New York State Standards for Language Arts:
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
NY.1. Reading: Students will read, write, listen, and speak for information and understanding.
1.1. Locate and use classroom and library media center resources to acquire information, with assistance
1.2. Read familiar informational texts to begin to collect data, facts, and ideas, with assistance
1.3. Interpret information represented in simple charts and webs
1.4. Draw on a prior experience to understand new data, facts, and ideas
NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.
2.1. Comprehend and respond to literary texts and performances
2.2. Engage in pre-reading and reading activities to select books, tapes, and poems on the basis of personal choice/interest or teacher-selected criteria, such as a theme/topic
2.3. Engage in pre-reading and reading activities to make connections between personal experiences and stories read
2.4. Engage in pre-reading and reading activities to predict what might happen next in a story read aloud
2.5. Engage in pre-reading and reading activities to retell a story, with assistance
2.6. Dramatize or retell stories, using puppets, toys, and other props
NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.
3.1. Identify and explain ideas and experiences from texts and performances
3.2. Engage in pre-reading and reading activities to identify what they know and have learned about a specific story or topic
3.3. Engage in pre-reading and reading activities to use illustrations to assist in understanding the content of a text and to anticipate what will happen next
3.4. Engage in pre-reading and reading activities to predict what could happen next or the outcome of a story or article read aloud
3.5. Engage in pre-reading and reading activities to change the sequence of events in a story to create a different ending, with assistance
3.6. Engage in pre-reading and reading activities to form an opinion about the differences between events in a story and events in own life
3.7. Engage in pre-reading and reading activities to evaluate and select books, poems, or tapes on the basis of personal choice or teacher-selected criteria, such as topic, author, and illustrations
3.8. Engage in pre-reading and reading activities to distinguish between real and imaginary stories
NY.4. Reading: Students will read, write, listen, and speak for social interaction.
4.1. Share reading experience to establish, maintain, and enhance personal relationships
4.2. Respect the age, gender, and cultural traditions of the writer, with assistance
4.3. Recognize the vocabulary and writing conventions (e.g., greetings and closings) of social communication, with assistance
1.5. Maintain a portfolio of informational writings and drawings, with assistance
1.6. Draw pictures to record facts from a lesson, with assistance
1.7. Use resources such as a picture dictionary or word wall to find and write words, with assistance
2.7. Maintain a portfolio of writings and drawings in response to literature, with assistance
4.4. Maintain a portfolio of writings and drawings for social interaction, with assistance
1.8. Share information, using appropriate visual aids, such as, puppets, toys, and pictures, to illustrate a word or concept, with assistance
1.9. Dramatize an experience or event
2.8. Express the mood of a story by using a variety of words, with assistance
2.9. Describe the actions of characters in a story
2.10. Tell real or imaginative stories on the basis of response to illustrations
2.11. Retell familiar stories
2.12. Describe familiar persons, places, or objects
2.13. Recite short poems, nursery rhymes, and finger plays
3.9. Explain why two different characters view an event differently
3.10. Compare events or characters in a story with their lives, with assistance
NY.1. Reading: Students will read, write, listen, and speak for information and understanding.
1.1. Locate and use classroom and library media center resources to acquire information, with assistance
1.2. Read grade-level informational texts to begin to collect data, facts, and ideas, with assistance
1.3. Distinguish between texts with stories and texts with information
1.4. Use a picture dictionary as a resource for vocabulary development
1.5. Select books to meet informational needs, with assistance
NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.
2.1. Comprehend and respond to imaginative texts and performances; interpret, with assistance
2.2. Engage in pre-reading and reading activities to select books, tapes, and poems on the basis of personal choice/interest or teacher-selected criteria, such as a theme/topic
2.3. Engage in pre-reading and reading activities to predict what might happen next in a story read aloud or independently
2.4. Engage in pre-reading and reading activities to draw conclusions from a story
2.5. Engage in pre-reading and reading activities to identify characters, settings, and events in a story
2.6. Engage in pre-reading and reading activities to retell a story
2.7. Engage in pre-reading and reading activities to distinguish between what is real and what is imaginary
2.8. Dramatize or retell stories, using puppets, toys, and other props
NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.
3.1. Identify, explain, and evaluate ideas, themes, and experiences from texts and performances
3.2. Engage in pre-reading and reading activities to identify what they know, want to know, and have learned about a specific story, theme, or topic
3.3. Engage in pre-reading and reading activities to predict what could happen next or the outcome of a story or article
3.4. Engage in pre-reading and reading activities to change the sequence of events in a story to create a different ending
3.5. Engage in pre-reading and reading activities to compare a character in a story or article to a person with the same career or experience
3.6. Engage in pre-reading and reading activities to evaluate and select books, poems, or tapes on the basis of personal choice or teacher-selected criteria, such as theme, topic, author, and illustrations
3.7. Engage in pre-reading and reading activities to identify the characters in a story and explain what each contributes to the events of the story
3.8. Engage in pre-reading and reading activities to recognize different plots in books by the same author
NY.4. Reading: Students will read, write, listen, and speak for social interaction.
