High School ELA B.E.S.T. Standards

Communicating Through Writing

Communicating Through Writing

Write narratives using an appropriate pace to create tension, mood, and/or tone.

Narrative Writing: Write narratives using an appropriate pace to create tension, mood, and/or tone.

Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and maintaining a formal and objective tone.

Argumentative Writing: Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and maintaining a formal and objective tone.

Write expository texts to explain and analyze information from multiple sources, using a logical organization, purposeful transitions, and a tone and voice appropriate to the task.

Expository Writing: Write expository texts to explain and analyze information from multiple sources, using a logical organization, purposeful transitions, and a tone and voice appropriateto the task.

Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to address the needs of a specific audience.

Improving Writing: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to address the needs of a specific audience.

Communicating Orally

Communicating Orally

Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.

Oral Presentation: Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.

Following Conventions

Following Conventions

Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Conventions: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Researching

Researching

Conduct research to answer a question, refining the scope of the question to align with findings, and synthesizing information from multiple reliable and valid sources.

Researching and Using Information: Conduct research to answer a question, refining the scope of the question to align with findings and synthesizing information from multiple reliable and valid sources.

Creating and Collaborating

Creating and Collaborating

Create digital presentations to improve understanding of findings, reasoning, and evidence.

Multimedia: Create digital presentations to improve understanding of findings, reasoning, and evidence.

Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience, integrating multimedia elements.

Technology in Communication: Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience, integrating multimedia elements.

Reading Prose and Poetry

Reading Prose and Poetry

Analyze how key elements enhance or add layers of meaning and/or style in a literary text.

Literary Elements: Analyze how key elements enhance or add layers of meaning and/or style in a literary text.

Analyze and compare universal themes and their development throughout a literary text.

Theme: Analyze and compare universal themes and their development throughout a literary text.

Analyze coming of age experiences reflected in a text and how the author represents conflicting perspectives.

Perspective and Point of View: Analyze coming of age experiences reflected in a text and how the author represents conflicting perspectives.

Analyze how authors create multiple layers of meaning and/or ambiguity in a poem.

Poetry: Analyze how authors create multiple layers of meaning and/or ambiguity in a poem.

Reading Informational Text

Reading Informational Text

Analyze the impact of multiple text structures and the use of features in text(s).

Structure: Analyze the impact of multiple text structures and the use of features in text(s).

Analyze the central idea(s) of historical American speeches and essays.

Central Idea: Analyze the central idea(s) of historical American speeches and essays.

Analyze an author's choices in establishing and achieving purpose(s) in historical American speeches and essays.

Purpose and Perspective: Analyze an author’s choices in establishing and achieving purpose(s) in historical American speeches and essays.

Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims, and analyzing the ways in which the authors use the same information to achieve different ends.

Argument: Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims and analyzing the ways in which the authors use the same information to achieve different ends.

Reading Across Genres

Reading Across Genres

Analyze how figurative language creates mood in text(s).

Interpreting Figurative Language: Analyze how figurative language creates mood in text(s).

Paraphrase content from grade-level texts.

Paraphrasing and Summarizing: Paraphrase content from grade-level texts.

Analyze how mythical, classical, or religious texts have been adapted.

Comparative Reading: Analyze how mythical, classical, or religious texts have been adapted.

Analyze an author's use of rhetoric in a text.

Understanding Rhetoric: Analyze an author’s use of rhetoric in a text.

Finding Meaning

Finding Meaning

Integrate academic vocabulary appropriate to grade level in speaking and writing.

Academic Vocabulary: Integrate academic vocabulary appropriate to grade level in speaking and writing.

Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.

Morphology: Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.

Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Context and Connotation: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Applying Foundational Reading Skills for Secondary

Demonstrate an understanding of spoken words, syllables, and sounds.

Orally produce single-syllable and multisyllabic words by accurately blending sounds.

Accurately segment single-syllable and multisyllabic words.

Know and apply phonics and word analysis skills in decoding words.

Use an array of strategies to decode single-syllable and multisyllabic words.

Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.

Know and apply phonics and word analysis skills in encoding words.

Use an array of strategies to accurately encode single-syllable and multisyllabic words.

Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Cite evidence to explain and justify reasoning.

Read and comprehend grade-level complex texts proficiently.

Make inferences to support comprehension.

Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.

Use the accepted rules governing a specific format to create quality work.

Use appropriate voice and tone when speaking or writing.

Reading

Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.

In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.

Key elements of a literary text are setting, plot, characterization, conflict, point of view, theme, and tone.

Use knowledge of usage rules to create flow in writing and presenting.

Students will evaluate the use of the following structures: description, problem/solution, chronological, compare and contrast, cause and effect, and sequence.

To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence.

Vocabulary

Rhetorical devices for the purposes of this benchmark are the figurative language devices from 10.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, and asyndeton.

A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include, but are not limited to, an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence.

While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.

See Writing Types and Narrative Techniques.

Validity refers to the soundness of the arguments.

For more information, see Literary Periods.

See Rhetorical Appeals and Rhetorical Devices.

See Conventions Progression by Grade Level for more information.

For layers of meaning, any methodology or model may be used as long as students understand that text may have multiple layers and that authors use techniques to achieve those layers. A very workable model for looking at layers of meaning is that of I.A. Richards: Layer 1) the literal level, what the words actually mean Layer 2) mood, those feelings that are evoked in the reader Layer 3) tone, the author’s attitude Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred)

See Rhetorical Appeals and Rhetorical Devices.

