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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)
    • Educational Resources
              • May Include - ESL.I.5-8.1.1.1.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.
                Educational Resources
              • May Include - ESL.I.5-8.1.1.2.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.
                Educational Resources
            • Performance Indicator - ESL.I.5-8.1.1.3:
              Students select information appropriate to the purpose of the investigation, relate ideas from one written or spoken source to another, and exclude nonessential information.
              Educational Resources
            • Performance Indicator - ESL.I.5-8.1.1.4:
              Students compare, contrast, categorize, and synthesize to gain a deeper understanding of information and objects.
              Educational Resources
            • Performance Indicator - ESL.I.5-8.1.1.5:
              Students formulate, ask, and respond to various question forms to obtain, clarify, and extend information and meaning.
              Educational Resources
              • May Include - ESL.I.5-8.1.1.6.MI:
                Features such as vocabulary, format, facts, sequence, and relevance of details.
              • May Include - ESL.I.5-8.1.1.7.MI:
                Forms such as paraphrases, summaries, stories, reports, essays, posters, charts, and other graphics.
            • Performance Indicator - ESL.I.5-8.1.1.8:
              Students select a focus, organization, and point of view for oral and written presentations, and justify this selection.
              • May Include - ESL.I.5-8.1.1.9.MI:
                Patterns and structures such as chronological order, cause and effect, problem and solution, and general-to-specific presentation.
            • Performance Indicator - ESL.I.5-8.1.1.10:
              Students distinguish between fact and opinion, and relevant and irrelevant information, and exclude nonessential information in oral and written presentations.
              Educational Resources
            • Performance Indicator - ESL.I.5-8.1.1.11:
              Students use the process of prewriting, drafting, revising, peer editing, and proofreading (the "writing process") to produce well-constructed informational texts.
              Educational Resources
              • May Include - ESL.I.5-8.1.1.12.MI:
                Spoken language features such as appropriate grammar, vocabulary, pronunciation, intonation, and a wide variety of sentence structures. Such written language features include appropriate grammar, vocabulary, correct spelling, punctuation, capitalization, paragraphing, and a wide variety of sentence structures.
                Educational Resources
              • May Include - ESL.I.5-8.1.1.13.MI:
                Groupings such as small groups, cooperative learning groups, process writing groups, cross-age groups, research groups, and interest groups.
                Educational Resources
            • Performance Indicator - ESL.I.5-8.1.1.14:
              Students consult print and nonprint resources (e.g., audio/visual media, family) in native language when needed.
              • May Include - ESL.I.5-8.1.1.15.MI:
                Strategies such as referring to illustrations, asking questions, starting over, rephrasing, and exploring alternative ways of saying things.
              • May Include - ESL.I.5-8.1.1.16.MI:
                Strategies such as using prior knowledge, graphic organizers, and context clues, planning, note taking, making inferences, questioning, exploring cognates and root words, and applying ideas to new settings or experiences.
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