The middle school standards are set at a level of performance approximately equivalent to the end of eighth grade. It is expected that some students might achieve this level earlier and others later than this grade. (See “Deciding what constitutes a standard-setting performance,” page 8.)

	English Language Arts
	Reading a Read twenty-five books of the quality and complexity illustrated in the sample reading list. b Read and comprehend at least four books on the same subject, or by the same author, or in the same genre. c Read and comprehend informational materials. d Demonstrate familiarity with a variety of public documents. e Demonstrate familiarity with a variety of functional documents.
	Writing a Produce a report of information. b Produce a response to literature. c Produce a narrative account (fictional or autobiographical). d Produce a narrative procedure. e Produce a persuasive essay.
	Speaking, Listening, and Viewing a Participate in one-to-one conferences with the teacher. b Participate in group meetings. c Prepare and deliver an individual presentation. d Make informed judgments about TV, radio, film.
	Conventions, Grammar, and Usage of the English Language a Demonstrate an understanding of the rules of the English language in written and oral work. b Analyze and subsequently revise work to improve its clarity and effectiveness.
	Literature a Respond to non-fiction, fiction, poetry, and drama using interpretive and critical processes. b Produce work in at least one genre that follows the conventions of the genre.

The margin notes on pages illustrating work produced by ESL students identify some of the expectations from the English as a Second Language chapter of the New York City Curriculum Frameworks. The ESL Frameworks are in alignment with the New Standards™ Performance Standards, and are intended for use across the disciplines by
educators of English language learners.