National Essential Skills Survey / Common Core State Standards / NYS ELA Standards / CDOS / State Assessment Crosswalk

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1 National Essential Skills Survey / Common Core State Standards / NYS EA Standards / CDOS / State Assessment Crosswalk NESS NYS EA Connections CDOS Regents Reading for iterature E2 E37 E38 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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 Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Interpret multiple levels of meaning in text Form opinions and make judgments about literary works, by analyzing and evaluating texts from a critical perspective 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 Interpret multiple levels of meaning and subtleties in text NYS CTE Technical Assistance Center 1

2 NYS EA Connections CDOS Regents E2 E37 E41 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 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 Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Interpret multiple levels of meaning in text Analyze and evaluate fiction, including - the development of a central idea or theme - the development of characters and their actions - the elements of the plot, such as conflict, climax, and resolution - the significance of the title 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 Interpret multiple levels of meaning and subtleties in text NYS CTE Technical Assistance Center 2

3 NYS EA Connections CDOS Regents E2 E37 E41 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Interpret multiple levels of meaning in text Analyze and evaluate fiction, including - the development of a central idea or theme - the development of characters and their actions - the elements of the plot, such as conflict, climax, and resolution - the significance of the title Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) 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 Interpret multiple levels of meaning and subtleties in text Craft and Structure E5 E23 E37 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 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 Recognize how authors use tone to express their ideas or an attitude toward the subject matter or the audience Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Analyze and evaluate fiction, including - the background in which the text is written - the effect created by the author s tone or mood NYS CTE Technical Assistance Center 3

4 NYS EA Connections CDOS Regents E13 E23 E37 5. Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 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 Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) 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 E13 E23 E37 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Consider the age, gender, social position, and cultural traditions of the writer Interpret literary texts on the basis of an understanding of the genre and the literary period Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Analyze and evaluate fiction, including - the background in which the text is written - the effect created by the author s tone or mood Make judgments about the quality of literary texts and performances by applying personal and academic criteria, such as that found in literary criticism Consider the age, gender, social position, and cultural traditions of the writer NYS CTE Technical Assistance Center 4

5 Integration of Knowledge and Ideas NYS EA Connections CDOS Regents E13 E23 E24 E42 7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden s Musée des Beaux Arts and Breughel s andscape with the Fall of Icarus). a. Analyze works by authors or artists who represent diverse world cultures. Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives Compare a film, video, or stage version of a literary work with the written version Read works with a common theme and compare the treatment of that theme by different authors Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Select, reject, and reconcile ideas and information in light of prior knowledge and experiences Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives Compare a film, video, or stage version of a literary work with the written version E23 9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Form opinions and make judgments about literary works, by analyzing and evaluating texts from more than one critical perspective, such as cultural and historical NYS CTE Technical Assistance Center 5

6 Range of Reading and evel of Text Complexity NYS EA Connections CDOS Regents E By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9 10 text complexity band independently and proficiently. Distinguish between different forms of poetry, such as sonnet, lyric, elegy, narrative, epic, and ode Analyze and evaluate poetry to recognize the use and effect of - rhythm, rhyme, and sound pattern - repetition - differences between language of the poem and everyday language of readers 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 Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Analyze and evaluate poetry in order to recognize the use and effect of - sensory imagery - figurative language - verse form Evaluate poetry to recognize the use and effect of verse form Responding to iterature E13 E23 E Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and ethically by making connections to: other texts, ideas, cultural perspectives, eras, personal events and situations. a. Self-select text to respond and develop innovative perspectives. b. Establish and sue criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces. Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) NYS CTE Technical Assistance Center 6

7 NYS EA Connections CDOS Regents Reading for Informational Text Key Ideas and Details E2 E13 E37 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. a. Develop factual, interpretive, and evaluative questions for further exploration of the topics(s). Recognize the defining features and structures of informational texts Analyze and evaluate nonfiction texts, including - determine the writer s perspectives, purposes, and intended audiences - determine the reliability and significance of information - recognize the format and its significance to content Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) E2 E13 E37 E41 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Recognize the defining features and structures of informational texts Analyze and evaluate nonfiction texts, including - determine the writer s perspectives, purposes, and intended audiences - determine the reliability and significance of information - recognize the format and its significance to content Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) E2 E37 E41 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Read and follow written, complex directions and procedures to solve problems and accomplish tasks - demonstrate task awareness by employing flexible strategies Generate a list of significant questions to assist with analysis of text Read and follow written directions and procedures to solve problems and accomplish tasks - use workplace documents Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) Generate a list of significant questions to assist with analysis of text NYS CTE Technical Assistance Center 7

