3-5 Next Generation ELA Standards at a Glance

3-5 Reading Standards (Literary and Informational Text)

Review the 3rd, 4th, and 5th grade ELA introductions for information regarding: guidance and support, range of student reading experiences, text complexity,
English language learners/multilingual learners, and students with disabilities.
Key Ideas and Details
3 4 5
4R1: Locate and refer to relevant details and evidence when 5R1: Locate and refer to relevant details and evidence when
3R1: Develop and answer questions to locate relevant and
explaining what a text says explicitly/implicitly and make explaining what a text says explicitly/implicitly and make
specific details in a text to support an answer or inference.
logical inferences. logical inferences.
3R2: Determine a theme or central idea and explain how it is 4R2: Determine a theme or central idea of text and explain 5R2: Determine a theme or central idea and explain how it is
supported by key details; summarize portions of a text. how it is supported by key details; summarize a text. supported by key details; summarize a text.
5R3: In literary texts, compare and contrast two or more
3R3: In literary texts, describe character traits, motivations, 4R3: In literary texts, describe a character, setting, or event,
characters, settings, and events, drawing on specific details in
or feelings, drawing on specific details from the text. drawing on specific details in the text.
the text.
In informational texts, describe the relationship among a In informational texts, explain events, procedures, ideas, or
In informational texts, explain the relationships or interactions
series of events, ideas, concepts, or steps in a text, using concepts, including what happened and why, based on
between two or more individuals, events, ideas, or concepts
language that pertains to time, sequence, and cause/effect. specific evidence from the text.
based on specific evidence from the text.
Craft and Structure
3 4 5
5R4: Determine the meaning of words, phrases, figurative
3R4: Determine the meaning of words, phrases, figurative 4R4: Determine the meaning of words, phrases, figurative
language, academic, and content-specific words and analyze their
language, and academic and content-specific words. language, academic, and content-specific words.
effect on meaning, tone, or mood.
4R5: In literary texts, identify and analyze structural elements, 5R5: In literary texts, explain how a series of chapters, scenes, or
3R5: In literary texts, identify parts of stories, dramas, and poems using terms such as verse, rhythm, meter, characters, settings, stanzas fits together to determine the overall structure of a story,
using terms such as chapter, scene, and stanza. dialogue, stage directions. drama, or poem.
In informational texts, identify and use text features to build In informational texts, identify the overall structure using terms In informational texts, compare and contrast the overall structure
comprehension. such as sequence, comparison, cause/effect, and in two or more texts using terms such as sequence, comparison,
problem/solution. cause/effect, and problem/solution.
4R6: In literary texts, compare and contrast the point of view 5R6: In literary texts, explain how a narrator’s or speaker’s point
from which different stories are narrated, including the difference of view influences how events are described.
3R6: Discuss how the reader’s point of view or perspective may
between first- and third-person narrations. In informational texts, analyze multiple accounts of the same
differ from that of the author, narrator or characters in a text.
In informational texts, compare and contrast a primary and event or topic, noting important similarities and differences in the
secondary source on the same event or topic. point of view they represent.
Integration of Knowledge and Ideas
3 4 5
3R7: Explain how specific illustrations or text features contribute 4R7: Identify information presented visually, orally, or
to what is conveyed by the words in a text (e.g., create mood, quantitatively (e.g., in charts, graphs, diagrams, time lines, 5R7: Analyze how visual and multimedia elements contribute to
emphasize character or setting, or determine where, when, why, animations, illustrations), and explain how the information meaning of literary and informational texts.
and how key events occur). contributes to an understanding of the text.
5R8: Explain how claims in a text are supported by relevant
3R8: Explain how claims in a text are supported by relevant 4R8: Explain how claims in a text are supported by relevant
reasons and evidence, identifying which reasons and evidence
reasons and evidence. reasons and evidence.
support which claims.
5R9: Use established criteria to categorize texts and make
3R9: Recognize genres and make connections to other texts, 4R9: Recognize genres and make connections to other texts,
informed judgements about quality; make connections to other
ideas, cultural perspectives, eras, personal events, and situations. ideas, cultural perspectives, eras, personal events, and situations.
texts, ideas, cultural perspectives, eras and personal experiences.

