Skill plan for TEKS Resource System - English I
IXL provides skill alignments with recommended IXL skills for each unit. Find the IXL skills that are right for you below!
Unit
Print skill plan
1
Unit 1
Foundations of Reading and Writing for Young Scholars
2 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A:  use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary
A:  use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary
B:  analyze context to distinguish between the denotative and connotative meanings of words
B:  analyze context to distinguish between the denotative and connotative meanings of words
C:  determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo
C:  determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo
3 - Listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently
A:  self-select text and read independently for a sustained period of time
A:  self-select text and read independently for a sustained period of time
4 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A:  establish purpose for reading assigned and self-selected texts
A:  establish purpose for reading assigned and self-selected texts
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

F: make inferences and use evidence to support understanding
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

F: make inferences and use evidence to support understanding
C:  make and correct or confirm predictions using text features, characteristics of genre, and structures
C:  make and correct or confirm predictions using text features, characteristics of genre, and structures
D:  create mental images to deepen understanding
D:  create mental images to deepen understanding
E:  make connections to personal experiences, ideas in other texts, and society
E:  make connections to personal experiences, ideas in other texts, and society
G:  evaluate details read to determine key ideas
G:  evaluate details read to determine key ideas
H:  synthesize information from two texts to create new understanding
H:  synthesize information from two texts to create new understanding
I:  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
I:  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
A:  describe personal connections to a variety of sources, including self-selected texts
A:  describe personal connections to a variety of sources, including self-selected texts
B:  write responses that demonstrate understanding of texts, including comparing texts within and across genres
B:  write responses that demonstrate understanding of texts, including comparing texts within and across genres
C:  use text evidence and original commentary to support a comprehensive response
C:  use text evidence and original commentary to support a comprehensive response
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
F:  respond using acquired content and academic vocabulary as appropriate
F:  respond using acquired content and academic vocabulary as appropriate
G:  discuss and write about the explicit or implicit meanings of text
Figurative language
Theme
Rhetorical strategies
G:  discuss and write about the explicit or implicit meanings of text
Figurative language
Theme
Rhetorical strategies
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
I:  reflect on and adjust responses when valid evidence warrants
I:  reflect on and adjust responses when valid evidence warrants
7 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
D:  analyze characteristics and structural elements of informational texts such as:
D:  analyze characteristics and structural elements of informational texts such as:
i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion
Thesis statement
Argument development
i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion
Thesis statement
Argument development
8 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A:  analyze the author's purpose, audience, and message within a text
A:  analyze the author's purpose, audience, and message within a text
9 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.
A:  plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
A:  plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
B:  develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
B:  develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
i: using an organizing structure appropriate to purpose, audience, topic, and context
i: using an organizing structure appropriate to purpose, audience, topic, and context
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
C:  revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Conjunctions
Word choice
Parallel structure
Revision
Synonyms
Word usage
Clauses
Modifiers
Commas
Plural and possessive nouns
C:  revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Conjunctions
Word choice
Parallel structure
Revision
Synonyms
Word usage
Clauses
Modifiers
Commas
Plural and possessive nouns
D:  edit drafts using standard English conventions, including:
D:  edit drafts using standard English conventions, including:
i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments
Fragments and run-ons
Clauses
Sentence types
i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments
Fragments and run-ons
Clauses
Sentence types
ii: consistent, appropriate use of verb tense and active and passive voice
ii: consistent, appropriate use of verb tense and active and passive voice
iii: pronoun-antecedent agreement
iii: pronoun-antecedent agreement
iv: correct capitalization
iv: correct capitalization
v: punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate
Sentence type
Commas
Quotations and dialogue
v: punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate
Sentence type
Commas
Quotations and dialogue
vi: correct spelling
Frequently confused words
Commonly misspelled words
Homophones
Plural nouns
Comparatives and superlatives
vi: correct spelling
Frequently confused words
Commonly misspelled words
Homophones
Plural nouns
Comparatives and superlatives
E:  publish written work for appropriate audiences
E:  publish written work for appropriate audiences
10 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
B:  compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft
B:  compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft
D:  compose correspondence in a professional or friendly structure
D:  compose correspondence in a professional or friendly structure
11 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A:  develop questions for formal and informal inquiry
A:  develop questions for formal and informal inquiry
B:  critique the research process at each step to implement changes as needs occur and are identified
B:  critique the research process at each step to implement changes as needs occur and are identified
C:  develop and revise a plan
C:  develop and revise a plan
D:  modify the major research question as necessary to refocus the research plan
D:  modify the major research question as necessary to refocus the research plan
E:  locate relevant sources
E:  locate relevant sources
F:  synthesize information from a variety of sources
F:  synthesize information from a variety of sources
G:  examine sources for:
G:  examine sources for:
i: credibility and bias, including omission
i: credibility and bias, including omission
H:  display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism
Citations
Plagiarism
H:  display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism
Citations
Plagiarism
I:  use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
I:  use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
2
Unit 2
Literary Texts Analysis and Composition
4 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A:  establish purpose for reading assigned and self-selected texts
A:  establish purpose for reading assigned and self-selected texts
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

