ENGLISH LANGUAGE ARTS AND LITERACY Grades Pre-Kindergarten to 12 Massachusetts Curriculum Framework – 2017 MASSACHUSETTS DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION This document was prepared by the Massachusetts Department of Elementary and Secondary Education Board of Elementary and Secondary Education Members: Mr. Paul Sagan, Chair, Cambridge Mr. James Morton, Vice Chair, Boston Ms. Katherine Craven, Brookline Dr. Edward Doherty, Hyde Park Dr. Roland Fryer, Cambridge Ms. Margaret McKenna, Boston Mr. Michael Moriarty, Holyoke Dr. Pendred Noyce, Boston Mr. James Peyser, Secretary of Education, Milton Ms. Mary Ann Stewart, Lexington Mr. Nathan Moore, Chair, Student Advisory Council, Scituate Mitchell D. Chester, Ed.D., Commissioner and Secretary to the Board The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex, or sexual orientation. Inquiries regarding the Department's compliance with Title IX and other civil rights laws may be directed to the Human Resources Director, 75 Pleasant St., Malden, MA, 02148, 781-338-6105. © 2017 Massachusetts Department of Elementary and Secondary Education. Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please credit the "Massachusetts Department of Elementary and Secondary Education." Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370 www.doe.mass.edu Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, Massachusetts 02148-4906 Dear Colleagues, I am pleased to present to you the Massachusetts Curriculum Framework for English Language Arts and Literacy adopted by the Board of Elementary and Secondary Education in March 2017. This Framework is built upon the foundation of the 2010 Massachusetts Curriculum Framework for English Language Arts and Literacy, as well as earlier versions of our Massachusetts English Language Arts Frameworks published since 1997. The current Framework incorporates improvements suggested by Massachusetts educators after six years of experience in implementing the 2010 standards in their classrooms. These revised pre-kindergarten to grade 12 standards are based on research and effective practice, and will enable teachers and administrators to strengthen curriculum, instruction, and assessment. The 2017 standards draw from the best of prior Massachusetts English Language Arts and Literacy Curriculum Frameworks, and represent the input of hundreds of the Commonwealth's pre-K–12 and higher education faculty. The 2017 standards embody the Commonwealth's commitment to providing all students with a world-class education. This revision of the Framework retains the strengths of the previous frameworks and includes these improved features: • Increased coherence among the Reading, Writing, Speaking and Listening, and Language Standards. • Incorporation of instructional examples from the 2001 Massachusetts standards. • Stronger demonstrations of how literacy instruction—particularly in the early elementary years—is intertwined with learning in mathematics, science, social studies, the arts, and other subjects of a well-balanced curriculum. • Higher ambitions for student achievement, including standards that were written to provide more rigorous preparation for college, careers, and civic participation. • Numerous classroom instructional examples and samples of authentic student writing from Massachusetts classrooms to clarify the meaning of the standards. In the course of revising these standards, the Department received many valuable comments and suggestions. I want to thank everyone who contributed their ideas, enthusiasm, and determination to make the standards useful for students, families, educators, and the community. In particular, I am grateful to the members of the ELA/Literacy Standards Review Panel and to our Content Advisors, for giving their time generously to the project of improving learning standards for Massachusetts students. I am proud of the work that has been accomplished. We will continue to collaborate with schools and districts to implement the 2017 Massachusetts Curriculum Framework for English Language Arts and Literacy over the next several years. All Massachusetts frameworks are subject to continuous review and improvement for the benefit of the students of the Commonwealth. We hope you will find this Framework useful in building a strong ELA/literacy curriculum for your school or district. A well-rounded ELA curriculum should expose students to a rich diversity of high-quality, authentic literature from multiple genres, cultures, and time periods. The purpose of teaching literature is not only to sharpen skills of comprehension and analysis, but also to instill in students a deep appreciation for art, beauty, and truth, while broadening their understanding of the human condition from differing points of view. Reading and discussing important works of prose and poetry will also help students develop empathy for others while learning about who they are as individuals and members of a wider civilization and world. Thank you again for your ongoing support and for your commitment to achieving the goal of improved achievement for all students. Sincerely, Mitchell D. Chester, Ed.D. Commissioner of Elementary and Secondary Education Table of Contents Acknowledgments ... 