Kindergarten

Original CCLS

Draft Revised Standard

September 2016

Final Revised Standard

April 2017

B.Tanis

Comments

NYS Draft Revised Standard K.R.4 Answer and ask questions about unknown words in a text, with guidance and support as needed

NYS Final Revised Standard K.R.4

Identify specific words that express feelings and senses

The final revised standard is a poorly and vaguely worded version of a 1st grade CCLS (CCSS.ELA-Literacy.RL.1.4) that was moved to kindergarten. In fact, this same standard is also included in the NYS final revised first grade standards as 1.R.4.

CCSS.ELA-Literacy.RL.K.7

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

NYS Draft Revised Standard K.R.7

Engage in a picture walk with guidance and support as needed

NYS Final Revised Standard K.R.7
Describe the relationship between illustrations and text

Not only does the NYS Final Revised Standards scrap the more developmentally appropriate Draft Revised Standard, it replaces the original CCLS with a poorly worded and vague facsimile

CCSS.ELA-Literacy.Rf.K.4

Read emergent-reader texts with purpose and understanding

NYS Draft Revised Standard K.RF.4

Read emergent-reader texts with purpose and understanding

NYS Final Revised Standard K.RF.4

Read emergent-reader texts with purpose and understanding

Although this standard that was highlighted by the Governor’s Common Core Task Force as being of concern, it remains unchanged.

CCLS RF.K.2.B

Count, pronounce, blend, and segment syllables in spoken words

NYS Draft Revised Standard K.RF.2a

Blend and Segment Syllables in spoken words (Committee’s original justification for changing: Changed to clarify, more important to recognize syllables than it is to count them)

NYS Final Revised Standard K.RF.2b

Count, pronounce, blend, and segment syllables in spoken words

In kindergarten when many students are just  learning to count, it is inappropriate to conflate a math skill with a foundational literacy skill

Kindergarten

Original CCLS

NYS Draft Revised Standard

September 2016

NYS Final Revised Standard

April 2017

B.Tanis Comments

CCSS.ELA-Literacy.RF.K.2.c

Blend and segment onsets and rimes of single-syllable spoken words.

NYS Draft Revised Standard K.RF.c

Blend and segment onsets and rimes of single-syllable spoken words

NYS Final Revised Standard RF.2.C

Count, blend, and segment individual sounds (phonemes) in spoken one syllable words

This is a more difficult skill that the CLLS places in 1st grade: CCSS.ELA-Literacy.RF.1.2.d -

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)

This also contradicts the justification for changes to CCLS RF.K.2.d which indicate that isolating the medial sound is an inappropriate skill for kindergarten. In order to isolate the medial sound, a student must be able to segment ALL of the individual sounds in a word as a prerequisite to identifying the medial sound. Furthermore, isolating identifying beginning and final sounds in CVC words is an important kindergarten skill. Rather than revising the CCLS standard that includes medial sounds as was earlier suggested in the draft standards revisions, this standard is deleted from the Final revised standards.

CCSS.ELA-Literacy.RF.K.2.d

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

NYS Draft Revised Standard K.RF.2.d

Isolate and pronounce the initial and final sounds (phonemes) in CVC words (Committee’s justification for change: Changed for developmental concern. Isolating the medial sounds is not an appropriate kindergarten skill)

NYS Final Revised Standard RF.2.d

Create new words by manipulating the phonemes orally in one syllable words

This is a vaguely and poorly written version of the CCLS Kindergarten standard RF.K.2.E - add or substitute individual sounds (phonemes) in simple one syllable words. Also, in the draft revised standards, the committee had moved this standard to first grade, commenting that they “felt this complex standard was more appropriate for this grade level (1st)

Kindergarten

Original CCLS

NYS Draft Revised Standard

September 2016

NYS Final Revised Standard

April 2017

B.Tanis Comments

CCSS.ELA-Literacy.W.K.1

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

NYS Draft Revised Standard K.W.8

Use a combination of media such as drawing, dictating, oral expression, and/or writing to state an opinion about a familiar topic

NYS Final Revised Standard K.W.1

Use a combination of drawing, dictating, oral expression, and/or writing to state an opinion about a familiar topic and state a reason to support that topic

The NYS Final Revised Standard goes beyond the expectations of the CCLS and the draft revised standard and reads like back-mapped test prep. It is often very difficult for kindergarten students to support their opinions without adult prompting and support.

NYS Draft Revised Standard K.SL.1c

Seek to understand and communicate with individuals with diverse backgrounds

Deleted

CCSS.ELA-Literacy.SL.K.6

Speak audibly and express thoughts, feelings, and ideas clearly.

