ELA Curriculum Map 2020

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●Appendix D is a bibliography which includes digital and print sources on English language arts and literacy.Literacy in the Context of a Well-Rounded Pre-K–5 CurriculumUnderstanding of language and story begins when babies listen to their parents, family members, siblings, and friends converse, read them stories and poems, sing songs,and play games. Growing up in a literacy-rich environment helps develop vocabulary, social and emotional learning, and knowledge of the world.Opportunities to expand children’s literacy skills, content knowledge and love of reading abound at the elementary school level. The pre-K–5 ELA/Literacy standards includeexpectations for reading, writing, speaking, listening, and language applicable to language arts, mathematics, social studies/civics, science, the arts, social/emotional learning andcomprehensive health, and digital literacy. Access to a comprehensive classroom, school, or public library is a key aspect of building literacy at any level. Librarians and teachers canhelp students find literary and informational texts that will build content knowledge and appeal to individual readers’ interests. Adults can use the suggested author/illustrator lists inAppendix B as a guide to locating well-written texts that explore significant ideas using rich vocabulary and high-quality visual images.Range of Student Reading, Listening, and Viewing in Pre-K– 5Students in pre-K–5 should read texts selected from a broad range of cultures and periods to complement a well-rounded curriculum and appeal to individual readers’ interests.● Literature○ Stories: Includes children’s adventure stories, fantasy stories, mysteries, realistic fiction, and myths, folktales, legends, and fables.○ Drama: Includes staged dialogue and scripts of brief scenes.○ Poetry: Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem.●●●Informational Text○ Literary Nonfiction and Historical, Scientific, Mathematical, and Technical Texts Includes biographies and autobiographies; books and articles about history, socialscience, mathematics, and the arts; book reviews, editorials, and opinion pieces; and technical texts, including directions, forms, and information displayed ingraphs, charts, or maps.○ Note: Some informational books for children on mathematics and science present concepts in the form of imaginative narratives or poems.Multimedia, Video, and Audio Texts○ In order to meet the standards for Speaking and Listening, students should have the opportunity to listen to, view, discuss, and write about recorded or livespeeches, storytelling, performances, and short video documentaries or news reports chosen to complement the curriculum.Literacy and Digital Literacy○ The Massachusetts Standards for Digital Literacy and Computer Science contain Practice 6 (Collaboration) and Practice 7 (Research) and a set of relatedstandards for Digital Tools and Collaboration. These complement, in particular, the ELA/literacy Framework's Writing Standard 6 on Collaboration and Standards 7and 8 on Research. The Digital Literacy Standards for the elementary grades are written for K–2 and 3–5. Literacy and Mathematics In the elementary grades,math is commonly taught by classroom teachers, sometimes with the assistance of a math coach. These educators share the responsibility of making vitalconnections between math and literacy; hence there are references to math in this Framework and references to literacy in the Massachusetts CurriculumFramework for Mathematics. When math is referred to in the ELA/literacy Framework, it is with the assumption that any reading, writing, speaking, and listeningand language work in math will be closely aligned to the grade-level standards for mathematical content and the standards for mathematical practice in theMassachusetts Curriculum Framework for Mathematics.Connections among the Standards for Mathematical Practice and LiteracyThree Standards for Mathematical Practice (SMP) for pre-K–5 have natural connections to literacy:
●●●SMP 2 addresses how students reason abstractly and quantitatively.SMP 3 addresses how students construct mathematical arguments and respond to the arguments of others.SMP 6 addresses precision in the use of mathematical language and symbols.While there is not a one-to-one correspondence between the mathematics and ELA/literacy standards, the following seven College and Career Ready (CCR) Standards forELA/Literacy broadly address similar skills described in the three Standards for Mathematical Practice listed above:● CCR Reading Standard 7: Integrate content presented in diverse media and formats, including visually, and quantitatively, as well as in words.● CCR Writing Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficientevidence.● CCR Writing Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.● CCR Speaking and Listening Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building onothers’ ideas and expressing their own clearly and persuasively.● CCR Speaking and Listening Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.● CCR Speaking and Listening Standard 4: Present information, findings, and supporting evidence such that:○ Listeners can follow the line of reasoning.○ The organization, development, vocabulary, and style are appropriate to task, purpose, and audience.● CCR Language Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing,speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge.An excerpt from the Massachusetts Mathematics Frameworks Standard for Mathematical Practice 2, for PreK–5, Reason abstractly and quantitatively: “Mathematicallyproficient elementary students make sense of quantities and their relationships in problem situations. They can contextualize quantities and operations by using images or stories.They interpret symbols as having meaning, not just as directions to carry out a procedure… Mathematically proficient students know and flexibly use different properties of operations,numbers, and geometric objects. They can contextualize an abstract problem by placing it in a context they then use to make sense of the mathematical ideas.”An excerpt from the Massachusetts Mathematics Frameworks Standard for Mathematical Practice 3, for PreK–5, Construct viable arguments and critique the reasoning ofothers: “Mathematically proficient elementary students construct oral and written mathematical arguments—that is, explain the reasoning underlying a strategy, solution, orconjecture—using concrete referents such as objects, drawings, diagrams, and actions. Arguments may also rely on definitions, previously established results, properties, orstructures… Students can listen to or read the arguments of others, decide whether they make sense, ask useful questions to clarify or improve the arguments, and build on thosearguments.”An excerpt from the Massachusetts Mathematics Frameworks Standard for Mathematical Practice 6, for PreK–5, Attend to precision: “Mathematically proficient elementarystudents communicate precisely to others both orally and in writing. They start by using everyday language to express their mathematical ideas… As they encounter the ambiguity ofeveryday terms, they come to appreciate, understand, and use mathematical vocabulary. Once young students become familiar with a mathematical idea or object, they are ready tolearn more precise mathematical terms to describe it… Elementary students use mathematical symbols correctly and can…use clear and concise notation to record their work.”A Note on Reading, Mathematics, and Literature for Pre-K–5: This Framework uses the term “mathematical texts” in grades pre-K–5 to indicate two types of texts:1. Word problems that put a mathematical idea in the form of a short scenario written in words and symbols.2. Books written for children that present math concepts in the context of a fictional narrative.There are many sources for word problems in print and online: the Massachusetts Mathematics Framework includes many of them as illustrative examples along with thestandards. Deciphering word problems is a skill expected to be taught as part of the math curriculum, either by a classroom teacher or a math specialist.This ELA/Literacy Framework, on the other hand, highlights the other kind of texts, those written as children’s books about math with the purpose of engaging the reader andenriching mathematical knowledge and imagination. This category of math literature includes counting rhymes and riddles, concept books about numbers and shapes for youngreaders as well as books for older students such as Marilyn Burns’ Spaghetti and Meatballs for All, the elegantly illustrated mathematical concept books of Mitsumasa Anno, The Math
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consonant e syllables?How do reader
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Reading Informational TextRI.3.10 B
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WritingW.4.2 Writeinformative/expla
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sentences, recognizing andcorrectin
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events in stories, myths, andtradit
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ELA Curriculum Map 2020

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