New York State Learning Standards

Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2); 3–5 (mastery by the end of grade 5); 6–8 (mastery by the end of grade 8); 9–12 (mastery by the end of grade 12). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This stored identity combines the printed L1 anchors across the four bands; use the skills for the student's band rather than treating it as one annual standard. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 117.

Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2); 3–5 (mastery by the end of grade 5); 6–8 (mastery by the end of grade 8); 9–12 (mastery by the end of grade 12). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This stored identity combines the printed L2 anchors across the four bands; use the skills for the student's band rather than treating it as one annual standard. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 117.

Print upper- and lowercase letters in their name

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Print upper- and lowercase letters in their name → Print many upper- and lowercase letters → Print all upper- and lowercase letters. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Print many upper- and lowercase letters

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Print upper- and lowercase letters in their name → Print many upper- and lowercase letters → Print all upper- and lowercase letters. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Print all upper- and lowercase letters.

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Print upper- and lowercase letters in their name → Print many upper- and lowercase letters → Print all upper- and lowercase letters. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Use frequently occurring nouns and verbs (orally)

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use frequently occurring nouns and verbs (orally) → Use frequently occurring nouns and verbs. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Use frequently occurring nouns and verbs.

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use frequently occurring nouns and verbs (orally) → Use frequently occurring nouns and verbs. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Use common, proper, and possessive nouns.

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use common, proper, and possessive nouns. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Use collective nouns (e.g., group).

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use collective nouns (e.g., group). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Form and use regular plural nouns (e.g., dog, dogs; wish, wishes).

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Form and use regular plural nouns (e.g., dog, dogs; wish, wishes). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Form and use frequently occurring irregular plural nouns (e.g., feet, children, mice, fish).

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Form and use frequently occurring irregular plural nouns (e.g., feet, children, mice, fish). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Use singular and plural nouns with matching verbs in basic sentences (e.g., The boy jumps; The boys jump).

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use singular and plural nouns with matching verbs in basic sentences (e.g., The boy jumps; The boys jump). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Understand and use interrogatives (question words—e.g., who, what, where, when, why, how).

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Understand and use interrogatives (question words—e.g., who, what, where, when, why, how). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Produce and expand complete sentences in shared language activities.

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Produce and expand complete sentences in shared language activities. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). → Use reflexive pronouns (e.g., myself, ourselves). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Use reflexive pronouns (e.g., myself, ourselves).

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). → Use reflexive pronouns (e.g., myself, ourselves). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Use verbs

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: 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). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

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).

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: 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). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: 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). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Use frequently occurring adjectives.

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use frequently occurring adjectives. → Use adjectives or adverbs appropriately. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Use adjectives or adverbs appropriately.

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use frequently occurring adjectives. → Use adjectives or adverbs appropriately. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Use frequently occurring conjunctions (e.g., and, but, or, so because).

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use frequently occurring conjunctions (e.g., and, but, or, so because). → Use frequently occurring transition words (e.g., first, then, therefore, finally) While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Use frequently occurring transition words (e.g., first, then, therefore, finally)

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use frequently occurring conjunctions (e.g., and, but, or, so because). → Use frequently occurring transition words (e.g., first, then, therefore, finally) While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Produce and expand complete sentences

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: 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). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

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).

State teaching guidance: New York organizes this Language 1 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: 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). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 118.

Attempt to write symbols or letters to represent words.

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Attempt to write symbols or letters to represent words. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: 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). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

Spell unknown words phonetically, drawing on phonemic awareness and spelling conventions.

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: 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). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: 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). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

Generalize learned spelling patterns when writing words (e.g., cage → rage; boy → toy).

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: 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). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

Write a letter or letters for most consonant and short-vowel sounds (phonemes).

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Write a letter or letters for most consonant and short-vowel sounds (phonemes). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

Consult reference materials as needed to check and correct spellings.

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Consult reference materials as needed to check and correct spellings. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

Recognize and name end punctuation.

