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evidence when writing or speaking to support conclusions drawn from the text. || and ideas. || meanings, and analyze how specific word choices shape meaning or tone. || (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. || well as in words. || the relevance and sufficiency of the evidence. || approaches the authors take. || says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. || 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. || 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). || 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.) || 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. || directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). || 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.) || foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. || 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. || says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. || 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. || individuals, ideas, or events interact and develop over the course of the 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). || her exposition or argument, including whether the structure makes points clear, convincing, and engaging. || particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. || media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. || 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). || 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. || 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. || and sufficient evidence. || through the effective selection, organization, and analysis of content. || and well-structured event sequences. || purpose, and audience. || understanding of the subject under investigation. || source, and integrate the information while avoiding plagiarism. || single sitting or a day or two) for a range of tasks, purposes, and audiences. || using valid reasoning and relevant and sufficient evidence. || claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. || 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. || 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. || the norms and conventions of the discipline in which they are writing. || the argument presented. || concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. || 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. || facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. || of the text, create cohesion, and clarify the relationships among complex ideas and concepts. || metaphor, simile, and analogy to manage the complexity of the topic. || the norms and conventions of the discipline in which they are writing. || the information or explanation presented (e.g., articulating implications or the significance of the topic). || effective technique, well-chosen details, and well-structured event sequences. || 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. || and multiple plot lines, to develop experiences, events, and/or characters. || another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). || convey a vivid picture of the experiences, events, setting, and/or characters. || observed, or resolved over the course of the narrative. || and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) || 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 on page 54.) || individual or shared writing products in response to ongoing feedback, including new arguments or information. || (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. || 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. || reflection, and research. || 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”). || 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]”). || revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. || building on others’ ideas and expressing their own clearly and persuasively. || orally. || organization, development, and style are appropriate to task, purpose, and audience. || of presentations. || indicated or appropriate. || 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. || study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas. || set clear goals and deadlines, and establish individual roles as needed. || 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. || 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. || 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. || assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. || 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. || interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. || of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.) || writing. || choices for meaning or style, and to comprehend more fully when reading or listening. || analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. || 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 || usage when writing or speaking. || over time, and is sometimes contested. || Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. || punctuation, and spelling when writing. || different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. || for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. || phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. || word’s position or function in a sentence) as a clue to the meaning of a word or phrase. || meanings or parts of speech (e.g., conceive, conception, conceivable). || 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. || (e.g., by checking the inferred meaning in context or in a dictionary). || nuances in word meanings. || their role in the text. || 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. || use strategies to improve expression in conventional language. || redundancy. || = =
 * = COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING = ||
 * **Key Ideas and Details** ||
 * 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
 * 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
 * 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. ||
 * **Craft and Structure** ||
 * 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
 * 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
 * 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
