Ticket-Out-The-Door

Mapping Learning Targets to State Standards

A complete list and explanation of the New York State standards for English Language Arts is available at http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf. Broadly stated as “language” for various purposes, the ELA standards all begin with the stem, “students will read, write, listen and speak for…” and continue into more specific titles. Please understand that in the following map of my learning targets to the state standards, I will use only “language” rather than the full stem ad nauseum.

1. Students effectively manage individual roles and limited class time to prepare a final portfolio and presentation on the unit.

• This learning target best relates to NYS Standard 4: Language for Social Interaction because they will need to discuss and relate to one another prior to composing a project proposal, at which point the application of prior knowledge will be necessary for completion of the written work.

2. Students annotate literature books to aid comprehension and analysis of a primary text.

• This learning target ideally relates to all four NYS Standards: Language for Information and Understanding, Literary Response and Expression, Critical Analysis and Evaluation, and Social Interaction. Annotation is a process that can be applied variously by individual students and can provide, thusly, great opportunities for differentiation but, when endeavored by a proficient or masterful reader, it should span all four standards.

3. Students summarize the main events, ideas and themes of their respective works.

• This learning target best relates to NYS Standard 1: Language for Information and Understanding because the knowledge is generated primarily from the text.

4. Students analyze major characters using a table to organize supporting details from the text.

• This learning target best relates to NYS Standard 3: Language for Critical Analysis and Evaluation because it builds upon information generated by the text and requires students to respond analytically using an established criterion.

5. Students explain how specific literary devices are used by the author to convey the theme of the work.

• This learning target best relates to NYS Standards 2 and 3: Language for Literary Response and Expression as well as Critical Analysis and Evaluation because, again, the information is generated primarily from the text but the student response is what’s targeted.

6. Students work cooperatively with peers to plan and submit a final portfolio that showcases their knowledge and skills.

• This learning target best relates to NYS Standard 4: Language for Social Interaction because the emphasis is on the process and not the result. While the portfolio and presentation will be built from aspects of the other three standards, the productive interaction between peers is what’s subject to observation and assessment in this case.

7. Students clearly and effectively present a critical review of their literary works to their peers without relying upon summary.

• This learning target best relates to NYS Standard 4: Language for Social Interaction because, again, while the content of the presentation will rely heavily upon the address of other standard areas, the target here is successful presentation.