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Recognize and name end punctuation. → Use end punctuation for sentences. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

Use end punctuation for sentences.

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Recognize and name end punctuation. → Use end punctuation for sentences. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

Capitalize the first letter of their name.

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: 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. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

Capitalize the first word in a sentence and the pronoun I.

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: 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. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

Capitalize dates and names of people.

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: 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. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

Capitalize names, places, and holidays.

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: 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. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

Use commas in dates and to separate single words in a series.

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use commas in dates and to separate single words in a series. → Use commas in greetings and closings of letters. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

Use commas in greetings and closings of letters.

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use commas in dates and to separate single words in a series. → Use commas in greetings and closings of letters. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

Use an apostrophe to form contractions and frequently occurring possessives.

State teaching guidance: New York organizes this Language 2 content by grade band: Pre-K–2 (mastery by the end of grade 2). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use an apostrophe to form contractions and frequently occurring possessives. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 119.

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)

State teaching guidance: By the end of grade 2, students should control word reading well and develop comprehension strategies for appropriately complex literary and informational texts at or above grade level. Match word-reading practice to individual skills while also scaffolding access to richer texts through read-alouds, discussion and writing. (Grade guidance, p. 36.) New York State Next Generation English Language Arts Learning Standards (2017), page 36.

Recognize and observe differences between the conventions of spoken and written standard English.

State teaching guidance: Use this component with the complete New York 3L3 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 52.) New York State Next Generation English Language Arts Learning Standards (2017), page 52.

Identify, know the meanings of, and decode words with suffixes.

State teaching guidance: By the end of grade 3, students should control word reading well and develop comprehension strategies for appropriately complex literary and informational texts at or above grade level. Distinguish materials for word-reading accuracy and fluency from richer texts used to build language and knowledge, with read-alouds and other scaffolding as needed. (Grade guidance, p. 46.) Use this component with the complete New York 3RF3 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 48.) New York State Next Generation English Language Arts Learning Standards (2017), page 46.

Produce simple, compound, and complex sentences.

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Produce simple, compound, and complex sentences. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general as well as in particular sentences.

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general as well as in particular sentences. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Explain the function of conjunctions, prepositions, and interjections in general as well as in particular sentences.

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Explain the function of conjunctions, prepositions, and interjections in general as well as in particular sentences. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Form and use regular and irregular plural nouns.

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Form and use regular and irregular plural nouns. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Use abstract nouns.

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use abstract nouns. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Form and use regular and irregular verbs.

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Form and use regular and irregular verbs. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Form and use the simple verb tenses (e.g., I walked; I walk; I will walk). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Form and use the progressive verb tenses (e.g., I was walking; I am walking; I will be walking).

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Form and use the progressive verb tenses (e.g., I was walking; I am walking; I will be walking). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Use verb tense to convey various times, sequences, states, and conditions.

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use verb tense to convey various times, sequences, states, and conditions. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Recognize and correct inappropriate shifts in verb tense.

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Recognize and correct inappropriate shifts in verb tense. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Ensure subject-verb and pronoun-antecedent agreement.

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Ensure subject-verb and pronoun-antecedent agreement. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Use coordinating and subordinating conjunctions.

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use coordinating and subordinating conjunctions. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Use and identify prepositional phrases.

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use and identify prepositional phrases. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Correctly use frequently confused words (e.g., to, too, two; there, their).

State teaching guidance: New York organizes this Language 1 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Correctly use frequently confused words (e.g., to, too, two; there, their). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 120.

Capitalize appropriate words in titles.

State teaching guidance: New York organizes this Language 2 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Capitalize appropriate words in titles. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 121.

Use correct capitalization.

State teaching guidance: New York organizes this Language 2 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use correct capitalization. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 121.

Use commas in addresses.

State teaching guidance: New York organizes this Language 2 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use commas in addresses. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 121.

Use commas and quotation marks in dialogue.

