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Grade 3

• Strand 1

  • 3.1.A
  • 3.1.B
  • 3.1.C
  • 3.1.D
  • 3.1.E

• Strand 2

  • 3.2.A
  • 3.2.A.i
  • 3.2.A.ii
  • 3.2.A.iii
  • 3.2.A.iv
  • 3.2.A.v
  • 3.2.A.vi
  • 3.2.A.vii
  • 3.2.B
  • 3.2.B.i
  • 3.2.B.ii
  • 3.2.B.iii
  • 3.2.B.iv
  • 3.2.B.v
  • 3.2.B.vi
  • 3.2.B.vii
  • 3.2.C
  • 3.2.D

• Strand 3

  • 3.3.A
  • 3.3.B
  • 3.3.C
  • 3.3.D

• Strand 4

  • 3.4

• Strand 5

  • 3.5

• Strand 6

  • 3.6.A
  • 3.6.B
  • 3.6.C
  • 3.6.D
  • 3.6.E
  • 3.6.F
  • 3.6.G
  • 3.6.H
  • 3.6.I

• Strand 7

  • 3.7.A
  • 3.7.B
  • 3.7.C
  • 3.7.D
  • 3.7.E
  • 3.7.F
  • 3.7.G

• Strand 8

  • 3.8.A
  • 3.8.B
  • 3.8.C
  • 3.8.D

• Strand 9

  • 3.9.A
  • 3.9.B
  • 3.9.C
  • 3.9.D
  • 3.9.D.i
  • 3.9.D.ii
  • 3.9.D.iii
  • 3.9.E
  • 3.9.E.i
  • 3.9.E.ii
  • 3.9.E.iii
  • 3.9.F

• Strand 10

  • 3.10.A
  • 3.10.B
  • 3.10.C
  • 3.10.D
  • 3.10.E
  • 3.10.F
  • 3.10.G

• Strand 11

  • 3.11.A
  • 3.11.B
  • 3.11.B.i
  • 3.11.B.ii
  • 3.11.C
  • 3.11.D
  • 3.11.D.i
  • 3.11.D.ii
  • 3.11.D.iii
  • 3.11.D.iv
  • 3.11.D.v
  • 3.11.D.vi
  • 3.11.D.vii
  • 3.11.D.viii
  • 3.11.D.ix
  • 3.11.D.x
  • 3.11.D.xi
  • 3.11.E

• Strand 12

  • 3.12.A
  • 3.12.B
  • 3.12.C
  • 3.12.D

• Strand 13

  • 3.13.A
  • 3.13.B
  • 3.13.C
  • 3.13.D
  • 3.13.E
  • 3.13.F

TEKS ELA Standard: 3.11.C

revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity

That Quote’s Not Quite Right: Albert Einstein

When I see a quote, I often think, “That’s not quite right!”

Gr 1-8

Improving Shakespeare’s Repetition

Let’s help William Shakespeare with his use of repetition.

Gr 1-8

Getting Specific With St. Patrick’s Day Writing

Let’s take a starting phrase about St. Patrick’s Day and get specific. No, even more specific!

Gr 1-8

Rainclouds – Mixed Up Paragraph

Can you use the context clues to get these sentences about rain clouds back into the correct order?

Gr 2, 3, 4, 6, 7, 8

Parts of Speech Party – Change

How many different ways can we use the word “change”? Let’s find out in this Parts of Speech Party!

Gr 2-8

Super Specific Similes: Stinky Seaweed

Start with a basic simile. Now make it more specific. Now even more. Watch how much better writing gets with each round.

Gr 1-8

Washington, DC – Mixed Up Paragraph

These sentences about Washington, DC got scrambled. Can you put them back in order using nothing but context clues?

Gr 1, 2, 3, 4, 6, 7, 8

Fancier Figurative Language: Move the Simile

What if we started a sentence with the simile?

Gr 3-8

Changing Coordinating Conjunctions

What happens when we switch out a “but” with a “so”? An “and” with a “for”? How can such tiny words make such big differences?

Gr 1, 3, 4, 5, 6, 7

Writing Technique: 3 Dependent Clauses

A specific technique to help students add some spice to their writing. We’ll be writing sentences with three dependent clauses.

Gr 1-8

Writing Technique: Contrast With Synonyms

A specific technique to help students add some spice to their writing. We’ll be contrasting two ideas using synonyms.

Gr 1-8

Punctuation Power

In a sentence, punctuation may seem meek when compared to those mighty words, but punctuation has incredible power over the meaning of a sentence. Students will try re-punctuating sentences to find new meanings – without changing a single word!

Gr 1-8

Run On or Not? – What’s In My Brain

Can your students spot the run-on sentences?

Gr 1-8

Pronouns With Too Many Antecedents

What happens when a pronoun could refer to more than one noun? Big problems!

Gr 1-8

Upgrading Compare and Contrast Writing

Upgrade compare and contrast writing with just a couple of key words.

Gr 1-8

Passive to Active Voice

In this lesson, students will not just fix passive sentences, but break active sentences as they learn to put the star of the sentence first.

Gr 1-8

Ways to Start a Sentence – Part 3

Your students’ sentences all start the same way. Here are three techniques that fix that overnight.

Gr 1-8

Ways to Start a Sentence – Level 1

‘Add more variety!’ teachers say. But how? This lesson gives students actual techniques instead of vague advice.

Gr 1-6

Writing Clear Directions

Can you write directions so clear that a group of kids can put a toy together with no illustrations?

Gr 1-8