Cranston School District

Grade 3 Quarter 2

Teacher Modeled Prompt

Reading and Analyzing and Comparing Fiction: Informational Writing

Common Core Writing Standard W.3.2
Text: The Grasshopper and the Ant (Reading Street) and

Frederick by Leo Lionni: Online Video: www.youtube.com/watch?

v=SFCLWytjcUY or read the book

Prerequisite Skill: Understanding Plot and Structure of Fables
Teacher Directions
1.

This prompt is to be used as a model lesson so that students understand how to answer this type of prompt
and respond in writing.

2. Read the prompt to the class. Then provide each student with a copy of the prompt and the texts. These
texts give all the information needed to address the prompt. These should be read and analyzed with the
students carefully before writing. Model the process and teach the students to refer back to the texts
while writing and to take notes. They may use a graphic organizer and mark up the texts as needed.
3. Teachers and students should take as much time as needed to plan, write, and proofread.
Day 1
Provide each student with a copy of the prompt and the text The Grasshopper and the Ant from Reading
Street. The students should independently read the text carefully for the first read. During the second
read, the teacher will read the selected pages aloud and provide a guided discussion.
Day 2
Either show the youtube video or read Frederick to the class. Pass out copies of the prompt and display a
copy of the graphic organizer on chart-paper. Explain that today they will be recording evidence they will
need in order to answer the prompt. Fill out the graphic organizer together with students.
Day 3-5
Working with the class, model how to write an essay with an introduction, proof and conclusion paragraph.
You may use the Painted Essay or other essay-structure familiar to your students. Be sure to include:

An introduction that has an interesting lead/hook, summary and a clearly stated focus statement.
Middle paragraph(s) organized by main topic/argument with evidence that supports the point they
are making.
A conclusion that restates the focus idea and provides some type of personal observation or Aha!
Moment.

Cranston School District

Grade 3 Quarter 2

Teacher Modeled Prompt

Reading and Analyzing and Comparing Fiction: Informational Writing

Common Core Writing Standard W.3.2
Student Directions

You have read two stories about animals preparing for the winter. One is a
traditional fable and the other is a story by Leo Lionni. As you read or view the
stories, think about how they are alike and different and record examples of
each. After you are done, respond to the following prompt:

How are the stories Fredrick and The Grasshopper and the Ant
alike and different?
You will work with your teacher to complete this reading/thinking/ writing task. Your writing
should include evidence to support your analysis.

Remember, a good informational essay:

has a clear introduction

states a focus / thesis statement clearly, precisely, and thoughtfully

uses specific evidence from the text (s) to support and develop the focus / thesis
has a thoughtful conclusion
uses language the reader can understand
has correct spelling, capitalization and punctuation

Cranston School District

Grade 3 Quarter 2

Teacher Modeled Prompt

HOW THESE STORIES ARE ALIKE

Examples

ELABORATE (TELL MORE)

HOW THESE STORIES ARE DIFFERENT

Examples

ELABORATE (TELL MORE)

Cranston School District

GRADE 3

Grade 3 Quarter 2

Teacher Modeled Prompt

Cranston School District

INFORMATIONAL/EXPLANATORY WRITING: reports; response to

informational and literary text; etc.

Studentswriteinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyand
accuratelythroughtheeffectiveLinkideaswithinandacrosscategoriesofinformationusingwords,phrases,andclauses
(e.g.,incontrast,especially).

Expectatio
ns
Establishes
context and
purpose
W3.1 & W3.2

Demonstrates
critical thinking
and
understanding
of content in
order to
develop the
topic
W3.1 & W3.2

Creates an
organizing
structure
W3.1 & W3.2

Exceeds
Standard
4
Effectively introduces the
topic and sets context
(background information).

Introduces the topic and

sets some context
(background information)

The student effectively

writes to a clear
focus/point of view.

The student writes to a

clear focus/point of view.

The student effectively

selects and provides a
depth of accurate
information /details
relevant to the
topic/prompt.

The student selects and

provides accurate,
sufficient information
/details relevant to the
topic/prompt.

The student uses relevant

and insightful examples
and/or references from
texts to support
focus/opinion.
The student groupsrelated
informationtogether;include
illustrationswhenusefulto
aidingcomprehension.
The student uses effective
essay and paragraph
structures and formatting.
The opening, body, and
closure are skillfully
organized.
The student uses effective
transitions/ linking words
((e.g.,also,another,and,more,
but)toconnectideaswithin
categoriesofinformation.

Uses voice and

style to
enhance
meaning.
W3.1 & W3.2

Meets Standard
3

The student uses relevant

examples and/or references
to text to support
focus/opinion.

The student uses essay and

paragraph structures
appropriately.
The opening, body, and
closure are effectively
organized. Related items
are grouped together.
The student uses
appropriate linking words
(transitions.)

Nearly
Meets
Standard
2
Introduces the topic
with little context
(background
information).
The student may
have some
digressions from the
focus.
Information may be
lacking and/or not
accurate.

The student provides a

conclusion.

The student uses varied

sentence length and
structure.

The student uses some

varied sentence length and
structure.

The student uses appropriate

language that establishes an
authoritative and academic voice.

Begins with focus.

The student does
not write to the
focus/point of
view.
The student gives
inappropriate
information.

The student
examples and/or
references are
limited.

The student
shows little or no
examples and/or
references to text.

The student uses an

organizational
structure that may
cause confusion.

The students writing

shows little evidence
of organization.

The student uses a

few transitions.

The student attempts

a conclusion

Thestudentprovidesaneffective
concludingstatementorsection.
The student skillfully uses
language and establishes an
authoritative and academic voice.

Below
Standard
1

The language is pedestrian

and may not establish an
authoritative or academic
voice.
The student does not
vary sentence length
and structure.

The student uses no

transitions.
Conclusion may
be missing or
abrupt.

The students language

is limited.
The student does
not vary
sentences and
uses only
subject/verb
order.

Cranston School District

Demonstrates
command of
written
language
conventions
L3.1 a-f; L. 2.3
a-e ; L.2.3 a;
L.2.6

Grade 3 Quarter 2

The student demonstrates

consistent control of grade-level
grammar, usage, punctuation,
sentence construction, and
spelling.

Teacher Modeled Prompt

The student demonstrates control

of grade-level usage, grammar,
punctuation, capitalization,
sentence construction, and
spelling.

The student demonstrates

some control of gradelevel usage, grammar,
punctuation, sentence
construction, and spelling.

The errors do not interfere with

meaning.

The errors may

interfere with
meaning.

The student
demonstrates little
control of usage,
grammar, punctuation,
sentence construction,
or spelling.
The numerous errors
interfere with meaning.

Cranston School District

Grade 3 Quarter 2

Teacher Modeled Prompt