English Language Arts Standards » Speaking & Listening » Grade 6

Comprehension and Collaboration:

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Presentation of Knowledge and Ideas:

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

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

Key Ideas and Details:

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.


Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Integration of Knowledge and Ideas:


Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

College and Career Readiness Anchor Standards for Reading

Integration of Knowledge and Ideas:

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

College and Career Readiness Anchor Standards for Writing

Production and Distribution of Writing:

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Presentation of Knowledge and Ideas:

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Comprehension and Collaboration:

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Knowledge of Language:

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.

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

English Language Arts Standards » Reading: Informational Text » Grade 6

Key Ideas and Details:


Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Craft and Structure:

Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

Integration of Knowledge and Ideas:

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

English Language Arts Standards » Writing » Grade 6

Text Types and Purposes:

Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

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

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

English Language Arts Standards » History/Social Studies » Grade 6-8

Craft and Structure:

Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Describe how a text presents information (e.g., sequentially, comparatively, causally).

Integration of Knowledge and Ideas:

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Distinguish among fact, opinion, and reasoned judgment in a text.

Analyze the relationship between a primary and secondary source on the same topic.

English Language Arts Standards » Science & Technical Subjects » Grade 6-8

Key Ideas and Details:

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Craft and Structure:

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

Integration of Knowledge and Ideas:

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

English Language Arts Standards » Writing » Grade 6-8

Text Types and Purposes:

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Production and Distribution of Writing:

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.


As of today, NY State has adopted a set of NETS Standards created for US Schools with ISTE:

Educational Technology Learning Standards for Students

A Crosswalk between ISTE's Standards and NYS Learning Standards
Over the last eight years, New York State has established comprehensive learning standards. Many of these standards include requirements for technology use. In the late 1990s, the International Society for Technology in Education (ISTE) began developing suggested outcomes for technology use in pre-Kindergarten through grade 12. The National Educational Technology Standards (NETS) was the result of this project by ISTE.
In an effort to promote quality use of technologies in providing instruction in the classroom and to meet New York State's commitment to ensuring that all New York State students, regardless of race, ethnicity, gender, family income, geographic location, or disability, are computer literate by the end of eighth grade, the following information is being provided as resource to schools in their program development and instructional integration. Below are the crosswalks of performance indicators taken from the performance indicators by the six categories developed by ISTE and the seven New York Learning Standards documents.
Attention to including activities to meet these performance indicators should lead towards meeting the State's goal of technology literacy achievement.
  1. Quick View of ISTE's National Educational Technology Standards for Students
  2. ISTE's Educational Technology Competencies for Students by Grade Level
  3. A Crosswalk of NYS Learning Standards and Performance Indicators for Technology with ISTE's Educational Technology Standards: by NETS Major Six Categories / NYS Curriculum Subject Areas| Word
    Word document
    Word document
  4. Definition of Educational Technology and Technology Education

Educational Technology Learning Standards for Students (MORE at NYSED site)

David Coleman: Guiding Principles for Arts Grades K-12 Guiding Principles for the Arts Grades K–12

INTRODUCTION: Developed by one of the authors of the Common Core State Standards, the seven Guiding Principles for the Arts outlined in this document should guide development of curriculum modules and accompanying materials. Please note the connections drawn in these principles to literacy and other areas of study. 1. Studying works of arts as training in close observation across the arts disciplines and preparing students to create and perform in the arts Meaningful appreciation and study of works of art begins with close observation. The Core Standards in Literacy similarly describe reading as the product of sustained observation and attention to detail. Particularly when encountering complex art, or reading the level of complex text students will need to be ready for college and careers, students will need to learn to re-examine and observe closely.

The arts reward sustained inquiry and provide a perfect opportunity for students to practice the discipline of close observation whether looking at a painting or lithograph, watching a drama or a dance, or attending to a piece of music. New York State is therefore requesting a sequence of materials that cultivates students’ observation abilities in the context of the sustained examination of magnificent works of art that are worthy of prolonged focus. Classroom work would be spent on in depth study; several days or longer might be spent on a specific work. What is requested are a set of arts modules that bring to bear observing, listening to and appreciating expansive works of art across disciplines and grades. In both the arts and reading, such attention to the specifics can be hard, particularly when the work is complex. Often, when one first looks at a painting, hears a piece of music, or watches a dance, one does not know “what to say” or “where to begin.” The process of analyzing the work is a slow, gradual one that requires practice. Appreciation requires tolerating any initial confusion or uncertainty and staying with it until more is seen.

