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

Grade 4


Grade 4

The Common Core State Standards call for students in grade 4 to continue to build their stamina and skill to proficiently read challenging, grade-appropriate complex literature and informational text (RL/RI.4.10) such that they can draw on or infer specific details and examples from the text (RL/RI.4.1).
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Grade 4

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 4

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 4

Each module includes the opportunity for students to produce one extended project that uses research to address a significant topic, problem, or issue.
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Grade 4 

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.
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Grade 4

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 3 to Grade 4

In grade 4, students write with increasing sophistication to present the relationships between ideas and information efficiently. Additionally, students are expected to demonstrate sufficient keyboarding skills to type a minimum of one page in a single sitting. 
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Grade 3 to Grade 4

In grade 4, students speak (both in informal discussions and in more formal presentations) with growing maturity to convey ideas and information both clearly and persuasively. Students are simultaneously developing listening skills that allow them to participate effectively and contribute to groups.
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