The Common Core in Hawaii

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Skills available for Hawaii twelfth-grade language arts standards

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Hawaii Common Core Standards (adopted in 2024): Grade 12 Hawaii Common Core Standards (adopted in 2024): Grade 12
Common Core State Standards: Language Common Core State Standards: Language
Common Core State Standards: Reading: Informational Text Common Core State Standards: Reading: Informational Text
Common Core State Standards: Reading: Literature Common Core State Standards: Reading: Literature
Common Core State Standards: Writing Common Core State Standards: Writing

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11/12.RI Reading Informational

Key Ideas and Details
- 11/12.RI.1 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.
- 11/12.RI.2 Analyze informational text development:
  - 11/12.RI.2.a Determine two or more main/central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another.
  - 11/12.RI.2.b Provide an objective summary of the text, including a complex analysis of how the main/central ideas interact and build on one another through the course of the text.
- 11/12.RI.3 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.
Craft and Structure
- 11/12.RI.4 Determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
- 11/12.RI.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
- 11/12.RI.6 Determine an author's point of view/perspective or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Integration of Knowledge and Ideas
- 11/12.RI.7 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.
- 11/12.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
  - Analyze rhetorical strategies in historical texts: set 1 (12-E.5)
  - Analyze rhetorical strategies in historical texts: set 2 (12-E.6)
- 11/12.RI.9 Analyze foundational documents of historical and literary significance, including how they use rhetorical features and address related universal themes and concepts.
Range of Reading and Level of Text Complexity
- 11/12.RI.10 Read and comprehend informational texts appropriately complex for grade 11–12.

11/12.RL Reading Literature

Key Ideas and Details
- 11/12.RL.1 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.
- 11/12.RL.2 Analyze literary text development:
  - 11/12.RL.2.a Determine two or more themes of a text and analyze their development over the course of the text, including how they interact and build on one another.
  - 11/12.RL.2.b Produce a thorough analysis of the text.
- 11/12.RL.3 Analyze literary elements:
  - 11/12.RL.3.a Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Craft and Structure
- 11/12.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly impactful.
- 11/12.RL.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
- 11/12.RL.6 Analyze a case in which grasping perspective requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
  - Analyze the effects of figures of speech on meaning and tone (12-C.8)
Integration of Knowledge and Ideas
- 11/12.RL.7 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.
- 11/12.RL.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of literature from around the world, including how two or more texts from the same period treat similar themes or topics.
Range of Reading and Level of Text Complexity
- 11/12.RL.10 Read and comprehend literary texts appropriately complex for grades 11/12.

11/12.W Writing

Text Types and Purposes
- 11/12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence:
  - 11/12.W.1.a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims.
    - Identify thesis statements (12-J.2)
    - Evaluate counterclaims (12-K.5)
  - 11/12.W.1.b Create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
    - Organize information by topic (12-I.2)
  - 11/12.W.1.c 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.
  - 11/12.W.1.d 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.
    - Transition logically between claims, evidence, analysis, and counterclaims (12-K.7)
    - Transitions with conjunctive adverbs (12-M.1)
  - 11/12.W.1.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    - Which text is most formal? (12-B.1)
    - Compare passages for subjective and objective tone (12-B.2)
  - 11/12.W.1.f Provide a conclusion that follows from and supports the argument presented, as appropriate to the task.
- 11/12.W.2 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:
  - 11/12.W.2.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension.
  - 11/12.W.2.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.
  - 11/12.W.2.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.
    - Transition logically between claims, evidence, analysis, and counterclaims (12-K.7)
    - Transitions with conjunctive adverbs (12-M.1)
  - 11/12.W.2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
  - 11/12.W.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    - Which text is most formal? (12-B.1)
    - Compare passages for subjective and objective tone (12-B.2)
  - 11/12.W.2.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).
- 11/12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences:
  - 11/12.W.3.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.
    - Identify the narrative point of view (12-C.1)
  - 11/12.W.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
    - Formatting quotations and dialogue (12-LL.1)
  - 11/12.W.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
  - 11/12.W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
  - 11/12.W.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
- 11/12.W.4 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.
- 11/12.W.5 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.
Research to Build and Present Knowledge
- 11/12.W.6 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:
  - 11/12.W.6.a Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively.
    - Identify supporting evidence in a text (12-K.4)
  - 11/12.W.6.b Assess the strengths and limitations of each source in terms of the task, purpose, and audience.
    - Determine the main idea of a passage (12-A.1)
    - Choose the best evidence to support a claim (12-K.3)
  - 11/12.W.6.c Draw evidence from literary or informational texts to support analysis, reflection, and research.
  - 11/12.W.6.d Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source.
    - Identify plagiarism (12-O.4)
  - 11/12.W.6.e Follow a standard format for citation.