NYSED ▪ 3-5 Next Generation ELA Standards at a Glance ▪ 1

 3-5 Reading Standards (Foundational Skills)
Review the 3 , 4 , and 5 grade ELA introductions for information regarding: guidance and support, range of student reading experiences, text complexity,
rd th th

English language learners/multilingual learners, and students with disabilities.

Print Concepts and Phonological Awareness

Standards are addressed in PK-Grade 1. Please see preceding grades for more information.

Phonics and Word Recognition

3 4 5
3RF3: Know and apply grade-level phonics and word
analysis skills in decoding words.
4RF3: Know and apply grade-level phonics and word 5RF3: Know and apply grade-level phonics and word
3RF3a: Identify and know the meaning of the most common
prefixes and suffixes.
analysis skills in decoding words. analysis skills in decoding words.
3RF3b: Decode multi-syllabic words. 4RF3a: Use combined knowledge of all letter-sound 5RF3a: Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology correspondences, syllabication patterns, and morphology
3RF3c: Identify, know the meanings of, and decode words (e.g., roots and affixes) to read accurately unfamiliar (e.g., roots and affixes) to read accurately unfamiliar
with suffixes.
multisyllabic words in context and out of context. multisyllabic words in context and out of context.
3RF3d: Recognize and read grade-appropriate irregularly
spelled words.

Fluency
3 4 5
3RF4: Read grade-level text with sufficient accuracy 4RF4: Read grade-level text with sufficient accuracy 5RF4: Read grade-level text with sufficient accuracy
and fluency to support comprehension. and fluency to support comprehension. and fluency to support comprehension.
3RF4a: Read grade-level text across genres orally with 4RF4a: Read grade-level text across genres orally with 5RF4a: Read grade-level text across genres orally with
accuracy, appropriate rate, and expression on successive accuracy, appropriate rate, and expression on successive accuracy, appropriate rate, and expression on successive
readings. readings. readings.
3RF4b: Use context to confirm or self-correct word 4RF4b: Use context to confirm or self-correct word 5RF4b: Use context to confirm or self-correct word
recognition and understanding, rereading as necessary. recognition and understanding, rereading as necessary. recognition and understanding, rereading as necessary.

NYSED ▪ 3-5 Next Generation ELA Standards at a Glance ▪ 2

 3-5 Writing Standards
Review the 3rd, 4th, and 5th grade ELA introductions for information regarding: guidance and support, range of student reading experiences, text complexity,
English language learners/multilingual learners, and students with disabilities.
Review the 3rd, 4th, and 5th grade Writing introductions for information regarding production and range of writing.

