New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS
1
NEW YORK STATE
EDUCATION DEPARTMENT
GRADE
P-12
New York State Next Generation
English Language Arts
Learning Standards
REVISED 2017
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
2
NEW YORK STATE
EDUCATION DEPARTMENT
Table of Contents
Anchor Standards
......................................................................... 3
Lifelong Practice of Readers and Writers ..................................... 8
Prekindergarten and Elementary Standards ............................... 9
Middle Grades Standards ........................................................... 71
High School Standards ................................................................ 96
Appendix A (Language Standard 1 and 2) ................................ 117
Appendix B: Glossary of Terms................................................. 124
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
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NEW YORK STATE
EDUCATION DEPARTMENT
English Language Arts
Anchor
Standards
Anchor standards represent broad statements about the
expectations for students as they prepare for high school
graduation, positioning them for college and careers. The grade
level ELA standards begin in the Prekindergarten and Elementary
ELA Standards section. Please see the introduction for more about
how the anchor standards and grade level standards connect.
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NEW YORK STATE
EDUCATION DEPARTMENT
Reading Anchor Standards
PL
EASE NOTE: For the grade level and grade band standards, RI and RL are included to show how the
standard applies to either reading informational (RI) or literary texts (RL), or both (RI&RL).
Key Ideas and Details
STANDARD 1:
Read closely to determine what the text says explicitly/implicitly and make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
STANDARD 2:
Determine central ideas or themes of a text and analyze their development;
summarize
the key supporting details and ideas.
STANDARD 3:
Analyze how and why individuals, events, and ideas develop and interact over the
course
of a text.
Craft and Structure
STANDARD 4:
Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.
STANDARD 5:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the
whole.
STANDARD 6:
Assess how point of view or purpose shapes the content and style of a text, drawing on a
wide range of global and diverse texts.
Integration of Knowledge and Ideas
STANDARD 7:
Integrate and evaluate content presented in diverse media and formats.
STANDARD 8:
Delineate and evaluate the argument and specific claims in a text, including the
validity of
the reasoning as well as the relevance and sufficiency of the evidence
.
STANDARD 9: Analyze and evaluate texts using knowledge of literary forms, elements, and
devices
through a variety of lenses and perspectives.
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
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NEW YORK STATE
EDUCATION DEPARTMENT
Writing Anchor Standards
Text Types and Purposes
STANDARD 1:
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
STANDARD 2:
Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
STANDARD 3:
Write narratives to develop real or imagined experiences or events using effective
techniques, well-chosen details, and well-structured event sequences.
STANDARD 4:
Develop personal, cultural, textual, and thematic connections within and across genres
through written responses to texts and personal experiences.
STANDARD 5:
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Research to Build and Present Knowledge
STANDARD 6:
Conduct research based on focused questions to demonstrate understanding of the
subject under investigation.
STANDARD 7:
Gather relevant information from multiple sources, assess the credibility and accuracy of
each source, and integrate the information in writing while avoiding plagiarism
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NEW YORK STATE
EDUCATION DEPARTMENT
Speaking and Listening Anchor Standards
Comprehension and Collaboration
STANDARD 1:
Prepare for and participate effectively in a range of conversations and collaborations
with diverse partners; express ideas clearly and persuasively, and build on those of
others.
STANDARD 2:
Integrate and evaluate information presented in diverse media and formats (including
visual, quantitative, and oral).
STANDARD 3:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
STANDARD 4:
Present information, findings, and supporting evidence so that listeners can follow the
line of reasoning. Ensure that the organization, development, and style are appropriate to
task, purpose, and audience.
STANDARD 5:
Make strategic use of digital media and visual displays to express information and
enhance understanding of presentations.
STANDARD 6:
Adapt speech to a variety of contexts and communicative tasks, demonstrating command
of academic English when indicated or appropriate.
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NEW YORK STATE
EDUCATION DEPARTMENT
Language Anchor Standards
Conventions of Academic English/Language for Learning
STANDARD 1:
Demonstrate command of the conventions of academic English grammar and usage when
writing or speaking.
STANDARD 2:
Demonstrate command of the conventions of academic English capitalization,
punctuation, and spelling when writing.
Knowledge of Language
STANDARD 3:
Apply knowledge of language to understand how language functions in different contexts,
to make effective choices for meaning or style, and to comprehend more fully when
reading or listening.
Vocabulary Acquisition and Use
STANDARD 4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
by using context clues, analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
STANDARD 5:
Demonstrate understanding of figurative language, word relationships and nuances in
word meanings.
STANDARD 6:
Acquire and accurately use general academic and content-specific words and phrases
sufficient for reading, writing, speaking, and listening; demonstrate independence in
gathering and applying vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
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Lifelong Practices of Readers and Writers
Lifelong Practices of Readers Lifelong Practices of Writers
Readers:
•
think, write, speak, and listen to
understand
•
read often and widely from a range of
global and diverse texts
•
read for multiple purposes, including for
learning and for pleasure
•
self-select texts based on interest
•
persevere through challenging, complex
te
xts
•
enrich personal language, background
knowledge, and vocabulary through
reading and communicating with others
•
monitor comprehension and apply
reading strategies flexibly
•
make connections (to self, other texts,
ideas, cultures, eras, etc.)
Writers:
•
think, read, speak, and listen to support
writing
•
write often and widely in a variety of
formats, using print and digital resources
and tools
•
write for multiple purposes, including for
learning and for pleasure
•
persevere through challenging writing
tasks
•
enrich personal language, background
knowledge, and vocabulary through
writing and communicating with others
•
experiment and play with language
•
analyze mentor texts to enhance writing
•
strengthen writing by planning, revising,
editing, rewriting, or trying a new approach
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EDUCATION DEPARTMENT
Prekindergarten
and Elementary
English Language Arts
Learning Standards
Prekindergarten .................................. 10
Kindergarten........................................ 18
Grade 1 ................................................ 27
Grade 2 ................................................ 35
Grade 3 ................................................ 45
Grade 4 ................................................ 54
Grade 5 ................................................ 63
New York State Education Department
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NEW YORK STATE
EDUCATION DEPARTMENT
Prekindergarten
English Language Arts
Learning Standards
PL
EASE NOTE: These Standards are intended for four-year-old prekindergarten students.
Prekindergarten Introduction
Guidance and Support
Guidance and support are an integral part of developmentally appropriate practice. As children are gaining
mastery of the standards in prekindergarten, some students may require support to demonstrate skills.
Range of Student Reading Experiences for Prekindergarten
Students in prekindergarten should experience a balance of literature and informational texts in the
context of instruction designed to create opportunities for children to engage with a variety of topics, and
texts, and have discussions about texts that support language development and knowledge building.
Creating this learning environment for emergent readers can take a variety of formats, including read-
alouds, shared readings, pretend readings, learning activities and play that incorporate literacy materials,
talking, experimenting with written materials, and other literacy activities. We refer to these instructional
events as ‘reading or literacy experiences’ because the focus is on using texts, printed and visual, to develop
emergent readers’ concepts of how meaning is conveyed through reading and writing while building their
language and knowledge.
It is not enough to simply feature a variety of literary and informational text types in Prekindergarten
environments and classroom instruction; these texts must be made accessible and meaningful to young
readers as a component of fostering engagement with literacy to build language and knowledge. For
example, educators should provide and engage developing readers with an assortment of fiction and non-
fiction age-appropriate books in the library area that are displayed attractively and used regularly, rotated
often; connected to instructional themes and feature cultural diversity; incorporate text materials into
many different aspects of the classroom curriculum, including authentic informational text materials for
use in play and to guide learning centers; and select a variety of text types that engage children’s interests
and support their learning about the themes under study.
PK
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EDUCATION DEPARTMENT
The following are examples of literary and informational text types to be used in classroom instruction and
to create the literacy-rich learning environments.
Texts are not limited to these examples.
LITERATURE:
picture books, stories, drama, poetry, fiction, fairytales, nursery rhymes, folk tales, tall
tales, and other literary texts.
INFORMATIONAL TEXT:
picture books, nonfiction, biographies, autobiographies, books and articles
about science, art, history, social studies, and information displayed in charts, graphs, or maps, in both print
and digital sources.
Text Complexity Expectations for Prekindergarten
Students in Prekindergarten are at the early emergent reader level and haven’t developed the
foundational word reading skills necessary to read texts independently. However, it is crucial that
prekindergarten students actively engage in large and small group interactive read-aloud discussions of
texts that are content-rich and age-appropriate. These texts should be part of the curricular materials as
well as those best sellers from a variety of publishers found in libraries across the state, and therefore
serve as a platform for building listening comprehension processes, to promote deeper-level thinking.
English Language Learners/Multilingual Learners
English Language Learners (ELLs)/Multilingual Learners (MLLs) enter the school system at all grade levels,
with a range of proficiency in English and varying degrees of literacy and academic competencies in their
home or primary language. While building proficiency in English, ELLs/MLLs in English as a New Language
and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge
across languages The eventual goal of English Language Arts (ELA) standards is to support the lifelong
practices of reading, writing, speaking and listening in English. ELLs/MLLs can receive home language
supports and be provided opportunities to demonstrate skills in their home or primary languages to
indicate mastery of the linguistic concepts and skills embedded in the ELA standards. Throughout the
Standards, the use of annotation marks this concept for ELLs/MLLs.
Students with Disabilities
Children with disabilities and their typically developing peers are all capable of learning, achieving, and
making developmental progress. Preschool children with disabilities need specially designed instruction
and related services designed to address their disability and ensure their participation in age appropriate
activities with typically-developing peers. Each preschool child with a disability has an individualized
educational program (IEP) which documents his/her individual goals, supports, and services as
determined by his/her needs, strengths, and abilities. These individual supports, accommodations, and
services are designed to assist the child to meet the goals in his/her IEP as well as to achieve the learning
Standards. With the appropriate services and supports, children with disabilities can participate in
prekindergarten experiences with their typically-developing peers and be held to the same high standards
and expectations as those without disabilities.
PK
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Prekindergarten Reading Standards
(Literary and Informational Text) | PKR
Key Ideas and Details
PKR1:
Participate in discussions about a text. (RI&RL)
PKR2:
Retell stories or share information from a text. (RI&RL)
PKR3:
Develop and answer questions about characters, major events, and pieces of information in a text.
(RI&RL)
Craft and Structure
PKR4:
Exhibit an interest in learning new vocabulary. (RI&RL)
PKR5:
Interact with a variety of genres. (RI&RL)
PKR6:
Describe the role of an author and illustrator. (RI&RL)
Integration of Knowledge and Ideas
PKR7:
Describe the relationship between illustrations and the text. (RI&RL)
R8:
Begins in kindergarten.
PKR9:
Make connections between self, text, and the world. (RI&RL)
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NEW YORK STATE
EDUCATION DEPARTMENT
Prekindergarten Reading Standards:
Foundational Skills | PKRF
Print Concepts
PKRF1:
Demonstrate understanding of the organization and basic features of print.
PKRF1a:
Recognize that words are read from left to right, top to bottom and page to page.
PKRF1b:
Recognize that spoken words are represented in written language.
PKRF1c:
Understand that words are separated by spaces in print.
PKRF1d:
Recognize and name some upper/lowercase letters of the alphabet, especially those in
own name.
PKRF1e:
Recognize that letters are grouped to form words.
PKRF1f:
Differentiate letters from numerals.
PKRF1g:
Identify front cover and back cover.
Phonological Awareness
PKRF2:
Demonstrate an emerging understanding of spoken words, syllables, and sounds (phonemes).
PKRF2a:
Begin to recognize and match spoken words that rhyme (e.g. songs, chants, finger
plays).
PKRF2b:
Begin to recognize individual syllables within spoken words (e.g. cup cake, base ball).
PKRF2c:
Isolate and pronounce the initial sounds (phonemes) in spoken one-syllable words
(e.g. the /m/ in map).
Phonics and Word Recognition
PKRF3:
Demonstrate emergent phonics and word analysis skills.
PKRF3a:
Demonstrate one-to-one letter-sound correspondence by producing the primary
sound of some consonants.
Fluency
PKRF4:
Displays emergent reading behaviors with purpose and understanding.
PK
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Prekindergarten Writing Standards | PKW
Production and Range of Writing for Prekindergarten
To foster prekindergartners’ emergent writing skills, they should actively engage in group and individual
writing activities, where the focus is on helping them understand writing and drawing as a means for
communication with others and as an important tool to support their own thinking and learning. Students
should be exposed to and prompted to produce a range of text types as they dictate, draw to convey
meaning, and make early attempts at producing letters, words, and letter strings. These text types include
narratives (retellings of events they have experienced or fictional stories) as well as responses to
narratives, pieces of expository writing (shopping lists and notes/letters/pictures to classmates or adults
in the community), and informational texts (such as ‘how-to’ books, and diagrams and pictures that
generate, represent, or express information).
Conceptualized broadly, these writing experiences for our youngest learners should include opportunities
to narrate or dictate their stories and ideas to an adult who is writing it down, as well as draw and illustrate
their ideas, especially making connections from read-alouds to writing. In these earliest years, we expect
the use of letter like forms, the use of random letter strings, and invented spelling as part of the
developmental progression. In addition to beginning to acquire alphabetic and orthographic skills—the
letter-sound connections and the letter combinations—students in prekindergarten should also begin to
learn about how technology and digital tools for writing can increase learning and communication (e.g., use
technology to write, draw, and explore concepts; begin to explore keyboards). Please see the Lifelong
Practices for Writers for examples of important lifelong writing habits that should begin in the early years
and continue through life.
Text Types and Purposes
PKW1:
Use a combination of drawing, dictating, oral expression, and/or emergent writing to state an
opinion about a familiar topic in child-centered, authentic, play-based learning.
PKW2:
Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a
familiar topic and supply information in child-centered, authentic, play-based learning.
PKW3:
Use a combination of drawing, dictating, oral expression, and/or emergent writing to narrate an
event or events in a sequence.
PKW4:
Create a response to a text, author, or personal experience (e.g., dramatization, artwork, or
poem).
W5:
Begins in Grade 4
PK
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Research to Build and Present Knowledge
PKW6:
Develop questions and participate in shared research and exploration to answer questions and to
build and share knowledge.
PKW7:
Engage in a discussion using gathered information from experiences or provided resources.
PK
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EDUCATION DEPARTMENT
Prekindergarten Speaking and Listening
Standards|PKSL
Comprehension and Collaboration
PKSL1:
Participate in collaborative conversations with diverse peers and adults in small and large groups
and during play.
PKSL1a:
Follow agreed-upon rules for discussions, including listening to others, taking turns,
and staying on topic.
PKSL1b:
Participate in conversations through multiple exchanges.
PKSL1c:
Consider individual differences when communicating with others.
PKSL2:
Interact with diverse formats and texts.
PKSL3:
Identify the speaker.
Presentation of Knowledge and Ideas
PKSL4:
Describe familiar people, places, things, and events
.
PKSL5:
Create a visual display.
PKSL6:
Express thoughts, feelings, and ideas.
GRADE
PK
PK
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EDUCATION DEPARTMENT
Prekindergarten Language Standards | PKL
PLEASE NOTE:
Language Standards 1 and 2 are organized within grade bands and are not meant
to be accomplished by the end of Prekindergarten. Local curriculum choices will determine which
specific skills are included in Prekindergarten. These banded skills can be found in Appendix A at the
end of this document. For the Core Conventions Skills and Core Punctuation and Spelling Skills for Grades P-
2, the student is expected to know and be able to use the skills by the end of 2
nd
grade. The → is included to
indicate skills that connect and progress across the band. These particular skills are depicted on a
continuum because research suggests that they develop along a progression.
Conventions of Academic English/Language for Learning (See Appendix A)
Knowledge of Language
L3:
Begins in Grade 2
Vocabulary Acquisition and Use
PKL4:
Explore and use new vocabulary in child-centered, authentic, play-based experiences.
PKL5:
Explore and discuss word relationships and word meanings.
PKL5a:
Sort common objects into categories (e.g., shapes, foods) for understanding of the
concepts the categories represent.
PKL5b:
Demonstrate understanding of frequently occurring words by relating them to their
opposites (e.g., hot/cold).
PKL5c:
Use words to identify and describe the world around them.
PKL6:
Use words and phrases acquired through language rich experiences, conversations, reading and
being read to, responding to texts, and child-centered, play-based experiences.
PK
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NEW YORK STATE
EDUCATION DEPARTMENT
Kindergarten
English Language Arts
Learning Standards
Kindergarten Introduction
Guidance and Support
Guidance and support are an integral part of developmentally appropriate practice. As children are gaining
mastery of the Standards in kindergarten, some students may require support to demonstrate skills.
Range of Student Reading Experiences for Kindergarten
Students in kindergarten should experience a balance of literature and informational texts in the context of
instruction designed to create opportunities for them to engage with a variety of topics, and texts, and have
discussions about texts that support language development and knowledge building. Creating this learning
environment for emergent readers can take a variety of formats, including read-alouds, shared readings,
paired readings, learning activities and play that incorporates literacy materials, talking, experimenting
with written materials, and other literacy activities. We refer to these instructional events as ‘reading or
literacy experiences’ because the focus is on using texts, printed and visual, to develop emergent readers’
concepts of how meaning is conveyed through reading and writing while building their language and
knowledge.
It is not enough to simply feature a variety of literary and informational text types in Kindergarten
environments and classroom instruction; these texts must be made accessible and meaningful to young
readers as a component of fostering engagement with literacy to build language and knowledge. For
example, educators should provide and engage developing readers with an assortment of fiction and
non-fiction age-appropriate books in the library area that are displayed attractively and used regularly,
rotated often, connected to instructional themes, and feature cultural diversity; incorporate text materials
into many different aspects of the classroom curriculum, including authentic informational text materials
for use in play and to guide learning centers; and select a variety of text types that engage children’s
interests and support their learning about the theme under study. The following are examples of literary
and informational text types to be used in classroom instruction and to create literacy-rich environments.
New York State Education Department
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EDUCATION DEPARTMENT
Texts are not limited to these examples.
LITERATURE:
picture books, stories, drama, poetry, fiction, fairytales, nursery rhymes, folk tales, tall
tales, and other literary texts
INFORMATIONAL TEXT
: picture books, nonfiction, biographies, autobiographies, books and articles
about science, art, history, social studies, and information displayed in charts, graphs, or maps, in both print
and digital sources
Text Complexity Expectations for Kindergarten
Students in kindergarten are at varying stages of development as word readers and as text comprehenders.
To develop each set of skills and competencies (word reading, text comprehension skills), different
instructional materials are required. During instruction to develop word readings skills, kindergarten
students should have authentic opportunities to engage with texts that specifically correlate to their
developing phonics and word reading skills. However, to bolster students’ text comprehension skills,
teachers should also provide large group, small group, and individual reading activities materials that are
content-rich and complex. For example, students should participate in interactive read-aloud discussions of
complex texts that they could not read independently, in order to build background knowledge and
promote deeper-level thinking. Because each reader brings different skills and background knowledge to
their reading experiences, a text that is ‘complex’ for one reader may be accessible to a peer in the same
classroom. For this reason, educators should provide scaffolding and support as needed to allow all
students to access grade-level texts. The most critical distinction, however, is the distinction between the
complexity of the texts used to teach a child to read the words on the page, and the complexity of the texts
used to build up their language and knowledge.
English Language Learners/Multilingual Learners
English Language Learners (ELLs)/Multilingual Learners (MLLs) enter the school system at all grade levels,
with a range of proficiency in English and varying degrees of literacy and academic competencies in their
home or primary language. While building proficiency in English, ELLs/MLLs in English as a New Language
and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge
across languages. The eventual goal of English Language Arts (ELA) standards is to support the lifelong
practices of reading, writing, speaking and listening in English. ELLs/MLLs can receive home language
supports and be provided opportunities to demonstrate skills in their home or primary languages to
indicate mastery of the linguistic concepts and skills embedded in the ELA standards. Throughout the
standards, the use of annotation marks this concept for ELLs/MLLs.
