11th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Conventions of Standard English

ELA-11.L.02 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

 Conventions of Standard English

• L.1 and L.2 -- Within the context of authentic English writing and speaking, demonstrate command of grammar and usage as well as conventions of standard English capitalization, punctuation, and spelling.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

•   Uses language and punctuation purposefully to enhance meaning and/or tone of work.

The student

• demonstrates command of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

  • Reinforcement of previously practiced conventions:

    • Punctuation: commas, dashes, colons, semicolons, hyphens, brackets, ellipses, parentheses.

    • Usage: subject-verb agreement, pronoun-antecedent agreement, frequently confused words, conjunctive adverbs, consistency in verb tense and voice, parallel structure.

    • Phrases and clauses: various types of phrases (noun, verb, adjective, adverb, participial, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverb) to convey specific meaning and add variety, dangling and misplaced modifiers.

• resolves matters of usage.

There are no major errors or omissions regarding the simpler details and processes as the student:

• demonstrates basic application of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

11th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Knowledge of Language

ELA-11.L.03 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. Maintain consistency in style and tone.
• b. Vary syntax for effect.
• c. Apply an understanding of syntax to the study of complex texts when reading.
• d. Use verbs in the active and passive voice to achieve particular effects (e.g., emphasizing the actor or the action).

Knowledge of Language

• L3 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.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

• Uses language and punctuation purposefully to enhance meaning and/or tone of work.

The student

• identifies how language functions in different contexts.
• analyzes context of various texts and determines how language choice affects meaning, style, and comprehension.
• when writing, maintains consistency in style and tone, applies varied syntax for effect, and uses active and passive voice to achieve a specific effect.

There are no major errors or omissions regarding the simpler details and processes as the student:

• identifies regular and irregular syntax, active and passive voice.

• recognizes that language choice affects meaning, style, and comprehension.

• recognizes or recalls specific terminology that relates to knowledge of language, such as style, syntax, tone, and voice (passive and active).

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

11th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Knowledge of Language

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.

• ELA-11.L.03.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.

11th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquisition and Use

ELA-11.L.04 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).
• c. Consult general and specialized reference materials (e.g., 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.

 Vocabulary Acquisition and Use

• L11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases (a-c): use context; identify and use patterns; consult reference materials.
• L11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in meaning (a-b): Interpret and analyze figures of speech; analyze nuances.
• L11-12.6 Acquire and accurately use academic and domain specific words and phrases […]

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student

• uses context clues to determine the meaning of a word or a phrase.

• identifies and correctly uses patterns of word changes (conjugation) that indicate different meaning or parts of speech (e.g., conceive, conception, conceivable).

• consults reference materials for guidance in how to use, speak, or better understand a given word.

• interprets figures of speech and analyzes their overall role in the text.

• analyzes how certain words and phrases that have similar denotations can carry different nuances.

• independently acquires and uses college- and career-readiness level academic and domain-specific words and phrases.

There are no major errors or omissions regarding the simpler details and processes as the student:

• uses context clues to determine the meaning of a word or a phrase

• identifies how words change when used in different ways.

• consults reference materials for guidance in how to better understand a given word.

• defines and identifies various forms of figurative language.

• recognizes the difference between denotative and connotative meanings.

• consults reference materials to accurately use college- and career-readiness level academic and domain-specific words and phrases.

• recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as: context clues, figurative language, nuance, conjugation, denotation, connotation.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

11th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquistion and Use

ELA-11.L.05 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11–12 reading and content.

• a. Interpret figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) in context and analyze their role in the text.
• b. Analyze nuances in the meaning of words with similar denotations

 Vocabulary Acquisition and Use

• L11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases (a-c): use context; identify and use patterns; consult reference materials.
• L11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in meaning (a-b): Interpret and analyze figures of speech; analyze nuances.
• L11-12.6 Acquire and accurately use academic and domain specific words and phrases […]

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student

• uses context clues to determine the meaning of a word or a phrase.

• identifies and correctly uses patterns of word changes (conjugation) that indicate different meaning or parts of speech (e.g., conceive, conception, conceivable).

• consults reference materials for guidance in how to use, speak, or better understand a given word.

• interprets figures of speech and analyzes their overall role in the text.

• analyzes how certain words and phrases that have similar denotations can carry different nuances.

• independently acquires and uses college- and career-readiness level academic and domain-specific words and phrases.

There are no major errors or omissions regarding the simpler details and processes as the student:

• uses context clues to determine the meaning of a word or a phrase

• identifies how words change when used in different ways.

• consults reference materials for guidance in how to better understand a given word.

• defines and identifies various forms of figurative language.

• recognizes the difference between denotative and connotative meanings.

• consults reference materials to accurately use college- and career-readiness level academic and domain-specific words and phrases.

• recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as: context clues, figurative language, nuance, conjugation, denotation, connotation.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

11th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Craft and Structure

ELA-11.RI.04 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).

Measurement

of Progress

Craft & Structure

• RI 11-12.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that creates particular effects.

• RI 11-12.5 Analyze and evaluate the effectiveness of the author’s choices about structure to achieve a particular purpose with an intended audience.

• RI 11-12.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices about style, content, and presentation are particularly effective or ineffective in achieving the author’s purposes.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student can

• insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.

• thoroughly analyze author’s point of view, cultural experience, and subtext.