Text Types and Purposes

3 4 5
5W1: Write an argument to support claims with clear
reasons and relevant evidence.
4W1: Write an argument to support claim(s), using 5W1a: Introduce a precise claim and organize the reasons
3W1: Write an argument to support claim(s), using clear reasons and relevant evidence. and evidence logically.
clear reasons and relevant evidence. 4W1a: Introduce a precise claim, supported by well-organized 5W1b: Provide logically ordered reasons that are supported
3W1a: Introduce a claim, supported by details, and organize facts and details, and organize the reasons and evidence by facts and details from various sources.
the reasons and evidence logically. logically. 5W1c: Use precise language and content-specific vocabulary
3W1b: Use precise language and content-specific vocabulary. 4W1b: Use precise language and content-specific vocabulary. while writing an argument.
3W1c: Use linking words and phrases to connect ideas within 4W1c: Use transitional words and phrases to connect ideas 5W1d: Use appropriate transitional words, phrases, and
categories of information. within categories of information. clauses to clarify and connect ideas and concepts.
3W1d: Provide a concluding statement or section. 4W1d: Provide a concluding statement or section related to 5W1e: Provide a concluding statement or section related to
the argument presented. the argument presented.
5W1f: Maintain a style and tone appropriate to the writing
task.
5W2: Write informative/explanatory texts to explore a
3W2: Write informative/explanatory texts to explore a 4W2: Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the
topic and convey ideas and information relevant to the topic and convey ideas and information relevant to the subject.
subject. subject. 5W2a: Introduce a topic clearly, provide a general focus, and
4W2a: Introduce a topic clearly and organize related organize related information logically.
3W2a: Introduce a topic and organize related information information in paragraphs and sections. 5W2b: Develop a topic with facts, definitions, concrete
together.
4W2b: Develop ideas on a topic with facts, definitions, details, quotations, or other relevant information; include text
3W2b: Develop a topic with facts, definitions, and details; concrete details, or other relevant information; include text features, illustrations, and multimedia to aid comprehension.
include illustrations when useful for aiding comprehension. features when useful for aiding comprehension. 5W2c: Use precise language and content-specific vocabulary
3W2c: Use precise language and content-specific vocabulary. 4W2c: Use precise language and content-specific vocabulary. to explain a topic.
4W2d: Use transitional words and phrases to connect ideas 5W2d: Use appropriate transitional/linking words, phrases,
3W2d: Use linking words and phrases to connect ideas within
within categories of information. and clauses to clarify and connect ideas and concepts.
categories of information.
4W2e: Provide a concluding statement or section related to 5W2e: Provide a concluding statement or section related to
3W2e: Provide a concluding statement or section. the information or explanation presented. the information or explanation presented.
5W2f: Establish a style aligned to a subject area or task.

NYSED ▪ 3-5 Next Generation ELA Standards at a Glance ▪ 3

 3-5 Writing Standards (continued)
Review the 3rd, 4th, and 5th grade ELA introductions for information regarding: guidance and support, range of student reading experiences, text complexity,
English language learners/multilingual learners, and students with disabilities.
Review the 3rd, 4th, and 5th grade Writing introductions for information regarding production and range of writing.

Text Types and Purposes (continued)

3 4 5
4W3: Write narratives to develop real or imagined 5W3: Write narratives to develop real or imagined
experiences or events using effective technique, experiences or events using effective techniques,
3W3: Write narratives to develop real or imagined descriptive details, and clear event sequences. descriptive details, and clear event sequences.
experiences or events using effective techniques, 4W3a: Establish a situation and introduce a narrator and/or 5W3a: Establish a situation and introduce a narrator and/or
descriptive details, and clear event sequences. characters. characters.
3W3a: Establish a situation and introduce a narrator and/or 4W3b: Use dialogue and description of actions, thoughts, and 5W3b: Use narrative techniques, such as dialogue and
characters. feelings to develop experiences and events to show the description, to develop experiences and events or show the
3W3b: Use descriptions of actions, thoughts, and feelings to responses of characters to situations. responses of characters to situations.
develop experiences and events or show the response of 4W3c: Use transitional words and phrases to manage the 5W3c: Use a variety of transitional words, phrases, and
characters to situations. sequence of events. clauses to manage the sequence of events.
3W3c: Use temporal words and phrases to signal event order. 4W3d: Use concrete words and phrases and sensory details 5W3d: Use concrete words and phrases and sensory details
3W3d: Provide a conclusion. to convey experiences and events precisely. to convey experiences and events precisely.
4W3e: Provide a conclusion that follows from the narrated 5W3e: Provide a conclusion that follows from the narrated
experiences or events. experiences or events.
3W4: Create a response to a text, author, theme or 4W4: Create a poem, story, play, art work, or other 5W4: Create a poem, story, play, art work, or other
personal experience (e.g., poem, play, story, art work, response to a text, author, theme, or personal response to a text, author, theme, or personal
or other). experience. experience.
4W5: Draw evidence from literary or informational 5W5: Draw evidence from literary or informational
Begins in Grade 4. texts to respond and support analysis, reflection, and texts to respond and support analysis, reflection, and
research by applying the grade 4 Reading Standards. research by applying the Grade 5 Reading Standards.