See 10.R.3.1 and Secondary Figurative Language.

Most grade-level texts are appropriate for this benchmark.

For further guidance, see the Secondary Oral Communication Rubric.

Skills to be mastered at this grade level are as follows:

Skills to be implemented but not yet mastered are as follows:

K-12 ELA Expectations

See Secondary Figurative Language.

The classical source texts for this benchmark should be from ancient Greece or Rome’s Classical period (1200 BCE–455 CE). Mythical texts for this benchmark can be from any civilization’s early history. Religious texts for this benchmark include works such as the Bible.

Students will analyze the appropriateness of appeals and the effectiveness of devices. In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.

Style is the way in which the writer uses techniques for effect. It is distinct from meaning, but can be used to make the author’s message more effective. The components of style are diction, syntax, grammar, and use of figurative language. Style helps to create the author’s voice.

Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.

See Secondary Figurative Language.

Students will analyze the use of the following features: table of contents, headings, captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and appendices.

See Writing Types.

Derivation refers to making new words from an existing word by adding affixes.

See Writing Types and Elaborative Techniques.

Reading

Communication

At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: volume, pronunciation, and pacing. A clear perspective is the through-line that unites the elements of the presentation.

The presentation may be delivered live or delivered as a stand-alone digital experience.

Review of words learned in this way is critical to building background knowledge and related vocabulary.

Etymology refers to the study of word origins and the ways that words have changed over time.

See Context Clues and Word Relationships.

Vocabulary

Communication

The tone should be both formal and objective, relying more on argument and rhetorical appeals rather than on propaganda techniques. Use narrative techniques to strengthen writing where appropriate.

Foundational Reading Intervention Standards

Write a narrative using an appropriate pace to create tension, mood and/or tone.

Argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and maintaining a formal and objective tone.

Explain and analyze information from multiple sources, using a logical organization, purposeful transitions, and a tone and voice appropriate to the task.

Improve writing when given feedback from an adult, a peer and/or an online editing tool, revising to address the needs of a specific audience.

Present information, with a logical organization and coherent focus, with credible evidence, creating a clear perspective, using the student’s mode of communication with guidance and support.

Follow the rules of standard English grammar, punctuation, capitalization and spelling appropriate to grade-level content.

Practice usage of rules to create flow in writing and/or presenting.

Conduct research to answer a question, drawing on multiple reliable and valid sources.

Summarize information from multiple reliable and valid sources.

Integrate a detail into digital presentation to improve understanding of findings, reasoning and evidence.

Use an online platform to create and share publication-ready quality writing tailored to a specific audience, integrating multimedia elements.

Explain how key elements increase understanding of literary text and/or style

Compare how universal themes and their development are used throughout a literary text.

Identify how the author represents conflicting perspectives.

Explain the coming-of-age experiences reflected in a text.

Explain how authors create multiple layers of meaning and/or ambiguity in a poem.

Describe the impact of multiple text structures.

Explain the central idea(s) of historical American speeches and essays.

Explain the authors choices in establishing and achieving purpose(s) in historical American speeches and essays.

Compare the development of two opposing arguments on the same topic evaluating the effectiveness and validity of the claims.

Compare how the authors use the same information to achieve different arguments.

Explain how figurative language creates mood in text(s).

Summarize information from grade-level texts, at the student’s ability level using the student’s mode of communication.

Describe how mythical, classical or religious texts have been adapted.

Summarize an authors use of rhetoric in a text.

Use grade-level content vocabulary in communication, using the students mode of communication.

Using etymology and derivations, identify the meaning of a word from a phrase in grade-level content at the student’s ability level.

Use context clues, figurative language, word relationships, reference materials and/or background knowledge to identify the connotative and denotative meaning of a word and/or phrase, appropriate to grade-level content at the student’s ability level.

Reading Prose and Poetry

Creating and Collaborating

Communicating Through Writing

Reading Across Genres

Reading

Following Conventions

Communication

Communicating Orally

Researching

Finding Meaning

Reading Informational Text

Vocabulary

Communicating Through Writing

Communicating Through Writing

Write complex narratives using appropriate techniques to establish multiple perspectives.

Narrative Writing: Write complex narratives using appropriate techniques to establish multiple perspectives.

Write literary analyses to support claims, using logical reasoning, credible evidence from sources, and elaboration, demonstrating an understanding of literary elements.

Argumentative Writing: Write literary analyses to support claims, using logical reasoning, credible evidence from sources, and elaboration, demonstrating an understanding of literary elements.

Write an analysis of complex texts using logical organization and a tone and voice appropriate to the task and audience, demonstrating an understanding of the subject.

Expository Writing: Write an analysis of complex texts using logical organization and a tone and voice appropriate to the task and audience, demonstrating an understanding of the subject.

Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to improve clarity, structure, and style.

Improving Writing: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to improve clarity, structure, and style.

Communicating Orally

Communicating Orally

Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate.

Oral Presentation: Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate.

Following Conventions

Following Conventions

Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Conventions: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Researching

Researching

Conduct literary research to answer a question, refining the scope of the question to align with interpretations of texts, and synthesizing information from primary and secondary sources.

