Grade 3 Testing Guidelines PARCC Common
Core 2012-2013
SLE
CCSS
CC.W.3.1
IR.12.3.1
IR.12.3.6
W.4.3.1
W.4.3.2
W.4.3.3
W.5.3.3
W.4.3.6
W.4.3.7
W.5.3.2
W.5.3.5
W.7.3.4
W.5.4.6
W.4.5.7
R.9.5.10
CC.W.3.2
W.4.3.1
W.4.3.2
W.4.3.3
W.4.3.6
W.4.3.8
W.4.3.13
W.5.3.1
W.5.3.2
W.5.3.3
W.5.3.4
W.7.3.2
W.7.3.4
IR.12.3.1
IR.12.3.6
IR.12.3.7
R.10.3.9
W.4.4.8
W.4.5.7
IR.12.3.1
IR.12.3.6
W.4.3.1
W.4.3.2
W.4.3.3
W.5.3.3
W.5.3.6
W.5.3.7
W.7.3.2
W.7.3.3
W.7.3.4
R.10.3.13
CC.W.3.3
W.5.2.6
W.7.2.4
W.5.1.6
W.4.4.8
W.7.4.4
W.4.5.7
W.4.7.6
Pre-tests and Post-tests will
include an argumentative
writing prompt.
Writing: Text Types and
Purposes
1st
Qtr
2nd
Qtr
3rd
Qtr
35%
30%
30%
Narrative
Explain/Inform
Opinion
4th
Qtr
All
Text Types and Purposes: Write opinion
pieces on familiar topics or texts,
supporting a point of view with reasons.
W.3.1a Text Types and Purposes: Introduce
the topic or texts(s) they are writing about,
state an opinion and create an
organizational structure that lists reasons.
W.3.1b Text Types and Purposes: Provide
reasons that support the opinion.
W.3.1c Text Types and Purposes: Use
linking words and phrases (e.g., because,
therefore, since, for example) to connect
opinion and reasons.
W.3.1.d Text Types and Purposes: Provide
a concluding statement or section.
Although stating one’s opinion and providing support
for it will be the type of writing assessed on the preand post-tests, students should engage in a variety of
writing genres throughout the year. Recommended
percentage of time allotted for each genre is posted
above. Genres may overlap during the course of any
nine weeks.
Text Types and Purposes: Write
informative/explanatory texts to examine a
topic and convey ideas and information
clearly.
W.3.2a Text Types and Purposes:
Introduce a topic and group related
information together; include illustrations
when useful to aiding comprehension.
W.3.2b Text Types and Purposes: Develop
the topic with facts, definitions, and
details.
W.3.2c Text Types and Purposes: Use
linking words and phrases (e.g., also,
another, and, more, but) to connect ideas
within categories of information.
W.3.2d Text Types and Purposes: Provide a
concluding statement or section.
Although stating one’s opinion and providing support
for it will be the type of writing assessed on the preand post-tests, students should engage in a variety of
writing genres throughout the year. Recommended
percentage of time allotted for each genre is posted
above. Genres may overlap during the course of any
nine weeks.
Text Types and Purposes: Write narratives
to develop real or imagined experiences or
events using effective technique,
descriptive details, and clear event
sequences.
W.3.3a Text Types and Purposes: Establish
a situation and introduce a narrator and/or
characters; organize an event sequence
that unfolds naturally.
W.3.3b Text Types and Purposes: Use
dialogue and descriptions of actions,
thoughts, and feelings to develop
experiences and events or show the
response of characters to situations.
W.3.3c Text Types and Purposes: Use
temporal words and phrases to signal
event order.
W.3.3d Text Types and Purposes: Provide a
sense of closure.
Although stating one’s opinion and providing support
for it will be the type of writing assessed on the preand post-tests, students should engage in a variety of
writing genres throughout the year. Recommended
percentage of time allotted for each genre is posted
above. Genres may overlap during the course of any
nine weeks.
W.4.7.7
Writing: Production and Distribution of Writing
W.4.3.9
W.5.3.10
W.7.2.2
W.7.2.5
Production and Distribution of Writing:
With guidance and support from adults,
produce writing in which the development
and organization are appropriate to task
and purpose. (Grade-specific expectations
for writing types are defined in standards
1–3 above.)