Research to Build and Present Knowledge

3 4 5
4W6: Conduct research to answer questions, including 5W6: Conduct research to answer questions, including
3W6: Conduct research to answer questions, including self-generated questions, and to build knowledge self-generated questions, and to build knowledge
self-generated questions, and to build knowledge. through investigating multiple aspects of a topic. through investigation of multiple aspects of a topic
using multiple sources.
3W7: Recall relevant information from experiences or 4W7: Recall relevant information from experiences or 5W7: Recall relevant information from experiences or
gather information from multiple sources; take brief gather relevant information from multiple sources; take gather relevant information from multiple sources;
notes on sources and sort evidence into provided notes and categorize information, and provide a list of summarize or paraphrase; avoid plagiarism and provide
categories. sources. a list of sources.

NYSED ▪ 3-5 Next Generation ELA Standards at a Glance ▪ 4

 3-5 Speaking and Listening Standards
Review the 3rd, 4th, and 5th grade ELA introductions for information regarding: guidance and support, range of student reading experiences, text complexity,
English language learners/multilingual learners, and students with disabilities.

Comprehension and Collaboration

3 4 5
3SL1: Participate and engage effectively in a range of 5SL1: Engage effectively in a range of collaborative
4SL1: Engage effectively in a range of collaborative
collaborative discussions with diverse peers and adults, discussions with diverse partners; express ideas clearly
discussions with diverse partners, expressing ideas
expressing ideas clearly, and building on those of and persuasively, and build on those of others.
clearly, and building on those of others.
others. 5SL1a: Come to discussions prepared, having read or studied
4SL1a: Come to discussions prepared, having read or studied
3SL1a: Come to discussions having read or studied required required material; draw on that preparation and other
required material; draw on that preparation and other
material; draw on that preparation and other information information known about the topic to explore ideas under
information known about the topic to explore ideas under
known about the topic to explore ideas under discussion. discussion.
discussion.
3SL1b: Follow agreed-upon norms for discussions by actively 5SL1b: Follow agreed-upon norms for discussions and carry
4SL1b: Follow agreed-upon norms for discussions and carry
listening, taking turns, and staying on topic. out assigned roles.
out assigned roles.
3SL1c: Ask questions to check understanding of information 5SL1c: Pose and respond to specific questions by making
4SL1c: Pose and respond to specific questions to clarify or
presented and link comments to the remarks of others. comments that contribute to the discussion and elaborate on
follow up on information, and make comments that
3SL1d: Explain their own ideas and understanding of the the remarks of others.
contribute to the discussion and link to the remarks of others.
discussion. 5SL1d: Consider the ideas expressed and draw conclusions
4SL1d: Review the relevant ideas expressed and explain their
3SL1e: Consider individual differences when communicating about information and knowledge gained from the
own ideas and understanding of the discussion.
with others. discussions.
3SL2: Determine the central ideas and supporting 4SL2: Paraphrase portions of information presented in
5SL2: Summarize information presented in diverse
details or information presented in diverse texts and diverse formats (e.g., including visual, quantitative, and
formats (e.g., including visual, quantitative, and oral).
formats (e.g., including visual, quantitative, and oral). oral).
3SL3: Ask and answer questions in order to evaluate a
4SL3: Identify and evaluate reasons and evidence a 5SL3: Identify and evaluate the reasons and evidence a
speaker’s point of view, offering appropriate
speaker provides to support particular points. speaker provides to support particular points.
elaboration and detail.

