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H:\DATA\WORD\LANGUAGE\WRITING\S&BS\3rd.DOC2/28/05 *Power Standard 1

WRITING ENGLISH/LANGUAGE ARTS 3 Curriculum Strand One: Writing Strategies: The students write clear and coherent sentences and paragraphs that develop a

central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g. prewriting, drafting, revising, editing successive versions).

As Elk Grove Unified School District cannot guarantee prior experience, this document may not reflect evidence of prerequisite knowledge.

Content Standard Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment

Organization and Focus The students will *1.1 create a single paragraph:

a) develop a topic sentence. b) include simple supporting facts

and details.

Can the students 1.1a write a complete sentence?

• The students will select an experience

to describe in a paragraph and develop a topic sentence.

1.1b write a clear central idea?

• The students will identify details about the experience and compose at least three sentences about those details to include in their paragraph.

1.1c identify and write relevant details? • The students will compose a final sentence that refers back to the topic sentence and concludes the paragraph.

Penmanship *1.2 write legibly in cursive or joined

italic, allowing margins and correct spacing between letters in a word and words in a sentence.

1.2 write legibly with proper spacing?

• The students will rewrite a manuscript

paragraph into legible, correctly formed, and properly spaced cursive writing.


WRITING ENGLISH/LANGUAGE ARTS 3 Content Standard Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment

Research The students will *1.3 understand the structure and

organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia, and multimedia references).

Can the students 1.3a understand the purposes of various

reference materials?

• Given a dictionary and a list of five

words to look up, the students will find the words, copy the definition, and list any synonyms or antonyms listed in 15 minutes.

(This standard reflects Elk Grove Unified School District expectations.)

1.3b understand alphabetical order?

• Given a thesaurus, the students will locate synonyms to substitute for the underlined word in the sentence below.

We had a nice trip to the mountains. Evaluation and Revision 1.4 revise drafts to improve the

coherence and logical progression of ideas by using an established rubric.

1.4 revise original drafts to improve

sequence?

• The students will rewrite paragraphs to

improve coherence and the logical progression of ideas.

Our camping trip started out fine. We got to the campsite about 6:00 in the evening. We had a great campfire and sang songs before we went to bed. After we arrived we set up the tent and cooked dinner. The next morning we fished and went swimming. We returned home at 2:00 in the afternoon.

• The students will review and revise their own writing to assure that it is well organized and coherent.


WRITING ENGLISH/LANGUAGE ARTS 3 Curriculum Strand Two: Writing Applications (Genres and Their Characteristics): The students write compositions that

describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

As Elk Grove Unified School District cannot guarantee prior experience, this document may not reflect evidence of prerequisite knowledge.


Writing Applications The students will *2.1 write narratives:

a) provide a context within which an action takes place.

b) include well-chosen details to develop the plot.

c) provide insight into why the selected incident is memorable.

Can the students 2.1a write brief narratives with a logical

sequence and descriptive detail? 2.1b understand that narratives contain

story elements?

2.1a-2.1b

•

•

The students will complete “Planning a Story Narrative,” Revised Open Court 2002 “Writing Process Strategies” Lessons, Unit 2. The students will write a narrative using information from the planning guide.

*2.2 write descriptions that use concrete

sensory details to present and support unified impressions of people, places, things, or experiences.

2.2 identify relevant, concrete sensory

details?

•

•

The students will identify an interesting person, place, experience, etc. to describe, then complete the “Descriptive Writing Planning Sheet,” Revised Open Court 2002 “Writing Process Strategies” Lessons, Unit 1. The students will then use the information from the planning sheet to write a descriptive paragraph.

WRITING ISH/LANGUAGE ARTS 3 Content Standa k Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment

Writing Applications (cont.) The students will *2.3 write personal and form

thank-you notes, and ina) show awareness of

knowledge and inteaudience and establand context.

b) include the date, prsalutation, body, clsignature.

he students identify a purpose for writing a personal or formal letter, a thank-you note, or an invitation?

identify a specific recipient for the letter?

use appropriate date, salutation and

2.3a-2.3c

• The students will complete the following planning chart and use the information to write a letter.

