LANGUAGE ARTS

Description

• expression écrite - matière potentielle : strategies
• exposé
• leçon - matière potentielle : strategies
• expression écrite
• expression écrite - matière potentielle : journal
• leçon - matière potentielle : sentence
• expression écrite - matière potentielle : process
• expression écrite - matière potentielle : expository styles of essay
• expression écrite - matière potentielle : sentence

LANGUAGE ARTS VISION As a result of the TFA Language Arts education, students are exposed to a variety of literature: Christian fiction, apologetic writing, secular novels, historically-based literature, historical documentation, prose, poetry, personal narratives, and a wide array of Children's literature. The systematic targeting of organizational skills, analytical thinking, and editing skills woven throughout the Language Arts curriculum enhances the success of the students.

• continuation of focus on the further development of the writing process
• project presentations
• overall development
• application of spelling strategies
• effective application of phonics skills
• effective application of a variety of comprehension strategies
• evaluation of written work
• demonstration
• strategies
• skills

Sujets

• Stratégies
• Exposé
• Journal
• Sentence
• Process
• Démonstration
• Writing

Informations

• Publié par: niphang
• Nombre de lectures: 34
• Langue: English

Extrait

Massachusetts

English Language Arts

Curriculum

Framework

June 2001
Dear Colleagues:
I am pleased to present to you the Massachusetts English Language Arts Curriculum Framework
that was approved by the Board of Education in November 2000.
Many people have assisted in creating this outstanding document. We drew on comments from
many teachers, administrators, and specialists on both the 1997 framework and drafts of this
framework. We also drew on the work of a committee of educators from school districts across the
state. They revised this document while they continued to do their full-time jobs in their districts.
Department of Education staff members unified their ideas and prepared the drafts of this frame­
work, including its introductory and concluding material.
All these efforts have made the very good 1997 framework even better. It provides more guidance
on the standards for each grade span. It also provides learning standards for beginning reading,
PreK–3. It further emphasizes reading and writing skills across all grade levels. For the most part,
the grade 9–10 learning standards have not been changed in order to keep expectations consistent
for the grade 10 English Language Arts assessment.
I encourage you to read this document with your colleagues and to work with it as you develop
units and lessons for your classrooms. This framework offers you a comprehensive tool for planning
your English language arts curriculum.
Sincerely yours,
David P. Driscoll
Commissioner of Education
Massachusetts English Language Arts Curriculum Framework June 2001 iii Table of Contents

Introduction 1
Guiding Principles 3
General Standards 7
Language Strand 11
Reading and Literature Strand 27
Composition Strand 69
Media Strand 93
Appendix A:
Suggested Authors, Illustrators, and Works Reflecting

our Common Literary and Cultural Heritage
99
Appendix B:
Suggested Authors and Illustrators of

Contemporary American Literature and World Literature
107
Appendix C:

On Reading and Writing
115
Appendix D:

Research on Reading
119
Appendix E:

The Limited English Proficient Student in the English Language Arts Classroom
121
Appendix F:

Glossary of Terms
123
Appendix G:

Selected Annotated Resources
135
Endnotes 138
Massachusetts English Language Arts Curriculum Framework June 2001 vIntroduction