4.1. Share reading experiences (e.g., reading together silently or aloud) to establish, maintain, and enhance personal relationships with peers or adults
4.2. Respect the age, gender, and cultural traditions of the writer
4.3. Recognize the vocabulary of social communication (e.g., the language of salutations and closings)
1.6. Use resources such as a picture dictionary or word wall to find and write words, with assistance
2.9. Use personal experiences to stimulate own writing, with assistance
4.4. Maintain a portfolio of writings and drawings for social interaction, with assistance
1.7. Respond orally to questions and/or directions
1.8. Share information using appropriate visual aids (e.g. puppets, toys, and pictures) to illustrate a word or concept
2.10. Recite poems and nursery rhymes
NY.1. Reading: Students will read, write, listen, and speak for information and understanding.
1.1. Locate and use library media resources to acquire information, with assistance
1.2. Read unfamiliar informational texts to collect and interpret data, facts, and ideas, with assistance
1.3. Read and understand written directions
1.4. Locate information in a text that is needed to solve a problem, with assistance
1.5. Identify main ideas and supporting details in informational texts, with assistance
1.6. Recognize and use organizational features of texts, such as page numbers and chapter headings/subheadings, to locate information, with assistance
1.7. Relate data and facts from informational texts to prior information and experience, with assistance
1.8. Compare and contrast information on one topic from two different sources, with assistance
1.9. Identify a conclusion that summarizes the main idea, with assistance
1.10. Select books to meet informational needs, with assistance
1.11. Identify and interpret facts taken from maps, graphs, charts, and other visuals, with assistance
1.12. Use graphic organizers to record significant details from informational texts, with assistance
NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.
2.1. Select literature on the basis of personal needs and interests from a variety of genres and by different authors, with assistance
2.2. Engage in purposeful oral reading in small and large groups
2.3. Read print-based and electronic literary texts silently on a daily basis for enjoyment
2.4. Recognize differences among the genres of stories, poems, and plays, with assistance
2.5. Relate characters in literature to own lives, with assistance
2.6. Explain the difference between fact and fiction, with assistance
2.7. Use previous reading and life experiences to understand literature, with assistance
2.8. Make predictions and draw conclusions and inferences about characters, with assistance
2.9. Recognize the value of illustration in literary text
2.10. Use specific evidence from stories to describe characters and relate sequences of events, with assistance
2.11. Use knowledge of story structure and story elements to interpret stories, with assistance
2.12. Use graphic organizers to record significant details to compare and contrast characters and events in stories, with assistance
2.13. Summarize main ideas and supporting details from literary text, both orally and in writing, with assistance
NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.
3.1. Evaluate the content by identifying, with assistance, the author's purpose
3.2. Evaluate the content by identifying, with assistance, important and unimportant details
3.3. Evaluate the content by identifying, with assistance, whether events, actions, characters, and/or setting are realistic
3.4. Compare characters in literary works
3.5. Judge the accuracy of content, with assistance from teachers and parents/caregivers
NY.4. Reading: Students will read, write, listen, and speak for social interaction.
4.1. Share reading experiences to build relationships with peers or adults; for example, read together silently or aloud
4.2. Respect the age, gender, position, and cultural traditions of the writer
4.3. Recognize the types of language (e.g., formal and informal vocabulary) that are appropriate to social communication
3.6. Use effective vocabulary in expository writing, with assistance
3.7. Use details from stories or informational texts to predict events
3.8. Maintain a portfolio that includes written analysis and evaluation as a method of reviewing work with teachers and parents/caregivers
4.4. Maintain a portfolio that includes writing for social interaction as a method of reviewing work with teachers and parents/caregivers
NY.1. Reading: Students will read, write, listen, and speak for information and understanding.
1.1. Locate and use library media resources to acquire information, with assistance
1.2. Read unfamiliar texts to collect data, facts, and ideas
1.3. Read and understand written directions
1.4. Locate information in a text that is needed to solve a problem
1.5. Identify main ideas and supporting details in informational texts
1.6. Recognize and use organizational features, such as table of contents, indexes, page numbers, and chapter headings/subheadings, to locate information, with assistance
1.7. Use text features, such as captions, charts, tables, graphs, maps, notes, and other visuals, to understand informational texts, with assistance
1.8. Relate data and facts from informational texts to prior information and experience
1.9. Compare and contrast information on one topic from two different sources
1.10. Identify a conclusion that summarizes the main idea
1.11. Identify and interpret facts taken from maps, graphs, charts, and other visuals
1.12. Use graphic organizers to record significant details from informational texts
NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.
2.1. Select literature on the basis of personal needs and interests from a variety of genres and by different authors
2.2. Engage in purposeful oral reading in small and large groups
2.3. Read print-based and electronic literary texts silently on a daily basis for enjoyment
2.4. Recognize the differences among the genres of stories, poems, and plays
2.5. Relate the setting, plot, and characters in literature to own lives, with assistance
2.6. Explain the difference between fact and fiction
2.7. Use previous reading and life experiences to understand and compare literature
2.8. Make predictions, draw conclusions, and make inferences about events and characters
2.9. Identify cultural influences in texts and performances, with assistance
2.10. Maintain a personal reading list to reflect reading accomplishments
2.11. Use specific evidence from stories to describe characters, their actions, and their motivations; relate sequences of events
2.12. Use knowledge of story structure, story elements, and key vocabulary to interpret stories
2.13. Use graphic organizers to record significant details about characters and events in stories
2.14. Summarize main ideas and supporting details from imaginative texts, both orally and in writing
NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.
