Complete Common Core For Prek-5

MASSACHUSETTS CURRICULUM FRAMEWORK
FOR
ENGLISH LANGUAGE ARTS AND LITERACY

Grades Pre-Kindergarten to 5 Incorporating the Common Core State Standards for Eng !s" Lang#age Arts and L!tera$% !n H!stor%&So$!a St#d!es' S$!en$e' and Te$"n!$a S#()e$ts
Mar$" *+,,
This document was prepared by the Massachusetts Department of Elementary and Secondary Education Mitchell D. Chester, Ed.D. Commissioner -oard of E ementar% and Se$ondar% Ed#$at!on Mem(ers Ms. Maura anta, Chair, Melrose Dr. #eff !oward, Readin( Ms. !arneen Chernow, "ice Chair, #amaica $lain Ms. Ruth -aplan, roo.line Dr. "anessa Calderon%Rosado, oston Dr. #im McDermott, Eastham Mr. &erald Cherta'ian, Cambrid(e Dr. Dana Mohler%Faria, rid(ewater Mr. Michael D)Orten*io, #r., Chair, Student +d'isory Council, ,ellesley Mr. $aul Re'ille, Secretary of Education, ,orcester Ms. e'erly !olmes, Sprin(field Mitchell D. Chester, Ed.D., Commissioner and Secretary to the oard The Massachusetts Department of Elementary and Secondary Education, an affirmati'e action employer, is committed to ensurin( that all of its pro(rams and facilities are accessible to all members of the public. ,e do not discriminate on the basis of a(e, color, disability, national ori(in, race, reli(ion, se/, or se/ual orientation. 0n1uiries re(ardin( the Department)s compliance with Title 02 and other ci'il ri(hts laws may be directed to the !uman Resources Director, 34 $leasant St., Malden, M+, 56789, 397%::9%;754. < 6577 Massachusetts Department of Elementary and Secondary Education. $ermission is hereby (ranted to copy any or all parts of this document for non%commercial educational purposes. $lease credit the =Massachusetts Department of Elementary and Secondary Education.> This document is printed on recycled paper. Massachusetts Department of Elementary and Secondary Education 34 $leasant Street, Malden, M+ 56789%8?5; $hone 397%::9%:555 TT@A B.E.T. Relay 955%8:?%6:35 www.doe.mass.edu
TA-LE OF CONTENTS
Commissioners Letter............................................................................................................................................................................................................ ii Acknowledgements................................................................................................................................................................................................................ iii
Introd#$t!on .....................................................................................................................................................................................,
-ey Desi(n Considerations for the Standards........................................................................................................................................................... 8 ,hat is Not Co'ered by the Standards..................................................................................................................................................................... ; &uidin( $rinciples for En(lish Can(ua(e +rts and Citeracy $ro(rams in Massachusetts.......................................................................................... 3 Student ,ho are Colle(e and Career Ready............................................................................................................................................................ ? Standards Or(ani*ation and -ey Features.............................................................................................................................................................. 75
Grades .re/K01 Standards for Eng !s" Lang#age Arts and L!tera$% !n H!stor%&So$!a St#d!es' S$!en$e' and Te$"n!$a S#()e$ts Read!ng22222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222,3 Citerature..............................................................................................................................................................78 0nformational Te/t................................................................................................................................................73 Foundational S.ills...............................................................................................................................................65 Wr!t!ng2222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222*3 S4ea5!ng and L!sten!ng222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222*6 Lang#age22222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222233 English Language Learnersand Students with Disabilities.50 A Literar !eritage" Suggested Authors# $llustrators# and %orks &rom the Ancient %orld to About '()0.....................................5* A Literar !eritage" Suggested Contem+orar Authors and $llustrators, Suggested Authors in %orld Literature........................5)
Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011
Massachusetts Department of Elementary and Secondary Education

71 . easant Street' Ma den' Massa$"#setts +*,89/86+:
Mitchell D. Chester, Ed.D. Commissioner
March 6577 Dear Collea(ues, 0 am pleased to present to you the -assachusetts Curriculum .ramework &or English Language Arts and Literac adopted by the oard of Elementary and Secondary Education in December 6575. This framewor. mer(es the Common Core State Standards &or English Language Arts and Literac in !istor /Social Studies# Science# and 0echnical Sub1ects with additional Massachusetts standards and other features. These pre%.inder(arten to (rade 76 standards are based on research and effecti'e practice, and will enable teachers and administrators to stren(then curriculum, instruction, and assessment. 0n partnership with the Department of Early Education and Care DEECE, we supplemented the Common Core State Standards with pre% .inder(arten standards that were collaborati'ely de'eloped by early childhood educators from the Department of Elementary and Secondary Education, EEC staff, and early childhood specialists across the state. These pre%.inder(arten standards establish a stron(, lo(ical foundation for the .inder(arten standards. The pre%.inder(arten standards were appro'ed by the oard of Early Education and Care in December 6575. The comments and su((estions recei'ed durin( re'ision of the 6557 -assachusetts English Language Arts .ramework# as well as comments on the Common Core State Standards# ha'e stren(thened this framewor.. 0 want to than. e'eryone who wor.ed with us to create challen(in( learnin( standards for Massachusetts students. 0 am proud of the wor. that has been accomplished. ,e will continue to collaborate with schools and districts to implement the 6577 -assachusetts Curriculum .ramework &or English Language Arts and Literac o'er the ne/t se'eral years, and we encoura(e your comments as you use it. +ll Massachusetts framewor.s are subFect to continuous re'iew and impro'ement, for the benefit of the students of the Commonwealth. Than. you a(ain for your on(oin( support and for your commitment to achie'in( the (oals of impro'ed student achie'ement for all students. Sincerely, Mitchell D. Chester, Ed. D. Commissioner of Elementary and Secondary Education
ii Literacy, March 2011
Massachusetts Curriculum Framework for English Language Arts and
ACKNOWLEDGEMENTS
Lead Wr!ters Da;!d Co eman Student +chie'ement $artners, Common Core State Standards <!m .atterson +CT, Common Core State Standards S#san .!mente Standards,or., Common Core State Standards S#san W"e t e Director of !umanities and Citeracy, Massachusetts Department of Elementary and Secondary Education Massa$"#setts Contr!(#tors' *++70*+,+ Sandra -a dner En(lish Department Chairperson, South Shore "ocational Technical !i(h School A fred <2 -!rd Master Teacher, Science, Charlestown !i(h School, oston <enn!fer M2 -ra(ander Senior Editor, 0he !orn 2ook Mar!a Ca o(r!s! Citeracy Facilitator, Cawrence $ublic Schools Mar% Ann Ca44!e o +ssistant $rofessor, Can(ua(e and Citeracy Di'ision, School of Education, Cesley Gni'ersity, Cambrid(e =a er!e Corrad!no Readin( and Can(ua(e +rts Specialist, !a'erhill $ublic Schools Mar!anne Cro> e% Department Chair, En(lish, Fo/borou(h Re(ional Charter School Mart"a C#rran En(lish Teacher, Batic. !i(h School Ann De;ene% En(lish Can(ua(e +rts Senior $ro(ram Director, oston $ublic Schools =a er!e D!ggs Cibrary Director, &rades -%76, Chelmsford $ublic Schools Lor! D!G!s! Middle School Readin(, Framin(ham $ublic Schools T!t#s DosRemed!os $olicy +nalyst, Strate(ies for Children E! een Ede)er Data Specialist, oston $ublic Schools Megan Farre &rade 4 Teacher, Oa. luffs <od% F!g#er!do 0nstitute for Education and $rofessional De'elopment E !se Frangos Director of En(lish, Mass0nsi(ht Education <anet F#re% En(lish Can(ua(e +rts Consultant, $athways 0nt)l, Concord Meg Ge("ard +ssociate $rofessor, Gni'ersity of Massachusetts +mherst ."% !s Go dste!n En(lish Can(ua(e +rts Ciaison, &rades -%76, ,orcester $ublic Schools Ste4"an!e Gr!ma d! +ssociate $rofessor, ,estfield State Colle(e Ho ada% Hand !n En(lish Can(ua(e +rts and !istoryHSocial Science Director, &rades ;I9, ,atertown $ublic Schools, retired C%nt"!a Harda5er/- o#!n &rade 4 Teacher, ,are $ublic Schools Anne Herr!ngton $rofessor of En(lish, Gni'ersity of Massachusetts +mherst Lorretta Ho o>a% +ssociate $rofessor of En(lish, Framin(ham State Colle(e Gregor% H#rra% Director of En(lish Can(ua(e +rts, Bewton $ublic Schools Caro %n A2 <o% -I76 Mathematics Ceader, Medford $ublic Schools -ar(ara Ko?ma Education Coordinator, !ead Start $ro(ram, Cape Cod Child De'elopment Ste4"an!e S2 Lee Re(ional Director of $ublic +ffairs, "eri*on -ar(ara M$La#g" !n CiteracyHEC+ Senior $ro(ram Director, -I4, oston $ublic Schools E! een M$@#a!d Middle School Department !ead, En(lish Can(ua(e +rts, roc.ton $ublic Schools C%nt"!a MaAf!e d Early Childhood Coordinator, Bashoba Re(ional School District Mar% M!ndness $rofessor, Cesley Gni'ersity Kat" een Moore &rade 9 En(lish Teacher and Curriculum Ceader, Car'er $ublic Schools La#r! A2 M#r4"% @outh $ro(rams Coordinator, The Career $lace Middlese/ Community Colle(e -e;er % Ne son +ssistant Superintendent, Medford $ublic Schools T"omas OBToo e Director of En(lish (rades ;I76, ,altham $ublic Schools Mart"a =2 .arra;ano E/ecuti'e Editor, 0he !orn 2ook Rosemar% .en5a a En(lish Teacher, Smith "ocational J +(ricultural !i(h School, Borthampton -r#$e .enn!man Director, ,estern Massachusetts ,ritin( $roFect and En(lish 0nstructor, Gni'ersity of Massachusetts +mherst Sand% .#tnam/Fran5 !n Early childhood consultant Fran5 Ree$e Founder, !uman Capital Education, Cambrid(e Dan!5a R!4 e% &rade : Teacher Chelsea $ublic Schools Mar%anne Rogers School Committee Chair, ,eston $ublic Schools <ane Rosen?>e!g Director of the !ar'ard Colle(e ,ritin( Center, !ar'ard Gni'ersity, Cambrid(e -en R#sse +ssistant Director of Early Childhood Education, oston $ublic Schools <a% S!mmons $rofessor, Can(ua(e +rts and Citeracy, Gni'ersity of Massachusetts Cowell Roger S#tton Editor in Chief, 0he !orn 2ook C"r!s To 4a En(lish Can(ua(e +rts Director, ,estfield $ublic Schools Schools
iii
CKNOWLEDGEMENTS Massa$"#setts Contr!(#tors' *++70*+,+ C$ontBd2D S"annon =entres$a &rade 3 Science Teacher, Stou(hton $ublic Schools Henr% =en#t! Department Chair, En(lish, &eor(etown Middle !i(h School George T2 =!g !ro o En(lish teacher, roo.line !i(h School, retired Kat"%Ann =o to !ne En(lish Teacher, &rade 3, $ittsfield $ublic Schools <o"n M2 Wands Department !ead, En(lish, Cohasset Middle !i(h School, retired L!sa W"!te En(lish Can(ua(e +rts Coordinator, &rades -I76, $lymouth $ublic Schools Wr!ters of the 7??3 and 6557 -assachusetts English Language Arts Curriculum .rameworks and the 6558 Su++lement
Massa$"#setts De4artment of Ear % Ed#$at!on and Care #anet Mc-eon Sherri -illins, Commissioner Massa$"#setts De4artment of E ementar% and Se$ondar% Ed#$at!on Office of Citeracy and !umanities +lice arton Da'id uchanan #ennifer utler O)Toole Mary Ellen Caesar +my Carithers Eli*abeth Da'is -e'in Dwyer Dorothy Earle Susan -a*eroid Marybeth -eane Cheryl Cieblin( -athleen Cord #oan McBeil #ennifer Malonson Bicole Mance'ice Tracey Martineau Curline MuKo*% ennett +nne &. O) rien Eli*abeth Bied*wiec.i Caurie Slobody Copyeditor &ayla Mor(an Office of Science, Technolo(y, and Mathematics #acob Foster Ro/ane #ohnson De Cear arbara Cibby Sharyn Sweeney Emily "eader Office of Special Education, $olicy, and $lannin( Emily Caille Shawn Connolly Madeline Ce'ine Office of Student +ssessment $am Spa(noli Office of Student Support Min%!ua Chen Donna Traynham #ulia $helps, +ssociate Commissioner, Curriculum and 0nstruction #effrey Bellhaus, Deputy Commissioner
i' Literacy, March 2011
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Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011 :
0n 6553 the Massachusetts Department of Elementary and Secondary Education con'ened a team of educators to re'ise its e/istin( 6557 English Language Arts Curriculum .ramework and, when the Council of Chief State School Officers DCCSSOE and the Bational &o'ernors +ssociation DB&+E be(an a multi%state standards de'elopment proFect called the Common Core State Standards initiati'e in 655?, the two efforts mer(ed. The Common Core State Standards &or English Language Arts and Literac in !istor /Social Studies# Science# and 0echnical Sub1ects were adopted by the Massachusetts oard of Elementary and Secondary Education on #uly 67, 6575. Unique Massachusetts Standards and eatures The -assachusetts Curriculum .ramework &or English Language Arts and Literac presents both the Common Core State Standards and standards and features, identified by an =M+> precedin( the standard number, that are uni1ue to Massachusetts. These uni1ue elements include standards for pre% .inder(artnersL e/pansions of the Common Cores (lossary and biblio(raphyL and two sections that su((est appropriate classic and contemporary authors for different (rade%le'el ran(es. Staff at the Massachusetts Department of Elementary and Secondary Education wor.ed closely with the Common Core writin( team to ensure that these Massachusetts standards and features were academically ri(orous, comprehensi'e, and or(ani*ed in ways to ma.e them useful for teachers. The pre%.inder(arten standards were adopted by the Massachusetts oard of Early Education and Care on December 78, 6575. The additional standards and features were adopted by the Massachusetts oard of Elementary and Secondary Education on December 67, 6575. 0he -assachusetts 3re45indergarten Standards The Massachusetts pre%.inder(arten standards are (uideposts to facilitate youn( children)s understandin( of the world of lan(ua(e and literature, writers and illustrators, boo.s and libraries. The reschool! re"
language de'elo ment are formed during children,s con'ersations and informal dramatics, while learning songs and oems, and from e- eriences with real o$&ects, as well as while listening to and .reading/ $ooks on a 'ariety of su$&ects%
The Massachusetts pre%.inder(arten standards apply to children who are at the end of this a(e (roup, meanin( older four% and youn(er fi'e%year olds. The standardsMwhich correspond with the learnin( acti'ities in the
Massachusetts Guidelines for Preschool Learning Experiences 0200123can $e romoted through almost all daily acti'ities, from lay and e- loration acti'ities to talking a$out icture $ooks, and should not $e limited to .reading time%/
!readth of the Pre-K to Grade "# Standards The standards in this .ramework set re1uirements not only for En(lish lan(ua(e arts DEC+E but also for literacy in historyHsocial studies, science, and technical subFects. #ust as students must learn to read, write, spea., listen, and use lan(ua(e effecti'ely in a 'ariety of content areas, so too must the standards specify the literacy s.ills and understandin(s re1uired for colle(e and career readiness in multiple disciplines. Citeracy standards for (rade ; and abo'e are predicated on teachers of EC+, historyHsocial studies, science, and technical subFects usin( their content area e/pertise to help students meet the particular challen(es of readin(, writin(, spea.in(, listenin(, and lan(ua(e in their respecti'e fields. 0t is important to note that the ;I76 literacy standards in historyHsocial studies, science, and technical subFects are not meant to replace content standards in those areas but rather to supplement them. $he %iterate Person of the $&enty- irst 'entury +s a natural out(rowth of meetin( the char(e to define colle(e and career readiness, the standards also lay out a 'ision of what it means to be a literate person in this century. 0ndeed, the s.ills and understandin(s students are e/pected to demonstrate ha'e wide applicability outside the classroom or wor.place. Students who meet the standards readily underta.e the close, attenti'e readin( that is at the heart of understandin( and enFoyin( comple/ wor.s of literature. They habitually perform the critical readin( necessary to pic. carefully throu(h the sta((erin( amount of information a'ailable today in print and di(itally. They acti'ely see. the wide, deep, and thou(htful en(a(ement with hi(h%1uality literary and informational te/ts that builds .nowled(e, enlar(es e/perience, and
kindergarten o ulation includes children from the age of 2 years, # months until they are kindergarten"eligi$le% A ma&ority attend education rograms in di'erse settings(( community"$ased early care and education centers, family child care, )ead *tart, and u$lic reschools% *ome children do not attend any formal rogram% +n this age grou , the foundations of reading, writing, s eaking and listening, and
8 Literacy, March 2011
broadens world'iews. They refle/i'ely demonstrate the co(ent reasonin( and use of e'idence that is essential to both pri'ate deliberation and responsible citi*enship in a democratic republic. Students who meet the
standards de'elop the s.ills in readin(, writin(, spea.in(, and listenin( that are the foundation for any creati'e and purposeful e/pression in lan(ua(e.
Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011 4
-ey Desi(n Considerations for the Standards

'ollege and 'areer (eadiness )''(* and Grade-Specific Standards The CCR standards anchor the document and define (eneral, cross% disciplinary literacy e/pectations that must be met for students to be prepared to enter colle(e and wor.force trainin( pro(rams ready to succeed. The pre%.I76 (rade%specific standards define end%of%year e/pectations and a cumulati'e pro(ression desi(ned to enable students to meet colle(e and career readiness e/pectations no later than the end of hi(h school. The CCR and hi(h school D(rades ?I76E standards wor. in tandem to define the colle(e and career readiness lineMthe former pro'idin( broad standards, the latter pro'idin( additional specificity. !ence, both should be considered when de'elopin( colle(e and career readiness assessments. Students ad'ancin( throu(h the (rades are e/pected to meet each year)s (rade%specific standards, retain or further de'elop s.ills and understandin(s mastered in precedin( (rades, and wor. steadily toward meetin( the more (eneral e/pectations described by the CCR standards. Grade %e+els for Pre-K,-. Grade !ands for /,"0 and "","# The standards use indi'idual (rade le'els in pre%.inder(arten throu(h (rade 9 to pro'ide useful specificityL the standards use two%year bands in (rades ?I76 to allow schools, districts, and states fle/ibility in hi(h school course desi(n. 1 ocus on (esults rather than Means The standards lea'e room for teachers, curriculum de'elopers, and states to determine how students will demonstrate that they ha'e met the standards and what additional topics should be addressed. The standards do not mandate such components as a particular writin( process or the full ran(e of metaco(niti'e strate(ies that students may need to monitor and direct their thin.in( and learnin(. Teachers are thus free to pro'ide students with the tools and .nowled(e their professional Fud(ment and e/perience identify as most helpful for meetin( the (oals set out in the standards. 1n Integrated Model of %iteracy +lthou(h the standards are di'ided into Readin(, ,ritin(, Spea.in( and Cistenin(, and Can(ua(e strands for conceptual clarity, the processes of communication are closely connected, as reflected throu(hout this document. For e/ample, ,ritin( standard ? re1uires that students be able to write about what they read. Ci.ewise, Spea.in( and Cistenin( standard 8 sets the e/pectation that students will share findin(s from their research.
8 Literacy, March 2011 Massachusetts Curriculum Framework for English Language Arts and
(esearch and Media S2ills !lended into the Standards as a 3hole To be ready for colle(e, wor.force trainin(, and life in a technolo(ical society, students need the ability to (ather, comprehend, e'aluate, synthesi*e, and report on information and ideasL to conduct ori(inal research in order to answer 1uestions or sol'e problemsL and to analy*e and create a hi(h 'olume and e/tensi'e ran(e of print and nonprint te/ts in media forms old and new. The need to conduct research and to produce and consume media is embedded into e'ery aspect of today)s curriculum. 0n li.e fashion, research and media s.ills and understandin(s are embedded throu(hout the standards rather than treated in a separate section. ocus and 'oherence in Instruction and 1ssessment ,hile the standards delineate specific e/pectations in readin(, writin(, spea.in(, listenin(, and lan(ua(e, each standard need not be a separate focus for instruction and assessment. Often, se'eral standards can be addressed by a sin(le rich tas.. For e/ample, when editin( writin(, students address ,ritin( standard 4 D=De'elop and stren(then writin( as needed by plannin(, re'isin(, editin(, rewritin(, or tryin( a new approach>E as well as Can(ua(e standards 7I: Dwhich deal with con'entions of standard En(lish and .nowled(e of lan(ua(eE. ,hen drawin( e'idence from literary and informational te/ts accordin( to ,ritin( standard ?, students are also demonstratin( their comprehension s.ills in relation to specific standards in Readin(. ,hen discussin( somethin( they ha'e read or written, students are also demonstratin( their spea.in( and listenin( s.ills. The CCR anchor standards themsel'es pro'ide another source of focus and coherence. The same ten CCR anchor standards for Readin( apply to both literary and informational te/ts, includin( te/ts in historyHsocial studies, science, and technical subFects. The ten CCR anchor standards for ,ritin( co'er numerous te/t types and subFect areas. This means that students can de'elop mutually reinforcin( s.ills and e/hibit mastery of standards for readin( and writin( across a ran(e of te/ts and classrooms.
-ey Desi(n Considerations for the Standards

