Cranston School District

Grade 3

Quarter 4

Teacher Modeled Prompt

Reading Nonfiction for Research

Informational/Report Writing
Texts: Reading Street: Unit 6 The Story of the Statue of Liberty
Waiting for Miss Liberty by Barbara Krasner (Included)
Common Core Writing Standard W. 3.2
Prerequisite Skill: Finding evidence and recording notes in Nonfiction texts
Teacher Directions
1. This lesson should follow the whole class instruction on The Story of the Statue of Liberty.
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 writing.
3. Read the prompt to the class. Then provide each student with a copy of the prompt and the
text. 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 will 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
1. Introduce the students to the genre of narrative non-fiction and tell them they will be
finding and recoding evidence to write a report about the Statue of Liberty.
2. Pass out copies of Waiting for Miss Liberty. Have students read the story independently.
3.

Read it aloud to them, chunking the text and asking text-dependent questions.

4. Present the prompt. Tell students you are going to reread the articles, but this time they
are going to be detectives and look for evidence they can use to answer the question: What
were some of the problems and challenges involved in building the Statue of Liberty before
and after it was placed on Bedloes Island? How were these problems solved? Model how to
find evidence and record it in note form on the graphic organizer.
Day 2-4 (Writing the Report/Essay)

Use the essay model or report model students have been using in your class (Painted Essay
or other.)

Teach the elements of a report: introductory paragraph needs a lead/hook; context

explaining the background of the story, including its title and author/ Focus statement
(prompt). The body of the report should deliver the facts in organized, well developed
paragraphs categorized by topic, without using the words I think. The conclusion should
restate the focus and deliver final thoughts or revelations.

Be sure to model how to organize and present the notes from the graphic into paragraphs
and sentences.

Teacher and students should write together.

Cranston School District

Grade 3

Quarter 4

Teacher Modeled Prompt

Reading Nonfiction for Research

Informational/Report Writing
Common Core Writing Standard W.3.2

Student Directions
Directions: You are going to reread two articles, The Story of the
Statue of Liberty and Waiting for Miss Liberty. As you read, find
evidence from the texts that supports the following focus statement:

There were many problems and challenges involved in

building the Statue of Liberty before and after it was
placed on Bedloes Island.

Remember: A good informational essay should have:

An introduction with a hook, summary, and information that
tells about the texts you are writing about
A clear focus statement
Paragraphs with topic sentences related to the focus
statement supported with details and evidence from the text
An effective conclusion
Uses language the reader can understand
Has correct spelling, capitalization and punctuation

Problems Involved in Building the Statue of Liberty and

How They Were Solved

The Story of the Statue of Liberty

Evidence

Problems

Solutions

Waiting for Miss Liberty

Evidence

Problems
.

Solutions

Cranston School District

GRADE 3

INFORMATIONAL/EXPLANATORY WRITING: reports; response to

informational and literary text; etc.

Studentswriteinformative/explanatorytextstoexamineandconveycomplexideas,concepts,and
informationclearlyandaccuratelythroughtheeffectiveLinkideaswithinandacrosscategoriesof
informationusingwords,phrases,andclauses(e.g.,incontrast,especially).

Expectations
Establishes context
and purpose
W3.1 & W3.2

Exceeds Standard
4
Effectively introduces the topic and sets
context (background information).
The student effectively writes to a clear
focus/point of view.

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

Introduces the topic and sets

some context (background
information)

Introduces the topic with

little context (background
information).

The student writes to a clear

focus/point of view.

The student may have

some digressions from
the focus.
Information may be
lacking and/or not
accurate.

Below
Standard
1
Begins with focus.
The student does not
write to the
focus/point of view.

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 uses relevant

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

The student examples

and/or references are
limited.

The student shows

little or no examples
and/or references to
text.

The student uses essay and

paragraph structures
appropriately.

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 uses no

transitions.

The student groupsrelatedinformation

together;includeillustrationswhen
usefultoaidingcomprehension.
The student uses effective essay and
paragraph structures and formatting.

The student uses effective transitions/

linking words ((e.g.,also,another,and,
more,but)toconnectideaswithin
categoriesofinformation.
Thestudentprovidesaneffective
concludingstatementorsection.

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

Nearly Meets
Standard
2

The student effectively selects and

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

The opening, body, and closure are

skillfully organized.

Uses voice and style

to enhance meaning.
W3.1 & W3.2

Meets Standard
3

The opening, body, and closure

are effectively organized. Related
items are grouped together.

The student gives

inappropriate
information.

The student uses appropriate

linking words (transitions.)

The student skillfully uses language and

establishes an authoritative and
academic voice.

The student provides a

conclusion.
The student uses appropriate
language that establishes an
authoritative and academic voice.

The student uses varied sentence length

and structure.

The student uses some varied

sentence length and structure.

The student demonstrates consistent

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

The student demonstrates control

of grade-level usage, grammar,
punctuation, capitalization,
sentence construction, and
spelling.
The errors do not interfere with
meaning.

The student attempts a

conclusion
The language is
pedestrian and may not
establish an authoritative
or academic voice.

Conclusion may be
missing or abrupt.
The students
language is limited.

The student does not vary

sentence length and
structure.

The student does not

vary sentences and
uses only subject/verb
order.

The student demonstrates

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

The student
demonstrates little
control of usage,
grammar, punctuation,
sentence construction,
or spelling.

The errors may

interfere with
meaning.

The numerous errors

interfere with
meaning.