3.1. Evaluate the content by identifying the author's purpose
3.2. Evaluate the content by identifying important and unimportant details
3.3. Evaluate the content by identifying whether events, actions, characters, and/or settings are realistic
3.4. Evaluate the content by identifying statements of fact and opinion
3.5. Compare and contrast characters, plot, and setting in literary works, with assistance
3.6. Analyze information on the basis of new or prior knowledge and/or personal experience
3.7. Recognize how language and illustrations are used to persuade in printed and filmed advertisements, with assistance
3.8. Judge accuracy of content to gather facts, with assistance from teachers and parents/caregivers
3.9. Use opinions of teachers and classmates to evaluate personal interpretation of ideas and information
NY.4. Reading: Students will read, write, listen, and speak for social interaction.
4.1. Share reading experiences to build relationships with peers or adults; for example, read together silently or aloud
4.2. Respect the age, gender, social position, and cultural traditions of the writer
4.3. Recognize the types of language (e.g., informal vocabulary and jargon) that is appropriate to social communication
3.10. Use ideas from two sources of information to generalize about causes, effects, or other relationships
3.11. Maintain a portfolio that includes written analysis and evaluation as a method of reviewing work with teachers and parents/caregivers
4.4. Use the tone, vocabulary, and sentence structure of informal conversation
4.5. Maintain a portfolio that includes writing for social interaction as a method of reviewing work with teachers and parents/caregivers
NY.1. Reading: Students will read, write, listen, and speak for information and understanding.
1.1. Acquire information by locating and using library media resources, with some assistance
1.2. Collect and interpret data, facts, and ideas from unfamiliar texts
1.3. Understand written directions and procedures
1.4. Locate information in a text that is needed to solve a problem
1.5. Identify a main idea and supporting details in informational texts
1.6. Recognize and use organizational features, such as table of contents, indexes, page numbers, and chapter headings/subheadings, to locate information
1.7. Compare and contrast information on one topic from two different sources
1.8. Identify a conclusion that summarizes the main idea
1.9. Select books independently to meet informational needs
1.10. Make inferences and draw conclusions on the basis of information from the text, with assistance
1.11. Use text features, such as captions, charts, tables, graphs, maps, notes, and other visuals, to understand and interpret informational texts
1.12. Use graphic organizers to record significant details from informational texts
1.13. Use text features, such as headings, captions, and titles, to understand and interpret informational texts, with assistance
1.14. Distinguish between fact and opinion, with assistance
1.15. Identify missing information and irrelevant information, with assistance
NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.
2.1. Select literature on the basis of personal needs and interests from a variety of genres and by different authors
2.2. Engage in purposeful oral reading in small and large groups
2.3. Read print-based and electronic literary texts silently, on a daily basis, for enjoyment
2.4. Relate the setting, plot, and characters in literature to own lives
2.5. Explain the difference between fact and fiction
2.6. Make predictions, draw conclusions, and make inferences about events and characters
2.7. Identify cultural influences in texts and performances
2.8. Maintain a personal reading list to reflect reading accomplishments
2.9. Use specific evidence from stories to identify themes; describe characters, their actions, and their motivations; relate a sequence of events
2.10. Use knowledge of story structure, story elements, and key vocabulary to interpret stories
2.11. Read, view, and interpret literary texts from a variety of genres, with assistance
2.12. Define the characteristics of different genres, with assistance
2.13. Identify literary elements, such as setting, plot, and character, of different genres, with assistance
2.14. Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning, with assistance
2.15. Recognize how different authors treat similar themes, with assistance
2.16. Identify literary elements, such as setting, plot, and character, of different genres, with assistance
2.17. Use graphic organizers to record significant details about characters and events in stories
NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.
3.1. Evaluate the content by identifying the author's purpose
3.2. Evaluate the content by identifying whether events, actions, characters, and/or settings are realistic
3.3. Evaluate the content by identifying important and unimportant details
3.4. Evaluate the content by identifying statements of fact, opinion, and exaggeration, with assistance
3.5. Evaluate the content by identifying recurring themes across works in print and media
3.6. Compare and contrast characters, plot, and setting in literary works
3.7. Analyze ideas and information on the basis of prior knowledge and personal experience
3.8. Recognize how language and illustrations are used to persuade in printed and filmed advertisements and in texts, such as letters to the editor
3.9. Judge accuracy of content to gather facts, with assistance from teachers and parents/caregivers
3.10. Use opinions and reactions of teachers and classmates to evaluate personal interpretation of ideas, information, and experience
3.11. Evaluate information, ideas, opinions, and themes in texts by identifying, with assistance, a central idea and supporting details
3.12. Evaluate information, ideas, opinions, and themes in texts by identifying, with assistance, missing or unclear information
3.13. Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in more than one text, with assistance
NY.4. Reading: Students will read, write, listen, and speak for social interaction.
4.1. Share reading experiences to build relationships with peers or adults; for example, read together silently or aloud
4.2. Respect the age, gender, position, and cultural traditions of the writer
4.3. Recognize the types of language (e.g., informal vocabulary and jargon) that are appropriate to social communication
4.4. Maintain a portfolio that includes writing for social interaction as a method of reviewing work with teachers and parents/caregivers
NY.1. Reading: Students will read, write, listen, and speak for information and understanding.
