LAFS.3.W.1.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  1. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
  2. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
  3. Use temporal words and phrases to signal event order.
  4. Provide a sense of closure.
General Information
Subject Area: English Language Arts
Grade: 3
Strand: Writing Standards
Idea: Level 3: Strategic Thinking & Complex Reasoning
Date Adopted or Revised: 12/10
Date of Last Rating: 02/14
Status: State Board Approved

Related Courses

This benchmark is part of these courses.
5010010: English for Speakers of Other Languages-Elementary (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
5010020: Basic Skills in Reading-K-2 (Specifically in versions: 2014 - 2015, 2015 - 2021 (current), 2021 and beyond)
5010030: Functional Basic Skills in Communications-Elementary (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
5021050: Social Studies Grade 3 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
5010044: Language Arts - Grade Three (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
7710014: Access Language Arts - Grade 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
7721014: Access Social Studies - Grade 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
5004230: Theatre Intermediate 1 (Specifically in versions: 2020 - 2022 (current), 2022 and beyond)

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
LAFS.3.W.1.AP.3a: Establish the situation by setting up the context for the story and introduce a narrator and/or characters.
LAFS.3.W.1.AP.3b: Sequence events in writing that unfold naturally.
LAFS.3.W.1.AP.3c: When appropriate, use dialogue and descriptions of actions, thoughts and feelings to develop a story.
LAFS.3.W.1.AP.3d: Use temporal words and phrases to signal event order.
LAFS.3.W.1.AP.3e: Provide a conclusion (concluding sentence, paragraph or extended ending) that follows from the narrated experiences or events.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plans

Charlotte's Web: Chapter 1:

In this close reading lesson, students will analyze vocabulary, story elements, and characters' responses to events using Chapter 1 of E.B. White's Charlotte's Web. Students will respond to the text by writing an opinion or narrative composition.

Type: Lesson Plan

Point of View: A Close Reading of Two Bad Ants:

In this close reading lesson, students will work with the teacher and in cooperative groups to read and comprehend Two Bad Ants by Chris Van Allsburg. Through multiple close readings, the students will determine and analyze the point of view of the text, sequence the key events, and answer text-dependent questions. Students will also create an original narrative, rewriting the story from a human's point of view.

Type: Lesson Plan

Close Reading of The Raft by Jim LaMarche:

In this lesson, students will engage in reading The Raft by Jim LaMarche. Through several close readings and discussions, students will analyze and synthesize how key details and characters' actions and motivations help to determine the author's central message. The lesson begins with a strong "hook" that will also bring closure to the reading and reinforce the students' understanding of the central idea.

Type: Lesson Plan

Close Reading of Lewis and Clark and Me:

This lesson provides an in-depth look at a literary text that links reading to social studies, Lewis and Clark and Me. At the completion of this lesson, students will have read about specific events from the Lewis and Clark expedition as told from Lewis' dog's point of view. They will analyze story elements and the characters in the text. Students will be able to create a chapter for the book that models the story structure used by the author.

Type: Lesson Plan

Sparks of Color:

Using a variety of colors, students will practice the art of "revision" in the writing process.

Type: Lesson Plan

It's All in the Details! Responding Personally using the Text My Secret Bully by Trudy Ludwig:

This lesson (part three of three in a unit) introduces students to personal narratives and its four major components: character description, setting description, dialogue, and interesting details. The lesson focuses on supporting students as they write personal narratives with significant and important details that cover the same theme as the text My Secret Bully by Trudy Ludwig, bullying.

Type: Lesson Plan

Crickwing: A Lesson in Using Strong Words to Convey Precise Meaning:

Using the book Crickwing, students will understand the connection a writer needs to make between the words they use and the meaning they would like the reader to secure.

Type: Lesson Plan

Teaching Sequential Organization of a Narrative Essay Using a Picturebook:

Wendell and Floyd are late to class once too often and their teacher gives them an ultimatum. They decide to take a secret shortcut to school which proves to be anything but a shortcut. In this lesson, students will use the picture book The Secret Shortcut by Mark Teague as a model to write narrative fiction focusing on organization of the text using sequencing /transitional words and phrases.

Type: Lesson Plan

Student Resources

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Parent Resources

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