11/12.L Language

Conventions of English
- 11/12.L.1 Demonstrate command of the conventions of English grammar and usage when reading, writing, or speaking:
  - 11/12.L.1.a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
    - Explore words with new or contested usages (12-T.6)
  - 11/12.L.1.b Resolve issues of complex or contested usage, consulting references as needed.
    - Use dictionary entries to determine correct usage (12-T.5)
    - Explore words with new or contested usages (12-T.6)
- 11/12.L.2 Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing:
  - 11/12.L.2.a Observe hyphenation conventions.
    - Use hyphens in compound adjectives (12-II.2)
  - 11/12.L.2.b Spell correctly.
Vocabulary Acquisition and Use
- 11/12.L.3 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:
  - 11/12.L.3.a 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.
  - 11/12.L.3.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
    - Word pattern analogies (12-P.3)
    - Word pattern sentences (12-P.4)
  - 11/12.L.3.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.
    - Replace words using a thesaurus (12-T.4)
    - Use dictionary entries to determine correct usage (12-T.5)
  - 11/12.L.3.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
    - Use dictionary entries to determine correct usage (12-T.5)
- 11/12.L.4 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings:
  - 11/12.L.4.a Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
  - 11/12.L.4.b Analyze nuances in the meaning of words with similar denotations.
    - Describe the difference between related words (12-T.1)
    - Choose the word whose connotation and denotation best match the sentence (12-T.2)
- 11/12.L.5 Accurately use 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.

The Common Core in Hawaii

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11/12.RI Reading Informational

Key Ideas and Details

11/12.RI.1 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.

11/12.RI.2 Analyze informational text development:

11/12.RI.2.a Determine two or more main/central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another.

11/12.RI.2.b Provide an objective summary of the text, including a complex analysis of how the main/central ideas interact and build on one another through the course of the text.

11/12.RI.3 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.

Craft and Structure

11/12.RI.4 Determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

11/12.RI.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

11/12.RI.6 Determine an author's point of view/perspective or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Integration of Knowledge and Ideas

11/12.RI.7 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.

11/12.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

11/12.RI.9 Analyze foundational documents of historical and literary significance, including how they use rhetorical features and address related universal themes and concepts.

Range of Reading and Level of Text Complexity

11/12.RI.10 Read and comprehend informational texts appropriately complex for grade 11–12.

11/12.RL Reading Literature

Key Ideas and Details

11/12.RL.1 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.

11/12.RL.2 Analyze literary text development:

11/12.RL.2.a Determine two or more themes of a text and analyze their development over the course of the text, including how they interact and build on one another.

11/12.RL.2.b Produce a thorough analysis of the text.

11/12.RL.3 Analyze literary elements:

11/12.RL.3.a Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Craft and Structure

11/12.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly impactful.

11/12.RL.5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

11/12.RL.6 Analyze a case in which grasping perspective requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Integration of Knowledge and Ideas

11/12.RL.7 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.

11/12.RL.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of literature from around the world, including how two or more texts from the same period treat similar themes or topics.

Range of Reading and Level of Text Complexity

11/12.RL.10 Read and comprehend literary texts appropriately complex for grades 11/12.

11/12.W Writing

Text Types and Purposes

11/12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence:

11/12.W.1.a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims.

11/12.W.1.b Create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

11/12.W.1.c 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.

11/12.W.1.d 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.

11/12.W.1.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

11/12.W.1.f Provide a conclusion that follows from and supports the argument presented, as appropriate to the task.

11/12.W.2 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:

11/12.W.2.a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aid comprehension.

11/12.W.2.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.

11/12.W.2.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.

11/12.W.2.d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

11/12.W.2.e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

11/12.W.2.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).

11/12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences:

11/12.W.3.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.

11/12.W.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

11/12.W.3.c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

11/12.W.3.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

11/12.W.3.e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing

11/12.W.4 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.

11/12.W.5 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.

Research to Build and Present Knowledge

11/12.W.6.a Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively.

11/12.W.6.b Assess the strengths and limitations of each source in terms of the task, purpose, and audience.

11/12.W.6.c Draw evidence from literary or informational texts to support analysis, reflection, and research.

11/12.W.6.d Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source.

11/12.W.6.e Follow a standard format for citation.

11/12.L Language

Conventions of English

11/12.L.1 Demonstrate command of the conventions of English grammar and usage when reading, writing, or speaking:

11/12.L.1.a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

11/12.L.1.b Resolve issues of complex or contested usage, consulting references as needed.

11/12.L.2 Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing:

11/12.L.2.a Observe hyphenation conventions.

11/12.L.2.b Spell correctly.

Vocabulary Acquisition and Use

11/12.L.3 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:

11/12.L.3.a 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.

11/12.L.3.b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).