1.1. Locate and use school and public library resources, with some direction, to acquire information
1.2. Use the table of contents and indexes to locate information
1.3. Read to collect and interpret data, facts, and ideas from multiple sources
1.4. Read the steps in a procedure in order to accomplish a task such as completing a science experiment
1.5. Skim material to gain an overview of content or locate specific information
1.6. Use text features, such as headings, captions, and titles, to understand and interpret informational texts
1.7. Recognize organizational formats to assist in comprehension of informational texts
1.8. Identify missing information and irrelevant information
1.9. Distinguish between fact and opinion
1.10. Identify information that is implied rather than stated
1.11. Compare and contrast information on one topic from multiple sources
1.12. Recognize how new information is related to prior knowledge or experience
1.13. Identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information
1.14. Make inferences and draw conclusions, on the basis of information from the text, with assistance
1.15. Identify information that is implied rather than stated, with assistance
NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.
2.1. Read, view, and interpret literary texts from a variety of genres
2.2. Define characteristics of different genres
2.3. Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods
2.4. Read aloud from a variety of genres; for example, read the lines of a play or recite a poem (use inflection and intonation appropriate to text read and audience)
2.5. Recognize that the same story can be told in different genres, such as novels, poems, or plays, with assistance
2.6. Identify literary elements, such as setting, plot, and character, of different genres
2.7. Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning
2.8. Recognize how different authors treat similar themes
2.9. Identify the ways in which characters change and develop throughout a story
2.10. Compare characters in literature to people in own lives
NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.
3.1. Evaluate information, ideas, opinions, and themes in texts by identifying a central idea and supporting details
3.2. Evaluate information, ideas, opinions, and themes in texts by identifying details that are primary and those that are less important
3.3. Evaluate information, ideas, opinions, and themes in texts by identifying statements of fact, opinion, and exaggeration
3.4. Evaluate information, ideas, opinions, and themes in texts by identifying missing or unclear information
3.5. Use established criteria to analyze the quality of information in text
3.6. Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text
NY.4. Reading: Students will read, write, listen, and speak for social interaction.
4.1. Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups
4.2. Respect the age, gender, position, and cultural traditions of the writer
4.3. Recognize conversational tone in friendly communication
4.4. Recognize the types of language (e.g., jargon, informal vocabulary, and email conventions) that are appropriate to social communication
2.11. Write interpretive essays that interpret the impact of literary devices, such as simile and personification
2.12. Write interpretive essays that recognize the impact of rhythm and rhyme in poems
2.13. Respond to literature, connecting the response to personal experience
2.14. Use resources, such as personal experiences and themes from other texts and performances, to plan and create literary texts
2.15. Maintain a writing portfolio that includes literary, interpretive, and responsive writing
3.7. Use precise vocabulary in writing analysis and evaluation, with assistance
3.8. Maintain a writing portfolio that includes writing for critical analysis and evaluation
4.5. Maintain a portfolio that includes writing for social communication
NY.1. Reading: Students will read, write, listen, and speak for information and understanding.
1.1. Locate and use school and public library resources, with some direction, to acquire information
1.2. Use the table of contents and indexes to locate information
1.3. Read to collect and interpret data, facts, and ideas from multiple sources
1.4. Read the steps of a procedure in order to accomplish a task such as completing a science experiment or installing software
1.5. Skim material to gain an overview of content or locate specific information
1.6. Use text features, such as headings, captions, and titles, to understand and interpret informational texts
1.7. Recognize organizational formats to assist in comprehension of informational texts
1.8. Identify missing, conflicting, unclear, and irrelevant information
1.9. Distinguish between fact and opinion
1.10. Identify information that is implied rather than stated
1.11. Compare and contrast information about one topic from multiple sources
1.12. Recognize how new information is related to prior knowledge or experience
1.13. Identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information
1.14. Apply thinking skills, such as define, classify, and infer, to interpret data, facts, and ideas from informational texts, with assistance
1.15. Use knowledge of structure, content, and vocabulary to understand informational texts, with assistance
1.16. Condense, combine, or categorize new information from one or more sources, with assistance
1.17. Draw conclusions and make inferences on the basis of explicit and implied information, with assistance
1.18. Make, confirm, or revise predictions, with assistance
NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.
2.1. Read, view, and interpret texts from a variety of genres
2.2. Define characteristics of different genres
2.3. Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods
2.4. Read aloud from a variety of genres; e.g., plays and poems (use inflection and intonation appropriate to text read and audience)
2.5. Recognize that the same story can be told in different genres (e.g., novels, poems, or plays)
2.6. Identify literary elements, (e.g., setting, plot, character, rhythm, and rhyme) of different genres
2.7. Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning
2.8. Recognize how different authors treat similar themes
2.9. Identify the ways in which characters change and develop throughout a story
2.10. Interpret characters, plot, setting, and theme, using evidence from the text, with assistance
2.11. Identify the author's point of view, such as first-person narrator and omniscient narrator, with assistance
2.12. Determine how the use and meaning of literary devices, such as symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing, convey the author's message or intent, with assistance
2.13. Recognize how the author's use of language creates images or feelings, with assistance
2.14. Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry, with assistance
2.15. Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text, with assistance
NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.
3.1. Evaluate information, ideas, opinions, and themes by identifying a central idea and supporting details
3.2. Evaluate information, ideas, opinions, and themes by identifying precise and vague language
3.3. Evaluate information, ideas, opinions, and themes by identifying statements of fact, opinion, and exaggeration
3.4. Evaluate information, ideas, opinions, and themes by identifying missing or unclear information
3.5. Use established and personal criteria to analyze and evaluate the quality of ideas and information in text
3.6. Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text
3.7. Recognize how one's own point of view contributes to forming an opinion about information and ideas
3.8. Evaluate, with assistance, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify conflicting information
3.9. Evaluate, with assistance, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to consider the background and qualifications of the writer
3.10. Evaluate, with assistance, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to evaluate examples, details, or reasons used to support ideas
3.11. Evaluate, with assistance, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify differing points of view in texts and presentations
3.12. Evaluate, with assistance, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify cultural and ethnic values and their impact on content, with assistance
3.13. Evaluate, with assistance, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify multiple levels of meaning
NY.4. Reading: Students will read, write, listen, and speak for social interaction.
