Resource Guide To The Massachusetts Curriculum Frameworks .
Reading LiteratureGradeStandardsEntry PointsAccess SkillsPre-KPage 10Pages 15 – 18Pages 15 – 16KPage 11Pages 15 – 181Page 12Pages 15 – 182Page 13Pages 15 – 183Page 14Pages 15 – 184Page 19Pages 21 – 225Page 20Pages 21 – 226Page 23Pages 26 – 277Page 24Pages 26 – 278Page 25Pages 26 – 279-10Page 28Pages 30 – 3111-12Page 29Pages 30 – 31Resource Guide to the 2017 Massachusetts Curriculum Frameworks for Students with Disabilities8ENGLISH LANGUAGE ARTS AND LITERACYFall 2020
CONTENT AREA English Language ArtsSTRAND Reading – LiteratureClusterKey Ideas andDetailsCraft andStructureIntegration ofKnowledgeand IdeasRange ofReading andLevel of TextComplexityAnchor StandardsEnglish Language ArtsReadingCollege and Career ReadinessAnchor Standards for ReadingStandards as writtenCCRA.R.1Read closely to determine what a text states explicitly and to make logicalinferences from it; cite specific textual evidence when writing or speaking tosupport conclusions drawn from a text.CCRA.R.2Determine central ideas or themes of a text and analyze their development;summarize the key supporting details and ideas.CCRA.R.3Analyze how and why individuals, events, and ideas develop and interact over thecourse of a text.CCRA.R.4Interpret words and phrases as they are used in a text, including determiningtechnical, connotative, and figurative meanings, and analyze how specific wordchoices shape meaning or tone.CCRA.R.5Analyze the structure of texts, including how specific sentences, paragraphs, andlarger portions of a text relate to each other and the whole.CCRA.R.6Assess how point of view or purpose shapes the content and style of a text.CCRA.R.7Integrate and evaluate content presented in diverse media and formats, includingvisually and quantitatively, as well as in words.[1]CCRA.R.8Delineate and evaluate the argument and specific claims in a text, including thevalidity of the reasoning as well as the relevance and sufficiency of the evidence.CCRA.R.9Analyze how two or more texts address similar themes or topics in order to buildknowledge or to compare the approaches the authors take.CCRA.R.10Independently and proficiently read and comprehend complex literary andinformational texts.Resource Guide to the 2017 Massachusetts Curriculum Frameworks for Students with Disabilities9ENGLISH LANGUAGE ARTS AND LITERACYFall 2020
CONTENT AREA English Language ArtsSTRAND Reading – LiteratureCraft andStructureIntegration ofKnowledgeand IdeasRange ofReading andLevel of TextComplexityReading - LiteraturePre-KindergartenClusterKey Ideas andDetailsPre-KindergartenEnglish Language ArtsStandards as writtenRL.PK.1With prompting and support, ask and answer questions about a story or poem readaloud.RL.PK.2With prompting and support, retell a sequence of events from a story read aloud.RL.PK.3With prompting and support, act out characters and events from a story or poemread aloud.RL.PK.4With prompting and support, ask and answer questions about unfamiliar words in astory or poem read aloud. (See pre-kindergarten Language Standards 4–6 onapplying knowledge of vocabulary to reading.)RL.PK.5Show awareness of the rhythmic structure of a poem or song by clapping orthrough movement.RL.PK.6With prompting and support, “read” the illustrations in a picture book by describinga character or place depicted, or by telling how a sequence of events unfolds.RL.PK.7With prompting and support, make predictions about what happens next in apicture book after examining and discussing the illustrations.For example, students listen as their teacher reads Jump, Frog, Jump by RobertKalan. When each creature comes to the pond and hints at the next hazard forFrog, the teacher pauses in the reading and asks students to use the pictures andtheir prior knowledge to make a prediction about what will happen next. (RL.PK.6,RL.PK.7)RL.PK.8(Not applicable.)RL.PK.9With prompting and support, make connections between a story or poem and theirown experiences.RL.PK.10Listen actively as an individual and as a member of a group to a variety of ageappropriate literature read aloud.Resource Guide to the 2017 Massachusetts Curriculum Frameworks for Students with Disabilities10ENGLISH LANGUAGE ARTS AND LITERACYFall 2020
KindergartenEnglish Language ArtsCONTENT AREA English Language ArtsSTRAND Reading – LiteratureKindergartenClusterKey Ideas andDetailsReading - LiteratureStandards as writtenRL.K.1With prompting and support, ask and answer questions about key details in a text.RL.K.2With prompting and support, retell familiar stories, including key details.For example, after hearing their teacher read and show the illustrations in GeraldMcDermott’s picture book version of a traditional African tale, Anansi the Spider,students retell the folktale about the clever spider Anansi and draw pictures toillustrate characters and their interactions at important points in the story. (RL.K.2,RL.K.3, W.K.3)Craft andStructureRL.K.3With prompting and support, identify characters, settings, and major events in astory.RL.K.4Ask and answer questions about unknown words in a text. (See kindergartenLanguage Standards 4–6 on applying knowledge of vocabulary to reading.)RL.K.5Recognize common types of texts and characteristics of their structure (e.g., storyelements in books; rhyme, rhythm, and repetition in poems).For example, students read with their teacher two texts about foods that are made,eaten, and enjoyed all around the world: pancakes. The two texts are TomieDePaola’s book Pancakes for Breakfast and Christina Rossetti’s poem “Mix aPancake.” After discussing the two texts, students explain how they knew from thestructure of each work that the first text was a story and the second a poem.