New York State Next Generation English Language Arts .
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 .
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