Reteach Single Paragraph Assessment 1

Grade 3 | 60 Minutes | 25 Students

Learning Objectives

Students will be able to:

Identify and write simple and compound sentences within a paragraph.
Recognize and write clear topic sentences and concluding sentences.
Understand and use the basic Subject-Predicate-Object (SPO) structure in sentences.

Common Core State Standards (CCSS) Alignment

CCSS.ELA-LITERACY.W.3.2: Write informative/explanatory texts to examine a topic and provide facts and details clearly.
CCSS.ELA-LITERACY.L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing.
CCSS.ELA-LITERACY.L.3.1.A: Explain the function of nouns, pronouns, verbs, adjectives, and conjunctions in general and their use in sentences.
CCSS.ELA-LITERACY.L.3.1.B: Form and use regular and irregular verbs in the past tense.
CCSS.ELA-LITERACY.L.3.1.C: Use verb tense to show past, present, and future.
CCSS.ELA-LITERACY.L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Materials Needed

Whiteboard and markers
Chart paper with example sentences and paragraph
Individual dry erase boards or paper for students
Writing notebooks
Sentence strips (simple and compound sentences and SPO examples)
Assessment rubric handout

Lesson Schedule

1. I Do (15 minutes): Teacher Modeling

Focus: Review simple and compound sentences, topic and concluding sentences, and basic SPO structure.

Write a short example paragraph on the board.
Read the paragraph aloud, pointing out how the first sentence tells what the paragraph is about.
Highlight the topic sentence and explain that it tells the main idea. Use simple language and examples.
Show examples of simple and compound sentences in the paragraph. Use different colored markers to underline each type.
Introduce the SPO structure simply:
- Subject = Who or what the sentence is about.
- Predicate = What the subject does or is.
- Object = Who or what receives the action (if there is one).
Pick a simple sentence from the paragraph and break it down into Subject, Predicate, and Object on the board with labels.
Explain that using SPO helps make sentences clear and complete.
Model writing a concluding sentence that wraps up the paragraph in an easy way.

Teacher Talk Example:
"See how our first sentence tells what the paragraph is about? The middle sentences are different — some are short and simple, some join two ideas with words like ‘and’ or ‘but.’ Each sentence has a subject and a predicate, and sometimes an object too.”

2. We Do (20 minutes): Guided Practice

Focus: Practice identifying sentence types, SPO parts, and writing topic and concluding sentences together.

Show a paragraph on chart paper with some sentences missing.
Ask questions to guide thinking:
- What could be a good first sentence to tell what this paragraph is about?
- Can we add a sentence that joins two ideas with ‘and’ or ‘but’?
- Can you find the subject and predicate in this sentence? Is there an object?
Divide students into small groups (5 students each). Give each group sentence strips with simple sentences (no labels).
Groups work together to find the subject, predicate, and object in each sentence and decide if the sentence is simple or compound.
Groups write a topic sentence and a concluding sentence for a new paragraph based on a shared prompt.
Teacher moves around to help, asking questions like:
- How can we make this ending sentence clear?
- What word can we use to join these two ideas?
- Does every sentence have a subject and predicate?
Write some good examples from students on the board to celebrate and review as a class.

3. You Do (20 minutes): Independent Writing and Assessment

Focus: Students write their own paragraph using what they learned.

Give a simple writing prompt related to their interests or current topics (e.g., “Write about your favorite animal”).
Instructions for students:
1. Write a clear topic sentence that tells what your paragraph is about.
2. Write at least 3 sentences that are simple or compound.
3. Make sure each sentence has a subject and predicate, and an object if needed.
4. Write a concluding sentence that ends your paragraph nicely.
Teacher circulates to support and give quick feedback.
Collect paragraphs for a quick check and to plan next steps.

Assessment Strategy

Use a simple rubric focused on:
- Clear topic and concluding sentences (Score 0-4)
- Use of simple and compound sentences with correct punctuation (Score 0-4)
- Correct use of Subject, Predicate, and Object in sentences (Score 0-4)
- Overall paragraph makes sense and stays on topic (Score 0-4)
Give brief oral feedback during writing time.
Use rubric results to plan reteach or extra practice.

Differentiation & Extensions

For students needing support: Provide sentence starters and SPO sentence frames during writing.
For advanced learners: Encourage adding more compound sentences and using different joining words like ‘because’ or ‘so.’
Enrichment: Have students work with a partner to check each other’s paragraphs for clear subjects, predicates, and sentence variety using a simple checklist.

Reflection

After the lesson, reflect on:

Did students understand simple and compound sentences and SPO parts?
Were students able to write clear topic and concluding sentences?
How well did the “I do, We do, You do” steps work for this group?
What changes can help students who need more practice with writing clear paragraphs?

This lesson supports third graders in writing clear, simple paragraphs by focusing on basic sentence types and the building blocks of sentences, using lots of examples and guided practice to build confidence and skills.