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*The chart organizes the standards into four quarter-length modules that include the knowledge and skills students will learn and apply over the course of the year. These modules are offered as optional models to consider when constructing a year-long course of instruction. The chart is meant to illustrate and provide context for the standards (but not replace engaging with the standards themselves).*
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-on-one, 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).