3-4

W2, W3 W4, W5, W6, W7, W8, W9, W10

W1: a: 3rd W1: a: 4th3rd Jump 4th Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons.

Sample Strategies: Provide examples on: lead

sentences/topic sentences and using a graphic organizer to format paragraph

Introduce topic or text clearly and group ideas to support the writer’s purpose.

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

Sample Strategies: Writers workshop Give feedback Shared writing

Sample Task:

Sample Task:

W1 Overview: 3rd W1 Overview: 4th3rd Jump 4th Write opinion pieces on topics or texts, supporting a point of view with reasons.

Students should: Write an opinion piece with organized

reasons and a concluding statement or section

Utilize ARC – Answer, Reasons, Conclusion – as a short answer strategy

Write pieces where length is appropriate to task (paragraphs and essays)

Students now find evidence and write concluding statements that relate to the

opinion.

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Write opinion pieces on topics or texts, supporting a point of view with reasons.

Students should: Write an opinion piece on a topic or

text with reasons and evidence Write a concluding statement that

relates to the opinion Write pieces where length is

appropriate to task (paragraphs and essays)

Sample Task:

Sample Task:

W1: b: 3rd W1: b: 4th3rd Jump 4th Provide reasons that support the opinion.

Sample Strategies: Mini-lessons on developing

supportive reasons

Facts and details are needed to support opinion.

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Provide reasons that are supported by facts and details.

Sample Strategies: Model how to use graphic organizers

containing reasons and evidence Use OREO focusing on the:

Opinions, Reasons, Evidence, and restating the Opinion

Sample Task:

Sample Task:

W1: c: 3rd W1: c: 4th3rd Jump 4th Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons

Sample Strategies: Create linking words and phrases

anchor chart Use sentence frames

Students now find evidence and write concluding statements that relate to the

opinion.

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

Sample Strategies: Use anchor charts to show the

purpose of linking words (i.e., continued ideas, changing ideas, sequence of events, shifts in time, and conclusions)

Help make students aware of places they can add linking phrases

Sample Task:

Sample Task:

W1: d: 3rd W1: d: 4th3rd Jump 4th Provide a concluding statement or section.

Sample Strategies: Show/model a quality closure

sentence Give students an exemplar without an

ending and have students work in pairs to write a concluding statement/section

Concluding statement must now be related to the opinion presented.

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Provide a concluding statement or section related to the opinion presented.

Sample Strategies: Mini-lessons on conclusions Have students match together

concluding paragraphs with the given texts.

Sample Task:

Sample Task:

Error: Reference source not foundW3 W4, W5, W6, W7, W8, W9, W10W2 Overview: 3rd W2 Overview: 4th3rd Jump 4th Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Students should: Produce an informative/explanatory

text with clear information and details Writing length should be appropriate

to task

A.C.E. R.A.C.E.

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Sample Strategies: Produce an informative/explanatory

text which conveys and idea clearly Writing length should be appropriate

to task Sample Task:

Sample Task:

W2: a: 3rd W2: a: 4th3rd Jump 4th Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Sample Strategies: Lessons on researching a topic Lessons on taking notes while

researching and paraphrasing/summarizing (use of graphic organizers)

Provide informational exemplars; compare and contrast exemplars and non-exemplars

Discuss different types of illustrations

Introduce topic or text clearly, group information into paragraphs and sections,

and include formatting (headings and multimedia).

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations and multimedia, when useful to aiding in comprehension.

Sample Strategies: Review text features and model

appropriate use Provide graphic organizers to help

students group information

Sample Task:

Sample Task:

W2: b: 3rd W2: b: 4th3rd Jump 4th Develop the topic with facts, definitions, and details.

