This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

I Can Statements Essential Questions Vocabulary

I can write an introduction.

I can state an opinion in writing.

I can list reasons for my opinion in anorganized way.

How do I introduce a topic or text I amwriting about?

How can I state my opinion andprovide reasons that support myopinion?

How does a logical organizationalstructure help a reader?

opinion, pieces, point of view, reasons,organizational structure

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can write a strongintroduction, state myopinion and use a well-developedorganizational structurethat lists detailedreasons to clearlysupport my opinion.

I can introduce the topicor text, write myopinion and use anorganizational structurethat lists reasons tosupport my opinion.

I can introduce the topicor text and write myopinion, but my reasonsare missing orunorganized.

With guidance andsupport from adults, Ican introduce the topicor text while writing myopinion or begin to usean organizationalstructure that listsreasons to support myopinion.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1b Provide reasons that support the opinion.

I Can Statements Essential Questions Vocabulary

I can provide reasons that support myopinion (point of view) in writing.

Why is it important to providereasons or details to support youropinion?

opinion, point of view, support, reasons

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can write a well-developed opinion piecewith logical and detailedreasons that stronglysupport my opinion.

I can provide severalreasons that support myopinion in my writing.

I can provide a reason tosupport my opinion inmy writing.

With guidance andsupport from adults, Ican provide a reason tosupport my opinion inmy writing.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

I Can Statements Essential Questions Vocabulary

I can use linking words and phrases inwriting (e.g., because, therefore,since, for example) to connect myopinions and reasons.

Why is it important to use linkingwords and phrases to connect youropinion and reasons for supporting apoint of view?

topic, point of view, linking words,phrases, reasons, opinions, text

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can go beyond and usea variety of linkingwords to skillfully andlogically connectopinions and reasons inmy writing.

I can use several linkingwords or phrasescorrectly to connectopinions and reasons inmy writing.

I can use one or twolinking words correctlyto connect opinions andreasons in my writing.

With guidance andsupport from adults, Ican use one or twolinking words to connectopinions and reasons inmy writing.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1d Provide a concluding statement or section.

I Can Statements Essential Questions Vocabulary

● I can write a concluding statement orsection.

● Why should I use a concludingstatement or section when giving myopinion?

point of view, concluding statement,conclusion, section

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can write a strong,detailed concludingstatement or section tologically end my opinionpiece.

I can write a concludingstatement or sectionthat logically ends myopinion piece.

I can write an endingsentence.

With guidance andsupport from adults, Ican write a concludingstatement.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

I Can Statements Essential Questions Vocabulary

● I can write to supply information orgive an explanation about a topic.

● I can introduce a topic and grouprelated information together in aparagraph.

● I can include useful illustrations tohelp the reader understand my topic.

● How do I supply information or clearlyexplain about a topic in my writing?

● Why should I group relatedinformation together in a paragraph?

● When are illustrations useful toinclude in my writing?

informative text, explanatory text, topic,related information, illustrations

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can go beyond to writean informational orexplanatory piece thatincludes anintroduction, well-developed andorganized paragraphs,and useful illustrationsthat really help readerswith comprehension.

I can write to introducea topic and supplyinformation or give aclear explanation of it,grouping relatedinformation. I can addillustrations whenuseful.

With guidance andsupport from adults, Ican introduce a topicand write to supplyinformation or explainideas about that topic.

With guidance andsupport from adults, Ican write facts about atopic.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2b Develop the topic with facts, definitions, and details.

I Can Statements Essential Questions Vocabulary

I can develop my topic using facts,definitions, and details.

How do you develop a topic usingfacts, definitions, and details?

Why is it important to develop a topicusing facts, definitions, and details?

informative text, explanatory text, topic,facts, definitions, details, develop

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can write to explain orinform others in a well-developed text thatincludes facts,definitions, and detailsto strongly support mytopic.

I can develop my topicusing facts, definitions,and details.

I can write about mytopic using limited factsand/or definitionsand/or details.

With guidance andsupport from adults, Ican write about mytopic using facts and/ordefinitions and/ordetails.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

I Can Statements Essential Questions Vocabulary

I can use linking words and phrases,such as also, another, and, more, andbut to connect ideas within mywriting.

Why is it important to use linkingwords or phrases to connect yourideas?

informative text, explanatory text, linkingwords/phrases

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can consistently use avariety of linking wordsand phrases to clearlyconnect ideas withdetails within mywriting.

I can consistently uselinking words andphrases, such as also,another, and, more, andbut to connect ideaswithin my writing.

I sometimes use linkingwords and phrases, suchas also, another, and,more, and but toconnect ideas within mywriting.

