ABE Scope and Sequence Template for an ELA Class Level
INSTRUCTIONS FOR USING THIS TEMPLATE:
 This template is intended to capture an ELA scope and sequence to guide one class level.
 The format may be adapted to your own needs as long as the scope and sequence includes an introduction and
all of the elements in the left-hand column of the chart.
 The template explains each of the required elements of a scope and sequence on pages 2-3, followed by a blank
template on pages 4-6, and a document intended to capture alignment to the ELA CCRSAE on pages 7-10.
 Programs may find it easiest to begin with an intermediate class level rather than a Beginning Literacy level.
Once the scope and sequence information is entered into the template for an intermediate level, the next step
for programs would be to complete the class levels on either side (below and above) taking care to align the
levels and prevent any learning gaps. Once all levels are completed, the program will have a scope and sequence
to guide all levels of ELA instruction.
 Teacher discussion and engagement are important in the development process.
 The template is set up so that the document header may be changed to indicate the correct program name, ELA
class level, and GLE for this class level.
 Once filled in, you may wish to print your scope and sequence on legal-sized paper.
Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
Page 1
ABE Scope and Sequence Template for an ELA Class Level
Class and GLE range: ____________________
Year: ________________________
Authors: _____________________________________
Program: ________________________________________________________________
Revised: _______________________________________
Authors: __________________________________________________
This cover sheet is intended to remain with your one level of scope and sequence for
now, until all levels are completed, when this information may be combined into one
introductory page.
Include a separate cover sheet for external use, with identifying information, such as
program name, address, and director.
Introduction:
Your scope and sequence should include an Introduction with the following points to provide a
roadmap for implementing the units across a given time period:
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The purpose and intention of the scope and sequence;
Expectations for teachers (e.g., use first unit to lay foundation for instructional routines, or
teachers may select from menu of units based on student needs and interests);
When and how revisions take place.
How the units are sequenced and build on each other;
The number of class levels there are in the program, how they are divided, and where this level
fits in;
Citation of any materials that were borrowed from in the development of the scope and
sequence.
Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
Page 2
ABE Scope and Sequence Template for an ELA Class Level
Class Level and GLE Range: ________________________________
Unit 1
Title of the Unit
Amount of Time for the
Unit
Purpose of Unit (e.g., for
use beyond the HiSET,
because to be college and
career ready requires more
than passing the HiSET)
Unit Goals and
Outcomes
Priority CCRSAE
Standards
Assessment of Priority
Standards and Key
Content
Teacher(s) teaching this level: __________________________________________
Unit 2
Unit 3
Add as many columns as
needed...
The topic students will learn about (often connected to social studies or science) that aligns with
CCRSAE Instructional Shift #1, building knowledge through content-rich nonfiction. Topics might be
voting rights or health or climate change made specific to student interests (e.g., upcoming
elections, Ebola, flu vaccines, or recent extreme weather). Topics might also include math (e.g.,
math needed to complete income taxes, or to gain a heath career certificate).
Consider the value of what is being
taught and not automatically follow the
content of a textbook, or cover a topic
because it interests the teacher.
Three-four sentences describe the literacy skills, content
knowledge, central text, and outcomes expected for
student learning. Integrate technology, digital learning
and employability skills as needed.
Cite specific priority standards (e.g., clusters of the Reading, Writing,
Speaking/Listening, Language, and Reading Foundations Anchor Standards;
Or, provide a brief description (e.g., “Becoming a close reader and writing to learn” or
“Considering perspectives and supporting opinions”) that explicitly signals the
progression of literacy skills across the year and alignment to the CCRSAE
instructional shifts 1-3.
Main Texts (Include
authentic History/Soc.
Studies and Science/
Technical or literary texts)
Year-end goals for the level
Reflects the progression and
development of skills from
the first unit to the last,
culminating in the enabling
skills for the next level.
(A sentence such as “students show their learning by…” which
gives evidence of end-of-unit student learning using a
performance-based task.
Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
Page 3
ABE Scope and Sequence Template for an ELA Class Level
Class Level and GLE range: ____________________
_____________________________________
Year: ________________________
Authors:
Program: ________________________________________________________________
Revised: _______________________________________
Authors: __________________________________________________
Introduction:
Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
Page 4
ABE Scope and Sequence Template for an ELA Class Level
Class Level and GLE Range: ________________________________
Unit 1
Unit 2
Teacher(s) teaching this level: __________________________________________
Unit 3
Add as many columns as
needed...
