Next Generation English Language Arts And Mathematics .

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Next GenerationEnglish Language Arts andMathematics LearningStandardsBoard of RegentsMay 2017


The Math and ELA Leadership Teams plan thelogistics for the standards review processincluding developing materials and providingguidance for the Standards ReviewCommittees.BOCES/SCDNNYC DOEStandardsReviewLeadershipTeamNYSUTNYSEDEach Grade Band Committees include:FacilitatorBoth Math and ELA Committees are split intograde band subcommittees; and into coursesubcommittees for high school math.TeachersContent Advisory MemberP-12; ENL; Special Education;Library Media Specialists; ReadingAdministratorsInstructionalCoaches, Building Level, District LevelCollege ProfessorsSUNY;CUNY;Community CollegeParentsUrban; Suburban; Rural; ENL; SWD3

The Power of Collaboration The Mathematics and English Language Arts Leadershipteams include members of Staff/Curriculum DevelopmentNetwork (S/CDN), BOCES, NYSUT, and the NYCDOE. The PTA worked closely with the NYSED teams to select theparent representatives. The work of the standards review continues to be acollaborative effort.4

Governor’s Task ForceRecommendationsEstablish New High Quality New York Standards Recommendation 1: Adopt high quality New York education standards with inputfrom local districts, educators, and parents through an open and transparent process. Recommendation 2: Modify early grade standards so they are age-appropriate. Recommendation 3: Ensure that standards accommodate flexibility that allowseducators to meet the needs of unique student populations, including Students withDisabilities and English Language Learners. Recommendation 4: Ensure standards do not lead to the narrowing of curriculum ordiminish the love of reading and joy of learning. Recommendation 5: Establish a transparent and open process by which New Yorkstandards are periodically reviewed by educators and content area experts.5

Highlights of the Revisions of theMathematics StandardsType of Revision to theMath StandardsRationale/ExampleClarification ofexisting standardsincluded changingor adding language,adding notes tomore clearlyidentify grade-levelexpectations,adding diagrams,and modifying priorexamples.Survey/review committee input reflected a need for clarifications to bemade to help improve the focus of instruction; allowing teachers andstudents time to develop conceptual understanding, while maintaininggrade level appropriateness.Example:Standard 8. EE.C.8b that deals with solving systems of two linearequations in two variables now contains language that states that thelinear equations in two variables will have integer coefficients. Theadded note further sets the grade level expectation that there will be atleast one equation containing at least one variable whose coefficient is 1.The review committees felt that this clarification will improve the focusof the introduction to the solving of systems in grade 8, allowing for theelimination and substitution solution methods to be more grade levelappropriate, while providing the foundational skills needed for upcomingwork with systems in Algebra I.6

Highlights of the Revisions of theMathematics StandardsType of Revision to theMath StandardsRationale/ExampleNew standardswere added toimprove coherencewithin and amongstgrade levels.Examples:Standard 6.G.A.5 Using area and volume models to explain perfect squares andperfect cubes was added by the review committees to help connect work withother grade-level standards that deal with exponents, as well as strengthen theprogression of skills with exponents, irrational numbers, radicals and Algebra I workwith completing the square.Standard 2.G.A.1 Recognize and draw shapes having specified attributes, such as agiven number of angles or a given number of equal faces. Identify triangles,quadrilaterals, pentagons, hexagons, and cubes. (Sizes are compared directly orvisually, not compared by measuring.), was replaced with Classify two-dimensionalfigures as polygons or non-polygons.Angles and angle measurement are introduced in Grade 4. The committee’srecommendation to add this standard at Grade 2 now allows for an introductoryfocus to be on the first way to sub-classify 2-D shapes – polygons or non-polygons,building a more solid continuum of classifying shapes in Grades 3 (sides andvertices) and 4 (angles, parallel and perpendicular lines).7

