.c. Interpret information from graphs, charts, diagrams, and tables.

2.2.2.d. Identify, from multiple choices, where certain information/ideas might be found in the text.

2.2.2.e. Use icons, pull-down menus, key word searches.

2.2.3. Understand story elements. W

2.2.3.a. Describe characters' physical traits and infer personality traits by what they say and do.

2.2.3.b. Describe the problem faced by a character and how he/she/it solves the problem.

2.2.3.c. Explain how the setting is important to the story.

2.2.3.d. Identify the speaker (narrator) in a selection and explain first person point of view.

2.2.3.e. Select, from multiple choices, the best description of a character or setting in a story or poem (e.g., character traits, feelings, character's problem, or importance of character).

2.2.4. Apply understanding of simple text organizational structures.

2.2.4.a. Recognize and use previously learned text organizational structures of simple listing and sequential order to aid comprehension.

2.2.4.b. Identify and use text written in the text organizational structures of description and compare and contrast to find and organize information and comprehend text.

2.3. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

2.3.1. Understand and analyze the relationship between and among informational/expository text and literary/narrative text. W

2.3.1.a. Compare and contrast information (e.g., facts and details, literary/narrative elements, different versions of the same story, time period, cultures) within text and between texts.

2.3.1.b. Select, from multiple choices, a sentence that describes how specific literary/narrative elements are alike or different in a poem or story (e.g., two characters and/or their feelings, a character and the author, two events, two settings).

2.3.1.c. Select, from multiple choices, a sentence that describes how information is alike or different (e.g., information from two selections).

2.3.1.d. Recognize and explain cause and effect relationships in informational/expository and literary/narrative text, using evidence from the text.

2.3.1.e. Select, from multiple choices, a sentence that explains the cause of events or the effects of actions.

2.3.2. Apply understanding of systems for organizing information.

2.3.2.a. Use alphabetical, numerical, and key word/topic systems to locate information on a specific topic or for a specific purpose in an encyclopedia or dictionary.

2.3.3. Understand literary/narrative devices. W

2.3.3.a. Explain similes, metaphors, alliterative sentences, and onomatopoeia and identify each in literary/narrative passages.

2.4. Think critically and analyze author's use of language, style, purpose, and perspective in literary and informational text.

2.4.1. Understand how to draw conclusions and give a response to informational/expository text and literary/narrative text. W

2.4.1.a. Generate a personal or text-based response to text using a teacher-generated prompt (e.g., what would be the best/worst part of an event or situation).

2.4.1.b. Draw a conclusion from grade-level text (e.g., how the story or information might be useful, to whom the story or information might be useful) and support with evidence from the text.

2.4.2. Understand the author's purpose for and style of writing in both informational/expository text and literary/narrative text. W

2.4.2.a. Decide on the author's purpose for writing a selection and support the decision with evidence/details from the text.

2.4.2.b. Identify simple elements of style (word choice, sentence structure and length, literary devices) (with teacher guidance).

2.4.3. Understand the difference between fact and opinion. W

2.4.3.a. Identify facts and opinions and explain the difference between them.

2.4.3.b. Select, from multiple choices, a statement that is a fact or an opinion.

2.4.4. Evaluate author's effectiveness for a chosen audience. W

2.4.4.a. Read an article and explain whether the author convinced the reader to think or act differently.

2.4.5. Understand how to generalize from text. W

2.4.5.a. Generalize about common characteristics of literary/narrative sub-genres.

2.4.5.b. Generalize by comparing characters in similar stories from different cultures (e.g., Cinderella/The Rough-Faced Girl or Little Red Riding Hood/Lon Po Po).

WA.3. Reading: The student reads different materials for a variety of purposes.

3.1. Read to learn new information.

3.1.1. Understand how to select and use appropriate resources.

3.1.1.a. Identify two resources and use them to answer a question or solve a problem.