GR
K
AD
E
New York State Education Department
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NEW YORK STATE
EDUCATION DEPARTMENT
Students with Disabilities
Children with disabilities and their typically developing peers are all capable of learning, achieving, and
making developmental progress. Children with disabilities need specially designed instruction and related
services designed to address their disability and ensure their participation in age appropriate activities
with typically-developing peers. Each child with a disability has an individualized educational program
(IEP) which documents his/her individual goals, supports, and services as determined by his/her needs,
strengths, and abilities. These individual supports, accommodations, and services are designed to assist the
child to meet the goals in his/her IEP as well as to achieve the Learning Standards. With the appropriate
services and supports, children with disabilities can participate in experiences with their typically-
developing peers and be held to the same high standards and expectations as those without disabilities.
GR
K
AD
E
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NEW YORK STATE
EDUCATION DEPARTMENT
Kindergarten Reading Standards
(Literary and Informational Text) | KR
Key Ideas and Details
KR1:
Develop and answer questions about a text. (RI&RL)
KR2:
Retell stories or share key details from a text. (RI&RL)
KR3:
Identify characters, settings, major events in a story, or pieces of information in a text. (RI&RL)
Craft and Structure
KR4:
Identify specific words that express feelings and senses. (RI&RL)
KR5:
Identify literary and informational texts. (RI&RL)
KR6:
Name the author and illustrator and define the role of each in presenting the ideas in a text.
(RI&RL)
Integration of Knowledge and Ideas
KR7:
Describe the relationship between illustrations and the text. (RI&RL)
KR8:
Identify specific information to support ideas in a text. (RI&RL)
KR9:
Make connections between self, text, and the world. (RI&RL)
GRADE
K
GR
K
AD
E
New York State Education Department
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NEW YORK STATE
EDUCATION DEPARTMENT
Kindergarten Reading Standards:
Foundational Skills | KRF
Print Concepts
KRF1:
Demonstrate understanding of the organization and basic features of print.
KRF1a:
Follow words from left to right, top to bottom, and page by page.
KRF1b:
Recognize that spoken words are represented in written language by specific
sequences of letters.
KRF1c:
Understand that words are separated by spaces in print.
KRF1d:
Recognize and name all upper- and lowercase letters of the alphabet.
KRF1e:
Identify the front cover, back cover, and title page of a book.
Phonological Awareness
KRF2:
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
KRF2a:
Recognize and produce spoken rhyming words.
KRF2b:
Blend and segment syllables in spoken words.
KRF2c:
Blend and segment onsets and rimes of spoken words.
KRF2d:
Blend and segment individual sounds (phonemes) in spoken one-syllable words.
KRF2e:
Create new words by manipulating the phonemes orally in one-syllable words.
Phonics and Word Recognition
KRF3:
Know and apply grade-level phonics and word analysis skills in decoding words.
KRF3a:
Demonstrate one-to-one letter-sound correspondence by producing the primary
sound or most frequent sound for each consonant.
KRF3b:
Decode short vowel sounds with common spellings.
KRF3c:
Decode some regularly spelled one-syllable words.
KRF3d:
Read common high-frequency words by sight.
Fluency
KRF4:
Will engage with emergent level texts and read-alouds to demonstrate comprehension.
GR
K
AD
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EDUCATION DEPARTMENT
Kindergarten Writing Standards | KW
Production and Range of Writing for Kindergarten
As students in kindergarten develop writing skills, they should actively engage in group and individual
writing activities, where the focus is on helping them understand writing and drawing as a means for
communication with others and as an important tool to support their own thinking and learning. Students
should be exposed to and prompted to produce texts for a range of purposes (to entertain, to explain, to
persuade) as they dictate, draw to convey meaning, and make early attempts at producing letters, words,
and letter strings. These text types include narratives (retellings of events they have experienced or
fictional stories) as well as responses to narratives, pieces of expository writing (shopping lists and
notes/letters/pictures to classmates or adults in the community), and informational texts (such as ‘how-to’
books, and diagrams and pictures that generate, represent, or express information).
Conceptualized broadly, these writing experiences for our youngest learners should include opportunities
to narrate or dictate their stories and ideas to an adult who is writing it down, as well as draw and illustrate
their ideas, especially making connections from read-alouds to writing. In these earliest years, we expect
the use of invented spelling as part of the developmental progression. In addition to beginning to acquire
alphabetic and orthographic skills—the letter-sound connections and the letter combinations—students in
kindergarten should begin to learn about how technology and digital tools for writing can increase learning
and communication (e.g., use technology to write, draw, and explore concepts; explore keyboards). Please
see the Lifelong Practices for Writers for examples of important lifelong writing habits that should begin in
the early years and continue through life.
Text Types and Purposes
KW1:
Use a combination of drawing, dictating, oral expression, and/or emergent writing to state an
opinion about a familiar topic or personal experience and state a reason to support that opinion.
KW2:
Use a combination of drawing, dictating, oral expression, and/or emergent writing to name a
familiar topic and supply information.
KW3:
Use a combination of drawing, dictating
oral expression, and/or emergent writing to narrate an
event or events in a sequence.
KW4:
Create a response to a text, author, or personal experience (e.g., dramatization, artwork, or
poem).
W5:
Begins in Grade 4
GR
K
ADE
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Research to Present Knowledge
KW6:
Develop questions and participate in shared research and exploration to answer questions and to
build and share knowledge.
KW7:
Recall and represent relevant information from experiences or gather information from provided
sources to answer a question in a variety of ways (e.g., drawing, oral expression, and/or emergent
writing).
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Kindergarten Speaking and Listening Standards | KSL
Comprehension and Collaboration
KSL1:
Participate in collaborative conversations with diverse peers and adults in small and large groups
and during play.
KSL1a:
Follow agreed-upon rules for discussions, including listening to others, taking turns,
and staying on topic.
KSL1b:
Participate in conversations through multiple exchanges.
KSL1c:
Consider individual differences when communicating with others.
KSL2:
Participate in a conversation about features of diverse texts and formats.
KSL3:
Develop and answer questions to clarify what the speaker says.
Presentation of Knowledge and Ideas
KSL4:
Describe familiar people, places, things, and events with detail.
KSL5:
Create and/or utilize existing visual displays to support descriptions.
KSL6:
Express thoughts, feelings, and ideas.
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Kindergarten Language Standards | KL
PL
EASE NOTE:
Language Standards 1 and 2 are organized within grade bands and are not meant
to be accomplished by the end of Kindergarten. Local curriculum choices will determine which
specific skills are included in Kindergarten. These banded skills can be found in Appendix A at the end
of this document. Language Standards 1 and 2 are organized within grade bands. For the Core Conventions
Skills and Core Punctuation and Spelling Skills for Grades P-2, the student is expected to know and be able
to use the skills by the end of 2
nd
grade. The → is included to indicate skills that connect and progress
across the band. These particular skills are depicted on a continuum because research suggests that they
develop along a progression.
Conventions of Academic English/Language for Learning (See Appendix A)
Knowledge of Language
L3:
Begins in Grade 2
Vocabulary Acquisition and Use
KL4:
Explore and use new vocabulary and multiple-meaning words and phrases in authentic
experiences, including, but not limited to the following:
KL4a:
Identify new meanings for familiar words and apply them accurately (e.g., knowing
duck is a bird and learning the verb to duck).
KL4b:
Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful,
-less) as a clue to the meaning of a word.
KL5:
Explore and discuss word relationships and word meanings.
KL5a:
Sort common objects into categories (e.g., shapes, foods) for understanding of the
concepts the categories represent.
KL5b:
Demonstrate understanding of frequently occurring verbs and adjectives by relating
them to their opposites (antonyms).
KL5c:
Use words to identify and describe the world, making connections between words and
their use (e.g., places at home that are colorful).
KL5d:
Explore variations among verbs that describe the same general action (e.g., walk,
march, gallop) by acting out the meanings.
KL6:
Use words and phrases acquired through conversations, reading and being read to, and
responding to texts.
GR
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1st Grade
English Language Arts
Learning Standards
1
st
Grade Introduction
Guidance and Support
Guidance and support are an integral part of developmentally appropriate practice. As children are gaining
mastery of the standards in 1st grade, some students may require support to demonstrate skills.
Range of Student Reading Experiences for 1
st
Grade
Students in 1
st
grade should experience a balance of literature and informational texts in the context of
instruction designed to create opportunities for children to engage with a variety of topics and texts, and
have discussions about texts that support language development and knowledge building. Creating this
learning environment for emergent readers can take a variety of formats, including read-alouds, shared
readings, paired readings, learning activities and play that incorporates literacy materials, talking,
experimenting with written materials, and other literacy activities. We refer to these instructional events as
‘reading or literacy experiences’ because the focus is on using texts, printed and visual, to develop
emergent and early readers’ concepts of how meaning is conveyed through reading and writing, while
building their language and knowledge.
The following are examples of literary and informational text types that could be used in classroom
instruction and environments. Texts are not limited to these examples.
LITERATURE:
stories, drama, poetry, fiction, fairytales, nursery rhymes, folk tales, tall tales, and other
literary texts.
INFORMATIONAL TEXT:
nonfiction, biographies, autobiographies, books and articles about science,
art, history, social studies, and information displayed in charts, graphs, or maps, in both print and digital
sources.
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EDUCATION DEPARTMENT
Text Complexity Expectations for 1
st
Grade
Students in 1
st
grade are at varying stages of development as word readers and as text comprehenders,
with some students strengthening emergent reading skills and others reading at grade level or above. To
develop each set of skills and competencies (word reading, reading comprehension skills), different
instructional materials are required. During instruction to develop word reading skills, 1
st
grade students
should have authentic opportunities to engage with texts that specifically correlate to their individual
levels of phonics and word reading skills. However, to bolster students’ text comprehension skills, teachers
should also provide large group, small group, and individual reading activities, with materials that are
content-rich and complex at age-appropriate levels. For example, students should participate in interactive
read-aloud discussions of more complex texts, which often cannot be read independently, in order to build
background knowledge and promote deeper-level thinking. Because each reader brings different skills and
background knowledge to the act of reading, a text that is ‘complex’ for one reader may be accessible to a
peer in the same classroom. For this reason, educators should provide scaffolding and support as needed to
allow all students to access grade-level texts. The most critical distinction, however, is the distinction
between the complexity of the texts used to teach a child to read the words on the page, and the
complexity of the texts used to build up their language and knowledge.
English Language Learners/Multilingual Learners
English Language Learners (ELLs)/Multilingual Learners (MLLs) enter the school system at all grade levels,
with a range of proficiency in English and varying degrees of literacy and academic competencies in their
home or primary language. While building proficiency in English, ELLs/MLLs in English as a New Language
and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge
across languages. The eventual goal of English Language Arts (ELA) standards is to support the lifelong
practices of reading, writing, speaking and listening in English. ELLs/MLLs can receive home language
supports and be provided opportunities to demonstrate skills in their home or primary languages to
indicate mastery of the linguistic concepts and skills embedded in the ELA Standards. Throughout the
standards, the use of annotation marks this concept for ELLs/MLLs.
Students with Disabilities
Children with disabilities and their typically developing peers are all capable of learning, achieving, and
making developmental progress. Children with disabilities need specially designed instruction and related
services designed to address their disability and ensure their participation in age appropriate activities
with typically-developing peers. Each child with a disability has an individualized educational program
(IEP) which documents his/her individual goals, supports, and services as determined by his/her needs,
strengths, and abilities. These individual supports, accommodations, and services are designed to assist the
child to meet the goals in his/her IEP as well as to achieve the learning standards. With the appropriate
services and supports, children with disabilities can participate in experiences with their typically-
developing peers and be held to the same high standards and expectations as those without disabilities.
GR
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EDUCATION DEPARTMENT
1
st
Grade Reading Standards
(Literary and Informational Text) | 1R
Key Ideas and Details
1R1:
Develop and answer questions about key ideas and details in a text. (RI&RL)
1R2:
Identify a main topic or central idea in a text and retell important details. (RI&RL)
1R3:
Describe characters, settings, and major events in a story, or pieces of information in a text.
(RI&RL)
Craft and Structure
1R4:
Identify specific words that express feelings and senses. (RI&RL)
1R5:
Identify a variety of genres and explain major differences between literary texts and
informational texts. (RI&RL)
1R6:
Describe how illustrations and details support the point of view or purpose of the text. (RI&RL)
Integration of Knowledge and Ideas
1R7:
Use illustrations and details in literary and informational texts to discuss story elements and/or
topics. (RI&RL)
1R8:
Identify specific information an author or illustrator gives that supports ideas in a text. (RI&RL)
1R9:
Make connections between self and text (texts and other people/ world). (RI&RL)
GR
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1
st
Grade Reading Standards:
Foundational Skills | 1RF
Print Concepts
1RF1:
Demonstrate understanding of the organization and basic features of print.
1RF1a:
Recognize the distinguishing features of a sentence (e.g., first word, capitalization,
ending punctuation).
Phonological Awareness
1RF2:
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
1RF2a:
Count, blend and segment single syllable words that include consonant blends.
1RF2b:
Create new words by manipulating individual sounds (phonemes) in spoken
one-syllable words.
1RF2c:
Manipulate individual sounds (phonemes) in single -syllable spoken words.
Phonics and Word Recognition
1RF3:
Know and apply phonics and word analysis skills in decoding words.
1RF3a:
Know the letter-sound correspondences for common blends and consonant digraphs
(e.g. sh, ch, th).
1RF3b:
Decode long vowel sounds in regularly spelled one-syllable words (e.g., final –e
conventions and common vowel teams).
1RF3c:
Decode regularly spelled one-syllable words.
1RF3d:
Determine the number of syllables in a printed word by using knowledge that every
syllable must have a vowel sound.
1RF3e:
Decode two-syllable words following basic patterns by breaking the words into
syllables.
1RF3f:
Recognize and identify root words and simple suffixes (e.g. run, runs, walk, walked)
1RF3g:
Read most common high-frequency words by sight
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Fluency
1RF4:
Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy
and fluency to support comprehension.
1
RF4a:
Read beginning reader texts, appropriate to individual student ability, orally with
accuracy, appropriate rate, and expression on successive readings.
1RF4b:
Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.
GR
1
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NEW YORK STATE
EDUCATION DEPARTMENT
1
st
Grade Writing Standards | 1W
Production and Range of Writing for 1
st
Grade
As students in 1
st
grade develop writing skills, they should actively engage in group and individual writing
activities, where the focus is on helping them understand writing and drawing as a means for
communication with others and as an important tool to support their own thinking and learning. Students
should be exposed to and prompted to produce writing for a range of purposes (to entertain, to explain, to
persuade). These text types including narratives (retellings of events they have experienced or fictional
stories) as well as responses to narratives, pieces of expository writing (shopping lists and
notes/letters/pictures to classmates or adults in the community), and informational texts (such as ‘how-to’
books, and diagrams and pictures that generate, represent, or express information).
Conceptualized broadly, these writing experiences for our youngest learners should include opportunities
to narrate or dictate their stories and ideas to an adult who is writing it down, draw and illustrate their
ideas, especially making connections from read-alouds to writing. In these earliest years, we expect the use
of invented spelling as part of the developmental progression. In addition to beginning to acquire
alphabetic and orthographic skills—the letter-sound connections and the letter combinations—students in
1st grade should begin to learn about how technology and digital tools for writing can increase learning
and communication (e.g., use technology to write, draw, and explore concepts; continue to explore
keyboards, etc.). Please see the Lifelong Practices for Writers for examples of important lifelong writing
habits that should begin in the early years and continue through life.
Text Types and Purposes
1W1:
Write an opinion on a topic or personal experience; give two or more reasons to support that
opinion.
1W2:
Write an informative/explanatory text to introduce a topic, supplying some facts to develop
points, and provide some sense of closure.
1W3:
Write narratives which recount real or imagined experiences or events or a short sequence of
events.
1W4:
Create a response to a text, author, theme or personal experience (e.g., poem, dramatization,
artwork, or other).
W5:
Begins in Grade 4
Research to Build and Present Knowledge
1W6:
Develop questions and participate in shared research and explorations to answer questions and
to build knowledge.
1W7:
Recall and represent relevant information from experiences or gather information from provided
sources to answer a question in a variety of ways.
GR
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NEW YORK STATE
EDUCATION DEPARTMENT
1
st
Grade Speaking and Listening Standards | 1SL
Comprehension and Collaboration
1SL1:
Participate in collaborative conversations with diverse peers and adults (e.g., in small and large
groups and during play).
1SL1a:
Follow agreed-upon rules for discussions and participate by actively listening, taking
turns, and staying on topic.
1SL1b:
Build on others’ talk in conversations by responding to the comments of others
through multiple exchanges.
1SL1c:
Ask questions to clear up any confusion about topics and texts under discussion.
1SL1d:
Consider individual differences when communicating with others.
1SL2:
Develop and answer questions about key details in diverse texts and formats.
1SL3:
Develop and answer questions to clarify what the speaker says and identify a speaker’s point of
view.
Presentation of Knowledge and Ideas
1SL4:
Describe familiar people, places, things, and events with relevant details expressing ideas clearly.
1SL5:
Create or utilize existing visual displays to support descriptions to clarify ideas, thoughts, and
feelings.
1SL6:
Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task,
situation, and audience.
GR
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NEW YORK STATE
EDUCATION DEPARTMENT
1
st
Grade Language Standards | 1L
PL
EASE NOTE:
Language Standards 1 and 2 are organized within grade bands and are not
meant to be accomplished by the end of 1
st
grade. Local curriculum choices will determine
which specific skills are included in 1
st
grade. These banded skills can be found in Appendix A
at the end of this document. Language Standards 1 and 2 are organized within grade bands. For
the Core Conventions Skills and Core Punctuation and Spelling Skills for Grades P-2, the student is
expected to know and be able to use the skills by the end of 2
nd
grade. The → is included to
indicate skills that connect and progress across the band. These particular skills are depicted on a
continuum because research suggests that they develop along a progression.
Conventions of Academic English/Language for Learning (See Appendix A)
Knowledge of Language
L3:
Begins in Grade 2
Vocabulary Acquisition and Use
1L4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing
flexibly from an array of strategies.
1L4a:
Use sentence-level context as a clue to the meaning of a word or phrase.
1L4b:
Use frequently occurring affixes as a clue to the meaning of a word.
1L4c:
Identify frequently occurring root words (e.g., look) and their inflectional forms
(e.g., looks, looked, looking).
1L5:
Demonstrate understanding of word relationships and nuances in word meanings.
1L5a:
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the
categories represent.
1L5b:
Define words by category and by one or more key attributes (e.g., a duck is a bird that
swims; a tiger is a large cat with stripes).
1L5c:
Use words for identification and description, making connections between words and
their use (e.g., places at home that are cozy).
1L5d:
Distinguish shades of meaning among verbs differing in manner (e.g., look, peek,
glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by
defining or choosing them or by acting out the meanings.
1L6:
Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using frequently occurring conjunctions to signal simple
relationships (e.g., because).
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EDUCATION DEPARTMENT
2
nd
Grade
English Language Arts
Learning Standards
2
nd
Grade Introduction
Guidance and Support
Guidance and support are an integral part of developmentally appropriate practice for all students. As
children are gaining mastery of the standards in 2nd grade, some students may require support to
demonstrate skills.
Range of Student Reading Experiences for 2
nd
Grade
Students in 2nd grade should experience a balance of literature and informational texts in the context of
instruction designed to create opportunities for children to engage with a variety of topics and texts, and
have discussions about texts that support language development and knowledge building. Creating this
learning environment for emergent readers can take a variety of formats, including read-alouds, shared
readings, paired readings, learning activities and play that incorporates literacy materials, talking,
experimenting with written materials, and other literacy activities. We refer to these instructional events
as ‘reading or literacy experiences’ because the focus is on using texts, printed and visual, to develop
emergent and early readers’ concepts of how meaning is conveyed through reading and writing.
The following are examples of literary and informational text types that could be used in classroom
instruction. Texts are not limited to these examples.
LITERATURE:
stories, drama, poetry, fiction, fairytales, nursery rhymes, folk tales, tall tales, and other
literary texts.
INFORMATIONAL TEXT:
nonfiction, biographies, autobiographies, books and articles about science,
art, history, social studies, and information displayed in charts, graphs, or maps, in both print and digital
sources.
New York State Education Department
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NEW YORK STATE
EDUCATION DEPARTMENT
Text Complexity Expectations for 2
nd
Grade
Students in 2nd grade are at varying stages of development as word readers and as text comprehenders. By
the end of the school year, students in 2
nd
grade should have good control of word reading skills and be
developing reading comprehension strategies in order to read appropriately complex literary and
informational texts at or above grade level. Despite this simultaneous development, to develop each set of
skills and competencies (word reading, reading comprehension skills), different instructional materials are
required. During instruction to develop 2
nd
graders’ word readings skills, students should have authentic
opportunities to engage with texts that specifically correlate to their individual levels of their word reading
skills. However, to bolster students’ text comprehension skills, teachers should also provide large group,
small group, and individual reading activities, with materials that are content-rich and complex at age-
appropriate levels. In addition, students should participate in interactive read-aloud discussions of more
complex texts—those that they couldn’t read for meaning independently. It is the case that students are
refining their reading skills as they experience more challenging texts; therefore it is essential that even
while students read texts at an instructional and independent level, they are also engaged with instruction
that scaffolds their ability to engage with the content of texts at or above grade-level, through discussion
and writing activities.
Because each reader brings different skills and background knowledge to the act of reading, a text that is
‘complex’ for one reader may be accessible to a peer in the same classroom. For this reason, educators
should provide scaffolding and support as needed to allow all students to access grade-level texts. The
most critical distinction, however, is the distinction between the complexity of the texts used for
children to work on their word reading accuracy and fluency, and emerging independent reading
comprehension skills, and the complexity of the texts used to build up their language and
knowledge.
English Language Learners/Multilingual Learners
English Language Learners (ELLs)/Multilingual Learners (MLLs) enter the school system at all grade levels,
with a range of proficiency in English and varying degrees of literacy and academic competencies in their
home or primary language. While building proficiency in English, ELLs/MLLs in English as a New Language
and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge
across languages. The eventual goal of English Language Arts (ELA) standards is to support the lifelong
practices of reading, writing, speaking and listening in English. ELLs/MLLs can receive home language
supports and be provided opportunities to demonstrate skills in their home or primary languages to
indicate mastery of the linguistic concepts and skills embedded in the ELA standards. Throughout the
Standards, the use of annotation marks
this concept for ELLs/MLLs.
GR
2
AD
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New York State Education Department
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NEW YORK STATE
EDUCATION DEPARTMENT
Students with Disabilities
Children with disabilities and their typically developing peers are all capable of learning,
achieving, and making developmental progress. Children with disabilities need specially designed
instruction and related services designed to address their disability and ensure their participation
in age appropriate activities with typically developing peers. Each child with a disability has an
individualized educational program (IEP) which documents his/her individual goals, supports,
and services as determined by his/her needs, strengths, and abilities. These individual supports,
accommodations, and services are designed to assist the child to meet the goals in his/her IEP as
well as to achieve the learning standards. With the appropriate services and supports, children
with disabilities can participate in experiences with their typically-developing peers and be held
to the same high standards and expectations as those without disabilities.
GR
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AD
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New York State Education Department
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NEW YORK STATE
EDUCATION DEPARTMENT
2
nd
Grade Reading Standards
(Literary and Informational Text) | 2R
Key Ideas and Details
2R1:
Develop and answer questions to demonstrate an understanding of key ideas and details in a text.
(RI&RL)
2R2:
Identify a main topic or central idea and retell key details in a text; summarize portions of a text.
(RI&RL)
2R3:
In literary texts, describe how characters respond to major events and challenges. (RL)
In informational texts, describe the connections between ideas, concepts, or a series of events.
(RI)
Craft and Structure
2R4:
Explain how words and phrases in a text suggest feelings and appeal to the senses. (RI&RL)
2R5:
Describe the overall structure of a text, including describing how the beginning introduces the
text and the ending concludes the text. (RI&RL)
2R6:
Identify examples of how illustrations, text features, and details support the point of view or
purpose of the text. (RI&RL)
Integration of Knowledge and Ideas
2R7:
Demonstrate understanding of story elements and/or topics by applying information gained from
illustrations or text features. (RI&RL)
2R8:
Explain how specific points the author or illustrator makes in a text are supported by relevant
reasons. (RI&RL)
2R9:
Make connections between self and text (texts and other people/ world). (RI&RL)
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NEW YORK STATE
EDUCATION DEPARTMENT
2
nd
Grade Reading Standards:
Foundational Skills | 2RF
Print Concepts
RF1:
There is not a grade 2 standard for this concept. Please see preceding grades for more information.
Phonological Awareness
RF2:
There is not a grade 2 standard for this concept. Please see preceding grades for more information.
Phonics and Word Recognition
2RF3:
Know and apply phonics and word analysis skills in decoding words.
2RF3a:
Distinguish long and short vowels when reading regularly spelled one-syllable words
(including common vowel teams).
2RF3b:
Decode short and long vowel sounds in two-syllable words.
2RF3c:
Decode regularly spelled two-syllable words.
2RF3d:
Recognize and identify root words and common suffixes and prefixes.
2RF3e:
Read all common high-frequency words by sight.
Fluency
2RF4:
Read grade-level text with sufficient accuracy and fluency to support comprehension.
2RF4a:
Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
2RF4b:
Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.
GR
2
ADE
New York State Education Department
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NEW YORK STATE
EDUCATION DEPARTMENT
2
nd
Grade Writing Standards | 2W
Production and Range of Writing for 2
nd
Grade
As students in 2
nd
grade develop their writing skills, they will use a variety of strategies to plan, revise, and
strengthen their writing as they work independently and collaboratively with adults and peers to produce
texts, and to learn about and develop their oral language--written language and reading--writing
connections. Students in 2
nd
grade should write for multiple purposes (to entertain, to explain, to persuade)
and learn about various tools (print and digital) to produce, share, and publish writing. In all writing tasks,
students will learn to use and to adjust language to best communicate ideas, content, and message to
readers; that is, 2
nd
graders should be starting to learn about and practice enacting the distinction between
conversational and academic language and their purposes and use.
Students’ academic language skills, including written language, co-develop with content and world
knowledge and through opportunities to read, write, and discuss with peers. As part of their writing
development, students should continue to learn about how technology and digital tools for writing can
increase learning and communication (e.g., use technology to write and explore concepts; be introduced to
keyboarding, etc.). Please see the Lifelong Practices for Writers for examples of important lifelong writing
habits that should begin in the early years and continue through life.
Text Types and Purposes
2W1:
Write an opinion about a topic or personal experience, using clear reasons and relevant evidence.
PLEASE NOTE:
Students in 2
nd
grade should understand the difference between opinions and
arguments and begin to learn how to write arguments with claims and supporting reasons. For
example, a student’s opinion could be “I like cupcakes.” A student’s claim could be “Cupcakes are
the best snack.” A student’s argument could be “Cupcakes are the best snack because…” with
supporting reasons and evidence.
2W2:
Write informative/explanatory texts that introduce a topic, use facts and other information to
develop points, use content-specific language, and provide a concluding statement or section.
2W3:
Write narratives which recount real or imagined experiences or a short sequence of events,
including details to describe actions, thoughts, and feelings; use temporal words to signal event
order, and provide a sense of closure.
2W4:
Create a response to a text, author, theme or personal experience (e.g., poem, play, story, artwork,
or other).
W5:
Begins in Grade 4
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Research to Build and Present Knowledge
2W6:
Develop questions and participate in shared research and explorations to answer questions and
to build knowledge.
2W7:
Recall and represent relevant information from experiences or gather information from provided
sources to answer a question.
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2
nd
Grade Speaking and Listening Standards | 2SL
Comprehension and Collaboration
2SL1:
Participate in collaborative conversations with diverse peers and adults in small and large groups
and during play.
2SL1a:
Follow agreed-upon rules for discussions and participate by actively listening, taking
turns, and staying on topic.
2SL1b:
Build on others’ talk in conversations by linking their comments to the remarks of
others through multiple exchanges.
2SL1c:
Ask for clarification and further explanation as needed about topics and texts under
discussion.
2SL1d:
Consider individual differences when communicating with others.
2SL2:
Recount or describe key ideas or details of diverse texts and formats.
2SL3:
Develop and answer questions about what a speaker says; agree or disagree with the speaker’s
point of view, providing a reason(s).
Presentation of Knowledge and Ideas
2SL4:
Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.
2SL5:
Include digital media and/or visual displays in presentations to clarify or support ideas, thoughts,
and feelings.
2SL6:
Express thoughts, feelings, and ideas clearly, adapting language according to context.
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2
nd
Grade Language Standards | 2L
PL
EASE NOTE:
Language Standards 1 and 2 are organized within grade bands and are meant to
be accomplished by the end of 2
nd
grade. Local curriculum choices will determine which specific
skills are included in 2
nd
grade. These banded skills can be found in Appendix A at the end of this
document. Language Standards 1 and 2 are organized within grade bands. For the Core Conventions Skills
and Core Punctuation and Spelling Skills for Grades P-2, the student is expected to know and be able to use
the skills by the end of 2
nd
grade. The → is included to indicate skills that connect and progress across the
band. These particular skills are depicted on a continuum because research suggests that they develop
along a progression.
Conventions of Academic English/Language for Learning (See Appendix A)
Knowledge of Language
2L3:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
2L3a:
Compare academic and conversational uses of English.
Vocabulary Acquisition and Use
2L4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing
flexibly from an array of strategies.
2L4a:
Use sentence-level context as a clue to the meaning of a word or phrase.
2L4b:
Determine the meaning of the new word formed when a known prefix is added to a
known word (e.g., happy/unhappy, tell/retell).
2L4c:
Use a known root word as a clue to the meaning of an unknown word with the same
root (e.g., addition, additional).
2L4d:
Use knowledge of the meaning of individual words to predict the meaning of
compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
2L4e:
Use glossaries and beginning dictionaries to determine or clarify the meaning of
words and phrases.
2L5:
Demonstrate understanding of word relationships and nuances in word meanings.
2L5a:
Identify real-life connections between words and their use.
2L5b:
Use words for identification and description, making connections between words and
their use (e.g., describe foods that are spicy or juicy).
2L5c:
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and
closely related adjectives (e.g., thin, slender, skinny, scrawny).
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2L6:
Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are
happy that makes me happy).
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3
rd
Grade
English Language Arts
Learning Standards
3
rd
Grade Introduction
Guidance and Support
Guidance and support are an integral part of developmentally appropriate practice. As children are gaining
mastery of the Standards in 3rd grade, some students may require support to demonstrate skills.
Range of Student Reading Experiences for 3
rd
Grade
Students in 3rd grade should experience a balance of literature and informational texts in the context of
instruction designed to create opportunities for children to engage with a variety of topics and texts, and
have discussions about texts that support language development and knowledge building. Creating this
learning environment can take a variety of formats, including read-alouds, shared readings, paired
readings, learning activities that incorporate literacy materials, talking, writing and other literacy
activities. We refer to these instructional events as ‘reading or literacy experiences’ because the focus is on
using texts, printed and visual, to develop readers’ concepts of how meaning is conveyed through reading
and writing, and in turn their ability to make meaning of increasingly complex text. Much of this work is
done through talk-reading and reading-writing connections.
The following are examples of literary and informational text types that could be used in classroom
instruction. Texts are not limited to these examples.
LITERATURE:
stories, drama, poetry, fiction, fairytales, folk tales, tall tales, and other literary texts.
INFORMATIONAL TEXT:
nonfiction, biographies, autobiographies, books and articles about science,
art, history, social studies, and information displayed in charts, graphs, or maps, in both print and digital
sources.
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Text Complexity Expectations for 3
rd
Grade
Students in 3
rd
grade are at varying stages of development as word readers and as text comprehenders. By
the end of the school year, however, students in 3rd grade should have good control of word reading skills
and be developing reading comprehension strategies in order to read appropriately complex literary and
informational texts at or above grade level. To bolster students’ text comprehension skills, teachers should
provide large group, small group, and individual reading activities, with materials that are content-rich and
complex at age-appropriate levels. Students should also participate in interactive read-aloud discussions of
more complex texts that may not be readily accessible to students when reading independently. It is the
case that students are refining their word reading and comprehension skills as they experience more
challenging texts; therefore it is essential that even while students read texts at an instruction and
independent level, they are also scaffolded into reading texts at or above grade-level—through read-alouds,
discussion, reading-writing connections, etc. Because each reader brings different skills and background
knowledge to the act of reading, a text that is ‘complex’ for one reader may be accessible to a peer in the
same classroom. For this reason, educators should provide scaffolding and support as needed to allow all
students to access grade-level texts. The most critical distinction, however, is the distinction between
the complexity of the texts used for children to work on their word reading accuracy and fluency,
and the complexity of the texts used to build up language and knowledge.
English Language Learners/Multilingual Learners
English Language Learners (ELLs)/Multilingual Learners (MLLs) enter the school system at all grade levels,
with a range of proficiency in English and varying degrees of literacy and academic competencies in their
home or primary language. While building proficiency in English, ELLs/MLLs in English as a New Language
and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge
across languages. The eventual goal of English Language Arts (ELA) standards is to support the lifelong
practices of reading, writing, speaking and listening in English. ELLs/MLLs can receive home language
supports and be provided opportunities to demonstrate skills in their home or primary languages to
indicate mastery of the linguistic concepts and skills embedded in the ELA Standards. Throughout the
Standards, the use of annotation marks this concept for ELLs/MLLs.
Students with Disabilities
Children with disabilities and their typically developing peers are all capable of learning, achieving, and
making developmental progress. Children with disabilities need specially designed instruction and related
services designed to address their disability and ensure their participation in age appropriate activities
with typically-developing peers. Each child with a disability has an individualized educational program
(IEP) which documents his/her individual goals, supports, and services as determined by his/her needs,
strengths, and abilities. These individual supports, accommodations, and services are designed to assist the
child to meet the goals in his/her IEP as well as to achieve the learning standards. With the appropriate
services and supports, children with disabilities can participate in experiences with their typically-
developing peers and be held to the same high standards and expectations as those without disabilities.
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EDUCATION DEPARTMENT
3
rd
Grade Reading Standards
(Literary and Informational Text) | 3R
Key Ideas and Details
3R1:
Develop and answer questions to locate relevant and specific details in a text to support an
answer or inference. (RI&RL)
3R2:
Determine a theme or central idea and explain how it is supported by key details; summarize
portions of a text. (RI&RL)
3R3:
In literary texts, describe character traits, motivations, or feelings, drawing on specific details
from the text. (RL)
In informational texts, describe the relationship among a series of events, ideas, concepts, or steps
in a text, using language that pertains to time, sequence, and cause/effect. (RI)
Craft and Structure
3R4:
Determine the meaning of words, phrases, figurative language, and academic and content-specific
words. (RI&RL)
3R5:
In literary texts, identify parts of stories, dramas, and poems using terms such as chapter, scene,
and stanza. (RL)
In informational texts, identify and use text features to build comprehension. (RI)
3R6:
Discuss how the reader’s point of view or perspective may differ from that of the author, narrator
or characters in a text. (RI&RL)
Integration of Knowledge and Ideas
3R7:
Explain how specific illustrations or text features contribute to what is conveyed by the words in
a text (e.g., create mood, emphasize character or setting, or determine where, when, why, and
how key events occur). (RI&RL)
3R8:
Explain how claims in a text are supported by relevant reasons and evidence. (RI&RL)
3R9:
Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal
events, and situations. (RI&RL)
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3
rd
Grade Reading Standards: Foundational Skills | 3RF
Print Concepts
RF1:
There is not a grade 3 standard for this concept. Please see preceding grades for more information.
Phonological Awareness
RF2:
There is not a grade 3 standard for this concept. Please see preceding grades for more information.
Phonics and Word Recognition
3RF3:
Know and apply grade-level phonics and word analysis skills in decoding words.
3RF3a:
Identify and know the meaning of the most common prefixes and suffixes.
3RF3b:
Decode multi-syllabic words.
3RF3c:
Identify, know the meanings of, and decode words with suffixes.
3RF3d:
Recognize and read grade-appropriate irregularly spelled words.
Fluency
3RF4:
Read grade-level text with sufficient accuracy and fluency to support comprehension.
3RF4a:
Read grade-level text across genres orally with accuracy, appropriate rate, and
expression on successive readings.
3RF4b:
Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.
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3
rd
Grade Writing Standards | 3W
Production and Range of Writing for 3
rd
Grade
As students in 3
rd
grade develop their writing skills, they will use a variety of strategies to plan, revise, and
strengthen their writing as they work independently and collaboratively with adults and peers to produce
texts, and to learn about and develop oral language--written language and reading--writing connections.
Students in 3
rd
grade will write for multiple purposes (to entertain, to explain, to persuade) and learn about
various tools (print and digital) to produce, share, and publish writing. In all writing tasks, students will
learn to use and to adjust language to best communicate ideas, content, and message to readers; that is,
third graders should be practicing enacting the distinction between conversational and academic language
and their purposes and use.
Students’ academic language skills, including written language, co-develop with content and world
knowledge and through opportunities to read, write, and discuss with peers. As part of their writing
development, students should continue to learn about how technology and digital tools for writing can
increase learning and communication (e.g., use technology to write and explore concepts). Students should
receive instruction in keyboarding, with a focus on technique over speed. Please see the Lifelong Practices
for Writers for examples of important lifelong writing habits that should begin in the early years and
continue through life.
Text Types and Purposes
3W1:
Write an argument to support claim(s), using clear reasons and relevant evidence.
3W1a:
Introduce a claim, supported by details, and organize the reasons and evidence
logically.
3W1b:
Use precise language and content-specific vocabulary.
3W1c:
Use linking words and phrases to connect ideas within categories of information.
3W1d:
Provide a concluding statement or section.
3W2:
Write informative/explanatory texts to explore a topic and convey ideas and information relevant
to the subject.
3W2a:
Introduce a topic and organize related information together.
3W2b:
Develop a topic with facts, definitions, and details; include illustrations when useful
for aiding comprehension.
3W2c:
Use precise language and content-specific vocabulary.
3W2d:
Use linking words and phrases to connect ideas within categories of informa
tion.
GRADE
3
3W2e:
Provide a concluding statement or section.
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3W3:
Write narratives to develop real or imagined experiences or events using effective techniques,
descriptive details, and clear event sequences.
3W3a:
Establish a situation and introduce a narrator and/or characters.
3W3b:
Use descriptions of actions, thoughts, and feelings to develop experiences and events
or show the response of characters to situations.
3W3c:
Use temporal words and phrases to signal event order.
3W3d:
Provide a conclusion.
3W4:
Create a response to a text, author, theme, or personal experience (e.g., poem, play, story,
artwork, or other).
W5:
Begins in Grade 4
Research to Build and Present Knowledge
3W6:
Conduct research to answer questions, including self-generated questions, and to build
knowledge.
3W7:
Recall relevant information from experiences or gather information from multiple sources; take
brief notes on sources and sort evidence into provided categories.
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3
rd
Grade Speaking and Listening Standards | 3SL
Comprehension and Collaboration
3SL1:
Participate and engage effectively in a range of collaborative discussions with diverse peers and
adults, expressing ideas clearly, and building on those of others.
3SL1a:
Come to discussions having read or studied required material; draw on that
preparation and other information known about the topic to explore ideas under
discussion.
3SL1b:
Follow agreed-upon norms for discussions by actively listening, taking turns, and
staying on topic.
3SL1c:
Ask questions to check understanding of information presented and link comments to
the remarks of others.
3SL1d:
Explain their own ideas and understanding of the discussion.
3SL1e:
Consider individual differences when communicating with others.
3SL2:
Determine the central ideas and supporting details or information presented in diverse texts and
formats (e.g., including visual, quantitative, and oral).
3SL3:
Ask and answer questions in order to evaluate a speaker’s point of view, offering appropriate
elaboration and detail.
Presentation of Knowledge and Ideas
3SL4:
Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.
3SL5:
Include digital media and/or visual displays in presentations to emphasize certain facts or details.
3SL6:
Identify contexts that call for academic English or informal discourse.
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3
rd
Grade Language Standards | 3L
PL
EASE NOTE:
Language Standards 1 and 2 are organized within grade bands and are not meant
to be accomplished by the end of 3
rd
grade. Local curriculum choices will determine which specific
skills are included in 3
rd
grade. These banded skills can be found in Appendix A at the end of this
document. Language Standards 1 and 2 are organized within grade bands. For the Core Conventions Skills
and Core Punctuation and Spelling Skills for Grades 3-5, the student is expected to know and be able to use
the skills by the end of 5
th
grade. The → is included to indicate skills that connect and progress across the
band.
Conventions of Academic English/Language for Learning (See Appendix A)
Knowledge of Language
3L3:
Recognize differences between the conventions of spoken conversational English and academic
English; signal this awareness by selecting conversational or academic forms when speaking or
writing.
3L3a:
Choose words and phrases for effect.
3L3b:
Recognize and observe differences between the conventions of spoken and written
standard English.
Vocabulary Acquisition and Use
3L4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing
flexibly from a range of strategies, including, but not limited to the following:
3L4a:
Use sentence-level context as a clue to the meaning of a word or phrase.
3L4b:
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).
3L4c:
Use a known root word as a clue to the meaning of an unknown word with the same
root (e.g., company, companion).
3L4d:
Use glossaries or beginning dictionaries to determine or clarify the precise meaning of
key words and phrases.
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3L5:
Demonstrate understanding of word relationships and nuances in word meanings.
3L5a:
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g.,
take steps).
3L5b:
Use words for identification and description, making connections between words and
their use (e.g., describe people who are friendly or helpful).
3L5c:
Distinguish shades of meaning among related words that describe states of mind or
degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
3L6:
Acquire and accurately use conversational, general academic, and content-specific words and
phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night
we went out for dessert).
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4th Grade
English Language Arts
Learning Standards
4
th
Grade Introduction
Guidance and Support
Guidance and support are an integral part of developmentally appropriate practice. As children are gaining
mastery of the standards in 4th grade, some students may require support to demonstrate skills.
Range of Student Reading Experiences for 4
th
Grade
Students in 4
th
grade should experience a balance of literature and informational texts in the context of
instruction designed to create opportunities for children to engage with a variety of topics and texts, and
have discussions about texts that support language development and knowledge building. Creating this
learning environment for readers can take a variety of formats, including read-alouds, shared readings,
paired readings, independent readings and other learning activities that incorporate literacy materials,
talking, and writing. We refer to these instructional events as ‘reading or literacy experiences’ because the
focus is on using texts, printed and visual, to develop readers’ concepts of how meaning is conveyed
through reading and writing, and in turn their ability to make meaning of increasingly complex text. Much
of this work is done through talk-reading and reading-writing connections.
The following are examples of literary and informational text types that could be used in classroom
instruction. Texts are not limited to these examples.
LITERATURE:
stories, drama, poetry, fiction, fairytales, folk tales, tall tales, and other literary texts.
INFORMATIONAL TEXT:
nonfiction, biographies, autobiographies, books and articles about science,
art, history, social studies, and information displayed in charts, graphs, or maps, in both print and digital
sources.
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EDUCATION DEPARTMENT
Text Complexity Expectations for 4
th
Grade
By the end of the school year, 4
th
grade students will read and comprehend literary and informational texts
that are at or above grade level. As in the early grades, though perhaps less striking, there still needs to be
a distinction between the complexity of the texts used for children to work on their word reading fluency
and their independent comprehension skills, and the complexity of the texts used as part of teacher-led
classroom instruction and units of study to build up their language and knowledge. Because each reader
brings different skills and background knowledge to the act of reading, a text that is ‘complex’ for one
reader may be accessible to a peer in the same classroom. For this reason, educators should provide
scaffolding and support as needed to allow all students to access complex texts.
English Language Learners/Multilingual Learners
English Language Learners (ELLs)/Multilingual Learners (MLLs) enter the school system at all grade levels,
with a range of proficiency in English and varying degrees of literacy and academic competencies in their
home or primary language. While building proficiency in English, ELLs/MLLs in English as a New Language
and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge
across languages. The eventual goal of English Language Arts (ELA) standards is to support the lifelong
practices of reading, writing, speaking and listening in English. ELLs/MLLs can receive home language
supports and be provided opportunities to demonstrate skills in their home or primary languages to
indicate mastery of the linguistic concepts and skills embedded in the ELA standards. Throughout the
standards, the use of annotation marks this concept for ELLs/MLLs.
Students with Disabilities
Children with disabilities and their typically developing peers are all capable of learning, achieving, and
making developmental progress. Children with disabilities need specially designed instruction and related
services designed to address their disability and ensure their participation in age appropriate activities
with typically-developing peers. Each child with a disability has an individualized educational program
(IEP) which documents his/her individual goals, supports, and services as determined by his/her needs,
strengths, and abilities. These individual supports, accommodations, and services are designed to assist the
child to meet the goals in his/her IEP as well as to achieve the learning standards. With the appropriate
services and supports, children with disabilities can participate in experiences with their typically-
developing peers and be held to the same high standards and expectations as those without disabilities.
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NEW YORK STATE
EDUCATION DEPARTMENT
4
th
Grade Reading Standards
(Literary and Informational Text) | 4R
Key Ideas and Details
4R1:
Locate and refer to relevant details and evidence when explaining what a text says
explicitly/implicitly and make logical inferences. (RI&RL)
4R2:
Determine a theme or central idea of text and explain how it is supported by key details;
summarize a text. (RI&RL)
4R
3:
In literary texts, describe a character, setting, or event, drawing on specific details in the text. (RL)
In informational texts, explain events, procedures, ideas, or concepts, including what happened
and why, based on specific evidence from the text. (RI)
Craft and Structure
4R4:
Determine the meaning of words, phrases, figurative language, academic, and content-specific
words. (RI&RL)
4R5:
In literary texts, identify and analyze structural elements, using terms such as verse, rhythm,
meter, characters, settings, dialogue, stage directions. (RL)
In informational texts, identify the overall structure using terms such as sequence, comparison,
cause/effect, and problem/solution. (RI)
4R6:
In literary texts, compare and contrast the point of view from which different stories are narrated,
including the difference between first- and third-person narrations. (RL)
In informational texts, compare and contrast a primary and secondary source on the same event
or topic. (RI)
Integration of Knowledge and Ideas
4R7:
Identify information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, illustrations), and explain how the information contributes to an
understanding of the text. (RI&RL)
4R8:
Explain how claims in a text are supported by relevant reasons and evidence. (RI&RL)
4R9:
Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal
events, and situations. (RI&RL)
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4
th
Grade Reading Standards: Foundational Skills | 4RF
Print Concepts
RF1:
There is not a grade 4 standard for this concept. Please see preceding grades for more information.
Phonological Awareness
RF2:
There is not a grade 4 standard for this concept. Please see preceding grades for more information.
Phonics and Word Recognition
4RF3:
Know and apply grade-level phonics and word analysis skills in decoding words.
4RF3a:
Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic
words in context and out of context.
Fluency
4RF4:
Read grade-level text with sufficient accuracy and fluency to support comprehension.
4RF4a:
Read grade-level text across genres orally with accuracy, appropriate rate, and
expression on successive readings.
4RF4b:
Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.
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NEW YORK STATE
EDUCATION DEPARTMENT
4
th
Grade Writing Standards | 4W
Production and Range of Writing for 4
th
Grade
As students in 4
th
grade develop their writing skills, they will use a variety of strategies to plan, revise, and
strengthen their writing as they work independently and collaboratively with adults and peers to produce
texts, and to learn about and develop oral language--written language and reading--writing connections.
Students in 4
th
grade will write for multiple purposes (to entertain, to explain, to persuade) and learn about
various tools (print and digital) to produce, share, and publish writing. In all writing tasks, students will
learn to use and to adjust language to best communicate ideas, content, and message to readers; that is,
fourth graders should be clear on the distinction between conversational and academic language and their
purposes and use—and beginning to master some of the conventions of academic language at grade-
appropriate levels.
Students’ academic language skills, including written language, co-develop with content and world
knowledge and through opportunities to read, write, and discuss with peers. As part of their writing
development, students should continue to learn about how technology and digital tools for writing can
increase learning and communication. Students should receive instruction in keyboarding, with a focus on
technique over speed. Please see the Lifelong Practices for Writers for examples of important lifelong
writing habits that should begin in the early years and continue through life.
Text Types and Purposes
4W1:
Write an argument to support claim(s), using clear reasons and relevant evidence.
4W1a:
Introduce a precise claim, supported by well-organized facts and details, and organize
the reasons and evidence logically.
4W1b:
Use precise language and content-specific vocabulary.
4W1c:
Use transitional words and phrases to connect ideas within categories of information.
4W1d:
Provide a concluding statement or section related to the argument presented.
4W2:
Write informative/explanatory texts to explore a topic and convey ideas and information relevant
to the subject.
4W2a:
Introduce a topic clearly and organize related information in paragraphs and sections.
4W2b:
Develop ideas on a topic with facts, definitions, concrete details, or other relevant
information; include text features when useful for aiding comprehension.
4W2c:
Use precise language and content-specific vocabulary.
4W2d:
Use transitional words and phrases to connect ideas within categories of information.
4W2e:
Provide a concluding statement or section related to the information or explanation
presented.
GR
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NEW YORK STATE
EDUCATION DEPARTMENT
4W3:
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
4W3a:
Establish a situation and introduce a narrator and/or characters.
4W3b:
Use dialogue and description of actions, thoughts, and feelings to develop experiences
and events or show the responses of characters to situations.
4W3c:
Use transitional words and phrases to manage the sequence of events.
4W3d:
Use concrete words and phrases and sensory details to convey experiences and events
precisely.
4W3e:
Provide a conclusion that follows from the narrated experiences or events.
4W4:
Create a poem, story, play, artwork, or other response to a text, author, theme, or personal
experience.
4W5:
Draw evidence from literary or informational texts to respond and support analysis, reflection,
and research by applying the grade 4 Reading Standards.
Research to Build and Present Knowledge
4W6:
Conduct research to answer questions, including self-generated questions, and to build
knowledge through investigating multiple aspects of a topic.
4W7:
Recall relevant information from experiences or gather relevant information from multiple
sources; take notes and categorize information, and provide a list of sources.
GR
4
AD
E
New York State Education Department
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NEW YORK STATE
EDUCATION DEPARTMENT
4
th
Grade Speaking and Listening Standards | 4SL
Comprehension and Collaboration
4SL1:
Engage effectively in a range of collaborative discussions with diverse partners, expressing ideas
clearly, and building on those of others.
4SL1a:
Come to discussions prepared, having read or studied required material; draw on that
preparation and other information known about the topic to explore ideas under
discussion.
4SL1b:
Follow agreed-upon norms for discussions and carry out assigned roles.
4SL1c:
Pose and respond to specific questions to clarify or follow up on information, and
make comments that contribute to the discussion and link to the remarks of others.
4SL1d:
Review the relevant ideas expressed and explain their own ideas and understanding
of the discussion
.
4SL2:
Paraphrase portions of information presented in diverse formats (e.g., including visual,
quantitative, and oral).
4SL3:
Identify and evaluate the reasons and evidence a speaker provides to support particular points.
Presentation of Knowledge and Ideas
4SL4:
Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace and volume appropriate
for audience.
4SL5:
Include digital media and/or visual displays in presentations to emphasize central ideas or
themes.
4SL6:
Distinguish between contexts that call for formal English versus/or informal discourse; use
formal English when appropriate to task and situation.
GR
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New York State Education Department
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NEW YORK STATE
EDUCATION DEPARTMENT
4
th
Grade Language Standards | 4L
PLEASE NOTE:
Language Standards 1 and 2 are organized within grade bands and are not meant
to be accomplished by the end of 4
th
grade. Local curriculum choices will determine which specific
skills are included in 4
th
grade. These banded skills can be found in Appendix A at the end of this
document. For the Core Conventions Skills and Core Punctuation and Spelling Skills for Grades 3-5, the
student is expected to know and be able to use the skills by the end of 5
th
grade. The → is included to
indicate skills that connect and progress across the band.
Conventions of Academic English/Language for Learning (See Appendix A)
Knowledge of Language
4L3:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
4L3a:
Choose words and phrases to convey ideas precisely.
4L3b:
Choose punctuation for effect.
4L3c:
Distinguish between contexts that call for formal English (e.g., presenting ideas) and
situations where informal discourse is appropriate (e.g., small group discussion).
Vocabulary Acquisition and Use
4L4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing
flexibly from a range of strategies.
4L4a:
Use context (e.g., definitions, examples, or restatements in text) as a clue to the
meaning of a word or phrase.
4L4b:
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the
meaning of a word (e.g., telegraph, photograph, autograph).
4L4c:
Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the
pronunciation and determine or clarify the precise meaning of key words and phrases.
4L5:
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
4L5a:
Explain the meaning of simple similes and metaphors in context.
4L5b:
Recognize and explain the meaning of common idioms, adages, and proverbs.
4L5c:
Demonstrate understanding of words by relating them to their antonyms and
synonyms.
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NEW YORK STATE
EDUCATION DEPARTMENT
4L6:
Acquire and accurately use general academic and content-specific words and phrases, including
those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered)
and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when
discussing animal preservation).
GR
4
AD
E
New York State Education Department
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63
NEW YORK STATE
EDUCATION DEPARTMENT
5
th
Grade
English Language Arts
Learning Standards
5
th
Grade Introduction
Guidance and Support
Guidance and support are an integral part of developmentally appropriate practice. As children are gaining
mastery of the standards in 5
th
grade, some students may require support to demonstrate skills.
Range of Student Reading Experiences for 5
th
Grade
Students in 5th grade should experience a balance of literature and informational texts in the context of
instruction designed to create opportunities for children to engage with a variety of topics and texts, and
have discussions about texts that support language development and knowledge building. Creating this
learning environment for readers can take a variety of formats, including read-alouds, shared readings,
paired readings, independent readings and other learning activities that incorporate literacy materials,
talking, and writing. We refer to these instructional events as ‘reading or literacy experiences’ because the
focus is on using texts, printed and visual, to develop readers’ concepts of how meaning is conveyed
through reading and writing, and in turn their ability to make meaning of increasingly complex text. Much
of this work is done through talk-reading and reading-writing connections.
The following are examples of literary and informational text types that could be used in classroom
instruction. Texts are not limited to these examples.
LITERATURE:
stories, drama, poetry, fiction, fairytales, folk tales, tall tales, and other literary texts.
INFORMATIONAL TEXT:
nonfiction, biographies, autobiographies, books and articles about science,
art, history, social studies, and information displayed in charts, graphs, or maps, in both print and digital
sources.
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
64
NEW YORK STATE
EDUCATION DEPARTMENT
Text Complexity Expectations for 5
th
Grade
By the end of the school year, 5
th
grade students will read and comprehend literary and informational texts
at or above grade level. As in the early grades, though perhaps less striking, there still needs to be a
distinction between the complexity of the texts used for children to work on their independent
comprehension skills, and the complexity of the texts used as part of teacher-led classroom instruction and
units of study to build up their language and knowledge. Because each reader brings different skills and
background knowledge to the act of reading, a text that is ‘complex’ for one reader may be accessible to a
peer in the same classroom. For this reason, educators should provide scaffolding and support as needed to
allow all students to access complex texts.
English Language Learners/Multilingual Learners
English Language Learners (ELLs)/Multilingual Learners (MLLs) enter the school system at all grade levels,
with a range of proficiency in English and varying degrees of literacy and academic competencies in their
home or primary language. While building proficiency in English, ELLs/MLLs in English as a New Language
and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge
across languages. The eventual goal of English Language Arts (ELA) standards is to support the lifelong
practices of reading, writing, speaking and listening in English. ELLs/MLLs can receive home language
supports and be provided opportunities to demonstrate skills in their home or primary languages to
indicate mastery of the linguistic concepts and skills embedded in the ELA standards. Throughout the
standards, the use of annotation marks this concept for ELLs/MLLs.
Students with Disabilities
Children with disabilities and their typically developing peers are all capable of learning, achieving, and
making developmental progress. Children with disabilities need specially designed instruction and related
services designed to address their disability and ensure their participation in age appropriate activities
with typically-developing peers. Each child with a disability has an individualized educational program
(IEP) which documents his/her individual goals, supports, and services as determined by his/her needs,
strengths, and abilities. These individual supports, accommodations, and services are designed to assist the
child to meet the goals in his/her IEP as well as to achieve the learning standards. With the appropriate
services and supports, children with disabilities can participate in experiences with their typically-
developing peers and be held to the same high standards and expectations as those without disabilities.
GR
5
AD
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New York State Education Department
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65
NEW YORK STATE
EDUCATION DEPARTMENT
5
th
Grade Reading Standards
(Literary and Informational Text) | 5R
Key Ideas and Details
5R1:
Locate and refer to relevant details and evidence when explaining what a text says
explicitly/implicitly and make logical inferences. (RI&RL)
5R2:
Determine a theme or central idea and explain how it is supported by key details; summarize a
text. (RI&RL)
5R3:
In literary texts, compare and contrast two or more characters, settings, and events, drawing on
specific details in the text. (RL)
In informational texts, explain the relationships or interactions between two or more individuals,
events, ideas, or concepts based on specific evidence from the text. (RI)
Craft and Structure
5R4:
Determine the meaning of words, phrases, figurative language, academic, and content-specific
words and analyze their effect on meaning, tone, or mood. (RI&RL)
5R5:
In literary texts, explain how a series of chapters, scenes, or stanzas fits together to determine the
overall structure of a story, drama, or poem. (RL)
In informational texts, compare and contrast the overall structure in two or more texts
using terms such as sequence, comparison, cause/effect, and problem/solution. (RI)
5R
6:
In literary texts, explain how a narrator’s or speaker’s point of view influences how events are
described. (RL)
In informational texts, analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent. (RI)
Integration of Knowledge and Ideas
5R7:
Analyze how visual and multimedia elements contribute to meaning of literary and informational
texts. (RI&RL)
5R8:
Explain how claims in a text are supported by relevant reasons and evidence, identifying which
reasons and evidence support which claims. (RI&RL)
5R9:
Use established criteria to categorize texts and make informed judgments about quality; make
connections to other texts, ideas, cultural perspectives, eras and personal experiences. (RI&RL)
GR
5
ADE
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NEW YORK STATE
EDUCATION DEPARTMENT
5
th
Grade Reading Standards: Foundational Skills | 5RF
Print Concepts
RF1:
There is not a grade 5 standard for this concept. Please see preceding grades for more information.
Phonological Awareness
RF2:
There is not a grade 5 standard for this concept. Please see preceding grades for more information.
Phonics and Word Recognition
5RF3:
Know and apply grade-level phonics and word analysis skills in decoding words.
5RF3a:
Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic
words in context and out of context.
Fluency
5RF4:
Read grade-level text with sufficient accuracy and fluency to support comprehension.
5RF4a:
Read grade-level text across genres orally with accuracy, appropriate rate, and
expression on successive readings.
5RF4b:
Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.
GR
5
ADE
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67
NEW YORK STATE
EDUCATION DEPARTMENT
5
th
Grade Writing Standards | 5W
Production and Range of Writing for 5
th
Grade
As students in 5
th
grade develop their writing skills, they will use a variety of strategies to plan, revise, and
strengthen their writing as they work independently and collaboratively with adults and peers to produce
texts, and to learn about and develop oral language--written language and reading--writing connections.
Students in 5
th
grade will write for multiple purposes (to entertain, to explain, to persuade) and learn about
various tools (print and digital) to produce, share, and publish writing. In all writing tasks, students will
learn to use and to adjust language to best communicate ideas, content, and message to readers; that is, 5
th
graders should be clear on the distinction between conversational and academic language and their
purposes and use—they should be able to move between registers and show mastery of some of the
conventions of academic language.
