Only Grade 12 english language arts is shown here. Current and transition frameworks remain separate. A provisional target is not proof that every clause is taught or assessed.
English language arts · 2017 framework
Grade band 11-12 · 70 / 72 statements targeted
| Standard | Instruction status | Source text |
|---|---|---|
| ela-2017:RL.11-12.1 | Provisional target; review pending | 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. |
| ela-2017:RL.11-12.2 | Provisional target; review pending | Analyze literary text development. |
| ela-2017:RL.11-12.3 | Provisional target; review pending | 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). |
| ela-2017:RL.11-12.4 | Provisional target; review pending | Determine the connotative, denotative, and figurative meaning of words and phrases as they are used in the text; analyze the impact of author's diction, including multiple-meaning words or language that is particularly evocative to the tone and mood of the text. |
| ela-2017:RL.11-12.5 | Provisional target; review pending | 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. |
| ela-2017:RL.11-12.6 | Provisional target; review pending | Analyze a case in which grasping point of view or perspective requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement) and evaluate the impact of these literary devices on the content and style of the text. |
| ela-2017:RL.11-12.7 | Provisional target; review pending | 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.) |
| ela-2017:RL.11-12.8 | Not applicable at this grade | (Not applicable to literature) |
| ela-2017:RL.11-12.9 | Provisional target; review pending | Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more diverse texts from the same period treat similar themes and/or topics. |
| ela-2017:RL.11-12.10 | Provisional target; review pending | By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range, building background knowledge and activating prior knowledge in order to make personal, societal, and ethical connections that deepen understanding of complex text. 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, building background knowledge and activating prior knowledge in order to make personal, societal, and ethical connections that deepen understanding of complex text. |
| ela-2017:RI.11-12.1 | Provisional target; review pending | 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. |
| ela-2017:RI.11-12.2 | Provisional target; review pending | Analyze informational text development. |
| ela-2017:RI.11-12.3 | Provisional target; review pending | 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. |
| ela-2017:RI.11-12.4 | Provisional target; review pending | 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). |
| ela-2017:RI.11-12.5 | Provisional target; review pending | 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. |
| ela-2017:RI.11-12.6 | Provisional target; review pending | Determine an author's perspective 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. |
| ela-2017:RI.11-12.7 | Provisional target; review pending | 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. |
| ela-2017:RI.11-12.8 | Provisional target; review pending | Delineate and evaluate the reasoning in seminal U.S. texts and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). |
| ela-2017:RI.11-12.9 | Provisional target; review pending | 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. |
| ela-2017:RI.11-12.10 | Provisional target; review pending | By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently. |
| ela-2017:W.11-12.1 | Provisional target; review pending | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| ela-2017:W.11-12.2 | Provisional target; review pending | 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. |
| ela-2017:W.11-12.3 | Provisional target; review pending | Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. |
| ela-2017:W.11-12.4 | Provisional target; review pending | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) |
| ela-2017:W.11-12.5 | Provisional target; review pending | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12.) |
| ela-2017:W.11-12.6 | Provisional target; review pending | 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. |
| ela-2017:W.11-12.7 | Provisional target; review pending | 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. |
| ela-2017:W.11-12.8 | Provisional target; review pending | 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. |
| ela-2017:W.11-12.9 | Provisional target; review pending | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| ela-2017:W.11-12.10 | Provisional target; review pending | 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. |
| ela-2017:SL.11-12.1 | Provisional target; review pending | 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. |
| ela-2017:SL.11-12.2 | Provisional target; review pending | 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. |
| ela-2017:SL.11-12.3 | Provisional target; review pending | Evaluate a speaker's perspective, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. |
| ela-2017:SL.11-12.4 | Provisional target; review pending | 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. |
| ela-2017:SL.11-12.5 | Provisional target; review pending | 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. |
| ela-2017:SL.11-12.6 | Provisional target; review pending | Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 for specific expectations.) |
| ela-2017:L.11-12.1 | Provisional target; review pending | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| ela-2017:L.11-12.2 | Provisional target; review pending | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| ela-2017:L.11-12.3 | Provisional target; review pending | 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. |
| ela-2017:L.11-12.4 | Provisional target; review pending | 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. |
| ela-2017:L.11-12.5 | Provisional target; review pending | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| ela-2017:L.11-12.6 | Provisional target; review pending | 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. |
| ela-2017:RH.11-12.1 | Provisional target; review pending | Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| ela-2017:RH.11-12.2 | Provisional target; review pending | Analyze content-area-specific text development. |
| ela-2017:RH.11-12.3 | Provisional target; review pending | Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. |
| ela-2017:RH.11-12.4 | Provisional target; review pending | Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). |
| ela-2017:RH.11-12.5 | Provisional target; review pending | Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. |
| ela-2017:RH.11-12.6 | Provisional target; review pending | Evaluate authors' differing perspectives on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. |
| ela-2017:RH.11-12.7 | Provisional target; review pending | Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. |
| ela-2017:RH.11-12.8 | Provisional target; review pending | Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. |
| ela-2017:RH.11-12.9 | Provisional target; review pending | Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. |
| ela-2017:RH.11-12.10 | Provisional target; review pending | By the end of grade 12, read, comprehend, and respond to history/social studies texts in the grades 11-CCR text complexity band independently and proficiently. |
| ela-2017:RST.11-12.1 | Provisional target; review pending | Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. |
| ela-2017:RST.11-12.2 | Provisional target; review pending | Analyze content-area-specific text development. |
| ela-2017:RST.11-12.3 | Provisional target; review pending | Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. |
| ela-2017:RST.11-12.4 | Provisional target; review pending | Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. |
| ela-2017:RST.11-12.5 | Provisional target; review pending | Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. |
| ela-2017:RST.11-12.6 | Provisional target; review pending | Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. |
| ela-2017:RST.11-12.7 | Provisional target; review pending | Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. |
| ela-2017:RST.11-12.8 | Provisional target; review pending | Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. |
| ela-2017:RST.11-12.9 | Provisional target; review pending | Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. |
| ela-2017:RST.11-12.10 | Provisional target; review pending | By the end of grade 12, read, comprehend, and respond to science/technical texts in the grades 11-CCR text complexity band independently and proficiently. |
| ela-2017:WHST.11-12.1 | Provisional target; review pending | Write arguments focused on discipline-specific content. |
| ela-2017:WHST.11-12.2 | Provisional target; review pending | Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
| ela-2017:WHST.11-12.3 | Not applicable at this grade | (See note; not applicable as a separate requirement) |
| ela-2017:WHST.11-12.4 | Provisional target; review pending | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| ela-2017:WHST.11-12.5 | Provisional target; review pending | 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. |
| ela-2017:WHST.11-12.6 | Provisional target; review pending | 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. |
| ela-2017:WHST.11-12.7 | Provisional target; review pending | 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. |
| ela-2017:WHST.11-12.8 | Provisional target; review pending | 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 specific 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. |
| ela-2017:WHST.11-12.9 | Provisional target; review pending | Draw evidence from informational texts to support analysis reflection, and research. |
| ela-2017:WHST.11-12.10 | Provisional target; review pending | Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |