K 3 English Language Arts/Literacy Core Course Objectives

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1 K 3 English Language Arts/Literacy Core Course Objectives The Massachusetts Department of Elementary and Secondary Education (ESE) partnered with WestEd to convene panels of expert educators to review and develop statements of essential curriculum content,, for approximately 100 different grades/subjects and courses. In conjunction with the Massachusetts Curriculum Frameworks, the CCOs were used by a team of WestEd evaluators to ensure content alignment in the identification and evaluation of example assessments suitable for use as District-Determined Measures (DDMs). Districts can utilize the CCOs themselves or the process of developing CCOs in their own work when selecting DDMs. At each meeting, educators developed highquality CCOs that met the following criteria: Scope: The CCO describes an overarching learning goal. Assess-ability: The CCO describes knowledge, skills, or abilities that are readily able to be measured. are statements that: describe different elements of core, essential content (knowledge, skills, or abilities); are pulled, created, or synthesized from a larger set of curriculum standards; and clarify key knowledge, skills, and abilities that many educators and other content experts working together agree are most critical in that content area, grade, or course. Each CCO should be high-level and represent broad enough learning goals to be taught using a wide variety of instructional tools or methods (scope), while also focused enough that students growth in learning that knowledge or skill can be measured by an assessment (assess-ability). Centrality: The CCO describes a critically important concept, skill, or ability that is central to the subject/grade or course. Relevance: The CCO represents knowledge, skills, and abilities that are consistent with Massachusetts s values and goals. After public review, WestEd s content specialists reviewed the comments submitted by educators and other stakeholders. The CCOs that emerged from this process are presented below. Note: Listed below are the CCOs for ELA/literacy grades K-2. Initial CCO development was focused on high- priority non-tested grades and subjects. Because grade 3 is a tested grade in Massachusetts, it was not included among those grades and subjects targeted for development in summer

2 English Language Arts/Literacy Grade: K 1 Students demonstrate understanding of the organization and basic features of print: a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet. 2 Students demonstrate understanding of spoken words, syllables, and sounds (phonemes): a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) d. Add or substitute individual sounds (phonemes) in simple, one-syllable words, to make new words. 3 Students know and apply grade-level phonics and word analysis skills in decoding words: a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight. d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. 4 Students read emergent-reader texts with purpose and understanding. 5 With prompting and support, students ask and answer questions about key details in both literature and informational texts across the K 1 complexity band. (See Appendix B Common Core Standards for ELA.) 6 Students notice unfamiliar words and ask questions to clarify their meaning based on kindergarten literature and informational reading and content. 7 Students use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 8 Students use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 2

3 9 Students participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups: a. Follow agreed-upon rules for discussion (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. 10 Students demonstrate command of the conventions of standard English grammar and usage when writing or speaking: a. Print many upper- and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). 11 Students demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Note: These Core Course Objectives were developed by Massachusetts educators in summer They are intended to provide districts with information about the content taught in this course. Source document used is as follows: Massachusetts English Language Arts and Literacy Curriculum Framework (2011). 3

4 English Language Arts/Literacy Grade: 1 1 Students ask and answer questions about key details in a text. 2 Students retell stories, including key details (characters, setting, major events, message/lesson) in a story in literature or identify the main topic and retell key details of an informational text. 3 Students read appropriately complex grade-level prose, poetry, and informational texts with sufficient accuracy and fluency to support comprehension. 4 Students demonstrate understanding of spoken words, syllables, and sounds (phonemes): a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 5 Students know and apply grade-level phonics and word analysis skills in decoding words: a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Decode two-syllable words following a basic pattern by breaking the words into syllables. e. Read words with inflectional endings. f. Recognize and read grade-appropriate irregularly spelled words. 6 Utilizing a range of text types, students explain major differences between books that tell stories and books that give information. 7 Students know and use various text features (e.g., illustrations, headings, table of contents, glossaries, icons) to locate key facts and describe information in a text. 8 Students compare and contrast the experiences of characters in stories. 9 Students identify basic similarities and differences between two informational texts on the same topic. 4

5 10 With guidance and support from adults, students focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 11 Students write in a variety of genres, including opinion pieces, narratives, and informative/explanatory texts, that identify a topic, supply appropriately sequenced facts or details, and provide some sense of closure. 12 Students participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and large groups. 13 Students describe people, places, things, and events with relevant details, expressing ideas orally or using drawings or other visual displays to clarify thoughts, ideas, and feelings. 14 Students determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies (e.g., context clues, affixes, and root words). Note: These Core Course Objectives were developed by Massachusetts educators in summer They are intended to provide districts with information about the content taught in this course. Source document used is as follows: Massachusetts English Language Arts and Literacy Curriculum Framework (2011). 5

6 English Language Arts/Literacy Grade: 2 1 Students ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2 By the end of the year, students read and comprehend literature (including stories and poetry), as well as informational texts (including history/social studies, science, and technical subjects) in the grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 3 Students identify or describe the main topic of a multi-paragraph text, the focus of specific paragraphs within the text, and how reasons within the paragraphs support specific points the author makes in the informational text. 4 Students compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. 5 Students compare and contrast the most important points presented by two texts on the same topic. 6 Students know and apply grade-level phonics and word analysis skills in decoding words: a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words. 7 Students write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 8 Students write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 9 Students write narratives in which they recount a well-elaborated event or short sequence of events; include details to describe actions, thoughts, and feelings; use temporal words to signal event order; and provide a sense of closure. 10 With guidance and support from adults and peers, students focus on a topic and strengthen writing as needed by revising and editing. 6

7 11 Students participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups: a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. d. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. 12 Students determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies (e.g., context clues, prefixes, root words, components of compound words, glossaries, and beginning dictionaries). Note: These Core Course Objectives were developed by Massachusetts educators in summer They are intended to provide districts with information about the content taught in this course. Source document used is as follows: Massachusetts English Language Arts and Literacy Curriculum Framework (2011). 7

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