9-12 Next Generation ELA Standards at a Glance

NYSED ▪ 9-12 Next Generation ELA Standards at a Glance ▪ 1

9-12 Reading Standards (Literary and Informational Text)

Review the 9

-10

and 11

-12

grade ELA introductions, as well as the Learning Standards for Literacy (6-12), for information regarding:

guidance and support, range of student reading experiences, text complexity, English language learners/multilingual learners, and students with disabilities.

ey Ideas and Details

9-10

11-12

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.

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.

RH1: Cite specific textual evidence to support analysis of primary and secondary

sources, attending to such features as the time and place of publication, origin,

authorship, etc.

RH1: Cite specific textual evidence to support analysis of primary and secondary

sources, connecting insights gained from specific details to an understanding of the

source as a whole.

RST1: Cite specific evidence to support analysis of scientific and technical texts,

charts, diagrams, etc. attending to the precise details of the source. Understand and

follow a detailed set of directions.

RST1: Cite specific evidence to support analysis of scientific and technical texts,

charts, diagrams, etc. attending to the precise details of the source, and attending to

important distinctions the author makes and to any gaps or inconsistencies in the

account.

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.

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.

RH2: Determine the central ideas or information of a primary or secondary source;

provide an accurate summary of how key events or ideas develop within a text.

RH2: Determine the central ideas or information of a primary or secondary source;

provide an accurate summary that makes clear the relationships among the key

details and ideas.

RST2: Determine the key ideas or conclusions of a source; trace the source’s

explanation or depiction of a complex process, phenomenon, or concept; provide an

accurate summary of the source.

RST2: Determine the key ideas or conclusions of a source; summarize complex

concepts, processes, or information presented in a source by paraphrasing in precise

and accurate terms.

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. 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.

11-12R3: In literary texts, analyze the impact of author’s choices. In informational

texts, analyze a complex set of ideas or sequence of events and explain how specific

individuals, ideas, or events interact and develop.

RH3: Analyze in detail a series of events described in a text; determine whether

earlier events caused later ones or simply preceded them.

RH3: Evaluate various explanations for actions or events and determine which

explanation best accords with textual evidence, acknowledging where the text leaves

matters uncertain.

RST3: Analyze how and why scientific ideas and reasoning are developed and

modified over the course of a text, source, argument, etc.

RST3: Analyze how and why scientific ideas and reasoning are developed and

modified over the course of a text, source, argument, etc.; analyze/evaluate the

results and conclusions based on explanations in the text.

NYSED ▪ 9-12 Next Generation ELA Standards at a Glance ▪ 2

9-12 Reading Standards (Literary and Informational Text, continued)

Review the 9

-10

and 11

-12

grade ELA introductions, as well as the Learning Standards for Literacy (6-12), for information regarding:

guidance and support, range of student reading experiences, text complexity, English language learners/multilingual learners, and students with disabilities.

raft and Structure

9-10

11-12

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.

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.

RH4: Determine the meaning of words and phrases as they are used in a text,

including vocabulary describing political, social, economic, or geographic aspects of

history/social studies.

RH4: Interpret words and phrases, including disciplinary language, as they are

developed in a text, including determining technical, connotative, and figurative

meanings, and analyze how specific word choices shape meaning or tone.

RST4: Determine the meaning of symbols, key terms, and other content-specific

words and phrases as they are used in scientific or technical sources; describe how

the inclusion of charts, graphs, diagrams, data influence conclusion(s).

RST4: Determine the meaning of symbols, key terms, and other content-specific

words and phrases as they are used in scientific or technical sources.

9-10R5: In literary texts, consider how varied aspects of structure create meaning

and affect the reader. In informational texts, consider how author’s intent influences

particular sentences, paragraphs, or sections.

11-12R5: In literary texts, analyze how varied aspects of structure create meaning

and affect the reader. 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.

RH5: Describe how a text presents information (e.g., sequentially, comparatively,

causally, visually, and graphically).

RH5: Analyze in detail how a complex primary source (text, image, map, graphic,

etc.) is structured, including how key sentences, paragraphs, and larger portions of

the source contribute to the whole.