Students’ academic language skills, including written language, co-develop with content and world
knowledge and through opportunities to read, write, and discuss with peers. As part of their writing
development, students should continue to learn about how technology and digital tools for writing can
increase learning and communication. Students should continue to improve keyboarding skills, with a focus
on increasing speed as well as accuracy. Please see the Lifelong Practices for Writers for examples of
important lifelong writing habits that should begin in the early years and continue through life.
Text Types and Purposes
5W1:
Write an argument to support claims with clear reasons and relevant evidence.
5W1a:
Introduce a precise claim and organize the reasons and evidence logically.
5W1b:
Provide logically ordered reasons that are supported by facts and details from various
sources.
5W1c:
Use precise language and content-specific vocabulary while writing an argument.
5W1d:
Use appropriate transitional words, phrases, and clauses to clarify and connect ideas
and concepts.
5W1e:
Provide a concluding statement or section related to the argument presented.
5W1f:
Maintain a style and tone appropriate to the writing task.
GR
5
ADE
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NEW YORK STATE
EDUCATION DEPARTMENT
5W2:
Write informative/explanatory texts to explore a topic and convey ideas and information relevant
to the subject.
5W2a:
Introduce a topic clearly, provide a general focus, and organize related information
logically.
5W2b:
Develop a topic with facts, definitions, concrete details, quotations, or other relevant
ehension.
information; include text features, illustrations, and multimedia to aid compr
5W2c:
U
se precise language and content-specific vocabulary to explain a topic.
5W2d:
Use appropriate transitional/linking words, phrases, and clauses to clarify and
connect ideas and concepts.
5W2e:
Provide a concluding statement or section related to the information or explanation
presented.
5W2f:
Es
tablish a style aligned to a subject area or task.
5W3:
Wr
ite narratives to develop real or imagined experiences or events using effective techniques,
descriptive details, and clear event sequences.
5W3a:
Establish a situation and introduce a narrator and/or characters.
5W3b:
Use narrative techniques, such as dialogue and description, to develop experiences
and events or show the responses of characters to situations.
5W3c:
Use a variety of transitional words, phrases, and clauses to manage the sequence of
events.
5W3d:
Use concrete words and phrases and sensory details to convey experiences and events
precisely.
5W3e:
Provide a conclusion that follows from the narrated experiences or events.
5W4:
Create a poem, story, play, artwork, or other response to a text, author, theme, or personal
experience.
5W5:
Draw evidence from literary or informational texts to respond and support analysis, reflection,
and research by applying the Grade 5 Reading Standards.
Research to Build and Present Knowledge
5W6:
Conduct research to answer questions, including self-generated questions, and to build
knowledge through investigation of multiple aspects of a topic using multiple sources.
5W7:
Recall relevant information from experiences or gather relevant information from multiple
sources; summarize or paraphrase; avoid plagiarism and provide a list of sources.
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
69
NEW YORK STATE
EDUCATION DEPARTMENT
5
th
Grade Speaking and Listening Standards | 5SL
Comprehension and Collaboration
5SL1:
Engage effectively in a range of collaborative discussions with diverse partners; express ideas
clearly and persuasively, and build on those of others.
5SL1a:
Come to discussions prepared, having read or studied required material; draw on that
preparation and other information known about the topic to explore ideas under
discussion.
5SL1b:
Follow agreed-upon norms for discussions and carry out assigned roles.
5SL1c:
Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
5SL1d:
Consider the ideas expressed and draw conclusions about information and knowledge
gained from the discussions.
5SL
2:
Summarize information presented in diverse formats (e.g., including visual, quantitative,
and oral).
5SL3:
Identify and evaluate the reasons and evidence a speaker provides to support particular points.
Presentation of Knowledge and Ideas
5SL4:
Report on a topic or text, sequencing ideas logically and using appropriate facts and relevant,
descriptive details to support central ideas or themes; speak clearly at an understandable pace
and volume appropriate for audience.
5SL5:
Include digital media and/or visual displays in presentations to emphasize and enhance central
ideas or themes.
5SL6:
Adapt speech to a variety of contexts and tasks, using formal English when appropriate.
GR
5
ADE
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
70
NEW YORK STATE
EDUCATION DEPARTMENT
5
th
Grade Language Standards | 5L
PLEASE NOTE:
Language Standards 1 and 2 are organized within grade bands and are meant to
be accomplished by the end of 5
th
grade. Local curriculum choices will determine which specific
skills are included in 5
th
grade. These banded skills can be found in Appendix A at the end of this
document. Language Standards 1 and 2 are organized within grade bands. For the Core Conventions Skills
and Core Punctuation and Spelling Skills for Grades 3-5, the student is expected to know and be able to use
the skills by the end of 5
th
grade. The → is included to indicate skills that connect and progress across the
band.
Conventions of Academic English/Language for Learning (See Appendix A)
Knowledge of Language
5L3:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
5L3a:
Expand, combine, and reduce sentences for meaning, reader/listener interest, and
style.
5L3b:
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories,
dramas, or poems.
Vocabulary Acquisition and Use
5L4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing
flexibly from a range of strategies.
5L4a:
Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the
meaning of a word or phrase.
5L4b:
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the
meaning of a word (e.g., photograph, photosynthesis).
5L4c:
Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the
pronunciation and determine or clarify the precise meaning of key words and phrases.
5L5:
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
5L5a:
Interpret figurative language, including similes and metaphors, in context.
5L5b:
Recognize and explain the meaning of common idioms, adages, and proverbs.
5L5c:
Use the relationship between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words.
5L6:
Acquire and accurately use general academic and content-specific words and phrases, including
those that signal contrast, addition, and other logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition).
GR
5
ADE
New York State Education Department
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71
NEW YORK STATE
EDUCATION DEPARTMENT
Middle Grades
English Language Arts
Learning Standards
Grade 6 .................................................................. 72
Grade 7 .................................................................. 80
Grade 8 .................................................................. 88
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
72
NEW YORK STATE
EDUCATION DEPARTMENT
6
th
Grade
English Language Arts
Learning Standards
6
th
Grade Introduction
Guidance and Support
Guidance and support are an integral part of developmentally appropriate practice. As children are gaining
mastery of the standards in 6th grade, some students may require support to demonstrate skills.
Range of Student Reading Experiences for 6
th
Grade
Students in 6
th
grade should experience a balance of literature and informational texts designed to create
opportunities for learners to engage with a variety of topics and texts, and have discussions about texts that
support language development and knowledge building. Creating this learning environment for readers can
take a variety of formats, including shared readings, paired readings, independent readings and other
learning activities that incorporate literacy materials, talking, and writing. We refer to these instructional
events as ‘reading or literacy experiences’ because the focus is on using texts, printed and visual, to develop
readers’ concepts of how meaning is conveyed through reading and writing, and in turn their ability to
make meaning of increasingly complex text. Much of this work is done through talk-reading and reading-
writing connections.
The following are examples of literary and informational text types that could be used in classroom
instruction. Texts are not limited to these examples.
LITERATURE:
stories, drama, poetry, fiction, myths, graphic novels, and other literary texts.
INFORMATIONAL TEXT:
nonfiction, biographies, autobiographies, books and articles about science,
art, history, social studies, and information displayed in charts, graphs, or maps, in both print and digital
sources.
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
73
NEW YORK STATE
EDUCATION DEPARTMENT
Text Complexity Expectations for 6
th
Grade
By the end of the school year, 6
th
grade students will read and comprehend literary and informational texts
that are appropriately at or above grade level. Though less striking than in the earlier grades, there still
needs to be a distinction between the complexity of the texts used for children to work on their
independent comprehension skills, and the complexity of the texts used as part of teacher-led classroom
instruction and units of study to build up their language and knowledge. Because each reader brings
different skills and background knowledge to the act of reading, a text that is ‘complex’ for one reader may
be accessible to a peer in the same classroom. For this reason, educators should provide scaffolding and
support as needed to allow all students to access grade-level texts.
English Language Learners/Multilingual Learners
English Language Learners (ELLs)/Multilingual Learners (MLLs) enter the school system at all grade levels,
with a range of proficiency in English and varying degrees of literacy and academic competencies in their
home or primary language. While building proficiency in English, ELLs/MLLs in English as a New Language
and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge
across languages. The eventual goal of English Language Arts (ELA) standards is to support the lifelong
practices of reading, writing, speaking and listening in English. ELLs/MLLs can receive home language
supports and be provided opportunities to demonstrate skills in their home or primary languages to
indicate mastery of the linguistic concepts and skills embedded in the ELA standards. Throughout the
standards, the use of annotation marks this concept for ELLs/MLLs.
Students with Disabilities
Children with disabilities and their typically developing peers are all capable of learning, achieving, and
making developmental progress. Children with disabilities need specially designed instruction and related
services designed to address their disability and ensure their participation in age appropriate activities
with typically-developing peers. Each child with a disability has an individualized educational program
(IEP) which documents his/her individual goals, supports, and services as determined by his/her needs,
strengths, and abilities. These individual supports, accommodations, and services are designed to assist the
child to meet the goals in his/her IEP as well as to achieve the learning standards. With the appropriate
services and supports, children with disabilities can participate in experiences with their typically-
developing peers and be held to the same high standards and expectations as those without disabilities.
GR
6
ADE
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
74
NEW YORK STATE
EDUCATION DEPARTMENT
6
th
Grade Reading Standards
(Literary and Informational Text) | 6R
Key Ideas and Details
6R1:
Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make
logical inferences. (RI&RL)
6R2:
Determine a theme or central idea of a text and how it is developed by key supporting details over
the course of a text; summarize a text (RI&RL)
6R3:
In literary texts, describe how events unfold, as well as how characters respond or change as the
plot moves toward a resolution. (RL)
In informational texts, analyze how individuals, events, and ideas are introduced, relate to each
other, and are developed. (RI)
Craft and Structure
6R4:
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood,
including words with multiple meanings. (RI&RL)
6R5:
In literary texts, analyze how a particular sentence, paragraph, stanza, chapter, scene, or section
fits into the overall structure of a text and how it contributes to the development of theme,
central idea, setting, or plot. (RL)
In informational texts, analyze how a particular sentence, paragraph, chapter, or section fits
into the overall structure of a text and how it contributes to the development of theme or
central ideas. (RI)
6R6:
In literary texts, identify the point of view and explain how it is developed and conveys meaning.
(RL)
In informational texts, explain how an author’s geographic location or culture affects his or her
perspective. (RI)
Integration of Knowledge and Ideas
6R7:
Compare and contrast how different formats, including print and digital media, contribute to the
understanding of a subject. (RI&RL)
6R8:
Trace and evaluate the development of an argument and specific claims in texts, distinguishing
claims that are supported by reasons and relevant evidence from claims that are not. (RI&RL)
6R9:
Use established criteria in order to evaluate the quality of texts. Make connections to other texts,
ideas, cultural perspectives, eras, and personal experiences. (RI&RL)
GR
6
ADE
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
75
NEW YORK STATE
EDUCATION DEPARTMENT
6
th
Grade Writing Standards | 6W
Production and Range of Writing for 6
th
Grade
As students in 6
th
grade develop their writing skills, they will use a variety of strategies to plan, revise, and
strengthen their writing as they work independently and collaboratively with adults and peers to produce
texts, and to learn about and develop oral language--written language and reading--writing connections.
Students in 6
th
grade will write for multiple purposes (to entertain, to explain, to persuade) and learn about
various tools (print and digital) to produce, share, and publish writing. In all writing tasks, students will
learn to use and to adjust language to best communicate ideas, content, and message to readers; that is, 6th
graders should be clear on the distinction between conversational and academic language and their
purposes and use—they should be able to move between the registers and show mastery of some of the
conventions of academic language.
Students’ academic language skills, including written language, co-develop with content and world
knowledge and through opportunities to read, write, and discuss with peers. As part of their writing
development, students should continue to learn about how technology and digital tools for writing can
increase learning and communication. Students should continue to improve keyboarding skills, with a focus
on increasing speed as well as accuracy. Please see the Lifelong Practices for Writers for examples of
important lifelong writing habits that should begin in the early years and continue through life.
Text Types and Purposes
6W1:
Write arguments to support claims with clear reasons and relevant evidence.
6W1a:
Introduce a precise claim, acknowledge and distinguish the claim from a counterclaim,
and organize the reasons and evidence logically.
6W1b:
Support claim(s) with clear reasons and relevant evidence, using credible sources
while demonstrating an understanding of the topic or text.
6W1c:
Use precise language and content-specific vocabulary to argue a claim.
6W1d:
Use appropriate transitions to create cohesion and clarify the relationships among
ideas and concepts.
6W1e:
Provide a concluding statement or section that explains the significance of the
argument presented.
6W1f:
Maintain a style and tone appropriate to the writing task.
GR
6
ADE
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NEW YORK STATE
EDUCATION DEPARTMENT
6W2:
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
6W2a:
Introduce a topic clearly; organize ideas, concepts, and information using strategies
such as definition, classification, comparison/contrast, and cause/effect.
6W2b:
Develop a topic with relevant facts, definitions, concrete details, quotations, or other
information and examples; include formatting, graphics, and multimedia when useful
to aid comprehension.
6W2c:
Use precise language and content-specific vocabulary to explain a topic.
6W2d:
Use appropriate transitions to create cohesion and clarify the relationships among
ideas and concepts.
6W2e:
Provide a concluding statement or section that explains the significance of the
information presented.
6W2f:
Establish and maintain a style appropriate to the writing task.
6W3:
Write narratives to develop real or imagined experiences or events using effective techniques,
descriptive details and sequencing
6W3a:
Engage the reader by introducing a narrator and/or characters.
6W3b:
Use narrative techniques, such as dialogue and description, to develop experiences,
events, and/or characters.
6W3c:
Use a variety of transitional words, phrases, and clauses to convey sequence and
signal shifts from one time frame or setting to another.
6W3d:
Use precise words and phrases, relevant descriptive details, and sensory language to
convey experiences and events.
6W3e:
Provide a conclusion that follows from and reflects on what is experienced, observed,
or resolved over the course of the narrative.
6W4:
Create a poem, story, play, artwork, or other response to a text, author, theme, or personal
experience.
6W5:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply the grade 6 Reading Standards to both literary and informational text, where applicable.
Research to Build and Present Knowledge
6W6:
Conduct research to answer questions, including self-generated questions, drawing on multiple
sources and refocusing the inquiry when appropriate.
6W7:
Gather relevant information from multiple sources; assess the credibility of each source; quote or
paraphrase the data and conclusions of others; avoid plagiarism and provide basic bibliographic
information for sources.
GRADE
6
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
77
NEW YORK STATE
EDUCATION DEPARTMENT
6
th
Grade Speaking and Listening Standards | 6SL
Comprehension and Collaboration
6SL1:
Engage effectively in a range of collaborative discussions with diverse partners; express ideas
clearly and persuasively, and build on those of other.
6SL1a:
Come to discussions prepared, having read or studied required material; draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
6SL1b:
Follow norms for collegial discussions, set specific goals and deadlines, and define
individual roles as needed.
6SL1c:
Pose and respond to specific questions with elaboration and detail by making
comments that contribute to the topic, text, or issue under discussion.
6SL1d:
Consider the ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
6SL2:
Interpret information presented in diverse formats (e.g., including visual, quantitative, and oral)
and explain how it relates
to a topic, text, or issue under study.
6SL3:
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by
reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
6SL4:
Present claims and findings, sequencing ideas logically and using relevant descriptions, facts, and
details to accentuate central ideas or themes; use appropriate eye contact, adequate volume, and
clear enunciation.
6SL5:
Include digital media and/or visual displays in presentations to clarify information and
emphasize and enhance central ideas or themes.
6SL6:
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
GR
6
ADE
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
78
NEW YORK STATE
EDUCATION DEPARTMENT
6
th
Grade Language Standards | 6L
PLE
ASE NOTE:
Language Standards 1 and 2 are organized within grade bands and are not meant
to be accomplished by the end of 6
th
grade. Local curriculum choices will determine which specific
skills are included in 6
th
grade. These banded skills can be found in Appendix A at the end of this
document. For the Core Conventions Skills and Core Punctuation and Spelling Skills for Grades 6-8, the
student is expected to know and be able to use the skills by the end of 8
th
grade. The → is included to
indicate skills that connect and progress across the band.
Conventions of Academic English/Language for Learning (See Appendix A)
Knowledge of Language
6L3:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
6L3a:
Vary sentence patterns for meaning, reader/listener interest, and style.
6L3b:
Maintain consistency in style and tone.
Vocabulary Acquisition and Use
6L4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing
flexibly from a range of strategies.
6L4a:
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
6L4b:
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., audience, auditory, audible).
6L4c:
Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the
pronunciation of a word or determine or clarify its precise meaning or its part of
speech.
6L4d:
Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
6L5:
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
6L5a:
Interpret figurative language, including personification, in context.
6L5b:
Use the relationship between particular words (e.g., cause/effect, part/whole,
item/category) to better understand each of the words.
6L5c:
Distinguish among the connotations of words with similar denotations (e.g., stingy,
scrimping, economical, unwasteful, thrifty).
GR
6
ADE
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
79
NEW YORK STATE
EDUCATION DEPARTMENT
6L6:
Acquire and accurately use general academic and content-specific words and phrases; apply
vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
GR
6
ADE
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
80
NEW YORK STATE
EDUCATION DEPARTMENT
7
th
Grade
English Language Arts
Learning Standards
7
th
Grade Introduction
Guidance and Support
Guidance and support are an integral part of developmentally appropriate practice. As children are gaining
mastery of the standards in 7
th
grade, some students may require support to demonstrate skills.
Range of Student Reading Experiences for 7
th
Grade
Students in 7
th
grade should experience a balance of literature and informational texts designed to create
opportunities for learners to engage with a variety of topics and texts, and have discussions about texts that
support language development and knowledge building. Creating this learning environment for readers can
take a variety of formats, including shared readings, paired readings, independent readings and other
learning activities that incorporate literacy materials, talking, and writing. We refer to these instructional
events as ‘reading or literacy experiences’ because the focus is on using texts, printed and visual, to develop
readers’ concepts of how meaning is conveyed through reading and writing, and in turn their ability to
make meaning of increasingly complex text. Much of this work is done through talk-reading and reading-
writing connections.
The following are examples of literary and informational text types that could be used in classroom
instruction. Texts are not limited to these examples.
LITERATURE:
stories, drama, poetry, fiction, myths, graphic novels, and other literary texts.
INFORMATIONAL TEXT:
nonfiction, biographies, autobiographies, books and articles about science,
art, history, social studies, and information displayed in charts, graphs, or maps, in both print and digital
sources.
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
81
NEW YORK STATE
EDUCATION DEPARTMENT
Text Complexity Expectations for 7
th
Grade
By the end of the school year, 7
th
grade students will read and comprehend literary and informational texts
that are at or above grade level. Though less striking than in the earlier grades, there still needs to be a
distinction between the complexity of the texts used for children to work on their independent
comprehension skills, and the complexity of the texts used as part of teacher-led classroom instruction and
units of study to build up their language and knowledge. Because each reader brings different skills and
background knowledge to the act of reading, a text that is ‘complex’ for one reader may be accessible to a
peer in the same classroom. For this reason, educators should provide scaffolding and support as needed to
allow all students to access grade-level texts.
English Language Learners/Multilingual Learners
English Language Learners (ELLs)/Multilingual Learners (MLLs) enter the school system at all grade levels,
with a range of proficiency in English and varying degrees of literacy and academic competencies in their
home or primary language. While building proficiency in English, ELLs/MLLs in English as a New Language
and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge
across languages. The eventual goal of English Language Arts (ELA) standards is to support the lifelong
practices of reading, writing, speaking and listening in English. ELLs/MLLs can receive home language
supports and be provided opportunities to demonstrate skills in their home or primary languages to
indicate mastery of the linguistic concepts and skills embedded in the ELA standards. Throughout the
standards, the use of annotation marks this concept for ELLs/MLLs.
