Pre-K and HS English Language Arts/Literacy
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,
Core Course Objectives
Core Course Objectives (CCOs), for
(CCOs) are statements that:
approximately 100 different grades/subjects
and courses.
 describe different elements of core,
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:


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).

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.
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Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
English Language Arts/Literacy – Grade: Pre-K
#
Objective
1
With prompting and support, students dramatize and retell a sequence of events or recall
important facts from a text read aloud, a recording, or a video.
2
With prompting and support, students “read” the illustrations in a picture book by
describing a character or place depicted, telling how a sequence of events unfolds, and
describing facts learned from the pictures.
3
With guidance and support, students demonstrate understanding of spoken words,
syllables, and sounds (phonemes):
a. Recognize and produce rhyming words (e.g., identify words that rhyme with /cat/,
such as /bat/ and /sat/).
b. Segment words in a simple sentence by clapping and naming the number of words
in the sentence.
c. Identify the initial sound of a spoken word and generate several other words that
have the same initial sound.
Begins in kindergarten or when the individual child is ready:
a. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in
three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not
include CVCs ending with /l/, /r/, or /x/.)
b. Add or substitute individual sounds (phonemes) in simple, one-syllable words to
make new words.
4
Students demonstrate beginning understanding of phonics and word analysis skills:
a. Link an initial sound to a picture of an object that begins with that sound and, with
guidance and support, to the corresponding printed letter (e.g., link the initial sound
/b/ to a picture of a ball and, with support, to a printed or written “B”).
b. Recognize one’s own name and familiar common signs and labels (e.g., STOP).
Begins in kindergarten or when the individual child is ready:
c. Associate the long and short sounds with common spellings (graphemes) for the
five major vowels.
d. Distinguish between similarly spelled words by identifying the sounds of the letters
that differ.
5
Students use a combination of dictating and drawing to explain information about a topic
and to tell a real or imagined story.
6
Students participate in collaborative conversations with diverse partners during daily
routines and play. Students speak audibly and express thoughts, feelings, and ideas.
7
Students speak audibly and express thoughts, feelings, and ideas.
2
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
8
Students demonstrate use of oral language in informal everyday activities.
a. (Begins in kindergarten).
b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns.
d. Understand and use question words (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for,
of, by, with).
f. Demonstrate the ability to speak in complete sentences.
g. Use vocabulary in the Massachusetts Mathematics Curriculum Framework PreKindergarten standards to express concepts related to length, area, weight,
capacity, and volume.
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With prompting and support, students ask and answer questions about unfamiliar words
or phrases introduced through activities, play, stories, poems, and informational texts read
aloud.
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. 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).
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Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
English Language Arts/Literacy – American Literature – Grade: HS
#
Objective
1
Students explain how a particular point of view or cultural experience is reflected in a work
(or works) of American literature, supporting their analysis with strong and thorough
textual evidence, as well as inferences drawn from the text.
2
Students interpret how an American author draws on and transforms themes, characters,
settings, or plots from older/historical source material (such as myths, legends, the Bible,
classical literature, etc.) in a specific work, supporting their analysis with strong and
thorough textual evidence, as well as inferences drawn from the text.
3
Students generate ideas for and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners about gradeappropriate topics in American literature, building on others’ ideas and expressing their
own ideas clearly and persuasively.
4
Students identify an essential theme (or themes) in a work of American literature; explain
how it is developed through the author’s use of specific details, structure, or word choice;
and support their analysis with strong and thorough textual evidence, as well as
inferences drawn from the text.
5
Students analyze multiple interpretations of an American drama, story, or poem (e.g.,
recorded or live production) by comparing and contrasting how each version interprets the
source text.
6
Students analyze how various literary techniques (e.g., tone, word-choice, figurative
language, point of view, etc.) impact the meaning of a work of literature or literary
nonfiction.
7
Students will interpret a work of American literature by comparing it to another text with
similar themes or topics.
8
Students engage in the research process (short, as well as more sustained) to answer a
question or solve a problem that demonstrates their ability to:
 narrow or broaden the inquiry when appropriate;
 synthesize multiple sources on the subject; and
 demonstrate understanding of the subject under investigation.
9
Students evaluate seminal U.S. texts (e.g., U.S. Supreme Court majority opinion and
dissents, The Federalist, presidential addresses, work of public advocacy), by analyzing
the point of view, evidence, use of rhetoric, and reasoning, and by considering the stance,
premises, links among ideas, word choice, points of emphasis, and tone.
10
Students will express complex ideas in a well-organized, clear, and coherent piece of
writing about American literature that uses precise language and techniques, such as
similes, metaphors, and analogy.