8 Craft and Structure NYS EA Connections CDOS Regents E5 E37 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). There is no State Standard equivalent at this grade level. Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) E2 E5 E12 5. Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Recognize the defining features and structures of informational texts Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) Me13 E37 6. Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Analyze and evaluate nonfiction texts, including - determine the writer s perspectives, purposes, and intended audiences - determine the reliability and significance of information - recognize the format and its significance to content Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) NYS CTE Technical Assistance Center 8

9 Integration of Knowledge and Ideas NYS EA Connections CDOS Regents E13 E24 E42 7. Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account. 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 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 Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) E2 E13 E30 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Interpret and evaluate data, facts, and ideas in informational texts, such as national newspapers, online and electronic databases, and websites Identify and evaluate the validity of informational sources, with assistance Distinguish verifiable statement from hypothesis, and assumption and facts from opinion, with assistance Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) Form opinions and make judgments about the accuracy of information and personal texts Analyze and evaluate nonfiction texts - determine the significance and reliability of information - focus on key words/phrases that signal that the text is heading in a particular direction Identify and evaluate the reliability and validity of informational sources NYS CTE Technical Assistance Center 9

10 NYS EA Connections CDOS Regents Recognize unstated assumptions Distinguish verifiable statement from hypothesis Form opinions and make judgments about the validity of persuasive texts Analyze and evaluate nonfiction texts, including - determine the writer s perspectives, purposes, and intended audiences - determine the reliability and significance of information - recognize the format and its significance to content E23 E24 9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington s Farewell Address, the Gettysburg Address, Roosevelt s Four Freedoms speech, King s etter from Birmingham Jail ), including how they address related themes and concepts. a. Read, annotatae, and analyze informational texts on topics related to diverse and non-traditional cultures and viewpoints. There is no State Standard equivalent at this grade level. Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) Range of Reading and evel of Text Complexity E13 E By the end of grade 9, read and There is no State Standard equivalent at this grade level. comprehend literary nonfiction in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9 10 text complexity band independently and proficiently. Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) NYS CTE Technical Assistance Center 10

11 NYS EA Connections CDOS Regents Writing Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. There is no State Standard equivalent at this grade level. Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) E20 E22 E26 E27 E28 E33 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. Write interpretive and responsive essays of approximately three pages to - express judgments and support them through references to the text, using direct quotations and paraphrase - explain how the author s use of literary devices affects meaning - engage in a variety of prewriting experiences, such as using a variety of visual representations to express interpretations, feelings, and new insights - compare and contrast the treatment of literary elements in different genres and by more than one author State an opinion or present a judgment by developing a thesis and providing supporting evidence, arguments, and details Write interpretive and responsive essays of approximately three pages to - express judgments and support them through references to the text, using direct quotations and paraphrase - explain how the author s use of literary devices affects meaning - examine development and impact of literary elements, such as character (protagonist and antagonist), action (conflict, intrigue, suspense, and climax), and setting (locale and time period), in literary texts and performances - compare and contrast the treatment of literary elements in different genres and by more than one author - engage in a variety of prewriting experiences, such as using a variety of visual representations to express interpretations, feelings, and new insights Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) Articulate one or more perspectives, such as one's own and/or those of a special interest group, to summarize arguments on different sides of issues NYS CTE Technical Assistance Center 11

12 NYS EA Connections CDOS Regents E7 E9 E20 E27 E33 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. Write interpretive and responsive essays of approximately three pages to - express judgments and support them through references to the text, using direct quotations and paraphrase - explain how the author s use of literary devices affects meaning - engage in a variety of prewriting experiences, such as using a variety of visual representations to express interpretations, feelings, and new insights - compare and contrast the treatment of literary elements in different genres and by more than one author State an opinion or present a judgment by developing a thesis and providing supporting evidence, arguments, and details Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) Write interpretive and responsive essays of approximately three pages to - express judgments and support them through references to the text, using direct quotations and paraphrase - explain how the author s use of literary devices affects meaning - examine development and impact of literary elements, such as character (protagonist and antagonist), action (conflict, intrigue, suspense, and climax), and setting (locale and time period), in literary texts and performances - compare and contrast the treatment of literary elements in different genres and by more than one author - engage in a variety of prewriting experiences, such as using a variety of visual representations to express interpretations, feelings, and new insights Use strategies designed to influence or persuade in writing editorials NYS CTE Technical Assistance Center 12