State teaching guidance: New York organizes this Language 2 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use commas and quotation marks in dialogue. → Use commas and quotation marks to mark direct speech and quotations from a text. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 121.

Use commas and quotation marks to mark direct speech and quotations from a text.

State teaching guidance: New York organizes this Language 2 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use commas and quotation marks in dialogue. → Use commas and quotation marks to mark direct speech and quotations from a text. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 121.

Use a comma before a coordinating conjunction in a compound sentence.

State teaching guidance: New York organizes this Language 2 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use a comma before a coordinating conjunction in a compound sentence. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 121.

Use a comma to separate an introductory element from the rest of the sentence.

State teaching guidance: New York organizes this Language 2 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use a comma to separate an introductory element from the rest of the sentence. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 121.

Use punctuation to separate items in a series.

State teaching guidance: New York organizes this Language 2 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use punctuation to separate items in a series. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 121.

Form and use possessives.

State teaching guidance: New York organizes this Language 2 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Form and use possessives. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 121.

Use conventional spelling for high-frequency and other studied words, and to add suffixes to base words (e.g., sitting, smiled, cries, happiness).

State teaching guidance: New York organizes this Language 2 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use conventional spelling for high-frequency and other studied words, and to add suffixes to base words (e.g., sitting, smiled, cries, happiness). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 121.

Use spelling patterns, rules, and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

State teaching guidance: New York organizes this Language 2 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use spelling patterns, rules, and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. → Spell grade-appropriate words correctly, consulting references as needed. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 121.

Spell grade-appropriate words correctly, consulting references as needed.

State teaching guidance: New York organizes this Language 2 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use spelling patterns, rules, and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. → Spell grade-appropriate words correctly, consulting references as needed. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 121.

Use quotation marks or italics to indicate titles of works.

State teaching guidance: New York organizes this Language 2 content by grade band: 3–5 (mastery by the end of grade 5). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use quotation marks or italics to indicate titles of works. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 121.

Distinguish among fact, opinion, and reasoned judgment in a text. Identify and distinguish between a primary and secondary source on the same topic.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

Cite specific evidence to support analysis of scientific and technical texts, charts, graphs, diagrams, etc. Understand and follow a detailed set of directions.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

Describe how and why scientific ideas and reasoning are developed and modified over the course of a text, source, argument, etc.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

Identify purpose and/or point of view when an author is presenting information, describing a procedure, discussing an experiment, etc. Compare and contrast the information gained from two or more experiments, simulations, videos, multimedia sources, readings from texts, graphs, charts, etc. on the same topic.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

Identify and match scientific or technical information presented as text with a version of that information presented visually (e.g., in a flowchart, diagram, model, graph, or table).

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

For scientific sources, distinguish between observation and inference-based judgments, and reasoned judgment and opinion. For technical sources, distinguish between facts and reasoned judgment.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

Compare and contrast the information gained from two or more experiments, simulations, videos, multimedia sources, readings from texts, graphs, charts, etc. on the same topic.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

Write arguments focused on discipline-specific content.

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic by identifying and using credible sources.

State teaching guidance: Use this component with the complete New York grades 6–8 argument requirements. NY lists disciplinary narrative writing separately under WHST3. A matching CCSS component does not establish equivalence of the entire writing sequence. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 15.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, and evidence.

State teaching guidance: Use this component with the complete New York grades 6–8 argument requirements. NY lists disciplinary narrative writing separately under WHST3. A matching CCSS component does not establish equivalence of the entire writing sequence. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 15.

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

Introduce a topic clearly; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose.

State teaching guidance: Use this component with the complete New York grades 6–8 explanatory-writing requirements. NY lists disciplinary narrative writing separately under WHST3. A matching CCSS component does not establish equivalence of the entire writing sequence. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 15.

Establish and maintain a formal style appropriate to the academic discipline, purpose, and audience.

State teaching guidance: Use this component with the complete New York grades 6–8 explanatory-writing requirements. NY lists disciplinary narrative writing separately under WHST3. A matching CCSS component does not establish equivalence of the entire writing sequence. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 15.

