new york standards alignment 2011 new york state p-12

New York Standards Alignment 2011 New York State P-12 Common Core Learning Standards, produced by the State Department of

Education

ELA: Kindergarten through Grade 3 English Language Arts and Literacy in History/Social Studies

Math: Prekindergarten through Grade 1

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express written consent of Renaissance Learning, Inc. Any standards referenced in this document are the property of their respective copyright holders.

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New York Standards Alignment

Standards List with Aligned Product Skills

The Standards List with Aligned Product Skills Report is a standards-oriented document

showing the entire list of standards for the subject, discipline, and grade and the product skills

aligned to those standards. This alignment report shows the breadth of standards coverage for

the purpose and focus of this product.

Note to Educator ............... ........ ........ ........ . ............ ........ ........ ........ . ............ ........ .. iii

ELA: Kindergarten English Language Arts and Literacy in History/Social Studies ........................... 1

ELA: Grade 1 English Language Arts and Literacy in History/Social Studies ................................ 5



Math: Prekindergarten .............................................................................................. 14

Math: Kindergarten ................................... .............................................................. 15

Math: Grade 1 ..... . ...... .... ..... .... .... ..... .... .... . ...... .... ..... .... .... ..... .... .... . ...... .... ..... .... ... 16

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Note to Educator:

Thank you for your interest in Renaissance Learning technology. At Renaissance

Learning, we recognize the impact that standards and assessment reform have on schools.

We share the concerns of educators and administrators that students perform well and

that teachers have the resources they need to support their efforts to address standards and

assessments.

Renaissance Learning provides alignment reports to customers to show how the skills

within each product align to the skills within academic standards. The alignment report

presents all of the academic reading standards for a specific state/agency with the aligned

Renaissance Learning product skills indented below each standard.

Academic standards encompass the entire set of learning and expectations that teachers

are responsible for. Renaissance Learning recognizes that teachers are the key to using

P.O. Box 8036

Wisconsin Rapids, WI 54495-8036

Phone: (800) 338-4204

Fax: (715) 424-4242

www.renlearn.com

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products to address the entire set of standards. Renaissance Learning products are ideally

suited to support teachers and academic standards. The Renaissance Learning alignment

report supports teachers in this role by clearly identifying specific product skills that are

aligned to the multiple skills within the standards.

On the alignment report you will see the word “Focus” next to some of the skills. Focus

skills are the most critical reading skills for a student to learn at a grade level. They are

key building blocks in a student’s reading education. Students need to have proficiency

with focus skills to be successful in reading at their grade levels and to progress in the

grades that follow. Focus skills are indicated on Renaissance Learning’s research-based

and empirically validated Core Progress reading learning progression. Core Progress

Reading identifies the continuum of concepts and skills needed for success in reading.

The continuum begins with early literacy and progresses to the level of reading ability

required for college and careers. Alignments for STAR Early Literacy include alignments

to the Common Core State Standards (CCSS) Reading Standards Foundational Skills,

Literature, and Informational Text standards. STAR Early Literacy also assesses early

numeracy. Alignments for these skills are between the CCSS Mathematics Standards and

Core Progress Math, Renaissance Learning’s research-based and empirically validated

math learning progression.

In the alignment report, you will notice that most skills have a grade-level indicator at the

end of the text. In addition to these grade-level skills, the report includes skills that are

not grade specific and do not have a grade-level indicator. These skills are designated

Overall Product Skills. They are skills that all students gain through use of the product.

We hope this report answers your questions regarding the alignment of Renaissance

Learning technology and materials to standards. The complete alignment strategy

document is available. The English Language Arts document is number R41078.

If you have any questions about the alignment report, please feel free to call us at

(800) 338-4204.

Sincerely,

Renaissance Learning

ELA: Kindergarten English Language Arts and Literacy in History/Social Studies

New YorkNew York State P-12 Common Core Learning Standards

STAR Early Literacy Enterprise

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Word Knowledge and Skills Understand and identify rhyming sounds (e.g., The sound is /arn/. Look at pictures of a heart, a card, and a barn. Pick the picture that has the /arn/ sound.) [Pre-Kindergarten]

Focus Skill

NY RF.K.2.a - Recognize and produce rhyming words.

