11th-12th Grades
Students identify and discuss when and why language is used differently according to the content, context, and setting.
Generate resourceReflect on and make language decisions in context based on community language use, even when contested.
Generate resourceStudents read and recite grade-level speeches, poetry and prose orally with purpose, understanding, and accuracy.
Generate resourceReflect the pauses and cadence expressed through layout and punctuation.
Generate resourceReflect shifts in voice and mood through intonation, cadence, and/ or gesture.
Generate resourceStudents connect thoughts and ideas through discourse patterns, elaboration, reference, and grammar.
Generate resourceStudents vary sentence patterns for meaning, clarity, and style in group and individual activities in the context of conversations and writing about experiences, events, and grade-level content.
Generate resourceCommunicate the relationship among ideas, including quotations and citations, through syntax and punctuation.
Generate resourceForm and use phrases and clauses that convey specific meanings, add variety, and increase specificity.
Generate resourceStudents demonstrate understanding of figurative language, explore word relationships and distinguish shades of meaning in the context of grade-level grade conversations and reading about experiences, events, and ideas.
Generate resourceIdentify and use patterns of word change that indicate part of speech or changes in meaning.
Generate resourceRecognize, interpret, and explain figurative language and rhetorical devices in context and analyze their role in communicating nuanced meaning.
Generate resourceStudents demonstrate command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing.
Generate resourceStudents think critically about the effects, purposes, accuracy, logic, and fairness of media messages, the credibility of information sources, and how they will participate in the information ecosystem.
Generate resourceIdentify and select relevant and engaging texts using various strategies.
Generate resourceSpend time accessing and reading a variety of texts at and above their independent reading level.
Generate resourceUse text features to identify sections of a longer text that are likely to contain needed information.
Generate resourceDescribe how visual elements in a text represent, clarify, and/or add meaning to the written text.
Generate resourceDescribe how text features cue the reader about how to interpret the text as one whole.
Generate resourceStudents comprehend and interpret texts using a variety of strategies.
Generate resourcePreview the text while reflecting on their purposes for reading.
Generate resourceMake connections to prior knowledge and check them against textual evidence.
Generate resourceMaintain motivation and reconnect when the flow of reading is interrupted.
Generate resourceDescribe what they understand from the topic or story, including how information or ideas unfold, relate, and develop.
Generate resourceAnalyze the particular viewpoint presented in a theme or main idea and how it develops across the whole of a text.
Generate resourceAnalyze how an author presents and organizes content to create effects such as mystery, tension, or surprise.
Generate resourceAnalyze how figurative language and rhetorical devices affect the reader.
Generate resourceAnalyze how two authors who write in the same genre make different choices about structure, language use, or literary techniques and explain their effects.
Generate resourceAnalyze how different genres, mediums, and platforms represent similar content and affect the reader differently.
Generate resourceEvaluate how well a text effectively supports the reader to visualize and/or empathize with concepts new to them.
Generate resourceEvaluate how well an element of a text is relevant to the student and/or the intended audience.
Generate resourceEvaluate how well a text engages the reader or provokes thought, understanding, or action.
Generate resourceEvaluate how well a text fulfills its stated purpose.
Generate resourceStudents use texts they have read for purposes relevant to them.
Generate resourceExplore questions, issues, and skills relevant to their contexts using texts.
Generate resourceDevelop their own ideas, perspectives, arguments, projects, and/or plans for action in conversation with the text/s they are reading and the people with whom they are reading.
Generate resourceIdentify a theme or main idea in a text relevant to their purpose/s for using the text and analyze its development over the course of the text.
Generate resourceDevelop a summary or paraphrase, and/or select quotations related to their purpose/s in using a text.
Generate resourceUse and adapt choices made by authors and creators of multimodal texts as mentors for their own multimodal compositions. [See W11th–12th.4b.]
Generate resourceStudents introduce, attribute, and comment on sufficient relevant textual evidence to support their analysis, evaluation, or use of texts in discussions, writing, or presentations.
Generate resourceStudents ask different types of questions, refining and asking new questions as understanding of the topic evolves.
Generate resourceGenerate ideas for how to initiate their search based on prior knowledge.
Generate resourceSelect and access print and digital information sources most relevant to the discipline and context of the inquiry.
Generate resourceUse digital tools effectively, adapting search terms as needed and using technology appropriately.
Generate resourceIdentify people with relevant information to share.
Generate resourceStudents gather relevant information using a variety of strategies.
Generate resourceStudents synthesize new learning to inform decisions, reading, discussions, collaborations, compositions, speeches, presentations, creative work, and/or other projects, and/or to re-evaluate previous opinions and prior learning.
Generate resourceStudents analyze how personal perspectives and dispositions affect people’s reactions to media messages.
