Academic Standard
Writing
Initiative:
Tennessee Diploma Project
Set:
English Language Arts
Type:
Standard
Code:
3
Grade range:
3
Writing is a way of sharing language in a visual or tactile form. Throughout the world writing systems have been developed independently using a variety of symbols to represent speech, punctuation, and numbers. All of the writing systems utilize visible representations except the Braille system used for the visually impaired. Writing is one of the most commanding communication tools.Conceptual StrandThe ability to write clearly and coherently to a specific topic is vital to effective communication. Authors write for a variety of purposes and to a variety of audiences.Guiding QuestionIn what ways does good writing contribute to effective communication in a variety of purposes and to a variety of audiences?
Grade Level Expectation
Write for a variety of purposes to different audiences.
Write in various modes and genres, including narration, literary response,
personal experience, and subject matter content.
Know and apply the steps of the writing process: prewriting, drafting,
revising, editing, evaluating, and publishing.
Check For Understanding
Write on a predetermined topic to a specified audience (e.g., self, peers, adults).
Write for a variety of purposes: to entertain, persuade, inform, demonstrate
knowledge, answer questions, tell a story, or respond to literature.
Write friendly letters.
Write journal entries.
Practice writing to a prompt within a specified time limit.
Compare characters, settings, and events within and between stories.
Write poems, stories, and essays based upon thoughts, feelings, and
experiences.
Use all steps in the writing process: brainstorm and organize ideas, create a first draft, revise and proofread draft, share completed work.
Construct graphic organizers to group ideas for writing (e.g., webs, charts,
graphs, diagrams).
Select and refine a topic.
Using complete sentences, develop a logical, coherent paragraph with a topic
sentence, supporting details, and a concluding sentence.
Use correct page format (e.g., paragraphs, margins, indentations, and titles).
Revise writing to improve detail (e.g., rearrange words, sentences, and
paragraphs; add descriptive words; remove unnecessary information; vary…
Use resources (e.g., dictionary, thesaurus, computer) to aid in the writing
process.
Use a rubric to evaluate own and other peoples written work through small
group discussion and shared work.
Use technology to publish and present.
Identify opportunities for publication (e.g., national and/or local contests,
Internet websites, newspapers, periodicals).
State Performance Indicator
Identify the purpose for writing (i.e., to entertain, to inform, to respond to a
picture, story, or art).
Identify the audience for which a text is written.
Choose a topic sentence for a paragraph.
Choose a supporting sentence that best fits the context and flow of ideas in a
paragraph.
Identify unnecessary information in a paragraph.
Rearrange sentences to form a sequential, coherent paragraph.
Choose the most specific word to complete a simple sentence.
Select an appropriate title that reflects the topic of a written selection.
Complete a simple graphic organizer to group ideas for writing.
eduToolbox® is a resource-sharing portal developed by the Ayers Institute for Learning & Innovation with collaborative support and funding from the Tennessee Department of Education and the U.S. Department of Education's Math & Science Partnership program.