F: make inferences and use evidence to support understanding
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

F: make inferences and use evidence to support understanding
C:  make and correct or confirm predictions using text features, characteristics of genre, and structures
C:  make and correct or confirm predictions using text features, characteristics of genre, and structures
E:  make connections to personal experiences, ideas in other texts, and society
E:  make connections to personal experiences, ideas in other texts, and society
G:  evaluate details read to determine key ideas
G:  evaluate details read to determine key ideas
H:  synthesize information from two texts to create new understanding
H:  synthesize information from two texts to create new understanding
I:  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
I:  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
B:  write responses that demonstrate understanding of texts, including comparing texts within and across genres

C: use text evidence and original commentary to support a comprehensive response
B:  write responses that demonstrate understanding of texts, including comparing texts within and across genres

C: use text evidence and original commentary to support a comprehensive response
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
G:  discuss and write about the explicit or implicit meanings of text
G:  discuss and write about the explicit or implicit meanings of text
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
I:  reflect on and adjust responses when valid evidence warrants
I:  reflect on and adjust responses when valid evidence warrants
6 - Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A:  analyze how themes are developed through characterization and plot in a variety of literary texts

B: analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils
A:  analyze how themes are developed through characterization and plot in a variety of literary texts

B: analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils
C:  analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development
C:  analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development
D:  analyze how the setting influences the theme
D:  analyze how the setting influences the theme
7 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
A:  read and respond to American, British, and world literature
A:  read and respond to American, British, and world literature
B:  analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms
B:  analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms
C:  analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire
C:  analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire
8 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A:  analyze the author's purpose, audience, and message within a text
A:  analyze the author's purpose, audience, and message within a text
B:  analyze use of text structure to achieve the author's purpose
B:  analyze use of text structure to achieve the author's purpose
C:  evaluate the author's use of print and graphic features to achieve specific purposes
C:  evaluate the author's use of print and graphic features to achieve specific purposes
D:  analyze how the author's use of language achieves specific purposes
D:  analyze how the author's use of language achieves specific purposes
E:  analyze the use of literary devices such as irony and oxymoron to achieve specific purposes
E:  analyze the use of literary devices such as irony and oxymoron to achieve specific purposes
F:  analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text
F:  analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text
9 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.
A:  plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
A:  plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
B:  develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
B:  develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
i: using an organizing structure appropriate to purpose, audience, topic, and context
i: using an organizing structure appropriate to purpose, audience, topic, and context
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
C:  revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Conjunctions
Word choice
Parallel structure
Active and passive voice
Frequently confused words
Synonyms
Clauses
Plural and possessive nouns
C:  revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Conjunctions
Word choice
Parallel structure
Active and passive voice
Frequently confused words
Synonyms
Clauses
Plural and possessive nouns
D:  edit drafts using standard English conventions
Phrases and clauses
Modifiers
Commas
D:  edit drafts using standard English conventions
Phrases and clauses
Modifiers
Commas
E:  publish written work for appropriate audiences
E:  publish written work for appropriate audiences
10 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
A:  compose literary texts such as fiction and poetry using genre characteristics and craft
A:  compose literary texts such as fiction and poetry using genre characteristics and craft
11 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
E:  locate relevant sources
E:  locate relevant sources
F:  synthesize information from a variety of sources
F:  synthesize information from a variety of sources
3
Unit 3
Informative Texts: Analysis and Composition
4 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A:  establish purpose for reading assigned and self-selected texts
A:  establish purpose for reading assigned and self-selected texts
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