Generate resourceAnalyze how emotional responses to media messages affect reactions.
Generate resourceAnalyze how relevant cognitive biases affect reactions to and interpretations of media messages.
Generate resourceStudents analyze the purposes of media messages and the techniques used to create them.
Generate resourceDetermine whether the main purpose of a media message is to inform, persuade, provoke, sell, or entertain.
Generate resourceAnalyze the techniques, including appeals and integration of multimedia, used to achieve the media message’s purpose.
Generate resourceStudents evaluate components of media messages in the context of a need for information that’s accurate, logical, and/or fair.
Generate resourceDetermine whether components of a media message can be verified as true or false or need to be evaluated another way.
Generate resourceEvaluate the accuracy of information that can be verified as true or false by comparing what multiple reliable sources say about it.
Generate resourceAnalyze whether the visual or audio components of a media message represent its subject accurately and/or fairly, taking into account how digital media can be manipulated.
Generate resourceStudents evaluate the credibility of information sources.
Generate resourceIdentify those responsible for the content of an information source, including content generated by technology.
Generate resourceEvaluate the expertise of those responsible for information sources.
Generate resourceEvaluate the reputations and/or protocols for conveying information fairly and accurately of those responsible for information sources.
Generate resourceDetermine whether a perspective or stance relevant to the topic is exhibited in an information source and, if so, to what extent it has been affected by bias.
Generate resourceStudents make informed choices about how they will participate in the information ecosystem based on their personal and community experiences, values, perspectives, and goals.
Generate resourceAnalyze how media messages can have consequences for themselves, society, and/or their communities.
Generate resourceAnalyze how technology helps determine how information spreads.
Generate resourceAnalyze mechanisms that contribute to the intentional spread of different types of information.
Generate resourceAnalyze how policies, economic structures, and societal attitudes affect the spread of information, including who can access and/or disseminate it.
Generate resourceStudents read, comprehend, interpret, analyze, evaluate, use, and appreciate fiction, poetry, drama, and nonfiction texts, including those of historical and literary significance, from a broad range of genres, cultures, and media in the context of grade-level content to understand themselves, others, and the world.
Generate resourceStudents develop a variety of questions, seek answers by appropriately using relevant tools and techniques, adjust their inquiry methods as needed, and use their learning.
Generate resourceStudents listen respectfully, respond thoughtfully, and contribute meaningfully to well-reasoned exchanges.
Generate resourceReflect on who is present in the conversation and how they relate to each other.
Generate resourceEstablish expectations and roles within the community, changing them when needed.
Generate resourceAsk and answer questions that clarify, expand on, or verify a speaker’s point or perspective.
Generate resourceShare their interpretation of others’ contributions to build common understanding.
Generate resourcePresent and interpret textual evidence, research (see RML11th–12th.4), experience, and/or prior knowledge to construct claims and counterarguments, attributing evidence and ideas.
Generate resourceDevelop arguments and/or common understanding by connecting to prior statements and others’ contributions.
Generate resourceSummarize points of agreement and/or disagreement.
Generate resourceChallenge ideas and conclusions based on contradictory evidence or experience.
Generate resourceGive and respond to feedback about how others interpret communication and/or messages differently than the speaker intended.
Generate resourceSummarize conclusions, questions, and complications from the discussion.
Generate resourceStudents prepare for planned discussions by thinking, reading, and/or researching the topic.
Generate resourceStudents collaborate effectively on projects and tasks.
Generate resourceEstablish expectations and roles, changing them when needed.
Generate resourceConnect the project or prompt to their personal and/or community interests, perspectives, experiences, and/or needs.
Generate resourceDetermine the process or steps needed to complete the project.
Generate resourcePrepare for meetings by completing portions of the project as agreed.
Generate resourceSummarize progress made, identifying gaps and adjusting future goals as needed.
Generate resourceStudents present experience, positions, ideas, findings, and creative work in a variety of genres such that listeners can empathize and follow the line of reasoning.
Generate resourceIdentify topics from the situation, experience, imagination, reading, media, research (see RML11th–12th.4), conversations, and/or products from W11th–12th.1.
Generate resourceDevelop content by considering what they want to communicate within the situation and the audience’s background knowledge and/or position.
Generate resourceMake strategic use of supporting images, media, and artifacts in presentations to clarify content and support the audience’s engagement with the presentation and material.
Generate resourceStudents determine how to present themselves and their ideas.
Generate resourceCraft voice by building on strengths, experience, personality, positionality, and role within the community in which the discussion, speech, or presentation occurs.
Generate resourceDetermine if and how to respond to others given the expectations of the community, their role, and how they wish to express themselves and their ideas.
Generate resourceDetermine which language and/or languages support their purpose, voice, and style.
