0311

MASSACHUSETTS CURRICULUM FRAMEWORK
FOR
ENGLISH LANGUAGE ARTS AND LITERACY

Grades Pre-Kindergarten to 12 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!ng222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222 ,3
Citerature.............................................................................................................................................................................................. 78 0nformational Te/t................................................................................................................................................................................. 73 Foundational S.ills............................................................................................................................................................................... 65
Wr!t!ng2222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222 *3 S4ea5!ng and L!sten!ng2222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222 *6 Lang#age222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222 33
Grades 70,* Standards for Eng !s" Lang#age Arts

Read!ng222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222 89
Citerature.............................................................................................................................................................................................. 89 0nformational Te/t................................................................................................................................................................................. 45
Wr!t!ng2222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222 13 S4ea5!ng and L!sten!ng2222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222 7+ Lang#age222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222 78
Standards for L!tera$% !n H!stor%&So$!a St#d!es' S$!en$e' and Te$"n!$a S#()e$ts

Read!ng222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222 93
!istoryDSocial Studies.......................................................................................................................................................................... 38 Science and Technical SubEects........................................................................................................................................................... 34
Wr!t!ng2222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222222 97 Application of Common Core State Standards for English Language Learners and Students with Disabilities............................................. 97 Bibliograph .................................................................................................................................................................................................. 94 !lossar ........................................................................................................................................................................................................ ?6 A Literar "eritage# Suggested Authors$ %llustrators$ and &orks from the Ancient &orld to About '()*..................................................... 754 A Literar "eritage# Suggested Contemporar Authors and %llustrators+ Suggested Authors in &orld Literature........................................ 778
Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011
Massachusetts Department of Elementary and Secondary Education

91 . easant Street' Ma den' Massa$"#setts +*,8:/86+7
Mitchell D. Chester, Ed.D. Commissioner
March 6577 Dear Collea(ues, 0 am pleased to present to you the ,assachusetts Curriculum -ramework for English Language Arts and Literac adopted by the oard of Elementary and Secondary Education in December 6575. This framewor. mer(es the Common Core State Standards for English Language Arts and Literac in "istor .Social Studies$ Science$ and /echnical Sub0ects 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 FEECG, 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 for 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 subEect 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 2011
Massachusetts Curriculum Framework for English Language Arts and Literacy, March
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' *++90*+,+ 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, /he "orn Book 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 Hni'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, Hni'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 !istoryDSocial 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, Hni'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 CiteracyDEC+ 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 Hni'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 $ublic Schools Mart"a =2 .arra;ano E/ecuti'e Editor, /he "orn Book Rosemar% .en5a a En(lish Teacher, Smith "ocational J +(ricultural !i(h School, Borthampton -r#$e .enn!man Director, ,estern Massachusetts ,ritin( $roEect and En(lish 0nstructor, Hni'ersity of Massachusetts +mherst Sand% .#tnam/Fran5 !n Early childhood consultant Fran5 Ree$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 Hni'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, Hni'ersity of Massachusetts Cowell Roger S#tton Editor in Chief, /he "orn Book C"r!s To 4a En(lish Can(ua(e +rts Director, ,estfield $ublic Schools Schools
iii
CKNOWLEDGEMENTS Massa$"#setts Contr!(#tors' *++90*+,+ 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 $ublic Schools Wr!ters of the 7??3 and 6557 ,assachusetts English Language Arts Curriculum -rameworks and the 6558 Supplement
Massa$"#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 $helps, +ssociate Commissioner, Curriculum and 0nstruction #effrey Bellhaus, Deputy Commissioner
i' 2011
0BTRODHCT0OB
0n 6553 the Massachusetts Department of Elementary and Secondary Education con'ened a team of educators to re'ise its e/istin( 6557 English Language Arts Curriculum -ramework and, when the Council of Chief State School Officers FCCSSOG and the Bational &o'ernors +ssociation FB&+G be(an a multi%state standards de'elopment proEect called the Common Core State Standards initiati'e in 655?, the two efforts mer(ed. The Common Core State Standards for English Language Arts and Literac in "istor .Social Studies$ Science$ and /echnical Sub0ects were adopted by the Massachusetts oard of Elementary and Secondary Education on #uly 67, 6575. Uni ue Massachusetts Standards and !eatures The ,assachusetts Curriculum -ramework for 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. /he ,assachusetts 1re23indergarten 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 preschool/pre-kindergarten
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 )2**+,-can be promoted through almost all daily activities, from play and e&ploration activities to talking about picture books, and should not be limited to 'reading time.(
"readth of the Pre-K to Grade 12 Standards The standards in this -ramework set re1uirements not only for En(lish lan(ua(e arts FEC+G but also for literacy in historyDsocial studies, science, and technical subEects. #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+, historyDsocial studies, science, and technical subEects 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 historyDsocial studies, science, and technical subEects 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 enEoyin( 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 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.
population includes children from the age of 2 years, 9 months until they are kindergarten-eligible. A majority attend education programs in diverse settings community-based early care and education centers, family child care, !ead "tart, and public preschools. "ome children do not attend any formal program. #n this age group, the foundations of reading, $riting, speaking and listening, and language development are formed during children%s conversations and informal dramatics, $hile learning songs and poems, and from e&periences $ith real objects, as $ell as $hile listening to and 'reading( books on a variety of subjects.
Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011 :
8 2011
-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 F(rades ?I76G 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 .+1/ and 11+12 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. 0 !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 Eud(ment and e/perience identify as most helpful for meetin( the (oals set out in the standards. 0n 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 2011 Massachusetts Curriculum Framework for English Language Arts and Literacy, March
'esearch and Media S1ills "lended into the Standards as a 2hole 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 0ssessment ,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 F=De'elop and stren(then writin( as needed by plannin(, re'isin(, editin(, rewritin(, or tryin( a new approach>G as well as Can(ua(e standards 7I: Fwhich deal with con'entions of standard En(lish and .nowled(e of lan(ua(eG. ,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 historyDsocial studies, science, and technical subEects. The ten CCR anchor standards for ,ritin( co'er numerous te/t types and subEect 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 'esponsi3ility for Students4 $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 subEects, includin( but not limited to EC+. The (rades ;I76 standards are di'ided into two sections, one for EC+ and the other for historyDsocial studies, science, and technical subEects. 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 $ro(ress FB+E$G 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$)s lead in balancin( the readin( of literature with the readin( of informational te/ts, includin( te/ts in historyDsocial studies, science, and technical subEects. 0n accord with B+E$)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 Fstories, drama, and poetryG 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.. F0n the 655? NAE1 4eading -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.G 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 informationalDe/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$. F0n the 6577 NAE1 &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.G
,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 H.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 Eournalism 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, speaking 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 historyDsocial studies, science, and technical subEects, 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 $ro(rams in Massachusetts
The followin( principles are philosophical statements that underlie the standards and resources of this curriculum framewor.. They should (uide the construction and e'aluation of En(lish lan(ua(e arts and literacy pro(rams in schools and the broader community. proficient students apply the critical techni1ues learned in the study of e/position to the e'aluation of multimedia, tele'ision, radio, filmD'ideo, and websites. School librarians play a .ey role in findin( boo.s and other media to match students) interests, and in su((estin( further resources in public libraries.
G#!d!ng .r!n$!4 e ,
0n effecti*e English language arts and literacy curriculum de*elops thin1ing and language together through interacti*e learning5 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$!4 e 8
0n effecti*e English language arts and literacy curriculum de*elops students4 oral language and literacy through appropriately challenging learning2 Readin( to and con'ersin( with preschool and primary (rade children plays an especially critical role in de'elopin( children)s 'ocabulary, their .nowled(e of the natural world, and their appreciation for the power of the ima(ination. 0n the primary (rades, systematic phonics instruction and re(ular practice in applyin( decodin( s.ills are essential elements of the school pro(ram. +t the middle and hi(h school le'els, pro(rams desi(ned to prepare students for colle(e and careers continue to emphasi*e the s.ills of buildin( .nowled(e throu(h substanti'e con'ersation, collaboration, and ma.in( oral presentations that are adapted to tas., purpose, and audience.
G#!d!ng .r!n$!4 e *
0n effecti*e English language arts and literacy curriculum dra%s on literature in order to de*elop students4 understanding of their literary heritage5 +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$!4 e 1
0n effecti*e English language arts and literacy curriculum emphasi7es %riting arguments8 e6planatory9informati*e te6ts8 and narrati*es5 +t all le'els, students) writin( records their ima(ination, e/ploration, and responses to the te/ts they read. +s students attempt to write clearly and coherently about increasin(ly comple/ ideas, their writin( ser'es to propel intellectual (rowth. Throu(h writin(, students de'elop their ability to thin., to communicate and defend ideas, and to create worlds unseen. + student)s writin( and spea.in( 'oice is an e/pression of self. Students) 'oices tell us who they are, how they thin., and what uni1ue perspecti'es they brin( to their learnin(. Students) 'oices de'elop when teachers pro'ide opportunities for interaction, e/ploration, and communication. ,hen students discuss ideas and read one another)s writin(, they learn to distin(uish between formal and informal communication. They also learn about their classmates as uni1ue indi'iduals who can contribute their distincti'e ideas, aspirations, and talents to the class, the school, the community, and the nation.
G#!d!ng .r!n$!4 e 3
0n effecti*e English language arts and literacy curriculum dra%s on informational te6ts and multimedia in order to 3uild academic *oca3ulary and strong content 1no%ledge5 0n all of their classes, includin( historyDsocial science, science and technolo(yDen(ineerin(, arts, comprehensi'e health, forei(n lan(ua(e, and 'ocational and technical subEects, 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 7
0n effecti*e English language arts and literacy curriculum holds high e6pectations for all students5 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. students4 sense of their common ground as present or future 0merican citi7ens and prepares them to participate responsi3ly in our schools and in ci*ic life5 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 Hnited 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$!4 e 9
0n effecti*e English language arts curriculum pro*ides e6plicit s1ill instruction in reading and %riting5 0n some cases, e/plicit s.ill instruction is most effecti'e when it precedes student need. Systematic phonics lessons, in particular decodin( s.ills, should be tau(ht to students before they use them in their subse1uent readin(. Systematic instruction is especially important for those students who ha'e not de'eloped phonemic awarenessMthe ability to pay attention to the component sounds of lan(ua(e. Effecti'e instruction can ta.e place in small (roups, indi'idually, or on a whole class basis. 0n other cases, e/plicit s.ill instruction is most effecti'e when it responds to specific problems students re'eal in their wor..
G#!d!ng .r!n$!4 e ,+
0n effecti*e English language arts and literacy curriculum reaches out to families and communities in order to sustain a literate society5 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$!4 e :
0n effecti*e English language arts and literacy curriculum 3uilds on the language8 e6periences8 1no%ledge8 and interests that students 3ring to school5 Teachers reco(ni*e the importance of bein( able to respond effecti'ely to the challen(es of lin(uistic and cultural differences in their classrooms. They reco(ni*e that sometimes students ha'e learned ways of tal.in(, thin.in(, and interactin( that are effecti'e at home and in their nei(hborhood, but which may not ha'e the same meanin( or usefulness in school. Teachers try to draw on these different ways of tal.in( and thin.in( as potential brid(es to spea.in( and writin( in standard En(lish.
G#!d!ng .r!n$!4 e 6
0n 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 subEect 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 adEust 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 Fe.(., documentary e'idence in history, e/perimental e'idence in scienceG.
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.
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 historyDsocial studies, science, and technical subEects, 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 historyDsocial studies, science, and technical subEects 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 Fe.(., R! O !istoryDSocial Science Readin( standards for (rades ;I76L RF O EC+ Foundational S.ills in Readin( for (rades pre%.I4G. Each strand is headed by a strand%specific set of Colle(e and Career Readiness FCCRG 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 grade2specific standards Ffor each (rade within pre%.I9 and for (rade bands ?I75 and 77I76G 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 disciplineFsG. 0ndi'idual CCR an$"or standards are identified by strand, CCR status, and number FR.CCR.;, for e/ample, is the si/th CCR anchor standard for the Readin( strandG. Strand codin( desi(nations are found in brac.ets at the top of the pa(e, to the ri(ht of the full strand title. 0ndi'idual grade/ s4e$!f!$ standards are identified by strand, (rade, and number For number and letter, where applicableGA 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 2011
-ey Features of the Standards in each Strand

'eading: #e6t &omple6ity 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. 2riting: #e6t #ypes8 'esponding to 'eading8 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'eDe/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. Spea1ing and $istening: !le6i3le &ommunication and &olla3oration 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.. $anguage: &on*entions8 Effecti*e Use8 and ;oca3ulary The Can(ua(e standards include the essential =rules> of standard written and spo.en En(lish, but they also approach lan(ua(e as a matter of craft and informed choice amon( alternati'es. The 'ocabulary standards focus on understandin( words and phrases, their relationships, and their nuances, and on ac1uirin( new 'ocabulary, particularly (eneral academic and domain%specific words and phrases.
ST+BD+RDS FOR Eng !s" Lang#age Arts F L!tera$% !n H!stor%&So$!a St#d!es' S$!en$e' and Te$"n!$a S#()e$ts
$RE%-I4
Co ege and Career Read!ness An$"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 FCCRG 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 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 extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. tudents can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. tudents also acquire the habits of reading independently and closely, which are essential to their future success.
3e %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.
Craft 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 Fe.(., a section, chapter, scene, or stan*aG relate to each other and the whole. 72 +ssess how point of 'iew or purpose shapes the content and style of a te/t.
%ntegration of 3nowledge and %deas

92 0nte(rate and e'aluate content presented in di'erse media and formats, includin( 'isually and 1uantitati'ely, as well as in words.P :2 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. MA2:2A2 +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.
4ange of 4eading and Le5el of /e6t Comple6it

,+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.
7:
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 ad5ancing through the grades are e6pected to meet each ears grade2specific standards and retain or further de5elop skills and understandings mastered in preceding grades. .re/K!ndergartners Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG 3e %deas and Details
MA2,2 MA2*2 MA232 MA282 12 MA272 ,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. F e(ins in .inder(arten or when the indi'idual child is readyG ,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 72
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 maEor 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 Fe.(., storyboo.s, poemsG. ,ith promptin( and support, name the author and illustrator of a story and define the role of each in tellin( the story.
Craft and Structure

MA292 ,ith promptin( and support, ma.e predictions about what happens ne/t in a picture boo. after e/aminin( and discussin( the illustrations. :2 FBot applicable to literatureG MA2:2A2 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. 92 ,ith promptin( and support, describe the relationship between illustrations and the story in which they appear Fe.(., what moment in a story an illustration depictsG. :2 FBot applicable to literatureG MA2:2A2 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.

78
RRCS
Grade , st#dentsG 3e %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 maEor 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 maEor 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. Hse 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 maEor e'ents and challen(es. Describe how words and phrases Fe.(., re(ular beats, alliteration, rhymes, repeated linesG 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. Hse 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 Fe.(., their traits, moti'ations, or feelin(sG 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 chapter, scene, and stan7aL 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
Craft and Structure

8. 12 82 12 82 12
72
72
72

92 92 92 E/plain how specific aspects of a te/t)s illustrations contribute to what is con'eyed by the words in a story Fe.(., create mood, emphasi*e aspects of a character or settin(G. :2 FBot applicable to literatureG MA2:2A2 0dentify elements of fiction Fe.(., characters, settin(, plot, problem, solutionG and elements of poetry Fe.(., rhyme, rhythm, fi(urati'e lan(ua(e, alliteration, onomatopoeiaG. 62 Compare and contrast the themes, settin(s, and plots of stories written by the same author about the same or similar characters Fe.(., in boo.s from a seriesG. ,+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.
:2 FBot applicable to literatureG MA2:2A2 0dentify characteristics commonly shared by fol.tales and fairy tales. 62 Compare and contrast the ad'entures and e/periences of characters in stories.
:2 FBot applicable to literatureG MA2:2A2 0dentify dialo(ue as words spo.en by characters Fusually enclosed in 1uotation mar.sG 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 Fe.(., Cinderella storiesG 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.

RRCS
74
Grade 8 st#dentsG 3e %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 Fe.(., a character)s thou(hts, words, or actionsG. 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 Fe.(., "erculeanG. E/plain maEor differences between poems, drama, and prose, and refer to the structural elements of poems Fe.(., 'erse, rhythm, meterG and drama Fe.(., casts of characters, settin(s, descriptions, dialo(ue, sta(e directionsG 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 Fe.(., how characters interactG. 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.
Craft and Structure

82 12 82 12
72
72

92 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. :2 FBot applicable to literatureG MA2:2A2 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 Fe.(., opposition of (ood and e'ilG and patterns of e'ents Fe.(., the 1uestG in stories, myths, and traditional literature from different cultures. 92 +naly*e how 'isual and multimedia elements contribute to the meanin(, tone, or beauty of a te/t Fe.(., (raphic no'el, multimedia presentation of fiction, fol.tale, myth, poemG. :2 FBot applicable to literatureG MA2:2A2 Cocate and analy*e e/amples of foreshadowin( in stories, poems, fol.tales, and plays. 62 Compare and contrast stories in the same (enre Fe.(., mysteries and ad'enture storiesG 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

7;
RR0S
.re/K!ndergartners Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG 3e %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 Fe.(., 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 hopG. ,ith promptin( and support, as. and answer 1uestions about unfamiliar words in an informational te/t read aloud. F e(ins in .inder(arten or when the indi'idual child is readyG ,ith promptin( and support, =read> illustrations in an informational picture boo. by describin( facts learned from the pictures Fe.(., how a seed (rows into a plantG. ,ith promptin( and support, describe important details from an illustration or photo(raph. F e(ins in .inder(arten or when the indi'idual child is readyG ,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.
Craft and Structure

MA282 12 MA272 82 12 72 ,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.

MA292 :2 MA262 92 :2 62 ,ith promptin( and support, describe the relationship between illustrations and the te/t in which they appear Fe.(., what person, place, thin(, or idea in the te/t an illustration depictsG. ,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 Fe.(., in illustrations, descriptions, or proceduresG.

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(.
73

Grade , st#dentsG 3e %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 causeDeffect. Determine the meanin( of (eneral academic and domain% specific words and phrases in a te/t rele'ant to a grade 9 topic or sub0ect area. Hse te/t features and search tools Fe.(., .ey words, sidebars, hyperlin.sG 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.
Craft 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 Fe.(., headin(s, tables of contents, (lossaries, electronic menus, iconsG 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. Hse 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 Fe.(., in illustrations, descriptions, or proceduresG. 82 12 Determine the meanin( of words and phrases in a te/t rele'ant to a grade 8 topic or sub0ect area. -now and use 'arious te/t features Fe.(., captions, bold print, subheadin(s, (lossaries, inde/es, electronic menus, iconsG 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
72
72
72

92 92 E/plain how specific ima(es Fe.(., a dia(ram showin( how a machine wor.sG 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. 92 Hse information (ained from illustrations Fe.(., maps, photo(raphsG and the words in a te/t to demonstrate understandin( of the te/t Fe.(., where, when, why, and how .ey e'ents occurG. Describe the lo(ical connection between particular sentences and para(raphs in a te/t Fe.(., comparison, causeDeffect, firstDsecondDthird in a se1uenceG. Compare and contrast the most important points and .ey details presented in two te/ts on the same topic.
:2 62
:2 62
:2 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( historyDsocial 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( historyDsocial studies, science, and technical te/ts, at the hi(h end of the (rades 6I: te/t comple/ity band independently and proficiently.
79

,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 : topic or sub0ect area. Describe the o'erall structure Fe.(., chronolo(y, comparison, causeDeffect, problemDsolutionG 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 Fe.(., in charts, (raphs, dia(rams, time lines, animations, or interacti'e elements on ,eb pa(esG 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 subEect .nowled(eably. y the end of year, read and comprehend informational te/ts, includin( historyDsocial 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 ; topic or sub0ect area. Compare and contrast the o'erall structure Fe.(., chronolo(y, comparison, causeDeffect, problemDsolutionG 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 pointFsG. 0nte(rate information from se'eral te/ts on the same topic in order to write or spea. about the subEect .nowled(eably. y the end of the year, read and comprehend informational te/ts, includin( historyDsocial studies, science, and technical te/ts, at the hi(h end of the (rades 8I4 te/t comple/ity band independently and proficiently.
Craft and Structure

82 12 72 92 82 12 72 92
:2 62 ,+2
:2 62 ,+2
7?
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-1indergarten and 1indergarten8 children are e6pected to demonstrate increasing a%areness and competence in the areas that follo%5 .re/K!ndergartners K!ndergartnersG Grade , st#dentsG Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG 1rint Concepts
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. F e(ins in .inder(arten or when the indi'idual child is readyG c. F e(ins in .inder(arten or when the indi'idual child is readyG 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 FphonemesG. M+.6.a. ,ith (uidance and support, reco(ni*e and produce rhymin( words Fe.(., identify words that rhyme with .cat. such as .bat. and .sat.G. 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. F e(ins in .inder(arten or when the indi'idual child is readyG e. F e(ins in .inder(arten or when the indi'idual child is readyG ,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. Hnderstand 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 Fe.(., first word, capitali*ation, endin( punctuationG.
1honological Awareness
MA2*2 *2 Demonstrate understandin( of spo.en words, syllables, and sounds FphonemesG. 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 FphonemesG in three% phoneme Fconsonant%'owel%consonant, or C"CG words.Q FThis does not include C"Cs endin( with DlD, DrD, or D/D.G e. +dd or substitute indi'idual sounds FphonemesG in simple, one%syllable words to ma.e new words. *2 Demonstrate understandin( of spo.en words, syllables, and sounds FphonemesG. 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 FphonemesG, includin( consonant blends. c. 0solate and pronounce initial, medial 'owel, and final sounds FphonemesG in spo.en sin(le%syllable words. d. Se(ment spo.en sin(le%syllable words into their complete se1uence of indi'idual sounds FphonemesG.
Q,ords, syllables, or phonemes written in DslashesDrefer to their pronunciation or phonolo(y. Thus, DC"CD is a word with three phonemes re(ardless of the number of letters in the spellin( of the word.
65

.re/K!ndergartners Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG 1honics and &ord 4ecognition
MA232 Demonstrate be(innin( understandin( of phonics and word analysis s.ills. M+.:.a. Cin. an initial sound to a picture of an obEect that be(ins with that sound and, with (uidance and support, to the correspondin( printed letter Fe.(., lin. the initial sound .b. to a picture of a ball and, with support, to a printed or written > >G. b. F e(ins in .inder(arten or when the indi'idual child is readyG M+.:.c. Reco(ni*e one)s own name and familiar common si(ns and labels Fe.(., STO$G. d. F e(ins in .inder(arten or when the indi'idual child is readyG 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 2e and common 'owel team con'entions for representin( lon( 'owel sounds. d. Hse .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. Hse conte/t to confirm or self%correct word reco(nition and understandin(, rereadin( as necessary.
<ote: In pre-1indergarten and 1indergarten8 children are e6pected to demonstrate increasing a%areness and competence in the areas that follo%5
-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 F(raphemesG for the fi'e maEor 'owels. c. Read common hi(h%fre1uency words by si(ht Fe.(., the, of, to, ou, she, m , is, are, do, doesG. d. Distin(uish between similarly spelled words by identifyin( the sounds of the letters that differ.
-luenc
82 F e(ins in .inder(arten or when the indi'idual child is readyG 82 Read emer(ent%reader te/ts with purpose and understandin(. 82

RRFS
67
Grade * st#dentsG 1honics and &ord 4ecognition

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. Hse conte/t to confirm or self% correct word reco(nition and understandin(, rereadin( as necessary. 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. 32
Grade 8 st#dentsG
-now and apply (rade%le'el phonics and word analysis s.ills in decodin( words. a. Hse combined .nowled(e of all letter%sound correspondences, syllabication patterns, and morpholo(y Fe.(., roots and affi/esG to read accurately unfamiliar multisyllabic words in conte/t and out of conte/t. 32
Grade 1 st#dentsG
-now and apply (rade%le'el phonics and word analysis s.ills in decodin( words. a. Hse combined .nowled(e of all letter%sound correspondences, syllabication patterns, and morpholo(y Fe.(., roots and affi/esG 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. Hse 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. Hse 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. Hse conte/t to confirm or self% correct word reco(nition and understandin(, rereadin( as necessary.
66
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 FCCRG 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 conveying real and imagined experiences and events. They learn to appreciate that a key 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 task and purpose. They develop the capacity to build knowledge on a sub!ect through research pro!ects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year. .
/e6t / pes and 1urposes<

,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'eDe/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.
1roduction and Distribution of &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. 72 Hse technolo(y, includin( the 0nternet, to produce and publish writin( and to interact and collaborate with others.
4esearch to Build and 1resent 3nowledge

92 Conduct short as well as more sustained research proEects based on focused 1uestions, demonstratin( understandin( of the subEect under in'esti(ation. :2 &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.
4ange of &riting
,+2 ,rite routinely o'er e/tended time frames Ftime for research, reflection, and re'isionG and shorter time frames Fa sin(le sittin( or a day or twoG 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.
6:
,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 ad5ancing through the grades are e6pected to meet each ears grade2specific standards and retain or further de5elop skills and understandings mastered in preceding 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 /e6t / pes and 1urposes
MA2,2 MA2*2 MA232 Dictate words to e/press a preference or opinion about a topic Fe.(., = 0 would li.e to (o to the fire station to see the truc. and meet the firemen.>G. Hse a combination of dictatin( and drawin( to e/plain information about a topic. Hse a combination of dictatin( and drawin( to tell a real or ima(ined story. ,2
K!ndergartnersG
Hse 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. Fe.(., , fa5orite book is . . .G. *2 Hse a combination of drawin(, dictatin(, and writin( to compose informati'eDe/planatory te/ts in which they name what they are writin( about and supply some information about the topic. 32 Hse 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 72 F e(ins in (rade :G ,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( proEects Fe.(., e/plore a number of boo.s by a fa'orite author and e/press opinions about themG. ,ith (uidance and support from adults, recall information from e/periences or (ather information from pro'ided sources to answer a 1uestion. F e(ins in (rade 8G
MA232A2 F e(ins in .inder(artenG

82 12 MA272 F e(ins in (rade :G F e(ins in .inder(arten or when an indi'idual student is readyG Reco(ni*e that di(ital tools Fe.(., computers, cell phones, cameras, and other de'icesG are used for communication and, with support and (uidance, use them to con'ey messa(es in pictures andDor words. F e(ins in .inder(arten or when an indi'idual student is readyG F e(ins in .inder(arten or when an indi'idual student is readyG F e(ins in (rade 8G F e(ins in (rade :G

92 :2 62 ,+2 92 :2 62

,+2 F e(ins in (rade :G
68

Grade , st#dentsG /e6t / pes and 1urposes
,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 Fe.(., because, and, alsoG 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. Hse lin.in( words and phrases Fe.(., because, therefore, since, for e6ampleG to connect opinion and reasons. d. $ro'ide a concludin( statement or section. *2 ,rite informati'eDe/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. Hse lin.in( words and phrases Fe.(., also, another, and, more, butG 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 andDor charactersL or(ani*e an e'ent se1uence that unfolds naturally. b. Hse 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. Hse 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 Fe.(., alliteration, onomatopoeia, rhymeG are .ey elements.
*2
,rite informati'eDe/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'eDe/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.
64

Grade , st#dentsG 1roduction and Distribution of &riting
82 F e(ins in (rade :G 82
R,S
Grade * st#dentsG
F e(ins in (rade :G
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. F&rade%specific e/pectations for writin( types are defined in standards 7I: abo'e.G 12 ,ith (uidance and support from peers and adults, de'elop and stren(then writin( as needed by plannin(, re'isin(, and editin(. FEditin( for con'entions should demonstrate command of Can(ua(e standards 7I: up to and includin( (rade : on pa(es :;I:3.G 72 ,ith (uidance and support from adults, use technolo(y to produce and publish writin( Fusin( .eyboardin( s.illsG as well as to interact and collaborate with others. 92 Conduct short research proEects 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. F e(ins in (rade 8G
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( proEects Fe.(., e/plore a number of =how%to> boo.s on a (i'en topic and use them to write a se1uence of instructionsG. ,ith (uidance and support from adults, recall information from e/periences or (ather information from pro'ided sources to answer a 1uestion. F e(ins in (rade 8G
12
,ith (uidance and support from adults and peers, focus on a topic and stren(then writin( as needed by re'isin( and editin(.
72
72
,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( proEects Fe.(., read a number of boo.s on a sin(le topic to produce a reportL record science obser'ationsG. Recall information from e/periences or (ather information from pro'ided sources to answer a 1uestion. F e(ins in (rade 8G

92 92
:2
:2
:2
62
62
62
4ange of &riting
,+2 F e(ins in (rade :G ,+2 F e(ins in (rade :G ,+2 ,rite routinely o'er e/tended time frames Ftime for research, reflection, and re'isionG and shorter time frames Fa sin(le sittin( or a day or twoG for a ran(e of discipline%specific tas.s, purposes, and audiences.
6;

Grade 8 st#dentsG /e6t / pes and 1urposes
,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. $ro'ide reasons that are supported by facts and details. c. Cin. opinion and reasons usin( words and phrases Fe.(., for instance, in order to$ in additionG. d. $ro'ide a concludin( statement or section related to the opinion presented. *2 ,rite informati'eDe/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( Fe.(., headin(sG, 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 Fe.(., another, for e6ample, also, becauseG. d. Hse 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 andDor charactersL or(ani*e an e'ent se1uence that unfolds naturally. b. Hse dialo(ue and description to de'elop e/periences and e'ents or show the responses of characters to situations. c. Hse a 'ariety of transitional words and phrases to mana(e the se1uence of e'ents. d. Hse 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 andDor 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 Fe.(., conse=uentl , specificall G. d. $ro'ide a concludin( statement or section related to the opinion presented. *2 ,rite informati'eDe/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( Fe.(., headin(sG, 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 Fe.(., in contrast, especiall G. d. Hse 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 andDor charactersL or(ani*e an e'ent se1uence that unfolds naturally. b. Hse 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. Hse a 'ariety of transitional words, phrases, and clauses to mana(e the se1uence of e'ents. d. Hse 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.
63

Grade 8 st#dentsG 1roduction and Distribution of &riting
82 12 $roduce clear and coherent writin( in which the de'elopment and or(ani*ation are appropriate to tas., purpose, and audience. F&rade%specific e/pectations for writin( types are defined in standards 7I: abo'e.G ,ith (uidance and support from peers and adults, de'elop and stren(then writin( as needed by plannin(, re'isin(, and editin(. FEditin( for con'entions should demonstrate command of Can(ua(e standards 7I: up to and includin( (rade 8 on pa(e :?G ,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 proEects 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 : 4eading standards to literature Fe.(., =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.>G. b. +pply grade : 4eading standards to informational te/ts Fe.(., =E/plain how an author uses reasons and e'idence to support particular points in a te/t>G. 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. F&rade%specific e/pectations for writin( types are defined in standards 7I: abo'e.G ,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. FEditin( for con'entions should demonstrate command of Can(ua(e standards 7I: up to and includin( (rade 4 on pa(e :?.G ,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 proEects 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 ; 4eading standards to literature Fe.(., =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>G. b. +pply grade ; 4eading standards to informational te/ts Fe.(., =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>G.
72
72

92 :2 62 92 :2 62
4ange of &riting
,+2 ,rite routinely o'er e/tended time frames Ftime for research, reflection, and re'isionG and shorter time frames Fa sin(le sittin( or a day or twoG for a ran(e of discipline%specific tas.s, purposes, and audiences. ,+2 ,rite routinely o'er e/tended time frames Ftime for research, reflection, and re'isionG and shorter time frames Fa sin(le sittin( or a day or twoG for a ran(e of discipline% specific tas.s, purposes, and audiences.
69
Co ege and Career Read!ness An$"or Standards for S4ea5!ng and L!sten!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 FCCRG 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 speaking and listening

