Grade 3 CCR Weekly Tests Key: U = Unit; W = Week; I = Item; CR = Constructed Response; ER = Extended Response Examples: U1W1I1 = Unit 1, Week 1, Item 1; U5W5ER = Unit 5, Week 5, Extended Response Grade 3 CCSS Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Literature 2. 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. Literature 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Literature 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Literature 5. 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. Literature 6. Distinguish their own point of view from that of the narrator or those of the characters. Literature 7. 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). Coverage (Unit/Week/Item) U1W1I1; U1W2I1; U1W2I2; U1W2I3; U1W5I1; U2W2I1; U2W2I2; U3W2I3; U3W4I2; U5W1I1; U5W1I2; U5W1CR; U5W1ER; U5W2I1; U5W2I2; U5W2I3; U5W2CR; U5W2ER; U5W3I1; U5W3I2; U5W3I3; U5W3CR; U5W3ER; U5W5I1; U6W4I3 U1W1I3; U1W2CR; U1W5I1; U2W2I1; U2W2I2; U2W4I1; U2W4I3; U2W4ER; U3W2I3; U3W2CR; U3W4I2; U2W4CR; U3W4CR; U4W5I1; U4W5I2; U4W5CR; U5W1CR; U5W2I1; U5W2CR; U5W3CR; U5W5CR; U5W5ER; U6W4I1; U6W4CR; U6W5I1; U6W5CR U1W1I1; U1W1I2; U1W2I2; U1W2I3; U1W2ER; U1W5I2; U1W5I3; U1W5CR; U1W5ER; U2W2I3; U2W4I1; U2W4I2; U3W2I1; U3W2I2; U3W4I1; U3W4I3; U4W5I3; U5W1I1; U5W1I3; U5W2ER; U5W3I3; U5W3ER; U5W5I2; U5W5I3; U6W4I2; U6W4ER; U6W5I2; U6W5I3; U6W5ER U1W1I4; U1W1I5; U1W1I6; U1W2I4; U1W2I5; U1W2I6; U1W5I4; U1W5I5; U1W5I6; U2W2I4; U2W2I5; U2W2I6; U2W4I4; U2W4I5; U2W4I6; U3W2I4; U3W2I5; U3W2I6; U3W4I4; U3W4I5; U3W4I6; U4W5I4; U4W5I5; U4W5I6; U5W1I4; U5W1I5; U5W1I6; U5W2I4; U5W2I5; U5W2I6; U5W3I4; U5W3I5; U5W3I6; U5W5I5; U5W5I5; U5W5I6; U6W4I4; U6W4I5; U6W4I6; U6W5I4; U6W5I5; U6W5I6 U1W1I2, U3W2CR, U5W3CR, U6W4CR U1W1CR These tests do not contain illustrations. This standard is thoroughly covered during Text- Based Comprehension instruction.
Literature 9. 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). Literature 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. Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Informational Text 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. Informational Text 3. 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. Informational Text 4. Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area. Informational Text 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently. Informational Text 6. Distinguish their own point of view from that of the author of a text. Informational Text 7. 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). Informational Text 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Extended Response prompts frequently ask students to compare and contrast passages with similarities in theme, setting, or plot. This standard is not measured by the end-ofyear Grade 3 PARCC test or the PBA according to EOY/PBA Common Form Specifications. U1W3CR; U1W3ER; U1W4CR; U1W4ER; U2W1CR; U2W3I1; U2W3I2; U2W3I3; U3W3I1; U4W3CR; U4W3ER; U5W1ER; U5W4ER; U6W1CR; U6W1ER; U6W2CR; U6W2ER; U6W3CR; U6W3ER