Generate resourceAnalyze the benefits, drawbacks, and effects of anonymity and of various ways of expressing authenticity through digital forums and other media.
Generate resourceAnalyze how their presentation of self, including their digital identities, may impact future goals and opportunities.
Generate resourceStudents use voice, intonation, gesture, and pacing to illuminate the content and engage the audience and lead them through the speaker’s thinking.
Generate resourceStudents comprehend, engage in, and learn from discussions, collaboration, presentations, and public speaking in a variety of genres in the context of grade-level content, in person and/or digital forums.
Generate resourceStudents compose to process and reflect, respond to reading and learning, explore and develop ideas, record observations, experiment with language and genre, and make personal sense of the world, events, and experiences. [Not all products from W11–12.1 must be taken through W11–12.2 – W11–12.10.]
Generate resourceStudents share and publish compositions in person and/or on digital or non-digital platforms.
Generate resourceDetermine whether to share compositions given the potential permanence of published environments and the impact it may have on intended and unintended audiences and/or on the writer.
Generate resourceMonitor and update published works when appropriate.
Generate resourceStudents compose multimodal texts within a variety of genres across content areas to affect an audience’s ideas, understanding, perspectives, and/or actions.
Generate resourceDescribe situations, experience, ideas, and imaginings, with sufficient details for the audience to activate the senses.
Generate resourceExplain their observations and analysis of complex texts, substantive ideas, and the world.
Generate resourcePersuade others through arguments or evaluations on substantive topics or texts and other appeals.
Generate resourceTell narratives of stories and events, using techniques and devices consistent with the genre.
Generate resourceAnalyze the prompt and communicative situation to determine the purpose of the project and how to meet it.
Generate resourceConnect the project to personal and/or community experiences, interests, perspectives, and/or needs.
Generate resourceDetermine the process or steps and plan the time needed to complete the project.
Generate resourceAdjust to feedback and shifts in focus and timeline when needed.
Generate resourceStudents generate and gather ideas and material, including appropriate use of technology.
Generate resourceGenerate topics and material from experience, imagination, reading, research (see RML11th–12th.4), media, conversations, the communicative situation, products from W11th–12th.1, and/or desire to communicate a particular message to an audience.
Generate resourceDetermine which features and conventions of genres and medias to follow, adapt, or combine from mentor texts.
Generate resourceCurate ideas and material, including findings from their research (see RML11th–12th.4) and media, determining when and how it’s fair and legal to use media created by others.
Generate resourceStudents draft content within the genre, purpose, and discipline to develop ideas, engage the audience, and express voice.
Generate resourceDevelop descriptions to activate and build on the audience´s prior learning and opinions, and to help the audience to imagine and empathize with the content.
Generate resourceDevelop analysis of experience, events, information, ideas, and/or texts.
Generate resourceDraft claims and support them with relevant and credible evidence connected by sound and valid reasoning.
Generate resourceDevelop appeals to emotion, reason, status, and authority.
Generate resourcePresent experience and counterexample to further or challenge a claim, solution, or motive.
Generate resourcePresent content outside the audience’s experience through analogy, metaphor, empathy, reflection, and/or other appeals to invite consideration.
Generate resourceUse evidence from texts to support analysis, reflection, or research.
Generate resourceSelect and integrate images, charts, headings, and other text features as appropriate to the genre and useful to audience.
Generate resourceAttribute sources in ways consistent with the genre and discipline, using technology appropriately.
Generate resourceStudents craft introductions and conclusions within genre, purpose, and discipline to engage the audience, establish voice, and support content in the body of the text.
Generate resourceStudents organize content, using, adapting, and/or breaking the genre’s structure, to lead readers through the student’s thinking.
Generate resourceRe-read to determine whether the draft says what they want it to say.
Generate resourceRe-read to identify differences between what they intend and what the audience would understand from the text itself.
Generate resourceGather feedback and determine whether it supports their intentions and/or improves readers’ understanding.
Generate resourceStudents revise and edit using a variety of strategies, including use of appropriate technology.
Generate resourceUse what they learned from re-reading and feedback to strengthen their compositions.
Generate resourceEdit for conventions and consistency of text features, including attributions. [See Language standards 1–11 or 12.]
Generate resourceStudents compose multimodal texts in a variety of genres for a range of communicative situations in the context of grade-level content, in which the development, organization, and language use are appropriate to genre, task, purpose, and audience.
Generate resource9th-10th Grades
Students identify and discuss when and why language is used differently according to the setting.
Generate resourceCompare and contrast how language is used by different groups based on content, context, and media.
Generate resourceDescribe the different forms and uses of attribution by different language communities to communicate emphasis, uncertainty, agreement, or disagreement.
