HS English Language Arts/Writing to Text Core Course Objectives

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1 HS English Language Arts/Writing to Text 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. 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 for grades 9, 10, 11, and 12. The CCOs for these courses specifically include writing to text. Writing to text also is addressed in CCO sets for other grades, subjects, or courses (e.g., the literacy CCOs for science and social science grades 3-8). Districts exploring options for writing to text in a specific content area or grade should examine the CCOs for that content area or course. 1 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).

2 ELA/Writing to Text English Grade: 9 1 Students analyze how specific details and events develop or advance a theme, characterization, or plot of a grade 9 literary text, and they support their analysis with strong and thorough textual evidence that includes inferences drawn from the text. 2 Students analyze how the structure, syntax, diction, and connotative or figurative meanings of words and phrases inform the central idea or theme of a grade 9 literary text, and they support their analysis with strong and thorough textual evidence that includes inferences drawn from the text. 3 Students analyze how specific details, concepts, or events interact to develop or advance a central idea of a grade 9 informational text, and they support their analysis with strong and thorough textual evidence that includes inferences drawn from the text. 4 Students analyze how cumulative word choice, rhetoric, syntax, diction, and the technical, connotative, or figurative meanings of words and phrases support the central idea or author s purpose of a grade 9 informational text. 5 Students produce clear and coherent writing to craft an argument, in which the development, organization, and style are appropriate to their task, purpose, and audience, using such techniques as the following: introducing precise claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; developing claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns; using words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing; providing a concluding statement or section that follows from and supports the argument presented; and demonstrating command of the conventions of Standard English. 6 Students produce clear and coherent informative/explanatory writing, in which the development, organization, and style are appropriate to their task, purpose, and audience, using such techniques as the following: introducing a topic; organizing complex ideas, concepts, and information to make important connections and distinctions; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension; developing the topic with well-chosen, relevant, and sufficient facts, extended 2

3 definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic; using appropriate and varied transitions to link the major sections of the text, creating cohesion, and clarifying the relationships among complex ideas and concepts; using precise language and domain-specific vocabulary to manage the complexity of the topic; establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing; providing a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic); and demonstrating command of the conventions of Standard English. 7 Students produce clear and coherent narrative writing, in which the development, organization, and style are appropriate to their task, purpose, and audience, using such techniques as the following: engaging and orienting the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; creating a smooth progression of experiences or events; using narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters; using a variety of techniques to sequence events so that they build on one another to create a coherent whole; using precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters; providing a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative; and demonstrating command of the conventions of Standard English. 8 Students conduct both short as well as more sustained research to answer a question or solve a problem by integrating information from multiple sources (print or digital) into a written text, oral presentation, or digital media. 9 Students write routinely over shorter and extended time frames in order to develop and strengthen their writing by attending to the varying tasks, purposes, and audiences of each assignment. 10 Students respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding to make new connections in light of the evidence and reasoning presented. 11 Students evaluate a speaker s point of view, reasoning, and use of evidence, identifying any fallacious reasoning or exaggerated or distorted evidence. 3

4 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). 4

5 ELA/Writing to Text English Grade: 10 1 Students analyze how specific details and events develop or advance the theme, characterization, or plot of a grade 10 literary text, and they support their analysis with strong and thorough textual evidence that includes inferences drawn from the text. 2 Students analyze how structure, syntax, diction, and connotative or figurative meanings of words and phrases inform the central idea or theme of a grade 10 literary text, and they support their analysis with strong and thorough textual evidence that includes inferences drawn from the text. 3 Students analyze how specific details, concepts, or events interact to develop or advance a central idea of a grade 10 informational text, and they support their analysis with strong and thorough textual evidence that includes inferences drawn from the text. 4 Students analyze how elements such as cumulative word choice, rhetoric, syntax, diction, and connotative, figurative, or technical meanings of words and phrases inform the central ideas or author s claims in a grade 10 informational text. 5 Students produce clear and coherent writing to develop an argument, in which the development, organization, and style are appropriate to their task, purpose, and audience, using such techniques as the following: introducing precise claim(s), distinguishing the claim(s) from alternate or opposing claims, and creating an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; developing claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns; using words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing; providing a concluding statement or section that follows from and supports the argument presented ; and demonstrating command of the conventions of Standard English. 5