 * 6. Assess how point of view or purpose shapes the content and style of a text. ||
 * **Integration of Knowledge and Ideas** ||
 * 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as
 * 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as
 * 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as
 * 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
 * **Range of Reading and Level of Text Complexity** ||
 * 10. Read and comprehend complex literary and informational texts independently and proficiently. ||
 * =Reading Standards for Literature= ||
 * **Key Ideas and Details** ||
 * 1. Cite strong and thorough textual evidence to support analysis of what the text
 * **Key Ideas and Details** ||
 * 1. Cite strong and thorough textual evidence to support analysis of what the text
 * 2. Determine two or more themes or central ideas of a text and analyze their
 * 3. Analyze the impact of the author’s choices regarding how to develop and
 * **Craft and Structure** ||
 * 4. Determine the meaning of words and phrases as they are used in the text,
 * 4. Determine the meaning of words and phrases as they are used in the text,
 * 5. Analyze how an author’s choices concerning how to structure specific parts of
 * 6. Analyze a case in which grasping point of view requires distinguishing what is
 * **Integration of Knowledge and Ideas** ||
 * 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
 * 7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live
 * 8. (Not applicable to literature) ||
 * 9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
 * **Range of Reading and Level of Text Complexity** ||
 * 10. By the end of grade 11, read and comprehend literature, including stories,
 * 10. By the end of grade 11, read and comprehend literature, including stories,
 * =Reading Standards for Informational Text= ||
 * **Key Ideas and Details** ||
 * 1. Cite strong and thorough textual evidence to support analysis of what the text
 * 1. Cite strong and thorough textual evidence to support analysis of what the text
 * 2. Determine two or more central ideas of a text and analyze their development
 * 3. Analyze a complex set of ideas or sequence of events and explain how specific
 * **Craft and Structure** ||
 * 4. Determine the meaning of words and phrases as they are used in a text,
 * 4. Determine the meaning of words and phrases as they are used in a text,
 * 5. Analyze and evaluate the effectiveness of the structure an author uses in his or
 * 6. Determine an author’s point of view or purpose in a text in which the rhetoric is
 * **Integration of Knowledge and Ideas** ||
 * 7. Integrate and evaluate multiple sources of information presented in different
 * 7. Integrate and evaluate multiple sources of information presented in different
 * 8. Delineate and evaluate the reasoning in seminal U.S. texts, including the
 * 9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
 * **Range of Reading and Level of Text Complexity** ||
 * 10. By the end of grade 11, read and comprehend literary nonfiction in the grades
 * 10. By the end of grade 11, read and comprehend literary nonfiction in the grades
 * = COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR WRITING = ||
 * **Text Types and Purposes** ||
 * 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
 * 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
 * 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
 * 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,
 * **Production and Distribution of Writing** ||
 * 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
 * 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
 * 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ||
 * 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. ||
 * **Research to Build and Present Knowledge** ||
 * 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
 * 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
 * 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
 * 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. ||
 * **Range of Writing** ||
 * 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
 * 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
 * =Writing Standards= ||
 * **Text Types and Purposes** ||
 * 1. Write arguments to support claims in an analysis of substantive topics or texts,
 * 1. Write arguments to support claims in an analysis of substantive topics or texts,
 * a. Introduce precise, knowledgeable claim(s), establish the significance of the
 * b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the
 * c. Use words, phrases, and clauses as well as varied syntax to link the major
 * d. Establish and maintain a formal style and objective tone while attending to
 * e. Provide a concluding statement or section that follows from and supports
 * 2. Write informative/explanatory texts to examine and convey complex ideas,
 * 2. Write informative/explanatory texts to examine and convey complex ideas,
 * a. Introduce a topic; organize complex ideas, concepts, and information so
 * b. Develop the topic thoroughly by selecting the most significant and relevant
 * c. Use appropriate and varied transitions and syntax to link the major sections
 * d. Use precise language, domain-specific vocabulary, and techniques such as
 * e. Establish and maintain a formal style and objective tone while attending to
 * f. Provide a concluding statement or section that follows from and supports
 * 3. Write narratives to develop real or imagined experiences or events using
 * 3. Write narratives to develop real or imagined experiences or events using
 * a. Engage and orient the reader by setting out a problem, situation, or
 * b. Use narrative techniques, such as dialogue, pacing, description, reflection,
 * c. Use a variety of techniques to sequence events so that they build on one
 * d. Use precise words and phrases, telling details, and sensory language to
 * e. Provide a conclusion that follows from and reflects on what is experienced,
 * **Production and Distribution of Writing** ||
 * 4. Produce clear and coherent writing in which the development, organization,
 * 4. Produce clear and coherent writing in which the development, organization,
