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Skills available for Idaho eleventh-grade language arts standards

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Idaho Content Standards (adopted in 2022) Idaho Content Standards (adopted in 2022)
Idaho Content Standards: Language Idaho Content Standards: Language
Idaho Content Standards: Reading Informational Text Idaho Content Standards: Reading Informational Text
Idaho Content Standards: Reading Literature Idaho Content Standards: Reading Literature
Idaho Content Standards: Writing Idaho Content Standards: Writing

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11/12.RC Reading Comprehension

11/12.RC.TC Text Complexity
- 11/12.RC.TC.1 Independently and proficiently read and comprehend texts representing a balance of genres, cultures, and perspectives that exhibit complexity at the lower end of the grades 11–12 band.
  - Analyze short stories: set 1 (11-D.1)
  - Analyze short stories: set 2 (11-D.2)
11/12.RC.V Volume of Reading to Build Knowledge
- 11/12.RC.V.2 Regularly engage in a volume of reading, texts independently, with peers, or with modest support related to the topics and themes being studied to build knowledge and vocabulary.
11/12.RC.TE Textual Evidence
- 11/12.RC.TE.3 Draw and cite strong and thorough evidence from grade-level texts to support claims and inferences, attending to important distinctions authors make and how those are supported, as well as any gaps or inconsistencies in accounts offered.
11/12.RC.RF Reading Fluency
- 11/12.RC.RF.4 Read grade-level text with accuracy, automaticity, appropriate rate, and expression in successive readings to support comprehension.
11/12.RC.L Literature
- 11/12.RC.L.5 Use evidence from literature to demonstrate understanding of grade-level texts.
  - 11/12.RC.L.5a Compare the development of a universal theme over the course of two texts, including how it emerges and is shaped and refined by specific details in each.
    - Match the quotations with their themes (11)
  - 11/12.RC.L.5b Evaluate the choices authors make regarding how to develop and relate several elements of literary texts, including how the characters are introduced and developed and how the action is ordered.
    - Analyze short stories: set 1 (11-D.1)
    - Analyze short stories: set 2 (11-D.2)
  - 11/12.RC.L.5c Evaluate how authors structure texts to distinguish what is directly stated in a text from what is really meant, including satire, sarcasm, irony, and understatement.
  - 11/12.RC.L.5d Relate literary works and their authors' points of view to the political events and seminal ideas of their eras.
  - 11/12.RC.L.5e Compare and contrast how works of literary or cultural significance, including myths and traditional stories, draw on similar themes, patterns of events, or character types.
    - Interpret the meaning of an allusion from its source (11-C.2)
    - Recall the source of an allusion (11-C.3)
11/12.RC.NF Nonfiction Text
- 11/12.RC.NF.6 Use evidence from nonfiction works to demonstrate understanding of grade-level texts.
  - 11/12.RC.NF.6a Compare texts that express similar central ideas and analyze in detail how their development and treatment of the topic compares over the course of the two texts; provide accurate summaries of how key events or ideas develop.
  - 11/12.RC.NF.6b Evaluate various explanations of concepts and ideas and determine which explanation best accords with textual evidence, noting discrepancies among sources.
  - 11/12.RC.NF.6c Evaluate the effectiveness of the structure(s) and rhetorical devices authors use in their exposition or argument, including whether the structure helps makes points clear, convincing, and engaging.
  - 11/12.RC.NF.6d Analyze the hypotheses, data, analysis, and conclusions in an argument, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
    - Trace an argument: set 1 (11-E.3)
    - Trace an argument: set 2 (11-E.4)
  - 11/12.RC.NF.6e Evaluate the premises and purposes in works of public advocacy.
    - Analyze rhetorical strategies in historical texts: set 1 (11-E.5)
    - Analyze rhetorical strategies in historical texts: set 2 (11-E.6)

11/12.VD Vocabulary Development

11/12.VD.WB Word Building
- 11/12.VD.WB.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level content, choosing flexibly from a range of strategies.
  - 11/12.VD.WB.1a Use context (e.g., the overall meaning of a sentence, paragraph, or portion of text; a word's position or function in a sentence or a sentence within a paragraph) as a clue to the meaning of a word or phrase.
  - 11/12.VD.WB.1b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., symbol, symbolism, symbolic, symbolize).
    - Word pattern analogies (11-M.3)
    - Word pattern sentences (11-M.4)
  - 11/12.VD.WB.1c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), print or digital, to find the pronunciation of a grade-level word and determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
    - Replace words using a thesaurus (11-Q.4)
    - Use dictionary entries to determine correct usage (11-Q.5)
  - 11/12.VD.WB.1d 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 (11-Q.5)
- 11/12.VD.WB.2 Determine how words and phrases provide meaning and nuance to texts.
  - 11/12.VD.WB.2a Use Greek, Latin, and Norse mythology; and other works often alluded to in American and world literature to understand the meaning of words or phrases (e.g., "narcissistic" from the myth of Narcissus and Echo).
    - Interpret the meaning of an allusion from its source (11-C.2)
    - Recall the source of an allusion (11-C.3)
  - 11/12.VD.WB.2b Analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how FDR explored different ideas regarding freedom in his "Four Freedoms" speech).
  - 11/12.VD.WB.2c Analyze nuances in the meaning of words with similar denotations (e.g., aggressive, assertive, forceful, domineering).
  - 11/12.VD.WB.2d Analyze the impact of specific word choices on the effectiveness of the message meaning and the tone of the text.
    - Describe the difference between related words (11-Q.1)
    - Choose the word whose connotation and denotation best match the sentence (11-Q.2)
11/12.VD.AV Academic Vocabulary
- 11/12.VD.AV.3 Acquire and use accurately general academic and content-specific words and phrases occurring in grade-level reading and content; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Use these words in discussions and writing.