Write narratives to understand an event or topic, appropriate to discipline-specific norms, conventions, and tasks.

Write responses to texts and to events (past and present), ideas, and theories that include personal, cultural, and thematic connections.

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source by applying discipline-specific criteria used in the social sciences or sciences; and quote or paraphrase the data/accounts and conclusions of others while avoiding plagiarism and following a standard format for citation.

Ensure that pronouns are in the proper case (subjective, objective, and possessive).

State teaching guidance: New York organizes this Language 1 content by grade band: 6–8 (mastery by the end of grade 8). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Ensure that pronouns are in the proper case (subjective, objective, and possessive). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 122.

Recognize and correct inappropriate shifts in pronoun number and person.

State teaching guidance: New York organizes this Language 1 content by grade band: 6–8 (mastery by the end of grade 8). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Recognize and correct inappropriate shifts in pronoun number and person. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 122.

Recognize and correct pronouns that have unclear or ambiguous antecedents.

State teaching guidance: New York organizes this Language 1 content by grade band: 6–8 (mastery by the end of grade 8). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Recognize and correct pronouns that have unclear or ambiguous antecedents. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 122.

Explain the function of phrases and clauses in general, as well as in specific sentences.

State teaching guidance: New York organizes this Language 1 content by grade band: 6–8 (mastery by the end of grade 8). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Explain the function of phrases and clauses in general, as well as in specific sentences. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 122.

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

State teaching guidance: New York organizes this Language 1 content by grade band: 6–8 (mastery by the end of grade 8). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 122.

Use simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

State teaching guidance: New York organizes this Language 1 content by grade band: 6–8 (mastery by the end of grade 8). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 122.

Explain the function of verbals (gerunds, participles, infinitives).

State teaching guidance: New York organizes this Language 1 content by grade band: 6–8 (mastery by the end of grade 8). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Explain the function of verbals (gerunds, participles, infinitives). While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 122.

Form and use verbs in the active and passive voice.

State teaching guidance: New York organizes this Language 1 content by grade band: 6–8 (mastery by the end of grade 8). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Form and use verbs in the active and passive voice. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 122.

Recognize and correct inappropriate verb shifts.

State teaching guidance: New York organizes this Language 1 content by grade band: 6–8 (mastery by the end of grade 8). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Recognize and correct inappropriate verb shifts. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 122.

Use punctuation (commas, parentheses, dashes, hyphens) to clarify and enhance writing.

State teaching guidance: New York organizes this Language 2 content by grade band: 6–8 (mastery by the end of grade 8). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use punctuation (commas, parentheses, dashes, hyphens) to clarify and enhance writing. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 122.

Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

State teaching guidance: New York organizes this Language 2 content by grade band: 6–8 (mastery by the end of grade 8). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use punctuation (comma, ellipsis, dash) to indicate a pause or break. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 122.

Use an ellipsis to indicate an omission.

State teaching guidance: New York organizes this Language 2 content by grade band: 6–8 (mastery by the end of grade 8). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use an ellipsis to indicate an omission. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 122.

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.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 2.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 2.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 2.

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.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 2.

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.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 2.

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.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 2.

Integrate and evaluate content presented in diverse media and formats, including across multiple texts.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 2.

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.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 2.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 2.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 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.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 2.

Write narratives to understand an event or topic, using effective techniques, well-chosen details, and well-structured sequences.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 2.

Develop personal, cultural, textual, and thematic connections within and across genres through responses to texts and personal experiences.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 2.

Conduct short as well as more sustained research based on focused questions to demonstrate understanding of the subject under investigation.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 2.

Gather relevant information from multiple sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 2.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

State teaching guidance: This is a broad literacy anchor for grades 6–12. Plan instruction with the corresponding grade-band reading or writing standards and the discipline's own texts and practices; the anchor does not replace those more specific expectations. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 2.

