Standards in this strand:
Educational Materials for Grade 6 ELA: English Language Arts - 6th Grade Curriculum - 6th Grade Math Key Ideas and Details: CCSS.ELA-LITERACY.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. On the following pages of your test booklet are passages and questions for the Grade 3 Nebraska State Accountability–English Language Arts (NeSA–ELA). Read these directions carefully before beginning.
Conventions of Standard English:
CCSS.ELA-Literacy.L.3.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.3.1.a
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
CCSS.ELA-Literacy.L.3.1.b
Form and use regular and irregular plural nouns.
Form and use regular and irregular plural nouns.
CCSS.ELA-Literacy.L.3.1.c
Use abstract nouns (e.g., childhood).
Use abstract nouns (e.g., childhood).
CCSS.ELA-Literacy.L.3.1.d
Form and use regular and irregular verbs.
Form and use regular and irregular verbs.
CCSS.ELA-Literacy.L.3.1.e
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
CCSS.ELA-Literacy.L.3.1.f
Ensure subject-verb and pronoun-antecedent agreement.*
Ensure subject-verb and pronoun-antecedent agreement.*
CCSS.ELA-Literacy.L.3.1.g
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
CCSS.ELA-Literacy.L.3.1.h
Use coordinating and subordinating conjunctions.
Use coordinating and subordinating conjunctions.
CCSS.ELA-Literacy.L.3.1.i
Produce simple, compound, and complex sentences.
Produce simple, compound, and complex sentences.
CCSS.ELA-Literacy.L.3.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.3.2.a
Capitalize appropriate words in titles.
Capitalize appropriate words in titles.
CCSS.ELA-Literacy.L.3.2.c
Use commas and quotation marks in dialogue.
Use commas and quotation marks in dialogue.
CCSS.ELA-Literacy.L.3.2.d
Form and use possessives.
Form and use possessives.
CCSS.ELA-Literacy.L.3.2.e
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
CCSS.ELA-Literacy.L.3.2.f
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
CCSS.ELA-Literacy.L.3.2.g
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Knowledge of Language:
CCSS.ELA-Literacy.L.3.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
8th Grade Ela Worksheets Pdf
CCSS.ELA-Literacy.L.3.3.a
Choose words and phrases for effect.*
Choose words and phrases for effect.*
CCSS.ELA-Literacy.L.3.3.b
Recognize and observe differences between the conventions of spoken and written standard English.
Recognize and observe differences between the conventions of spoken and written standard English.
Vocabulary Acquisition and Use:
CCSS.ELA-Literacy.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.3.4.a
Use sentence-level context as a clue to the meaning of a word or phrase.
Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.3.4.b
Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
CCSS.ELA-Literacy.L.3.4.c
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
CCSS.ELA-Literacy.L.3.4.d
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
CCSS.ELA-Literacy.L.3.5
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
CCSS.ELA-Literacy.L.3.5.a
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
CCSS.ELA-Literacy.L.3.5.b
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
CCSS.ELA-Literacy.L.3.5.c
Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
CCSS.ELA-Literacy.L.3.6
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
English Language Arts (ELA) are all of the communication and language skills and processes people use every day to receive and send information. Students in ELA classrooms and across the content areas take in information through reading, listening, and viewing from both literary and informational sources. Students also write, speak, and exchange ideas to express themselves and communicate with others. The ability to use and understand language is critical to every aspect of students' lives and their future career and college readiness.
Please visit the Student Instruction COVID-19 Resources page to find resources for providing student instruction via distance learning. On this page, you can also subscribe to email alerts to stay up to date with MDE distance learning resources.
The Minnesota Department of Education began the review by forming the 2019-20 Minnesota K-12 ELA Education Standards Committee This committee has met during the 2019-20 school year to review the current (2010) standards, examine research, solicit feedback, and propose needed revisions. The review process has included two drafts which were made available to the public for comment. The 2020 Minnesota K-12 English Language Arts Standards (Commissioner Approved Draft) is now available.
Introduction to the 2020 Minnesota English Language Arts Standards Webinars
There will be three webinars in January to introduce educators to the 2020 Minnesota K-12 English Language Arts Standards.
- January 5, 2021 at 7:30 a.m.
- January 21, 2021 at 4 p.m.
- January 25, 2021 at 12 p.m.
Access PowerPoint slides for the Introduction to the 2020 Minnesota English Arts Standards webinars.
The next step in the standards review process will be starting the rulemaking process. A 90-day public comment period will be announced at the beginning of the rulemaking process.
Implementation of the new standards will be required in the 2024-25 school year. For more information about the standards review process, please contact mde.academic-standards@state.mn.us.
The next step in the standards review process will be starting the rulemaking process. A 90-day public comment period will be announced at the beginning of the rulemaking process.