Researching and Using Information: Conduct literary research to answer a question, refining the scope of the question to align with interpretations of texts and synthesizing information from primary and secondary sources.

Creating and Collaborating

Creating and Collaborating

Create digital presentations to improve the experience of the audience.

Multimedia: Create digital presentations to improve the experience of the audience.

Create and export quality writing tailored to a specific audience, integrating multimedia elements, publishing to an online or LAN site.

Technology in Communication: Create and export quality writing tailored to a specific audience, integrating multimedia elements, publishing to an online or LAN site.

Reading Prose and Poetry

Reading Prose and Poetry

Evaluate how key elements enhance or add layers of meaning and/or style in a literary text.

Literary Elements: Evaluate how key elements enhance or add layers of meaning and/or style in a literary text.

Track and analyze universal themes in literary texts from different times and places.

Theme: Track and analyze universal themes in literary texts from different times and places.

Analyze the author's choices in using juxtaposition to define character perspective.

Perspective and Point of View: Analyze the author’s choices in using juxtaposition to define character perspective.

Analyze ways in which poetry reflects themes and issues of its time period.

Poetry: Analyze ways in which poetry reflects themes and issues of its time period.

Reading Informational Text

Reading Informational Text

Evaluate the structure(s) and features in texts.

Structure: Evaluate the structure(s) and features in texts.

Analyze the central idea(s) of speeches and essays from the Classical Period.

Central Idea: Analyze the central idea(s) of speeches and essays from the Classical Period.

Analyze an author's choices in establishing and achieving purpose(s) in speeches and essays from the Classical Period.

Purpose and Perspective: Analyze an author’s choices in establishing and achieving purpose(s) in speeches and essays from the Classical Period.

Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, the authors' reasoning, and the ways in which the authors use the same information to achieve different ends.

Argument: Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, the authors’ reasoning, and the ways in which the authors use the same information to achieve different ends.

Reading Across Genres

Reading Across Genres

Analyze the author's use of figurative language and explain examples of allegory.

Interpreting Figurative Language: Analyze the author’s use of figurative language and explain examples of allegory.

Paraphrase content from grade-level texts.

Paraphrasing and Summarizing: Paraphrase content from grade-level texts.

Compare and contrast how contemporaneous authors address related topics, comparing the authors' use of reasoning, and analyzing the texts within the context of the time period.

Comparative Reading: Compare and contrast how contemporaneous authors address related topics, comparing the authors’ use of reasoning and analyzing the texts within the context of the time period.

Evaluate an author's use of rhetoric in text.

Understanding Rhetoric: Evaluate an author’s use of rhetoric in text.

Finding Meaning

Finding Meaning

Integrate academic vocabulary appropriate to grade level in speaking and writing.

Academic Vocabulary: Integrate academic vocabulary appropriate to grade level in speaking and writing.

Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.

Morphology: Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.

Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Context and Connotation: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Applying Foundational Reading Skills for Secondary

Demonstrate an understanding of spoken words, syllables, and sounds.

Orally produce single-syllable and multisyllabic words by accurately blending sounds.

Accurately segment single-syllable and multisyllabic words.

Know and apply phonics and word analysis skills in decoding words.

Use an array of strategies to decode single-syllable and multisyllabic words.

Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.

Know and apply phonics and word analysis skills in encoding words.

Use an array of strategies to accurately encode single-syllable and multisyllabic words.

Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Cite evidence to explain and justify reasoning.

Read and comprehend grade-level complex texts proficiently.

Make inferences to support comprehension.

Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.

Use the accepted rules governing a specific format to create quality work.

Use appropriate voice and tone when speaking or writing.

Modernist Period (1910–1945)

Appropriate tone is expected to continue from 9th and 10th. Use narrative techniques to strengthen argument writing where appropriate.

Modernist Period (1910–1945)

Style is the way in which the writer uses techniques for effect. It is distinct from meaning, but can be used to make the author’s message more effective. The components of style are diction, syntax, grammar, and use of figurative language. Style helps to create the author’s voice.

Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Medieval Period (455 CE–1485 CE)

Reading

Communication

Colonial and Early National Period (1600–1830) American Literature

Most grade-level texts are appropriate for this benchmark.

Renaissance Period (1300–1600)

Realism and Naturalism Period (1870–1930)

K-12 ELA Expectations

At this grade level, students are using multiple elements. The presentation may be delivered live or delivered as a stand-alone digital experience. The elements should be of different types. The elements should relate directly to the presentation and be incorporated in a way that engages the audience.

To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence.

Classical Period (1200 BCE–455 CE)

See Context Clues and Word Relationships.

Vocabulary

Classical Period (1200 BCE–455 CE)

Modernist Period (1910–1945)

Etymology refers to the study of word origins and the ways that words have changed over time.

Restoration and 18th Century (1660–1790) British Literature

Examples of allegory should be taken from the following periods:

The term perspective means “a particular attitude toward or way of regarding something.”

A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include, but are not limited to, an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence.

These written works will take longer and are meant to reflect thorough research and analysis.

Review of words learned in this way is critical to building background knowledge and related vocabulary.

See Writing Types.

For layers of meaning, any methodology or model may be used as long as students understand that text may have multiple layers and that authors use techniques to achieve those layers. A very workable model for looking at layers of meaning is that of I.A. Richards: Layer 1) the literal level, what the words actually mean Layer 2) mood, those feelings that are evoked in the reader Layer 3) tone, the author’s attitude Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred)

See Writing Types and Elaborative Techniques.