4.1. Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups
4.2. Respect the age, gender, position, and cultural traditions of the writer
4.3. Recognize the types of language (e.g., jargon, colloquialisms, informal vocabulary, and email conventions) that are appropriate to social communication
2.16. Identify and describe characters and their motivations, with assistance
2.17. Analyze the impact of the setting, with assistance
2.18. Identify how the use of literary devices, such as symbolism, metaphor and simile, personification, and flashback, affects meaning, with assistance
2.19. Draw conclusions and provide reasons for the conclusions, with assistance
2.20. Compare and contrast characters, setting, mood, and voice in more than one literary text or performance, with assistance
4.4. Write personal reactions about experiences, events, and observations, using a form of social communication
4.5. Maintain a portfolio that includes writing for social communication
NY.1. Reading: Students will read, write, listen, and speak for information and understanding.
1.1. Locate and use school and public library resources to acquire information
1.2. Interpret data, facts, and ideas from informational texts by applying thinking skills, such as define, classify, and infer
1.3. Preview informational texts, with guidance, to assess content and organization and select texts useful for the task
1.4. Use indexes to locate information and glossaries to define terms
1.5. Use knowledge of structure, content, and vocabulary to understand informational text
1.6. Distinguish between relevant and irrelevant information
1.7. Identify missing, conflicting, and/or unclear information
1.8. Formulate questions to be answered by reading informational text, with assistance
1.9. Compare and contrast information from a variety of different sources
1.10. Condense, combine, or categorize new information from one or more sources
1.11. Draw conclusions and make inferences on the basis of explicit and implied information
1.12. Make, confirm, or revise predictions
NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.
2.1. Recognize that one text may generate multiple interpretations
2.2. Interpret characters, plot, setting, and theme, using evidence from the text
2.3. Identify the author's point of view, such as first-person narrator and omniscient narrator
2.4. Recognize recurring themes in a variety of literary works
2.5. Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author's message or intent
2.6. Recognize how the author's use of language creates images or feelings
2.7. Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry
2.8. Read silently and aloud from a variety of genres, authors, and themes
2.9. Identify questions of personal importance and interest, and list works of literature that addresses them
2.10. Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives
2.11. Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text
2.12. Compare a film, video, or stage version of a literary work with the written version
NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.
3.1. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify conflicting information
3.2. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to consider the background and qualifications of the writer
3.3. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to evaluate examples, details, or reasons used to support ideas
3.4. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify propaganda, with assistance
3.5. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify techniques used to persuade, such as emotional and ethical appeals, with assistance
3.6. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify differing points of view in texts and presentations
3.7. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify cultural and ethnic values and their impact on content
3.8. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify multiple levels of meaning
3.9. Judge a text by using evaluative criteria from a variety of perspectives, such as literary and personal, with assistance
3.10. Recognize the effect of one's own point of view in evaluating ideas, information, opinions, and issues
NY.4. Reading: Students will read, write, listen, and speak for social interaction.
4.1. Share reading experiences with peers or adults; for example, read together silently or aloud with a partner or in small groups
4.2. Consider the age, gender, social position, and cultural traditions of the writer
4.3. Recognize conversational tone in social communication
4.4. Recognize the types of language (e.g., informal, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication
2.13. Write interpretive and responsive essays of approximately three pages to draw conclusions and provide reasons for the conclusions
2.14. Write interpretive and responsive essays of approximately three pages to compare and contrast characters, setting, mood, and voice in more than one literary text or performance
2.15. Write interpretive and responsive essays of approximately three pages to make connections between literary text and personal experience or knowledge
2.16. Maintain a writing portfolio that includes imaginative, interpretive, and responsive writing
4.5. Identify the social communication techniques of published writers
4.6. Maintain a portfolio that includes writing for social communication
4.7. Use the conventions of email
NY.1. Reading: Students will read, write, listen, and speak for information and understanding.
1.1. Locate and use school and public library resources independently to acquire information
1.2. Apply thinking skills, such as define, classify, and infer, to interpret data, facts, and ideas from informational texts
1.3. Read and follow written multistep directions or procedures to accomplish a task or complete an assignment
1.4. Preview informational texts to assess content and organization and select texts useful for the task
1.5. Use indexes to locate information and glossaries to define terms
1.6. Use knowledge of structure, content, and vocabulary to understand informational text
1.7. Distinguish between relevant and irrelevant information
1.8. Identify missing, conflicting, or unclear information
1.9. Formulate questions to be answered by reading informational text
1.10. Compare and contrast information from a variety of different sources
1.11. Condense, combine, or categorize new information from one or more sources
1.12. Draw conclusions and make inferences on the basis of explicit and implied information
1.13. Make, confirm, or revise predictions
NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.
