to to to and as my new will by and to out my monitor verbs hold and conduct to tailor revise set impact such for checklist of one writing plan a before support can can can can can and opinions. opinions. trying evidence petitions. interviews I I I I I editorials, work my my which biggest and connect adjectives my adverbs conjunctions forms deadlines. transitional writing, using irregular opinions. 14: 15: 16: and 17: 18: a ones, and sheet. accountable evidence audience. writing to by use use use use use the my persuasive progress my introductions goal Student Name can can can can can my myself making meeting my my words different opinion opinion. deciding have on or evidence opinions. enhance enhance Session Session Session collect Session conclusions, Session goals connect speeches, surveys several support letters, I in I I I I B = Beginning D = Developing P = Proficient M=Mastery Opinion Unit Student Checklist Grade 3 B = Beginning D = Developing P = Proficient M=Mastery
Student Name Session 14: I can tailor my persuasive writing to different forms of opinion writing, such as speeches, editorials, letters, and petitions. Session 15: I can hold myself accountable by making a work plan and meeting deadlines. Session 16: I can conduct surveys and interviews to collect evidence for my opinion. Session 17: I can revise my introductions and conclusions, trying out several ones, before deciding which one will have the biggest impact on my audience. Session 18: I can monitor my progress and set new goals by using a checklist or goal sheet. I can use irregular verbs in my writing I can use transitional words to connect my evidence and support opinions. I can use adjectives to enhance my opinions. I can use conjunctions to connect my evidence and support opinions. I can use adverbs to enhance my opinions. B = Beginning D = Developing P = Proficient M=Mastery B = Beginning D = Developing P = Proficient M=Mastery Opinion Unit Student Checklist Grade 3
Grade-3-Unit-3-Bend-3.docx