13 NYS EA Connections CDOS Regents E9 E22 E26 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Write interpretive and responsive essays of approximately three pages to - express judgments and support them through references to the text, using direct quotations and paraphrase - explain how the author s use of literary devices affects meaning - engage in a variety of prewriting experiences, such as using a variety of visual representations to express interpretations, feelings, and new insights - compare and contrast the treatment of literary elements in different genres and by more than one author Write interpretive and responsive essays of approximately three pages to - express judgments and support them through references to the text, using direct quotations and paraphrase - explain how the author s use of literary devices affects meaning - examine development and impact of literary elements, such as character (protagonist and antagonist), action (conflict, intrigue, suspense, and climax), and setting (locale and time period), in literary texts and performances - compare and contrast the treatment of literary elements in different genres and by more than one author - engage in a variety of prewriting experiences, such as using a variety of visual representations to express interpretations, feelings, and new insights Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) E1 E20 E22 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Write interpretive and responsive essays of approximately three pages to - express judgments and support them through references to the text, using direct quotations and paraphrase - explain how the author s use of literary devices affects meaning - engage in a variety of prewriting experiences, such as using a variety of visual representations to express interpretations, feelings, and new insights - compare and contrast the treatment of literary elements in different genres and by more than one author Write interpretive and responsive essays of approximately three pages to - express judgments and support them through references to the text, using direct quotations and paraphrase - explain how the author s use of literary devices affects meaning - examine development and impact of literary elements, such as character (protagonist and antagonist), action (conflict, intrigue, Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) NYS CTE Technical Assistance Center 13

14 NYS EA Connections CDOS Regents suspense, and climax), and setting (locale and time period), in literary texts and performances - compare and contrast the treatment of literary elements in different genres and by more than one author - engage in a variety of prewriting experiences, such as using a variety of visual representations to express interpretations, feelings, and new insights E7 E9 E26 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. e. Provide a concluding statement or section that follows from and supports the argument presented. Write interpretive and responsive essays of approximately three pages to - express judgments and support them through references to the text, using direct quotations and paraphrase - explain how the author s use of literary devices affects meaning - engage in a variety of prewriting experiences, such as using a variety of visual representations to express interpretations, feelings, and new insights - compare and contrast the treatment of literary elements in different genres and by more than one author Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) Write interpretive and responsive essays of approximately three pages to - express judgments and support them through references to the text, using direct quotations and paraphrase - explain how the author s use of literary devices affects meaning - examine development and impact of literary elements, such as character (protagonist and antagonist), action (conflict, intrigue, suspense, and climax), and setting (locale and time period), in literary texts and performances - compare and contrast the treatment of literary elements in different genres and by more than one author - engage in a variety of prewriting experiences, such as using a variety of visual representations to express interpretations, feelings, and new insights 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. There is no State Standard equivalent at this grade level. Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) NYS CTE Technical Assistance Center 14

15 NYS EA Connections CDOS Regents E7 E9 E15 E31 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Select and limit topics for informational writing, with assistance Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts Select and limit topics for informational writing Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) E7 E26 E27 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. b. Develop the topic with wellchosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. Select and limit topics for informational writing, with assistance Analyze data and facts to communicate information Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts Select and limit topics for informational writing Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) Analyze data, facts, and ideas to communicate information Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts NYS CTE Technical Assistance Center 15

16 NYS EA Connections CDOS Regents E7 E9 E22 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) E1 E7 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) E1 E7 E9 E25 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) NYS CTE Technical Assistance Center 16

17 NYS EA Connections CDOS Regents E7 E22 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) 3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. There is no State Standard equivalent at this grade level. E28 E45 3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. Write original literary texts - use elements of literary text, such as plot, character, setting, dialogue, conflict, and suspense, to engage the reader - maintain consistent point of view, including firstperson, third-person, or omniscient narrator - create a personal voice Write original literary texts - use literary devices, such as figurative language, allegory, irony, symbolism, and stream of consciousness - create multiple levels of meaning, with assistance - use language and sentence structure creatively to elicit the reader s emotional response Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) NYS CTE Technical Assistance Center 17

