COLOR & BLACK LINED VERSION
As a teacher of writing, I found that because kids are developing at different stages and have differing needs, the writing process needed to be broken down for some more than others. With that being said, I have created writing goals that cover content and conventions/mechanics of writing. These goals strongly align with Lucy Calkins’ Units of Study, Unit 1 Narrative Writing for third grade and CCSS. However, you do not need to own her program to use these goals nor follow CCSS. However, I do love the program!
I print 1 sheet of 30 labels per child. I use Avery 5160 mailing labels. Depending on what your individual kids need, I take up to 2-3 labels at a time and adhere them to my students’ writing folders. Prior to writing and after my mini-lesson, I have the kids read over their labels. At the close of the workshop, they once again read over their goals to reinforce what they are working on and then the process starts again at the next workshop. I found that they are extremely effective at having the kids evaluate and reflect on their writing throughout the process, not just on the final product.
While this product contains goals for third graders for narrative writing, I have also added in some additional goals for ESOL children and resource kids. Not all kids come ready for the rigors of third grade so this product contains a wide variety of goals guaranteed to suit every writer in your class. If you still feel you need more, I have Narrative Writing Goals for K-1 kids and Second Graders here on my site. Hopefully, you will find that as the demands of the Common Core abound, these will assist you and your students in meeting those high standards. The following goals are written in first person and are as follows:
• write a beginning which introduces the character and setting
• tell the story bit by bit
• choose action, talk or feeling that would make a good ending
• tell the story in order by using phrases such as a little later and after that
• I will use paragraphs and skip lines to separate what happened first from what happened later
• show what happened to and in my characters
• write so that readers get a picture in their mind
• use what I know about spelling patterns to help me spell
• will edit before I write a final draft
• will punctuate dialogue correctly with commas and quotation marks
• use punctuation at the end of every sentence.
• re-read my writing to my writing partner to see if it makes sense
• write in ways that help readers read with expression, reading some parts quickly
• make my sentence match my picture
• talk ideas out before I write
• tell, draw and write a whole story
• use other words than said when using dialogue
• use red/blue/green pens when editing; red (STOP) and check to see if there is ending punctuation, blue-circle all words you think are misspelled and green (GO) check to make sure the beginning letter of each sentence is capitalized
• use labels and words to give details
• use voice
• use some long sentences and some short ones
• make sure to have characters and show how they feel and act
• write a lot of lines on a page or across lots of pages
• make writing interesting by adding details to each idea
• not use the same word over and over again
• use some new and exciting words
• tell the story in order by using words like when, then and after
• use strong words that will help create mind pictures
• have a beginning, middle and end
• use an apostrophe when using contractions
You can see the goals are differentiated to meet the kids where they are and go forward!
I know you will find these beneficial to all your students! Thanks for stopping by!