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CATALINA FOOTHILLS SCHOOL DISTRICTA 21st Century Learning Community

English Language Arts&

Literacy in History/Social Studies,Science and Technical Subjects

ACADEMIC CONTENT STANDARDS

GRADES 11-12

Table of Contents

Introduction: English Language Arts Standards (ELA) Standards.......................................................................................................2

Key Features of the ELA Standards........................................................................................................................................................ 3

READING STANDARDS FOR LITERATURE............................................................................................................................................4

READING STANDARDS FOR INFORMATIONAL TEXT.........................................................................................................................25

WRITING STANDARDS........................................................................................................................................................................... 48

SPEAKING AND LISTENING STANDARDS........................................................................................................................................... 71

LANGUAGE STANDARDS...................................................................................................................................................................... 82

© CFSD; 2011 ELA/GRADE 12 – CCS Approved by SBE June 28, 2010 [Working Draft] Approved by CFSD Governing Board ______1

Introduction: English Language Arts Standards (ELA) StandardsGRADES 11-12

The CFSD Standards for English Language Arts (ELA) & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) reflect the 2010 Arizona Standards adopted by the State Board of Education on June 28, 2010. These standards are the Common Core Standards, created to ensure that all students are college and career ready in literacy no later than the end of high school. They are the intended results we envision for our 21st century graduates.

The ELA Standards are designed so that students achieve proficiency in a continuum of K-12 articulated content and skills. They designate clearly what students are expected to know and be able to do by the end of each grade level and high school course. Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document. Research and media skills are blended into the Standards as a whole. To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and non-print texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.

The Standards for English Language Arts (ELA) & Literacy in History/Social Studies, Science, and Technical Subjects set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for Grades 11-12 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. It is important to note that the 6–12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas, but rather to supplement them.

The CFSD English Language Arts Standards form the core of every student’s ability to function effectively in society. The demand for literacy skills in the workplace is high. Our students will need a wide repertoire of communication strategies and skills to succeed as learners, citizens, workers, and fulfilled individuals in the 21st century.


Key Features of the ELA StandardsReading: Text complexity and the growth of comprehensionThe Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 (Range of Reading and Level of Text Complexity) defines a grade-by-grade staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

Writing: Text types, responding to reading, and researchThe Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 (Integration of Knowledge and Ideas) stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.

Speaking and Listening: Flexible communication and collaborationIncluding but not limited to skills necessary for formal presentations, the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.

Language: Conventions, effective use, and vocabularyThe Language standards include the essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.

The Grades 11-12 standards on the following pages define what students should understand and be able to do, and correspond to the College and Career Readiness (CCR) anchor standards by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.


READING STANDARDS FOR LITERATURE


CATALINA FOOTHILLS SCHOOL DISTRICTSTANDARDS FOR ENGLISH LANGUAGE ARTS: GRADE 11/12

Reading Standards for LiteratureCollege and Career Readiness (CCR): Read 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.Key Ideas and DetailsLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

explain how any excerpt (passage, argument or detail) relates to and contributes to the main ideas of the whole text analyze how details contradict or complicate an implicit main idea, increasing depth of understanding infer how events/details author has chosen to omit affect the ideas of the text

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving key ideas and details, I can:11-12.RL.1 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

I can: articulate specific implicit and explicit ideas locate evidence explain relevance of evidence

articulate multiple plausible meanings of ambiguous passageLevel 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o articulate specific implicit and explicit ideaso locate evidenceo explain relevance of evidenceo articulates multiple plausible meanings of ambiguous passage

recognize or recall specific terminology such as: o explicit and implicito inferenceo concrete and abstract subjecto ambiguity and ambiguous

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.Level 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.



Reading Standards for LiteratureCollege and Career Readiness (CCR): Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas.Key Ideas and DetailsLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

use understanding of central idea or theme to support inferences about what the author or text might assert about another text, context, or subject extracts multiple, complex implicit themes or ideas in complex text infer how events/details author has chosen to omit affect the main ideas of the text

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving key ideas and details, I can:11-12.RL.2 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.

I can: explain how two or more themes or central ideas of a whole text complicate, contradict, limit, modify, expand, or qualify one another describe how theme or central ideas of text develop from beginning, to middle, to end of text

summarize a whole text explain how any excerpt (passage, argument, or detail) relates to and contributes to the main ideas of the whole text

Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o identify simple implicit central idea or theme o identify plausible interpretations of selected details o identify important events/details in order

recognize or recall specific terminology such as: o implicit and explicit themeo concrete and abstract subjects




Reading Standards for LiteratureCollege and Career Readiness (CCR): Analyze how and why individuals, events, and ideas develop and interact over the course of a text.Key Ideas and DetailsLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

describe multiple plausible purposes for the text analyze the difference between the views and values of the visible narrator/speaker/persona, and the views and values of the implied author

discernable from the text analyze how contemporary historical and social context affects how text might have been received analyze how a text has taken on new meanings or readings in new historical, cultural, political, or geographic contexts analyze how author’s personal background affects the text

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving key ideas and details, I can:11-12.RL.3 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).

I can: analyze methods author uses to create elements of a story (e.g. setting, plot, character)

analyze how author’s choices about elements of a story (e.g. setting, plot, character) affect the reader or support themesLevel 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o identify the author’s purpose in writing/speakingo identify the author’s personal or charactero identify the historical, cultural, political, or geographical context for the writing/speaking of the text

recognize or recall specific terminology such as: o intended audienceo personao first person, second person, third persono omniscient narration, limited narration, unreliable narration

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.