CC.W.3.4
W.4.3.9
W.4.3.11
W.4.3.12
W.4.3.14
W.6.3.18
W.6.3.20
W.7.3.1
W.7.3.6
W.7.3.7
W.7.3.8
W.7.3.10
CC.W.3.5
Although stating one’s opinion and providing support
for it will be the type of writing assessed on the preand post-tests, students should engage in a variety of
writing genres throughout the year. Recommended
percentage of time allotted for each genre is posted
above. Genres may overlap during the course of any
nine weeks.
Production and Distribution of Writing:
With guidance and support from peers and
adults, develop and strengthen writing as
needed by planning, revising, and editing.
(Editing for conventions should
demonstrate command of Language
standards 1–3 up to and including grade 3
on pages 28- 29.)
W.4.1.14
W.7.2.6
W.7.2.7
W.4.2.1
W.4.2.2
W.4.2.3
W.4.2.8
W.4.2.9
W.7.7.12
W.7.8.11
All
Spelling
Punct./ Capital
Usage
Writing: Research to Build and Present Knowledge
IR.2.4.6
W.4.4.9
CC.3.W.7
W.4.3.5
w.4.3.6
IR.12.3.7
CC.3.W.8
IR.12.4.7
W.4.4.9
Research to Build and Present Knowledge:
Conduct short research projects that build
knowledge about a topic.
T using
research
project
Research to Build and Present Knowledge:
Recall information from experiences or
gather information from print and digital
sources; take brief notes on sources and
sort evidence into provided categories.
T using research
project
Writing: Range of Writing
W.4.3.10
W.4.3.16
W.5.3.10
CC.3.W.10
W.4.K.16
W.5.K.1
W.5.K.4
W.4.1.20
W.5.1.1
W.5.1.3
Range of Writing: Write routinely over
extended time frames (time for research,
reflection, and revision) and shorter time
frames (a single sitting or a day or two) for
a range of discipline-specific tasks,
purposes, and audiences.
T
T
T
T
R.10.1.8
W.4.2.17
W.5.2.1
W.5.2.3
W.5.2.13
W.5.2.14
R.10.2.5
W.4.4.16
Language: Conventions of Standard English
W.4.3.11
R.11.3.2
W.6.3.10
W.6.3.7
W.6.3.4
W.6.3.13
R.11.3.3
CC.3.L..1
R.11.1.7
W.6.2.2
R.11.2.6
OV.1.1.2
OV.1.4.5
R.11.4.10
W.6.4.5
R.11.4.2
R.11.4.10
W.6.4.1
W.6.4.3
W.6.4.5
W.4.5.11
W.6.3.13
W.6.3.14
W.6.3.15
W.6.3.8
W.6.3.9
W.6.3.11
W.6.3.12
W.4.3.12
R.10.3.20
W.6.K.4
R.11.K.12
W.4.2.13
W.6.2.7
W.6.2.15
CC.3.L.2
Conventions of Standard English:
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
L.3.1a Conventions of Standard English:
Explain the function of nouns, pronouns,
verbs, adjectives, and adverbs in general
and their functions in particular sentences.
L.3.1b Conventions of Standard English:
Form and use regular and irregular plural
nouns.
L.3.1c Conventions of Standard English:
Use abstract nouns (e.g., childhood).
L.3.1d Conventions of Standard English:
Form and use regular and irregular verbs.
L.3.1e Conventions of Standard English:
Form and use the simple (e.g., I walked; I
walk; I will walk) verb tenses.
L.3.1f Conventions of Standard English:
Ensure subject-verb and pronounantecedent agreement.*
L.3.1g Conventions of Standard English:
Form and use comparative and superlative
adjectives and adverbs, and choose
between them depending on what is to be
modified.
L.3.1h Conventions of Standard English:
Use coordinating and subordinating
conjunctions.
L.3.1i Conventions of Standard English:
Produce simple, compound, and complex
sentences.
Conventions of Standard English:
Demonstrate command of the conventions
of standard English capitalization,
punctuation, and spelling when writing.
