Finish line writing gr3 by fusioned1

Table of Contents Introduction.. . . ....................................................... ............. 4

Unit 1: Elements of Writing. . ............................................... .............. 5 W.3.4–6

Lesson 1 The Writing Process.................................... 6

W.3.4–6

Lesson 2 Writing a Paragraph................................. 23

W.3.2, 4–6, 8, 9

Lesson 3 Main Idea and Details.............................. 33

W.3.2, 4–6, 8, 9

Lesson 4 Cause and Effect....................................... 50

W.3.1, 2, 4–6, 8, 9

Lesson 5 Comparing and Contrasting.................... 66

Unit 2: Types of Writing.................................................................. 83 W.3.1, 4, 5

Lesson 6 Reasoned Writing..................................... 84

W.3.2, 4–6, 8, 9

Lesson 7 Descriptive Writing................................. 100

W.3.3–6

Lesson 8 Narrative Writing.................................... 116

W.3.2, 4–6, 8, 9

Lesson 9 Informational Writing............................ 132

Unit 3: Research.............................................................................. 147 W.3.2. 4–9

Lesson 10 Researching Sources and Content......... 148

W.3.2, 4, 6–9

Lesson 11 Outlining the Research Paper................ 158

W.3.2, 4, 6–9

Lesson 12 Writing the Research Paper................... 166

Unit 4: Language Conventions.. .......................................... ........... 173 W.3.5, L.3.3

Lesson 13 Language Conventions........................... 174

W.3.5, L.3.2

Lesson 14 Grammar................................................. 181

Practice Test.. . . . . . . . . . . . . . . . ....................................................... .......... 195 Handbook.. . . . . . . . . . . . . . . . . ................................................................ 201

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Informational Writing

W.3.2, 4 – 6, 8, 9

When you write a report, you are doing informational writing. This type of writing tells the facts. You use this kind of writing to answer a question on a test. You also use it to write a report. This is the writing you do most often in class. Informational writing needs to be well organized. There are many ways you can organize it. One way is to use cause and effect. Or, you can use main idea and detail. Another way is to use sequence. Step-by-step directions are organized in order, or sequence. The steps must be in the right order or the directions won’t work.

Guided Practice Read the assignment. Then answer the questions.

When the fire alarm rings in your school, what do you do? How do you get out of the building? What are your school’s rules for fire drills? Tell a student who is new to your class what to do in a fire drill. Write a paper with directions for this student. Be sure to: • put the steps in order • write all the steps you usually follow • write one paragraph

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Step 1: Prewriting Here’s how one student, Nico, began the assignment. First, he read the question. Then he underlined key words.

Read Note Organize

What words told Nico what he should do for this assignment? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

The assignment should tell you who the audience is. It should tell you what the purpose is. You also need to know the format of the assignment. Here is a sample answer:

Nico probably underlined directions. This tells him the type of writing he must do. He must explain how to do something. Steps and order tell him that he needs to use sequence to organize his writing. He knows he must tell what happened first, next, and last. He also underlined paragraph. This tells how long the assignment should be.

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Step 3: Revising Read Nico’s revised draft. Then answer the questions.

Here’s what we do in a fire drill at our school. First, the

fire alarm rings then the teacher tells us to line up at the door. ,

We cant take anything with us. We don’t take our books. We as as we can. just have go fast. Then we march in a line. We go to the exit. We walk outside, away from the school. are The teacher calls our name to see if we all there. Then we go ,

back in when the fire cheif says its okay. Find the long sentence that Nico made into two sentences. Write the two sentences. ______________________________________________________________________________________ ______________________________________________________________________________________

Revising means fixing any problems with your writing. This might mean rewriting long run-on sentences. Or, it might mean combining short sentences with the same information. Here is a sample answer:

First, the fire alarm rings. Then the teacher tells us to line up at the door.

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Types of Writing

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Step 4: Editing Proofread Nico’s revised draft on page 137. Find and correct three more mistakes. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Did Nico have any misspelled words? Did he use the correct punctuation marks? These are mistakes to look for when editing. Here is a sample answer:

In sentence 5, insert the word to between have and go In sentence 9, change the word name to names In sentence 10, change the word cheif to chief

Step 5: Publishing The last step is to publish your writing. Nico can do this by turning his paper into this teacher. His teacher may ask the students to make a poster of the steps to display in the classroom. This is another way to publish your writing.

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Ada died in 1852. She is remembered for being the first computer programmer. During the 1970s, the United States Department of Defense made a computer language called ADA. It was named in honor of Ada Byron and her work in programming.

Your teacher has asked you to write a report about Ada Byron’s work. Write a paragraph that tells what Ada Byron did. Use facts from the article to tell why she is important in the history of computers and math. Be sure to: • include a topic sentence and a main idea • use connecting words. These are words like first, next, and last. They connect facts and events in the right time order.

