Grades 11-12

Reading Standards for Literature

Reading Standards for Informational Text 

Writing Standards

Speaking and Listening Standards

Language Standards

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas 

Range of Reading and Level of Text Complexity

Text Types and Purposes

Production and Distribution of Writing

Research to Build and Present Knowledge

Range of Writing

Comprehension and Collaboration

Presentation of Knowledge and Ideas

Conventions of Standard English

Knowledge of Language

Vocabulary Acquisition and Use

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.

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.

Analyze the impact of the author's choices regarding how to develop and connect elements of a story or drama.

Determine the meaning(s) of words and phrases as they are used in a text, including figurative and connotative meanings, while analyzing the impact of specific choices on meaning and tone.

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.

Using a variety of genres, analyze how the narrative point of view impacts the implicit and explicit meanings in a text.

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. 

(Not applicable to literature)

Drawing on a wide range of time periods, analyze how two or more texts treat similar themes or topics.

By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 11. 10. Read or be read to a variety of texts or adapted texts including historical novels, periodicals, classical dramas or plays, poetry, novels written by international authors, fiction and nonfiction novels. 1112.HD.a1 By the end of the year, proficiently and independently read and comprehend literature, including stories, dramas, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 12.

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.

Determine and analyze the development and interaction of two or more central ideas over the course of a text to provide a complex analysis or objective summary.

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.

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. 

Analyze and evaluate the effectiveness of the author's choice of structural elements and text features.

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 effectiveness of the text.

Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in print in order to address a question or solve a problem. 

Delineate and evaluate the rhetorical effectiveness of the authors' reasoning, premises, purpose, and argument in seminal U.S. and world texts.

Analyze foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features.

By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 11. By the end of the year, proficiently and independently read and comprehend informational text and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 12.

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 style and tone appropriate 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. 

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, graphics, and multimedia when useful for 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. d. Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the complexity of the topic. e. Establish and maintain a style and tone appropriate 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). 

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. b. Use narrative techniques 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 particular tone and outcome. d. Use precise words and phrases, relevant descriptive 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. 

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1–3 above.)

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.)

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.

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. 

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.

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11-12 Reading standards to literature. b. Apply grades 11-12 Reading standards to informational text and nonfiction.  

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.  

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 perspectives. d. 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 required to deepen the investigation or complete the task. 

Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and propose solutions, while evaluating the credibility and accuracy of each source and noting any discrepancies.

Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Present information, findings, and supporting evidence in an organized, developed style appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line of reasoning, message, and any alternative perspectives.

Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to keep the audience engaged.

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.) 

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. b. Resolve issues of complex or contested usage, consulting references as needed.

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use hyphenation conventions. b. Use correct spelling. 

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. 

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. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g. conceive, conception, conceivable). b. 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. 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.

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. 

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.

Use two or more pieces of evidence to support inferences, conclusions, or summaries of the plot, purpose or theme within a text

Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries or text.

Use evidence to support conclusions about ideas not explicitly stated in the text.

Determine two or more themes or central ideas of an adapted grade appropriate text.

Determine how the theme develops.

Provide/create an objective summary of a text.

Analyze the author’s choices about what is developed and included in the text and what is not developed and included related to story elements.

Analyze author’s choices about how to relate elements of the story (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Determine the meaning of words and phrases as they are used in a text including figurative (i.e., metaphors, similes, and idioms) and connotative meanings.

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.

 Define satire, sarcasm, irony.

Differentiate from what is directly stated in a text from what is meant.

Analyze multiple interpretations of a story drama, or poem (e.g., recorded or live productions of a play or recorded novel or poetry) evaluating how each version interprets the source text.

No CCCs developed for this standard.

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 (historical reflection, social, morals).

Independently read challenging grade appropriate texts or grade appropriate adapted texts.

Use a variety of strategies to derive meaning from a variety of texts.

Read or be read to a variety of texts or adapted texts including historical novels, periodicals, classical dramas or plays, poetry, novels written by international authors, fiction and nonfiction novels.

Independently read challenging grade appropriate texts or grade appropriate adapted texts.

Use a variety of strategies to derive meaning from a variety of texts.

Use two or more pieces of evidence to support inferences, conclusions, or summaries or text.

Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries in a text.  

Determine two or more central ideas of a text.

Determine how the central ideas develop.

Determine how key details support the development of the central idea of a text.

Provide/create an objective summary of a text.

Analyze key points throughout a text to determine the organizational pattern or text structure.

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.

Determine the meaning of words and phrases as they are used in a text including figurative (i.e., metaphors, similes, and idioms) and connotative meanings.

Analyze the structure an author uses in his or her exposition or argument.

Evaluate the effectiveness of the structure an author uses in his or her exposition or argument, to determine whether the structure makes points clear, convincing.

Determine the author’s point of view or purpose in a text.

Determine what arguments the author makes.

 Determine/identify the specific language/words that the author uses that contribute to the power, persuasiveness, or beauty of the text.

Develop and explain ideas for why authors made specific word choices within text.

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.

Identify claims made by the author as being fact or opinion.

Distinguish reliable sources from non-reliable.

Evaluate the premises, purposes, argument that the author makes.

Delineate the premises, purposes, argument and specific claims in two or more texts on related topics.

Assess the validity of the premises, purposes, arguments across texts on related topics.

identify central ideas and concepts in seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s ―Letter from Birmingham Jail).

Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s ―Letter from Birmingham Jail‖), address similar central ideas.

Read or be read to a variety of texts including historical novels, periodicals, classical dramas or plays, poetry, novels written by international authors, fiction and nonfiction novels. 

Independently read challenging grade appropriate texts.