Proposals should offer thoughtful, specific, and imaginative guidance to the student who stands before the painting and asks, what do I do now? Of course, the judgment of what are magnificent works of art worthy of close study is not a simple one. Publisher’s Criteria for the Common Core State Standards in Literacy offer the following guidance for selecting texts that may prove useful in this context: “Given the emphasis of the Common Core Standards on close reading, the texts selected should be worthy of close attention and careful re-reading. To become career and college ready, students must grapple with a range of works that span many genres, cultures, and eras and model the kinds of thinking and writing students should aspire to in their own work.“ The developers of instructional materials should show through their materials and assignments that the art selected for particular focus can sustain high quality conversation and engagement. This in-depth study of works of art across the Arts disciplines will enable students to actively participate in the creation and performance of the Arts (dance, music, theatre, and visual arts).

Each work of art studied closely becomes a potential model for students’ own work. 2. Engaging in a deep study of works of art across arts disciplines and preparing students to develop arts literacy and develop their own art. One way to deeply study works of art in different disciplines is to examine multiple renditions of the same work. Perhaps the most obvious example is drama. Students can study closely a specific act or scene, and then observe how it has been played by different directors and actors. Proposed arts materials should pay special, in depth attention to these closely related concepts of examining the source and its various interpretations.

The Core Standards in Literacy require that students can compare the evidence they see in the script, and observe how different productions draw and interpret the script. Of course, a score in music offers similar opportunities for students who can read and follow the music. Different renditions of a score provide a window into how different performing artists interpret the content and in doing so transform it. New York State is therefore interested in materials that cultivate students’ capacities to study the source image, script, or score, and compare more than one rendition.

When there is an explicit source for several pieces of art, such as a passage in the Bible, students can explore what different artists chose to include and emphasize. One of the most significant choices can be where to focus. Once again, it is powerful to trace an artist’s interpretation to evidence from the source. Shared topics and themes in the arts also offer opportunities to make comparisons across different mediums. For example, the 9-10th grade Standards in Literacy require students to: “analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).”

In depth study of the arts should also strengthen students’ abilities to make their own art, beginning by studying arts as rigorously as artists do. A good reader reads as a writer. A core component of reading well is analyzing the choices authors make, and drawing on evidence within the text to explore the impact of those choices. Likewise, a good writer is alert to the impact of his or her own choices. Materials for student work in the arts should therefore help the student look and listen as a maker, and make as a thoughtful looker and listener.

3. Studying the social, political, cultural and economic contexts of works of arts while maintaining an in depth focus on each work, allowing students deeper understanding of the works of art that includes their connections with other areas of knowledge and in the evolution of the art disciplines. Students will gain a deeper understanding of the works of art by studying the social, political, cultural, and economic contexts in which these were developed. This is critical in helping students make connections of the arts disciplines with other areas of knowledge.

However, making connections to other works of art, or historical or political forces should not replace an in depth examination of the each work of art. Sometimes, the generalizations of traditional criticism of the arts cause us to avoid looking at the specifics. It is not enough to say, for instance, that Rembrandt works with dark, shadow, and light, perhaps using a term like chiaroscuro to describe his technique. Students must learn to see how Rembrandt uses that technique, and what he makes it mean in a specific painting like The Night Watchmen. Likewise, the political and social context of Rembrandt’s painting is important, but not sufficient to account for the unique power of this masterpiece.

The successful proposal will avoid sole reliance on stock art appreciation and will cultivate a fresh approach to the work itself with the goal of developing an appreciation of its specific qualities. Students should accumulate a body of knowledge about technique and style, but each work must be studied anew. The same is true of good reading: it requires being open to what is in the text. As CS Lewis says, when comparing viewing a painting to reading: “The first demand any work of art makes upon us is surrender. Look. Listen. Receive.”

The questions and tasks designed for students should therefore encourage require careful observation of the work itself and then forge further connections. Aligned materials should require students to demonstrate that they have followed the details and artist’s specific work as a prelude to making connections to political or social forces or comparisons to other works of art. When discussing influences on a work of art, materials should require students to return to evidence in the specific work to check the quality and accuracy of their evaluations and interpretations. Students can and should make connections between works of art, but this activity must not supersede the close examination of each specific work. 4. Integrating the appropriate USNY cultural institutions to promote a rich study of the arts New York State is remarkably fortunate in the quality, range, and depth of its cultural institutions.