Shared (esponsi4ility for Students5 %iteracy De+elopment The standards insist that instruction in readin(, writin(, spea.in(, listenin(, and lan(ua(e be a shared responsibility within the school. The pre%.I4 standards include e/pectations for readin(, writin(, spea.in(, listenin(, and lan(ua(e applicable to a ran(e of subFects, includin( but not limited to EC+. The (rades ;I76 standards are di'ided into two sections, one for EC+ and the other for historyHsocial studies, science, and technical subFects. This di'ision reflects the uni1ue, time%honored place of EC+ teachers in de'elopin( students) literacy s.ills while at the same time reco(ni*in( that teachers in other areas must ha'e a role in this de'elopment as well. $art of the moti'ation behind the interdisciplinary approach to literacy promul(ated by the standards is e/tensi'e research establishin( the need for students who wish to be colle(e and career ready to be proficient in readin( comple/ informational te/t independently in a 'ariety of content areas. Most of the re1uired readin( in colle(e and wor.force trainin( pro(rams is informational in structure and challen(in( in contentL postsecondary education pro(rams typically pro'ide students with both a hi(her 'olume of such readin( than is (enerally re1uired in -I76 schools and comparati'ely little scaffoldin(. The standards are not alone in callin( for a special emphasis on informational te/t. The 655? readin( framewor. of the Bational +ssessment of Educational $ro(ress DB+E$E re1uires a hi(h and increasin( proportion of informational te/t on its assessment as students ad'ance throu(h the (rades. The standards aim to ali(n instruction with this framewor. so that many more students than at present can meet the re1uirements of colle(e and career readiness. 0n pre%.I4, the standards follow B+E$)s lead in balancin( the readin( of literature with the readin( of informational te/ts, includin( te/ts in historyHsocial studies, science, and technical subFects. 0n accord with B+E$)s (rowin( emphasis on informational te/ts in the hi(her (rades, the standards demand that a si(nificant amount of readin( of informational te/ts ta.e place in and outside the EC+ classroom. Fulfillin( the standards for ;I76 EC+ re1uires much (reater attention to a specific cate(ory of informational te/tMliterary nonfictionMthan has been traditional. ecause the EC+ classroom must focus on literature Dstories, drama, and poetryE as well as literary nonfiction, a (reat deal of informational readin( in (rades ;I76 must ta.e place in other classes if the B+E$ assessment framewor. is to be matched instructionally. To measure students) (rowth toward colle(e and career readiness, assessments ali(ned with the standards should adhere to the distribution of te/ts across (rades cited in the B+E$ framewor.. D0n the 655? NAE3 6eading .ramework, the distribution of passa(es at (rade 8 is 45N literary, 45N informationalL at (rade 9, 84N literary and 44N informationalL at (rade 76, :5N literary and 35N informational.E B+E$ li.ewise outlines a distribution across the (rades of the core purposes and types of student writin(. The 6577 B+E$ framewor., li.e the standards, culti'ates the de'elopment of three mutually reinforcin( writin( capacitiesA writin( to persuade, to e/plain, and to con'ey real or ima(ined e/perience. E'idence concernin( the demands of colle(e and career readiness (athered durin( de'elopment of the standards concurs with B+E$)s shiftin( emphasesA standards for (rades ?I76 describe writin( in all three forms, but, consistent with B+E$, the o'erwhelmin( focus of writin( throu(hout hi(h school should be on ar(uments and informationalHe/planatory te/ts. 0t follows that writin( assessments ali(ned with the standards should adhere to the distribution of writin( purposes across (rades outlined by B+E$. D0n the 6577 NAE3 %riting .ramework, the distribution of communicati'e purposes at (rade 8 is :5N to persuade, :4N to e/plain, and :4N to con'ey e/perienceL at (rade 9, :4N to persuade, :4N to e/plain, and :5N to con'ey e/perienceL at (rade 76, 85N to persuade, 85N to e/plain, and 65N to con'ey e/perience.E
,hat is Not Co'ered by the Standards

The standards should be reco(ni*ed for what they are not as well as what they are. The most important intentional desi(n limitations are as followsA 7. The standards define what all students are e/pected to .now and be able to do, not how teachers should teach. For instance, the use of play with youn( children is not specified by the standards, but it is welcome as a 'aluable acti'ity in its own ri(ht and as a way to help students meet the e/pectations in this document. Furthermore, while the standards ma.e references to some particular forms of content, includin( mytholo(y, foundational G.S. documents, and Sha.espeare, they do notMindeed, cannotMenumerate all or e'en most of the content that students should learn. The standards must therefore be complemented by a well%de'eloped, content%rich curriculum consistent with the e/pectations laid out in this document. 6. ,hile the standards focus on what is most essential, they do not describe all that can or should be tau(ht. + (reat deal is left to the discretion of teachers and curriculum de'elopers. The aim of the standards is to articulate the fundamentals, not to set out an e/hausti'e list or a set of restrictions that limits what can be tau(ht beyond what is specified herein. :. The standards do not define the nature of ad'anced wor. for students who meet the standards prior to the end of hi(h school. For those students, ad'anced wor. in such areas as literature, composition, lan(ua(e, and Fournalism should be a'ailable. This wor. should pro'ide the ne/t lo(ical step up from the colle(e and career readiness baseline established here. 8. The standards set (rade%specific standards but do not define the inter'ention methods or materials necessary to support students who are well below or well abo'e (rade%le'el e/pectations. Bo set of (rade%specific standards can fully reflect the (reat 'ariety in abilities, needs, learnin( rates, and achie'ement le'els of students in any (i'en classroom. !owe'er, the standards do pro'ide clear si(nposts alon( the way to the (oal of colle(e and career readiness for all students. 4. 0t is also beyond the scope of the standards to define the full ran(e of supports appropriate for En(lish lan(ua(e learners and for students with special needs. +t the same time, all students must ha'e the opportunity to learn and meet the same hi(h standards if they are to access the .nowled(e and s.ills necessary in their postIhi(h school li'es. Each (rade will include students who are still ac1uirin( En(lish. For those students, it is possible to meet the standards in readin(, writin(, spea.in(, and listenin( without displayin( near%nati'e control of con'entions, pronunciation, and 'ocabulary. The standards should also be read as allowin( for the widest possible ran(e of students to participate fully from the outset and as permittin( appropriate accommodations to ensure ma/imum participation of students with special education needs. For e/ample, for students with disabilities reading should allow for the use of raille, screen%reader technolo(y, or other assisti'e de'ices, while writing should include the use of a scribe, computer, or speech%to%te/t technolo(y. 0n a similar 'ein, s+eaking and listening should be interpreted broadly to include si(n lan(ua(e. ;. ,hile the EC+ and content area literacy components described herein are critical to colle(e and career readiness, they do not define the whole of such readiness. Students re1uire a wide%ran(in(, ri(orous academic preparation and, particularly in the early (rades, attention to such matters as social, emotional, and physical de'elopment and approaches to learnin(. Similarly, the standards define literacy e/pectations in historyHsocial studies, science, and technical subFects, but literacy standards in other areas, such as the arts, mathematics, and health education, modeled on those in this document are stron(ly encoura(ed to facilitate a comprehensi'e, schoolwide literacy pro(ram.
&uidin( $rinciples for En(lish Can(ua(e +rts and Citeracy $ro(rams in Massachusetts
The followin( principles are philosophical statements that underlie the standards and resources of this curriculum framewor.. They should (uide the construction and e'aluation of En(lish lan(ua(e arts and literacy pro(rams in schools and the broader community. proficient students apply the critical techni1ues learned in the study of e/position to the e'aluation of multimedia, tele'ision, radio, filmH'ideo, and websites. School librarians play a .ey role in findin( boo.s and other media to match students) interests, and in su((estin( further resources in public libraries.
G#!d!ng .r!n$!4 e ,
1n effecti+e English language arts and literacy curriculum de+elops thin2ing and language together through interacti+e learning6 Effecti'e use of lan(ua(e both re1uires and e/tends thin.in(. +s learners listen to a speech, 'iew a documentary, discuss a poem, or write an essay, they en(a(e in thin.in(. Students de'elop their ability to remember, understand, analy*e, e'aluate, and apply the ideas they encounter in En(lish lan(ua(e arts and in all the other disciplines when they read increasin(ly comple/ te/ts and underta.e increasin(ly challen(in( assi(nments that re1uire them to write or spea. in response to what they are learnin(.
G#!d!ng .r!n$!4 e 8
1n effecti+e English language arts and literacy curriculum de+elops students5 oral language and literacy through appropriately challenging learning2 Readin( to and con'ersin( with preschool and primary (rade children plays an especially critical role in de'elopin( children)s 'ocabulary, their .nowled(e of the natural world, and their appreciation for the power of the ima(ination. 0n the primary (rades, systematic phonics instruction and re(ular practice in applyin( decodin( s.ills are essential elements of the school pro(ram. +t the middle and hi(h school le'els, pro(rams desi(ned to prepare students for colle(e and careers continue to emphasi*e the s.ills of buildin( .nowled(e throu(h substanti'e con'ersation, collaboration, and ma.in( oral presentations that are adapted to tas., purpose, and audience.
G#!d!ng .r!n$!4 e *
1n effecti+e English language arts and literacy curriculum dra&s on literature in order to de+elop students5 understanding of their literary heritage6 +merican students need to become familiar with wor.s that are part of a literary tradition (oin( bac. thousands of years. Students should read literature reflectin( the literary and ci'ic herita(e of the En(lish%spea.in( world. They also should (ain broad e/posure to wor.s from the many communities that ma.e up contemporary +merica as well as from countries and cultures throu(hout the world. 0n order to foster a lo'e of readin(, En(lish lan(ua(e arts teachers encoura(e independent readin( within and outside of class.
G#!d!ng .r!n$!4 e 1
1n effecti+e English language arts and literacy curriculum emphasi8es &riting arguments9 e7planatory:informati+e te7ts9 and narrati+es6 +t all le'els, students) writin( records their ima(ination, e/ploration, and responses to the te/ts they read. +s students attempt to write clearly and coherently about increasin(ly comple/ ideas, their writin( ser'es to propel intellectual (rowth. Throu(h writin(, students de'elop their ability to thin., to communicate and defend ideas, and to create worlds unseen. + student)s writin( and spea.in( 'oice is an e/pression of self. Students) 'oices tell us who they are, how they thin., and what uni1ue perspecti'es they brin( to their learnin(. Students) 'oices de'elop when teachers pro'ide opportunities for interaction, e/ploration, and communication. ,hen students discuss ideas and read one another)s writin(, they learn to distin(uish between formal and informal communication. They also learn about their classmates as uni1ue indi'iduals who can contribute their distincti'e ideas, aspirations, and talents to the class, the school, the community, and the nation.
G#!d!ng .r!n$!4 e 3
1n effecti+e English language arts and literacy curriculum dra&s on informational te7ts and multimedia in order to 4uild academic +oca4ulary and strong content 2no&ledge6 0n all of their classes, includin( historyHsocial science, science and technolo(yHen(ineerin(, arts, comprehensi'e health, forei(n lan(ua(e, and 'ocational and technical subFects, students should encounter many e/amples of informational and media te/ts ali(ned to the (rade or course curriculum. This .ind of readin(, listenin(, and 'iewin( is the .ey to buildin( a rich academic 'ocabulary and increasin( .nowled(e about the world. Each .ind of print or media te/t has its uni1ue characteristics, and
Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011 3
&uidin( $rinciples for En(lish Can(ua(e +rts and Citeracy $ro(rams in Massachusetts
G#!d!ng .r!n$!4 e :
1n effecti+e English language arts and literacy curriculum holds high e7pectations for all students6 Reco(ni*in( that learners are different, teachers differentiate instruction as students learn to become increasin(ly independent in readin( and writin( comple/ te/ts. Effecti'e teachers reali*e that instruction needs to be modified for students capable of more ad'anced wor., as well as for stru((lin( students. students5 sense of their common ground as present or future 1merican citi8ens and prepares them to participate responsi4ly in our schools and in ci+ic life6 Teachers instruct an increasin(ly di'erse (roup of students in their classrooms each year. Students may come from any country or continent in the world. Ta.in( ad'anta(e of this di'ersity, teachers (uide discussions about the e/traordinary 'ariety of beliefs and traditions around the world. +t the same time, they pro'ide students with common (round throu(h discussion of si(nificant wor.s in +merican cultural history to help prepare them to become self%(o'ernin( citi*ens of the Gnited States of +merica. +n effecti'e En(lish lan(ua(e arts and literacy curriculum, while encoura(in( respect for differences in home bac.(rounds, can ser'e as a unifyin( force in schools and society.
G#!d!ng .r!n$!4 e 7
1n effecti+e English language arts curriculum pro+ides e7plicit s2ill instruction in reading and &riting6 0n some cases, e/plicit s.ill instruction is most effecti'e when it precedes student need. Systematic phonics lessons, in particular decodin( s.ills, should be tau(ht to students before they use them in their subse1uent readin(. Systematic instruction is especially important for those students who ha'e not de'eloped phonemic awarenessMthe ability to pay attention to the component sounds of lan(ua(e. Effecti'e instruction can ta.e place in small (roups, indi'idually, or on a whole class basis. 0n other cases, e/plicit s.ill instruction is most effecti'e when it responds to specific problems students re'eal in their wor..
G#!d!ng .r!n$!4 e ,+
1n effecti+e English language arts and literacy curriculum reaches out to families and communities in order to sustain a literate society6 Families and communities play a crucial role in de'elopin( youn( children)s spea.in(, listenin(, lan(ua(e, readin(, and writin( s.ills. Effecti'e literacy pro(rams help parents and care(i'ers understand how 'ital their role is and pro'ide adult education pro(rams and other ways to support adult literacy. +s children become adolescents, families and community members pro'ide the support needed to .eep middle and hi(h school students en(a(ed in school. Role models in the family and community encoura(e hi(h school students in their e/ploration of colle(es and careers. Effecti'e pro(rams emphasi*e that all of the components of literacyMclose and critical readin(, coherent writin(, articulate spea.in(, and attenti'e listenin(Mare essential in a democratic society.
G#!d!ng .r!n$!4 e 9
1n effecti+e English language arts and literacy curriculum 4uilds on the language9 e7periences9 2no&ledge9 and interests that students 4ring to school6 Teachers reco(ni*e the importance of bein( able to respond effecti'ely to the challen(es of lin(uistic and cultural differences in their classrooms. They reco(ni*e that sometimes students ha'e learned ways of tal.in(, thin.in(, and interactin( that are effecti'e at home and in their nei(hborhood, but which may not ha'e the same meanin( or usefulness in school. Teachers try to draw on these different ways of tal.in( and thin.in( as potential brid(es to spea.in( and writin( in standard En(lish.
G#!d!ng .r!n$!4 e 6
1n effecti+e English language arts and literacy curriculum nurtures
Students ,ho are Colle(e and Career Ready

in Readin(, ,ritin(, Spea.in(, Cistenin(, and Can(ua(e
The descriptions that follow are not standards themsel'es but instead offer a portrait of students who meet the standards set out in this document. +s students ad'ance throu(h the (rades and master the standards in readin(, writin(, spea.in(, listenin(, and lan(ua(e, they are able to e/hibit with increasin( fullness and re(ularity these capacities of the literate indi'idual.
T"e% demonstrate !nde4enden$e2

Students can, without si(nificant scaffoldin(, comprehend and e'aluate comple/ te/ts across a ran(e of types and disciplines, and they can construct effecti'e ar(uments and con'ey intricate or multifaceted information. Ci.ewise, students are able independently to discern a spea.er)s .ey points, re1uest clarification, and as. rele'ant 1uestions. They build on others) ideas, articulate their own ideas, and confirm they ha'e been understood. ,ithout promptin(, they demonstrate command of standard En(lish and ac1uire and use a wide%ran(in( 'ocabulary. More broadly, they become self%directed learners, effecti'ely see.in( out and usin( resources to assist them, includin( teachers, peers, and print and di(ital reference materials.
T"e% $om4re"end as >e as $r!t!E#e2

Students are en(a(ed and open%mindedMbut discernin(Mreaders and listeners. They wor. dili(ently to understand precisely what an author or spea.er is sayin(, but they also 1uestion an author)s or spea.er)s assumptions and premises and assess the 'eracity of claims and the soundness of reasonin(.
T"e% ;a #e e;!den$e2
Students cite specific e'idence when offerin( an oral or written interpretation of a te/t. They use rele'ant e'idence when supportin( their own points in writin( and spea.in(, ma.in( their reasonin( clear to the reader or listener, and they constructi'ely e'aluate others) use of e'idence.
T"e% (#! d strong $ontent 5no> edge2

Students establish a base of .nowled(e across a wide ran(e of subFect matter by en(a(in( with wor.s of 1uality and substance. They become proficient in new areas throu(h research and study. They read purposefully and listen attenti'ely to (ain both (eneral .nowled(e and discipline%specific e/pertise. They refine and share their .nowled(e throu(h writin( and spea.in(.
T"e% #se te$"no og% and d!g!ta med!a strateg!$a % and $a4a( %2
Students employ technolo(y thou(htfully to enhance their readin(, writin(, spea.in(, listenin(, and lan(ua(e use. They tailor their searches online to ac1uire useful information efficiently, and they inte(rate what they learn usin( technolo(y with what they learn offline. They are familiar with the stren(ths and limitations of 'arious technolo(ical tools and mediums and can select and use those best suited to their communication (oals.
T"e% res4ond to t"e ;ar%!ng demands of a#d!en$e' tas5' 4#r4ose' and d!s$!4 !ne2
Students adapt their communication in relation to audience, tas., purpose, and discipline. They set and adFust purpose for readin(, writin(, spea.in(, listenin(, and lan(ua(e use as warranted by the tas.. They appreciate nuances, such as how the composition of an audience should affect tone when spea.in( and how the connotations of words affect meanin(. They also .now that different disciplines call for different types of e'idence De.(., documentary e'idence in history, e/perimental e'idence in scienceE.
T"e% $ome to #nderstand ot"er 4ers4e$t!;es and $# t#res2

Students appreciate that the twenty%first%century classroom and wor.place are settin(s in which people from often widely di'er(ent cultures and who represent di'erse e/periences and perspecti'es must learn and wor. to(ether. Students acti'ely see. to understand other perspecti'es and cultures throu(h readin( and listenin(, and they are able to communicate effecti'ely with people of 'aried bac.(rounds. They e'aluate other points of 'iew critically and constructi'ely. Throu(h readin( (reat classic and contemporary wor.s of literature representati'e of a 'ariety of periods, cultures, and world'iews, students can 'icariously inhabit worlds and ha'e e/periences much different than their own.
Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011 #
Standards Or(ani*ation and -ey Features

Or(ani*ation of the Standards in This Document
The learnin( standards that follow this introduction are or(ani*ed into three main sectionsA + comprehensi'e pre%.I4 section lists standards across the curriculum, reflectin( the fact that most of all of the instruction recei'ed by students in these (rades comes from one teacher. Two sections of standards are presented for (rades ;I76. Each section is content%area specificA one section focuses on EC+ and is intended for use by En(lish lan(ua(e arts teachersL the other section focuses on historyHsocial studies, science, and technical subFects, and is intended for use by teachers of those content areas. Each section is di'ided into strands. The EC+ sections for pre%.I4 and (rades ;I76 ha'e four strandsA Readin(, ,ritin(, Spea.in( and Cistenin(, and Can(ua(e. The (rades ;I76 historyHsocial studies, science, and technical subFects section has two strandsA Readin( and ,ritin(. The Readin( strand is further di'ided into subsets of standards that are specific to (rades and content areas De.(., R! O !istoryHSocial Science Readin( standards for (rades ;I76L RF O EC+ Foundational S.ills in Readin( for (rades pre%.I4E. Each strand is headed by a strand%specific set of Colle(e and Career Readiness DCCRE anchor standards that is identical across all (rades and, for Readin( and ,ritin(, across all content areas. The CCR anchor standards in each strand are followed by grade4s+eci&ic standards Dfor each (rade within pre%.I9 and for (rade bands ?I75 and 77I76E that translate the broader CCR statements into (rade%appropriate end%of%year e/pectations. Each (rade%specific standard corresponds to its same%numbered CCR anchor standard and is tuned to the literacy re1uirements of its particular disciplineDsE. 0ndi'idual CCR an$"or standards are identified by strand, CCR status, and number DR.CCR.;, for e/ample, is the si/th CCR anchor standard for the Readin( strandE. Strand codin( desi(nations are found in brac.ets at the top of the pa(e, to the ri(ht of the full strand title. 0ndi'idual grade/ s4e$!f!$ standards are identified by strand, (rade, and number Dor number and letter, where applicableEA for e/ample, R0.8.: stands for Readin(A 0nformational Te/t, (rade 8, standard :, and ,.4.7a stands for ,ritin(, (rade 4, standard 7a. Standards preceded by =M+> are Massa$"#setts add!t!ons to the Common Core standards.
75 Literacy, March 2011
-ey Features of the Standards in each Strand

