Frameworks for the Maryland College and Career Ready (MCCR) Standards

The Frameworks for the MCCR Standards in English Language Arts/Literacy are the result of a year-long effort by Maryland educators to unpack the MCCR standards and identify the essential skills and knowledge that a student would need in order to master the grade specific standards. Since the MCCR Standards did not include Pre-K, Maryland educators created standards and developed the essential skills and knowledge to serve these students. The Frameworks are not intended to convey the order in which the standards should be taught nor the length of time to devote to a unit of study.

The Frameworks in English Language Arts/Literacy integrate standards from different strands:
 
  • Reading Foundational Skills
  • Reading Literature
  • Reading Informational Text
  • Writing
  • Speaking and Listening
  • Language

Reading Foundational Skills Frameworks

  • View the Grades 3-5 Reading Foundational Skills Framework

Reading Literature Frameworks


Reading Informational Text Frameworks


Writing Frameworks


Speaking and Listening Frameworks


Language 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