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
I can write an introduction.
I can state an opinion in writing.
I can list reasons for my opinion in an
organized way.



Vocabulary
How do I introduce a topic or text I am
writing about?
How can I state my opinion and
provide reasons that support my
opinion?
How does a logical organizational
structure 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
I can write a strong
introduction, state my
opinion and use a welldeveloped
organizational structure
that lists detailed
reasons to clearly
support my opinion.
I can introduce the topic
or text, write my
opinion and use an
organizational structure
that lists reasons to
support my opinion.
I can introduce the topic
or text and write my
opinion, but my reasons
are missing or
unorganized.
With guidance and
support from adults, I
can introduce the topic
or text while writing my
opinion or begin to use
an organizational
structure that lists
reasons to support my
opinion.
0.0
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
I can provide reasons that support my
opinion (point of view) in writing.

Why is it important to provide
reasons or details to support your
opinion?
Vocabulary
opinion, point of view, support, reasons
Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.
4.0
3.0
I can write a welldeveloped opinion piece
with logical and detailed
reasons that strongly
support my opinion.
I can provide several
reasons that support my
opinion in my writing.
2.0
1.0
I can provide a reason to With guidance and
support my opinion in
support from adults, I
my writing.
can provide a reason to
support my opinion in
my writing.
0.0
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
I can use linking words and phrases in
writing (e.g., because, therefore,
since, for example) to connect my
opinions and reasons.

Vocabulary
Why is it important to use linking
words and phrases to connect your
opinion and reasons for supporting a
point 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
I can go beyond and use
a variety of linking
words to skillfully and
logically connect
opinions and reasons in
my writing.
I can use several linking
words or phrases
correctly to connect
opinions and reasons in
my writing.
I can use one or two
linking words correctly
to connect opinions and
reasons in my writing.
With guidance and
support from adults, I
can use one or two
linking words to connect
opinions and reasons in
my writing.
0.0
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 or
section.
● Why should I use a concluding
statement or section when giving my
opinion?
point of view, concluding statement,
conclusion, section
Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.
4.0
3.0
I can write a strong,
detailed concluding
statement or section to
logically end my opinion
piece.
I can write a concluding
statement or section
that logically ends my
opinion piece.
2.0
I can write an ending
sentence.
1.0
With guidance and
support from adults, I
can write a concluding
statement.
0.0
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 or
give an explanation about a topic.
● I can introduce a topic and group
related information together in a
paragraph.
● I can include useful illustrations to
help the reader understand my topic.
● How do I supply information or clearly
explain about a topic in my writing?
● Why should I group related
information together in a paragraph?
● When are illustrations useful to
include 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
I can go beyond to write
an informational or
explanatory piece that
includes an
introduction, welldeveloped and
organized paragraphs,
and useful illustrations
that really help readers
with comprehension.
I can write to introduce
a topic and supply
information or give a
clear explanation of it,
grouping related
information. I can add
illustrations when
useful.
2.0
With guidance and
support from adults, I
can introduce a topic
and write to supply
information or explain
ideas about that topic.
1.0
With guidance and
support from adults, I
can write facts about a
topic.
0.0
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
I can develop my topic using facts,
definitions, and details.


Vocabulary
How do you develop a topic using
facts, definitions, and details?
Why is it important to develop a topic
using 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
I can write to explain or
inform others in a welldeveloped text that
includes facts,
definitions, and details
to strongly support my
topic.
3.0
I can develop my topic
using facts, definitions,
and details.
2.0
1.0
I can write about my
topic using limited facts
and/or definitions
and/or details.
With guidance and
support from adults, I
can write about my
topic using facts and/or
definitions and/or
details.
0.0
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
I can use linking words and phrases,
such as also, another, and, more, and
but to connect ideas within my
writing.

Vocabulary
Why is it important to use linking
words or phrases to connect your
ideas?
informative text, explanatory text, linking
words/phrases
Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.
4.0
I can consistently use a
variety of linking words
and phrases to clearly
connect ideas with
details within my
writing.
3.0
2.0
1.0
I can consistently use
linking words and
phrases, such as also,
another, and, more, and
but to connect ideas
within my writing.
I sometimes use linking
words and phrases, such
as also, another, and,
more, and but to
connect ideas within my
writing.
With guidance and
support from adults, I
can use some linking
words and phrases, such
as also, another, and,
more, or but to connect
ideas within my writing.
0.0
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
I can write a concluding statement or
section.


