3rd-Grade ELA Assignment
Overview
Third-grade students read a series of grade-appropriate texts and primary sources about the Great Chicago Fire of 1871, then write an essay. The texts, which were compiled by the Chicago Historical Society, include Catherine O’Leary’s testimony before the board of inquiry investigating the fire. After analyzing the texts, students are required to write an essay making an argument about who is to blame for starting the fire. This assignment exposes students to a series of content-rich, worthwhile texts and asks students to make a claim and support their ideas in writing, using textual evidence.
About the Text
Type of Text
What is the Lexile Level of this text?
Based on Lexile, which grades is this text intended for?
Is the text qualitatively complex enough for the grade?
Is this text fiction or non-fiction?
Is this text authentic or was it written for educational purposes?
Does the text provide sufficient detail to build knowledge of a worthwhile topic and/or is it worth reading closely and re-reading?
Why is this assignment strongly aligned?
This assignment is strongly aligned because the text is strong and the task is strong:
The assignment exposes students to a series of worthwhile texts and primary sources. The texts contain useful information about conditions that made Chicago in the 1870s susceptible to a massive fire, and about the impact the fire had on city planning. The connections between events described in the texts are subtle and the language is sometimes unfamiliar, making the texts worth reading and re-reading.
The assignment requires students to identify and examine the textual evidence. Students are asked to make an argument about who was responsible for starting the fire and to support that claim with evidence.
The assignment requires students to demonstrate understanding and present a well-defended opinion in writing. Students are expected to clearly state an opinion, present a list of reasons that support their point of view, provide evidence from the text, and craft a concluding section.
The assignment provides an opportunity for students to apply the conventions of standard English. Students practice using important, grade-appropriate literacy skills, including correct grammar and punctuation.
While the task is strongly aligned to the standards, the student response does not fully reflect the expectations of the standards. It would be stronger if the student explained how the selected evidence supports their point of view.