To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations"as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information# respond to and develop what others have said# make comparisons and contrasts# and analy$e and synthesi$e a multitude of ideas in various domains. %ew technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. &igital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
Comprehension 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.
1resentation of 3nowledge 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. 72 +dapt speech to a 'ariety of conte/ts and communicati'e tas.s, demonstratin( command of formal En(lish when indicated or appropriate.
6?
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 ad5ancing through the grades are e6pected to meet each ears grade2specific standards and retain or further de5elop skills and understandings mastered in preceding grades. .re/K!ndergartners Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG Comprehension 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 Fe.(., 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 waysG. 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 Fe.(., watch a 'ideo about birds and their habitats and ma.e drawin(s or constructions of birds and their nestsG. +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 Fe.(., drawin(s, constructions with bloc.s or other materials, clay modelsG 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 topics and te6ts with peers and adults in small and lar(er (roups. a. Follow a(reed%upon rules for discussions Fe.(., listenin( to others and ta.in( turns spea.in( about the topics and te/ts under discussionG. 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 MA272
32 82 12 72
:5

Grade , st#dentsG Comprehension and Collaboration
,2 $articipate in collaborati'e con'ersations with di'erse partners about grade ' topics and te6ts with peers and adults in small and lar(er (roups. a. Follow a(reed%upon rules for discussions Fe.(., listenin( to others with care, spea.in( one at a time about the topics and te/ts under discussionG. 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 Fone%on%one, in (roups, and teacher%ledG with di'erse partners on grade 9 topics and te6ts, 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 Fe.(., (ainin( the floor in respectful ways, listenin( to others with care, spea.in( one at a time about the topics and te/ts under discussionG. 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 8 topics and te6ts with peers and adults in small and lar(er (roups. a. Follow a(reed%upon rules for discussions Fe.(., (ainin( the floor in respectful ways, listenin( to others with care, spea.in( one at a time about the topics and te/ts under discussionG. 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. FSee (rade 7 Can(ua(e standard 7 on pa(e :; for specific e/pectations.G
*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. FSee (rade 6 Can(ua(e standards 7 and : on pa(es :;I:3 for specific e/pectations.G
*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. FSee (rade : Can(ua(e standards 7 and : on pa(es :;I:3 for specific e/pectations.G
12
12
12
72
72
72

RSCS
:7
Grade 8 st#dentsG Comprehension and Collaboration

,2 En(a(e effecti'ely in a ran(e of collaborati'e discussions Fone%on%one, in (roups, and teacher%ledG with di'erse partners on grade : topics and te6ts, 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 Fe.(., presentin( ideasG and situations where informal discourse is appropriate Fe.(., small%(roup discussionGL use formal En(lish when appropriate to tas. and situation. FSee (rade 8 Can(ua(e standards 7 and : on pa(e :? for specific e/pectations.G ,2
Grade 1 st#dentsG
En(a(e effecti'ely in a ran(e of collaborati'e discussions Fone%on%one, in (roups, and teacher%ledG with di'erse partners on grade ; topics and te6ts, 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. $ose and respond to specific 1uestions by ma.in( comments that contribute to the discussion and elaborate on the remar.s of others. d. Re'iew the .ey ideas e/pressed and draw conclusions in li(ht of information and .nowled(e (ained from the discussions. Summari*e a written te/t read aloud or information presented in di'erse media and formats, includin( 'isually, 1uantitati'ely, and orally. Summari*e the points a spea.er ma.es and e/plain how each claim is supported by reasons and e'idence. Report on a topic or te/t or present an opinion, se1uencin( ideas lo(ically and usin( appropriate facts and rele'ant, descripti'e details to support main ideas or themesL spea. clearly at an understandable pace. 0nclude multimedia components Fe.(., (raphics, soundG and 'isual displays in presentations when appropriate to enhance the de'elopment of main ideas or themes. +dapt speech to a 'ariety of conte/ts and tas.s, usin( formal En(lish when appropriate to tas. and situation. FSee (rade 4 Can(ua(e standards 7 and : on pa(e :? for specific e/pectations.G
*2 32 82 12 72
*2 32 82 12 72
:6
Co ege and Career Read!ness An$"or Standards for Lang#age

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 FCCRG 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 language use

To build a foundation for college and career readiness in language, students must gain control over many conventions of standard 'nglish grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. 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 have nonliteral meanings, shadings of meaning, and relationships to other words# and expand their vocabulary in the course of studying content. The inclusion of (anguage standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening# indeed, they are inseparable from such contexts.
Con5entions of 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(.
3nowledge of 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. 72 +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.
::
Can(ua(e Standards $re%-I4
RCS
The followin( standards for (rades pre%.I4 offer a focus for instruction each year to help ensure that students (ain ade1uate mastery of a ran(e of s.ills and applications. Students ad5ancing through the grades are e6pected to meet each ears grade2specific standards and retain or further de5elop skills and understandings mastered in preceding grades. e(innin( in (rade :, s.ills and understandin(s that are particularly li.ely to re1uire continued attention in hi(her (rades as they are applied to increasin(ly sophisticated writin( and spea.in( are mar.ed with an asteris. FQG. See the table on pa(e 87 for a complete list and +ppendi/ + of the Common Core State Standards for an e/ample of how these s.ills de'elop in sophistication. .re/K!ndergartners Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG Con5entions of Standard English
MA2,2 Demonstrate use of oral lan(ua(e in informal e'eryday acti'ities. a. F e(ins in .inder(artenG M+.7.b. Hse fre1uently occurrin( nouns and 'erbs. M+.7.c. Form re(ular plural nouns. M+.7.d. Hnderstand and use 1uestion words Fe.(., who, what, where, when, wh , howG. M+.7.e. Hse the most fre1uently occurrin( prepositions Fe.(.$ to$ from$ in$ out$ on$ off$ for$ of$ b $ withG. M+.7.f. Demonstrate the ability to spea. in complete sentences. M+.7.(. Hse 'ocabulary in the ,assachusetts Curriculum -ramework for ,athematics pre%.inder(arten standards to e/press concepts related to length$ area$ weight$ capacit $ and 5olume. F e(ins in .inder(artenG ,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. Hse fre1uently occurrin( nouns and 'erbs. c. Form re(ular plural nouns orally by addin( DsD or DesD Fe.(., dog, dogsL wish, wishesG. d. Hnderstand and use 1uestion words Finterro(ati'esG Fe.(., who, what, where, when, wh , howG. e. Hse the most fre1uently occurrin( prepositions Fe.(., to, from, in, out, on, off, for, of, b , withG. 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 FphonemesG. d. Spell simple words phonetically, drawin( on .nowled(e of sound%letter relationships.
*2
*2
32 F e(ins in (rade 6G 32 F e(ins in (rade 6G

:8
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( Fe.(., happ .glad$ angr .madG. b. F e(ins in .inder(artenG ,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 obEects into cate(ories Fe.(., sort obEects by color, shape, or te/tureG. b. F e(ins in .inder(artenG M+.4.c. +pply words learned in classroom acti'ities to real%life e/amples Fe.(., name places in school that are fun, 1uiet, or noisyG. d. F e(ins in .inder(artenG Hse 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 Fe.(., .nowin( duck is a bird and learnin( the 'erb to duckG. Hse the most fre1uently occurrin( inflections and affi/es Fe.(., %ed, %s, re%, un%, pre%, %ful, %lessG 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 obEects into cate(ories Fe.(., shapes, foodsG to (ain a sense of the concepts the cate(ories represent. b. Demonstrate understandin( of fre1uently occurrin( 'erbs and adEecti'es by relatin( them to their opposites FantonymsG. c. 0dentify real%life connections between words and their use Fe.(., note places at school that are colorfulG. d. Distin(uish shades of meanin( amon( 'erbs describin( the same (eneral action Fe.(., walk, march, strut, pranceG by actin( out the meanin(s. Hse words and phrases ac1uired throu(h con'ersations, readin( and bein( read to, and respondin( to te/ts.
b. 12
MA212
MA272
72
:4

Grade , st#dentsG Con5entions of 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. Hse common, proper, and possessi'e nouns. c. Hse sin(ular and plural nouns with matchin( 'erbs in basic sentences Fe.(., "e hopsL &e hopG. d. Hse personal, possessi'e, and indefinite pronouns Fe.(., %, me, m L the , them, theirL an one, e5er thingG. e. Hse 'erbs to con'ey a sense of past, present, and future Fe.(., @esterda % walked homeL /oda % walk homeL /omorrow % will walk homeG. f. Hse fre1uently occurrin( adEecti'es. (. Hse fre1uently occurrin( conEunctions Fe.(., and, but, or, so, becauseG. h. Hse determiners Fe.(., articles, demonstrati'esG. i. Hse fre1uently occurrin( prepositions Fe.(., during, be ond, towardG. E. $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. Hse end punctuation for sentences. c. Hse commas in dates and to separate sin(le words in a series. d. Hse 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. Hse collecti'e nouns Fe.(., groupG. b. Form and use fre1uently occurrin( irre(ular plural nouns Fe.(., feet, children, teeth, mice, fishG. c. Hse refle/i'e pronouns Fe.(., m self, oursel5esG. d. Form and use the past tense of fre1uently occurrin( irre(ular 'erbs Fe.(., sat, hid, toldG. e. Hse adEecti'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 Fe.(., /he bo watched the mo5ieL /he little bo watched the mo5ieL /he action mo5ie was watched b the little bo G. M+.7.(. Read, pronounce, write, and understand the meanin( of common abbre'iations for titles, locations, and time periods Fe.(., Dr., Ms., Mrs., St., Rd., +'e., M+, H.S., months, days of the wee., a.m., p.m.G 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. Hse commas in (reetin(s and closin(s of letters. c. Hse an apostrophe to form contractions and fre1uently occurrin( possessi'es. d. &enerali*e learned spellin( patterns when writin( words Fe.(., cage A badgeL bo A boilG. 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, adEecti'es, and ad'erbs in (eneral and their functions in particular sentences. b. Form and use re(ular and irre(ular plural nouns. c. Hse abstract nouns Fe.(., childhoodG. d. Form and use re(ular and irre(ular 'erbs. e. Form and use the simple Fe.(., % walkedL % walkL % will walkG 'erb tenses. f. Ensure subEect%'erb and pronoun%antecedent a(reement.Q (. Form and use comparati'e and superlati'e adEecti'es and ad'erbs, and choose between them dependin( on what is to be modified. h. Hse coordinatin( and subordinatin( conEunctions. 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. Hse commas in addresses. c. Hse commas and 1uotation mar.s in dialo(ue. d. Form and use possessi'es. e. Hse con'entional spellin( for hi(h%fre1uency and other studied words and for addin( suffi/es to base words Fe.(., sitting, smiled, cries, happinessG. f. Hse spellin( patterns and (enerali*ations Fe.(., word families, position%based spellin(s, syllable patterns, endin( rules, meanin(ful word partsG 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

Grade , st#dentsG 3nowledge of Language
32 F e(ins in (rade 6G :.
RCS
Grade * st#dentsG
Hse .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
Hse .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 9 reading and content, choosin( fle/ibly from a ran(e of strate(ies. a. Hse 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 Fe.(., agreeableDdisagreeable, comfortableDuncomfortable, careDcareless, heatDpreheatG. c. Hse a .nown root word as a clue to the meanin( of an un.nown word with the same root Fe.(., compan , companionG. d. Hse (lossaries or be(innin( dictionaries, both print and di(ital, to determine or clarify the precise meanin( of .ey words and phrases.

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. Hse sentence%le'el conte/t as a clue to the meanin( of a word or phrase. b. Hse fre1uently occurrin( affi/es as a clue to the meanin( of a word. c. 0dentify fre1uently occurrin( root words Fe.(., lookG and their inflectional forms Fe.(., looks$ looked$ lookingG. 82 Determine or clarify the meanin( of un.nown and multiple%meanin( words and phrases based on grade 8 reading and content, choosin( fle/ibly from an array of strate(ies. a. Hse 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 Fe.(., happ Dunhapp , tellDretellG. c. Hse a .nown root word as a clue to the meanin( of an un.nown word with the same root Fe.(., addition, additionalG. d. Hse .nowled(e of the meanin( of indi'idual words to predict the meanin( of compound words Fe.(., birdhouse, lighthouse, housefl L bookshelf, notebook, bookmarkG. e. Hse (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 Fe.(., describe foods that are spic or 0uic G. b. Distin(uish shades of meanin( amon( closely related 'erbs Fe.(., toss, throw, hurlG and closely related adEecti'es Fe.(., thin, slender, skinn $ scrawn G. 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 Fe.(., colors, clothin(G words and phrases in conte/t Fe.(., take stepsG. to (ain a sense of the concepts the cate(ories b. 0dentify real%life connections between words and represent. their use Fe.(., describe people who are friendl b. Define words by cate(ory and by one or more or helpfulG. .ey attributes Fe.(., a duck is a bird that swimsL a c. Distin(uish shades of meanin( amon( related tiger is a lar(e cat with stripesG. words that describe states of mind or de(rees of c, 0dentify real%life connections between words and certainty Fe.(., knew, belie5ed, suspected, heard, their use Fe.(., note places at home that are wonderedG. co7 G. d. Distin(uish shades of meanin( amon( 'erbs differin( in manner Fe.(., look, peek, glance, stare, glare, scowlG and adEecti'es differin( in intensity Fe.(., large, giganticG 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. Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011 :3

Grade , st#dentsG >ocabular Ac=uisition and ?se Bcontd.C
72 Hse words and phrases ac1uired throu(h con'ersations, readin( and bein( read to, and respondin( to te/ts, includin( usin( fre1uently occurrin( conEunctions to si(nal simple relationships Fe.(., becauseG. 72
RCS
Grade * st#dentsG
Hse words and phrases ac1uired throu(h con'ersations, readin( and bein( read to, and respondin( to te/ts, includin( usin( adEecti'es and ad'erbs to describe Fe.(., &hen other kids are happ that makes me happ G. 72
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 Fe.(., After dinner that night we went looking for themG.
:9

Grade 8 st#dentsG Con5entions of Standard English
,2 Demonstrate command of the con'entions of standard En(lish (rammar and usa(e when writin( or spea.in(. a. Hse relati'e pronouns Fwho, whose, whom, which, thatG and relati'e ad'erbs Fwhere, when, wh G. b. Form and use the pro(ressi'e Fe.(., % was walkingL % am walkingL % will be walkingG 'erb tenses. c. Hse modal au/iliaries Fe.(., can, ma , mustG to con'ey 'arious conditions. d. Order adEecti'es within sentences accordin( to con'entional patterns Fe.(., a small red bag rather than a red small bagG. e. Form and use prepositional phrases. f. $roduce complete sentences, reco(ni*in( and correctin( inappropriate fra(ments and run%ons.Q (. Correctly use fre1uently confused words Fe.(., to, too, twoL there, theirG.Q M+.7.h. ,rite le(ibly by hand, usin( either printin( or cursi'e handwritin(. For the use of computer technolo(y in writin(, see ,ritin( standard ;. *2 Demonstrate command of the con'entions of standard En(lish capitali*ation, punctuation, and spellin( when writin(. a. Hse correct capitali*ation. b. Hse commas and 1uotation mar.s to mar. direct speech and 1uotations from a te/t. c. Hse a comma before a coordinatin( conEunction in a compound sentence. d. Spell (rade%appropriate words correctly, consultin( references as needed. *2 Demonstrate command of the con'entions of standard En(lish capitali*ation, punctuation, and spellin( when writin(. a. Hse punctuation to separate items in a series.Q b. Hse a comma to separate an introductory element from the rest of the sentence. c. Hse a comma to set off the words es and no Fe.(., @es$ thank ouG, to set off a ta( 1uestion from the rest of the sentence Fe.(., %ts true$ isnt itDG, and to indicate direct address Fe.(., %s that ou$ Ste5eDG. d. Hse 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 conEunctions, prepositions, and interEections in (eneral and their function in particular sentences. b. Form and use the perfect Fe.(., % had walkedL % ha5e walkedL % will ha5e walkedG 'erb tenses. c. Hse 'erb tense to con'ey 'arious times, se1uences, states, and conditions. d. Reco(ni*e and correct inappropriate shifts in 'erb tense.Q e. Hse correlati'e conEunctions Fe.(., either.or$ neither.norG.
32 Hse .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 Fe.(., presentin( ideasG and situations where informal discourse is appropriate Fe.(., small%(roup discussionG. 32 Hse .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(, readerDlistener interest, and style. b. Compare and contrast the 'arieties of En(lish Fe.(., dialects, re(istersG 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. Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011 :?

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. Hse conte/t Fe.(., definitions, e/amples, or restatements in te/tG as a clue to the meanin( of a word or phrase. b. Hse common, (rade%appropriate &ree. and Catin affi/es and roots as clues to the meanin( of a word Fe.(., telegraph, photograph, autographG. c. Consult reference materials Fe.(., dictionaries, (lossaries, thesaurusesG, 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 Fe.(., as prett as a pictureG 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 FantonymsG and to words with similar but not identical meanin(s FsynonymsG. +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( Fe.(., =ui77ed , whined, stammeredG and that are basic to a particular topic Fe.(., wildlife, conser5ation, and endangered when discussin( animal preser'ationG. 82
RCS Grade 1 st#dentsG

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. Hse conte/t Fe.(., causeDeffect relationships and comparisons in te/tG as a clue to the meanin( of a word or phrase. b. Hse common, (rade%appropriate &ree. and Catin affi/es and roots as clues to the meanin( of a word Fe.(., photograph, photos nthesisG. c. Consult reference materials Fe.(., dictionaries, (lossaries, thesaurusesG, 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. Hse the relationship between particular words Fe.(., synonyms, antonyms, homo(raphsG 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 Fe.(., howe5er, although, ne5ertheless, similarl , moreo5er, in additionG.
12
12
72
7.
85
Lang#age .rogress!;e S5! s' (% Grade

The followin( s.ills, mar.ed with an asteris. FQG 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 subEect%'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 Fe.(., toDtooDtwoL thereDtheirG. 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 Hse punctuation to separate items in a series.U L272,$2 Reco(ni*e and correct inappropriate shifts in pronoun number and person. L272,d2 Reco(ni*e and correct 'a(ue pronouns Fi.e., ones with unclear or ambi(uous antecedentsG. L272,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. L272*a2 Hse punctuation Fcommas, parentheses, dashesG to set off nonrestricti'eDparenthetical elements. L2723a2 "ary sentence patterns for meanin(, readerDlistener interest, and style.P L2723(2 Maintain consistency in style and tone. L292,$2 $lace phrases and clauses within a sentence, reco(ni*in( and correctin( misplaced and dan(lin( modifiers. L2923a2 Choose lan(ua(e that e/presses ideas precisely and concisely, reco(ni*in( and eliminatin( wordiness and redundancy. L2:2,d2 Reco(ni*e and correct inappropriate shifts in 'erb 'oice and mood. L260,+2,a2 Hse parallel structure.
Q Subsumed by C.3.:a U Subsumed by C.?I75.7a P Subsumed by C.77I76.:a
GradeCsD ; 3
?I75
77I76
87
Standard ,+G Range' @#a !t%' and Com4 eA!t% of St#dent Read!ng .re/K01
Measurin( Te/t Comple/ityA Three Factors
@#a !tat!;e e;a #at!on of t"e teAtG @#ant!tat!;e e;a #at!on of t"e teAtG Mat$"!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 Fsuch as moti'ation, .nowled(e, and e/periencesG and tas. 'ariables Fsuch as purpose and the comple/ity (enerated by the tas. assi(ned and the 1uestions posedG
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
86
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

E5er in the ,eadow by #ohn Can(staff FtraditionalG Fc7955GQ A Bo $ a Dog$ and a -rog by Mercer Mayer F7?;3G A Stor $ A Stor by &ail E. !aley F7?35GQ 1ancakes for Breakfast by Tomie De$aola F7?39G 3ittens -irst -ull ,oon by -e'in !en.es F6558GQ =Mi/ a $anca.e> by Christina &. Rossetti F79?:GQQ ,r. 1oppers 1enguins by Richard +twater F7?:9GQ Little Bear by Else !olmelund Minari., illustrated by Maurice Senda. F7?43GQQ -rog and /oad /ogether by +rnold Cobel F7?37GQQ "iF -l !u by Tedd +rnold F655;G =,ho !as Seen the ,indV> by Christina &. Rossetti F79?:G Charlottes &eb by E. . ,hite F7?46GQ Sarah$ 1lain and /all by $atricia MacCachlan F7?94G /ops and Bottoms by #anet Ste'ens F7??4G 1oppleton in &inter by Cynthia Rylant, illustrated by Mar. Tea(ue F6557G Alices Ad5entures in &onderland by Cewis Carroll F79;4G =Casey at the at> by Ernest Cawrence Thayer F7999G /he Black Stallion by ,alter Farley F7?87G =Wlateh the &oat> by 0saac ashe'is Sin(er F7?98G &here the ,ountain ,eets the ,oon by &race Cin F655?G
, -i5e Senses by +li.i F7?;6GQQ /ruck by Donald Crews F7?95G % 4ead Signs by Tana !oban F7?93G &hat Do @ou Do &ith a /ail Like /hisD by Ste'e #en.ins and Robin $a(e F655:GQ Ama7ing &halesF by Sarah C. Thomson F6554GQ A /ree %s a 1lant by Clyde Robert ulla, illustrated by Stacey Schuett F7?;5GQQ Starfish by Edith Thacher !urd F7?;6G -ollow the &ater from Brook to Ecean by +rthur Dorros F7??7GQQ -rom Seed to 1umpkin by ,endy $feffer, illustrated by #ames &raham !ale F6558GQ "ow 1eople Learned to -l by Fran !od(.ins and True -elley F6553GQ A ,edie5al -east by +li.i F7?9:G -rom Seed to 1lant by &ail &ibbons F7??7G /he Stor of 4ub Bridges by Robert Coles F7??4GQ A Drop of &ater# A Book of Science and &onder by ,alter ,ic. F7??3G ,oonshot# /he -light of Apollo '' by rian Floca F655?G Disco5ering ,ars# /he Ama7ing Stor of the 4ed 1lanet by Mel'in er(er F7??6G "urricanes# Earths ,ightiest Storms by $atricia Cauber F7??;G A "istor of ?S by #oy !a.im F6554G "orses by Seymour Simon F655;G Guest for the /ree 3angaroo# An E6pedition to the Cloud -orest of New !uinea by Sy Mont(omery F655;G
,,
*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. FSee +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.G +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 Eoy in readin(.
8:
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 Fparticularly pre%.I6G 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. $reparation for readin( comple/ informational te/ts should be(in at the 'ery earliest elementary school (rades. ,hat follows is one e/ample that uses domain% specific nonfiction titles across (rade le'els to illustrate how curriculum desi(ners and classroom teachers can infuse the En(lish lan(ua(e arts bloc. with rich, a(e% appropriate content .nowled(e and 'ocabulary in historyDsocial studies, science, and the arts. !a'in( students listen to informational read%alouds in the early (rades helps lay the necessary foundation for students) readin( and understandin( of increasin(ly comple/ te/ts on their own in subse1uent (rades. EAem4 ar TeAts on a To4!$ 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 , -i5e Senses by +li.i F7?9?G "earing by Maria Rius F7?94G Sight by Maria Rius F7?94G Smell by Maria Rius F7?94G /aste by Maria Rius F7?94G /ouch by Maria Rius F7?94G Ta.in( care of your bodyA O'er'iew Fhy(iene, diet, e/ercise, restG , Ama7ing Bod # A -irst Look at "ealth H -itness by $at Thomas F6557G !et ?p and !oF by Bancy Carlson F6559G !o &ash ?p by Doerin( Tour'ille F6559G Sleep by $aul Showers F7??3G -uel the Bod by Doerin( Tour'ille F6559G
,
0ntroduction to the systems of the human body and associated body parts ?nder @our Skin# @our Ama7ing Bod by Mic. Mannin( F6553G ,e and , Ama7ing Bod by #oan Sweeney F7???G /he "uman Bod by &allimard #eunesse F6553G /he Bus Bod Book by Ci**y Roc.well F6559G -irst Enc clopedia of the "uman Bod by Fiona Chandler F6558G Ta.in( care of your bodyA &erms, diseases, and pre'entin( illness !erms ,ake ,e Sick by Marilyn er(er F7??4G /in Life on @our Bod by Christine Taylor% utler F6554G !erm Stories by +rthur -ornber( F6553G All About Scabs by &enichiro@a(u F7??9G
*03
Di(esti'e and e/cretory systems &hat "appens to a "amburger by $aul Showers F7?94G /he Digesti5e S stem by Christine Taylor% utler F6559G /he Digesti5e S stem by Rebecca C. #ohnson F655;G /he Digesti5e S stem by -ristin $etrie F6553G Ta.in( care of your bodyA !ealthy eatin( and nutrition !ood Enough to Eat by Ci**y Roc.well F7???G Showdown at the -ood 1 ramid by Re/ arron F6558G Muscular, s.eletal, and ner'ous systems /he ,ight ,uscular and Skeletal S stems Crabtree $ublishin( F655?G ,uscles by Seymour Simon F7??9G Bones by Seymour Simon F7??9G /he Astounding Ner5ous S stem Crabtree $ublishin( F655?G /he Ner5ous S stem by #oelle Riley F6558G
801
Circulatory system /he "eart by Seymour Simon F655;G /he "eart and Circulation by Carol allard F6554G /he Circulator S stem by -ristin $etrie F6553G /he Ama7ing Circulator S stem by #ohn urstein F655?G Respiratory system /he Lungs by Seymour Simon F6553G /he 4espirator S stem by Susan &lass F6558G /he 4espirator S stem by -ristin $etrie F6553G /he 4emarkable 4espirator S stem by #ohn urstein F655?G Endocrine system /he Endocrine S stem by Rebecca Olien F655;G /he E6citing Endocrine S stem by #ohn urstein F655?G
88
ST+BD+RDS FOR Eng !s" Lang#age Arts

;I76
84

The (rades ;I76 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 FCCRG 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 reading

To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. uch works offer profound insights into the human condition and serve as models for students) own thinking and writing. *long with high-quality contemporary works, these texts should be chosen from among seminal +. . documents, the classics of *merican literature, and the timeless dramas of hakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images# the ability to evaluate intricate arguments# and the capacity to surmount the challenges posed by complex texts.

,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.
Craft and Structure


92 0nte(rate and e'aluate content presented in di'erse formats and media, includin( 'isually and 1uantitati'ely, as well as in words.P :2 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. MA2:2A2 +naly*e the meanin( 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.

,+2 Read and comprehend comple/ literary and informational te/ts independently and proficiently.QQ
P
$lease see =Research to uild -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 ;?I35 for more information re(ardin( ran(e, 1uality, and comple/ity of student readin( for (rades ;I76. Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011 !
Readin( Standards for Citerature ;I76
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 ad5ancing through the grades are e6pected to meet each ears grade2specific standards and retain or further de5elop skills and understandings mastered in preceding grades. Grade 7 st#dentsG Grade 9 st#dentsG Grade : st#dentsG 3e %deas and Details
,2 *2 Cite te/tual e'idence to support analysis of what the te/t says e/plicitly as well as inferences drawn from the te/t. Determine a theme or central idea of a te/t and how it is con'eyed throu(h particular detailsL pro'ide a summary of the te/t distinct from personal opinions or Eud(ments. Describe how a particular story)s or drama)s plot unfolds in a series of episodes as well as how the characters respond or chan(e as the plot mo'es toward a resolution. Determine the meanin( of words and phrases as they are used in a te/t, includin( fi(urati'e and connotati'e meanin(sL analy*e the impact of a specific word choice on meanin( and tone. +naly*e how a particular sentence, chapter, scene, or stan*a fits into the o'erall structure of a te/t and contributes to the de'elopment of the theme, settin(, or plot. E/plain how an author de'elops the point of 'iew of the narrator or spea.er in a te/t. ,2 *2 Cite se'eral pieces of te/tual e'idence to support analysis of what the te/t says e/plicitly as well as inferences drawn from the te/t. Determine a theme or central idea of a te/t and analy*e its de'elopment o'er the course of the te/tL pro'ide an obEecti'e summary of the te/t. +naly*e how particular elements of a story or drama interact Fe.(., how settin( shapes the characters or plotG. Determine the meanin( of words and phrases as they are used in a te/t, includin( fi(urati'e and connotati'e meanin(sL analy*e the impact of rhymes and other repetitions of sounds Fe.(., alliterationG on a specific 'erse or stan*a of a poem or section of a story or drama. +naly*e how a drama)s or poem)s form or structure Fe.(., solilo1uy, sonnetG contributes to its meanin(. +naly*e how an author de'elops and contrasts the points of 'iew of different characters or narrators in a te/t. ,2 *2 Cite the te/tual e'idence that most stron(ly supports an analysis of what the te/t says e/plicitly as well as inferences drawn from the te/t. Determine a theme or central idea of a te/t and analy*e its de'elopment o'er the course of the te/t, includin( its relationship to the characters, settin(, and plotL pro'ide an obEecti'e summary of the te/t. +naly*e how particular lines of dialo(ue or incidents in a story or drama propel the action, re'eal aspects of a character, or pro'o.e a decision. Determine the meanin( of words and phrases as they are used in a te/t, includin( fi(urati'e and connotati'e meanin(sL analy*e the impact of specific word choices on meanin( and tone, includin( analo(ies or allusions to other te/ts. Compare and contrast the structure of two or more te/ts and analy*e how the differin( structure of each te/t contributes to its meanin( and style. +naly*e how differences in the points of 'iew of the characters and the audience or reader Fe.(., created throu(h the use of dramatic ironyG create such effects as suspense or humor. +naly*e the e/tent to which a filmed or li'e production of a story or drama stays faithful to or departs from the te/t or script, e'aluatin( the choices made by the director or actors.
32
32
32
Craft and Structure

82 82 82
12
12
12
72
72
72

92 Compare and contrast the e/perience of readin( a story, drama, or poem to listenin( to or 'iewin( an audio, 'ideo, or li'e 'ersion of the te/t, includin( contrastin( what they =see> and =hear> when readin( the te/t to what they percei'e when they listen or watch. :2 FBot applicable to literatureG MA2:2A2 0dentify the con'entions of le(ends and epics Fe.(., the hero, 1uest, Eourney, seemin(ly impossible tas.sG in historical and modern literary wor.s. 92 Compare and contrast a written story, drama, or poem to its audio, filmed, sta(ed, or multimedia 'ersion, analy*in( the effects of techni1ues uni1ue to each medium Fe.(., li(htin(, sound, color, or camera focus and an(les in a filmG. :2 FBot applicable to literatureG MA2:2A2 0nterpret a literary wor. by analy*in( how the author uses literary elements Fe.(., mood, tone, point of 'iew, personification, symbolismG. 92
:2 FBot applicable to literatureG MA2:2A2 0dentify and analy*e the characteristics of irony and parody in literary wor.s.
89

Grade 7 st#dentsG %ntegration of 3nowledge and %deas Bcontd.C
62 Compare and contrast te/ts in different forms or (enres Fe.(., stories and poemsL historical no'els and fantasy storiesG in terms of their approaches to similar themes and topics. y the end of the year, read and comprehend literature, includin( stories, dramas, and poems, in the (rades ;I9 te/t comple/ity band proficiently, with scaffoldin( as needed at the hi(h end of the ran(e. 62
RRCS
Grade 9 st#dentsG
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understandin( how authors of fiction use or alter history. y the end of the year, read and comprehend literature, includin( stories, dramas, and poems, in the (rades ;I9 te/t comple/ity band proficiently, with scaffoldin( as needed at the hi(h end of the ran(e. 62
Grade : st#dentsG
+naly*e how a modern wor. of fiction draws on themes, patterns of e'ents, or character types from myths, traditional stories, or reli(ious wor.s such as the ible, includin( describin( how the material is rendered new. y the end of the year, read and comprehend literature, includin( stories, dramas, and poems, at the hi(h end of (rades ;I9 te/t comple/ity band independently and proficiently.