Describe how a text presents information (e.g., sequentially, comparatively, causally, visually, and graphically).

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

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.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

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.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

Analyze how and why scientific ideas and reasoning are developed and modified over the course of a text, source, argument, etc..

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

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).

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

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.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

Describe purpose and/or point of view when an author is presenting information, describing a procedure, discussing an experiment, etc..

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

Write arguments focused on discipline-specific content.

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.

State teaching guidance: Use this component with the complete New York grades 9–10 argument requirements. NY lists disciplinary narrative writing separately under WHST3. A matching CCSS component does not establish equivalence of the entire writing sequence. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 17.

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

Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions.

State teaching guidance: Use this component with the complete New York grades 9–10 explanatory-writing requirements. NY lists disciplinary narrative writing separately under WHST3. A matching CCSS component does not establish equivalence of the entire writing sequence. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 17.

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.

State teaching guidance: Use this component with the complete New York grades 9–10 explanatory-writing requirements. NY lists disciplinary narrative writing separately under WHST3. A matching CCSS component does not establish equivalence of the entire writing sequence. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 17.

Write narratives to understand an event or topic, appropriate to discipline-specific norms, conventions, and tasks.

Write responses to texts and to events (past and present), ideas, and theories that include personal, cultural, and thematic connections.

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.

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.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

Evaluate authors' points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

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.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

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.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

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.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

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.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

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.

State teaching guidance: Within this grade band's disciplinary instruction, NY calls for a balance of literary and informational texts, including full-length and shorter works. By the end of the school year, students should comprehend texts appropriately complex at or above grade level. Apply this shared reading guidance across instruction when selecting resources. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 6.

Write arguments focused on discipline-specific content.

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.

State teaching guidance: Use this component with the complete New York grades 11–12 argument requirements. NY lists disciplinary narrative writing separately under WHST3. A matching CCSS component does not establish equivalence of the entire writing sequence. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 19.

Write explanatory and analytical text focused on discipline-specific content and which uses strategies for conveying information like those used in the respective discipline.

Introduce a topic and organize complex ideas, concepts, and information so that the progression creates a unified whole.

State teaching guidance: Use this component with the complete New York grades 11–12 explanatory-writing requirements. NY lists disciplinary narrative writing separately under WHST3. A matching CCSS component does not establish equivalence of the entire writing sequence. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 19.

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.

State teaching guidance: Use this component with the complete New York grades 11–12 explanatory-writing requirements. NY lists disciplinary narrative writing separately under WHST3. A matching CCSS component does not establish equivalence of the entire writing sequence. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 19.

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.

State teaching guidance: Use this component with the complete New York grades 11–12 explanatory-writing requirements. NY lists disciplinary narrative writing separately under WHST3. A matching CCSS component does not establish equivalence of the entire writing sequence. NY Next Generation Literacy Standards, Grades 6–12 (2017), page 19.

Write narratives to understand an event or topic, appropriate to discipline-specific norms, conventions, and tasks.

Write responses to texts and to events (past and present), ideas, and theories that include personal, cultural, and thematic connections.

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.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

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.

State teaching guidance: Use this component with the complete New York 11-12L4 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 115.) New York State Next Generation English Language Arts Learning Standards (2017), page 115.

Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

State teaching guidance: Use this component with the complete New York 11-12L4 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 115.) New York State Next Generation English Language Arts Learning Standards (2017), page 115.

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

State teaching guidance: Use this component with the complete New York 11-12L4 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 115.) New York State Next Generation English Language Arts Learning Standards (2017), page 115.

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).

State teaching guidance: Use this component with the complete New York 11-12L4 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 115.) New York State Next Generation English Language Arts Learning Standards (2017), page 115.

Interpret figures of speech, including hyperbole and paradox, in context and analyze their role in the text.

State teaching guidance: Use this component with the complete New York 11-12L5 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 116.) New York State Next Generation English Language Arts Learning Standards (2017), page 116.

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.