3.2. Read to perform a task.

3.2.1. Understand information gained from reading to perform a specific task.

3.2.1.a. Use signs, labels, and instructions to answer questions or complete a task, using grade-level text.

3.2.1.b. Interpret information from common environmental print to solve a problem or perform a task (e.g., set up and run a science experiment using steps outlined in text).

3.2.2. Understand a variety of functional documents.

3.2.2.a. Explain the information in functional documents that are used in a school setting to communicate information (e.g., notes home to family members, rules, newsletters, schedules).

3.4. Read for literary experience in a variety of genres.

3.4.1. Understand different perspectives of family, friendship, culture, and traditions found in literature.

3.4.1.a. Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.

3.4.2. Understand contemporary and traditional literature written in a variety of genres.

3.4.2.a. Explain the characteristics of a variety of genres.

3.4.2.b. Respond to literature from multiple genres using teacher prompts appropriate to the text and content.

3.4.3. Understand a variety of literature representing different cultures and traditions.

3.4.3.a. Discuss the culture and/or traditions described in a piece of literature and explain how they are similar or different from those of the reader.

WA.4. Reading: The student sets goals and evaluates progress to improve reading.

4.1. Assess reading strengths and need for improvement.

4.1.1. Apply strategies to monitor reading progress.

4.1.1.a. Identify reading strengths and weaknesses with teacher assistance and select targets on which to work.

4.1.1.b. Track progress in reading achievement with graphs, charts, and checklists.

4.1.2. Understand how to set grade-level appropriate reading goals.

4.1.2.a. Set two reading goals and create a plan to meet those goals with teacher assistance.

4.2. Develop interests and share reading experiences.

4.2.1. Evaluate authors and books to select favorites.

4.2.1.a. Develop a list of favorite authors and books, including the reason each was selected for the list, and share with others.

4.2.1.b. Self-select books to read at an instructional level and an independent level.

1.1.1. Applies at least one strategy for generating ideas and planning writing.

1.1.1.a. Talks to generate ideas and rehearse writing (e.g., dialogue with a partner, role playing, talking into a tape recorder).

1.1.1.b. Plans intentionally with some detail using visual tools (e.g., webs, diagrams, drawings, graphic organizers).

1.1.1.c. Gathers information from more than one source and takes notes.

1.2.1.b. Works on one draft on a single topic over several days.

1.3.1.b. Rereads work several times and has a different focus for each reading (e.g., first reading -- checking for repetitious beginnings; second reading -- looking for specific nouns).

1.3.1.c. Participates in peer conference (e.g., ''I improved on ____.'' ''I was confused by ____.'').

1.3.1.d. Makes decisions about writing based on feedback.

1.3.1.e. Collects additional data and revises

1.4.1. Applies understanding of editing appropriate for grade level (see 3.3).

1.4.1.a. Identifies and corrects errors in grade level conventions.

1.4.1.b. Uses checklist for editing.

1.4.1.c. Uses references when editing (e.g., word wall, dictionary, friend).

1.5. Publishes text to share with an audience. (W)

1.5.1. Publishes own writing.

1.5.1.a. Publishes work crediting author and illustrator, sometimes including dedication.

1.5.1.b. Includes text features (e.g., title, headings, information about the author, illustrations, captions).

1.5.1.c. Uses a variety of available technology as part of publication (e.g., software program, overhead projector, video).

1.6. Adjusts writing process as necessary.

1.6.1. Applies understanding of the recursive nature of writing process.

1.6.1.a. Revises at any stage of process.

1.6.1.b. Edits as needed at any stage.

1.6.2. Uses collaborative skills to adapt writing process.

1.6.2.a. Contributes to different parts of the process when writing a class book (e.g., class develops ideas together, small group or partners collaborate to produce each page).

1.6.3. Uses knowledge of time constraints to adjust writing process.

1.6.3.a. Works on one draft over several days or weeks adjusting work to fit the time frame.

1.6.3.b. Allots amount of time for each stage of writing process for on-demand writing.

