Common Core Learning Standards

CCLS Category Sub-Category State Standard
RI.8.7 Reading Informational Integration of Knowledge and Ideas Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
RI.8.8 Reading Informational Integration of Knowledge and Ideas Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RI.8.9 Reading Informational Integration of Knowledge and Ideas Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
RI.8.9.a Reading Standards for Informational Text Integration of Knowledge and Ideas Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively.
RI.9-10.1 Reading Informational Key Ideas and Details Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.1.a Reading Standards for Informational Text Key Ideas and Details Develop factual, interpretive, and evaluative questions for further exploration of the topic(s).
RI.9-10.10 Reading Informational Range of Reading and Level of Text Complexity By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.9-10.2 Reading Informational Key Ideas and Details Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.3 Reading Informational Key Ideas and Details Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.4 Reading Informational Craft and Structure Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

New York State P-12 Common Core Learning Standards

Students in classroom

New York State Standards Resources:

Common Core Learning Standards in New York State

The New York State P-12 Common Core Learning Standards (CCLS) are internationally-benchmarked and evidence-based standards. These standards serve as a consistent set of expectations for what students should learn and be able to do, so that we can ensure that every student across New YorkState is on track for college and career readiness. The New York State Education Department (NYSED) will continue to develop educator resources to support the successful implementation of the CCLS in classrooms across New York State over the next several years.

New York State Educator Expectations

In the 2012-13 school year, all teachers in grades Pre-K-8 are implementing CCLS-aligned instruction; all teachers in grades 9-12 should be in the process of implementing CCLS-aligned units and building content capacity.

Background and Context

  • When Were the CCLS Adopted?

    In January 2011, the NYS Board of Regents adopted the NYS P-12 CCLS, which include the Common Core State Standards and a small amount of additional standards uniquely added by New YorkState. The New York State P-12 CCLS were implemented in New York State schools at the beginning of the 2012-2013 school year. In December 2016, new P-12 Science Learning Standards were adopted.

  • Common Core State Standards Background

    The Common Core State Standards were created through a collaborative effort on behalf of the National Governor’s Association Center for Best Practices and the Council of Chief State School Officers. The standards were developed by key stakeholders in the field, including teachers, school administrators, and content experts. The final standards were released in June 2010. They have been adopted by forty-five states across the United States, and three territories.

  • Instructional Shifts Required by the Common Core

    In the summer of 2011, NYSED, in conjunction with Student Achievement Partners, developed 12 instructional shifts from the Common Core that educators should adhere to so that curriculum materials and classroom instruction are aligned with the CCLS. There are six shifts in English Language Arts/Literacy and six shifts in Mathematics, as follows:

Common Core Shifts in ELA/Literacy
Shift 1 Pre-K-5, Balancing Informational & Literary Texts
Shift 2 6-12, Knowledge in the Disciplines
Shift 3 Staircase of Complexity
Shift 4 Text-based Answers
Shift 5 Writing from Sources
Shift 6 Academic Vocabulary

 

Common Core Shifts in Mathematics
Shift 1 Focus
Shift 2 Coherence
Shift 3 Fluency
Shift 4 Deep Understanding
Shift 5 Application
Shift 6 Dual Intensity

Downloadable Resources

Resources may contain links to sites external to the EngageNY.org website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content.