RST5: Describe how the text structures information or ideas into categories or

hierarchies, including how the major sections contribute to the whole and to an

understanding of the topic.

RST5: Analyze how the text structures information or ideas into categories or

hierarchies, demonstrating understanding of the information or ideas.

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).

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).

RH6: Compare the point of view of two or more authors for how they treat the same

or similar topics, including which details they include and emphasize in their

respective accounts.

RH6: Evaluate authors’ points of view on the same historical events or issue by

assessing the authors’ claims, reasoning, and evidence.

RST6: Describe purpose and/or point of view when an author is presenting

information, describing a procedure, discussing an experiment, etc.

RST6: Analyze the author’s purpose in providing an explanation, describing a

procedure, or discussing an experiment in a text, identifying important issues that

remain unresolved. Synthesize information from a range of sources (e.g., texts,

experiments, simulations) into a coherent understanding of a process, phenomenon,

or concept, resolving conflicting information when possible.

NYSED ▪ 9-12 Next Generation ELA Standards at a Glance ▪ 3

9-12 Reading Standards (Literary and Informational Text, continued)

Review the 9

-10

and 11

-12

grade ELA introductions, as well as the Learning Standards for Literacy (6-12), for information regarding:

guidance and support, range of student reading experiences, text complexity, English language learners/multilingual learners, and students with disabilities.

tegration of Knowledge and Ideas

9-10

11-12

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).

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. In informational texts, integrate

and evaluate sources on the same topic or argument in order to address a question,

or solve a problem.

RH7: Integrate and evaluate visual and technical information (e.g., in research data,

charts, graphs, photographs, videos, or maps) with other information in print and

digital texts.

RH7: Integrate and evaluate multiple sources of information presented in diverse

formats and media (e.g., visually, quantitatively, as well as in words) in order to

address a question or solve a problem.

RST7: Translate scientific or technical information expressed as written text into

visual form (e.g., a table or chart), and translate information expressed visually or

mathematically (e.g., in an equation) into words.

RST7: Integrate and evaluate multiple sources of information presented in diverse

formats and media (e.g., quantitative data, video, multimedia) in order to address a

question or solve a problem.

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.

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.

RH8: Analyze the argument and specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the evidence.

RH8: Evaluate an author’s premises, claims, and evidence by corroborating or

challenging them with other information.

RST8: Assess the extent to which the reasoning and evidence in a source support the

author’s claim or a recommendation for solving a scientific or technical problem.

RST8: Evaluate the data, analysis, and conclusions in a science or technical text,

verifying the data when possible and corroborating or challenging conclusions with

other sources of information.

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.

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.

RH9: Compare and contrast treatments of the same topic in several primary and

secondary sources.

RH9: Integrate information from diverse sources, both primary and secondary, into a

coherent understanding of an idea or event, noting discrepancies among sources.

RST9: Compare and contrast findings presented in a source to those from other

sources (including their own experiments), noting when the findings support or

contradict previous explanations or accounts.

RST9: Compare and contrast findings presented in a source to those from other

sources (including their own experiments), noting when the findings support or

contradict previous explanations or accounts.

NYSED ▪ 9-12 Next Generation ELA Standards at a Glance ▪ 4

9-12 Writing Standards

Review the 9

-10

and 11

-12

grade ELA introductions, as well as the Learning Standards for Literacy (6-12), for information regarding:

guidance and support, range of student reading experiences, text complexity, English language learners/multilingual learners, and students with disabilities.

Review the 9

-10

and 11

-12

grade writing introductions for information regarding production and range of writing.

xt Types and Purposes

9-10

11-12

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.

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.

WHST1: Write arguments focused on discipline-specific content.

WHST1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing

claims, and create an organization that establishes clear relationships among the claim(s),

counterclaims, reasons, and evidence.

WHST1b: Develop claim(s) and counterclaims objectively, supplying data and evidence for

each while pointing out the strengths and limitations of both claim(s) and counterclaims in a

discipline-appropriate form and in a manner that anticipates the audience’s knowledge level

and concerns.