11/12.RS Research

11/12.RS.IP Inquiry Process to Build, Present, and Use Knowledge
- 11/12.RS.IP.1 Conduct brief as well as multi-day research projects to take some action or share findings orally or in writing by formulating multiple interlocking research questions that span the field of inquiry in time and scope; gathering relevant information efficiently from a variety of authoritative sources, as well as from direct observation, interviews, and surveys; making distinctions about the strengths and limitations of each source in terms of the task, purpose, and audience, noting any discrepancies among the data; and following a standard approved format (e.g., APA, MLA, Chicago) for citations and bibliographies.
11/12.RS.DR Deep Reading on Topics to Build Knowledge
- 11/12.RS.DR.2 Read a series of texts independently, with peers, or with modest support, organized around a variety of conceptually related topics to build knowledge about the world.

11/12.W Writing

11/12.W.RW Range of Writing
- 11/12.W.RW.1 Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences. This could include, among others, summaries, reflections, descriptions, critiques, letters, and poetry, etc.
- 11/12.W.RW.2 Write arguments that support well-defined points of view that establish the significance of the claim(s) and distinguish those claim(s) from alternate or opposing claims with persuasive evidence and clear reasoning; point out the strengths and limitations of each claim in a manner that anticipates the audience's knowledge level, concerns, and values; and provide a concluding section that articulates the implications, or the significance, of the argument presented.
- 11/12.W.RW.5 Produce clear and coherent organizational structures that attend to the norms and conventions of the writing genre, and in which ideas, concepts, and other information build on one another; include formatting and graphics to support the purpose, aid in comprehension, and create a unified whole; and use precise language, content-specific vocabulary, and varied transitions to link major sections of the text, create cohesion and clarify the relationships between and among ideas and concepts.
- 11/12.W.RW.6 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on reframing points to address specific purposes or needs of the audience. (Editing should demonstrate command of grade-level Grammar and Conventions.)
  - Suggest appropriate revisions (11-K.7)
11/12.W.HWK Handwriting and Keyboarding
- 11/12.W.HWK.7 Write by hand or with technology to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

11/12.GC Grammar and Conventions

11/12.GC.GU Grammar and Usage
- 11/12.GC.GU.1 Demonstrate command of the conventions of English grammar and usage when writing or speaking.
  - 11/12.GC.GU.1a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.
    - Explore words with new or contested usages (11-Q.6)
  - 11/12.GC.GU.1b Use a variety of sentence structures, including compound and compound-complex sentences with effective coordination and subordination of ideas and parallel, repetitive, and analogous sentence structures.
  - 11/12.GC.GU.1c Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the writing type.
  - 11/12.GC.GU.1d Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed.
    - Combine sentences using relative clauses (11-U.6)
  - 11/12.GC.GU.1e Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation; and distinguish where informal discourse is more appropriate.
11/12.GC.M Mechanics
- 11/12.GC.M.2 Demonstrate command of the conventions of English punctuation and capitalization when writing and reading aloud to create meaning.
  - 11/12.GC.M.2a Reflect appropriate manuscript requirements in writing, including correct use of seriation (headings and subheadings).
- 11/12.GC.M.3 Spell correctly, consulting reference materials to check as needed.

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11/12.RC Reading Comprehension

11/12.RC.TC Text Complexity

11/12.RC.TC.1 Independently and proficiently read and comprehend texts representing a balance of genres, cultures, and perspectives that exhibit complexity at the lower end of the grades 11–12 band.

11/12.RC.V Volume of Reading to Build Knowledge

11/12.RC.V.2 Regularly engage in a volume of reading, texts independently, with peers, or with modest support related to the topics and themes being studied to build knowledge and vocabulary.

11/12.RC.TE Textual Evidence

11/12.RC.TE.3 Draw and cite strong and thorough evidence from grade-level texts to support claims and inferences, attending to important distinctions authors make and how those are supported, as well as any gaps or inconsistencies in accounts offered.

