Presentation NJSLS ELA April 2023

Overview of the Proposed 2023

New Jersey Student Learning Standards

for English Language Arts

Office of Standards

Division of Teaching and Learning

April 5, 2023

Agenda

• Structure of the Standards

• Reorganization of the Standards

• Summary of Revisions and Examples

• Next Steps

Restructuring the NJSLS - ELA

2016 NJSLS-ELA

Proposed NJSLS-ELA

Reading

Literary Text

Informational Text

Writing Language

Speaking and

Listening

Reading

Foundation Skills

(K-5)

Companion

Standards (6-12)

Reading in History,

Social Studies,

Science and

Technical Subjects

Writing in History,

Social Studies,

Science and

Technical Subjects

Language

Foundational

Skills:

Reading

Foundational

Skills: Writing

Reading

Literacy Text

Informational

Text*

Writing

Speaking and

Listening

*The Companion Standards (6-12) were meaningfully

integrated into the Reading Informational Text

expectations.

Structural Terms (1 of 2)

DOMAIN: A category of related standards within English

Language Arts. The ELA Domains are Language, Reading,

Writing, and Speaking & Listening.

STRAND: Broad ideas developed over the course of Kindergarten

through 12

grade that support students in meeting the Anchor

Statements and Performance Expectations

Structural Terms (2 of 2)

ANCHOR STATEMENT: Expectations to be met for students to be

prepared for post-elementary or post-secondary success.

o Anchor Statements for Reading: Foundational Skills and Writing:

Foundational Skills are to be met by the end of grade 5.

o Anchor Statements for all other Domains and Strands are to be

met by the end of grade 12.

STANDARD: Performance expectations to be met by the end of a

grade level or a grade band. (Also known as progress indicators)

How Standards Are Coded

RL.CR.K.1 With prompting and support, ask and

answer questions about key details in a literary text

(e.g., who, what, where, when, why, how).

RL = Reading

Literature

CR = Close

Reading of Text

K = Kindergarten 1 = Standard #1

Structural Revisions: Language Domain

Language Domain

(NJSLS 2016)

Language Domain

(Proposed 2023 NJSLS)

• Conventions of Standard English

• Knowledge of Language

• Vocabulary Acquisition & Use

• Foundational Skills: Reading (RF)

• Foundational Skills: Writing (WF)

• System and Structure of

Language (SS)

• Knowledge of Language (KL)

• Vocabulary, Acquisition and Use:

Literal Meaning (VL)

• Vocabulary, Acquisition and Use:

Interpretive Meaning (VI)

Language Domain: Reading Foundations

The 2023 NJSLS-ELA revisions prioritize the Language Domain to

underscore the critical importance of developing Foundational Reading

skills in grades K-5.

K-5 Foundational Reading Skills (proposed 2023 additions):

• Decoding and encoding words

• Analyzing word parts

• Reinforcing awareness of segments of sounds in speech and how they

link to letters

• Developing reading accuracy, fluency, and comprehension

• Highlighting broad oral language skills

K-5 Foundational Reading Example

NJSLS 2016 Proposed 2023 NJSLS

RF.K.4. Read emergent text with one-to-

one correspondence to develop fluency

and comprehension skills.

A. Read emergent-readers with purpose

and understanding.

B. Read grade level text for purpose and

understanding.

L.RF.K.4. Read emergent-reader texts

(decodable texts, including words with

one-to-one letter-sound

correspondences) orally with sufficient

decoding accuracy to support

comprehension.

Language Domain: Writing Foundations

The 2023 NJSLS-ELA revisions prioritize the Language Domain to

underscore the critical importance of developing Foundational Writing

standards to complement the K-5 Foundational Reading standards.

K-5 Foundational Writing Skills

• Emphasizing sound-letter basics

•Advancing letter formation skills and stamina-building

•Developing encoding and spelling skills

•Using elements of grammar, syntax, and punctuation in sentence

composition

•Facilitating development of writing skills and habits

K-5 Foundational Writing Example

NJSLS 2016 Proposed 2023 NJSLS

n/a L.WF.1.2. Demonstrate command of the conventions of encoding and

spelling common, regular, single-syllable words with:

A. Short vowels and single consonants

B. Consonant graphemes including qu, x, and –ck;

digraphs (thin, shop, when, much, sing); and doubled letters (off,

will, mess).

