Cluster: Craft and Structure.
Standard: Determine 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.)
Cluster: Key Ideas and Details.
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Cluster: Key Ideas and Details.
Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Cluster: Craft and Structure.
Standard: Determine 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).
Cluster: Conventions of Standard English.
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Cluster: Text Types and Purposes.
Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Cluster: Comprehension and Collaboration.
Standard: Initiate 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.
Cluster: Key Ideas and Details.
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Cluster: Key Ideas and Details.
Standard: Determine 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.
Cluster: Key Ideas and Details.
Standard: Analyze 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).
Cluster: Craft and Structure.
Standard: Analyze 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.
Cluster: Conventions of Standard English.
Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Cluster: Knowledge of Language.
Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Cluster: Vocabulary Acquisition and Use.
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
Cluster: Craft and Structure.
Standard: Analyze 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).
Cluster: Key Ideas and Details.
Standard: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Cluster: Craft and Structure.
Standard: Analyze 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.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate 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.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By 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. 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.
Cluster: Conventions of Standard English.
Standard: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Cluster: Conventions of Standard English.
Standard: Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed.
Cluster: Conventions of Standard English.
Standard: Observe hyphenation conventions.
Cluster: Conventions of Standard English.
Standard: Spell correctly.
Cluster: Knowledge of Language.
Standard: Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
Cluster: Vocabulary Acquisition and Use.
Standard: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Cluster: Vocabulary Acquisition and Use.
Standard: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
Cluster: Vocabulary Acquisition and Use.
Standard: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Cluster: Vocabulary Acquisition and Use.
Standard: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Cluster: Vocabulary Acquisition and Use.
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Cluster: Vocabulary Acquisition and Use.
Standard: Acquire 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.
Cluster: Text Types and Purposes.
Standard: Introduce 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.
Cluster: Text Types and Purposes.
Standard: Develop 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.
Cluster: Text Types and Purposes.
Standard: Use 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.
Cluster: Text Types and Purposes.
Standard: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Cluster: Text Types and Purposes.
Standard: Provide a concluding statement or section that follows from and supports the argument presented.
Cluster: Text Types and Purposes.
Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Production and Distribution of Writing.
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)
Cluster: Production and Distribution of Writing.
Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct 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.
Cluster: Research to Build and Present Knowledge.
Standard: Gather 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 overreliance on any one source and following a standard format for citation.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.
Cluster: Range of Writing.
Standard: Write 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.
Cluster: Comprehension and Collaboration.
Standard: Come 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.
Cluster: Comprehension and Collaboration.
Standard: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Cluster: Comprehension and Collaboration.
Standard: Propel 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.
Cluster: Comprehension and Collaboration.
Standard: Respond 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.
Cluster: Comprehension and Collaboration.
Standard: Integrate 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.
Cluster: Comprehension and Collaboration.
Standard: Evaluate 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.
Cluster: Presentation of Knowledge and Ideas.
Standard: Present 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 or formal and informal tasks.
Cluster: Presentation of Knowledge and Ideas.
Standard: Make 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.
Cluster: Presentation of Knowledge and Ideas.
Standard: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 on page 54 for specific expectations.)
Cluster: Integration of Knowledge and Ideas.
Standard: Analyze 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.)
Cluster: Integration of Knowledge and Ideas.
Standard: 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.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By 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. 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.
Cluster: Vocabulary Acquisition and Use.
Standard: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Cluster: Vocabulary Acquisition and Use.
Standard: Analyze nuances in the meaning of words with similar denotations.
Cluster: Text Types and Purposes.
Standard: Introduce 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.
Cluster: Text Types and Purposes.
Standard: Develop 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.
Cluster: Text Types and Purposes.
Standard: Use 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.
Cluster: Text Types and Purposes.
Standard: Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Cluster: Text Types and Purposes.
Standard: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Cluster: Text Types and Purposes.
Standard: Provide 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).
Cluster: Craft and Structure.
Standard: Determine 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.
Cluster: Integration of Knowledge and Ideas.
Standard: 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 majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Cluster: Integration of Knowledge and Ideas.
Standard: Analyze 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.
Cluster: Research to Build and Present Knowledge.
Standard: Apply 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”).
Cluster: Research to Build and Present Knowledge.
Standard: Apply 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]”).
Cluster: Key Ideas and Details.
Standard: Determine 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.
Cluster: Key Ideas and Details.
Standard: Analyze 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.
Cluster: Craft and Structure.
Standard: Analyze 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.
Learning Domain: Reading Literature
Standard: Key Ideas and Details.
Indicator: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Learning Domain: Reading Literature
Standard: Range of Reading and Level of Text Complexity.
Indicator: By 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. 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.
Learning Domain: Reading Literature
Standard: Key Ideas and Details.