U1W4I2; U2W1I1; U2W1CR; U2W3I3; U2W5I1; U2W5CR; U3W1I1; U3W3I2; U4W1I1; U4W1I3; U4W1CR; U4W2I1; U4W2CR; U4W2ER; U4W4CR; U5W4I3; U6W2I2; U6W3I1 U1W3I1; U1W3I2; U1W3I3; U1W4I3; U1W4CR; U2W1I2; U2W3I2; U2W5I3; U3W1I2; U3W1ER; U3W5I1; U3W5I3; U4W1I2; U4W2I3; U4W3I2; U4W4I3; U5W4I2; U6W1I1; U6W1I3; U6W2I1; U6W2I3 U1W3I4; U1W3I5; U1W3I6; U1W4I4; U1W4I5; U1W4I6; U2W1I4; U2W1I5; U2W1I6; U2W3I4; U2W3I5; U2W5I4; U2W5I5; U2W5I6; U3W1I4; U3W1I5; U3W1I6; U3W3I4; U3W3I5; U3W3I6; U3W5I4; U3W5I5; U3W5I6; U4W1I4; U4W1I5; U4W1I6; U4W2I4; U4W2I5; U4W3I4; U4W3I5; U4W3I6; U4W4I4; U4W4I5; U4W4I6; U5W4I4; U5W4I5; U5W4I6; U6W1I4; U6W1I5; U6W1I6; U6W2I4; U6W2I5; U6W2I6; U6W3I4; U6W3I5; U6W3I6 U1W3I1, U1W3I2, U1W3I3, U1W3I4, U1W3I5 This standard is not measured by the end-ofyear Grade 3 PARCC test or the PBA according to EOY/PBA Common Form Specifications. U3W1I3; U3W3I3; U3W5I2; U3W5CR; U4W2I1; U4W2I3; U4W3I3; U4W4I1; U4W4I2; U5W1ER; U5W4I1; U5W4I2; U5W4CR; U6W1I2; U6W3I2 U1W4I1; U2W1I3; U2W5I2; U3W3I1; U4W2I2; U6W3I3
Informational Text 9. Compare and contrast the most important points and key details presented in two texts on the same topic. Informational Text 10. 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. Writing 1. Write opinion pieces on familiar topics or texts, supporting a point of view with reasons. Writing 1.a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons. Writing 1.b. Provide reasons that support the opinion. Writing 1.c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Writing 1.d. Provide a concluding statement or section. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Writing 2.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Writing 2.b. Develop the topic with facts, definitions, and details. U2W1ER This standard is not measured by the end-ofyear Grade 3 PARCC test or the PBA according to EOY/PBA Common Form Specifications. U1W1CR; U1W3CR; U2W2CR; U2W4CR; U3W3ER; U3W5ER; U4W1ER; U4W3CR; U4W4ER; U5W4ER; U5W5ER; U6W1CR; U6W2ER; U6W4ER U1W3CR; U2W2CR; U2W4CR; U3W3ER; U4W4ER; U3W5ER; U4W1ER; U5W4ER; U5W5ER; U6W1CR; U6W2ER; U6W4ER U1W1CR; U1W3CR; U2W2CR; U2W4CR; U3W3ER; U3W5ER; U4W4ER; U5W4ER; U5W5ER; U6W1CR; U6W2ER; U6W4ER; U1W3CR; U2W2CR; U5W4ER; U5W5ER; U6W1CR; U6W2ER; U6W4ER U1W1CR; U4W1ER; U1W3CR; U2W4CR; U3W3ER; U3W5ER; U4W4ER; U5W4ER; U5W5ER; U6W1CR; U6W2ER; U6W4ER U1W2CR; U1W3ER; U1W4CR; U1W5CR; U1W5ER; U2W1CR; U2W1ER; U2W2ER; U2W3CR; U2W4ER; U2W5CR; U3W1CR; U3W1ER; U3W2CR; U3W3CR; U3W4CR; U3W5CR; U4W1CR; U4W2CR; U4W2ER; U4W3CR; U4W3ER; U4W4CR; U5W1CR; U5W1ER; U5W2CR; U5W2ER; U5W3CR; U5W4CR; U5W5CR; U6W1ER; U6W2CR; U6W3CR; U6W3ER; U6W4CR; U6W5CR; U6W5ER U1W2CR; U1W5CR; U1W5ER; U2W1CR; U2W1ER; U2W2ER; U2W5CR; U2W3CR; U2W4ER; U3W1CR; U3W1ER; U3W3CR; U3W4CR; U3W5CR; U4W1CR; U4W2ER; U5W1ER; U5W2CR; U5W2ER; U5W3CR; U5W4CR; U5W5CR; U6W1ER; U6W2CR; U6W3CR; U6W3ER; U6W4CR; U6W5CR; U6W5ER U1W2CR; U1W4CR; U1W5CR; U1W5ER; U2W1CR; U2W1ER; U2W2ER; U2W3CR; U3W3CR; U2W5CR; U3W1CR; U3W1ER; U3W4CR; U3W5CR; U4W2CR; U4W2ER; U4W4CR; U5W1CR; U5W1ER; U5W2CR; U5W2ER; U5W3CR; U5W4CR; U5W4ER; U5W5CR; U6W1ER; U6W2CR; U6W3CR; U6W3ER; U6W4CR; U6W5CR; U6W5ER