2.1. Read silently and aloud from a variety of genres, authors, and themes
2.2. Interpret characters, plot, setting, theme, and dialogue, using evidence from the text
2.3. Identify the author's point of view, such as first-person narrator and omniscient narrator
2.4. Determine how the use and meaning of literary devices, such as symbolism, metaphor and simile, illustration, personification, flashback, and foreshadowing, convey the author's message or intent
2.5. Recognize how the author's use of language creates images or feelings
2.6. Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry
2.7. Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in own lives
2.8. Identify social and cultural contexts and other characteristics of the time period in order to enhance understanding and appreciation of text
2.9. Compare a film, video, or stage version of a literary work with the written version
NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.
3.1. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, identify conflicting information
3.2. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, consider the background and qualifications of the writer
3.3. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, question the writer's assumptions, beliefs, intentions, and biases
3.4. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, evaluate examples, details, or reasons used to support ideas
3.5. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, identify fallacies of logic that lead to unsupported conclusions
3.6. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, discriminate between apparent messages and hidden agendas
3.7. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, identify propaganda and evaluate its effectiveness
3.8. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, identify techniques the author uses to persuade (e.g., emotional and ethical appeals)
3.9. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, identify differing points of view in texts and presentations
3.10. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, identify cultural and ethnic values and their impact on content
3.11. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts: for example, identify multiple levels of meaning
3.12. Judge a text by using evaluative criteria from a variety of perspectives, such as literary, political, and personal
3.13. Suspend judgment until all information has been presented
NY.4. Reading: Students will read, write, listen, and speak for social interaction.
4.1. Share reading experiences with peers or adults; for example, read together silently or aloud with a partner or in small groups
4.2. Consider the age, gender, social position, and traditions of the writer
4.3. Recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication
2.10. Write interpretive and responsive essays of approximately three pages to draw conclusions and provide reasons for the conclusions
2.11. Write interpretive and responsive essays of approximately three pages to compare and contrast characters, setting, mood, and voice in more than one literary text or performance
2.12. Maintain a writing portfolio that includes literary, interpretive, and responsive writing
4.4. Write personal reactions to experiences, events, and observations, using a form of social communication
4.5. Identify and model the social communication techniques of published writers
4.6. Maintain a portfolio that includes writing for social communication
4.7. Use the conventions of email
NY.1. Reading: Students will read, write, listen, and speak for information and understanding.
1.1. Locate and use school and public library resources for information and research (define a purpose for reading by asking questions about what they need to know for their research)
1.2. Use specialized reference sources, such as glossaries and directories
1.3. Read and follow written, complex directions and procedures to solve problems and accomplish tasks (demonstrate task awareness by employing flexible strategies)
1.4. Skim texts to gain an overall impression and scan texts for particular information (focus on key words and phrases to generate research questions)
1.5. Recognize the defining features and structures of informational texts
1.6. Interpret and evaluate data, facts, and ideas in informational texts, such as national newspapers, online and electronic databases, and websites
1.7. Identify and evaluate the validity of informational sources, with assistance
1.8. Distinguish verifiable statement from hypothesis, and assumption and facts from opinion, with assistance
1.9. Analyze information from different sources by making connections and showing relationships to other texts, such as biographies and autobiographies (employ a range of post-reading practices)
NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.
2.1. Read, view, and interpret texts and performances in every medium from a wide variety of authors, subjects, and genres; e.g., short stories, novels, plays, film and video productions, poems, and essays (build background by activating prior knowledge through questioning what they already know about the form in which the story is presented and the period in which it was written)
2.2. Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives
2.3. Recognize a range of literary elements and techniques, such as figurative language, allegory, irony, symbolism, and stream of consciousness, and use these elements to interpret the work (check for understanding of texts by engaging in oral reading activities, such as read-arounds, to identify and provide effective examples of literary elements)
2.4. Distinguish between different forms of poetry, such as sonnet, lyric, elegy, narrative, epic, and ode
2.5. Compare a film, video, or stage version of a literary work with the written version
2.6. Read literary texts aloud to convey an interpretation of the work (engage in a variety of shared reading experiences, such as choral reading and reader's theatre)
2.7. Read works with a common theme and compare the treatment of that theme by different authors
2.8. Interpret multiple levels of meaning in text
2.9. Recognize relevance of literature to personal events and situations
NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.
3.1. Form opinions and make judgments about the accuracy of information and personal texts
3.2. Generate a list of significant questions to assist with analysis of text
3.3. Analyze and evaluate nonfiction texts (determine the significance and reliability of information)
3.4. Analyze and evaluate nonfiction texts (focus on key words/phrases that signal that the text is heading in a particular direction)
3.5. Analyze and evaluate poetry to recognize the use and effect of rhythm, rhyme, and sound pattern
3.6. Analyze and evaluate poetry to recognize the use and effect of repetition
3.7. Analyze and evaluate poetry to recognize the use and effect of differences between language of the poem and everyday language of readers
3.8. Engage in oral reading activities, such as read-arounds, to identify and provide effective examples of poetic elements
3.9. Analyze and evaluate fiction, including the development of a central idea or theme
3.10. Analyze and evaluate fiction, including the development of characters and their actions
3.11. Analyze and evaluate fiction, including the elements of the plot, such as conflict, climax, and resolution
3.12. Analyze and evaluate fiction, including the significance of the title
3.13. Form opinions and make judgments about literary works, by analyzing and evaluating texts from a critical perspective
3.14. Select, reject, and reconcile ideas and information in light of prior knowledge and experiences
NY.4. Reading: Students will read, write, listen, and speak for social interaction.