NY RF.K.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Phonological Awareness

Know all the letters of the alphabet and recognize their lower- and uppercase forms (e.g., Pick another way to write the letter G from q, g, j.) [Kindergarten]

Overall Product Skills Develop concepts of print

Distinguish between the shapes of different letters (e.g., pick the letter that is different in S, S, C; pick the letter that is different in E, f, f ) [Pre-Kindergarten]

Word Knowledge and Skills Recognize the letters of the alphabet (e.g., Which of these is the letter a? Pick the letter a from s, a, o.) [Pre-Kindergarten]

Focus Skill

NY RF.K.1.d - Recognize and name all upper- and lowercase letters of the alphabet.


Word Knowledge and Skills Know that spaces separate words (e.g., recognize the difference between Thecatsleeps. and The cat sleeps.) [Kindergarten]

NY RF.K.1.c - Understand that words are separated by spaces in print.


Word Knowledge and Skills Understand that words are specific sequences of letters that carry meaning (e.g., identify which is a word, not a letter from choices d, n, and; identify which is a letter, not a word from choices this, b, fox) [Kindergarten]

Focus Skill

NY RF.K.1.b - Recognize that spoken words are represented in written language by specific sequences of letters.


NY RF.K.1.a - Follow words from left to right, top to bottom, and page by page.

NY RF.K.1 - Demonstrate understanding of the organization and basic features of print.

Print Concepts

NY RF - Foundational Skills

NY R - Reading





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Add or substitute initial, final, or medial vowel phonemes in order to produce new words in spoken language (e.g., change /a/ in pan to /e/ to make pen; change /a/ in race to /i/ to make rice) [Grade 1]

Focus Skill

Word Knowledge and Skills Add or substitute initial or final phonemes in order to produce new words in spoken language (e.g., change the /k/ in cat to /h/ to make hat; change the /g/ in bug to /s/ to make bus) [Kindergarten]

Focus Skill

NY RF.K.2.e - Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Word Knowledge and Skills Identify VC or CVC words by blending phonemes including consonant blends (e.g., Listen carefully to what I say: sh-oe. Pick the picture whose name I say: /sh/ /oo/.) [Kindergarten]

Decode CVC words (e.g., cat, get, mom) [Kindergarten] Focus Skill

NY RF.K.2.d - Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

Identify single-syllable words by blending and segmenting consonant blends, long vowel digraphs, and other phonemes (e.g., /th/ /r/ /ee/ makes the word three) [Grade 1]

Identify VC or CVC words by blending phonemes including consonant blends (e.g., Listen carefully to what I say: sh-oe. Pick the picture whose name I say: /sh/ /oo/.) [Kindergarten]

Word Knowledge and Skills Understand that blending phonemes produces words (e.g., blend the sounds sh- and -ip and choose the word's picture from a ship, a shower, and a lip) and that the sounds in words can be segmented [Kindergarten]

NY RF.K.2.c - Blend and segment onsets and rimes of single-syllable spoken words.


Word Knowledge and Skills Identify 2- and 3-syllable patterns in spoken words by blending, counting, and segmenting syllables (e.g., tar-get makes the word target) [Kindergarten]

Focus Skill

NY RF.K.2.b - Count, pronounce, blend, and segment syllables in spoken words.

Use knowledge of rhyme to distinguish between rhyming and nonrhyming words in spoken language (e.g., The sound is /en/. Pick the picture of the word that has the /en/ sound from pictures of a fan, a pen, and a bun.) [Kindergarten]

Focus Skill




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Word Knowledge and Skills Read single-syllable words and distinguish between short vowel sounds (e.g., read the words dip, cat, and nap; dip has a different middle vowel sound than hat) [Grade 1]

NY RF.K.3.d - Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Word Knowledge and Skills Read grade-appropriate high-frequency (e.g., Dolch, Fry) words by sight [Kindergarten]

Focus Skill

NY RF.K.3.c - Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Decode words by identifying the correctly spelled CVCe pattern in a word from a spoken sentence (e.g., Read the words bakee, baike, and bake and recognize that bake is the correct spelling in the following: I like to bake bread.) [Grade 1]

Word Knowledge and Skills Decode single-syllable words and identify long vowel sounds with common spellings (graphemes) in order to decode single-syllable words (e.g., Read the words feel, let, and end. Feel has the same middle vowel sound as meat.) [Grade 1]

Focus Skill

Decode words by identifying the correctly spelled CV pattern in a word from a spoken sentence (e.g., Read the words bie, bey, and be and recognize that be is the correct spelling in the sentence, Liz is going to be late.) [Grade 1]

NY RF.K.3.b - Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Decode grade-appropriate words (e.g., The word is last. Last means the opposite of first. Pick the word last from last list lost.) [Grade 1]

Word Knowledge and Skills Decode CVC words (e.g., cat, get, mom) [Kindergarten] Focus Skill


NY RF.K.3.a - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

NY RF.K.3 - Know and apply grade-level phonics and word analysis skills in decoding words.