Indicator: Determine 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.
Learning Domain: Reading Literature
Standard: Key Ideas and Details.
Indicator: Analyze 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).
Learning Domain: Reading Literature
Standard: Craft and Structure.
Indicator: Determine 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.)
Learning Domain: Reading Literature
Standard: Craft and Structure.
Indicator: Analyze 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.
Learning Domain: Reading Literature
Standard: Craft and Structure.
Indicator: Analyze 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).
Learning Domain: Reading Literature
Standard: Integration of Knowledge and Ideas.
Indicator: Analyze 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.)
Learning Domain: Reading Literature
Standard: Integration of Knowledge and Ideas.
Indicator: 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.
Learning Domain: Reading for Informational Text
Standard: Key Ideas and Details.
Indicator: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Learning Domain: Reading for Informational Text
Standard: Range of Reading and Level of Text Complexity.
Indicator: By 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. 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.
Learning Domain: Reading for Informational Text
Standard: Key Ideas and Details.
Indicator: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Learning Domain: Reading for Informational Text
Standard: Key Ideas and Details.
Indicator: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Learning Domain: Reading for Informational Text
Standard: Craft and Structure.
Indicator: Determine 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).
Learning Domain: Reading for Informational Text
Standard: Craft and Structure.
Indicator: Analyze 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.
Learning Domain: Reading for Informational Text
Standard: Craft and Structure.
Indicator: Determine 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.
Learning Domain: Reading for Informational Text
Standard: Integration of Knowledge and Ideas.
Indicator: Integrate 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.
Learning Domain: Reading for Informational Text
Standard: Integration of Knowledge and Ideas.
Indicator: 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 majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Learning Domain: Reading for Informational Text
Standard: Integration of Knowledge and Ideas.
Indicator: Analyze 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Learning Domain: Writing
Standard: Range of Writing.
Indicator: Write 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Introduce 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Develop 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Use 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Provide a concluding statement or section that follows from and supports the argument presented.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Introduce 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Develop 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Use 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Provide 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).
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Learning Domain: Writing
Standard: Production and Distribution of Writing.
Indicator: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Learning Domain: Writing
Standard: Production and Distribution of Writing.
Indicator: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1���3 up to and including grades 11-12 on page 55.)
Learning Domain: Writing
Standard: Production and Distribution of Writing.
Indicator: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Learning Domain: Writing
Standard: Research to Build and Present Knowledge.
Indicator: Conduct 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.
Learning Domain: Writing
Standard: Research to Build and Present Knowledge.
Indicator: Gather 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 overreliance on any one source and following a standard format for citation.
Learning Domain: Writing
Standard: Research to Build and Present Knowledge.
Indicator: Draw evidence form literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing
Standard: Research to Build and Present Knowledge.
Indicator: Apply 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�).
Learning Domain: Writing
Standard: Research to Build and Present Knowledge.
Indicator: Apply 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]�).
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Initiate 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.
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Come 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.
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Propel 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.
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Respond 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.
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Integrate 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.
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Evaluate 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.
Learning Domain: Speaking and Listening
Standard: Presentation of Knowledge and Ideas.
Indicator: Present 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 or formal and informal tasks.
Learning Domain: Speaking and Listening
Standard: Presentation of Knowledge and Ideas.
Indicator: Make 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.
Learning Domain: Speaking and Listening
Standard: Presentation of Knowledge and Ideas.
Indicator: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 on page 54 for specific expectations.)
Learning Domain: Language
Standard: Conventions of Standard English.
Indicator: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Learning Domain: Language
Standard: Conventions of Standard English.
Indicator: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Learning Domain: Language
Standard: Conventions of Standard English.
Indicator: Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster�۪s Dictionary of English Usage, Garner�۪s Modern American English) as needed.
Learning Domain: Language
Standard: Conventions of Standard English.
Indicator: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Learning Domain: Language
Standard: Conventions of Standard English.
Indicator: Observe hyphenation conventions.
Learning Domain: Language
Standard: Conventions of Standard English.
Indicator: Spell correctly.
Learning Domain: Language
Standard: Knowledge of Language.
Indicator: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Learning Domain: Language
Standard: Knowledge of Language.
Indicator: Vary syntax for effect, consulting references (e.g., Tufte�۪s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11���12 reading and content, choosing flexibly from a range of strategies.
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word�۪s position or function in a sentence) as a clue to the meaning of a word or phrase.
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Analyze nuances in the meaning of words with similar denotations.
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Acquire 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.
Learning Domain: Reading for Literature
Standard: Key Ideas and Details.
Indicator: Determine 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.
Learning Domain: Reading for Literature
Standard: Key Ideas and Details.
Indicator: Analyze 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.