See Secondary Figurative Language.

Rhetorical devices for the purposes of this benchmark are the figurative language devices from 11.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, asyndeton, and chiasmus.

Romantic Period (1790–1870)

At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: appropriate volume, pronunciation, and pacing. This benchmark introduces rhetorical devices to the benchmark, building on what students have learned in R.3.2 and giving them a chance to apply it.

Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.

Validity refers to the soundness of the arguments.

Foundational Reading Intervention Standards

Renaissance Period (130–1600)

Juxtaposition is the technique of putting two or more elements side by side to invite comparison or contrast.

For more information, see Literary Periods.

While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment— being able to tell which information is relevant and which sources are trustworthy enough to include.

Romantic Period (1790–1870)

Contemporaneous authors here refers to authors who are contemporaries of each other, writing within any of the following literary periods:

Reading

Contemporary Period (1945–present)

Realism and Naturalism Period (1870–1930)

Students will evaluate the use of the following structures: description, problem/solution, chronological, compare and contrast, cause and effect, and sequence.

Medieval Period (455 CE–1485 CE)

Renaissance Period (1300–1600)

For further guidance, see the Secondary Oral Communication Rubric.

See Writing Types and Narrative Techniques.

Vocabulary

Students will evaluate the appropriateness of appeals and the effectiveness of devices. In this grade level, students are using and responsible for all four appeals; kairos is added at this grade level.

Poetry for this benchmark should be selected from one of the following literary periods.

Restoration and 18th Century (1660–1790) British Literature

See 11.R.3.1 and Secondary Figurative Language.

See Conventions Progression by Grade Level for more information.

Medieval Period (455 CE–1485 CE)

For more information on types of reasoning, see Types of Logical Reasoning.

Colonial and Early National Period (1600–1830) American Literature

Classical Period (1200 BCE–455 CE)

Use knowledge of usage rules to create flow in writing and presenting

Derivation refers to making new words from an existing word by adding affixes.

Skills to be mastered at this grade level are as follows:

For more information on types of reasoning, see Types of Logical Reasoning.

Key elements of a literary text are setting, plot, characterization, conflict, point of view, theme, and tone.

Romantic Period (1790–1870)

Restoration and 18th Century (1660–1790) British Literature

See Secondary Figurative Language.

Students will evaluate the use of the following features: table of contents, headings, captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and appendices.

Communication

Colonial and Early National Period (1600–1830) American Literature

Realism and Naturalism Period (1870–1930)

See Rhetorical Appeals and Rhetorical Devices.

See Rhetorical Appeals and Rhetorical Devices.

Write a complex narrative using appropriate techniques to establish multiple perspectives.

Analyze literature to support claims, using logical reasoning, credible evidence from sources, elaboration and demonstrating an understanding of literary elements.

Analyze a complex text using logical organization and a tone and voice appropriate to the task and audience, demonstrating an understanding of the subject.

Improve writing when given feedback from an adult, a peer and/or an online editing tool, revising to improve clarity, structure and style.

Present information, with a logical organization, coherent focus and credible evidence, while employing effective rhetorical devices where appropriate, using the student’s mode of communication with guidance and support.

Follow the rules of standard English grammar, punctuation, capitalization and spelling appropriate to grade-level content.

Practice usage of rules to create flow in writing and/or presenting.

Organize literary research to answer a question, refining the scope of the question to align with interpretations of texts.

Summarize information from primary and secondary sources.

Integrate details into a digital presentation to improve the experience of the audience.

Create and share quality writing tailored to a specific audience, integrating multimedia elements, publishing to an online or LAN site.

Analyze how key elements increase understanding of literary text and/or style.

Compare how universal themes and their development are used throughout multiple literary texts from different times and places.

Define a character perspective in a text.

Explain the authors choices in using juxtaposition in a text.

Explain the connection between works of major poets and their historical context.

Explain the use of structure(s) and features in texts.

Explain the central idea(s) of speeches and essays from the Classical Period.

Explain the authors choices in establishing and achieving purpose(s) in speeches and essays from the Classical Period.

Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, and the author’s reasoning.

Compare the authors reasoning and the ways in which the authors use the same information to achieve different arguments.

Identify the authors use of allegory.

Summarize the authors use of figurative language.

Summarize information from grade-level texts, at the student’s ability level using the student’s mode of communication.

Identify how contemporaneous authors address related topics within the context of the time period.

Analyze the authors reasoning within the context of the time period.

Describe an authors use of rhetoric in a text.

Use grade-level content vocabulary in communication, using the students mode of communication.

Using etymology and derivations, identify the meaning of a word from a phrase in grade-level content at the student’s ability level.

Use context clues, figurative language, word relationships, reference materials and/or background knowledge to identify the connotative and denotative meaning of a word and/or phrase, appropriate to grade-level content at the student’s ability level.

Reading Across Genres

Communicating Orally

Vocabulary

Reading Prose and Poetry

Creating and Collaborating

Reading Informational Text

Communication

Finding Meaning

Researching

Communicating Through Writing

Reading

Following Conventions

Communicating Through Writing

Communicating Through Writing

Write complex narratives using appropriate techniques to establish multiple perspectives and convey universal themes.