(eading; $e7t 'omple7ity and the Gro&th of 'omprehension The Readin( standards place e1ual emphasis on the sophistication of what students read and the s.ill with which they read. Standard 75 defines a (rade%by%(rade =staircase> of increasin( te/t comple/ity that rises from be(innin( readin( to the colle(e and career readiness le'el. ,hate'er they are readin(, students must also show a steadily (rowin( ability to discern more from and ma.e fuller use of te/t, includin( ma.in( an increasin( number of connections amon( ideas and between te/tsL considerin( a wider ran(e of te/tual e'idenceL and becomin( more sensiti'e to inconsistencies, ambi(uities, and poor reasonin( in te/ts. 3riting; $e7t $ypes9 (esponding to (eading9 and (esearch The ,ritin( standards ac.nowled(e the fact that whereas some writin( s.ills, such as the ability to plan, re'ise, edit, and publish, are applicable to many types of writin(, other s.ills are more properly defined in terms of specific writin( typesA ar(uments, informati'eHe/planatory te/ts, and narrati'es. Standard ? stresses the importance of the writin(%readin( connection by re1uirin( students to draw upon and write about e'idence from literary and informational te/ts. ecause of the centrality of writin( to most forms of in1uiry, research standards are prominently included in this strand, thou(h s.ills important to research are infused throu(hout the document. Spea2ing and %istening; le7i4le 'ommunication and 'olla4oration The Spea.in( and Cistenin( standards re1uire students to de'elop a ran(e of broadly useful oral communication and interpersonal s.ills, includin( but not limited to s.ills necessary for formal presentations. Students must learn to wor. to(etherL e/press and listen carefully to ideasL inte(rate information from oral, 'isual, 1uantitati'e, and media sourcesL e'aluate what they hearL use media and 'isual displays strate(ically to help achie'e communicati'e purposesL and adapt speech to conte/t and tas.. %anguage; 'on+entions9 Effecti+e Use9 and <oca4ulary The Can(ua(e standards include the essential =rules> of standard written and spo.en En(lish, but they also approach lan(ua(e as a matter of craft and informed choice amon( alternati'es. The 'ocabulary standards focus on understandin( words and phrases, their relationships, and their nuances, and on ac1uirin( new 'ocabulary, particularly (eneral academic and domain%specific words and phrases.
ST+BD+RDS FOR Eng !s" Lang#age Arts F L!tera$% !n H!stor%&So$!a St#d!es' S$!en$e' and Te$"n!$a S#()e$ts
$RE%-I4
Note on range and content of student reading

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts Through extensi!e reading of stories, dramas, poems, and myths from di!erse cultures and different time periods, students gain literary and cultural "nowledge as well as familiarity with !arious text structures and elements #y reading texts in history$social studies, science, and other disciplines, students build a foundation of "nowledge in these fields that will also gi!e them the bac"ground to be better readers in all content areas %tudents can only gain this foundation when the curriculum is intentionally and coherently structured to de!elop rich content "nowledge within and across grades %tudents also acquire the habits of reading independently and closely, which are essential to their future success 77
Co ege and Career Read!ness An$"or Standards for Read!ng

The pre%.I4 standards on the followin( pa(es define what students should understand and be able to do by the end of each (rade. They correspond to the Colle(e and Career Readiness DCCRE anchor standards below by number. The CCR and (rade%specific standards are necessary complementsMthe former pro'idin( broad standards, the latter pro'idin( additional specificityM that to(ether define the s.ills and understandin(s that all students must demonstrate.
5e $deas and Details

,2 Read closely to determine what the te/t says e/plicitly and to ma.e lo(ical inferences from itL cite specific te/tual e'idence when writin( or spea.in( to support conclusions drawn from the te/t. *2 Determine central ideas or themes of a te/t and analy*e their de'elopmentL summari*e the .ey supportin( details and ideas. 32 +naly*e how and why indi'iduals, e'ents, and ideas de'elop and interact o'er the course of a te/t.
Cra&t and Structure

82 0nterpret words and phrases as they are used in a te/t, includin( determinin( technical, connotati'e, and fi(urati'e meanin(s, and analy*e how specific word choices shape meanin( or tone. 12 +naly*e the structure of te/ts, includin( how specific sentences, para(raphs, and lar(er portions of the te/t De.(., a section, chapter, scene, or stan*aE relate to each other and the whole. :2 +ssess how point of 'iew or purpose shapes the content and style of a te/t.
$ntegration o& 5nowledge and $deas

72 0nte(rate and e'aluate content presented in di'erse media and formats, includin( 'isually and 1uantitati'ely, as well as in words.P 92 Delineate and e'aluate the ar(ument and specific claims in a te/t, includin( the 'alidity of the reasonin( as well as the rele'ance and sufficiency of the e'idence. MA292A2 +naly*e the meanin(s of literary te/ts by drawin( on .nowled(e of literary concepts and (enres. 62 +naly*e how two or more te/ts address similar themes or topics in order to build .nowled(e or to compare the approaches the authors ta.e.
6ange o& 6eading and Le7el o& 0e8t Com+le8it

,+2 Read and comprehend comple/ literary and informational te/ts independently and proficiently.QQ
P
$lease see =Research to uild and $resent -nowled(e> in ,ritin( and =Comprehension and Collaboration> in Spea.in( and Cistenin( for additional standards rele'ant to (atherin(, assessin(, and applyin( information from print and di(ital sources. QQ See pa(es 86I88 for more information re(ardin( ran(e, 1uality, and comple/ity of student readin( for (rades pre%.I4.
76 March 2011
Massachusetts Curriculum Framework for English Language Arts and Literacy,
Readin( Standards for Citerature $re%-I4
RRCS
The followin( standards offer a focus for instruction each year and help ensure that students (ain ade1uate e/posure to a ran(e of te/ts and tas.s. Ri(or is also infused throu(h the re1uirement that students read increasin(ly comple/ te/ts throu(h the (rades. Students ad7ancing through the grades are e8+ected to meet each ears grade4s+eci&ic standards and retain or &urther de7elo+ skills and understandings mastered in +receding grades. .re/K!ndergartners Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG 5e $deas and Details
MA2,2 MA2*2 MA232 MA282 12 MA2:2 ,ith promptin( and support, as. and answer 1uestions about a story or poem read aloud. ,ith promptin( and support, retell a se1uence of e'ents from a story read aloud. ,ith promptin( and support, act out characters and e'ents from a story or poem read aloud. ,ith promptin( and support, as. and answer 1uestions about unfamiliar words in a story or poem read aloud. D e(ins in .inder(arten or when the indi'idual child is readyE ,ith promptin( and support, =read> the illustrations in a picture boo. by describin( a character or place depicted, or by tellin( how a se1uence of e'ents unfolds. ,2 *2 32 82 12 :2
K!ndergartnersG
,ith promptin( and support, as. and answer 1uestions about .ey details in a te/t. ,ith promptin( and support, retell familiar stories, includin( .ey details. ,ith promptin( and support, identify characters, settin(s, and maFor e'ents in a story. +s. and answer 1uestions about un.nown words in a te/t. Reco(ni*e common types of te/ts De.(., storyboo.s, poemsE. ,ith promptin( and support, name the author and illustrator of a story and define the role of each in tellin( the story.
Cra&t and Structure

MA272 ,ith promptin( and support, ma.e predictions about what happens ne/t in a picture boo. after e/aminin( and discussin( the illustrations. 92 DBot applicable to literatureE MA292A2 Respond with mo'ement or clappin( to a re(ular beat in poetry or son(. MA262 ,ith promptin( and support, ma.e connections between a story or poem and one)s own e/periences. 72 ,ith promptin( and support, describe the relationship between illustrations and the story in which they appear De.(., what moment in a story an illustration depictsE. 92 DBot applicable to literatureE MA292A2 0dentify and respond to characteristics of traditional poetry for childrenA rhymeL re(ular beatsL and repetition of sounds, words, and phrases. 62 ,ith promptin( and support, compare and contrast the ad'entures and e/periences of characters in familiar stories. ,+2 +cti'ely en(a(e in (roup readin( acti'ities with purpose and understandin(.

MA2,+2 Cisten acti'ely as an indi'idual and as a member of a (roup to a 'ariety of a(e% appropriate literature read aloud.

RRCS
7:
Grade , st#dentsG 5e $deas and Details

,2 *2 +s. and answer 1uestions about .ey details in a te/t. Retell stories, includin( .ey details, and demonstrate understandin( of their central messa(e or lesson. Describe characters, settin(s, and maFor e'ents in a story, usin( .ey details. 0dentify words and phrases in stories or poems that su((est feelin(s or appeal to the senses. E/plain maFor differences between boo.s that tell stories and boo.s that (i'e information, drawin( on a wide readin( of a ran(e of te/t types. 0dentify who is tellin( the story at 'arious points in a te/t. Gse illustrations and details in a story to describe its characters, settin(, or e'ents. ,2 *2
Grade * st#dentsG
+s. and answer such 1uestions as who, what, where, when, wh , and how to demonstrate understandin( of .ey details in a te/t. Recount stories, includin( fables and fol.tales from di'erse cultures, and determine their central messa(e, lesson, or moral. Describe how characters in a story respond to maFor e'ents and challen(es. Describe how words and phrases De.(., re(ular beats, alliteration, rhymes, repeated linesE supply rhythm and meanin( in a story, poem, or son(. Describe the o'erall structure of a story, includin( describin( how the be(innin( introduces the story and the endin( concludes the action. +c.nowled(e differences in the points of 'iew of characters, includin( by spea.in( in a different 'oice for each character when readin( dialo(ue aloud. Gse information (ained from the illustrations and words in a print or di(ital te/t to demonstrate understandin( of its characters, settin(, or plot. ,2 *2
Grade 3 st#dentsG
+s. and answer 1uestions to demonstrate understandin( of a te/t, referrin( e/plicitly to the te/t as the basis for the answers. Recount stories, includin( fables, fol.tales, and myths from di'erse culturesL determine the central messa(e, lesson, or moral and e/plain how it is con'eyed throu(h .ey details in the te/t. Describe characters in a story De.(., their traits, moti'ations, or feelin(sE and e/plain how their actions contribute to the se1uence of e'ents. Determine the meanin( of words and phrases as they are used in a te/t, distin(uishin( literal from nonliteral lan(ua(e. Refer to parts of stories, dramas, and poems when writin( or spea.in( about a te/t, usin( terms such as cha+ter, scene, and stan9aL describe how each successi'e part builds on earlier sections. Distin(uish their own point of 'iew from that of the narrator or those of the characters.
32
32
32
Cra&t and Structure

8. 12 82 12 82 12
:2
:2
:2

72 72 72 E/plain how specific aspects of a te/t)s illustrations contribute to what is con'eyed by the words in a story De.(., create mood, emphasi*e aspects of a character or settin(E. 92 DBot applicable to literatureE MA292A2 0dentify elements of fiction De.(., characters, settin(, plot, problem, solutionE and elements of poetry De.(., rhyme, rhythm, fi(urati'e lan(ua(e, alliteration, onomatopoeiaE. 62 Compare and contrast the themes, settin(s, and plots of stories written by the same author about the same or similar characters De.(., in boo.s from a seriesE. ,+2 y the end of the year, read and comprehend literature, includin( stories, dramas, and poetry, at the hi(h end of the (rades 6I: te/t comple/ity band independently and proficiently.
92 DBot applicable to literatureE MA292A2 0dentify characteristics commonly shared by fol.tales and fairy tales. 62 Compare and contrast the ad'entures and e/periences of characters in stories.
92 DBot applicable to literatureE MA292A2 0dentify dialo(ue as words spo.en by characters Dusually enclosed in 1uotation mar.sE and e/plain what dialo(ue adds to a particular story or poem. 62 Compare and contrast two or more 'ersions of the same story De.(., Cinderella storiesE by different authors or from different cultures. ,+2 y the end of the year, read and comprehend literature, includin( stories and poetry, in the (rades 6I: te/t comple/ity band proficiently, with scaffoldin( as needed at the hi(h end of the ran(e.

,+2 ,ith promptin( and support, read prose and poetry of appropriate comple/ity for (rade 7.

78 March 2011
RRCS
Grade 8 st#dentsG 5e $deas and Details

,2 *2 32 Refer to details and e/amples in a te/t when e/plainin( what the te/t says e/plicitly and when drawin( inferences from the te/t. Determine a theme of a story, drama, or poem from details in the te/tL summari*e the te/t. Describe in depth a character, settin(, or e'ent in a story or drama, drawin( on specific details in the te/t De.(., a character)s thou(hts, words, or actionsE. Determine the meanin( of words and phrases as they are used in a te/t, includin( those that allude to si(nificant characters found in mytholo(y De.(., !erculeanE. E/plain maFor differences between poems, drama, and prose, and refer to the structural elements of poems De.(., 'erse, rhythm, meterE and drama De.(., casts of characters, settin(s, descriptions, dialo(ue, sta(e directionsE when writin( or spea.in( about a te/t. Compare and contrast the point of 'iew from which different stories are narrated, includin( the difference between first% and third%person narrations. ,2 *2 32
Grade 1 st#dentsG
Tuote accurately from a te/t when e/plainin( what the te/t says e/plicitly and when drawin( inferences from the te/t. Determine a theme of a story, drama, or poem from details in the te/t, includin( how characters in a story or drama respond to challen(es or how the spea.er in a poem reflects upon a topicL summari*e the te/t. Compare and contrast two or more characters, settin(s, or e'ents in a story or drama, drawin( on specific details in the te/t De.(., how characters interactE. Determine the meanin( of words and phrases as they are used in a te/t, includin( fi(urati'e lan(ua(e such as metaphors and similes. E/plain how a series of chapters, scenes, or stan*as fits to(ether to pro'ide the o'erall structure of a particular story, drama, or poem. Describe how a narrator)s or spea.er)s point of 'iew influences how e'ents are described.
Cra&t and Structure

82 12 82 12
:2
:2

72 Ma.e connections between the te/t of a story or drama and a 'isual or oral presentation of the te/t, identifyin( where each 'ersion reflects specific descriptions and directions in the te/t. 92 DBot applicable to literatureE MA292A2 Cocate and analy*e e/amples of similes and metaphors in stories, poems, fol.tales, and plays, and e/plain how these literary de'ices enrich the te/t. 62 Compare and contrast the treatment of similar themes and topics De.(., opposition of (ood and e'ilE and patterns of e'ents De.(., the 1uestE in stories, myths, and traditional literature from different cultures. 72 +naly*e how 'isual and multimedia elements contribute to the meanin(, tone, or beauty of a te/t De.(., (raphic no'el, multimedia presentation of fiction, fol.tale, myth, poemE. 92 DBot applicable to literatureE MA292A2 Cocate and analy*e e/amples of foreshadowin( in stories, poems, fol.tales, and plays. 62 Compare and contrast stories in the same (enre De.(., mysteries and ad'enture storiesE on their approaches to similar themes and topics.

,+2 y the end of the year, read and comprehend literature, includin( stories, dramas, and poetry, in the (rades 8I4 te/t comple/ity band proficiently, with scaffoldin( as needed at the hi(h end of the ran(e. ,+2 y the end of the year, read and comprehend literature, includin( stories, dramas, and poetry, at the hi(h end of the (rades 8I4 te/t comple/ity band independently and proficiently.
Readin( Standards for 0nformational Te/t $re%-I4

RR0S
74
.re/K!ndergartners Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG 5e $deas and Details

MA2,2 MA2*2 MA232 ,ith promptin( and support, as. and answer 1uestions about an informational te/t read aloud. ,ith promptin( and support, recall important facts from an informational te/t after hearin( it read aloud. ,ith promptin( and support, represent or act out concepts learned from hearin( an informational te/t read aloud De.(., ma.e a s.yscraper out of bloc.s after listenin( to a boo. about cities or, followin( a read%aloud on animals, show how an elephant)s (ait differs from a bunny)s hopE. ,ith promptin( and support, as. and answer 1uestions about unfamiliar words in an informational te/t read aloud. D e(ins in .inder(arten or when the indi'idual child is readyE ,ith promptin( and support, =read> illustrations in an informational picture boo. by describin( facts learned from the pictures De.(., how a seed (rows into a plantE. ,ith promptin( and support, describe important details from an illustration or photo(raph. D e(ins in .inder(arten or when the indi'idual child is readyE ,ith promptin( and support, identify se'eral boo.s on a fa'orite topic or se'eral boo.s by a fa'orite author or illustrator. ,2 *2 32
K!ndergartnersG
,ith promptin( and support, as. and answer 1uestions about .ey details in a te/t. ,ith promptin( and support, identify the main topic and retell .ey details of a te/t. ,ith promptin( and support, describe the connection between two indi'iduals, e'ents, ideas, or pieces of information in a te/t.
Cra&t and Structure

MA282 12 MA2:2 82 12 :2 ,ith promptin( and support, as. and answer 1uestions about un.nown words in a te/t. 0dentify the front co'er, bac. co'er, and title pa(e of a boo.. Bame the author and illustrator of a te/t and define the role of each in presentin( the ideas or information in a te/t.

MA272 92 MA262 72 92 62 ,ith promptin( and support, describe the relationship between illustrations and the te/t in which they appear De.(., what person, place, thin(, or idea in the te/t an illustration depictsE. ,ith promptin( and support, identify the reasons an author (i'es to support points in a te/t. ,ith promptin( and support, identify basic similarities in and differences between two te/ts on the same topic De.(., in illustrations, descriptions, or proceduresE.

MA2,+2 Cisten acti'ely as an indi'idual and as a member of a (roup to a 'ariety of a(e% appropriate informational te/ts read aloud. ,+2 +cti'ely en(a(e in (roup readin( acti'ities with purpose and understandin(.
7; March 2011

Grade , st#dentsG 5e $deas and Details
,2 *2 32 +s. and answer 1uestions about .ey details in a te/t. 0dentify the main topic and retell .ey details of a te/t. Describe the connection between two indi'iduals, e'ents, ideas, or pieces of information in a te/t. ,2 *2 32
RR0S
Grade 3 st#dentsG
,2 *2 32 +s. and answer 1uestions to demonstrate understandin( of a te/t, referrin( e/plicitly to the te/t as the basis for the answers. Determine the main idea of a te/tL recount the .ey details and e/plain how they support the main idea. Describe the relationship between a series of historical e'ents, scientific ideas or concepts, or steps in technical procedures in a te/t, usin( lan(ua(e that pertains to time, se1uence, and causeHeffect. Determine the meanin( of (eneral academic and domain% specific words and phrases in a te/t rele'ant to a grade * to+ic or sub1ect area. Gse te/t features and search tools De.(., .ey words, sidebars, hyperlin.sE to locate information rele'ant to a (i'en topic efficiently. Distin(uish their own point of 'iew from that of the author of a te/t.
Grade * st#dentsG
+s. and answer such 1uestions as who, what, where, when, wh , and how to demonstrate understandin( of .ey details in a te/t. 0dentify the main topic of a multipara(raph te/t as well as the focus of specific para(raphs within the te/t. Describe the connection between a series of historical e'ents, scientific ideas or concepts, or steps in technical procedures in a te/t.
Cra&t and Structure

82 12 +s. and answer 1uestions to help determine or clarify the meanin( of words and phrases in a te/t. -now and use 'arious te/t features De.(., headin(s, tables of contents, (lossaries, electronic menus, iconsE to locate .ey facts or information in a te/t. Distin(uish between information pro'ided by pictures or other illustrations and information pro'ided by the words in a te/t. Gse the illustrations and details in a te/t to describe its .ey ideas. 0dentify the reasons an author (i'es to support points in a te/t. 0dentify basic similarities in and differences between two te/ts on the same topic De.(., in illustrations, descriptions, or proceduresE. 82 12 Determine the meanin( of words and phrases in a te/t rele'ant to a grade : to+ic or sub1ect area. -now and use 'arious te/t features De.(., captions, bold print, subheadin(s, (lossaries, inde/es, electronic menus, iconsE to locate .ey facts or information in a te/t efficiently. 0dentify the main purpose of a te/t, includin( what the author wants to answer, e/plain, or describe. 82 12
:2
:2
:2

72 72 E/plain how specific ima(es De.(., a dia(ram showin( how a machine wor.sE contribute to and clarify a te/t. Describe how reasons support specific points the author ma.es in a te/t. Compare and contrast the most important points presented by two te/ts on the same topic. 72 Gse information (ained from illustrations De.(., maps, photo(raphsE and the words in a te/t to demonstrate understandin( of the te/t De.(., where, when, why, and how .ey e'ents occurE. Describe the lo(ical connection between particular sentences and para(raphs in a te/t De.(., comparison, causeHeffect, firstHsecondHthird in a se1uenceE. Compare and contrast the most important points and .ey details presented in two te/ts on the same topic.
92 62
92 62
92 62

,+2 ,ith promptin( and support, read informational te/ts appropriately comple/ for (rade 7. ,+2 y the end of year, read and comprehend informational te/ts, includin( historyHsocial studies, science, and technical te/ts, in the (rades 6I: te/t comple/ity band proficiently, with scaffoldin( as needed at the hi(h end of the ran(e. ,+2 y the end of the year, read and comprehend informational te/ts, includin( historyHsocial studies, science, and technical te/ts, at the hi(h end of the (rades 6I: te/t comple/ity band independently and proficiently.
73