Reading Standards for LiteratureCollege and Career Readiness (CCR): Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyzes how specific word choices shape meaning or tone.Craft and StructureLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

evaluate the effectiveness of an author's organization of the text evaluate the effectiveness of narrator/speaker/persona construct multiple plausible interpretations of complex figurative language evaluate how well the various features of poetry help the reader to construct meaning analyze how ironies, contradictions, paradoxes, incongruities, and ambiguities develop theme(s) or main idea(s)

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving craft and structure, I can:11-12.RL.4 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.)

I can: determine the meaning of language using context clues analyze figurative and connotative effects on meaning analyze diction as it impacts meaning and tone analyze language as it relates to aesthetics paraphrase Shakespeare


perform basic processes:o identify figurative language (for example: extended metaphor/conceit, allusion, imagery, motif, symbolism)o identify various features of poetry, including sound (for example: rhythm, repetition, alliteration, consonance, assonance) and graphic

elements (for example: line length, enjambment, punctuation, word position) recognize or recall specific terminology such as:

o figurative language: metaphor, imagery, symbolism, personification, allusion o aesthetics (for example: grammar, syntax, diction)




Reading Standards for LiteratureCollege and Career Readiness (CCR): Analyze the structure of texts including how specific sentences, paragraphs and larger portions of the texts (e.g., a section, chapter, scene or stanza) relate to each other and the whole.Craft and StructureLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

evaluate the effectiveness of the rhetorical approach for a particular intended audience and purpose evaluate the effectiveness of an author’s organization of the text explain how an author’s choices with respect to precise and varied transitions and techniques that gracefully move the reader from one idea to the

next impacts the theme Explain how an author’s choices with respect to vivid or unusual diction, including figurative language, to enhance meaning or impacts the theme

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving craft and structure I can:11-12.RL.5 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.

I can: analyze how the organization of the text affects the audience analyze rhetorical strategies for their influence on the meaning


perform basic processes:o identify how the author organizes the texto identify the rhetorical strategies employed (for example: parallelism, tone)o identifies various features of poetry, including sound (for example: rhythm, repetition, alliteration, consonance, assonance) and graphic

elements (for example: line length, enjambment, punctuation, word position)o identify irony, contradictions, paradoxes, incongruities, and ambiguities

recognize or recall specific terminology such as: o ironyo toneo sarcasmo paradox




Reading Standards for LiteratureCollege and Career Readiness (CCR): Assess how point of view or purpose shapes the content and style of a text.Craft and StructureLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

analyze how ironies, contradictions, paradoxes, incongruities, and ambiguities develop theme(s) or main idea(s) evaluate the effectiveness of the rhetorical approach for a particular intended purpose

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving craft and structure, I can:11-12.RL.6 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).

I can: identify the author’s tone explain the author’s purpose in writing/speaking describe the rhetorical strategies used to express a character’s motives or convey an author’s purpose

describe the effect of the strategies on the meaning of the textLevel 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o identifY irony, contradictions, paradoxes, incongruities, and ambiguitieso Identify the author’s purpose for the texto Identify the effect of the text on the reader or themeo Identify the rhetorical strategies used

recognize or recall specific terminology such as: o ironyo contradictiono paradoxo toneo sarcasmo incongruityo ambiguity




Reading Standards for LiteratureCollege and Career Readiness (CCR): Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.Integration of Knowledge and IdeasLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

describe an author’s multiple plausible purposes analyze a text based on multiple perspectives to arrive at multiple plausible interpretations of themes

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving knowledge and ideas I can:11-12.RL.7 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.)

I can: explain the author’s interpretation using rhetorical strategies analyze the effect of the author’s choices on the audience analyze a text based on a particular perspective

compare various treatments of a text and their effectLevel 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o identify points in a text which support or refute a particular perspective

recognize or recall specific terminology such as: o perspective


*Note: No Standard #8 - it is not applicable to literature.



Reading Standards for LiteratureCollege and Career Readiness (CCR): Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Integration of Knowledge and IdeasLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

analyze the effect of the author’s different approaches to theme and topic in similar stories from a specific genreLevel 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving knowledge and ideas, I can:11-12.RL.9 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.

I can: explain how the historical, cultural, political, or geographical context affects the text


perform basic processes:o Identify the historical, cultural, political, or geographical context of the texto Identify key points that place the text in a particular historical, cultural, political, or geographical context

recognize or recall specific terminology such as: o context




Reading Standards for LiteratureCollege and Career Readiness (CCR): Read and comprehend complex literary and informational texts independently and proficiently.Range of Reading and Level of Text ComplexityLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving reading and text complexity, I can:11-12.RL.10 By the end of grade 12, 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.

I can: N/A

Students will be expected to complete a variety of reading strategies throughout the year that will be assessed using specific rubrics.


perform basic processes:o N/A

recognize or recall specific terminology such as: o No new terms



READING STANDARDS FOR INFORMATIONAL TEXT



Reading Standards for Informational TextCollege and Career Readiness (CCR): Read 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.Key Ideas and DetailsLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

explain how any excerpt (passage, argument or detail) relates to and contributes to the main ideas of the whole text analyze how details contradict or complicate am implicit main idea, increasing depth of understanding infer how events/details author has chosen to omit affect the ideas of the text

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving key ideas and details, I can:11-12.RI.1 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.

