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

ELA-11.L.01 L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

 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: 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
[L] Language Strand
Cluster: Knowledge of Language

ELA-11.L.06 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the grade-appropriate level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

 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.