Grade 8 st#dentsG 5e $deas and Details
,2 *2 32 Refer to details and e/amples in a te/t when e/plainin( what the te/t says e/plicitly and when drawin( inferences from the te/t. Determine the main idea of a te/t and e/plain how it is supported by .ey detailsL summari*e the te/t. E/plain e'ents, procedures, ideas, or concepts in a historical, scientific, or technical te/t, includin( what happened and why, based on specific information in the te/t. Determine the meanin( of (eneral academic and domain%specific words or phrases in a te/t rele'ant to a grade ; to+ic or sub1ect area. Describe the o'erall structure De.(., chronolo(y, comparison, causeHeffect, problemHsolutionE of e'ents, ideas, concepts, or information in a te/t or part of a te/t. Compare and contrast a firsthand and secondhand account of the same e'ent or topicL describe the differences in focus and the information pro'ided. 0nterpret information presented 'isually, orally, or 1uantitati'ely De.(., in charts, (raphs, dia(rams, time lines, animations, or interacti'e elements on ,eb pa(esE and e/plain how the information contributes to an understandin( of the te/t in which it appears. E/plain how an author uses reasons and e'idence to support particular points in a te/t. 0nte(rate information from two te/ts on the same topic in order to write or spea. about the subFect .nowled(eably. y the end of year, read and comprehend informational te/ts, includin( historyHsocial studies, science, and technical te/ts, in the (rades 8I4 te/t comple/ity band proficiently, with scaffoldin( as needed at the hi(h end of the ran(e. ,2 *2 32
RR0S
Grade 1 st#dentsG
Tuote accurately from a te/t when e/plainin( what the te/t says e/plicitly and when drawin( inferences from the te/t. Determine two or more main ideas of a te/t and e/plain how they are supported by .ey detailsL summari*e the te/t. E/plain the relationships or interactions between two or more indi'iduals, e'ents, ideas, or concepts in a historical, scientific, or technical te/t based on specific information in the te/t. Determine the meanin( of (eneral academic and domain%specific words and phrases in a te/t rele'ant to a grade 5 to+ic or sub1ect area. Compare and contrast the o'erall structure De.(., chronolo(y, comparison, causeHeffect, problemHsolutionE of e'ents, ideas, concepts, or information in two or more te/ts. +naly*e multiple accounts of the same e'ent or topic, notin( important similarities and differences in the point of 'iew they represent. Draw on information from multiple print or di(ital sources, demonstratin( the ability to locate an answer to a 1uestion 1uic.ly or to sol'e a problem efficiently. E/plain how an author uses reasons and e'idence to support particular points in a te/t, identifyin( which reasons and e'idence support which pointDsE. 0nte(rate information from se'eral te/ts on the same topic in order to write or spea. about the subFect .nowled(eably. y the end of the year, read and comprehend informational te/ts, includin( historyHsocial studies, science, and technical te/ts, at the hi(h end of the (rades 8I4 te/t comple/ity band independently and proficiently.
Cra&t and Structure

82 12 :2 72 82 12 :2 72
92 62 ,+2
92 62 ,+2
79 March 2011
Readin( StandardsA Foundational S.ills $re%-I4
RRFS
These standards are directed toward fosterin( students) understandin( and wor.in( .nowled(e of concepts of print, the alphabetic principle, and other basic con'entions of the En(lish writin( system. These foundational s.ills are not an end in and of themsel'esL rather, they are necessary and important components of an effecti'e, comprehensi'e readin( pro(ram desi(ned to de'elop proficient readers with the capacity to comprehend te/ts across a ran(e of types and disciplines. 0nstruction should be differentiatedA (ood readers will need much less practice with these concepts than stru((lin( readers will. The point is to teach students what they need to learn and not what they already .nowMto discern when particular children or acti'ities warrant more or less attention. =ote; In pre-2indergarten and 2indergarten9 children are e7pected to demonstrate increasing a&areness and competence in the areas that follo&6 .re/K!ndergartners K!ndergartnersG Grade , st#dentsG Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG 3rint Conce+ts
MA2,2 ,ith (uidance and support, demonstrate understandin( of the or(ani*ation and basic features of printed and written te/tA boo.s, words, letters, and the alphabet. M+.7.a. !andle boo.s respectfully and appropriately, holdin( them ri(ht%side%up and turnin( pa(es one at a time from front to bac.. b. D e(ins in .inder(arten or when the indi'idual child is readyE c. D e(ins in .inder(arten or when the indi'idual child is readyE M+.7.d. Reco(ni*e and name some uppercase letters of the alphabet and the lowercase letters in one)s own name. ,ith (uidance and support, demonstrate understandin( of spo.en words, syllables, and sounds DphonemesE. M+.6.a. ,ith (uidance and support, reco(ni*e and produce rhymin( words De.(., identify words that rhyme with /cat/ such as /bat/ and /sat/E. M+.6.b. ,ith (uidance and support, se(ment words in a simple sentence by clappin( and namin( the number of words in the sentence. M+.6.c. 0dentify the initial sound of a spo.en word and, with (uidance and support, (enerate se'eral other words that ha'e the same initial sound. d. D e(ins in .inder(arten or when the indi'idual child is readyE e. D e(ins in .inder(arten or when the indi'idual child is readyE ,2 Demonstrate understandin( of the or(ani*ation and basic features of print. a. Follow words from left to ri(ht, top to bottom, and pa(e by pa(e. b. Reco(ni*e that spo.en words are represented in written lan(ua(e by specific se1uences of letters. c. Gnderstand that words are separated by spaces in print. d. Reco(ni*e and name all upper% and lowercase letters of the alphabet. ,2 Demonstrate understandin( of the or(ani*ation and basic features of print. a. Reco(ni*e the distin(uishin( features of a sentence De.(., first word, capitali*ation, endin( punctuationE.
3honological Awareness
MA2*2 *2 Demonstrate understandin( of spo.en words, syllables, and sounds DphonemesE. a. Reco(ni*e and produce rhymin( words. b. Count, pronounce, blend, and se(ment syllables in spo.en words. c. lend and se(ment onsets and rimes of sin(le%syllable spo.en words. d. 0solate and pronounce the initial, medial 'owel, and final sounds DphonemesE in three% phoneme Dconsonant%'owel%consonant, or C"CE words.Q DThis does not include C"Cs endin( with HlH, HrH, or H/H.E e. +dd or substitute indi'idual sounds DphonemesE in simple, one%syllable words to ma.e new words. *2 Demonstrate understandin( of spo.en words, syllables, and sounds DphonemesE. a. Distin(uish lon( from short 'owel sounds in spo.en sin(le%syllable words. b. Orally produce sin(le%syllable words by blendin( sounds DphonemesE, includin( consonant blends. c. 0solate and pronounce initial, medial 'owel, and final sounds DphonemesE in spo.en sin(le%syllable words. d. Se(ment spo.en sin(le%syllable words into their complete se1uence of indi'idual sounds DphonemesE.
Q,ords, syllables, or phonemes written in HslashesHrefer to their pronunciation or phonolo(y. Thus, HC"CH is a word with three phonemes re(ardless of the number of letters in the spellin( of the word.
7?

.re/K!ndergartners Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG 3honics and %ord 6ecognition
MA232 Demonstrate be(innin( understandin( of phonics and word analysis s.ills. M+.:.a. Cin. an initial sound to a picture of an obFect that be(ins with that sound and, with (uidance and support, to the correspondin( printed letter De.(., lin. the initial sound /b/ to a picture of a ball and, with support, to a printed or written > >E. b. D e(ins in .inder(arten or when the indi'idual child is readyE M+.:.c. Reco(ni*e one)s own name and familiar common si(ns and labels De.(., STO$E. d. D e(ins in .inder(arten or when the indi'idual child is readyE 32
RRFS
K!ndergartnersG Grade , st#dentsG
32 -now and apply (rade%le'el phonics and word analysis s.ills in decodin( words. a. -now the spellin(%sound correspondences for common consonant di(raphs. b. Decode re(ularly spelled one%syllable words. c. -now final 4e and common 'owel team con'entions for representin( lon( 'owel sounds. d. Gse .nowled(e that e'ery syllable must ha'e a 'owel sound to determine the number of syllables in a printed word. e. Decode two%syllable words followin( basic patterns by brea.in( the words into syllables. f. Read words with inflectional endin(s. (. Reco(ni*e and read (rade%appropriate irre(ularly spelled words. Read with sufficient accuracy and fluency to support comprehension. a. Read (rade%le'el te/t with purpose and understandin(. b. Read (rade%le'el te/t orally with accuracy, appropriate rate, and e/pression on successi'e readin(s. c. Gse conte/t to confirm or self%correct word reco(nition and understandin(, rereadin( as necessary.
=ote; In pre-2indergarten and 2indergarten9 children are e7pected to demonstrate increasing a&areness and competence in the areas that follo&6
-now and apply (rade%le'el phonics and word analysis s.ills in decodin( words. a. Demonstrate basic .nowled(e of one%to%one letter%sound correspondences by producin( the primary sound or many of the most fre1uent sounds for each consonant. b. +ssociate the lon( and short sounds with common spellin(s D(raphemesE for the fi'e maFor 'owels. c. Read common hi(h%fre1uency words by si(ht De.(., the, o&, to, ou, she, m , is, are, do, doesE. d. Distin(uish between similarly spelled words by identifyin( the sounds of the letters that differ.
.luenc
82 D e(ins in .inder(arten or when the indi'idual child is readyE 82 Read emer(ent%reader te/ts with purpose and understandin(. 82
65 March 2011

Grade * st#dentsG 3honics and %ord 6ecognition
32 -now and apply (rade%le'el phonics and word analysis s.ills in decodin( words. a. Distin(uish lon( and short 'owels when readin( re(ularly spelled one%syllable words. b. -now spellin(%sound correspondences for additional common 'owel teams. c. Decode re(ularly spelled two% syllable words with lon( 'owels. d. Decode words with common prefi/es and suffi/es. e. 0dentify words with inconsistent but common spellin(%sound correspondences. f. Reco(ni*e and read (rade% appropriate irre(ularly spelled words. Read with sufficient accuracy and fluency to support comprehension. a. Read (rade%le'el te/t with purpose and understandin(. b. Read (rade%le'el te/t orally with accuracy, appropriate rate, and e/pression on successi'e readin(s. c. Gse conte/t to confirm or self% correct word reco(nition and understandin(, rereadin( as necessary. 32
RRFS
Grade 8 st#dentsG
32 -now and apply (rade%le'el phonics and word analysis s.ills in decodin( words. a. Gse combined .nowled(e of all letter%sound correspondences, syllabication patterns, and morpholo(y De.(., roots and affi/esE to read accurately unfamiliar multisyllabic words in conte/t and out of conte/t. 32
Grade 3 st#dentsG
-now and apply (rade%le'el phonics and word analysis s.ills in decodin( words. a. 0dentify and .now the meanin( of the most common prefi/es and deri'ational suffi/es. b. Decode words with common Catin suffi/es. c. Decode multisyllable words. d. Read (rade%appropriate irre(ularly spelled words.
Grade 1 st#dentsG
-now and apply (rade%le'el phonics and word analysis s.ills in decodin( words. a. Gse combined .nowled(e of all letter%sound correspondences, syllabication patterns, and morpholo(y De.(., roots and affi/esE to read accurately unfamiliar multisyllabic words in conte/t and out of conte/t.
.luenc
82 82 Read with sufficient accuracy and fluency to support comprehension. a. Read (rade%le'el te/t with purpose and understandin(. b. Read (rade%le'el prose and poetry orally with accuracy, appropriate rate, and e/pression on successi'e readin(s. c. Gse conte/t to confirm or self% correct word reco(nition and understandin(, rereadin( as necessary. 82 Read with sufficient accuracy and fluency to support comprehension. a. Read (rade%le'el te/t with purpose and understandin(. b. Read (rade%le'el prose and poetry orally with accuracy, appropriate rate, and e/pression on successi'e readin(s. c. Gse conte/t to confirm or self% correct word reco(nition and understandin(, rereadin( as necessary. 82 Read with sufficient accuracy and fluency to support comprehension. a. Read (rade%le'el te/t with purpose and understandin(. b. Read (rade%le'el prose and poetry orally with accuracy, appropriate rate, and e/pression on successi'e readin(s. c. Gse conte/t to confirm or self% correct word reco(nition and understandin(, rereadin( as necessary.
67
Co ege and Career Read!ness An$"or Standards for Wr!t!ng

The pre%.I4 standards on the followin( pa(es define what students should understand and be able to do by the end of each (rade. They correspond to the Colle(e and Career Readiness DCCRE anchor standards below by number. The CCR and (rade%specific standards are necessary complementsMthe former pro'idin( broad standards, the latter pro'idin( additional specificityM that to(ether define the s.ills and understandin(s that all students must demonstrate. Note on range and content of student writing
To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the sub&ects they are studying, and con!eying real and imagined experiences and e!ents They learn to appreciate that a "ey purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular tas" and purpose They de!elop the capacity to build "nowledge on a sub&ect through research pro&ects and to respond analytically to literary and informational sources To meet these goals, students must de!ote significant time and effort to writing, producing numerous pieces o!er short and extended time frames throughout the year %
0e8t 0 +es and 3ur+oses<

,2 ,rite ar(uments to support claims in an analysis of substanti'e topics or te/ts, usin( 'alid reasonin( and rele'ant and sufficient e'idence. *2 ,rite informati'eHe/planatory te/ts to e/amine and con'ey comple/ ideas and information clearly and accurately throu(h the effecti'e selection, or(ani*ation, and analysis of content. 32 ,rite narrati'es to de'elop real or ima(ined e/periences or e'ents usin( effecti'e techni1ue, well%chosen details, and well%structured e'ent se1uences. MA232A2 ,rite fiction, personal reflections, poetry, and scripts that demonstrate awareness of literary concepts and (enres.
3roduction and Distribution o& %riting

82 $roduce clear and coherent writin( in which the de'elopment, or(ani*ation, and style are appropriate to tas., purpose, and audience. 12 De'elop and stren(then writin( as needed by plannin(, re'isin(, editin(, rewritin(, or tryin( a new approach. :2 Gse technolo(y, includin( the 0nternet, to produce and publish writin( and to interact and collaborate with others.
6esearch to 2uild and 3resent 5nowledge

72 Conduct short as well as more sustained research proFects based on focused 1uestions, demonstratin( understandin( of the subFect under in'esti(ation. 92 &ather rele'ant information from multiple print and di(ital sources, assess the credibility and accuracy of each source, and inte(rate the information while a'oidin( pla(iarism. 62 Draw e'idence from literary or informational te/ts to support analysis, reflection, and research.
6ange o& %riting

,+2 ,rite routinely o'er e/tended time frames Dtime for research, reflection, and re'isionE and shorter time frames Da sin(le sittin( or a day or twoE for a ran(e of tas.s, purposes, and audiences.
These broad types of writin( include many sub(enres. See +ppendi/ + of the Common Core State Standards for definitions of .ey writin( types.
66 March 2011
,ritin( Standards $re%-I4
R,S
The followin( standards for pre%.I4 offer a focus for instruction each year to help ensure that students (ain ade1uate mastery of a ran(e of s.ills and applications. Each year in their writin(, students should demonstrate increasin( sophistication in all aspects of lan(ua(e use, from 'ocabulary and synta/ to the de'elopment and or(ani*ation of ideas, and they should address increasin(ly demandin( content and sources. Students ad7ancing through the grades are e8+ected to meet each ears grade4s+eci&ic standards and retain or &urther de7elo+ skills and understandings mastered in +receding grades. The e/pected (rowth in student writin( ability is reflected both in the standards themsel'es and in the collection of annotated student writin( samples in +ppendi/ C of the Common Core State Standards. .re/K!ndergartners Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG 0e8t 0 +es and 3ur+oses
MA2,2 MA2*2 MA232 Dictate words to e/press a preference or opinion about a topic De.(., = 0 would li.e to (o to the fire station to see the truc. and meet the firemen.>E. Gse a combination of dictatin( and drawin( to e/plain information about a topic. Gse a combination of dictatin( and drawin( to tell a real or ima(ined story. ,2
K!ndergartnersG
Gse a combination of drawin(, dictatin(, and writin( to compose opinion pieces in which they tell a reader the topic or the name of the boo. they are writin( about and state an opinion or preference about the topic or boo. De.(., - &a7orite book is . . .E. *2 Gse a combination of drawin(, dictatin(, and writin( to compose informati'eHe/planatory te/ts in which they name what they are writin( about and supply some information about the topic. 32 Gse a combination of drawin(, dictatin(, and writin( to narrate a sin(le e'ent or se'eral loosely lin.ed e'ents, tell about the e'ents in the order in which they occurred, and pro'ide a reaction to what happened. MA232A2 ,ith promptin( and support, write or dictate poems with rhyme and repetition. 82 12 :2 D e(ins in (rade :E ,ith (uidance and support from adults, respond to 1uestions and su((estions from peers and add details to stren(then writin( as needed. ,ith (uidance and support from adults, e/plore a 'ariety of di(ital tools to produce and publish writin(, includin( in collaboration with peers. $articipate in shared research and writin( proFects De.(., e/plore a number of boo.s by a fa'orite author and e/press opinions about themE. ,ith (uidance and support from adults, recall information from e/periences or (ather information from pro'ided sources to answer a 1uestion. D e(ins in (rade 8E
MA232A2 D e(ins in .inder(artenE
3roduction and Distribution o& %riting

82 12 MA2:2 D e(ins in (rade :E D e(ins in .inder(arten or when an indi'idual student is readyE Reco(ni*e that di(ital tools De.(., computers, cell phones, cameras, and other de'icesE are used for communication and, with support and (uidance, use them to con'ey messa(es in pictures andHor words. D e(ins in .inder(arten or when an indi'idual student is readyE D e(ins in .inder(arten or when an indi'idual student is readyE D e(ins in (rade 8E D e(ins in (rade :E

72 92 62 ,+2 72 92 62

,+2 D e(ins in (rade :E
6:

Grade , st#dentsG 0e8t 0 +es and 3ur+oses
,2 ,rite opinion pieces in which they introduce the topic or name the boo. they are writin( about, state an opinion, supply a reason for the opinion, and pro'ide some sense of closure. ,2
R,S
Grade * st#dentsG
,rite opinion pieces in which they introduce the topic or boo. they are writin( about, state an opinion, supply reasons that support the opinion, use lin.in( words De.(., because, and, alsoE to connect opinion and reasons, and pro'ide a concludin( statement or section. ,2
Grade 3 st#dentsG
,rite opinion pieces on topics or te/ts, supportin( a point of 'iew with reasons. a. 0ntroduce the topic or te/t they are writin( about, state an opinion, and create an or(ani*ational structure that lists reasons. b. $ro'ide reasons that support the opinion. c. Gse lin.in( words and phrases De.(., because, there&ore, since, &or e8am+leE to connect opinion and reasons. d. $ro'ide a concludin( statement or section. *2 ,rite informati'eHe/planatory te/ts to e/amine a topic and con'ey ideas and information clearly. a. 0ntroduce a topic and (roup related information to(etherL include illustrations when useful to aidin( comprehension. b. De'elop the topic with facts, definitions, and details. c. Gse lin.in( words and phrases De.(., also, another, and, more, butE to connect ideas within cate(ories of information. d. $ro'ide a concludin( statement or section. 32 ,rite narrati'es to de'elop real or ima(ined e/periences or e'ents usin( effecti'e techni1ue, descripti'e details, and clear e'ent se1uences. a. Establish a situation and introduce a narrator andHor charactersL or(ani*e an e'ent se1uence that unfolds naturally. b. Gse dialo(ue and descriptions of actions, thou(hts, and feelin(s to de'elop e/periences and e'ents or show the response of characters to situations. c. Gse temporal words and phrases to si(nal e'ent order. d. $ro'ide a sense of closure. MA232A2 ,rite poems, descriptions, and stories in which fi(urati'e lan(ua(e and the sounds of words De.(., alliteration, onomatopoeia, rhymeE are .ey elements.
*2
,rite informati'eHe/planatory te/ts in which they name a topic, supply some facts about the topic, and pro'ide some sense of closure.
*2
,rite informati'eHe/planatory te/ts in which they introduce a topic, use facts and definitions to de'elop points, and pro'ide a concludin( statement or section.
32
,rite narrati'es in which they recount two or more appropriately se1uenced e'ents, include some details re(ardin( what happened, use temporal words to si(nal e'ent order, and pro'ide some sense of closure.
32
,rite narrati'es in which they recount a well% elaborated e'ent or short se1uence of e'ents, include details to describe actions, thou(hts, and feelin(s, use temporal words to si(nal e'ent order, and pro'ide a sense of closure.
MA232A2 ,rite poems with rhyme and repetition.
MA232A2 ,rite stories or poems with dialo(ue.
68 March 2011