I can: articulate specific implicit and explicit ideas locate evidence explain relevance of evidence

articulates multiple plausible meanings of ambiguous passageLevel 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o articulate specific implicit and explicit ideaso locate evidenceo explain relevance of evidenceo articulate multiple plausible meanings of ambiguous passage

recognize or recall specific terminology such as: o explicito implicito inferenceo concrete/abstract subjecto ambiguity/ambiguous




Reading Standards for Informational TextCollege and Career Readiness (CCR): Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.Key Ideas and DetailsLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

use understanding of central idea or theme to support inferences about what the author or text might assert about another text, context, or subject extract multiple, complex implicit themes or ideas in complex texts explain how any excerpt (passage, argument, or detail) relates to and contributes to the main ideas of the whole text infer how events/details author has chosen to omit affect the main ideas of the text

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving key ideas and details, I can:11-12.RI.2 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.

I can: explain how two or more central ideas of a whole text complicate, contradict, limit, modify, expand, or qualify one another describe how central ideas of text develop from beginning, to middle, to end of text summarize a whole text


perform basic processes:o identify simple implicit central ideao identify plausible interpretations of selected details o identify important events/details in order

recognize or recall specific terminology such as: o implicit central idea




Reading Standards for Informational TextCollege and Career Readiness (CCR): Analyze how and why individuals, events, and ideas develop and interact over the course of a text.Key Ideas and DetailsLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

describe multiple plausible purposes for the text analyze the difference between the views and values of the visible narrator/speaker/persona, and the views and values of the implied author

discernable from the text (for example: an ironic reading of a deadpan comedy or satire) analyze how contemporary historical or social context affects how text might have been received analyze how a text has taken on new meanings or readings in new historical, cultural, political, or geographical contexts analyze how author’s personal background affects the text

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving key ideas and details, I can:11-12.RI.3 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.

I can: analyze methods author uses to create elements of a story (e.g., setting, plot, character)

analyze how author’s choices about elements of a story (e.g., setting, plot, character) affect the reader or support central ideasLevel 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o recognize or recalls isolated details and performs basic processes:o identify the author’s purpose in writing/speakingo identify the author’s persona or charactero identify the historical, cultural, political, or geographical context for the writing/speaking of the text

Recognize or recall specific terminology such as:o intended audienceo persona




Reading Standards for Informational TextCollege and Career Readiness (CCR): Interpret words and phrases as they are used in a text, including determining technical, connotative and figurative meanings and analyzes how specific word choices shape meaning or tone.Craft and StructureLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

evaluate the effectiveness of an author's organization of the text evaluate the effectiveness of narrator/speaker/persona construct multiple plausible interpretations of complex figurative language evaluate how well the various features of poetry help the reader to construct meaning analyze how ironies, contradictions, paradoxes, incongruities, and ambiguities develop theme(s) or main idea(s)

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving craft and structure, I can:11-12.RI.4Determine 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).

I can:

determine meaning of language using context clues analyze figurative and connotative effects meaning analyze diction as it creates meaning and tone analyze diction as it relates to aesthetics paraphrase Shakespeare

•Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o Identify how the author organizes the text (for example: beginning, end, sequence, pacing, time lapses, flashback/forward)o Identify figurative language (for example: extended metaphor/conceit, allusion, imagery, motif, symbolism)o Identify various features of poetry, including sound (for example: rhythm, repetition, alliteration, consonance, assonance) and graphic

elements (for example: line length, enjambment, punctuation, word position)o Identify irony, contradictions, paradoxes, incongruities, and ambiguities

recognize or recall specific terminology such as: o irony, paradox, incongruity, ambiguityo features of poetry (for example: rhythm, repetition, alliteration, consonance, assonance, line length, enjambment, punctuation, word

position)o figurative language (for example: extended metaphor/conceit, allusion, imagery, motif, symbolism)o diction




Reading Standards for Informational TextCollege and Career Readiness (CCR): Analyze 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.Craft and StructureLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

analyze a text based on multiple ideas, theories, philosophies, or perspectives to arrive at multiple plausible interpretations of theme(s)

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving craft and structure, I can:11-12.RI.5 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.

I can: explain how rhetorical strategies

and techniques support main ideas and purpose analyze how the organization of the text affects the audience analyze a text based on a particular idea, theory, philosophy, or perspective to arrive at a theme describe how the historical, cultural, political, or geographical context for the writing/speaking affects the text


perform basic processes:o identify points in a text which support or refute a particular idea, theory, philosophy, or perspective (for example: Marxist, feminist,

race, class, religious, existentialist) recognize or recall specific terminology such as:

o repetition, parallelism, allusion, rhetorical questions, imageryo argument by cause and effect, analogy; appeals to emotions, logic, authority, tone, photographs, advertisements, charts, graphs, art,

film, documentarieso meta-language: use of long-shots to signify both real and metaphoric isolation, rapid editing in a television commercial, juxtaposition

of text and color in a billboard, perspective, symbols, color, line, texture, shapeo Marxist, feminist, race, class, religious, existentialist




Reading Standards for Informational TextCollege and Career Readiness (CCR): Assess how point of view or purpose shapes the content and style of a text.Craft and StructureLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

analyze how ironies, contradictions, paradoxes, incongruities, and ambiguities develop theme(s) or main idea(s) use understanding of central idea or theme to support inferences about what the author of text might assert about another text, context, or subject extract multiple, complex implicit themes or ideas in complex texts explain how any excerpt (passage, argument, or detail) relates to and contributes to the main ideas of the whole text infer how events/details author has chosen to omit affect the main ideas of the text

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving craft and structure, I can:11-12.RI.6 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.

