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Grade 3 Quarter 3
(A) Provide each student with a copy of the prompt and the text, Gerturde Ederle, from Reading
Street. The students should independently reread the text carefully.
traits to describe Gertrude. As a class, decide upon one word and complete the graphic
organizer together.
Day 3-5
Today the teacher will model and write an essay with the class. Review essay format, using either
the Painted Essay structure or one similar and familiar to students.
(A) Remind students about the elements of a good introduction/hook, summary and focus
statement.
(B) Continue with the rest of the essay, stopping to remind students about topic sentences, use
of evidence and transitional language.
(C) Model a good conclusion paragraph which restates the focus statement and provides further
thoughts on the topic.
Grade 3 Quarter 3
Demonstrates
critical thinking
and
understanding of
content in order
to develop the
topic
W.3.1b & W.3.2b
Creates an
organizing
structure
W.3.1a, c &
W.3.a, c, d
Exceeds Standard
4
Effectively introduces the topic
and sets context (background
information).
The student effectively states an
opinion (takes a stance) and
writes to a clear focus/point of
view.
The student uses relevant and
insightful examples and/or
references from texts to support
focus/opinion.
Meets Standard
3
Introduces the topic and sets some
context (background information)
The student states an opinion (takes a
stance) and writes to a clear
focus/point of view.
Studentusessomerelevantexamples
and/or references from texts to
support focus/opinion
The reasons may be in a list.
Developsthetopicwithfacts,
definitions,concretedetails,
quotations,orotherinformation
andexamplesrelatedtothe
topic.
The student uses effective essay
and paragraph structures and
formatting.
The opening, body, and closure
are skillfully organized.
The student uses effective
linking words, transitions.
The student provides an
effective conclusion.
Somewhatdevelopsthetopicwith
factsandexamplesrelatedtothe
topic.
Demonstrates
command of
written language
conventions
L.3.1 a-g; L.3.2ad; L.3.6
Nearly Meets
Standard
2
Introduces the topic
with little context
(background
information).
The student may
have some
digressions from the
focus.
Information may be
lacking and/or not
accurate.
Below
Standard
1
Begins with focus.
The student
examples and/or
references are
limited.