6 Introduction ... 9 Guiding Principles for English Language Arts and Literacy Programs ... 15 Students Who Are Ready for College, Careers, and Civic Participation ... 17 College and Career Readiness and Civic Preparation ... 18 Standards for English Language Arts & Literacy in History/Social Studies, Science, Mathematics, and Technical Subjects Pre-K through Grade 5 ... 20 College and Career Readiness Anchor Standards for Reading ... 21 College and Career Readiness Anchor Standards for Writing ... 22 College and Career Readiness Anchor Standards for Speaking and Listening ... 24 College and Career Readiness Anchor Standards for Language ... 25 Pre-K ... 26 Pre-K Reading Standards ... 26 Pre-K Reading Standards for Literature [RL] ... 26 Pre-K Reading Standards for Informational Text [RI] ... 26 Pre-K Reading Standards for Foundational Skills [RF] ... 27 Pre-K Writing Standards [W] ... 28 Pre-K Speaking and Listening Standards [SL] ... 29 Pre-K Language Standards [L] ... 29 Kindergarten ... 31 Kindergarten Reading Standards ... 31 Kindergarten Reading Standards for Literature [RL] ... 31 Kindergarten Reading Standards for Informational Text [RI] ... 31 Kindergarten Reading Standards for Foundational Skills [RF] ... 32 Kindergarten Writing Standards [W] ... 33 Kindergarten Speaking and Listening Standards [SL] ... 34 Kindergarten Language Standards [L] ... 35 Grade 1 ... 37 Grade 1 Reading Standards ... 37 Grade 1 Reading Standards for Literature [RL] ... 37 Grade 1 Reading Standards for Informational Text [RI] ... 37 Grade 1 Reading Standards for Foundational Skills [RF] ... 38 Grade 1 Writing Standards [W] ... 39 Grade 1 Speaking and Listening Standards [SL] ... 40 Grade 1 Language Standards [L] ... 41 Grade 2 ... 43 Grade 2 Reading Standards ... 43 Grade 2 Reading Standards for Literature [RL] ... 43 Grade 2 Reading Standards for Informational Text [RI] ... 43 Grade 2 Reading Standards for Foundational Skills [RF] ... 44 Grade 2 Writing Standards [W] ... 45 Grade 2 Speaking and Listening Standards [SL] ... 46 Grade 2 Language Standards [L] ... 48 Grade 3 ... 50 Grade 3 Reading Standards ... 50 Grade 3 Reading Standards for Literature [RL] ... 50 Grade 3 Reading Standards for Informational Text [RI] ... 50 Grade 3 Reading Standards for Foundational Skills [RF] ... 51 Grade 3 Writing Standards [W] ... 52 Grade 3 Speaking and Listening Standards [SL] ... 54 Grade 3 Language Standards [L] ... 55 Grade 4 ... 58 Grade 4 Reading Standards ... 58 Grade 4 Reading Standards for Literature [RL] ... 58 Grade 4 Reading Standards for Informational Text [RI] ... 58 Grade 4 Reading Standards for Foundational Skills [RF] ... 59 Grade 4 Writing Standards [W] ... 60 Grade 4 Speaking and Listening Standards [SL] ... 62 Grade 4 Language Standards [L] ... 63 Grade 5 ... 66 Grade 5 Reading Standards ... 66 Grade 5 Reading Standards for Literature [RL] ... 66 Grade 5 Reading Standards for Informational Text [RI] ... 66 Grade 5 Reading Standards for Foundational Skills [RF] ... 67 Grade 5 Writing Standards [W] ... 68 Grade 5 Speaking and Listening Standards [SL] ... 70 Grade 5 Language Standards [L] ... 71 Resources for Implementing the Pre-K–5 Standards ... 74 Range, Quality, and Complexity of Student Reading Pre-K–5 ... 79 Qualitative Analysis of Literary Texts for Pre-K–5: A Continuum of Complexity ... 80 Qualitative Analysis of Informational Texts for Pre-K–5: A Continuum of Complexity ... 81 Texts Illustrating the Range, Quality, and Complexity of Student Reading Pre-K–5 ... 82 Sample Text Set for the Elementary Grades: Water ... 83 Key Cumulative Language Standards, Grades 3–12 ... 84 Standards for English Language Arts Grades 6 through 12 ... 85 College and Career Readiness Anchor Standards for Reading ... 86 College and Career Readiness Anchor Standards for Writing ... 87 College and Career Readiness Anchor Standards for Speaking and Listening ... 88 College and Career Readiness Anchor Standards for Language ... 89 Grade 6 ... 90 Grade 7 ... 96 Grade 8 ... 102 Grades 9–10 ... 108 Grades 11–12 ... 115 Resources for Implementing the Grades 6–12 Standards for English Language Arts ... 121 Standards for Literacy in the Content Areas Grades 6 through 12 ... 130 Grades 6–8 ... 135 Grades 9–10 ... 141 Grades 11–12 ... 146 Resources for Implementing the Grades 6–12 Standards for Literacy in the Content Areas ... 151 Appendix A: Application of the Standards for English Learners and Students with Disabilities ... 155 Appendix B: A Literary Heritage ... 158 Appendix C: Glossary of Terms ... 172 Appendix D: Resources and Bibliography ... 