1. Best Practices in Implementing the 2010 ELA Standards
January 8, 2011

2. Common Core State Standards-the basis for the 2010 ELA Standards
A 2009 state-led effort
National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO)
Establish academic standards for English language arts and mathematics.
Fewer—Clearer—Higher 2

3. Common Core State Standards
College and career readiness skills for a global economy
Process included feedback from experts, states, teachers, public and validation committee
Minnesota very involved
Benchmarked to highest state and international standards
Carefully designed learning progressions
Consolidating topics into certain grades
Grade specific benchmarks K-8 (no longer “banded”)
Carefully designed learning progressions; consolidated topics into certain grades; grade specific benchmarks K-8 no longer banded 3

4. Minnesota Academic Standards - ELA
2003 Minnesota Language Arts standards were scheduled for revision 2010
Minnesota decided to adopt the Common Core ELA Standards as a base for MN ELA standards
Minnesota Standards Committee added less than 15% more content to Common Core
Contributions of Minnesota American Indian tribes
Creative writing
Media Literacy

5. Timeline and Structure
Implementation:
Grade level progressions based on the College and Career Ready Anchor Standards
10 Reading
10 Writing
8 Speaking/Viewing/Listening/Media Literacy
6 Language 10

6. Comparison of 2003 and 2010 Standards
Benchmarks are grade-level specific in gr. K-8 and grade banded in gr
The standards are still about reading, writing, and speaking/listening/viewing/media literacy.
The content of both sets of standards (2003 and 2010) is similar.
Reading (informational and literary texts)
Writing (expository, informative, narrative and creative writing)
Speaking, listening, viewing and media literacy
Language (vocabulary and grammar and usage)

7. Comparison of 2003 and 2010 Standards
Literacy standards in history/social studies, science, and technical subjects
Terminology usage is more consistent
Formatting of learning progressions is intentional, helpful and user-friendly
Standards are supported by 3 helpful appendices.
Appendix A: Info. about text complexity and rigor, and other supplementary material including a glossary
Appendix B: Text exemplars
Appendix C: Annotated student writing samples

9. Coding
First number = grade level (K is 0) Second number = sub-strand Third number = Anchor Standard Fourth number = Benchmark For example: thgrade. Reading 6-12 Informational Text. Anchor standards 3. Benchmark 3

10. Sub-Strand codes
1 Reading K-5 Literature 2 Reading K-5 Informational Text 3 Reading K-5 Foundations 4 Reading 6-12 Literature 5 Reading 6-12 Informational Text 6 Writing K-5 7 Writing Speaking… K-5 9 Speaking… Language K-5 11Language Reading 6-12 Social Studies 13 Reading 6-12 Science and Technical Subjects 14 Writing 6-12 Social Studies, Science and Tech. Subjects

11. Reading Standards 10 Anchor Standards 3 sub strands Reading Literature
Reading Informational Text
Reading Foundations
4 domains
Key ideas and details
Craft and structure
Integration of Knowledge and Ideas
Range of Reading and Text Complexity

12. Reading Foundations Print Concepts Phonological Awareness
Phonics and Word Recognition
Fluency
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5

13. Writing Standards
10 anchor standards
Divided into 4 groups (domains)
Text types & purposes
Writing Process: Production and Distribution
Research
Range

14. Narratives & creative texts
Text Types & Purposes
EXAMPLE grade 7
Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (p. 60)
Argument
Informative texts
Narratives & creative texts

15. Writing Process Purpose & audience Writing process Publishing
EXAMPLE grade 7
With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (p.61/73 for Language)
Purpose & audience
Writing process
Publishing

16. Research Research process Sources Evidence EXAMPLE grade 7
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 7 Reading standards to literature and nonfiction (p. 62)
Research process
Sources
Evidence

17. Extended writing projects
Range of Writing
Extended writing projects
Writing on demand
EXAMPLE grade 7
Independently select writing topics and formats for personal enjoyment, interest, and academic tasks.

18. Speaking, Viewing, Listening, and Media Literacy Standards
8 anchor standards
Divided into 3 groups
Comprehension and Collaboration
Presentation of Knowledge and Ideas
Media Literacy

19. Comprehension and Collaboration
Practice effective collaborative discourse
Integrate and evaluate information in diverse formats (visually, quantitatively, and orally)
Evaluate speaker’s POV, evidence, rhetoric

20. Presentation of Knowledge and Ideas
Oral presentation
Use of digital media and visual displays in oral presentations
Adapt speech to audience

21. Use digital multimedia formats and digital writing and publishing.
Media Literacy
Critically analyze information from and use electronic, print, and mass media.
Use digital multimedia formats and digital writing and publishing.
This is the only Minnesota-added section of the standards.

22. Conventions of Standard English Knowledge of Language
Language Standards
Conventions of Standard English
Knowledge of Language
Vocabulary Acquisition and Usage
“The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.”
The portion in quotes expresses much discussion from the team of educators who working on drafts of these standards. The need for explicit vocabulary instruction for all strands and across all content is supported from numerous research studies.

23. For More Information
Contact:
Charon Tierney
Language Arts Specialist S