| Name |
Description |
| ELA.10.V.1.2: | Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.Clarifications:
Clarification 1: Etymology refers to the study of word origins and the ways that words have changed over time.Clarification 2: Derivation refers to making new words from an existing word by adding affixes.
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| ELA.11.C.1.2: | Write complex narratives using appropriate techniques to establish multiple perspectives. |
| ELA.11.C.1.3: | Write literary analyses to support claims, using logical reasoning, credible evidence from sources, and elaboration, demonstrating an understanding of literary elements.Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
Clarification 2: Appropriate tone is expected to continue from 9th and 10th. Use narrative techniques to strengthen argument writing where appropriate.
Clarification 3: These written works will take longer and are meant to reflect thorough research and analysis.
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| ELA.11.C.1.4: | Write an analysis of complex texts using logical organization and a tone and voice appropriate to the task and audience, demonstrating an understanding of the subject. |
| ELA.11.C.1.5: | Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to improve clarity, structure, and style. |
| ELA.11.C.2.1: | Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate.Clarifications:
Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: appropriate volume, pronunciation, and pacing. This benchmark introduces rhetorical devices to the benchmark, building on what students have learned in R.3.2 and giving them a chance to apply it.Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.
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| ELA.11.C.3.1: | Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows:
- Use knowledge of usage rules to create flow in writing and presenting.
Clarification 2: See Convention Progression by Grade Level for more information. |
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| ELA.11.R.1.1: | Evaluate how key elements enhance or add layers of meaning and/or style in a literary text.Clarifications:
Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict, point of view, theme, and tone.
Clarification 2: For layers of meaning, any methodology or model may be used as long as students understand that text may have multiple layers and that authors use techniques to achieve those layers. A very workable model for looking at layers of meaning is that of I. A. Richards: Layer 1) the literal level, what the words actually mean
Layer 2) mood, those feelings that are evoked in the reader
Layer 3) tone, the author’s attitude
Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred)
Clarification 3: Style is the way in which the writer uses techniques for effect. It is distinct from meaning but can be used to make the author’s message more effective. The components of style are diction, syntax, grammar, and use of figurative language. Style helps to create the author’s voice. |
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| ELA.11.R.1.2: | Track and analyze universal themes in literary texts from different times and places.Clarifications:
Clarification 1: A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence. |
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| ELA.11.R.1.3: | Analyze the author’s choices in using juxtaposition to define character perspective.Clarifications:
Clarification 1: Juxtaposition is the technique of putting two or more elements side by side to invite comparison or contrast.Clarification 2: The term perspective means “a particular attitude toward or way of regarding something.”
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| ELA.11.R.1.4: | Analyze ways in which poetry reflects themes and issues of its time period.Clarifications:
Clarification 1: Poetry for this benchmark should be selected from one of the following literary periods. - Classical Period (1200 BCE–455 CE)
- Medieval Period (455 CE–1485 CE)
- Renaissance Period (130–1600)
- Restoration and 18th Century (1660–1790) British Literature
- Colonial and Early National Period (1600–1830) American Literature
- Romantic Period (1790–1870)
- Realism and Naturalism Period (1870–1930)
- Modernist Period (1910–1945)
- Contemporary Period (1945–present)
Clarification 2: For more information, see Literary Periods. |
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| ELA.11.R.2.1: | Evaluate the structure(s) and features in texts.Clarifications:
Clarification 1: Students will evaluate the use of the following structures: description, problem/solution, chronological, compare and contrast, cause and effect, and sequence.Clarification 2: Students will evaluate the use of the following features: table of contents, headings, captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and appendix.
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| ELA.11.R.2.2: | Analyze the central idea(s) of speeches and essays from the Classical Period. |
| ELA.11.R.2.3: | Analyze an author’s choices in establishing and achieving purpose(s) in speeches and essays from the Classical Period. |
| ELA.11.R.2.4: | Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, the authors’ reasoning, and the ways in which the authors use the same information to achieve different ends.Clarifications:
Clarification 1: Validity refers to the soundness of the arguments.Clarification 2: For more information on types of reasoning, see Types of Logical Reasoning.
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| ELA.11.R.3.1: | Analyze the author’s use of figurative language and explain examples of allegory.Clarifications:
Clarification 1: Examples of allegory should be taken from the following periods: - Classical Period (1200 BCE–455 CE)
- Medieval Period (455 CE–1485 CE)
- Renaissance Period (1300–1600)
- Restoration and 18th Century (1660–1790) British Literature
- Colonial and Early National Period (1600–1830) American Literature
- Romantic Period (1790–1870)
- Realism and Naturalism Period (1870–1930)
- Modernist Period (1910–1945)
Clarification 2: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.
Clarification 3: See Secondary Figurative Language.