187 Massachusetts Curriculum Frameworks for English Language Arts and Literacy and Mathematics Review Panel, 2016–2017: Rachel Barlage, Jennifer Berg, Tara Brandt, Jennifer Camara-Pomfret, Tricia Clifford, Linda Crockett, Linda Dart-Kathios, Linda Davenport, Beth Delaney, Lisa Dion, Tom Fortmann, Oneida Fox Roye, Andrea Gobbi, Donna Goldstein, Andrea Griswold, Susan Hehir, Anna Hill, Sarah Hopson, Nancy Johnson, Patty Juranovits, Elizabeth Kadra, Patricia Kavanaugh, John Kucich, David Langston, Stefanie Lowe, Linda McKenna, Eileen McQuaid, Matthew Müller, Raigen O'Donohue, Eileen Perez, Laura Raposa, Danika Ripley, Heather Ronan, Fran Roy, Melissa Ryan, Karyn Saxon, Jeffrey Strasnick, Kathleen Tobiasson, Brian Travers, Nancy Verdolino, Meghan Walsh, Rob Whitman, Kerry Winer, Joanne Zaharis. Content Advisors: English Language Arts and Literacy: Bill Amorosi, Mary Ann Cappiello, Erika Thulin Dawes, Lorretta Holloway, Brad Morgan, Deborah Reck, Jane Rosenzweig. Mathematics: Richard Bisk, Andrew Chen, Al Cuoco, Sunny Kang, Maura Murray, Kimberly Steadman. External Partner: Jill Norton (Abt Associates). Executive Office of Education & DESE Leadership: Tom Moreau, Susan Lane, Jeffrey Wulfson, Heather Peske. DESE Staff Contributors from Center for Instructional Support, Office of Literacy and Humanities (Rachel Bradshaw, Lead Writer), STEM Office (Cornelia Varoudakis, Lead Writer, Mathematics), Office of Educator Development, OELAAA, Special Education, Planning, and Student Assessment Services. The Origin of these Standards: 1993–2010 The Massachusetts Education Reform Act of 1993 directed the Commissioner and Department of Education to create academic standards in a variety of subject areas. Massachusetts adopted its first set of English language arts (ELA) standards in 1997 and revised them in 2001. In 2007 ESE convened a team of educators to revise the 2001 framework, merging with the Common Core State Standards initiative in 2009. The pre-K–12 Massachusetts Curriculum Framework for English Language Arts and Literacy, incorporating both Common Core and unique Massachusetts features, was adopted in 2010. Review of Standards, 2016–2017 In November 2015, the Board voted to develop next-generation student assessments and convened review panels of pre-K–12 teachers and higher education faculty. A revised draft in December 2016 resulted in over 100 added instructional examples, stronger interdisciplinary connections, clearer text complexity guidance, and updated definitions of College and Career Readiness and Civic Preparation. The Literate Person of the Twenty-First Century Literate individuals demonstrate independence in reading complex texts and evaluating arguments, build strong content knowledge across disciplines, adapt communication to task/audience/purpose, comprehend and critique arguments, value evidence, use digital media strategically, and seek to understand diverse perspectives and cultures. An Integrated Model of Literacy & Well-Rounded Curriculum Literacy instruction is shared across all disciplines (mathematics, science, social studies, arts, technical fields). Pre-K–5 integrates literacy across subjects; grades 6–12 divides into ELA and Literacy in History/Social Studies, Science, and Technical Subjects. Balance of extended and shorter texts, close reading, and comparative analysis are emphasized. Guiding Principle 1: Students should receive explicit instruction in skills, including phonics and decoding, especially to narrow opportunity gaps. Guiding Principle 2: Students need a rich academic vocabulary and broad background knowledge to become successful readers. Guiding Principle 3: Educators should cultivate a love of reading through high-quality literature/nonfiction, reading aloud, and independent reading time. Guiding Principle 4: Students should be exposed to complex, challenging texts at grade level and above with appropriate scaffolding. Guiding Principle 5: Students should read diverse authentic texts balanced across genres, cultures, and time periods. Guiding Principle 6: Frequent opportunities for discussing and writing about readings develop critical thinking. Guiding Principle 7: Reading well-crafted texts provides the essential foundation for effective writing. Guiding Principle 8: Regular writing practice across multiple forms/genres and explicit instruction in conventions and vocabulary are required. Guiding Principle 9: Educators and families are vital collaborative resources in literacy development. Guiding Principle 10: Social and emotional learning (self-awareness, self-management, social awareness, decision making, relationship skills) supports academic growth. Guiding Principle 11: Literature should instill appreciation for art, beauty, truth, human conditions, empathy, and shared cultural heritage. CCR Anchor Standards for Reading: 1. Read closely; make logical inferences; cite specific textual evidence. 2. Determine central ideas/themes; summarize key supporting details. 3. Analyze how and why individuals, events, and ideas develop/interact. 