New York State Next Generation English Language Arts .

2y ago
1.02 MB
129 Pages
Last View : 29d ago
Last Download : 1y ago
Upload by : Ronnie Bonney

NEW YORK STATEEDUCATION DEPARTMENTNew York State Next GenerationGRADEP-12English Language ArtsLearning StandardsREVISED 2017New York State Education Department ENGLISH LANGUAGE ARTS LEARNING STANDARDS1

NEW YORK STATEEDUCATION DEPARTMENTTable of ContentsAnchor Standards . 3Lifelong Practice of Readers and Writers. 8Prekindergarten and Elementary Standards . 9Middle Grades Standards . 71High School Standards . 96Appendix A (Language Standard 1 and 2). 117Appendix B: Glossary of Terms. 124New York State Education Department ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)2

NEW YORK STATEEDUCATION DEPARTMENTEnglish Language ArtsAnchorStandardsAnchor standards represent broad statements about theexpectations for students as they prepare for high schoolgraduation, positioning them for college and careers. The gradelevel ELA standards begin in the Prekindergarten and ElementaryELA Standards section. Please see the introduction for more abouthow the anchor standards and grade level standards connect.New York State Education Department ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)3

NEW YORK STATEEDUCATION DEPARTMENTReading Anchor StandardsPLEASE NOTE: For the grade level and grade band standards, RI and RL are included to show how thestandard applies to either reading informational (RI) or literary texts (RL), or both (RI&RL).Key Ideas and DetailsSTANDARD 1: Read closely to determine what the text says explicitly/implicitly and make logicalinferences from it; cite specific textual evidence when writing or speaking to supportconclusions drawn from the text.STANDARD 2: Determine central ideas or themes of a text and analyze their development; summarizethe key supporting details and ideas.STANDARD 3: Analyze how and why individuals, events, and ideas develop and interact over the courseof a text.Craft and StructureSTANDARD 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 shapemeaning or tone.STANDARD 5: Analyze the structure of texts, including how specific sentences, paragraphs, and largerportions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and thewhole.STANDARD 6: Assess how point of view or purpose shapes the content and style of a text, drawing on awide range of global and diverse texts.Integration of Knowledge and IdeasSTANDARD 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 ofthe reasoning as well as the relevance and sufficiency of the evidence.STANDARD 9: Analyze and evaluate texts using knowledge of literary forms, elements, and devicesthrough a variety of lenses and perspectives.New York State Education Department ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)4

NEW YORK STATEEDUCATION DEPARTMENTWriting Anchor StandardsText Types and PurposesSTANDARD 1: Write arguments to support claims in an analysis of substantive topics or texts, using validreasoning and relevant and sufficient evidence.STANDARD 2: Write informative/explanatory texts to examine and convey complex ideas andinformation clearly and accurately through the effective selection, organization, andanalysis of content.STANDARD 3: Write narratives to develop real or imagined experiences or events using effectivetechniques, well-chosen details, and well-structured event sequences.STANDARD 4: Develop personal, cultural, textual, and thematic connections within and across genresthrough written responses to texts and personal experiences.STANDARD 5: Draw evidence from literary or informational texts to support analysis, reflection, andresearch.Research to Build and Present KnowledgeSTANDARD 6: Conduct research based on focused questions to demonstrate understanding of thesubject under investigation.STANDARD 7: Gather relevant information from multiple sources, assess the credibility and accuracy ofeach source, and integrate the information in writing while avoiding plagiarismNew York State Education Department ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)5

NEW YORK STATEEDUCATION DEPARTMENTSpeaking and Listening Anchor StandardsComprehension and CollaborationSTANDARD 1: Prepare for and participate effectively in a range of conversations and collaborationswith diverse partners; express ideas clearly and persuasively, and build on those ofothers.STANDARD 2: Integrate and evaluate information presented in diverse media and formats (includingvisual, quantitative, and oral).STANDARD 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.Presentation of Knowledge and IdeasSTANDARD 4: Present information, findings, and supporting evidence so that listeners can follow theline of reasoning. Ensure that the organization, development, and style are appropriate totask, purpose, and audience.STANDARD 5: Make strategic use of digital media and visual displays to express information andenhance understanding of presentations.STANDARD 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating commandof academic English when indicated or appropriate.New York State Education Department ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)6