Narrative Writing: Write complex narratives using appropriate techniques to establish multiple perspectives and convey universal themes.

Write arguments to support claims based on an in-depth analysis of topics or texts using valid reasoning and credible evidence from sources, elaboration, and demonstrating a thorough understanding of the subject.

Argumentative Writing: Write arguments to support claims based on an in-depth analysis of topics or texts, using valid reasoning and credible evidence from sources, elaboration, and demonstrating a thorough understanding of the subject.

Write an in-depth analysis of complex texts using logical organization and appropriate tone and voice, demonstrating a thorough understanding of the subject.

Expository Writing: Write an in-depth analysis of complex texts using logical organization and appropriate tone and voice, demonstrating a thorough understanding of the subject.

Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to enhance purpose, clarity, structure, and style.

Improving Writing: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to enhance purpose, clarity, structure, and style.

Communicating Orally

Communicating Orally

Present information orally, with a logical organization, coherent focus, and credible evidence while employing effective rhetorical devices where appropriate.

Oral Presentation: Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate.

Following Conventions

Following Conventions

Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Conventions: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Researching

Researching

Conduct research on a topical issue to answer a question and synthesize information from a variety of sources.

Researching and Using Information: Conduct research on a topical issue to answer a question and synthesize information from a variety of sources.

Creating and Collaborating

Creating and Collaborating

Design and evaluate digital presentations for effectiveness.

Multimedia: Design and evaluate digital presentations for effectiveness.

Create, publish, and share multimedia texts through a variety of digital formats.

Technology in Communications: Create, publish, and share multimedia texts through a variety of digital formats.

Reading Prose and Poetry

Reading Prose and Poetry

Evaluate how key elements enhance or add layers of meaning and/or style in a literary text and explain the functional significance of those elements in interpreting the text.

Literary Elements: Evaluate how key elements enhance or add layers of meaning and/or style in a literary text and explain the functional significance of those elements in interpreting the text.

Analyze two or more themes and evaluate their development throughout a literary text.

Theme: Analyze two or more themes and evaluate their development throughout a literary text.

Evaluate the development of character perspective, including conflicting perspectives.

Perspective and Point of View: Evaluate the development of character perspective, including conflicting perspectives.

Evaluate works of major poets in their historical context.

Poetry: Evaluate works of major poets in their historical context.

Reading Informational Text

Reading Informational Text

Evaluate the structure(s) and features in texts, identifying how the author could make the text(s) more effective.

Structure: Evaluate the structure(s) and features in text(s), identifying how the author could make the text(s) more effective.

Evaluate how an author develops the central idea(s), identifying how the author could make the support more effective.

Central Idea: Evaluate how an author develops the central idea(s), identifying how the author could make the support more effective.

Evaluate an author's choices in establishing and achieving purpose(s).

Purpose and Perspective: Evaluate an author’s choices in establishing and achieving purpose(s).

Compare the development of multiple arguments in related texts, evaluating the validity of the claims, the authors' reasoning, use of the same information, and/or the authors' rhetoric.

Argument: Compare the development of multiple arguments in related texts, evaluating the validity of the claims, the authors’ reasoning, use of the same information, and/or the authors’ rhetoric.

Reading Across Genres

Reading Across Genres

Evaluate an author's use of figurative language.

Interpreting Figurative Language: Evaluate an author’s use of figurative language.

Paraphrase content from grade-level texts.

Paraphrasing and Summarizing: Paraphrase content from grade-level texts.

Analyze the influence of classic literature on contemporary world texts.

Comparative Reading: Analyze the influence of classic literature on contemporary world texts.

Evaluate rhetorical choices across multiple texts.

Understanding Rhetoric: Evaluate rhetorical choices across multiple texts.

Finding Meaning

Finding Meaning

Integrate academic vocabulary appropriate to grade level in speaking and writing.

Academic Vocabulary: Integrate academic vocabulary appropriate to grade level in speaking and writing.

Apply knowledge of etymology, derivations, and commonly used foreign phrases to determine meanings of words and phrases in grade-level content.

Morphology: Apply knowledge of etymology, derivations, and commonly used foreign phrases to determine meanings of words and phrases in grade-level content.

Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Context and Connotation: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Applying Foundational Reading Skills for Secondary

Demonstrate an understanding of spoken words, syllables, and sounds.

Orally produce single-syllable and multisyllabic words by accurately blending sounds.

Accurately segment single-syllable and multisyllabic words.

Know and apply phonics and word analysis skills in decoding words.

Use an array of strategies to decode single-syllable and multisyllabic words.

Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.

Know and apply phonics and word analysis skills in encoding words.

Use an array of strategies to accurately encode single-syllable and multisyllabic words.

Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Cite evidence to explain and justify reasoning.

Read and comprehend grade-level complex texts proficiently.

Make inferences to support comprehension.

Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.

Use the accepted rules governing a specific format to create quality work.

Use appropriate voice and tone when speaking or writing.

The term perspective means “a particular attitude toward or way of regarding something.” The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.

For more information on types of reasoning, see Types of Logical Reasoning.

Communication

Communication

See Writing Types and Narrative Techniques.

Functional significance refers to the role each element plays in creating meaning or effect for the reader.

Key elements of a literary text are setting, plot, characterization, conflict, point of view, theme, and tone.

