Grades 11-12

Students know and use text/visual features.

1. a.Analyze how a text/visual feature in a text represents, clarifies, and/or adds meaning to the written text.
2. b.Analyze how text/visual features cue the reader about how to interpret the text as one whole.

Students comprehend and interpret texts using a variety of strategies.

1. a.Preview the text while reflecting on their purposes for reading.
2. b.Visualize, imagine, and/or otherwise engage the senses to make meaning of the text.
3. c.Make inferences and predictions, checking and/or revising them against textual evidence.
4. d.Maintain motivation and reconnect to the flow of reading using a variety of strategies.
5. e.Evaluate how authors who write within and across genres make different choices about text/visual features.
6. f.Synthesize the impact and effectiveness of literary techniques.
7. g.Synthesize how information, ideas, or elements of a story interact and/or change across a text or multiple texts to develop complex meanings and interpretations.
8. h.Analyze how the author’s use of language shapes meaning, affects reader understanding, and/or helps readers empathize with unfamiliar content.
9. i.Evaluate how complex text structures impact readers’ understanding, contribute meaning, and create effects such as tension among others.

Students analyze complex texts, introducing and attributing textual evidence when relevant.

1. a.Evaluate how authors’ choices influence readers’ choices, beliefs, and/or actions.
2. b.Analyze how an author’s purposes, their perspectives, the genre and platform they choose influence the development and presentation of ideas, and their intended audience’s background and reception of the text.
3. c.Analyze the main idea, theme, or key information in a text, connecting to others’ commentary and to their own experiences.
4. d.Analyze the presentation of similar content in different genres, mediums, and platforms.

Students critically evaluate texts.

1. a.Develop and apply criteria to evaluate how effectively a text enables readers to visualize, empathize with, and understand experiences, perspectives, or concepts beyond their own.
2. b.Evaluate and defend claims about a text’s effectiveness in engaging audiences, shaping perspectives, provoking critical thought, inspiring action, or contributing to broader cultural, social, or intellectual conversations.

Students compose multimodal texts within a variety of genres across content areas for a variety of purposes.

1. a.Compose in order to describe situations, experience, ideas, and imaginings.
2. b.Compose in order to record observations and/or explain their observations and analysis of complex texts, substantive ideas, and the world.
3. c.Compose in order to make a claim about an issue.
4. d.Compose in order to persuade others.
5. e.Compose in order to tell narratives of stories and events.

Students manage and complete writing projects, connecting to interests, experiences, needs, or perspectives.

1. a.Analyze the prompt and communicative situation to make strategic decisions about purpose and methods for effectively achieving desired outcomes.
2. b.Analyze the intended audience’s background knowledge, expectations, perspectives, beliefs, and/or values as they relate to the topic.
3. c.Manage complex writing projects by establishing goals, selecting processes, allocating resources, and monitoring progress.
4. d.Critically evaluate feedback and make purposeful shifts in focus and timeline when needed.

Students draft content within the genre, purpose, and discipline, using technology appropriately.

1. a.Generate ideas for topics, genres, and material.
2. b.Curate ideas and material, including findings from research and/or multimedia artifacts, identifying when and how it’s fair and legal to use media created by others.
3. c.Follow, adapt, combine, and/or break from genre-specific text elements.
4. d.Develop detailed descriptions with analogy, metaphor, reflection, and/or other appeals to help the audience imagine and empathize with the content and to activate the senses.
5. e.Develop critical analysis using relevant evidence to explain thinking about experiences, events, information, ideas, and/or texts.
6. f.Construct and defend complex analyses by strategically selecting, integrating, and evaluating evidence from multiple sources.
7. g.Develop and defend claims with logical, nuanced and well-reasoned arguments that challenge counterclaims and alternative interpretations.
8. h.Use persuasive techniques, including arguments on substantive topics or texts and appeals to emotion, reason, and authority.
9. i.Use a variety of narrative techniques and devices consistent with the genre to develop complex characters, perspectives, themes, and experiences and to achieve specific effects for the audience.
10. j.Attribute sources in ways consistent with the genre and discipline, using technology appropriately.

Students organize content by using, adapting, and/or breaking the genre’s structure based on purpose and discipline.

1. a.Craft engaging introductions based on genre, purpose, and/or discipline.
2. b.Organize content using strategies specific to the genre, purpose, and/or discipline.
3. c.Compose coherent conclusions based on genre, purpose, and/or discipline.

Students evaluate, revise, and edit their compositions using a variety of strategies, including appropriate use of technology.

1. a.Re-read to determine whether the draft is ready for next steps, including by identifying potential differences between intended meaning and audience interpretation.
2. b.Gather and consider using feedback about their compositions.
3. c.Use what they learned from re-reading and feedback to strengthen their compositions in ways that support their intentions and/or improve readers’ understanding.
4. d.Edit for conventions and consistency of text/visual features, including attributions. [Demonstrate command of Language standards in grades 1 through 11–12.]

Students share and publish compositions in person and/or on digital or non-digital platforms.

1. a.Determine 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.
2. b.Monitor and update published works when appropriate.

Students listen thoughtfully, respond respectfully, and contribute meaningfully to well-reasoned exchanges during face-to-face discussions and/or in digital forums.