NEW YORK STATEEDUCATION DEPARTMENTLanguage Anchor StandardsConventions of Academic English/Language for LearningSTANDARD 1: Demonstrate command of the conventions of academic English grammar and usage whenwriting or speaking.STANDARD 2: Demonstrate command of the conventions of academic English capitalization,punctuation, and spelling when writing.Knowledge of LanguageSTANDARD 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 whenreading or listening.Vocabulary Acquisition and UseSTANDARD 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrasesby using context clues, analyzing meaningful word parts, and consulting general andspecialized reference materials, as appropriate.STANDARD 5: Demonstrate understanding of figurative language, word relationships and nuances inword meanings.STANDARD 6: Acquire and accurately use general academic and content-specific words and phrasessufficient for reading, writing, speaking, and listening; demonstrate independence ingathering and applying vocabulary knowledge when considering a word or phraseimportant to comprehension or expression.New York State Education Department ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)7

NEW YORK STATEEDUCATION DEPARTMENTLifelong Practices of Readers and WritersLifelong Practices of ReadersLifelong Practices of WritersReaders:Writers: think, write, speak, and listen tounderstand think, read, speak, and listen to supportwriting read often and widely from a range ofglobal and diverse texts write often and widely in a variety offormats, using print and digital resourcesand tools read for multiple purposes, including forlearning and for pleasure self-select texts based on interest persevere through challenging, complextexts write for multiple purposes, including forlearning and for pleasure persevere through challenging writingtasks enrich personal language, backgroundknowledge, and vocabulary throughreading and communicating with others enrich personal language, backgroundknowledge, and vocabulary throughwriting and communicating with others monitor comprehension and applyreading strategies flexibly experiment and play with language analyze mentor texts to enhance writing make connections (to self, other texts,ideas, cultures, eras, etc.) strengthen writing by planning, revising,editing, rewriting, or trying a new approachNew York State Education Department ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)8

NEW YORK STATEEDUCATION DEPARTMENTPrekindergartenand ElementaryEnglish Language ArtsLearning StandardsPrekindergarten . 10Kindergarten. 18Grade 1 . 27Grade 2 . 35Grade 3 . 45Grade 4 . 54Grade 5 . 63New York State Education Department ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)9

NEW YORK STATEEDUCATION DEPARTMENTPKPrekindergartenEnglish Language ArtsLearning StandardsPLEASE NOTE: These Standards are intended for four-year-old prekindergarten students.Prekindergarten IntroductionGuidance and SupportGuidance and support are an integral part of developmentally appropriate practice. As children are gainingmastery of the standards in prekindergarten, some students may require support to demonstrate skills.Range of Student Reading Experiences for PrekindergartenStudents in prekindergarten should experience a balance of literature and informational texts in thecontext of instruction designed to create opportunities for children to engage with a variety of topics, andtexts, 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 readalouds, 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 instructionalevents as ‘reading or literacy experiences’ because the focus is on using texts, printed and visual, to developemergent readers’ concepts of how meaning is conveyed through reading and writing while building theirlanguage and knowledge.It is not enough to simply feature a variety of literary and informational text types in Prekindergartenenvironments and classroom instruction; these texts must be made accessible and meaningful to youngreaders as a component of fostering engagement with literacy to build language and knowledge. Forexample, educators should provide and engage developing readers with an assortment of fiction and nonfiction age-appropriate books in the library area that are displayed attractively and used regularly, rotatedoften; connected to instructional themes and feature cultural diversity; incorporate text materials intomany different aspects of the classroom curriculum, including authentic informational text materials foruse in play and to guide learning centers; and select a variety of text types that engage children’s interestsand support their learning about the themes under study.New York State Education Department ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017)10

NEW YORK STATEEDUCATION DEPARTMENTPKThe following are examples of literary and informational text types to be used in classroom instruction andto 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, talltales, and other literary texts.INFORMATIONAL TEXT: picture books, nonfiction, biographies, autobiographies, books and articlesabout science, art, history, social studies, and information displayed in charts, graphs, or maps, in both printand digital sources.Text Complexity Expectations for PrekindergartenStudents in Prekindergarten are at the early emergent reader level and haven’t developed thefoundational word reading skills necessary to read texts independently. However, it is crucial thatprekindergarten students actively engage in large and small group interactive read-aloud discussions oftexts that are content-rich and age-appropriate. These texts should be part of the curricular materials aswell as those best sellers from a variety of publishers found in libraries across the state, and thereforeserve as a platform for building listening comprehension processes, to promote deeper-level thinking.English Language Learners/Multilingual LearnersEnglish 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 theirhome or primary language. While building proficiency in English, ELLs/MLLs in English as a New Languageand Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledgeacross languages The eventual goal of English Language Arts (ELA) standards is to support the lifelongpractices of reading, writing, speaking and listening in English. ELLs/MLLs can receive home languagesupports and be provided opportunities to demonstrate skills in their home or primary languages toindicate mastery of the linguistic concepts and skills embedded in the ELA standards. Throughout theStandards, the use of annotation marks this concept for ELLs/MLLs.Students with DisabilitiesChildren with disabilities and their typically developing peers are all capable of learning, achieving, andmaking developmental progress. Preschool children with disabilities need specially designed instructionand related services designed to address their disability and ensure their participation in age appropriateactivities with typically-developing peers. Each preschool child with a disability has an individualizededucational program (IEP) which documents his/her individual goals, supports, and services asdetermined by his/her needs, strengths, and abilities. These individual supports, accommodations, andservices are designed