Phonics and Word Recognition

Understand that changing or adding a letter changes a word (e.g., pick which word is made from -at when reading the words rat, rap, and run; pick which word is made when adding r to band when reading the words brand, bread, and bring; pick which word is made when adding t to the end of star when reading the words spark, start, and tears) [Grade 1]




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Read complex text

Read a variety of genres

Overall Product Skills Develop and build fluency

Develop and build literacy

Read informational text

Read literature-based text

NY RF.K.4 - Read emergent-reader texts with purpose and understanding.

Fluency

ELA: Grade 1 English Language Arts and Literacy in History/Social Studies



- 5 of 16 -6/22/2012


Identify VC or CVC words by blending phonemes including consonant blends (e.g., Listen carefully to what I say: sh-oe. Pick the picture whose name I say: /sh/ /oo/.) [Kindergarten]


NY RF.1.2.b - Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Read single-syllable words and distinguish between short vowel sounds (e.g., read the words dip, cat, and nap; dip has a different middle vowel sound than hat) [Grade 1]

Identify and distinguish medial long vowel phonemes in spoken words (e.g., plane has the same middle vowel sound as make; phone has a different middle vowel sound than seat) [Grade 1]

Word Knowledge and Skills Identify short vowel sounds in spoken words (e.g., the middle vowel sound in sit is the same as in did; rat has the same middle vowel sound as cab) [Kindergarten]

Focus Skill

Distinguish short vowel sounds from long vowel sounds in order to discriminate between those sounds in single-syllable words (e.g., reading the words egg, we, and key, egg has the short vowel sound) [Grade 1]

Focus Skill

NY RF.1.2.a - Distinguish long from short vowel sounds in spoken single-syllable words.

NY RF.1.2 - Demonstrate understanding of spoken words, syllables, and sounds (phonemes).



NY RF.1.1.a - Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

NY RF.1.1 - Demonstrate understanding of the organization and basic features of print.

Print Concepts


NY R - Reading





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Word Knowledge and Skills Decode CVC words (e.g., cat, get, mom) [Kindergarten] Focus Skill

NY RF.1.3.b - Decode regularly spelled one-syllable words.

Word Knowledge and Skills Recognize and identify consonant digraphs in words (e.g., pick the word that has -sh from choices saw, wash, have) [Grade 1]

Focus Skill

NY RF.1.3.a - Know the spelling-sound correspondences for common consonant digraphs.

NY RF.1.3 - Know and apply grade-level phonics and word analysis skills in decoding words.




Recognize and distinguish individual phonemes in single-syllable spoken words by segmenting phonemes (e.g., the beginning, middle, and last sounds of cat are /k/ /a/ /t/) [Grade 1]

Focus Skill

NY RF.1.2.d - Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Identify and distinguish medial long vowel phonemes in spoken words (e.g., plane has the same middle vowel sound as make; phone has a different middle vowel sound than seat) [Grade 1]

Identify short vowel sounds in order to distinguish among single-syllable words (e.g., pick the letter that makes the middle sound you hear in had) [Kindergarten]

Recognize and distinguish individual phonemes in single-syllable spoken words by segmenting phonemes (e.g., the beginning, middle, and last sounds of cat are /k/ /a/ /t/) [Grade 1]

Focus Skill

Word Knowledge and Skills Identify initial and final phonemes in spoken words (e.g., heart has the same beginning sound as head; boot has a different ending sound than bean) [Kindergarten]

Focus Skill

Identify short vowel sounds in spoken words (e.g., the middle vowel sound in sit is the same as in did; rat has the same middle vowel sound as cab) [Kindergarten]

Focus Skill

NY RF.1.2.c - Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Isolate and identify initial consonant blends in spoken and written words (e.g., pick the word that starts with /bl/ from choices block, brew, book) [Grade 1]

Focus Skill




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Word Knowledge and Skills Decode grade-appropriate words (e.g., The word is last. Last means the opposite of first. Pick the word last from last list lost.) [Grade 1]

NY RF.1.3.f - Read words with inflectional endings.


