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).

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.

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).

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

 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.

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.

 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.

12th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Key Ideas and Details

ELA-12.RI.01 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.

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.

Measurement

of Progress

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

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

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student

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

The student

• relies on strong and thorough textual evidence while

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

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

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

• moves beyond summary to analysis.     

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.

The student

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

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

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

12th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Key Ideas and Details

ELA-12.RI.02 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.

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.

Product Targets

Measurement

of Progress

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

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

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student

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

The student

• relies on strong and thorough textual evidence while

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

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

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

• moves beyond summary to analysis.     

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.

The student

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

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

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

12th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Key Ideas and Details

ELA-12.RI.03 Analyze how and why multiple individuals, events, and ideas develop and interact over the course of a 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.

Product Targets

Measurement

of Progress

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

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

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student

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

The student

• relies on strong and thorough textual evidence while

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

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

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

• moves beyond summary to analysis.     

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.

The student

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

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

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

12th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Craft and Structure

ELA-12.RI.04 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that creates particular effects.

Student Learning Targets:

Knowledge Targets

• I can define and explain figurative meaning,
• I can define and explain connotative meaning compared to denotative.
• I can define and explain technical meaning.

Reasoning Targets

• I can analyze how an author refines meaning of key terms through the course of a text.
• I can analyze the impact of specific word choices on meaning and tone.
• I can analyze how word choice and phrasing shapes a text.

Skills (Performance) Targets

• I can review and understand words in context.
• I can recognize prefix/suffixes and use them to make meaning.
• I can recognize common roots and use them to make meaning.

Product Targets

Measurement

of Progress

Craft & Structure

• RI 11-12.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that creates particular effects.

• RI 11-12.5 Analyze and evaluate the effectiveness of the author’s choices about structure to achieve a particular purpose with an intended audience.

• RI 11-12.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices about style, content, and presentation are particularly effective or ineffective in achieving the author’s purposes.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student can

• insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.

• thoroughly analyze author’s point of view, cultural experience, and subtext.

• connect study of literature, its craft and structure, and apply it to his/her own writing.

• analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.

The student

• determines the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.
• relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect on meaning and tone.
• closely examines specific parts of a text in order to understand how an author structured and crafted that particular part to contribute to meaning or artistic effect. 
• determines author’s point of view or purpose and possible biases.
• analyzes effectiveness of style, content, and presentation.

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

• identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning. 
• recognize or recall specific terminology that relates to craft and structure of informational texts, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, rhetoric, ethos, pathos, logos, bias, tone.

12th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Craft and Structure

ELA-12.RI.05 Analyze and evaluate the effectiveness of the author’s choices about structure to achieve a particular purpose with an intended audience.

Student Learning Targets:

Knowledge Targets

• I can identify the different types of text structure: compare/contrast, problem/solution, cause/effect, description, chronological, argument/support.
• I can distinguish between exposition and argument. 
• I can identify the structural elements of a paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Reasoning Targets

• I can evaluate the author's specific choices in text structure.
• I can explain how the manipulation of sentences, paragraphs, sections, and chapters all contribute to text structure.
• I can analyze the effectiveness of a text structure in supporting the author's purpose (exposition or argument).
• I can evaluate whether the text structure aids in making points clear, convincing and engaging, and I can support my stance with specific examples.
• I can analyze whether the text structure is effective in supporting an author's idea or claim.

Skills (Performance) Targets

Product Targets

Measurement

of Progress

Craft & Structure

• RI 11-12.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that creates particular effects.

• RI 11-12.5 Analyze and evaluate the effectiveness of the author’s choices about structure to achieve a particular purpose with an intended audience.

• RI 11-12.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices about style, content, and presentation are particularly effective or ineffective in achieving the author’s purposes.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student can

• insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.

• thoroughly analyze author’s point of view, cultural experience, and subtext.

• connect study of literature, its craft and structure, and apply it to his/her own writing.

• analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.

The student

• determines the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.
• relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect on meaning and tone.
• closely examines specific parts of a text in order to understand how an author structured and crafted that particular part to contribute to meaning or artistic effect. 
• determines author’s point of view or purpose and possible biases.
• analyzes effectiveness of style, content, and presentation.

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

• identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning. 
• recognize or recall specific terminology that relates to craft and structure of informational texts, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, rhetoric, ethos, pathos, logos, bias, tone.