Title of the Unit
Amount of Time/Hours
for the Unit
Purpose of Unit (e.g., for
use beyond the HiSET,
because to be college and
career ready requires more
than passing the HiSET)
Unit Goals and
Outcomes
Priority CCRSAE
Standards
Assessment of Priority
Standards and Key
Content
Main Texts (Include
authentic History/Soc.
Studies and
Science/Technical or
literary texts)
Year-end goals for the level
Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
Page 5
ABE Scope and Sequence Template for an ELA Class Level
Class Level and GLE Range: ________________________________
Unit 1
Unit 2
Teacher(s) teaching this level: __________________________________________
Unit 3
Add as many columns as
needed...
Title of the Unit
Amount of Time/Hours
for the Unit
Purpose of the Unit
(e.g., for use beyond the
HiSET, because to be
college and career ready
requires more than passing
the HiSET)
Unit Goals and
Outcomes
Priority CCRSAE
Standards
Assessment of Priority
Standards and Key
Content
Main Texts (Include
authentic History/Soc.
Studies and
Science/Technical or
literary texts)
Year-end goals for the level
Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
Page 6
ABE Scope and Sequence Template for an ELA Class Level
College and Career Readiness Anchor Standards Aligned to Each Unit: Teachers may check off the ELA Anchor standards which are the focus of
instruction and assessed within each unit below. Alternatively, teachers might indicate the Level (A-E) within the unit column for each Anchor.
ELA Anchor Standards
Reading
Anchor 1
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.*
Anchor 2
Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.*
Anchor 3
Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.*
Anchor 4
Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.*
Anchor 5
Analyze the structure of texts, including how specific sentences, paragraphs and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and
the whole.*
Anchor 6
Assess how point of view or purpose shapes the content and style of a text.*
Anchor 7
Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.*
Anchor 8
Delineate and evaluate the argument and specific claims in a text, including the validity
of the reasoning as well as the relevance and sufficiency of the evidence.*
* Reading: Apply this standard to texts of appropriate complexity as outlined by Standard 10.
Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
Page 7
ABE Scope and Sequence Template for an ELA Class Level
College and Career Readiness Anchor Standards Aligned to Each Unit: Teachers may check off the standards which are the focus of instruction and
assessed within each unit below. Alternatively, teachers might indicate the Level (A-E) within the unit column for each Anchor.
Reading
Anchor 9
ELA Anchor Standards
Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.*
Reading
Anchor
10
Writing
Read and comprehend complex literary and informational texts independently and
proficiently.
Anchor 1
Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
Anchor 2
Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
Anchor 3
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details and well-structured event sequence (not a priority after
Level B).
Anchor 4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to the task, purpose, and audience.
Anchor 5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
Anchor 6
Use technology, including the Internet, to produce and publish writing and to interact
and collaborate with others.
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
* Reading: Apply this standard to texts of appropriate complexity as outlined by Standard 10.
Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
Page 8
ABE Scope and Sequence Template for an ELA Class Level
College and Career Readiness Anchor Standards Aligned to Each Unit: Teachers may check off the standards which are the focus of instruction and
assessed within each unit below. Alternatively, teachers might indicate the Level (A-E) within the unit column for each Anchor.
Writing
Anchor 7
ELA Anchor Standards
Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
Anchor 8
Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.
Writing
Anchor 9
Draw evidence from literary or informational texts to support analysis, reflection, and
research
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Speaking
and
Listening
Anchor 1
Prepare for and participate effectively on a range of conversations and collaborations
with diverse partners, building on others’ ideas and expressing their own clearly and
persuasively.
Anchor 2
Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
Anchor 3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Anchor 4
Present information, findings, and supporting evidence such that listeners can follow the
line of reasoning and the organization, development, and style are appropriate to the
task, purpose, and audience.
Anchor 5
Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
Anchor 6
Adapt speech to a variety of contexts and communicative tasks, demonstrating a
command of formal English when indicated or appropriate.
Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
Page 9
ABE Scope and Sequence Template for an ELA Class Level
College and Career Readiness Anchor Standards Aligned to Each Unit: Teachers may check off the standards which are the focus of instruction and
assessed within each unit below. Alternatively, teachers might indicate the Level (A-E) within the unit column for each Anchor.
ELA Anchor Standards
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Language
Anchor 1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Anchor 2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more fully
when reading or listening.
Anchor 3
Anchor 4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
by using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
Anchor 5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
Anchor 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 when
encountering a word or phrase important to comprehension or expression.
Massachusetts Department of Elementary and Secondary Education, Adult and Community Learning Services, 2015
Page 10