Realism and Naturalism Period (1870–1930)

See Secondary Figurative Language.

See Rhetorical Appeals and Rhetorical Devices.

See Context Clues and Word Relationships.

Vocabulary

Classic literature for this benchmark should be drawn from and representative of the following periods:

Restoration and 18th Century (1660–1790) British Literature

Renaissance Period (1300–1600)

Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Modernist Period (1910–1945)

Contemporary world texts are those written after World War II that, through quality of form and expression, convey ideas of permanent or universal interest.

Style is the way in which the writer uses techniques for effect. It is distinct from meaning, but can be used to make the author’s message more effective. The components of style are diction, syntax, grammar, and use of figurative language. Style helps to create the author’s voice.

Foundational Reading Intervention Standards

Classical Period (1200 BCE–455 CE)

Medieval Period (455 CE–1485 CE)

Reading

For layers of meaning, any methodology or model may be used as long as students understand that text may have multiple layers and that authors use techniques to achieve those layers. A very workable model for looking at layers of meaning is that of I.A. Richards: Layer 1) the literal level, what the words actually mean Layer 2) mood, those feelings that are evoked in the reader Layer 3) tone, the author’s attitude Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred)

These written works will take longer and are meant to reflect thorough research and analysis.

Romantic Period (1790–1870)

Etymology refers to the study of word origins and the ways that words have changed over time.

See Foreign Words and Phrases for a list of commonly used foreign phrases.

See 12.R.3.1 and Secondary Figurative Language.

Students will evaluate the use of the following features: table of contents, headings, captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and appendices.

For further guidance, see the Secondary Oral Communication Rubric.

Most grade-level texts are appropriate for this benchmark.

Derivation refers to making new words from an existing word by adding affixes.

Validity refers to the soundness of the arguments.

Students will evaluate the use of the following structures: description, problem/solution, chronological, compare and contrast, cause and effect, and sequence.

See Writing Types.

At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: appropriate volume, pronunciation, and pacing. Students will be using rhetorical devices as introduced in the 11th grade benchmark. Added to this grade level is a responsiveness to the needs of the audience and adapting to audience response. Students will read the nonverbal cues of the audience to do this. Students first learned nonverbal cues in elementary for this benchmark.

Figurative language use that students will evaluate are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.

Rhetorical devices for the purposes of this benchmark are the figurative language devices from 12.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, asyndeton, and chiasmus.

For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message.

Review of words learned in this way is critical to building background knowledge and related vocabulary.

See Secondary Figurative Language.

See Writing Types and Elaborative Techniques.

Evaluation of a poet in context may include similarity to or differences from the work of contemporaries and the literary period, critical reception at the time, and scope of work.

Colonial and Early National Period (1600–1830) American Literature

Students will evaluate the appropriateness of appeals and the effectiveness of devices. In this grade level, students are using and responsible for all four appeals; kairos was added in 11th grade. This differs from the 11th grade benchmark in that it is comparing the effectiveness of multiple texts.

Reading

A poet’s historical context is the period in which the writing occurred, not when it was discovered or became resurgent.

Vocabulary

The presentation may be delivered live or delivered as a stand-alone digital experience.

K-12 ELA Expectations

To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence.

For more information, see Literary Periods.

See Rhetorical Appeals and Rhetorical Devices.

While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.

See Conventions Progression by Grade Level for more information.

Write a complex narrative using appropriate techniques to establish multiple perspectives and convey universal themes.

Argue to support claims based on an in-depth analysis of topics or texts using valid reasoning and credible evidence from sources, elaboration, and demonstrating a thorough understanding of the subject.

Write an in-depth analysis of a complex text using logical organization and appropriate tone and voice, demonstrating a thorough understanding of the subject.

Improve writing when given feedback from an adult, a peer and/or an online editing tool, revising to enhance purpose, clarity, structure and style.

Analyze how key elements increase understanding of literary text and/or style.

Compare and contrast how the key elements impact the functional significance in interpreting the literary text.

Distinguish two or more themes throughout a literary text.

Show the development of two or more themes throughout a literary text.

Show the development of character perspective, including conflicting perspectives.

Analyze the connection between works of major poets and their historical context.

Explain how the structure(s) and features make the text(s) more effective.

Analyze how an author develops the central idea(s).

Explain how the author makes the support more effective.

Analyze an authors choices in establishing and achieving purpose(s).

Compare the development of multiple arguments in related texts, evaluating the validity of the claims.

Compare the authors’ reasoning, use of the same information, and/or the authors’ rhetoric of multiple arguments in related texts.

Analyze an authors use of figurative language.

Summarize information from grade-level texts, at the student’s ability level using the student’s mode of communication.

Compare and contrast the influence of classical literature on contemporary world texts.

Analyze rhetorical choices across multiple texts.

Use grade-level content vocabulary in communication, using the students mode of communication.

Using etymology, derivations and commonly foreign phrases, identify the meaning of a word from a phrase in grade-level content at the student’s ability level.

Use context clues, figurative language, word relationships, reference materials and/or background knowledge to identify the connotative and denotative meaning of a word and/or phrase, appropriate to grade-level content at the student’s ability level.

Present information, with a logical organization and coherent focus, with credible evidence, creating a clear perspective, using the student’s mode of communication with guidance and support.

Follow the rules of standard English grammar, punctuation, capitalization and spelling appropriate to grade-level content.