11/12.RC.RF Reading Fluency

11/12.RC.RF.4 Read grade-level text with accuracy, automaticity, appropriate rate, and expression in successive readings to support comprehension.

11/12.RC.L Literature

11/12.RC.L.5 Use evidence from literature to demonstrate understanding of grade-level texts.

11/12.RC.L.5a Compare the development of a universal theme over the course of two texts, including how it emerges and is shaped and refined by specific details in each.

11/12.RC.L.5b Evaluate the choices authors make regarding how to develop and relate several elements of literary texts, including how the characters are introduced and developed and how the action is ordered.

11/12.RC.L.5c Evaluate how authors structure texts to distinguish what is directly stated in a text from what is really meant, including satire, sarcasm, irony, and understatement.

11/12.RC.L.5d Relate literary works and their authors' points of view to the political events and seminal ideas of their eras.

11/12.RC.L.5e Compare and contrast how works of literary or cultural significance, including myths and traditional stories, draw on similar themes, patterns of events, or character types.

11/12.RC.NF Nonfiction Text

11/12.RC.NF.6 Use evidence from nonfiction works to demonstrate understanding of grade-level texts.

11/12.RC.NF.6a Compare texts that express similar central ideas and analyze in detail how their development and treatment of the topic compares over the course of the two texts; provide accurate summaries of how key events or ideas develop.

11/12.RC.NF.6b Evaluate various explanations of concepts and ideas and determine which explanation best accords with textual evidence, noting discrepancies among sources.

11/12.RC.NF.6c Evaluate the effectiveness of the structure(s) and rhetorical devices authors use in their exposition or argument, including whether the structure helps makes points clear, convincing, and engaging.

11/12.RC.NF.6d Analyze the hypotheses, data, analysis, and conclusions in an argument, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

11/12.RC.NF.6e Evaluate the premises and purposes in works of public advocacy.

11/12.VD Vocabulary Development

11/12.VD.WB Word Building

11/12.VD.WB.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level content, choosing flexibly from a range of strategies.

11/12.VD.WB.1a Use context (e.g., the overall meaning of a sentence, paragraph, or portion of text; a word's position or function in a sentence or a sentence within a paragraph) as a clue to the meaning of a word or phrase.

11/12.VD.WB.1b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., symbol, symbolism, symbolic, symbolize).

11/12.VD.WB.1c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), print or digital, to find the pronunciation of a grade-level word and determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

11/12.VD.WB.1d 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).

11/12.VD.WB.2 Determine how words and phrases provide meaning and nuance to texts.

11/12.VD.WB.2a Use Greek, Latin, and Norse mythology; and other works often alluded to in American and world literature to understand the meaning of words or phrases (e.g., "narcissistic" from the myth of Narcissus and Echo).

11/12.VD.WB.2b Analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how FDR explored different ideas regarding freedom in his "Four Freedoms" speech).

11/12.VD.WB.2c Analyze nuances in the meaning of words with similar denotations (e.g., aggressive, assertive, forceful, domineering).

11/12.VD.WB.2d Analyze the impact of specific word choices on the effectiveness of the message meaning and the tone of the text.

11/12.VD.AV Academic Vocabulary

11/12.RS Research

11/12.RS.IP Inquiry Process to Build, Present, and Use Knowledge

11/12.RS.DR Deep Reading on Topics to Build Knowledge

11/12.RS.DR.2 Read a series of texts independently, with peers, or with modest support, organized around a variety of conceptually related topics to build knowledge about the world.

11/12.W Writing

11/12.W.RW Range of Writing

11/12.W.RW.1 Develop flexibility in writing by routinely engaging in the production of shorter and longer pieces for a range of tasks, purposes, and audiences. This could include, among others, summaries, reflections, descriptions, critiques, letters, and poetry, etc.

11/12.W.RW.6 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on reframing points to address specific purposes or needs of the audience. (Editing should demonstrate command of grade-level Grammar and Conventions.)

11/12.W.HWK Handwriting and Keyboarding

11/12.W.HWK.7 Write by hand or with technology to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

11/12.GC Grammar and Conventions

11/12.GC.GU Grammar and Usage

11/12.GC.GU.1 Demonstrate command of the conventions of English grammar and usage when writing or speaking.

11/12.GC.GU.1a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.

11/12.GC.GU.1b Use a variety of sentence structures, including compound and compound-complex sentences with effective coordination and subordination of ideas and parallel, repetitive, and analogous sentence structures.

11/12.GC.GU.1c Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the writing type.

11/12.GC.GU.1d Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed.

11/12.GC.GU.1e Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation; and distinguish where informal discourse is more appropriate.

11/12.GC.M Mechanics

11/12.GC.M.2 Demonstrate command of the conventions of English punctuation and capitalization when writing and reading aloud to create meaning.

11/12.GC.M.2a Reflect appropriate manuscript requirements in writing, including correct use of seriation (headings and subheadings).

11/12.GC.M.3 Spell correctly, consulting reference materials to check as needed.