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Browse Standards

View all PreK-12 NYS Learning Standards in a dropdown list format.
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  • Standard Area - TECH: Learning Standards for Technology
    (see MST standards under Previous Standard Versions)
              • May Include - ESL.E.2-4.1.1.1.MI:
                Strategies for skimming, scanning, previewing, reviewing, discussing, listening selectively, listening for a specific purpose, listening for main ideas and details, using structural and context clues, cognates, format, sequence, and an understanding of letter-sound relationships to decode difficult words.
              • May Include - ESL.E.2-4.1.1.2.MI:
                Sources such as reference books, magazines, textbooks, the Internet, audio and media presentations, oral interviews, charts, graphs, maps, and diagrams.
            • Performance Indicator - ESL.E.2-4.1.1.3:
              Students select information appropriate to the purpose of the investigation, and relate ideas from one written or spoken source to another.
              Educational Resources
            • Performance Indicator - ESL.E.2-4.1.1.4:
              Students compare, contrast, and categorize, to gain a deeper understanding of information and objects.
            • Performance Indicator - ESL.E.2-4.1.1.5:
              Students formulate, ask, and respond to questions to obtain, clarify, and extend information and meaning.
              • May Include - ESL.E.2-4.1.1.6.MI:
                Features such as vocabulary, facts, sequence, and details.
              • May Include - ESL.E.2-4.1.1.7.MI:
                Forms such as retellings, paraphrases, summaries, stories, brief reports, posters, picture summaries, charts, and other graphics.
            • Performance Indicator - ESL.E.2-4.1.1.8:
              Students select a focus, organization, and point of view for oral and written presentations.
              Educational Resources
              • May Include - ESL.E.2-4.1.1.9.MI:
                Patterns and structures such as chronological order, cause and effect, similarities and differences, and general-to-specific presentation.
            • Performance Indicator - ESL.E.2-4.1.1.10:
              Students distinguish between fact and opinion, and relevant and irrelevant information.
              Educational Resources
            • Performance Indicator - ESL.E.2-4.1.1.11:
              Students use the process of prewriting, drafting, revising, and proofreading (the "writing process") to produce well-constructed informational texts.
              • May Include - ESL.E.2-4.1.1.12.MI:
                Spoken language features such as appropriate grammar, vocabulary, pronunciation, and intonation. Written language features include appropriate grammar, vocabulary, correct spelling, punctuation, capitalization, and paragraphing.
              • May Include - ESL.E.2-4.1.1.13.MI:
                Groupings such as small groups, cooperative learning groups, process writing groups, research groups, and interest groups.
            • Performance Indicator - ESL.E.2-4.1.1.14:
              Students consult print and nonprint resources (e.g., audio/visual media, family) in the native language when needed.
              Educational Resources
              • May Include - ESL.E.2-4.1.1.15.MI:
                Strategies such as referring to illustrations, asking questions, starting over, rephrasing, and exploring alternative ways of saying things.
              • May Include - ESL.E.2-4.1.1.16.MI:
                Strategies such as asking questions; using prior knowledge, graphic organizers, and context cues; planning; note taking; questioning; exploring cognates and root words; and applying ideas to new settings or experiences.
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