reasoning includes climate support the support the graph and other claim such as a claim. Reading Informational Text characteristics of climate graph I can describe the connection the animal and or other between a series of scientific ideas or its environment. characteristics concepts using time, sequence, and linking the cause and effect language. (RI 3.3) animal to its environment Opinion Writing: I can support my opinion with reasons. I can state my reasons in an organized way. (cause and effect structure) I can use linking words and phrases (eg. because, therefore, since, for example) to connect opinion and reasons. Student identifies Student Student Evidence a causal provides a provides no Science and Engineering Practices: relationship weak causal causal I can engage in an argument using between the relationship relationship evidence environment and between the between the the environment environment animal’s needs. and the and the (cause/effect) needs. animal’s animal’s (cause/effect) needs. Student Student provides Student Student Conclusion provides a ends piece provides a a concluding Opinion Writing: concluding with no or concluding statement I can provide a concluding statement or evidence of statement or section that section that a clear statement or section. section that summarizes the does not either conclusion. summarizes claim and leaves summarizes the the claim and the reader with a claim or leaves leaves the sense of closure the reader with a sense of reader with a closure. sense of closure in a way the is unique, natural, and convincing. Student reads Student reads Student reads Student Content and and and reads Disciplinary Core Ideas: comprehends comprehends comprehends I demonstrate understanding that for informational informational text informational text but
reasoning Reading Informational Text I can describe the connection between a series of scientific ideas or concepts using time, sequence, and cause and effect language. (RI 3.3) Opinion Writing: I can support my opinion with reasons. I can state my reasons in an organized way. (cause and effect structure) I can use linking words and phrases (eg. because, therefore, since, for example) to connect opinion and reasons. includes climate graph and other characteristics of the animal and its environment. support the claim such as a climate graph or other characteristics linking the animal to its environment support the claim. Evidence Science and Engineering Practices: I can engage in an argument using evidence Student identifies a causal relationship between the environment and the animal’s needs. (cause/effect) Student provides a weak causal relationship between the environment and the animal’s needs. (cause/effect) Student provides no causal relationship between the environment and the animal’s needs. Conclusion Opinion Writing: I can provide a concluding statement or section. Student provides a concluding statement or section that summarizes the claim and leaves the reader with a sense of closure in a way the is unique, natural, and convincing. Student provides a concluding statement or section that summarizes the claim and leaves the reader with a sense of closure Student provides a concluding statement or section that does not either summarizes the claim or leaves the reader with a sense of closure. Student ends piece with no evidence of a clear conclusion. Content Disciplinary Core Ideas: I demonstrate understanding that for Student reads and comprehends informational Student reads and comprehends informational text Student reads and comprehends informational Student reads text but
why-do-animals-3rd-grade-king.docx