Alaska 3rd Grade ELA Standards in Writing

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W Writing Standards

• Text Types and Purposes
  • W.3.1 Write opinion pieces on topics or texts, supporting a point of view with fact- or text-based reasons (e.g., I like large dogs better than small dogs because they can pull a sled and run for a longer time than small dogs can).
    • W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists fact- or text-based reasons.
    • W.3.1.b Provide reasons that support the opinion.
    • W.3.1.c Link opinion and reasons using words and phrases (e.g., because, therefore, since, for example).
    • W.3.1.d Provide a concluding statement or section that reinforces or restates the opinion.
  • W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    • W.3.2.a Introduce a topic and group related information together; include labeled or captioned visuals when useful to aiding comprehension.
    • W.3.2.b Develop the topic with facts, definitions, details, and explanations that support the focus.
    • W.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
    • W.3.2.d Provide a concluding statement or section that paraphrases the focus of the text.
  • W.3.3 Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language), and clear event sequences (chronology).
    • W.3.3.a Establish a context or situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
    • W.3.3.b Use narrative techniques, such as dialogue, description and elaboration, and concrete and sensory details to describe actions, thoughts, and feelings and to develop experiences and events showing the response of characters to situations or problems.
    • W.3.3.c Use transitional words and phrases to signal event sequences (e.g., later, soon after).
    • W.3.3.d Provide a sense of closure (e.g., how a problem was solved or how the event ended).
• Production and Distribution of Writing
  • W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
  • W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others and to locate information about topics.
• Research to Build and Present Knowledge
  • W.3.7 Conduct short research projects that build knowledge about a topic.
  • W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
• Range of Writing
  • 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.