Students with Disabilities
Children with disabilities and their typically developing peers are all capable of learning, achieving, and
making developmental progress. Children with disabilities need specially designed instruction and related
services designed to address their disability and ensure their participation in age appropriate activities
with typically-developing peers. Each child with a disability has an individualized educational program
(IEP) which documents his/her individual goals, supports, and services as determined by his/her needs,
strengths, and abilities. These individual supports, accommodations, and services are designed to assist the
child to meet the goals in his/her IEP as well as to achieve the learning standards. With the appropriate
services and supports, children with disabilities can participate in experiences with their typically-
developing peers and be held to the same high standards and expectations as those without disabilities.
GR
7
ADE
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
82
NEW YORK STATE
EDUCATION DEPARTMENT
7
th
Grade Reading Standards
(Literary and Informational Text) | 7R
Key Ideas and Details
7R1:
Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make
logical inferences. (RI&RL)
7R2:
Determine a theme or central idea of a text and analyze its development over the course of the
text; summarize a text. (RI&RL)
7R3:
In literary texts, analyze how elements of plot are related, affect one another, and contribute to
meaning. (RL)
In informational texts, analyze how individuals, events, and ideas are introduced, relate to each
other, and are developed. (RI)
Craft and Structure
7R4:
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood,
including words with multiple meanings. (RI&RL)
7R5:
In literary texts, analyze how structure, including genre-specific features, contributes to the
development of themes or central ideas. (RL)
In informational texts, analyze the structure an author uses to organize a text, including how
the sections contribute to the whole and to the development of themes or central ideas. (RI)
7R
6:
In literary texts, analyze how an author develops and contrasts the point of view and the
perspectives of different characters or narrators. (RL)
In informational texts, analyze how the author distinguishes his or her position from that of
others. (RI)
Integration of Knowledge and Ideas
7R7:
Compare and contrast a written text with audio, filmed, staged, or digital versions in order to
analyze the effects of techniques unique to each media and each format’s portrayal of a subject.
(RI&RL)
7R8:
Trace and evaluate the development of an argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient and recognizing when
irrelevant evidence is introduced. (RI&RL)
7R9:
Use established criteria in order to evaluate the quality of texts. Make connections to other texts,
ideas, cultural perspectives, eras, and personal experiences. (RI&RL)
GR
7
ADE
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
83
NEW YORK STATE
EDUCATION DEPARTMENT
7
th
Grade Writing Standards | 7W
Production and Range of Writing for 7
th
Grade
As students in 7
th
grade develop their writing skills, they will use a variety of strategies to plan, revise, and
strengthen their writing as they work independently and collaboratively with adults and peers to produce
texts, and to learn about and develop oral language--written language and reading--writing connections.
Students in 7
th
grade will write for multiple purposes (to entertain, to explain, to persuade) and learn about
various tools (print and digital) to produce, share, and publish writing. In all writing tasks, students will
learn to use and to adjust language to best communicate ideas, content, and message to readers; that is, 7
th
graders should be clear on the distinction between conversational and academic language and their
purposes and use—they should be able to move between the registers and show mastery of many of the
conventions of academic language.
Students’ academic language skills, including written language, co-develop with content and world
knowledge and through opportunities to read, write, and discuss with peers. As part of their writing
development, students should continue to learn about how technology and digital tools for writing can
increase learning and communication. Students should continue to improve keyboarding skills to increase
speed and accuracy. Please see the Lifelong Practices for Writers for examples of important lifelong writing
habits that should begin in the early years and continue through life.
Text Types and Purposes
7W1:
Write arguments to support claims with clear reasons and relevant evidence.
7W1a:
Introduce a precise claim, acknowledge and distinguish the claim from a counterclaim,
and organize the reasons and evidence logically.
7W1b:
Support claim(s) with logical reasoning and relevant evidence, using credible sources
while demonstrating an understanding of the topic or text.
7W1c:
Use precise language and content-specific vocabulary to argue a claim.
7W1d:
Use appropriate transitions to create cohesion and clarify the relationships among
ideas and concepts.
7W1e:
Provide a concluding statement or section that explains the significance of the
argument presented.
7W1f:
Maintain a style and tone appropriate to the writing task.
GR
7
ADE
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
84
NEW YORK STATE
EDUCATION DEPARTMENT
7W2:
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
7W2a:
GRADE
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information, using strategies such as definition, classification, comparison/contrast
a
nd cause/effect.
7W2b:
Develop a topic with relevant facts, definitions, concrete details, quotations, or other
information and examples; include formatting, graphics, and multimedia when useful
to aid comprehension.
7W2c:
Use precise language and content-specific vocabulary to explain a topic.
7W2d:
U
se appropriate transitions to create cohesion and clarify the relationships among
ideas and concepts.
7W2e:
P
rovide a concluding statement or section that explains the significance of the
information presented.
7W2f:
Establish and maintain a style appropriate to the writing task.
7W3:
Write narratives to develop real or imagined experiences or events using effective techniques,
descriptive details and clear sequencing.
7W3a:
Engage the reader by establishing a point of view and introducing a narrator and/or
characters.
7W3b:
Use narrative techniques, such as dialogue and description, to develop experiences,
events, and/or characters.
7W3c:
Use a variety of transitional words, phrases, and clauses to convey sequence and
signal shifts from one time frame or setting to another.
7W3d:
Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
7W3e:
Provide a conclusion that follows from and reflects on what is experienced, observed,
or resolved over the course of the narrative.
7W4:
Create a poem, story, play, artwork, or other response to a text, author, theme, or personal
experience.
7W5:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply the grade 7 Reading Standards to both literary and informational text, where applicable.
Research to Build and Present Knowledge
7W6:
Conduct research to answer questions, including self-generated questions, drawing on multiple
sources and refocusing the inquiry when appropriate. Generate additional related questions for
further research and investigation.
7W7:
Gather relevant information from multiple sources; assess the credibility and accuracy of each
source; quote or paraphrase the data and conclusions of others; avoid plagiarism and follow a
standard format for citation.
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
85
NEW YORK STATE
EDUCATION DEPARTMENT
7
th
Grade Speaking and Listening Standards | 7SL
Comprehension and Collaboration
7SL1:
Engage effectively in a range of collaborative discussions with diverse partners; express ideas
clearly and persuasively, and build on those of others.
7SL1a:
Come to discussions prepared, having read or researched material under study; draw
on that preparation by referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
7SL1b:
Follow norms for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed.
7SL1c:
Pose questions that elicit elaboration and respond to others’ questions and comments
with relevant observations and ideas that bring the discussion back on topic as
needed.
7SL1d:
Acknowledge new information expressed by others and, when warranted, modify
personal views.
7SL2:
Analyze the central ideas and supporting details presented in diverse formats (e.g., including
visual, quantitative, and oral) and explain how the ideas clarify and/or contribute to a topic, text,
or issue under study
7SL3:
Delineate a speaker’s argument and specific claims, evaluating for sound reasoning, and the
relevance and sufficiency of the evidence.
Presentation of Knowledge and Ideas
7SL4:
Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant descriptions, facts, details, and examples; use appropriate eye contact, adequate volume,
and clear enunciation.
7SL5:
Include digital media and/or visual displays in presentations to clarify claims and findings and
emphasize salient points.
7SL6:
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
GR
7
ADE
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
86
NEW YORK STATE
EDUCATION DEPARTMENT
7
th
Grade Language Standards | 7L
PLE
ASE NOTE:
Language Standards 1 and 2 are organized within grade bands and are not meant
to be accomplished by the end of 7
th
grade. Local curriculum choices will determine which specific
skills are included in 7
th
grade. These banded skills can be found in Appendix A at the end of this
document. Language Standards 1 and 2 are organized within grade bands. For the Core Conventions Skills
and Core Punctuation and Spelling Skills for Grades 6-8, the student is expected to know and be able to use
the skills by the end of 7
th
grade. The → is included to indicate skills that connect and progress across the
band.
Conventions of Academic English/Language for Learning (See Appendix A)
Knowledge of Language
7L3:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
7L3a:
Choose language that expresses ideas precisely and concisely, recognizing and
eliminating wordiness and redundancy.
Vocabulary Acquisition and Use
7L4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing
flexibly from a range of strategies.
7L4a:
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
7L4b:
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., belligerent, bellicose, rebel).
7L4c:
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine
or clarify its precise meaning or its part of speech.
7L4d:
Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
GR
7
ADE
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
87
NEW YORK STATE
EDUCATION DEPARTMENT
7L5:
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
7L5a:
Interpret figurative language, including allusions, in context.
7L5b:
Use the relationship between particular words (e.g., synonym/antonym, analogy) to
better understand each of the words.
7L5c:
Distinguish among the connotations of words with similar denotations (e.g., refined,
respectful, polite, diplomatic, condescending).
7L6:
Acquire and accurately use general academic and content-specific words and phrases; apply
vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
GR
7
ADE
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
88
NEW YORK STATE
EDUCATION DEPARTMENT
8
th
Grade
English Language Arts
Learning Standards
8
th
Grade Introduction
Guidance and Support
Guidance and support are an integral part of developmentally appropriate practice. As children are gaining
mastery of the standards in 8th grade, some students may require support to demonstrate skills.
Range of Student Reading Experiences for 8
th
Grade
Students in 8th grade should experience a balance of literature and informational texts in the context of
instruction designed to create opportunities for learners to engage with a variety of topics and texts, and
have discussions about texts that support language development and knowledge building. Creating this
learning environment for readers can take a variety of formats, including shared readings, paired readings,
independent readings and other learning activities that incorporate literacy materials, talking, and writing.
We refer to these instructional events as ‘reading or literacy experiences’ because the focus is on using
texts, printed and visual, to develop readers’ concepts of how meaning is conveyed through reading and
writing, and in turn their ability to make meaning of increasingly complex text. Much of this work is done
through talk-reading and reading-writing connections.
The following are examples of literary and informational text types that could be used in classroom
instruction. Texts are not limited to these examples.
LITERATURE:
stories, drama, poetry, fiction, myths, graphic novels, and other literary texts.
INFORMATIONAL TEXT:
nonfiction, biographies, autobiographies, books and articles about science,
art, history, social studies, and information displayed in charts, graphs, or maps, in both print and digital
sources.
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
89
NEW YORK STATE
EDUCATION DEPARTMENT
Text Complexity Expectations for 8
th
Grade
By the end of the school year, 8
th
grade students will read and comprehend literary and informational texts
that are at or above grade level. Though less striking than in the earlier grades, there still needs to be a
distinction between the complexity of the texts used for children to work on their independent
comprehension skills, and the complexity of the texts used as part of teacher-led classroom instruction and
units of study to build up their language and knowledge. Because each reader brings different skills and
background knowledge to the act of reading, a text that is ‘complex’ for one reader may be accessible to a
peer in the same classroom. For this reason, educators should provide scaffolding and support as needed to
allow all students to access grade-level texts.
English Language Learners/Multilingual Learners
English Language Learners (ELLs)/Multilingual Learners (MLLs) enter the school system at all grade levels,
with a range of proficiency in English and varying degrees of literacy and academic competencies in their
home or primary language. While building proficiency in English, ELLs/MLLs in English as a New Language
and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge
across languages. The eventual goal of English Language Arts (ELA) standards is to support the lifelong
practices of reading, writing, speaking and listening in English. ELLs/MLLs can receive home language
supports and be provided opportunities to demonstrate skills in their home or primary languages to
indicate mastery of the linguistic concepts and skills embedded in the ELA standards. Throughout the
standards, the use of annotation marks this concept for ELLs/MLLs.
Students with Disabilities
Children with disabilities and their typically developing peers are all capable of learning, achieving, and
making developmental progress. Children with disabilities need specially designed instruction and related
services designed to address their disability and ensure their participation in age appropriate activities
with typically-developing peers. Each child with a disability has an individualized educational program
(IEP) which documents his/her individual goals, supports, and services as determined by his/her needs,
strengths, and abilities. These individual supports, accommodations, and services are designed to assist the
child to meet the goals in his/her IEP as well as to achieve the learning standards. With the appropriate
services and supports, children with disabilities can participate in experiences with their typically-
developing peers and be held to the same high standards and expectations as those without disabilities.
GR
8
ADE
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
90
NEW YORK STATE
EDUCATION DEPARTMENT
8
th
Grade Reading Standards
(Literary and Informational Text) | 8R
Key Ideas and Details
8R1:
Cite textual evidence to strongly support an analysis of what the text says explicitly/implicitly and
make logical inferences. (RI&RL)
8R2:
Determine one or more themes or central ideas of a text and analyze their development over the
course of the text; summarize a text. (RI&RL)
8R3:
In literary texts, analyze how particular lines of dialogue or events propel the action, reveal
aspects of a character, or provoke a decision. (RL)
In informational texts, analyze how individuals, events, and ideas are introduced, relate to each
other, and are developed. (RI)
Craft and Structure
8R4:
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood,
including words with multiple meanings. (RI&RL)
8R5:
In literary texts, and informational texts, compare and contrast the structures of two or more
texts in order to analyze how the differing structure of each text contributes to overall
meaning, style, theme, or central idea. (RI&RL)
8R
6:
In literary texts, analyze how the differences between the point of view, perspectives of the
characters, the audience, or reader create effects such as mood and tone. (RL)
In informational texts, analyze how the author addresses conflicting evidence or viewpoints. (RI)
Integration of Knowledge and Ideas
8R7:
Evaluate the advantages and disadvantages of using different media—text, audio, video, stage, or
digital—to present a particular subject or idea and analyze the extent to which a production
remains faithful to or departs from the written text. (RI&RL)
8R8:
Trace and evaluate an argument and specific claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient and recognizing when irrelevant evidence is
introduced. (RI&RL)
8R9:
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other
texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)
GR
8
ADE
New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
91
NEW YORK STATE
EDUCATION DEPARTMENT
8
th
Grade Writing Standards | 8W
Production and Range of Writing for 8
th
Grade
As students in 8
th
grade develop their writing skills, they will use a variety of strategies to plan, revise, and
strengthen their writing as they work independently and collaboratively with adults and peers to produce
texts, and to learn about and develop oral language--written language and reading--writing connections.
Students in 8
th
grade will write for multiple purposes (to entertain, to explain, to persuade) and learn about
various tools (print and digital) to produce, share, and publish writing. In all writing tasks, students will
learn to use and to adjust language to best communicate ideas, content, and message to readers; that is, 8
th
graders should be clear on the distinction between conversational and academic language and their
purposes and use—they should be able to move between the registers and show mastery of many of the
conventions of academic language.
Students’ academic language skills, including written language, co-develop with content and world
knowledge and through opportunities to read, write, and discuss with peers. As part of their writing
development, students should continue to learn about how technology and digital tools for writing can
increase learning and communication. Students should continue to improve keyboarding skills to increase
speed and accuracy. Please see the Lifelong Practices for Writers for examples of important lifelong writing
habits that should begin in the early years and continue through life.
Text Types and Purposes
8W1:
Write arguments to support claims with clear reasons and relevant evidence.
8W1a:
Introduce a precise claim, acknowledge and distinguish the claim(s) from a
counterclaim, and organize the reasons and evidence logically.
8W1b:
Support claim(s) with logical reasoning and relevant evidence, using credible sources
while demonstrating an understanding of the topic or text.
8W1c:
Use precise language and content-specific vocabulary to argue a claim.
8W1d:
Use appropriate and varied transitions to create cohesion and clarify the relationships
among ideas and concepts.
8W1e:
Provide a concluding statement or section that explains the significance of the
argument presented.
8W1f:
Maintain a style and tone appropriate to the writing task.
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8W2:
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
8W2a:
GRADE
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information, using strategies such as definition, classification, comparison/
contrast,
8
and cause/effect.
8W2b:
Develop a topic with relevant facts, definitions, concrete details, quotations, or other
information and examples; include formatting, graphics, and multimedia when useful
to aid comprehension.
8W2c:
Use precise language and content-specific vocabulary to explain a topic.
8W2d:
Use appropriate and varied transitions to create cohesion and clarify the relationships
among ideas and concepts.
8W2e:
Provide a concluding statement or section that explains the significance of the
information presented.
8W2f:
Establish and maintain a style appropriate to the writing task.
8W3:
Write narratives to develop real or imagined experiences or events using effective techniques,
relevant descriptive details and clear sequencing.
8W3a:
Engage the reader by establishing a point of view and introducing a narrator and/or
characters.
8W3b:
Use narrative techniques, such as dialogue, pacing, description, and reflection to
develop experiences, events, and/or characters.
8W3c:
Use a variety of transitional words, phrases, and clauses to convey sequence, signal
shifts from one time frame or setting to another, and show the relationships among
experiences and events.
8W3d:
Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
8W3e:
Provide a conclusion that follows from and reflects on what is experienced, observed,
or resolved over the course of the narrative.
8W4:
Create a poem, story, play, artwork, or other response to a text, author, theme or personal
experience; explain divergences from the original text when appropriate.
8W5:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply the grade 8 Reading Standards to both literary and informational text, where applicable
Research to Build and Present Knowledge
8W6:
Conduct research to answer questions, including self-generated questions, drawing on multiple
sources, refocusing the inquiry when appropriate. Generate additional related questions that
allow for multiple avenues of exploration.
8W7:
Gather relevant information from multiple sources; assess the credibility and accuracy of each
source; quote or paraphrase the data and conclusions of others; avoid plagiarism and follow a
standard format for citation.
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8
th
Grade Speaking and Listening Standards | 8SL
Comprehension and Collaboration
8SL1:
Engage effectively in a range of collaborative discussions with diverse partners; express ideas
clearly and persuasively, and build on those of others.
8SL1a:
Come to discussions prepared, having read or researched material under study; draw
on that preparation by referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
8SL1b:
Follow norms for collegial discussions and decision-making, track progress toward
specific goals and deadlines, and define individual roles as needed
8SL1c:
Pose questions that connect the ideas of several speakers and respond to others’
questions and comments with relevant evidence, observations, and ideas.
8SL1d:
Acknowledge new information expressed by others, and, when warranted, qualify or
justify personal views in light of the evidence presented.
8SL2:
Analyze the purpose of information presented in diverse formats (e.g., including visual,
quantitative, and oral) and evaluate the motives (e.g., social, commercial, political) behind its
presentation.
8SL3:
Delineate a speaker’s argument and specific claims, evaluating for sound reasoning, and the
relevance and sufficiency of the evidence; identify when irrelevant evidence is introduced.
Presentation of Knowledge and Ideas
8SL4:
Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, valid reasoning, and well-chosen details; use appropriate eye contact, adequate
volume, and clear enunciation.
8SL5:
Integrate digital media and/or visual displays in presentations to clarify information, strengthen
claims and evidence, and add elements of interest to engage the audience.
8SL6:
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
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8
th
Grade Language Standards | 8L
PLEASE NOTE:
Language Standards 1 and 2 are organized within grade bands and are meant to
be accomplished by the end of 8
th
grade. Local curriculum choices will determine which specific
skills are included in 8
th
grade. These banded skills can be found in Appendix A at the end of this
document. Language Standards 1 and 2 are organized within grade bands. For the Core Conventions Skills
and Core Punctuation and Spelling Skills for Grades 6-8, the student is expected to know and be able to use
the skills by the end of 8th grade. The → is included to indicate skills that connect and progress across the
band.
Conventions of Academic English/Language for Learning (See Appendix A)
Knowledge of Language
8L3:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
8L3a:
Use verbs in the active and passive voice and in the conditional and subjunctive mood
to achieve particular effects (e.g., emphasizing the actor or the action; expressing
uncertainty or describing a state contrary to fact).
Vocabulary Acquisition and Use
8L4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing
flexibly from a range of strategies.
8L4a:
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
8L4b:
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., precede, recede, secede).
8L4c:
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses) to find the pronunciation of a word or determine or clarify its precise
meaning or its part of speech.
8L4d:
Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
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8L5:
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
8L5a:
Interpret figures of speech including irony and puns in context.
8L5b:
Use the relationship between particular words to better understand each of the
words.