F: make inferences and use evidence to support understanding
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

F: make inferences and use evidence to support understanding
C:  make and correct or confirm predictions using text features, characteristics of genre, and structures
C:  make and correct or confirm predictions using text features, characteristics of genre, and structures
E:  make connections to personal experiences, ideas in other texts, and society
E:  make connections to personal experiences, ideas in other texts, and society
G:  evaluate details read to determine key ideas
G:  evaluate details read to determine key ideas
H:  synthesize information from two texts to create new understanding
H:  synthesize information from two texts to create new understanding
I:  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
I:  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
A:  describe personal connections to a variety of sources, including self-selected texts
A:  describe personal connections to a variety of sources, including self-selected texts
B:  write responses that demonstrate understanding of texts, including comparing texts within and across genres
B:  write responses that demonstrate understanding of texts, including comparing texts within and across genres
C:  use text evidence and original commentary to support a comprehensive response
C:  use text evidence and original commentary to support a comprehensive response
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
G:  discuss and write about the explicit or implicit meanings of text
G:  discuss and write about the explicit or implicit meanings of text
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
I:  reflect on and adjust responses when valid evidence warrants
I:  reflect on and adjust responses when valid evidence warrants
7 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
D:  analyze characteristics and structural elements of informational texts such as:
D:  analyze characteristics and structural elements of informational texts such as:
i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion
i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion
ii: multiple organizational patterns within a text to develop the thesis
ii: multiple organizational patterns within a text to develop the thesis
F:  analyze characteristics of multimodal and digital texts
F:  analyze characteristics of multimodal and digital texts
8 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A:  analyze the author's purpose, audience, and message within a text
A:  analyze the author's purpose, audience, and message within a text
B:  analyze use of text structure to achieve the author's purpose
B:  analyze use of text structure to achieve the author's purpose
C:  evaluate the author's use of print and graphic features to achieve specific purposes
C:  evaluate the author's use of print and graphic features to achieve specific purposes
D:  analyze how the author's use of language achieves specific purposes
D:  analyze how the author's use of language achieves specific purposes
9 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.
A:  plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
A:  plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
B:  develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
B:  develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
i: using an organizing structure appropriate to purpose, audience, topic, and context
i: using an organizing structure appropriate to purpose, audience, topic, and context
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
C:  revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Word choice
Frequently confused words
Revision
Foreign expressions
Word usage
C:  revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Word choice
Frequently confused words
Revision
Foreign expressions
Word usage
E:  publish written work for appropriate audiences
E:  publish written work for appropriate audiences
10 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
B:  compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft
B:  compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft
11 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A:  develop questions for formal and informal inquiry
A:  develop questions for formal and informal inquiry
B:  critique the research process at each step to implement changes as needs occur and are identified
B:  critique the research process at each step to implement changes as needs occur and are identified
C:  develop and revise a plan
C:  develop and revise a plan
D:  modify the major research question as necessary to refocus the research plan
D:  modify the major research question as necessary to refocus the research plan
E:  locate relevant sources
E:  locate relevant sources
F:  synthesize information from a variety of sources
F:  synthesize information from a variety of sources
G:  examine sources for:
G:  examine sources for:
i: credibility and bias, including omission
i: credibility and bias, including omission
4
Unit 4
Argumentative Texts: Rhetorical Analysis and Composition
4 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A:  establish purpose for reading assigned and self-selected texts
A:  establish purpose for reading assigned and self-selected texts
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

F: make inferences and use evidence to support understanding
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

