A Self-Serving Post: Standards

The Merriam Webster Unabridged Dictionary defines "standard" as "a definite level or degree of quality that is proper and adequate for a specific purpose." Academic standards, then, seek to set the "degree" or the "definite level" of college and career readiness after a k-12 education. Politicians and states have standards so that their public schools are working toward a similar level of academic achievement. Standards also allow state and/or national tests to be designed. Why am I blogging about standards? The new Minnesota 2010 English Language Arts Standards were recently released. To organize and absorb the standards in my own head and to help explain them to my cooperating teacher, I am going to outline the key parts of each of the four strands for sixth through eighth grade ELA. In other words, this is a purely self-serving post.

The four strands of the nicely organized ELA standards are Reading; Writing; Speaking, Viewing, Listening, & Media Literacy; and Language. Here is a broad overview with some key benchmarks from sixth grade:

The Reading strand encompasses two substrands: literature and informational texts. Literature includes understanding what the text says, analyzing structure, theme, purpose, and point of view, and evaluating the argument. Key benchmarks for sixth graders include citing evidence from the text and drawing inferences, describing how the plot unfolds, and being able to compare and contrast different forms or genres. Students should also be self-selecting texts for pleasure. The informational substrand includes similar benchmarks, including determining author's point of view, distinguishing supported from unsupported claims, and selecting texts for "personal enjoyment, interest, and academic tasks." Another thread that is present throughout the Reading strand is comprehension and evaluation of texts by and about Minnesota American Indians and their history.

Writing is emphasized as being just as important as reading. Benchmarks include having students write an argument with clear support and evidence, writing informative and narrative texts routinely in different styles, using the writing process of revising, editing, etc., and researching using technology.

Speaking, Viewing, Listening, and Media Literacy encompasses participating effectively and clearly in conversations, collaborations, and in speaking, adapting speech and English to contexts, and analyzing information in media sources. Sixth graders should be able to participate in multiple discussion contexts, include and be able to use multimedia in presentations, and to critically analyze mass media.

The fourth strand, Language, includes mastering standard English grammar and conventions, understanding how language functions in different contexts, and acquiring and using vocabulary. Benchmarks for sixth graders focus on pronouns, Greek or Latin affixes, figurative language, and appropriate academic and domain-specific vocabulary.

The four strands of the new standards are meant to build and support one another. Reading, writing, speaking, listening, media literacy, and language are all necessary aspects of the ELA classroom. Although this post may have been a bit mechanical, it has helped me become more familiar with the standards and their subparts. And, they have set a "definite level" for me to work toward as a future ELA educator.