ELA and Literacy Curriculum

Standards Implementation

The Massachusetts Curriculum Framework for English Language Arts and Literacy (CCSS) highlights the importance of students reading progressively more complex texts independently and proficiently as they move through the grades, and using evidence from texts when writing analyses, comparing ideas, and conducting research. This emphasis on linking reading and writing is exemplified in Reading Standards (RI, RL) 1, 10, and Writing Standard 9. In order for students to master Reading Standard 10, they need to acquire, understand, and apply academic vocabulary, Language Standard 4.

Curriculum Recommendations

The Boston Public Schools seeks to provide a rigorous English curriculum that supports students in uncovering disciplinary ways of reading and writing. Experienced readers in English focus on characters, interactions, context, scene, language, sensory details, perspectives, themes, questions, images, sensory traces, and predict outcomes based on evidence. 

The Department of English Language Arts and Literacy recommends the use of research and evidence-based direct and explicit core instructional routines in whole/small group, in pairs, and individually where the teacher uses controlled processing. The core instructional routines were selected to increase comprehension, differentiation, and engagement. As research demonstrates optimal learning is achieved when teachers use the Gradual Release of Responsibility Model, instruction in English language arts and literacy is designed to support this notion. Fundations, EL, and StudySync should be used as tools to support standards-based English language arts instruction. Additionally, texts are identified and provided at each grade level based on text type, complexity, and cultural relevance.