The University of Iowa

Written Expression - Grade 3 Students

Write sentences with correct use of comparative adjectives, subject-verb agreement, and pronoun-antecedent agreement (L.3.1)

Compose complex sentences with accurate use of commas and dependent clauses (L.3.1)

Maintain correct verb tense (i.e., past, present, future) across sentences of a composition1

Use the writing process to compose multi-paragraph essays (W.3.4, W.3.5)2

  • Write multi-paragraph persuasive essays with a position and reasons linked to supporting evidence (W.3.1)
  • Write multi-paragraph informational essays with an introduction, body, and conclusion (W.3.2)
  • Write multi-paragraph stories with major literary elements (e.g., characters, setting, problem, sequence of events, outcome) and dialogue (W.3.3)

English learner and bilingual footnotes

1 ELs will benefit from instruction in signal or connecting words that indicate sequences (e.g., first, second, third), comparisons/contrasts (e.g., however, but, as well as, although), and cause and effect (e.g., because, so that, in order to, etc.).

2 When possible, ELs should be allowed to mix their two languages so they are encouraged to write more in English. Allowing students to produce multiple (two or three) revisions of their text with feedback from the teacher and peers will allow ELs to make closer approximations of a native English speaker’s writing.