NY Next Generation ELA 3SL6
The Standard
Identify contexts that call for academic English or informal discourse.
New York State Next Generation English Language Arts Learning Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify situations that call for academic English or informal talk. They explain how audience, purpose, and setting affect language choice.
What Mastery Looks Like
- The student correctly classifies speaking contexts and names language features that fit each. The student can restate one message in both registers.
Common Misconceptions
- Students may call informal language incorrect. They may think academic English means using long words or speaking without personality.
How to Assess It
- Give four speaking scenarios. Ask students to classify each as academic or informal and adapt one message for both contexts.
Lesson moves
Ways to Teach It
Sort scenario cards by academic and informal language needs.
Ask students what changes when speaking to a friend versus presenting research.
Play Register Switch with one idea and two audiences.
Practice a classroom explanation and playground conversation about the same topic.
Keep exploring
Related Standards
- 3L3
Recognize differences between the conventions of spoken conversational English and academic English; signal this awareness by selecting conversational or academ...
- 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.
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