Use knowledge of syllable patterns to decode words (e.g., read a word such as animal and pick how many syllables the word has) [Grade 2]

Focus Skill

NY RF.1.3.e - Decode two-syllable words following basic patterns by breaking the words into syllables.


Focus Skill

Word Knowledge and Skills Identify 2- and 3-syllable patterns in spoken words by blending, counting, and segmenting syllables (e.g., tar-get makes the word target) [Kindergarten]

Focus Skill

NY RF.1.3.d - Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Recognize spelling patterns for long vowel digraphs (including y as a vowel), and decode associated words (e.g., The word is tail. The monkey has a long tail. Pick the word tail from the choices tail, tall, tell.) [Grade 2]



Focus Skill

Use knowledge of long vowel sounds to distinguish among single-syllable words (e.g., Read the words tail, way, and seed. Determine the word with a different middle vowel sound than stage.) [Grade 1]

NY RF.1.3.c - Know final -e and common vowel team conventions for representing long vowel sounds.

Decode grade-appropriate words (e.g., The word is last. Last means the opposite of first. Pick the word last from last list lost.) [Grade 1]




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Overall Product Skills Apply comprehension strategies

NY RF.1.4.c - Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


Overall Product Skills Read literature-based text

NY RF.1.4.b - Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.






NY RF.1.4.a - Read grade-level text with purpose and understanding.

NY RF.1.4 - Read with sufficient accuracy and fluency to support comprehension.

Fluency


Focus Skill


NY RF.1.3.g - Recognize and read grade-appropriate irregularly spelled words.




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Recognize spelling patterns for variant vowel sounds and decode words with associated patterns (e.g., The sound is /ü/. Which word has the sound /ü/? Pick from choices luck, food, rope.)

Focus Skill

Recognize spelling patterns for long vowel digraphs (including y as a vowel), and decode associated words (e.g., The word is tail. The monkey has a long tail. Pick the word tail from the choices tail, tall, tell.) [Grade 2]


Focus Skill

NY RF.2.3.b - Know spelling-sound correspondences for additional common vowel teams.

Distinguish short vowel sounds from long vowel sounds in order to discriminate between those sounds in single-syllable words (e.g., reading the words egg, we, and key, egg has the short vowel sound) [Grade 1]

Focus Skill

Word Knowledge and Skills Read single-syllable words and distinguish between short vowel sounds (e.g., read the words dip, cat, and nap; dip has a different middle vowel sound than hat) [Grade 1]

Decode single-syllable words and identify long vowel sounds with common spellings (graphemes) in order to decode single-syllable words (e.g., Read the words feel, let, and end. Feel has the same middle vowel sound as meat.) [Grade 1]

Focus Skill

Decode single-syllable words with long vowel sounds (e.g., reading the words heat, let, and end, and recognizing that heat has the long vowel sound) [Grade 1]

NY RF.2.3.a - Distinguish long and short vowels when reading regularly spelled one-syllable words.



This concept is addressed in Kindergarten and Grade 1 only.



Print Concepts


NY R - Reading





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NY RF.2.3.f - Recognize and read grade-appropriate irregularly spelled words.

Word Knowledge and Skills Recognize spelling patterns for long vowel digraphs (including y as a vowel), and decode associated words (e.g., The word is tail. The monkey has a long tail. Pick the word tail from the choices tail, tall, tell.) [Grade 2]

Recognize spelling patterns for variant vowel sounds and decode words with associated patterns (e.g., The sound is /ü/. Which word has the sound /ü/? Pick from choices luck, food, rope.) [Grade 2]

Focus Skill

Recognize spelling patterns in words with initial consonant blends of 2 or 3 letters (e.g., The word is strap. Pick the letters that make the sound at the beginning of strap. Pick from spl, spr, str.) [Grade 2]

NY RF.2.3.e - Identify words with inconsistent but common spelling-sound correspondences.

Use knowledge of simple affixes (e.g., un-, re-, over-, -er, -est) and familiar base words to predict the meanings of unfamiliar words [Grade 2]

Focus Skill


NY RF.2.3.d - Decode words with common prefixes and suffixes.