Writing 2.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Writing 2.d. Provide a concluding statement or section. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Writing 3.a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Writing 3.b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Writing 3.c. Use temporal words and phrases to signal event order. Writing 3.d. Provide a sense of closure. Writing 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Writing 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Writing 6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. Writing 7. Conduct short research projects that build knowledge about a topic. Writing 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. U1W2CR; U3W1CR; U1W4CR; U1W5CR; U2W1CR; U2W1ER; U2W4ER; U2W5CR; U3W1CR; U3W4CR; U3W5CR; U5W1CR; U5W1ER; U5W2CR; U5W2ER; U5W3CR; U5W4CR; U5W4ER; U5W5CR; U6W1ER; U6W2CR; U6W3CR; U6W3ER; U6W4CR; U6W5CR; U6W5ER U1W5CR; U1W5ER; U2W1CR; U2W1ER; U2W4ER; U2W5CR; U3W1ER; U3W4CR; U3W5CR; U4W1CR; U4W2ER; U5W1ER; U5W2CR; U5W2ER; U5W3CR; U5W5CR; U6W1ER; U6W2CR; U6W3CR; U6W3ER; U6W4CR; U6W5CR; U6W5ER U1W1ER; U1W2CR; U1W2ER; U1W4ER; U2W3ER; U2W5ER; U3W2ER; U3W4ER; U4W5CR; U5W3ER U1W2ER; U2W3ER; U2W5ER; U3W2ER; U4W5CR; U5W3ER U1W1ER; U1W2ER; U1W4ER; U3W4ER; U4W5CR; U5W3ER U5W3ER U1W2ER; U3W2ER; U4W5CR; U5W3ER Covered by writing prompts. Focus and organization are rubric categories (see rubric in the Teacher s Manual). The writing process covered in instruction. Students apply their knowledge of the writing process within Constructed and Extended Response questions. Completing these assessments online will meet the requirement of keyboarding. However, these assessments can be completed using paper and pencil. Due to the length of time and resources needed to complete research, we suggest using the research opportunities within Reading Street or the Assessment Handbook for guidance. Due to the length of time and resources needed to complete research, we suggest using the research opportunities within Reading Street or the Assessment Handbook for guidance.
Writing 10. 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. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1.a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Language 1.b. Form and use regular and irregular plural nouns. Language 1.c. Use abstract nouns (e.g., childhood). Language 1.d. Form and use regular and irregular verbs. Language 1.e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. Language 1.f. Ensure subject-verb and pronoun-antecedent agreement. Language 1.g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. Language 1.h. Use coordinating and subordinating conjunctions. Language 1.i. Produce simple, compound, and complex sentences. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Capitalize important words in titles. Language 2.b. Use commas in addresses. U6W2CR U5W4ER U1W1ER; U1W2ER; U1W3CR; U1W4CR; U1W5ER; U2W2CR; U2W4ER; U3W1CR; U3W4ER; U4W1ER; U4W2CR; U4W3CR; U5W1CR; U5W1ER; U5W2CR; U5W2ER; U5W3CR; U5W3ER; U5W4CR; U5W5CR; U5W5ER; U6W1CR; U6W1ER; U6W2ER; U6W3ER; U6W4ER; U6W5ER