The curriculum modules developed should bring to bear the appropriate USNY cultural institutions pertaining to the arts disciplines. The arts modules should encourage teachers and students to go beyond the classroom walls to explore the richness of the arts disciplines and to take full advantage of the rich resources available in museums, concert venues, galleries, performance spaces, theaters, etc. Increasingly, much of the excellent work of NYS cultural institutions, including performances, is available online. A successful bid should provide an approach to integrating such resources into the study of art within and outside of school. It is particularly important that students gain a sense of the liveliness of the arts as work that is performed, or exhibited in specific ways, at the moment students are studying art. 5.

Providing an explicit learning progression in the arts disciplines along the pre-k – grade 12 continuum that is developmentally appropriate Student interaction with the arts requires that learning experiences be developed with students’ developmental stages in mind. Too much of pre K-12 arts curriculum has been disconnected; the proposed materials should cultivate a core set of skills and capacities that build over time. Materials should at once be developmentally appropriate and increasingly demanding, both within years and across years. In analyzing art, a critical capacity that grows over time is the capacity to draw evidence from a work of art to support understanding of the work.

As students advance, they should cultivate the ability to cite evidence from specific works of art, such as specific features in a painting, the details of a score or a script. As students develop, they should be able to gather and share more evidence to support their understanding; they should notice more in each work, and be able to draw on it. Likewise the Common Core Standards in students require students to become more adept at drawing evidence from a text and explaining that evidence orally and in writing.

Aligned arts curriculum materials should include explicit models of high quality evidence-based answers to questions about—samples of proficient student responses—about specific works of art from each grade. Questions should require students to demonstrate that they follow the details of what they have seen but also are able to make non-trivial inferences based on their observations. Another way students can gradually build their mastery of the arts is through the practice of imitation and applying what they have learned in their own work: taking a great work of art as a model, and trying to make something that looks or sounds like it. Imitation is an ancient technique. Students have always learned about painting, for example, by drawing or painting the paintings they study. They may not make new masterpieces, but with guidance they can reckon with the same challenges and choices that the artist faced. Materials over time should be increasingly demanding regarding the care and quality of student imitations, including the extent to which those imitations notice and incorporate key details of the original. Over time, a student of the arts should become a more accomplished imitator.

At the same time, students should grow in their capacity to not just imitate but to apply principles they have gained through the study of an artist. Students should demonstrate their ability to apply an artist’s style, technique, or ideas to novel situations and topics. 6. Studying the arts associated careers, including the choices artists make as they design solutions and how aesthetics influence choices consumers make The choices artists make shape their specific works as well as their careers. As students practice making their own art, high quality instructional tools should encourage them to explore alternatives and examine the impact of their choices. The arts almost always offer multiple solutions to a given problem or challenge. Student training in the arts should make students alert to different possibilities and strengthen their ability to produce and compare alternatives.

Studying the artist’s sketches or drafts of a great work of art can also provide a very concrete way to examine artistic choice. Often artists will provide several sketches or fuller works in preparation for a painting or piece of music. Similarly the choices of a dramatist or poet can be studied by examining their progressive drafts. This activity of revision offers great insight into the working life of the artist. Just as powerful is to see how some of the most fertile artists transform over time, and find new approaches. Sometimes artists, over the course of their career, will develop new techniques and approaches that transform their earlier treatment of similar material. Artistic choice and artistic careers should be studied over time.

The curriculum modules must ensure that the study of the arts includes the study of associated arts careers and an understanding of how aesthetics influence choices consumers make. For example, Daniel Pink in his book “A Whole New Mind” suggests that design principles and aesthetics influence choices consumers make. This is a critical element in the study of arts associated careers as well as how aesthetics influence choices consumers make in a global economy.

Future careers in the arts require that students be prepared to participate in a global work place and understand the intricacies of the global market place. This requires that students develop a new set of skills including the ability to work with diverse teams that can be international in nature to address creative solutions that can be facilitated by the deep study of the arts. 7. Developing a lifelong curiosity about the arts, and understanding that art transcends time Pursuing the study of art in ways that respects the intricacy and power of individual works of art will contribute not only to students’ lifelong engagement with the arts but also to the development of deeper skills demanded by a standards-based education.

The curriculum modules should promote lifelong curiosity about the arts by making the study of the arts disciplines engaging over time and ensuring that the notion of the arts transcending time is internalized by students as they engage in the study of the arts over the course of the pre-k through grade 12 continuum. Successful materials will cultivate students’ ability to discuss what is distinctive, beautiful, and valuable in the works they study. Student discussion of art should include attention to what is memorable, what is remarkable, what is at stake. Students should cite specific examples within a work to support their account of the impact of the art. The Core Standards in Literacy likewise require students to analyze “language that is particularly fresh, engaging, or beautiful.”