4. Interpret words and phrases, including technical, connotative, and figurative meanings. 5. Analyze text structure (sentences, paragraphs, sections, whole). 6. Assess point of view and purpose. 7. Integrate and evaluate content across diverse formats and media. 8. Delineate and evaluate arguments and specific claims. 9. Analyze how two or more texts address similar themes/topics. 10. Independently and proficiently read and comprehend complex texts. CCR Anchor Standards for Writing: 1. Write arguments to support claims using valid reasoning and evidence. 2. Write informative/explanatory texts to convey complex ideas clearly. 3. Write narratives to develop experiences or events with effective technique. 4. Produce clear, coherent writing appropriate to task, purpose, audience. 5. Develop and strengthen writing through planning, revising, editing, rewriting. 6. Use technology to produce, publish, and collaborate on writing. 7. Conduct short and sustained research projects based on focused questions. 8. Gather relevant information from multiple sources; assess credibility; avoid plagiarism. 9. Draw evidence from literary or informational texts. 10. Write routinely over extended and shorter time frames. CCR Anchor Standards for Speaking and Listening: 1. Prepare for and participate in collaborative conversations with diverse partners. 2. Integrate and evaluate information in diverse media and formats. 3. Evaluate a speaker's point of view, reasoning, and evidence. 4. Present information, findings, and evidence logically and clearly. 5. Make strategic use of digital media and visual displays. 6. Adapt speech to a variety of contexts and communicative tasks. CCR Anchor Standards for Language: 1. Demonstrate command of standard English grammar and usage. 2. Demonstrate command of standard English capitalization, punctuation, and spelling. 3. Apply knowledge of language across various contexts for meaning and style. 4. Determine/clarify meaning of unknown and multiple-meaning words. 5. Demonstrate understanding of figurative language, word relationships, and nuances. 6. Acquire and use general academic and domain-specific words/phrases. Detailed grade-by-grade learning standards for Pre-K, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, and Grade 5 organized into: - Reading Standards for Literature [RL] - Reading Standards for Informational Text [RI] - Reading Standards for Foundational Skills [RF] - Writing Standards [W] - Speaking and Listening Standards [SL] - Language Standards [L] Includes specific grade-level milestones such as print concepts, phonological awareness, phonics and decoding progression, handwriting/cursive introduction (Grade 3), grammar conventions, figurative language, research writing, and direct connections to Mathematical Practice Standards (e.g., SMP 2: Reason abstractly and quantitatively, SMP 3: Construct viable arguments, SMP 6: Attend to precision). Grade-level standards for Grade 6, Grade 7, Grade 8, and two-year grade bands for Grades 9–10 and Grades 11–12. Content Area Literacy Standards: - Reading Standards for Literacy in History/Social Studies [RCA-H] - Reading Standards for Literacy in Science and Career/Technical Subjects [RCA-ST] - Writing Standards for Literacy in the Content Areas [WCA] - Speaking and Listening Standards for Literacy in the Content Areas [SLCA] Emphasizes analyzing primary/secondary historical documents, evaluating complex scientific texts, technical procedures, data charts, constructing evidence-based arguments, and participating in civil academic discourse. Measuring Text Complexity: 3-part model combining Qualitative Evaluation (Levels of meaning/purpose, text structure, language conventionality, knowledge demands), Quantitative Evaluation (readability metrics, Lexile, ATOS), and Matching Reader to Text and Task. Key Cumulative Language Standards (Grades 3–12): Identifies essential conventions, sentence structure variety, pronoun agreement, verb tenses/moods, parallel structure, and concise editing requiring continuous instructional attention across grade bands. Appendix A: Application of the Standards for English Learners (ELD/ESL principles, sheltered English immersion) and Students with Disabilities (Universal Design for Learning, accommodations, assistive technology, IEP alignment). Appendix B: A Literary Heritage: - Part I: Suggested Authors, Illustrators, and Works from the Ancient World to the Late 20th Century (Pre-K–2, 3–4, 5–8, 9–12; includes classical mythology, biblical literature, American & British authors, poets, historical speeches/documents). - Part II: Suggested Contemporary Authors and Illustrators (Late 20th and 21st Centuries). - Part III: Suggested Authors of Contemporary and Historical World Literature. Appendix C: Glossary of Terms (Definitions from Academic Vocabulary, Affix, Alliteration to Verbals, Voice, and Writing Types). Appendix D: Resources and Bibliography (Citations of foundational literacy research and state reference documents).