Implementation of the new standards will be required in the 2024-25 school year. For more information about the standards review process, please contact mde.academic-standards@state.mn.us.
Standards, Assessments and Graduation Requirements
The Minnesota K-12 Academic Standards in English Language Arts (2010), which include reading, writing, speaking, viewing, listening, media literacy, and language standards, were revised in 2010 and were to be implemented by the 2012-13 school year. The standards also cover literacy in history/social Studies, science and technical subjects, and require that students learn to read and write across disciplines. The ELA standards are currently under review and are due to the commissioner by September 1, 2020.
Minnesota Academic Standards-English Language Arts Frequently Asked Questions
Supporting materials for districts working with standards include the Academic Standards in English Language Arts (2010) - Spreadsheet, the English Language Arts Word Alignment Form Grades 6-12 and English Language Arts Word Alignment Form Grades K-5.
Assessments
Assessments
The Minnesota Comprehensive Assessments (MCAs) and the Minnesota Test of Academic Skills (MTAS) are the state tests that help districts measure student progress toward Minnesota's academic standards. Most students take the MCA, but students with significant cognitive disabilities who receive special education services and meet eligibility criteria may take the MTAS. The MCA reading tests are administered each year in grades 3-8 and 10. Learn more about the MCAs and statewide assessments on the Statewide Testing page.
All of the ELA standards, including reading, writing, speaking, viewing, listening, media literacy and language, are also assessed at the classroom level through teacher- and district-selected assessments.
CCSS.ELA-Literacy.L.3.3.a
Choose words and phrases for effect.*
Choose words and phrases for effect.*
CCSS.ELA-Literacy.L.3.3.b
Recognize and observe differences between the conventions of spoken and written standard English.
Recognize and observe differences between the conventions of spoken and written standard English.
Vocabulary Acquisition and Use:
CCSS.ELA-Literacy.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.3.4.a
Use sentence-level context as a clue to the meaning of a word or phrase.
Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.3.4.b
Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
CCSS.ELA-Literacy.L.3.4.c
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
CCSS.ELA-Literacy.L.3.4.d
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
CCSS.ELA-Literacy.L.3.5
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
CCSS.ELA-Literacy.L.3.5.a
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
CCSS.ELA-Literacy.L.3.5.b
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
CCSS.ELA-Literacy.L.3.5.c
Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
CCSS.ELA-Literacy.L.3.6
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
English Language Arts (ELA) are all of the communication and language skills and processes people use every day to receive and send information. Students in ELA classrooms and across the content areas take in information through reading, listening, and viewing from both literary and informational sources. Students also write, speak, and exchange ideas to express themselves and communicate with others. The ability to use and understand language is critical to every aspect of students' lives and their future career and college readiness.
Please visit the Student Instruction COVID-19 Resources page to find resources for providing student instruction via distance learning. On this page, you can also subscribe to email alerts to stay up to date with MDE distance learning resources.
The Minnesota Department of Education began the review by forming the 2019-20 Minnesota K-12 ELA Education Standards Committee This committee has met during the 2019-20 school year to review the current (2010) standards, examine research, solicit feedback, and propose needed revisions. The review process has included two drafts which were made available to the public for comment. The 2020 Minnesota K-12 English Language Arts Standards (Commissioner Approved Draft) is now available.
Introduction to the 2020 Minnesota English Language Arts Standards Webinars
There will be three webinars in January to introduce educators to the 2020 Minnesota K-12 English Language Arts Standards.
- January 5, 2021 at 7:30 a.m.
- January 21, 2021 at 4 p.m.
- January 25, 2021 at 12 p.m.
Access PowerPoint slides for the Introduction to the 2020 Minnesota English Arts Standards webinars.
The next step in the standards review process will be starting the rulemaking process. A 90-day public comment period will be announced at the beginning of the rulemaking process.
Implementation of the new standards will be required in the 2024-25 school year. For more information about the standards review process, please contact mde.academic-standards@state.mn.us.
The next step in the standards review process will be starting the rulemaking process. A 90-day public comment period will be announced at the beginning of the rulemaking process.
Implementation of the new standards will be required in the 2024-25 school year. For more information about the standards review process, please contact mde.academic-standards@state.mn.us.
Standards, Assessments and Graduation Requirements
The Minnesota K-12 Academic Standards in English Language Arts (2010), which include reading, writing, speaking, viewing, listening, media literacy, and language standards, were revised in 2010 and were to be implemented by the 2012-13 school year. The standards also cover literacy in history/social Studies, science and technical subjects, and require that students learn to read and write across disciplines. The ELA standards are currently under review and are due to the commissioner by September 1, 2020.