F: make inferences and use evidence to support understanding
C:  make and correct or confirm predictions using text features, characteristics of genre, and structures
C:  make and correct or confirm predictions using text features, characteristics of genre, and structures
E:  make connections to personal experiences, ideas in other texts, and society
E:  make connections to personal experiences, ideas in other texts, and society
G:  evaluate details read to determine key ideas
G:  evaluate details read to determine key ideas
H:  synthesize information from two texts to create new understanding
H:  synthesize information from two texts to create new understanding
I:  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
I:  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
A:  describe personal connections to a variety of sources, including self-selected texts
A:  describe personal connections to a variety of sources, including self-selected texts
B:  write responses that demonstrate understanding of texts, including comparing texts within and across genres
B:  write responses that demonstrate understanding of texts, including comparing texts within and across genres
C:  use text evidence and original commentary to support a comprehensive response
C:  use text evidence and original commentary to support a comprehensive response
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
G:  discuss and write about the explicit or implicit meanings of text
G:  discuss and write about the explicit or implicit meanings of text
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
I:  reflect on and adjust responses when valid evidence warrants
I:  reflect on and adjust responses when valid evidence warrants
J:  defend or challenge the authors' claims using relevant text evidence
J:  defend or challenge the authors' claims using relevant text evidence
7 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
D:  analyze characteristics and structural elements of informational texts such as:
D:  analyze characteristics and structural elements of informational texts such as:
i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion
i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion
ii: multiple organizational patterns within a text to develop the thesis
ii: multiple organizational patterns within a text to develop the thesis
E:  analyze characteristics and structural elements of argumentative texts such as:
E:  analyze characteristics and structural elements of argumentative texts such as:
i: clear arguable claim, appeals, and convincing conclusion
i: clear arguable claim, appeals, and convincing conclusion
ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals
ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals
iii: identifiable audience or reader
iii: identifiable audience or reader
F:  analyze characteristics of multimodal and digital texts
F:  analyze characteristics of multimodal and digital texts
8 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A:  analyze the author's purpose, audience, and message within a text

B: analyze use of text structure to achieve the author's purpose
A:  analyze the author's purpose, audience, and message within a text