L.3.2a Conventions of Standard English:
Capitalize appropriate words in titles.
L.3.2b Conventions of Standard English:
Use commas in addresses
L.3.2c Conventions of Standard English:
Use commas and quotation marks in
dialogue.
L.3.2d Conventions of Standard English:
Form and use possessives.
L.3.2e Conventions of Standard English:
Use conventional spelling for highfrequency and other studied words and for
adding suffixes to base words (e.g., sitting,
smiled, cries, happiness).
L.3.2f Conventions of Standard English:
Use spelling patterns and generalizations
(e.g., word families, position-based
spellings, syllable patterns, ending rules,
meaningful word parts) in writing words.
Regular and
Irregular plural
nouns
Abstract nouns
Nouns, pronouns
Adj. and Adv.
Regular and
irregular verbs
Conjunctions
Comparative
Verbs
Superlative
Simple
sentences
Verb tenses
Subj.-verb
agreement
Pronoun-ant.
Agreement
Compound and
complex
sentences
Spell high
frequency words
and add suffixes
Capitalize titles
Use commas
in addresses
and with
quotation
marks
Use spelling
patterns
Consult
dictionary to
check spelling
Use possessives
L.3.2g Conventions of Standard English:
Consult reference materials, including
beginning dictionaries, as needed to check
and correct spellings.
Language: Knowledge of Language
CC.3.L.3
OV.1.3.6
W.6.3.1
W.6.3.2
W.6.3.3
W.6.3.4
W.6.3.5
W.6.3.6
W.6.3.7
W.6.3.8
W.6.3.9
W.6.3.10
W.6.3.11
W.6.3.12
W.6.3.13
W.6.3.14
W.6.3.15
W.6.3.16
W.6.3.17
W.6.3.18
W.6.3.19
W.6.3.20
Knowledge of Language: Use knowledge of
language and its conventions when writing,
speaking, reading, or listening.
L.3.3a Knowledge of Language: Choose
words and phrases for effect.*
L.3.3b Knowledge of Language: Recognize
and observe differences between the
conventions of spoken and written
standard English.
Choose words
and phrases for
effect
Recognize
differences
between
conventions of
spoken and
written standard
English
Language: Vocabulary Acquisition
R.11.3.1
R.11.3.2
R.11.3.5
R.10.3.20
IR.12.3.2
R.11.1.1
R.11.1.2
R.10.2.19
R.11.2.1
R.11.2.2
R.11.2.4
W.6.2.9
R.11.4.9
R.11.5.4
R.9.3.7
W.5.3.9
R.11.3.9
CC.3.L..4
CC.3.L..5
R.11.1.8
R.9.2.5
R.11.2.7
W.5.2.12
R.11.4.3
R.11.4.4
OV.1.4.5
OV.1.5.1
Vocabulary Acquisition and Use: Determine
or clarify the meaning of unknown and
multiple-meaning word and phrases based
on grade 3 reading and content, choosing
flexibly from a range of strategies.
L.3.4a Vocabulary Acquisition and Use: Use
sentence-level context as a clue to the
meaning of a word or phrase.
L.3.4b Vocabulary Acquisition and Use:
Determine the meaning of the new word
formed when a known affix is added to a
known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless,
heat/preheat).
L.3.4c Vocabulary Acquisition and Use: Use
a known root word as a clue to the
meaning of an unknown word with the
same root (e.g., company, companion).
L.3.4d Vocabulary Acquisition and Use: Use
glossaries or beginning dictionaries, both
print and digital, to determine or clarify the
precise meaning of key words and phrases.
Vocabulary Acquisition and Use:
Demonstrate understanding of word
relationships and nuances in word
meanings.
L.3.5a Vocabulary Acquisition and Use:
Distinguish the literal and nonliteral
meanings of words and phrases in context
(e.g., take steps).
L.3.5b Vocabulary Acquisition and Use:
Identify real-life connections between
words and their use (e.g., describe people
who are friendly or helpful).
L.3.5c Vocabulary Acquisition and Use:
Distinguish shades of meaning among
related words that describe states of mind
or degrees of certainty (e.g., knew,
believed, suspected, heard, wondered).
