11th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Key Ideas and Details

ELA-11.RI.01 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.

Measurement

of Progress

Key Ideas and Details: Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

• RI 11-12.1 Read closely to comprehend texts of grade-level appropriate complexity: determine what the text says explicitly and implicitly; identify and analyze ambiguities in the text; provide an objective summary of the text.
• RI 11-12.2 Determine and analyze themes and/or central ideas and analyze their development over the course of a text, including how they interact and build on one another to produce a complex account.
• RI 11-12.3 Analyze how and why multiple individuals, events, and ideas develop and interact over the course of a text.

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

• elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or central idea(s) as well as the impact of the author’s choices on structure and development.

The student

• relies on strong and thorough textual evidence while

  • determining what the text says explicitly and implicitly, even in more complex texts where ambiguities surface.

  • analyzing the development of theme(s) and/or central idea(s).

  • analyzing the structure of the text and how the author develops individuals, events, and ideas.

• moves beyond summary to analysis.     

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

• objectively summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.

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

  • textual evidence, theme vs. central idea and topic, analysis, summary, ambiguity, objectivity.

11th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Key Ideas and Details

ELA-11.RI.02 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.

Measurement

of Progress

Key Ideas and Details: Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

• RI 11-12.1 Read closely to comprehend texts of grade-level appropriate complexity: determine what the text says explicitly and implicitly; identify and analyze ambiguities in the text; provide an objective summary of the text.
• RI 11-12.2 Determine and analyze themes and/or central ideas and analyze their development over the course of a text, including how they interact and build on one another to produce a complex account.
• RI 11-12.3 Analyze how and why multiple individuals, events, and ideas develop and interact over the course of a text.

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

• elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or central idea(s) as well as the impact of the author’s choices on structure and development.

The student

• relies on strong and thorough textual evidence while

  • determining what the text says explicitly and implicitly, even in more complex texts where ambiguities surface.

  • analyzing the development of theme(s) and/or central idea(s).

  • analyzing the structure of the text and how the author develops individuals, events, and ideas.

• moves beyond summary to analysis.     

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

• objectively summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.

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

  • textual evidence, theme vs. central idea and topic, analysis, summary, ambiguity, objectivity.

11th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Key Ideas and Details

ELA-11.RI.03 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.

Measurement

of Progress

Key Ideas and Details: Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

• RI 11-12.1 Read closely to comprehend texts of grade-level appropriate complexity: determine what the text says explicitly and implicitly; identify and analyze ambiguities in the text; provide an objective summary of the text.
• RI 11-12.2 Determine and analyze themes and/or central ideas and analyze their development over the course of a text, including how they interact and build on one another to produce a complex account.
• RI 11-12.3 Analyze how and why multiple individuals, events, and ideas develop and interact over the course of a text.

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

• elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or central idea(s) as well as the impact of the author’s choices on structure and development.

The student

• relies on strong and thorough textual evidence while

  • determining what the text says explicitly and implicitly, even in more complex texts where ambiguities surface.

  • analyzing the development of theme(s) and/or central idea(s).

  • analyzing the structure of the text and how the author develops individuals, events, and ideas.

• moves beyond summary to analysis.     

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

• objectively summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.

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

  • textual evidence, theme vs. central idea and topic, analysis, summary, ambiguity, objectivity.

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.05 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.

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.