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. New York State Education Department ENGLISH LANGUAGE ARTS LEARNING STANDARDS (2017) 4 NEW YORK STATE EDUCATION DEPARTMENT Reading Anchor .

Related Documents:

New York Buffalo 14210 New York Buffalo 14211 New York Buffalo 14212 New York Buffalo 14215 New York Buffalo 14217 New York Buffalo 14218 New York Buffalo 14222 New York Buffalo 14227 New York Burlington Flats 13315 New York Calcium 13616 New York Canajoharie 13317 New York Canaseraga 14822 New York Candor 13743 New York Cape Vincent 13618 New York Carthage 13619 New York Castleton 12033 New .

N Earth Science Reference Tables — 2001 Edition 3 Generalized Bedrock Geology of New York State modified from GEOLOGICAL SURVEY NEW YORK STATE MUSEUM 1989 N i a g a r R i v e r GEOLOGICAL PERIODS AND ERAS IN NEW YORK CRETACEOUS, TERTIARY, PLEISTOCENE (Epoch) weakly consolidated to unconsolidated gravels, sands, and clays File Size: 960KBPage Count: 15Explore furtherEarth Science Reference Tables (ESRT) New York State .www.nysmigrant.orgNew York State Science Reference Tables (Refrence Tables)newyorkscienceteacher.comEarth Science - New York Regents January 2006 Exam .www.syvum.comEarth Science - New York Regents January 2006 Exam .www.syvum.comEarth Science Textbook Chapter PDFs - Boiling Springs High .smsdhs.ss13.sharpschool.comRecommended to you b

relation to persons joining the New York state and local retirement system, the New York state teachers’ retirement system, the New York city employees’ retirement system, the New York city teachers’ retirement system, the New York city board of education retirement system, the New York city police pension fund, or the New York

3-5 New York State Project Risk Management Worksheet 150 3-6 New York State Project Change Request 158 3-7 New York State Organizational Change Management Plan 168 3-8 New York State Project Team Training Plan 174 3-9 New York State Project Implementation and Trans

CITY OF NEW YORK, BRONX, KINGS, NEW YORK, QUEENS, AND RICHMOND COUNTIES, NEW YORK 1.0 INTRODUCTION 1.1 Purpose of Study This Flood Insurance Study (FIS) revises and updates a previous FIS/Flood Insurance Rate Map (FIRM) for the City of New York, which incorporates all of Bronx, Kings, New York, Queens, and Richmond counties, New York, this alsoFile Size: 1MB

Garden Lofts Hoboken,New York Soho Mews 311 West Broadway, New York 8 Union Square South, New York 129 Lafayette St., New York The Orion Building 350 West 42nd St., New York Altair 20 15 West 20th St., New York Altair 18 32 West 18th St., New York The Barbizon 63rd St. & Lexington Ave., New York T

New York 65024 : Active . 648 : 108 . 0 : 4 . 19 : 1 . 0 : 324 . 1,104 New York New York 65024 Inactive 27 8 0 0 0 0 0 12 47 New York New York 65024 Total 675 116 0 4 19 1 0 336 1,151 New York : New York 65025 . Active

18/10 Stainless Steel New York-00 5 pc. placesetting (marked u) New York-01 Dinner Knife u 24 cm New York-02 Dinner Fork u 20.5 cm New York-03 Salad Fork u 18.8 cm New York-04 Soup Spoon (oval bowl) u 18.8 cm New York-05 Teaspoon u 15.5 cm New York-06 Cream Soup Spoon (round bowl) 17.5 cm New York-07 Demitasse Spoon 11 cm