Vocabulary
How do you write a conclusion
statement or section?
Why is writing a conclusion statement
or section important when writing an
informative/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
I can write a strong,
detailed concluding
statement or section to
logically end my
informative/explanatory
piece.
I can write a concluding
statement or section
that logically ends my
informative/explanatory
piece.
2.0
I can write an ending
sentence.
1.0
With guidance and
support from adults, I
can write a concluding
statement.
0.0
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
I can introduce a narrator and/or
characters in my narrative.
I can establish a situation in my
narrative.
I can organize a sequence of events in
my narrative.



Vocabulary
Why is it important to introduce a
narrator or characters in a narrative?
Why is it important to establish a
situation in a narrative?
Why is it important to sequence
events in a narrative?
narrative, characters, narrator, situation,
sequence, events, organize
Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.
4.0
I can use descriptive
details to skillfully
establish a situation,
introduce a narrator
and/or characters, and
organize a natural
sequence of several
events in my welldeveloped narrative.
3.0
I can establish a
situation, introduce a
narrator and/or
characters, and organize
a natural sequence of
events in my narrative.
2.0
I can include a narrator
or characters, a
situation, and a
sequence of at least 2
events in my narrative.
1.0
0.0
With guidance and
Even with support,
support from adults, I
I still have trouble.
can include a narrator or
characters, a situation,
and sequence of events
in my narrative.
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 of
characters to situations.
I Can Statements


Essential Questions
I can use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events.
I can show the response of characters
to situations.


Vocabulary
Why is it important to use dialogue,
actions, thoughts, and feelings to
develop experiences and events?
Why is it important to show the
response 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
I can use creative and
detailed descriptions of
actions, thoughts, and
feelings to fully develop
experiences and events
and use vivid dialogue
to show the logical
response of characters
to situations.
I can use descriptions of
actions, thoughts, and
feelings to develop
experiences and events
and use dialogue to
show the response of
characters to situations.
With guidance and
support from adults, I
can use descriptions of
actions, thoughts, or
feelings to describe
experiences or events
and attempt to use
dialogue to support plot.
1.0
0.0
With guidance and
Even with support,
support from adults, I
I still have trouble.
can use minimal or
irrelevant description of
actions, thoughts, or
feelings to describe
experiences or events
and use minimal
dialogue to support plot.
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
I can use temporal words and phrases
to signal event order.

Vocabulary
How do temporal words and phrases
signal event order?
temporal words, event, phrases, order
Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.
4.0
I can skillfully use a
variety of temporal
words and phrases to
clearly signal event
order.
3.0
I consistently use
temporal words and
phrases to signal event
order.
2.0
I sometimes use
temporal words and/or
phrases to signal event
order.
1.0
With guidance and
support from adults, I
can use limited
temporal words or
phrases.
0.0
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

I can provide a sense of closure.

Vocabulary
Why is it important to provide a sense
of closure in a narrative?
How do you provide a sense of
closure in a narrative?
closure, conclusion, narrative, descriptive
details, plot, experience, event
Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.
4.0
I can provide a welldeveloped conclusion
that follows from the
narrated experience or
events.
3.0
2.0
1.0
I can provide a sense of
closure to my narrative.
With guidance and
support from adults, I
can provide a sense of
closure to my narrative.
With guidance and
support from adults, I
can attempt to write a
conclusion, but it does
not provide a sense of
closure to my narrative.
0.0
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 are
appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3.)
I Can Statements


Essential Questions
I can use guidance and support from
adults to produce writing.
I can write for different topics, tasks,
purposes, and audiences.


Vocabulary
Why is it important to be organized
while writing?
Why is it important to have a purpose
and 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
With little or no
guidance and support, I
can produce a welldeveloped, detailed, and
organized writing piece
that is appropriate for
my audience and task.
With guidance and
support from adults, I
can produce a detailed
and organized writing
piece that is appropriate
for my audience and
task.
With guidance and
support from adults, I
can produce an
organized writing piece.
With extensive guidance
and support from
adults, I can develop a
simple writing piece.
0.0
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
I can plan, edit, and revise my writing
with help of peers and adults.