I can: explain the meaning of ironies contradictions, paradoxes, incongruities, and ambiguities extract complex implicit themes or ideas in complex texts locate details with multiple plausible interpretations, or details that subtly contradict obvious interpretations


perform basic processes:o identify simple implicit central idea or theme in more challenging textso identify plausible interpretations of selected detailso identify important events/details in order

recognize or recall specific terminology such as: o paradoxo incongruityo ambiguityo irony: verbal, dramatic




Reading Standards for Informational TextCollege and Career Readiness (CCR): Integrate and evaluate content presented in diverse media and formats.Integration of Knowledge and IdeasLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

describe multiple plausible purposes for the text analyze a text based on multiple perspectives to arrive at multiple plausible interpretations of themes

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving integrated knowledge and ideas, I can:11-12.RI.7 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.

I can: explain the author’s interpretation using rhetorical strategies analyze the effect of the author’s choices on the audience analyze a text based on a particular perspective compare various treatments of a text and their effect


perform basic processes:o identify points in a text which support or refute a particular perspective

recognize or recall specific terminology such as: o perspective




Reading Standards for Informational TextCollege and Career Readiness (CCR): Delineate 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.Integration of Knowledge and IdeasLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

evaluate the effectiveness of the organization of the text analyze how ironies, contradictions, paradoxes, incongruities, and ambiguities develop theme(s) or main idea(s) infer the author’s opinion on new topics or in new contexts, based on central idea and support in text extract multiple complex implicit themes or ideas in complex texts infer how the events/details the author has chosen to omit affect the main ideas of the text identify kinds of evidence that might disprove or alter author’s claims or ideas evaluate the effectiveness of the rhetorical approach (required: the author’s decision to appeal to emotion, logic, ethics, authority, tone) for a

particular intended audience and purposeLevel 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving integrated knowledge and ideas, I can:11-12.RI.8 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).

I can: analyze how the organization of the text affects the audience explain the meaning of ironies, contradictions, incongruities, and ambiguities infers the implicit main idea of complex texts, passages or their paragraphs Summarize text for a specific purpose, elucidating the line of argument or thought extract an author’s implicit and stated assumptions about a subject based upon evidence in the selection explain how any excerpt (passage, argument, or detail) relates to and contributes to the main ideas of the whole text evaluate logic of arguments and identifies unsupported inferences or logical fallacies (for example: circular reasoning, false causality, over-generalization,

over-simplification, self-contradiction, ad hominem argument)explain how rhetorical strategies (for example: argument by cause and effect, analogy; appeals to emotions, logic, authority, tone) and techniques (for example: repetition, parallelism, allusion, rhetorical questions, imagery) support main ideas and purposeLevel 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o identify how the author organizes the texto identify explicit main ideas or themes in more challenging textso summarize text, correctly re-stating details in proper sequenceo identify and categorizes different kinds of evidence used to supportingo identify rhetorical strategies used by the author conclusions (for example: logical, empirical, anecdotal)

recognize or recall specific terminology such as: irony, paradox, incongruity, ambiguityo implicito explicit


o logical fallaciesHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Level 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.


CATALINA FOOTHILLS SCHOOL DISTRICTSTANDARDS FOR ENGLISH LANGUAGE ARTS: GRADE 12

Reading Standards for Informational TextCollege and Career Readiness (CCR): Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Integration of Knowledge and IdeasLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

analyze the effect of the author’s different approaches to theme and topic in similar stories from a specific genreLevel 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving knowledge and ideas, I can:11-12.RI.9 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.

I can: explain how the historical, cultural, political, or geographical context affects the text


perform basic processes:o identify the historical, cultural, political, or geographical context of the texto identify key points that place the text in a particular historical, cultural, political, or geographical context

recognize or recall specific terminology such as: o context



aCATALINA FOOTHILLS SCHOOL DISTRICT

STANDARDS FOR ENGLISH LANGUAGE ARTS: GRADE 11/12Reading Standards for Informational Text

College and Career Readiness (CCR): Read and comprehend complex literary and informational texts independently and proficiently.Range of Reading and Level of Text ComplexityLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving reading and text complexity, I can:11-12.RI.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–12 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

AZ.11-12.RI.10a. By the end of grade 11, read and comprehend informational and functional text, including history/social studies, science, and technical texts, in the grades

11-12 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.

AZ.11-12.RI.10b. By the end of grade 12, read and comprehend informational and functional text, including history/social studies, science, and technical texts, at the high end

of the grades 11-12 text complexity band independently and proficiently.

I can Globally completed


perform basic processes:o

recognize or recall specific terminology such as: o



WRITING STANDARDS



Writing StandardsCollege and Career Readiness (CCR): Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Text Types and PurposesLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

create an introduction that establishes an issue and its significance for the audience integrate outside research or the perspective of experts (for example: theorists, philosophers, activists, authors) clearly acknowledges ambiguity and multiple plausible interpretation of evidence employ precise transitions and techniques that gracefully move the reader from one idea to the next (for example: subordination, parallel structure,

repetition of key words, synonyms or pronouns) employ vivid or unusual diction, including figurative language, to enhance meaning or effect create a lively, engaging, or subtle tone, effective for a specific audience and purpose

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving text types and purposes, I can:11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. 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.

b. 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.

c. 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.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented.

I can: Develop a complex claim that fulfills the purpose and controls the entire piece Support ideas with relevant, specific, varied, and accurate examples and details chosen to be credible to the specific audience Follow an overall organization plan with an effective, strategic sequence Construct an introduction that establishes the issue or problem and its significance for the audience, motivates the reader to continue reading, and

contains an effectively placed claim Use a variety of strategies appropriate to the audience to introduce examples, details and their sources Effectively argue the significance of details and examples Use persuasive appeals and techniques (for example: pathos, logos, ethos, mythos) suitable for the intended audience (supportive, wavering, hostile,

informed, uninformed) Select, create, and maintain an effective tone for specific purpose and audience


perform basic processes:o create an introduction that identifies a claim, a counter claim, and establishes a logical organizational structure


o support claim and counterclaim with relevant, specific, and accurate evidence; identify strengths and weaknesses of claim and counterclaim

o use words, phrases, and clauses to identify major sections of the text and distinguish between claims and reasons, between reasons and evidence, and claim and counterclaim

o use language appropriate to the topic (domain specific) in order to clearly communicate ideaso create and maintain consistent toneo provide a concluding statement related to claim

recognize or recall specific terminology such as: o claimo counterclaim




Writing StandardsCollege and Career Readiness (CCR): Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection.Text Types and PurposesLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

create more complex pieces of expository/persuasive writing clearly acknowledge ambiguity and multiple plausible interpretations in appropriate parts of the text connect the texts to historical information integrate outside research or the perspective of experts (for example: theorists, philosophers, activists, authors) integrate other texts (for rhetorical analysis) by the same author, or others integrate evidence into argument gracefully offer multiple plausible interpretations of details or passages address arguments that conflict with thesis

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving text types and purposes I can:11-12.W.2 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.a. 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.b. 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.c. 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.b. Use precise language and domain-specific vocabulary to manage the complexity of the topic.d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. 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).

I can: Develop a complex thesis that fulfills the purpose and controls the entire piece Support ideas with relevant, specific, varied, and accurate evidence from texts with internal citations and balances information from all sources Use a variety of strategies to introduce examples, details and their sources and connects them to ideas without merely restating them; provides enough

context for evidence to be understood Acknowledge conflicting information and multiple points of view Follow an overall organizational plan with an effective, unified sequence that takes the reader through a complete argument Construct an introduction that establishes the topic and its significance for the audience, motivates reader to continue reading, and contains an effectively

placed thesis Create a conclusion that provides a clear ending, helps reassert and extend the thesis, and states the implications of the thesis for the audience

Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.


Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can: perform basic processes:

o develop a thesis that fulfills the purposeo support ideas with relevant, specific, varied, and accurate evidence from the text with internal citationso identify conflicting informationo construct an introduction that establishes topic, motivates the reader to continue reading, and contains an effectively placed thesiso use strategies to introduce examples, details, and their sources and connect them to ideaso create a conclusion that provides a clear ending, helps reassert the thesis

recognize or recall specific terminology such as: o metaphoro simileo analogyo tone




Writing StandardsCollege and Career Readiness (CCR): Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Text Types and PurposesLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

create more complex pieces of narrative writing develop an innovative central idea or impression, or complementary central ideas or dominant impressions create an introduction that conveys the importance of topic employ innovative or creative sequencing employ ambiguity for effect create vivid details that allow the topic to come to life manipulate pacing to create character, mood, or evoke emotion in the reader employ pacing to compress time or accelerate an event in order to develop the author’s purpose

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving text types and purposes, I can:11-12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.c. Use 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).d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

I can: Write narratives (for example: memoir, personal narrative for college essay/personal statement) based on real or imagined events Develop a complex, central idea or dominant impression, implicit or explicit Develop a sequence of events around a clearly defined conflict, and the action is arranged so that the reader knows how the conflict started, how it

developed, and how it was resolved Create details that thoroughly support central ideas or dominant impressions Create an introduction that suggests the topic and mood, and motivates reader to continue reading Follow a strategic organizational plan, placing events in position to manipulate the reader’s emotions or create suspense Employ pacing to compress time or accelerate an event in order to develop the author’s purpose Divide text into paragraphs or sections, each organized to illustrate a single idea or topic

Create a conclusion that helps reveal, support, and extend the central idea Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o develop a central theme


o develop a sequence of events around a clearly defined conflicto include specific relevant detailso create an appropriate introductiono follow a basic organizational plano use strategies to indicate the passage of timeo divide text into paragraphs or sectionso create a conclusion that creates closure

recognize or recall specific terminology such as: o dominant impressiono conflicto moodo pacing




Writing Standards

College and Career Readiness (CCR): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Production and Distribution of WritingLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

skillfully present the purpose, audience, and strategies use authoritative language to summarize main ideas explicitly connects quotes to purpose and/or audience create more complex functional pieces of writing

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving production and distribution of writing, I can:11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. AZ11-12.W.4aProduce clear and coherent functional writing (e.g., formal letters, envelopes, application, minutes, memo, cover letter, letter of application, speaker introduction, request for a letter of recommendation, technical directions, resume, application essay, captions) in which the development organization and style are appropriate to task, purpose, and audience.

I can: Clearly express the author’s purpose, audience, and strategies Use succinct language to summarize main ideas in a logical order Use quotes judiciously, and only for key terms or ideas• Highlight relationships between main ideasLevel 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o identify the author’s purpose and main strategieso summarize main ideaso avoid copying phrases or lines without quotes (avoid plagiarism)

recognize or recall specific terminology such as: No new terminology




Writing StandardsCollege and Career Readiness (CCR): Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.Production and Distribution of WritingLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

experiment with strategies to discover and select ideas for writing; is able to shape assigned topics to suit writer and audience experiment with strategies/advice of published writers; is able to employ techniques from other genres in their writing reflect on patterns and trends in their own work to inform subsequent writing solicit strategic feedback on work-in-progress from multiple perspectives; demonstrates appropriate ownership of writing use feedback to inform effective revision

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving production and distribution of writing, I can:11-12.W.5 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.

I can: Select strategies to generate a variety of ideas and details into a plan for a writing task Incorporate suggested strategies/techniques/advice used by published writers for specific writing tasks Develop and monitor goals for own writing to enhance writingSolicit feedback on specific aspects of work-in-progress, and uses abstract or strategic feedback to inform revision (for example: suggestions about changing overall tone, structure, mood, etc.)Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o use strategies to generate ideas and details for a writing tasko identify strategies and techniques writers use for specific writing taskso identify strengths and weaknesses of a specific piece of their own writingo solicit general feedback on work-in-progress, and uses concrete and specific feedback to revise (for example: grammar, syntax,

punctuation, diction, specific organizational changes) recognize or recall specific terminology such as:

o No new terminologyHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.




Writing StandardsCollege and Career Readiness (CCR): Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Production and Distribution of WritingLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

Evaluate the effectiveness of techniques used in visual media with regard to their impact on the intended audience Compare the limitations and advantages of different media genres in communicating a specific message Incorporate understanding of broader economic, political, and social landscape (either contemporary or historical) to evaluate media messages for

their purposes and likely effect on audiences integrate media (for example: digital photo, information from a website, music, video clip) to create unified tone, mood, or central idea convey idea(s) that are complex, innovative, and unified to achieve purpose solicit strategic feedback on work-in-progress from multiple perspectives; demonstrates appropriate ownership of writing use feedback to inform effective revision

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving the production and distribution of writing, I can:11-12.W.6 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.

I can: Plan and create an effective media product that demonstrates format, purpose, and audience Select well-chosen, specific media to illustrate specific pieces of information Convey a complex idea(s) that is clear and fulfills the purpose Select strategies to generate a variety of ideas and details into a plan for a writing task Incorporate suggested strategies/techniques/advice used by published writers for specific writing tasks Develop and monitors goals for own writing to enhance writingSolicit feedback on specific aspects of work-in-progress, and uses abstract or strategic feedback to inform revision (for example: suggestions about changing overall tone, structure, mood, etc.)Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o use an organizational plano select images that are clear and relevant to topic (may be generic)o convey a basic or general ideao use strategies to generate ideas and details for a writing tasko identify strategies and techniques writers use for specific writing taskso identify strengths and weaknesses of a specific piece of their own writingo solicit general feedback on work-in-progress, and uses concrete and specific feedback to revise (for example: grammar, syntax,

punctuation, diction, specific organizational changes) recognize or recall specific terminology such as:

o plagiarismo copyright


o digital citizenshipHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.




Writing StandardsCollege and Career Readiness (CCR): Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Research to Build and Present KnowledgeLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

identify and reconcile two or more sources that provide conflicting information. conduct an interview of a credible, reliable source, having developed a comprehensive pattern of questioning

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving research, I can:11-12.W.7 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.

I can: Investigate the history and multiple perspectives of a controversial issue Integrate information from diverse sources, contexts, disciplines, or cultures•Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o use research to find information about a controversial issueo locate information from diverse sources, contexts, disciplines, or cultures

recognize or recall specific terminology such as: o plagiarismo credibleo reliable




Writing StandardsCollege and Career Readiness (CCR): Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.Research to Build and Present KnowledgeLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

effectively integrate information gathered from sources into own writing, using a variety of MLA in-text citation methods that are appropriate for the information presented (for example, introducing cited information with author’s name rather than with a parenthetical citation, paraphrasing, directly quoting, summarizing)

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving research, I can:11-12.W.8 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.

I can: Document sources with MLA format in all aspects of research Evaluate the relevance and quality of all sources Integrate information gathered from sources into own writing and identify sources (for example: author/organization/title), with MLA in-text citations Use a variety of text and electronic (for example: library catalog, data bases, Internet) sources Evaluate credibility of a source by researching the author’s background, training, and organizational affiliation to find relevant information


perform basic processes:o synthesize general information from multiple sources (for example: texts, illustrations, maps. Workplace, documents, schematic

diagrams) about a common topico use text and electronic sources to find informationo identify the author or organization responsible for the sourceo record, paraphrase, and organize researcho document sources using aspects of MLA format

recognize or recall specific terminology such as: o MLA format




Writing StandardsCollege and Career Readiness (CCR): Draw evidence from literary or informational texts to support analysis, reflection, and research.Research to Build and Present KnowledgeLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

Explain analysis or reflection of a literary text by using sound reasoning that includes multiple story elements, such as plot, characterization, tone Explain analysis or reflection of an expository text by using sound reasoning that includes multiple examples and details

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving research, I can:11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.a. 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.”).b. 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]”).

I can: Integrate information from diverse sources, contexts, disciplines, or cultures

Support ideas with subtle details and comprehensive evidence from the textLevel 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o Locate information from diverse sources, contexts, disciplines, or cultureso Support ideas with relevant, specific, varied, and accurate evidence from the text

recognize or recall specific terminology such as: o no new terminologyo




Writing StandardsCollege and Career Readiness (CCR): 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.Range of WritingLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving the range of writing, I can:11-12.W.10 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.

I can:Students will be expected to complete a variety of writing assignments throughout the year that will be assessed using specific rubrics.


perform basic processes:o NA

recognize or recall specific terminology such as: o NA



SPEAKING AND LISTENING STANDARDS



Speaking and Listening StandardsCollege and Career Readiness (CCR): Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.Comprehension and CollaborationLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

adjust speaking style (for example: rate, tone, volume, gesture, etc.) and in response to verbal and nonverbal feedback incorporate feedback from self- and peer-evaluation reference information from other sources (for example: other texts, history, contexts) to support discussion

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving comprehension and collaboration, I can:11-12.SL.1 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.

a. 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.

b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.c. 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 perspective.d. Respond thoughtfully to diverse perspectives; synthesize responses, 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.

I can: See above


perform basic processes:o reference text to support ideaso respond to students’ comments

recognize or recall specific terminology such as: o registero consensus o collegial




Speaking and Listening StandardsCollege and Career Readiness (CCR): Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.Comprehension and CollaborationLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

convey ideas that are complex, innovative, and unified to achieve purpose integrates media (for example: digital photo, information from a website, music, video clip) in an innovative manner

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving comprehension and collaboration, I can:11-12.SL.2 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.

I can: plan and create an effective media product evaluate information for accuracy as well as relevance to task (consider relationship between visuals and language, quantity and quality of information, etc) skillfully incorporate or refers to visuals (for example: digital media/costumes/props, graphics, body language) to enhance presentation


perform basic processes:o maintain eye contacto maintain appropriate volume and paceo incorporate or refers to visuals in the presentation, refers to source materialso respond to students’ commentso evaluate own effectiveness in formal presentations

recognize or recall specific terminology such as: o No new terminology




Speaking and Listening StandardsCollege and Career Readiness (CCR): Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.Comprehension and CollaborationLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

evaluate speaker for style (for example: rate, tone, volume, gestures) speaker adjusts style in response to verbal or nonverbal audience feedback (for example: body language, facial expressions, comments,

questions)Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving comprehension and collaboration, I can:11-12.SL.3 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.

I can: evaluate own and others’ effectiveness in discussions, and formal and information presentations respond thoughtfully to other students’ commentsLevel 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o identify speaker’s main ideao identify evidence used to support main idea

recognize or recall specific terminology such as: o ethos, pathos, logos, mythoso rhetorical fallacies




Speaking and Listening StandardsCollege and Career Readiness (CCR): Present 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.Presentation of Knowledge and IdeasLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

convey idea(s) that are complex, innovative, and unified to achieve purposeLevel 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving the presentation of knowledge and ideas, I can:11-12.SL.4 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.

I can: plan and create an effective presentation that demonstrates format, purpose, and audience select well-chosen, specific evidence to illustrate specific pieces of information

convey a complex idea(s) that is clear and fulfills the purposeLevel 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o use an organizational plano select examples that are clear and relevant to topic (may be generic)o convey a basic or general idea

recognize or recall specific terminology such as: o methods of organization (chronological, comparison/ contrast, problem/solution, order of importance, etc)




Speaking and Listening StandardsCollege and Career Readiness (CCR): Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.Presentation of Knowledge and IdeasLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

Integrate multiple pieces of media (for example: digital photo, information from a website, music, video clip) to create unified tone, mood, or central idea

convey idea(s) that are complex, innovative, and unified to achieve purposeLevel 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving the presentation of knowledge and ideas, I can:11-12.SL.5 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.

I can: plan and create an effective media product that demonstrates format, purpose, and audience organize color, space, graphics, and text in order to enhance or emphasize the main ideas select well-chosen, specific media to illustrate specific pieces of information convey a complex idea(s) that is clear and fulfills the purposechoose text (font, style, or size) to unify composition and achieve purposeLevel 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o selects image that are clear and relevant to topic (may be generic)o convey a basic or general ideao clearly labels necessary information (or example: titles, captions, headings)

recognize or recall specific terminology such as: o tone, mood, central ideao methods of organization (chronological, comparison/contrast, order of importance, problem/solution




Speaking and Listening StandardsCollege and Career Readiness (CCR): Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.Presentation of Knowledge and IdeasLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving presentation of knowledge and ideas, I can:11-12.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.This standard will be measured throughout the speaking and listening rubrics.

I can use standard English in a variety of formal and informal speaking situations


perform basic processes:o consistently use language appropriate to the purpose, avoiding informal register

recognize or recall specific terminology such as: o register o



LANGUAGE STANDARDS



Language StandardsCollege and Career Readiness (CCR): Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.Conventions of Standard EnglishLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

use multiple aspects of context in order to identify plausible meanings of an unfamiliar word (for example: definition, description, antonym/synonym, item is a series, cause and effect)

create a lively, engaging, or subtle tone, effective for a specific audience and purpose, which may contain two complementary sentiments (for example: frustrated and amused, cynical and resigned, outraged and optimistic, academic and personal)

employ vivid or unusual diction, including figurative language, to enhance meaning or effectLevel 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving conventions of standard English, I can:11-12.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. Examples of contested usage issues

include: whether sentence fragments are stylistic or inappropriate at the high school level; whether “I” should be used in persuasion; whether a sentence should be started with “because” or “and;” can “it” or “at” be used at the end of a sentence; split infinitives (e.g., “To boldly go where no man has gone before”).

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

I can: select, create, and maintain an effective tone for specific purpose and audience employ diction that is precise and clear


perform basic processes:o creates and maintains consistent and appropriate toneo employs appropriate language for purpose and audience (required: academic audience; for example – in literary

analysis, the use of present tense when referring to textual events, no conjunctions, third person only) recognize or recall specific terminology such as:

o contextHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.