8L5c:
Distinguish among the connotations of words with similar denotations (e.g.,
bullheaded, willful, firm, persistent, resolute).
8L6:
Acquire and accurately use general academic and content-specific words and phrases; apply
vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
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9
th
-10
th
Grade
English Language Arts
Learning Standards
9
th
-10
th
Grade Introduction
Guidance and Support
Guidance and support are an integral part of developmentally appropriate practice. As children are gaining
mastery of the standards in 9
th
-10
th
grade, some students may require support to demonstrate skills.
Range of Student Reading Experiences for 9
th
-10
th
Grade
Students in 9
th
and 10
th
grades should experience a balance of literature and informational texts in the
context of instruction designed to create opportunities for learners to engage with a variety of topics, texts,
and in discussions about texts that support language development and knowledge building. Creating this
learning environment for readers can take a variety of formats, including shared readings, paired readings,
independent readings and other learning activities that incorporate literacy materials, talking, and writing.
We refer to these instructional events as ‘reading or literacy experiences’ because the focus is on using
texts, printed and visual, to develop readers’ concepts of how meaning is conveyed through reading and
writing, and in turn their ability to make meaning of increasingly complex text. Much of this work is done
through talk-reading and reading-writing connections.
The following are examples of literary and informational text types that could be used in classroom
instruction. Texts are not limited to these examples.
LITERATURE:
stories, drama, poetry, fiction, myths, graphic novels, and other literary texts.
INFORMATIONAL TEXT:
nonfiction, biographies, autobiographies, books and articles about science,
art, history, social studies, and information displayed in charts, graphs, or maps, in both print and digital
sources.
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Text Complexity Expectations for 9
th
-10
th
Grade
By the end of the school year, 9
th
-10
th
grade students will read and comprehend literary and informational
texts that are at or above grade level. Because each reader brings different skills and background
knowledge to the act of reading, a text that is ‘complex’ for one reader may be accessible to a peer in the
same classroom. For this reason, educators should provide scaffolding and support as needed to allow all
students to access grade-level texts.
English Language Learners/Multilingual Learners
English Language Learners (ELLs)/Multilingual Learners (MLLs) enter the school system at all grade levels,
with a range of proficiency in English and varying degrees of literacy and academic competencies in their
home or primary language. While building proficiency in English, ELLs/MLLs in English as a New Language
and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge
across languages. The eventual goal of English Language Arts (ELA) standards is to support the lifelong
practices of reading, writing, speaking and listening in English. ELLs/MLLs can receive home language
supports and be provided opportunities to demonstrate skills in their home or primary languages to
indicate mastery of the linguistic concepts and skills embedded in the ELA standards. Throughout the
standards, the use of annotation marks this concept for ELLs/MLLs.
Students with Disabilities
Children with disabilities and their typically developing peers are all capable of learning, achieving, and
making developmental progress. Children with disabilities need specially designed instruction and related
services designed to address their disability and ensure their participation in age appropriate activities
with typically-developing peers. Each child with a disability has an individualized educational program
(IEP) which documents his/her individual goals, supports, and services as determined by his/her needs,
strengths, and abilities. These individual supports, accommodations, and services are designed to assist the
child to meet the goals in his/her IEP as well as to achieve the learning standards. With the appropriate
services and supports, children with disabilities can participate in experiences with their typically-
developing peers and be held to the same high standards and expectations as those without disabilities.
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9
th
-10
th
Grade Reading Standards
(Literary and Informational Text) | 9-10R
Key Ideas and Details
9-10R1:
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly/implicitly and make logical inferences; develop questions for deeper understanding
and for further exploration. (RI&RL)
9-10R2:
Determine one or more themes or central ideas in a text and analyze its development, including
how it emerges and is shaped and refined by specific details; objectively and accurately
summarize a text. (RI&RL)
9-10R3:
Analyze how and why individuals, events, and ideas develop and interact over the course of a
text.
In literary texts, analyze how complex and/or dynamic characters develop, interact with other
characters, advance the plot, or develop a theme. (RL)
In informational texts, analyze how the author unfolds an analysis or argument, including the
sequence, the introduction and development of ideas, and the connections that exist. (RI)
Craft and Structure
9-10R4:
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood.
Examine technical or key terms and how language differs across genres. (RI&RL)
9-10R5:
In literary texts, consider how varied aspects of structure create meaning and affect the reader.
(RL)
In informational texts, consider how author’s intent influences particular sentences, paragraphs,
or sections. (RI)
9-10R6:
Analyze how authors employ point of view, perspective, and purpose to shape explicit and
implicit messages (e.g., examine rhetorical strategies, literary elements and devices). (RI&RL)
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Integration of Knowledge and Ideas
9-10R7:
Analyze how a subject / content is presented in two or more formats by determining which
details are emphasized, altered, or absent in each account. (e.g., analyze the representation of a
subject / content or key scene in two different formats, examine the differences between a
historical novel and a documentary). (RI&RL)
9-10R8:
Delineate and evaluate an argument and specific claims in a text, assessing the validity or fallacy
of key statements by examining whether the supporting evidence is relevant and sufficient.
(RI&RL)
9-10R9:
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other
texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)
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9
th
-10
th
Grade Writing Standards | 9-10W
Production and Range of Writing for 9
th
-10
th
Grade
As students in 9
th
and 10
th
grades develop their writing skills, they will use a variety of strategies to plan,
revise, and strengthen their writing as they work independently and collaboratively with adults and peers
to produce texts, and to learn about and develop oral language--written language and reading--writing
connections. Students in 9
th
and 10
th
grade will write for multiple purposes (to entertain, to explain, to
persuade) and learn about various tools (print and digital) to produce, share, and publish writing. In all
writing tasks, students will learn to use and to adjust language to best communicate ideas, content, and
message to readers; that is, 9th and 10th graders should be clear on the distinction between conversational
and academic language and their purposes and use—they should be able to move between these registers
and show mastery of most of the conventions of academic language.
Students’ academic language skills, including written language, co-develop with content and world
knowledge and through opportunities to read, write, and discuss with peers. As part of their writing
development, students should continue to learn about how technology and digital tools for writing can
increase learning and communication. Students should continue to improve keyboarding skills to increase
speed and accuracy. Please see the Lifelong Practices for Writers for examples of important lifelong writing
habits that should begin in the early years and continue through life.
Text Types and Purposes
9-10W1:
Write arguments to support claims that analyze substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
9-10W1a:
Introduce precise claim(s), distinguish the claim(s) from counterclaims, establish and
organize clear relationships among claim(s), counterclaim(s), reasons, and evidence.
9-10W1b:
Develop claim(s) and counterclaims in a balanced manner, supplying evidence for
each while pointing out the strengths and limitations of both, anticipating the
audience’s knowledge level and concerns.
9-10W1c:
Use precise language and content-specific vocabulary to express the appropriate
complexity of the topic.
9-10W1d:
Use appropriate and varied transitions to make critical connections and distinctions,
create cohesion, and clarify the relationships among complex ideas and concepts.
9-10W1e:
Provide a concluding statement or section that explains the significance of the
argument presented.
9-10W1f:
Maintain a style and tone appropriate to the writing task.
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9-10W2:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
9-10W2a:
Introduce and organize complex ideas, concepts, and information to make important
connections and distinctions.
9-10W2b:
Develop a topic with well-chosen relevant and sufficient facts, definitions, concrete
details, quotations and paraphrased information or other examples appropriate to the
audience’s knowledge of the topic. Include formatting, graphics, and multimedia when
useful to aid comprehension.
9-10W2c:
Use precise language and content-specific vocabulary to express the appropriate
complexity of a topic.
9-10W2d:
Use appropriate and varied transitions to make critical connections and distinctions,
create cohesion, and clarify relationships among complex ideas and concepts.
9-10W2e:
Provide a concluding statement or section that explains the significance of the
information presented.
9-10W2f:
Establish and maintain a style appropriate to the writing task.
9-10W3:
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
9-10W3a:
Engage the reader by presenting a problem, conflict, situation, or observation,
establishing one or multiple point(s) of view, and introducing a narrator and/or
characters.
9-10W3b:
Use narrative techniques, such as dialogue, pacing, description, reflection, and plot
line(s) to develop experiences, events, and/or characters.
9-10W3c:
Use a variety of techniques to sequence events to create cohesion and a smooth
progression of experiences or events.
9-10W3d:
Use precise words and phrases, explicit details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
9-10W3e:
Provide a conclusion that follows from and reflects on what is experienced, observed,
or resolved over the course of the narrative.
9-10W4:
Create a poem, story, play, artwork, or other response to a text, author, theme or personal
experience; demonstrate knowledge and understanding of a variety of techniques and genres.
Explain divergences from the original when appropriate.
9-10W5:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply the grade 9/10 Reading Standards to both literary and informational text, where
applicable.
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Research to Build and Present Knowledge
9-10W6:
Conduct research to answer questions, including self-generated questions, or solve a problem;
narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating
understanding of the subject under investigation.
9-10W7:
Gather relevant information from multiple sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question; integrate information into the
text selectively to maintain the flow of ideas; avoid plagiarism and follow a standard format for
citation.
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th
-10
th
Grade Speaking and Listening Standards |
9-10SL
Comprehension and Collaboration
9-10SL1:
Initiate and participate effectively in a range of collaborative discussions with diverse partners
on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those
of others.
9-10SL1a:
Come to discussions prepared, having read and researched material under study;
draw on that preparation by referring to evidence to stimulate a thoughtful, well-
reasoned exchange of ideas.
9-10SL1b:
Work with peers to set norms for collegial discussions and decision-making,
establish clear goals, deadlines, and individual roles as needed.
9-10SL1c:
Pose and respond to questions that relate the discussion to broader themes or ideas;
actively incorporate others into the discussion; and clarify, verify, or challenge ideas
and conclusions.
9-10SL1d:
Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify personal views and
understanding and make new connections in light of the evidence and reasoning
presented.
9-10SL2:
Integrate multiple sources of information presented in diverse formats (e.g., including visual,
quantitative, and oral), evaluating the credibility, accuracy, and relevance of each source.
9-10SL3:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; identify any
fallacious reasoning or exaggerated or distorted evidence.
Presentation of Knowledge and Ideas
9-10SL4:
Present claims, findings, and supporting evidence clearly, concisely, and logically; organization,
development, substance, and style are appropriate to task, purpose, and audience.
9-10SL5:
Make strategic use of digital media and/or visual displays in presentations to enhance
understanding of findings, reasoning, and evidence, and to add elements of interest to engage the
audience.
9-10SL6:
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate.
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th
-10
th
Grade Language Standards | 9-10L
PLEASE NOTE:
Language Standards 1 and 2 are organized within grade bands and are not meant
to be accomplished by the end of 9
th
-10
th
grade. Local curriculum choices will determine which
specific skills are included in 9
th
and 10
th
grade. Language Standards 1 and 2 are organized within
grade bands. These banded skills can be found in Appendix A at the end of this document. For the Core
Conventions Skills and Core Punctuation and Spelling Skills for Grades 9-12, the student is expected to
know and be able to use the skills by the end of 12
th
grade. The → is included to indicate skills that connect
and progress across the band.
Conventions of Academic English/Language for Learning (See Appendix A)
Knowledge of Language
9-10L3:
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening.
9-10L3a:
Write and edit work so that it conforms to the guidelines in a professionally
recognized style manual appropriate for the discipline and writing type.
Vocabulary Acquisition and Use
9-10L4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases,
choosing flexibly from a range of strategies.
9-10L4a:
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
9-10L4b:
Identify and correctly use patterns of word changes that indicate different meanings
or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
9-10L4c:
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses) to find the pronunciation of a word or determine or clarify its precise
meaning, its part of speech, or its etymology.
9-10L4d:
Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
9-10L5:
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
9-10L5a:
Interpret figures of speech, including euphemism and oxymoron, in context and
analyze their role in the text.
9-10L5b:
Analyze nuances in the meaning of words with similar denotations.
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9-10L6:
Acquire and accurately use general academic and content-specific words and phrases, sufficient
for reading, writing, speaking, and listening; demonstrate independence in applying vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
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11
th
-12
th
Grade
English Language Arts
Learning Standards
11
th
-12
th
Grade Introduction
Guidance and Support
Guidance and support are an integral part of developmentally appropriate practice. As children are gaining
mastery of the standards in 11th-12th grade, some students may require support to demonstrate skills.
Range of Student Reading Experiences for 11
th
-12
th
Grade
Students in 11th and 12th grade should experience a balance of literature and informational texts in the
context of instruction designed to create opportunities for learners to engage with a variety of topics and
texts, and have discussions about texts that support language development and knowledge building.
Creating this learning environment for readers can take a variety of formats, including shared readings,
paired readings, independent readings and other learning activities that incorporate literacy materials,
talking, and writing. We refer to these instructional events as ‘reading or literacy experiences’ because the
focus is on using texts, printed and visual, to develop readers’ concepts of how meaning is conveyed
through reading and writing, and in turn their ability to make meaning of increasingly complex text. Much
of this work is done through talk-reading and reading-writing connections.
The following are examples of literary and informational text types that could be used in classroom
instruction. Texts are not limited to these examples.
LITERATURE:
stories, drama, poetry, fiction, myths, graphic novels, and other literary texts.
INFORMATIONAL TEXT:
nonfiction, biographies, autobiographies, books and articles about science,
art, history, social studies, and information displayed in charts, graphs, or maps, in both print and digital
sources.
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Text Complexity Expectations for 11
th
-12
th
Grade
By the end of the school year, 11th and 12th grade students will read and comprehend literary and
informational texts that are at or above grade level. Because each reader brings different skills and
background knowledge to the act of reading, a text that is ‘complex’ for one reader may be accessible to a
peer in the same classroom. For this reason, educators should provide scaffolding and support as needed to
allow all students to access grade-level text.
English Language Learners/Multilingual Learners
English Language Learners (ELLs)/Multilingual Learners (MLLs) enter the school system at all grade levels,
with a range of proficiency in English and varying degrees of literacy and academic competencies in their
home or primary language. While building proficiency in English, ELLs/MLLs in English as a New Language
and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge
across languages. The eventual goal of English Language Arts (ELA) standards is to support the lifelong
practices of reading, writing, speaking and listening in English. ELLs/MLLs can receive home language
supports and be provided opportunities to demonstrate skills in their home or primary languages to
indicate mastery of the linguistic concepts and skills embedded in the ELA standards. Throughout the
standards, the use of annotation marks this concept for ELLs/MLLs.
Students with Disabilities
Children with disabilities and their typically developing peers are all capable of learning, achieving, and
making developmental progress. Children with disabilities need specially designed instruction and related
services designed to address their disability and ensure their participation in age appropriate activities
with typically-developing peers. Each child with a disability has an individualized educational program
(IEP) which documents his/her individual goals, supports, and services as determined by his/her needs,
strengths, and abilities. These individual supports, accommodations, and services are designed to assist the
child to meet the goals in his/her IEP as well as to achieve the learning standards. With the appropriate
services and supports, children with disabilities can participate in experiences with their typically-
developing peers and be held to the same high standards and expectations as those without disabilities.
11
GRAD
-12
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th
-12
th
Grade Reading Standards
(Literary and Informational Text) | 11-12R
Key Ideas and Details
11-12R1:
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly/implicitly and make logical inferences, including determining where the text is
ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL)
11-12R2:
Determine two or more themes or central ideas in a text and analyze their development,
including how they emerge and are shaped and refined by specific details; objectively and
accurately summarize a complex text. (RI&RL)
11-12R3:
In literary texts, analyze the impact of author’s choices. (RL)
In informational texts, analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop. (RI)
Craft and Structure
11-12R4:
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood,
including words with multiple meanings. Analyze how an author uses and refines the meaning of
technical or key term(s) over the course of a text. (RI&RL)
11-12R5:
In literary texts, analyze how varied aspects of structure create meaning and affect the reader.
(RL)
In informational texts, analyze the impact and evaluate the effect structure has on exposition or
argument in terms of clarity, persuasive/rhetorical technique, and audience appeal. (RI)
11-12R6:
Analyze how authors employ point of view, perspective, and purpose, to shape explicit and
implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or
understatement). (RI&RL)
Integration of Knowledge and Ideas
11-12R7:
In literary texts, analyze multiple adaptations of a source text as presented in different formats
(e.g., works of art, graphic novels, music, film, etc.), specifically evaluating how each version
interprets the source. (RL)
In informational texts, integrate and evaluate sources on the same topic or argument in order to
address a question, or solve a problem. (RI)
11-12R8:
Delineate and evaluate an argument in applicable texts, applying a lens (e.g. constitutional
principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to
assess the validity or fallacy of key arguments, determining whether the supporting evidence is
relevant and sufficient. (RI&RL)
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11-12R9:
Choose and develop criteria in order to evaluate the quality of texts. Make connections to other
texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)
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th
-12
th
Grade Writing Standards | 11-12W
Production and Range of Writing for 11
th
-12
th
Grade
As students in 11
th
and 12
th
grades develop their writing skills, they will use a variety of strategies to plan,
revise, and strengthen their writing as they work independently and collaboratively with adults and peers
to produce texts, and to learn about and develop oral language--written language and reading--writing
connections. Students in 11
th
and 12
th
grade will write for multiple purposes (to entertain, to explain, to
persuade) and learn about various tools (print and digital) to produce, share, and publish writing. In all
writing tasks, students will learn to use and to adjust language to best communicate ideas, content, and
message to readers; that is, 11
th
and 12
th
graders should be clear on the distinction between conversational
and academic language and their purposes and use—they should be able to move between these registers
and show mastery of the conventions of academic language.
Students’ academic language skills, including written language, co-develop with content and world
knowledge and through opportunities to read, write, and discuss with peers. As part of their writing
development, students should continue to learn about how technology and digital tools for writing can
increase learning and communication. Students should demonstrate proficient keyboarding skills. Please
see the Lifelong Practices for Writers for examples of important lifelong writing habits that should begin in
the early years and continue through life.
Text Types and Purposes
11-12W1:
Write arguments to support claims that analyze substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
11-12W1a:
Introduce precise claim(s), establish the significance of the claim(s), distinguish the
claim(s) from counterclaim(s), and create an organization that logically sequences
claims, counterclaims, reasons, and evidence.
11-12W1b:
Develop claim(s) and counterclaim(s) thoroughly and in a balanced manner,
supplying the most relevant evidence for each while pointing out the strengths and
limitations of both, anticipating the audience’s knowledge level, concerns, values, and
possible biases.
11-12W1c:
Use precise language, content-specific vocabulary and literary techniques to express
the appropriate complexity of the topic.
11-12W1d:
Use appropriate and varied transitions, as well as varied syntax, to make critical
connections, create cohesion, and clarify the relationships among complex ideas and
concepts.
11-12W1e:
Provide a concluding statement or section that explains the significance of the
argument presented.
11-12W1f:
Maintain a style and tone appropriate to the writing task.
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11-12W2:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
11-12W2a:
Introduce and organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole.
11-12W2b:
Develop a topic thoroughly by selecting the most significant and relevant facts,
definitions, concrete details, direct quotations and paraphrased information or other
examples, appropriate to the audience’s knowledge of the topic. Include formatting,
graphics, and multimedia when useful to aid comprehension.
11-12W2c:
Use precise language, content-specific vocabulary and literary techniques to express
the appropriate complexity of a topic.
11-12W2d:
Use appropriate and varied transitions and syntax to make insightful connections
and distinctions, create cohesion, and clarify relationships among complex ideas and
concepts.
11-12W2e:
Provide a concluding statement or section that explains the significance of the
information presented.
11-12W2f:
Establish and maintain a style appropriate to the writing task.
11-12W3:
Write narratives to develop real or imagined experiences or events using effective techniques,
well-chosen details, and well-structured event sequences.
11-12W3a:
Engage the reader by presenting a problem, conflict, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator
and/or characters.
11-12W3b:
Use narrative techniques, such as dialogue, pacing, description, reflection, and plot
lines to develop experiences, events, and/or characters.