Generate resourceStudents read and recite grade-level speeches, poetry, and prose orally with purpose, understanding, and accuracy.
Generate resourceReflect the pauses and cadence expressed through punctuation.
Generate resourceReflect shifts in voice and mood through intonation, cadence, and/ or gesture.
Generate resourceStudents connect thoughts and ideas through discourse patterns, elaboration, reference, and grammar.
Generate resourceStudents vary sentence patterns for meaning, clarity, and style in group and individual activities in the context of conversations and writing about experiences, events, and grade-level content.
Generate resourceCommunicate the relationship among ideas, including quotations and citations, through syntax and punctuation.
Generate resourceForm and use phrases and clauses that convey specific meanings, add variety, and increase specificity.
Generate resourceStudents demonstrate understanding of figurative language, explore word relationships and distinguish shades of meaning in the context of grade-level grade conversations and reading about experiences, events, and ideas.
Generate resourceDistinguish among the use and definitions of related words that express ideas more or less precisely and concisely.
Generate resourceRecognize, interpret, and explain figures of speech in context and analyze their role in communicating nuanced meaning.
Generate resourceStudents demonstrate command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing.
Generate resourceStudents think critically about the effects, purposes, accuracy, logic, and fairness of media messages, the credibility of information sources, and how they will participate in the information ecosystem.
Generate resourceIdentify and select texts they want to read using various strategies.
Generate resourceUse text features to identify sections of a longer text that are likely to contain needed information.
Generate resourceDescribe how text features cue the reader about how to interpret the text as one whole.
Generate resourceStudents comprehend and interpret texts using a variety of strategies.
Generate resourcePreview the text while reflecting on their purposes for reading.
Generate resourceMake predictions and inferences and check them against textual evidence.
Generate resourceMaintain motivation and reconnect when the flow of reading is interrupted using various strategies.
Generate resourceExplain what they understand from the topic or story, including how information or ideas unfold and relate, or how setting, events, and characters develop and interact to advance the story.
Generate resourceAnalyze the particular viewpoint presented in a text as a theme or main idea.
Generate resourceAnalyze how specific details contribute to a theme or main idea.
Generate resourceAnalyze how an author presents and organizes content to create understanding and effects such as mystery, tension, or surprise.
Generate resourceAnalyze how readers make inferences and interpret symbols by using their previous experiences, knowledge, assumptions, or expectations to create meaning from the text.
Generate resourceAnalyze how the author helps intended readers empathize with unfamiliar content by using metaphors and analogies based on what is familiar, concrete, or emotionally resonant.
Generate resourceAnalyze how two authors who write in the same genre make different choices about structure, language use, or literary techniques.
Generate resourceAnalyze how different genres, mediums, and platforms represent similar content differently.
Generate resourceEvaluate how well a text effectively supports the reader to visualize and/or empathize with concepts new to them.
Generate resourceEvaluate how well a text engages the reader or provokes thought, understanding, or action.
Generate resourceEvaluate to what extent a text is relevant to the student and/or the intended audience.
Generate resourceEvaluate how well a text presents its intended purpose.
Generate resourceStudents use texts they have read for purposes relevant to them.
Generate resourceExplore questions, issues, and skills relevant to their contexts using texts.
Generate resourceDevelop their own ideas, perspectives, arguments, projects, and/or plans for action in conversation with the text/s they are reading and the people with whom they are reading.
Generate resourceIdentify a theme or main idea in a text relevant to their purpose/s for using the text and analyze its development over the course of the text.
Generate resourceDevelop a summary or paraphrase, and/or select quotations related to their purpose/s in using a text.
Generate resourceUse and adapt choices made by authors and creators as mentors for their own multimodal compositions. [See W9th–10th.4b.
Generate resourceStudents introduce, attribute, and comment on strong relevant textual evidence to support their analysis, evaluation, or use of texts in discussions, writing, or presentations.
Generate resourceStudents ask different types of questions, refining and asking new questions as understanding of the topic evolves.
Generate resourceGenerate ideas for how to initiate their search based on prior knowledge.
Generate resourceSelect and access print and digital information sources most relevant to the discipline and context of the inquiry.
Generate resourceUse digital tools effectively, adapting search terms as needed and using technology appropriately.
Generate resourceStudents gather relevant information using a variety of strategies.
Generate resourceStudents synthesize new learning to inform decisions, reading, discussions, collaborations, compositions, speeches, presentations, creative work, and/or other projects, and/or to re-evaluate previous opinions and prior learning.
Generate resourceStudents explain how personal perspectives and dispositions affect people’s reactions to media messages.
Generate resourceExplain how emotional responses to media messages affect reactions.
Generate resourceExplain how relevant cognitive biases affect reactions to and interpretations of media messages.
Generate resourceStudents analyze the purposes of media messages and the techniques used to create them.