With guidance andsupport from adults, Ican use some linkingwords and phrases, suchas also, another, and,more, or but to connectideas within my writing.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2d Provide a concluding statement or section.

I Can Statements Essential Questions Vocabulary

I can write a concluding statement orsection.

How do you write a conclusionstatement or section?

Why is writing a conclusion statementor section important when writing aninformative/explanatory text?

informative text, explanatory text,conclusion statement, conclusion section

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can write a strong,detailed concludingstatement or section tologically end myinformative/explanatorypiece.

I can write a concludingstatement or sectionthat logically ends myinformative/explanatorypiece.

I can write an endingsentence.

With guidance andsupport from adults, Ican write a concludingstatement.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,and clear event sequences.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

I Can Statements Essential Questions Vocabulary

I can introduce a narrator and/orcharacters in my narrative.

I can establish a situation in mynarrative.

I can organize a sequence of events inmy narrative.

Why is it important to introduce anarrator or characters in a narrative?

Why is it important to establish asituation in a narrative?

Why is it important to sequenceevents in a narrative?

narrative, characters, narrator, situation,sequence, events, organize

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can use descriptivedetails to skillfullyestablish a situation,introduce a narratorand/or characters, andorganize a naturalsequence of severalevents in my well-developed narrative.

I can establish asituation, introduce anarrator and/orcharacters, and organizea natural sequence ofevents in my narrative.

I can include a narratoror characters, asituation, and asequence of at least 2events in my narrative.

With guidance andsupport from adults, Ican include a narrator orcharacters, a situation,and sequence of eventsin my narrative.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,and clear event sequences.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response ofcharacters to situations.

I Can Statements Essential Questions Vocabulary

I can use dialogue and descriptions ofactions, thoughts, and feelings todevelop experiences and events.

I can show the response of charactersto situations.

Why is it important to use dialogue,actions, thoughts, and feelings todevelop experiences and events?

Why is it important to show theresponse of characters to situations?

dialogue, actions, thoughts, feelings,experiences, events, response, situations,plot

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can use creative anddetailed descriptions ofactions, thoughts, andfeelings to fully developexperiences and eventsand use vivid dialogueto show the logicalresponse of charactersto situations.

I can use descriptions ofactions, thoughts, andfeelings to developexperiences and eventsand use dialogue toshow the response ofcharacters to situations.

With guidance andsupport from adults, Ican use descriptions ofactions, thoughts, orfeelings to describeexperiences or eventsand attempt to usedialogue to support plot.

With guidance andsupport from adults, Ican use minimal orirrelevant description ofactions, thoughts, orfeelings to describeexperiences or eventsand use minimaldialogue to support plot.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,and clear event sequences.W.3.3c Use temporal words and phrases to signal event order.

I Can Statements Essential Questions Vocabulary

I can use temporal words and phrasesto signal event order.

How do temporal words and phrasessignal event order?

temporal words, event, phrases, order

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can skillfully use avariety of temporalwords and phrases toclearly signal eventorder.

I consistently usetemporal words andphrases to signal eventorder.

I sometimes usetemporal words and/orphrases to signal eventorder.

With guidance andsupport from adults, Ican use limitedtemporal words orphrases.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,and clear event sequences.W.3.3d Provide a sense of closure.

I Can Statements Essential Questions Vocabulary

I can provide a sense of closure. Why is it important to provide a senseof closure in a narrative?

How do you provide a sense ofclosure in a narrative?

closure, conclusion, narrative, descriptivedetails, plot, experience, event

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can provide a well-developed conclusionthat follows from thenarrated experience orevents.

I can provide a sense ofclosure to my narrative.

With guidance andsupport from adults, Ican provide a sense ofclosure to my narrative.

With guidance andsupport from adults, Ican attempt to write aconclusion, but it doesnot provide a sense ofclosure to my narrative.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.4 With guidance and support from adults, produce writing in which the development and organization areappropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3.)

I Can Statements Essential Questions Vocabulary

I can use guidance and support fromadults to produce writing.

I can write for different topics, tasks,purposes, and audiences.

Why is it important to be organizedwhile writing?

Why is it important to have a purposeand an audience for my writing?

purpose, audience, task, topics, support,appropriate

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

With little or noguidance and support, Ican produce a well-developed, detailed, andorganized writing piecethat is appropriate formy audience and task.

With guidance andsupport from adults, Ican produce a detailedand organized writingpiece that is appropriatefor my audience andtask.

With guidance andsupport from adults, Ican produce anorganized writing piece.

With extensive guidanceand support fromadults, I can develop asimple writing piece.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.5 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 here.)