(RL.K.5, SL.K.1)Integration ofKnowledgeand IdeasRange ofReading andLevel of TextComplexityRL.K.6With prompting and support, explain that reading the cover or title page is how tofind out who created a book; name the author and illustrator of a book and definethe role of each in telling the story.RL.K.7With prompting and support, describe the relationship between illustrations and thestory in which they appear (e.g., what moment in a story an illustration depicts).RL.K.8(Not applicable.)RL.K.9With prompting and support, compare and contrast the adventures and experiencesof characters in familiar stories.RL.K.10Actively engage in group reading activities with purpose and understanding.Resource Guide to the 2017 Massachusetts Curriculum Frameworks for Students with Disabilities11ENGLISH LANGUAGE ARTS AND LITERACYFall 2020
Grade 1English Language ArtsCONTENT AREA English Language ArtsSTRAND Reading – LiteratureGrade 1ClusterKey Ideas andDetailsCraft andStructureReading - LiteratureStandards as writtenRL.1.1Ask and answer questions about key details in a text.RL.1.2Retell stories, including key details, and demonstrate understanding of theircentral message or lesson.RL.1.3Describe characters, settings, and major events in a story, using key details.RL.1.4Identify words and phrases in stories or poems that suggest feelings or appeal tothe senses. (See grade 1 Language Standards 4–6 on applying knowledge ofvocabulary to reading.)RL.1.5Identify characteristics of common types of stories, including folktales and fairytales.For example, in a study of folktales as a genre, students listen to and read alongwith the teacher the traditional poem, “The Fox’s Foray,” noting the repetition,rhythm, and rhyme. After performing a choral reading of another version of thepoem, “The Fox Went Out One Chilly Night,” they read more traditional talesfeaturing foxes and write opinion pieces about the character of the fox in thetales they have read. (RL.1.5, RL.1.9, W.1.1, L.1.6)RL.1.6Integration ofKnowledgeand IdeasIdentify who is telling the story at various points in a text.RL.1.7Use illustrations and details in a story to describe its characters, setting, orevents.RL.1.8(Not applicable. For expectations regarding central messages or lessons instories, see RL.2.)RL.1.9Compare and contrast the adventures and experiences of characters in stories.For example, students read or listen to audiobooks of several picture books byone author/illustrator, such as Beatrix Potter, Dr. Seuss, William Steig, Eric Carle,Ezra Jack Keats, Jerry Pinkney, or Mo Willems, and make a list of the similaritiesthey notice in the books. (RL.1.9, W.1.10)Range ofReading andLevel of TextComplexityRL.1.10With prompting and support, read and comprehend literary texts representing avariety of genres, cultures, and perspectives and exhibiting complexityappropriate for at least grade 1. (See more on qualitative and quantitativedimensions of text complexity.)Resource Guide to the 2017 Massachusetts Curriculum Frameworks for Students with Disabilities12ENGLISH LANGUAGE ARTS AND LITERACYFall 2020
CONTENT AREA English Language ArtsSTRAND Reading – LiteratureCraft andStructureReading - LiteratureGrade 2ClusterKey Ideas andDetailsGrade 2English Language ArtsStandards as writtenRL.2.1Ask and answer such questions as who, what, where, when, why, and how todemonstrate understanding of key details in a text.RL.2.2Retell stories, including fables and folktales from diverse cultures, and determinetheir central message, lesson, or moral.RL.2.3Describe how characters in a story respond to major events and challenges.RL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeatedlines) supply rhythm and meaning in a story, poem, or song. (See grade 2Language Standards 4–6 on applying knowledge of vocabulary to reading.)For example, students learn the traditional nursery rhyme “As I was going to St.Ives” and point out how its repetitions of sounds affect the meaning and help themfind the answer to the mathematical puzzle posed by the speaker in the poem.