B: analyze use of text structure to achieve the author's purpose
C:  evaluate the author's use of print and graphic features to achieve specific purposes
C:  evaluate the author's use of print and graphic features to achieve specific purposes
D:  analyze how the author's use of language achieves specific purposes
D:  analyze how the author's use of language achieves specific purposes
F:  analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text
F:  analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text
G:  explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments
G:  explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments
9 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.
A:  plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
A:  plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
B:  develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
B:  develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
i: using an organizing structure appropriate to purpose, audience, topic, and context
i: using an organizing structure appropriate to purpose, audience, topic, and context
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
Supporting evidence
Persuasive strategies
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
Supporting evidence
Persuasive strategies
C:  revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Writing clearly and concisely
Parallel structure
Active and passive voice
Frequently confused words
Revision
Homophones
Phrases and clauses
Modifiers
Dashes
Plural and possessive nouns
C:  revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Writing clearly and concisely
Parallel structure
Active and passive voice
Frequently confused words
Revision
Homophones
Phrases and clauses
Modifiers
Dashes
Plural and possessive nouns
D:  edit drafts using standard English conventions, including:
D:  edit drafts using standard English conventions, including:
i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments
i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments
ii: consistent, appropriate use of verb tense and active and passive voice
ii: consistent, appropriate use of verb tense and active and passive voice
iii: pronoun-antecedent agreement
iii: pronoun-antecedent agreement
iv: correct capitalization
iv: correct capitalization
v: punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate
v: punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate
E:  publish written work for appropriate audiences
E:  publish written work for appropriate audiences
10 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
C:  compose argumentative texts using genre characteristics and craft
C:  compose argumentative texts using genre characteristics and craft
11 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A:  develop questions for formal and informal inquiry
A:  develop questions for formal and informal inquiry
B:  critique the research process at each step to implement changes as needs occur and are identified
B:  critique the research process at each step to implement changes as needs occur and are identified
C:  develop and revise a plan
C:  develop and revise a plan
D:  modify the major research question as necessary to refocus the research plan
D:  modify the major research question as necessary to refocus the research plan
E:  locate relevant sources
E:  locate relevant sources
F:  synthesize information from a variety of sources
F:  synthesize information from a variety of sources
G:  examine sources for:
G:  examine sources for:
i: credibility and bias, including omission
i: credibility and bias, including omission
ii: faulty reasoning such as ad hominem, loaded language, and slippery slope
ii: faulty reasoning such as ad hominem, loaded language, and slippery slope
H:  display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism
Citations
Plagiarism
H:  display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism
Citations
Plagiarism
I:  use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
I:  use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
5
Unit 5
Finding Connections Across Literary, Informational, and Argumentative Texts
2 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A:  use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary
A:  use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary
B:  analyze context to distinguish between the denotative and connotative meanings of words
B:  analyze context to distinguish between the denotative and connotative meanings of words
C:  determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo
C:  determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo
4 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A:  establish purpose for reading assigned and self-selected texts
A:  establish purpose for reading assigned and self-selected texts
B:  generate questions about text before, during, and after reading to deepen understanding and gain information
B:  generate questions about text before, during, and after reading to deepen understanding and gain information
C:  make and correct or confirm predictions using text features, characteristics of genre, and structures
C:  make and correct or confirm predictions using text features, characteristics of genre, and structures
E:  make connections to personal experiences, ideas in other texts, and society
E:  make connections to personal experiences, ideas in other texts, and society
F:  make inferences and use evidence to support understanding
Inference
Supporting evidence
F:  make inferences and use evidence to support understanding
Inference
Supporting evidence
G:  evaluate details read to determine key ideas
G:  evaluate details read to determine key ideas
H:  synthesize information from two texts to create new understanding
H:  synthesize information from two texts to create new understanding
I:  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
I:  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
A:  describe personal connections to a variety of sources, including self-selected texts
A:  describe personal connections to a variety of sources, including self-selected texts
B:  write responses that demonstrate understanding of texts, including comparing texts within and across genres
B:  write responses that demonstrate understanding of texts, including comparing texts within and across genres
C:  use text evidence and original commentary to support a comprehensive response
C:  use text evidence and original commentary to support a comprehensive response
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
G:  discuss and write about the explicit or implicit meanings of text
Tone
Figurative language
G:  discuss and write about the explicit or implicit meanings of text
Tone
Figurative language
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
6 - Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A:  analyze how themes are developed through characterization and plot in a variety of literary texts
A:  analyze how themes are developed through characterization and plot in a variety of literary texts
B:  analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils
B:  analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils
C:  analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development
C:  analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development
D:  analyze how the setting influences the theme
D:  analyze how the setting influences the theme
7 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
A:  read and respond to American, British, and world literature
A:  read and respond to American, British, and world literature
B:  analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms
B:  analyze the structure, prosody, and graphic elements such as line length and word position in poems across a variety of poetic forms
C:  analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire
C:  analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire
D:  analyze characteristics and structural elements of informational texts such as:
D:  analyze characteristics and structural elements of informational texts such as:
i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion
i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion
ii: multiple organizational patterns within a text to develop the thesis
ii: multiple organizational patterns within a text to develop the thesis
E:  analyze characteristics and structural elements of argumentative texts such as:
E:  analyze characteristics and structural elements of argumentative texts such as:
i: clear arguable claim, appeals, and convincing conclusion
i: clear arguable claim, appeals, and convincing conclusion
ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals
ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals
iii: identifiable audience or reader
iii: identifiable audience or reader
F:  analyze characteristics of multimodal and digital texts
F:  analyze characteristics of multimodal and digital texts
8 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A:  analyze the author's purpose, audience, and message within a text
A:  analyze the author's purpose, audience, and message within a text
B:  analyze use of text structure to achieve the author's purpose
B:  analyze use of text structure to achieve the author's purpose
C:  evaluate the author's use of print and graphic features to achieve specific purposes
C:  evaluate the author's use of print and graphic features to achieve specific purposes
D:  analyze how the author's use of language achieves specific purposes
D:  analyze how the author's use of language achieves specific purposes
E:  analyze the use of literary devices such as irony and oxymoron to achieve specific purposes
E:  analyze the use of literary devices such as irony and oxymoron to achieve specific purposes
F:  analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text
F:  analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text
G:  explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments
G:  explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments
9 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.
A:  plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
A:  plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
B:  develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
B:  develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
i: using an organizing structure appropriate to purpose, audience, topic, and context
i: using an organizing structure appropriate to purpose, audience, topic, and context
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
C:  revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Writing clearly and concisely
Parallel structure
Frequently confused words
Revision
Homophones
Foreign expressions
Synonyms
Word usage
Clauses
Phrases and clauses
Modifiers
Semicolons, colons, and commas
Ellipses
Plural and possessive nouns
C:  revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Writing clearly and concisely
Parallel structure
Frequently confused words
Revision
Homophones
Foreign expressions
Synonyms
Word usage
Clauses
Phrases and clauses
Modifiers
Semicolons, colons, and commas
Ellipses
Plural and possessive nouns
D:  edit drafts using standard English conventions, including:
D:  edit drafts using standard English conventions, including:
i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments
i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments
ii: consistent, appropriate use of verb tense and active and passive voice
ii: consistent, appropriate use of verb tense and active and passive voice
iii: pronoun-antecedent agreement
iii: pronoun-antecedent agreement
iv: correct capitalization
iv: correct capitalization
v: punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate
v: punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate
E:  publish written work for appropriate audiences
E:  publish written work for appropriate audiences
10 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
A:  compose literary texts such as fiction and poetry using genre characteristics and craft
A:  compose literary texts such as fiction and poetry using genre characteristics and craft
B:  compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft
B:  compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft
C:  compose argumentative texts using genre characteristics and craft
C:  compose argumentative texts using genre characteristics and craft
11 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
G:  examine sources for:
G:  examine sources for:
i: credibility and bias, including omission
i: credibility and bias, including omission
ii: faulty reasoning such as ad hominem, loaded language, and slippery slope
ii: faulty reasoning such as ad hominem, loaded language, and slippery slope
6
Unit 6
Producing Genres Authentically in a Real World Context
2 - Listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A:  use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary
A:  use print or digital resources such as glossaries or technical dictionaries to clarify and validate understanding of the precise and appropriate meaning of technical or discipline-based vocabulary
B:  analyze context to distinguish between the denotative and connotative meanings of words
B:  analyze context to distinguish between the denotative and connotative meanings of words
C:  determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo
C:  determine the meaning of foreign words or phrases used frequently in English such as bona fide, caveat, carte blanche, tête-à-tête, bon appétit, and quid pro quo
4 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
A:  establish purpose for reading assigned and self-selected texts
A:  establish purpose for reading assigned and self-selected texts
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