Literal and
nonliteral
meanings
Context
Use
glossaries
and
dictionaries
Connections
between words
and their use
Affixes
Root Words
Shades of
meaning/degre
es
of certainty
OV.1.2.5
CC.3.L..6
Vocabulary Acquisition and Use: Acquire
and use accurately grade-appropriate
conversational, general academic, and
domain-specific words and phrases,
including those that signal spatial and
temporal relationships (e.g., After dinner
that night we went looking for them).
T
T
Speaking and Listening: Comprehension and Collaboration
OV.1.3.4
OV.1.3.5
OV.1.3.6
OV.1.3.11
OV.1.3.13
OV.2.3.3
OV.2.3.6
OV.2.3.7
CC.3.SL.1
OV.1.3.8
OV.1.3.11
OV.1.3.13
OV.2.3.1
OV.2.3.2
OV.2.3.4
OV.2.3.5
OV.1.3.15
OV.1.3.5
OV.1.3.10
OV.1.3.11
OV.1.3.10
OV.1.3.13
OV.1.3.14
T using research
project
Comprehension and Collaboration: Engage
effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade
3 topics and texts, building on others’ ideas
and expressing their own clearly.
SL.3.1a Comprehension and Collaboration:
Come to discussions prepared, having read
or studied required material; explicitly
draw on that preparation and other
information known about the topic to
explore ideas under discussion.
SL.3.1b Comprehension and Collaboration:
Follow agreed-upon rules for discussions
(e.g., gaining the floor in respectful ways,
listening to others with care, speaking one
at a time about the topics and texts under
discussion).
SL.3.1c Comprehension and Collaboration:
Ask questions to check understanding of
information presented, stay on topic, and
link their comments to the remarks of
others.
SL.3.1d Comprehension and Collaboration:
Explain their own ideas and understanding
in light of the discussion.
OV.1.3.9
OV.1.3.14
OV.2.3.1
OV.2.3.2
CC.3.SL.2
OV.2.3.2
OV.3.3.1
OV.3.3.2
OV.3.3.3
OV.2.5.1
OV.2.5.6
IR.12.5.6
SL.3.2 Comprehension and Collaboration:
Determine the main ideas and supporting
details of a text read aloud or information
presented in diverse media and formats,
including visually, quantitatively, and orally.
T using
research project
T using
research project
SL.3.3 Comprehension and Collaboration:
Delineate a speaker’s argument and
specific claims, distinguishing claims that
are supported by reasons and evidence
from claims that are not.
CC.3.SL.3
Speaking and Listening: Presentation of Knowledge
and Ideas
CC.3.SL.4
OV.1.3.7
OV.1.3.12
SL.3.4 Presentation of Knowledge and
Ideas: Report on a topic or text, tell a
NT
NT
story, or recount an experience with
appropriate facts and relevant, descriptive
details, speaking clearly at an
understandable pace.
CC.3.SL.5
OV.1.3.4
OV.1.3.6
OV.1.3.8
OV.1.3.10
OV.1.3.2
OV.1.3.8
SL.3.5 Presentation of Knowledge and
Ideas: Create engaging audio recordings of
stories or poems that demonstrate fluid
reading at an understandable pace; add
visual displays when appropriate to
emphasize or enhance certain facts or
details.
SL.3.6 Presentation of Knowledge and
Ideas: Speak in complete sentences when
appropriate to task and situation in order
to provide requested detail or clarification.
(See grade 3 Language standards 1 and 3
on page 26 for specific expectations.)
NT
NT
T using research
project
CC.3.SL.6
Reading Literature: Key
Ideas and Details
R.9.3.5
R.9.3.6
R.9.3.7
CC.3.R.L.1
R.9.5.3
R.9.5.4
R.9.5.5
R.10.3.4
R.10.3.11
R.10.3.12
CC.3.R.L.2
R.9.3.9
R.9.3.12
R.9.2.11
R.9.2.11
CC.3.R.L.3
Key Ideas and Details: Ask and answer
questions to demonstrate understanding of
a text, referring explicitly to the text as the
basis for the answers.