Language 2.c. Use commas and quotation marks in dialogue. Language 2.d. Form and use possessives Language 2.e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Language 2.f. Use spelling patterns and generalizations (e.g., word families, positionbased spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Language 2.g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Language 3.a. Choose words and phrases for effect. Language 3.b. Recognize and observe differences between the conventions of spoken and written standard English. Language 4. 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. U3W4ER Covered by writing prompts. Language and vocabulary and conventions are rubric categories (see rubric in the Teacher s Manual). U6W2ER Covered within standard L.3 U1W1I4; U1W1I5; U1W1I6; U1W2I4; U1W2I5; U1W2I6; U1W3I4; U1W4I4; U1W4I5; U1W4I6; U1W5I4; U1W5I5; U1W5I6; U2W1I4; U2W1I5; U2W1I6; U2W2I4; U2W2I5; U2W2I6; U2W3I4; U1W3I5; U2W4I4; U2W4I5; U2W4I6; U2W5I4; U2W5I5; U2W5I6; U3W1I5; U3W1I6; U3W2I4; U3W2I5; U3W2I6; U3W3I4; U3W3I5; U3W3I6; U3W4I4; U3W4I5; U3W4I6; U3W5I4; U3W5I5; U3W5I6; U4W1I4; U4W1I5; U4W1I6; U4W2I4; U4W2I5; U4W3I4; U4W3I5; U4W3I6; U4W4I4; U4W4I5; U4W4I6; U4W5I4; U4W5I5; U4W5I6; U5W1I4; U5W1I5; U5W1I6; U5W2I4; U5W2I5; U5W2I6; U5W3I4; U5W3I5; U5W3I6; U5W4I4; U5W4I5; U5W4I6; U5W5I4; U5W5I5; U5W5I6;
Language 4.a. Use sentence-level context as a clue to the meaning of a word or phrase. Language 4.b. 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). Language 4.c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). U6W1I4; U6W1I5; U6W1I6; U6W2I4; U6W2I5; U6W2I6; U6W3I4; U6W3I5; U6W3I6; U6W4I4; U6W4I5; U6W4I6; U6W5I4; U6W5I5; U6W5I6 U1W1I4; U1W1I5; U1W1I6; U1W2I4; U1W2I5; U1W2I6; U1W3I4; U1W3I5; U1W4I4; U1W4I5; U1W4I6; U1W5I4; U1W5I5; U1W5I6; U2W1I4; U2W1I6; U2W2I4; U2W2I5; U2W2I6; U2W3I4; U2W3I5; U2W3I6; U2W4I4; U2W4I5; U2W4I6; U2W5I4; U2W5I5; U2W5I6; U3W1I4; U3W1I5; U3W1I6; U3W2I4; U3W2I5; U3W2I6; U3W3I4; U3W3I5; U3W3I6; U3W4I4; U3W4I5; U3W5I4; U3W4I6; U3W5I5; U3W5I6; U4W1I4; U4W1I5; U4W1I6; U4W2I4; U4W2I5; U4W2I6; U4W3I4; U4W3I5; U4W3I6; U4W4I4; U4W4I5; U4W4I6; U4W5I4; U4W5I5; U5W1I4; U5W1I5; U5W1I6; U5W2I4; U5W2I5; U5W2I6; U5W3I4; U5W3I5; U5W3I6; U5W4I4; U5W4I6; U5W5I4; U5W4I5; U5W5I5; U5W5I6; U6W1I4; U6W1I5; U6W1I6; U6W2I4; U6W2I5; U6W2I6; U6W3I4; U6W3I5; U6W3I6; U6W4I4; U6W4I5; U6W4I6; U6W5I4; U6W5I5; U6W5I6 Covered within standard L.4 