Grade Level & Subject: Grade 3 Writing		Curriculum Map	Year 2003-2004
Calendar	August	September	October/November
	First Nine Weeks - August - October
Possible Resources	Collections Grade 3, Harcourt (Anchor Text)
Nine Weeks Focus
Skills/Standards (To teach and measure)	Writing Processes Generate writing ideas through discussions with others and from printed material Develop a clear main idea for writing Develop a purpose and audience for writing Use organizational strategies (e.g., brainstorming, lists, webs, and Venn diagrams) to plan writing Organize writing by providing a simple introduction, body, and a clear sense of closure Use a wide range of simple, compound, and complex sentences Create paragraphs with topic sentences and supporting sentences that are marked by indentation and are linked by transitional words and phrases Use language for writing that is different from oral language, mimicking writing style of books when appropriate Use available technology to compose text Reread and assess writing for clarity, using a variety of methods (e.g., writer’s circle or author’s chair) Add descriptive words and details and delete extraneous information Rearrange words, sentences, and paragraphs to clarify meaning Proofread writing and edit to improve conventions (e.g., grammar, spelling, punctuation, and capitalization) and identify and correct fragments and run-ons Apply tools (e.g., rubric, checklist, and feedback) to judge the quality of writing Writing Applications Write stories that sequence events and include descriptive details and vivid language to develop characters, setting, and plot 3. Write formal and informal letters (e.g., thank you notes, letters of request) that include relevant information and data, proper salutation, body, closing, and signature Write informational reports that include the main ideas and significant details from the text Produce informal writings (e.g., messages, journals, notes, and poems) for various purposes Writing Conventions Write legibly in cursive, spacing letters, words, and sentences appropriately 3. Spell all familiar high-frequency words, words with short vowels, and common endings correctly Use resources to check spelling (e.g., a dictionary, spell check) Use end punctuation marks correctly Use correct capitalization Use conjunctions Research Choose a topic for research from a list of questions, assigned topic, or personal area of interest Utilize appropriate searching techniques to gather information from a variety of locations (e.g., classroom, school library, public library, or community resources) Acquire information form multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations, or surveys) about the topic Identify important information found in the sources and summarize the important findings Use a variety of communication techniques, including oral, visual, written, or multimedia reports, to present information gathered Communication: Oral and Visual Ask questions for clarification and explanation, and respond to others’ ideas Identify the main idea, supporting details, and purpose of oral presentations and visual media Identify the difference between facts and opinions in presentations and visual media Demonstrate an understanding of the rules of the English language Select language appropriate to purpose and audience Use clear diction and tone, and adjust volume and tempo to stress important ideas Adjust speaking content according to the needs of the audience Deliver informational presentations that: present events or ideas in logical sequence and maintain a clear focus demonstrate an understanding of the topic include relevant facts and details from multiple sources to develop topic organize information, including a clear introduction, body, and conclusion use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology identify sources
Assessment Choices