ELA-11.L.01
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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.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Measurement
of Progress |
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.
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Sample Activity
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| Advanced |
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.
|
- |
| Proficient |
The student
-
demonstrates command of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.
-
resolves matters of usage.
|
- |
| Progressing |
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.
|
- |
| Novice |
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
Resources
Websites
Vocabulary |
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ELA-11.L.02
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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.
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Student Learning Targets:
Knowledge Targets
- I can punctuate and capitalize correctly.
Reasoning Targets
Skills (Performance) Targets
- I can use correct capitalization in my writing.
- I can use punctuation marks correctly.
Product Targets
- I can model grade-appropriate mechanics and usage; i.e. Capitalization: I, proper nouns, proper adjectives, and in sentences; Punctuation: end marks, quotation marks in dialogue, comma in a compound sentence, items in series, apostrophe; Usage: homonyms, spelling strategies.
Proficiency Scale
Measurement
of Progress |
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.
|
Sample Activity
|
| Advanced |
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.
|
- |
| Proficient |
The student
-
demonstrates command of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.
-
resolves matters of usage.
|
- |
| Progressing |
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.
|
- |
| Novice |
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
Resources
Websites
Vocabulary |
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ELA-11.L.03
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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).
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Student Learning Targets:
Knowledge Targets
- I can understand figurative language, word relationships, and nuances in word meaning.
- I can identify and write complete sentences.
- I can identify and understand the importance of varied sentence structure.
- I recognize when my subjects and verbs don't agree.
- I recognize when my pronouns and antecedents don't agree.
Reasoning Targets
- I can determine the meaning of words and phrases used in the text.
- I can analyze the impact of specific word choices on meaning and tone.
Skills (Performance) Targets
- I can use a variety of sentence structures.
- I can use a consistent point of view in writing.
- I can improve my word choice/vocabulary.
- I can apply peer feedback to improve my composition.
- I can implement correct verb tense in writing.
- I use correct punctuation.
Product Targets
- I can create a text that uses vivid word choice appropriate for the purpose.
- I can produce a final draft that has been self/peer-edited and revised.
Proficiency Scale
Measurement
of Progress |
Knowledge of Language
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Sample Activity
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| Advanced |
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.
|
- |
| Proficient |
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.
|
- |
| Progressing |
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.
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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.
|
- |
| Novice |
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
Resources
Websites
Vocabulary |
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ELA-11.L.03.a
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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.
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Student Learning Targets:
Knowledge Targets
- I can understand figurative language, word relationships, and nuances in word meaning.
- I can identify and write complete sentences.
- I can identify and understand the importance of varied sentence structure.
- I recognize when my subjects and verbs don't agree.
- I recognize when my pronouns and antecedents don't agree.
Reasoning Targets
- I can determine the meaning of words and phrases used in the text.
- I can analyze the impact of specific word choices on meaning and tone.
Skills (Performance) Targets
- I can use a variety of sentence structures.
- I can use a consistent point of view in writing.
- I can improve my word choice/vocabulary.
- I can apply peer feedback to improve my composition.
- I can implement correct verb tense in writing.
- I use correct punctuation.
Product Targets
- I can create a text that uses vivid word choice appropriate for the purpose.
- I can produce a final draft that has been self/peer-edited and revised.
Proficiency Scale
| Score |
|
Description |
Sample Activity
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| 4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
| |
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
| 3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
| |
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
| 2.0 |
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 (Score 3.0 content). |
- |
| |
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
| 1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
| |
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Resources
Websites
Vocabulary |
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ELA-11.L.04
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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.
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Student Learning Targets:
Knowledge Targets
- I can define synonyms and antonyms are and how to use them to make meaning.
Reasoning Targets
- I can analyze prefix/suffixes and use them to make meaning .
Skills (Performance) Targets
- I can choose the correct meaning of words in context.
- I can use resources (e.g. List above.)
- I can recognize prefix/suffixes and use them to make meaning.
- I can explain common roots and use them to make meaning.
Product Targets
Proficiency Scale
Measurement
of Progress |
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 […]
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Sample Activity
|
| Advanced |
In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.
|
- |
| Proficient |
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.
|
- |
| Progressing |
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.
|
- |
| Novice |
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
Resources
Websites
Vocabulary |
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ELA-11.L.05
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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
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Student Learning Targets:
Knowledge Targets
- I can recognize figurative language.