(RL.2.1, RL.2.4)Integration ofKnowledgeand IdeasRange ofReading andLevel of TextComplexityRL.2.5Describe the overall structure of a story, including describing how the beginningintroduces the story and the ending concludes the action.RL.2.6Explain what dialogue is and how it can reveal characters’ thoughts andperspectives.RL.2.7Use information gained from the illustrations and words in a print or digital text todemonstrate understanding of its characters, setting, or plot.RL.2.8(Not applicable. For expectations regarding central messages, lessons, or morals instories, see RL.2.)RL.2.9Compare and contrast two or more versions of the same story (e.g., Cinderellastories) by different authors or from different cultures.RL.2.10Independently and proficiently read and comprehend literary texts representing avariety of genres, cultures, and perspectives and exhibiting complexity appropriatefor at least grade 2. (See more on qualitative and quantitative dimensions of textcomplexity.)Resource Guide to the 2017 Massachusetts Curriculum Frameworks for Students with Disabilities13ENGLISH LANGUAGE ARTS AND LITERACYFall 2020
Grade 3English Language ArtsCONTENT AREA English Language ArtsSTRAND Reading – LiteratureGrade 3ClusterKey Ideas andDetailsReading - LiteratureStandards as writtenRL.3.1Ask and answer questions to demonstrate understanding of a text, referringexplicitly to the text as the basis for the answers.RL.3.2Retell stories, including fables, folktales, and myths from diverse cultures;determine the central message, lesson, or moral and explain how it is conveyedthrough key details in a text.For example, students read versions of classic fables attributed to Aesop, discussinghow the stories can be told differently, yet have the same moral. Then they read acollection of modern fables, told mostly in dialogue, by Arnold Lobel. Studentspractice reading the fables aloud in pairs to develop fluency and expression, andthen write a script from a fable to perform. By the end of the unit, students canexplain what fables are, why they have endured over thousands of years, and howthey reflect human experience. (RL.3.2, RL.3.9, RF.3.4, W.3.10, L.3.6)Craft andStructureIntegration ofKnowledgeand IdeasRange ofReading andLevel of TextComplexityRL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) andexplain how their actions contribute to the sequence of events.RL.3.4Determine the meaning of words and phrases as they are used in a text,distinguishing literal from figurative language. (See grade 3 Language Standards 4–6 on applying knowledge of vocabulary to reading.)RL.3.5Identify common structural elements of fiction (e.g., problem, solution); describehow each successive part of a text builds on earlier sections.RL.3.6Distinguish their own point of view from that of a text’s narrator or those of itscharacters.RL.3.7Explain how specific aspects of a text’s illustrations contribute to what is conveyedby the words in a story (e.g., create mood, emphasize aspects of a character orsetting).RL.3.8(Not applicable. For expectations regarding central messages, lessons, or morals instories, see RL.2.)RL.3.9Compare and contrast the themes, settings, and plots of stories written by thesame author about the same or similar characters (e.g., in books from a series).RL.3.10Independently and proficiently read and comprehend literary texts representing avariety of genres, cultures, and perspectives and exhibiting complexity appropriatefor at least grade 3. (See more on qualitative and quantitative dimensions of textcomplexity.)Resource Guide to the 2017 Massachusetts Curriculum Frameworks for Students with Disabilities14ENGLISH LANGUAGE ARTS AND LITERACYFall 2020
ENTRY POINTS and ACCESS SKILLS toReading Standards for Literature in Grades Pre-K–3Less ComplexACCESS SKILLSThe student will:Key Ideasand Details Respond tomaterialsrepresenting a keyidea or detail in astory, poem,folktale, or mythTrack (shift focusfrom materials tospeaker) materialsrepresenting a keyidea or detail in astory, poem,folktale, or mythGrasp (hold)materialsrepresenting a keyidea or detail in astory, poem,folktale, or mythRelease or give toanother personmaterialsrepresenting a keyidea or detail in astory, poem,folktale, or mythMove materialsrepresenting a keyidea or detail in astory, poem,folktale, or mythOrient ormanipulate materialrepresenting a keyidea or detail in astory, poem,folktale, or mythMore ComplexThe student will:ENTRY POINTSThe student will:For literary text readby the student, or tothe student, orcommunicated in thestudent’s primary modeof communication:For literary text readby the student, or tothe student, orcommunicated in thestudent’s primary modeof communication:1. Key Details: Illustrate eventsfrom a literary text Identify eventsfrom a literary text(e.g., story orpoem) Illustrate thesetting in a literarystory Identify setting in aliterary text Answer generalquestions aboutdetails and/orevents in a literarytext1. Key Details: Identify key detailsin a literary text(e.g., story orpoem) Describe the settingin a literary text(i.e., time and/orplace) Identify the maintopic and retell keydetails of a literarytext2. Central Theme: Retell events from aliterary text3. CharacterAnalysis: Identify the maincharacter(s) in aliterary text2. Central Theme: Order the sequenceof events from aliterary text3. CharacterAnalysis: Describe the maincharacter(s) in aliterary textThe student will:For literary text readby the student, or tothe student, orcommunicated in thestudent’s primarymode ofcommunication:1. Key Details: Produce relevantquestions about aliterary text2. Central Theme: Describe the centralmessage of aliterary text Identify a lessonlearned from afolktale, fable, ormyth Summarize the plotof a literary text3. CharacterAnalysis: Identify the motivesand/or traits of themain character(s) ina literary textContinue to addressskills and concepts thatapproach grade-levelexpectations in thisclusterResource Guide to the 2017 Massachusetts Curriculum Frameworks for Students with Disabilities15ENGLISH LANGUAGE ARTS AND LITERACYFall 2020