Key Ideas and Details: Recount stories,
including fables, folktales, and myths from
diverse cultures; determine the central
message, lesson, or moral and explain how
it is conveyed through key details in the
text.
Key Ideas and Details: Describe characters
in a story (e.g., their traits, motivations, or
feelings) and explain how their actions
contribute to the sequence of events.
Literary/
Informational
Informational/
Practical
Practical/
Informational
Literary/
Poetry
T
T
T
R.9.5.9
Reading Literature: Craft and
Structure
R.9.3.7
R.10.3.14
R.10.3.16
R.11.3.1
CC.3.R.L.4
R.10.2.16
R.9.5.14
R.9.3.3
R.9.3.9
CC.3.R.L.6
Stories
Craft and Structure: Refer to parts of
stories, dramas, and poems when writing
or speaking about a text, using terms such
as chapter, scene, and stanza; describe
how each successive part builds on earlier
sections.
Stories
Craft and Structure: Distinguish their own
point of view from that of the narrator or
those of the characters.
Stories
Drama
Poetry
R.11.4.4
W.5.3.5
R.10.3.15
R.10.3.17
CC.3.R.L.5
Craft and Structure: Determine the
meaning of words and phrases as they are
used in a text, distinguishing literal from
nonliteral language.
R.9.4.2
R.9.4.10
R.9.7.10
Drama
Poetry
Drama
Poetry
Reading Literature: Integration of
Knowledge and Ideas
R.9.3.2
R.9.3.3
R.10.3.14
CC.3.R.L.7
R.9.2.2
R.10.3.2
R.10.3.3
R.10.3.4
CC.3.R.L.9
R.10.1.4
R.10.2.3
Integration of Knowledge and Ideas:
Explain how specific aspects of a text’s
illustrations contribute to what is conveyed
by the words in a story (e.g., create mood,
emphasize aspects of a character or
setting).
T
Integration of Knowledge and Ideas:
Compare and contrast the themes,
settings, and plots of stories written by the
same author about the same or similar
characters (e.g., in books from a series).
T
T
T
Range of Reading and
Complexity of Text
CC.3.R.L.10
R.10.3.2
R.10.3.3
R.10.3.4
R.10.3.6
R.10.3.13
R.10.3.14
R.10.3.16
R.11.3.10
R.11.3.11
R.11.3.12
Range of Reading and Complexity of Text:
10. By the end of the year, read and
comprehend literature, including stories,
dramas, and poetry, at the high end of the
grades 2–3 text complexity band
independently and proficiently.
T
NT
NT
Reading Informational:
Key Ideas and Details
R.9.3.5
R.9.3.6
R.9.3.7
R.9.3.9
CC.3.R.I. 1
CC.3.R.I. 2
CC.3.R.I.3
R.9.2.9
R.9.5.3
R.9.5.4
R.9.5.5
R.9.3.12
R.9.2.9
R.9.2.12
R.9.4.12
R.9.3.13
R.9.3.14
R.10.3.8
R.10.3.18
R.10.3.19
R.11.3.4
OV1.2.8
R.9.2.9
Key Ideas and Details: Ask and answer
questions to demonstrate understanding of
a text, referring explicitly to the text as the
basis for the answers.
T
T
T
Key Ideas and Details: Determine the main
idea of a text; recount the key details and
explain how they support the main idea.
T
T
T
History
History
Science
Key Ideas and Details: Describe the
relationship between a series of historical
events, scientific ideas or concepts, or
steps in technical procedures in a text,
using language that pertains to time,
sequence, and cause/effect.
Time and
Sequence
Cause and
Effect
Technical
Practical
Time and
Sequence
Cause and
Effect
Reading Informational: Craft and
Structure
R.11.3.1
CC.3.R.I.4
IR.12.3.3
IR.12.3.5
CC.3.R.I.5
IR.12.2.5
IR.12.4.5
Craft and Structure: Determine the
meaning of general academic and domainspecific words and phrases in a text
relevant to a grade 3 topic or subject area.
T
Craft and Structure: Use text features and
search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant
to a given topic efficiently.