• connect study of literature, its craft and structure, and apply it to his/her own writing.

• analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.

The student

• determines the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.
• relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect on meaning and tone.
• closely examines specific parts of a text in order to understand how an author structured and crafted that particular part to contribute to meaning or artistic effect. 
• determines author’s point of view or purpose and possible biases.
• analyzes effectiveness of style, content, and presentation.

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

• identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning. 
• recognize or recall specific terminology that relates to craft and structure of informational texts, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, rhetoric, ethos, pathos, logos, bias, tone.

11th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Craft and Structure

ELA-11.RI.06 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.

Measurement

of Progress

Craft & Structure

• RI 11-12.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that creates particular effects.

• RI 11-12.5 Analyze and evaluate the effectiveness of the author’s choices about structure to achieve a particular purpose with an intended audience.

• RI 11-12.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices about style, content, and presentation are particularly effective or ineffective in achieving the author’s purposes.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student can

• insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.

• thoroughly analyze author’s point of view, cultural experience, and subtext.

• connect study of literature, its craft and structure, and apply it to his/her own writing.

• analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.

The student

• determines the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.
• relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect on meaning and tone.
• closely examines specific parts of a text in order to understand how an author structured and crafted that particular part to contribute to meaning or artistic effect. 
• determines author’s point of view or purpose and possible biases.
• analyzes effectiveness of style, content, and presentation.

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

• identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning. 
• recognize or recall specific terminology that relates to craft and structure of informational texts, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, rhetoric, ethos, pathos, logos, bias, tone.

11th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-11.RI.07 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.

Measurement

of Progress

Integration of Knowledge and Ideas (often taught in connection with speaking and writing)

• RI 11-12.7 Analyze and evaluate multiple sources of information presented in different media or formats (e.g., visuals, videos, tables, charts, and graphs), including written text.

• RI 11-12.8 Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.

• RI 11-12.9 Analyze how texts within and/or across time periods treat similar topics, addressing their themes, purposes, and rhetorical strategies.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student can

• when addressing a question or solving a problem,

  • evaluate multiple sources in different media or formats

  • choose details that offer the best support.

  • integrate reliable information within writing and speaking.

• assess the logic or rationale in key foundational documents.

• delineate and evaluate the reasoning and persuasive techniques within a text

• analyze how texts within and/or across time periods treat similar topics; consider theme, purpose and rhetoric.

There are no major errors or omissions regarding the simpler details and processes as the student:

• evaluates, chooses, and integrates reliable information within writing and speaking.

• identifies logic or rationale in various documents.

• identifies reasoning and persuasive techniques.

• determines themes, purposes, and rhetorical features.

• recognizes or recalls specific terminology that relates to literature, such as:

  • rhetoric, delineate, supporting evidence, persuasive techniques, ethos, pathos, logos

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

11th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-11.RI.08 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).

Measurement

of Progress

Integration of Knowledge and Ideas (often taught in connection with speaking and writing)

• RI 11-12.7 Analyze and evaluate multiple sources of information presented in different media or formats (e.g., visuals, videos, tables, charts, and graphs), including written text.

• RI 11-12.8 Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.

• RI 11-12.9 Analyze how texts within and/or across time periods treat similar topics, addressing their themes, purposes, and rhetorical strategies.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student can

• when addressing a question or solving a problem,

  • evaluate multiple sources in different media or formats

  • choose details that offer the best support.

  • integrate reliable information within writing and speaking.

• assess the logic or rationale in key foundational documents.

• delineate and evaluate the reasoning and persuasive techniques within a text

• analyze how texts within and/or across time periods treat similar topics; consider theme, purpose and rhetoric.

There are no major errors or omissions regarding the simpler details and processes as the student:

• evaluates, chooses, and integrates reliable information within writing and speaking.

• identifies logic or rationale in various documents.

• identifies reasoning and persuasive techniques.

• determines themes, purposes, and rhetorical features.

• recognizes or recalls specific terminology that relates to literature, such as:

  • rhetoric, delineate, supporting evidence, persuasive techniques, ethos, pathos, logos

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

11th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-11.RI.09 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.

Measurement

of Progress

Integration of Knowledge and Ideas (often taught in connection with speaking and writing)

• RI 11-12.7 Analyze and evaluate multiple sources of information presented in different media or formats (e.g., visuals, videos, tables, charts, and graphs), including written text.

• RI 11-12.8 Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.

• RI 11-12.9 Analyze how texts within and/or across time periods treat similar topics, addressing their themes, purposes, and rhetorical strategies.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student can

• when addressing a question or solving a problem,

  • evaluate multiple sources in different media or formats

  • choose details that offer the best support.

  • integrate reliable information within writing and speaking.

• assess the logic or rationale in key foundational documents.

• delineate and evaluate the reasoning and persuasive techniques within a text

• analyze how texts within and/or across time periods treat similar topics; consider theme, purpose and rhetoric.

There are no major errors or omissions regarding the simpler details and processes as the student:

• evaluates, chooses, and integrates reliable information within writing and speaking.

• identifies logic or rationale in various documents.

• identifies reasoning and persuasive techniques.

• determines themes, purposes, and rhetorical features.

• recognizes or recalls specific terminology that relates to literature, such as:

  • rhetoric, delineate, supporting evidence, persuasive techniques, ethos, pathos, logos

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.