The Maryland College and Career Ready (MCCR) Standards for Disciplinary Literacy in History/Social Studies, Science, and Technical Subjects define skills that students must develop to be fully prepared for the challenges and expectations of college and careers. These standards are not meant to replace existing content standards in the history, social studies, science, or technical subject classrooms, but rather to support them.
MSDE has developed frameworks to support the implementation and understanding of these Disciplinary Literacy Standards for grades 6-12. The frameworks identify essential skills for accessing, analyzing, and evaluating content-rich informational texts and presenting evidence-based conclusions in argumentative and explanatory writing, emphasizing research. The MCCR Anchor Standards frame these documents and define the ultimate literacy expectations required for graduation. Grade-banded standards (6-8, 9-10, and 11-12) provide a progression of rigor designed to help students achieve these expectations. A set of essential skills and knowledge, identified for each standard, recognizes the supporting skills needed for mastery.
Reading in History/ Social Studies Frameworks
Writing In History/ Social Studies Frameworks
Reading in Science and Technical Subjects Frameworks
Writing in Science and Technical Subjects Frameworks
The Ready to Read Act requires the Maryland State Department of Education to collaborate with the Ready to Read Stakeholder Workgroup to compile a database summary of reading screener assessments and Tiers II and III supplemental programs for students at risk for reading difficulties. This section includes those databases. All information was informed by research from other states, as well as the MSDE Office of Reading/English Language Arts and the Office of Research and Program Evaluation.
Reading screener assessments were vetted for alignment to evidence-based practices and the science of reading. The database summarizing the screeners was informed by research from other states, particularly the Arkansas and Colorado Departments of Education. While the summary is not exhaustive, all meet the minimum statutory requirements of the Ready to Read Act and COMAR 13A 03.08.
Supplemental Reading Programs for Tier II were vetted to be high quality, evidence based, and aligned to the science of reading. The programs included in this database were informed by research from other states, including Arizona, Arkansas, Colorado, and Rhode Island. Tier II programs are targeted to students who are struggling to learn to read and are meant to accelerate student learning to prevent and close reading gaps so that all students are successful readers. Tier II students need reading support that goes beyond differentiating classroom instruction. Tier II instruction is supplemental to Tier I (Core) instruction and typically involves small group instruction of no more than 6 students for 20-30 minutes a day, 4-5 days per week.
Supplemental Reading Programs for Tier III were vetted to be high quality, evidence based, and aligned to the science of reading. The programs included in this database were informed by research from other states, including Arizona, Arkansas, Colorado, and Rhode Island. Tier III programs are targeted to students who are struggling to learn to read and need more intensified support than those in Tier II. Like Tier II, Tier III instruction is supplemental to Tier I (Core) instruction, but typically involves small group instruction of no more than 3 students for 20-30 minutes a day, 4-5 days per week.
Contact:
Cecilia Roe
Director of Instructional Assessment, Professional Learning & Reading/English Language Arts
Office: (410) 767-0574
cecilia.roe@maryland.gov