Identify parallel structures and various types of phrases and clauses in a variety of writings or presentations.

Practice usage of rules to create flow in writing and/or presenting

Conduct research to answer a question, drawing on a reliable and valid source.

Clarify the scope of a question to align with research findings.

Integrate a detail into a digital presentation with a coherent idea and a clear perspective.

Use an online platform to create and share publication-ready quality writing tailored to a specific audience.

Communication

Creating and Collaborating

Reading Across Genres

Reading

Communicating Through Writing

Researching

Communicating Orally

Reading Informational Text

Vocabulary

Reading Prose and Poetry

Finding Meaning

Following Conventions

Applying Foundational Reading Skills for Secondary

Demonstrate an understanding of spoken words, syllables, and sounds.

Orally produce single-syllable and multisyllabic words by accurately blending sounds.

Accurately segment single-syllable and multisyllabic words.

Know and apply phonics and word analysis skills in decoding words.

Use an array of strategies to decode single-syllable and multisyllabic words.

Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.

Know and apply phonics and word analysis skills in encoding words.

Use an array of strategies to accurately encode single-syllable and multisyllabic words.

Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Communicating Through Writing

Communicating Through Writing

Write narratives using narrative techniques, varied transitions, and a clearly established point of view.

Narrative Writing: Write narratives using narrative techniques, varied transitions, and a clearly established point of view.

Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and a tone appropriate to the task.

Argumentative Writing: Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and a tone appropriate to the task.

Write expository texts to explain and analyze information from multiple sources, using a logical organization, varied purposeful transitions, and a tone appropriate to the task.

Expository Writing: Write expository texts to explain and analyze information from multiple sources, using a logical organization, varied purposeful transitions, and a tone appropriate to the task.

Improve writing by considering feedback from adults, peers, and/or online editing tools, revising for clarity and cohesiveness.

Improving Writing: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising for clarity and cohesiveness.

Communicating Orally

Communicating Orally

Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.

Oral Presentation: Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.

Following Conventions

Following Conventions

Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Conventions: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Researching

Researching

Conduct research to answer a question, drawing on multiple reliable and valid sources, and refining the scope of the question to align with findings.

Researching and Using Information: Conduct research to answer a question, drawing on multiple reliable and valid sources and refining the scope of the question to align with findings.

Creating and Collaborating

Creating and Collaborating

Create digital presentations with coherent ideas and a clear perspective.

Multimedia: Create digital presentations with coherent ideas and a clear perspective.

Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience.

Technology in Communication: Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience.

Reading Prose and Poetry

Reading Prose and Poetry

Explain how key elements enhance or add layers of meaning and/or style in a literary text.

Literary Elements: Explain how key elements enhance or add layers of meaning and/or style in a literary text.

Analyze universal themes and their development throughout a literary text.

Theme: Analyze universal themes and their development throughout a literary text.

Analyze the influence of narrator perspective on a text, explaining how the author creates irony or satire.

Perspective and Point of View: Analyze the influence of narrator perspective on a text, explaining how the author creates irony or satire.

Analyze the characters, structures, and themes of epic poetry.

Poetry: Analyze the characters, structures, and themes of epic poetry.

Reading Informational Text

Reading Informational Text

Analyze how multiple text structures and/or features convey a purpose and/or meaning in texts.

Structure: Analyze how multiple text structures and/or features convey a purpose and/or meaning in texts.

Evaluate the support an author uses to develop the central idea(s) throughout a text.

Central Idea: Evaluate the support an author uses to develop the central idea(s) throughout a text.

Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.

Purpose and Perspective: Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.

Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims.

Argument: Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims.

Reading Across Genres

Reading Across Genres

Explain how figurative language creates mood in text(s).

Interpreting Figurative Language: Explain how figurative language creates mood in text(s).

Paraphrase content from grade-level texts.

Paraphrasing and Summarizing: Paraphrase content from grade-level texts.

Compare and contrast the ways in which authors have adapted mythical, classical, or religious literary texts.

Comparative Reading: Compare and contrast the ways in which authors have adapted mythical, classical, or religious literary texts.

Explain an author's use of rhetoric in a text.

Understanding Rhetoric: Explain an author’s use of rhetoric in a text.

Finding Meaning

Finding Meaning

Integrate academic vocabulary appropriate to grade level in speaking and writing.

Academic Vocabulary: Integrate academic vocabulary appropriate to grade level in speaking and writing.

Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.

Morphology: Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.

Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Context and Connotation: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Cite evidence to explain and justify reasoning.

Read and comprehend grade-level complex texts proficiently.

Make inferences to support comprehension.

Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.

Use the accepted rules governing a specific format to create quality work.

Use appropriate voice and tone when speaking or writing.

Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.

Review of words learned in this way is critical to building background knowledge and related vocabulary.

For layers of meaning, any methodology or model may be used as long as students understand that text may have multiple layers and that authors use techniques to achieve those layers. A very workable model for looking at layers of meaning is that of I.A. Richards: Layer 1) the literal level, what the words actually mean Layer 2) mood, those feelings that are evoked in the reader Layer 3) tone, the author’s attitude Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred)

Use knowledge of usage rules to create flow in writing and presenting.

Vocabulary

See Rhetorical Appeals and Rhetorical Devices.

See Writing Types.

Students will explain the appropriateness of appeals in achieving a purpose. In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.