C. Initial and final consonant blends (must, slab, plump).

Structural Revisions: Reading Domain

Reading Domain

(NJSLS 2016)

Reading Domain

(Proposed 2023 NJSLS)

• Key Ideas and Details

• Craft and Structure

• Integration of Knowledge and

Ideas

• Range of Reading & Level of

Text Complexity

• Close Reading (CR)

• Central Ideas and Themes of Texts

(CI)

• Interactions Among Text

Elements (IT)

• Text Structure (TS)

• Perspective and Purpose in Texts

(PP)

• Diverse Media and Formats (MF)

• Analysis of an Argument (AA)

• Comparison of Texts (CT)

Reading Domain: Revisions

• Meaningfully integrates Companion Standards for Reading in

History, Social Studies, Science, and Technical Subjects into

Reading: Informational Text expectations for grades 6-12.

• Modifies redundant standards that were repeated across multiple

grade levels.

• Clarifies changes in developmental complexity across grades.

• Delineates skills and knowledge related to literary text and

informational text, including features and structures unique to

each kind of text.

Reading Domain Example A: 2016

2016 NJSLS Reading Informational Text

2016 NJSLS Reading Companion: History/Social

Studies, Science and Technical Subjects

RI.6.6. Determine an author's point of

view or purpose in a text and explain

how it is conveyed in the text

RH.6-8.6. Identify aspects of a text that

reveals an author's point of view or

purpose (e.g., loaded language, inclusion

or avoidance of particular facts).

RI.7.6. Determine an author's point of

view or purpose in a text and analyze

how the author distinguishes his or her

position from that of others.

RH.6-8.6. Identify aspects of a text that

reveals an author's point of view or

purpose (e.g., loaded language, inclusion

or avoidance of particular facts).

Reading Domain Example A: Revised

2016 NJSLS Reading:

Informational Text

2016 NJSLS Companion Standards:

Writing History/Social Studies, Science

and Technical Subjects

Proposed 2023 NJSLS

RI.6.6. Determine an author's point

of view or purpose in a text and

explain how it is conveyed in the

text.

RH.6-8.6. Identify aspects of a text

that reveals an author's point of view

or purpose (e.g., loaded language,

inclusion or avoidance of particular

facts).

RI.PP.6.5. Identify author's

purpose, perspective or potential

bias in a text and explain the impact

on the reader's interpretation.

RI.7.6. Determine an author's point

of view or purpose in a text and

analyze how the author

distinguishes his or her position

from that of others.

RH.6-8.6. Identify aspects of a text

that reveals an author's point of view

or purpose (e.g., loaded language,

inclusion or avoidance of particular

facts).

RI.PP.7.5. Determine how an author

conveys or develops perspective or

purpose in a text through

distinguishing their position from

that of others using evidence.

Reading Domain Example B: 2016

Grade 4 (Literary and Informational Texts) Grade 5 (Literary and Informational Texts)

RL.4.1. Refer to details and examples in

a text and make relevant connections

when explaining what the text says

explicitly and when drawing inferences

from the text.

RL.5.1. Quote accurately from a text

and make relevant connections when

explaining what the text says explicitly

and when drawing inferences from the

text.

RI.4.1. Refer to details and examples in

a text and make relevant connections

when explaining what the text says

explicitly and when drawing inferences

from the text.

RI.5.1. Quote accurately from a text and

make relevant connections when

explaining what the text says explicitly

and when drawing inferences from the

text.

Reading Domain Example B: Revised

2016 NJSLS

Proposed 2023 NJSLS

RL.4.1. Refer to details and examples in a

text and make relevant connections

when explaining what the text says

explicitly and when drawing inferences

from the text.

RL.CR.4.1. Refer to details and

examples as textual evidence when

explaining what a literary text says

explicitly and make relevant connections

when drawing inferences from the text.