Grade , st#dentsG 3roduction and Distribution o& %riting
82 D e(ins in (rade :E 82
R,S
Grade * st#dentsG
D e(ins in (rade :E
Grade 3 st#dentsG
82 ,ith (uidance and support from adults, produce writin( in which the de'elopment and or(ani*ation are appropriate to tas. and purpose. D&rade%specific e/pectations for writin( types are defined in standards 7I: abo'e.E 12 ,ith (uidance and support from peers and adults, de'elop and stren(then writin( as needed by plannin(, re'isin(, and editin(. DEditin( for con'entions should demonstrate command of Can(ua(e standards 7I: up to and includin( (rade : on pa(es :;I:3.E :2 ,ith (uidance and support from adults, use technolo(y to produce and publish writin( Dusin( .eyboardin( s.illsE as well as to interact and collaborate with others. 72 Conduct short research proFects that build .nowled(e about a topic. Recall information from e/periences or (ather information from print and di(ital sourcesL ta.e brief notes on sources and sort e'idence into pro'ided cate(ories. D e(ins in (rade 8E
12
,ith (uidance and support from adults, focus on a topic, respond to 1uestions and su((estions from peers, and add details to stren(then writin( as needed. ,ith (uidance and support from adults, use a 'ariety of di(ital tools to produce and publish writin(, includin( in collaboration with peers. $articipate in shared research and writin( proFects De.(., e/plore a number of =how%to> boo.s on a (i'en topic and use them to write a se1uence of instructionsE. ,ith (uidance and support from adults, recall information from e/periences or (ather information from pro'ided sources to answer a 1uestion. D e(ins in (rade 8E
12
,ith (uidance and support from adults and peers, focus on a topic and stren(then writin( as needed by re'isin( and editin(.
:2
:2
,ith (uidance and support from adults, use a 'ariety of di(ital tools to produce and publish writin(, includin( in collaboration with peers. $articipate in shared research and writin( proFects De.(., read a number of boo.s on a sin(le topic to produce a reportL record science obser'ationsE. Recall information from e/periences or (ather information from pro'ided sources to answer a 1uestion. D e(ins in (rade 8E

72 72
92
92
92
62
62
62
6ange o& %riting

,+2 D e(ins in (rade :E ,+2 D e(ins in (rade :E ,+2 ,rite routinely o'er e/tended time frames Dtime for research, reflection, and re'isionE and shorter time frames Da sin(le sittin( or a day or twoE for a ran(e of discipline%specific tas.s, purposes, and audiences.
64

Grade 8 st#dentsG 0e8t 0 +es and 3ur+oses
,2 ,rite opinion pieces on topics or te/ts, supportin( a point of 'iew with reasons and information. a. 0ntroduce a topic or te/t clearly, state an opinion, and create an or(ani*ational structure in which related ideas are (rouped to support the writer)s purpose. b. $ro'ide reasons that are supported by facts and details. c. Cin. opinion and reasons usin( words and phrases De.(., &or instance, in order to# in additionE. d. $ro'ide a concludin( statement or section related to the opinion presented. *2 ,rite informati'eHe/planatory te/ts to e/amine a topic and con'ey ideas and information clearly. a. 0ntroduce a topic clearly and (roup related information in para(raphs and sectionsL include formattin( De.(., headin(sE, illustrations, and multimedia when useful to aidin( comprehension. b. De'elop the topic with facts, definitions, concrete details, 1uotations, or other information and e/amples related to the topic. c. Cin. ideas within cate(ories of information usin( words and phrases De.(., another, &or e8am+le, also, becauseE. d. Gse precise lan(ua(e and domain%specific 'ocabulary to inform about or e/plain the topic. e. $ro'ide a concludin( statement or section related to the information or e/planation presented. 32 ,rite narrati'es to de'elop real or ima(ined e/periences or e'ents usin( effecti'e techni1ue, descripti'e details, and clear e'ent se1uences. a. Orient the reader by establishin( a situation and introducin( a narrator andHor charactersL or(ani*e an e'ent se1uence that unfolds naturally. b. Gse dialo(ue and description to de'elop e/periences and e'ents or show the responses of characters to situations. c. Gse a 'ariety of transitional words and phrases to mana(e the se1uence of e'ents. d. Gse concrete words and phrases and sensory details to con'ey e/periences and e'ents precisely. e. $ro'ide a conclusion that follows from the narrated e/periences or e'ents. MA232A2 ,rite stories, poems, and scripts that use similes andHor metaphors. ,2
R,S
Grade 1 st#dentsG
,rite opinion pieces on topics or te/ts, supportin( a point of 'iew with reasons and information. a. 0ntroduce a topic or te/t clearly, state an opinion, and create an or(ani*ational structure in which ideas are lo(ically (rouped to support the writer)s purpose. b. $ro'ide lo(ically ordered reasons that are supported by facts and details. c. Cin. opinion and reasons usin( words, phrases, and clauses De.(., conse=uentl , s+eci&icall E. d. $ro'ide a concludin( statement or section related to the opinion presented. *2 ,rite informati'eHe/planatory te/ts to e/amine a topic and con'ey ideas and information clearly. a. 0ntroduce a topic clearly, pro'ide a (eneral obser'ation and focus, and (roup related information lo(icallyL include formattin( De.(., headin(sE, illustrations, and multimedia when useful to aidin( comprehension. b. De'elop the topic with facts, definitions, concrete details, 1uotations, or other information and e/amples related to the topic. c. Cin. ideas within and across cate(ories of information usin( words, phrases, and clauses De.(., in contrast, es+eciall E. d. Gse precise lan(ua(e and domain%specific 'ocabulary to inform about or e/plain the topic. e. $ro'ide a concludin( statement or section related to the information or e/planation presented. 32 ,rite narrati'es to de'elop real or ima(ined e/periences or e'ents usin( effecti'e techni1ue, descripti'e details, and clear e'ent se1uences. a. Orient the reader by establishin( a situation and introducin( a narrator andHor charactersL or(ani*e an e'ent se1uence that unfolds naturally. b. Gse narrati'e techni1ues, such as dialo(ue, description, and pacin(, to de'elop e/periences and e'ents or show the responses of characters to situations. c. Gse a 'ariety of transitional words, phrases, and clauses to mana(e the se1uence of e'ents. d. Gse concrete words and phrases and sensory details to con'ey e/periences and e'ents precisely. e. $ro'ide a conclusion that follows from the narrated e/periences or e'ents. MA232A2 ,rite stories, poems, and scripts that draw on characteristics of tall tales or myths, or of modern (enres such as mysteries, fantasies, and historical fiction.
6; March 2011

Grade 8 st#dentsG 3roduction and Distribution o& %riting
82 12 $roduce clear and coherent writin( in which the de'elopment and or(ani*ation are appropriate to tas., purpose, and audience. D&rade%specific e/pectations for writin( types are defined in standards 7I: abo'e.E ,ith (uidance and support from peers and adults, de'elop and stren(then writin( as needed by plannin(, re'isin(, and editin(. DEditin( for con'entions should demonstrate command of Can(ua(e standards 7I: up to and includin( (rade 8 on pa(e :?E ,ith some (uidance and support from adults, use technolo(y, includin( the 0nternet, to produce and publish writin( as well as to interact and collaborate with othersL demonstrate sufficient command of .eyboardin( s.ills to type a minimum of one pa(e in a sin(le sittin(. Conduct short research proFects that build .nowled(e throu(h in'esti(ation of different aspects of a topic. Recall rele'ant information from e/periences or (ather rele'ant information from print and di(ital sourcesL ta.e notes and cate(ori*e information, and pro'ide a list of sources. Draw e'idence from literary or informational te/ts to support analysis, reflection, and research. a. +pply grade ; 6eading standards to literature De.(., =Describe in depth a character, settin(, or e'ent in a story or drama, drawin( on specific details in the te/t Re.(., a character)s thou(hts, words, or actionsS.>E. b. +pply grade ; 6eading standards to informational te/ts De.(., =E/plain how an author uses reasons and e'idence to support particular points in a te/t>E. 82 12
R,S
Grade 1 st#dentsG
$roduce clear and coherent writin( in which the de'elopment and or(ani*ation are appropriate to tas., purpose, and audience. D&rade%specific e/pectations for writin( types are defined in standards 7I: abo'e.E ,ith (uidance and support from peers and adults, de'elop and stren(then writin( as needed by plannin(, re'isin(, editin(, rewritin(, or tryin( a new approach. DEditin( for con'entions should demonstrate command of Can(ua(e standards 7I: up to and includin( (rade 4 on pa(e :?.E ,ith some (uidance and support from adults, use technolo(y, includin( the 0nternet, to produce and publish writin( as well as to interact and collaborate with othersL demonstrate sufficient command of .eyboardin( s.ills to type a minimum of two pa(es in a sin(le sittin(. Conduct short research proFects that use se'eral sources to build .nowled(e throu(h in'esti(ation of different aspects of a topic. Recall rele'ant information from e/periences or (ather rele'ant information from print and di(ital sourcesL summari*e or paraphrase information in notes and finished wor., and pro'ide a list of sources. Draw e'idence from literary or informational te/ts to support analysis, reflection, and research. a. +pply grade 5 6eading standards to literature De.(., =Compare and contrast two or more characters, settin(s, or e'ents in a story or a drama, drawin( on specific details in the te/t Re.(., how characters interactS>E. b. +pply grade 5 6eading standards to informational te/ts De.(., =E/plain how an author uses reasons and e'idence to support particular points in a te/t, identifyin( which reasons and e'idence support which pointRsS>E.
:2
:2

72 92 62 72 92 62
6ange o& %riting

,+2 ,rite routinely o'er e/tended time frames Dtime for research, reflection, and re'isionE and shorter time frames Da sin(le sittin( or a day or twoE for a ran(e of discipline%specific tas.s, purposes, and audiences. ,+2 ,rite routinely o'er e/tended time frames Dtime for research, reflection, and re'isionE and shorter time frames Da sin(le sittin( or a day or twoE for a ran(e of discipline% specific tas.s, purposes, and audiences.
63
Co ege and Career Read!ness An$"or Standards for S4ea5!ng and L!sten!ng
Note on range and content of student speaking and listening

To build a foundation for college and career readiness, students must ha!e ample opportunities to ta"e part in a !ariety of rich, structured con!ersations 'as part of a whole class, in small groups, and with a partner #eing producti!e members of these con!ersations requires that students contribute accurate, rele!ant information( respond to and de!elop what others ha!e said( ma"e comparisons and contrasts( and analy)e and synthesi)e a multitude of ideas in !arious domains *ew technologies ha!e broadened and expanded the role that spea"ing and listening play in acquiring and sharing "nowledge and ha!e tightened their lin" to other forms of communication +igital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlin"s, and embedded !ideo and audio
Com+rehension and Collaboration

,2 $repare for and participate effecti'ely in a ran(e of con'ersations and collaborations with di'erse partners, buildin( on others) ideas and e/pressin( their own clearly and persuasi'ely. *2 0nte(rate and e'aluate information presented in di'erse media and formats, includin( 'isually, 1uantitati'ely, and orally. 32 E'aluate a spea.er)s point of 'iew, reasonin(, and use of e'idence and rhetoric.
3resentation o& 5nowledge and $deas

82 $resent information, findin(s, and supportin( e'idence such that listeners can follow the line of reasonin( and the or(ani*ation, de'elopment, and style are appropriate to tas., purpose, and audience. 12 Ma.e strate(ic use of di(ital media and 'isual displays of data to e/press information and enhance understandin( of presentations. :2 +dapt speech to a 'ariety of conte/ts and communicati'e tas.s, demonstratin( command of formal En(lish when indicated or appropriate.
69 March 2011
Spea.in( and Cistenin( Standards $re%-I4
RSCS
The followin( standards for pre%.I4 offer a focus for instruction each year to help ensure that students (ain ade1uate mastery of a ran(e of s.ills and applications. Students ad7ancing through the grades are e8+ected to meet each ears grade4s+eci&ic standards and retain or &urther de7elo+ skills and understandings mastered in +receding grades. .re/K!ndergartners Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG Com+rehension and Collaboration
MA2,2 $articipate in collaborati'e con'ersations with di'erse partners durin( daily routines and play. M+.7.a. Obser'e and use appropriate ways of interactin( in a (roup De.(., ta.in( turns in tal.in(, listenin( to peers, waitin( to spea. until another person is finished tal.in(, as.in( 1uestions and waitin( for an answer, (ainin( the floor in appropriate waysE. M+.7.b. Continue a con'ersation throu(h multiple e/chan(es. Recall information for short periods of time and retell, act out, or represent information from a te/t read aloud, a recordin(, or a 'ideo De.(., watch a 'ideo about birds and their habitats and ma.e drawin(s or constructions of birds and their nestsE. +s. and answer 1uestions in order to see. help, (et information, or clarify somethin( that is not understood. Describe personal e/periencesL tell real or ima(ined stories. Create representations of e/periences or stories De.(., drawin(s, constructions with bloc.s or other materials, clay modelsE and e/plain them to others. Spea. audibly and e/press thou(hts, feelin(s, and ideas. ,2
K!ndergartnersG
$articipate in collaborati'e con'ersations with di'erse partners about kindergarten to+ics and te8ts with peers and adults in small and lar(er (roups. a. Follow a(reed%upon rules for discussions De.(., listenin( to others and ta.in( turns spea.in( about the topics and te/ts under discussionE. b. Continue a con'ersation throu(h multiple e/chan(es. Confirm understandin( of a te/t read aloud or information presented orally or throu(h other media by as.in( and answerin( 1uestions about .ey details and re1uestin( clarification if somethin( is not understood. +s. and answer 1uestions in order to see. help, (et information, or clarify somethin( that is not understood Describe familiar people, places, thin(s, and e'ents and, with promptin( and support, pro'ide additional detail. +dd drawin(s or other 'isual displays to descriptions as desired to pro'ide additional detail. Spea. audibly and e/press thou(hts, feelin(s, and ideas clearly.
MA2*2
*2
MA232 MA282 MA212 MA2:2
32 82 12 :2
6?

Grade , st#dentsG Com+rehension and Collaboration
,2 $articipate in collaborati'e con'ersations with di'erse partners about grade ' to+ics and te8ts with peers and adults in small and lar(er (roups. a. Follow a(reed%upon rules for discussions De.(., listenin( to others with care, spea.in( one at a time about the topics and te/ts under discussionE. b. uild on others) tal. in con'ersations by respondin( to the comments of others throu(h multiple e/chan(es. c. +s. 1uestions to clear up any confusion about the topics and te/ts under discussion. ,2
RSCS
Grade * st#dentsG Grade 3 st#dentsG
,2 En(a(e effecti'ely in a ran(e of collaborati'e discussions Done%on%one, in (roups, and teacher%ledE with di'erse partners on grade * to+ics and te8ts, buildin( on others) ideas and e/pressin( their own clearly. a. Come to discussions prepared, ha'in( read or studied re1uired materialL e/plicitly draw on that preparation and other information .nown about the topic to e/plore ideas under discussion. b. Follow a(reed%upon rules for discussions De.(., (ainin( the floor in respectful ways, listenin( to others with care, spea.in( one at a time about the topics and te/ts under discussionE. c. +s. 1uestions to chec. understandin( of information presented, stay on topic, and lin. their comments to the remar.s of others. d. E/plain their own ideas and understandin( in li(ht of the discussion. Determine the main ideas and supportin( details of a te/t read aloud or information presented in di'erse media and formats, includin( 'isually, 1uantitati'ely, and orally. +s. and answer 1uestions about information from a spea.er, offerin( appropriate elaboration and detail.
$articipate in collaborati'e con'ersations with di'erse partners about grade : to+ics and te8ts with peers and adults in small and lar(er (roups. a. Follow a(reed%upon rules for discussions De.(., (ainin( the floor in respectful ways, listenin( to others with care, spea.in( one at a time about the topics and te/ts under discussionE. b. uild on others) tal. in con'ersations by lin.in( their comments to the remar.s of others. c. +s. for clarification and further e/planation as needed about the topics and te/ts under discussion.
*2
+s. and answer 1uestions about .ey details in a te/t read aloud or information presented orally or throu(h other media. +s. and answer 1uestions about what a spea.er says in order to (ather additional information or clarify somethin( that is not understood. Describe people, places, thin(s, and e'ents with rele'ant details, e/pressin( ideas and feelin(s clearly. +dd drawin(s or other 'isual displays to descriptions when appropriate to clarify ideas, thou(hts, and feelin(s. $roduce complete sentences when appropriate to tas. and situation. DSee (rade 7 Can(ua(e standard 7 on pa(e :; for specific e/pectations.E
*2
Recount or describe .ey ideas or details from a te/t read aloud or information presented orally or throu(h other media. +s. and answer 1uestions about what a spea.er says in order to clarify comprehension, (ather additional information, or deepen understandin( of a topic or issue. Tell a story or recount an e/perience with appropriate facts and rele'ant, descripti'e details, spea.in( audibly in coherent sentences. Create audio recordin(s of stories or poemsL add drawin(s or other 'isual displays to stories or recounts of e/periences when appropriate to clarify ideas, thou(hts, and feelin(s. $roduce complete sentences when appropriate to tas. and situation in order to pro'ide re1uested detail or clarification. DSee (rade 6 Can(ua(e standards 7 and : on pa(es :;I:3 for specific e/pectations.E
*2
32
32
32

82 82 82 Report on a topic or te/t, tell a story, or recount an e/perience with appropriate facts and rele'ant, descripti'e details, spea.in( clearly at an understandable pace. Create en(a(in( audio recordin(s of stories or poems that demonstrate fluid readin( at an understandable paceL add 'isual displays when appropriate to emphasi*e or enhance certain facts or details. Spea. in complete sentences when appropriate to tas. and situation in order to pro'ide re1uested detail or clarification. DSee (rade : Can(ua(e standards 7 and : on pa(es :;I:3 for specific e/pectations.E
12
12
12
:2
:2
:2
:5 March 2011

Grade 8 st#dentsG Com+rehension and Collaboration
,2 En(a(e effecti'ely in a ran(e of collaborati'e discussions Done%on%one, in (roups, and teacher%ledE with di'erse partners on grade ; to+ics and te8ts, buildin( on others) ideas and e/pressin( their own clearly. a. Come to discussions prepared, ha'in( read or studied re1uired materialL e/plicitly draw on that preparation and other information .nown about the topic to e/plore ideas under discussion. b. Follow a(reed%upon rules for discussions and carry out assi(ned roles. c. $ose and respond to specific 1uestions to clarify or follow up on information, and ma.e comments that contribute to the discussion and lin. to the remar.s of others. d. Re'iew the .ey ideas e/pressed and e/plain their own ideas and understandin( in li(ht of the discussion. $araphrase portions of a te/t read aloud or information presented in di'erse media and formats, includin( 'isually, 1uantitati'ely, and orally. 0dentify the reasons and e'idence a spea.er pro'ides to support particular points. Report on a topic or te/t, tell a story, or recount an e/perience in an or(ani*ed manner, usin( appropriate facts and rele'ant, descripti'e details to support main ideas or themesL spea. clearly at an understandable pace. +dd audio recordin(s and 'isual displays to presentations when appropriate to enhance the de'elopment of main ideas or themes. Differentiate between conte/ts that call for formal En(lish De.(., presentin( ideasE and situations where informal discourse is appropriate De.(., small%(roup discussionEL use formal En(lish when appropriate to tas. and situation. DSee (rade 8 Can(ua(e standards 7 and : on pa(e :? for specific e/pectations.E ,2
RSCS
Grade 1 st#dentsG
En(a(e effecti'ely in a ran(e of collaborati'e discussions Done%on%one, in (roups, and teacher%ledE with di'erse partners on grade 5 to+ics and te8ts, buildin( on others) ideas and e/pressin( their own clearly. a. Come to discussions prepared, ha'in( read or studied re1uired materialL e/plicitly draw on that preparation and other information .nown about the topic to e/plore ideas under discussion. b. Follow a(reed%upon rules for discussions and carry out assi(ned roles. c. $ose and respond to specific 1uestions by ma.in( comments that contribute to the discussion and elaborate on the remar.s of others. d. Re'iew the .ey ideas e/pressed and draw conclusions in li(ht of information and .nowled(e (ained from the discussions. Summari*e a written te/t read aloud or information presented in di'erse media and formats, includin( 'isually, 1uantitati'ely, and orally. Summari*e the points a spea.er ma.es and e/plain how each claim is supported by reasons and e'idence. Report on a topic or te/t or present an opinion, se1uencin( ideas lo(ically and usin( appropriate facts and rele'ant, descripti'e details to support main ideas or themesL spea. clearly at an understandable pace. 0nclude multimedia components De.(., (raphics, soundE and 'isual displays in presentations when appropriate to enhance the de'elopment of main ideas or themes. +dapt speech to a 'ariety of conte/ts and tas.s, usin( formal En(lish when appropriate to tas. and situation. DSee (rade 4 Can(ua(e standards 7 and : on pa(e :? for specific e/pectations.E
*2 32 82 12 :2
*2 32 82 12 :2
:7
Co ege and Career Read!ness An$"or Standards for Lang#age