18 NYS EA Connections CDOS Regents E28 E45 3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. Write original literary texts - use elements of literary text, such as plot, character, setting, dialogue, conflict, and suspense, to engage the reader - maintain consistent point of view, including firstperson, third-person, or omniscient narrator - create a personal voice Write original literary texts - use literary devices, such as figurative language, allegory, irony, symbolism, and stream of consciousness - create multiple levels of meaning, with assistance - use language and sentence structure creatively to elicit the reader s emotional response Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) E28 E45 3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. Write original literary texts - use elements of literary text, such as plot, character, setting, dialogue, conflict, and suspense, to engage the reader - maintain consistent point of view, including firstperson, third-person, or omniscient narrator - create a personal voice Write original literary texts - use literary devices, such as figurative language, allegory, irony, symbolism, and stream of consciousness - create multiple levels of meaning, with assistance - use language and sentence structure creatively to elicit the reader s emotional response Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) E28 E45 3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Write original literary texts - use elements of literary text, such as plot, character, setting, dialogue, conflict, and suspense, to engage the reader - maintain consistent point of view, including first-person, third-person, or omniscient narrator - create a personal voice Write original literary texts - use literary devices, such as figurative language, allegory, irony, symbolism, and stream of consciousness - create multiple levels of meaning, with assistance - use language and sentence structure creatively to elicit the reader s emotional response Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) NYS CTE Technical Assistance Center 18

19 NYS EA Connections CDOS Regents E28 E45 3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Write original literary texts - use elements of literary text, such as plot, character, setting, dialogue, conflict, and suspense, to engage the reader - maintain consistent point of view, including firstperson, third-person, or omniscient narrator - create a personal voice Write original literary texts - use literary devices, such as figurative language, allegory, irony, symbolism, and stream of consciousness - create multiple levels of meaning, with assistance - use language and sentence structure creatively to elicit the reader s emotional response Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) E45 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. f. Adapt voice, awareness of audience, and sue of language to accommodate a variety of cultural contexts. Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Production and Distribution of Writing E7 E9 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Respect the age, gender, and cultural traditions of the recipient Respect age, gender, and cultural traditions of the recipient Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) E6 E9 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use a range of organizational strategies to present information Use a range of organizational strategies (e.g., clustering, webbing, and mapping) to present information Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) NYS CTE Technical Assistance Center 19

20 NYS EA Connections CDOS Regents E15 E31 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Use charts, graphs, or diagrams to illustrate informational text Use charts, graphs, and diagrams to support and illustrate informational texts Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2 (PS) Standard 3b 1 (S) Research to Build and Present Knowledge E7 E26 E35 7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. a. Explore topics dealing with different cultures and world viewpoints. ocate 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 Apply new information in different contexts and situations Analyze a variety of texts using resources such as knowledge from school subjects, readings, and personal experiences Standard 2-3 Standard 3a 2 Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2, 3, 4, 5, 6, 7, 8, 9 (PS) Standard 3b 6 (BIS) Standard 3b 4, 6, 7 (S) Standard 3b 6 (NAS) ocate 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 Develop critiques from more than one perspective, such as historical and cultural Analyze texts, using resources such as recognized experts, knowledge from school subjects and reading, and personal experience NYS CTE Technical Assistance Center 20

21 NYS EA Connections CDOS Regents E7 E26 E27 8. Gather relevant information from 8. 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; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Skim texts to gain an overall impression and scan texts for particular information - focus on key words and phrases to generate research questions Use both primary and secondary sources of information for research Take notes from written and oral texts, such as lectures and interviews Cite primary and secondary sources of information in bibliography and citations, using an approved style sheet Standard 2-3 Standard 2-3 Standard 3a 1, 2 Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Standard 3b 1, 2, 3, 4, 5, 6, 7, 8, 9 (PS) Standard 3b 1, 2 (BIS) Standard 3b 1 (S) Standard 3b 3 (NAS) Define the meaning of and understand the consequences of plagiarism Use paraphrase and quotation in order to communicate information most effectively Skim texts to gain an overall impression and scan texts for particular information - focus on key words/phrases to generate questions Use both primary and secondary sources of information for research Take notes and organize information from written and oral texts, such as lectures and interviews Define the meaning of and understand the consequences of plagiarism; investigate school policy NYS CTE Technical Assistance Center 21

22 NYS EA Connections CDOS Regents 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. There is no State Standard equivalent at this grade level. Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) E2 E26 E35 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9 10 Reading standards to literature (e.g., Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare] ). Read literary criticism to increase comprehension and appreciation of literary texts, with assistance Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) E13 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grades 9 10 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning ). There is no State Standard equivalent at this grade level. Standard 2 3 Standard 3a 1 Range of Writing E Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. There is no State Standard equivalent at this grade level., 3 NYS CTE Technical Assistance Center 22

23 Responding to iterature NYS EA Connections CDOS Regents E6 E28 E Create literary texts that demonstrate knowledge and understanding of a wide variety of texts of recognized literary merit. a. Engage in a wide range of prewriting experiences, such as using a variety of visual representations, to express personal, social, and cultural connections and insights. b. Identify, analyze, and use elements and techniques of various genres of literature. c. Develop critical and interpretive texts from more than one perspective, including historical and cultural. d. Creat poetry, stories, plays, and other literary forms (e.g.s videos, art work). Standard 3b 1, 2, 3, 4, 5, 6 (Arts/umanities) Speaking and istening Comprehension and Collaboration 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. There is no State Standard equivalent at this grade level. NYS CTE Technical Assistance Center 23