2.1.1. Understands that writing changes for different audiences.

2.1.1.a. Writes for community (business people) and distant peers (pen pals).

2.1.1.b. Demonstrates knowledge of specific audiences (e.g., formal greeting and closing when writing to a firefighter).

2.2.1.d. Writes stories (e.g., fictional narrative).

2.2.1.e. Writes to learn (e.g., science notebooks, class notes, summaries of nonfiction or literary passages).

2.2.1.f. Writes to explain (e.g., tells which grade was a favorite and explains why, explains why a bar graph is a better choice than a pie chart to display data, explains why an apple is a better snack than a candy bar).

3.1.1.b. Maintains focus on specific topic.

3.1.1.c. Provides details and/or support (e.g., examples, descriptions, reasons).

3.1.1.d. Uses personal experience and observation to support ideas.

3.1.1.e. Develops characters, setting, and events in narratives.

3.1.1.f. Selects appropriate title for a piece of writing.

3.1.2. Organizes writing with a beginning, middle, and ending.

3.1.2.a. Organizes ideas into logical chunks of information (e.g., paragraphs, tables, verses in poetry).

3.1.2.b. Writes a variety of beginnings and endings (e.g., begins with an amazing fact or background information; ends with something new to think about or a cliffhanger).

3.1.2.c. Uses transitions to connect episodes, descriptions, explanations, or facts (e.g., afterward, later on, in addition, also).

3.1.2.d. Organizes narratives with an evident problem and solution.

3.1.2.e. Describes procedures sequentially (e.g., steps in a scientific experiment).

3.1.2.f. Organizes expository writing logically (e.g., grouped by category; hypothesis and results; reasons and details/ examples).

3.2.1.c. Demonstrates commitment to topic (e.g., sustains writing, elaborates, shows knowledge of topic).

3.2.2.b. Selects interesting and effective words from various sources (e.g., multicultural literature, television, environmental print, cultural background).

3.2.2.c. Uses literary devices (e.g., onomatopoeia, alliteration).

3.2.3. Uses more than one sentence type and structure.

3.2.3.a. Writes a variety of sentence beginnings (e.g., starts with an adverb: ''Quickly, the snake slithered away.'').

3.2.3.b. Writes a variety of sentence lengths.

3.2.3.c. Writes a variety of sentence structures (e.g., ''I went outside. The streets were muddy after the storm ended.'').

3.2.3.d. Writes a variety of sentence types (e.g., declarative, imperative, exclamatory, interrogative).

3.2.3.e. Writes free verse poems with repeated sentence beginnings.

3.3. Knows and applies writing conventions appropriate for the grade level. (W)

3.3.1. Uses legible handwriting.

3.3.1.a. Maintains consistency in printing or cursive handwriting (e.g., size, spacing, formation, uppercase and lowercase).

3.3.2. Spells words appropriate for the grade level accurately.

3.3.2.a. Uses spelling rules and patterns from previous grades.

3.3.2.b. Spells high-frequency words (e.g., because, there, their).

3.3.2.c. Uses phonetic spelling for challenging words.

3.3.2.d. Recognizes and uses grade level appropriate spelling patterns. Examples: Unusual vowel patterns (e.g., aw, ou, oy); Affixes (e.g., un-, pre-, -ed); Plurals rules (e.g., cat to cats, glass to glasses, carry to carries); Double consonant rules (e.g., bunny,

3.3.2.e. Recognizes words that may be misspelled and makes corrections.

3.3.2.f. Uses resources to find correct spelling for words identified as misspelled (e.g., word walls, student dictionaries, peers).

3.3.3. Applies capitalization rules.

3.3.3.a. Uses capitalization rules from previous grades.

3.3.3.b. Capitalizes person's title (e.g., President Smith vs. the president).

3.3.3.c. Capitalizes first word inside quotation marks.

3.3.3.d. Capitalizes all proper nouns.

3.3.4. Applies punctuation rules.

3.3.4.a. Uses punctuation rules from previous grades.