U1W1I4; U1W1I5; U1W1I6; U1W2I4; U1W2I5; U1W2I6; U1W3I4; U1W4I4; U1W4I5; U1W4I6; U1W5I4; U1W5I5; U1W5I6; U2W1I4; U2W1I5; U2W1I6; U2W2I4; U2W2I5; U2W2I6; U2W3I4; U1W3I5; U2W4I4; U2W4I5; U2W4I6; U2W5I4; U2W5I5; U2W5I6; U3W1I5; U3W1I6; U3W2I4; U3W2I5; U3W2I6; U3W3I4; U3W3I5; U3W3I6; U3W4I4; U3W4I5; U3W4I6; U3W5I4; U3W5I5; U3W5I6; U4W1I4; U4W1I5; U4W1I6; U4W2I4; U4W2I5; U4W3I4; U4W3I5; U4W3I6; U4W4I4; U4W4I5; U4W4I6; U4W5I4; U4W5I5; U4W5I6; U5W1I4; U5W1I5; U5W1I6; U5W2I4; U5W2I5; U5W2I6; U5W3I4; U5W3I5; U5W3I6; U5W4I4; U5W4I5; U5W4I6; U5W5I4; U5W5I5; U5W5I6; U6W1I4; U6W1I5; U6W1I6; U6W2I4; U6W2I5; U6W2I6; U6W3I4; U6W3I5; U6W3I6; U6W4I4; U6W4I5; U6W4I6; U6W5I4; U6W5I5; U6W5I6 Covered within standard L.4 U1W1I4; U1W1I5; U1W1I6; U1W2I4; U1W2I5; U1W2I6; U1W3I4; U1W4I4; U1W4I5; U1W4I6; U1W5I4; U1W5I5; U1W5I6; U2W1I4; U2W1I5; U2W1I6; U2W2I4; U2W2I5; U2W2I6; U2W3I4; U1W3I5; U2W4I4; U2W4I5; U2W4I6; U2W5I4; U2W5I5; U2W5I6; U3W1I5; U3W1I6; U3W2I4; U3W2I5; U3W2I6; U3W3I4; U3W3I5; U3W3I6; U3W4I4; U3W4I5; U3W4I6; U3W5I4; U3W5I5; U3W5I6; U4W1I4; U4W1I5; U4W1I6; U4W2I4; U4W2I5; U4W3I4; U4W3I5; U4W3I6; U4W4I4; U4W4I5; U4W4I6; U4W5I4; U4W5I5; U4W5I6; U5W1I4; U5W1I5; U5W1I6; U5W2I4; U5W2I5; U5W2I6; U5W3I4; U5W3I5; U5W3I6; U5W4I4; U5W4I5; U5W4I6;
Language 4.d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. Language 5. Demonstrate understanding of word relationships and nuances in word meanings. Language 5.a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). Language 5.b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). Language 5.c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). Language 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific vocabulary, including words and phrases that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). U5W5I4; U5W5I5; U5W5I6; U6W1I4; U6W1I5; U6W1I6; U6W2I4; U6W2I5; U6W2I6; U6W3I4; U6W3I5; U6W3I6; U6W4I4; U6W4I5; U6W4I6; U6W5I4; U6W5I5; U6W5I6 Covered within standard L.4 U1W1I4; U1W1I5; U1W1I6; U1W2I4; U1W2I5; U1W2I6; U1W3I4; U1W4I4; U1W4I5; U1W4I6; U1W5I4; U1W5I5; U1W5I6; U2W1I4; U2W1I5; U2W1I6; U2W2I4; U2W2I5; U2W2I6; U2W3I4; U1W3I5; U2W4I4; U2W4I5; U2W4I6; U2W5I4; U2W5I5; U2W5I6; U3W1I5; U3W1I6; U3W2I4; U3W2I5; U3W2I6; U3W3I4; U3W3I5; U3W3I6; U3W4I4; U3W4I5; U3W4I6; U3W5I4; U3W5I5; U3W5I6; U4W1I4; U4W1I5; U4W1I6; U4W2I4; U4W2I5; U4W3I4; U4W3I5; U4W3I6; U4W4I4; U4W4I5; U4W4I6; U4W5I4; U4W5I5; U4W5I6; U5W1I4; U5W1I5; U5W1I6; U5W2I4; U5W2I5; U5W2I6; U5W3I4; U5W3I5; U5W3I6; U5W4I4; U5W4I5; U5W4I6; U5W5I4; U5W5I5; U5W5I6; U6W1I4; U6W1I5; U6W1I6; U6W2I4; U6W2I5; U6W2I6; U6W3I4; U6W3I5; U6W3I6; U6W4I4; U6W4I5; U6W4I6; U6W5I4; U6W5I5; U6W5I6 U1W1I4; U2W1I6; U3W1I4; U5W1I5; U5W2I5; U5W4I5; U5W5I5 Covered within standard L.5 U1W1I4; U2W1I6; U3W1I4; U5W1I5; U5W2I5; U5W4I5; U5W5I5 Covered within standard L.5 U1W1I4; U2W1I6; U3W1I4; U5W1I5; U5W2I5; U5W4I5; U5W5I5 U5W3I4 U6W4CR NOTE: Foundational Skills Standards are not measured by the Grade 3 end-of-year PARCC test or the Performance Based Assessment according to the PBA and EOY Common Form Specifications. Speaking and Listening Standards are not measured by the Grade 3 end-ofyear PARCC test or the Performance Based Assessment according to the PBA and EOY Common Form Specifications.