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Grade 3 Writing Samples

 
 
Grade

3

Overall Level

1

Linguistic Vocabulary: (1)

Uses a few utility words (fish) and descriptive words (away).

Linguistic Grammar: (1)

Writes nouns (fish), verbs in simple present tense (want) and prepositions (to).

Linguistic Syntax: (1)

Writes simple phrases (the fish go up) and patterned sentences with support.

Strategic: (1)

Copies words with increasing accuracy (the cat).

Socio-Linguistic: (2)

Level 1: Copies group-generated texts and patterned sentences with little or no understanding of audience and purpose.
Level 2: Completes patterned sentences with some understanding of audience and purpose. (Writes sentences appropriate to prompt.)

Discourse: (1)

Connects two or more words (a cat) and substitutes words in patterned sentences (and go ...).

Editing: (1)

Edits sight words for spelling with direct support (a, to, go, away, the cat, fish).


Grade
 
3

Overall Level 

2

Linguistic Vocabulary: (2)

Uses some utility words (fish, hand, bowl, cat), descriptive words (up) and subject-specific words related to familiar actions, objects and topics.

Linguistic Grammar: (3)

Level 2: Writes nouns, verbs in simple past tense, prepositions and plurals.
Level 3: Uses nouns (fish, bowl, cat), verbs in irregular past tense (came, got, went) and present continuous (is simmeg [swimming]), prepositions (in, to, from, into), pronouns (her), adjectives (scared) and adverbs (down) with usage errors.

Linguistic Syntax: (2)

Level 2: Writes simple sentences (There was no fish in the bowl.).
Approaching Level 3: Writes simple detailed and compound sentences (A fish is swimming in a bowl and the fish is sad.).

Strategic: (3)

Level 2: Attempts to spell familiar words.
Level 3: Invents spelling that reflects learner’s own pronunciation (reaten [written], backt [backed], watr [water]).

Socio-Linguistic: (3)

Level 2: Completes patterned sentence frames with some understanding of topic, audience and purpose.
Level 3: Creates text using appropriate template to express cultural norms (story format). Confuses “No fishing” with idea of “no fish allowed.”

Discourse: (2)

Level 2: Connects words using (and, then).
Approaching Level 3: Uses some other conjunctions (but, so), but there’s no evidence of time markers.

Editing: (2)

Edits for capitals at the beginning of sentences (The), periods at the end of sentences (.) and spelling of familiar words with some support (the, cat, fish, from).


Grade 

3

Overall Level 

3

Linguistic Vocabulary: (2)

Level 2: Uses some utility words (cat, fish, bowl), descriptive words (lonli [lonely], goldfish, fishbowl) and subject-specific words related to familiar actions, objects and topics.
Level 3: Uses more utility, descriptive and subject-specific words related to curricular concepts.

Linguistic Grammar: (3)

Writes nouns (cat), verbs in irregular past tense (is/was, feel/felt, go/gone, eat/ate) with some errors (blowed/blew, want/wanted, had took/had taken), verbs in continuous tense (swimming[swimming]), prepositions (around, outside, out), pronouns (she, he), articles (a, an, the), adjectives (happy) and adverbs (no evidence).
 
Linguistic Syntax: (3)
 
Level 3: Writes simple detailed sentences (Once there was a little fish swimming.) and compound sentences (An orange cat moved around and found a fishbowl.).
Approaching Level 4: Writes simple paragraphs and complex sentences.

Strategic: (3)

Invents spelling that reflects own pronunciation (buble [bubble]).

Socio-Linguistic: (3)

Creates texts using appropriate template to express cultural norms. (Uses appropriate template to write story.)
 
Discourse: (3)

Connects ideas with conjunctions (and, but, then, so, also) and time markers (once, when).

Editing: (3)

Edits for capitals (She, The), end of sentence punctuation (.), (!), commas in a list (no evidence) and regular spelling (take, cat, goldfish).


Grade 

3

Overall Level 

4

Linguistic Vocabulary: (4)
 
Uses a range of words including synonyms (crawled/creeped) and words with multiple meanings (clear, sine [sign], down, bowl) related to curricular concepts.

Linguistic Grammar: (4)
 
Writes a range of grammatical structures demonstrating some control of word order (The cat outside the fish bowl wants to take the fish out so he can eat it.), plurals (cats), tense (is swimming, saw, is gone, ate, was) and subject–verb agreement (the cat has).

Linguistic Syntax: (4)
 
Writes complex sentences (When the mom left the house, he sneeked in.) and simple paragraphs.

Strategic: (4)
 
Spells words according to pronunciation (sine [sign], goten [gotten]) and knowledge of common spelling patterns (really, tummy, crawled).

Socio-Linguistic: (4)

Creates texts on specific topics using templates as a guide. (Writes narrative story in response to prompt.)
 
Discourse: (4)
 
Uses conjunctions (because, and, with), time markers (one day) and sequence markers (now, after).
 
Editing: (4)

Edits for common punctuation (’), (“ ”), (!), (.), simple tenses and regular spelling (slowly, because, window).


Grade 

3

Overall Level 

5

Linguistic Vocabulary: (5)
 
Uses a broad range of words, including utility words (bowl, paw, hungry), descriptive words (small, dirty, super smart), subject-specific words (safe, sent … out) and academic words related to curricular concepts.
 
Linguistic Grammar: (5)

Writes a range of grammatical structures demonstrating more control of word order (The fishes family also had a cat.), plurals (no evidence), tense (lived, felt, tried to catch, trying) and subject–verb agreement (the cat was, They were).
 
Linguistic Syntax: (5)

Uses a variety of sentence types (He waited quietly to see if the family was watching.) and adds detail to paragraphs.

Strategic: (4)
 
Level 4: Spells according to pronunciation (signe [sign], familie [family], creept [crept]).
Level 5: Spells challenging words.

Socio-Linguistic: (5)

Creates appropriate texts demonstrating a sense of topic, purpose, style and register (The fish looked at the sign. The cat could not read.).

Discourse: (5)
 
Uses a variety of cohesive devices (Once upon a time, always, next, then, since, but, so).
 
Editing: (4)

Level 4: Edits for common punctuation (“ ”), (!), (.), tense (watched, put, smiled) and regular spelling (slowly, smiled).
Level 5: Edits sentences for regular punctuation, a variety of tenses and common irregularly spelled words.