A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include, but are not limited to, an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence.

The classical source texts for this benchmark should be from ancient Greece or Rome’s Classical period (1200 BCE–455 CE). Mythical texts for this benchmark can be from any civilization’s early history. Religious texts for this benchmark include works such as the Bible.

See Context Clues and Word Relationships.

Style is the way in which the writer uses techniques for effect. It is distinct from meaning, but can be used to make the author’s message more effective. The components of style are diction, syntax, grammar, and use of figurative language. Style helps to create the author’s voice.

See Conventions Progression by Grade Level.

Communication

Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.

Vocabulary

Key elements of a literary text are setting, plot, characterization, conflict, point of view, theme, and tone.

For further guidance, see the Secondary Oral Communication Rubric.

Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Skills to be implemented but not yet mastered are as follows:

There is no requirement that students research the additional questions generated.

See Secondary Figurative Language.

Reading

Most grade-level texts are appropriate for this benchmark.

Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.

Students will analyze the use of the following structures: description, problem/solution, chronological, compare and contrast, cause and effect, and sequence.

See Writing Types and Narrative Techniques.

Reading

For more information, see Literary Periods.

Derivation refers to making new words from an existing word by adding affixes.

The presentation may be delivered live or delivered as a stand-alone digital experience.

K-12 ELA Expectations

See Rhetorical Appeals and Rhetorical Devices.

See Writing Types and Elaborative Techniques.

See Rhetorical Devices for more information on irony.

In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.

Etymology refers to the study of word origins and the ways that words have changed over time.

To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence.

Foundational Reading Intervention Standards

See Secondary Figurative Language.

Rhetorical devices for the purposes of this benchmark are the figurative language devices from 9.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, and synecdoche.

See 9.R.3.1 and Secondary Figurative Language.

Communication

Students will analyze the use of the following features: table of contents, headings, captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and appendices.

At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: volume, pronunciation, and pacing. A clear perspective is the through-line that unites the elements of the presentation.

See Secondary Figurative Language and Rhetorical Devices.

Validity refers to the soundness of the arguments.

Write a narrative using narrative techniques, varied transitions and a clearly established point of view.

Argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions and a tone appropriate to the task.

Write an expository text to explain and analyze information from multiple sources, using a logical organization, varied purposeful transitions and a tone appropriate to the task.

Improve writing when given feedback from an adult, a peer and/or an online editing tool, revising for clarity and cohesiveness.

Present information, with a logical organization and coherent focus, with credible evidence, creating a clear perspective, using the student’s mode of communication with guidance and support.

1 Follow the rules of standard English grammar, punctuation, capitalization and spelling appropriate to grade-level content.

Identify parallel structures and various types of phrases and clauses in a variety of writings or presentations.

Practice usage of rules to create flow in writing and/or presenting

Conduct research to answer a question, drawing on a reliable and valid source.

Clarify the scope of a question to align with research findings.

Integrate a detail into a digital presentation with a coherent idea and a clear perspective.

Use an online platform to create and share publication-ready quality writing tailored to a specific audience.

Identify how key elements increase understanding of literary text and/or style.

Explain how universal themes and their development are used throughout a literary text.

Describe the narrator perspective in a text.

Describe how the author creates irony or satire in a text.

Explain characters, structures and themes of epic poetry.

Explain the purpose and/or meaning across multiple text structures.

Explain the support an author uses to develop the central idea(s) throughout a text.

Identify rhetorical appeals and/or figurative language.

Identify how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.

Explain how the development of two opposing arguments on the same topic are related.

Explain the effectiveness and validity of the claims within two opposing arguments on the same topic.

Identify examples of figurative language that create mood in text(s).

Summarize information from grade-level texts, at the student’s ability level using the student’s mode of communication.

Identify the ways in which authors have adapted mythical, classical or religious texts.

Identify an authors use of rhetoric in a text.

Use grade-level content vocabulary in communication, using the students mode of communication.

Using etymology and derivations, identify the meaning of a word from a phrase in grade-level content at the student’s ability level.

Use context clues, figurative language, word relationships, reference materials and/or background knowledge to determine the connotative and denotative meaning of a word and/or phrase, appropriate to grade-level content at the student’s ability level.

Creating and Collaborating

Reading

Vocabulary

Researching

Communication

Reading Informational Text

Communicating Through Writing

Following Conventions

Reading Prose and Poetry

Reading Across Genres

Finding Meaning

Communicating Orally

Combine word parts (blend syllables, attach affixes to root words, fingerspell, etc.) to produce words in the student’s mode of communication.

Segment single-syllable and multisyllabic words using the students mode of communication.

Decode single-syllable and multisyllabic words as appropriate to the students mode of communication.

Read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns using to the student’s mode of communication.

Encode single-syllable and multisyllabic words using the students mode of communication.

Read grade-level text at the student’s ability level with accuracy, automaticity, and prosody or expression as appropriate for the student’s mode of communication.

Applying Foundational Reading Skills for Secondary

Foundational Skills

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.

English language learners communicate for social and instructional purposes within the school setting.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

Cite evidence to explain and justify reasoning.

Read and comprehend grade-level complex texts proficiently.

Make inferences to support comprehension.

Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.

Use the accepted rules governing a specific format to create quality work.

Use appropriate voice and tone when speaking or writing.