,+2 ,+2 ,+2

Grades 60,+ st#dentsG 3e %deas and Details
,2 *2 32 Cite stron( and thorou(h te/tual e'idence to support analysis of what the te/t says e/plicitly as well as inferences drawn from the te/t. Determine a theme or central idea of a te/t and analy*e in detail its de'elopment o'er the course of the te/t, includin( how it emer(es and is shaped and refined by specific detailsL pro'ide an obEecti'e summary of the te/t. +naly*e how comple/ characters Fe.(., those with multiple or conflictin( moti'ationsG de'elop o'er the course of a te/t, interact with other characters, and ad'ance the plot or de'elop the theme. Determine the meanin( of words and phrases as they are used in the te/t, includin( fi(urati'e and connotati'e meanin(sL analy*e the cumulati'e impact of specific word choices on meanin( and tone Fe.(., how the lan(ua(e e'o.es a sense of time and placeL how it sets a formal or informal toneG. +naly*e how an author)s choices concernin( how to structure a te/t, order e'ents within it Fe.(., parallel plotsG, and manipulate time Fe.(., pacin(, flashbac.sG create such effects as mystery, tension, or surprise. +naly*e a particular point of 'iew or cultural e/perience reflected in a wor. of literature from outside the Hnited States, drawin( on a wide readin( of world literature. ,2 *2 32
RRCS
Grades ,,0,* st#dentsG
Cite stron( and thorou(h te/tual e'idence to support analysis of what the te/t says e/plicitly as well as inferences drawn from the te/t, includin( determinin( where the te/t lea'es matters uncertain. Determine two or more themes or central ideas of a te/t and analy*e their de'elopment o'er the course of the te/t, includin( how they interact and build on one another to produce a comple/ accountL pro'ide an obEecti'e summary of the te/t. +naly*e the impact of the author)s choices re(ardin( how to de'elop and relate elements of a story or drama Fe.(., where a story is set, how the action is ordered, how the characters are introduced and de'elopedG. Determine the meanin( of words and phrases as they are used in the te/t, includin( fi(urati'e and connotati'e meanin(sL analy*e the impact of specific word choices on meanin( and tone, includin( words with multiple meanin(s or lan(ua(e that is particularly fresh, en(a(in(, or beautiful. F0nclude Sha.espeare as well as other authors.G +naly*e how an author)s choices concernin( how to structure specific parts of a te/t Fe.(., the choice of where to be(in or end a story, the choice to pro'ide a comedic or tra(ic resolutionG contribute to its o'erall structure and meanin( as well as its aesthetic impact. +naly*e a case in which (raspin( point of 'iew re1uires distin(uishin( what is directly stated in a te/t from what is really meant Fe.(., satire, sarcasm, irony, or understatementG.
The CCR anchor standards and hi(h school (rade%specific standards wor. in tandem to define colle(e and career readiness e/pectationsMthe former pro'idin( broad standards, the latter pro'idin( additional specificity.
Craft and Structure

82 82
12
12
72
72

92 +naly*e the representation of a subEect or a .ey scene in two different artistic mediums, includin( what is emphasi*ed or absent in each treatment Fe.(., +uden)s =MusXe des eau/ +rts> and reu(hel)s Landscape with the -all of %carusG. :2 FBot applicable to literatureG MA2:2A2 Relate a wor. of fiction, poetry, or drama to the seminal ideas of its time. 62 +naly*e how an author draws on and transforms source material in a specific wor. Fe.(., how Sha.espeare treats a theme or topic from O'id or the ible or how a later author draws on a play by Sha.espeareG. y the end of (rade ?, read and comprehend literature, includin( stories, dramas, and poems, in the (rades ?I75 te/t comple/ity band proficiently, with scaffoldin( as needed at the hi(h end of the ran(e. y the end of (rade 75, read and comprehend literature, includin( stories, dramas, and poems, at the hi(h end of the (rades ?I75 te/t comple/ity band independently and proficiently. 92 +naly*e multiple interpretations of a story, drama, or poem Fe.(., recorded or li'e production of a play or recorded no'el or poetryG, e'aluatin( how each 'ersion interprets the source te/t. F0nclude at least one play by Sha.espeare and one play by an +merican dramatist.G :2 FBot applicable to literatureG MA2:2A2 +naly*e a wor. of fiction, poetry, or drama usin( a 'ariety of critical lenses Fe.(., formal, psycholo(ical, historical, sociolo(ical, feministG. 62 Demonstrate .nowled(e of ei(hteenth%, nineteenth% and early%twentieth%century foundational wor.s of +merican literature, includin( how two or more te/ts from the same period treat similar themes or topics. ,+2 y the end of (rade 77, read and comprehend literature, includin( stories, dramas, and poems, in the (rades 77ICCR te/t comple/ity band proficiently, with scaffoldin( as needed at the hi(h end of the ran(e. y the end of (rade 76, read and comprehend literature, includin( stories, dramas, and poems, at the hi(h end of the (rades 77ICCR te/t comple/ity band independently and proficiently.

,+2
45
Readin( Standards for 0nformational Te/t ;I76

,2 *2 Cite te/tual e'idence to support analysis of what the te/t says e/plicitly as well as inferences drawn from the te/t. Determine a central idea of a te/t and how it is con'eyed throu(h particular detailsL pro'ide a summary of the te/t distinct from personal opinions or Eud(ments. +naly*e in detail how a .ey indi'idual, e'ent, or idea is introduced, illustrated, and elaborated in a te/t Fe.(., throu(h e/amples or anecdotesG. Determine the meanin( of words and phrases as they are used in a te/t, includin( fi(urati'e, connotati'e, and technical meanin(s. +naly*e how a particular sentence, para(raph, chapter, or section fits into the o'erall structure of a te/t and contributes to the de'elopment of the ideas. Determine an author)s point of 'iew or purpose in a te/t and e/plain how it is con'eyed in the te/t. 0nte(rate information presented in different media or formats Fe.(., 'isually, 1uantitati'elyG as well as in words to de'elop a coherent understandin( of a topic or issue. Trace and e'aluate the ar(ument and specific claims in a te/t, distin(uishin( claims that are supported by reasons and e'idence from claims that are not. Compare and contrast one author)s presentation of e'ents with that of another Fe.(., a memoir written by and a bio(raphy on the same personG. y the end of the year, read and comprehend literary nonfiction in the (rades ;I9 te/t comple/ity band proficiently, with scaffoldin( as needed at the hi(h end of the ran(e. ,2 *2
RR0S
Grade 9 st#dentsG Grade : st#dentsG
,2 *2 Cite the te/tual e'idence that most stron(ly supports an analysis of what the te/t says e/plicitly as well as inferences drawn from the te/t. Determine a central idea of a te/t and analy*e its de'elopment o'er the course of the te/t, includin( its relationship to supportin( ideasL pro'ide an obEecti'e summary of the te/t. +naly*e how a te/t ma.es connections amon( and distinctions between indi'iduals, ideas, or e'ents Fe.(., throu(h comparisons, analo(ies, or cate(oriesG. Determine the meanin( of words and phrases as they are used in a te/t, includin( fi(urati'e, connotati'e, and technical meanin(sL analy*e the impact of specific word choices on meanin( and tone, includin( analo(ies or allusions to other te/ts. +naly*e in detail the structure of a specific para(raph in a te/t, includin( the role of particular sentences in de'elopin( and refinin( a .ey concept. Determine an author)s point of 'iew or purpose in a te/t and analy*e how the author ac.nowled(es and responds to conflictin( e'idence or 'iewpoints. E'aluate the ad'anta(es and disad'anta(es of usin( different mediums Fe.(., print or di(ital te/t, 'ideo, multimediaG to present a particular topic or idea. Delineate and e'aluate the ar(ument and specific claims in a te/t, assessin( whether the reasonin( is sound and the e'idence is rele'ant and sufficientL reco(ni*e when irrele'ant e'idence is introduced. +naly*e a case in which two or more te/ts pro'ide conflictin( information on the same topic and identify where the te/ts disa(ree on matters of fact or interpretation. y the end of the year, read and comprehend literary nonfiction at the hi(h end of the (rades ;I9 te/t comple/ity band independently and proficiently.
Cite se'eral pieces of te/tual e'idence to support analysis of what the te/t says e/plicitly as well as inferences drawn from the te/t. Determine two or more central ideas in a te/t and analy*e their de'elopment o'er the course of the te/tL pro'ide an obEecti'e summary of the te/t. +naly*e the interactions between indi'iduals, e'ents, and ideas in a te/t Fe.(., how ideas influence indi'iduals or e'ents, or how indi'iduals influence ideas or e'entsG. Determine the meanin( of words and phrases as they are used in a te/t, includin( fi(urati'e, connotati'e, and technical meanin(sL analy*e the impact of a specific word choice on meanin( and tone. +naly*e the structure an author uses to or(ani*e a te/t, includin( how the maEor sections contribute to the whole and to the de'elopment of the ideas. Determine an author)s point of 'iew or purpose in a te/t and analy*e how the author distin(uishes his or her position from that of others. Compare and contrast a te/t to an audio, 'ideo, or multimedia 'ersion of the te/t, analy*in( each medium)s portrayal of the subEect Fe.(., how the deli'ery of a speech affects the impact of the wordsG. Trace and e'aluate the ar(ument and specific claims in a te/t, assessin( whether the reasonin( is sound and the e'idence is rele'ant and sufficient to support the claims. +naly*e how two or more authors writin( about the same topic shape their presentations of .ey information by emphasi*in( different e'idence or ad'ancin( different interpretations of facts. y the end of the year, read and comprehend literary nonfiction in the (rades ;I9 te/t comple/ity band proficiently, with scaffoldin( as needed at the hi(h end of the ran(e.
32
32
32
Craft and Structure

82 82 82
12 72
12 72
12 72

92 92 92
:2
:2
:2
62
62
62

,+2 ,+2 ,+2
"1
Readin( Standards for 0nformational Te/t ;I76
RR0S
The CCR anchor standards and hi(h school (rade%specific standards wor. in tandem to define colle(e and career readiness e/pectationsMthe former pro'idin( broad standards, the latter pro'idin( additional specificity. Grades 60,+ st#dentsG 3e %deas and Details
,2 *2 32 Cite stron( and thorou(h te/tual e'idence to support analysis of what the te/t says e/plicitly as well as inferences drawn from the te/t. Determine a central idea of a te/t and analy*e its de'elopment o'er the course of the te/t, includin( how it emer(es and is shaped and refined by specific detailsL pro'ide an obEecti'e summary of the te/t. +naly*e how the author unfolds an analysis or series of ideas or e'ents, includin( the order in which the points are made, how they are introduced and de'eloped, and the connections that are drawn between them. Determine the meanin( of words and phrases as they are used in a te/t, includin( fi(urati'e, connotati'e, and technical meanin(sL analy*e the cumulati'e impact of specific word choices on meanin( and tone Fe.(., how the lan(ua(e of a court opinion differs from that of a newspaperG. +naly*e in detail how an author)s ideas or claims are de'eloped and refined by particular sentences, para(raphs, or lar(er portions of a te/t Fe.(., a section or chapterG. Determine an author)s point of 'iew or purpose in a te/t and analy*e how an author uses rhetoric to ad'ance that point of 'iew or purpose. +naly*e 'arious accounts of a subEect told in different mediums Fe.(., a person)s life story in both print and multimediaG, determinin( which details are emphasi*ed in each account. Delineate and e'aluate the ar(ument and specific claims in a te/t, assessin( whether the reasonin( is 'alid and the e'idence is rele'ant and sufficientL identify false statements and fallacious reasonin(. +naly*e seminal H.S. documents of historical and literary si(nificance Fe.(., ,ashin(ton)s Farewell +ddress, the &ettysbur( +ddress, Roose'elt)s Four Freedoms speech, -in()s =Cetter from irmin(ham #ail>G, includin( how they address related themes and concepts. y the end of (rade ?, read and comprehend literary nonfiction in the (rades ?I75 te/t comple/ity band proficiently, with scaffoldin( as needed at the hi(h end of the ran(e. y the end of (rade 75, read and comprehend literary nonfiction at the hi(h end of the (rades ?I75 te/t comple/ity band independently and proficiently. ,2 *2 32 Cite stron( and thorou(h te/tual e'idence to support analysis of what the te/t says e/plicitly as well as inferences drawn from the te/t, includin( determinin( where the te/t lea'es matters uncertain. Determine two or more central ideas of a te/t and analy*e their de'elopment o'er the course of the te/t, includin( how they interact and build on one another to pro'ide a comple/ analysisL pro'ide an obEecti'e summary of the te/t. +naly*e a comple/ set of ideas or se1uence of e'ents and e/plain how specific indi'iduals, ideas, or e'ents interact and de'elop o'er the course of the te/t. Determine the meanin( of words and phrases as they are used in a te/t, includin( fi(urati'e, connotati'e, and technical meanin(sL analy*e how an author uses and refines the meanin( of a .ey term or terms o'er the course of a te/t Fe.(., how Madison defines faction in -ederalist Bo. 75G. +naly*e and e'aluate the effecti'eness of the structure an author uses in his or her e/position or ar(ument, includin( whether the structure ma.es points clear, con'incin(, and en(a(in(. Determine an author)s point of 'iew or purpose in a te/t in which the rhetoric is particularly effecti'e, analy*in( how style and content contribute to the power, persuasi'eness, or beauty of the te/t. 0nte(rate and e'aluate multiple sources of information presented in different media or formats Fe.(., 'isually, 1uantitati'elyG as well as in words in order to address a 1uestion or sol'e a problem. Delineate and e'aluate the reasonin( in seminal H.S. te/ts, includin( the application of constitutional principles and use of le(al reasonin( Fe.(., in H.S. Supreme Court maEority opinions and dissentsG and the premises, purposes, and ar(uments in wor.s of public ad'ocacy Fe.(., /he -ederalist, presidential addressesG. +naly*e se'enteenth%, ei(hteenth%, and nineteenth%century foundational H.S. documents of historical and literary si(nificance Fincludin( The Declaration of 0ndependence, the $reamble to the Constitution, the ill of Ri(hts, and Cincoln)s Second 0nau(ural +ddressG for their themes, purposes, and rhetorical features. y the end of (rade 77, read and comprehend literary nonfiction in the (rades 77ICCR te/t comple/ity band proficiently, with scaffoldin( as needed at the hi(h end of the ran(e. y the end of (rade 76, read and comprehend literary nonfiction at the hi(h end of the (rades 77ICCR te/t comple/ity band independently and proficiently.
Craft and Structure

82 82
12 72
12 72

92 :2 92 :2
62
62

,+2 75.
46

Note on range and content of student writing

,or students, writing is a key means of asserting and defending claims, showing what they know about a sub!ect, and conveying what they have experienced, imagined, thought, and felt. To be college- and careerready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing"for example, to use narrative strategies within argument and explanation within narrative"to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. .
/e6t / pes and 1urposes<

,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'eDe/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.


4ange of &riting
These broad types of writin( include many sub(enres. See +ppendi/ + of the Common Core State Standards for definitions of .ey writin( types. "#
,ritin( Standards ;I76
R,S
The followin( standards for (rades ;I76 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 ad5ancing through the grades are e6pected to meet each ears grade2specific standards and retain or further de5elop skills and understandings mastered in preceding 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.
Grade 7 st#dentsG /e6t / pes and 1urposes

,2 ,rite ar(uments to support claims with clear reasons and rele'ant e'idence. a. 0ntroduce claimFsG and or(ani*e the reasons and e'idence clearly. b. Support claimFsG with clear reasons and rele'ant e'idence, usin( credible sources and demonstratin( an understandin( of the topic or te/t. c. Hse words, phrases, and clauses to clarify the relationships amon( claimFsG and reasons. d. Establish and maintain a formal style. e. $ro'ide a concludin( statement or section that follows from the ar(ument presented. ,2
Grade 9 st#dentsG
,rite ar(uments to support claims with clear reasons ,2 and rele'ant e'idence. a. 0ntroduce claimFsG, ac.nowled(e alternate or opposin( claims, and or(ani*e the reasons and e'idence lo(ically. b. Support claimFsG with lo(ical reasonin( and rele'ant e'idence, usin( accurate, credible sources and demonstratin( an understandin( of the topic or te/t. c. Hse words, phrases, and clauses to create cohesion and clarify the relationships amon( claimFsG, reasons, and e'idence. d. Establish and maintain a formal style. e. $ro'ide a concludin( statement or section that follows from and supports the ar(ument presented. ,rite informati'eDe/planatory te/ts to e/amine a topic *2 and con'ey ideas, concepts, and information throu(h the selection, or(ani*ation, and analysis of rele'ant content. a. 0ntroduce a topic clearly, pre'iewin( what is to followL or(ani*e ideas, concepts, and information, usin( strate(ies such as definition, classification, comparisonDcontrast, and causeDeffectL include formattin( Fe.(., headin(sG, (raphics Fe.(., charts, tablesG, and multimedia when useful to aidin( comprehension. b. De'elop the topic with rele'ant facts, definitions, concrete details, 1uotations, or other information and e/amples. c. Hse appropriate transitions to create cohesion and clarify the relationships amon( ideas and concepts. d. Hse precise lan(ua(e and domain%specific 'ocabulary to inform about or e/plain the topic. e. Establish and maintain a formal style. f. $ro'ide a concludin( statement or section that follows from and supports the information or e/planation presented.
Grade : st#dentsG
,rite ar(uments to support claims with clear reasons and rele'ant e'idence. a. 0ntroduce claimFsG, ac.nowled(e and distin(uish the claimFsG from alternate or opposin( claims, and or(ani*e the reasons and e'idence lo(ically. b. Support claimFsG with lo(ical reasonin( and rele'ant e'idence, usin( accurate, credible sources and demonstratin( an understandin( of the topic or te/t. c. Hse words, phrases, and clauses to create cohesion and clarify the relationships amon( claimFsG, counterclaims, reasons, and e'idence. d. Establish and maintain a formal style. e. $ro'ide a concludin( statement or section that follows from and supports the ar(ument presented. ,rite informati'eDe/planatory te/ts to e/amine a topic and con'ey ideas, concepts, and information throu(h the selection, or(ani*ation, and analysis of rele'ant content. a. 0ntroduce a topic clearly, pre'iewin( what is to followL or(ani*e ideas, concepts, and information into broader cate(oriesL include formattin( Fe.(., headin(sG, (raphics Fe.(., charts, tablesG, and multimedia when useful to aidin( comprehension. b. De'elop the topic with rele'ant, well%chosen facts, definitions, concrete details, 1uotations, or other information and e/amples. c. Hse appropriate and 'aried transitions to create cohesion and clarify the relationships amon( ideas and concepts. d. Hse precise lan(ua(e and domain%specific 'ocabulary to inform about or e/plain the topic. e. Establish and maintain a formal style. f. $ro'ide a concludin( statement or section that follows from and supports the information or e/planation presented.
*2
,rite informati'eDe/planatory te/ts to e/amine a topic *2 and con'ey ideas, concepts, and information throu(h the selection, or(ani*ation, and analysis of rele'ant content. a. 0ntroduce a topicL or(ani*e ideas, concepts, and information, usin( strate(ies such as definition, classification, comparisonDcontrast, and causeDeffectL include formattin( Fe.(., headin(sG, (raphics Fe.(., charts, tablesG, and multimedia when useful to aidin( comprehension. b. De'elop the topic with rele'ant facts, definitions, concrete details, 1uotations, or other information and e/amples. c. Hse appropriate transitions to clarify the relationships amon( ideas and concepts. d. Hse precise lan(ua(e and domain%specific 'ocabulary to inform about or e/plain the topic. e. Establish and maintain a formal style. f. $ro'ide a concludin( statement or section that follows from the information or e/planation presented.
48

Grade 7 st#dentsG /e6t / pes and 1urposes BcontinuedC
32 ,rite narrati'es to de'elop real or ima(ined e/periences or e'ents usin( effecti'e techni1ue, rele'ant descripti'e details, and well%structured e'ent se1uences. a. En(a(e and orient the reader by establishin( a conte/t and introducin( a narrator andDor charactersL or(ani*e an e'ent se1uence that unfolds naturally and lo(ically. b. Hse narrati'e techni1ues, such as dialo(ue, pacin(, and description, to de'elop e/periences, e'ents, andDor characters. c. Hse a 'ariety of transition words, phrases, and clauses to con'ey se1uence and si(nal shifts from one time frame or settin( to another. d. Hse precise words and phrases, rele'ant descripti'e details, and sensory lan(ua(e to con'ey e/periences and e'ents. e. $ro'ide a conclusion that follows from the narrated e/periences or e'ents.
R,S
Grade 9 st#dentsG
32 ,rite narrati'es to de'elop real or ima(ined e/periences or e'ents usin( effecti'e techni1ue, rele'ant descripti'e details, and well%structured e'ent se1uences. a. En(a(e and orient the reader by establishin( a conte/t and point of 'iew and introducin( a narrator andDor charactersL or(ani*e an e'ent se1uence that unfolds naturally and lo(ically. b. Hse narrati'e techni1ues, such as dialo(ue, pacin(, and description, to de'elop e/periences, e'ents, andDor characters. c. Hse a 'ariety of transition words, phrases, and clauses to con'ey se1uence and si(nal shifts from one time frame or settin( to another. d. Hse precise words and phrases, rele'ant descripti'e details, and sensory lan(ua(e to capture the action and con'ey e/periences and e'ents. e. $ro'ide a conclusion that follows from and reflects on the narrated e/periences or e'ents. MA232A2 ,rite short narrati'es, poems, scripts, or personal reflections that demonstrate understandin( of the literary concepts of mood, tone, point of 'iew, personification, or symbolism.
Grade : st#dentsG
32 ,rite narrati'es to de'elop real or ima(ined e/periences or e'ents usin( effecti'e techni1ue, rele'ant descripti'e details, and well%structured e'ent se1uences. a. En(a(e and orient the reader by establishin( a conte/t and point of 'iew and introducin( a narrator andDor charactersL or(ani*e an e'ent se1uence that unfolds naturally and lo(ically. b. Hse narrati'e techni1ues, such as dialo(ue, pacin(, description, and reflection, to de'elop e/periences, e'ents, andDor characters. c. Hse a 'ariety of transition words, phrases, and clauses to con'ey se1uence, si(nal shifts from one time frame or settin( to another, and show the relationships amon( e/periences and e'ents. d. Hse precise words and phrases, rele'ant descripti'e details, and sensory lan(ua(e to capture the action and con'ey e/periences and e'ents. e. $ro'ide a conclusion that follows from and reflects on the narrated e/periences or e'ents. MA232A2 ,rite short narrati'es, poems, scripts, or personal reflections that demonstrate understandin( of the concepts of irony or parody.
MA232A2 Demonstrate understandin( of traditional literature by writin( short narrati'es, poems, or scripts that use the con'entions of myths, le(ends, or epics Fe.(., e/planations of natural phenomenaL the hero)s Eourney, 1uest, or tas.G.

82 $roduce clear and coherent writin( in which the 82 $roduce clear and coherent writin( in which the 82 $roduce clear and coherent writin( in which the de'elopment, or(ani*ation, and style are appropriate to de'elopment, or(ani*ation, and style are appropriate to de'elopment, or(ani*ation, and style are appropriate to tas., purpose, and audience. F&rade%specific tas., purpose, and audience. F&rade%specific tas., purpose, and audience. F&rade%specific e/pectations for writin( types are defined in standards 7I e/pectations for writin( types are defined in standards e/pectations for writin( types are defined in standards : abo'e.G 7I: abo'e.G 7I: abo'e.G 12 ,ith some (uidance and support from peers and adults, 12 ,ith some (uidance and support from peers and adults, 12 ,ith some (uidance and support from peers and de'elop and stren(then writin( as needed by plannin(, de'elop and stren(then writin( as needed by plannin(, adults, de'elop and stren(then writin( as needed by re'isin(, editin(, rewritin(, or tryin( a new approach. re'isin(, editin(, rewritin(, or tryin( a new approach, plannin(, re'isin(, editin(, rewritin(, or tryin( a new FEditin( for con'entions should demonstrate command of focusin( on how well purpose and audience ha'e been approach, focusin( on how well purpose and audience Can(ua(e standards 7I: up to and includin( (rade ; on addressed. FEditin( for con'entions should demonstrate ha'e been addressed. FEditin( for con'entions should pa(e ;4.G command of Can(ua(e standards 7I: up to and demonstrate command of Can(ua(e standards 7I: up includin( (rade 3 on pa(e ;4.G to and includin( (rade 9 on pa(e ;4.G 72 Hse technolo(y, includin( the 0nternet, to produce and 72 Hse technolo(y, includin( the 0nternet, to produce and 72 Hse technolo(y, includin( the 0nternet, to produce and publish writin( as well as to interact and collaborate with publish writin( and lin. to and cite sources as well as to publish writin( and present the relationships between othersL demonstrate sufficient command of .eyboardin( interact and collaborate with others, includin( lin.in( to information and ideas efficiently as well as to interact s.ills to type a minimum of three pa(es in a sin(le sittin(. and citin( sources. and collaborate with others. Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011 ""

Grade 7 st#dentsG 4esearch to Build and 1resent 3nowledge
92 Conduct short research proEects to answer a 1uestion, drawin( on se'eral sources and refocusin( the in1uiry when appropriate. &ather rele'ant information from multiple print and di(ital sourcesL assess the credibility of each sourceL and 1uote or paraphrase the data and conclusions of others while a'oidin( pla(iarism and pro'idin( basic biblio(raphic information for sources. Draw e'idence from literary or informational te/ts to support analysis, reflection, and research. a. +pply grade I 4eading standards to literature Fe.(., =Compare and contrast te/ts in different forms or (enres Re.(., stories and poemsL historical no'els and fantasy storiesS in terms of their approaches to similar themes and topics>G. b. +pply grade I 4eading standards to literary nonfiction Fe.(., =Trace and e'aluate the ar(ument and specific claims in a te/t, distin(uishin( claims that are supported by reasons and e'idence from claims that are not>G. 92
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Grade 9 st#dentsG
Conduct short research proEects to answer a 1uestion, drawin( on se'eral sources and (eneratin( additional related, focused 1uestions for further research and in'esti(ation. &ather rele'ant information from multiple print and di(ital sources, usin( search terms effecti'elyL assess the credibility and accuracy of each sourceL and 1uote or paraphrase the data and conclusions of others while a'oidin( pla(iarism and followin( a standard format for citation. Draw e'idence from literary or informational te/ts to support analysis, reflection, and research. a. +pply grade ) 4eading standards to literature Fe.(., =Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understandin( how authors of fiction use or alter history>G. b. +pply grade ) 4eading standards to literary nonfiction Fe.(. =Trace and e'aluate the ar(ument and specific claims in a te/t, assessin( whether the reasonin( is sound and the e'idence is rele'ant and sufficient to support the claims>G. 92
Grade : st#dentsG
Conduct short research proEects to answer a 1uestion Fincludin( a self%(enerated 1uestionG, drawin( on se'eral sources and (eneratin( additional related, focused 1uestions that allow for multiple a'enues of e/ploration. &ather rele'ant information from multiple print and di(ital sources, usin( search terms effecti'elyL assess the credibility and accuracy of each sourceL and 1uote or paraphrase the data and conclusions of others while a'oidin( pla(iarism and followin( a standard format for citation. Draw e'idence from literary or informational te/ts to support analysis, reflection, and research. a. +pply grade J 4eading standards to literature Fe.(., =+naly*e how a modern wor. of fiction draws on themes, patterns of e'ents, or character types from myths, traditional stories, or reli(ious wor.s such as the ible, includin( describin( how the material is rendered new>G. b. +pply grade J 4eading standards to literary nonfiction Fe.(., =Delineate and e'aluate the ar(ument and specific claims in a te/t, assessin( whether the reasonin( is sound and the e'idence is rele'ant and sufficientL reco(ni*e when irrele'ant e'idence is introduced>G.
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4ange of &riting
,+2 ,rite routinely o'er e/tended time frames Ftime for research, reflection, and re'isionG and shorter time frames Fa sin(le sittin( or a day or twoG for a ran(e of discipline%specific tas.s, purposes, and audiences. ,+2 ,rite routinely o'er e/tended time frames Ftime for research, reflection, and re'isionG and shorter time frames Fa sin(le sittin( or a day or twoG for a ran(e of discipline%specific tas.s, purposes, and audiences. ,+2 ,rite routinely o'er e/tended time frames Ftime for research, reflection, and re'isionG and shorter time frames Fa sin(le sittin( or a day or twoG for a ran(e of discipline%specific tas.s, purposes, and audiences.
4;
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The CCR anchor standards and hi(h school (rade%specific standards wor. in tandem to define colle(e and career readiness e/pectationsMthe former pro'idin( broad standards, the latter pro'idin( additional specificity. Grades 60,+ st#dentsG /e6t / pes and 1urposes
,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. a. 0ntroduce precise claimFsG, distin(uish the claimFsG from alternate or opposin( claims, and create an or(ani*ation that establishes clear relationships amon( claimFsG, counterclaims, reasons, and e'idence. b. De'elop claimFsG and counterclaims fairly, supplyin( e'idence for each while pointin( out the stren(ths and limitations of both in a manner that anticipates the audience)s .nowled(e le'el and concerns. c. Hse words, phrases, and clauses to lin. the maEor sections of the te/t, create cohesion, and clarify the relationships between claimFsG and reasons, between reasons and e'idence, and between claimFsG and counterclaims. d. Establish and maintain a formal style and obEecti'e tone while attendin( to the norms and con'entions of the discipline in which they are writin(. e. $ro'ide a concludin( statement or section that follows from and supports the ar(ument presented. ,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. a. 0ntroduce precise, .nowled(eable claimFsG, establish the si(nificance of the claimFsG, distin(uish the claimFsG from alternate or opposin( claims, and create an or(ani*ation that lo(ically se1uences claimFsG, counterclaims, reasons, and e'idence. b. De'elop claimFsG and counterclaims fairly and thorou(hly, supplyin( the most rele'ant e'idence for each while pointin( out the stren(ths and limitations of both in a manner that anticipates the audience)s .nowled(e le'el, concerns, 'alues, and possible biases. c. Hse words, phrases, and clauses as well as 'aried synta/ to lin. the maEor sections of the te/t, create cohesion, and clarify the relationships between claimFsG and reasons, between reasons and e'idence, and between claimFsG and counterclaims. d. Establish and maintain a formal style and obEecti'e tone while attendin( to the norms and con'entions of the discipline in which they are writin(. e. $ro'ide a concludin( statement or section that follows from and supports the ar(ument presented. ,rite informati'eDe/planatory te/ts to e/amine and con'ey comple/ ideas, concepts, and information clearly and accurately throu(h the effecti'e selection, or(ani*ation, and analysis of content. a. 0ntroduce a topicL or(ani*e comple/ ideas, concepts, and information so that each new element builds on that which precedes it to create a unified wholeL include formattin( Fe.(., headin(sG, (raphics Fe.(., fi(ures, tablesG, and multimedia when useful to aidin( comprehension. b. De'elop the topic thorou(hly by selectin( the most si(nificant and rele'ant facts, e/tended definitions, concrete details, 1uotations, or other information and e/amples appropriate to the audience)s .nowled(e of the topic. c. Hse appropriate and 'aried transitions and synta/ to lin. the maEor sections of the te/t, create cohesion, and clarify the relationships amon( comple/ ideas and concepts. d. Hse precise lan(ua(e, domain%specific 'ocabulary, and techni1ues such as metaphor, simile, and analo(y to mana(e the comple/ity of the topic. e. Establish and maintain a formal style and obEecti'e tone while attendin( to the norms and con'entions of the discipline in which they are writin(. f. $ro'ide a concludin( statement or section that follows from and supports the information or e/planation presented Fe.(., articulatin( implications or the si(nificance of the topicG.
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,rite informati'eDe/planatory te/ts to e/amine and con'ey comple/ ideas, concepts, and information clearly and accurately throu(h the effecti'e selection, or(ani*ation, and analysis of content. a. 0ntroduce a topicL or(ani*e comple/ ideas, concepts, and information to ma.e important connections and distinctionsL include formattin( Fe.(., headin(sG, (raphics Fe.(., fi(ures, tablesG, and multimedia when useful to aidin( comprehension. b. De'elop the topic with well%chosen, rele'ant, and sufficient facts, e/tended definitions, concrete details, 1uotations, or other information and e/amples appropriate to the audience)s .nowled(e of the topic. c. Hse appropriate and 'aried transitions to lin. the maEor sections of the te/t, create cohesion, and clarify the relationships amon( comple/ ideas and concepts. d. Hse precise lan(ua(e and domain%specific 'ocabulary to mana(e the comple/ity of the topic. e. Establish and maintain a formal style and obEecti'e tone while attendin( to the norms and con'entions of the discipline in which they are writin(. f. $ro'ide a concludin( statement or section that follows from and supports the information or e/planation presented Fe.(., articulatin( implications or the si(nificance of the topicG.
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Grades 60,+ st#dentsG /e6t / pes and 1urposes BcontinuedC
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. a. En(a(e and orient the reader by settin( out a problem, situation, or obser'ation, establishin( one or multiple pointFsG of 'iew, and introducin( a narrator andDor charactersL create a smooth pro(ression of e/periences or e'ents. b. Hse narrati'e techni1ues, such as dialo(ue, pacin(, description, reflection, and multiple plot lines, to de'elop e/periences, e'ents, andDor characters. c. Hse a 'ariety of techni1ues to se1uence e'ents so that they build on one another to create a coherent whole. d. Hse precise words and phrases, tellin( details, and sensory lan(ua(e to con'ey a 'i'id picture of the e/periences, e'ents, settin(, andDor characters. e. $ro'ide a conclusion that follows from and reflects on what is e/perienced, obser'ed, or resol'ed o'er the course of the narrati'e. MA232A2 Demonstrate understandin( of the concept of point of 'iew by writin( short narrati'es, poems, essays, speeches, or reflections from one)s own or a particular character)s point of 'iew Fe.(., the hero, anti%hero, a minor characterG. 32
R,S
,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. a. En(a(e and orient the reader by settin( out a problem, situation, or obser'ation and its si(nificance, establishin( one or multiple pointFsG of 'iew, and introducin( a narrator andDor charactersL create a smooth pro(ression of e/periences or e'ents. b. Hse narrati'e techni1ues, such as dialo(ue, pacin(, description, reflection, and multiple plot lines, to de'elop e/periences, e'ents, andDor characters. c. Hse a 'ariety of techni1ues to se1uence e'ents so that they build on one another to create a coherent whole and build toward a particular tone and outcome Fe.(., a sense of mystery, suspense, (rowth, or resolutionG. d. Hse precise words and phrases, tellin( details, and sensory lan(ua(e to con'ey a 'i'id picture of the e/periences, e'ents, settin(, andDor characters. e. $ro'ide a conclusion that follows from and reflects on what is e/perienced, obser'ed, or resol'ed o'er the course of the narrati'e. MA232A2 Demonstrate understandin( of the concept of theme by writin( short narrati'es, poems, essays, speeches, or reflections that respond to uni'ersal themes Fe.(., challen(es, the indi'idual and society, moral dilemmas, the dynamics of tradition and chan(eG. 82 12 $roduce clear and coherent writin( in which the de'elopment, or(ani*ation, and style are appropriate to tas., purpose, and audience. F&rade%specific e/pectations for writin( types are defined in standards 7I: abo'e.G De'elop and stren(then writin( as needed by plannin(, re'isin(, editin(, rewritin(, or tryin( a new approach, focusin( on addressin( what is most si(nificant for a specific purpose and audience. FEditin( for con'entions should demonstrate command of Can(ua(e standards 7I: up to and includin( (rades 77I76 on pa(e ;3.G Hse technolo(y, includin( the 0nternet, to produce, publish, and update indi'idual or shared writin( products in response to on(oin( feedbac., includin( new ar(uments or information.

82 12 $roduce clear and coherent writin( in which the de'elopment, or(ani*ation, and style are appropriate to tas., purpose, and audience. F&rade%specific e/pectations for writin( types are defined in standards 7I: abo'e.G De'elop and stren(then writin( as needed by plannin(, re'isin(, editin(, rewritin(, or tryin( a new approach, focusin( on addressin( what is most si(nificant for a specific purpose and audience. FEditin( for con'entions should demonstrate command of Can(ua(e standards 7I: up to and includin( (rades ?I75 on pa(e ;3.G Hse technolo(y, includin( the 0nternet, to produce, publish, and update indi'idual or shared writin( products, ta.in( ad'anta(e of technolo(y)s capacity to lin. to other information and to display information fle/ibly and dynamically.
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Grades 60,+ st#dentsG 4esearch to Build and 1resent 3nowledge

92 Conduct short as well as more sustained research proEects to answer a 1uestion Fincludin( a self%(enerated 1uestionG or sol'e a problemL narrow or broaden the in1uiry when appropriateL synthesi*e multiple sources on the subEect, demonstratin( understandin( of the subEect under in'esti(ation. &ather rele'ant information from multiple authoritati'e print and di(ital sources, usin( ad'anced searches effecti'elyL assess the usefulness of each source in answerin( the research 1uestionL inte(rate information into the te/t selecti'ely to maintain the flow of ideas, a'oidin( pla(iarism and followin( a standard format for citation. Draw e'idence from literary or informational te/ts to support analysis, reflection, and research. a. +pply grades (K'* 4eading standards to literature Fe.(., =+naly*e how an author draws on and transforms source material in a specific wor. Re.(., how Sha.espeare treats a theme or topic from O'id or the ible or how a later author draws on a play by Sha.espeareS>G. b. +pply grades (K'* 4eading standards to literary nonfiction Fe.(., =Delineate and e'aluate the ar(ument and specific claims in a te/t, assessin( whether the reasonin( is 'alid and the e'idence is rele'ant and sufficientL identify false statements and fallacious reasonin(>G. 92

Conduct short as well as more sustained research proEects to answer a 1uestion Fincludin( a self%(enerated 1uestionG or sol'e a problemL narrow or broaden the in1uiry when appropriateL synthesi*e multiple sources on the subEect, demonstratin( understandin( of the subEect under in'esti(ation. &ather rele'ant information from multiple authoritati'e print and di(ital sources, usin( ad'anced searches effecti'elyL assess the stren(ths and limitations of each source in terms of the tas., purpose, and audienceL inte(rate information into the te/t selecti'ely to maintain the flow of ideas, a'oidin( pla(iarism and o'erreliance on any one source and followin( a standard format for citation. Draw e'idence from literary or informational te/ts to support analysis, reflection, and research. a. +pply grades ''K'8 4eading standards to literature Fe.(., =Demonstrate .nowled(e of ei(hteenth%, nineteenth%, and early%twentieth%century foundational wor.s of +merican literature, includin( how two or more te/ts from the same period treat similar themes or topics>G. b. +pply grades ''K'8 4eading standards to literary nonfiction Fe.(., =Delineate and e'aluate the reasonin( in seminal H.S. te/ts, includin( the application of constitutional principles and use of le(al reasonin( Re.(., in H.S. Supreme Court Case maEority opinions and dissentsS and the premises, purposes, and ar(uments in wor.s of public ad'ocacy Re.(., /he -ederalist, presidential addressesS>G.
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4ange of &riting
,+2 ,rite routinely o'er e/tended time frames Ftime for research, reflection, and re'isionG and shorter time frames Fa sin(le sittin( or a day or twoG for a ran(e of tas.s, purposes, and audiences. ,+2 ,rite routinely o'er e/tended time frames Ftime for research, reflection, and re'isionG and shorter time frames Fa sin(le sittin( or a day or twoG for a ran(e of tas.s, purposes, and audiences.
"9
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 become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations"as part of a whole class, in small groups, and with a partner"built around important content in various domains. They must be able to contribute appropriately to these conversations, to make comparisons and contrasts, and to analy$e and synthesi$e a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline. -hatever their intended ma!or or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on others) meritorious ideas while expressing their own clearly and persuasively. %ew technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. The .nternet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to change.
Comprehension 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.

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. 72 +dapt speech to a 'ariety of conte/ts and communicati'e tas.s, demonstratin( command of formal En(lish when indicated or appropriate.
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Spea.in( and Cistenin( Standards ;I76

The followin( standards for (rades ;I76 offer a focus for instruction in each year to help ensure that students (ain ade1uate mastery of a ran(e of s.ills and applications. Students ad5ancing through the grades are e6pected to meet each ears grade2specific standards and retain or further de5elop skills and understandings mastered in preceding grades. Grade 7 st#dentsG Comprehension and Collaboration
,2 En(a(e effecti'ely in a ran(e of collaborati'e discussions Fone%on%one, in (roups, and teacher%ledG with di'erse partners on grade I topics, te6ts, and issues, 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 by referrin( to e'idence on the topic, te/t, or issue to probe and reflect on ideas under discussion. b. Follow rules for colle(ial discussions, set specific (oals and deadlines, and define indi'idual roles as needed. c. $ose and respond to specific 1uestions with elaboration and detail by ma.in( comments that contribute to the topic, te/t, or issue under discussion. d. Re'iew the .ey ideas e/pressed and demonstrate understandin( of multiple perspecti'es throu(h reflection and paraphrasin(. 0nterpret information presented in di'erse media and formats Fe.(., 'isually, 1uantitati'ely, orallyG and e/plain how it contributes to a topic, te/t, or issue under study. Delineate a spea.er)s ar(ument and specific claims, distin(uishin( claims that are supported by reasons and e'idence from claims that are not. ,2
RSCS
Grade 9 st#dentsG
En(a(e effecti'ely in a ran(e of collaborati'e ,2 discussions Fone%on%one, in (roups, and teacher%ledG with di'erse partners on grade ) topics, te6ts, and issues, buildin( on others) ideas and e/pressin( their own clearly. a. Come to discussions prepared, ha'in( read or researched material under studyL e/plicitly draw on that preparation by referrin( to e'idence on the topic, te/t, or issue to probe and reflect on ideas under discussion. b. Follow rules for colle(ial discussions, trac. pro(ress toward specific (oals and deadlines, and define indi'idual roles as needed. c. $ose 1uestions that elicit elaboration and respond to others) 1uestions and comments with rele'ant obser'ations and ideas that brin( the discussion bac. on topic as needed. d. +c.nowled(e new information e/pressed by others and, when warranted, modify their own 'iews. +naly*e the main ideas and supportin( details *2 presented in di'erse media and formats Fe.(., 'isually, 1uantitati'ely, orallyG and e/plain how the ideas clarify a topic, te/t, or issue under study. Delineate a spea.er)s ar(ument and specific claims, 32 e'aluatin( the soundness of the reasonin( and the rele'ance and sufficiency of the e'idence.
Grade : st#dentsG
En(a(e effecti'ely in a ran(e of collaborati'e discussions Fone%on%one, in (roups, and teacher%ledG with di'erse partners on grade J topics, te6ts, and issues, buildin( on others) ideas and e/pressin( their own clearly. a. Come to discussions prepared, ha'in( read or researched material under studyL e/plicitly draw on that preparation by referrin( to e'idence on the topic, te/t, or issue to probe and reflect on ideas under discussion. b. Follow rules for colle(ial discussions and decision% ma.in(, trac. pro(ress toward specific (oals and deadlines, and define indi'idual roles as needed. c. $ose 1uestions that connect the ideas of se'eral spea.ers and respond to others) 1uestions and comments with rele'ant e'idence, obser'ations, and ideas. d. +c.nowled(e new information e/pressed by others, and, when warranted, 1ualify or Eustify their own 'iews in li(ht of the e'idence presented. +naly*e the purpose of information presented in di'erse media and formats Fe.(., 'isually, 1uantitati'ely, orallyG and e'aluate the moti'es Fe.(., social, commercial, politicalG behind its presentation. Delineate a spea.er)s ar(ument and specific claims, e'aluatin( the soundness of the reasonin( and rele'ance and sufficiency of the e'idence and identifyin( when irrele'ant e'idence is introduced.
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Grade 7 st#dentsG 1resentation of 3nowledge and %deas
82 $resent claims and findin(s, se1uencin( ideas lo(ically and usin( pertinent descriptions, facts, and details to accentuate main ideas or themesL use appropriate eye contact, ade1uate 'olume, and clear pronunciation. 0nclude multimedia components Fe.(., (raphics, ima(es, music, soundG and 'isual displays in presentations to clarify information. +dapt speech to a 'ariety of conte/ts and tas.s, demonstratin( command of formal En(lish when indicated or appropriate. FSee (rade ; Can(ua(e standards 7 and : on pa(e ;4 for specific e/pectations.G 82
RSCS
Grade 9 st#dentsG
$resent claims and findin(s, emphasi*in( salient points in a focused, coherent manner with pertinent descriptions, facts, details, and e/amplesL use appropriate eye contact, ade1uate 'olume, and clear pronunciation. 0nclude multimedia components and 'isual displays in presentations to clarify claims and findin(s and emphasi*e salient points. +dapt speech to a 'ariety of conte/ts and tas.s, demonstratin( command of formal En(lish when indicated or appropriate. FSee (rade 3 Can(ua(e standards 7 and : on pa(e ;4 for specific e/pectations.G 82
Grade : st#dentsG
$resent claims and findin(s, emphasi*in( salient points in a focused, coherent manner with rele'ant e'idence, sound 'alid reasonin(, and well%chosen detailsL use appropriate eye contact, ade1uate 'olume, and clear pronunciation. 0nte(rate multimedia and 'isual displays into presentations to clarify information, stren(then claims and e'idence, and add interest. +dapt speech to a 'ariety of conte/ts and tas.s, demonstratin( command of formal En(lish when indicated or appropriate. FSee (rade 9 Can(ua(e standards 7 and : on pa(e ;4 for specific e/pectations.G
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The CCR anchor standards and hi(h school (rade%specific standards wor. in tandem to define colle(e and career readiness e/pectationsMthe former pro'idin( broad standards, the latter pro'idin( additional specificity. Grades 60,+ st#dentsG Comprehension and Collaboration
,2 0nitiate and participate effecti'ely in a ran(e of collaborati'e discussions Fone%on% one, in (roups, and teacher%ledG with di'erse partners on grades (K'* topics, te6ts, and issues, buildin( on others) ideas and e/pressin( their own clearly and persuasi'ely. a. Come to discussions prepared, ha'in( read and researched material under studyL e/plicitly draw on that preparation by referrin( to e'idence from te/ts and other research on the topic or issue to stimulate a thou(htful, well%reasoned e/chan(e of ideas. b. ,or. with peers to set rules for colle(ial discussions and decision%ma.in( Fe.(., informal consensus, ta.in( 'otes on .ey issues, presentation of alternate 'iewsG, clear (oals and deadlines, and indi'idual roles as needed. c. $ropel con'ersations by posin( and respondin( to 1uestions that relate the current discussion to broader themes or lar(er ideasL acti'ely incorporate others into the discussionL and clarify, 'erify, or challen(e ideas and conclusions. d. Respond thou(htfully to di'erse perspecti'es, summari*e points of a(reement and disa(reement, and, when warranted, 1ualify or Eustify their own 'iews and understandin( and ma.e new connections in li(ht of the e'idence and reasonin( presented. 0nte(rate multiple sources of information presented in di'erse media or formats Fe.(., 'isually, 1uantitati'ely, orallyG e'aluatin( the credibility and accuracy of each source. E'aluate a spea.er)s point of 'iew, reasonin(, and use of e'idence and rhetoric, identifyin( any fallacious reasonin( or e/a((erated or distorted e'idence. $resent information, findin(s, and supportin( e'idence clearly, concisely, and lo(ically such that listeners can follow the line of reasonin( and the or(ani*ation, de'elopment, substance, and style are appropriate to purpose, audience, and tas.. Ma.e strate(ic use of di(ital media Fe.(., te/tual, (raphical, audio, 'isual, and interacti'e elementsG in presentations to enhance understandin( of findin(s, reasonin(, and e'idence and to add interest. +dapt speech to a 'ariety of conte/ts and tas.s, demonstratin( command of formal En(lish when indicated or appropriate. FSee (rades ?I75 Can(ua(e standards 7 and : on pa(e ;3 for specific e/pectations.G ,2

0nitiate and participate effecti'ely in a ran(e of collaborati'e discussions Fone%on%one, in (roups, and teacher%ledG with di'erse partners on grades ''K'8 topics, te6ts, and issues, buildin( on others) ideas and e/pressin( their own clearly and persuasi'ely. a. Come to discussions prepared, ha'in( read and researched material under studyL e/plicitly draw on that preparation by referrin( to e'idence from te/ts and other research on the topic or issue to stimulate a thou(htful, well%reasoned e/chan(e of ideas. b. ,or. with peers to promote ci'il, democratic discussions and decision%ma.in(, set clear (oals and deadlines, and establish indi'idual roles as needed. c. $ropel con'ersations by posin( and respondin( to 1uestions that probe reasonin( and e'idenceL ensure a hearin( for a full ran(e of positions on a topic or issueL clarify, 'erify, or challen(e ideas and conclusionsL and promote di'er(ent and creati'e perspecti'es. d. Respond thou(htfully to di'erse perspecti'esL synthesi*e comments, claims, and e'idence made on all sides of an issueL resol'e contradictions when possibleL and determine what additional information or research is re1uired to deepen the in'esti(ation or complete the tas.. 0nte(rate multiple sources of information presented in di'erse formats and media Fe.(., 'isually, 1uantitati'ely, orallyG in order to ma.e informed decisions and sol'e problems, e'aluatin( the credibility and accuracy of each source and notin( any discrepancies amon( the data. E'aluate a spea.er)s point of 'iew, reasonin(, and use of e'idence and rhetoric, assessin( the stance, premises, lin.s amon( ideas, word choice, points of emphasis, and tone used. $resent information, findin(s, and supportin( e'idence, con'eyin( a clear and distinct perspecti'e, such that listeners can follow the line of reasonin(, alternati'e or opposin( perspecti'es are addressed, and the or(ani*ation, de'elopment, substance, and style are appropriate to purpose, audience, and a ran(e of formal and informal tas.s. Ma.e strate(ic use of di(ital media Fe.(., te/tual, (raphical, audio, 'isual, and interacti'e elementsG in presentations to enhance understandin( of findin(s, reasonin(, and e'idence and to add interest. +dapt speech to a 'ariety of conte/ts and tas.s, demonstratin( a command of formal En(lish when indicated or appropriate. FSee (rades 77I76 Can(ua(e standards 7 and : on pa(e ;3 for specific e/pectations.G
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$#
Co ege and Career Read!ness An$"or Standards for Lang#age

The (rades ;I76 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 FCCRG 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 language use
To be college and career ready in language, students must have firm control over the conventions of standard 'nglish. *t the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. They need to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of a network of other words"words, for example, that have similar denotations but different connotations. The inclusion of (anguage standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening# indeed, they are inseparable from such contexts.
Con5entions of 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(.
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(.

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. 72 +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 considerin( a word or phrase important to comprehension or e/pression.
;8
Can(ua(e Standards ;I76
RCS
The followin( standards for (rades ;I76 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 ad5ancing through the grades are e6pected to meet each ears grade2specific standards and retain or further de5elop skills and understandings mastered in preceding 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. FQG. See the table on pa(e ;9 for a complete listin( and +ppendi/ + of the Common Core State Standards for an e/ample of how these s.ills de'elop in sophistication. Grade 7 st#dentsG Con5entions of Standard English
,2 Demonstrate command of the con'entions of standard En(lish (rammar and usa(e when writin( or spea.in(. a. Ensure that pronouns are in the proper case FsubEecti'e, obEecti'e, possessi'eG. b. Hse intensi'e pronouns Fe.(., m self, oursel5esG. c. Reco(ni*e and correct inappropriate shifts in pronoun number and person.Q d. Reco(ni*e and correct 'a(ue pronouns Fi.e., ones with unclear or ambi(uous antecedentsG.Q e. Reco(ni*e 'ariations from standard En(lish in their own and othersY writin( and spea.in(, and identify and use strate(ies to impro'e e/pression in con'entional lan(ua(e.Q Demonstrate command of the con'entions of standard En(lish capitali*ation, punctuation, and spellin( when writin(. a. Hse punctuation Fcommas, parentheses, dashesG to set off nonrestricti'eDparenthetical elements.Q b. Spell correctly. Hse .nowled(e of lan(ua(e and its con'entions when writin(, spea.in(, readin(, or listenin(. a. "ary sentence patterns for meanin(, readerDlistener interest, and style.Q b. Maintain consistency in style and tone.Q ,2
Grade 9 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 phrases and clauses in (eneral and their function in specific sentences. b. Choose amon( simple, compound, comple/, and compound%comple/ sentences to si(nal differin( relationships amon( ideas. c. $lace phrases and clauses within a sentence, reco(ni*in( and correctin( misplaced and dan(lin( modifiers.Q Demonstrate command of the con'entions of standard En(lish capitali*ation, punctuation, and spellin( when writin(. a. Hse a comma to separate coordinate adEecti'es Fe.(., %t was a fascinating$ en0o able mo5ie but not "e wore an oldL$M green shirtG. b. Spell correctly. Hse .nowled(e of lan(ua(e and its con'entions when writin(, spea.in(, readin(, or listenin(. a. Choose lan(ua(e that e/presses ideas precisely and concisely, reco(ni*in( and eliminatin( wordiness and redundancy.Q ,2
Grade : 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 'erbals F(erunds, participles, infiniti'esG in (eneral and their function in particular sentences. b. Form and use 'erbs in the acti'e and passi'e 'oice. c. Form and use 'erbs in the indicati'e, imperati'e, interro(ati'e, conditional, and subEuncti'e mood. d. Reco(ni*e and correct inappropriate shifts in 'erb 'oice and mood.Q
*2
*2
*2
Demonstrate command of the con'entions of standard En(lish capitali*ation, punctuation, and spellin( when writin(. a. Hse punctuation Fcomma, ellipsis, dashG to indicate a pause or brea.. b. Hse an ellipsis to indicate an omission. c. Spell correctly. Hse .nowled(e of lan(ua(e and its con'entions when writin(, spea.in(, readin(, or listenin(. a. Hse 'erbs in the acti'e and passi'e 'oice and in the conditional and subEuncti'e mood to achie'e particular effects Fe.(., emphasi*in( the actor or the actionL e/pressin( uncertainty or describin( a state contrary to factG.
32 32 32
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 ;9. Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011 $"

Grade 7 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 I reading and content, choosin( fle/ibly from a ran(e of strate(ies. a. Hse conte/t Fe.(., the o'erall meanin( of a sentence or para(raphL a word)s position or function in a sentenceG as a clue to the meanin( of a word or phrase. b. Hse common, (rade%appropriate &ree. or Catin affi/es and roots as clues to the meanin( of a word Fe.(., audience, auditor , audibleG. c. Consult reference materials Fe.(., dictionaries, (lossaries, thesaurusesG, both print and di(ital, to find the pronunciation of a word or determine or clarify its precise meanin( or its part of speech. d. "erify the preliminary determination of the meanin( of a word or phrase Fe.(., by chec.in( the inferred meanin( in conte/t or in a dictionaryG. Demonstrate understandin( of fi(urati'e lan(ua(e, word relationships, and nuances in word meanin(s. a. 0nterpret fi(ures of speech Fe.(., personificationG in conte/t. b. Hse the relationship between particular words Fe.(., causeDeffect, partDwhole, itemDcate(oryG to better understand each of the words. c. Distin(uish amon( the connotations FassociationsG of words with similar denotations FdefinitionsG Fe.(., sting , scrimping, economical, unwasteful, thrift G. +c1uire and use accurately (rade%appropriate (eneral academic and domain%specific words and phrasesL (ather 'ocabulary .nowled(e when considerin( a word or phrase important to comprehension or e/pression. 82
RCS
Grade 9 st#dentsG
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. Hse conte/t Fe.(., the o'erall meanin( of a sentence or para(raphL a word)s position or function in a sentenceG as a clue to the meanin( of a word or phrase. b. Hse common, (rade%appropriate &ree. or Catin affi/es and roots as clues to the meanin( of a word Fe.(., belligerent, bellicose, rebelG. c. Consult (eneral and speciali*ed reference materials Fe.(., dictionaries, (lossaries, thesaurusesG, both print and di(ital, to find the pronunciation of a word or determine or clarify its precise meanin( or its part of speech. d. "erify the preliminary determination of the meanin( of a word or phrase Fe.(., by chec.in( the inferred meanin( in conte/t or in a dictionaryG. Demonstrate understandin( of fi(urati'e lan(ua(e, word relationships, and nuances in word meanin(s. a. 0nterpret fi(ures of speech Fe.(., literary, biblical, and mytholo(ical allusionsG in conte/t. b. Hse the relationship between particular words Fe.(., synonymDantonym, analo(yG to better understand each of the words. c. Distin(uish amon( the connotations FassociationsG of words with similar denotations FdefinitionsG Fe.(., refined, respectful, polite, diplomatic, condescendingG. +c1uire and use accurately (rade%appropriate (eneral academic and domain%specific words and phrasesL (ather 'ocabulary .nowled(e when considerin( a word or phrase important to comprehension or e/pression. 82
Grade : st#dentsG
Determine or clarify the meanin( of un.nown and multiple%meanin( words or phrases based on grade J reading and content, choosin( fle/ibly from a ran(e of strate(ies. a. Hse conte/t Fe.(., the o'erall meanin( of a sentence or para(raphL a word)s position or function in a sentenceG as a clue to the meanin( of a word or phrase. b. Hse common, (rade%appropriate &ree. or Catin affi/es and roots as clues to the meanin( of a word Fe.(., precede, recede, secedeG. c. Consult (eneral and speciali*ed reference materials Fe.(., dictionaries, (lossaries, thesaurusesG, both print and di(ital, to find the pronunciation of a word or determine or clarify its precise meanin( or its part of speech. d. "erify the preliminary determination of the meanin( of a word or phrase Fe.(., by chec.in( the inferred meanin( in conte/t or in a dictionaryG. Demonstrate understandin( of fi(urati'e lan(ua(e, word relationships, and nuances in word meanin(s. a. 0nterpret fi(ures of speech Fe.(. 'erbal irony, punsG in conte/t. b. Hse the relationship between particular words to better understand each of the words. c. Distin(uish amon( the connotations FassociationsG of words with similar denotations FdefinitionsG Fe.(., bullheaded, willful, firm, persistent, resoluteG. +c1uire and use accurately (rade%appropriate (eneral academic and domain%specific words and phrasesL (ather 'ocabulary .nowled(e when considerin( a word or phrase important to comprehension or e/pression.
12
12
12
72
72
72
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 ;9.
;;
RCS
The CCR anchor standards and hi(h school (rade%specific standards wor. in tandem to define colle(e and career readiness e/pectationsMthe former pro'idin( broad standards, the latter pro'idin( additional specificity. Grades 60,+ st#dentsG Con5entions of Standard English
,2 Demonstrate command of the con'entions of standard En(lish (rammar and usa(e when writin( or spea.in(. a. Hse parallel structure.Q b. Hse 'arious types of phrases Fnoun, 'erb, adEecti'al, ad'erbial, participial, prepositional, absoluteG and clauses Findependent, dependentL noun, relati'e, ad'erbialG to con'ey specific meanin(s and add 'ariety and interest to writin( or presentations. *2 Demonstrate command of the con'entions of standard En(lish capitali*ation, punctuation, and spellin( when writin(. a. Hse a semicolon Fand perhaps a conEuncti'e ad'erbG to lin. two or more closely related independent clauses. b. Hse a colon to introduce a list or 1uotation. c. Spell correctly.

,2 Demonstrate command of the con'entions of standard En(lish (rammar and usa(e when writin( or spea.in(. a. +pply the understandin( that usa(e is a matter of con'ention, can chan(e o'er time, and is sometimes contested. b. Resol'e issues of comple/ or contested usa(e, consultin( references Fe.(., ,erriam2 &ebsters Dictionar of English ?sage, !arners ,odern American ?sageG as needed. *2 Demonstrate command of the con'entions of standard En(lish capitali*ation, punctuation, and spellin( when writin(. a. Obser'e hyphenation con'entions. b. Spell correctly.
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(. a. ,rite and edit wor. so that it conforms to the (uidelines in a style manual Fe.(., ,LA "andbook, Turabian)s ,anual for &ritersG appropriate for the discipline and writin( type. 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(. a. "ary synta/ for effect, consultin( references Fe.(., Tufte)s Artful SentencesG for (uidance as neededL apply an understandin( of synta/ to the study of comple/ te/ts when readin(. 82 Determine or clarify the meanin( of un.nown and multiple%meanin( words and phrases based on grades ''K'8 reading and content, choosin( fle/ibly from a ran(e of strate(ies. a. Hse conte/t Fe.(., the o'erall meanin( of a sentence, para(raph, or te/tL a word)s position or function in a sentenceG as a clue to the meanin( of a word or phrase. b. 0dentify and correctly use patterns of word chan(es that indicate different meanin(s or parts of speech Fe.(., concei5e$ conception$ concei5ableG. c. Consult (eneral and speciali*ed reference materials Fe.(., dictionaries, (lossaries, thesaurusesG, both print and di(ital, to find the pronunciation of a word or determine or clarify its precise meanin(, its part of speech, its etymolo(y, or its standard usa(e. d. "erify the preliminary determination of the meanin( of a word or phrase Fe.(., by chec.in( the inferred meanin( in conte/t or in a dictionaryG. 12 Demonstrate understandin( of fi(urati'e lan(ua(e, word relationships, and nuances in word meanin(s. a. 0nterpret fi(ures of speech Fe.(., hyperbole, parado/G in conte/t and analy*e their role in the te/t. b. +naly*e nuances in the meanin( of words with similar denotations. 72 +c1uire and use accurately (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 considerin( a word or phrase important to comprehension or e/pression.

82 Determine or clarify the meanin( of un.nown and multiple%meanin( words and phrases based on grades (K'* reading and content, choosin( fle/ibly from a ran(e of strate(ies. a. Hse conte/t Fe.(., the o'erall meanin( of a sentence, para(raph, or te/tL a word)s position or function in a sentenceG as a clue to the meanin( of a word or phrase. b. 0dentify and correctly use patterns of word chan(es that indicate different meanin(s or parts of speech Fe.(., anal 7e, anal sis, anal ticalL ad5ocate, ad5ocac G. c. Consult (eneral and speciali*ed reference materials Fe.(., dictionaries, (lossaries, thesaurusesG, both print and di(ital, to find the pronunciation of a word or determine or clarify its precise meanin(, its part of speech, or its etymolo(y. d. "erify the preliminary determination of the meanin( of a word or phrase Fe.(., by chec.in( the inferred meanin( in conte/t or in a dictionaryG. 12 Demonstrate understandin( of fi(urati'e lan(ua(e, word relationships, and nuances in word meanin(s. a. 0nterpret fi(ures of speech Fe.(., euphemism, o/ymoronG in conte/t and analy*e their role in the te/t. b. +naly*e nuances in the meanin( of words with similar denotations. 72 +c1uire and use accurately (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 considerin( a word or phrase important to comprehension or e/pression.
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 ;9. Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011 $!
Lang#age .rogress!;e S5! s' (% Grade

The followin( s.ills, mar.ed with an asteris. FQG 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 subEect%'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 Fe.(., toDtooDtwoL thereDtheirG. 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 Hse punctuation to separate items in a series.U L272,$2 Reco(ni*e and correct inappropriate shifts in pronoun number and person. L272,d2 Reco(ni*e and correct 'a(ue pronouns Fi.e., ones with unclear or ambi(uous antecedentsG. L272,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. L272*a2 Hse punctuation Fcommas, parentheses, dashesG to set off nonrestricti'eDparenthetical elements. L2723a2 "ary sentence patterns for meanin(, readerDlistener interest, and style.P L2723(2 Maintain consistency in style and tone. L292,$2 $lace phrases and clauses within a sentence, reco(ni*in( and correctin( misplaced and dan(lin( modifiers. L2923a2 Choose lan(ua(e that e/presses ideas precisely and concisely, reco(ni*in( and eliminatin( wordiness and redundancy. L2:2,d2 Reco(ni*e and correct inappropriate shifts in 'erb 'oice and mood. L26I,+2,a2 Hse parallel structure. : 8 4 ; GradeCsD 3 9 ?I75 77I76
Q Subsumed by C.3.:a U Subsumed by C.?I75.7a P Subsumed by C.77I76.:a
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Standard ,+G Range' @#a !t%' and Com4 eA!t% of St#dent Read!ng 70,*
Measurin( Te/t Comple/ityA Three Factors
@#a !tat!;e e;a #at!on of t"e teAtG @#ant!tat!;e e;a #at!on of t"e teAtG Mat$"!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 Fsuch as moti'ation, .nowled(e, and e/periencesG and tas. 'ariables Fsuch as purpose and the comple/ity (enerated by the tas. assi(ned and the 1uestions posedG
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 ;I76

Students in (rades ;I76 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 the sub(enres of ad'enture stories, historical fiction, mysteries, myths, science fiction, realistic fiction, alle(ories, parodies, satire, and (raphic no'els Drama 0ncludes one%act and multi%act plays, both in written form and on film .oetr% 0ncludes the sub(enres of narrati'e poems, lyrical poems, free 'erse poems, sonnets, odes, ballads, and epics
Informat!ona TeAt
L!terar% Nonf!$t!on 0ncludes the sub(enres of e/position, ar(ument, and functional te/t in the form of personal essays, speeches, opinion pieces, essays about art or literature, bio(raphies, memoirs, Eournalism, and historical, scientific, technical, or economic accounts Fincludin( di(ital sourcesG written for a broad audience
$9
Te/ts 0llustratin( the Comple/ity, Tuality, and Ran(e of Student Readin( ;I76
70:

L!terat#reG Stor!es' Dramas' .oetr% Little &omen by Couisa May +lcott F79;?G /he Ad5entures of /om Saw er by Mar. Twain F793;G =The Road Bot Ta.en> by Robert Frost F7?74G /he Dark %s 4ising by Susan Cooper F7?3:G Dragonwings by Caurence @ep F7?34G 4oll of /hunder$ "ear , Cr by Mildred Taylor F7?3;G /he /raged of ,acbeth by ,illiam Sha.espeare F74?6G =O*ymandias> by $ercy ysshe Shelley F7973G =The Ra'en> by Ed(ar +llen $oe F7984G =The &ift of the Ma(i> by O. !enry F7?5;G /he !rapes of &rath by #ohn Steinbec. F7?:?G -ahrenheit :;' by Ray radbury F7?4:G /he 3iller Angels by Michael Shaara F7?34G =Ode on a &recian Hrn> by #ohn -eats F7965G Nane E re by Charlotte rontZ F7989G = ecause 0 Could Bot Stop for Death> by Emily Dic.inson F79?5G /he !reat !atsb by F. Scott Fit*(erald F7?64G /heir E es &ere &atching !od by Wora Beale !urston F7?:3G A 4aisin in the Sun by Corraine !ansberry F7?4?G /he Namesake by #humpa Cahiri F655:G
60,+
,,0CCR
Informat!ona TeAtsG L!terar% Nonf!$t!on =Cetter on Thomas #efferson> by #ohn +dams F733;G Narrati5e of the Life of -rederick Douglass$ an American Sla5e by Frederic. Dou(lass F7984G = lood, Toil, Tears and SweatA +ddress to $arliament on May 7:th, 7?85> by ,inston Churchill F7?85G "arriet /ubman# Conductor on the ?nderground 4ailroad by +nn $etry F7?44G /ra5els with Charle # %n Search of America by #ohn Steinbec. F7?;6G =Speech to the Second "ir(inia Con'ention> by $atric. !enry F7334G =Farewell +ddress> by &eor(e ,ashin(ton F73?;G =&ettysbur( +ddress> by +braham Cincoln F79;:G =State of the Hnion +ddress> by Fran.lin Delano Roose'elt F7?87G =Cetter from irmin(ham #ail> by Martin Cuther -in(, #r. F7?;8G =!ope, Despair and Memory> by Elie ,iesel F7??3G Common Sense by Thomas $aine F733;G &alden by !enry Da'id Thoreau F7948G =Society and Solitude> by Ralph ,aldo Emerson F7943G =The Fallacy of Success> by &. -. Chesterton F7?5?G Black Bo by Richard ,ri(ht F7?84G =$olitics and the En(lish Can(ua(e> by &eor(e Orwell F7?8;G =Ta.e the Tortillas Out of @our $oetry> by Rudolfo +naya F7??4G
NoteA
&i'en space limitations, the illustrati'e te/ts listed abo'e are meant only to show indi'idual titles that are representati'e of a ran(e of topics and (enres. FSee +ppendi/ of the Common Core State Standards for e/cerpts of these and other te/ts illustrati'e of (rades ;I76 te/t comple/ity, 1uality, and ran(e.G +t a curricular or instructional le'el, within and across (rade le'els, te/ts need to be selected around topics or themes that (enerate .nowled(e and allow students to study those topics or themes in depth.
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ST+BD+RDS FOR L!tera$% !n H!stor%&So$!a St#d!es' S$!en$e' and Te$"n!$a S#()e$ts

;I76

The (rades ;I76 standards on the followin( pa(es define what students should understand and be able to do by the end of each (rade span. They correspond to the Colle(e and Career Readiness FCCRG anchor standards below by number. The CCR and (rade%specific standards are necessary complementsMthe former pro'idin( broad standards, the latter pro'idin( additional specificityMthat to(ether define the s.ills and understandin(s that all students must demonstrate.
Note on range and content of student reading

%eading is critical to &uilding knowledge in history'social studies as well as in science and technical su&(ects) College and career ready reading in these fields re*uires an a++reciation of the norms and con,entions of each disci+line, such as the kinds of e,idence used in history and science- an understanding of domain.s+ecific words and +hrases- an attention to +recise details- and the ca+acity to e,aluate intricate arguments, synthesi/e com+le0 information, and follow detailed descri+tions of e,ents and conce+ts) 1n history'social studies, for e0am+le, students need to &e a&le to analy/e, e,aluate, and differentiate +rimary and secondary sources) 2hen reading scientific and technical te0ts, students need to &e a&le to gain knowledge from challenging te0ts that often make e0tensi,e use of ela&orate diagrams and data to con,ey information and illustrate conce+ts) 3tudents must &e a&le to read com+le0 informational te0ts in these fields with independence and confidence because the vast ma!ority of reading in college and workforce training programs will be sophisticated nonfiction. .t is important to note that these /eading standards are meant to complement the specific content demands of the disciplines, not replace them.

,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, or ideas de'elop and interact o'er the course of a te/t.
Craft and Structure


92 0nte(rate and e'aluate content presented in di'erse formats and media, includin( 'isually and 1uantitati'ely, as well as in words.Q :2 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. 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.

,+2 Read and comprehend comple/ literary and informational te/ts independently and proficiently.
Q$lease see =Research to uild and $resent -nowled(e> in ,ritin( for additional standards rele'ant to (atherin(, assessin(, and applyin( information from print and di(ital sources.
Readin( Standards for Citeracy in !istoryDSocial Studies ;I76

RR!S
!#
The standards below be(in at (rade ;L standards for pre%.I4 readin( in historyDsocial studies, science, and technical subEects are inte(rated into the pre%.I4 Readin( standards. The CCR anchor standards and hi(h school standards in literacy wor. in tandem to define colle(e and career readiness e/pectationsM the former pro'idin( broad standards, the latter pro'idin( additional specificity. Grades 70: st#dentsG Grades 60,+ st#dentsG Grades ,,0,* st#dentsG 3e %deas and Details
,2 Cite specific te/tual e'idence to support analysis of primary and secondary sources. Determine the central ideas or information of a primary or secondary sourceL pro'ide an accurate summary of the source distinct from prior .nowled(e or opinions. 0dentify .ey steps in a te/t)s description of a process related to historyDsocial studies Fe.(., how a bill becomes law, how interest rates are raised or loweredG. Determine the meanin( of words and phrases as they are used in a te/t, includin( 'ocabulary specific to domains related to historyDsocial studies. Describe how a te/t presents information Fe.(., se1uentially, comparati'ely, causallyG. 0dentify aspects of a te/t that re'eal an author)s point of 'iew or purpose Fe.(., loaded lan(ua(e, inclusion or a'oidance of particular factsG. 0nte(rate 'isual information Fe.(., in charts, (raphs, photo(raphs, 'ideos, or mapsG with other information in print and di(ital te/ts. Distin(uish amon( fact, opinion, and reasoned Eud(ment in a te/t. +naly*e the relationship between a primary and secondary source on the same topic. y the end of (rade 9, read and comprehend historyDsocial studies te/ts in the (rades ;I9 te/t comple/ity band independently and proficiently. ,2 Cite specific te/tual e'idence to support analysis of primary and secondary sources, attendin( to such features as the date and ori(in of the information. Determine the central ideas or information of a primary or secondary sourceL pro'ide an accurate summary of how .ey e'ents or ideas de'elop o'er the course of the te/t. +naly*e in detail a series of e'ents described in a te/tL determine whether earlier e'ents caused later ones or simply preceded them. Determine the meanin( of words and phrases as they are used in a te/t, includin( 'ocabulary describin( political, social, or economic aspects of historyDsocial studies. +naly*e how a te/t uses structure to emphasi*e .ey points or ad'ance an e/planation or analysis. ,2 Cite specific te/tual e'idence to support analysis of primary and secondary sources, connectin( insi(hts (ained from specific details to an understandin( of the te/t as a whole. Determine the central ideas or information of a primary or secondary sourceL pro'ide an accurate summary that ma.es clear the relationships amon( the .ey details and ideas. E'aluate 'arious e/planations for actions or e'ents and determine which e/planation best accords with te/tual e'idence, ac.nowled(in( where the te/t lea'es matters uncertain. Determine the meanin( of words and phrases as they are used in a te/t, includin( analy*in( how an author uses and refines the meanin( of a .ey term o'er the course of a te/t Fe.(., how Madison defines faction in -ederalist Bo. 75G. +naly*e in detail how a comple/ primary source is structured, includin( how .ey sentences, para(raphs, and lar(er portions of the te/t contribute to the whole. E'aluate authors) differin( points of 'iew on the same historical e'ent or issue by assessin( the authors) claims, reasonin(, and e'idence. 0nte(rate and e'aluate multiple sources of information presented in di'erse formats and media Fe.(., 'isually, 1uantitati'ely, as well as in wordsG in order to address a 1uestion or sol'e a problem. E'aluate an author)s premises, claims, and e'idence by corroboratin( or challen(in( them with other information. 0nte(rate information from di'erse sources, both primary and secondary, into a coherent understandin( of an idea or e'ent, notin( discrepancies amon( sources. y the end of (rade 76, read and comprehend historyDsocial studies te/ts in the (rades 77ICCR te/t comple/ity band independently and proficiently.
*2
*2
*2
32
32
32
Craft and Structure

82 82 82
12 72
12 72
12
Compare the point of 'iew of two or more authors for 72 how they treat the same or similar topics, includin( which details they include and emphasi*e in their respecti'e accounts. 0nte(rate 1uantitati'e or technical analysis Fe.(., charts, research dataG with 1ualitati'e analysis in print or di(ital te/t. +ssess the e/tent to which the reasonin( and e'idence in a te/t support the author)s claims. Compare and contrast treatments of the same topic in se'eral primary and secondary sources. y the end of (rade 75, read and comprehend historyDsocial studies te/ts in the (rades ?I75 te/t comple/ity band independently and proficiently. 92

92 92
:2 62
:2 62
:2 62

,+2 ,+2 ,+2
Readin( Standards for Citeracy in Science and Technical SubEects ;I76

Grades 70: st#dentsG
38
RRSTS
Grades 60,+ st#dentsG

,2 Cite specific te/tual e'idence to support analysis of science and technical te/ts. Determine the central ideas or conclusions of a te/tL pro'ide an accurate summary of the te/t distinct from prior .nowled(e or opinions. Follow precisely a multistep procedure when carryin( out e/periments, ta.in( measurements, or performin( technical tas.s. Determine the meanin( of symbols, .ey terms, and other domain%specific words and phrases as they are used in a specific scientific or technical conte/t rele'ant to grades IKJ te6ts and topics. +naly*e the structure an author uses to or(ani*e a te/t, includin( how the maEor sections contribute to the whole and to an understandin( of the topic. +naly*e the author)s purpose in pro'idin( an e/planation, describin( a procedure, or discussin( an e/periment in a te/t. 0nte(rate 1uantitati'e or technical information e/pressed in words in a te/t with a 'ersion of that information e/pressed 'isually Fe.(., in a flowchart, dia(ram, model, (raph, or tableG. Distin(uish amon( facts, reasoned Eud(ment based on research findin(s, and speculation in a te/t. Compare and contrast the information (ained from e/periments, simulations, 'ideo, or multimedia sources with that (ained from readin( a te/t on the same topic. y the end of (rade 9, read and comprehend scienceDtechnical te/ts in the (rades ;I9 te/t comple/ity band independently and proficiently. ,2 Cite specific te/tual e'idence to support analysis of science and technical te/ts, attendin( to the precise details of e/planations or descriptions. Determine the central ideas or conclusions of a te/tL trace the te/t)s e/planation or depiction of a comple/ process, phenomenon, or conceptL pro'ide an accurate summary of the te/t. Follow precisely a comple/ multistep procedure when carryin( out e/periments, ta.in( measurements, or performin( technical tas.s, attendin( to special cases or e/ceptions defined in the te/t. Determine the meanin( of symbols, .ey terms, and other domain%specific words and phrases as they are used in a specific scientific or technical conte/t rele'ant to grades (K'* te6ts and topics. +naly*e the structure of the relationships amon( concepts in a te/t, includin( relationships amon( .ey terms Fe.(., force, friction, reaction force, energ G. +naly*e the author)s purpose in pro'idin( an e/planation, describin( a procedure, or discussin( an e/periment in a te/t, definin( the 1uestion the author see.s to address. Translate 1uantitati'e or technical information e/pressed in words in a te/t into 'isual form Fe.(., a table or chartG and translate information e/pressed 'isually or mathematically Fe.(., in an e1uationG into words. +ssess the e/tent to which the reasonin( and e'idence in a te/t support the author)s claim or a recommendation for sol'in( a scientific or technical problem. Compare and contrast findin(s presented in a te/t to those from other sources Fincludin( their own e/perimentsG, notin( when the findin(s support or contradict pre'ious e/planations or accounts. y the end of (rade 75, read and comprehend scienceDtechnical te/ts in the (rades ?I75 te/t comple/ity band independently and proficiently. ,2 Cite specific te/tual e'idence to support analysis of science and technical te/ts, attendin( to important distinctions the author ma.es and to any (aps or inconsistencies in the account. Determine the central ideas or conclusions of a te/tL summari*e comple/ concepts, processes, or information presented in a te/t by paraphrasin( them in simpler but still accurate terms. Follow precisely a comple/ multistep procedure when carryin( out e/periments, ta.in( measurements, or performin( technical tas.sL analy*e the specific results based on e/planations in the te/t. Determine the meanin( of symbols, .ey terms, and other domain%specific words and phrases as they are used in a specific scientific or technical conte/t rele'ant to grades ''K'8 te6ts and topics. +naly*e how the te/t structures information or ideas into cate(ories or hierarchies, demonstratin( understandin( of the information or ideas. +naly*e the author)s purpose in pro'idin( an e/planation, describin( a procedure, or discussin( an e/periment in a te/t, identifyin( important issues that remain unresol'ed. 0nte(rate and e'aluate multiple sources of information presented in di'erse formats and media Fe.(., 1uantitati'e data, 'ideo, multimediaG in order to address a 1uestion or sol'e a problem. E'aluate the hypotheses, data, analysis, and conclusions in a science or technical te/t, 'erifyin( the data when possible and corroboratin( or challen(in( conclusions with other sources of information. Synthesi*e information from a ran(e of sources Fe.(., te/ts, e/periments, simulationsG into a coherent understandin( of a process, phenomenon, or concept, resol'in( conflictin( information when possible. y the end of (rade 76, read and comprehend scienceDtechnical te/ts in the (rades 77ICCR te/t comple/ity band independently and proficiently.
*2
*2
*2
32
32
32
Craft and Structure

82 82 82
12 72
12 72
12 72

92 92 92
:2
:2
:2
62
62
62

,+2 ,+2 ,+2
!"

The (rades ;I76 standards on the followin( pa(es define what students should understand and be able to do by the end of each (rade span. They correspond to the Colle(e and Career Readiness FCCRG anchor standards below by number. The CCR and (rade%specific standards are necessary complementsMthe former pro'idin( broad standards, the latter pro'idin( additional specificityMthat to(ether define the s.ills and understandin(s that all students must demonstrate.
Note on range and content of student writing

,or students, writing is a key means of asserting and defending claims, showing what they know about a sub!ect, and conveying what they have experienced, imagined, thought, and felt. To be college and career ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce highquality first-draft text under a tight deadline and the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames throughout
/e6t / pes and 1urposesO

,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'eDe/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.


4ange of &riting
Q These broad types of writin( include many sub(enres. See +ppendi/ + of the Common Core State Standards for definitions of .ey writin( types.
the year.
3;
,ritin( Standards for Citeracy in !istoryDSocial Studies, Science, and Technical SubEects ;I76
R,!STS
The standards below be(in at (rade ;L standards for pre%.I4 writin( in historyDsocial studies, science, and technical subEects are inte(rated into the pre%.I4 ,ritin( standards. The CCR anchor standards and hi(h school standards in literacy wor. in tandem to define colle(e and career readiness e/pectationsMthe former pro'idin( broad standards, the latter pro'idin( additional specificity. Grades 70: st#dentsG /e6t / pes and 1urposes
,2 ,rite ar(uments focused on discipline2specific 7. content. a. 0ntroduce claimFsG about a topic or issue, ac.nowled(e and distin(uish the claimFsG from alternate or opposin( claims, and or(ani*e the reasons and e'idence lo(ically. b. Support claimFsG with lo(ical reasonin( and rele'ant, accurate data and e'idence that demonstrate an understandin( of the topic or te/t, usin( credible sources. c. Hse words, phrases, and clauses to create cohesion and clarify the relationships amon( claimFsG, counterclaims, reasons, and e'idence. d. Establish and maintain a formal style. e. $ro'ide a concludin( statement or section that follows from and supports the ar(ument presented.

,rite ar(uments focused on discipline2specific content. a. 0ntroduce precise claimFsG, distin(uish the claimFsG from alternate or opposin( claims, and create an or(ani*ation that establishes clear relationships amon( the claimFsG, counterclaims, reasons, and e'idence. b. De'elop claimFsG and counterclaims fairly, supplyin( data and e'idence for each while pointin( out the stren(ths and limitations of both claimFsG and counterclaims in a discipline% appropriate form and in a manner that anticipates the audience)s .nowled(e le'el and concerns. c. Hse words, phrases, and clauses to lin. the maEor sections of the te/t, create cohesion, and clarify the relationships between claimFsG and reasons, between reasons and e'idence, and between claimFsG and counterclaims. d. Establish and maintain a formal style and obEecti'e tone while attendin( to the norms and con'entions of the discipline in which they are writin(. e. $ro'ide a concludin( statement or section that follows from or supports the ar(ument presented. 7.

,rite ar(uments focused on discipline2specific content. a. 0ntroduce precise, .nowled(eable claimFsG, establish the si(nificance of the claimFsG, distin(uish the claimFsG from alternate or opposin( claims, and create an or(ani*ation that lo(ically se1uences the claimFsG, counterclaims, reasons, and e'idence. b. De'elop claimFsG and counterclaims fairly and thorou(hly, supplyin( the most rele'ant data and e'idence for each while pointin( out the stren(ths and limitations of both claimFsG and counterclaims in a discipline%appropriate form that anticipates the audience)s .nowled(e le'el, concerns, 'alues, and possible biases. c. Hse words, phrases, and clauses as well as 'aried synta/ to lin. the maEor sections of the te/t, create cohesion, and clarify the relationships between claimFsG and reasons, between reasons and e'idence, and between claimFsG and counterclaims. d. Establish and maintain a formal style and obEecti'e tone while attendin( to the norms and con'entions of the discipline in which they are writin(. e. $ro'ide a concludin( statement or section that follows from or supports the ar(ument presented.
!!
Grades 70: st#dentsG /e6t / pes and 1urposes BcontinuedC
*2 ,rite informati'eDe/planatory te/ts, includin( the narration of historical e'ents, scientific proceduresD e/periments, or technical processes. a. 0ntroduce a topic clearly, pre'iewin( what is to followL or(ani*e ideas, concepts, and information into broader cate(ories as appropriate to achie'in( purposeL include formattin( Fe.(., headin(sG, (raphics Fe.(., charts, tablesG, and multimedia when useful to aidin( comprehension. b. De'elop the topic with rele'ant, well%chosen facts, definitions, concrete details, 1uotations, or other information and e/amples. c. Hse appropriate and 'aried transitions to create cohesion and clarify the relationships amon( ideas and concepts. d. Hse precise lan(ua(e and domain%specific 'ocabulary to inform about or e/plain the topic. e. Establish and maintain a formal style and obEecti'e tone. f. $ro'ide a concludin( statement or section that follows from and supports the information or e/planation presented. *2
R,!STS

,rite informati'eDe/planatory te/ts, includin( the narration of historical e'ents, scientific proceduresD e/periments, or technical processes. a. 0ntroduce a topic and or(ani*e ideas, concepts, and information to ma.e important connections and distinctionsL include formattin( Fe.(., headin(sG, (raphics Fe.(., fi(ures, tablesG, and multimedia when useful to aidin( comprehension. b. De'elop the topic with well%chosen, rele'ant, and sufficient facts, e/tended definitions, concrete details, 1uotations, or other information and e/amples appropriate to the audience)s .nowled(e of the topic. c. Hse 'aried transitions and sentence structures to lin. the maEor sections of the te/t, create cohesion, and clarify the relationships amon( ideas and concepts. d. Hse precise lan(ua(e and domain%specific 'ocabulary to mana(e the comple/ity of the topic and con'ey a style appropriate to the discipline and conte/t as well as to the e/pertise of li.ely readers. e. Establish and maintain a formal style and obEecti'e tone while attendin( to the norms and con'entions of the discipline in which they are writin(. f. $ro'ide a concludin( statement or section that follows from and supports the information or e/planation presented Fe.(., articulatin( implications or the si(nificance of the topicG. FSee noteL not applicable as a separate re1uirementG *2

,rite informati'eDe/planatory te/ts, includin( the narration of historical e'ents, scientific proceduresD e/periments, or technical processes. a. 0ntroduce a topic and or(ani*e comple/ ideas, concepts, and information so that each new element builds on that which precedes it to create a unified wholeL include formattin( Fe.(., headin(sG, (raphics Fe.(., fi(ures, tablesG, and multimedia when useful to aidin( comprehension. b. De'elop the topic thorou(hly by selectin( the most si(nificant and rele'ant facts, e/tended definitions, concrete details, 1uotations, or other information and e/amples appropriate to the audience)s .nowled(e of the topic. c. Hse 'aried transitions and sentence structures to lin. the maEor sections of the te/t, create cohesion, and clarify the relationships amon( comple/ ideas and concepts. d. Hse precise lan(ua(e, domain%specific 'ocabulary and techni1ues such as metaphor, simile, and analo(y to mana(e the comple/ity of the topicL con'ey a .nowled(eable stance in a style that responds to the discipline and conte/t as well as to the e/pertise of li.ely readers. e. $ro'ide a concludin( statement or section that follows from and supports the information or e/planation pro'ided Fe.(., articulatin( implications or the si(nificance of the topicG. FSee noteL not applicable as a separate re1uirementG
32
FSee noteL not applicable as a separate re1uirementG
32
32
NoteG
Students) narrati'e s.ills continue to (row in these (rades. The standards re1uire that students be able to incorporate narrati'e elements effecti'ely into ar(uments and informati'eDe/planatory te/ts. 0n historyDsocial studies, students must be able to incorporate narrati'e accounts into their analyses of indi'iduals or e'ents of historical import. 0n science and technical subEects, students must be able to write precise enou(h descriptions of the step%by%step procedures they use in their in'esti(ations or technical wor. that others can replicate them and FpossiblyG reach the same results.
39
Grades 70: st#dentsG 1roduction and Distribution of &riting
82 12 $roduce clear and coherent writin( in which the de'elopment, or(ani*ation, and style are appropriate to tas., purpose, and audience. ,ith some (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, focusin( on how well purpose and audience ha'e been addressed. Hse technolo(y, includin( the 0nternet, to produce and publish writin( and present the relationships between information and ideas clearly and efficiently. 82 12
R,!STS

$roduce clear and coherent writin( in which the de'elopment, or(ani*ation, and style are appropriate to tas., purpose, and audience. De'elop and stren(then writin( as needed by plannin(, re'isin(, editin(, rewritin(, or tryin( a new approach, focusin( on addressin( what is most si(nificant for a specific purpose and audience. Hse technolo(y, includin( the 0nternet, to produce, publish, and update indi'idual or shared writin( products, ta.in( ad'anta(e of technolo(y)s capacity to lin. to other information and to display information fle/ibly and dynamically. Conduct short as well as more sustained research proEects to answer a 1uestion Fincludin( a self% (enerated 1uestionG or sol'e a problemL narrow or broaden the in1uiry when appropriateL synthesi*e multiple sources on the subEect, demonstratin( understandin( of the subEect under in'esti(ation. &ather rele'ant information from multiple authoritati'e print and di(ital sources, usin( ad'anced searches effecti'elyL assess the usefulness of each source in answerin( the research 1uestionL inte(rate information into the te/t selecti'ely to maintain the flow of ideas, a'oidin( pla(iarism and followin( a standard format for citation. Draw e'idence from informational te/ts to support analysis, reflection, and research. 82 12

$roduce clear and coherent writin( in which the de'elopment, or(ani*ation, and style are appropriate to tas., purpose, and audience. De'elop and stren(then writin( as needed by plannin(, re'isin(, editin(, rewritin(, or tryin( a new approach, focusin( on addressin( what is most si(nificant for a specific purpose and audience. Hse technolo(y, includin( the 0nternet, to produce, publish, and update indi'idual or shared writin( products in response to on(oin( feedbac., includin( new ar(uments or information. Conduct short as well as more sustained research proEects to answer a 1uestion Fincludin( a self% (enerated 1uestionG or sol'e a problemL narrow or broaden the in1uiry when appropriateL synthesi*e multiple sources on the subEect, demonstratin( understandin( of the subEect under in'esti(ation. &ather rele'ant information from multiple authoritati'e print and di(ital sources, usin( ad'anced searches effecti'elyL assess the stren(ths and limitations of each source in terms of the specific tas., purpose, and audienceL inte(rate information into the te/t selecti'ely to maintain the flow of ideas, a'oidin( pla(iarism and o'erreliance on any one source and followin( a standard format for citation. Draw e'idence from informational te/ts to support analysis, reflection, and research.
72
7.
72

3. Conduct short research proEects to answer a 1uestion Fincludin( a self%(enerated 1uestionG, drawin( on se'eral sources and (eneratin( additional related, focused 1uestions that allow for multiple a'enues of e/ploration. &ather rele'ant information from multiple print and di(ital sources, usin( search terms effecti'elyL assess the credibility and accuracy of each sourceL and 1uote or paraphrase the data and conclusions of others while a'oidin( pla(iarism and followin( a standard format for citation. Draw e'idence from informational te/ts to support analysis, reflection, and research. 92 92
:2
:2
:2
62
62
4ange of &riting
,+2 ,rite routinely o'er e/tended time frames Ftime for reflection and re'isionG and shorter time frames Fa sin(le sittin( or a day or twoG for a ran(e of discipline% specific tas.s, purposes, and audiences. ,+2 ,rite routinely o'er e/tended time frames Ftime for reflection and re'isionG and shorter time frames Fa sin(le sittin( or a day or twoG for a ran(e of discipline% specific tas.s, purposes, and audiences. ,+2 ,rite routinely o'er e/tended time frames Ftime for reflection and re'isionG and shorter time frames Fa sin(le sittin( or a day or twoG for a ran(e of discipline% specific tas.s, purposes, and audiences.
!9
+$$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
En(lish Can(ua(e Cearners

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 FECCsG. !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, adEustin( 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 HS 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 FEC+G 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 conEunction 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 Fthrou(h specific peda(o(ical techni1ues and additional resourcesGL 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.
4#
Students with Disabilities

