Cranston School District

Grade 3 Quarter 1

Teacher Modeled Prompt

Reading for Narrative Writing

Common Core Writing Standard W.3.3
Text: Alexander Who Used to be Rich Last Sunday (Reading Street)
Prerequisite Skill: Point of View- A series of mini-lessons should be taught on Point of
View (first person vs. third person) prior to using this writing prompt.

Teacher Directions
1. This lesson should follow the whole class reading and discussion of the story, Alexander
Who Used to Be Rich Last Sunday.

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

3. 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
should use a graphic organizer and mark up the texts as needed.

4. Teachers and students should take as much time as needed to plan, write, and proofread.
Day 1-2
Provide each student with a copy of the prompt and the text Alexander Who Used to be
Rich Last Sunday from Reading Street. The teacher will read pages 76 -79 aloud and
provide a guided discussion on point of view. This discussion should include pronouns
indicating first person point of view, (citing examples from the text) and examples of
child-like language and perspective, (eg. ratty and mean melted or smushed.)
Day 3
Today will be a whole class lesson, with the teacher as facilitator. The teacher will provide
students with the graphic organizer. The teacher will model how to gather and record
information from the text and put it on the graphic organizer. The students will copy the
teacher model.

Cranston School District

Grade 3 Quarter 1

Teacher Modeled Prompt

Reading for Narrative Writing

Common Core Writing Standard W.3.3
Student Directions

Directions: You have read Alexander Who Used to be Rich Last Sunday. As you reflect
upon the story think about how Alexander spent his money. Now you are going to write
your own story. Make sure to use the graphic organizer to plan your writing.

Prompt: In the story, Alexanders problem was that he wasted his

money on silly things. Write a new Alexander story in which you,
Alexander has saved all your money to buy something special. The
problem is you cant decide what to buy. Write your story using first
person point of view, pretending you are Alexander. In your story
describe what happens and tell how you solve your problem.

Remember, a good narrative:

has a clear introduction that introduces the narrator and/or characters

is organized with events that unfold naturally

focuses around some sort of problem

may use dialogue and various techniques such as the description of actions, thought
and feelings

uses temporal words and phrases to signal event order

concludes effectively, usually resolving the problem

uses language that makes sense to the reader

has correct spelling, capitalization and punctuation

Beginning: What is the Problem in Your Story?

What steps will you take to solve your problem?

1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________

How is the problem solved?

Cranston School District

GRADE 3

NARRATIVE WRITING: W.3.3

Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,descriptivedetails,
andcleareventsequences.

Expectations

Exceeds Standard
4

Meets Standard
3

Nearly Meets
Standard
2

Below
Standard
1

Establishes
context and
purpose

Develops the
story with
details and
elaboration.

Uses an
organizing
structure

L.3. 6 Uses
voice and style
to enhance
meaning.
L.3.1 a-i, L.3.2
a-g ;L.3.3 a-b
Demonstrates
command of
written
language

Effectively introduces the

narrative and establishes a
situation/problem/challenge.

Introduces the narrative and

establishes a
situation/problem/challenge.

Effectively introduces a
narrator, and/or characters
that are central to the story.

Introduces a narrator, and/or

characters that are central to
the story.

Provides a depth of clear,

linked events with details
relevant to the topic/prompt.

With guided instruction,

provides several accurate,
loosely linked events with
some details relevant to the
topic/prompt.

Effectively uses dialogue,

descriptions of actions,
thought, and feelings to
develop experiences and
events or show the response
to situations.

Uses dialogue, descriptions of

actions, thought, and feelings
to develop experiences and
events or show the response
to situations.

May not introduce the

narrative and/or
establish a
situation/problem/chall
enge.
Narrator and/or
characters may not be
central to the story.
Events are minimal
and may not be linked.

Does not introduce the

narrative and establish a
situation/problem/challe
nge.
Narrator and characters
may not be central to the
story.
Events are random
ideas.

Attempts to use
dialogue, descriptions
of actions, thought,
and feelings to develop
experiences and events
or show the response
to situations.

Does not use dialogue,

descriptions of actions,
thought, and feelings to
develop experiences and
events or show the
response to situations.

Events may not follow

a logical order.

Events do not make

sense to the story line.

Few temporal words

are used or not used
effectively.

Uses no temporal words.

Writes events in an order or

another logical order that
unfolds naturally and makes
sense of the details.

Writes events in an order that

unfolds naturally to create a
story line.

Uses temporal words or

phrases (in addition, because
of, etc. to signal
order and some dialogue.

Uses temporal words

effectively (first, last, then,
when, after, during, since,
soon, etc.) to signal order.

Provides a skillful sense of

closure.
The student skillfully uses
language.

Provides a sense of closure.

The student uses appropriate
language.

The language is
pedestrian.

Language is basic.

Demonstratesexcellent
commandoftheconventions
ofstandardEnglishgrammar
andusagewhenwritingor
speaking.

Demonstratessomecommand
oftheconventionsofstandard
Englishgrammarandusage
whenwritingorspeaking.

Demonstrateslittleor
nocommandofthe
conventionsof
standardEnglish
grammarandusage
whenwritingor
speaking.

Demonstrateslittleorno
commandofthe
conventionsofstandard
Englishgrammarand
usagewhenwritingor
speaking.

Demonstratesexcellent
commandoftheconventions
ofstandardEnglish
capitalization,punctuation,
andspellingwhenwriting.

(Seegradespecificstandards
forexplicitrulesstudents
shouldknow.)

Demonstratessomecommand
oftheconventionsofstandard
Englishcapitalization,
punctuation,andspelling

(Seegradespecificstandards
forexplicitrulesstudents
shouldknow.)

There is no closure.
Closure is abrupt

Demonstrateslittleor
nocommandofthe
conventionsof
standardEnglish
capitalization,
punctuation,and
spellingwhenwriting.
(Seegradespecific
standardsforexplicit
rulesstudentsshould
know.)

Demonstrateslittleorno
commandofthe
conventionsofstandard
Englishcapitalization,
punctuation,and
spellingwhenwriting.
(Seegradespecific
standardsforexplicit
rulesstudentsshould
know.)