1 What kind of writing are you being asked to do? How do you know? ________________________________________________________________

Read Note Organize

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

2 Who will read your writing? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________

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Table of Contents Introduction.. . . . . . . . . . . . . . . . . . . . . . . . ....................................................... ...... 3 Teaching Students to Write.. . . ............................................................. 4 How To Use This Book. . . . . . . . . . . . ............................................................ 5 Lesson 1 The Writing Process, Answer Key....................... ...... 6 Lesson 2 Writing a Paragraph, Answer Key........................... 10 Lesson 3 Main Idea and Details, Answer Key.................... ..... 11 Lesson 4 Cause and Effect, Answer Key. .............................. 12 Lesson 5 Comparison and Contrast, Answer Key................ ..... 14 Lesson 6 Reasoned Writing, Answer Key......................... ..... 15 Lesson 7 Descriptive Writing, Answer Key. ...................... ..... 16 Lesson 8 Narrative Writing, Answer Key......................... ..... 17 Lesson 9 Informational Writing, Answer Key......................... 19 Lesson 10 Researching Sources and Content, Answer Key................. 19 Lesson 11 Outlining the Research Paper, Answer Key........................20 Lesson 12 Writing the Research Paper, Answer Key...........................20 Lesson 13 Language Conventions, Answer Key.................................. 21 Lesson 14 Grammar, Answer Key. .................................. ..... 22 Practice Test, Answer Key. . . . . . ....................................................... ..... 24 Common Core State Standards for Writing, Grade 3. ....................... ..... 26 Reproducible Graphic Organizers. . ................................................ ..... 29 Proofreading Symbols.. . . . . . . . . . ............................................................ 35 Common Core State Standards: ÂŠ Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

ISBN 978-0-8454-K6766-4 Copyright ÂŠ 2011 The Continental Press, Inc. Excepting the reproducible blackline masters, no part of this publication may be reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. All rights reserved. Printed in the United States of America.

Lesson 14: Grammar Student Book pages 191–192 Test Yourself 1. car (S), is (P); It is in the garage. [W.3.5, L.3.1, 3] 2. Abbey, John (S), laughed (P); They laughed. [W.3.5, L.3.1, 3] 3. Jill (S), spoke (P); She spoke to the reporter. [W.3.5, L.3.1, 3] 4. trees (S), grew (P); They grew a lot this spring. [W.3.5, L.3.1, 3] 5. birds (S), sing (P); They sing so sweetly. [W.3.5, L.3.1, 3] 6. keyboard (S) [W.3.5, L.3.1, 3] 7. race cars (P) [W.3.5, L.3.1, 3] 8. classrooms (P) [W.3.5, L.3.1, 3] 9. school (S) [W.3.5, L.3.1, 3] 10. like [W.3.5, L.3.1, 3] 11. play [W.3.5, L.3.1, 3] 12. enjoys [W.3.5, L.3.1, 3] 13. beats [W.3.5, L.3.1, 3] 14. well [W.3.5, L.3.1, 3] 15. quickly [W.3.5, L.3.1, 3] 16. fiercely [W.3.5, L.3.1, 3]

17. My family moved to a new home last November. My brother and I brother worried about starting

are

a new school. We be twins. He and I wanted to

were

but ,

be in the same class. We was sent to different

classes. If I’m scared, my heart beat fast. It

was

were beating like a drum! ¶ My new teacher was Ms. Gerald. She smiled at

said

me and say, “Welcome to our school. We’re happy

e them

’ here.” I looked at my new classmates. All your of they were clapping to welcome me.¶Six months

have

has passed since then. Wagner School feel like

home to me. My brother agree. We both look forward to next year. [W.3.5, L.3.1, 3]

Finish Line Writing for the Common Core State Standards © The Continental Press, Inc. DUPLICATING THIS MATERIAL IS ILLEGAL.

Common Core State Standards for Writing, Grade 3 Text Types and Purposes W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. • Introduce a topic or text clearly, state an opinion, and create an organizational structure that lists reasons. • Provide reasons that support the opinion. • Use linking words or phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. • Provide a concluding statement or section. W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. • Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. • Develop the topic with facts, definitions, and details. • Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas with categories of information. • 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. • Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. • Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. • Use temporal words and phrases to signal event order. • 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. (Gradespecific expectations for writing types are defined in standards 1–3 above.) W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing. W.3.6. With some guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. Answer Key—Grade 3 © The Continental Press, Inc. DUPLICATING THIS MATERIAL IS ILLEGAL.

Name _______________________________________________________ Date ____________________

Comparison/Contrast