11th Grade English


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ELA-11.W.04

11th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Production and Distribution of Writing

ELA-11.W.04-.06

  • W11-12.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

  • W11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3).

  • W11-12.6 Use technology to produce, publish, and update individual or shared writing products, including new arguments or information. Use technology’s capacity to link to other information and to display information flexibly and effectively.

Student Learning Targets:

Product Targets

  • I can develop grade-level appropriate writing.

Proficiency Scale

Measurement of Progress

Production & Distribution  

  • W11-12.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

  • W11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3).

  • W11-12.6 Use technology to produce, publish, and update individual or shared writing products, including new arguments or information. Use technology’s capacity to link to other information and to display information flexibly and effectively.

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 demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

  • produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.

  • develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, addressing those aspects which matter most to the purpose, audience, and context of the writing.

  • use technology to enhance writing by collaborating and revising in response to ongoing feedback or new information.

 
Progressing

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

  • produces writing in which development, organization, and style are appropriate to task, purpose, and audience.

  • develops and strengthens writing as needed by planning, revising, editing, rewriting.

  • uses technology to generate and revise writing based on collaborative feedback.

  • recognizes or recalls specific terminology that relates to production and distribution of writing, such as: coherent, style, task, purpose, audience, revise, edit, feedback.

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


ELA-11.W.05

11th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Production and Distribution of Writing

ELA-11.W.04-.06

  • W11-12.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

  • W11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3).

  • W11-12.6 Use technology to produce, publish, and update individual or shared writing products, including new arguments or information. Use technology’s capacity to link to other information and to display information flexibly and effectively.

Student Learning Targets:

Product Targets

  • I can develop grade-level appropriate writing.

Proficiency Scale

Measurement of Progress

Production & Distribution  

  • W11-12.4 Produce clear and coherent writing in which the development, organization, style, and format (e.g., MLA, APA) are appropriate to a range of tasks, purposes, and audiences.

  • W11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3).

  • W11-12.6 Use technology to produce, publish, and update individual or shared writing products, including new arguments or information. Use technology’s capacity to link to other information and to display information flexibly and effectively.

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 demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can

  • produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.

  • develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, addressing those aspects which matter most to the purpose, audience, and context of the writing.

  • use technology to enhance writing by collaborating and revising in response to ongoing feedback or new information.

 
Progressing

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

  • produces writing in which development, organization, and style are appropriate to task, purpose, and audience.

  • develops and strengthens writing as needed by planning, revising, editing, rewriting.

  • uses technology to generate and revise writing based on collaborative feedback.

  • recognizes or recalls specific terminology that relates to production and distribution of writing, such as: coherent, style, task, purpose, audience, revise, edit, feedback.

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


ELA-11.W.07

11th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-11.W.07-.09 

  • W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

  • W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

  • W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

Student Learning Targets:

Knowledge Targets

  • I can understand the connection between a research question and a thesis statement.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can develop a research question that will direct my paper's focus .

 

Proficiency Scale

Measurement of Progress

 

 Research to Build and Present Knowledge: ELA-11.W.07-.09 
  • W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

  • W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

  • W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

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 demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can   

  • investigate topics, problems, or questions posed by others or generated themselves as part of a short or a more extended research project.

  • develop questions that drive research and focus.

  • limit or extend the scope of inquiry as needed.

  • use advanced searches effectively.

  • assess usefulness of sources in terms of task, purpose, and audience.

  • demonstrate effective method of taking notes, categorizing, and tracking source information (e.g., note cards, annotated bibliographies, Cornell notes, self-generated method).

  • synthesize multiple sources about the topic, avoiding overreliance on any one source.

  • avoid plagiarism by quoting, paraphrasing, or summarizing the research, and by citing sources appropriately (in-text and formal works cited), following a standard format.

  • consult appropriate style manual for different disciplines and apply provided guidelines and format to write and edit work.

  • integrate relevant information to maintain flow of ideas.

  • use textual evidence from literary or informational texts to strengthen analysis, reflection, or research.

-
Progressing

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

  • researches topics, problems, or questions as part of a short or a more extended research project.

  • narrows or broadens topic for adequate control of research.

  • searches for and chooses related sources to help explain topic or answer question.

  • takes notes, organizes, and tracks the sources of information.

  • uses details from limited sources to support claim or thesis statement.

  • avoids plagiarism by quoting, paraphrasing, or summarizing the research and by citing sources (in-text and formal works cited), following a standard format.

  • recognizes or recalls specific terminology that relates to research and presentation, such as: scope of inquiry, perspectives, synthesize, credible, claim/thesis, plagiarism, paraphrasing, summarizing, in-text citation, works cited, format, textual evidence, analysis, reflection      

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


ELA-11.W.08

11th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-11.W.07-.09 

  • W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

  • W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

  • W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

Student Learning Targets:

Knowledge Targets

  • I can understand the connection between a research question and a thesis statement.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can develop a research question that will direct my paper's focus .

