Standard 1: Speaking and Listening

Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing.

Reading

Students will develop and apply effective communication skills through speaking and active listening.

Writing

Students will develop and apply effective communication skills through speaking and active listening to create individual and group projects and presentations.

11.1.R.1

Students will actively listen and speak clearly using appropriate discussion rules with control of verbal and nonverbal cues.

11.1.W.1

Students will give formal and informal presentations in a group or individually, providing textual and visual evidence to support a main idea.

11.1.R.2

Students will actively listen and evaluate, analyze, and synthesize a speaker’s messages (both verbal and nonverbal) and ask questions to clarify the speaker’s purpose and perspective.

11.1.W.2

Students will work effectively and respectfully within diverse groups, demonstrate willingness to make necessary compromises to accomplish a goal, share responsibility for collaborative work, and value individual contributions made by each group member.

11.1.R.3

Standard 2: Reading and Writing Process

Students will use a variety of recursive reading and writing processes.

Reading

Students will read and comprehend increasingly complex literary and informational texts.

Writing

Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

11.2.R.1

Students will summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.

11.2.W.1

Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

11.2.R.2

Students will evaluate details in literary and non-fiction/informational texts to connect how genre supports the author’s purpose.

11.2.W.2

Students will plan (e.g., outline) and prewrite a first draft as necessary.

11.2.W.3

Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

11.2.W.4

Students will edit and revise multiple drafts for logical organization, enhanced transitions and coherence, sentence variety, and use of tone and point of view through specific rhetorical devices to establish meaningful texts.

11.2.W.5

Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

Standard 3: Critical Reading and Writing 

Students will apply critical thinking skills to reading and writing.

Reading

Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and

informational genres from a variety of historical, cultural, ethnic, and global perspectives.

Writing

Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

Students will evaluate the extent to which historical, cultural, and/or global perspectives affect authors’ stylistic and organizational choices in grade-level literary and informational genres. 

NARRATIVE 

Students will write narratives embedded in other modes as appropriate.

INFORMATIVE 

Students will compose essays and reports to objectively introduce and develop topics, incorporating evidence (e.g., specific facts, examples, details, data) and maintaining an organized structure and a formal style.

Students will analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts:

• theme
• archetypes

Students will evaluate literary devices to support interpretations of texts, including comparisons across texts:

• imagery
• tone
• symbolism
• irony

ARGUMENT 

Students will (1) introduce precise, informed claims, (2) distinguish them from alternate or opposing claims, (3) organize claims, counterclaims, and evidence in a way that provides a logical sequence for the entire argument, and (4) provide the most relevant evidences to develop balanced arguments, using credible sources.

Standard 4: Vocabulary

Students will expand their working vocabularies to effectively  communicate and understand texts.

Reading

Students will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion.

Writing

Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.

11.4.R.1

Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer meaning of grade-level text.

11.4.W.1

Students will use domain-appropriate vocabulary to communicate complex ideas in writing clearly.

11.4.R.2

Students will use word parts (e.g., affixes, Greek and Latin roots, stems) to define and determine the meaning of increasingly complex words.

11.4.W.2

Students will select appropriate language to create a specific effect according to purpose in writing.

11.4.R.3

Students will use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.

11.4.R.4

Students will analyze and evaluate the relationships among words with multiple meanings and recognize the connotation and denotation of words.

11.4.R.5

Students will use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (print and/or electronic) as needed.

Standard 5: Language

Students will apply knowledge of grammar and rhetorical style to reading and writing.

Reading

Students will apply knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts.

Writing

Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

11.5.R.1

Students will apply their knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts, understanding that usage and convention change over time and using that understanding to manipulate style when appropriate.

11.5.W.1

Students will write using correct mechanics.

11.5.W.2

Students will compose simple, compound, complex, and compound-complex sentences and questions, including the use of phrases and clauses, to signal differing relationships among ideas.

11.5.W.3

Students will demonstrate command of Standard American English, grammar, mechanics, and usage through writing, presentations, and/or other modes of communication to convey specific meanings and interests.

Standard 6: Research

Students will engage in inquiry to acquire, refine, and share knowledge.

Reading

Students will comprehend, evaluate, and synthesize resources to acquire and refine knowledge.

Writing

Students will summarize and paraphrase, integrate evidence, and cite sources to create reports, projects, papers, texts, and presentations for multiple purposes.

11.6.R.1

Students will use their own viable research questions and well-developed thesis statements to find information about a specific topic.

11.6.W.1

Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).

11.6.R.2

Students will synthesize the most relevant information from a variety of primary and secondary sources (e.g., print and digital), following ethical and legal citation guidelines.

11.6.W.2

Students will integrate findings from sources using a well-developed thesis statement.

11.6.R.3

Students will evaluate the relevance, reliability, and validity of the information gathered.

11.6.W.3

Students will integrate into their own writing quotes, paraphrases, and summaries of findings following an appropriate citation style (e.g., MLA, APA, etc.) and avoiding plagiarism.

11.6.W.4

Students will synthesize and present information in a report.

Standard 7: Multimodal Literacies

Students will acquire, refine, and share knowledge through a variety of written, oral, visual, digital, non-verbal, and interactive texts.

Reading

Students will evaluate written, oral, visual, and digital texts in order to draw conclusions and analyze arguments.

Writing

Students will create multimodal texts to communicate knowledge and develop arguments.

11.7.R.1

Students will analyze and evaluate the various techniques used to construct arguments in written, oral, visual, digital, non-verbal, and interactive texts, to generate and answer applied questions, and to create new understandings.

11.7.W.1

Students will design and develop multimodal content for a variety of purposes.

11.7.R.2

Students will analyze the impact of selected media and formats on meaning.

11.7.W.2

Students will construct engaging visual and/or multimedia presentations using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.

Standard 8: Independent Reading and Writing

Students will read and write for a variety of purposes including, but not limited to, academic and personal.

Reading

Students will read independently for a variety of purposes and for extended periods of time. Students will select appropriate texts for specific purposes.

Writing

Students will write independently for extended periods of time. Students will vary their modes of expression to suit audience and task.

11.8.R

Students will select appropriate texts for specific purposes and read independently for extended periods of time.

11.8.W

Students will write independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two), vary their modes of expression to suit audience and task, and/or be able to apply new understandings in an original way.