Highlights of the Revisions of theMathematics StandardsType of Revision to theMath StandardsRationale/ExampleStandards weremoved to differentgrade levels toimprove focus,coherence andgrade-levelappropriateness.Example:Based on survey input and review committee recommendation, Algebra I standardS.ID.B.6b was moved to a ( ) standard, no longer being an expectation for Algebra I.As a ( ) standard, the study of residuals is open to district’s discretion and can beplaced where appropriate to support a district’s mathematical program.In Algebra II, additional trigonometry standards were added that were originallyfrom Geometry (F-TF.A.1b) and the plus standards (F-TF.A.4) to improve thetrigonometry focus of the course. Since radian measure was removed fromGeometry, finding either the central angle, arc length radius, or area of a sector of acircle given two others, was now determined to be a better fit for Algebra II sinceradian measure is being introduced at this level. The focus of the trigonometrystudied in Algebra II pertains to defining trigonometric functions by way of the unitcircle, so the plus standard that deals with using the unit circle to explain thesymmetry and periodicity of trigonometric functions was added for bettercoherence. Based on students past work with transformations, knowledge andunderstanding of phase shift was also added (F-TF.B.5). The focus of trigonometryin Geometry, is now solely the trigonometry of the right triangle.8

Highlights of the Revisions of theMathematics StandardsType of Revision to theMath StandardsRationale/ExampleMultiple standardswere consolidatedinto one standard toimprove focus andalleviateredundancy. Somestandards wereremoved as well toalleviateredundancy issues.Example:Algebra II standards S-CP.A.2, 3, 5 and 6 have been incorporated intostandard S-CP.A.4 for clarity purposes and to improve the focus ofdetermining independence and conditional probabilities using two-wayfrequency tables.9

Highlights of the Revisions of theMathematics StandardsType of Revision to theMath StandardsRationale/ExampleAdded the language“explore” to somestandards toalleviate grade-levelappropriatenessconcerns.Certain standards have been re-written and now use the word “explore”.Based on the recommendation coming from the educator committees,explore requires the student to learn the concept in the standardthrough a variety of instructional activities. Repeated experiences withthis concept, with the immersion in the concrete are vital. Exploreindicates that the topic is an important concept that builds thefoundation for progression toward mastery in later grades. However,mastery at the current level is not expected.Example:Kindergarten Standard K.MD.B.4 Explore coins (pennies, nickels, dimes,and quarters) and begin identifying pennies and dimes, provides afoundation and progression for work with coins and place value in latergrades.10

Highlights of the Revisions of theMathematics StandardsType of Revision to theMath StandardsRationale/ExampleMaintain the rigorof the standards bybalancing the needfor conceptualunderstanding,procedural skill andapplication.The fluency standards at the high school level are now clearly defined.1The Geometry standard G.SRT.D.9 Justify and apply the formula A ab2sin (C) to find the area of any triangle by drawing an auxiliary line from avertex perpendicular to the opposite side, was added to allow studentsthe opportunity to apply their knowledge of right triangle trigonometry(conceptual/procedural) to general triangles (application).11

Highlights of the Revisions of theMathematics StandardsType of Revision to theMath StandardsRationale/ExampleCreate a Glossary ofVerbs associatedwith themathematicsstandards. Thisglossary contains alist of verbs thatappear throughoutthe revisedstandardsrecommendations.The term “explore” is now utilized in some standards to alleviate gradelevel appropriateness concerns. It indicates exposure to the conceptwithin the grade level to provide foundational support for mastery at alater grade level.12

Highlights of the Revisions of theELA StandardsType of Revision to theELA StandardsRationale/ExampleRevised the EnglishLanguage Artsstandards across allof the grades toreduce repetition ofstandards andensure clarity,appropriateness,and verticalalignment.The educator committees made changes to the language of thestandards and examples, and in some cases merged, omitted, or wrote anew grade-level standard.Example:Reading Anchor Standard 9 combines elements of previous AnchorStandard 11 and 9 for a new combined standard: “Standard 9: Analyzeand evaluate texts using knowledge of literary forms, elements, anddevices through a variety of lenses and perspectives.”13

