RL: 1-10
1) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
2) Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary of
the text.
3) Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters/archetypes are introduced and developed). CA
4) Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors.) (See grade 11–12 Language standards 4–6 for
additional expectations.) CA
5) Analyze how an author’s choices concerning how to structure specific parts of
a text (e.g., the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.
6) Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
7) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare
and one play by an American dramatist.)
8) (Not applicable to literature)
9) Demonstrate knowledge of eighteeth-, ninteenth-, and early-twetieth- century
foundational works of American literature, including how two or
more texts from the same period treat similar themes and topics.
10) By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11–CCR text complexity band proficiently,
with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 11–CCR text complexity
band independently and proficiently.
RI: 1-4, 5(A), 6-10
1) Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
2) Determine two or more central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another
to provide a complex analysis; provide an objective summary of the text.
3) Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
4) Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course
of a text (e.g., how Madison defines faction in Federalist No. 10). (See grade
11–12 Language standards 4–6 for additional expectations.) CA
5) Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points clear,
convincing, and engaging.
a. Analyze the use of text features (e.g., graphics, headers, captions) in
public documents. CA
6) Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
7) Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to
address a question or solve a problem.
8) Delineate and evaluate the reasoning in seminal U.S. texts, including
the application of constitutional principles and use of legal reasoning (e.g.,
in U.S. Supreme Court majority opinions and dissents) and the premises,
purposes, and arguments in works of public advocacy (e.g., The Federalist,
presidential addresses).
9) Analyze seventeenth-, eighteenth-, and nineteenth-century foundational
U.S. documents of historical and literary significance (including The
Declaration of Independence, the Preamble to the Constitution, the Bill of
Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes,
and rhetorical features.
10) By the end of grade 11, read and comprehend literary nonfiction in the
grades 11–CCR text complexity band proficiently, with scaffolding as needed
at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the
high end of the grades 11–CCR text complexity band independently and
proficiently.
W: 1(A-F), 2(A-F), 3(A-E), 4-8, 9(A-B), 10
1) Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
a) Introduce precise, knowledgeable claim(s), establish the significance of
the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences claim(s), counter-
claims, reasons, and evidence.
b) Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
c) Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
d) Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
e) Provide a concluding statement or section that follows from and supports
the argument presented.
f) Use specific rhetorical devices to support assertions (e.g., appeal to logic
through reasoning; appeal to emotion or ethical belief; relate a personal
anecdote, case study, or analogy). CA
2) Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
a) Introduce a topic or thesis statement; organize complex ideas, concepts,
and information so that each new element builds on that which precedes
it to create a unified whole; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding
comprehension. CA
b) Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s knowledge
of the topic.
c) Use appropriate and varied transitions and syntax to link the major sections
of the text, create cohesion, and clarify the relationships among complex
ideas and concepts.
d) Use precise language, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
e) Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
f) Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
3) Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
a) Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s)
of view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
b) Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
c) Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone and
outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d) Use precise words and phrases, telling details, and sensory language
to convey a vivid picture of the experiences, events, setting, and/or
characters.
e) Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
4) Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
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. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades
11–12.)
6) Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
7) Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demon-
strating understanding of the subject under investigation.
8) Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the task, purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance
on any one source and following a standard format for citation including
footnotes and endnotes. CA
9) Draw evidence from literary or informational texts to support analysis,
reflection, and research.
a) Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts
from the same period treat similar themes or topics”).
b) Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate
and evaluate the reasoning in seminal U.S. texts, including the application
of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme
Court Case majority opinions and dissents] and the premises, purposes, and
arguments in works of public advocacy [e.g., The Federalist, presidential
addresses]”).
10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
SL: 1(A-D), 2-3, 4(A-B), 5-6
1) Initiate and participate effectively in a range of collaborative discussions
(one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
a) Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
b) Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish individual
roles as needed.
c) Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
d) Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.
2) Integrate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, orally) in order to make informed decisions and solve
problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
3) Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of
emphasis, and tone used.
4) Present information, findings, and supporting evidence (e.g., reflective, historical
investigation, response to literature presentations), conveying a clear and
distinct perspective and a logical argument, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks. Use appropriate eye contact,
adequate volume, and clear pronunciation. CA
a) Plan and deliver a reflective narrative that: explores the significance of a
personal experience, event, or concern; uses sensory language to convey a
vivid picture; includes appropriate narrative techniques (e.g., dialogue,
pacing, description); and draws comparisons between the specific incident
and broader themes. (11th or 12th grade) CA
b) Plan and present an argument that: supports a precise claim; provides a
logical sequence for claims, counterclaims, and evidence; uses rhetorical
devices to support assertions (e.g., analogy, appeal to logic through
reasoning, appeal to emotion or ethical belief); uses varied syntax to link
major sections of the presentation to create cohesion and clarity; and
provides a concluding statement that supports the argument presented.
(11th or 12th grade) CA
5) Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
6) Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate. (See grades 11–12 Language
standards 1 and 3 for specific expectations.)
L: 1(A-B), 2(A-B), 3(A), 4(A-D), 5(A-B), 6
1) Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
a) Apply the understanding that usage is a matter of convention, can change
over time, and is sometimes contested.
b) Resolve issues of complex or contested usage, consulting references
(e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
2) Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a) Observe hyphenation conventions.
b) Spell correctly.
3) Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
a) Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)
for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading.
4) Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
a) Use context (e.g., the overall meaning of a sentence, paragraph, or text;
a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
b) Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
Apply knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to
draw inferences concerning the meaning of scientific and mathematical
terminology. CA
c) Consult general and specialized reference materials (e.g., college-level
dictionaries, rhyming dictionaries, bilingual dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of speech, its etymology,
or its standard usage. CA
d) Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
5) Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
a) Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze
their role in the text.
b) Analyze nuances in the meaning of words with similar denotations.
6) Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