Sample Strategies: Use graphic organizers Model how to use a

dictionary/glossary and digital dictionary/glossary

Details Concrete details and Quotations, and other pertinent

information related to topic

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Sample Strategies: Provide students with strategies for

brainstorming and researching Teach students to accurately quote

text Teach students how to paraphrase Explain the difference between

details and concrete details Sample Task:

Sample Task:

W2: c: 3rd W2: c: 4th3rd Jump 4th Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Sample Strategies: Use anchor charts to show appropriate

linking words and phrases for informational writing

Students move to more complex linking words and phrases.

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

Sample Strategies: During revising, help make students

aware of places they can add linking phrases

Conference with students Use anchor charts to show the

purpose of linking wordsSample Task:

Sample Task:

W2: d: 3rd W2: e: 4th3rd Jump 4th Provide a concluding statement or section.

Sample Strategies: Guide students to circle back to the

introduction Model restating the topic Model how to write a conclusion

statement or section Compare and contrast exemplars and

non-exemplars

Entirely new element Conclusion to vocabulary.

Conclusion should be related to information or explanation presented

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

See W2: e – for 4th grade standard alignment This is an entirely new element for 4th grade

Provide a concluding statement or section related to the information or explanation presented.

Sample Strategies: Model writing concluding statements Discuss and model how conclusion

should relate to information presented earlier

Share mentor text Show exemplars of well-written

conclusionsSample Task:

Sample Task:

Error: Reference source not foundW2, W4, W5, W6, W7, W8, W9, W10W3 Overview: 3rd W3 Overview: 4th3rd Jump 4th Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.

Students should: Produce a well-developed real or

imagined narrative Use effective technique Use descriptive details Provide a clear sequence of events

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Students should: Produce a well-developed real or

imagined narrative Use effective technique Use descriptive details Provide a clear sequence of events

Sample Task:

Sample Task:

W3: a: 3rd W3: a: 4th3rd Jump 4th Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Sample Strategies: Use character map graphic organizer Use graphic organizers for sequence Use mentor texts to demonstrate how

authors introduce a narrator and/or character

Orient the reader

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Sample Strategies: Review point of view Provide graphic organizers for

sequencing plot Provide character maps Review character traits

Sample Task:

Sample Task:

W3: b: 3rd W3: b: 4th3rd Jump 4th Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the reasons of characters to situations.

Sample Strategies: Use mentor texts Model how to punctuate dialogue Guide students to write a show vs. a

tell Model how to write character’s

actions thoughts and feelings

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Use dialogue and description to develop experiences and events or to show the responses of characters to situations.

Sample Strategies: Mini-lessons on “How Does Your

Character Talk and Act?” Use mentor texts to examine how a

character talks

Sample Task:

Sample Task:

W3: c: 3rd W3: c: 4th3rd Jump 4th Use temporal words and phrases to signal event order.

Sample Strategies: Use anchor chart to show appropriate

temporal words and phrases (e.g., at last, in the meantime)

Introduce exemplars

Temporal words Transitional words and phrases

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Use a variety of transitional words and phrases to manage the sequence of events.

Sample Strategies: Use of anchor charts to show the

purpose of transitional words Model how to use transition words

Sample Task:

Sample Task:

W3: d: 3rd W3: e: 4th3rd Jump 4th Provide a sense of closure.

Sample Strategies: Provide exemplars Model writing a sense of closure

Entirely new element Conclusion to vocabulary.

Provide closure True conclusion

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

See W2: e – for 4th grade standard alignment This is an entirely new element for 4th grade

Provide a conclusion that follows from the narrated experiences or events.

Sample Strategies: Model connecting story elements to

the conclusion while tying up loose ends

Sample Task:

Sample Task:

Error: Reference source not foundW2, W3 W5, W6, W7, W8, W9, W10

W4: 3rd W4: 4th3rd Jump 4th With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

Sample Strategies: See strategies in W1, W2, W3

With guidance and support from adults

Produce writing on own and consider audience.

