Updates from the
February NYSED Network Team
Institute, Albany, NY
Trish Iannacone
Educator Guide to the 2014
Regents Examination in English Language Arts
• Complexity of texts on the test
• Three quantitative measures (Lexile, 2 others)
• Qualitative measures applied by ELA teachers/SED staff
• Reader and task
• Test Blueprint-three sections
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Section 1-three texts-1 informational, 1 literary, 1 poem
(24 MC)
Section 2-four informational texts (may include graphically
represented information -write argument, 6 point rubric
Section 3-one text-2-3 paragraph expository response, identify
a central idea, analyze one writing strategy (4 point rubric)
Link to Educator Guide for ELA Regents Exam
New text list for 9-12 ELA modules
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Grade level text complexity
A balance of fiction and non-fiction
A balance of male and female authors
A diversity of voices representing a spectrum of
cultures, perspectives, abilities, orientations, races,
ages, time-periods, and geographies
• Appropriate matches for mastery of individual and
collective standards
• A thoughtful consideration of what makes appropriate
content for students to encounter at the typical age for
their grade level. (Excerpts, also)
Link to 9-12 Module Text List
Grade 9, Module 3
Unit 1: Grandin, Temple, and Catherine Johnson. Animals in Translation: Using the
Mysteries of Autism to Decode Animal Behavior
Unit 2: Student research sources will vary
Students choose texts for research based on their individual research question/problem.
Model Research Sources:

“The Brains of the Animal Kingdom” The Wall Street Journal
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“Minds of Their Own: Animals Are Smarter Than You Think” National Geographic

“Think You’re Smarter Than Animals? Maybe Not” The New York Times
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“Monkeys Can Perform Mental Addition” ScienceDaily

“Animal Intelligence: How We Discover How Smart Animals Really Are” Encyclopedia
Britannica Blog
Unit 3: Student research sources will vary*
*By Unit 3, students have chosen texts for research based on their individual research
question/problem.
*35 lessons (including Module Performance Assessment)
Grade 10, Module 1
Reading Closely and Writing to Analyze: How Do
Authors Develop Complex Characters and Ideas?
• Unit 1: “The Passionate Shepherd to His Love,”
“The Nymph’s Reply to the Shepherd,” and
“Raleigh Was Right”
• Unit 2: “The Palace Thief” from The Palace
Thief
• Unit 3: The Joy Luck Club and “Dreaming of
Heroes” from Friday Night Lights
• 38 lessons including the four lesson
assessment
Link to Grade 10, Module 1
Grade 11, Module 1
How do authors develop and relate
elements of a text?
• Unit 1: “My Last Duchess,” Robert Browning
• Unit 2: Hamlet, William Shakespeare
• Unit 3: A Room of One's Own, Virginia Woolf
(excerpt from part three of the extended essay)
*42 Lessons (including Module Performance
Assessment)
Link to Grade 11, Module 1
Contact Information
• Trish Iannacone
–piannacone@nasboces.org
–516-608-6662