NYS Draft Revised Standard K.SL.6

Express thoughts, feelings, and ideas clearly when appropriate to task, situation, and audience

(Committee’s justification for change: Changed for clarity)

NYS Final Revised Standard K.SL.6
Express thoughts, feelings, and ideas clearly and completely

How many five years will do this on command, let alone when they are not comfortable? The phrase “when appropriate to task, situation, and audience” was important and should not have been cut, especially since the final revised first grade speaking and listening standard, 1.SL.6 does include these words.This lack of consistency may be an error.

First Grade

Original CCLS

NYS Draft Revised Standard

September 2016

NYS FInal Revised Standard

April 2017

B.Tanis Comments

The NYS Draft Revised Standards 1R1, 1R2, 1R3,1R6, and 1R8 all include the words “with guidance and support.”

The NYS Final Revised Standards 1R1, 1R2, 1R3,1R6, and 1R8 all omit the words “with guidance and support.”

CCSS.ELA-Literacy.RI.1.6

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

NYS Draft Revised Standard 1.R.6

Identify examples of how illustrations and details support the point of view or purpose of the text with guidance and support

NYS Final Revised Standard 1.R.6

Identify examples of how illustrations and details support the point of view or purpose of the text

Guidance and support removed in final revised standard

CCSS.ELA-Literacy.RL.1.7

Use illustrations and details in a story to describe its characters, setting, or events.

NYS Draft Revised Standard 1.R.7

Use illustrations and details in a story or text to discuss story elements and/or topics

NYS Final Revised Standard 1.R.7

Use illustrations and details in a story or text to discuss story elements and/or topics

1.R.6 and 1.R.7 were adopted from the original CCLS and are considered “new recommended standards that combine Reading for Information and Reading for Literature Standards.” In fact, these standards were not combined. Rather, each standard was poorly reworded resulting in two vague standards that appear to be redundant.

CCSS.ELA-Literacy.RF.1.2.a

Distinguish long from short vowel sounds in spoken single-syllable words.

NYS Draft Revised Standard 1.RF.2a

Distinguish long from short vowel sounds in spoken single-syllable words.

NYS Final Revised Standard RF 1.2.a

Deleted

*Critical foundational skill, why scrapped from draft revisions?

First Grade

Original CCLS

NYS Draft Revised Standard

(September 2016)

NYS FInal Revised Standard

(April 2017)

B.Tanis Comments

CCSS.ELA-Literacy.RF.1.2.c

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

NYS Draft Revised Standard 1.RF.2c

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (No change)

NYS Final Revised Standard 1.RF.2c

Create new words by manipulating individual sounds (phonemes) in spoken one syllable words

This standard is also in kindergarten, even though the the committee noted that it was too difficult for kindergarten.

CCSS.ELA-Literacy.RF.1.2.d

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)

NYS Draft Revised Standard 1.RF.2d

Manipulate individual sounds (phonemes) in common CVC words

NYS FInal Revised Standard 1.RF.2d

Manipulate individual sounds (phonemes) in single syllable spoken words

Completely redundant. Previous standard is almost exactly the same.

This standard was also included in the kindergarten in the final revised standards.

Third Grade

Original CCLS

NYS Draft Revised Standard

(September 2016)

NYS FInal Revised Standard

(April 2017)

B.Tanis Comments

The phrase “With guidance and support as need” was removed from draft revised standards 3.RF.4b and 3.RF.4a and does not appear in final revised standards.

CCSS.ELA-Literacy.RL.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

NYS Draft Revised Standard 3.R.1

Ask and answer questions using connections or prior knowledge, to determine and locate relevant and specific details in a text to support an answer or an inference

NYS Final Revised Standard 3.R.1

Ask and answer questions to locate relevant and specific details in a text to support and answer or inference

The final revision reverted back to CCLS’s narrow focus on text-based evidence and dismissal of the use of prior knowledge for reading comprehension.

Third Grade

Original CCLS

NYS Draft Revised Standard

(September 2016)

NYS FInal Revised Standard

(April 2017)

B.Tanis Comments

CCSS.ELA-Literacy.RL.3.2

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

NYS Draft Revised Standard 3.R.2

Paraphrase a variety of texts from diverse cultures, including fables, folktales and myths. Determine the central idea/main idea or theme and explain how it is conveyed through key details in the text

NYS Final Revised Standard 3.R.2

Determine a theme or central idea and explain how it is supported by key details; summarize portions of a text

Rejects and ignores concerns of parents that new standards would restore balance of a variety of texts, not just informational text.

NYS Draft Revised Standard 3.R.11

Self-select text based on personal preferences with opportunities to read independently for pleasure

Deleted

One of the only standards based on student interest and reading for pleasure and it is deleted.