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Sample Strategies: See strategies in W1, W2, W3

Sample Task:

Sample Task:

Error: Reference source not foundW2, W3 W4, W6, W7, W8, W9, W10

W5: 3rd W5: 4th3rd Jump 4th With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language Standards 1-3 up to and including grade 3).

Sample Strategies: Review editing expectations L1-L3

(up to and including current grade level)

Provide graphic organizers to plan and draft writing

Explain the difference between revising and editing

Model editing Model revising Teach peer editing strategies Model how to use and correctly

punctuate simple, compound, and complex sentences

Model how to punctuate dialogue correctly with commas and quotations

Model use of correct capitalization, punctuation, and spelling when writing

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4).

Sample Strategies: Review editing expectations L1- L3

(up to and including current grade level)

Teach students to correctly use progressive verb tense

Model how to use and correctly punctuate conjunctions in compound sentences

Model how to punctuate dialogue correctly

Model use of correct capitalization, punctuation, and spelling when writing

Have students cross reference language standards checklist when editing

Sample Task:

Sample Task:

Error: Reference source not foundW2, W3 W4, W5, W7, W8, W9, W10W6: 3rd W6: 4th

3rd Jump 4th 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.

Sample Strategies: Demonstrate how to use technology

to produce writing (e.g., Google Doc, Google Slides, Microsoft Word)

Provide practice opportunities for keyboarding skills (embed into Balanced Literacy time, apps through Class Link)

Provide opportunities for peer collaboration using technology

Collaborate with ITS

Guidance from adults Some guidance from adults

Technology now includes internet.

Must have sufficient command of keyboarding skills.

Must type a minimum of one page in a single setting.

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting.

Sample Strategies: Lessons on how to research Allow time for practice of

keyboarding skills (embed into Balanced Literacy time, apps through Class Link)

Show students how to use Google Doc/Microsoft Word/other presentation options when appropriate to writing

Provide ample opportunities to build stamina

Collaborate with ITS Sample Task:

Sample Task:

Error: Reference source not foundW2, W3 W4, W5, W6, W8, W9, W10W7: 3rd W7: 4th

3rd Jump 4th Conduct short research projects that build knowledge about a topic.

Sample Strategies: Model how to use a variety of

appropriate resources to conduct research

Model notetaking and paraphrasing

Build knowledge about topics

Investigate different aspects of a topic (sub-

topics).

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Sample Strategies: Model how to use graphic organizers

to research subtopics that may be hidden in a topic (ex., 5w’s)

Mini-lessons on how to “jot down” facts in your own words while researching

Mini-lessons on focused research Mini-lessons on partner inquisition

(student shares and partner asks questions)

Sample Task:

Sample Task:

Error: Reference source not foundW2, W3 W4, W5, W6, W7, W9, W10W8: 3rd W8: 4th

3rd Jump 4th Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Sample Strategies: Model how to use graphic

organizers/aids to gather and record information

Provide explicit modeling on summarizing and note taking

Think-Pair-Share on how you sort your information (How and Why certain information fits in each category)

Keep it, Cloud it, Junk it strategy

Take notes and categorize information into categories.

These lessons can serve as extensions to the research lessons presented in

standard 7, or they can be connected with other content-area projects.

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Sample Strategies: Mini-lessons on categorizing

information and how to write notes on index cards or sticky notes and then categorize

Mini-lessons on narrowing down relevant information

Sample Task:

Sample Task:

Error: Reference source not foundW2, W3 W4, W5, W6, W7, W8, W10W9: 3rd W9: 4th

3rd Jump 4th Begins in 4th Grade. Begins in 4th Grade

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Sample Strategies: Apply grade level reading standards

for both literature and informational texts

Sample Task:

Sample Task:

Error: Reference source not foundW2, W3 W4, W5, W6, W7, W8, W9W10: 3rd W10: 4th

3rd Jump 4th 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.

By the end of 3rd grade, teachers should transition students to the common vocabulary of 4th grade (see Teacher Guidance Document).

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.

Sample Task:

Sample Task: