Massachusetts Curriculum Framework for English Language Arts ...

In 2007 the Massachusetts Department of Elementary and Secondary
Education convened a team of educators to revise its existing 2001 English
Language Arts Curriculum Framework and, when the Council of Chief State
School Officers (CCSSO) and the National Governors Association (NGA)
began a multi-state standards development project called the Common
Core State Standards initiative in 2009, the two efforts merged. The
Common Core State Standards for English Language Arts and Literacy in
History/Social Studies, Science, and Technical Subjects were adopted by
the Massachusetts Board of Elementary and Secondary Education on July
21, 2010.
Unique Massachusetts Standards and Features
The Massachusetts Curriculum Framework for English Language Arts and
Literacy presents both the Common Core State Standards and standards
and features, identified by an “MA” preceding the standard number, that are
unique to Massachusetts. These unique elements include standards for prekindergartners;
expansions of the Common Core’s glossary and
bibliography; and two sections that suggest appropriate classic and
contemporary authors for different grade-level ranges.
Staff at the Massachusetts Department of Elementary and Secondary
Education worked closely with the Common Core writing team to ensure
that these Massachusetts standards and features were academically
rigorous, comprehensive, and organized in ways to make them useful for
teachers. The pre-kindergarten standards were adopted by the
Massachusetts Board of Early Education and Care on December 14, 2010.
The additional standards and features were adopted by the Massachusetts
Board of Elementary and Secondary Education on December 21, 2010.
The Massachusetts Pre-Kindergarten Standards
The Massachusetts pre-kindergarten standards are guideposts to facilitate
young children’s understanding of the world of language and literature,
writers and illustrators, books and libraries. The preschool/pre-kindergarten
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, Head Start, and public preschools. Some children do not attend any
formal program. In this age group, the foundations of reading, writing,
speaking and listening, and language development are formed during
children’s conversations and informal dramatics, while learning songs and
poems, and from experiences with real objects, as well as while listening to
and “reading” books on a variety of subjects.
The Massachusetts pre-kindergarten standards apply to children who are at
the end of this age group, meaning older four- and younger five-year olds.
The standards—which correspond with the learning activities in the
Massachusetts Guidelines for Preschool Learning Experiences (2003)—can
be promoted through almost all daily activities, from play and exploration
activities to talking about picture books, and should not be limited to
“reading time.”
Breadth of the Pre-K to Grade 12 Standards
The standards in this Framework set requirements not only for English
language arts (ELA) but also for literacy in history/social studies, science,
and technical subjects. Just as students must learn to read, write, speak,
listen, and use language effectively in a variety of content areas, so too
must the standards specify the literacy skills and understandings required
for college and career readiness in multiple disciplines. Literacy standards
for grade 6 and above are predicated on teachers of ELA, history/social
studies, science, and technical subjects using their content area expertise to
help students meet the particular challenges of reading, writing, speaking,
listening, and language in their respective fields. It is important to note that
the 6–12 literacy standards in history/social studies, science, and technical
subjects are not meant to replace content standards in those areas but
rather to supplement them.
The Literate Person of the Twenty-First Century
As a natural outgrowth of meeting the charge to define college and career
readiness, the standards also lay out a vision of what it means to be a
literate person in this century. Indeed, the skills and understandings
students are expected to demonstrate have wide applicability outside the
classroom or workplace. Students who meet the standards readily
undertake the close, attentive reading that is at the heart of understanding
and enjoying complex works of literature. They habitually perform the critical
reading necessary to pick carefully through the staggering amount of
information available today in print and digitally. They actively seek the
wide, deep, and thoughtful engagement with high-quality literary and
informational texts that builds knowledge, enlarges experience, and
broadens worldviews. They reflexively demonstrate the cogent reasoning
and use of evidence that is essential to both private deliberation and
responsible citizenship in a democratic republic. Students who meet the
standards develop the skills in reading, writing, speaking, and listening that
are the foundation for any creative and purposeful expression in language.
Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011 3