English Language Arts GRADE 7

Reading Literature
RL7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RL7.2 Determine a theme or central idea of a text and analyze its development over the course
of the text; provide an objective summary of the text.
RL7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the
characters or plot).
RL7.4 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other repetitions of
sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
 RL7.6 Analyze how an author develops and contrasts the points of view of
different characters or narrators in a text.
RL7.10 By the end of the year, read and comprehend literature, including stories, dramas, and
poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the
high end of the range.

Reading Informational Text

RI7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RI7.2 Determine two or more central ideas in a text and analyze their development over the
course of the text; provide an objective summary of the text.
 RI7.3 Analyze the interactions between individuals, events, and ideas in a text
(e.g., how ideas influence individuals or events, or how individuals influence
ideas or events).
 RI7.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact of
a specific word choice on meaning and tone.
 RI7.6 Determine an author’s point of view or purpose in a text and analyze how
the author distinguishes his or her position from that of others.
 RI7.8 Trace and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient to
support the claims.
 RI7.9 Analyze how two or more authors writing about the same topic shape
their presentations of key information by emphasizing different evidence or
advancing different interpretations of facts.
RI7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing
W7.1 Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the
 reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
W7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information, using strategies such as definition, classification,
comparison/contrast, and cause/ effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations,
or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships
among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
W7.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that
unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and
signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences
or events.
W7.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
W7.5 With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
 W7.6 Use technology, including the Internet, to produce and publish writing
and link to and cite sources as well as to interact and collaborate with others,
including linking to and citing sources.
W7.7 Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
 W7.8 Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source; and
quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
W7.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.

W7.10 Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

Speaking and Listening

SL7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
SL7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and the relevance and sufficiency of the evidence.
SL7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner
with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.
 SL7.5 Include multimedia components and visual displays in presentations to
clarify claims and findings and emphasize salient points.

Language
L7.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L7.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
L7.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
L7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 7 reading and content, choosing flexibly from a range of strategies.
L7.5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings
L7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

English Language Arts GRADE 8

Reading Literature
RL8.1 Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
RL8.2 Determine a theme or central idea of a text and analyze its development over the course
of the text, including its relationship to the characters, setting, and plot.
RL8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
RL8.4 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning
and tone, including analogies or allusions to other texts.
  RL8.6 Analyze how differences in the points of view of the characters and the
audience or reader (e.g., created through the use of dramatic irony) create such
effects as suspense or humor.
RL8.10 By the end of the year, read and comprehend literature, including stories, dramas, and
poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Reading Informational Text

RI8.2 Determine a central idea of a text and analyze its development over the course of the
text, including its relationship to supporting ideas; provide an objective summary of the text.
 RI8.3 Analyze how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
 RI8.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to
other texts.
 RI8.6 Determine author’s point of view or purpose in a text and analyze how the
author acknowledges and responds to conflicting evidence or viewpoints.
 RI8.7 Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and
sufficient; recognize when irrelevant evidence is introduced.
 RI8.9 Analyze a case in which two or more texts provide conflicting information
on the same topic and identify where the texts disagree on matters of fact or
interpretation.
RI8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the
grades 6–8 text complexity band independently and proficiently.

Writing
W8.1 Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
W8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information into broader categories; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
W8.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that
unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection,
to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence,
signal shifts from one-time frame or setting to another, and show the
relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences
or events
W8.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)

W8.5 With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
 W8.6 Use technology, including the Internet, to produce and publish writing
and present the relationships between information and ideas efficiently as well
as to interact and collaborate with others.
W8.7 Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused questions that
allow for multiple avenues of exploration.
 W8.8 Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source; and
quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
W8.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.

W8.10 Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

Speaking and Listening

SL8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
SL8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and relevance and sufficiency of the evidence and identifying when irrelevant
evidence is introduced.
SL8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner
with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.
SL8.5 Integrate multimedia and visual displays into presentations to clarify information,
strengthen claims and evidence, and add interest.

Language
L8.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L8.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
L8.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
L8.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
L8.5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings
L8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
English Language Arts GRADE 9
Reading Literature
RL9.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL9.2 Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
RL9.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.
RL9.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
 RL9.5 Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise.
 RL9.6 Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature.
RL9.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and
poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the
high end of the range.

Reading Informational Text

RI9.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RI9.2 Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
 RI9.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
 RI9.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper).
RI9.6 Determine an author’s point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
 RI9.8 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.
 RI9.9 Analyze seminal U.S. documents of historical and literary significance (e.g.,
Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they
address related themes and concepts.
RI9.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text
complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing
W9.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that anticipates
the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the
 norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
W9.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the active selection, organization, and analysis of
content.
 W9.3 Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a smooth progression of
experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
c. Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
e. Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
W9.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
needed in standards 1–3 above.)

W9.5 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.
 W9.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity
to link to other information and to display information explicitly and
dynamically.
W9.7 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.
 W9.8 Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source; and
quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
W9.9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.

W9.10 Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.