F: make inferences and use evidence to support understanding
Inference
Supporting evidence
B:  generate questions about text before, during, and after reading to deepen understanding and gain information

F: make inferences and use evidence to support understanding
Inference
Supporting evidence
C:  make and correct or confirm predictions using text features, characteristics of genre, and structures
C:  make and correct or confirm predictions using text features, characteristics of genre, and structures
E:  make connections to personal experiences, ideas in other texts, and society
E:  make connections to personal experiences, ideas in other texts, and society
G:  evaluate details read to determine key ideas
Fictional texts
Informational texts
G:  evaluate details read to determine key ideas
Fictional texts
Informational texts
H:  synthesize information from two texts to create new understanding
H:  synthesize information from two texts to create new understanding
I:  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
I:  monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
5 - Listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.
A:  describe personal connections to a variety of sources, including self-selected texts
A:  describe personal connections to a variety of sources, including self-selected texts
B:  write responses that demonstrate understanding of texts, including comparing texts within and across genres
B:  write responses that demonstrate understanding of texts, including comparing texts within and across genres
C:  use text evidence and original commentary to support a comprehensive response
C:  use text evidence and original commentary to support a comprehensive response
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
D:  paraphrase and summarize texts in ways that maintain meaning and logical order
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
E:  interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
G:  discuss and write about the explicit or implicit meanings of text
G:  discuss and write about the explicit or implicit meanings of text
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
H:  respond orally or in writing with appropriate register, vocabulary, tone, and voice
I:  reflect on and adjust responses when valid evidence warrants
I:  reflect on and adjust responses when valid evidence warrants
J:  defend or challenge the authors' claims using relevant text evidence
J:  defend or challenge the authors' claims using relevant text evidence
6 - Listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
A:  analyze how themes are developed through characterization and plot in a variety of literary texts

B: analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils
A:  analyze how themes are developed through characterization and plot in a variety of literary texts

B: analyze how authors develop complex yet believable characters in works of fiction through a range of literary devices, including character foils
C:  analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development
C:  analyze non-linear plot development such as flashbacks, foreshadowing, subplots, and parallel plot structures and compare it to linear plot development
D:  analyze how the setting influences the theme
D:  analyze how the setting influences the theme
7 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
D:  analyze characteristics and structural elements of informational texts such as:
D:  analyze characteristics and structural elements of informational texts such as:
i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion
i: clear thesis, relevant supporting evidence, pertinent examples, and conclusion
ii: multiple organizational patterns within a text to develop the thesis
ii: multiple organizational patterns within a text to develop the thesis
E:  analyze characteristics and structural elements of argumentative texts such as:
E:  analyze characteristics and structural elements of argumentative texts such as:
i: clear arguable claim, appeals, and convincing conclusion
i: clear arguable claim, appeals, and convincing conclusion
ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals
ii: various types of evidence and treatment of counterarguments, including concessions and rebuttals
iii: identifiable audience or reader
iii: identifiable audience or reader
F:  analyze characteristics of multimodal and digital texts
F:  analyze characteristics of multimodal and digital texts
8 - Listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
A:  analyze the author's purpose, audience, and message within a text