This English Language Arts Curriculum Framework is one of seven documents created to
advance educational reform in Massachusetts. It reflects the work of PreK–12 educators and
consultants throughout the state in collaboration with staff from the Massachusetts Department of
Education.
Organization of the Document
The ten Guiding Principles articulate a set of beliefs about the teaching, learning, and assessing
of speaking, viewing, listening, reading, and writing. The English language arts are organized into
four Strands, or content areas: Language, Reading and Literature, Composition, and Media. The
27 General Standards —broad statements that outline what students should know and be able to
do in English language arts—are separated into Learning Standards for PreK–2, 3–4, 5–6, 7–8,
9–10, and 11–12. General Standards for vocabulary (4), reading (7 and 8) and for composition (19
and 22) have been further divided into PreK–K and 1–2 clusters.
A Rationale follows each General Standard. Examples, written in italics and following many
Learning Standards, show how standards might be addressed in the classroom. Learning
Scenarios, or extended examples, are interspersed throughout the text to show how Learning
Standards might be combined in a unit of study for the classroom. Teachers are free to adapt these
examples and scenarios for their own purposes in planning units and lessons, but they should not
feel constrained to use them.
Appendix A presents a list of suggested authors and works reflecting our common literary and
cultural heritage. Appendix B presents lists of suggested contemporary authors from the United
States as well as past and present authors from other countries and cultures. Appendices C–G
provide information on a number of topics related to this framework and its development, including
a Glossary of Terms explaining words and phrases found in the framework.
Development of the Document
These General Standards and Learning Standards are based upon those in the Massachusetts
English Language Arts Curriculum Framework published in 1997. In accordance with the
Education Reform Act requirement that the English Language Arts standards be reviewed and
revised periodically, a review panel of teachers, administrators, and Department of Education staff
was convened in the fall of 1999. The Department of Education published a draft of revised standards
that was approved for public comment in May 2000. After receiving and incorporating public
comment, the review panel completed a revision of the introductory sections, strand introductions,
and appendices in the fall of 2000. Experts assisted the review panel in its work on early reading
text and on Appendices A and B.
(continued on next page)
Massachusetts English Language Arts Curriculum Framework June 2001 1 Purpose of the Document
This framework is designed to guide local school district personnel in the development of effective
English language arts curricula. It is based on two important concepts. First, learning in English
language arts is recursive. That is, students at every grade level apply similar language skills and
concepts as they use increasingly more complex materials. In this way, students build upon and
refine their knowledge, gaining sophistication and independence as they grow. Second, although
represented separately in the framework, the strands—Language, Reading and Literature,
Composition, and Media—are, in fact, interdependent. Each strand intertwines with and supports
the others. Students might at any time read and write, view and discuss, or interpret and perform
in order to understand and communicate meaning. Thus, at all grade levels, effective English
language arts curriculum units weave together skills and concepts from several strands to support
student learning.
2 Massachusetts English Language Arts Curriculum Framework June 2001 Guiding Principles

The following principles are philosophical statements that underlie every strand and standard of
this curriculum framework. They should guide the construction and evaluation of English language
arts curricula.
Guiding Principle 1
An effective English language arts curriculum develops thinking and language
together through interactive learning.
Effective language use both requires and extends thinking. As learners listen to a speech, view a
documentary, discuss a poem, or write an essay, they engage in thinking. The standards in this
framework specify the intellectual processes that students draw on as they use language. Students
develop their ability to remember, understand, analyze, evaluate, and apply the ideas they
encounter in the English language arts and in all the other disciplines when they undertake
increasingly challenging assignments that require them to write or speak in response to what they
are learning.
Guiding Principle 2
An effective English language arts curriculum develops students’ oral language
and literacy through appropriately challenging learning.
A well planned English language arts instructional program provides students with a variety of
oral language activities, high-quality and appropriate reading materials, and opportunities to work
with others who are reading and writing. In the primary grades, systematic phonics instruction
and regular practice in applying decoding skills to decodable materials are essential elements of
the school program. Reading to preschool and primary grade children plays an especially critical
role in developing children’s vocabulary, their knowledge of the natural world, and their apprecia­
tion for the power of the imagination. Beyond the primary grades, students continue to refine their
skills through speaking, listening, viewing, reading, and writing.
Massachusetts English Language Arts Curriculum Framework June 2001 3 Guiding Principle 3
An effective English language arts curriculum draws on literature from
many genres, time periods, and cultures, featuring works that reflect our
common literary heritage.
American students need to become familiar with works that are part of a literary tradition
going back thousands of years. Students should read literature reflecting the literary and civic
heritage of the English-speaking world. They also should gain broad exposure to works from
the many communities that make up contemporary America as well as from countries and cultures
throughout the world. Appendix A of this framework presents a list of suggested authors or works
reflecting our common literary and cultural heritage. Appendix B presents lists of suggested
contemporary authors from the United States, as well as past and present authors from other
countries and cultures. A comprehensive literature curriculum contains works from both
appendices.
In order to foster a love of reading, English language arts teachers en