NY Next Generation ELA Learning Standards (Grades 11-12) | Free Standards Reference

📌 Language Standards — Knowledge of Language 2 standards

11-12L3 Apply knowledge of language for meaning/style/comprehension 1 sub-part

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

11-12L3a

Vary syntax for effect, apply to complex texts

Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

📌 Language Standards — Vocabulary Acquisition and Use 9 standards

11-12L4 Determine meaning choosing flexibly from strategies 4 sub-parts

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

11-12L4a

Use context as clue to meaning

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

11-12L4b

Identify patterns of word changes indicating meaning/part of speech

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

11-12L4c

Consult reference materials for meaning/etymology/usage

Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage

11-12L4d

Verify preliminary determination of meaning

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

11-12L5 Demonstrate understanding of figurative language 2 sub-parts

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

11-12L5a

Interpret figures of speech, analyze role in text

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

11-12L5b

Analyze nuances in similar-denotation words

Analyze nuances in the meaning of words with similar denotations.

11-12L6

Acquire/use words at college and career readiness level

Acquire and accurately use general academic and content-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in applying vocabulary knowledge when considering a word or phrase important to comprehension or expression.

📌 Reading Standards (Literary and Informational Text) — Craft and Structure 3 standards

11-12R4

Determine meaning, analyze author's refinement of key terms

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL)

11-12R5

Analyze structure's effect on meaning / rhetorical technique

In literary texts, analyze how varied aspects of structure create meaning and affect the reader. (RL) In informational texts, analyze the impact and evaluate the effect structure has on exposition or argument in terms of clarity, persuasive/rhetorical technique, and audience appeal. (RI)

11-12R6

Analyze point of view/perspective/purpose to shape messages

Analyze how authors employ point of view, perspective, and purpose, to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). (RI&RL)

📌 Reading Standards (Literary and Informational Text) — Integration of Knowledge and Ideas 3 standards

11-12R7

Analyze adaptations of source text / integrate multiple sources

In literary texts, analyze multiple adaptations of a source text as presented in different formats (e.g., works of art, graphic novels, music, film, etc.), specifically evaluating how each version interprets the source. (RL) In informational texts, integrate and evaluate sources on the same topic or argument in order to address a question, or solve a problem. (RI)

11-12R8

Delineate/evaluate argument applying an analytical lens

Delineate and evaluate an argument in applicable texts, applying a lens (e.g. constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient. (RI&RL)

11-12R9

Develop criteria to evaluate quality, connect to other texts

Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)

📌 Reading Standards (Literary and Informational Text) — Key Ideas and Details 3 standards

11-12R1

Cite strong evidence, determine ambiguity, develop questions

Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences, including determining where the text is ambiguous; develop questions for deeper understanding and for further exploration. (RI&RL)

11-12R2

Determine themes, analyze development, summarize complex text

Determine two or more themes or central ideas in a text and analyze their development, including how they emerge and are shaped and refined by specific details; objectively and accurately summarize a complex text. (RI&RL)

11-12R3

Analyze author's choices / how ideas interact and develop

In literary texts, analyze the impact of author's choices. (RL) In informational texts, analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop. (RI)

📌 Speaking and Listening Standards — Comprehension and Collaboration 7 standards

11-12SL1 Initiate/participate in discussions on complex topics 4 sub-parts

Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.

11-12SL1a

Come prepared, refer to evidence for reasoned exchange

Come to discussions prepared, having read and researched material under study; draw on that preparation by referring to evidence to stimulate a thoughtful, well-reasoned exchange of ideas.

11-12SL1b

Set norms, establish goals/deadlines/roles

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

11-12SL1c

Pose questions probing reasoning, promote divergent perspectives

Pose and respond to questions that probe reasoning and evidence; address a full range of positions; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

11-12SL1d

Synthesize perspectives, resolve contradictions

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

11-12SL2

Integrate sources, evaluate credibility, note discrepancies

Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral). Evaluate the credibility and accuracy of each source, and note any discrepancies among the data to make informed decisions and solve problems.

