1. New York State Next Generation English Language Arts Learning Standards
A Workshop with Amy Benjamin

3. Common Core

4. We’re not allowed
to teach literature
anymore. Only
non-fiction.
It’s just a government
takeover of
education, I tell ya.
Excerpts. Only
excerpts.
No whole
books.

5. RIGOR noun: strictness, severity, or harshness, as in
dealing with people.
2. the full or extreme
severity of laws,
rules, etc.
3. hardship, austerity
4. a severe or harsh act
or circumstance
5. inflexibility
6. a sudden coldness, as
that pertaining to fevers
RIGOR

8. At-A-Glance: NYSED Next Generation Anchor Standards for Literacy (grades 3-12)
Amy Benjamin Educational Services, Inc.
Reading:
Writing:
Speaking/Listening:
Language:
Key Ideas & Details:
Read closely.
Find themes
& summarize main
ideas.
3. Understand and
follow progressions.
Types & Purposes:
Write arguments.
Write informative/
explanatory texts.
3. Write narratives.
Knowledge of Language:
Know the rules of
formal standard written
and spoken English and
apply them when your
audience expects you to do
so. Accurately perceive the
circumstances when your
audience expects you to use
a formal language tone.
2. The above includes the
visuals of writing: spelling,
capitalization, punctuation.
3. Understand that language
is a changing social contract.
Make effective choices.
Expand your understanding of
the language choices of
others.
Comprehension &
Collaboration:
1.Develop socially
appropriate conversational
skills.
2. Verbally summarize
information that you’ve
heard, read, or seen.
3. Assess the credibility
of what you read and hear,
based on the language
used.
Craft and Structure:
4. Know what words &
phrases mean in context.
5. Analyze the structure of
the text (how the author
decided to arrange the story
or information)
6. Assess how point of
view or purpose affects
meaning.
4.Match your style to the
expectations of your
audience.
5. Use the writing process
6. Use technology as a
collaborative tool.
Production & Distribution:
4. Present meaningful ideas
and information coherently
and courteously.
5. Enhance formal
presentations with visuals,
including digital media.
6. Know the rules of formal
spoken English and apply
them when appropriate to the
audience.
Presentation of Ideas
and Knowledge:
7. Conduct short as well
as more sustained research
projects.
8. Gather information from
multiple sources. Judge the
credibility of the sources.
9. Use both literary and
informational texts to support,
inform, and enrich your claims
Research:
4. Figure out what new words
& phrases mean using context,
word parts, dictionaries
5. Understand that words can
be nuanced and can have
multiple meanings.
6. Understand and use an
academic/businesslike level
of language.
Vocabulary
Acquisition and Use:
Integration of Knowledge
& Ideas :
7. Understand
charts, graphs,
and other numerical
representations.
8. Judge the validity
of an argument, based
on the language used.
9. Compare texts on
the same subject.

9. Key Differences between CCLS (2011) and Next Generation Standards (2017)
1. Additional practices to foster lifelong readers
and writers.
Program Adjustments?

10. 1. Additional practices to foster lifelong readers
and writers.
Lifelong practices
of Readers:
Lifelong practices
of Writers:
Think, write, speak, and
listen to understand
Think, write, speak, and
listen to understand
Write often and in a wide variety
of forms, using print and digital
tools
Read often and widely from a range of global
and diverse texts
Write for multiple purposes,
including for learning and for
pleasure
Read for multiple purposes, including for learning
and for pleasure
Persevere through challenging
writing tasks
Self-select texts based on interests
Persevere through challenging, complex texts
Enrich personal language,
background knowledge, and
vocabulary through writing
Enrich personal language, background knowledge,
and vocabulary through reading and
communicating with others
Experiment and play with language
Analyze mentor texts to enhance
writing
Monitor comprehension and apply reading
strategies flexibly
Approach writing through a process
of planning, drafting, revising,
editing, or trying a new approach
Make connections (self, text, world, ideas, cultures,
etc.)

11. 1. Additional practices to foster lifelong readers and writers.
To what extent does your school/classroom
create a community of readers and writers?

12. 2. Merging of the “reading-for-information” standards with
the “fiction, drama, poetry” standards.
Program Adjustments?

13. 3. Re-consideration of the P-2 standards and program
“whole child” emphasis:
Use of play as a learning strategy
Age-appropriate considerations
Program Adjustments?

14. Pre-K Domains:
Approaches to Learning: What interests
children in learning?
2. Physical Development and Health:
3. Social and Emotional Development: The
ability to communicate, relate to others,
form friendships
4. Communication, Language, Literacy
5. Knowledge about the World

15. 4. Revision to every grade’s reading expectations
for text complexity.
Program Adjustments?