Vocabulary
How can I use editing strategies to
develop and strengthen my writing?
How does planning help me to
develop a writing piece?
revise, peers, editing, develop, strengthen
Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.
4.0
With little or no
support, I can
strengthen my writing
by planning, writing,
revising and editing to
produce published
pieces that contain
minimal errors.
3.0
2.0
With guidance and
support from peers and
adults, I can strengthen
my writing by planning,
writing, and editing my
work.
With guidance and
support from peers and
adults, I can plan, write,
and make limited edits
to my work.
1.0
With guidance and
support from adults, I
can write and make
limited edits to my
work.
0.0
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) as
well as to interact and collaborate with others.
I Can Statements



Essential Questions
I can use technology to produce and
publish my writing piece.
I can use keyboarding skills to
produce and publish my writing piece.
I can collaborate with my classmates
to produce and publish my writing
piece.



Vocabulary
What are the benefits of having my
writing piece(s) completed on a
computer or tablet?
How can my teacher help improve my
writing piece?
How can my classmates help improve
my writing piece?
Various computer terms needed to be
able 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
Independently, I can use
technology to enhance
the production and
publishing of my writing
as well as to interact
and collaborate with my
classmates.
With guidance and
support from adults, I
can use technology to
produce and publish
writing as well as to
interact and collaborate
with my classmates.
2.0
With guidance and
support from adults, I
can collaborate with
peers and use
technology to produce
and publish my writing
piece.
1.0
With guidance and
support from adults, I
can produce or publish a
writing piece using a
basic digital tool.
0.0
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
I can research a topic.
I can build knowledge about a topic
I’ve researched.

Vocabulary
How does building knowledge about a
research topic give me a better
understanding of the topic?
research, build knowledge, sources
Unless otherwise stated, to demonstrate mastery, proficiency scale must be accomplished independently.
4.0
I can conduct research
projects using multiple
sources to build
extensive, detailed
knowledge about a
topic.
3.0
2.0
I can conduct short
research projects to
build knowledge about a
topic.
With guidance and
support from adults, I
can find sources to
research about a topic
but my subject
knowledge is very basic.
1.0
With guidance and
support from adults, I
can read informational
text(s) provided to me
to learn about a topic.
0.0
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 on
sources and sort evidence into provided categories.
I Can Statements




Essential Questions
I can recall information from
experiences.
I can gather information from print
and digital sources.
I can take brief notes from sources.
I can sort evidence into provided
categories.


Vocabulary
How can use prior knowledge and
information from a variety of sources
help with your writing?
What strategies can we use to get
information that can be applied to
your 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
I can recall detailed
information from
experiences, gather
information from a
variety of print and
digital sources, take
detailed notes, and
organize my
information.
3.0
2.0
1.0
I can recall information
from experiences,
gather information from
print and digital sources,
take brief notes from
sources, and sort
evidence into provided
categories.
With guidance and
support from adults, I
can recall information
from experiences,
gather information from
print and digital sources,
take brief notes from
sources, and sort
evidence into provided
categories.
With guidance and
support from adults, I
can recall information
from experiences, or
gather information from
print sources, or try to
take very brief notes.
0.0
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 (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
I Can Statements



Essential Questions
I can write routinely over extended
time frames.
I can write routinely over shorter time
frames.
I can write for a range of disciplinespecific tasks, purposes, and
audiences.


Vocabulary
Why do certain pieces of writing take
a longer time to write than others?
How does my writing change when I
write for discipline- specific tasks,
purposes, and audiences?
routinely, extended time frames, shorter
time 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
I can write
independently over
extended time frames
and shorter time
frames, for a wide range
of discipline-specific
tasks, purposes, and
audiences and publish
my work using
technology.
I can write routinely
over extended time
frames and shorter time
frames, for a range of
discipline-specific tasks,
purposes, and
audiences.
With guidance and
support from adults, I
can write over extended
time frames and shorter
time frames, for a range
of discipline-specific
tasks, purposes, and
audiences.
With guidance and
support from adults, I
can write over shorter
time frames, for a range
of discipline-specific
tasks, purposes, and
audiences.
0.0
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.