Use a variety of strategies to derive meaning from a variety of print/non-print texts.

Read or be read to a variety of texts including historical novels, periodicals, classical dramas or plays, poetry, novels written by international authors, fiction and nonfiction novels. 

Independently read challenging grade appropriate texts.

 Use a variety of strategies to derive meaning from a variety of print/non-print texts. 

Introduce claim(s) for an argument that reflects knowledge of the topic.

Use context or related text to establish the significance of the claim(s).

Identify claim(s) from alternate or opposing claims(s) in writing.

Create a writing organizational structure (e.g., introduce claims, distinguish supporting and opposing claims and relevant evidence for each, provides conclusion) logically sequencing claim(s), counterclaims, reason, and evidence.

Select the most relevant evidence for claim(s) and counterclaim(s) for use in writing. 

Develop clear claim(s) with the most relevant evidence for a topic or text.

Use words, phrases, and clauses to create cohesion within writing.

Use words, phrases, and clauses to clarify the relationship among claims, counterclaims, reasons, and evidence.

Maintain a consistent style and voice throughout writing.

Provide a concluding statement or section that supports the argument presented by stating the significance of the claim and/or presenting next steps related to the topic.

Create an organizational structure for writing that groups information logically (e.g., cause/effect, compare/contrast, descriptions and examples), to support paragraph focus.

Write an introduction that clearly previews information to follow.

Select the facts, extended definitions, concrete details, quotations, or other information and examples that are most relevant to the focus and appropriate for the audience.

Use transitional words, phrases, and clauses that connect ideas and create cohesion within writing.

Use precise language, domain-specific vocabulary to manage the complexity of the topic.

Maintain a consistent style and voice throughout writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented.

Report on a topic using a logical sequence of ideas, appropriate facts, and relevant, and descriptive details which support the main ideas.

 Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view.

Engage and orient the reader to the narrator and/or characters.

Produce a narrative that includes dialogue that advances the plot of theme (e.g., reveals character motivation, feelings, thoughts, how character has changed perspectives.

 Include plot techniques and pacing (e.g., flashback, foreshadowing, suspense) as appropriate in writing.

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).

Create a smooth progression of experiences or events.

Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Produce a clear coherent permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform), or audience (e.g., reader).

Produce a clear coherent permanent product that is appropriate to the specific task, purpose (e.g., to entertain), or audience.

Produce a clear coherent permanent product that is appropriate to the specific task, purpose (e.g., to persuade), or audience.

Develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion) focused on a specific purpose and audience.

Develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story). 

Develop a plan for writing (e.g., choose a topic, introduce argument topic, develop a claim, develop a counter claim, conclude argument).

Strengthen writing by revising and editing.

Strengthen writing by revising and editing (e.g., review product, strengthening story).

Strengthen writing by revising and editing.

Use technology to produce and publish writing. (e.g., use internet to gather information, word processing to generate and collaborate on writing).

Follow steps to complete a short or sustained research project to build knowledge on a topic or text, answer a question and/or solve a problem (e.g., determine topic, locating information on a topic, organizing information related to the topic, drafting a permanent product).

Gather (e.g., highlight, quote, or paraphrase from source) relevant information about the topic or text from authoritative print and/or digital sources.

 Gather relevant information about the topic or text and stated claim from authoritative print and/or digital sources.

 Integrate information presented by others which is determined to be the most appropriate for the task, purpose, and audience into the writing product while avoiding plagiarism.

Integrate information presented by others which is determined to be the most appropriate for the task, purpose, and audience into the writing product while avoiding plagiarism.

Use a standard format to write citations.

Use a standard format to write citations.

Provide evidence from literary or information texts to support analysis, reflection, and research.

Evaluate an argument within a seminal text or adapted text to determine if reasoning is valid; reasoning is accurate; evidence is relevant; and evidence is sufficient.

No CCCs developed for this standard.

Work with peers to promote democratic discussions.

Actively seek the ideas or opinions of others in a discussion on a given topic or text.

Consider a full range of ideas or positions on a given topic or text when presented in a discussion. 

Engage appropriately in discussion with others who have a diverse or divergent perspectives. 

Clarify, verify, or challenge ideas and conclusions within a discussion on a given topic or text

Summarize points of agreement and disagreement within a discussion on a given topic or text.

Use evidence and reasoning presented in discussion on topic or text to make new connections with own view or understanding.

Analyze credibility of sources and accuracy of information presented in social media regarding a given topic or text.

Determine the speaker's point of view or purpose in a text.

Determine what arguments the speaker makes.

Evaluate the evidence used to make the speaker's argument.

Evaluate a speaker's point of view, reasoning, use of evidence, and rhetoric for ideas, relationship between claims, reasoning, and evidence, and word choice.

Report on a topic, using a logical sequence of ideas, appropriate facts and relevant, and descriptive details which support the main ideas.

Include digital or multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

No CCCs written for this standard.

No CCCs written for this standard.

Use hyphenation conventions.

Spell correctly in writing.

Write and edit work to conform to guidelines in a style manual.

Vary syntax within writing for effect.

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position in a sentence) as a clue to the meaning of a word or phrase.

 Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the synonym for a word.

Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the precise meaning of a word.

Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the part of speech for a word. 

Verify the prediction of the meaning of a new word or phrase (e.g., by checking a dictionary).

Identify hyperbole in a text.

 Identify the denotation for a known word.

Interpret how literary devices advance the plot, affect the tone or pacing of a work. 

 Interpret figures of speech in context.

Explain differences or changes in the meaning of words with similar denotations.

Use grade appropriate general academic and domain-specific words and phrases accurately within writing.

Use newly acquired domain-specific words and phrases accurately.