RL.5.1. Quote accurately from a text

and make relevant connections

when explaining what the text says

explicitly and when drawing inferences

from the text.

RL.CR.5.1. Quote accurately from

a literary text when explaining what the text

says explicitly and make relevant

connections when drawing inferences from

the text.

Literary and Informational Text Standards

2016 NJSLS Proposed 2023 NJSLS

RL.8.1. Cite the textual evidence and make

relevant connections that most strongly

supports an analysis of what the text says

explicitly as well as inferences drawn from the

text.

RL.CR.8.1. Cite a range of textual evidence

and make clear and relevant connections to

strongly support an analysis of multiple

aspects of what a literary text says explicitly,

as well as inferences drawn from the text.

RI.8.1. Cite the textual evidence and make

relevant connections that most strongly

supports an analysis of what the text says

explicitly as well as inferences drawn from the

text.

RI.CR.8.1. Cite a range of textual evidence

and make clear and relevant connections

(including informational text features such as

charts, graphs, and diagrams) to strongly

support an analysis of multiple aspects of

what an informational text says explicitly, as

well as inferences drawn from the text.

Structural Revisions: Writing Domain

Writing Domain

(NJSLS 2016)

Writing Domain

(Proposed 2023 NJSLS)

• Text Types & Purposes

• Production & Distribution of

Writing

• Research to Build & Present

Knowledge

• Range of Writing

• Argumentative Writing (AW)

• Informative and Explanatory

Writing (IW)

• Narrative Writing (NW)

• Writing Process (WP)

• Writing Research (WR)

• Sources of Evidence (SE)

• Range of Writing (RW)

Writing Domain: Revisions

• Meaningfully integrates Companion Standards for Writing History,

Science, and Technical Subjects into Writing expectations for grades

6-12.

• Delineates skills and knowledge related to types of writing,

including eliminating redundancy and clarifying changes in

developmental complexity across grade levels.

• Recognizes significant digital and virtual shifts in communication

since the 2016 NJSLS-ELA by integrating and amplifying digital,

interactive, graphic, and other non-traditional text formats.

Writing Domain Example A: 2016

2016 NJSLS Writing

Grades 9-10, 11-12

2016 NJSLS Writing Companion: History,

Science and Technical Subjects

W.9-10.5. Develop and strengthen writing as needed

by planning, revising, editing, rewriting, trying a

new approach, or consulting a style manual (such as

MLA or APA Style), focusing on addressing what is

most significant for a specific purpose and audience.

WHST.9-10.5. Develop and strengthen writing as

needed by planning, revising, editing, rewriting, or

trying a new approach, focusing on addressing what

is most significant for a specific purpose and

audience.

W.11-12.5. Develop and strengthen writing as needed

by planning, revising, editing, rewriting, trying a

new approach, or consulting a style manual (such as

MLA or APA Style), focusing on addressing what is

most significant for a specific purpose and audience.

WHST.11-12.5. Develop and strengthen writing as

needed by planning, revising, editing, rewriting, or

trying a new approach, focusing on addressing what

is most significant for a specific purpose and

audience.

Writing Domain Example A: Grades 9-10 Revised

2016 NJSLS Writing 2016 NJSLS Writing Companion

Proposed 2023 NJSLS

W.9-10.5. Develop and

strengthen writing as

needed by planning, revising,

editing, rewriting, trying

a new approach, or consulting

a style manual (such as MLA

or APA Style), focusing on

addressing what

is most significant for a

specific purpose and

audience.

WHST.9-10.5. Develop and

strengthen writing as needed

by planning, revising, editing,

rewriting, or trying a new

approach, focusing on

addressing what is most

significant for a specific

purpose and audience.

W.WP.9-10.4. Develop and

strengthen writing as needed

by planning, revising, editing,

rewriting, trying a new

approach; sustaining effort

to complete complex writing

tasks; seeking out feedback

and reflecting on personal

writing progress; consulting a

style manual (such as MLA

or APA Style), focusing on

addressing what is

most significant for a specific

purpose and audience.