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)

State teaching guidance: The grades 11–12 introduction expects reading and comprehension of literary and informational texts at or above grade level by the end of the school year. Select texts for the learner’s grade and provide scaffolding as needed; retaining a two-grade standard does not require withholding support or postponing all reading expectations until grade 12. (Grade guidance, p. 108.) New York State Next Generation English Language Arts Learning Standards (2017), page 108.

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)

State teaching guidance: The grades 11–12 introduction expects reading and comprehension of literary and informational texts at or above grade level by the end of the school year. Select texts for the learner’s grade and provide scaffolding as needed; retaining a two-grade standard does not require withholding support or postponing all reading expectations until grade 12. (Grade guidance, p. 108.) New York State Next Generation English Language Arts Learning Standards (2017), page 108.

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)

State teaching guidance: The grades 11–12 introduction expects reading and comprehension of literary and informational texts at or above grade level by the end of the school year. Select texts for the learner’s grade and provide scaffolding as needed; retaining a two-grade standard does not require withholding support or postponing all reading expectations until grade 12. (Grade guidance, p. 108.) New York State Next Generation English Language Arts Learning Standards (2017), page 108.

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)

State teaching guidance: The grades 11–12 introduction expects reading and comprehension of literary and informational texts at or above grade level by the end of the school year. Select texts for the learner’s grade and provide scaffolding as needed; retaining a two-grade standard does not require withholding support or postponing all reading expectations until grade 12. (Grade guidance, p. 108.) New York State Next Generation English Language Arts Learning Standards (2017), page 108.

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)

State teaching guidance: The grades 11–12 introduction expects reading and comprehension of literary and informational texts at or above grade level by the end of the school year. Select texts for the learner’s grade and provide scaffolding as needed; retaining a two-grade standard does not require withholding support or postponing all reading expectations until grade 12. (Grade guidance, p. 108.) New York State Next Generation English Language Arts Learning Standards (2017), page 108.

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)

State teaching guidance: The grades 11–12 introduction expects reading and comprehension of literary and informational texts at or above grade level by the end of the school year. Select texts for the learner’s grade and provide scaffolding as needed; retaining a two-grade standard does not require withholding support or postponing all reading expectations until grade 12. (Grade guidance, p. 108.) New York State Next Generation English Language Arts Learning Standards (2017), page 108.

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)

State teaching guidance: The grades 11–12 introduction expects reading and comprehension of literary and informational texts at or above grade level by the end of the school year. Select texts for the learner’s grade and provide scaffolding as needed; retaining a two-grade standard does not require withholding support or postponing all reading expectations until grade 12. (Grade guidance, p. 108.) New York State Next Generation English Language Arts Learning Standards (2017), page 108.

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)

State teaching guidance: The grades 11–12 introduction expects reading and comprehension of literary and informational texts at or above grade level by the end of the school year. Select texts for the learner’s grade and provide scaffolding as needed; retaining a two-grade standard does not require withholding support or postponing all reading expectations until grade 12. (Grade guidance, p. 108.) New York State Next Generation English Language Arts Learning Standards (2017), page 108.

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)

State teaching guidance: The grades 11–12 introduction expects reading and comprehension of literary and informational texts at or above grade level by the end of the school year. Select texts for the learner’s grade and provide scaffolding as needed; retaining a two-grade standard does not require withholding support or postponing all reading expectations until grade 12. (Grade guidance, p. 108.) New York State Next Generation English Language Arts Learning Standards (2017), page 108.

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.

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.

State teaching guidance: Use this component with the complete New York 11-12SL1 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 114.) New York State Next Generation English Language Arts Learning Standards (2017), page 114.

Work with peers to set norms for collegial discussions and decision-making, establish clear goals, deadlines, and individual roles as needed.

State teaching guidance: Use this component with the complete New York 11-12SL1 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 114.) New York State Next Generation English Language Arts Learning Standards (2017), page 114.

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.