24 NYS EA Connections CDOS Regents E10 E17 1. Initiate and participate Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. istening - Grade-Specific Performance Recognize and acknowledge various perspectives on issues of local and national concern Speaking - Grade-Specific Performance Speaking informally with familiar and unfamiliar people, individually and in group settings istening - Grade-Specific Performance Anticipate the speaker s points and assess their validity, with assistance Speaking - Grade-Specific Performance Speak informally with familiar and unfamiliar people, individually and in group settings Standard 3a 1, 2, 3, 4 M E10 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. b. Work with peers to set rules for collegial discussions and decisionmaking (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. istening - Grade-Specific Performance Participate as a listener in social conversation with one or more people who are friends, acquaintances, or strangers Speaking - Grade-Specific Performance Speaking informally with familiar and unfamiliar people, individually and in group settings istening - Grade-Specific Performance Participate as a listener in social conversation with one or more people who are friends, acquaintances, or strangers Speaking - Grade-Specific Performance Speak informally with familiar and unfamiliar people, individually and in group settings Standard 2 1 Standard 3a 1, 2, 3, 4, 7, 8 NYS CTE Technical Assistance Center 24

25 NYS EA Connections CDOS Regents E10 E17 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. istening - Grade-Specific Performance Interpret and respond to texts and performances from a variety of genres, authors, and subjects istening - Grade-Specific Performance Use prior knowledge, as well as the perspectives of other individuals, groups, and recognized experts, to analyze and evaluate presentations istening - Grade-Specific Performance Participate as a listener in social conversation with one or more people who are friends, acquaintances, or strangers Speaking - Grade-Specific Performance Speaking informally with familiar and unfamiliar people, individually and in group settings Standard 3a 1, 2, 3, 4 M istening - Grade-Specific Performance Determine the need for more information for clarification M istening - Grade-Specific Performance Interpret and respond to texts from a variety of genres, authors, and subjects M istening - Grade-Specific Performance Participate as a listener in social conversation with one or more people who are friends, acquaintances, or strangers Speaking - Grade-Specific Performance Speak informally with familiar and unfamiliar people, individually and in group settings NYS CTE Technical Assistance Center 25

26 NYS EA Connections CDOS Regents E10 E16 E17 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. istening - Grade-Specific Performance Interpret and respond to texts and performances from a variety of genres, authors, and subjects Speaking - Grade-Specific Performance Ask and respond to questions to seek clarity Speaking - Grade-Specific Performance Speaking informally with familiar and unfamiliar people, individually and in group settings Speaking - Grade-Specific Performance Provide feedback by asking questions designed to encourage further conversation Standard 3a 1, 2, 3, 4 M istening - Grade-Specific Performance Synthesize information from different sources by combining or categorizing data and facts M istening - Grade-Specific Performance Interpret and respond to texts from a variety of genres, authors, and subjects M Speaking - Grade-Specific Performance Ask and respond to probing questions to acquire information Speaking - Grade-Specific Performance Ask and respond to questions to seek clarity or to suggest different perspectives Speaking - Grade-Specific Performance Speak informally with familiar and unfamiliar people, individually and in group settings NYS CTE Technical Assistance Center 26

27 NYS EA Connections CDOS Regents E19 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. e. Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds. Standard 2-1, 2 Standard 3a 1, 2, 3, 4 Standard 3b 4 (Arts/umanities) Standard 3b 5 (PS) Standard 3b 6 (BIS) Standard 3b 7 (S) Standard 3b 6 (NAS) E16 E21 E29 E34 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. istening - Grade-Specific Performance Interpret information from media presentations, such as news broadcasts and taped interviews istening - Grade-Specific Performance Interpret and respond to texts and performances from a variety of genres, authors, and subjects Standard 2 1 Standard 3a 1, 2 M M istening - Grade-Specific Performance Identify multiple levels of meaning in presentation of literary texts M istening - Grade-Specific Performance Interpret information from media presentations, such as documentary films, news broadcasts, and taped interviews M istening - Grade-Specific Performance Interpret and respond to texts from a variety of genres, authors, and subjects M istening - Grade-Specific Performance Analyze and evaluate information, ideas, options, issues, themes, and experiences from a range of academic and nonacademic presentations, such as speeches, interviews, and editorials NYS CTE Technical Assistance Center 27

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