 * 5. Develop and strengthen writing as needed by planning, revising, editing,
 * 6. Use technology, including the Internet, to produce, publish, and update
 * **Research to Build and Present Knowledge** ||
 * 7. Conduct short as well as more sustained research projects to answer a question
 * 7. Conduct short as well as more sustained research projects to answer a question
 * 8. Gather relevant information from multiple authoritative print and digital sources,
 * 9. Draw evidence from literary or informational texts to support analysis,
 * a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
 * b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate
 * **Range of Writing** ||
 * 10. Write routinely over extended time frames (time for research, reflection, and
 * 10. Write routinely over extended time frames (time for research, reflection, and
 * = COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR SPEAKING AND LISTENING = ||
 * **Comprehension and Collaboration** ||
 * 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
 * 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,
 * 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
 * 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. ||
 * **Presentation of Knowledge and Ideas** ||
 * 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
 * 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
 * 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding
 * 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when
 * =Speaking and Listening Standards= ||
 * **Comprehension and Collaboration** ||
 * 1. Initiate and participate effectively in a range of collaborative discussions (one-on-
 * 1. Initiate and participate effectively in a range of collaborative discussions (one-on-
 * a. Come to discussions prepared, having read and researched material under
 * b. Work with peers to promote civil, democratic discussions and decisionmaking,
 * c. Propel conversations by posing and responding to questions that probe
 * d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
 * 2. Integrate multiple sources of information presented in diverse formats and
 * 2. Integrate multiple sources of information presented in diverse formats and
 * 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
 * **Presentation of Knowledge and Ideas** ||
 * 4. Present information, findings, and supporting evidence, conveying a clear
 * 4. Present information, findings, and supporting evidence, conveying a clear
 * 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
 * 6. Adapt speech to a variety of contexts and tasks, demonstrating a command
 * = COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR LANGUAGE = ||
 * **Conventions of Standard English** ||
 * 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ||
 * 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
 * 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
 * **Knowledge of Language** ||
 * 3. Apply knowledge of language to understand how language functions in different contexts, to make effective
 * 3. Apply knowledge of language to understand how language functions in different contexts, to make effective
 * **Vocabulary Acquisition and Use** ||
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
 * 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ||
 * 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
 * =Language Standards= ||
 * **Conventions of Standard English** ||
 * 1. Demonstrate command of the conventions of standard English grammar and
 * 1. Demonstrate command of the conventions of standard English grammar and
 * a. Apply the understanding that usage is a matter of convention, can change
 * b. Resolve issues of complex or contested usage, consulting references (e.g.,
 * 2. Demonstrate command of the conventions of standard English capitalization,
 * 2. Demonstrate command of the conventions of standard English capitalization,
 * a. Observe hyphenation conventions. ||
 * b. Spell correctly. ||
 * **Knowledge of Language** ||
 * 3. Apply knowledge of language to understand how language functions in
 * 3. Apply knowledge of language to understand how language functions in
 * a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)
 * **Vocabulary Acquisition and Use** ||
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and
 * a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
 * b. Identify and correctly use patterns of word changes that indicate different
 * c. Consult general and specialized reference materials (e.g., dictionaries,
 * d. Verify the preliminary determination of the meaning of a word or phrase
 * 5. Demonstrate understanding of figurative language, word relationships, and
 * 5. Demonstrate understanding of figurative language, word relationships, and
 * a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze
 * b. Analyze nuances in the meaning of words with similar denotations. ||
 * 6. Acquire and use accurately general academic and domain-specific words and
 * 6. Acquire and use accurately general academic and domain-specific words and
 * = LANGUAGE PROGRESSIVE SKILLS BY GRADE = ||
 * Subject-verb agreement ||
 * Pronoun-antecedent agreement ||
 * Choose words and phrases for effect ||
 * Use complete sentences, recognizing and correcting inappropriate fragments or run-ons ||
 * Correctly use frequently confused words (to/too/two, their/they're/there) ||
 * Choose punctuation for effect ||
 * Recognize and correct inappropriate shifts in verb tense ||
 * Recognize and correct inappropriate shifts in pronoun number and person ||
 * Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). ||
 * Recognize variations from standard English in their own and others’ writing and speaking, and identify and
 * Recognize variations from standard English in their own and others’ writing and speaking, and identify and
 * Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. ||
 * Vary sentence patterns for meaning, reader/listener interest, and style.‡ ||
 * Maintain consistency in style and tone. ||
 * Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. ||
 * Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and
 * Recognize and correct inappropriate shifts in verb voice and mood. ||
 * Use parallel structure. ||