Note on range and content of student language use

To build a foundation for college and career readiness in language, students must gain control o!er many con!entions of standard English grammar, usage, and mechanics as well as learn other ways to use language to con!ey meaning effecti!ely They must also be able to determine or clarify the meaning of gradeappropriate words encountered through listening, reading, and media use( come to appreciate that words ha!e nonliteral meanings, shadings of meaning, and relationships to other words( and expand their !ocabulary in the course of studying content The inclusion of Language standards in their own strand should not be ta"en as an indication that s"ills related to con!entions, effecti!e language use, and !ocabulary are unimportant to reading, writing, spea"ing, and listening( indeed, they are inseparable from such contexts
Con7entions o& Standard English

,2 Demonstrate command of the con'entions of standard En(lish (rammar and usa(e when writin( or spea.in(. *2 Demonstrate command of the con'entions of standard En(lish capitali*ation, punctuation, and spellin( when writin(.
5nowledge o& Language

32 +pply .nowled(e of lan(ua(e to understand how lan(ua(e functions in different conte/ts, to ma.e effecti'e choices for meanin( or style, and to comprehend more fully when readin( or listenin(.
>ocabular Ac=uisition and ?se

82 Determine or clarify the meanin( of un.nown and multiple%meanin( words and phrases by usin( conte/t clues, analy*in( meanin(ful word parts, and consultin( (eneral and speciali*ed reference materials, as appropriate. 12 Demonstrate understandin( of fi(urati'e lan(ua(e, word relationships and nuances in word meanin(s. :2 +c1uire and use accurately a ran(e of (eneral academic and domain%specific words and phrases sufficient for readin(, writin(, spea.in(, and listenin( at the colle(e and career readiness le'elL demonstrate independence in (atherin( 'ocabulary .nowled(e when encounterin( an un.nown term important to comprehension or e/pression.
:6 March 2011
Can(ua(e Standards $re%-I4
RCS
The followin( standards for (rades pre%.I4 offer a focus for instruction each year to help ensure that students (ain ade1uate mastery of a ran(e of s.ills and applications. Students ad7ancing through the grades are e8+ected to meet each ears grade4s+eci&ic standards and retain or &urther de7elo+ skills and understandings mastered in +receding grades. e(innin( in (rade :, s.ills and understandin(s that are particularly li.ely to re1uire continued attention in hi(her (rades as they are applied to increasin(ly sophisticated writin( and spea.in( are mar.ed with an asteris. DQE. See the table on pa(e 87 for a complete list and +ppendi/ + of the Common Core State Standards for an e/ample of how these s.ills de'elop in sophistication. .re/K!ndergartners Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG Con7entions o& Standard English
MA2,2 Demonstrate use of oral lan(ua(e in informal e'eryday acti'ities. a. D e(ins in .inder(artenE M+.7.b. Gse fre1uently occurrin( nouns and 'erbs. M+.7.c. Form re(ular plural nouns. M+.7.d. Gnderstand and use 1uestion words De.(., who, what, where, when, wh , howE. M+.7.e. Gse the most fre1uently occurrin( prepositions De.(.# to# &rom# in# out# on# o&&# &or# o&# b # withE. M+.7.f. Demonstrate the ability to spea. in complete sentences. M+.7.(. Gse 'ocabulary in the -assachusetts Curriculum .ramework &or -athematics pre%.inder(arten standards to e/press concepts related to length# area# weight# ca+acit # and 7olume. D e(ins in .inder(artenE ,2
K!ndergartnersG
Demonstrate command of the con'entions of standard En(lish (rammar and usa(e when writin( or spea.in(. a. $rint many upper% and lowercase letters. b. Gse fre1uently occurrin( nouns and 'erbs. c. Form re(ular plural nouns orally by addin( HsH or HesH De.(., dog, dogsL wish, wishesE. d. Gnderstand and use 1uestion words Dinterro(ati'esE De.(., who, what, where, when, wh , howE. e. Gse the most fre1uently occurrin( prepositions De.(., to, &rom, in, out, on, o&&, &or, o&, b , withE. f. $roduce and e/pand complete sentences in shared lan(ua(e acti'ities. Demonstrate command of the con'entions of standard En(lish capitali*ation, punctuation, and spellin( when writin(. a. Capitali*e the first word in a sentence and the pronoun $. b. Reco(ni*e and name end punctuation. c. ,rite a letter or letters for most consonant and short%'owel sounds DphonemesE. d. Spell simple words phonetically, drawin( on .nowled(e of sound%letter relationships.
*2
*2

32 D e(ins in (rade 6E 32 D e(ins in (rade 6E

RCS
::
.re/K!ndergartners Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG >ocabular Ac=uisition and ?se
MA282 +s. and answer 1uestions about the meanin(s of new words and phrases introduced throu(h boo.s, acti'ities, and play. M+.8.a. ,ith (uidance and support, (enerate words that are similar in meanin( De.(., ha++ /glad# angr /madE. b. D e(ins in .inder(artenE ,ith (uidance and support from adults, e/plore word relationships and nuances of word meanin(s. M+.4.a. Demonstrate understandin( of concepts by sortin( common obFects into cate(ories De.(., sort obFects by color, shape, or te/tureE. b. D e(ins in .inder(artenE M+.4.c. +pply words learned in classroom acti'ities to real%life e/amples De.(., name places in school that are fun, 1uiet, or noisyE. d. D e(ins in .inder(artenE Gse words and phrases ac1uired throu(h con'ersations, listenin( to boo.s read aloud, acti'ities, and play. 82
K!ndergartnersG
Determine or clarify the meanin( of un.nown and multiple%meanin( words and phrases based on kindergarten reading and content. a. 0dentify new meanin(s for familiar words and apply them accurately De.(., .nowin( duck is a bird and learnin( the 'erb to duckE. Gse the most fre1uently occurrin( inflections and affi/es De.(., %ed, %s, re%, un%, +re%, %&ul, %lessE as a clue to the meanin( of an un.nown word. ,ith (uidance and support from adults, e/plore word relationships and nuances in word meanin(s. a. Sort common obFects into cate(ories De.(., shapes, foodsE to (ain a sense of the concepts the cate(ories represent. b. Demonstrate understandin( of fre1uently occurrin( 'erbs and adFecti'es by relatin( them to their opposites DantonymsE. c. 0dentify real%life connections between words and their use De.(., note places at school that are color&ulE. d. Distin(uish shades of meanin( amon( 'erbs describin( the same (eneral action De.(., walk, march, strut, +ranceE by actin( out the meanin(s. Gse words and phrases ac1uired throu(h con'ersations, readin( and bein( read to, and respondin( to te/ts.
b. 12
MA212
MA2:2
:2
:8 March 2011

Grade , st#dentsG Con7entions o& Standard English
,2 Demonstrate command of the con'entions of ,2 standard En(lish (rammar and usa(e when writin( or spea.in(. a. $rint all upper% and lowercase letters. b. Gse common, proper, and possessi'e nouns. c. Gse sin(ular and plural nouns with matchin( 'erbs in basic sentences De.(., !e ho+sL %e ho+E. d. Gse personal, possessi'e, and indefinite pronouns De.(., $, me, m L the , them, theirL an one, e7er thingE. e. Gse 'erbs to con'ey a sense of past, present, and future De.(., @esterda $ walked homeL 0oda $ walk homeL 0omorrow $ will walk homeE. f. Gse fre1uently occurrin( adFecti'es. (. Gse fre1uently occurrin( conFunctions De.(., and, but, or, so, becauseE. h. Gse determiners De.(., articles, demonstrati'esE. i. Gse fre1uently occurrin( prepositions De.(., during, be ond, towardE. F. $roduce and e/pand complete simple and compound declarati'e, interro(ati'e, imperati'e, and e/clamatory sentences in response to prompts. Demonstrate command of the con'entions of standard *2 En(lish capitali*ation, punctuation, and spellin( when writin(. a. Capitali*e dates and names of people. b. Gse end punctuation for sentences. c. Gse commas in dates and to separate sin(le words in a series. d. Gse con'entional spellin( for words with common spellin( patterns and for fre1uently occurrin( irre(ular words. e. Spell untau(ht words phonetically, drawin( on phonemic awareness and spellin( con'entions.
RCS
Grade * st#dentsG
Demonstrate command of the con'entions of standard En(lish (rammar and usa(e when writin( or spea.in(. a. Gse collecti'e nouns De.(., grou+E. b. Form and use fre1uently occurrin( irre(ular plural nouns De.(., &eet, children, teeth, mice, &ishE. c. Gse refle/i'e pronouns De.(., m sel&, oursel7esE. d. Form and use the past tense of fre1uently occurrin( irre(ular 'erbs De.(., sat, hid, toldE. e. Gse adFecti'es and ad'erbs, and choose between them dependin( on what is to be modified. f. $roduce, e/pand, and rearran(e complete simple and compound sentences De.(., 0he bo watched the mo7ieL 0he little bo watched the mo7ieL 0he action mo7ie was watched b the little bo E. M+.7.(. Read, pronounce, write, and understand the meanin( of common abbre'iations for titles, locations, and time periods De.(., Dr., Ms., Mrs., St., Rd., +'e., M+, G.S., months, days of the wee., a.m., p.m.E Demonstrate command of the con'entions of standard En(lish capitali*ation, punctuation, and spellin( when writin(. a. Capitali*e holidays, product names, and (eo(raphic names. b. Gse commas in (reetin(s and closin(s of letters. c. Gse an apostrophe to form contractions and fre1uently occurrin( possessi'es. d. &enerali*e learned spellin( patterns when writin( words De.(., cage A badgeL bo A boilE. e. Consult reference materials, includin( be(innin( dictionaries, as needed to chec. and correct spellin(s. ,2
Grade 3 st#dentsG
Demonstrate command of the con'entions of standard En(lish (rammar and usa(e when writin( or spea.in(. a. E/plain the function of nouns, pronouns, 'erbs, adFecti'es, and ad'erbs in (eneral and their functions in particular sentences. b. Form and use re(ular and irre(ular plural nouns. c. Gse abstract nouns De.(., childhoodE. d. Form and use re(ular and irre(ular 'erbs. e. Form and use the simple De.(., $ walkedL $ walkL $ will walkE 'erb tenses. f. Ensure subFect%'erb and pronoun%antecedent a(reement.Q (. Form and use comparati'e and superlati'e adFecti'es and ad'erbs, and choose between them dependin( on what is to be modified. h. Gse coordinatin( and subordinatin( conFunctions. i. $roduce simple, compound, and comple/ sentences.
*2
*2
Demonstrate command of the con'entions of standard En(lish capitali*ation, punctuation, and spellin( when writin(. a. Capitali*e appropriate words in titles. b. Gse commas in addresses. c. Gse commas and 1uotation mar.s in dialo(ue. d. Form and use possessi'es. e. Gse con'entional spellin( for hi(h%fre1uency and other studied words and for addin( suffi/es to base words De.(., sitting, smiled, cries, ha++inessE. f. Gse spellin( patterns and (enerali*ations De.(., word families, position%based spellin(s, syllable patterns, endin( rules, meanin(ful word partsE in writin( words. (. Consult reference materials, includin( be(innin( dictionaries, as needed to chec. and correct spellin(s.
Q These s.ills and understandin(s are particularly li.ely to re1uire continued attention in hi(her (rades. See the table on pa(e 87. Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011 :4

Grade , st#dentsG 5nowledge o& Language
32 D e(ins in (rade 6E :.
RCS
Grade * st#dentsG
Gse .nowled(e of lan(ua(e and its con'entions when writin(, spea.in(, readin(, or listenin(. a. Compare formal and informal uses of En(lish. 32
Grade 3 st#dentsG
Gse .nowled(e of lan(ua(e and its con'entions when writin(, spea.in(, readin(, or listenin(. a. Choose words and phrases for effect.Q b. Reco(ni*e and obser'e differences between the con'entions of spo.en and written En(lish. Determine or clarify the meanin( of un.nown and multiple%meanin( word and phrases based on grade * reading and content, choosin( fle/ibly from a ran(e of strate(ies. a. Gse sentence%le'el conte/t as a clue to the meanin( of a word or phrase. b. Determine the meanin( of the new word formed when a .nown affi/ is added to a .nown word De.(., agreeableHdisagreeable, com&ortableHuncom&ortable, careHcareless, heatH+reheatE. c. Gse a .nown root word as a clue to the meanin( of an un.nown word with the same root De.(., com+an , com+anionE. d. Gse (lossaries or be(innin( dictionaries, both print and di(ital, to determine or clarify the precise meanin( of .ey words and phrases.
>ocabular Ac=uisition and ?se

82 Determine or clarify the meanin( of un.nown and multiple%meanin( words and phrases based on grade ' reading and content, choosin( fle/ibly from an array of strate(ies. a. Gse sentence%le'el conte/t as a clue to the meanin( of a word or phrase. b. Gse fre1uently occurrin( affi/es as a clue to the meanin( of a word. c. 0dentify fre1uently occurrin( root words De.(., lookE and their inflectional forms De.(., looks# looked# lookingE. 82 Determine or clarify the meanin( of un.nown and multiple%meanin( words and phrases based on grade : reading and content, choosin( fle/ibly from an array of strate(ies. a. Gse sentence%le'el conte/t as a clue to the meanin( of a word or phrase. b. Determine the meanin( of the new word formed when a .nown prefi/ is added to a .nown word De.(., ha++ Hunha++ , tellHretellE. c. Gse a .nown root word as a clue to the meanin( of an un.nown word with the same root De.(., addition, additionalE. d. Gse .nowled(e of the meanin( of indi'idual words to predict the meanin( of compound words De.(., birdhouse, lighthouse, house&l L bookshel&, notebook, bookmarkE. e. Gse (lossaries and be(innin( dictionaries, both print and di(ital, to determine or clarify the meanin( of words and phrases. Demonstrate understandin( of word relationships and nuances in word meanin(s. a. 0dentify real%life connections between words and their use De.(., describe foods that are s+ic or 1uic E. b. Distin(uish shades of meanin( amon( closely related 'erbs De.(., toss, throw, hurlE and closely related adFecti'es De.(., thin, slender, skinn # scrawn E. 82
12
,ith (uidance and support from adults, demonstrate 12 12 Demonstrate understandin( of word relationships and understandin( of word relationships and nuances in nuances in word meanin(s. word meanin(s. a. Distin(uish the literal and nonliteral meanin(s of a. Sort words into cate(ories De.(., colors, clothin(E words and phrases in conte/t De.(., take ste+sE. to (ain a sense of the concepts the cate(ories b. 0dentify real%life connections between words and represent. their use De.(., describe people who are &riendl b. Define words by cate(ory and by one or more or hel+&ulE. .ey attributes De.(., a duck is a bird that swimsL a c. Distin(uish shades of meanin( amon( related tiger is a lar(e cat with stripesE. words that describe states of mind or de(rees of c, 0dentify real%life connections between words and certainty De.(., knew, belie7ed, sus+ected, heard, their use De.(., note places at home that are wonderedE. co9 E. d. Distin(uish shades of meanin( amon( 'erbs differin( in manner De.(., look, +eek, glance, stare, glare, scowlE and adFecti'es differin( in intensity De.(., large, giganticE by definin( or choosin( them or by actin( out the meanin(s. Q These s.ills and understandin(s are particularly li.ely to re1uire continued attention in hi(her (rades. See the table on pa(e 87. :; March 2011 Massachusetts Curriculum Framework for English Language Arts and Literacy,

Grade , st#dentsG >ocabular Ac=uisition and ?se Bcontd.C
:2 Gse words and phrases ac1uired throu(h con'ersations, readin( and bein( read to, and respondin( to te/ts, includin( usin( fre1uently occurrin( conFunctions to si(nal simple relationships De.(., becauseE. :2
RCS
Grade * st#dentsG
Gse words and phrases ac1uired throu(h con'ersations, readin( and bein( read to, and respondin( to te/ts, includin( usin( adFecti'es and ad'erbs to describe De.(., %hen other kids are ha++ that makes me ha++ E. :2
Grade 3 st#dentsG
+c1uire and use accurately (rade%appropriate con'ersational, (eneral academic, and domain% specific words and phrases, includin( those that si(nal spatial and temporal relationships De.(., A&ter dinner that night we went looking &or themE.
:3

Grade 8 st#dentsG Con7entions o& Standard English
,2 Demonstrate command of the con'entions of standard En(lish (rammar and usa(e when writin( or spea.in(. a. Gse relati'e pronouns Dwho, whose, whom, which, thatE and relati'e ad'erbs Dwhere, when, wh E. b. Form and use the pro(ressi'e De.(., $ was walkingL $ am walkingL $ will be walkingE 'erb tenses. c. Gse modal au/iliaries De.(., can, ma , mustE to con'ey 'arious conditions. d. Order adFecti'es within sentences accordin( to con'entional patterns De.(., a small red bag rather than a red small bagE. e. Form and use prepositional phrases. f. $roduce complete sentences, reco(ni*in( and correctin( inappropriate fra(ments and run%ons.Q (. Correctly use fre1uently confused words De.(., to, too, twoL there, theirE.Q M+.7.h. ,rite le(ibly by hand, usin( either printin( or cursi'e handwritin(. For the use of computer technolo(y in writin(, see ,ritin( standard ;. *2 Demonstrate command of the con'entions of standard En(lish capitali*ation, punctuation, and spellin( when writin(. a. Gse correct capitali*ation. b. Gse commas and 1uotation mar.s to mar. direct speech and 1uotations from a te/t. c. Gse a comma before a coordinatin( conFunction in a compound sentence. d. Spell (rade%appropriate words correctly, consultin( references as needed. *2 Demonstrate command of the con'entions of standard En(lish capitali*ation, punctuation, and spellin( when writin(. a. Gse punctuation to separate items in a series.Q b. Gse a comma to separate an introductory element from the rest of the sentence. c. Gse a comma to set off the words es and no De.(., @es# thank ouE, to set off a ta( 1uestion from the rest of the sentence De.(., $ts true# isnt itDE, and to indicate direct address De.(., $s that ou# Ste7eDE. d. Gse underlinin(, 1uotation mar.s, or italics to indicate titles of wor.s. e. Spell (rade%appropriate words correctly, consultin( references as needed. ,2
RCS
Grade 1 st#dentsG
Demonstrate command of the con'entions of standard En(lish (rammar and usa(e when writin( or spea.in(. a. E/plain the function of conFunctions, prepositions, and interFections in (eneral and their function in particular sentences. b. Form and use the perfect De.(., $ had walkedL $ ha7e walkedL $ will ha7e walkedE 'erb tenses. c. Gse 'erb tense to con'ey 'arious times, se1uences, states, and conditions. d. Reco(ni*e and correct inappropriate shifts in 'erb tense.Q e. Gse correlati'e conFunctions De.(., either/or# neither/norE.