4.1. Share reading experiences with a peer or adult; for example, read together silently or aloud or discuss reactions to texts
4.2. Consider the age, gender, social position, and cultural traditions of the writer
4.3. Recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, email conventions) that are appropriate to social communication
1.10. Use charts, graphs, or diagrams to illustrate informational text
1.11. Use the language of research, such as documentation, source, note, paraphrase, citation, and bibliography
1.12. Maintain a portfolio that includes informational writing
4.4. Identify and model the social communication techniques of published authors
4.5. Distinguish between the conventions of academic writing and the conventions of email
4.6. Maintain a portfolio that includes writing for social interaction
4.7. Adopt the conventions of email to establish friendly tone in electronic-based social communication
4.8. Respond respectfully
NY.1. Reading: Students will read, write, listen, and speak for information and understanding.
1.1. Locate and use school and public library resources for information and research (set purpose for reading by asking questions about what they need to know for their research)
1.2. Use specialized reference sources, such as glossaries, directories, and abstracts
1.3. Read and follow written directions and procedures to solve problems and accomplish tasks (use workplace documents)
1.4. Skim texts to gain an overall impression and scan texts for particular information (focus on key words/phrases to generate questions)
1.5. Identify and evaluate the reliability and validity of informational sources
1.6. Recognize unstated assumptions
1.7. Distinguish verifiable statement from hypothesis
1.8. Analyze information from different sources, making connections and showing relationships to other texts, ideas, and subjects (employ a range of post-reading practices to think about new learning and plan further learning)
NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.
2.1. Read, view, and interpret texts and performances in every medium (e.g., short stories, novels, plays, film and video productions, poems, and essays) from a wide variety of authors, subjects, and genres (build background by activating prior knowledge through questioning what they already know about the form in which the story is presented and the period in which it was written)
2.2. Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives
2.3. Read literary criticism to increase comprehension and appreciation of literary texts, with assistance
2.4. Recognize how authors use tone to express their ideas or an attitude toward the subject matter or the audience
2.5. Distinguish between different forms of poetry, such as sonnet, lyric, elegy, narrative, epic, and ode, and recognize how the author uses poetic form to convey message or intent
2.6. Compare a film, video, or stage version of a literary work with the written version
2.7. Read literary texts aloud to convey an interpretation of the work
2.8. Interpret literary texts on the basis of an understanding of the genre and the literary period
2.9. Interpret multiple levels of meaning and subtleties in text
2.10. Recognize relevance of literature to contemporary and/or personal events and situations
NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.
3.1. Form opinions and make judgments about the validity of persuasive texts
3.2. Generate a list of significant questions to assist with analysis of text
3.3. Analyze and evaluate nonfiction texts, including determine the writer's perspectives, purposes, and intended audiences
3.4. Analyze and evaluate nonfiction texts, including determine the reliability and significance of information
3.5. Analyze and evaluate nonfiction texts, including recognize the format and its significance to content
3.6. Analyze and evaluate poetry in order to recognize the use and effect of sensory imagery
3.7. Analyze and evaluate poetry in order to recognize the use and effect of figurative language
3.8. Analyze and evaluate poetry in order to recognize the use and effect of verse form
3.9. Evaluate poetry to recognize the use and effect of verse form
3.10. Analyze and evaluate fiction, including the background in which the text is written
3.11. Analyze and evaluate fiction, including the effect created by the author's tone or mood
3.12. Form opinions and make judgments about literary works, by analyzing and evaluating texts from more than one critical perspective, such as cultural and historical
3.13. Select, reject, and reconcile ideas and information in light of beliefs
3.14. Make judgments about the quality of literary texts and performances by applying personal and academic criteria, such as that found in literary criticism
NY.4. Reading: Students will read, write, listen, and speak for social interaction.
4.1. Share reading experiences with a peer or adult; for example, read together silently or aloud, or discuss reactions to texts
4.2. Consider the age, gender, social position, and cultural traditions of the writer
4.3. Recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication
4.4. Distinguish between the conventions of academic writing and the conventions of email and instant messaging
4.5. Withhold judgment
4.6. Appreciate the speaker's uniqueness
NY.1. Reading: Students will read, write, listen, and speak for information and understanding.
1.1. Locate and use school, public, and academic library resources for information and research
1.2. Read and follow written directions and procedures to solve problems and accomplish tasks (use workplace documents and technical manuals)
1.3. Identify and evaluate the reliability and validity of informational sources
1.4. Check the consistency of hypothesis with given information and assumption
1.5. Analyze and synthesize information from different sources, making connections and showing relationships to other texts, ideas, and subjects and to the world at large
NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.
2.1. Read, view, and interpret texts and performances in every medium (e.g., short stories, novels, plays, film and video productions, poems, and essays) from a wide variety of authors, subjects, and genres (build background by activating prior knowledge through questioning what they already know about the form in which the story is presented and the period in which it was written)
2.2. Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives (monitor their own comprehension by questioning, reviewing, revising, and rereading to enhance overall comprehension)
2.3. Read literary criticism to increase comprehension and appreciation of literary texts (use a variety of written responses, such as double-entry journals and reading logs, to integrate new concepts with existing knowledge)
2.4. Compare a film, video, or stage version of a literary work with the written version
2.5. Read literary texts aloud to convey an interpretation of the work
2.6. Interpret multiple levels of meaning and subtleties in text (engage in a variety of collaborative conversations, such as peer-led discussions, paired reading and responding, and cooperative group discussions, to construct meaning)
2.7. Recognize and analyze the relevance of literature to contemporary and/or personal events and situations
NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.