6 6 Students produce clear and coherent informative/explanatory writing, in which the development, organization, and style are appropriate to their task, purpose, and audience, using such techniques as the following: introducing a topic; organizing complex ideas, concepts, and information to make important connections and distinctions; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension; developing the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic; using appropriate and varied transitions to link the major sections of the text, to create cohesion, and to clarify the relationships among complex ideas and concepts; using precise language and domain-specific vocabulary to manage the complexity of the topic; establishing and maintaining a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing; providing a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic); and demonstrating command of the conventions of Standard English. 7 Students produce clear and coherent narrative writing, in which the development, organization, and style are appropriate to their task, purpose, and audience, using such techniques as the following: engaging and orienting the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; creating a smooth progression of experiences or events; using narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters; using a variety of techniques to sequence events so that they build on one another to create a coherent whole; using precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters; providing a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative; and demonstrating command of the conventions of Standard English. 6

7 8 Students conduct and apply research practices on an appropriate grade 10 topic that include: gathering and synthesizing relevant information from multiple authoritative sources (print and digital); using advanced search resources and practices effectively; integrating findings into a written text or oral presentation; and citing sources appropriately. 9 Students initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively by employing such skills as the following: coming to discussions prepared, having read and researched material under study; explicitly drawing on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas; propelling conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporating others into the discussion; and clarifying, verifying, or challenging ideas and conclusions; and responding thoughtfully to diverse perspectives, summarizing points of agreement and disagreement, and, when warranted, qualifying or justifying their own views and understanding to make new connections in light of the evidence and reasoning presented. 10 Students present information, findings, and supporting evidence clearly, concisely and logically in a manner appropriate to purpose, audience, and task, making strategic use of digital media. 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

8 ELA/Writing to Text English Grade: 11 1 Students evaluate how one or more elements of a story or drama develop and impact the meaning of the text (e.g., where a story is set, how the action is ordered, or how the characters are introduced and developed) by supporting their analysis with strong and thorough textual evidence that includes inferences drawn from the text. 2 Students analyze the aesthetic impact of word choice and structure on the overall meaning of a literary text, considering the effect of these choices on meaning and tone. 3 Students identify two or more central ideas of a text and analyze their development, including the ways in which they interact and build on one another over the course of the text, and they support their analysis with strong and thorough textual evidence, as well as inferences drawn from the text. 4 Students analyze and evaluate the effectiveness of an author s use of structure, word choice, and reasoning to accomplish his or her purpose in an exposition or argument. 5 Students produce clear and coherent written arguments, in which the development, organization, and style are appropriate to task, purpose, and audience, and where the arguments do the following: introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases; use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing; provide a concluding statement or section that follows from and supports the argument presented; and demonstrate command of the conventions of Standard English. 8

9 6 Students produce clear and coherent informative/explanatory texts, in which the development, organization, and style are appropriate to task, purpose, and audience, and where the students informative/explanatory texts do the following: introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension; develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic; use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts; use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing; provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic); and demonstrate command of the conventions of Standard English. 7 Students write clear and coherent narratives to explain and interpret events or experiences by 1) using effective techniques, well-chosen details, and well-structured event sequences, and by 2) revising as needed to ensure that development, organization, and style are appropriate to task, purpose, and audience. 8 Students effectively engage in a multi-step research process on a substantive grade 11 topic by doing the following: gathering and synthesizing relevant information from multiple authoritative print and digital sources, using advanced searches effectively; evaluating the validity and relevance of each source; and integrating findings into a written text or oral presentation; and following a standard format for citation 9 Students participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 11 topics, texts, and issues, building on others ideas and expressing their own ideas clearly and persuasively by: working with peers to promote civil, democratic discussions and decision-making; posing and responding to questions that probe reasoning and evidence, and promote divergent and creative perspectives; responding thoughtfully to diverse perspectives; and synthesizing comments, claims, and evidence made on all sides of an issue and determining what additional information or research is needed. 9