Purpose Audience(recipient)

Type of Letter

To request new playground

PTA president

Formal Letter

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2.3b

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BS\3rd.DOC2/28/05 4


WRITTEN AND ORAL ENGLISH ENGLISH/LANGUAGE ARTS 3 LANGUAGE CONVENTIONS Curriculum Strand One: Written and Oral English Language Conventions: The students write with a command of standard

English conventions appropriate to this grade level. As Elk Grove Unified School District cannot guarantee prior experience, this document may not reflect evidence of prerequisite knowledge.


Sentence Structure The students will *1.1 understand and be able to use

complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.

Can the students 1.1 distinguish between declarative,

exclamatory, and interrogative sentences?

• Read the following sentence, then decide

which kind of sentence it is.

You must finish your work by 2:00 p.m.

(a) declarative (b) interrogative (c) imperative (d) exclamatory

•

Select the complete and correctly punctuated sentence below.

(a) Why did you decide to go. (b) You did a great job on your

project! (c) When you finish your work. (d) You may leave now?


WRITTEN AND ORAL ENGLISH ENGLISH/LANGUAGE ARTS 3 LANGUAGE CONVENTIONS

Content Standard Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment Sentence Structure (cont.) The students will

Can the students

• Write and punctuate sentences in

response to the following teacher prompts:

“Write a sentence that asks a question.” “Write a sentence that shows that someone is surprised.” “Write a sentence that states a fact.” “Write a sentence that gives a command.”

The students will then classify each of the above sentences.

Grammar *1.2 identify subjects and verbs that are in

agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.

1.2a identify and correctly use various

parts of speech: nouns, verbs, adjectives, and pronouns?

1.2b use correct subject-verb agreement

in speaking?

• The students will identify the correct

sentence. (a) The shirt were torn. (b) The shirt tearing. (c) The shirt was torn. (d) The shirt was tore.

1.2c use pronouns correctly in speaking?

• The students will select the correct pronoun to replace the underlined words.

The children picked up the toys.

(a) He (b) She (c) They (d) Her



Content Standard Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment Grammar (cont.) The students will *1.3 identify and use past, present, and

future verb tenses properly in writing and speaking.

Can the students 1.3 identify the correct past, present,

and future verb tense in speaking?

• The students will complete the

sentence below.

All of the dogs last night. (a) barking (b) were barking (c) bark (d) were barked

1.4 identify and use subjects and verbs

correctly in speaking and writing simple sentences.

1.4 identify the subject and verb in

sentences?

• The students will circle the subject and

underline the verb.

(a) The children play in the field. (b) The boys were playing in the

field. Punctuation 1.5 punctuate dates, city and state, and

titles of books correctly.

1.5 recognize different punctuation

marks and their uses?

• The students will edit the following

note orrectly.

jan 4 2000Dear Sam, I am on vacation with my family in San Diego California. I am reading a great book called the Dinosaur’s Revenge. Yesterday we ate great food. We had hot dogs popcorn and ice cream. I hope you are having a wonderful summer.

Your friend,Juan



Content Standard Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment Punctuation (cont.) The students will 1.6 use commas in dates, locations, and

addresses and for items in series.

Can the students 1.6 understand that commas have

different purposes?

Capitalization 1.7 capitalize geographical names,

holidays, historical periods, special events, and official titles correctly.

(This standard reflects Elk Grove Unified School District expectations.)

1.7 understand the different uses of

capitalization (e.g., proper nouns, titles, initials of people)?

• The students will select the correct form (a) summer olympics (b) summer Olympics (c) Summer olympics (d) Summer Olympics

Spelling 1.8 spell correctly one-syllable words

that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from –y to –ies when forming the plural), and common homophones (e.g., hair-hare).

1.8a correctly spell grade appropriate

words?

• The students will choose the word that is spelled incorrectly.

(a) finish (b) agenst (c) teacher (d) known

1.8b monitor and proofread daily assignments to spell commonly used words (“No Excuse” words) correctly?

• See the “No Excuse” word list for your site.

1.9 arrange words in alphabetic order.

1.9 know the alphabet?