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 F0DE+GMmust be challen(ed to e/cel within the (eneral curriculum and be prepared for success in their post%school li'es, includin( colle(e andDor 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 FEC+G 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 F0DE+ :8 CFR [:55.:?, 6558G. 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( FEn(lish lan(ua(e artsG, 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 F0DE+ :8 CFR [:55.:8, 6558G +n 0ndi'iduali*ed Education $ro(ram F0E$G 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 $romotin( a culture of hi(h e/pectations for all students is a fundamental (oal of the Common Core State Standards. 0n order to participate with success in the (eneral curriculum, students with disabilities, as appropriate, may be pro'ided additional supports and ser'ices, such asA 0nstructional supports for learnin( based on the principles of Hni'ersal Desi(n for Cearnin( FHDCG, which foster student en(a(ement by presentin( information in multiple ways and allowin( for di'erse a'enues of action and e/pressionA HDC is defined by the !i(her Education Opportunity +ct F$C 775% 7:4G as =a scientifically 'alid framewor. for (uidin( educational practice that FaG 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 FbG 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 FThompson, Morse, Sharpe J !all, 6554G 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$es 0ndi'iduals with Disabilities Education +ct F0DE+G, :8 CFR [:55.:8 FaG. F6558G. 0ndi'iduals with Disabilities Education +ct F0DE+G, :8 CFR [:55.:? FbGF:G. F6558G. Thompson, Sandra #., +manda . Morse, Michael Sharpe, and Sharon !all. =+ccommodations ManualA !ow to Select, +dminister and E'aluate Hse of +ccommodations and +ssessment for Students with Disabilities,> 6nd Edition. Council for Chief State School Officers, 6554 httpADDwww.ccsso.or(DcontentDpdfsD+ccommodationsManual.pdf. F+ccessed #anuary 6?, 6575G.
98 Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011
0 C0O&R+$!@
#his 3i3liography includes and e6pands upon those resource materials listed in 0ppendi6 0 of the &ommon &ore State Standards document5 Common Core State Standards In!t!at!;e2 httpADDwww.corestandards.or(Dthe%standards Massa$"#setts Do$#ments ,assachusetts English Arts Curriculum -ramework F6557G. Malden, M+A Massachusetts Department of Elementary and Secondary EducationA +uthor. ,assachusetts English Arts Curriculum -ramework Supplement F6558G. Malden, M+A Massachusetts Department of Elementary and Secondary EducationA +uthor. ,assachusetts English Arts Curriculum -ramework Draft F655?G. Hnpublished draft. For a discussion of the research cited below, see +ppendi/ + of the Common Core State Standards for English Language Arts and Literac in "istor .Social Studies$ Science$ and /echnical Sub0ects. Read!ng +chie'e, 0nc. F6553G. Closing the e6pectations gap 8**)# An annual ;*2state progress report on the alignment of high school policies with the demands of college and work. ,ashin(ton, DCA +uthor. Retrie'ed from httpADDwww.achie'e.or(DfilesD45%state%53%Final.pdf +CT, 0nc. F655;G. 4eading between the lines# &hat the AC/ re5eals about college readiness in reading. 0owa City, 0+A +uthor. +CT, 0nc. F655?G. /he condition of college readiness 8**(. 0owa City, 0+A +uthor. +dams, M. #. F655?G. The challen(e of ad'anced te/tsA The interdependence of readin( and learnin(. 0n E. !. !iebert FEd.G, 4eading more$ reading better# Are American students reading enough of the right stuffD Fpp. 7;:I79?G. Bew @or., B@A &uilford. +fflerbach, $., $earson, $. D., J $aris, S. &. F6559G. Clarifyin( differences between readin( s.ills and readin( strate(ies. /he 4eading /eacher, I', :;8I:3:. ettin(er, E., J Con(, . T. F655?G. +ddressin( the needs of underprepared students in hi(her educationA Does colle(e remediation wor.V Nournal of "uman 4esources, ::, 3:;I337. owen, &. M., J Roth, ,.%M. F7???, MarchG. =Do%able> 1uestions, co'ariation, and (raphical representationA Do we ade1uately prepare preser'ice science teachers to teach in1uiryV $aper presented at the annual conference of the Bational +ssociation for Research in Science Teachin(, oston, M+. owen, &. M., Roth, ,.%M., J Mc&inn, M. -. F7???G. 0nterpretations of (raphs by uni'ersity biolo(y students and practicin( scientistsA Towards a social practice 'iew of scientific re%presentation practices. Nournal of 4esearch in Science /eaching, 9I, 7565I758:. owen, &. M., Roth, ,.%M., J Mc&inn, M. -. F6556G. ,hy students may not learn to interpret scientific inscriptions. 4esearch in Science Education, 98, :5:I:63. Chall, #. S., Conard, S., J !arris, S. F7?33G. An anal sis of te6tbooks in relation to declining SA/ scores. $rinceton, B#A Colle(e Entrance E/amination oard. Eric.son, . C., J Strommer, D. ,. F7??7G. /eaching college freshmen. San Francisco, C+A #ossey% ass. !ayes, D. $., J ,ard, M. F7??6, DecemberG. Learning from te6ts# Effects of similar and dissimilar features of analogies in stud guides. $aper presented at the 86nd +nnual Meetin( of the Bational Readin( Conference, San +ntonio, T2. !ayes, D. $., ,olfer, C. T., J ,olfe, M. F. F7??;G. Sourceboo. simplification and its relation to the decline in S+T%"erbal scores. American Educational 4esearch Nournal, 99, 89?I459. !eller, R., J &reenleaf, C. F6553G. Literac instruction in the content areas# !etting to the core of middle and high school impro5ement. ,ashin(ton, DCA +lliance for E/cellent Education. !offman, #., Sabo, D., liss, #., J !oy, ,. F7??8G. uildin( a culture of trust. Nournal of School Leadership, :, 898I457. -intsch, ,. F7??9G. Comprehension# A paradigm for cognition. Bew @or., B@A Cambrid(e Hni'ersity $ress. -intsch, ,. F655?G. Cearnin( and constructi'ism. 0n S. Tobias J M. Duffy FEds.G, Constructi5ist instruction# Success or failureD Fpp. 66:I687G. Bew @or., B@A Routled(e. -utner, M., &reenber(, E., #in, @., oyle, ., !su, @., J Dunlea'y, E. F6553G. Literac in e5er da life# 4esults from the 8**9 National Assessment of Adult Literac FBCES 6553I895G. H.S. Department of Education. ,ashin(ton, DCABational Center for Education Statistics.
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McBamara, D. S., &raesser, +. C., J Couwerse, M. M. Fin pressG. Sources of te/t difficultyA +cross the a(es and (enres. 0n #. $. Sabatini J E. +lbro FEds.G, Assessing reading in the 8'st centur # Aligning and appl ing ad5ances in the reading and measurement sciences. Canham, MDA RJC Education. Mesmer, !. +. E. F6559G. /ools for matching readers to te6ts# 4esearch2based practices. Bew @or., B@A &uilford. Milews.i, &. ., #ohnson, D., &la*er, B., J -ubota, M. F6554G. A sur5e to e5aluate the alignment of the new SA/ &riting and Critical 4eading sections to curricula and instructional practices FColle(e oard Research Report Bo. 6554%7 DETS RR%54%53G. Bew @or., B@A Colle(e Entrance E/amination oard. Moss, ., J Bewton, E. F6556G. +n e/amination of the informational te/t (enre in basal readers. 4eading 1s cholog , 89F7G, 7I7:. Bational Endowment for the +rts. F6558G. 4eading at risk# A sur5e of literar reading in America. ,ashin(ton, DCA +uthor. $erfetti, C. +., Candi, B., J Oa.hill, #. F6554G. The ac1uisition of readin( comprehension s.ill. 0n M. #. Snowlin( J C. !ulme FEds.G, /he science of reading# A handbook Fpp. 663I683G. O/ford, En(landA lac.well. $ritchard, M. E., ,ilson, &. S., J @amnit*, . F6553G. ,hat predicts adEustment amon( colle(e studentsV + lon(itudinal panel study. Nournal of American College "ealth, ;IF7G, 74I66. Shanahan, T., J Shanahan, C. F6559G. Teachin( disciplinary literacy to adolescentsA Rethin.in( content%area literacy. "ar5ard Educational 4e5iew, )JF7G, 85I4?. Stenner, +. #., -oons, !., J Swart*, C. ,. Fin pressG. /e6t comple6it and de5eloping e6pertise in reading. Chapel !ill,BCA MetaMetrics, 0nc. 'an den roe., $., Corch, #r., R. F., Cinderholm, T., J &ustafson, M. F6557G. The effects of readers) (oals on inference (eneration and memory for te/ts. ,emor and Cognition, 8(, 7597I7593. 'an den roe., $., Risden, -., J !usebye%!artmann, E. F7??4G. The role of readers) standards for coherence in the (eneration of inferences durin( readin(. 0n R. F. Corch J E. #. O) rien FEds.G, Sources of coherence in reading Fpp. :4:I:3:G. !illsdale, B#A Erlbaum. ,illiamson, &. C. F655;G. Aligning the 0ourne with a destination# A model for 3K'I reading standards. Durham, BCA MetaMetrics, 0nc. ,irt, #., Choy, S., Rooney, $., $ro'asni., S., Sen, +., J Tobin, R. F6558G. The condition of education 6558 FBCES 6558%533G. H.S. Department of Education, Bational Center for Education Statistics. ,ashin(ton, DCA H.S. &o'ernment $rintin( Office. Retrie'ed from httpADDnces.ed.(o'Dpubs6558D6558533.pdf. @opp, !. -., J @opp, R. !. F655;G. $rimary students and informational te/ts. Science and Children, ::F:G, 66I64. Read!ng Fo#ndat!ona S5! s almuth, M. F7??6G. /he roots of phonics# A historical introduction. altimore, MDA @or. $ress. ryson, . F7??5G. /he mother tongue# English and how it got that wa . Bew @or., B@A +'on oo.s. &ans.e, -. F6555G. &ord 0ourne s. Bew @or., B@A &uilford. !anna, $. R., !anna, S., !od(es, R. E., J Rudorf, E. !. F7?;;G. 1honeme2grapheme correspondences as cues to spelling impro5ement . ,ashin(ton, DCA Department of !ealth, Education, and ,elfare. !enry, M. F655:G. ?nlocking literac # Effecti5e decoding and spelling instruction. altimore, MDA roo.es. Moats, C. C. F6555G. Speech to print# Language essentials for teachers . altimore, MDA roo.es. Moats, C. C. F6559G. Spellograph for teachers# "ow English spelling works. FCETRS Module :G. Con(mont, COA Sopris ,est. "ene*.y, R. F6557G. /he American wa of spelling. Bew @or., B@A &uilford. Wr!t!ng +CT, 0nc. F655?G. AC/ National Curriculum Sur5e 8**(. 0owa City, 0+A +uthor. Ful.erson, R. F7??;G. /eaching the argument in writing. Hrbana, 0CA Bational Council of Teachers of En(lish. &raff, &. F655:G. Clueless in academe. Bew !a'en, CTA @ale Hni'ersity $ress. 0nterse(mental Committee of the +cademic Senates of the California Community Colle(es, the California State Hni'ersity, and the Hni'ersity of California F0C+SG. F6556G. Academic literac # A statement of competencies e6pected of students entering Californias public colleges and uni5ersities. Sacramento, C+A +uthor. Milews.i, &. ., #ohnson, D., &la*er, B., J -ubota, M. F6554G. A sur5e to e5aluate the alignment of the new SA/ &riting and Critical 4eading sections to curricula and instructional practices FColle(e oard Research Report Bo. 6554%7 DETS RR%54%53G. Bew @or., B@A Colle(e Entrance E/amination oard.
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Bational +ssessment &o'ernin( oard. F655;G. &riting framework and specifications for the 8**) National Assessment of Educational 1rogress. ,ashin(ton, DCA H.S. &o'ernment $rintin( Office. Bational +ssessment &o'ernin( oard. F6553G. &riting framework for the 8*'' National Assessment of Educational 1rogress$ pre2publication edition. 0owa City, 0+A +CT, 0nc. $ostman, B. F7??3G. /he end of education. Bew @or., B@A -nopf. ,illiams, #. M., J McEnerney, C. Fn.d.G. &riting in college# A short guide to college writing. Retrie'ed from httpADDwritin(% pro(ram.uchica(o.eduDresourcesDcolle(ewritin(Dinde/.htm S4ea5!ng and L!sten!ng us, +. &., "an 0E*endoorn, M. !., J $elle(rini, +. D. F7??4G. #oint boo. readin( ma.es for success in readin(A + metaanalysis on inter(enenerational transmission of literacy. 4e5iew of Educational 4esearch, I;F4G, 7I67. Catts, !., +dolf, S. M., J ,eismer, S. E. F655;G. Can(ua(e deficits in poor comprehendersA + case for the simple 'iew of readin(. Nournal of Speech$ Language$ and "earing 4esearch, :(, 639I6?:. Dic.inson, D. -., J Smith, M. ,. F7??8G. Con(%term effects of preschool teachers) boo. readin(s on low%income children)s 'ocabulary and story comprehension. 4eading 4esearch Guarterl , 8(, 758I76:. Feitelson, D., &oldstein, W., 0ra1ui, #., J Share, D. 0. F7??:G. Effects of listenin( to story readin( on aspects of literacy ac1uisition in a di(lossic situation. 4eading 4esearch Guarterl , 8J, 35I3?. Feitelson, D., -ita, ., J &oldstein, W. F7?9;G. Effects of listenin( to series stories on first (raders) comprehension and use of lan(ua(e. 4esearch in the /eaching of English, 8*, ::?I:4;. From.in, "., Rodman, R., J !yams, B. F655;G. An introduction to language F9th ed.G. Florence, -@A ,adsworth. !art, ., J Risley, T. R. F7??4G. ,eaningful differences in the e5er da e6perience of oung American children. altimore,MDA roo.es. !oo'er, ,. +., J &ou(h, $. . F7??5G. The simple 'iew of readin(. 4eading and &riting, 8, 763I7;5. !ulit, C. M., !oward, M. R., J Fahey, -. R. F6575G. Born to talk# An introduction to speech and language de5elopment. oston, M+A +llyn J acon. $ence, -. C., J #ustice, C. M. F6553G. Language de5elopment from theor to practice. Hpper Saddle Ri'er, B#A $rentice%!all. Snow, C. E., urns, M. S., J &riffin, $. FEds.G F7??9G. 1re5enting reading difficulties in oung children . ,ashin(ton, DCA Bational +cademy $ress. Sticht, T. &., J #ames, #. !. F7?98G. Cistenin( and readin(. 0n $. D. $earson, R. arr, M. C. -amil, J $. Mosenthal FEds.G, "andbook of reading research F"ol. 7G Fpp. 6?:I:73G. ,hite $lains, B@A Con(man. Stuart, C., ,ri(ht, F., &ri(or, S., J !owey, +. F6556G. Spoken language difficulties# 1ractical strategies and acti5ities for teachers and other professionals. Condon, En(landA Fulton. ,hitehurst &. #., Falco, F. C., Coni(an, C. #., Fischel, #. E., De aryshe, . D., "alde*%Menchaca, M. C., J Caufield, M. F7?99G. +cceleratin( lan(ua(e de'elopment throu(h picture boo. readin(. De5elopmental 1s cholog , 8:, 446I449. Lang#age +chu(ar, M., Schleppe(rell, M., J Ote\*a, T. F6553G. En(a(in( teachers in lan(ua(e analysisA + functional lin(uistics approach to reflecti'e literacy. English /eaching# 1ractice and Criti=ue, IF6G, 9I68. +dams, M. #. F655?G. The challen(e of ad'anced te/tsA The interdependence of readin( and learnin(. 0n E. !. !iebert FEd.G, 4eading more$ reading better# Are American students reading enough of the right stuffD Fpp. 7;:I79?G. Bew @or., B@A &uilford. ardo'i%!arli(, -. F6555G. /ense and aspect in second language ac=uisition# -orm$ meaning$ and use. Can(ua(e Cearnin( Mono(raph Series. Malden, M+A lac.well. artholomae, D. F7?95G. The study of error. College Composition and Communication, 9'F:G, 64:I6;?. aumann, #. F., J -ameenui, E. #. F7??7G. Research on 'ocabulary instructionA Ode to "oltaire. 0n #. Flood, #. M. #ensen, D. Capp, J #. R. S1uire FEds.G, "andbook of research on teaching the English language arts Fpp. ;58I;:6G. Bew @or., B@A Macmillan. ec., 0. C., Mc-eown, M. &., J -ucan, C. F6556G. Bringing words to life# 4obust 5ocabular instruction. Bew @or., B@A &uilford.
ec., 0. C., Mc-eown, M. &., J -ucan, C. F6559G. Creating robust 5ocabular # -re=uentl asked =uestions and e6tended e6amples. Bew @or., B@A &uilford. ec.er, ,. C. F7?33G. Teachin( readin( and lan(ua(e to the disad'anta(edM,hat we ha'e learned from field research. "ar5ard Educational 4e5iew, :), 479I 48:. etts, E. +. F7?8;G. -oundations of reading instruction$ with emphasis on differentiated guidance. Bew @or., B@A +merican oo. Company. iber, D. F7??7G. >ariation across speech and writing. Cambrid(e, En(landA Cambrid(e Hni'ersity $ress. iemiller, +. F6557G. Teachin( 'ocabularyA Early, direct, and se1uential. American Educator, 8;F7G, 68I69, 83. Car'er, R. $. F7??8G. $ercenta(e of un.nown 'ocabulary words in te/t as a function of the relati'e difficulty of the te/tA 0mplications for instruction. Nournal of 4eading Beha5ior, 8I, 87:I8:3. Daneman, M, J &reen, 0. F7?9;G. 0ndi'idual differences in comprehendin( and producin( words in conte/t. Nournal of ,emor and Language, 8;F7G, 7I79. De"illiers, #., J De"illiers, $. F7?3:G. + cross%sectional study of the ac1uisition of (rammatical morphemes in child speech. Nournal of 1s cholinguistic 4esearch, 8, 6;3I639. Dur.in, D. F7?39G. ,hat classroom obser'ations re'eal about comprehension instruction. 4eading 4esearch Guarterl , ':, 897I4::. Fo(el, !., J Ehri, C. C. F6555G. Teachin( elementary students who spea. lac. En(lish "ernacular to write in Standard En(lishA Effects of dialect transformation practice. Contemporar Educational 1s cholog , 8;, 676I6:4. &arc\a, &. &., J eltr]n, D. F655:G. Re'isionin( the blueprintA uildin( for the academic success of En(lish learners. 0n &. &. &arc\a FEd.G, English Learners Fpp. 7?3I66;G. Bewar., DEA 0nternational Readin( +ssociation. &ar(ani, #. F655;G. ?C Da5is.SC?SD /eaching American "istor !rant technical memo# @ears ' H 8 essa and CS/ anal sis results. Hnpublished report. !ayes, D., J +hrens, M. F7?99G. "ocabulary simplification for childrenA + special case of =motherese>V Nournal of Child Language, ';, :?4I875. !erman, $. +., +nderson, R. C., $earson, $. D., J Ba(y, ,. E. F7?93G. 0ncidental ac1uisition of word meanin( from e/positions with 'aried te/t features. 4eading 4esearch Guarterl , 88, 6;:I698. !seuh%chao, M. !., J Bation, $. F6555G. Hn.nown 'ocabulary density and readin( comprehension. 4eading in a -oreign Language, '9F7G, 85:I8:5. -rauthamer, !. S. F7???G. Spoken language interference patterns in written English. Bew @or., B@A $eter Can(. Candauer, T. -., J Dumais, S. T. F7??3G. + solution to $lato)s problemA The latent semantic analysis theory of ac1uisition, induction, and representation of .nowled(e. 1s chological 4e5iew, '*:, 677I685. Candauer, T. -., McBamara, D. S., Dennis, S., J -intsch, ,. FEds.G F6553G. "andbook of latent semantic anal sis. Condon, En(landA $sycholo(y $ress. Caufer, . F7?99G. ,hat percenta(e of te/t%le/is is essential for comprehensionV 0n C. CaurXn J M. Bordman FEds.G, Special language# -rom humans to thinking machines Fpp. :7;I:6:G. Cle'edon, En(landA Multilin(ual Matters. Cefstein, +. F655?G. Rhetorical (rammar and the (rammar of schoolin(A Teachin( =powerful 'erbs> in the En(lish Bational Citeracy Strate(y. Linguistics and Education, 8*, :39I855. Cesau/, B. -., -ieffer, M. #., Faller, S. E., J -elley, #. &. F6575G. The effecti'eness and ease of implementation of an academic En(lish 'ocabulary inter'ention for lin(uistically di'erse students in urban middle schools. 4eading 4esearch Guarterl , :;, 7?;I669. Miller, &. +. F7???G. On .nowin( a word. Annual 4e5iew of 1s cholog , ;*, 7I7?. Ba(y, ,. E., +nderson, R. C., J !erman, $. +. F7?93G. Cearnin( word meanin(s from conte/t durin( normal readin(. American Educational 4esearch Nournal, 8:, 6:3I635. Ba(y, ,. E., !erman, $., J +nderson, R. C. F7?94G. Cearnin( words from conte/t. 4eading 4esearch Guarterl , 8*, 6::I64:. Bational 0nstitute of Child !ealth and !uman De'elopment. F6555G. 4eport of the National 4eading 1anel. /eaching children to read# An e5idence2based assessment of the scientific research literature on reading and its implications for reading instruction FB0! $ublication Bo. 55%83;?G. ,ashin(ton, DCA H.S. &o'ernment $rintin( Office. R+BD Readin( Study &roup. F6556G. 4eading for understanding# /oward an 4 H D program in reading comprehension. Santa Monica, C+A R+BD. Schleppe(rell, M. F6557G. Cin(uistic features of the lan(ua(e of schoolin(. Linguistics and Education, '8, 8:7I84?. Scott, #., J Ba(y, ,. E. F7??3G. Hnderstandin( the definitions of unfamiliar 'erbs. 4eading 4esearch Guarterl , 98, 798I655. Shau(hnessy, M. $. F7?3?G. Errors and e6pectations# A guide for the teacher of basic writing. Bew @or., B@A O/ford Hni'ersity $ress.
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Short, D. #., J Fit*simmons, S. F6553G. Double the work# Challenges and solutions to ac=uiring language and academic literac for adolescent English language learners. Bew @or., B@A +lliance for E/cellent Education. Stano'ich, -. E. F7?9;G. Matthew effects in readin(A Some conse1uences of indi'idual differences in the ac1uisition of literacy. 4eading 4esearch Guarterl , 8', :;5I853. Sternber(, R. #., J $owell, #. S. F7?9:G. Comprehendin( 'erbal comprehension. American 1s chologist, 9J, 939I9?:. ,heeler, R., J Swords, R. F6558G. Code%switchin(A Tools of lan(ua(e and culture transform the dialectally di'erse classroom. Language Arts, J', 835I895. ,hipple, &. FEd.G F7?64G. The Twenty%fourth @earboo. of the Bational Society for the Study of EducationA Report of the Bational Committee on Readin(. loomin(ton, 0CA $ublic School $ublishin( Company. ,illiams, &. F6555G. Children)s literature, children and uses of lan(ua(e description. 0n C. Hnsworth FEd.G, 4esearching Language in Schools and Communities# -unctional Linguistic 1erspecti5es Fpp. 777I76?G. Condon, En(landA Cassell. ,illiams, &. F6554G. &rammatics in schools. 0n R. !asan, C. M. 0. M. Matthiessen, J #. ,ebster FEds.G, Continuing discourse on language Fpp. 697I:75G. Condon, En(landA E1uino/. A Note on Internat!ona So#r$es for t"e Standards 0n the course of de'elopin( the Standards, the writin( team consulted numerous international models, includin( those from 0reland, Finland, Bew Wealand, +ustralia Fby stateG, Canada Fby pro'inceG, Sin(apore, the Hnited -in(dom, and others. Se'eral patterns emer(in( from international standards efforts influenced the desi(n and content of the StandardsA F7G Ether nations pa e=ual attention to what students read and how the read . Many countries set standards for student readin( by pro'idin( a readin( list. The Hnited -in(dom has standards for the =ran(e and content> of student readin(. ,hile lac.in( the mandate to set particular readin( re1uirements, the Standards nonetheless follow the spirit of international models by settin( e/plicit e/pectations for the ran(e, 1uality, and comple/ity of what students read alon( with more con'entional standards describin( how well students must be able to read. F6G Students are re=uired to write in response to sources. 0n se'eral international assessment pro(rams, students are confronted with a te/t or te/ts and as.ed to (ather e'idence, analy*e readin(s, and synthesi*e content. The Standards li.ewise re1uire students to =draw e'idence from literary or informational te/ts to support analysis, reflection, and research> F,ritin( CCR standard ?G. F:G &riting arguments and writing informational.e6planator te6ts are priorities . The Standards follow international models by ma.in( writin( ar(uments and writin( informationalDe/planatory te/ts the dominant modes of writin( in hi(h school to demonstrate readiness for colle(e and career
91
&COSS+R@ OF TERMS
#his glossary contains those terms found and defined in 0ppendi6 0 of the &ommon &ore State Standards document8 as %ell as terms added 3y Massachusetts5 Ad)e$t!;a 4"rase + phrase that modifies a noun or a pronoun. 0nfiniti'e phrases F!e (a'e his permission to paint the wallG, prepositional phrases F0 sat ne/t to a boy with red hairG, and participial phrases F!is 'oice, cracked b fatigue$ sounded ei(hty years oldG can all be used as adEecti'al phrases. See Ad)e$t!;e Ad)e$t!;e + word that describes somebody or somethin(. Eld$ white$ bus $ careful$ and horrible are all adEecti'es. +dEecti'es either come before a noun, or after lin.in( 'erbs Fbe$ seem$ lookC. See Ad;er(' No#n' =er(' Ad)e$t!;a 4"rase Ad;er( + word that modifies a 'erb, an adEecti'e, or another ad'erb. +n ad'erb tells how, when, where, why, how often, or how much. +d'erbs can be catalo(ed in four basic waysA time, place, manner, and de(ree. See Ad)e$t!;e' No#n' =er(' Ad;er(!a 4"rase Ad;er(!a 4"rase + phrase that modifies a 'erb, an adEecti'e, or another ad'erb. 0nfiniti'e phrases FThe old man installed iron bars on his windows to stop intrudersG or prepositional phrases FThe boys went to the fairG can be used as ad'erbial phrases. See Ad;er( A egor% + story in which people, thin(s, and actions represent an idea or (enerali*ation about lifeL alle(ories often ha'e a stron( moral or lesson. See S%m(o ' S%m(o !sm A !terat!on The repetition of initial consonant sounds in words. For e/ample, rough and read . A #s!on + reference in literature, or in 'isual or performin( arts, to a familiar person, place, thin(, or e'ent. +llusions to biblical fi(ures and fi(ures from classical mytholo(y are common in ,estern literature. Ar$"et%4e +n ima(e, a descripti'e detail, a plot pattern, or a character type that occurs fre1uently in literature, myth, reli(ion, or fol.lore and is, therefore, belie'ed to e'o.e profound emotions. Arg#mentat!on + speech, writin(, or oral debate intended to con'ince by establishin( truth. Most ar(umentation be(ins with a statement of an idea or opinion, which is then supported with lo(ical e'idence. +nother techni1ue of ar(umentation is the anticipation and rebuttal of opposin( 'iews. See .ers#as!on' .ers#as!;e >r!t!ng As!de + dramatic de'ice in which a character spea.s his or her thou(hts aloud, in words meant to be heard by the audience but not by the other characters. See So ! oE#% Assonan$e The repetition of 'owel sounds without the repetition of consonants. For e/ample, lake and fake. See Consonan$e -a ad + poem in 'erse form that tells a story. See .oetr%' Refra!n C"ara$ter + person who ta.es part in the action of a story, no'el, or a play. Sometimes characters can be animals or ima(inary creatures, such as those found in Emer(ent Reader te/ts Fte/ts consistin( of short sentences comprised of learned si(ht words and C"C wordsL may also include rebuses to represent words that cannot yet be decoded or reco(ni*edL see also Emergent reader teAts' Re(#sG.
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C"ara$ter!?at!on&C"ara$ter de;e o4ment The method a writer uses to de'elop characters. There are four basic methods of characteri*ationA FaG description of the character)s physical appearanceL FbG re'elation of the character)s nature throu(h hisDher own speech, thou(hts, feelin(s, or actionsL FcG description of a character throu(h the speech, thou(hts, feelin(s, or actions of other charactersL and FdG a narrator)s direct comments about a character. C"or#s 0n ancient &reece, the (roups of dancers and sin(ers who participated in reli(ious festi'als and dramatic performances. 0n poetry, the refrain. See also Refra!n2 C a#se + (roup of related words that has both a subEect and a predicate. For e/ample, ^ because the bo laughed. See ."rase C !$"H + trite or stereotyped phrase or e/pression. + hac.neyed theme, plot, or situation in fiction or drama. For e/ample, = it rained cats and dogs.P C !maA The hi(h point, or turnin( point, in a storyMusually the most intense point near the end of a story. See . ot' Conf !$t' R!s!ng a$t!on' Reso #t!on Cognates ,ords ha'in( a common lin(uistic ori(in. For e/ample, cafQ and coffee both deri'e from the Tur.ish gah5eh. Conf !$t 0n narration, the stru((le between opposin( forces that mo'es the plot forward. Conflict can be internal, occurrin( within a character, or e/ternal, between characters or between a character and an abstraction such as nature or fate. See . ot' C !maA' EA4os!t!on' R!s!ng a$t!on' Reso #t!on Connotat!on The attitudes and feelin(s associated with a word. These associations can be ne(ati'e or positi'e, and ha'e an important influence on style and meanin(. See Denotat!on Consonan$e The repetition of consonant sounds within and at the ends of words. For e/ample, lonel afternoon. Often used with assonance, alliteration, and rhyme to create a musical 1uality, to emphasi*e certain words, or to unify a poem. See Assonan$e' A !terat!on' R"%me Contro !ng !mage + sin(le ima(e or comparison that e/tends throu(hout a literary wor. and shapes its meanin(. See EAtended meta4"or' Meta4"or Denotat!on The literal or dictionary definition of a word. Denotation contrasts with connotation. See Connotat!on Deno#ement See Reso #t!on Des$r!4t!on The process by which a writer uses words to create a picture of a scene, an e'ent, or a character, or to report facts. 0n literary te/ts, a description contains carefully chosen details that appeal to the reader)s senses of si(ht, sound, smell, touch, or taste. See Narrat!on' EA4os!t!on' .ers#as!on D!a e$t + particular 'ariety of lan(ua(e spo.en in one place by a distinct (roup of people. + dialect reflects the collo1uialisms, (rammatical constructions, distincti'e 'ocabulary, and pronunciations that are typical of a re(ion. +t times writers use dialect to establish or emphasi*e settin(s as well as to de'elop characters. D!a og#e Con'ersation between two or more people that ad'ances the action, is consistent with the character of the spea.ers, and ser'es to (i'e relief from passa(es essentially descripti'e or e/pository. See Des$r!4t!on' EA4os!t!on' Drama D!$t!on +n author)s choice of words based on their correctness, clearness, or effecti'eness. See St% e' Imager%
?8 Massachusetts Curriculum Framewor. for En(lish Can(ua(e +rts and Citeracy, March 6577
D!gra4" Two successi'e letters that ma.e a sin(le sound. For e/ample, the ea in bread, or the ng in sing. D!4"t"ong Speech sound be(innin( with one 'owel sound and mo'in( to another 'owel sound within the same syllable. For e/ample, o in the word bo . D!s$o#rse Formal, e/tended e/pression of thou(ht on a subEect, either spo.en or written. See R"etor!$ Doma!n/s4e$!f!$ >ords and 4"rases "ocabulary specific to a particular field of study FdomainGL in the standards, domain2specific words and phrases are analo(ous to Tier Three words Fsee Can(ua(e standardsG. Drama&Dramat!$ !terat#re + playL a form of literature that is intended to be performed before an audience. Drama for sta(e is also called theatre. 0n a drama, the story is presented throu(h the dialo(ue and the actions of the characters. See S$r!4t' Theatre standards of the ,assachusetts Arts Curriculum -ramework Ed!t!ng + part of writin( and preparin( presentations concerned chiefly with impro'in( the clarity, or(ani*ation, concision, and correctness of e/pression relati'e to tas., purpose, and audience. Editin( often in'ol'es replacin( or deletin( words, phrases, and sentences that sound aw.ward or confusin( and correctin( errors in spellin(, usa(e, mechanics, and (rammar. Compared to re5ising, editin( is a smaller%scale acti'ity often associated with surface aspects of a te/t. See Re;!s!ng' Re>r!t!ng Emergent reader teAts Te/ts consistin( of short sentences comprised of learned si(ht words and consonant%'owel%consonant FC"CG wordsL may also include rebuses to represent words that cannot yet be decoded or reco(ni*ed. See Re(#s E4!$ + lon( narrati'e that tells of the deeds and ad'entures of a hero or heroine. See .oetr%' Hero&Hero!ne E4!gra4" + 1uotation on the title pa(e of a boo. or a motto headin( a section of a wor., su((estin( what the theme or central idea will be. E4!t"et +n adEecti'e or phrase used to e/press the characteristic of a person or thin( in poetry. For e/ample, Rros 2fingered dawn.P Essa% + brief wor. of nonfiction that offers an opinion on a subEect. The purpose of an essay may be to e/press ideas and feelin(s, to analy*e, to inform, to entertain, or to persuade. +n essay can be formalMwith thorou(h, serious, and hi(hly or(ani*ed contentMor informalMwith a humorous or personal tone and less ri(id structure. See EA4os!t!on' Non/narrat!;e nonf!$t!on E;!den$e Facts, fi(ures, details, 1uotations, or other sources of data and information that pro'ide support for claims or an analysis, and that can be e'aluated by othersL should appear in a form and be deri'ed from a source widely accepted as appropriate to a particular discipline, as in details or 1uotations from a te/t in the study of literature, and results from e/periments in the study of science. EA4os!t!on&EA4os!tor% teAt&EA4 anator% teAt ,ritin( that is intended to ma.e clear or to e/plain somethin( usin( one or more of the followin( methodsA identification, definition, classification, illustration, comparison, andDor analysis. 0n a play or a no'el, e/position is the portion that helps the reader to understand the bac.(round or situation in which the wor. is set. See Des$r!4t!on' Narrat!on' .ers#as!on EAtended meta4"or + comparison between unli.e thin(s that ser'es as a unifyin( element throu(hout a series of sentences or a whole piece. +n e/tended metaphor helps to describe a scene, an e'ent, a character, or a feelin(. See Contro !ng !mage' Meta4"or
Massachusetts Curriculum Framewor. for En(lish Can(ua(e +rts and Citeracy, March 6577 ?4
Fa( e + short, simple story that teaches a lesson. + fable usually includes animals that tal. and act li.e people. See Fo 5ta e' Trad!t!ona narrat!;e Fa!r% ta e + story written for, or told to, children that includes elements of ma(ic and ma(ical fol. such as fairies, el'es, or (oblins. See Fo 5ta e' Trad!t!ona narrat!;e Fa !ng a$t!on 0n the plot of a story, the action that occurs after the clima/. Durin( the fallin( action conflicts are resol'ed and mysteries are sol'ed. See Narrat!on' EA4os!t!on' R!s!ng a$t!on' C !maA' Reso #t!on F!$t!on 0ma(inati'e wor.s of prose, primarily the no'el and the short story. +lthou(h fiction may draw on actual e'ents and real people, it sprin(s mainly from the ima(ination of the writer. The purpose is to entertain as well as enli(hten the reader by pro'idin( a deeper understandin( of the human condition. See EA4os!t!on&EA4os!tor% teAt' Nonf!$t!on' Informat!ona teAt' No;e ' S"ort stor% F!g#rat!;e ang#age Can(ua(e that communicates ideas beyond the ordinary or literal meanin( of the words. See S!m! e' Meta4"or' .erson!f!$at!on' H%4er(o e F!g#re of s4ee$" A iterary de'ice used to create a special effect or feelin(, often by ma.in( some type of comparison. See H%4er(o e' Meta4"or' S!m! e' Understatement F #en$% +n automatic reco(nition of words and the ability to rapidly decode and 1uic.ly chec. words for meanin(L the ability to e/press oneself readily and effortlessly. Fo$#sed E#est!on + 1uery narrowly tailored to tas., purpose, and audience. For e/ample, a research 1uery. + 1uery that is sufficiently precise to allow a student to achie'e ade1uate specificity and depth within the time and format constraints. Fo 5ta e + short narrati'e handed down throu(h oral tradition, with 'arious tellers and (roups modifyin( it, so that it ac1uires cumulati'e authorship. Most fol.tales e'entually mo'e from oral tradition to written form. See T rad!t!ona narrat!;e' Ta ta e Fores"ado>!ng + writer)s use of hints or clues to indicate e'ents that will occur in a story. Foreshadowin( creates suspense and at the same time prepares the reader for what is to come. Forma Eng !s" See Standard English
Genera a$adem!$ >ords and 4"rases "ocabulary common to written te/ts but not commonly a part of speechL in the standards, general academic words and phrases are analo(ous to Tier Two words and phrases Fsee Can(ua(e standardsG. Genre + cate(ory of literature. The main literary (enres are fiction, nonfiction, poetry, and drama. Ger#nd + 'erb form that ends in King and is used as a noun. For e/ample, RCooking is an art.> Grammar The study of the structure and features of a lan(ua(e. &rammar usually consists of rules and standards that are to be followed to produce acceptable writin( and spea.in(. Hero&Hero!ne + mytholo(ical or le(endary fi(ure, often of di'ine descent, who is endowed with (reat stren(th or ability. The word is often broadly applied to the
?; Massachusetts Curriculum Framewor. for En(lish Can(ua(e +rts and Citeracy, March 6577
principal male or female character in a literary or dramatic wor.. See .rotagon!st Hero!$ $o#4 et Two rhymin( lines written in iambic pentameter. The adEecti'e heroic is attached due to the fact that En(lish poems ha'in( heroic themes and ele'ated style ha'e often been written in iambic pentameter. See Iam(!$ 4entameter' .oetr%' Meter Homogra4" One of two or more words spelled ali.e but different in meanin( and deri'ation or pronunciation. For e/ample, the noun conduct and the 'erb conduct are homo(raphs. See Homon%m' Homo4"one Homon%m One of two or more words spelled and pronounced ali.e but different in meanin(. For e/ample, the noun =uail and the 'erb =uail. See Homogra4"' Homo4"one Homo4"one One of two or more words pronounced ali.e but different in meanin(, deri'ation, or spellin(. For e/ample, the words to$ too$ and two. See Homon%m' Homogra4" H%4er(o e +n intentional e/a((eration for emphasis or comic effect. Iam(!$ 4entameter + metrical line of fi'e feet or units, each made up of an unstressed then a stressed syllable. For e/ample, S% ha5e thee not$ and et % see thee still. FMacbeth, 00.7.88G See Meter' .oetr% Id!om + phrase or e/pression that means somethin( different from what the words actually say. +n idiom is usually understandable to a particular (roup of people. For e/ample, usin( Ro5er his headP to communicate Rdoesnt understand.P Image&Imager% ,ords and phrases that create 'i'id sensory e/periences for the reader. Most ima(es are 'isual, but ima(ery may also appeal to the senses of smell, hearin(, taste, or touch. See St% e' Sensor% deta! Imag!nat!;e&L!terar% teAt Fictional writin( in story, dramatic, or poetic form. See Informat!ona &EA4os!tor% teAt Im4ro;!sat!on + wor. or performance that is done on the spur of the moment, without conscious preparation or preliminary drafts or rehearsals. See Drama Inde4endent $ a#se $resents a complete thou(ht and can stand alone as a sentence. For e/ample, R&hen she looked through the microscope$ she saw paramecia.P See S#(ord!nate $ a#se' Senten$e Inde4endentC %D + description of a student performance done without scaffoldin( from a teacher, other adult, or peerL in the standards, often paired with proficientBl G to su((est a successful student performance done without scaffoldin(L in the Readin( standards, the act of readin( a te/t without scaffoldin(, as in an assessment. See .rof!$!entC %D' S$affo d!ng Inf!n!t!;e + 'erb form that is usually introduced by to. The infiniti'e may be used as a noun or as a modifier. For e/ample, an infiniti'e can be used as a direct obEect B/he foolish teenager decided to smokeC+ as an adEecti'e F/he right to smoke in public is now in serious =uestionC+ or as an ad'erb B%t is illegal to smoke in public buildingsC. See =er( Informat!ona &EA4os!tor% teAt Bonfiction writin( in narrati'e or non%narrati'e form that is intended to inform. See Imag!nat!;e&L!terar% teAt
Massachusetts Curriculum Framewor. for En(lish Can(ua(e +rts and Citeracy, March 6577 ?3
Interna r"%me Rhyme that occurs within a sin(le line of poetry. For e/ample, in the openin( line of Eliot)s !erontion$ R"ere % am$ an old man in a dr month$P internal rhyme e/ists between an and man$ and between % and dr . See R"%me' .oetr% Iron% The contrast between e/pectation and reality. This incon(ruity has the effect of surprisin( the reader or 'iewer. Techni1ues of irony include hyperbole, understatement, and sarcasm. See H%4er(o e' Understatement <argon Can(ua(e used in a certain profession or by a particular (roup of people. #ar(on is usually technical or abbre'iated, and difficult for people not in the profession to understand. L!tera$% The ability to read, write, spea., and understand words. Ma!n $"ara$ter See .rotagon!st Ma!n !dea 0n informational or e/pository writin(, the most important thou(ht or o'erall position. The main idea or thesis of a piece, written in sentence form, is supported by details and e/planation. See T "eme' T"es!s Meta4"or + fi(ure of speech that ma.es a comparison between two thin(s that are basically different but ha'e somethin( in common. Hnli.e a simile, a metaphor does not contain the words like or as. For e/ample, in the e5ening of life. See F!g#rat!;e ang#age' F!g#re of s4ee$"' S!m! e Meter 0n poetry, the recurrence of a rhythmic pattern. See Iam(!$ 4entameter Mono og#e See So ! oE#% Mood The feelin( or atmosphere that a writer creates for the reader. The use of connotation, details, dialo(ue, ima(ery, fi(urati'e lan(ua(e, foreshadowin(, settin(, and rhythm can help establish mood. See St% e' Tone More s#sta!ned resear$" 4ro)e$t +n in'esti(ation intended to address a relati'ely e/pansi'e 1uery usin( se'eral sources o'er an e/tended period of time, such as a few wee.s of instructional time. Mora The lesson tau(ht in a wor. such as a fableL a simple type of theme. For e/ample, RDo not count our chickens before the are hatchedP teaches that one should not number one)s fortunes or blessin(s until they appear. See T"eme M%t" + traditional story passed down throu(h (enerations that e/plains why the world is the way it is. Myths are essentially reli(ious, because they present supernatural e'ents and bein(s and articulate the 'alues and beliefs of a cultural (roup. Narrat!on ,ritin( that relates an e'ent or a series of e'entsL a story. Barration can be ima(inaryMas in a short story or no'elMor factualMas in a newspaper account or a wor. of history. See Des$r!4t!on' EA4os!t!on' .ers#as!on Narrator The person or 'oice tellin( the story. The narrator can be a character in the story or a 'oice outside the action. See .o!nt of ;!e> Nonf!$t!on ,ritin( about real people, places, and e'ents. Hnli.e fiction, nonfiction is lar(ely concerned with factual information, althou(h the writer shapes the
?9 Massachusetts Curriculum Framewor. for En(lish Can(ua(e +rts and Citeracy, March 6577
information accordin( to his or her purpose and 'iewpoint. io(raphy, autobio(raphy, and news articles are e/amples of nonfiction. See F!$t!on Non/narrat!;e nonf!$t!on Bonfiction written to inform, e/plain, or persuade that does not use narrati'e structure to achie'e its purpose. No#n + word that is the name of somethin(A a person, place, thin(, or idea Ffor e/ample, a 1uality or actionG. See Ad)e$t!;e' Ad;er(' =er( No;e +n e/tended wor. of fiction. Ci.e a short story, a no'el is essentially the product of a writer)s ima(ination. ecause the no'el is much lon(er than the short story, the writer can de'elop a wider ran(e of characters and a more comple/ plot. See F!$t!on' S"ort stor% Onomato4oe!a The use of a word whose sound su((ests its meanin(. For e/ample, clang$ bu77$ twang. Onset The part of the syllable that precedes the 'owel. For e/ample, . h . in hop$ and . sk . in scotch. Some syllables ha'e no onset, as in un or on. See R!me Ora $ertainin( to spo.en words. See =er(a
O;erstatement See H%4er(o e .a !ndrome + word, phrase, or sentence that reads the same bac.ward or forward. For e/ample, Able was % ere % saw Elba. .aradoA + statement that seems to contradict itself, but, in fact, re'eals some element of truth. + special .ind of parado/ is the o/ymoron, which brin(s to(ether two contradictory terms. For e/ample, cruel kindness and bra5e fear. .ara e str#$t#re The same (rammatical structure of parts within a sentence or of sentences within a para(raph. For e/ample, the followin( sentence contains parallel infiniti'e phrasesA "e wanted to 0oin the swim team$ to be a high di5er$ and to swim in rela s. .arod% + wor. that imitates or moc.s another wor. or type of literature. Ci.e a caricature in art, parody in literature mimics a subEect or a style. 0ts purpose may be to ridicule, to broaden understandin( of, or to add insi(ht to the ori(inal wor.. .art!$!4 e + 'erb form endin( in King or Ked. + participle functions li.e a 'erb because it can be paired with an obEectL a participle functions li.e an adEecti'e because it can modify a noun or pronoun. For e/ample, in Ra glowing coal$P glowing is a participleL in Ra beaten dog,> beaten is a participle. .astora + poem presentin( shepherds in rural settin(s, usually in an ideali*ed manner. The lan(ua(e and form are artificial. The supposedly simple, rustic characters tend to use formal, courtly speech, and the meters and rhyme schemes are characteristic of formal poetry. See .oetr%' E4!$ .erson!f!$at!on + form of metaphor in which lan(ua(e relatin( to human action, moti'ation, and emotion is used to refer to non%human a(ents or obEects or abstract concepts. For e/ample, /he weather is smiling on us toda + Lo5e is blind. See Meta4"or' F!g#re of s4ee$"' F!g#rat!;e ang#age .ers4e$t!;e + position from which somethin( is considered or e'aluatedL standpoint. See .o!nt of ;!e> .ers#as!on&.ers#as!;e >r!t!ng ,ritin( intended to con'ince the reader that a position is 'alid or that the reader should ta.e a specific action. Differs from e/position in that it does more than e/plainL it ta.es a stand and endea'ors to persuade the reader to ta.e the same position. See Des$r!4t!on' EA4os!t!on'
Massachusetts Curriculum Framewor. for En(lish Can(ua(e +rts and Citeracy, March 6577 ??
Narrat!on ."onem!$ a>areness&."ono og!$a a>areness +wareness that spo.en lan(ua(e consists of a se1uence of phonemes. Such awareness is demonstrated, for e/ample, in the ability to (enerate rhyme and alliteration, and in se(mentin( and blendin( component sounds. See ."oneme' ."on!$s ."oneme The smallest unit of speech sound that ma.es a difference in communication. For e/ample, fl consists of three phonemesA . f . 2 . l . 2 . T% .. ."onet!$ Representin( the sounds of speech with a set of distinct symbols, each denotin( a sin(le sound. See ."on!$s ."on!$s The study of sounds. The use of elementary phonetics in the teachin( of readin(. See ."onet!$ ."rase + (roup of related words that lac.s either a subEect or a predicate or both. For e/ample, b the door+ opening the bo6. See C a#se . ot The action or se1uence of e'ents in a story. $lot is usually a series of related incidents that builds and (rows as the story de'elops. There are fi'e basic elements in a plot lineA FaG e6position+ FbG rising action+ FcG clima6+ FdG falling action+ and FeG resolution or denouement. See C !maA' Conf !$t' EA4os!t!on' Fa !ng a$t!on' Reso #t!on' R!s!ng a$t!on .oetr% +n ima(inati'e response to e/perience reflectin( a .een awareness of lan(ua(e. 0ts first characteristic is rhythm, mar.ed by re(ularity far surpassin( that of prose. Rhyme, when it e/ists in poetry, affords an ob'ious difference from prose. ecause poetry is relati'ely short, it is li.ely to be characteri*ed by compactness and intense unity. See .rose' Meter .o!nt of ;!e> The 'anta(e point from which a story is told, chiefly occurrin( in literary te/ts. For e/ample, in the first%person or narrati'e point of 'iew, the story is told by one of the charactersL in the third%person or omniscient point of 'iew, the story is told by someone outside the story. More broadly, the position or perspecti'e con'eyed or represented by an author, narrator, spea.er, or character. See .ers4e$t!;e .ref!A + word part that is added to the be(innin( of a base word that usually chan(es the sense or meanin( of the root or base word. For e/ample, re2$ dis2$ com2. See S#ff!A' Root .r!nt or d!g!ta CteAts' so#r$esD Sometimes added for emphasis to stress that a (i'en standard is particularly li.ely to be applied to electronic as well as traditional te/tsL the standards are (enerally assumed to apply to both. .rof!$!entC %D + description of a student performance that meets the criterion established in the standards as measured by a teacher or assessment. 0n the standards, often paired with independentBl G to su((est a successful student performance done without scaffoldin(L in the Readin( standards, the act of readin( a te/t with comprehension. See Inde4endentC %D' S$affo d!ng .rose ,ritin( or spea.in( in the usual or ordinary form. $rose becomes poetic when it ta.es on rhythm and rhyme. See .oetr% .rotagon!st The main character or hero of a story. See Hero&Hero!ne .#n + Eo.e that is created by a uni1ue and specific combination of words. 0t can ma.e use of a word)s multiple meanin(s or a word)s rhyme. Re(#s
755
+ mode of e/pressin( words and phrases by usin( pictures of obEects whose names resemble those words.
Refra!n One or more words repeated at inter'als in a poem, usually at the end of a stan*a, such as the last line of each stan*a in a ballad. Hsed to present different moods or ideas, as in $oe)s use of RNe5ermoreP in his poem =The Ra'en.> See also C"or#s2 Reso #t!on +lso called denouement$ the portion of a play or story where the problem is sol'ed. The resolution comes after the clima/ and fallin( action, and is intended to brin( the story to a satisfactory end. Re;!s!ng + part of writin( and preparin( presentations concerned chiefly with a reconsideration and rewor.in( of the content of a te/t relati'e to tas., purpose, and audience. Compared to editing, re'isin( is a lar(er%scale acti'ity often associated with the o'erall content and structure of a te/t. See Ed!t!ng' Re>r!t!ng Re>r!t!ng + part of writin( and preparin( presentations that in'ol'es lar(ely or wholly replacin( a pre'ious, unsatisfactory effort with a new effort, better ali(ned to tas., purpose, and audience, on the same or a similar topic or theme. Compared to re5ising, editin( is a lar(er%scale acti'ity more a.in to replacement than refinement. See Ed!t!ng' Re;!s!ng R"etor!$ The art of effecti'e e/pression and the persuasi'e use of lan(ua(e. See D!s$o#rse R"%me s$"eme 0n poetry, the pattern in which rhyme sounds occur in a stan*a. Rhyme schemes, for the purpose of analysis, are usually presented by the assi(nment of the same letter of the alphabet to each similar sound in the stan*a. For e/ample, the rhyme scheme of a Spenserian stan*a is ababbcbcc. R"%t"m The pattern of stressed and unstressed syllables in a line of poetry. $oets use rhythm to brin( out the musical 1uality of lan(ua(e, to emphasi*e ideas, to create mood, to unify a wor., andDor to hei(hten emotional response. R!me The 'owel and any consonants that follow it. For e/ample, in scotch$ the rime is .och.. See Onset R!s!ng a$t!on The e'ents in a story that mo'e the plot forward. Risin( action in'ol'es conflicts and complications, and builds toward the clima/ of the story. See Conf !$t' C !maA' EA4os!t!on' Fa !ng a$t!on Root CRoot >ordD + word or word element to which prefi/es and suffi/es may be added to ma.e other words. For e/ample, to the root graph, the prefi/ di2 and the suffi/ Kic can be added to create the word, digraphic. See .ref!A' S#ff!A R#(r!$ +n authentic Fclose to real worldG assessment tool for ma.in( scorin( decisions. + printed set of (uidelines that distin(uishes performances or products of different 1uality. See S$or!ng g#!de R# e of t"ree ,hen the number three F:G recurs, especially in fol. literature and fairy tales. For e/ample, three characters$ three tasks$ repetition of an e5ent three times. Sat!re + literary techni1ue in which ideas, customs, beha'iors, or institutions are ridiculed for the purpose of impro'in( society. Satire may be (ently witty, mildly abrasi'e, or bitterly critical, and often uses e/a((eration for effect. S$affo d!ng Temporary (uidance or assistance pro'ided to a student by a teacher, another adult, or a more capable peer, enablin( the student to perform a tas. he or she otherwise would not be able to do alone, with the (oal of fosterin( the student)s capacity to perform the tas. on his or her own later on. Thou(h "y(ots.y
Massachusetts Curriculum Framewor. for En(lish Can(ua(e +rts and Citeracy, March 6577 757
himself does not use the term scaffolding, the educational meanin( of the term relates closely to his concept of the *one of pro/imal de'elopment Fsee C. S. "y(ots.y F7?39G, ,ind in societ # /he de5elopment of higher ps chological processes$ Cambrid(e, M+A !ar'ard Hni'ersity $ressG. S$or!ng g#!de Cist of criteria for e'aluatin( student wor.. See R#(r!$ S$r!4t The te/t of a play, motion picture, radio broadcast, or prepared speech that includes dialo(ue and sta(e directions. Sensor% deta! See Imager%' St% e
Senten$e + (roup of words e/pressin( one or more complete thou(hts. Sett!ng The time and place of the action in a story, play, or poem. S"ort resear$" 4ro)e$t instructional time. +n in'esti(ation intended to address a narrowly tailored 1uery in a brief period of time, such as a few class periods or a wee. of
S"ort stor% + brief fictional wor. that usually contains one maEor conflict and at least one main character. S!m! e + comparison of two unli.e thin(s in which a word of comparison Foften like or asG is used. For e/ample, Maya +n(elou)s RShe stood in front of the alter$ shaking like a freshl caught trout.P See Meta4"or So ! oE#% + speech in a dramatic wor. in which a character spea.s his or her thou(hts aloud. Hsually the character is on the sta(e alone, not spea.in( to other characters and perhaps not e'en consciously addressin( the audience. F0f there are other characters on the sta(e, they are i(nored temporarily.G The purpose of a solilo1uy is to re'eal a character)s inner thou(hts, feelin(s, and plans to the audience. Sonnet + poem consistin( of fourteen lines of iambic pentameter. See Iam(!$ 4entameter' .oetr% So#r$e + te/t used lar(ely for informational purposes, as in research. See TeAt2 Standard Eng !s" The most widely accepted and understood form of e/pression in En(lish in the Hnited States. 0n the Standards, =standard En(lish> refers to formal En(lish writin( and spea.in(. Standard En(lish is the particular focus of Can(ua(e standards 7 and 6. See Standard Eng !s" $on;ent!ons' Standard >r!tten Eng !s" Standard Eng !s" $on;ent!ons The widely accepted practices in En(lish punctuation, (rammar, usa(e, and spellin( that are tau(ht in schools and employed by educated En(lish spea.ers and writers. See Standard >r!tten Eng !s" Standard >r!tten Eng !s" The 'ariety of En(lish used in public communication, particularly in writin(. 0t is the form tau(ht in schools and used by educated En(lish spea.ers. 0t is not limited to a particular re(ion and can be spo.en with any accent. See Standard Eng !s" $on;ent!ons Stan?a + recurrin( (roupin( of two or more 'erse lines of the same len(th, metrical form, and, often, rhyme scheme. See .oetr%' R"%me s$"eme' =erse St% e + writer)s uni1ue way of communicatin( ideas. The particular way a piece of literature is written, not only in what is said but in how it is said. Elements
756 Massachusetts Curriculum Framewor. for En(lish Can(ua(e +rts and Citeracy, March 6577
contributin( to style include word choice, sentence len(th, tone, fi(urati'e lan(ua(e, and use of dialo(ue. See D!$t!on' Imager%' Tone S#(ord!nate Cde4endentD $ a#se + clause that does not present a complete thou(ht and cannot stand alone as a sentence. For e/ample, R/he bo went home from school because he was sick.P See Inde4endent $ a#se' Senten$e S#ff!A + word part that is added to the end of a root word and establishes that word)s part of speech. For e/ample, the suffi/ 2l added to the adEecti'e immediate creates the word, immediatel , which is an ad'erb. See .ref!A' Root S%m(o + person, place, or obEect that represents somethin( beyond itself. Symbols can succinctly communicate complicated, emotionally rich ideas.
S%m(o !sm 0n literature, the serious and e/tensi'e use of symbols. See S%m(o S%non%m + word that has a meanin( identical with, or 'ery similar to, that of another word in the same lan(ua(e. For e/ample, in some situations, right is a synonym of correct. S%ntaA The way in which words are put to(ether to form constructions such as phrases or sentences. Ta ta e + distincti'ely +merican type of humorous story characteri*ed by e/a((eration. Tall tales and practical Eo.es ha'e similar .inds of humorL in both, someone (ets fooled, to the amusement of the person or persons who .now the truth. See Trad!t!ona narrat!;e' Fo 5ta e Te$"n!$a s#()e$ts + course de'oted to a practical study, such as en(ineerin(, technolo(y, desi(n, business, or other wor.force%related subEect. The technical aspect of a wider field of study, such as art or music. TeAt $om4 eA!t% The inherent difficulty of readin( and comprehendin( a te/t, combined with consideration of reader and tas. 'ariables. 0n the standards, a three% part assessment of te/t difficulty that pairs 1ualitati'e and 1uantitati'e measures with reader%tas. considerations. See +ppendi/ + of the Common Core State Standards for a lar(er discussion of te/t comple/ity. TeAt $om4 eA!t% (and + ran(e of te/t difficulty correspondin( to (rade spans within the standardsL specifically, the spans from (rades 6I:, (rades 8I4, (rades ;I9, (rades ?I75, and (rades 77ICCR Fcolle(e and career readinessG. TeAt#a e;!den$e See E;!den$e2 T"eme + central idea or abstract concept that is made concrete throu(h representation in person, action, and ima(e. Bo proper theme is simply a subEect or an acti'ity. Ci.e a thesis, theme implies a subEect and predicate of some .indMfor instance, not Eust 5ice as a standalone word, but a proposition such as, R>ice seems more interesting than 5irtue but turns out to be destructi5e.P Sometimes the theme is directly stated in the wor., and sometimes it is re'ealed indirectly. There may be more than one theme in a (i'en wor.. See Ma!n !dea' T"es!s' Mora T"es!s +n attitude or position ta.en by a writer or spea.er with the purpose of pro'in( or supportin( it. +lso, the paper written in support of the thesis. See T"eme' Ma!n !dea Tone +n e/pression of a writer)s attitude toward a subEect. Hnli.e mood, which is intended to shape the reader)s emotional response, tone reflects the feelin(s of the writer. Tone can be serious, humorous, sarcastic, playful, ironic, bitter, or obEecti'e. See Mood' St% e
Massachusetts Curriculum Framewor. for En(lish Can(ua(e +rts and Citeracy, March 6577 75:
Trad!t!ona narrat!;e The .nowled(e and beliefs of cultures that are transmitted by word of mouth, includin( both prose and 'erse narrati'es, poems and son(s, myths, dramas, rituals, fables, pro'erbs, and riddles. Traditional narrati'e e/ists side by side with the (rowin( written record. See Fo 5ta e' Ta ta e Tr!$5ster ta e Story relatin( the ad'entures of a mischie'ous supernatural bein( (i'en to capricious acts of sly deception, who often functions as a cultural hero or symboli*es the ideal of a people. Understatement + techni1ue of creatin( emphasis by sayin( less than is actually or literally true. Hnderstatement is the opposite of hyperbole or e/a((eration, and can be used to create humor as well as bitin( satire. See H%4er(o e =er( + word, or set of words, that e/presses action or state of bein(. =er(a RnounS + word that is deri'ed from a 'erb and has the power of a 'erb, but acts li.e another part of speech. Ci.e a 'erb, a 'erbal may be attached to an obEect, a modifier, and sometimes a subEectL but unli.e a 'erb, a 'erbal functions li.e a noun, an adEecti'e, or an ad'erb. Three types of 'erbals are (erunds, infiniti'es, and participles. RadEecti'eS $ertainin( to words, either written or spo.en. See Ora =erse + unit of poetry such as a stan*a or line. See .oetr%' Stan?a =o!$e F7G The order of words that indicates whether the subEect is actin( or bein( acted uponM acti5e 5oice indicates that the subEect is actin(, doin( somethin( Ffor e/ample, = enEamin Fran.lin disco'ered the secrets of electricity>L passi5e 5oice indicates that the subEect is bein( acted upon Ffor e/ample, =The secrets of electricity were disco'ered by enEamin Fran.lin.>G F6G + writer)s uni1ue use of lan(ua(e that allows a reader to percei'e a human personality in his or her writin(. The elements of style that determine a writer)s 'oice include sentence structure, diction, and tone. F:G The narrator of a selection. See D!$t!on' Tone W!t" 4rom4t!ng and s#44ort&>!t" CsomeD g#!dan$e and s#44ort See S$affo d!ng2
758
+ C0TER+R@ !ER0T+&EA S#ggested A#t"ors' I #strators' and Wor5s From t"e An$!ent Wor d to A(o#t ,69+
+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 Eust 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 adEoinin( (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 Fas opposed to (rades ?I75 and 77I76G 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 /he "orn Book ,aga7ine. See +ppendi/ of the Common Core State Standards for English Language Arts and Literac in "istor .Social Studies$ Science$ and /echnical Sub0ects for additional su((estions.
75;
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 Nust 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 &]( Theodore &eisel FDr. SeussG -ate &reenaway Shirley !u(hes Croc.ett #ohnson Ruth -raus Robert Cawson Munro Ceaf Robert McClos.ey +. +. Milne Else !olmelund Minari. ,illiam $_ne du ois eatri/ $otter +lice and Martin $ro'ensen !. +. and Mar(aret Rey Maurice Senda.
753
Grades 308' !n add!t!on to t"e grades 4re/50* se e$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 $rodi(al Son, the 'isit of the Ma(i, well%.nown psalms Fe.(., 6:, 68, 8;, ?6, 767, and 745G
Amer!$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 enXt 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
759
Grades 10:' !n add!t!on to t"e grades 4re/508 se e$t!ons