B: analyze use of text structure to achieve the author's purpose
A:  analyze the author's purpose, audience, and message within a text

B: analyze use of text structure to achieve the author's purpose
C:  evaluate the author's use of print and graphic features to achieve specific purposes
C:  evaluate the author's use of print and graphic features to achieve specific purposes
D:  analyze how the author's use of language achieves specific purposes
D:  analyze how the author's use of language achieves specific purposes
E:  analyze the use of literary devices such as irony and oxymoron to achieve specific purposes
E:  analyze the use of literary devices such as irony and oxymoron to achieve specific purposes
F:  analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text
F:  analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text
G:  explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments
G:  explain the purpose of rhetorical devices such as understatement and overstatement and the effect of logical fallacies such as straw man and red herring arguments
9 - Listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and use appropriate conventions.
A:  plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
A:  plan a piece of writing appropriate for various purposes and audiences by generating ideas through a range of strategies such as brainstorming, journaling, reading, or discussing
B:  develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
B:  develop drafts into a focused, structured, and coherent piece of writing in timed and open-ended situations by:
i: using an organizing structure appropriate to purpose, audience, topic, and context
i: using an organizing structure appropriate to purpose, audience, topic, and context
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
ii: developing an engaging idea reflecting depth of thought with specific details, examples, and commentary
C:  revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Transitions
Conjunctions
Writing clearly and concisely
Parallel structure
Active and passive voice
Frequently confused words
Revision
Homophones
Foreign expressions
Synonyms
Word usage
Modifiers
Ellipses
Plural and possessive nouns
C:  revise drafts to improve clarity, development, organization, style, diction, and sentence effectiveness, including use of parallel constructions and placement of phrases and dependent clauses
Transitions
Conjunctions
Writing clearly and concisely
Parallel structure
Active and passive voice
Frequently confused words
Revision
Homophones
Foreign expressions
Synonyms
Word usage
Modifiers
Ellipses
Plural and possessive nouns
D:  edit drafts using standard English conventions, including:
D:  edit drafts using standard English conventions, including:
i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments
i: a variety of complete, controlled sentences and avoidance of unintentional splices, run-ons, and fragments
ii: consistent, appropriate use of verb tense and active and passive voice
ii: consistent, appropriate use of verb tense and active and passive voice
iii: pronoun-antecedent agreement
iii: pronoun-antecedent agreement
iv: correct capitalization
iv: correct capitalization
v: punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate
v: punctuation, including commas, semicolons, colons, and dashes to set off phrases and clauses as appropriate
E:  publish written work for appropriate audiences
E:  publish written work for appropriate audiences
10 - Listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
A:  compose literary texts such as fiction and poetry using genre characteristics and craft
A:  compose literary texts such as fiction and poetry using genre characteristics and craft
B:  compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft
B:  compose informational texts such as explanatory essays, reports, and personal essays using genre characteristics and craft
C:  compose argumentative texts using genre characteristics and craft
C:  compose argumentative texts using genre characteristics and craft
11 - Listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
A:  develop questions for formal and informal inquiry
A:  develop questions for formal and informal inquiry
B:  critique the research process at each step to implement changes as needs occur and are identified
B:  critique the research process at each step to implement changes as needs occur and are identified
C:  develop and revise a plan
C:  develop and revise a plan
D:  modify the major research question as necessary to refocus the research plan
D:  modify the major research question as necessary to refocus the research plan
E:  locate relevant sources
E:  locate relevant sources
F:  synthesize information from a variety of sources
F:  synthesize information from a variety of sources
G:  examine sources for:
G:  examine sources for:
i: credibility and bias, including omission
i: credibility and bias, including omission
ii: faulty reasoning such as ad hominem, loaded language, and slippery slope
ii: faulty reasoning such as ad hominem, loaded language, and slippery slope
H:  display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism
Citations
Plagiarism
H:  display academic citations, including for paraphrased and quoted text, and use source materials ethically to avoid plagiarism
Citations
Plagiarism
I:  use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
I:  use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
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