WHST1c: Use words, phrases, and clauses to link the major sections of the text, create

cohesion, and clarify the relationships between claim(s) and reasons, between reasons and

evidence, and between claim(s) and counterclaims.

WHST1d: Establish and maintain a formal style and appropriate tone while attending to the

norms and conventions of the academic discipline, purpose, and audience for which they are

writing.

WHST1e: Provide a concluding statement or section that follows from or supports the

argument presented.

WHST1: Write arguments focused on discipline-specific content.

WHST1a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization that

logically sequences the claim(s), counterclaims, reasons, and evidence.

WHST1b: Develop claim(s) and counterclaims objectively and thoroughly, supplying the most

relevant data and evidence for each while pointing out the strengths and limitations of both

claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s

knowledge level, concerns, values, and possible biases.

WHST1c: Use words, phrases, and clauses as well as varied syntax to link the major sections of

the text, create cohesion, and clarify the relationships between claim(s) and reasons, between

reasons and evidence, and between claim(s) and counterclaims.

WHST1d: Establish, develop, and maintain a formal style and appropriate tone while attending

to the norms and conventions of the academic discipline, purpose, and audience for which

they are writing.

WHST1e: Provide a concluding statement or section that follows from or supports the

argument presented.

NYSED ▪ 9-12 Next Generation ELA Standards at a Glance ▪ 5

9-12 Writing Standards (continued)

Review the 9

-10

and 11

-12

grade ELA introductions, as well as the Learning Standards for Literacy (6-12), for information regarding:

guidance and support, range of student reading experiences, text complexity, English language learners/multilingual learners, and students with disabilities.

Review the 9

-10

and 11

-12

grade writing introductions for information regarding production and range of writing.

xt Types and Purposes (continued)

9-10

11-12

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.

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.

11-12We: 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.

WHST2: Write informative/explanatory text focused on discipline-specific content.

WHST2a: Introduce a topic and organize ideas, concepts, and information to make

important connections and distinctions.

WHST2b: Develop the topic with well-chosen, relevant, and sufficient facts, data,

extended definitions, concrete details, citations, or other information and examples

appropriate to the audience’s knowledge of the topic.

WHST2c: Use appropriate and varied transitions and sentence structures to link the

major sections of the text, create cohesion, and clarify the relationships among ideas

and concepts.

WHST2d: Use precise language and content-specific vocabulary to reflect the

complexity of the topic and to convey a style appropriate to the discipline, context,

and audience.

WHST2e: Establish and maintain a formal style and appropriate tone while attending

to the norms and conventions of the academic discipline, purpose, and audience for

which they are writing.

WHST2: Write explanatory and analytical text focused on discipline-specific content

and which uses strategies for conveying information like those used in the respective

discipline.

WHST2a: Introduce a topic and organize complex ideas, concepts, and information

so that the progression creates a unified whole.

WHST2b: Analyze a topic thoroughly by selecting the most significant and relevant

facts, data, extended definitions, concrete details, citations, or other information and

examples appropriate to the audience’s knowledge of the topic.

WHST2c: Use appropriate and varied transitions and sentence structures to link the

major sections of the text, create cohesion, and clarify the relationships among

complex ideas and concepts.

WHST2d: Use precise language, content-specific vocabulary, and discipline-specific

writing practices to reflect the complexity of the topic and to convey a style

appropriate to the discipline, context, and audience.

WHST2e: Establish, develop, and maintain a formal style and appropriate tone while

attending to the norms and conventions of the academic discipline, purpose, and

audience for which they are writing.

NYSED ▪ 9-12 Next Generation ELA Standards at a Glance ▪ 6

9-12 Writing Standards (continued)

Review the 9

-10

and 11

-12

grade ELA introductions, as well as the Learning Standards for Literacy (6-12), for information regarding:

guidance and support, range of student reading experiences, text complexity, English language learners/multilingual learners, and students with disabilities.

Review the 9

-10

and 11

-12

grade writing introductions for information regarding production and range of writing.

Tex

t Types and Purposes (continued)

9-10

11-12

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.

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 narratives 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.

WHST3: Write narratives to understand an event or topic, appropriate to discipline-

specific norms, conventions, and tasks.

