The Common Core in Maine

W.3 Writing

• Text Types and Purposes

  • W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

    • W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

      • Identify the author's purpose: passages (3-H.2)
      • Organize information by main idea (3-V.3)
      • Distinguish facts from opinions (3-Z.1)
      • Identify an author's statement of opinion (3-Z.2)
      • Complete the opinion passage with an example (3-Z.4)
      • Complete the opinion passage with a reason (3-Z.5)
      • Complete the opinion-reason-example table (3-Z.6)

    • W.3.1.b Provide reasons that support the opinion.

      • Choose reasons to support an opinion (3-Z.3)
      • Complete the opinion passage with a reason (3-Z.5)
      • Complete the opinion-reason-example table (3-Z.6)

    • W.3.1.c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

      • Use coordinating conjunctions (3-Y.3)
      • Use subordinating conjunctions (3-Y.4)
      • Choose the best transition (3-Y.5)
      • Use linking words to complete a passage (3-Y.6)

    • W.3.1.d Provide a concluding statement or section.

  • W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

    • W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

      • Use key details to determine the main idea (3-F.1)
      • Put the sentences in order (3-V.1)
      • Organize information by main idea (3-V.3)
      • Select the detail that does not support the topic sentence (3-W.1)
      • Choose topic sentences for narrative paragraphs (3-W.2)
      • Choose topic sentences for expository paragraphs (3-W.3)

    • W.3.2.b Develop the topic with facts, definitions, and details.

      • Distinguish facts from opinions (3-Z.1)
      • Choose reasons to support an opinion (3-Z.3)

    • W.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

      • Use coordinating conjunctions (3-Y.3)
      • Use subordinating conjunctions (3-Y.4)
      • Choose the best transition (3-Y.5)
      • Use linking words to complete a passage (3-Y.6)
      • Combine sentences: subjects and predicates (3-BB.1)

    • W.3.2.d Provide a concluding statement or section.

  • W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

    • W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

      • Put the sentences in order (3-V.1)
      • Choose topic sentences for narrative paragraphs (3-W.2)

    • W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

      • Use actions and dialogue to understand characters (3-M.2)
      • Add descriptive details to sentences (3-AA.1)
      • Show character emotions and traits (3-AA.2)
      • Revise the sentence using a stronger verb (3-AA.3)

    • W.3.3.c Use temporal words and phrases to signal event order.

      • Put the sentences in order (3-V.1)
      • Identify time-order words (3-Y.1)
      • Use time-order words (3-Y.2)

    • W.3.3.d Provide a sense of closure.

• Production and Distribution of Writing

  • W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

    • Identify the author's purpose: mixed media (3-H.1)
    • Identify the author's purpose: passages (3-H.2)
    • Determine the order of events in informational texts (3-I.1)
    • Match causes and effects in informational texts (3-I.4)
    • Match problems with their solutions (3-I.5)
    • Identify text structures (3-I.6)
    • Organize information by main idea (3-V.3)
    • Select the detail that does not support the topic sentence (3-W.1)
    • Choose the text that matches the writer's purpose (3-X.1)

  • W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

    • Put the sentences in order (3-V.1)
    • Organize information by main idea (3-V.3)
    • Select the detail that does not support the topic sentence (3-W.1)
    • Choose the best transition (3-Y.5)
    • Add descriptive details to sentences (3-AA.1)
    • Revise the sentence using a stronger verb (3-AA.3)
    • Combine sentences: subjects and predicates (3-BB.1)
    • Combine sentences by adding key details (3-BB.2)
    • Create varied sentences based on models (3-BB.3)
    • Correct errors with signs (3-CC.1)
    • Is it a complete sentence or a fragment? (3-OO.5)
    • Is it a complete sentence or a run-on? (3-OO.6)
    • Is it a complete sentence, a fragment, or a run-on? (3-OO.7)
    • Identify and correct errors with plural and possessive nouns (3-PP.11)
    • Commas: review (3-ZZ.5)
    • Capitalization: review (3-AAA.5)
    • Punctuating dialogue (3-CCC.6)

  • W.3.6 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.

• Research to Build and Present Knowledge

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

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

    • Determine the main idea of a passage (3-F.2)
    • Organize information by main idea (3-V.3)

• Range of Writing

  • W.3.10 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.

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.