English Language Arts

The reading standards ask students to read across a wide variety of genres. Literary and informational texts are combined and reorganized around genre including emerging genres (e.g. social media posts) beyond the categories of literary or informational. In Kindergarten through 5th grade, standards for foundational skills are placed in the context of a language and print-rich environment. Students build greater phonological awareness and accurate decoding skills, using phonics and word analysis to build fluency. Text/visual features expand into grades 6–12, teaching students to “decode” genre-specific visual elements. From Kindergarten through high school, these standards are followed by standards for comprehension, interpretation, analysis, and evaluation of texts.

The writing standards empower students to compose a wide range of genres for varied purposes and audiences. Although argument is one form of persuasion, the standards recognize that many persuasive genres use distinct techniques. Informative, explanatory, and narrative writing are also included as flexible genre categories rather than fixed text types. This expanded view of writing aligns with shifts in the reading standards and deepens the inclusion of media literacy. The writing standards also introduce digital citizenship, prompting students to consider the permanence of their writing and the range of intended and unintended audiences. With a process-oriented approach, the standards help students consider the communicative situation and prepare them to write unfamiliar genres in the future. In the Writing domain, the standards proceed from identifying the purpose to planning and drafting, revising and editing, and sharing and publishing. This reflects the recursive nature of composing and developing writing over time. To increase relevance, students are invited to compose complex texts that reflect real-world communication, including: • Academic writing – structured, evidence-based texts. • Professional communication – resumes, emails, proposals, and workplace documentation. • Personal expression – reflective writing, personal letters, journaling, and storytelling. • Civic discourse – opinion pieces, public commentary, and advocacy writing.

The speaking, listening, and digital forums standards emphasize the importance of engaging students in meaningful, respectful communication—both in person and online. While digital forums resemble conversation more than traditional writing, they introduce unique opportunities that need students to apply and expand their social-emotional learning and digital citizenship skills. To participate effectively, students must navigate the complexities of online discourse, including: • Civil discourse skills used in person and digital format discussions. • Permanence of digital conversations and their long-term impact. • Anonymity and authenticity can influence behavior and accountability. • Social-emotional competencies such as self-awareness, social management, and engagement. By integrating digital citizenship into these standards, educators prepare students for the realities of communication in a digital age.

The language standards support students to develop their knowledge and use of the English language in different contexts for different purposes. Language skills and knowledge develop within the literacy activities represented by the other domains. The language standards emphasize the context in which students develop language skills and knowledge. Students learn how language works across contexts and social situations to convey meaning. Students use syntax, vocabulary, and word relationships to interpret and express ideas with clarity and precision. Students also apply encoding and transcription skills—such as spelling, punctuation, and written conventions—to communicate effectively in writing. In addition, language standards are written to be easy to use in dual-language settings and include connections to the Key Language Uses found in the WIDA English Language Development framework.

The research and Inquiry standards accurately reflect real-world uses for the inquiry process. Students can write about research but can also use it to inform decisions and discussions, satisfy curiosity, inspire creative work, and provide context for the texts they read and study. Putting research and media literacy into a single domain emphasizes the need to identify credible and relevant sources during the research process. Students encounter countless media messages all day long. The media literacy standards do not tell students what to think about media messages and information sources. Instead, media literacy standards teach students to use their own lenses to analyze: • Reactions to media messages. • Purposes of media messages and the techniques used to accomplish them. • Accuracy/logic/fairness of media messages. • Credibility of those responsible for media messages. These media literacy standards help students think critically about media messages so they can make their own informed choices about what to believe and what actions to take. As students consider their reactions to media messages, they rely on and build skills associated with social-emotional learning.

The standards

• ELA Learning Standards · PDF
• ELA Learning Standards · Word
• Standards spreadsheet with Common Core crosswalk · ExcelThe source of everything on these pages

What changed

• What's New in the ELA Standards · PDF
• Key Shift and Six Key Literacy Practices · PDF

The domains (office hours)

• Reading · Video
• Writing · Video
• Speaking, Listening, and Digital Forums · Video
• Language · Video
• Research and Media Literacy · Video

Getting started

• Using the ELA Standards Spreadsheet · Video
• Technical Support Activities · PDFActivities for a staff meeting or PLC
• Washington OER Hub · Web pageFree, openly licensed materials aligned to the standards