Generate resourceDetermine whether the main purpose of a media message is to inform, persuade, provoke, sell, or entertain.
Generate resourceAnalyze the techniques, including appeals and integration of multimedia, used to achieve the media message’s purpose.
Generate resourceStudents evaluate components of media messages in the context of a need for information that’s accurate, logical, and/or fair.
Generate resourceDetermine whether components of a media message can be verified as true or false or need to be evaluated another way.
Generate resourceEvaluate the accuracy of information that can be verified as true or false by comparing what multiple reliable sources say about it.
Generate resourceDetermine whether the visual or audio components of a media message represent its subject accurately and/or fairly, taking into account how digital media can be manipulated.
Generate resourceStudents evaluate the credibility of information sources.
Generate resourceIdentify those responsible for the content of an information source, including content generated by technology.
Generate resourceEvaluate the expertise of those responsible for information sources.
Generate resourceEvaluate the reputations and/or protocols for conveying information fairly and accurately of those responsible for information sources.
Generate resourceDetermine whether a perspective or stance relevant to the topic is exhibited in an information source and, if so, to what extent it has been affected by bias.
Generate resourceStudents make informed choices about how they will participate in the information ecosystem based on their personal and community experiences, values, perspectives, and goals.
Generate resourceExplain how media messages can have consequences for themselves, society, and/or their communities.
Generate resourceExplain how technology helps determine how information spreads.
Generate resourceExplain mechanisms that contribute to the intentional spread of different types of information.
Generate resourceExplain how economic structures and societal attitudes affect the spread of information, including who can access and/or disseminate it.
Generate resourceStudents read, comprehend, interpret, analyze, evaluate, use, and appreciate fiction, poetry, drama, and nonfiction texts, including those of historical and literary significance, from a broad range of genres, cultures, and media in the context of grade-level content to understand themselves, others, and the world.
Generate resourceStudents develop a variety of questions, seek answers by appropriately using relevant tools and techniques, adjust their inquiry methods as needed, and use their learning.
Generate resourceStudents listen respectfully, respond thoughtfully, and contribute meaningfully and effectively to well-reasoned exchanges.
Generate resourceReflect on who is present in the conversation and how they relate to each other.
Generate resourceEstablish expectations and roles within the community, changing them when needed.
Generate resourceAsk and answer questions that clarify, expand on, or verify a speaker’s point or perspective.
Generate resourceShare their interpretation of others’ contributions to build common understanding.
Generate resourcePresent and interpret textual evidence, research (see RML9–10.4), experience, and/or prior knowledge to construct claims and counterarguments, attributing evidence and ideas.
Generate resourceDevelop arguments and/or common understanding by connecting to prior statements and others’ contributions.
Generate resourceChallenge ideas and conclusions based on contradictory evidence or experience.
Generate resourceGive and respond to feedback about how others interpret communication and/or messages differently than the speaker intended.
Generate resourceSummarize conclusions, questions, and complications from the discussion.
Generate resourceStudents prepare for planned discussions by thinking, reading, and/or researching the topic.
Generate resourceStudents collaborate effectively on projects and tasks.
Generate resourceEstablish expectations and roles, changing them when needed.
Generate resourceConnect the project or prompt to interests, perspectives, experiences, and/or community needs.
Generate resourceDetermine the process or steps needed to complete the project.
Generate resourcePrepare for meetings by completing portions of the project as agreed.
Generate resourceSummarize progress made, identifying gaps and adjusting future goals as needed.
Generate resourceStudents present reports, speeches, and creative work in a variety of genres such that listeners can empathize and/or follow the line of reasoning.
Generate resourceIdentify topics from the situation, experience, imagination, reading, research (see RML9th– 10th.4), media, conversations, and/or products from W9th–10th.1.
Generate resourceDevelop content by considering what they want to communicate within the situation and the audience’s background knowledge and/or position.
Generate resourceMake strategic use of supporting images, media, and artifacts in presentations to clarify content and support the audience’s engagement with the presentation and material.
Generate resourceStudents determine how to present themselves and their ideas.
Generate resourceCraft voice by building on strengths, experience, personality, positionality, and role within the community in which the discussion, speech, or presentation occurs.
Generate resourceDetermine if and how to respond to others given the expectations of the community, their role, and how they wish to express themselves and their ideas.
Generate resourceDetermine which language and/or languages support their purpose and voice.
Generate resourceAnalyze the benefits, drawbacks, and effects of anonymity and of various ways of expressing authenticity through digital forums and other media.
Generate resourceAnalyze how their presentation of self, including their digital identities, may impact future goals and opportunities.
Generate resourceStudents use voice, intonation, gesture, and pacing to illuminate the content and engage the audience and lead them through the speaker’s thinking.