Speaking and Listening

SL9.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
SL9.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
SL9.4 Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
 SL9.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.

Language
L9.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L9.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
L9.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
L9.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 9 reading and content, choosing flexibly from a range of strategies.
L9.5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings
L9.6 Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
English Language Arts GRADE 10
Reading Literature
RL10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RL10.2 Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
RL10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or
develop the theme.
RL10.4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
 RL10.5 Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
RL10.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and
poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

Reading Informational Text

RI10.1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
RI10.2 Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
  RI10.3 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
 RI10.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper).
RI10.8 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.
 RI10.9 Analyze seminal U.S. documents of historical and literary significance
(e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they
address related themes and concepts.
RI10.10 By the end of grade 10, read and comprehend literary nonfiction at the high end of the
grades 9–10 text complexity band independently and proficiently.

Writing
W10.1 Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that anticipates
the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
W10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the active selection, organization, and analysis
of content.
a. Introduce a topic; organize complex ideas, concepts, and information to make
important connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
 b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and
concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity
of the topic.
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.
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).

 W10.3 Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation,
establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
W10.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are needed in standards 1–3 above.)

W10.5 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.
 W10.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology’s capacity
to link to other information and to display information explicitly and
dynamically.
W10.7 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.
  W10.8 Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
W10.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.

W10.10 Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.

Speaking and Listening

SL10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
SL10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
SL10.4 Present information, findings, and supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
 SL10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.

Language
L10.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L10.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L10.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
L10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 10 reading and content, choosing flexibly from a range of strategies.
L10.5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings
L10.6 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
English Language Arts GRADE 11
Reading Literature
RL11.1 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.
RL11.2 Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce a
complex account; provide an objective summary of the text.
RL11.3 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).
 RL11.4 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 fresh, engaging, or beautiful. (Include
Shakespeare as well as other authors.)
 RL11.6 Determine an author’s point of view or purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content contribute to
the power, persuasiveness, or beauty of the text. 
RL11.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and
poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at
the high end of the range.

Reading Informational Text

RI11.1 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.
RI11.2 Determine two or more central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to provide a complex
analysis; provide an objective summary of the text.
 RL11.3 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).
 RI11.4 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).
 RI11.5 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.
 RI11.6 Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text. 
RI11.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority
opinions and dissents) and the premises, purposes, and arguments in works of public advocacy
(e.g., The Federalist, presidential addresses).
 RI11.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational
U.S. documents of historical and literary significance (including The Declaration
of Independence, the Preamble to the Constitution, the Bill of Rights, and
Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical
features.
RI11.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR
text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing
W11.1 Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization
that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of both in a
manner that anticipates the audience’s knowledge level, concerns, values, and possible
biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of
the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the
argument presented.

W11.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
 and information into broader categories; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
W11.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1–3 above.)

W11.5 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.

W11.6 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.

W11.7 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.
 W11.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and
limitations of each source in terms of the task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format
for citation.
W11.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.

W11.10 Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
Speaking and Listening
SL11.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
SL11.2 Integrate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among the
data.
SL11.4 Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
 SL11.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.

Language
L11.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L11.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L11.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
L11.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 11 reading and content, choosing flexibly from a range of strategies.
L11.5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings
L11.6 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
English Language Arts GRADE 12
Reading Literature
RL12.1 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.
RL12.2 Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce a
complex account; provide an objective summary of the text.
RL12.3 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).
 RL12.4 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 fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors.)
 RI12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text. 
RL12.10 By the end of grade 12, read and comprehend literature, including stories, dramas, and
poems, at the high end of the grades 11–CCR text complexity band independently and
proficiently.

Reading Informational Text

RI12.1 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.
RI12.2 Determine a central idea of a text and analyze its development over the course of the
text, including its relationship to supporting ideas; provide an objective summary of the text.
 RI12.3 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.
 RI12.4 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).
 RI12.5 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.
RI12.6 Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power, persuasiveness,
or beauty of the text. 
RI12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority
opinions and dissents) and the premises, purposes, and arguments in works of public advocacy
(e.g., The Federalist, presidential addresses).
 RI12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational
U.S. documents of historical and literary significance (including The Declaration
of Independence, the Preamble to the Constitution, the Bill of Rights, and
Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical
features.
RI12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR
text complexity band proficiently, with scaffolding as needed at the high end of the range. By
the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–
CCR text complexity band independently and proficiently.

Writing
W12.1 Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
W12.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information into broader categories; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
W12.4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1–3 above.)
W12.5. 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.

W12.6 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.

W12.7 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.
 W12.8 Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
W12.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.

W12.10 Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.

Speaking and Listening

SL12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively. SL12.2. Integrate
multiple sources of information presented in diverse formats and media (e.g., visually,
quantitatively, orally) in order to make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies among the data.
L12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing
the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
SL12.4 Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
 SL12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.

Language
L12.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L12.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L12.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
L12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 12 reading and content, choosing flexibly from a range of strategies.
L12.5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings
L12.6 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase important
to comprehension or expression.