16. 5. Clarification and streamlining of
the writing standards
Program Adjustments?

17. 6. General streamlining of the
Anchor Standards
(from 34 to 28)
Program Adjustments?

18. Professional Development Needs?
7. Creation of NYS-specific guide to applying
the Next Gen Standards
Professional Development Needs?

19. Professional Development Needs?
8. Placing content area
literacy expectations directly
into their standards, rather
than placing them within the ELA
standards.
Professional Development Needs?

20. 3. Re-consideration of the P-2 standards and program
At-A-Glance Changes
1. Additional practices to foster lifelong readers
and writers.
2. Merging of the “reading-for-information” standards with
the “fiction, drama, poetry” standards.
3. Re-consideration of the P-2 standards and program
4. Revision to every grade’s reading expectations
for text complexity.
5. Clarification and streamlining of
the writing standards
6. General streamlining of the
Anchor Standards
7. Creation of NYS-specific guide to applying
the Next Gen Standards
8. Placing content area literacy expectations directly into their standards, rather
than placing them within the ELA standards.

21. Work in
Progress
1. Communicating with parents about the Next Gen Standards
2. Supporting and ensuring the inclusion of literacy in the content areas
3. Providing resources for ELLs and SPEDs
4. Creating a glossary of terms for ELA
5. Creating a crosswalk document that compares CCLS to Next Gen

22. Timeline
September, 2017: Some people hear something about
new standards; no one has answers
School Year: The term “Next Generation Standards” is confused with the science standards (aka Next Generation Standards)
School Year: Everyone thinks they are supposed to teach science instead
of ELA and Math. Scores go up.
School Year: Name of standards is changed to “ELA and Math Standards”
The assessments are
the same, so no one
pays attention.
September 2020: NYS schools not in session. Teachers report
for 185 days of PD on new standards.
September 2021: P-12 education fully digitalized. Everyone home schooled.

23. Timeline
September, 2017: Official adoption of the
Next Gen Standards for ELA and Mathematics
by NYSED
School Year: Awareness Building PD
School Year: Capacity Building PD
School Year: More Capacity Building PD
We still have the same
two-day assessments
on the CCLS
September 2020: Full Implementation of Next Gen Standards
September 2021: New assessments, grades 3-8; New Regents Exam? TBD

24. ELLs/MLLs: Expectations for Meaningful Access to Learning:
A safe and inclusive learning environment that recognizes and respects the
languages and cultures of all students, and where home languages are valued
and used as instructional advantages in bridging prior knowledge to new
knowledge and ensuring that content is meaningful and accessible.
Instruction that is culturally and linguistically appropriate for all diverse learners,
including those with IEPs.
Integrated language and content instruction to support language development
through language-focused scaffolds.
Materials and instructional resources that are culturally responsive, linguistically
age/grade appropriate and aligned to the standards.
Next Gen ELA Standards
Document, p. 6-7

25. ELLs/MLLs: Expectations for Meaningful Access to Learning:
Academic language and content-area supports to strategically move
ELLs and MLLs along the language development continuum.
In bilingual education instructional models, develop academic language and
content knowledge both in English and a language other than English,
including the student’s home language
Next Gen ELA Standards
Document, p. 6-7

26. SPEDs: Expectations for Meaningful Access to Learning:
Source: The Blueprint for Improved Results for Students with Disabilities
Students engage in self-advocacy and are involved in determining their own
educational goals and plan.
Parents and other family members are engaged as meaningful partners in the
special education process and the education of their child.
Teachers provide research-based instructional teaching and learning
strategies and supports for students with disabilities.
Teachers design, provide, and assess the effectiveness of specially-
designed instruction to provide students with disabilities with access
to participate and progress in the general education curriculum.
Next Gen ELA Standards
Document, p. 6-7

27. SPEDs: Expectations for Meaningful Access to Learning:
Source: The Blueprint for Improved Results for Students with Disabilities
Schools provide multi-tiered systems of behavioral and academic support.
Schools provide high quality inclusive programs and activities.
School provide appropriate instruction for students with disabilities
in career development and opportunities to participate in work-based
learning.
for-improved-results-for-students-with-disabilities.html
Next Gen ELA Standards
Document, p. 6-7

28. Pre-K Domains:
Approaches to Learning: A child’s ability to become involved in learning
Physical Development and Health: A child’s physical fitness, vis-a-vis learning
and routine activities
Social and Emotional Development: A child’s ability to form positive relationships
to others, including peers, family, adults, authority figures
Communication, Language, Literacy: A child’s ability make herself understood and
to understand others
Cognition and Knowledge of the World: A child’s ability to understand her
surroundings and the larger world at an age-appropriate level