Writing Domain Example A: Grades 11-12 Revised

2016 NJSLS Writing 2016 NJSLS Writing Companion

Proposed 2023 NJSLS

W.11-12.5. Develop and

strengthen writing as needed by

planning, revising, editing,

rewriting, trying a new

approach, or consulting a style

manual (such as MLA or APA

Style), focusing on addressing

what is most significant for a

specific purpose and audience.

WHST.11-12.5. Develop and

strengthen writing as needed by

planning, revising, editing,

rewriting, or trying a new

approach, focusing on

addressing what is most

significant for a specific purpose

and audience.

W.WP.11-12.4. Develop and

strengthen writing as needed by

planning, revising, editing,

rewriting, trying a new

approach; sustaining effort to

complete complex writing tasks;

tracking and reflecting on

personal writing progress (e.g.,

using portfolios, journals,

conferencing); or consulting a

style manual (such as MLA or

APA Style), focusing on

addressing what is most

significant for a specific purpose

and audience.

Writing Domain Example B

2016 NJSLS Proposed 2023 NJSLS

W.1.1. Write opinion pieces in which they

introduce the topic or name the book they are

writing about, state an opinion, supply a reason

for the opinion, and provide some sense of

closure.

W.AW.1.1. With prompts and support, write

opinion pieces on a topic or texts.

A. Introduce an opinion.

B. Support the opinion with facts or other

information and examples related to the

topic.

C. Provide a conclusion.

W.2.1. Write opinion pieces in which they

introduce the topic or book they are writing

about, state an opinion, supply reasons that

support the opinion, use linking words (e.g.,

because, and, also) to connect opinion and

reasons, and provide a conclusion.

W.AW.2.1. With prompts and support, write

opinion pieces to present an idea with reasons

and information.

A. Introduce an opinion.

B. Support the opinion with facts, definitions,

concrete details, text evidence, or other

information and examples related to the

topic.

C. Provide a conclusion.

Writing Domain Example C

2016 NJSLS Proposed 2023 NJSLS

W.5.8. Recall relevant information

from experiences or gather relevant

information from print and digital

sources; summarize or paraphrase

information in notes and finished

work, and provide a list of sources.

W.SE.5.6. Gather relevant information

from multiple valid and reliable print

and digital sources; summarize or

paraphrase information in notes and

finished work, making note of any

similarities and differences among

ideas presented; and provide a list of

sources.

Structural Revisions: Speaking & Listening Domain

Speaking and Listening

Domain (NJSLS 2016)

Speaking and Listening Domain

(Proposed 2023 NJSLS)

• Comprehension &

Collaboration

• Presentation of Knowledge &

Ideas

• Participate Effectively (PE)

• Integrate Information (II)

• Evaluate Speakers (ES)

• Present Information (PI)

• Use Media (UM)

• Adapt Speech (AS)

New Features of the NJSLS-ELA

• An integrated vision has been crafted to describe how an ELA education in

New Jersey will prepare students to meet the demands of college and career

and engage as productive global citizens.

• New ELA Practices describe the capacities held by students who have

progressed through a kindergarten through grade 12 English Language Arts

program in New Jersey, including:

• Developing responsibility for

earning

• Adapting Communication

• Valuing Evidence in Argumentation

• Building Knowledge

• Leveraging Technology

• Understanding Self and Others

Climate Change in the NJSLS-ELA

• The 2020 NJSLS prepare students to understand how and why climate

change happens, the impact it has on our local and global communities

and to act in informed and sustainable ways.

• The NJSLS-ELA develop students’ ability and responsibility to excite,

inspire, and empower students to recognize their potential and become

involved in the issues of our age, which include climate change and

environmental justice.

• The green icon encourages educators to utilize specific NJSLS-ELA in

interdisciplinary units focused on climate change that include

authentic learning experiences, integrate a range of perspectives and

are action oriented.

Next Steps: Resources

• The proposed NJSLS – English Language Arts Technical

Revisions document can be found on the NJDOE website at

https://www.nj.gov/education/standards/.

• Please note the document follows the NJDOE Style Guide with

respec

t to structuring Administrative Code rulemakings and