State teaching guidance: Use this component with the complete New York 11-12SL1 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 114.) New York State Next Generation English Language Arts Learning Standards (2017), page 114.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric; assess the premises and connections among ideas, diction, and tone.

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.

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.

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.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) Use this component with the complete New York 11-12W1 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 111.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

Use precise language, content-specific vocabulary and literary techniques to express the appropriate complexity of the topic.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) Use this component with the complete New York 11-12W1 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 111.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

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.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) Use this component with the complete New York 11-12W1 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 111.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

Provide a concluding statement or section that explains the significance of the argument presented.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) Use this component with the complete New York 11-12W1 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 111.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

Maintain a style and tone appropriate to the writing task.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) Use this component with the complete New York 11-12W1 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 111.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

Introduce and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) Use this component with the complete New York 11-12W2 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 112.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

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.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) Use this component with the complete New York 11-12W2 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 112.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

Use appropriate and varied transitions and syntax to make insightful connections and distinctions, create cohesion, and clarify relationships among complex ideas and concepts.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) Use this component with the complete New York 11-12W2 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 112.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

Provide a concluding statement or section that explains the significance of the information presented.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) Use this component with the complete New York 11-12W2 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 112.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

Establish and maintain a style appropriate to the writing task.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) Use this component with the complete New York 11-12W2 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 112.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

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.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) Use this component with the complete New York 11-12W3 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 112.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

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).

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) Use this component with the complete New York 11-12W3 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 112.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

Use precise words and phrases, explicit details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) Use this component with the complete New York 11-12W3 requirement and its other components. A matching component does not establish equivalence of the entire national family. (NY component, p. 112.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

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.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

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.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

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.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

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.

State teaching guidance: Across grades 11–12 writing, teach planning, revision and strengthening of texts independently and collaboratively, for varied purposes using print and digital tools. Students should move between conversational and academic registers, show mastery of academic conventions and demonstrate proficient keyboarding. (Grade guidance, p. 111.) New York State Next Generation English Language Arts Learning Standards (2017), page 111.

Use parallel structure.

State teaching guidance: New York organizes this Language 1 content by grade band: 9–12 (mastery by the end of grade 12). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use parallel structure. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 123.

Use various types of phrases and clauses to add variety and interest to writing or presentations.

State teaching guidance: New York organizes this Language 1 content by grade band: 9–12 (mastery by the end of grade 12). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use various types of phrases and clauses to add variety and interest to writing or presentations. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 123.

Understand that usage is a matter of convention that can change over time.

State teaching guidance: New York organizes this Language 1 content by grade band: 9–12 (mastery by the end of grade 12). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Understand that usage is a matter of convention that can change over time. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 123.

Resolve issues of complex or contested usage, consulting references as needed.

State teaching guidance: New York organizes this Language 1 content by grade band: 9–12 (mastery by the end of grade 12). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Resolve issues of complex or contested usage, consulting references as needed. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 123.

Use punctuation (commas, parentheses, dashes, hyphens) to clarify and enhance writing.

State teaching guidance: New York organizes this Language 2 content by grade band: 9–12 (mastery by the end of grade 12). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use punctuation (commas, parentheses, dashes, hyphens) to clarify and enhance writing. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 123.

Use a semicolon to link two or more closely related independent clauses.

State teaching guidance: New York organizes this Language 2 content by grade band: 9–12 (mastery by the end of grade 12). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use a semicolon to link two or more closely related independent clauses. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 123.

Use a colon to introduce a list or quotation.

State teaching guidance: New York organizes this Language 2 content by grade band: 9–12 (mastery by the end of grade 12). Local curriculum determines placement within each band; arrows show progression and do not assign individual grades. This code is a local identifier for a continuum stage, not a printed NYSED standard code. Read it with the full progression: Use a colon to introduce a list or quotation. While building English proficiency, ELLs/MLLs in ENL or bilingual programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. NY Next Generation ELA Standards (2017), Appendix A; band policy on page 117, page 123.