ELA-12.L.04b
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12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquisition and Use
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.
ELA-12.L.04b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
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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
| 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-12.L.04c
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12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquisition and Use
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.
ELA-12.L.04c 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
| 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 |
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ELA-12.L.04d
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12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquisition and Use
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.
ELA-12.L.04d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
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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
| 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 |
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ELA-12.L.05
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12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquisition and Use
ELA-12.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
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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.
|
- |
| 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.
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- |
| 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-12.L.06
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12th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Knowledge of Language
ELA-12.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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