Presentation of Knowledge and Ideas

3 4 5
4SL4: Report on a topic or text, tell a story, or recount 5SL4: Report on a topic or text, sequencing ideas
3SL4: Report on a topic or text, tell a story, or recount
an experience with appropriate facts and relevant, logically and using appropriate facts and relevant,
an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an descriptive details to support central ideas or themes;
descriptive details, speaking clearly at an
understandable pace and volume appropriate for speak clearly at an understandable pace and volume
understandable pace.
audience. appropriate for audience.
5SL5: Include digital media and/or visual displays in
3SL5: Include digital media and/or visual displays in 4SL5: Include digital media and/or visual displays in
presentations to emphasize and enhance central ideas
presentations to emphasize certain facts or details. presentations to emphasize central ideas or themes.
or themes.
4SL6: Distinguish between contexts that call for formal
3SL6: Identify contexts that call for academic English or 5SL6: Adapt speech to a variety of contexts and tasks,
English versus/or informal discourse; use formal English
informal discourse. using formal English when appropriate.
when appropriate to task and situation.

NYSED ▪ 3-5 Next Generation ELA Standards at a Glance ▪ 5

 3-5 Language Standards
Review the 3rd, 4th, and 5th grade ELA introductions for information regarding: guidance and support, range of student reading experiences, text complexity,
English language learners/multilingual learners, and students with disabilities.

Conventions of Academic English/Language for Learning

Grades 3-5 (Students are expected to know and be able to use these skills by the end of 5th grade.)
CORE CONVENTION SKILLS
• Produce simple, compound, and complex sentences.
• Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general as well as in particular sentences.
Anchor • Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Standard 1 • Explain the function of conjunctions, prepositions, and interjections in general as well as in particular sentences.
(3-5L1): • Form and use regular and irregular plural nouns.
Demonstrate • Use abstract nouns.
command of • Form and use regular and irregular verbs.
the conventions • Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).
of academic • Form and use the progressive verb tenses (e.g., I was walking; I am walking; I will be walking).
English • Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
grammar and • Use verb tense to convey various times, sequences, states, and conditions.
usage when • Recognize and correct inappropriate shifts in verb tense.
writing or • Ensure subject-verb and pronoun-antecedent agreement.
speaking.* • Use coordinating and subordinating conjunctions.
• Use and identify prepositional phrases.
• Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
• Correctly use frequently confused words (e.g., to, too, two; there, their).
CORE PUNCTUATION and SPELLING SKILLS
Anchor
• Capitalize appropriate words in titles.
Standard 2
• Use correct capitalization.
(3-5L2):
• Use commas in addresses.
Demonstrate
• Use commas and quotation marks in dialogue.  Use commas and quotation marks to mark direct speech and quotations from a text.
command of
• Use a comma before a coordinating conjunction in a compound sentence.
the conventions
• Use a comma to separate an introductory element from the rest of the sentence.
of academic
• Use punctuation to separate items in a series.
English
• Form and use possessives.
capitalization,
• Use conventional spelling for high-frequency and other studied words, and to add suffixes to base words (e.g., sitting, smiled, cries, happiness).
punctuation,
• Use spelling patterns, rules, and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word
and spelling parts) in writing words.  Spell grade-appropriate words correctly, consulting references as needed.
when writing.* Use quotation marks or italics to indicate titles of works.
* While building proficiency in English, ELLs/MLLs in English as a New Language and Bilingual Education programs, may demonstrate skills bilingually or transfer linguistic knowledge across
languages.

NYSED ▪ 3-5 Next Generation ELA Standards at a Glance ▪ 6

 3-5 Language Standards (continued)
Review the 3 , 4 , and 5 grade ELA introductions for information regarding: guidance and support, range of student reading experiences, text complexity,
rd th th

English language learners/multilingual learners, and students with disabilities.

Knowledge of Language
3 4 5
3L3: Recognize differences between the conventions of 4L3: Use knowledge of language and its conventions
spoken conversational English and academic English; 5L3: Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
signal this awareness by selecting conversational or when writing, speaking, reading, or listening.
4L3a: Choose words and phrases to convey ideas precisely.
5L3a: Expand, combine, and reduce sentences for meaning,
academic forms when speaking or writing. 4L3b: Choose punctuation for effect. reader/listener interest, and style.
3L3a: Choose words and phrases for effect. 4L3c: Distinguish between contexts that call for formal English (e.g., 5L3b: Compare and contrast the varieties of English (e.g., dialects,
3L3b: Recognize and observe differences between the conventions of presenting ideas) and situations where informal discourse is registers) used in stories, dramas, or poems.
spoken and written standard English. appropriate (e.g., small group discussion).