Generate resourceStudents comprehend, engage in, and learn from discussions, collaboration, presentations, and public speaking in a variety of genres in the context of grade-level content, in person and/or digital forums.
Generate resourceStudents compose to process and reflect, respond to reading and learning, explore and develop ideas, record observations, experiment with language and genre, and make personal sense of the world, events, and experiences. [Not all products from W.1 must be taken through W9th–10th.2 – W9th–10th.1.]
Generate resourceStudents share and publish compositions in person and/or on digital or non-digital platforms.
Generate resourceDetermine whether to share compositions given the potential permanence of published environments and the impact it may have on intended and unintended audiences and/or on the writer.
Generate resourceStudents compose multimodal texts within a variety of genres across content areas to affect an audience’s ideas, understanding, perspectives, and/or actions.
Generate resourceDescribe situations, experience, ideas, and imaginings, with sufficient details for the audience to activate the senses.
Generate resourceExplain their observations and analysis of texts, ideas, and the world.
Generate resourcePersuade others through arguments, evaluations, and other appeals.
Generate resourceTell narratives of stories and events, using techniques and devices consistent with the genre.
Generate resourceAnalyze the prompt to determine the purpose of the project and how to meet it.
Generate resourceConnect the project to personal and/or community experiences, interests, perspectives, and/or needs.
Generate resourceDetermine the process or steps and plan the time needed to complete the project.
Generate resourceAdjust to feedback and shifts in focus and timeline when needed.
Generate resourceStudents generate and gather ideas and material, including appropriate use of technology.
Generate resourceGenerate ideas for topics, genres, and material from experience, imagination, reading, research (see RML9th–10th.4), media, conversations, the communicative situation, products from W.1, and/or desire to communicate with a variety of audiences.
Generate resourceDetermine which features and conventions of genres and medias to follow, adapt, combine, or break from mentor texts.
Generate resourceCurate ideas and material, including findings from their research (see RML9th–10th.4) and media, determining when and how it’s fair and legal to use media created by others.
Generate resourceStudents draft content within the genre and purpose to develop ideas, engage the audience, and express voice.
Generate resourceDevelop descriptions to activate and build on the audience´s prior learning and opinions, and to help the audience to imagine and empathize with the content.
Generate resourceDevelop analysis of experience, events, information, ideas, and/or texts.
Generate resourceDraft claims and support them with relevant and credible evidence connected by sound and valid reasoning.
Generate resourcePresent experience and counterexample to further or challenge a claim, solution, or motive.
Generate resourcePresent content outside the audience’s experience through analogy, metaphor, empathy, reflection, and/or other appeals to invite consideration.
Generate resourceUse evidence from texts to support analysis, reflection, or research.
Generate resourceSelect and integrate images, charts, headings, and other text features as appropriate to the genre and useful to audience.
Generate resourceAttribute sources in ways consistent with the genre, using technology appropriately.
Generate resourceStudents craft introductions and conclusions within genre and purpose to engage the audience, establish voice, and support content in the body of the text.
Generate resourceStudents organize content, using, adapting, and/or breaking the genre’s structure, to lead readers through the student’s thinking.
Generate resourceRe-read to determine whether the draft says what they want it to say.
Generate resourceRe-read to identify differences between what they intend and what the audience would understand from the text itself.
Generate resourceGather feedback and determine whether it supports their intentions and/or improves readers’ understanding.
Generate resourceStudents revise and edit using a variety of strategies, including use of appropriate technology.
Generate resourceUse what they learned from re-reading and feedback to strengthen their compositions.
Generate resourceEdit for conventions and consistency of text features, including attributions. [See Language standards 1–9 or 10.]
Generate resourceStudents compose multimodal texts in a variety of genres for a range of communicative situations in the context of grade-level content, in which the development, organization, and language use are appropriate to genre, task, purpose, and audience.
Generate resourceGrades 11, 12
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Generate resourceDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Generate resourceApply 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.
Generate resourceDetermine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Generate resourceDemonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Generate resourceAcquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Generate resourceRead closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Generate resourceRead and comprehend complex literary and informational texts independently and proficiently.
Generate resourceDetermine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Generate resourceAnalyze how and why individuals, events, and ideas develop and interact over the course of a text.
Generate resourceInterpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Generate resourceAnalyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Generate resourceAssess how point of view or purpose shapes the content and style of a text.
Generate resourceIntegrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Generate resourceDelineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Generate resourceAnalyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Generate resourcePrepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Generate resourceIntegrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Generate resourceEvaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Generate resourcePresent information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Generate resourceMake strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Generate resourceAdapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Generate resourceWrite arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Generate resourceWrite routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Generate resourceWrite informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Generate resourceWrite narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Generate resourceProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Generate resourceDevelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Generate resourceUse technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Generate resourceConduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Generate resourceGather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Generate resourceDraw evidence from literary or informational texts to support analysis, reflection, and research.
