3rd Grade Literacy Standards - Writing

Listed below are the learning targets for all 3rd grade students in Minneapolis Public Schools. For more information about what students are expected to learn in 3rd grade, consult the MPS "Parent Guide to 3rd Grade"

Writing in Response to Reading

Reading

  • I can compare themes, setting and plots across an author’s work.
  • I can distinguish my point of view from that of the author of a text.
  • I can determine the main idea of a text; recount the key details and explain how they support the main idea.
  • I can ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Writing

  • I can provide reasons that support my opinion.
  • I can develop and organize my writing based on my audience and purpose
  • I can select topics and formats for writing.

Speaking, Listening, Viewing and Media

  • I can identify irregular plurals

Launching the Writer's Workshop

Writing

  • I can establish a situation and introduce a narrative and characters.
  • I can organize events that unfold naturally.
  • I can include dialogue, descriptions of actions, thoughts and feelings to develop experiences.
  • I can use time words and phrases to show the order of events.
  • I can provide a sense of closure in my writing.
  • I can work with peers and adults to strengthen my writing.
  • I can engage in a writing process including planning, drafting, revising, and editing.
  • I can develop and organize my writing with support from adults.
  • I can write for extended periods of time and for a range of purposes.

Speaking, Listening, Viewing, and Media

  • I can engage in discussions, building on others' ideas and expressing my own.
  • I can speak in complete sentences.

Language

  • I can use grammar conventions when writing.
  • I can use punctuation and spelling conventions when writing.

Personal Narrative

Writing

  • I can establish a situation and introduce a narrative and characters.
  • I can organize events that unfold naturally.
  • I can include dialogue, descriptions of actions, thoughts and feelings to develop experiences.
  • I can use time words a nd phrases to show the order of events.
  • I can provide a sense of closure in my writing.
  • I can develop and organize my writing with support from adults.
  • I can engage in a writing process including planning, drafting, revising, an d editing.
  • I can recall information from experiences for my writing.
  • I can write routinely over extended times.

Speaking, Listening, Viewing, and Media

  • I can engage effectively in collaborative discussions about writing.
  • I can ask and answer questions of a speaker.
  • I can clearly recount an experience with appropriate facts and relevant details.

Language

  • I can use abstract nouns (e.g.,, childhood).
  • I can use adjectives and adverbs accurately in my writing.
  • I can produce simple, compound, and complex sentences
  • I can use commas and quotation marks in dialogue.
  • I can choose words and phrases for effect.
  • I can distinguish shades of meaning among related words that describe states of mind.

Creative Writing: Realistic Short Story

Writing

  • I can write realistic short stories that include imagined experiences or events, descriptive details and clear event sequences.
  • I can establish a situation, introduce a character and organize events.
  • I can use dialogue, actions and feelings to show the responses of characters to situations.
  • I can provide a sense of closure.
  • I can work w ith help from adults to produce writing for specific purposes.
  • I can work with peers and adults to engage in the writing and editing processes.
  • I can work with guidance and to individually and collaboratively produce and publish writing.
  • I can write routinely over extended time periods and for a range of purposes.

Speaking, Listening, Viewing, and Media

  • I can engage in discussions, building on others’ ideas and expressing my own.
  • I can ask and answer questions about information from a speaker.

Language

  • I can use grammar conventions when writing.
  • I can use conjunctions in my writing.
  • I can use punctuation and spelling conventions when writing.
  • I can spell common words and add endings correctly.
  • I can consult reference materials to check and correct.
  • I can choose words and phrases for effect.

Informational Writing: Report

Information

  • I can ask and answer questions referring to the text.
  • I can compare and contrast the most important points and key details presented in two texts on the same topic. 