Decode single-syllable words and identify long vowel sounds with common spellings (graphemes) in order to decode single-syllable words (e.g., Read the words feel, let, and end. Feel has the same middle vowel sound as meat.) [Grade 1]

Focus Skill

Word Knowledge and Skills Decode single-syllable words with long vowel sounds (e.g., reading the words heat, let, and end, and recognizing that heat has the long vowel sound) [Grade 1]

NY RF.2.3.c - Decode regularly spelled two-syllable words with long vowels.

Decode words by identifying the correctly spelled diphthong in a word from a spoken sentence (e.g., Read the words brown, broun, and brawn, and understand that brown is the correct spelling in the following: She has brown hair.) [Grade 2]

Focus Skill




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Overall Product Skills Read literature-based text

NY RF.2.4.b - Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.








Fluency


Focus Skill

Recognize spelling patterns for variant vowel sounds and decode words with associated patterns (e.g., The sound is /ü/. Which word has the sound /ü/? Pick from choices luck, food, rope.) [Grade 2]

Focus Skill




- 12 of 16 -6/22/2012


NY RF.3.4.b - Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.








Fluency

Word Knowledge and Skills Use knowledge of syllable patterns to decode increasingly difficult multisyllable words (e.g., transportation) [Grade 3]

Focus Skill

NY RF.3.3.d - Read grade-appropriate irregularly spelled words.


Focus Skill

NY RF.3.3.c - Decode multisyllable words.


Focus Skill

NY RF.3.3.b - Decode words with common Latin suffixes.






Print Concepts


NY R - Reading





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Monitor own performance





Math: PrekindergartenNew YorkNew York State P-12 Common Core Learning Standards


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Geometry and Measurement Compare sizes, weights, and volumes [Early Numeracy]

NY PK.G.3 - Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes, using informal language to describe their similarities, differences, and other attributes (e.g., color, size, and shape).

Analyze, compare, and sort objects.

NY PK.G - Geometry

Sort objects and count the number of objects in each category.

NY PK.MD.1 - Identify measurable attributes of objects, such as length, and weight. Describe them using correct vocabulary (e.g., small, big, short, tall, empty, full, heavy, and light).

NY PK.MD - Measurement & Data

Understand simple patterns.

Understand addition as adding to, and understand subtraction as taking from.

NY PK.OA - Operations & Algebraic Thinking

Numbers and Operations Compare sets of up to 5 objects [Early Numeracy]

NY PK.CC.5 - Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 (1: up to 5 objects)

Compare numbers.

Numbers and Operations Count 1-20 [Early Numeracy]

NY PK.CC.1 - Count to 20.

Know number names and the count sequence.

NY PK.CC - Counting and Cardinality

Math: Prekindergarten

Math: KindergartenNew YorkNew York State P-12 Common Core Learning Standards


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Describe and compare measurable attributes.

NY K.MD - Measurement and Data

Subtract numbers with a minuend up to 10 using pictures [Early Numeracy]

Numbers and Operations Add numbers with a sum up to 10 using pictures [Early Numeracy]

NY K.OA.2 - Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Subtract numbers with a minuend up to 10 using pictures [Early Numeracy]

Numbers and Operations Add numbers with a sum up to 10 using pictures [Early Numeracy]

NY K.OA.1 - Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

NY K.OA - Operations and Algebraic Thinking

Numbers and Operations Compare sets of up to 5 objects [Early Numeracy]

NY K.CC.6 - Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Compare numbers.

Numbers and Operations Recognize ordinal numbers 1st - 10th [Early Numeracy]

NY K.CC.A - Develop understanding of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers.

Count to tell the number of objects.

Know number names and the count sequence.

NY K.CC - Counting and Cardinality

Math: Kindergarten

Math: Grade 1New YorkNew York State P-12 Common Core Learning Standards


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Measure lengths indirectly and by iterating length units.

NY 1.MD - Measurement and Data

Use place value understanding and properties of operations to add and subtract.

Numbers and Operations Identify the number of 10's in 10, 20, 30, 40, 50, 60, 70, 80, 90 [Grade 1]

NY 1.NBT.2.c - The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Understand place value.

Extend the counting sequence.

NY 1.NBT - Number and Operations in Base Ten

Add and subtract within 20.

Represent and solve problems involving addition and subtraction.

NY 1.OA - Operations and Algebraic Thinking

Math: Grade 1

new york standards alignment 2011 new york state p-12

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