3.1. Form opinions and make judgments about the validity of interpretive texts
3.2. Analyze and evaluate nonfiction (identify text structure, using supports such as graphic organizers)
3.3. Analyze and evaluate nonfiction (preview a text (e.g., in order to build a schema), noticing structural markers, such as headings and subheadings)
3.4. Analyze and evaluate nonfiction (identify the particular kinds of language used in particular texts)
3.5. Analyze and evaluate fiction, including the effect of diction and figurative language (use a variety of written responses, such as double-entry journals and reading logs, to identify literary elements and evaluate their effectiveness)
3.6. Form opinions and make judgments about literary works, by analyzing and evaluating texts from more than one critical perspective, such as psychological
3.7. Select, reject, and reconcile ideas and information in light of biases
3.8. Make judgments about the quality of literary texts and performances by applying personal and academic criteria, such as that found in literary criticism and in political, historical, and scientific analysis
NY.4. Reading: Students will read, write, listen, and speak for social interaction.
4.1. Share reading experiences with a peer or adult; for example, read together silently or aloud and discuss reactions to texts
4.2. Consider the age, gender, social position, and cultural traditions of the writer
4.3. Recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication
2.8. Write interpretive and responsive essays of approximately three to five pages to engage in a variety of prewriting experiences, such as using a variety of visual representations, to express interpretations, feelings, and new insights
2.9. Use resources, such as personal experience, knowledge from other content areas, and independent reading, to create literary, interpretive, and responsive texts
2.10. Maintain a portfolio that includes literary, interpretive, and responsive writing
4.4. Encourage the speaker with appropriate facial expressions and gestures
4.5. Withhold judgment
4.6. Appreciate the speaker's uniqueness
NY.1. Reading: Students will read, write, listen, and speak for information and understanding.
1.1. Locate and use school, public, academic, and special library resources for information and research (use primary and secondary sources, such as dictionaries and abstracts)
1.2. Locate and use school, public, academic, and special library resources for information and research (set purpose for reading by asking questions about what they need to know for their research)
1.3. Check consistency of hypothesis with given information and assumption
1.4. Analyze and synthesize information from different sources by making connections and showing relationships to other texts, ideas, subjects, and the world at large (employ a range of post-reading practices to think about new learning and to plan future learning)
NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.
2.1. Recognize and analyze the relevance of literature to contemporary and/or personal events and situations from short stories, novels, plays, film and video productions, poems, and essays (read and discuss literary criticism)
2.2. Recognize and analyze the relevance of literature to contemporary and/or personal events and situations from short stories, novels, plays, film and video productions, poems, and essays (engage in a variety of collaborative conversations, such as peer-led discussions, paired reading and responding, and cooperative group discussions, to make applications of the ideas in the text to other situations, extending the ideas to broaden perspectives)
2.3. Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives
2.4. Compare a film, video, or stage version of a literary work with the written version
2.5. Read literary texts aloud to convey an interpretation of the work
2.6. Read and interpret literary texts from a range of authors, genres, and subjects, including literary criticism
2.7. Interpret multiple levels of meaning and subtleties in text
NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.
3.1. Analyze and evaluate nonfiction texts, including professional journals, technical manuals, and position papers, to determine the writer's perspectives, purposes, and intended audience (identify text structure, using supports such as graphic organizers)
3.2. Analyze and evaluate nonfiction texts, including professional journals, technical manuals, and position papers, to determine the writer's perspectives, purposes, and intended audience (preview a text (e.g., in order to build a schema), noticing structural markers, such as headings and subheadings)
3.3. Analyze and evaluate nonfiction texts, including professional journals, technical manuals, and position papers, to determine the writer's perspectives, purposes, and intended audience (focus on key word/phrases that signal that the text is heading in a particular direction)
3.4. Analyze and evaluate nonfiction texts, including professional journals, technical manuals, and position papers, to determine the writer's perspectives, purposes, and intended audience (identify the particular kinds of language used in particular texts)
3.5. Analyze and evaluate poetry in order to recognize the use and effect of sensory imagery
3.6. Analyze and evaluate poetry in order to recognize the use and effect of figurative language
3.7. Analyze and evaluate poetry in order to recognize the use and effect of verse form
3.8. Engage in oral reading activities, such as choral readings, and a variety of written responses, such as double entry journals, to identify and distinguish examples of verse form
3.9. Form opinions and make judgments about literary works by analyzing and evaluating texts from more than one critical perspective, such as a social perspective
3.10. Select, reject, and reconcile ideas and information in light of beliefs
3.11. Make judgments about the quality of literary texts and performances by applying personal and academic criteria, such as that found in literary criticism
3.12. Analyze and evaluate the intellectual and/or emotional impact of specific texts on the reader
NY.4. Reading: Students will read, write, listen, and speak for social interaction.
4.1. Share reading experiences with a peer or adult; for example, read together silently or aloud, and discuss reactions to texts
4.2. Consider the age, gender, social position, and cultural traditions of the writer
4.3. Understand and anticipate the author's use of tone, diction, and language appropriate to social communication, in a variety of texts and conventions
4.4. Recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication
4.5. Withhold judgment
4.6. Appreciate the speaker's uniqueness