Opinion Unit Student Checklist Grade 3 Student Name Structure Development Language Conventions Overall: I told readers my opinion and ideas on a text or topic and helped them understand my reasons. Lead: I wrote a beginning in which I not only set readers up to expect that this would be a piece of opinion writing, but also try to hook them into caring about my opinion. Transitions: I connected my ideas and reasons with my examples using words such as for example and because. I connected one reason or example using words such as also and another. Ending: I worked on an ending perhaps a thought or comment related to my opinion. Organization: I wrote several reasons or examples of why readers should agree with my opinion and wrote at least several sentences about each reason. Organization: I organized my information so that each part of my writing was mostly about one thing. Elaboration: I not only named my reasons to support my opinions, but also wrote more about each one. Craft: I not only told readers to believe me but also wrote in ways that got them thinking, or feeling in certain ways. Spelling: I used what I knew about word families and spelling rules to help me spell and edit. Spelling: I got help from others to check my spelling and punctuation before I wrote my final draft. Punctuation: I punctuated dialogue correctly with commas and quotation marks. Punctuation: While writing I put punctuation at the end of every sentence. Punctuation: I wrote in ways that helped readers read with expression, reading some parts quickly, some slowly, some parts in one sort of voice and others in another.
Grade 3 Unit 3 Bend 1 Assessment Checklist Student Name Session 1: I can a persuasive speech. Session 2: I can gather, choose between, and try out different ideas for changes like to see in the world. Session 3: I can write about people, places, things, and ideas that deserve attention. Session 4: I can be more persuasive by addressing my audience directly. Session 5: I can make sure that I spell what I know by heart as I draft to make my pieces clear to my audience. Session 6: I can pause, self- assess my writing, and make plans for future work. I can use irregular verbs in my writing I can use transitional words to connect my evidence and support opinions. I can use adjectives to enhance my opinions. I can use conjunctions to connect my evidence and support opinions. I can use adverbs to enhance my opinions. B = Beginning D = Developing P = Proficient M=Mastery
Grade 3 Unit 3 Bend 1 Assessment Checklist - ESPAÑOL Nombre del alumno Soy capaz de escribir un borrador rápido para un discurso persuasivo. Soy capaz de recopilar, elegir entre, y probar diferentes ideas para realizar los cambios que me gustaría ver en el mundo. Soy capaz de escribir acerca de personas, lugares, cosas e ideas que merecen atención. Soy capaz de ser más persuasivo al dirigirme directamente a mi audiencia. Soy capaz de escribir correctamente las palabras que conozco de memoria cuando elaboro mi borrador para aclarar mis escritos hacia mi audiencia. Soy capaz de pausar, autocorregir mi escritura y elaborar planes para escritos futuros. Soy capaz de utilizar verbos irregulares en mi escritura. Soy capaz de utilizar palabras transicionales para conectar mi evidencia y apoyar mis opiniones. Soy capaz de utilizar adjetivos para realzar mis opiniones. Soy capaz de usar conjunciones para conectar mi evidencia y apoyar mis opiniones. Soy capaz de utilizar adverbios para realzar mis opiniones. B = Beginning D = Developing P = Proficient M=Mastery
and meeting deadlines. Bend 3 Day 21: Session 17: Revising Your Introductions and Conclusions to Get Your Audience to Care Learning Goal: I can revise my introductions and conclusions, trying out several ones, before deciding which one will have the biggest impact on my audience. Bend 3 Day 22: Session 18: Taking Stock Again Learning Goal: I can monitor my progress and set new goals by using a checklist or goal sheet. Opinion Writing Checklist Bend 3 Day 23: Session 18: Continue Taking Stock Again Learning Goal: I can monitor my progress and set new goals by using a checklist or goal sheet. Opinion Writing Checklist Bend 4 Day 24: Session 19: Tackling A Cause Learning Goal: I can consider different audiences who can help me with my cause. Bend 4 Day 25: Session 20: Becoming Informed About A Cause Learning Goal: I can change my ideas by doing background reading about a cause. I can use domain specific vocabulary in my writing. Bend 4 Day 26: Session 21: Yesterday’s Revisions Become Today’s Drafting Strategies Learning Goal: I can make sure that my writing reflects all I know by revising my work as I draft. Opinion Writing Checklist Bend 4 Day 27: Session 21: Continue Yesterday’s Revisions Become Today’s Drafting Strategies Learning Goal: I can make sure that my writing reflects all I know by revising my work as I draft. Opinion Writing Checklist Bend 4 Day 28: Session 22: Getting Our Writing Ready for Readers Learning Goal: I can make sure that readers take my opinion seriously by making sure my writing is free of errors. Editing Checklist p. 177 Proofreading Marks p.179 Bend 4 Day 29: Session 22: Continue Getting Our Writing Ready for Readers Learning Goal: I can make sure that readers take my opinion seriously by making sure my writing is free of errors. Editing Checklist p. 177 Proofreading Marks p.179 Bend 4 Day 30: Session 23: Celebrating Activism Learning Goal: I can share my opinions with an audience as a call to action.