ACCESS SKILLS (continued) forReading Standards for Literature in Grades Pre-K–3Less ComplexKey Ideasand Details(continued) More ComplexACCESS SKILLSThe student will:Functionally use materials representing a key idea or detail in a story,poem, folktale, or myth (e.g., orients book, advances pages, etc.)Locate partially hidden or out of sight objects or materials representing akey idea or detail in a story, poem, folktale, or myth representingConstruct or assemble materials related to a key idea or detail in a story,poem, folktale, or mythActivate device in an activity related to a key idea or detail in a story,poem, folktale, or mythImitate action in an activity related to a key idea or detail in a story,poem, folktale, or mythInitiate cause and effect response in an activity related to a key idea ordetail in a story, poem, folktale, or mythSustain activity through response related to a key idea or detail in astory, poem, folktale, or mythGain attention in an activity related to a key idea or detail in a story,poem, folktale, or mythMake a request in an activity related to a key idea or detail in a story,poem, folktale, or mythChoose from an array of errorless choices related to a key idea or detailin a story, poem, folktale, or myth (e.g., choose a book)Use one object to act on another in an activity related to a key idea ordetail in a story, poem, folktale, or myth (e.g., use a pointer to tap)Attend visually, aurally, or tactilely to materials a key idea or detail in astory, poem, folktale, or myth representingChoose from an array of errorless choices of books, related to literatureENTRY POINTSThe student will:Resource Guide to the 2017 Massachusetts Curriculum Frameworks for Students with Disabilities16ENGLISH LANGUAGE ARTS AND LITERACYFall 2020
ENTRY POINTS toReading Standards for Literature in Grades Pre-K–3Less ComplexThe student will:Craft andStructure4. Word Meaning: Illustrate the meaning ofwords encountered in aliterary text (e.g., story orpoem) Illustrate the meaning ofphrases, and/or sentencesencountered in a literary text Sort words from a literarytext that elicit a sensoryresponse into one or more ofthe five sensory groups(smells, sounds, tastes,textures, sights) Select the word(s) related toone or more of the sensesfrom a literary passage orillustration Identify figurative languagein a literary text (e.g., arms of a tree)5. Text Structure: Identify rhyming words in anursery rhyme Identify repeated words andsounds in poetry Identify differences betweenstories and poems Identify the beginning andend of a literary textIntegrationofKnowledgeand Ideas6. Point of View: Identify different charactersin the literary text by theirvoices Identify the narrator of aliterary text7. Content Integration/Analysis: Describe images orillustrations in a literary text Predict, with clues andpictures, which event(s) willoccur next in a literary text8. Argument Analysis: (Not applicable to literature)More ComplexThe student will:4. Word Meaning: Identify the sensoryresponse associated with aliterary work Choose expressions from aliterary text that usefigurative language5. Text Structure: Make comparisons betweenworks of poetry and prose Identify rhyming words in apoem or literary text Identify repeated words orphrases in a literary text Complete a repeated phraseor word in a literary text orpoem Identify the rhythm (beats)of a poem Identify common elements infolktales, myths, and fables6. Point of View: Name a character who is“speaking” in a literary text Determine the point of viewof the narrator in a poem orliterary text Express personal point ofview about a character in aliterary text7. Content Integration/Analysis: Match images or illustrationsto a literary text Associate an illustration withan idea from a literary text8. Argument Analysis: (Not applicable to literature)The student will:4. Word Meaning: Determine the meaning of anexpression that usesfigurative language(butterflies in my stomach) ina literary text Describe a sensory responseassociated
Resource Guide to the 2017 Massachusetts Curriculum Frameworks for Students with Disabilities Fall 2020 ENGLISH LANGUAGE ARTS AND LITERACY 12. CONTENT AREA English Language Arts STRAND Reading – Literature . Grade 1 Cluster Standards as written Key Ideas and Details
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