T
T
R.9.5.13
R.10.5.9
R.9.3.3
R.10.3.3
CC.3.R.I.6
R.9.4.2
Craft and Structure: Distinguish their own
point of view from that of the author of a
text.
T
T
T
T
Reading Informational: Integration
of Knowledge and Ideas
R.9.3.4
R.10.3.18
R.10.3.19
R.10.2.18
R.9.4.6
R.10.4.6
CC.3.R.I.7
R.9.3.10
R.11.3.4
CC.3.R.I.8
R.9.2.8
R.9.4.7
Integration of Knowledge and Ideas: Use
information gained from illustrations (e.g.,
maps, photographs) and the words in a text
to demonstrate understanding of the text
(e.g., where, when, why, and how key
events occur).
Integration of Knowledge and Ideas:
Describe the logical connection between
particular sentences and paragraphs in a
text (e.g., comparison, cause/effect,
first/second/third in a sequence).
T
T
T
Sequence
Cause and Effect
Sequence
Cause and Effect
T
T
NT
NT
R.10.3.3
CC.3.R.I.9
OV.2.2.4
R.10.4.2
R.10.4.10
Integration of Knowledge and Ideas:
Compare and contrast the most important
points and key details presented in two
texts on the same topic.
Reading Informational: Range of
Reading and Complexity of Text
CC.3.R.I.10
R.10.3.1
R.10.3.3
R.11.3.12
R.10.3.4
R.10.3.5
R.10.3.6
R.10.3.10
R.10.3.18
R.10.3.19
IR.12.3.4
OV.1.K.1
R.9.4.11
R.11.4.14
R.11.3.2
R.11.3.6
R.11.3.7
R.11.3.8
CC.3.R.F.3
Range of Reading and Level of Text
Complexity: By the end of the year, read
and comprehend informational texts,
including history/social studies, science,
and technical texts, at the high end of the
grades 2–3 text complexity band
independently and proficiently.
Range of Reading and Level of Text
Complexity: By the end of the year, read
and comprehend literary nonfiction in the
grades 6–8 text complexity band
proficiently, with scaffolding as needed at
the high end of the range.
NT
Reading Foundations: Phonics and
Word Recognition
Phonics and Word Recognition: Know and
apply grade-level phonics and word
analysis skills in decoding words.
R.F.3.3a Phonics and Word Recognition:
Identify and know the meaning of the most
common prefixes and derivational suffixes.
R.F.3.3b Phonics and Word Recognition:
Decode words with common Latin suffixes.
R.F.3.3c Phonics and Word Recognition:
Decode multisyllable words.
R.F.3.3d Phonics and Word Recognition:
Read grade-appropriate irregularly spelled
words.
Irregularly
spelled words
Prefixes and
suffixes
Decode multisyllable words
NT
Decode
common
Latin
suffixes
Reading Foundations: Fluency
CC.3.R.F.4
R.11.3.10
R.11.3.11
R.9.3.2
R.9.3.3
R.9.3.4
R.9.3.11
R.11.1.2
Read with sufficient accuracy and fluency
to support comprehension.
R.F.4a Fluency: Read on-level text with
purpose and understanding.
T
T
T
** Highlighted areas are items that are commonly assessed on the Arkansas Benchmark
exams.
Five to nine short texts from across the curriculum: Selections would include short texts from
across the curriculum of sufficient complexity for close reading (with emphasis in one module on
reading myths/fables) that would allow students to draw evidence from the texts and present their
analyses in writing as well as through speaking. Educators can create coherence within the
curriculum as a whole by choosing short texts to complement the extended text described below,
by focusing instruction on similar standards and skills across multiple genres, and by choosing
informational texts that build the background knowledge needed to read and comprehend other
texts students will study. (Shorter texts could account for about three to four weeks of
instruction.)
Literature includes adventure stories, folktales, legends, fables, fantasy, realistic fiction and
drama, with a special emphasis on myth, as well as nursery rhymes, narrative poems, limericks
and free verse (Common Core State Standards, page 31).
Informational texts include biographies and autobiographies; books about history, social studies,
science and the arts; technical texts, including directions, forms and information displayed in
graphs, charts or maps; and digital sources on a range of topics written for a broad audience
(Common Core State Standards, page 31).