Language StandardsCollege and Career Readiness (CCR): Demonstrate command of the convention of standard English capitalization, punctuation, and spelling when writing.Conventions of Standard EnglishLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

demonstrate mastery of standard writing conventions in own writing even in syntactically intricate or complicated passages, and correct errors in others’ writing (required: spelling of rare words, hanging or unnecessary prepositions where stylistically appropriate, agreement between pronoun and antecedent, correct placement and use of modifiers)

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving conventions of standard English, I can:11-12.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Observe hyphenation conventions.b. Spell correctly.Examples pertaining to this standard include: whether or not a comma should be used in a series before and; appropriate use of semi-colon and colon; the difference between hyphens and dashes; appropriate punctuation for dialogue and parenthetical expressions; and correct use of ellipses.

I can demonstrate control of standard writing conventions in own writing, and is able to correct errors in others’ writing (required: spelling of unusual words,

complete sentences [fragments ,run-ons, comma splices], complex punctuation [quotation marks, semicolon, dash, hyphen], complex capitalization rules, commonly confused homophones, commas after introductory elements or in series, commonly confused words [affect/effect, than/then, accept/except, anyone/any one, all together/altogether, who/whom, among/between, lose/loose], possessive apostrophes)


perform basic processes:o demonstrate control of basic writing conventions in own writing, and is able to correct errors in others’ writing (required: consistent

verb tense, spelling of common words, basic capitalization rules, end punctuation, subject-verb agreement, commonly confused homophones [its/it’s, your/you’re, two/to/too, they’re/their/there, who’s/whose, cite/site/sight])

recognize or recall specific terminology such as: o subjecto verbo homophone




Language StandardsCollege and Career Readiness (CCR): 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.Knowledge of LanguageLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

use multiple aspects of context in order to identify plausible meanings of an unfamiliar word (for example: definition, description, antonym/synonym, item is a series, cause and effect)

employ vivid or unusual diction, including figurative language, to enhance meaning or effect manipulate sentence structure to control pace, rhythm, emphasis, and effect create a lively, engaging, or subtle voice, effective for a specific purpose and audience, which may contain two complementary tones (for example:

frustrated and amused, cynical and resigned, outraged and optimistic, academic and personal)Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving knowledge of language I can:11-12.L.3 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.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.Identify author’s purposeful use of syntax, paragraphing, grammar and usage to create uniquely developed paragraphs which demonstrate writer’s awareness of text organization.I can: employ diction that is precise and clear employ appropriate and varied transition words and phrases that smoothly move the reader from one idea to the next effectively incorporate a variety of sentence structures and beginnings of sentences select, create, and maintain an effective tone for specific purpose and audienceLevel 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o employ appropriate language for purpose and audience (required: academic audience; for example – in literary analysis, the use of

present tense when referring to textual events, no conjunctions, third person only)o use some transition words and phrases, but occasionally they are generic, awkward, or repetitiveo use more than one sentence type to avoid ineffective repetition of a single sentence structureo create and maintain a consistent and appropriate tone

recognize or recall specific terminology such as: o dictiono transitiono sentence structure




Language StandardsCollege and Career Readiness (CCR): Determine 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.Vocabulary Acquisition and UseLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

create a plausible definition of an unfamiliar word which contains familiar roots and affixes create a sentence containing a familiar vocabulary word which provides a clear context construct a plausible novel word with roots and affixes to fit a given definition in part and speech

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving vocabulary, I can:11-12.L.4 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. a. 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.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).c. 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.d. 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).

I can: construct a plausible morphological meaning of a word explain how a word’s morphological meaning relates to the word’s definition associate words with their proper usage and/or context


perform basic processes:o identify and defines the roots and affixes within a word

recognize or recall specific terminology such as: o denotationo connotationo allusiono morphologyo morphemeo affix, prefix, suffixo root

major errors or omissions regarding the more complex ideas and processes.Level 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.Level 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.



Language StandardsCollege and Career Readiness (CCR): Demonstrate understanding, of figurative language, word relationships, and nuances in word meanings.Vocabulary Acquisition and UseLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

constructs multiple plausible interpretations of complex figurative language evaluates how well the various features of poetry help the reader to construct meaning

Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving vocabulary, I can:11-12.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.b. Analyze nuances in the meaning of words with similar denotations.

I can:analyze the meaning of complex figurative language (for example: extended metaphor/conceit, allusion, imagery, motif, symbolism)

explain how meaning and the reader’s experience are constructed by various features of poetry, including sound (for example: rhythm, repetition, alliteration, consonance, assonance) and graphic elements (for example: line length, enjambment, punctuation, word position)Level 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.Level 2.0 There are no major errors or omissions regarding the simpler details and processes. I can:

perform basic processes:o identify figurative language (for example: extended metaphor/conceit, allusion, imagery, motif, symbolism)o identify various features of poetry, including sound (for example: rhythm, repetition, alliteration, consonance, assonance) and graphic

elements (for example: line length, enjambment, punctuation, word position) recognize or recall specific terminology such as:

o figurative languageo poetic devices/terms




Language StandardsCollege and Career Readiness (CCR): Acquire 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 encountering an unknown term important to comprehension or expression.Vocabulary Acquisition and UseLevel 4.0 In addition to Level 3.0, in-depth inferences and applications that go beyond what was explicitly taught are demonstrated. I can:

Use purposefully chosen vocabulary to enhance written narratives, poems or informational texts (e.g., math vocabulary, science vocabulary)Level 3.5 In addition to Level 3.0 performance, in-depth inferences and applications with partial success.Level 3.0 While engaged in tasks involving vocabulary I can:11-12.L.6 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.

I can: employ diction that is precise and clear


perform basic processes:o employ appropriate language for purpose and audience (required: academic audience; for example – in literary analysis, the use of

present tense when referring to textual events, no conjunctions, third person only) recognize or recall specific terminology such as:

o No new terminologyHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.



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