- I can recognize mood/tone in different genres of literature.
- I can identify and define sound devices.
- I can identify the elements of a novel.
- I can recognize the elements of a short story.
- I can recognize the significance and effects of foreshadowing and flashbacks.
- I can recognize different forms of literature.
- I can identify the meaning of words by using context clues.
- I can recognize unfamiliar vocabulary from reading.
- I can define vocabulary terms to enhance the reading experience.
- I can list familiar vocabulary terms.
- I can identify word origins and syntax. (suffixes and prefixes)
Reasoning Targets
- I can insightfully analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.
Skills (Performance) Targets
- I can demonstrate the use of figurative language and sound devices.
- I can analyze and implement poetic license.
- I can read different forms of literature.
- I can investigate significant historical backgrounds to enhance literary understanding.
- I can listen to and model the correct pronunciation of vocabulary terms.
- I can investigate the use of vocabulary to enhance the reading experience.
- I can use prior knowledge to define unfamiliar vocabulary.
- I can utilize word origins and syntax to define unfamiliar terms.
Product Targets
Proficiency Scale
Measurement
of Progress |
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 […]
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Sample Activity
|
| Advanced |
In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.
|
- |
| Proficient |
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.
|
- |
| Progressing |
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.
|
- |
| Novice |
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
Resources
Websites
Vocabulary |
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ELA-11.L.06
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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.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Measurement
of Progress |
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 […]
|
Sample Activity
|
| Advanced |
In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.
|
- |
| Proficient |
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.
|
- |
| Progressing |
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.
|
- |
| Novice |
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
Resources
Websites
Vocabulary |
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ELA-11.RI.01
|
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.
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Student Learning Targets:
Knowledge Targets
- I can explain textual evidence.
- I can describe and identify ambiguity.
Reasoning Targets
- I can analyze explicit ideas in a text.
- I can support my inferences with textual evidence, and I understand how much evidence is need to support a claim.
Skills (Performance) Targets
- I can cite strong, thorough, explicit textual evidence.
- I can draw inferences from a text.
- I can determine where text leaves matters uncertain.
- I can determine the difference between directly stated information and making inferences.
- I can determine the difference between strong evidence and insufficient or unreliable details.
Product Targets
- I can construct a position, complete with textual evidence, for my perspective regarding a piece or pieces of informational text.
Proficiency Scale
|
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.
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Sample Activity
|
| Advanced |
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
|
- |
| Proficient |
The student
|
- |
| Progressing |
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.
|
- |
| Novice |
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
Resources
Websites
Vocabulary |
|
ELA-11.RI.02
|
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.
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Student Learning Targets:
Knowledge Targets
- I can define central idea.
- I can define objective summary and understand the key ideas that constitute a summary.
Reasoning Targets
- I can analyze how ideas interact and build to support a complex analysis.
- I can analyze how specific details support the central idea.
Skills (Performance) Targets
- I can determine two or more central ideas.
- I can present an objective summary.
Proficiency Scale
|
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.
|
Sample Activity
|
| Advanced |
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
|
- |
| Proficient |
The student
|
- |
| Progressing |
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.
|
- |
| Novice |
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
Resources
Websites
Vocabulary |
|
ELA-11.RI.03
|
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.
|
Student Learning Targets:
Knowledge Targets
- I can define text structure as the way an author organizes his/her information (cause/effect, problem/solution, persuasive, etc.)
- I can identify text structure within informational text.
Reasoning Targets
- I can analyze a complex set of ideas or events through the sequencing of ideas and/or events and/or text structure.
-
I can analyze connections drawn between the author's ideas and how those ideas are developed through the sequencing and/or structure (e.g., cause and effect, prioritizing, point by point).
-
I can analyze the author's techniques for advancing ideas or events.
-
I can analyze the sequence and/or structure of the text and its effect on meaning.
-
I can analyze how specific text components interact and evolve as the text progresses.
- I can examine how an author builds an opinion or a study with key ideas, paying close attention to how the ideas are introduced, sequenced, and developed.
Skills (Performance) Targets
- I can explain the interaction of specific individuals, ideas, or events.
Proficiency Scale
|
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.
|
Sample Activity
|
| Advanced |
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
|
- |
| Proficient |
The student
|
- |
| Progressing |
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.
|
- |
| Novice |
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. |
- |
Resources
Websites
Vocabulary |
|