32 Gse .nowled(e of lan(ua(e and its con'entions when writin(, spea.in(, readin(, or listenin(. a. Choose words and phrases to con'ey ideas precisely.Q b. Choose punctuation for effect.Q c. Differentiate between conte/ts that call for formal En(lish De.(., presentin( ideasE and situations where informal discourse is appropriate De.(., small%(roup discussionE. 32 Gse .nowled(e of lan(ua(e and its con'entions when writin(, spea.in(, readin(, or listenin(. a. E/pand, combine, and reduce sentences for meanin(, readerHlistener interest, and style. b. Compare and contrast the 'arieties of En(lish De.(., dialects, re(istersE used in stories, dramas, or poems.
Q These s.ills and understandin(s are particularly li.ely to re1uire continued attention in hi(her (rades. See the table on pa(e 87. :9 March 2011 Massachusetts Curriculum Framework for English Language Arts and Literacy,

Grade 8 st#dentsG >ocabular Ac=uisition and ?se
82 Determine or clarify the meanin( of un.nown and multiple%meanin( words and phrases based on grade ; reading and content, choosin( fle/ibly from a ran(e of strate(ies. a. Gse conte/t De.(., definitions, e/amples, or restatements in te/tE as a clue to the meanin( of a word or phrase. b. Gse common, (rade%appropriate &ree. and Catin affi/es and roots as clues to the meanin( of a word De.(., telegra+h, +hotogra+h, autogra+hE. c. Consult reference materials De.(., dictionaries, (lossaries, thesaurusesE, both print and di(ital, to find the pronunciation and determine or clarify the precise meanin( of .ey words and phrases. Demonstrate understandin( of fi(urati'e lan(ua(e, word relationships, and nuances in word meanin(s. a. E/plain the meanin( of simple similes and metaphors De.(., as +rett as a +ictureE in conte/t. b. Reco(ni*e and e/plain the meanin( of common idioms, ada(es, and pro'erbs. c. Demonstrate understandin( of words by relatin( them to their opposites DantonymsE and to words with similar but not identical meanin(s DsynonymsE. +c1uire and use accurately (rade%appropriate (eneral academic and domain%specific words and phrases, includin( those that si(nal precise actions, emotions, or states of bein( De.(., =ui99ed, whined, stammeredE and that are basic to a particular topic De.(., wildli&e, conser7ation, and endangered when discussin( animal preser'ationE. 82
RCS Grade 1 st#dentsG

Determine or clarify the meanin( of un.nown and multiple%meanin( words and phrases based on grade 5 reading and content, choosin( fle/ibly from a ran(e of strate(ies. a. Gse conte/t De.(., causeHeffect relationships and comparisons in te/tE as a clue to the meanin( of a word or phrase. b. Gse common, (rade%appropriate &ree. and Catin affi/es and roots as clues to the meanin( of a word De.(., +hotogra+h, +hotos nthesisE. c. Consult reference materials De.(., dictionaries, (lossaries, thesaurusesE, both print and di(ital, to find the pronunciation and determine or clarify the precise meanin( of .ey words and phrases. Demonstrate understandin( of fi(urati'e lan(ua(e, word relationships, and nuances in word meanin(s. a. 0nterpret fi(urati'e lan(ua(e, includin( similes and metaphors, in conte/t. b. Reco(ni*e and e/plain the meanin( of common idioms, ada(es, and pro'erbs. c. Gse the relationship between particular words De.(., synonyms, antonyms, homo(raphsE to better understand each of the words. +c1uire and use accurately (rade%appropriate (eneral academic and domain%specific words and phrases, includin( those that si(nal contrast, addition, and other lo(ical relationships De.(., howe7er, although, ne7ertheless, similarl , moreo7er, in additionE.
12
12
:2
:.
:?
Lang#age .rogress!;e S5! s' (% Grade

The followin( s.ills, mar.ed with an asteris. DQE in Can(ua(e standards 7I:, are particularly li.ely to re1uire continued attention in hi(her (rades as they are applied to increasin(ly sophisticated writin( and spea.in(. See +ppendi/ + of the Common Core State Standards for an e/ample of how these s.ills de'elop in sophistication.
Standard L232,f2 Ensure subFect%'erb and pronoun%antecedent a(reement. L2323a2 Choose words and phrases for effect. L282,f2 $roduce complete sentences, reco(ni*in( and correctin( inappropriate fra(ments and run%ons. L282,g2 Correctly use fre1uently confused words De.(., toHtooHtwoL thereHtheirE. L2823a2 Choose words and phrases to con'ey ideas precisely.Q L2823(2 Choose punctuation for effect. L212,d2 Reco(ni*e and correct inappropriate shifts in 'erb tense. L212*a2 Gse punctuation to separate items in a series.U L2:2,$2 Reco(ni*e and correct inappropriate shifts in pronoun number and person. L2:2,d2 Reco(ni*e and correct 'a(ue pronouns Di.e., ones with unclear or ambi(uous antecedentsE. L2:2,e2 Reco(ni*e 'ariations from standard En(lish in their own and others) writin( and spea.in(, and identify and use strate(ies to impro'e e/pression in con'entional lan(ua(e. L2:2*a2 Gse punctuation Dcommas, parentheses, dashesE to set off nonrestricti'eHparenthetical elements. L2:23a2 "ary sentence patterns for meanin(, readerHlistener interest, and style.P L2:23(2 Maintain consistency in style and tone. L272,$2 $lace phrases and clauses within a sentence, reco(ni*in( and correctin( misplaced and dan(lin( modifiers. L2723a2 Choose lan(ua(e that e/presses ideas precisely and concisely, reco(ni*in( and eliminatin( wordiness and redundancy. L292,d2 Reco(ni*e and correct inappropriate shifts in 'erb 'oice and mood. L260,+2,a2 Gse parallel structure.
Q Subsumed by C.3.:a U Subsumed by C.?I75.7a P Subsumed by C.77I76.:a
GradeCsD ; 3
?I75
77I76
85 March 2011
Standard ,+G Range' @#a !t%' and Com4 eA!t% of St#dent Read!ng .re/K01
Measurin( Te/t Comple/ityA Three Factors
@#a !tat!;e e;a #at!on of t"e teAtG @#ant!tat!;e e;a #at!on of t"e teAtG Mat$"!ng reader to teAt and tas5G Ce'els of meanin(, structure, lan(ua(e con'entionality and clarity, and .nowled(e demands Readability measures and other scores of te/t comple/ity Reader 'ariables Dsuch as moti'ation, .nowled(e, and e/periencesE and tas. 'ariables Dsuch as purpose and the comple/ity (enerated by the tas. assi(ned and the 1uestions posedE
NoteG More detailed information on te/t comple/ity and how it is measured is contained in +ppendi/ + of the Common Core State Standards.
Ran(e of Te/t Types for $re%-I4

Students in pre%.I4 apply the Readin( standards to the followin( ran(e of te/t types, with te/ts selected from a broad ran(e of cultures and periods. L!terat#re
Stor!es 0ncludes children)s ad'enture stories, fol.tales, le(ends, fables, fantasy, realistic fiction, and myth Dramas 0ncludes sta(ed dialo(ue and brief familiar scenes .oetr% 0ncludes nursery rhymes and the sub(enres of the narrati'e poem, limeric., and free 'erse poem
Informat!ona TeAt
L!terar% Nonf!$t!on and H!stor!$a ' S$!ent!f!$' and Te$"n!$a TeAts 0ncludes bio(raphies and autobio(raphiesL boo.s about history, social studies, science, and the artsL technical te/ts, includin( directions, forms, and information displayed in (raphs, charts, or mapsL and di(ital sources on a ran(e of topics
87
Te/ts 0llustratin( the Comple/ity, Tuality, and Ran(e of Student Readin( $re%-I4
L!terat#reG Stor!es' Drama' .oetr% .re/K0 K,

Informat!ona TeAtsG L!terar% Nonf!$t!on and H!stor!$a ' S$!ent!f!$' and Te$"n!$a TeAts

E7er in the -eadow by #ohn Can(staff DtraditionalE Dc7955EQ A 2o # a Dog# and a .rog by Mercer Mayer D7?;3E A Stor # A Stor by &ail E. !aley D7?35EQ 3ancakes &or 2reak&ast by Tomie De$aola D7?39E 5ittens .irst .ull -oon by -e'in !en.es D6558EQ =Mi/ a $anca.e> by Christina &. Rossetti D79?:EQQ -r. 3o++ers 3enguins by Richard +twater D7?:9EQ Little 2ear by Else !olmelund Minari., illustrated by Maurice Senda. D7?43EQQ .rog and 0oad 0ogether by +rnold Cobel D7?37EQQ !iF .l Gu by Tedd +rnold D655;E =,ho !as Seen the ,indV> by Christina &. Rossetti D79?:E Charlottes %eb by E. . ,hite D7?46EQ Sarah# 3lain and 0all by $atricia MacCachlan D7?94E 0o+s and 2ottoms by #anet Ste'ens D7??4E 3o++leton in %inter by Cynthia Rylant, illustrated by Mar. Tea(ue D6557E Alices Ad7entures in %onderland by Cewis Carroll D79;4E =Casey at the at> by Ernest Cawrence Thayer D7999E 0he 2lack Stallion by ,alter Farley D7?87E =Wlateh the &oat> by 0saac ashe'is Sin(er D7?98E %here the -ountain -eets the -oon by &race Cin D655?E
- .i7e Senses by +li.i D7?;6EQQ 0ruck by Donald Crews D7?95E $ 6ead Signs by Tana !oban D7?93E %hat Do @ou Do %ith a 0ail Like 0hisD by Ste'e #en.ins and Robin $a(e D655:EQ Ama9ing %halesF by Sarah C. Thomson D6554EQ A 0ree $s a 3lant by Clyde Robert ulla, illustrated by Stacey Schuett D7?;5EQQ Star&ish by Edith Thacher !urd D7?;6E .ollow the %ater &rom 2rook to Ecean by +rthur Dorros D7??7EQQ .rom Seed to 3um+kin by ,endy $feffer, illustrated by #ames &raham !ale D6558EQ !ow 3eo+le Learned to .l by Fran !od(.ins and True -elley D6553EQ A -edie7al .east by +li.i D7?9:E .rom Seed to 3lant by &ail &ibbons D7??7E 0he Stor o& 6ub 2ridges by Robert Coles D7??4EQ A Dro+ o& %ater" A 2ook o& Science and %onder by ,alter ,ic. D7??3E -oonshot" 0he .light o& A+ollo '' by rian Floca D655?E Disco7ering -ars" 0he Ama9ing Stor o& the 6ed 3lanet by Mel'in er(er D7??6E !urricanes" Earths -ightiest Storms by $atricia Cauber D7??;E A !istor o& ?S by #oy !a.im D6554E !orses by Seymour Simon D655;E Huest &or the 0ree 5angaroo" An E8+edition to the Cloud .orest o& New Guinea by Sy Mont(omery D655;E
,,
*03
801
NoteA
&i'en space limitations, the illustrati'e te/ts listed abo'e are meant only to show indi'idual titles that are representati'e of a wide ran(e of topics and (enres. DSee +ppendi/ of the Common Core State Standards for e/cerpts of these and other te/ts illustrati'e of -I4 te/t comple/ity, 1uality, and ran(e.E +t a curricular or instructional le'el, within and across (rade le'els, te/ts need to be selected around topics or themes that (enerate .nowled(e and allow students to study those topics or themes in depth. On the ne/t pa(e is an e/ample of pro(ressions of te/ts buildin( .nowled(e across (rade le'els.
Q Read%aloud QQ Read%alon(
7
Children at the .inder(arten and (rade 7 le'els should be e/pected to read te/ts independently that ha'e been specifically written to correlate to their readin( le'el and their word .nowled(e. Many of the titles listed abo'e are meant to supplement carefully structured independent readin( with boo.s to read alon( with a teacher or that are read aloud to students to build .nowled(e and culti'ate a Foy in readin(.
86 March 2011
Stayin( on Topic ,ithin a &rade and +cross &radesA !ow to uild -nowled(e Systematically in En(lish Can(ua(e +rts $re%-I4
uildin( .nowled(e systematically in En(lish lan(ua(e arts is li.e (i'in( children 'arious pieces of a pu**le in each (rade that, o'er time, will form one bi( picture. +t a curricular or instructional le'el, te/tsMwithin and across (rade le'elsMneed to be selected around topics or themes that systematically de'elop the .nowled(e base of students. ,ithin a (rade le'el, there should be an ade1uate number of titles on a sin(le topic that would allow children to study that topic for a sustained period. The .nowled(e children ha'e learned about particular topics in early (rade le'els should then be e/panded and de'eloped in subse1uent (rade le'els to ensure an increasin(ly deeper understandin( of these topics. Children in the upper elementary (rades will (enerally be e/pected to read these te/ts independently and reflect on them in writin(. !owe'er, children in the early (rades Dparticularly pre%.I6E should participate in rich, structured con'ersations with an adult in response to the written te/ts that are read aloud, orall comparin( and contrastin( as well as analy*in( and synthesi*in(, in the manner called for by the Standards. $reparation for readin( comple/ informational te/ts should be(in at the 'ery earliest elementary school (rades. ,hat follows is one e/ample that uses domain% specific nonfiction titles across (rade le'els to illustrate how curriculum desi(ners and classroom teachers can infuse the En(lish lan(ua(e arts bloc. with rich, a(e% appropriate content .nowled(e and 'ocabulary in historyHsocial studies, science, and the arts. !a'in( students listen to informational read%alouds in the early (rades helps lay the necessary foundation for students) readin( and understandin( of increasin(ly comple/ te/ts on their own in subse1uent (rades. EAem4 ar TeAts on a To4!$ A$ross Grades
T"e H#man -od% Students can be(in learnin( about the human body startin( in .inder(arten and then re'iew and e/tend their learnin( durin( each subse1uent (rade.
.re/K0K
The fi'e senses and associated body parts - .i7e Senses by +li.i D7?9?E !earing by Maria Rius D7?94E Sight by Maria Rius D7?94E Smell by Maria Rius D7?94E 0aste by Maria Rius D7?94E 0ouch by Maria Rius D7?94E Ta.in( care of your bodyA O'er'iew Dhy(iene, diet, e/ercise, restE - Ama9ing 2od " A .irst Look at !ealth I .itness by $at Thomas D6557E Get ?+ and GoF by Bancy Carlson D6559E Go %ash ?+ by Doerin( Tour'ille D6559E Slee+ by $aul Showers D7??3E .uel the 2od by Doerin( Tour'ille D6559E
,
0ntroduction to the systems of the human body and associated body parts ?nder @our Skin" @our Ama9ing 2od by Mic. Mannin( D6553E -e and - Ama9ing 2od by #oan Sweeney D7???E 0he !uman 2od by &allimard #eunesse D6553E 0he 2us 2od 2ook by Ci**y Roc.well D6559E .irst Enc clo+edia o& the !uman 2od by Fiona Chandler D6558E Ta.in( care of your bodyA &erms, diseases, and pre'entin( illness Germs -ake -e Sick by Marilyn er(er D7??4E 0in Li&e on @our 2od by Christine Taylor% utler D6554E Germ Stories by +rthur -ornber( D6553E All About Scabs by &enichiro@a(u D7??9E
*03
Di(esti'e and e/cretory systems %hat !a++ens to a !amburger by $aul Showers D7?94E 0he Digesti7e S stem by Christine Taylor% utler D6559E 0he Digesti7e S stem by Rebecca C. #ohnson D655;E 0he Digesti7e S stem by -ristin $etrie D6553E Ta.in( care of your bodyA !ealthy eatin( and nutrition Good Enough to Eat by Ci**y Roc.well D7???E Showdown at the .ood 3 ramid by Re/ arron D6558E Muscular, s.eletal, and ner'ous systems 0he -ight -uscular and Skeletal S stems Crabtree $ublishin( D655?E -uscles by Seymour Simon D7??9E 2ones by Seymour Simon D7??9E 0he Astounding Ner7ous S stem Crabtree $ublishin( D655?E 0he Ner7ous S stem by #oelle Riley D6558E
801
Circulatory system 0he !eart by Seymour Simon D655;E 0he !eart and Circulation by Carol allard D6554E 0he Circulator S stem by -ristin $etrie D6553E 0he Ama9ing Circulator S stem by #ohn urstein D655?E Respiratory system 0he Lungs by Seymour Simon D6553E 0he 6es+irator S stem by Susan &lass D6558E 0he 6es+irator S stem by -ristin $etrie D6553E 0he 6emarkable 6es+irator S stem by #ohn urstein D655?E Endocrine system 0he Endocrine S stem by Rebecca Olien D655;E 0he E8citing Endocrine S stem by #ohn urstein D655?E
41
+$$C0C+T0OB OF T!E COMMOB CORE ST+TE ST+BD+RDS FOR Eng !s" Lang#age Learners and St#dents >!t" D!sa(! !t!es
88 March 2011
The Bational &o'ernors +ssociation Center for est $ractices and the Council of Chief State School Officers stron(ly belie'e that all students should be held to the same hi(h e/pectations outlined in the Common Core State Standards. This includes students who are En(lish lan(ua(e learners DECCsE. !owe'er, these students may re1uire additional time, appropriate instructional support, and ali(ned assessments as they ac1uire both En(lish lan(ua(e proficiency and content area .nowled(e. ECCs are a hetero(eneous (roup with differences in ethnic bac.(round, first lan(ua(e, socioeconomic status, 1uality of prior schoolin(, and le'els of En(lish lan(ua(e proficiency. Effecti'ely educatin( these students re1uires dia(nosin( each student instructionally, adFustin( instruction accordin(ly, and closely monitorin( student pro(ress. For e/ample, ECCs who are literate in a first lan(ua(e that shares co(nates with En(lish can apply first%lan(ua(e 'ocabulary .nowled(e when readin( in En(lishL li.ewise ECCs with hi(h le'els of schoolin( can often brin( to bear conceptual .nowled(e de'eloped in their first lan(ua(e when readin( in En(lish. !owe'er, ECCs with limited or interrupted schoolin( will need to ac1uire bac.(round .nowled(e prere1uisite to educational tas.s at hand. +dditionally, the de'elopment of nati'e% li.e proficiency in En(lish ta.es many years and will not be achie'ed by all ECCs especially if they start schoolin( in the GS in the later (rades. Teachers should reco(ni*e that it is possible to achie'e the standards for readin( and literature, writin( and research, lan(ua(e de'elopment, and spea.in( and listenin( without manifestin( nati'e%li.e control of con'entions and 'ocabulary. The Common Core State Standards for En(lish lan(ua(e arts DEC+E articulate ri(orous (rade%le'el e/pectations in the areas of spea.in(, listenin(, readin(, and writin( to prepare all students to be colle(e and career ready, includin( En(lish lan(ua(e learners. Second%lan(ua(e learners also will benefit from instruction about how to ne(otiate situations outside of those settin(s so they are able to participate on e1ual footin( with nati'e spea.ers in all aspects of social, economic, and ci'ic endea'ors. ECCs brin( with them many resources that enhance their education and can ser'e as resources for schools and society. Many ECCs ha'e first lan(ua(e and literacy .nowled(e and s.ills that boost their ac1uisition of lan(ua(e and literacy in a second lan(ua(eL additionally, they brin( an array of talents and cultural practices and perspecti'es that enrich our schools and society. Teachers must build on this enormous reser'oir of talent and pro'ide those students who need it with additional time and appropriate instructional support. This includes lan(ua(e proficiency standards that teachers can use in conFunction with the EC+ standards to assist ECCs in becomin( proficient and literate in En(lish. To help ECCs meet hi(h academic standards in lan(ua(e arts it is essential that they ha'e access toA Teachers and personnel at the school and district le'els who are well prepared and 1ualified to support ECCs while ta.in( ad'anta(e of the many stren(ths and s.ills they brin( to the classroomL Citeracy%rich school en'ironments where students are immersed in a 'ariety of lan(ua(e e/periencesL 0nstruction that de'elops foundational s.ills in En(lish and enables ECCs to participate fully in (rade%le'el coursewor.L Coursewor. that prepares ECCs for postsecondary education or the wor.place, yet is made comprehensible for students learnin( content in a second lan(ua(e Dthrou(h specific peda(o(ical techni1ues and additional resourcesEL Opportunities for classroom discourse and interaction that are well%desi(ned to enable ECCs to de'elop communicati'e stren(ths in lan(ua(e artsL On(oin( assessment and feedbac. to (uide learnin(L and Spea.ers of En(lish who .now the lan(ua(e well enou(h to pro'ide ECCs with models and support.
45
The Common Core State Standards articulate ri(orous (rade%le'el e/pectations in the areas of mathematics and En(lish lan(ua(e arts. These standards identify the .nowled(e and s.ills students need in order to be successful in colle(e and careers. Students with disabilitiesMstudents eli(ible under the 0ndi'iduals with Disabilities Education +ct D0DE+EMmust be challen(ed to e/cel within the (eneral curriculum and be prepared for success in their post%school li'es, includin( colle(e andHor careers. These common standards pro'ide a historic opportunity to impro'e access to ri(orous academic content standards for students with disabilities. The continued de'elopment of understandin( about research%based instructional practices and a focus on their effecti'e implementation will help impro'e access to mathematics and En(lish lan(ua(e arts DEC+E standards for all students, includin( those with disabilities. Students with disabilities are a hetero(eneous (roup with one common characteristicA the presence of disablin( conditions that si(nificantly hinder their abilities to benefit from (eneral education D0DE+ :8 CFR X:55.:?, 6558E. Therefore, how these hi(h standards are tau(ht and assessed is of the utmost importance in reachin( this di'erse (roup of students. 0n order for students with disabilities to meet hi(h academic standards and to fully demonstrate their conceptual and procedural .nowled(e and s.ills in mathematics, readin(, writin(, spea.in( and listenin( DEn(lish lan(ua(e artsE, their instruction must incorporate supports and accommodations, includin(A Supports and related ser'ices desi(ned to meet the uni1ue needs of these students and to enable their access to the (eneral education curriculum D0DE+ :8 CFR X:55.:8, 6558E +n 0ndi'iduali*ed Education $ro(ram D0E$E which includes annual (oals ali(ned with and chosen to facilitate their attainment of (rade%le'el academic standards. +ccordin( to 0DE+, an 0E$ includes appropriate accommodations that are necessary to measure the indi'idual achie'ement and functional performance of a child Teachers and speciali*ed instructional support personnel who are prepared and 1ualified to deli'er hi(h%1uality, e'idence%based, indi'iduali*ed instruction and support ser'ices $romotin( a culture of hi(h e/pectations for all students is a fundamental (oal of the Common Core State Standards. 0n order to participate with success in the (eneral curriculum, students with disabilities, as appropriate, may be pro'ided additional supports and ser'ices, such asA 0nstructional supports for learnin( based on the principles of Gni'ersal Desi(n for Cearnin( DGDCE, which foster student en(a(ement by presentin( information in multiple ways and allowin( for di'erse a'enues of action and e/pressionA GDC is defined by the !i(her Education Opportunity +ct D$C 775% 7:4E as =a scientifically 'alid framewor. for (uidin( educational practice that DaE pro'ides fle/ibility in the ways information is presented, in the ways students respond or demonstrate .nowled(e and s.ills, and in the ways students are en(a(edL and DbE reduces barriers in instruction, pro'ides appropriate accommodations, supports, and challen(es, and maintains hi(h achie'ement e/pectations for all students, includin( students with disabilities and students who are limited En(lish proficient> 0nstructional accommodations DThompson, Morse, Sharpe J !all, 6554E chan(es in materials or procedures which do not chan(e the standards but allow students to learn within the framewor. of the Common Core +ssisti'e technolo(y de'ices and ser'ices to ensure access to the (eneral education curriculum and the Common Core State Standards Some students with the most si(nificant co(niti'e disabilities will re1uire substantial supports and accommodations to ha'e meanin(ful access to certain standards in both instruction and assessment, based on their communication and academic needs. These supports and accommodations should ensure that students recei'e access to multiple means of learnin( and opportunities to demonstrate .nowled(e, but at the same time retain the ri(or and hi(h e/pectations of the Common Core State Standards. Referen$es 0ndi'iduals with Disabilities Education +ct D0DE+E, :8 CFR X:55.:8 DaE. D6558E. 0ndi'iduals with Disabilities Education +ct D0DE+E, :8 CFR X:55.:? DbED:E. D6558E. Thompson, Sandra #., +manda . Morse, Michael Sharpe, and Sharon !all. =+ccommodations ManualA !ow to Select, +dminister and E'aluate Gse of +ccommodations and +ssessment for Students with Disabilities,> 6nd Edition. Council for Chief State School Officers, 6554 httpAHHwww.ccsso.or(HcontentHpdfsH+ccommodationsManual.pdf. D+ccessed #anuary 6?, 6575E.
8; March 2011 Massachusetts Curriculum Framework for English Language Arts and Literacy,
+ C0TER+R@ !ER0T+&EA S#ggested A#t"ors' I #strators' and Wor5s From t"e An$!ent Wor d to A(o#t ,67+
+ll +merican students should ac1uire .nowled(e of a ran(e of literary wor.s reflectin( a common literary herita(e that (oes bac. thousands of years to the ancient world. 0n addition, all students should become familiar with some of the outstandin( wor.s in the rich body of literature that is their particular herita(e in the En(lish%spea.in( world, which includes the first literature in the world created Fust for children, whose authors 'iewed childhood as a special period in life. The su((estions below constitute a core list of those authors, illustrators, or wor.s that comprise the literary and intellectual capital drawn on by those who write in En(lish, whether for no'els, poems, nonfiction, newspapers, or public speeches, in this country or elsewhere. The ne/t section of this document contains a second list of su((ested contemporary authors and illustratorsMincludin( the many e/cellent writers and illustrators of children)s boo.s of recent yearsMand hi(hli(hts authors and wor.s from around the world. 0n plannin( a curriculum, it is important to balance depth with breadth. +s teachers in schools and districts wor. with this curriculum framewor. to de'elop literature units, they will often combine literary and informational wor.s from the two lists into thematic units. E/emplary curriculum is always e'ol'in(Mwe ur(e districts to ta.e initiati'e to create pro(rams meetin( the needs of their students. The lists of su((ested authors, illustrators, and wor.s are or(ani*ed by (rade clustersA pre%.I6, :I8, 4I9, and ?I76. Certain .ey wor.s or authors are repeated in adFoinin( (rade spans, (i'in( teachers the option to match indi'idual students with the boo.s that suit their interests and de'elopmental le'els. The decision to present a (rades ?I76 list Das opposed to (rades ?I75 and 77I76E stems from the reco(nition that teachers should be free to choose selections that challen(e, but do not o'erwhelm, their students. &rades pre%.I9 selections ha'e been re'iewed by the editors of 0he !orn 2ook -aga9ine. See +ppendi/ of the Common Core State Standards &or English Language Arts and Literac in !istor /Social Studies# Science# and 0echnical Sub1ects for additional su((estions.
Grades .re/K0*
Trad!t!ona L!terat#re and .oetr% for Read!ng' L!sten!ng' and =!e>!ng
Trad!t!ona L!terat#re +esop)s fables Rudyard -iplin()s Just So Stories Selected &rimm and !ans Christian +ndersen fairy tales Selected French fairy tales The ible as literatureA Tales includin( #onah and the whale, Daniel and the lion)s den, Boah and the +r., Moses and the burnin( bush, the story of Ruth, Da'id and &oliath .oetr% Mother &oose nursery rhymes #ohn Ciardi Rachel Field Da'id McCord +.+. Milne Christina Rossetti
.!$t#re -oo5 A#t"ors and I #strators

