1. ELA Webinar
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2. Overview A Close Look at the Revisions ELA Instructional Practices
Resources

3. INSTRUCTIONS FOR USE
New Standards

4. Supports

5. A Close Look at the Revisions1.
A Close Look at the Revisions
Overall Revisions and Grade-Band Specifics

6. Reading Standards Foundational Skills Reading for Literature
Reading for Informational Text

7. Foundational Skills
Cursive Writing
New standard for grade 2

8. RL.2 and RI.2 “Central idea” designated for Reading Informational text
“Theme” designated for Reading Literature

9. RL.4 and RI.4
Removed technical, connotative, and figurative language

10. RL.6
Perspective was added

11. RL.10 and RI.10 Includes independent sustained reading
“Connecting prior knowledge and experiences to text”
was added
References to specific genres or subjects were removed
(stories, dramas, poems, science, technical texts)

12. Grade Band Specifics K-2
RL.K.4 – added “with prompting and support”; changed “unknown
words” to “words that suggest feelings or appeal to the senses”
RI.K.4 – deleted “unknown”
RL.2.5 – added “events that unfold in the middle”
RL.K.6 – deleted “name the author and illustrator” and added “with
prompting and support” in RI to align to RL
RL.2.6 – changed “acknowledge” to “distinguish”
RI.8 (K-2) – deleted from K; moved up a grade for 1st and 2nd
RL.1.10 and RI.1.10 – added “understand”

13. Grade Band Specifics 3-5 RL.4 (3-5) – change in progression
RI.3.8 – changed the standard from “Describe the logical connection between particular sentences and paragraphs in a text” to “Describe how the author connects ideas between sentences and paragraphs to support specific points in a text.”
Grade 3 – changed to “identifying words that impact the meaning in a text.”
Grade 4 – changed to “including words that affect meaning and tone.”
Grade 5 – changed to “recognizing specific word choices that contribute to
meaning and tone.”

14. Grade Band Specifics 6-8
RL.7.4 – Added meaning and tone; specific genres were removed (poem, story, or drama).
RI.6.4 – Added “analyze the impact of a specific word choice on meaning”

15. Grade Band Specifics 9-12
RI – Removed reference to U.S. documents and changed to “influential documents”
RL – Removed Shakespeare reference
RL – Changed “aesthetic impact” to “effect on the reader”
RI – Includes both U.S. and British texts; removed “legal reasoning”
RL – Removed references to specific time periods and American literature and changed to “texts from the same period”, includes comparing authors’ approaches
RI – Removed references to specific time periods and U.S. documents and changed to include “U.S. and/or British documents”

16. Writing Standards

17. Writing Strand This strand was reorganized
3 standards were absorbed into other standards
1 was omitted (W.9)

18. W.1, W.2, W.3
Standards 4, 5, and 10 were absorbed into Writing Standards 1, 2, and 3 adding planning and revision to these writing process standards.

19. W.4
“Use technology” was changed to “use digital tools.”

20. Grade Band Specifics K-2
K (W.1-3) – planning was not added
W.1.1 and W.1.2 – changed “some sense of closure” to just “closure”
W.K.3 – added “with guidance and support,” provide a reaction
to what happened
W.1.3 and W.2.3 – changed “temporal” words to “temporal transition” words
W.K.4 – added “or in a whole group setting”
W.K.5 – changed “shared research and writing projects” to “shared investigation”

21. Grade Band Specifics 3-5
W.4 (grades 3-6) – Changed from “keyboarding skills” to “word processing skills”
W.4 (grades 4-6) – Removed typing a minimum number of pages

22. Language Standards

23. L.1 and L.2
Language Standards 1 and 2 were revised to include two grade band continuums rather than a list of skills under each standard.

24. Language Continuums

25. Language Continuums Clarification

26. L.4
“Word relationships” were removed from L.5
and added to L.4
The skills that were previously listed under each grade specific standard in L.4 will appear in the clarification section.
“Determine and/or clarify the meaning…”

27. L.5 Removed “word relationships”
When word relationships moved to L.4, substandards changed in L5.

28. L.6
“Gathering” was changed to “developing” vocabulary knowledge

29. Grade Band Specifics K-2
L.K.4 – deleted “multiple meaning”

30. Grade Band Specifics 6-8
L.8.3 – Removed “subjunctive mood”

31. Grade Band Specifics 9-10
L – Added “parallel structure”

32. Speaking and Listening Standards

33. SL.4
Standard 6 is now a part of standard 4.

34. ELA Instructional Practices2.
ELA Instructional Practices

35. ELA Instructional Practices
Teachers use high quality appropriately complex text as the center of instruction. There is a balance of informational and literary texts.
Teachers integrate the reading, writing, speaking and listening, and language standards effectively.

36. ELA Instructional Practices
Activities and instruction support building academic vocabulary systematically.
Texts are organized around conceptually-related topics (at a range of complexities) to build students’ knowledge and vocabulary.

37. ELA Instructional Practices
Teachers integrate technology and research throughout instruction.
There are opportunities for students to engage
in effective communication as a part of daily
practice.

38. ELA Instructional Practices
Students think critically while reading, writing, speaking, and listening about texts.
Teachers apply formative assessment practices to gauge student mastery and inform instruction.

39. ELA Instructional Practices
Scaffolds are provided as needed so that all students have access to complex text.
Examples, lessons, and tasks are authentic and relevant.

40. ELA Instructional Practices
Students return to the text to support their ideas, inferences, and conclusions with evidence.
Language skills are developed through student writing and supported through mentor texts.

41. ELA Instructional Practices
1. Teachers use high quality appropriately complex text as the center of instruction. There is a balance of informational and literary texts.
Lexile chart
Text complexity information
Types of informational texts
Determining if a text is rich and worthy of close reading
Finding rich and worthy texts
Creating a balance of informational and literary texts

42. 3.
Resources

43. No More Independent Reading Without Support
NOT SSR or DEAR!
Students need explicit instruction on what, why, and how readers read.
Readers’ workshop should include supported independent reading.

44. Navigating Text Complexity

45. In Common Tasks and Lesson Plans

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Julie Joslin, Ed.D.
Section Chief
English Language Arts
Lisa L. McIntosh, MSA
K-5 English Language Arts
Consultant
Kristi Day, Ed.D.
Stacy Miller, MS.Ed.
9-12 English Language Arts
NCDPIELA
@ncdpielateam
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