Partnership for Assessment of Readiness for College and Careers | PARCC
Partnership for Assessment of Readiness for College and Careers

Grade 3


Grade 3

The Common Core State Standards call for students in grade 3 to proficiently read grade-appropriate complex literature and informational text (RL/RI.3.10) such that they can ask and answer questions by referring explicitly to a text (RL/RI.3.1).
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Grade 3 

Exposing students to grade-level texts of appropriate complexity lies at the heart of each module. The modules reflect the balance of 50 percent informational text and 50 percent literature that students are expected to read, including reading in ELA, science, social studies, and the arts.
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Grade 3

The balance of student writing should be 65 percent analytical (30 percent opinions and 35 percent to explain/inform) and 35 percent narrative with a mix of on-demand and review-and-revision writing assignments. Building student competence and confidence with technology should be part of instruction.
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Grade 3

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.
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GRade 3

Students are expected to take a close look at the texts they encounter through the lenses of the following skills rooted in the standards.
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Grade 3

In each module, students are expected to recognize words and read with fluency through the lenses of the following skills rooted in the standards.
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Grade 2 to Grade 3

In grade 3, students write with increasing sophistication to present the relationships between ideas and information efficiently. Additionally, with guidance and support from adults, they use technology to produce and publish writing.
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Progression from Grade 2 to Grade 3

In grade 3, students speak with growing maturity to convey ideas and information clearly. They are simultaneously developing listening skills that allow them to participate effectively and contribute to groups.
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