4
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. 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).
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Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
English Language Arts/Literacy – Creative Writing – Grade: HS
#
Objective
1
Students write narratives for different purposes that describe real or imagined experiences
or events using effective techniques, well-structured events, and well-chosen details.
2
Students develop and strengthen their writing by engaging in the writing process. The
process might include:
 brainstorming ideas;
 pre-writing and drafting;
 seeking and incorporating feedback from peers and adults;
 revising;
 writing multiple drafts; and
 editing.
3
Students evaluate the impact of specific word choices, including the use of figurative
language, in their own and others’ creative writing; and they defend their opinions,
referring to particular words, phrases, and passages in a text by explaining how they
contribute to meaning or purpose.
4
Students write and perform readings of their own poems using a range of forms (such as
lyric, ballad, free verse, etc.) and techniques (such as imagery, figurative language,
rhythm and sound devices, graphic elements, etc.).
5
Students initiate and participate effectively in a range of collaborative interactions (one-onone, in groups, and teacher-led), most notably in the revision process, building on others’
ideas and expressing their own clearly and persuasively.
6
Students write and perform readings of their own prose using a range of forms (such as
reflection, short narrative, vignette, etc.) and techniques (such as imagery, figurative
language, sensory details, graphic elements, etc.).
7
Students use effective and appropriate technology, digital media tools and techniques to
produce, publish and present individual and collaborative writing products.
8
Students demonstrate understanding of figurative language, word relationships, and
nuances in word meanings by:
a. Interpreting figures of speech in context and analyze their roles in the text; and
b. Analyzing nuances in the meaning of words with similar denotations.
9
Students apply their knowledge of literary elements, (such as point of view, figurative
language, narrative structure, dialogue, etc.) in an effective piece of original work.
10
Students conduct short and more sustained research projects to gain understanding of a
writer's style, draw inspiration, add depth and verisimilitude, and answer a question
involved in the creative process.
6
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. They are intended to provide districts with information about the content taught in this
course. Source documents used are as follows: Massachusetts English Language Arts and
Literacy Curriculum Framework (2011); Common Core State Standards; The Partnership for
21st Century Skills Curriculum Map for English (2011).
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Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
English Language Arts/Literacy – World Literature – Grade: HS
#
Objective
1
Students explain how a particular point of view or cultural experience is reflected in a work
(or works) of world literature, supporting their analysis with strong and thorough textual
evidence.
2
Students analyze a key complex character in a work of world literature that represents a
specific cultural perspective by (1) explaining how the character develops over the course
of a text, interacts with other characters, and advances the plot or theme; and
(2) supporting their analysis with strong and thorough textual evidence, as well as
inferences drawn from the text.
3
Students compare and contrast in writing the way two or more texts from different cultures
treat similar themes, supporting their analysis with strong and thorough textual evidence.
4
Students initiate and participate effectively in a range of collaborative discussions (e.g.,
one-on-one, in groups, and teacher-led) with diverse partners about appropriate, gradelevel texts and topics in world literature, in which they demonstrate:
 thorough preparation for the discussion;
 posing and responding to questions to deepen the discussion;
 responding thoughtfully to diverse perspectives; and
 summarizing points of agreement and disagreement.
5
Students identify a theme (or themes) in a work of world literature; explain how it is
developed through the author’s use of specific details, structure, or word choice; and
support their analysis with strong and thorough textual evidence, as well as inferences
drawn from the text.
6
Students create and present a well-researched, formal, and accurately cited multimedia
presentation, which conveys an understanding of a specific world culture (e.g., art, music,
history, geography, social structures, etc.) and how these are reflected in a specific piece
(or pieces) of world literature.
7
Students engage in a research process focused on an important and universal theme in
world literature during which they:
 develop research questions;
 identify appropriate sources to answer questions;
 gather and synthesize information from these sources; and
 present synthesis of findings in a logical and organized manner, using standard
conventions of English when appropriate.
8
Massachusetts District-Determined Measures
Core Course Objectives (CCOs)
#
Objective
8
Students will apply knowledge of historical time periods and literary elements to analyze
an important piece of literature from world history by writing an effective argument about
how the work influenced or was influenced by events, issues, or people of that time or
later.
9
Students will acquire and routinely use academic, literary, cultural, and domain-specific
words in their writing, analysis, and discussion of world literature texts.
10
Students will read informational texts related to world literature topics to (1) determine an
author’s point(s) of view or purpose(s), and (2) analyze how the author uses rhetoric to
advance that/those point(s) of view or purpose(s).
Note: These Core Course Objectives were developed by Massachusetts educators in summer
2013. 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).
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