11-12SL3

Evaluate speaker's premises, connections, diction, tone

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

📌 Speaking and Listening Standards — Presentation of Knowledge and Ideas 3 standards

11-12SL4

Present claims conveying clear/distinct perspective

Present claims, findings, and supporting evidence, conveying a clear and distinct perspective; alternative or opposing perspectives are addressed; organization, development, substance, and style are appropriate to task, purpose, and audience.

11-12SL5

Use digital media to enhance understanding, engage audience

Make strategic use of digital media and/or visual displays in presentations to enhance understanding of findings, reasoning, and evidence, and to add elements of interest to engage the audience.

11-12SL6

Adapt speech demonstrating command of formal English

Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

📌 Writing Standards — Research to Build and Present Knowledge 2 standards

11-12W6

Conduct research, synthesize multiple sources with analysis

Conduct research through self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate. Synthesize multiple sources, demonstrating understanding and analysis of the subject under investigation.

11-12W7

Gather info, assess strengths/limitations, avoid overreliance

Gather relevant information from multiple sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas; avoid plagiarism, overreliance on one source, and follow a standard format for citation.

📌 Writing Standards — Text Types and Purposes 22 standards

11-12W1 Write arguments using valid reasoning/sufficient evidence 6 sub-parts

Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

11-12W1a

Introduce claims, sequence claims/counterclaims/evidence

Introduce precise claim(s), establish the significance of the claim(s), distinguish the claim(s) from counterclaim(s), and create an organization that logically sequences claims, counterclaims, reasons, and evidence.

11-12W1b

Develop claims/counterclaims thoroughly, anticipate biases

Develop claim(s) and counterclaim(s) thoroughly and in a balanced manner, supplying the most relevant evidence for each while pointing out the strengths and limitations of both, anticipating the audience's knowledge level, concerns, values, and possible biases.

11-12W1c

Use precise language/literary techniques for complexity

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

11-12W1d

Use varied transitions/syntax for critical connections

Use appropriate and varied transitions, as well as varied syntax, to make critical connections, create cohesion, and clarify the relationships among complex ideas and concepts.

11-12W1e

Provide concluding statement explaining significance

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

11-12W1f

Maintain appropriate style and tone

Maintain a style and tone appropriate to the writing task.

11-12W2 Write informative texts conveying complex ideas clearly 6 sub-parts

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.

11-12W2a

Introduce/organize complex ideas building a unified whole

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

11-12W2b

Develop topic thoroughly with significant facts/multimedia

Develop a topic thoroughly by selecting the most significant and relevant facts, definitions, concrete details, direct quotations and paraphrased information or other examples, appropriate to the audience's knowledge of the topic. Include formatting, graphics, and multimedia when useful to aid comprehension.

11-12W2c

Use precise language/literary techniques for complexity

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

11-12W2d

Use varied transitions/syntax for insightful connections

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

11-12W2e

Provide concluding statement explaining significance

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

11-12W2f

Establish/maintain appropriate style

Establish and maintain a style appropriate to the writing task.

11-12W3 Write narratives with effective technique, well-structured events 5 sub-parts

Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

11-12W3a

Engage reader by presenting problem and its significance

Engage the reader by presenting a problem, conflict, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

11-12W3b

Use narrative techniques including plot lines/reflection

Use narrative techniques, such as dialogue, pacing, description, reflection, and plot lines to develop experiences, events, and/or characters.

11-12W3c

Use techniques to sequence events building toward tone

Use a variety of techniques to sequence events to create cohesion, a smooth progression of experiences or events, and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

11-12W3d

Use precise words/sensory language for vivid picture

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

11-12W3e

Provide conclusion reflecting on narrative

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

11-12W4

Create response, explain connections to original

Create a poem, story, play, artwork, or other response to a text, author, theme or personal experience; demonstrate knowledge and understanding of a variety of techniques and genres. Explain connections between the original and the created work.

11-12W5

Draw evidence from texts, apply reading standards

Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 11/12 Reading Standards to both literary and informational text, where applicable.