W.3.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
(a). Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
(b). Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
(c). Use temporal words and phrases to signal event order.
(d). Provide a sense of closure.

 


VOCABULARY
  • events
  • order/sequence
  • setting
  • character

  • detail
  • topic
  • conclusion
  • dialogue
  • narrator
UNDERSTANDING THE STANDARD what's this

    • This standard addresses three primary components of effective narrative writing: technique, details, and event sequence 
    • In third grade, students begin developing their writing technique at a higher level, including how to set up the narrative in an interesting way, introduce characters, maintain a clear focus, and use meaningful dialogue 
    • The students are also strengthening their skills at using vivid detail to describe setting, characters, and action 
    Third graders will continue to develop their ability to convey a sequence of events through the use of time cue (temporal) and transition words and phrases

QUESTIONS TO FOCUS INSTRUCTION  what's this

    • What are the basic steps in writing a narrative? 
    • What organizational tools can be used to help students strengthen their ability to structure their writing so that it is clear and cohesive? 
    • How can using dialogue and descriptions of actions, thoughts, and feelings of characters improve student writing? 
    • What types of activities can be used with third graders to promote imaginative and detailed writing? 
    • What level of independent narrative writing should be the goal for third graders, and how do I encourage that?

 


LEARNING PROGRESSION

Go to W.2.3 to see skills mastered prior to this.