Minnesota Academic Standards-English Language Arts Frequently Asked Questions
Supporting materials for districts working with standards include the Academic Standards in English Language Arts (2010) - Spreadsheet, the English Language Arts Word Alignment Form Grades 6-12 and English Language Arts Word Alignment Form Grades K-5.
Assessments
Assessments
The Minnesota Comprehensive Assessments (MCAs) and the Minnesota Test of Academic Skills (MTAS) are the state tests that help districts measure student progress toward Minnesota's academic standards. Most students take the MCA, but students with significant cognitive disabilities who receive special education services and meet eligibility criteria may take the MTAS. The MCA reading tests are administered each year in grades 3-8 and 10. Learn more about the MCAs and statewide assessments on the Statewide Testing page.
All of the ELA standards, including reading, writing, speaking, viewing, listening, media literacy and language, are also assessed at the classroom level through teacher- and district-selected assessments.
The graduation requirements for English Language Arts (ELA) include credit requirements and standards requirements. All students are required to satisfactorily complete four credits in ELA encompassing the high school academic standards. Visit the Graduation Requirements page.
Professional Learning and Coming Events
Mapping the Journey from Standards to Lessons Modules
The modules available below are designed to guide educators, both individuals and teams, through a process for implementing a set of standards, from understanding the standards to examining student work. A module may include a protocol, discussion guide, video classroom demonstration or a link to resources. Each module is self-paced and can be completed in 30 to 45 minutes.
Understanding Learning Targets - 1/9/20
Understanding Learning Targets - 1/9/20
Learn the importance of using learning targets by watching two classroom demonstrations. Identify an audience and purpose for a learning target and write one for a classroom lesson or unit.
- Demystifying Text Complexity Module - Learn about why text complexity is important and a process for evaluating the complexity of texts.
- 2010 Minnesota English Language Arts Standards: Origin and Structure Module - Get an introduction to Minnesota's K-12 English Language Arts Standards and Benchmarks.
Legislative Initiatives and Special Projects
Read Well by Third Grade / Early Reading Proficiency
Districts are required to develop a Local Literacy Plan to ensure that all students have achieved early reading proficiency by no later than the end of third grade. This plan addresses the third grade reading proficiency objective of districts' World's Best Workforce plans (Minn. Stat. § 120B.11). The Reading Proficiency webpage provides guidance, resources, and self-assessment checklists to assist efforts to understand and meet the demands of early reading intervention and the requirements of 'Reading Well by Third Grade' (Minn. Stat. § 120B.12). The Read Well by Third Grade Data and Plan Upload submission is due to MDE each year by July 1st.
Content Specialist Contact Information
Leigh Nida, Literacy Specialist, at 651-582-8615 or mde.academic-standards@state.mn.us.
Jennifer Wazlawik, Literacy Specialist, at 651-582-8643 or mde.academic-standards@state.mn.us
Resources for Instruction and Learning
Collaborations
Leadership in Reading Network
The Leadership in Reading Network (LiRN) is a collaborative effort of the Minnesota Department of Education, the Minnesota Reading Association, and the Minnesota Center for Reading Research. The network includes school wide literacy coaches, district literacy coordinators, administrators and other Minnesota educators who support teachers and administrators in building capacity and developing literacy programs based on research-based best practices. Visit the Minnesota Reading Association website for more information or to register.
Higher Education Literacy Partnership
Minnesota's Higher Education Literacy Partnership (HELP) is a collaborative, multi-organizational effort designed to improve the educational experiences and reading proficiencies of Minnesota's students with dyslexia and other reading difficulties. HELP works to improve the reading performance of struggling readers through professional development that fosters high-quality teacher preparation throughout Minnesota's institutions of higher education through a Distinguished Scholar's Symposium and a summer book club. Visit the Minnesota Reading Association website for more information or to register.
8th Grade Ela Books
Standards and Related Information
4th Grade Ela Practice Worksheets
- - 6/18/20
- - 5/27/20
Frequently Asked Questions about Minnesota K-12 Academic Standards in English Language Arts (2010) - - 1/3/20
- 2019-20 Minnesota English Language Arts Standards Committee - 11/8/19
- Minnesota K-12 Academic Standards in English Language Arts (2010) - 8/15/18
Literacy in History/Social Studies-See pages 80-90 - Academic Standards in English Language Arts (2010) - Spreadsheet - 12/23/14
New standards were to be implemented by schools no later than the 2012-13 school year. - English Language Arts Word Alignment Form Grades 6-12 - 11/10/11
Form to assist schools in aligning curriculum and assessments to the 2010 Minnesota K-12 Academic Standards - English Language Arts Word Alignment Form Grades K-5 - 11/10/11
Form to assist schools in aligning curriculum and assessments to the 2010 Minnesota K-12 Academic Standards
Minnesota's K-12 Academic Standards Identify the Knowledge and Skills Required for All Students
Related offsite resources:
