| Standard | Benchmark | DOK | Sequence |
|---|---|---|---|
| RL.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | a. 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.) | 2 | 1.1.1 |
| RI.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | a. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). | 3 | 1.1.2 |
| W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | a. 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. | 3 | 1.1.3 |
| W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. | a. 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. |
3 | 1.1.4 |
| LS.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. | a. Initiate and participate effectively in a range of collaborative discussion with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. | 2 | 1.1.5 |
| LF.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | b. Resolve issues of complex or contested usage, consulting references as needed. | 2 | 1.1.6 |
| LF.4 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. | b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech. | 1 | 1.1.7 |
| LF.4 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. | d. Verify the preliminary determination of the meaning of a word or phrase | 1 | 1.1.8 |
| LF.5 Demonstrate understanding of word relationships and nuances in word meanings. | b. Analyze nuances in the meaning of words with similar denotations. | 2 | 1.1.9 |
| RI.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | a. 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 produce a complex account. | 3 | 1.2.1 |
| RL.1 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. | a. 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. | 2 | 1.2.2 |
| RL.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | a. 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 produce a complex account. | 3 | 1.2.3 |
| 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”). | 3 | 1.2.4 |
| W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research | 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]”). |
3 | 1.2.5 |
| LS.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. | 2. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. | 3 | 1.2.6 |
| LS.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. | 3. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives | 3 | 1.2.7 |
| RL.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | a. 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). | 3 | 1.3.1 |
| W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | a. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | 2 | 1.3.2 |
| W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. | a. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.(Editing for conventions should demonstrate command of Language Foundations standards 1–3 up to and including grades 11–12.) |
2 | 1.3.3 |
| W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. |
a. 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. | 2 | 1.3.4 |
| RL.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | a. 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. | 4 | 2.1.1 |
| W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 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). | 1 | 2.1.10 |
| LF.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. | 2 | 2.1.11 |
| LF.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | b. Spell correctly. | 1 | 2.1.12 |
| LF.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. | a. Vary syntax for effect, consulting references for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. | 2 | 2.1.13 |
| LF.4 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. | c. Consult general and specialized reference materials, 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. | 1 | 2.1.14 |
| RI.1 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. | a. 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. | 3 | 2.1.2 |
| RI.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole | a. 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. | 4 | 2.1.3 |
| RI.7 Integrate and evaluate content presented in diverse formats and media, including print and digital sources | a. Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem. | 4 | 2.1.4 |
| W.2 Write informative/explanatory texts to examine and convey complex ideas 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 | 2 | 2.1.5 |
| W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 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. | 2 | 2.1.6 |
| W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 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 | 2 | 2.1.7 |
| W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic | 2 | 2.1.8 |
| W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 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. | 1 | 2.1.9 |
| LS.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | a. 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. |
3 | 2.2.1 |
| LS.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, style are appropriate to task, purpose, and audience | a. 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 of formal and informal tasks. | 3 | 2.2.2 |
| LS.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | a. 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 | 2 | 2.2.3 |
| RL..6 Assess how point of view or purpose shapes the content and style of a text. | a. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant | 3 | 3.1.1 |
| LF.5 Demonstrate understanding of word relationships and nuances in word meanings. | b. Analyze nuances in the meaning of words with similar denotations. | 3 | 3.1.10 |
| RL.7 Integrate and evaluate content presented in diverse formats and media, including print and digital resources |
a. 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.) | 4 | 3.1.2 |
| RI.6 Assess how point of view or purpose shapes the content and style of a text. | a. 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 | 3 | 3.1.4 |
| RI.8 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. | a. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy. | 4 | 3.1.5 |
| W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters | 2 | 3.1.6 |
| LS.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. | a. 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. | 4 | 3.1.7 |
| LF.4 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. | a. Use context as a clue to the meaning of a word or phrase. | 2 | 3.1.8 |
| LF.5 Demonstrate understanding of word relationships and nuances in word meanings. | a. Interpret figures of speech in context and analyze their role in the text. | 3 | 3.1.9 |
| 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, and introducing a narrator and/or characters; create a smooth progression of experiences or events. | 2 | 3.2.1 |
| W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. | 1 | 3.2.2 |
| W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | 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). | 3 | 3.2.3 |
| W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. | 3 | 3.2.4 |
| W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative | 2 | 3.2.5 |
| LF.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | a. Observe hyphenation conventions | 1 | 3.2.6 |
| RL.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. | a. Analyze how an author's choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. | 3 | 4.1.1 |
| RI.3 Analyze how and why individuals, events and ideas develop and interact over the course of a text. | a. 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 a text. | 4 | 4.1.2 |
| RI.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | a. 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. | 4 | 4.1.3 |
| 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. | 3 | 4.1.4 |
| LS.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively | 4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is r enquired to deepen the investigation or complete the task |
4 | 4.1.5 |
| 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 | 3 | 4.2.1 |
| W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient 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. | 4 | 4.2.2 |
| W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | 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. | 3 | 4.2.3 |
| W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | 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. | 2 | 4.2.4 |
| W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | e. Provide a concluding statement or section that follows from and supports the argument presented. | 2 | 4.2.5 |