Highlights of the Revisions of theELA StandardsType of Revision to theELA StandardsRationale/ExampleThe BOCES Staff and Curriculum Development Network created a draft ofAdded LifelongPractices of Readers Lifelong Practices of Readers in Writers to add to the ELA Standards. Thereason to add these practices is to parallel other standard areas thatand Writers tohave practices (Social Studies, Science, and Mathematics) and toensure thatexemplify reading and writing practices/habits that should begin in theearly years and be fostered throughout life.students becomelifelong learnersExample:who canReading Practice: “Read for multiple purposes, including for learning andcommunicatefor pleasure.”effectivelyWriting Practices: “Enrich personal language, background knowledge,and vocabulary through writing and communicating with others.”14

Highlights of the Revisions of theELA StandardsType of Revision to theELA StandardsRationale/ExampleMerged the Readingfor Information andReading forLiterature Standardsto reduce repetitionand assist withclassroomcurriculum andinstructionThe 2016 educator committee recommended merging the grade-levelReading for Information and Reading for Literature Standards to reducerepetitive standards and make it easier for classroom instruction andcurriculum development. There is still the expectation that studentsread a balance of informational and literary texts across all of thegrades.Example:The new 2nd grade Reading Standard 6 has been created by merging two separatereading standards: “Identify examples of how illustrations and details support thepoint of view or purpose of the text. (RI&RL)”Previous standards:2011 Grade 2 Reading Standard 6 (Literature): “Acknowledge differences in thepoints of view of characters, including by speaking in a difference voice for eachcharacter when reading dialogue aloud.”2011 Grade 2 Reading Standard 6 (Informational): “Identify the main purpose of atext, including what the author wants to answer, explain, or describe.”15

Highlights of the Revisions of theELA StandardsType of Revision to theELA StandardsRationale/ExampleReduced the overallnumber of AnchorStandards torespond to educatorconcern that thereare too manystandards and thatsome previousstandards arerepetitive.Anchor Standards definition: Anchor Standards represent broadstatements about the expectations for students as they prepare for highschool graduation, positioning them for potential success in eithercollege or careers, or both.The previous set of ELA Standards (2011) had 34 Anchor Standards; the2017 revised version has 28 Anchor Standards.Example:Six Anchor Standards in Reading and Writing were omitted, moved to theLifelong Practices, or merged with other standards.16

Highlights of the Revisions of theELA StandardsType of Revision to theELA StandardsRationale/ExampleRevised the gradelevel textcomplexity readingexpectations toensure clarity foreducators andfamilies.Grade-level text complexity expectations remain in the 2017 set ofstandards; however, the expectations have been relocated to a “Range,Quality, and Complexity of Student Reading” section for each grade level.This will help to clarify text complexity and reading expectations at eachgrade level. The text complexity language has been revised to ensurethat the reading expectations are grade-level and clear for educators.Example:The previous 3rd grade Range of Reading and Level of Text ComplexityStandard 10 read: “By the end of the year, read and comprehendliterature, including stories, dramas, and poetry, at the high end of thegrades 2-3 text complexity band independently and proficiently.”The new 3rd grade Text Complexity expectation: “By the end of theschool year, read and comprehend literary and informational texts thatare appropriately complex at or above grade level.”17

Text Complexity Three aspects must be considered to helpteachers select appropriate texts for theirstudents to read and comprehend:o Quantitative analyses accurately place a textwithin a grade bando Qualitative analyses measure other importantdimensions of text, such as complexity of text’sstructure, language conventionality and clarity,levels of meaning and knowledge demandso Reader and task helps considers the student’smotivation, background knowledge, and taskvariables18

Highlights of the Revisions of theELA StandardsType of Revision to theELA StandardsRationale/ExampleCreated a New YorkState-specificintroduction toprovide specificguidance andbackground on howto use the standardsand how to informlocal curriculum andinstructiondecisions.New York State has a long history of educational expectations andguidance, going back to the 1800s. This new set of English Language ArtsLearning Standards has a New York State introduction that includes keyinformation necessary for educators and parents to understand aboutthe new revised standards.Exam

The new 2nd grade Reading Standard 6 has been created by merging two separate reading standards: “Identify examples of how illustrations and details support the point of view or purpose of the text. (RI&RL)” Previous standards: 2011 Grade 2 Reading Standard 6 (Literature): “Acknowledge differences in the

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