Learning Domain: Reading for Literature
Standard: Craft and Structure.
Indicator: Analyze 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.
Learning Domain: Reading for Literature
Standard: Key Ideas and Details.
Indicator: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Learning Domain: Reading for Literature
Standard: Range of Reading and Level of Text Complexity.
Indicator: By 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. 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.
Learning Domain: Reading for Literature
Standard: Key Ideas and Details.
Indicator: Determine 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.
Learning Domain: Reading for Literature
Standard: Key Ideas and Details.
Indicator: Analyze 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).
Learning Domain: Reading for Literature
Standard: Craft and Structure.
Indicator: Determine 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.)
Learning Domain: Reading for Literature
Standard: Craft and Structure.
Indicator: Analyze 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.
Learning Domain: Reading for Literature
Standard: Craft and Structure.
Indicator: Analyze 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).
Learning Domain: Reading for Literature
Standard: Integration of Knowledge and Ideas.
Indicator: Analyze 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.)
Learning Domain: Reading for Literature
Standard: Integration of Knowledge and Ideas.
Indicator: 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.
Learning Domain: Reading for Informational Text
Standard: Key Ideas and Details.
Indicator: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Learning Domain: Reading for Informational Text
Standard: Range of Reading and Level of Text Complexity.
Indicator: By 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. 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.
Learning Domain: Reading for Informational Text
Standard: Key Ideas and Details.
Indicator: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Learning Domain: Reading for Informational Text
Standard: Key Ideas and Details.
Indicator: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Learning Domain: Reading for Informational Text
Standard: Craft and Structure.
Indicator: Determine 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).
Learning Domain: Reading for Informational Text
Standard: Craft and Structure.
Indicator: Analyze 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.
Learning Domain: Reading for Informational Text
Standard: Craft and Structure.
Indicator: Determine 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.
Learning Domain: Reading for Informational Text
Standard: Integration of Knowledge and Ideas.
Indicator: Integrate 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.
Learning Domain: Reading for Informational Text
Standard: Integration of Knowledge and Ideas.
Indicator: 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 majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Learning Domain: Reading for Informational Text
Standard: Integration of Knowledge and Ideas.
Indicator: Analyze 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Learning Domain: Writing
Standard: Range of Writing.
Indicator: Write 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Introduce 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Develop 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Use 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Provide a concluding statement or section that follows from and supports the argument presented.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Introduce 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Develop 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Use 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.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Provide 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).
Learning Domain: Writing
Standard: Text Types and Purposes.
Indicator: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Learning Domain: Writing
Standard: Production and Distribution of Writing.
Indicator: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: Production and Distribution of Writing.
Indicator: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)
Learning Domain: Writing
Standard: Production and Distribution of Writing.
Indicator: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Learning Domain: Writing
Standard: Research to Build and Present Knowledge.
Indicator: Conduct 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.
Learning Domain: Writing
Standard: Research to Build and Present Knowledge.
Indicator: Gather 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 overreliance on any one source and following a standard format for citation.
Learning Domain: Writing
Standard: Research to Build and Present Knowledge.
Indicator: Draw evidence form literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing
Standard: Research to Build and Present Knowledge.
Indicator: Apply 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”).
Learning Domain: Writing
Standard: Research to Build and Present Knowledge.
Indicator: Apply 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]”).
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Initiate 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.
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Come 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.
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Propel 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.
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Respond 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.
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Integrate 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.
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration.
Indicator: Evaluate 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.
Learning Domain: Speaking and Listening
Standard: Presentation of Knowledge and Ideas.
Indicator: Present 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 or formal and informal tasks.
Learning Domain: Speaking and Listening
Standard: Presentation of Knowledge and Ideas.
Indicator: Make 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.
Learning Domain: Speaking and Listening
Standard: Presentation of Knowledge and Ideas.
Indicator: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 on page 54 for specific expectations.)
Learning Domain: Language
Standard: Conventions of Standard English.
Indicator: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Learning Domain: Language
Standard: Conventions of Standard English.
Indicator: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Learning Domain: Language
Standard: Conventions of Standard English.
Indicator: Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed.
Learning Domain: Language
Standard: Conventions of Standard English.
Indicator: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Learning Domain: Language
Standard: Conventions of Standard English.
Indicator: Observe hyphenation conventions.
Learning Domain: Language
Standard: Conventions of Standard English.
Indicator: Spell correctly.
Learning Domain: Language
Standard: Knowledge of Language.
Indicator: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Learning Domain: Language
Standard: Knowledge of Language.
Indicator: Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Analyze nuances in the meaning of words with similar denotations.
Learning Domain: Language
Standard: Vocabulary Acquisition and Use.
Indicator: Acquire 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.