3.3.4.b. Uses period after an abbreviation or initial (e.g., Dr. Georgia Scott, M.D.).

3.3.4.c. Uses comma between the day of the month and the year (e.g., March 2, 2000).

3.3.4.d. Uses comma between city and state (e.g., Seattle, Washington).

3.3.4.e. Uses commas in a series (e.g., She bought red socks, white shoes, and a blue dress. OR She bought red socks, white shoes and a blue dress.).

3.3.4.f. Uses comma in compound sentences.

3.3.4.g. Uses commas in numbers greater than four digits (e.g., 10,000).

3.3.4.h. Uses quotation marks in dialogue.

3.3.4.i. Uses apostrophe in possessive nouns (e.g., the dog's house, the dogs' houses).

3.3.5. Applies usage rules.

3.3.5.a. Applies usage rules from previous grades.

3.3.5.b. Uses would have instead of would of.

3.3.5.c. Uses correct pronoun as subject (e.g., I vs. me).

3.3.5.d. Uses consistent verb tense.

3.3.5.e. Uses future tense correctly, especially in dialogue.

3.3.5.f. Does not use double negatives.

3.3.5.g. Uses appropriate homonym (e.g., it's vs. its, your vs. you're, their vs. there vs. they're, to vs. two vs. too).

3.3.6. Uses complete sentences in writing.

3.3.6.a. Does not use ''run-together'' sentences (e.g., They went to the store they bought groceries.).

3.3.6.b. Does not use sentence fragments (e.g., Going into town.).

3.3.7. Applies paragraph conventions.

3.3.7.a. Uses paragraph conventions (e.g., designated by indentation or block format, skipping lines between paragraphs).

3.3.8. Applies conventional forms for citations.

3.3.8.a. Cites sources (e.g., lists titles and authors).

4.1.2.b. Explains strengths and weaknesses of own writing using criteria (e.g., WASL rubric and anchor papers, checklists, scoring guides).

4.1.2.c. Chooses written work for a portfolio (e.g., selects best piece from each grading period) and justifies the decision with criteria.

4.2.1.c. Evaluates own use of writing process and sets goals (e.g., ''My prewrite helped me because ______.'').

4.2.1.d. Maintains a written log of goals.

1.1.1.d. Uses strategies for enjoyment listening and active listening when appropriate. (See GLE 1.1.2 and 1.2.1.)

1.1.2. Applies a variety of listening and observation skills/strategies to recall and interpret information.

1.1.2.a. Follows a sequence of three oral directions.

1.1.2.b. Identifies main idea and gives two supporting details.

1.1.2.c. Retells story with six or seven story elements (setting, characters, problem, solution, two or three events).

1.1.2.d. Asks questions to check for understanding and to clarify content and meaning (e.g., ''Did he mean .... When he said ...?'').

1.1.2.e. Provides feedback pertinent to the listening or observation situation (e.g., Dance: ''I liked the feather dance because the dancers were so light on their feet and the music was gentle.'').

1.1.2.f. Describes visual information (e.g., Dance: describes context using analogy and metaphor, such as ''the dancers were like birds floating,'' or demonstrates with movement).

1.2.1.c. Draws simple conclusions from auditory and visual information in content areas (e.g., Math: ''You can make your graph look like a lot of people want a party if you make the scale unit very small.'').

1.2.1.d. Summarizes stories, information, and videos with teacher assistance (e.g., Science: summarizes an investigation by describing reasons, observations, data, and results).

2.1.1.c. Chooses formal register to make introductions and take messages.

2.3.2.b. Asks for clarification of another's verbal and nonverbal cues (e.g., ''Why are you laughing?'' ''What does that gesture mean?'').

3.3.1.b. Uses adult grammar and syntax appropriate to grade level.

3.3.1.c. Uses appropriate language registers with teacher guidance (e.g., formal versus informal: peer-to-peer, small group versus large group).

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