11-12W3c:
Use a variety of techniques to sequence events to create cohesion, a smooth
progression of experiences or events, and build toward a particular tone and outcome
(e.g., a sense of mystery, suspense, growth, or resolution).
11-12W3d:
Use precise words and phrases, explicit details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
11-12W3e:
Provide a conclusion that follows from and reflects on what is experienced, observed,
or resolved over the course of the narrative.
11-12W4:
Create a poem, story, play, artwork, or other response to a text, author, theme or personal
experience; demonstrate knowledge and understanding of a variety of techniques and genres.
Explain connections between the original and the created work.
11-12W5:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply the grade 11/12 Reading Standards to both literary and informational text, where
applicable.
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Research to Build and Present Knowledge
11-12W6:
Conduct research through self-generated question, or solve a problem; narrow or broaden the
inquiry when appropriate. Synthesize multiple sources, demonstrating understanding and
analysis of the subject under investigation.
11-12W7:
Gather relevant information from multiple sources, using advanced searches effectively; assess
the strengths and limitations of each source in terms of the task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas; avoid plagiarism, overreliance
on one source, and follow a standard format for citation.
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th
-12
th
Grade Speaking and Listening Standards |
11-12SL
Comprehension and Collaboration
11-12SL1:
Initiate and participate effectively in a range of collaborative discussions with diverse partners
on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of
others.
11-12SL1a:
Come to discussions prepared, having read and researched material under study;
draw on that preparation by referring to evidence to stimulate a thoughtful, well-
reasoned exchange of ideas.
11-12SL1b:
Work with peers to set norms for collegial discussions and decision-making,
establish clear goals, deadlines, and individual roles as needed.
11-12SL1c:
Pose and respond to questions that probe reasoning and evidence; address a full
range of positions; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives
.
11-12SL1d:
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task.
11-12SL2:
Integrate multiple sources of information presented in diverse formats (e.g., including visual,
quantitative, and oral). Evaluate the credibility and accuracy of each source, and note any
discrepancies among the data to make informed decisions and solve problems.
11-12SL3:
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; assess the
premises and connections among ideas, diction, and tone.
Presentation of Knowledge and Ideas
11-12SL4:
Present claims, findings, and supporting evidence, conveying a clear and distinct perspective;
alternative or opposing perspectives are addressed; organization, development, substance, and
style are appropriate to task, purpose, and audience.
11-12SL5:
Make strategic use of digital media and/or visual displays in presentations to enhance
understanding of findings, reasoning, and evidence, and to add elements of interest to engage the
audience.
11-12SL6:
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English
when indicated or appropriate.
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th
-12
th
Grade Language Standards | 11-12L
PLEASE NOTE:
Language Standards 1 and 2 are organized within grade bands and are not meant
to be accomplished by the end of 12
th
grade. Local curriculum choices will determine which specific
skills are included in 11
th
and 12
th
grade. Language Standards 1 and 2 are organized within grade bands.
These banded skills can be found in Appendix A at the end of this document. For the Core Conventions
Skills and Core Punctuation and Spelling Skills for Grades 9-12, the student is expected to know and be able
to use the skills by the end of 12
th
grade. The → is included to indicate skills that connect and progress
across the band.
Conventions of Academic English/Language for Learning (See Appendix A)
Knowledge of Language
11-12L3:
Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening.
11-12L3a:
Vary syntax for effect, consulting references for guidance as needed; apply an
understanding of syntax to the study of complex texts when reading.
Vocabulary Acquisition and Use
11-12L4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases,
choosing flexibly from a range of strategies.
11-12L4a:
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
11-12L4b:
Identify and correctly use patterns of word changes that indicate different meanings
or parts of speech (e.g., conceive, conception, conceivable).
11-12L4c:
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses) to find the pronunciation of a word or determine or clarify its precise
meaning, its part of speech, its etymology, or its standard usage
11-12L4d:
Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
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11-12L5:
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
11-12L5a:
Interpret figures of speech, including hyperbole and paradox, in context and analyze
their role in the text.
11-12L5b:
Analyze nuances in the meaning of words with similar denotations.
11-12L6:
Acquire and accurately use general academic and content-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in applying vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
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Appendix A
Conventions of
Academic English /
Language for Learning:
Grade Band Skills
PLEASE NOTE
: Language Standards 1 and 2 are organized
within grade bands. For the Core Conventions Skills and Core
Punctuation and Spelling Skills, the student is expected to
know and be able to use the skills by the end of the grade band.
The → is included to indicate skills that connect and progress
across the band. These particular skills are depicted on a
continuum because research suggests that they develop along
a progression.
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Prekindergarten-Grade 2
Conventions of Academic English/Language for Learning
ANCHOR STANDARD L1:
Demonstrate command of the conventions of academic English grammar and
usage when writing or speaking*.
*While building proficiency in English, ELLs/MLLs in English as a New Language and Bilingual Education programs may
demonstrate skills bilingually or transfer linguistic knowledge across languages.
Core Conventions Skills for Prekindergarten → Grade 2:
•
Print upper- and lowercase letters in their name → Print many upper- and lowercase letters
→ Print all upper- and lowercase letters.
•
Use frequently occurring nouns and verbs (orally) → Use frequently occurring nouns and
verbs.
•
Use common, proper, and possessive nouns.
•
Use collective nouns (e.g., group).
•
Form and use regular plural nouns (e.g., dog, dogs; wish, wishes).
•
Form and use frequently occurring irregular plural nouns (e.g., feet, children, mice, fish).
•
Use singular and plural nouns with matching verbs in basic sentences (e.g., The boy jumps;
The boys jump).
•
Understand and use interrogatives (question words—e.g., who, what, where, when, why,
how).
•
Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
•
Produce and expand complete sentences in shared language activities.
•
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone,
everything). → Use reflexive pronouns (e.g., myself, ourselves).
•
Use verbs → Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked
home; Today I walk home; Tomorrow I will walk home). → Form and use the past tense of
frequently occurring irregular verbs (e.g., sat, hid, told).
•
Use frequently occurring adjectives. → Use adjectives or adverbs appropriately.
•
Use frequently occurring conjunctions (e.g., and, but, or, so because). → Use frequently
occurring transition words (e.g., first, then, therefore, finally)
•
Produce and expand complete sentences → Understand and use simple and compound
sentences in speech or writing (e.g., The child read the book; The child read the book, but she
did not watch the movie).
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ANCHOR STANDARD L2:
Demonstrate command of the conventions of academic English capitalization,
punctuation, and spelling when writing*.
*While building proficiency in English, ELLs/MLLs in English as a New Language and Bilingual Education programs may
demonstrate skills bilingually or transfer linguistic knowledge across languages).
Core Punctuation and Spelling Skills for Prekindergarten → Grade 2:
•
Attempt to write symbols or letters to represent words.
•
Spell simple words phonetically, drawing on knowledge of sound-letter relationships. →
Spell unknown words phonetically, drawing on phonemic awareness and spelling
conventions. → Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words. → Generalize learned spelling patterns when writing
words (e.g., cage → rage; boy → toy).
•
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
•
Consult reference materials as needed to check and correct spellings.
•
Recognize and name end punctuation. → Use end punctuation for sentences.
•
Capitalize the first letter of their name. → Capitalize the first word in a sentence and the
pronoun I. → Capitalize dates and names of people. → Capitalize names, places, and
holidays.
•
Use commas in dates and to separate single words in a series. → Use commas in greetings
and closings of letters.
•
Use an apostrophe to form contractions and frequently occurring possessives.
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Grades 3-5
Conventions of Academic English/Language for Learning
ANCHOR STANDARD L1:
Demonstrate command of the conventions of academic English grammar and
usage when writing or speaking*.
*While building proficiency in English, ELLs/MLLs in English as a New Language and Bilingual Education programs may
demonstrate skills bilingually or transfer linguistic knowledge across languages.
Core Conventions Skills for Grades 3→5:
•
Produce simple, compound, and complex sentences.
•
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general as well as
in particular sentences.
•
Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when
,
w
hy).
•
Explain the function of conjunctions, prepositions, and interjections in general as well as in
particular sentences.
•
Form and use regular and irregular plural nouns.
•
Use abstract nouns.
•
Form and use regular and irregular verbs.
•
Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
•
Form and use the progressive verb tenses (e.g., I was walking; I am walking; I will b
e
w
alking).
•
Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
•
Use verb tense to convey various times, sequences, states, and conditions.
•
Recognize and correct inappropriate shifts in verb tense.
•
Ensure subject-verb and pronoun-antecedent agreement.
•
Use coordinating and subordinating conjunctions.
•
Use and identify prepositional phrases.
•
Produce complete sentences, recognizing and correcting inappropriate fragments and
run-ons.
•
Correctly use frequently confused words (e.g., to, too, two; there, their).
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ANCHOR STANDARD L2:
Demonstrate command of the conventions of academic English capitalization,
punctuation, and spelling when writing*.
*While building proficiency in English, ELLs/MLLs in English as a New Language and Bilingual Education programs may
demonstrate skills bilingually or transfer linguistic knowledge across languages.
Core Punctuation and Spelling Skills for Grades 3→5:
•
Capitalize appropriate words in titles.
•
Use correct capitalization.
•
Use commas in addresses.
•
Use commas and quotation marks in dialogue. → Use commas and quotation marks to mark
direct speech and quotations from a text.
•
Use a comma before a coordinating conjunction in a compound sentence.
•
Use a comma to separate an introductory element from the rest of the sentence.
•
Use punctuation to separate items in a series.
•
Form and use possessives.
•
Use conventional spelling for high-frequency and other studied words, and to add suffixes t
o
b
ase words (e.g., sitting, smiled, cries, happiness).
•
Use spelling patterns, rules, and generalizations (e.g., word families, position-based spellings
,
s
yllable patterns, ending rules, meaningful word parts) in writing words.
→ Spell grade-appropriate words correctly, consulting references as needed.
•
Use quotation marks or italics to indicate titles of works.
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Grades 6-8
Conventions of Academic English/Language for Learning
ANCHOR STANDARD L1:
Demonstrate command of the conventions of academic English grammar and
usage when writing or speaking*.
*While building proficiency in English, ELLs/MLLs in English as a New Language and Bilingual Education programs may
demonstrate skills bilingually or transfer linguistic knowledge across languages.
Core Conventions Skills for Grades 6→8:
•
Ensure that pronouns are in the proper case (subjective, objective, and possessive).
•
Recognize and correct inappropriate shifts in pronoun number and person.
•
Recognize and correct pronouns that have unclear or ambiguous antecedents.
•
Explain the function of phrases and clauses in general, as well as in specific sentences.
•
Place phrases and clauses within a sentence, recognizing and correcting misplaced and
dangling modifiers.
•
Use simple, compound, complex, and compound-complex sentences to signal differing
relationships among ideas.
•
Explain the function of verbals (gerunds, participles, infinitives).
•
Form and use verbs in the active and passive voice.
•
Recognize and correct inappropriate verb shifts.
ANCHOR STANDARD L2:
Demonstrate command of the conventions of academic English capitalization,
punctuation, and spelling when writing*.
*While building proficiency in English, ELLs/MLLs in English as a New Language and Bilingual Education programs may
demonstrate skills bilingually or transfer linguistic knowledge across languages.
Core Punctuation and Spelling Skills for Grades 6→8:
•
Use punctuation (commas, parentheses, dashes, hyphens) to clarify and enhance writing.
•
Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
•
Use an ellipsis to indicate an omission.
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Grades 9-12
Conventions of Academic English/Language for Learning
ANCHOR STANDARD L1:
Demonstrate command of the conventions of academic English grammar and
usage when writing or speaking*.
*While building proficiency in English, ELLs/MLLs in English as a New Language and Bilingual Education programs may
demonstrate skills bilingually or transfer linguistic knowledge across languages.
Core Conventions Skills for Grades 9→12:
•
Use parallel structure.
•
Use various types of phrases and clauses to add variety and interest to writing or
presentations.
•
Understand that usage is a matter of convention that can change over time.
•
Resolve issues of complex or contested usage, consulting references as needed.
ANCHOR STANDARD L2:
Demonstrate command of the conventions of academic English capitalization,
punctuation, and spelling when writing*.
*While building proficiency in English, ELLs/MLLs in English as a New Language and Bilingual Education programs may
demonstrate skills bilingually or transfer linguistic knowledge across languages.
Core Punctuation and Spelling Skills for Grades 9→12:
•
Use punctuation (commas, parentheses, dashes, hyphens) to clarify and enhance writing.
•
Use a semicolon to link two or more closely related independent clauses.
•
Use a colon to introduce a list or quotation.
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Appendix B
Glossary of terms
used with the
Next Generation
English Language
Arts Learning
Standards
(2017)
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Glossary of terms used with the
Next Generation English Language Arts Learning Standards
(2017)
WORD DEFINITION AS USED IN THE STANDARDS
Academic Language
Comprised of knowledge of key terms used in a discipline (e.g.,
photosynthesis, Fertile Crescent, alliteration) as well as the general-
purpose language used in all academic texts and talk (for example,
words like “however” and “therefore” that connect ideas; phrases like
“some have argued” or “research suggests” that signal the writer’s
viewpoint and support argumentation).
Argumentative writing
A type of writing that uses reason or logic to show that the writer’s
position or conclusion is valid. In the early grades, through discussion,
students learn about opinions and opinion writing as a precursor to
constructing arguments in writing.
Central idea
A concept or idea that is central to a text or section of a text. Please
note that central idea and main idea are often used in the same way.
Cite
To support an idea or opinion by referring to sources (texts, media,
images, etc.)
Claim
A statement as part of an argument that can be supported with
evidence.
Collegial
Relating to a friendly discussion between collaborators.
Content-specific words
and phrases
Vocabulary that is specific to a content area or discipline.
Digital tool
An electronic device or program that is used in performing an
operation or practice.
Digital media
Audio/visual content that may include websites, social networks,
videos, graphics, slideshows, or other digital forms.
Early reader
A beginning reader who has moved beyond the emergent reading
stage and is able to apply some reading strategies to interact with text.
An early reader begins to monitor his/her own reading and self-
correct.
Emergent reader
A student on the path to fluent literacy, before conventional reading
and writing skills are developed. One who begins to recognize letter
sounds, learned sight words, or symbolic representations of words.
Evidence
Facts, figures, details, quotations, or other sources of data and
information that provide support for claims or an analysis and that
can be evaluated by others.
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Figurative language
Non-literal (sensory or symbolic) language that helps a reader
understand meaning in a text; for example, simile, metaphor,
personification.
Inference
A conclusion or understanding, generally not directly stated by the
author or writer, reached on the basis of evidence, logic, and/or
reasoning.
Informative/explanatory
writing
Writing that serves one or more closely related purposes: to increase
readers’ knowledge of a subject, to help readers better understand a
procedure or process, or to provide readers with an enhanced
comprehension of a concept.
Media
The system and organization of communication for the sharing of
information and ideas.
Mood
The general feeling, emotion, or atmosphere that a piece of writing
creates for the reader.
Narrative writing
Writing that conveys experience (either real or imaginary) following a
sequence of events.
Paraphrase
Rewording something written or spoken while preserving the original
meaning.
Point of view
(informational texts)
The position or perspective conveyed or represented by an author,
narrator, speaker, or character.
Point of view
(literary texts)
The narrative point of view (as in first- or third-person narration);
more broadly, the position or perspective conveyed or represented by
an author, narrator, speaker, or character.
Recount
To tell or write about an event or experience.
Scaffolding
Temporary strategic supports, aligned with instruction, which may be
modified when a student shows independence with the text or task.
Structure
The way that a piece of writing is organized. For example,
chronological order, steps in a process, problem/solution, etc.
Summarize
To make a brief statement that includes the main points about a topic,
text, or idea.
Technical Subject
A course devoted to a practical study, such as engineering, technology,
design, business, or other workforce-related subject; a technical
aspect of a wider field of study, such as art or music.
Text features
Elements of a text that are not included in the main text but add to the
reader’s understanding. For example, the title, index, headings and
subheadings, illustrations, pictures, charts, captions, etc.
Text complexity
The inherent difficulty of reading and comprehending a text;
quantitative elements, qualitative elements, and reader and task
considerations are used to determine the difficulty of the text. (See
page 12 of the Introduction to the ELA Standards for more
information).
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New York State Education Department
ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)
127
NEW YORK STATE
EDUCATION DEPARTMENT
Theme
A message or moral of a text. Themes often explore timeless and
universal ideas and are almost always implied rather than stated
explicitly.
Tone
The attitude of a writer or speaker toward a subject or audience
conveyed through their choice of words. For example, the tone of a
text or section of a text could be sarcastic, cheerful, humorous, etc.
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NEW YORK STATE
EDUCATION DEPARTMENT
New York State Next Generation English Language Arts Learning Standards Revisions (June 2019)
Standard
Code
Page
Date
Original Text
Update
Rationale for
Update
KW1
23
August
2018
Use a combination of
drawing, dictating, oral
expression, and/or
emergent writing to state an
opinion about a familiar
topic or personal experience
and state a reason to
support that topic.
Use a combination of
drawing, dictating, oral
expression, and/or
emergent writing to state an
opinion about a familiar
topic or personal experience
and state a reason to
support that opinion.
Typographical error;
“topic” changed to
“opinion.”
5SL1d
69
August
2018
Consider the ideas
expressed and draw
conclusion about
information and knowledge
gained from the discussions.
Consider the ideas
expressed and draw
conclusions about
information and knowledge
gained from the discussions.
Typographical error;
“conclusion” changed to
“conclusions.”
2RF3e
39
Jan. 2018
Read all common high-
frequency worlds by sight
Read all common high-
frequency
words
by sight.
Typographical error;
“worlds” changed to
“word.”
5R5(RI)
65
June
2018
In informational texts,
compare and contrast the
overall structure in two or
more texts using
terms such as sequence,
comparison, cause/effect,
and problem/solution. (RL)
In informational texts,
compare and contrast the
overall structure in two or
more texts using
terms such as sequence,
comparison, cause/effect,
and problem/solution. (RI)
Typographical error;
Informational portion of
standard mislabeled as
RL.
6R5
74
June
2019
In literary texts, analyze how
a particular sentence,
paragraph, stanza, chapter,
scene, or section
fits into the overall structure
of a text and how it
contributes to the
development of
theme/central
idea, setting, or plot. (RL)
In i
nformational texts,
analyze how a particular
sentence, paragraph,
chapter, or section fits into
the overall structure of a text
and how it contributes to the
development of
theme/central ideas.
(RI)
In literary texts, analyze how
a particular sentence,
paragraph, stanza, chapter,
scene, or section
fits into the overall structure
of a text and how it
contributes to the
development of theme,
central idea, setting, or plot.
(RL)
In i
nformational texts,
analyze how a particular
sentence, paragraph,
chapter, or section fits into
the overall structure of a text
and how it contributes to the
development of theme or
central ideas.
(RI)
Ensure consistency of
language across grade
bands for standard R5.
7R5
82
June
2019
In literary texts, analyze how
structure, including genre-
specific features, contributes
to the development of
themes and central ideas.
(RL)
In literary texts, analyze how
structure, including genre-
specific features, contributes
to the development of
themes or central ideas
.
(RL)
Ensure consistency of
language across grade
bands for standard R5.
NEW YORK STATE
EDUCATION DEPARTMENT
In informational texts,
analyze the structure an
author uses to organize a
text, including how the
sections contribute to the
whole and to the
development of themes and
central ideas. (RI)
In informational texts,
analyze the structure an
author uses to organize a
text, including how the
sections contribute to the
whole and to the
development of
themes or
central ideas. (RI)
8R5
90
June
2019
In literary texts, and
informational texts, compare
and contrast the structures
of two or more texts in order
to analyze how the differing
structure of each text
contributes to overall
meaning, style, theme or
central idea.
In literary and informational
texts, compare and contrast
the structures of two or
more texts in order to
analyze how the differing
structure of each text
contributes to overall
meaning, style,
theme, or
central idea. (RI&RL)
Ensure consistency of
language across grade
bands for standard R5.
