NY Next Generation ELA 3L3

3L3 is a cluster heading. These are the individual standards under it.

• 3L3.a

  Choose words and phrases for effect.

01

What Students Need to Do

Students choose conversational or academic English to fit a speaking or writing situation. They also select words and phrases for a deliberate effect and notice differences between spoken and written academic language.

02

What Mastery Looks Like

A student can express one idea in a casual conversation and in an academic response. The student explains how a word choice affects the listener or reader and why each form fits its context.

03

Common Misconceptions

Students may think conversational English is incorrect or use it unchanged in every school task. They may choose impressive-sounding words that do not express the intended meaning.

04

How to Assess It

Give students a casual comment about a class experiment. Ask them to revise it for a written report and explain how one word choice changes the effect.

1. 01

   Sort sentence cards by conversational speech, academic speech, and academic writing, then justify each placement.

2. 02

   Ask, ‘How would you describe this event to a friend and in a history response?’

3. 03

   Play Word Choice Swap by replacing vague words with precise choices and naming the new effect.

4. 04

   Compare language in a playground conversation and a museum caption, then revise each for the other setting.

• 3SL6

  Identify contexts that call for academic English or informal discourse.

• 4L3.c

  Distinguish between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group dis...

• 4SL6

  Distinguish between contexts that call for formal English versus/or informal discourse; use formal English when appropriate to task and situation.

• 2L3.a

  Compare academic and conversational uses of English.