10 10 Students present information, findings, and supporting evidence to an audience by conveying a clear and distinct perspective so that listeners can follow the line of reasoning and provide alternative or opposing perspectives as appropriate and with organization, development, substance, and style appropriate to purpose, audience, and task (formal or informal) at hand. 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). 10

11 ELA/Writing to Text English Grade: 12 1 Students analyze and draw conclusions about authors choices concerning language and structure in grade 12 literary texts, such as: figurative and connotative meanings of words and phrases; the impact of specific word choices on meaning and tone; narrative structural choices (e.g., order of events, manipulation of time); and distinguishing what is directly stated in a text from what is really meant. 2 Students analyze the word choice, structure, and style of a grade 12 text in order to evaluate the effectiveness of an exposition or argument. 3 Students explain how two or more grade 12 texts address similar themes and/or central ideas by comparing and contrasting the treatment of the themes and/or central ideas in each work, and by supporting their analysis with strong and thorough textual evidence that includes inferences drawn from the text. 4 Students produce clear and coherent writing to develop an argument, in which the development, organization, and style are appropriate to task, purpose, and audience, and where the argument does the following: introduces precise, knowledgeable claim(s), establishes the significance of the claim(s), distinguishes the claim(s) from alternate or opposing claims, and creates an organization that logically sequences claim(s), counterclaims, reasons, and evidence; develops claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases; uses words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; establishes and maintains a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing; provides a concluding statement or section that follows from and supports the argument presented; and demonstrates command of the conventions of Standard English. 11

12 5 Students produce clear and coherent informative/explanatory writing, in which the development, organization, and style are appropriate to task, purpose, and audience, and where the writing does the following: introduces a topic; organizes complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole, including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension; develops the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic; uses appropriate and varied transitions and syntax to link the major sections of the text to create cohesion and clarify the relationships among complex ideas and concepts; uses precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; establishes and maintains a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing; provides a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic); and demonstrates command of the conventions of Standard English. 6 Students produce clear and coherent narrative writing, in which the development, organization, and style are appropriate to task, purpose, and audience, and where the writing does the following: engages and orients the reader by setting out a problem, situation, or observation and its significance by establishing one or multiple point(s) of view, and introducing a narrator and/or characters; creates a smooth progression of experiences or events; uses narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters; uses a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution); uses precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters; provides a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative; and demonstrates command of the conventions of Standard English. 12

13 7 Students conduct and apply research practices on appropriate grade 12 topics, including the following: gathering relevant information from multiple authoritative print and digital sources; using advanced searches effectively; assessing the strengths and limitations of each source in terms of the task, purpose, and audience; integrating and applying findings to different media (such as oral presentations, visual presentation, or written text); and following a standard format for citation. 8 Students initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively, including the following: explicitly referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas; working with peers to o promote civil, democratic discussions and decision-making; o set clear goals and deadlines; and o establish individual roles as needed; propelling conversations by posing and responding to questions that o probe reasoning and evidence; o ensure a hearing for a full range of positions on a topic or issue; o clarify, verify, or challenge ideas and conclusions; and o promote divergent and creative perspectives; and responding thoughtfully to diverse perspectives; synthesizing comments, claims, and evidence made on all sides of an issue; resolving contradictions when possible; and determining what additional information or research is required to deepen the investigation or complete the task. 9 Students present information, findings, and supporting evidence, making strategic use of digital media, and conveying a clear and distinct perspective, such that listeners can follow the line of reasoning. Alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. 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). 13

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