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Third Grade Writing Standards

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Last Updated: 30 November 2020

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Writing Standards for Third Grade define knowledge and skills needed for writing proficiency at this grade level. By understanding 3 Grade Writing Standards, parents can be more effective in helping their children meet grade level expectations. What is 3 Grade Writing? In Third Grade, writing becomes a key component of the school curriculum. Third Grade Students write more independently than in any previous grade and spend significant blocks of time engaged in writing on their own, as well as in assigned projects. Students hone their paragraph writing skills and write multi-paragraph compositions. As specified by Writing Standards, 3 Grade Writing activities include learning to organize work using beginning, middle, and end, focusing on the sequence of events. Students are also taught to use descriptive detail and literary devices, such as dialogue, point of view, and figurative Language. Third-graders continue to expand their knowledge of grammar, spelling, and mechanics, as well as how to evaluate writing and conduct research. The following Writing Standards represent what state * typically specify as Third Grade benchmarks in Writing proficiency: Grade 3: Writing Strategies Third Grade Writing Standards focus on the writing process as the primary tool to help children become independent writers. In Grade 3, students are taught to use each phase of the process as follow: prewriting: Students generate ideas for writing by using prewriting techniques, such as drawing and listing key thoughts. Students determine purpose and intend audience and make plans for writing that include the main idea. Drafting: in Third Grade, students write several drafts to produce the final product. Drafts should be appropriate for topic, audience and purpose, and show development of the main idea with supporting details. In drafting, students strive to organize information into logical sequence through use of time-order words and cause / effect transitions. Revising: Students revise their Writing to improve coherence, logical organization, voice, and effectiveness. Students also work to achieve a sense of audience, and use precise word choices, vivid supporting details, sentence variety, and literary devices to create interest. Editing: Students edit and correct drafts for appropriate grammar, spelling, punctuation, capitalization, and other features of polished writing. Publishing: Students produce, illustrate, and share a variety of compositions, including using appropriate computer technology to compose and publish work. Use of technology: Third grade students will use available technology to compose text. Grade 3: Writing Purposes in Grade 3, Students write in different forms for different purposes, and communicate with different audiences. Students write compositions that describe and explain familiar objects, events, and experiences. Specifically, Third Grade Writing Standards stipulate that students write in the following forms: narrative: Students provide context for action; include well-chosen details to develop the plot; and offer insight into why the incident is memorable. Descriptive: Students use concrete sensory details to present and support unified impressions of people, places, things, or experiences. Informational / Expository: Students write summaries, rules, procedures, recipes, notes / messages, labels, and lists. Persuasive: Students write persuasive text that attempt to influence reader.

* Please keep in mind that all text is machine-generated, we do not bear any responsibility, and you should always get advice from professionals before taking any actions.

* Please keep in mind that all text is machine-generated, we do not bear any responsibility, and you should always get advice from professionals before taking any actions

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Jeanne S. Chall, Influence of Previous Knowledge on Reading Ability, Educational Research Bulletin 26, no. 9: 225-46; E. D. Hirsch, Knowledge Deficit: Closing the Shocking Education Gap for American Children; Daniel Willingham, How Knowledge help, American Educator 30, no. 1: 30; Daniel Willingham, What Type of Learning Is Most Natural?, Daniel Willingham, 2013; Natalie Wexler, Why American Students Havent Gotten Better at Reading in 20 Years, Atlantic, April 13 2018. Note that this follows the coding scheme of BEST Standards. Each item is represented alphanumerically to signify subject of Mathematics, grade, strand, standard, and Benchmark. Grade is used to indicate kindergarten through twelfth grade. Strand refers to specific subgroup of standards, such as number sense and operation. Standard designates general criteria for grade, whereas Benchmark is specific grade-level expectations that fall under the category of a particular standard.

* Please keep in mind that all text is machine-generated, we do not bear any responsibility, and you should always get advice from professionals before taking any actions.

* Please keep in mind that all text is machine-generated, we do not bear any responsibility, and you should always get advice from professionals before taking any actions

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