Generate resourceDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Generate resourceApply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Generate resourceResolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.
Generate resourceDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Generate resourceApply 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.
Generate resourceVary 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.
Generate resourceDetermine 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.
Generate resourceUse 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.
Generate resourceIdentify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
Generate resourceConsult 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.
Generate resourceVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Generate resourceDemonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Generate resourceInterpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Generate resourceAnalyze nuances in the meaning of words with similar denotations.
Generate resourceAcquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Generate resourceCite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Generate resourceBy the end of grade 12, read and comprehend history/social studies texts in the grades 11—CCR text complexity band independently and proficiently.
Generate resourceDetermine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Generate resourceEvaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Generate resourceDetermine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Generate resourceAnalyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
Generate resourceEvaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
Generate resourceIntegrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Generate resourceEvaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
Generate resourceIntegrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Generate resourceCite 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.
Generate resourceBy the end of grade 11, read and comprehend literary nonfiction in the grades 11—CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11—CCR text complexity band independently and proficiently.
Generate resourceDetermine 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.
Generate resourceAnalyze 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.
Generate resourceDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Generate resourceAnalyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
Generate resourceDetermine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Generate resourceIntegrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Generate resourceDelineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Generate resourceAnalyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.
Generate resourceCite 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.
Generate resourceBy the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11—CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11—CCR text complexity band independently and proficiently.
Generate resourceDetermine two or more themes or 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 produce a complex account; provide an objective summary of the text.
Generate resourceAnalyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Generate resourceDetermine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Generate resourceAnalyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Generate resourceAnalyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Generate resourceAnalyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
Generate resourceDemonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
Generate resourceCite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
Generate resourceBy the end of grade 12, read and comprehend science/technical texts in the grades 11—CCR text complexity band independently and proficiently.
Generate resourceDetermine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Generate resourceFollow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Generate resourceDetermine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11—12 texts and topics.
Generate resourceAnalyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
Generate resourceAnalyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
Generate resourceIntegrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Generate resourceEvaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
Generate resourceSynthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Generate resourceInitiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11—12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Generate resourceCome to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Generate resourceWork with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Generate resourcePropel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Generate resourceRespond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Generate resourceIntegrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
Generate resourceEvaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Generate resourcePresent information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Generate resourceMake strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Generate resourceAdapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Generate resourceWrite arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Generate resourceWrite routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Generate resourceIntroduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
Generate resourceDevelop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
Generate resourceUse words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Generate resourceEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Generate resourceProvide a concluding statement or section that follows from and supports the argument presented.
Generate resourceWrite informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Generate resourceIntroduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Generate resourceDevelop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
Generate resourceUse appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Generate resourceUse precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Generate resourceEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Generate resourceProvide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Generate resourceWrite narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Generate resourceEngage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Generate resourceUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Generate resourceUse a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
Generate resourceUse precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Generate resourceProvide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Generate resourceProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Generate resourceDevelop 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.
Generate resourceUse technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Generate resourceConduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Generate resourceGather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
Generate resourceDraw evidence from literary or informational texts to support analysis, reflection, and research.
Generate resourceApply grades 11—12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics").
Generate resourceApply grades 11—12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]").
Generate resourceWrite arguments focused on discipline-specific content.
Generate resourceWrite routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Generate resourceIntroduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
Generate resourceDevelop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.
Generate resourceUse words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Generate resourceEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Generate resourceProvide a concluding statement or section that follows from or supports the argument presented.
Generate resourceWrite informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
Generate resourceIntroduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Generate resourceDevelop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
Generate resourceUse varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Generate resourceUse precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
Generate resourceProvide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
Generate resourceProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Generate resourceDevelop 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.
Generate resourceUse technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Generate resourceConduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Generate resourceGather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
Generate resourceDraw evidence from informational texts to support analysis, reflection, and research.
Generate resourceWriting Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6—12
Generate resourceGrades 9, 10
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Generate resourceDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Generate resourceApply 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.
Generate resourceDetermine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Generate resourceDemonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Generate resourceAcquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Generate resourceRead closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Generate resourceRead and comprehend complex literary and informational texts independently and proficiently.
Generate resourceDetermine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Generate resourceAnalyze how and why individuals, events, and ideas develop and interact over the course of a text.
Generate resourceInterpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Generate resourceAnalyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Generate resourceAssess how point of view or purpose shapes the content and style of a text.