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| ELA.11.R.3.2: | Paraphrase content from grade-level texts.Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark. |
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| ELA.11.R.3.3: | Compare and contrast how contemporaneous authors address related topics, comparing the authors’ use of reasoning, and analyzing the texts within the context of the time period.Clarifications:
Clarification 1: Contemporaneous authors here refers to authors who are contemporaries of each other writing within any of the following literary periods:- Classical Period (1200 BCE–455 CE)
- Medieval Period (455 CE–1485 CE)
- Renaissance Period (1300–1600)
- Restoration and 18th Century (1660–1790) British Literature
- Colonial and Early National Period (1600–1830) American Literature
- Romantic Period (1790–1870)
- Realism and Naturalism Period (1870–1930)
- Modernist Period (1910–1945)
Clarification 2: For more information on types of reasoning, see Types of Logical Reasoning. |
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| ELA.11.R.3.4: | Evaluate an author’s use of rhetoric in text.Clarifications:
Clarification 1: Students will evaluate the appropriateness of appeals and the effectiveness of devices. In this grade level, students are using and responsible for all four appeals; kairos is added at this grade level.Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 11.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, asyndeton, and chiasmus. Clarification 3: See Secondary Figurative Language. Clarification 4: See Rhetorical Appeals and Rhetorical Devices.
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| ELA.11.V.1.2: | Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.Clarifications:
Clarification 1: Etymology refers to the study of word origins and the ways that words have changed over time.Clarification 2: Derivation refers to making new words from an existing word by adding affixes.
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| ELA.612.F.2.1: | Demonstrate an understanding of spoken words, syllables, and sounds.- Orally produce single-syllable and multisyllabic words by accurately blending sounds.
- Accurately segment single-syllable and multisyllabic words.
Clarifications:
Clarification 1: Phonological awareness only refers to what can be done orally at both the sound and syllabic level. This includes isolating sounds, blending sounds, and orally segmenting words based on syllables. It does not involve print or letter knowledge. - Orally combine c-a-t to make cat/ orally combine trou-ser to make trouser.
- Orally break cat into c-a-t/ orally break trouser into trou-ser.
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| ELA.612.F.2.2: | Know and apply phonics and word analysis skills in decoding words.- Use an array of strategies to decode single-syllable and multisyllabic words.
- Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.
Clarifications:
Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and phonemes (speech sounds). Since morphemes represent the smallest unit of language with meaning, morphology refers to the skill of recognizing morphemes as a unit when decoding and determining meaning. |
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| ELA.612.F.2.3: | Know and apply phonics and word analysis skills in encoding words.- Use an array of strategies to accurately encode single-syllable and multisyllabic words.
Clarifications:
Clarification 1: Encoding refers to using the written word in order to communicate. It combines the skills of phonological awareness, phonics, and morphology to move from the oral to the written word.
- The process of encoding sounds through letters (s, r), consonant blends (sh, sk), digraphs (ay, ew), or trigraphs (sch, thr) using conventional spelling patterns to form words.
- The process of adding single units of sound with meaning to existing word parts to encode a given word.
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| ELA.612.F.2.4: | Read grade-level texts, at the student’s ability level, with accuracy, automaticity, and prosody or expression using the student’s mode of communication.Clarifications:
Clarification 1: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate. The chart stops at 6th grade because it represents sufficient automaticity for proficient reading. For secondary students receiving reading interventions, teachers should use the 6th grade norms as a goal.Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody. |
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| ELA.8.V.1.2: | Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content. |
| ELA.9.V.1.2: | Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.Clarifications:
Clarification 1: Etymology refers to the study of word origins and the ways that words have changed over time.Clarification 2: Derivation refers to making new words from an existing word by adding affixes.
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| ELA.K12.EE.1.1: | Cite evidence to explain and justify reasoning.Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations. 4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 6-8 Students continue with previous skills and use a style guide to create a proper citation. 9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
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| ELA.K12.EE.2.1: | Read and comprehend grade-level complex texts proficiently.Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric. |
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| ELA.K12.EE.3.1: | Make inferences to support comprehension.Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page.
Students will use the terms and apply them in 2nd grade and beyond. |
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| ELA.K12.EE.4.1: | Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.Clarifications:
In kindergarten, students learn to listen to one another respectfully.In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations. In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
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| ELA.K12.EE.5.1: | Use the accepted rules governing a specific format to create quality work.Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work. |
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| ELA.K12.EE.6.1: | Use appropriate voice and tone when speaking or writing.Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts. |
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| ELD.K12.ELL.LA.1: | English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Standard Relation to Course: Supporting |
| ELD.K12.ELL.SI.1: | English language learners communicate for social and instructional purposes within the school setting. Standard Relation to Course: Supporting |