1. a.Model expectations for engaging in civil discourse, including other participants, and considering diverse perspectives, especially in digital forums.
2. b.Express ideas clearly by presenting and interpreting textual evidence, research, experience, and/or prior knowledge to construct claims and counterarguments, attributing evidence and ideas.
3. c.Develop arguments and/or common understanding by connecting to others’ contributions.
4. d.Ask questions that clarify or verify a speaker’s point or perspective and/or share their interpretation of others’ contributions.
5. e.Clarify or expand on their points or perspectives and/or respond to feedback about how others are interpreting them, especially in digital forums.
6. f.Challenge ideas and conclusions based on contradictory evidence or experience.
7. g.Respond to questions that challenge their evidence and reasoning.
8. h.Analyze changes in their opinion and understanding.
9. i.Summarize conclusions, questions, and points of agreement or disagreement from the discussion.

Students collaborate effectively on projects and tasks.

1. a.Determine expectations, reviewing, evaluating, and adapting them when needed.
2. b.Contribute productively by building on strengths and taking on challenges to effectively complete the task.
3. c.Communicate to build community by addressing concerns, considering others’ strengths and perspectives, navigating conflict, and/or negotiating compromise.

Students present experience, positions, ideas, findings, and creative work in a variety of genres such that listeners can empathize and follow the line of reasoning.

1. a.Identify and refine topics from the situation, experience, imagination, reading, media, research, conversations, and/or products from ELA.11–12.W.1.
2. b.Develop content by considering their purpose, context, and the audience’s background knowledge and/or position.
3. c.Integrate images and multimedia artifacts based on how effectively they clarify ideas, strengthen communication, and influence audience understanding.
4. d.Accurately attribute credible sources used.

Students determine how to present themselves and their ideas in different contexts.

1. a.Express and adapt distinct voice through intentional word choice by drawing on their assets, experience, attitudes, and perspectives.
2. b.Analyze how their presentation of self, including their digital identities and online interactions,, may impact future personal and professional goals and opportunities.
3. c.Analyze the benefits, drawbacks, and effects of anonymity and of different degrees of authenticity in digital forums.

Students use voice, intonation, gesture, and pacing to illuminate the content, engage the audience, and lead them through the speaker’s thinking.

Students identify and discuss when and why language is used differently according to the context.

1. a.Analyze how variations in English across communities, cultures, contexts, and time reflect identity, relationships, values, and social influences.
2. b.Analyze how authors and speakers adapt their use of English across genres, audiences, and purposes to achieve specific effects.

Students strategically vary sentence patterns for meaning, clarity, and style in conversations and writing about experiences, events, and ideas.

1. a.Manipulate syntax to clarify relationships among ideas, strengthen style, and communicate meaning.
2. b.Use phrases, clauses, and transitions with punctuation to add precision, variety, and complexity and to increase specificity.
3. c.Form and use verb moods to communicate subtle distinctions, certainty, conditions, or perspective.
4. d.Form and use active and passive voice to communicate emphasis and meaning.

Students determine the meaning of and use new and multiple-meaning words and phrases acquired through conversations, reading, viewing, and research.

1. a.Interpret discipline-specific meanings of words and phrases by using context, knowledge of word parts, and reference materials strategically.
2. b.Use discipline-specific and academic language purposefully to communicate complex ideas across contexts and disciplines.
3. c.Distinguish among related words and phrases to communicate precise meaning, tone, and emphasis

Students demonstrate understanding of figurative language, word relationships, and nuances in word meaning in the context of conversations, reading, and writing about experiences, events, and ideas.

1. a.Recognize, interpret, and use figures of speech, including hyperbole and paradox, in context and analyze their role in communicating nuanced meaning.
2. b.Select and use rhetorical language for different purposes and audiences to intentionally shape tone and style.
3. c.Analyze nuances in the meaning of words with similar denotations.

Students engage in research and inquiry by asking questions and seeking answers from information sources.

1. a.Ask different types of questions, narrowing or broadening the inquiry as understanding of the topic evolves.
2. b.Generate ideas for how to initiate their search based on prior knowledge.
3. c.Select and access print, digital, and human information sources most relevant to the discipline and context of the inquiry.
4. d.Assess the strength and limitations of a variety of digital tools to search for or generate information
5. e.Gather and determine the most relevant information using a variety of strategies to support inquiry.
6. f.Synthesize new learning to use and/or share.

Students analyze how people’s reactions to and interpretations of media messages are affected.

1. a.Analyze how perspectives affect reactions to and interpretations of media messages.
2. b.Analyze how emotional responses to media messages affect reactions and interpretations.
3. c.Analyze how relevant cognitive biases affect reactions to and interpretations of media messages.

Students analyze the purposes of media messages and the techniques used to create them.

1. a.Determine whether the main purpose of a media message is to inform, persuade, provoke, sell, or entertain.
2. b.Analyze the techniques, including appeals and integration of multimedia, used to achieve the media message’s purpose.

Students evaluate components of media messages, as well as content generated by technology, in the context of a need for information that’s accurate, logical, and/or fair.

1. a.Determine whether statements can be verified as true or false or need to be evaluated another way.
2. b.Evaluate the accuracy of information that is either true or false by comparing what multiple reliable sources say about it.
3. c.Analyze whether the visual or audio components of a media message represent its subject accurately and/or fairly, considering how digital media can be manipulated.
4. d.Evaluate the strength of claims.

Students evaluate the credibility of those responsible for media messages, as well as content-generating technology.

1. a.Investigate to determine the individuals or organizations responsible for creating or amplifying media messages.
2. b.Evaluate the expertise of those responsible for media messages.
3. c.Evaluate the credibility of those responsible for media messages by analyzing their record of accuracy, logic, and fairness.
4. d.Determine whether a perspective or stance relevant to the topic is exhibited in media messages and, if so, to what extent it has been affected by bias.