WHST3: Write narratives to understand an event or topic, appropriate to discipline-

specific norms, conventions, and tasks.

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.

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.

WHST4: Write responses to texts and to events (past and present), ideas, and

theories that include personal, cultural, and thematic connections.

WHST4: Write responses to texts and to events (past and present), ideas, and

theories that include personal, cultural, and thematic connections.

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.

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.

WHST5: Conduct short as well as more sustained research projects to answer a

question (including a self-generated question), analyze a topic, or solve a problem;

narrow or broaden the inquiry when appropriate; synthesize multiple sources on the

subject, demonstrating understanding of the subject under investigation.

WHST5: Conduct short as well as more sustained research projects to answer a

question (including a self-generated question), analyze a topic, or solve a problem;

narrow or broaden the inquiry when appropriate; synthesize multiple sources on the

subject, demonstrating understanding of the subject under investigation.

NYSED ▪ 9-12 Next Generation ELA Standards at a Glance ▪ 7

9-12 Writing Standards (continued)

Review the 9

-10

and 11

-12

grade ELA introductions, as well as the Learning Standards for Literacy (6-12), for information regarding:

guidance and support, range of student reading experiences, text complexity, English language learners/multilingual learners, and students with disabilities.

Review the 9

-10

and 11

-12

grade writing introductions for information regarding production and range of writing.

esearch to Build and Present Knowledge

9-10

11-12

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.

11-12W6: Conduct research through self-generated questions, or solve a problem;

narrow or broaden the inquiry when appropriate. Synthesize multiple sources,

demonstrating understanding and analysis of the subject under investigation.

WHST6: Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the usefulness of each source in

answering the research question and the accuracy of each source by applying

discipline-specific criteria; integrate information into the text selectively to maintain

the flow of ideas, avoiding plagiarism and following a standard format for citation.

WHST6: Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the strengths and limitations of

each source in terms of the specific task, purpose, and audience as well as by

applying discipline-specific criteria used in the social sciences or sciences; integrate

information into the text selectively to maintain the flow of ideas, avoiding plagiarism

and overreliance on any one source and following a standard format for citation.

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.

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.

WHST7: Draw evidence from informational texts to support analysis, reflection, and

research.

WHST7: Draw evidence from informational texts to support analysis, reflection, and

research.

NYSED ▪ 9-12 Next Generation ELA Standards at a Glance ▪ 8

9-12 Speaking and Listening Standards

Review the 9

-10

and 11

-12

grade ELA introductions for information regarding:

guidance and support, range of student reading experiences, text complexity, English language learners/multilingual learners, and students with disabilities.

omprehension and Collaboration

9-10

11-12

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 discussions; 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.

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.

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.

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.

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.

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.

resentation of Knowledge and Ideas

9-10

11-12

9-10SL4: Present claims, findings, and supporting evidence clearly, concisely, and

logically; organization, development, substance, and style are appropriate to task,

purpose, and audience.

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.

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.

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.

9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command

of formal English when indicated or appropriate.

11-12SL6: Adapt speech to a variety of contexts and tasks, demonstrating a

command of formal English when indicated or appropriate.

NYSED ▪ 9-12 Next Generation ELA Standards at a Glance ▪ 9

9-12 Language Standards

Review the 9

-10

and 11

-12

grade ELA introductions for information regarding:

guidance and support, range of student reading experiences, text complexity, English language learners/multilingual learners, and students with disabilities.

Conventions of Academic English/Language for Learning (Students are expected to know and be able to use these skills by the end of 12

grade.)

Anchor Standard 1 (9-12L1):

Demonstrate command of the conventions of academic English grammar and usage

when writing or speaking.*

Anchor Standard 2 (9-12L2):

Demonstrate command of the conventions of academic English capitalization,

punctuation, and spelling when writing.*

CORE CONVENTION SKILLS (Grades 9-12)

• Use parallel structure.

• Use various types or 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.

CORE PUNCTUATION and SPELLING SKILLS (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.

* 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.

Knowledge of Language

9-10

11-12

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.

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

9-10

11-12

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).

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).

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.

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.

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.

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.