Writing

  • I can conduct research and write a report on a topic.
  • I can introduce a topic and group related information together.
  • I can include useful illustrations.
  • I can develop the topic with facts, definitions, and details.
  • I can use linking words and phrases to connect ideas
  • I can provide a concluding statement or section.
  • I can use guidance from adults to organize my writing based on the purpose.
  • I can engage in the writing process with guidance and support from peers and adults.
  • I can use technology to collaborate and publish my writing.
  • I can conduct short research projects that build knowledge about a topic.
  • I can gather information, take notes, and group information int o categories.

Speaking, Viewing, Listening and Media Literacy

  • I can engage in collaborative discussions with peers, teachers and others, expressing my own ideas and building on those of others.
  • I can ask and answer questions about information from a speaker, providing elaboration and detail.
  • I can report on a topic and avoid plagiarism by identifying sources
  • I can locate and use information in print, non-print and digital resources.

Language

  • I can use specific words and phrases to show space and time relationships.

Poetry

Writing

  • I can write opinion pieces with supporting reasons.
  • I can write narratives and other cre ative texts to develop real or imagined experiences or events using descriptive details and clear event sequences.
  • I can engage with others in a writing process to develop and strengthen my writing.
  • I can use technology with support from adults to produce and publish writing.
  • I can write routinely for shorter and longer - range projects and purposes.
  • I can create multi - media work.
  • I can show my understanding of standard English grammar and usage.
  • I can show my understanding of standard conventions when writing.
  • I can use my knowledge of language to choose words and phrases for effect.
  • I can show my understanding of word relationships and nuances in meaning.

Opinion Writing: Persuasive Letter

Informational

  • I can ask and answer questions to show my understanding of a text, referring explicitly to the text.
  • I can determine the main idea of a text; recount the key details and explain how they support the main idea.
  • I can read and comprehend grade level informational texts, including history/social studies and science texts.

Writing

  • I can write an opinion piece on a topic or text and support my point of view with reasons.
  • I can introduce the topic or text, state an opinion, and create an organizational structure that lists reasons.
  • I can provide reasons that support m y opinion.
  • I can use linking words and phrases to connect my opinion and reasons.
  • I can provide a concluding statement or section.
  • I can use the writing process to develop and strengthen my writing by planning, drafting, revisin g and editing, with support from students and teachers.

Language

  • I can use punctuation to add information.
  • I can use pronouns that agree
  • I can form and use comparative and superlative adjectives and adverbs.
  • I can use coordinating and subordinating conjunctions.
  • I can spell high frequency words correctly.
  • I can use spelling patterns and generalizations to write words I don’t know.
  • I can choose words and phrases for effect.

Speaking, Listening, Viewing, and Media Literacy

  • I can ask and answer questions about information form a speaker.
  • I can speak in complete sentences and provide clarifications.

Procedural Writing: Observation Log

Writing

  • I can provide reasons that support my opinions.
  • I can include illustrations when useful to aiding comprehension.
  • I can describe something I see using details, facts and definition.
  • I can work with peers and adults to engage in the writing process.

Language

  • I can use adjectives and adverbs accurately in my writing

Speaking, Listening, Viewing, and Media Literacy

  • I can engage in discussions, building on other’s ideas and expressing my own.

Procedural Writing: How-To

Informational Text

  • I can describe something steps in a technical procedure using language that pertains to time, sequence, and cause/effect.

Writing

  • I can introduce a topic and group related information together including illustrations.
  • I can develop a topic with facts, definitions, and details.
  • I can use linking words and phrases to connect ideas.
  • I can provide a concluding statement or secti on.
  • I can engage in a writing process to draft, revise and edit my work.
  • I can write for a variety of purposes.

Speaking, Viewing, Listening, and Media Literacy

  • I can create and share multi - media work.
  • I can critique images for my project based on my message and audience.

Language

  • I can use and explain the function of nouns, verbs and adjectives in writing.
  • I can capitalize words in titles.
  • I can use dictionaries or online tools to check m y spelling.
  • I can use conventions when writing.
  • I can use words and phrases that signal spatial and time relationships (e.g., after).