Edward +rdi**one Cudwi( emelmans Mar(aret ,ise rown #ohn urnin(ham "ir(inia Cee urton Randolph Caldecott Ed(ar $arin and 0n(ri D)+ulaire ,anda &Y( Theodore &eisel DDr. SeussE -ate &reenaway Shirley !u(hes Croc.ett #ohnson Ruth -raus Robert Cawson Munro Ceaf Robert McClos.ey +. +. Milne Else !olmelund Minari. ,illiam $Zne du ois eatri/ $otter +lice and Martin $ro'ensen !. +. and Mar(aret Rey Maurice Senda.
Grades 308' !n add!t!on to t"e grades 4re/50* se e$t!ons

Trad!t!ona L!terat#re
&ree., Roman, and Borse myths Stories about -in( +rthur and Robin !ood Myths and le(ends of indi(enous peoples of Borth, Central and South +merica +merican fol.tales and le(ends +sian and +frican fol.tales and le(ends The ible as literatureA Tales includin( +dam and E'e, Cain and +bel, Da'id and #onathan, the $rodi(al Son, the 'isit of the Ma(i, well%.nown psalms De.(., 6:, 68, 8;, ?6, 767, and 745E
Amer!$an A#t"ors and I #strators

Batalie abbitt C. Fran. aum e'erly Cleary Eli*abeth Coatsworth Mary Mapes Dod(e Eli*abeth Enri(ht Eleanor Estes #ean Crai(head &eor(e Sterlin( Borth !oward $yle Carl Sandbur( &eor(e Selden Couis Slobod.in #ames Thurber E. . ,hite Caura 0n(alls ,ilder
-r!t!s" A#t"ors and I #strators

Michael ond Frances !od(son urnett Cewis Carroll -enneth &rahame Dic. -in(%Smith Edith Besbit Mary Borton Mar(ery Sharp Robert Couis Ste'enson $. C. Tra'ers
-r!t!s" and Amer!$an .oets

Stephen "incent and Rosemarie Carr en[t Cewis Carroll #ohn Ciardi Rachel Field Robert Frost Can(ston !u(hes Edward Cear Myra Cohn Ci'in(ston Da'id McCord +.+. Milne Caura Richards
+ C0TER+R@ !ER0T+&EA S#ggested Contem4orar% A#t"ors and I #stratorsH S#ggested A#t"ors !n Wor d L!terat#re
+ll students should be familiar with +merican authors and illustrators of the present and those who established their reputations after the 7?;5s, as well as important writers from around the world, both historical and contemporary. e(innin( in the last half of the 65th century, the publishin( industry in the Gnited States de'oted increasin( resources to children)s and youn( adult literature created by writers and illustrators from a 'ariety of bac.(rounds. Many newer antholo(ies and te/tboo.s offer e/cellent selections of contemporary and world literature. +s they choose wor.s for class readin( or su((est boo.s for independent readin(, teachers should ensure that their students are both en(a(ed and appropriately challen(ed by their selections. The followin( lists of su((ested authors and illustrators are or(ani*ed by (rade clusters Dpre%.I6, :I8, 4I9, and ?I76E, but these di'isions are far from ri(id, particularly for the elementary and middle (rades. Many contemporary authors write stories, poetry, and nonfiction for 'ery youn( children, for students in the middle (rades, and for adults as well. +s children become independent readers, they often are ea(er and ready to read authors that may be listed at a hi(her le'el. The lists below are pro'ided as a startin( pointL they are necessarily incomplete because e/cellent new writers appear e'ery year. +s all En(lish teachers .now, some authors ha'e written many wor.s, not all of which are of e1ually hi(h 1uality. ,e e/pect teachers to use their literary Fud(ment in selectin( any particular wor.. 0t is hoped that teachers will find here many authors with whose wor.s they are already familiar, and will be introduced to yet others. $arents and teachers are also encoura(ed to select boo.s from the followin( awards lists, past or presentA The Bewbery Medal The Caldecott Medal The +C+ Botable oo.s The Sibert Medal Dinformational boo.sE The &eisel +ward Deasy readersE The $ura elpre +ward DCatino e/perienceE The Coretta Scott -in( +wards D+frican +merican e/perienceE The oston &lobe%!orn oo. +wards The Scott O)Dell +ward for !istorical Fiction D+mericanE &rades pre%.I9 selections ha'e been re'iewed by the editors of 0he !orn 2ook -aga9ine. See +ppendi/ of the Common Core State Standards &or English Language Arts and Literac in !istor /Social Studies# Science# and 0echnical Sub1ects for additional su((estions.
Grades .re/K0*
Fo 5 ore' F!$t!on' and .oetr%
#on +(ee B&iction# word+la C Edward +rdi**one Bmulti4genre# including +icture books about 0imC Molly an( B&olklore# eas readersC #an rett B&iction" animalsC Borman ridwell B&iction" Cli&&ordC Raymond ri((s B&iction" 0he SnowmanC Marcia rown Bmulti4genre# including &olkloreC +nthony rown B&ictionC Marc rown B&iction" ArthurC +shley ryan B&olktales" A&rica# +oetr C #ohn urnin(ham Brealistic &iction# &antas C Eric Carle B&iction" animals K >er !ungr Cater+illarC Cucille Clifton B+oetr C arbara Cooney Bmulti4genre# including &olklore" -iss 6um+hiusC Bina Crews B&ictionC Doreen Cronin B&iction" humorC Tomie de$aola Bmulti4genre# including &olklore# &amil storiesC Ceo and Diane Dillon Billustrators# &olkloreC Rebecca -ai Dotlich B+oetr C Dou(las Florian B+oetr C Mem Fo/ B&ictionC Marla Fra*ee B&ictionC Don Freeman B&iction" Corduro C Mordecai &erstein Bmulti4genreC ob &raham B&ictionC Eloise &reenfield Dmulti4genre# including +oetr C Mini &rey B&ictionC -e'in !en.es B&iction# including the Lill booksC Russell and Cillian !oban B&iction" .rancesC Mary +nn !oberman B+oetr C Shirley !u(hes Brealistic &iction" Al&ie stories# 0ales o& 0rotter StreetC Trina Schart !yman B&olklore# illustratorC Rachel 0sadora B&olkloreC &. rian -aras Bmulti4genre# illustratorC E*ra #ac. -eats B&ictionC !olly -eller Brealistic &ictionC Ste'en -ello(( B&ictionC etsy Cewin B&ictionC Ceo Cionni B&iction" animalC +rnold Cobel B&iction" animalC &erald McDermott B&olkloreC $atricia Mc-issac. Bmulti4genre# including multicultural &olktales# realistic storiesC -ate and #im McMullan B&iction, humorC #ames Marshall B&iction# &olktales# eas readersC ill Martin #r. B&ictionC Emily +rnold McCully Bmulti4genre# including historical &ictionC Da'id Mc$hail B&ictionC Susan Meddau(h B&iction# including -artha S+eaksC Else !olmelund Minari. B&iction# eas readersC Cynne Rae $er.ins B&iction# &amil storiesC #erry $in.ney Bmulti4genre# including multicultural &olkloreC $atricia $olacco B&iction# multicultural &amil storiesC Chris Rasch.a B&ictionC $e((y Rathmann B&iction" humorC Faith Rin((old B&iction# including multicultural &amil storiesC &len Rounds B&iction" %estC Cynthia Rylant B+oetr # &iction# including eas readers" !enr and -udgeC +llen Say B&iction# multicultural historical &ictionC +lice Schertle B+oetr C +my Schwart* B&ictionC Martha Sewall Bmulti4genre# &ictionC Da'id Shannon B&iction" the Da7id booksC MarForie Sharmat B&iction# eas readers" Nate the GreatC Gri Shule'it* Bmulti4genre# including &olkloreC #udy Sierra B&iction# +oetr # &olktalesC Marilyn Sin(er Bmulti4genre# including +oetr C $eter Sis B&ictionC ,illiam Stei( B&ictionC #ohn Steptoe B&iction# including multicultural &olklore and &amil storiesC Tomi Gn(erer B&ictionC Chris "an +llsbur( B&iction" &antas C #ean 'an Ceeuwen B&iction# eas readers 4 Amanda 3ig# othersC Rosemary ,ells B&iction" -a8# othersC Da'id ,iesner B&ictionC Mo ,illems B&iction# eas readersC "era ,illiams B&iction" realisticC ,on( !erbert @ee B&iction# eas readersC #ane @olen Bmulti4genreC Ed @oun( B&olktalesC $aul Welins.y Bmulti4genre# including &olklore and tall tales, illustratorC Mar(ot and !ar'e Wemach B&olktalesC Charlotte Wolotow Brealistic &ictionC
Grades .re/K0*
M# t!/Genre and Informat!ona TeAts
+li.i Bin&ormational" science and histor , conce+t booksC Mitsumasa +nno Bmulti4genre# including conce+t books and histor C #im +rnos.y Bin&ormational" scienceC Molly an( Bmulti4genreC Bic ishop Bin&ormational" scienceC "ic.i Cobb Bin&ormational" scienceC #oanna Cole Bin&ormational" science K -agic SchoolbusC Floyd Cooper Bmulti4genre# illustratorC Donald Crews Bmulti4genre# including conce+t books# multicultural &amil storiesC Ed Emberly Bmulti4genreC Michael Emberly Bmulti4genreC rian Floca Bin&ormationalC &ail &ibbons Bin&ormational" science and histor C Eloise &reenfield Bmulti4genreC Tana !oban Bconce+t books, +hotogra+h C $atricia Mc-issac. Bin&ormationalC Mar(aret Miller Bconce+t books, +hotogra+h C -adir Belson Bmulti4genre# multicultural histor and biogra+h C #erry $in.ney Bin&ormational" A&ricaC #ames Ransome Bmulti4genre# including multicultural histor and biogra+h C +nne Roc.well Dmulti4genre# including conce+t booksC +llen Say Bmulti4genreC Caura "accaro See(er Bconce+t booksC Marcia Sewall Bin&ormational" colonial AmericaC $eter Sis Bmulti4genre# including biogra+h and histor C $eter Spier Bin&ormational" histor C See t"e ann#a >orn !oo2 Guide for ongo!ng add!t!ona se e$t!ons
Grades 308' !n add!t!on to t"e grades 4re/50* se e$t!ons

Fo 5 ore' F!$t!on' and .oetr%
#oan +i.en B&iction" ad7enture/&antas C +nnie arrows Bcha+ter books" $7 and 2eanC #udy lume B&iction" realisticC #oseph ruchac B&iction" historicalC +shley ryan B&olktales# +oetr C etsy yars B&iction" realisticC Me( Cabot B&iction" realistic 44 Allie .inkleC +nn Cameron B&iction" realistic 44 the Julian booksC +ndrew Clements B&iction"realisticC Eleanor Coerr B&iction" historicalC Roald Dahl B&ictionC $aula Dan*i(er B&iction" realisticE -ate DiCamillo B&iction" realistic# &antas # ad7entureC Couise Erdrich B&iction/&olktaleC ,alter Farley B&iction" horsesC #ohn Fit*(erald B&iction" historical 4 Great 2rainC Sid Fleischman B&iction" humorC #ean Frit* B&iction" historicalC #ohn Reynolds &ardiner B&iction" realisticC -ristine O)Connell &eor(e B+oetr C $atricia Reilly &iff B&iction" realistic# historicalC $aul &oble B&olktales" Nati7e AmericanC Raymond ial Bin&ormational" historical +hoto4 essa sC Don rown Bin&ormational" biogra+h # histor C Candace Flemin( Bbiogra+h C #ean Frit* Bnon&iction" autobiogra+h C Deborah !op.inson Bin&ormational" histor C Ste'e #en.ins Bin&ormational" scienceC Stephanie &reene Bcha+ter books" realistic K Ewen .oote# So+hie !artle C Bi..i &rimes B&iction" realistic# multiculturalC #esse !aas B&iction" realistic# horse storiesC Charise Mericle !arper Bcha+ter books" Just GraceC Mar(uerite !enry B&iction" horse storiesC etty !ic.s Bcha+ter books" s+orts K G m ShortsC #ennifer and Matt !olm Bcha+ter books" gra+hic no7els K2ab -ouseC -imberly ,illis !olt Bcha+ter books" 3i+er 6eedC Cee ennet !op.ins B+oetr C #ohanna !urwit* Bmulti4genreC 2. #. -ennedy B+oetr C #essica Scott -errin Bcha+ter books" -artin 2ridgeC #eff -inney B&iction" realistic# cartoonC -ate -lise B&iction" humorC #ane Can(ton B&iction" &antas C #ulius Cester Bmulti4genre# including multicultural &olkloreC &race Cin B&iction/&antas " realistic# multiculturalC Cenore Coo. Dcha+ter books# multiculturalC $atricia MacCachlan B&iction" historicalC +nn Martin B&iction" realistic# &antas K Doll 3eo+leC Me(an McDonald Bcha+ter books" Jud -ood C Claudia Mills B&iction" realistic# eas readers# cha+ter books K GusC arbara O)Connor B&iction" realistic KSouthern humorC Sarah $ennypac.er Bcha+ter books" ClementineC Daniel $in.water B&iction" humorC #ac. $reluts.y B+oetr " humorC -en Roberts B&iction" realistic# humorC Couis Sachar B&iction" humorC +l'in Schwart* Bshort stories" sus+ense# horrorC #ohn Scies*.a B&iction" humor# ad7entureC rian Sel*nic. B&ictionC arbara Seulin( Bcha+ter books" 6obertC #oyce Sidman B+oetr C Shel Sil'erstein B+oetr C 0saac ashe'is Sin(er B&iction/&olktaleC Mildred Taylor B&iction" historicalC Carol oston ,eatherford B&iction" historical# multiculturalC &loria ,helan B&iction" historicalC #anet ,on( B+oetr C Cisa @ee Bcha+ter booksC Sandra Mar.le Din&ormational" scienceC #oyce Sidman Bin&ormational" natural worldC Seymour Simon Bin&ormational" scienceCC Diane Stanley Bin&ormational" histor C See t"e ann#a >orn !oo2 Guide for ongo!ng add!t!ona se e$t!ons
M# t!/Genre and Informat!ona TeAts

$e( -ehret Bmulti4genreC arbara -erley Bin&ormational" biogra+h C -athleen -rull Bin&ormational" biogra+h C $atricia Cauber Bin&ormational" science# social studiesC Da'id Macaulay Bin&ormational" social studies# scienceC

Complete Common Core For Prek-5

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MASSACHUSETTS CURRICULUM FRAMEWORK

ENGLISH LANGUAGE ARTS AND LITERACY

Massachusetts Department of Elementary and Secondary Education

Mitchell D. Chester, Ed.D. Commissioner

ii Literacy, March 2011

Massachusetts Curriculum Framework for English Language Arts and

i' Literacy, March 2011

Massachusetts Curriculum Framework for English Language Arts and

-ey Desi(n Considerations for the Standards

-ey Desi(n Considerations for the Standards

,hat is Not Co'ered by the Standards

Students ,ho are Colle(e and Career Ready

T"e% demonstrate !nde4enden$e2

T"e% $om4re"end as >e as $r!t!E#e2

T"e% (#! d strong $ontent 5no> edge2

T"e% $ome to #nderstand ot"er 4ers4e$t!;es and $# t#res2

Standards Or(ani*ation and -ey Features

-ey Features of the Standards in each Strand

Note on range and content of student reading

Co ege and Career Read!ness An$"or Standards for Read!ng

5e $deas and Details

Cra&t and Structure

$ntegration o& 5nowledge and $deas

6ange o& 6eading and Le7el o& 0e8t Com+le8it

Massachusetts Curriculum Framework for English Language Arts and Literacy,

Readin( Standards for Citerature $re%-I4

Cra&t and Structure

$ntegration o& 5nowledge and $deas

6ange o& 6eading and Le7el o& 0e8t Com+le8it

Readin( Standards for Citerature $re%-I4

Grade , st#dentsG 5e $deas and Details

Cra&t and Structure

$ntegration o& 5nowledge and $deas

6ange o& 6eading and Le7el o& 0e8t Com+le8it

Readin( Standards for Citerature $re%-I4

Grade 8 st#dentsG 5e $deas and Details

Cra&t and Structure

$ntegration o& 5nowledge and $deas

6ange o& 6eading and Le7el o& 0e8t Com+le8it

Readin( Standards for 0nformational Te/t $re%-I4

.re/K!ndergartners Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG 5e $deas and Details

Cra&t and Structure

$ntegration o& 5nowledge and $deas

6ange o& 6eading and Le7el o& 0e8t Com+le8it

Massachusetts Curriculum Framework for English Language Arts and Literacy,

Readin( Standards for 0nformational Te/t $re%-I4

Cra&t and Structure

$ntegration o& 5nowledge and $deas

6ange o& 6eading and Le7el o& 0e8t Com+le8it

Readin( Standards for 0nformational Te/t $re%-I4

Cra&t and Structure

$ntegration o& 5nowledge and $deas

6ange o& 6eading and Le7el o& 0e8t Com+le8it

Massachusetts Curriculum Framework for English Language Arts and Literacy,

Readin( StandardsA Foundational S.ills $re%-I4

Readin( StandardsA Foundational S.ills $re%-I4

Massachusetts Curriculum Framework for English Language Arts and Literacy,

Readin( StandardsA Foundational S.ills $re%-I4

Co ege and Career Read!ness An$"or Standards for Wr!t!ng

0e8t 0 +es and 3ur+oses<

3roduction and Distribution o& %riting

6esearch to 2uild and 3resent 5nowledge

6ange o& %riting