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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)
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              • May Include - ESL.C.9-12.1.1.1.MI:
                Strategies such as skimming, scanning, previewing, reviewing, discussing, listening selectively, listening for a specific purpose, listening for main ideas and details, note taking, using structural and context clues, cognates, format, sequence, and an understanding of letter-sound relationships to decode difficult words.
              • May Include - ESL.C.9-12.1.1.2.MI:
                Sources such as nonfiction books for young adults, reference books, magazines, textbooks, the Internet, databases, audio and media presentations, oral interviews, charts, graphs, maps, and diagrams.
              • May Include - ESL.C.9-12.1.1.3.MI:
                Supporting materials such as facts, details, illustrative examples, anecdotes, and personal experiences.
            • Performance Indicator - ESL.C.9-12.1.1.4:
              Students compare, contrast, categorize, and synthesize information and objects, and identify complexities and discrepancies in the information.
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            • Performance Indicator - ESL.C.9-12.1.1.5:
              Students formulate, ask, and respond to various question forms to obtain, clarify, and extend information and meaning.
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              • May Include - ESL.C.9-12.1.1.6.MI:
                Features such as vocabulary, format, facts, sequence, register, and relevance of details.
              • May Include - ESL.C.9-12.1.1.7.MI:
                Forms such as paraphrases, summaries, stories, research reports, essays, articles, posters, charts, and other graphics.
            • Performance Indicator - ESL.C.9-12.1.1.8:
              Students select a focus, organization, and point of view for oral and written presentations, and justify this selection.
              • May Include - ESL.C.9-12.1.1.9.MI:
                Patterns and structures such as chronological order, cause and effect, problem and solution, and general-to-specific presentation.
            • Performance Indicator - ESL.C.9-12.1.1.10:
              Students distinguish between fact and opinion, and relevant and irrelevant information, and exclude nonessential information in oral and written presentations.
            • Performance Indicator - ESL.C.9-12.1.1.11:
              Students use the process of prewriting, drafting, revising, peer editing, and proofreading (the "writing process") to produce well-constructed informational texts.
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              • May Include - ESL.C.9-12.1.1.12.MI:
                Spoken language features such as appropriate grammar, vocabulary, pronunciation, and intonation. Such written language features include appropriate grammar, vocabulary, correct spelling, punctuation, capitalization, paragraphing, and a wide variety of sentence structure.
              • May Include - ESL.C.9-12.1.1.13.MI:
                Groupings such as small groups, cooperative learning groups, process writing groups, cross-age groups, research groups, and interest groups.
            • Performance Indicator - ESL.C.9-12.1.1.14:
              Students consult print and nonprint resources (e.g., audio/visual media, family) in the native language when needed.
            • Performance Indicator - ESL.C.9-12.1.1.15:
              Students apply self-monitoring and self-correcting strategies for accurate language production and oral and written presentation, using established criteria for effective presentation of information.
              Educational Resources
              • May Include - ESL.C.9-12.1.1.16.MI:
                Strategies such as using prior knowledge, graphic organizers, reference materials, context clues, planning, note taking, questioning, exploring cognates and root words, and applying ideas to new settings or experiences.
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