&rimms) fairy tales French fairy tales Tales by !ans Christian +ndersen and Rudyard -iplin( +esop)s fables &ree., Roman, or Borse myths Stories about -in( +rthur, Robin !ood, eowulf and &rendel, St. &eor(e and the Dra(on 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 Old TestamentA &enesis, Ten Commandments, $salms and $ro'erbs Bew TestamentA Sermon on the Mount, $arables
Amer!$an A#t"ors and I #strators

Couisa May +lcott Cloyd +le/ander 0saac +simo' Batalie abbitt C. Fran. aum Bathaniel enchley Ray radbury Carol Ryrie rin. Eli*abeth Coatsworth Esther Forbes $aula Fo/ #ean Crai(head &eor(e "ir(inia !amilton ret !arte O. !enry ,ashin(ton 0r'in( #ac. Condon C.M. Mont(omery Sterlin( Borth Scott O)Dell Ed(ar +llan $oe !oward $yle MarEorie -innan Rawlin(s Eli*abeth Speare ooth Tar.in(ton #ames Thurber Mar. Twain E. . ,hite B. C. ,yeth
-r!t!s" A#t"ors and I #strators

#ames arrie Cucy oston Frances !od(son urnett Cewis Carroll Carlo Collodi Daniel Defoe Charles Dic.ens +rthur Conan Doyle Ceon &arfield -enneth &rahame Rudyard -iplin( C. S. Cewis &eor(e MacDonald Edith Besbit Mary Borton $hilippa $earce +rthur Rac.ham +nna Sewell ,illiam Sha.espeare 0saac ashe'is Sin(er #ohanna Spyri Robert Couis Ste'enson #onathan Swift Rosemary Sutcliff #.R.R. Tol.ien T.!. ,hite
-r!t!s" and Amer!$an .oets

,illiam la.e Cewis Carroll #ohn Ciardi Rachel Field Robert Frost Can(ston !u(hes Edward Cear !enry ,adsworth Con(fellow Da'id McCord O(den Bash Richard ,ilbur
Grades 60,*'
Massachusetts Curriculum Framewor. for En(lish Can(ua(e +rts and Citeracy, March 6577 75?
!n add!t!on to t"e grades 10: se e$t!ons

+ hi(her le'el re%readin( of &ree. mytholo(y Classical &ree. dramaA +eschylus Sophocles Euripides Substantial selections from epic poetryA !omer)s Ed sse and %liad "ir(il)s Aeneid The ible as literatureA !enesis Ten Commandments Selected psalms and pro'erbs Nob Sermon on the Mount Selected parables
Amer!$an L!terat#reG H!stor!$a Do$#ments of L!terar% and ."! oso4"!$a S!gn!f!$an$e

The Declaration of 0ndependence F733;G The Hnited States Constitution F7393G and ill of Ri(hts F73?7G Selected Federalist $apers F7393%7399G &eor(e ,ashin(ton)s Farewell +ddress F73?;G Selections from +le/is de Toc1ue'ille, Democrac in America, 'olumes 0 and 00 F79:4, 79:?G The Seneca Falls Declaration of Sentiments and Resolutions F7989G Frederic. Dou(lass, 0ndependence Day speech F7946G +braham CincolnA =!ouse Di'ided> speech F7949G, &ettysbur( +ddress F79;:G, Second 0nau(ural +ddress F79;4G Theodore Roose'elt, =The Bew Bationalism> speech F7?75G ,oodrow ,ilson, =$eace without "ictory> speech F7?73G Fran.lin Delano Roose'elt, =Four Freedoms> Speech F7?87G ,illiam Faul.nerA Bobel $ri*e Cecture F7?45G #ohn F. -ennedy)s inau(ural speech F7?;7G Martin Cuther -in( #r.A =Cetter from irmin(ham City #ail> F7?;:G, =0 !a'e a Dream> F7?;:G speech Cyndon #ohnson, speech to Con(ress on 'otin( ri(hts F7?;4G For add!t!ona se e$t!ons' see t"e Massachusetts =istory and Social Science &urriculum !rame%or1
,:t" and ,6t" Cent#r%G Amer!$an Memo!rs' Essa%s' .oetr%' and F!$t!on
Memo!rs Frederic. Dou(lass Olaudah E1uiano enEamin Fran.lin !arriet #acobs Essa%s #onathan Edwards Ralph ,aldo Emerson Thomas #efferson Thomas $aine !enry Da'id Thoreau Mar. Twain .oetr% Emily Dic.inson $aul Caurence Dunbar !enry ,adsworth Con(fellow Ed(ar +llan $oe $hillis ,heatley ,alt ,hitman F!$t!on #ames Fenimore Cooper Stephen Crane Bathaniel !awthorne !enry #ames !erman Mel'ille Ed(ar +llan $oe
775
Grades 60,*' !n add!t!on to t"e grades 10: se e$t!ons