Generate resourceIntegrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Generate resourceDelineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Generate resourceAnalyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Generate resourcePrepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Generate resourceIntegrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Generate resourceEvaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Generate resourcePresent information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Generate resourceMake strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Generate resourceAdapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Generate resourceWrite arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Generate resourceWrite routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Generate resourceWrite informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Generate resourceWrite narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Generate resourceProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Generate resourceDevelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Generate resourceUse technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Generate resourceConduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Generate resourceGather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Generate resourceDraw evidence from literary or informational texts to support analysis, reflection, and research.
Generate resourceDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Generate resourceUse various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Generate resourceDemonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Generate resourceUse a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
Generate resourceApply 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.
Generate resourceWrite and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.
Generate resourceDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9—10 reading and content, choosing flexibly from a range of strategies.
Generate resourceUse 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.
Generate resourceIdentify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
Generate resourceConsult 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, or its etymology.
Generate resourceVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Generate resourceDemonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Generate resourceInterpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Generate resourceAnalyze nuances in the meaning of words with similar denotations.
Generate resourceAcquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Generate resourceCite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Generate resourceBy the end of grade 10, read and comprehend history/social studies texts in the grades 9—10 text complexity band independently and proficiently.
Generate resourceDetermine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Generate resourceAnalyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Generate resourceDetermine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
Generate resourceAnalyze how a text uses structure to emphasize key points or advance an explanation or analysis
Generate resourceCompare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Generate resourceIntegrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Generate resourceAssess the extent to which the reasoning and evidence in a text support the author's claims.
Generate resourceCompare and contrast treatments of the same topic in several primary and secondary sources.
Generate resourceCite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Generate resourceBy the end of grade 9, read and comprehend literary nonfiction in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9—10 text complexity band independently and proficiently.
Generate resourceDetermine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Generate resourceAnalyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Generate resourceDetermine 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 (e.g., how the language of a court opinion differs from that of a newspaper).
Generate resourceAnalyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Generate resourceDetermine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Generate resourceAnalyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
Generate resourceDelineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Generate resourceAnalyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.
Generate resourceCite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Generate resourceBy the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9—10 text complexity band independently and proficiently.
Generate resourceDetermine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Generate resourceAnalyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
Generate resourceDetermine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Generate resourceAnalyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
Generate resourceAnalyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Generate resourceAnalyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
Generate resourceAnalyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
Generate resourceCite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
Generate resourceBy the end of grade 10, read and comprehend science/technical texts in the grades 9—10 text complexity band independently and proficiently.
Generate resourceDetermine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
Generate resourceFollow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Generate resourceDetermine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9—10 texts and topics.
Generate resourceAnalyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
Generate resourceAnalyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
Generate resourceTranslate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Generate resourceAssess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem.
Generate resourceCompare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
Generate resourceInitiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Generate resourceCome to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Generate resourceWork with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Generate resourcePropel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Generate resourceRespond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Generate resourceIntegrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Generate resourceEvaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Generate resourcePresent information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Generate resourceMake strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Generate resourceAdapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Generate resourceWrite arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Generate resourceWrite routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Generate resourceIntroduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Generate resourceDevelop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
Generate resourceUse words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Generate resourceEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Generate resourceProvide a concluding statement or section that follows from and supports the argument presented.
Generate resourceWrite informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Generate resourceIntroduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Generate resourceDevelop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
Generate resourceUse appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Generate resourceUse precise language and domain-specific vocabulary to manage the complexity of the topic.
Generate resourceEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Generate resourceProvide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Generate resourceWrite narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Generate resourceEngage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Generate resourceUse narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
Generate resourceUse a variety of techniques to sequence events so that they build on one another to create a coherent whole.
Generate resourceUse precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Generate resourceProvide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Generate resourceProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Generate resourceDevelop 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.
Generate resourceUse technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Generate resourceConduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Generate resourceGather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Generate resourceDraw evidence from literary or informational texts to support analysis, reflection, and research.
Generate resourceApply grades 9—10 Reading standards to literature (e.g., "Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]").
Generate resourceApply grades 9—10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").
Generate resourceWrite arguments focused on discipline-specific content.
Generate resourceWrite routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Generate resourceIntroduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
Generate resourceDevelop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.
Generate resourceUse words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Generate resourceEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Generate resourceProvide a concluding statement or section that follows from or supports the argument presented.
Generate resourceWrite informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
Generate resourceIntroduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Generate resourceDevelop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
Generate resourceUse varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
Generate resourceUse precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
Generate resourceEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Generate resourceProvide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Generate resourceProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Generate resourceDevelop 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.
Generate resourceUse technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
Generate resourceConduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Generate resourceGather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Generate resourceDraw evidence from informational texts to support analysis, reflection, and research.
Generate resourceWriting Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6—12
Generate resource