One extended text: This should be an extended, full-length work of literature (such as a novel or
a play) or longer informational text, depending on the focus of the module. Like the others, this
text would be aligned with the complexity and range specifications of the standards. As with
shorter texts, students would perform a close, analytic reading of the extended text; compare and
synthesize ideas across related texts; conduct text-focused discussions; and produce written work
aligned with the standards. (Such a study could take around two to three weeks of concentrated
focus on a single text.)
Writing About Texts
The balance of student writing should be 65% analytical (30% opinion and 35%
explain/inform) and 35% narrative with a mix of on-demand and review and revision
writing assignments. Building student confidence and competence with technology
should be part of instruction.
Routine writing: Routine writing, such as short constructed-responses to text-dependent
questions, builds content knowledge and provides opportunities for reflection on a
specific aspect of a text or texts. Routine written responses to such text-dependent
questions allow students to build sophisticated understandings of vocabulary, text
structure and content and to develop needed proficiencies in analysis.
At least two analyses per module: All analytic writing should put a premium on using evidence
(RL/RI.3.1 and W.3.9), as well as on crafting works that display some logical integration and
coherence (W.3.4, W.3.5 and L.3.1–3). These responses can vary in length based on the questions
asked and task performed, from answering brief questions to crafting longer responses, allowing
teachers to assess students’ ability to paraphrase, infer and ultimately integrate the ideas they
have gleaned from what they have read. Over the course of the year, analytic writing should
include comparative analysis and compositions that incorporate research.
Research Project
Each module includes the opportunity for students to compose one extended project that uses
research to address a significant topic, problem or issue. This task should entail integrating
knowledge about a topic drawn from one or more texts from the module, taking brief notes on
sources, and sorting evidence into provided categories. Students can present their findings in a
variety of modes in both informal and more formal contexts. The Interim III Target
Assessment for 2012-2013 will include a research project.
Narrative Writing
Students are expected to write one or two narratives per module that reflect real or imagined
experiences or events. Narrative writing offers students opportunities to express personal ideas
and experiences; author literature; and deepen understandings of literary concepts, structures and
genres (e.g., short stories, anecdotes, poetry, drama) through purposeful imitation. It also provides
an additional opportunity for students to reflect on what they read through imaginative writing.
For Reading and Writing in Each Module
In each module, students are expected to take a close look at the texts they encounter through the
lenses of the following skills rooted in the standards.
Cite evidence: The goal of close, analytic reading is to be able to discern and cite evidence from
the text to support assertions. In grade 3, students should refer explicitly to the text as the basis
for answers (RL/RI.3.1).
Analyze content: The content of each text should determine which standards (RL/RI.3.2–9 and
SL.3.2–3) to target, allowing teachers to focus instruction and ensure that all the standards have
been taught by the end of the year.
Study and apply grammar: While grammar is meant to be a normal, everyday part of what
students do, students should be taught explicit lessons in grammar as they read, write and speak,
guided by L.3.1–3.
Study and apply vocabulary: To focus vocabulary instruction on words that students would be
encouraged to use in writing and speaking, students should be given 5–10 Tier 2 academic words
per week for each text (L.3.4–6). Students require multiple exposures to targeted vocabulary
words in authentic contexts to retain an understanding of the words’ meaning(s) and use the
words effectively when writing and speaking.
Conduct discussions: Students should engage in a range of collaborative discussions (one-onone, small group, teacher-led), enabling them to ask questions to check their understanding and
stay on topic while explaining their own understanding in light of the discussion (SL.3.1).
Report findings: Students should tell a story, recount an experience, or report on a topic or text
with appropriate facts and descriptive details, speaking clearly, at an appropriate pace (SL.3.4–6).
For Reading Foundation Skills in Each Module
In each module, students are expected to recognize words and read with fluency through the
lenses of the following skills rooted in the standards.
Decode words: Students should apply their knowledge of phonics and word analysis to be able to
recognize the words they encounter when reading texts (RF.3.3).
Read fluently: Students should be able to read with accuracy and fluency to be able to
comprehend texts sufficiently (RF.3.4).