 

Proficiency Scale

Measurement of Progress

 

 Research to Build and Present Knowledge: ELA-11.W.07-.09 
  • W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

  • W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

  • W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

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 demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can   

  • investigate topics, problems, or questions posed by others or generated themselves as part of a short or a more extended research project.

  • develop questions that drive research and focus.

  • limit or extend the scope of inquiry as needed.

  • use advanced searches effectively.

  • assess usefulness of sources in terms of task, purpose, and audience.

  • demonstrate effective method of taking notes, categorizing, and tracking source information (e.g., note cards, annotated bibliographies, Cornell notes, self-generated method).

  • synthesize multiple sources about the topic, avoiding overreliance on any one source.

  • avoid plagiarism by quoting, paraphrasing, or summarizing the research, and by citing sources appropriately (in-text and formal works cited), following a standard format.

  • consult appropriate style manual for different disciplines and apply provided guidelines and format to write and edit work.

  • integrate relevant information to maintain flow of ideas.

  • use textual evidence from literary or informational texts to strengthen analysis, reflection, or research.

-
Progressing

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

  • researches topics, problems, or questions as part of a short or a more extended research project.

  • narrows or broadens topic for adequate control of research.

  • searches for and chooses related sources to help explain topic or answer question.

  • takes notes, organizes, and tracks the sources of information.

  • uses details from limited sources to support claim or thesis statement.

  • avoids plagiarism by quoting, paraphrasing, or summarizing the research and by citing sources (in-text and formal works cited), following a standard format.

  • recognizes or recalls specific terminology that relates to research and presentation, such as: scope of inquiry, perspectives, synthesize, credible, claim/thesis, plagiarism, paraphrasing, summarizing, in-text citation, works cited, format, textual evidence, analysis, reflection      

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


ELA-11.W.09

11th Grade ELA Targeted Standards
[W] Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-11.W.07-.09 

  • W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

  • W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

  • W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

Student Learning Targets:

Knowledge Targets

  • I can understand the connection between a research question and a thesis statement.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can develop a research question that will direct my paper's focus .

 

Proficiency Scale

Measurement of Progress

 

 Research to Build and Present Knowledge: ELA-11.W.07-.09 
  • W11-12.7 Conduct short as well as more sustained research projects to answer complex questions (including self-generated questions) or solve problems (a-c).

  • W11-12.8 Gather relevant information from multiple authoritative print and digital sources (a-f).

  • W11-12.9 Draw evidence from texts to support analysis, reflection, and research, using comprehension and analysis skills describe in reading standards.

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 demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

The student can   

  • investigate topics, problems, or questions posed by others or generated themselves as part of a short or a more extended research project.

  • develop questions that drive research and focus.

  • limit or extend the scope of inquiry as needed.

  • use advanced searches effectively.

  • assess usefulness of sources in terms of task, purpose, and audience.

  • demonstrate effective method of taking notes, categorizing, and tracking source information (e.g., note cards, annotated bibliographies, Cornell notes, self-generated method).

  • synthesize multiple sources about the topic, avoiding overreliance on any one source.

  • avoid plagiarism by quoting, paraphrasing, or summarizing the research, and by citing sources appropriately (in-text and formal works cited), following a standard format.

  • consult appropriate style manual for different disciplines and apply provided guidelines and format to write and edit work.

  • integrate relevant information to maintain flow of ideas.

  • use textual evidence from literary or informational texts to strengthen analysis, reflection, or research.

-
Progressing

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

  • researches topics, problems, or questions as part of a short or a more extended research project.

  • narrows or broadens topic for adequate control of research.

  • searches for and chooses related sources to help explain topic or answer question.

  • takes notes, organizes, and tracks the sources of information.

  • uses details from limited sources to support claim or thesis statement.

  • avoids plagiarism by quoting, paraphrasing, or summarizing the research and by citing sources (in-text and formal works cited), following a standard format.

  • recognizes or recalls specific terminology that relates to research and presentation, such as: scope of inquiry, perspectives, synthesize, credible, claim/thesis, plagiarism, paraphrasing, summarizing, in-text citation, works cited, format, textual evidence, analysis, reflection      

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


[L] LANGUAGE

ELA-11.L.01

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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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.

    • 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.

-
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


ELA-11.L.02

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.

Student Learning Targets:

Knowledge Targets

  • I can punctuate and capitalize correctly.

Reasoning Targets

  • I can

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.

    • 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.

-
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


ELA-11.L.03

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).

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

  • 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.

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

  • 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.

  • 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


ELA-11.L.03.a

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.

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
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


ELA-11.L.04

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.

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

  • I can

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

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Vocabulary



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