Vocabulary Acquisition and Use

3 4 5
3L4: Determine or clarify the meaning of unknown and
4L4: Determine or clarify the meaning of unknown and 5L4: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases, choosing flexibly
multiple-meaning words and phrases, choosing flexibly multiple-meaning words and phrases, choosing flexibly
from a range of strategies, including, but not limited to:
from a range of strategies. from a range of strategies.
3L4a: Use sentence-level context as a clue to the meaning of a word
or phrase. 4L4a: Use context (e.g., definitions, examples, or restatements in 5L4a: Use context (e.g., cause/effect relationships and comparisons
text) as a clue to the meaning of a word or phrase. in text) as a clue to the meaning of a word or phrase.
3L4b: Determine the meaning of the new word formed when a
known affix is added to a known word (e.g., agreeable/disagreeable, 4L4b: Use common, grade-appropriate Greek and Latin affixes and 5L4b: Use common, grade-appropriate Greek and Latin affixes and
comfortable/uncomfortable, care/careless, heat/preheat). roots as clues to the meaning of a word (e.g., telegraph, photograph, roots as clues to the meaning of a word (e.g., photograph,
autograph). photosynthesis).
3L4c: Use a known root word as a clue to the meaning of an unknown
word with the same root (e.g., company, companion). 4L4c: Consult reference materials (e.g., dictionaries, glossaries, 5L4c: Consult reference materials (e.g., dictionaries, glossaries,
thesauruses) to find the pronunciation and determine or clarify the thesauruses) to find the pronunciation and determine or clarify the
3L4d: Use glossaries or beginning dictionaries to determine or clarify precise meaning of key words and phrases. precise meaning of key words and phrases.
the precise meaning of key words and phrases.
3L5: Demonstrate understanding of word relationships 4L5: Demonstrate understanding of figurative 5L5: Demonstrate understanding of figurative
and nuances in word meanings. language, word relationships, and nuances in word language, word relationships, and nuances in word
3L5a: Distinguish the literal and nonliteral meanings of words and meanings. meanings.
phrases in context (e.g., take steps).
4L5a: Explain the meaning of simple similes and metaphors in 5L5a: Interpret figurative language, including similes and metaphors,
3L5b: Use words for identification and description, making
context. in context.
connections between words and their use (e.g., describe people who
are friendly or helpful). 4L5b: Recognize and explain the meaning of common idioms, adages, 5L5b: Recognize and explain the meaning of common idioms, adages,
and proverbs. and proverbs.
3L5c: Distinguish shades of meaning among related words that
describe states of mind or degrees of certainty (e.g., knew, believed, 4L5c: Demonstrate understanding of words by relating them to their 5L5c: Use the relationship between particular words (e.g., synonyms,
suspected, heard, wondered). antonyms and synonyms. antonyms, homographs) to better understand each of the words.

4L6: Acquire and accurately use general academic and

3L6: Acquire and accurately use conversational, general 5L6: Acquire and accurately use general academic and
content-specific words and phrases, including those
academic, and content-specific words and phrases, content-specific words and phrases, including those
that signal precise actions, emotions, or states of being
including those that signal spatial and temporal that signal contrast, addition, and other logical
(e.g., quizzed, whined, stammered) and that are basic to
relationships (e.g., After dinner that night we went out relationships (e.g., however, although, nevertheless,
a particular topic (e.g., wildlife, conservation, and
for dessert). similarly, moreover, in addition).
endangered when discussing animal preservation).

NYSED ▪ 3-5 Next Generation ELA Standards at a Glance ▪ 7