*+t" $ent#r% to a(o#t ,69+G Amer!$an Memo!rs and Essa%s' .oetr%' F!$t!on' and Drama
Memo!rs and Essa%s !enry +dams #ames aldwin +mbrose ierce ,. E. . Du ois Rachel Carson #ohn &unther #ohn !ershey Richard !ofstadter Can(ston !u(hes !elen -eller Martin Cuther -in(, #r. !. C. Menc.en Eleanor Roose'elt Fran.lin D. Roose'elt &ertrude Stein Robert $enn ,arren oo.er T. ,ashin(ton E. . ,hite Richard ,ri(ht Malcolm 2 Memoirs and other wor.s about the immi(rant e/perience F+braham Cahan, @oun(hill -an(, Ceo Rosten, Ole Rol'aa(, +n*ia @e*iers.aG .oetr% Eli*abeth ishop Countee Cullen +rna ontemps E. E. Cummin(s Richard Eberhart Robert Frost T. S. Eliot Robinson #effers +my Cowell Robert Cowell Ed(ar Cee Masters Edna St. "incent Millay Marianne Moore` Syl'ia $lath E*ra $ound #ohn Crowe Ransom Edward +rlin(ton Robinson Theodore Roeth.e ,allace Ste'ens +lan Tate Sara Teasdale ,illiam Carlos ,illiams F!$t!on #ames +(ee Ray radbury Truman Capote ,illa Cather -ate Chopin Theodore Dreiser Ralph Ellison ,illiam Faul.ner #essie Fauset F. Scott Fit*(erald Charlotte &ilman Ernest !emin(way O. !enry Wora Beale !urston Sarah Orne #ewett #ames ,eldon #ohnson !arper Cee Carson McCullers Flannery O)Connor -atherine +nne $orter #. D. Salin(er ,illiam Saroyan #ohn Steinbec. #ames Thurber #ean Toomer Robert $enn ,arren Edith ,harton Thomas ,olfe Drama Ma/well +nderson Corraine !ansberry Cillian !ellman #erome Cawrence and Robert E. Cee +rchibald MacCeish Carson McCullers +rthur Miller Eu(ene O)Beill ,illiam Saroyan Robert Sherwood Orson ,elles Thornton ,ilder Tennessee ,illiams
Grades 60,*'
Massachusetts Curriculum Framewor. for En(lish Can(ua(e +rts and Citeracy, March 6577 777

-r!t!s" and E#ro4ean L!terat#reG Essa%s' .oetr%' and Drama
Essa%s #oseph +ddison Sir Francis acon ,inston Churchill Charles Darwin Diderot and other EncyclopXdistes Mahatma &andhi Samuel #ohnson in =The Rambler> +rthur -oestler Charles Camb C. S. Cewis Michel de Montai(ne &eor(e Orwell #ean #ac1ues Rousseau #ohn Rus.in #onathan Swift +le/is de Toc1ue'ille "oltaire Ceonard ,oolf Emile Wola .oetr% Selections from Chaucer)s Canterbur /ales Epic poetr # Dante, #ohn Milton Sonnets# ,illiam Sha.espeare, #ohn Milton Edmund Spenser ,etaph sical poetr # #ohn Donne, &eor(e !erbert +ndrew Mar'ell 4omantic poetr # ,illiam la.e Cord yron Samuel Taylor Colerid(e #ohn -eats $ercy ysshe Shelley ,illiam ,ordsworth >ictorian poetr # Matthew +rnold Eli*abeth arrett rownin( Robert rownin( Dante &abriel Rossetti +lfred Cord Tennyson Drama Samuel ec.ett Robert olt ertolt recht Calderan +nton Che.ho' ,illiam Con(re'e Carlo &oldoni !enri. 0bsen Moli_re Sean O)Casey Cui(i $irandello Racine Terrence Ratti(an ,illiam Sha.espeare Richard rinsley Sheridan #ohn Millin(ton Syn(e &eor(e ernard Shaw Oscar ,ilde
Grades 60,*'
776 Massachusetts Curriculum Framewor. for En(lish Can(ua(e +rts and Citeracy, March 6577

-r!t!s" and E#ro4ean L!terat#reG F!$t!on
Selections from an early no'elA Mi(uel de Cer'antes) Don Gui6ote !enry Fieldin()s Noseph Andrews Oli'er &oldsmith)s /he >icar of &akefield Selections from #ohn unyan)s alle(ory, 1ilgrims 1rogress Satire, or moc. epic, 'erse or proseA Cord yron +le/ander $ope #onathan Swift ,6t" Cent#r% #ane +usten !onorX de al*ac Emily ronte #oseph Conrad Charles Dic.ens Fyodor Dostoe's.y &eor(e Eliot Bi.olai &o(ol Thomas !ardy "ictor !u(o Mary Shelley Ceo Tolstoy 0'an Tur(ene' Emile Wola *+t" Cent#r% +lbert Camus +rthur Conan Doyle +ndrX &ide &raham &reene #ames #oyce Fran* -af.a D. !. Cawrence ,. Somerset Mau(ham &eor(e Orwell Marcel $roust #ean $aul Sartre E'elyn ,au(h "ir(inia ,oolf
77:
+ C0TER+R@ !ER0T+&EA S#ggested Contem4orar% A#t"ors and I #stratorsI 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 Hnited 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 Fpre%.I6, :I8, 4I9, and ?I76G, 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 Eud(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 Finformational boo.sG The &eisel +ward Feasy readersG The $ura elpre +ward FCatino e/perienceG The Coretta Scott -in( +wards F+frican +merican e/perienceG The oston &lobe%!orn oo. +wards The Scott O)Dell +ward for !istorical Fiction F+mericanG &rades pre%.I9 selections ha'e been re'iewed by the editors of /he "orn Book ,aga7ine. See +ppendi/ of the Common Core State Standards for English Language Arts and Literac in "istor .Social Studies$ Science$ and /echnical Sub0ects for additional su((estions.
Grades .re/K0*
Fo 5 ore' F!$t!on' and .oetr%
#on +(ee Bfiction$ wordpla C Edward +rdi**one Bmulti2genre$ including picture books about /imC Molly an( Bfolklore$ eas readersC #an rett Bfiction# animalsC Borman ridwell Bfiction# CliffordC Raymond ri((s Bfiction# /he SnowmanC Marcia rown Bmulti2genre$ including folkloreC +nthony rown BfictionC Marc rown Bfiction# ArthurC +shley ryan Bfolktales# Africa$ poetr C #ohn urnin(ham Brealistic fiction$ fantas C Eric Carle Bfiction# animals K >er "ungr CaterpillarC Cucille Clifton Bpoetr C arbara Cooney Bmulti2genre$ including folklore# ,iss 4umphiusC Bina Crews BfictionC Doreen Cronin Bfiction# humorC Tomie de$aola Bmulti2genre$ including folklore$ famil storiesC Ceo and Diane Dillon Billustrators$ folkloreC Rebecca -ai Dotlich Bpoetr C Dou(las Florian Bpoetr C Mem Fo/ BfictionC Marla Fra*ee BfictionC Don Freeman Bfiction# Corduro C Mordecai &erstein Bmulti2genreC ob &raham BfictionC Eloise &reenfield Fmulti2genre$ including poetr C Mini &rey BfictionC -e'in !en.es Bfiction$ including the Lill booksC Russell and Cillian !oban Bfiction# -rancesC Mary +nn !oberman Bpoetr C Shirley !u(hes Brealistic fiction# Alfie stories$ /ales of /rotter StreetC Trina Schart !yman Bfolklore$ illustratorC Rachel 0sadora BfolkloreC &. rian -aras Bmulti2genre$ illustratorC E*ra #ac. -eats BfictionC !olly -eller Brealistic fictionC Ste'en -ello(( BfictionC etsy Cewin BfictionC Ceo Cionni Bfiction# animalC +rnold Cobel Bfiction# animalC &erald McDermott BfolkloreC $atricia Mc-issac. Bmulti2genre$ including multicultural folktales$ realistic storiesC -ate and #im McMullan Bfiction+ humorC #ames Marshall Bfiction$ folktales$ eas readersC ill Martin #r. BfictionC Emily +rnold McCully Bmulti2genre$ including historical fictionC Da'id Mc$hail BfictionC Susan Meddau(h Bfiction$ including ,artha SpeaksC Else !olmelund Minari. Bfiction$ eas readersC Cynne Rae $er.ins Bfiction$ famil storiesC #erry $in.ney Bmulti2genre$ including multicultural folkloreC $atricia $olacco Bfiction$ multicultural famil storiesC Chris Rasch.a BfictionC $e((y Rathmann Bfiction# humorC Faith Rin((old Bfiction$ including multicultural famil storiesC &len Rounds Bfiction# &estC Cynthia Rylant Bpoetr $ fiction$ including eas readers# "enr and ,udgeC +llen Say Bfiction$ multicultural historical fictionC +lice Schertle Bpoetr C +my Schwart* BfictionC Martha Sewall Bmulti2genre$ fictionC Da'id Shannon Bfiction# the Da5id booksC MarEorie Sharmat Bfiction$ eas readers# Nate the !reatC Hri Shule'it* Bmulti2genre$ including folkloreC #udy Sierra Bfiction$ poetr $ folktalesC Marilyn Sin(er Bmulti2genre$ including poetr C $eter Sis BfictionC ,illiam Stei( BfictionC #ohn Steptoe Bfiction$ including multicultural folklore and famil storiesC Tomi Hn(erer BfictionC Chris "an +llsbur( Bfiction# fantas C #ean 'an Ceeuwen Bfiction$ eas readers 2 Amanda 1ig$ othersC Rosemary ,ells Bfiction# ,a6$ othersC Da'id ,iesner BfictionC Mo ,illems Bfiction$ eas readersC "era ,illiams Bfiction# realisticC ,on( !erbert @ee Bfiction$ eas readersC #ane @olen Bmulti2genreC Ed @oun( BfolktalesC $aul Welins.y Bmulti2genre$ including folklore and tall tales+ illustratorC Mar(ot and !ar'e Wemach BfolktalesC Charlotte Wolotow Brealistic fictionC
77;
Grades .re/K0*
M# t!/Genre and Informat!ona TeAts
+li.i Binformational# science and histor + concept booksC Mitsumasa +nno Bmulti2genre$ including concept books and histor C #im +rnos.y Binformational# scienceC Molly an( Bmulti2genreC Bic ishop Binformational# scienceC "ic.i Cobb Binformational# scienceC #oanna Cole Binformational# science K ,agic SchoolbusC Floyd Cooper Bmulti2genre$ illustratorC Donald Crews Bmulti2genre$ including concept books$ multicultural famil storiesC Ed Emberly Bmulti2genreC Michael Emberly Bmulti2genreC rian Floca BinformationalC &ail &ibbons Binformational# science and histor C Eloise &reenfield Bmulti2genreC Tana !oban Bconcept books+ photograph C $atricia Mc-issac. BinformationalC Mar(aret Miller Bconcept books+ photograph C -adir Belson Bmulti2genre$ multicultural histor and biograph C #erry $in.ney Binformational# AfricaC #ames Ransome Bmulti2genre$ including multicultural histor and biograph C +nne Roc.well Fmulti2genre$ including concept booksC +llen Say Bmulti2genreC Caura "accaro See(er Bconcept booksC Marcia Sewall Binformational# colonial AmericaC $eter Sis Bmulti2genre$ including biograph and histor C $eter Spier Binformational# histor C See t"e ann#a =orn "oo1 Guide for ongo!ng add!t!ona se e$t!ons
Grades 308' !n add!t!on to t"e grades 4re/50* se e$t!ons

Fo 5 ore' F!$t!on' and .oetr%
#oan +i.en Bfiction# ad5enture.fantas C +nnie arrows Bchapter books# %5 and BeanC #udy lume Bfiction# realisticC #oseph ruchac Bfiction# historicalC +shley ryan Bfolktales$ poetr C etsy yars Bfiction# realisticC Me( Cabot Bfiction# realistic 22 Allie -inkleC +nn Cameron Bfiction# realistic 22 the Nulian booksC +ndrew Clements Bfiction#realisticC Eleanor Coerr Bfiction# historicalC Roald Dahl BfictionC $aula Dan*i(er Bfiction# realisticG -ate DiCamillo Bfiction# realistic$ fantas $ ad5entureC Couise Erdrich Bfiction.folktaleC ,alter Farley Bfiction# horsesC #ohn Fit*(erald Bfiction# historical 2 !reat BrainC Sid Fleischman Bfiction# humorC #ean Frit* Bfiction# historicalC #ohn Reynolds &ardiner Bfiction# realisticC -ristine O)Connell &eor(e Bpoetr C $atricia Reilly &iff Bfiction# realistic$ historicalC $aul &oble Bfolktales# Nati5e AmericanC Raymond ial Binformational# historical photo2 essa sC Don rown Binformational# biograph $ histor C Candace Flemin( Bbiograph C #ean Frit* Bnonfiction# autobiograph C Deborah !op.inson Binformational# histor C Ste'e #en.ins Binformational# scienceC Stephanie &reene Bchapter books# realistic K Ewen -oote$ Sophie "artle C Bi..i &rimes Bfiction# realistic$ multiculturalC #esse !aas Bfiction# realistic$ horse storiesC Charise Mericle !arper Bchapter books# Nust !raceC Mar(uerite !enry Bfiction# horse storiesC etty !ic.s Bchapter books# sports K ! m ShortsC #ennifer and Matt !olm Bchapter books# graphic no5els KBab ,ouseC -imberly ,illis !olt Bchapter books# 1iper 4eedC Cee ennet !op.ins Bpoetr C #ohanna !urwit* Bmulti2genreC 2. #. -ennedy Bpoetr C #essica Scott -errin Bchapter books# ,artin BridgeC #eff -inney Bfiction# realistic$ cartoonC -ate -lise Bfiction# humorC #ane Can(ton Bfiction# fantas C #ulius Cester Bmulti2genre$ including multicultural folkloreC &race Cin Bfiction.fantas # realistic$ multiculturalC Cenore Coo. Fchapter books$ multiculturalC $atricia MacCachlan Bfiction# historicalC +nn Martin Bfiction# realistic$ fantas K Doll 1eopleC Me(an McDonald Bchapter books# Nud ,ood C Claudia Mills Bfiction# realistic$ eas readers$ chapter books K !usC arbara O)Connor Bfiction# realistic KSouthern humorC Sarah $ennypac.er Bchapter books# ClementineC Daniel $in.water Bfiction# humorC #ac. $reluts.y Bpoetr # humorC -en Roberts Bfiction# realistic$ humorC Couis Sachar Bfiction# humorC +l'in Schwart* Bshort stories# suspense$ horrorC #ohn Scies*.a Bfiction# humor$ ad5entureC rian Sel*nic. BfictionC arbara Seulin( Bchapter books# 4obertC #oyce Sidman Bpoetr C Shel Sil'erstein Bpoetr C 0saac ashe'is Sin(er Bfiction.folktaleC Mildred Taylor Bfiction# historicalC Carol oston ,eatherford Bfiction# historical$ multiculturalC &loria ,helan Bfiction# historicalC #anet ,on( Bpoetr C Cisa @ee Bchapter booksC Sandra Mar.le Finformational# scienceC #oyce Sidman Binformational# natural worldC Seymour Simon Binformational# scienceCC Diane Stanley Binformational# histor C See t"e ann#a =orn "oo1 Guide for ongo!ng add!t!ona se e$t!ons
M# t!/Genre and Informat!ona TeAts

$e( -ehret Bmulti2genreC arbara -erley Binformational# biograph C -athleen -rull Binformational# biograph C $atricia Cauber Binformational# science$ social studiesC Da'id Macaulay Binformational# social studies$ scienceC
Grades 10:'
779 Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011
!n add!t!on to t"e grades 4re/508 se e$t!ons

F!$t!on and .oetr%
Da'id +lmond Bfantas $ fiction# realisticC Caurie !alse +nderson Bfiction# historicalC M. T. +nderson Bfiction# historical$ humorC +'i Bfiction# historicalC #oan auer Bfiction# realisticC #ean $. irdsall Bfiction# realisticC Bancy ond Bfantas C ruce roo.s Bfiction# realisticC &ennifer Cholden.o Bm steriesC #ohn Christopher Bscience fictionC #ames and Christopher Collier Bfiction# historicalC Su*anne Collins Bfantas $ science fictionC Susan Cooper Bfantas C Eoin Colfer Bfantas $ science fictionC Ceslie Connor Bfiction# realisticC Fran. oyce Cottrell Bfiction# humorC ruce Co'ille Bfantas C Sharon Creech Bfiction# realisticC Christopher $aul Curtis Bfiction# historicalC -aren Cushman Bfiction# historicalC Cynthia DeFelice Bfiction# historical$ m steriesC Frances O)Roar. Dowell Bfiction# realisticC #eanne Du$rau Bscience fictionC Mar(uerite En(le Bfiction# historical$ poetr C Couise Erdrich Bfiction# historicalC Bancy Farmer Bfantas C Couise Fit*hu(h Bfiction# realisticC $aul Fleischman Bpoetr $ fiction# realisticC Beil &aiman Bfantas C #ac. &antos Bfiction# humorC ette &reene Bfiction# historicalC Rosa &uy Bfiction# realisticC Mary Downin( !ahn Bghost stories$ fiction# historicalC Shannon !ale Bfantas $ fiction# historicalC -aren !esse Bfiction# historicalC Carl !iassen Bfiction# humor$ m steriesC S. E. !inton Bfiction# realisticC ,ill !obbs Bfiction# realisticC 0rene !unt Bfiction# historicalC E'a 0bbotson Bfantas C $aul #anec*.o Bpoetr C +n(ela #ohnson Bfiction# realisticC Diana ,ynne #ones Bfantas C Borton #uster Bfantas C Ellen -la(es Bfiction# historicalC Ron -oert(e Bfiction# humor$ poetr C E.C. -oni(sbur( Bfiction# realisticC 0ain Cawrence Bfiction# historicalC Madeleine C)En(le Bfantas $ fiction# realisticC Hrsula Ce&uin Bfantas C &ail Carson Ce'ine Bfiction# realistic$ fantas C Robert Cipsyte Bfiction# realisticC Cois Cowry Bfiction# realistic$ science fictionC Mi.e Cupica Bm steries$ fiction# sportsC !ilary Mc-ay Bfiction# humorC Robin Mc-inley Bfantas C Mar(aret Mahy Bfantas $ fiction# realisticC ,alter Dean Myers Bfiction# historical$ realisticC Donna #o Bapoli Bfiction# historical$ fantas C Marilyn Belson Bpoetr C Baomi Shihab Bye Bpoetr C -enneth Oppel Bfantas $ ad5entureC Cinda Sue $ar. Bfiction# historical$ realisticC -atherine $aterson Bfiction# historical$ realisticC Sue $atron Bfiction# realisticC &ary $aulsen Bfiction# humor$ historical$ realisticC Richard $ec. Bfiction# historical$ realisticC Mitali $er.ins Bfiction# realisticC Daniel $in.water Bfiction# humorC Terry $ratchett Bfantas C $hilip $ullman Ffantas C $hilip Ree'e Bfantas C Ric. Riordan Bfantas C #. -. Rowlin( Bfantas C $am Muno* Ryan Bfiction# historical$ realisticC Cynthia Rylant Bpoetr $ fiction# realisticC Couis Sachar Bfiction# realisticC ,illiam Sleator Bghost stories$ science fictionC &ary Soto Bfiction# realistic$ poetr C Su*anne Fisher Staples Bfiction# historical$ realisticC Rebecca Stead Bscience fictionC #onathan Stroud Bfantas C Theodore Taylor Bfiction# historicalC -ate Thompson Bfantas C Me(an ,halen Turner Bfantas C Cynthia "oi(t Bfiction# realistic$ fantas C Rita ,illiams%&arcia Bfiction# historical$ realisticC #ac1ueline ,ilson Bfiction# realisticC #ac1ueline ,oodson Bfiction# realisticC Tim ,ynne%#ones Bfiction# realisticC Caurence @ep Bfiction# historical$ fantas C
Grades 10:' !n add!t!on to t"e grades 4re/508 se e$t!ons

Informat!ona TeAts
Susan Campbell artoletti Bhistor C Russell Freedman Bbiograph $ histor C #ames Cross &iblin Bbiograph $ histor C #an &reenber( and Sandra #ordan Bart histor C Deborah !eili(man Bhistor C -athryn Cas.y Bmulti2genreC $hilp !oose Bbiograph $ histor C +lbert Marrin Bbiograph $ histor C Milton Melt*er Bhistor $ biograph C #im Murphy Bhistor C Eli*abeth $artrid(e Bbiograph $ histor C Ste'e Shein.in Bbiograph $ histor C Tanya Cee Stone Bbiograph $ histor C See t"e ann#a =orn "oo1 Guide for ongo!ng add!t!ona se e$t!ons
765

F!$t!on
Maya +n(elou Saul ellow $earl uc. !ortense Calisher #ohn Chee'er Sandra Cisneros Michael Chabon +rthur C. Clar.e #unot Dia* E. C. Doctorow +nthony Doerr +ndre Dubus Couise Erdrich Richard Ford #onathan Fran*en Charles Fra*ier Bicholas &a(e Ernest -. &aines +le/ !aley #oseph !eller Oscar !iEuelos ,illiam !offman #ohn 0r'in( Edward $. #ones &arrison -eillor ,illiam -ennedy -en -esey #amaica -incaid arbara -in(sol'er Ma/ine !on( -in(ston #on -ra.auer #humpa Cahiri Cormac McCarthy ernard Malamud Carry McMurtry Toni Morrison #oyce Carol Oates Tim O) rien Edwin O)Connor Cynthia O*ic. +nn $atchet Chaim $oto. Reynolds $rice E. +nnie $roul/ Thomas $ynchon Marilynne Robinson Richard Rodri(ue* $hilip Roth Richard Russo May Sarton Michael Shaara #ane Smiley etty Smith ,allace Ste(ner +my Tan #ohn -ennedy Toole +nne Tyler #ohn Hpdi.e -urt "onne(ut, #r. +lice ,al.er Eudora ,elty Colson ,hitehead Tobias ,olff .oetr% Claribel +le(ria Sherman +le/ie #ulia +l'are* +. R. +mmons Maya +n(elou #ohn +shberry #immy Santia(o aca +mirai ara.a Eli*abeth ishop Robert ly Couise o(an +rna ontemps &wendolyn roo.s !ayden Carruth Marilyn Chin illy Collins #. ". Cunnin(ham Rita Do'e +lan Du(an Martin Espada +llen &insber( Couise &luc. #ohn !aines Donald !all Robert !ayden +nthony !echt Randall #arrell #une #ordan &alway -innell Stanley -unit* $hilip Ce'ine +udrey Cord Couis MacBeice #ames Merrill Mary Tall Mountain Mary Oli'er Syl'ia $lath +nna Tuindlen 0shmael Reed +drienne Rich Drama Edward +lbee Christopher Duran( #ohn &uare Da'id !enry !wan( Tracy Cetts Terrance MacBally Da'id Mamet Marsha Borman Cynn Botta(e Sarah Ruhl Bto*a.e Shan(e #ohn $atric. Shanley Sam Shepard Beil Simon +nna De'eare Smith $aula "o(el +u(ust ,ilson
.oetr% and Drama

Essa%s and Informat!ona TeAt
+.hil Reed +mar Bgo5ernment$ histor C Edward +bbey Bessa s$ the en5ironmentC ernard ailyn Bhistor C Russell a.er B0ournalism$ essa sC Ric. ass BscienceC Carol ly Bessa sC Daniel oorstin Bhistor C Dee rown Bhistor C +rt uchwald B0ournalism$ essa sC ,illiam F. uc.ley B0ournalism$ essa sC #ames Carroll Bessa s$ histor $ religion in societ C Mar(aret Cheney Bbiograph C Robert Coles Bessa s$ criticismC +listair Coo.e B0ournalismC Stanley Crouch B0ournalism$ music criticismC #ared Diamond Bhistor C #oan Didion Bessa sC +nnie Dillard Fessa s$ natureC arbara Ehrenreich Bsocial science$ cultural criticismC &retel Ehrlich Fscience, tra'elG Coren Eiseley Banthropolog $ natureC #oseph Ellis Bhistor C arbara Fields Bhistor C Da'id !ac.ett Fischer Bhistor and economicsC Frances Fit*(erald B0ournalism$ histor C Eric Foner Bhistor C Thomas Friedman BeconomicsC !enry Couis &ates, #r. Bhistor C +tul &awande FscienceG Malcolm &ladwell Btechnolog $ social changeC #ane &oodall BscienceC Doris -earns &oodwin Bhistor C +dam &opni. Bessa s$ criticiam$ tra5el$ artC Stephen #ay &ould BscienceC Stephen &reenblatt Bliterar criticismC
766
#oy !a.im Bhistor $ histor of scienceC Da'id !alberstam Bhistor C ernd !einrich Bscience$ New EnglandC Edward !oa(land Bscience$ tra5elC #ames O. !orton Bhistor C Sue !ubbell BscienceC Michael -ammen Bhistor C Tracy -idder Bsocial change$ tra5el$ New EnglandC Eli*abeth -olbert BscienceC $aul -ru(man BeconomicsC Mar. -urlans.y Bhistor C #ane #acobs Barchitecture$ citiesC #ill Cepore Bhistor C ,illiam Ceast !eat%Moon Btra5elC arry Cope* BscienceC #. +nthony Cu.as B0ournalism$ histor C Matthys Ce'y BscienceC $auline Maier Bhistor C Borman Mailer Bessa s$ 0ournalismC ,illiam Manchester Bhistor C !oward Mansfield Bhistor $ preser5ation$ New EnglandC Mary McCarthy Bessa s$ criticismC Edward McClanahan Bessa sC Da'id McCullou(h Bhistor $ biograph C #ohn Mc$hee BscienceC #ohn !anson Mitchell Bnature$ histor $ New EnglandC B. Scott Momaday BmemoirC Samuel Eliot Morison Bhistor C Cance Morrow B0ournalism$ essa sC ill Moyers B0ournalism$ essa sC Mary eth Borton Bhistor C !enry $etros.i Bscience and technical sub0ectsC Bathaniel $hilbric. Bhistor C Michael $ollan BscienceC Stephen $in.er BscienceC
+nna Tuindlen B0ournalism$ essa sC Chet Raymo BscienceC Matt Ridley BscienceC Richard Rodri(ue* Bessa s$ memoirC Oli'er Sac.s BscienceC Carl Sa(an BscienceC Simon Schama Bhistor C ,illiam Shirer Bhistor C Da'a Sobel BscienceC Shelby Steele Bhistor C +lan Taylor Bhistor C Studs Ter.el B0ournalism$ sociolog C $aul Therou/ Btra5elC Cewis Thomas BscienceC !unter S. Thompson Bcultural criticismC #ames Trefil BscienceC arbara Tuchman Bhistor C Caurel Thatcher Hlrich Bhistor C #onathan ,einer BscienceC Cornell ,est Bcultural criticismC ,alter Muir ,hitehill Bhistor C &ary ,ills Bhistor C E. O. ,ilson BscienceC Tom ,olfe FessaysG &ordon ,ood Bhistor C #ames ,ood Bliterar criticismC Malcolm 2 Bessa s$ cultural criticismC arry Wimmerman J Da'id Wimmerman BscienceC !oward Winn Bhistor C @early compilations of science and nature writin(sA Best American Science &riting American Science and Nature &riting
Grades 60,*'

Contem4orar% and H!stor!$a Wor d L!terat#re
F!$t!on Chinua +chebe S. @. +(non 0lse +ichin(er 0sabel +llende -in(sley +mis #er*y +ndr*eEews.i Badeem +slam Mar(aret +twood 0saac abel #ohn an'ille #ulian arnes #ames erry !einrich oll #or(e Cuis or(es Mi.hail ul(a.o' Dino u**ati +. S. yatt 0talo Cal'ino -arl Cape. $eter Carey Carlo Cassola Camillo #ose Cela #.M. Coet*ee #ulio Corta*ar +nita Desai 0sa. Dinesen Roddy Doyle Mar(aret Drabble E. M. Forster &abriel &arcia Mar1ue* ,illiam &oldin( Badine &ordimer Robert &ra'es !ermann !esse ,olf(an( !ildesheimer +ldous !u/ley -a*uo 0shi(uro !a #in @uri -a*a.o' Thomas -enneally Milan -undera Chan(%Rae Cee Stanislaw Cem $rimo Ce'i #aco' Cind Clarice Cispector 0an McEwan Ba(uib Mahfou* Thomas Mann #an Martel +lberto Mora'ia #ohn Mortimer +lice Munro 0ris Murdoch "ladimir Babo.o' ". S. Baipaul en O.ri Michael OndaatEe +lan $aton Orhan $amu. Cesar $a'ese Santha Rama Rau Mordechai Richler Rainer Maria Ril.e +rundhati Roy Salman Rushdie #ose Sarama(o 0(na*io Silone 0saac ashe'is Sin(er +le/ander Solshenitsyn &raham Swift Biccolo Tucci Mario "ar(as%Closa Elie ,iesel
Contem4orar% and H!stor!$a Wor d L!terat#re

.oetr% ella +.hmadulina +nna +.hmato'a Rafael +lberti #osif rods.y Constantine Ca'afis Odysseus Elytis Federico &arc\a Corca Seamus !eaney Ted !u(hes C*eslaw Milos* &abriela Mistral $ablo Beruda Octa'io $a* #ac1ues $rX'ert +le/ander $ush.in Sal'atore Tuasimodo #uan Ramon Ramire* +rthur Rimbaud $ierre de Ronsard &eor(e Seferis CXopold SXdar Sen(hor ,ole Soyin.a Marina Ts'etae'a $aul "erlaine +ndrei "o*nesens.y Dere. ,alcott @e'(eny @e'tushen.o Drama +lan +yc.bourn #ean +nouilh Fernando +rrabal #ean Cocteau rian Friel +thol Fu(ard #ean &iraudou/ Eu(ene 0onesco #ohn Mortimer #ohn Osborne !arold $inter #ean $aul Sartre $eter Shaffer Tom Stoppard Essa%s&Nonf!$t!on #ulian ell Bart histor C E. !. &ombrich Bart histor C Ste'en !aw.in( BscienceC Mar(aret Caurence Bessa sC Shi'a Baipaul Bessa sC Octa'io $a* Bessa sC Rebecca ,est Bessa sC Simon ,inchester Bscience$ histor C Mar(uerite @ourcenar Bessa sC TeAts from Wor d Re !g!ons +nalects of Confucius ha(a'ad%&ita The ible The -oran oo. of the !opi Tao Te Chin( uddhist te/ts Wen uddhist parables
768

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MASSACHUSETTS CURRICULUM FRAMEWORK

ENGLISH LANGUAGE ARTS AND LITERACY

Grades 70,* Standards for Eng !s" Lang#age Arts

Standards for L!tera$% !n H!stor%&So$!a St#d!es' S$!en$e' and Te$"n!$a S#()e$ts

Massachusetts Department of Elementary and Secondary Education

Mitchell D. Chester, Ed.D. Commissioner

-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

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

3e %deas and Details

Craft and Structure

%ntegration of 3nowledge and %deas

4ange of 4eading and Le5el of /e6t Comple6it

Readin( Standards for Citerature $re%-I4

Craft and Structure

%ntegration of 3nowledge and %deas

4ange of 4eading and Le5el of /e6t Comple6it

Readin( Standards for Citerature $re%-I4

Grade , st#dentsG 3e %deas and Details

Craft and Structure

%ntegration of 3nowledge and %deas

4ange of 4eading and Le5el of /e6t Comple6it

Readin( Standards for Citerature $re%-I4

Grade 8 st#dentsG 3e %deas and Details

Craft and Structure

%ntegration of 3nowledge and %deas

4ange of 4eading and Le5el of /e6t Comple6it

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

.re/K!ndergartners Co der 8/%ear/o ds to %o#nger 1/%ear/o dsDG 3e %deas and Details

Craft and Structure

%ntegration of 3nowledge and %deas

4ange of 4eading and Le5el of /e6t Comple6it

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

Craft and Structure

%ntegration of 3nowledge and %deas

4ange of 4eading and Le5el of /e6t Comple6it

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

Craft and Structure

%ntegration of 3nowledge and %deas

4ange of 4eading and Le5el of /e6t Comple6it

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

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

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

Grade * st#dentsG 1honics and &ord 4ecognition

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

/e6t / pes and 1urposes<

1roduction and Distribution of &riting

4esearch to Build and 1resent 3nowledge

,ritin( Standards $re%-I4

MA232A2 F e(ins in .inder(artenG

1roduction and Distribution of &riting

4esearch to Build and 1resent 3nowledge

4ange of 4eading and Le5el of /e6t Comple6it

,ritin( Standards $re%-I4

MA232A2 ,rite poems with rhyme and repetition.

MA232A2 ,rite stories or poems with dialo(ue.