I Can Statements Essential Questions Vocabulary

I can plan, edit, and revise my writingwith help of peers and adults.

How can I use editing strategies todevelop and strengthen my writing?

How does planning help me todevelop a writing piece?

revise, peers, editing, develop, strengthen

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

With little or nosupport, I canstrengthen my writingby planning, writing,revising and editing toproduce publishedpieces that containminimal errors.

With guidance andsupport from peers andadults, I can strengthenmy writing by planning,writing, and editing mywork.

With guidance andsupport from peers andadults, I can plan, write,and make limited editsto my work.

With guidance andsupport from adults, Ican write and makelimited edits to mywork.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) aswell as to interact and collaborate with others.

I Can Statements Essential Questions Vocabulary

I can use technology to produce andpublish my writing piece.

I can use keyboarding skills toproduce and publish my writing piece.

I can collaborate with my classmatesto produce and publish my writingpiece.

What are the benefits of having mywriting piece(s) completed on acomputer or tablet?

How can my teacher help improve mywriting piece?

How can my classmates help improvemy writing piece?

Various computer terms needed to beable to add, delete and change the text(e.g., backspace, delete, arrow keys, etc.),produce, publish, rough draft, final draft,edit, peer editing

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

Independently, I can usetechnology to enhancethe production andpublishing of my writingas well as to interactand collaborate with myclassmates.

With guidance andsupport from adults, Ican use technology toproduce and publishwriting as well as tointeract and collaboratewith my classmates.

With guidance andsupport from adults, Ican collaborate withpeers and usetechnology to produceand publish my writingpiece.

With guidance andsupport from adults, Ican produce or publish awriting piece using abasic digital tool.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.7 Conduct short research projects that build knowledge about a topic.

I Can Statements Essential Questions Vocabulary

I can research a topic.

I can build knowledge about a topicI’ve researched.

How does building knowledge about aresearch topic give me a betterunderstanding of the topic?

research, build knowledge, sources

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can conduct researchprojects using multiplesources to buildextensive, detailedknowledge about atopic.

I can conduct shortresearch projects tobuild knowledge about atopic.

With guidance andsupport from adults, Ican find sources toresearch about a topicbut my subjectknowledge is very basic.

With guidance andsupport from adults, Ican read informationaltext(s) provided to meto learn about a topic.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes onsources and sort evidence into provided categories.

I Can Statements Essential Questions Vocabulary

I can recall information fromexperiences.

I can gather information from printand digital sources.

I can take brief notes from sources.

I can sort evidence into providedcategories.

How can use prior knowledge andinformation from a variety of sourceshelp with your writing?

What strategies can we use to getinformation that can be applied toyour writing?

recall, experiences, prior knowledge,sources, digital sources, print, notes, sort,evidence, categories

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can recall detailedinformation fromexperiences, gatherinformation from avariety of print anddigital sources, takedetailed notes, andorganize myinformation.

I can recall informationfrom experiences,gather information fromprint and digital sources,take brief notes fromsources, and sortevidence into providedcategories.

With guidance andsupport from adults, Ican recall informationfrom experiences,gather information fromprint and digital sources,take brief notes fromsources, and sortevidence into providedcategories.

With guidance andsupport from adults, Ican recall informationfrom experiences, orgather information fromprint sources, or try totake very brief notes.

Even with support,I still have trouble.

This resource was developed with Ohio’s Early Literacy and Reading Readiness grant funds through Trumbull County Educational Service Center.

Standard: W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (asingle sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

I Can Statements Essential Questions Vocabulary

I can write routinely over extendedtime frames.

I can write routinely over shorter timeframes.

I can write for a range of discipline-specific tasks, purposes, andaudiences.

Why do certain pieces of writing takea longer time to write than others?

How does my writing change when Iwrite for discipline- specific tasks,purposes, and audiences?

routinely, extended time frames, shortertime frames, discipline-specific tasks,purpose, audience

Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.

4.0 3.0 2.0 1.0 0.0

I can writeindependently overextended time framesand shorter timeframes, for a wide rangeof discipline-specifictasks, purposes, andaudiences and publishmy work usingtechnology.

I can write routinelyover extended timeframes and shorter timeframes, for a range ofdiscipline-specific tasks,purposes, andaudiences.

With guidance andsupport from adults, Ican write over extendedtime frames and shortertime frames, for a rangeof discipline-specifictasks, purposes, andaudiences.

With guidance andsupport from adults, Ican write over shortertime frames, for a rangeof discipline-specifictasks, purposes, andaudiences.

Even with support,I still have trouble.