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.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.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.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.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.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.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.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.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.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.)
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.