Multiple Organizing Ideas
WRITING 3: Students investigate writing and research processes that support informed written expression.
CONVENTIONS 3: Students investigate and demonstrate how conventions support written communication.
GR. 3 - ORGANIZING IDEA: WRITING
Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft.
Guiding Question: How can writing craft combined with skills and processes contribute to written expression?
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Learning Outcome: Students investigate writing and research processes that support informed written expression. |
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Writing processes used to organize and share messages can involve
Planning can include
Methods and tools that can support planning include
Drafting involves organizing words on paper during the writing. Interest can be created by varying sentence beginnings. Run-on sentences make reading difficult, as the reader often cannot tell where to pause or stop. Writers generally avoid repetitions and run-on sentences. Three to five sentences that add detail or description to ideas or information can be combined to construct a paragraph. Revising includes adding or removing words or sentences to enhance writing clarity, accuracy, or appeal. Fluent writing sounds like speaking when read aloud. Sharing can involve selecting a variety of text features to enhance written messages. |
Writing can capture ideas, memories, investigations, and stories. |
Create written texts for a variety of audiences and purposes. Create written texts using a variety of forms and structures. Use organizational processes, methods, or tools to support the creation of written texts. Create drafts of writing that maintain audience interest by focusing the number of ideas in sentences and limiting repetitions. Include a range of sentence beginnings and types to vary and add interest to writing. Sequence sections of writing in logical order. Revise written texts for accuracy, clarity, or appeal by adding, removing, or changing words or sentences. Edit writing for spelling, punctuation, and grammar. Read written texts aloud to check for writing fluency. Select a variety of texts to be shared according to their purpose. |
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Creative thinking involves
Writing is a craft that involves personal expression of ideas through
Creative ideas for expression can be inspired by a variety of sources, including
The author’s voice or style helps a reader or an audience picture or feel what a writer is describing. In creative writing, word choice includes interesting details that keep audiences engaged. Words selected to enhance written texts include
Dialogue can be used to add variety to written text. |
Creative expression can channel imaginative thought and emotion into a variety of texts. |
Examine how relationships between audience, purpose, and text form can influence creative expression. Examine how other writers use words, sensory detail, and figurative language for creative expression of thoughts and emotions. Create written texts that draw upon a variety of sources of inspiration. Select from a variety of text forms or structures to express personal thoughts or feelings. Create beginnings that catch the audience’s attention by experimenting with ideas and word choice. Include a variety of carefully selected words and sensory detail to add interest and keep audiences engaged. Include dialogue to add variety to texts. Use punctuation to generate effects in creative expression. Create thoughtful conclusions to tie up events or leave readers wondering. Select from a variety of presentation forms or text features to enhance and share selections of creative writing. Persevere through challenges that may arise in the creative expression of ideas. |
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Questioning can help focus research topics and processes.
Information can be accessed, stored, and shared in a variety of digital and non-digital ways.
Information can be categorized or sequenced to enhance organization.
Organizational tools, such as graphic organizers, can help plan and write about factual information.
Research findings can be shared in a variety of digital or non-digital forms, including
The information and ideas of others need to be listed (cited) in research writing. |
Research processes can support accessing and logically organizing information. |
Access information from a variety of sources to answer questions or expand knowledge.
Organize, categorize, or sequence information using a variety of methods or tools.
Use research to create written text that is appropriate for an audience.
List sources of information used to inform research. |
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Written messages can be created using a variety of digital or non-digital methods or tools, such as
Cursive handwriting involves
Basic keyboarding involves
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Practice using digital or non-digital methods or tools can support writing fluency. |
Demonstrate writing fluency using at least one method or tool.
Use cursive handwriting to write some texts with appropriate letter formation, size, proportion, and slant.
Demonstrate basic keyboarding skills. |
GR. 3 - ORGANIZING IDEA: CONVENTIONS
Understanding grammar, spelling, and punctuation makes it easier to communicate clearly, to organize thinking, and to use language for desired effects.
Guiding Question: How does the appropriate use of conventions support clear written communication?
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Learning Outcome: Students investigate and demonstrate how conventions support written communication. |
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Capitalization is used for headings.
Punctuation includes
A comma indicates a pause between parts of a sentence or separates items in a list.
Quotation marks identify the words of a speaker or bring attention to a word that is used in a special way.
Adding an apostrophe and <s> can be used to show ownership or possession. |
Capitalization and punctuation can enhance written expression. |
Capitalize words appropriately in different contexts.
Include a variety of punctuation at the end of sentences.
Insert commas to indicate a pause between parts of sentences or to separate items in a list.
Insert quotation marks to identify the words of a speaker.
Insert quotation marks to bring attention to a word that is used in a special way.
Insert apostrophes in place of letters in contractions.
Insert apostrophes to show possession. |
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A sentence can command someone to do or not to do something (imperative). A sentence has two main parts, a subject and a predicate. The subject of a sentence is who or what the sentence is about. The predicate of a sentence is what the subject does. Words can be used to connect phrases and sentences (conjunctions) (e.g., and, but, or, so, for). An adjective is a word that describes a noun. An adverb is a word that describes a verb. Subject-verb agreement means that the subject and the verb must agree, with both being either singular or plural. Words can tell who or what owns a noun (possessive), and include
Some words can be used with other words to show time or place (prepositions) (e.g., under, with, before, after). |
Grammar can provide a consistent structure for the building of sentences. |
Distinguish between a variety of sentence types.
Identify the subject of a variety of sentences.
Identify the predicate of a variety of sentences.
Examine conjunctions in a variety of sentences.
Use adjectives to describe nouns.
Use adverbs to describe verbs.
Identify subject-verb agreement in a variety of sentences.
Differentiate between possessive nouns, possessive adjectives, and possessive pronouns.
Recognize and use prepositions in sentences to show time and place. |
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Spelling patterns include
Some plural nouns may be spelled the same as or differently from their singular form (e.g., moose-moose, person-people).
Adding an apostrophe and <s> can be used to show ownership or possession.
If a noun is plural and already ends in an <s>, only an apostrophe and not an <s> is added to show ownership.
Prefixes and suffixes are spelled consistently in words.
Some words are not spelled in predictable ways. |
Correct spelling can be supported by applying knowledge of word patterns and parts. |
Identify spelling patterns within and across words.
Apply knowledge of known words, word parts, and word patterns to spell unfamiliar words.
Identify plural forms that are spelled the same as or differently from their singular form.
Add an apostrophe and an <s> to nouns to show ownership.
Add only an apostrophe to show ownership if a noun is plural and already ends in an <s>.
Spell a variety of prefixes and suffixes accurately in words.
Identify words that are not spelled in predictable ways. |
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Spelling strategies can be used to spell words accurately, including
Digital or non-digital tools can be used to help spell words correctly. |
A variety of spelling strategies and tools can be used to enhance written expression. |
Apply a variety of spelling strategies to enhance written expression.
Use a variety of tools to spell or confirm the spelling of words. |
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Abbreviations include
An abbreviation is the shortened form of a word or words (e.g., Rd., St., AB). An inflectional ending is a suffix added to a base that indicates
The basic guidelines for adding inflectional endings consist of
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Basic guidelines for spelling transferred to writing new text can increase accuracy. |
Spell common abbreviations in writing.
Recognize and spell contractions in writing.
Apply inflectional endings in writing.
Spell compound words accurately.
Spell singular and plural possessives.
Spell some complex plural words.
Apply endings that show comparisons.
Recognize basic guidelines for adding inflectional endings. |
