Grades 11–12 ELA (Arizona ELA Standards)

Reading Standards for Literature

• 11-12.RL.1 Cite strong and thorough text evidence for explicit meaning and inferences, including where the text leaves matters uncertain.
• 11-12.RL.2 Find two or more themes or central ideas, analyze how they develop and interact, and write an objective summary.
• 11-12.RL.3 Analyze the effect of an author's decisions about building and connecting the parts of a story or play.
• 11-12.RL.4 Work out figurative and connotative meanings and analyze the impact of word choice on meaning and tone.
• 11-12.RL.5 Analyze how an author's choices about structuring parts of a text add to its overall structure, meaning and aesthetic impact.
• 11-12.RL.6 Analyze texts (e.g. satire, irony) where grasping the viewpoint means separating what is said from what is meant.
• 11-12.RL.7 Analyze several interpretations of a story, drama or poem in recorded or live productions, judging how each treats the source text.
• 11-12.RL.9 Compare how works from different periods treat similar themes or topics. (being checked)
• 11-12.RL.10 By the end of each year, read and understand literature of suitable complexity independently and proficiently.
  • grade 11. By the end of grade 11, read grades 11–12 level literature, with support for the hardest texts.
  • grade 12. By the end of grade 12, read the hardest grades 11–12 level literature on their own.

Reading Standards for Informational Text

• 11-12.RI.1 Cite strong and thorough text evidence for explicit meaning and inferences in an informational text, including where it leaves matters uncertain.
• 11-12.RI.2 Find two or more central ideas, analyze how they develop and interact, and write an objective summary.
• 11-12.RI.3 Analyze a complicated set of ideas or chain of events and how the people, ideas or events in it interact and grow.
• 11-12.RI.4 Work out figurative, connotative and technical meanings, analyzing how an author uses and refines a key term over a text.
• 11-12.RI.5 Analyze and evaluate how well an author's structure makes points clear, convincing and engaging.
• 11-12.RI.6 Work out the author's viewpoint or purpose in a highly persuasive text and how style and content serve it.
• 11-12.RI.7 Bring together and judge several sources in different media to answer a question or solve a problem.
• 11-12.RI.8 Outline and evaluate the reasoning, premises, purposes and arguments in landmark texts. (being checked)
• 11-12.RI.9 Analyze historically significant founding documents for their themes, purposes and rhetorical features. (being checked)
• 11-12.RI.10 By the end of each year, read and understand literary nonfiction of suitable complexity independently and proficiently.
  • grade 11. By the end of grade 11, read grades 11–12 level nonfiction, with support for the hardest texts.
  • grade 12. By the end of grade 12, read the hardest grades 11–12 level nonfiction on their own.

Writing Standards

• 11-12.W.1 Write arguments to support claims about substantive topics or texts with valid reasoning and enough relevant evidence.
  • a. Introduce precise, well-informed claims, show their significance, tell them apart from counterclaims and order everything logically.
  • b. Develop claims and counterclaims fairly and thoroughly, pointing out strengths and limits with the audience's knowledge and possible biases in mind.
  • c. Use words, phrases, clauses and varied syntax to link sections and clarify relationships among claims, reasons, evidence and counterclaims.
  • d. Set up and keep a formal style and objective tone that fit the norms of the discipline.
  • e. End with a conclusion that follows from and supports the argument.
• 11-12.W.2 Write informative texts that examine and convey complex ideas clearly through effective selection, organization and analysis.
  • a. Introduce a topic and organize ideas so each new element builds on what came before, adding formatting, graphics or media when useful.
  • b. Develop the topic thoroughly with the most significant, relevant facts, definitions, details, quotations or examples.
  • c. Use varied transitions and syntax to link major sections, create cohesion and clarify relationships among complex ideas.
  • d. Handle complexity with exact language, subject vocabulary and devices like metaphor, simile and analogy.
  • e. Set up and keep a formal style and objective tone that fit the norms of the discipline.
  • f. End with a conclusion that follows from the information and states its implications or significance.
• 11-12.W.3 Write true or imagined narratives using strong technique, carefully chosen details and a clear event structure.
  • a. Hook the reader by presenting a problem, situation or observation and why it matters, plus a viewpoint and narrator or characters.
  • b. Use storytelling devices: dialogue, pacing, description, reflection and more than one plot line.
  • c. Sequence events with a variety of techniques so they build toward a particular tone and outcome.
  • d. Use precise words, telling details and sensory language to give a vivid picture.
  • e. End with a conclusion that reflects on what was experienced, observed or resolved.
• 11-12.W.4 Produce clear, coherent writing whose development, organization and style suit the task, purpose and audience.
• 11-12.W.5 Improve writing by planning, revising, editing or rewriting, with purpose and audience in mind.
• 11-12.W.6 Use technology and the internet to create, publish and update writing as feedback comes in.
• 11-12.W.7 Do short and longer research projects to answer a question or solve a problem, narrowing or broadening the inquiry and synthesizing sources.
• 11-12.W.8 Gather information from authoritative print and digital sources with advanced searches, judge strengths and limits, integrate it without plagiarism and cite.
• 11-12.W.9 Use evidence from literature or informational texts to back up analysis, reflection and research.
  • a. Use the grades 11–12 literature reading skills when writing about literature.
  • b. Use the grades 11–12 informational reading skills when writing about nonfiction.
• 11-12.W.10 Write often, in long projects and short sittings, for many tasks, purposes and readers.

Speaking and Listening Standards

• 11-12.SL.1 Lead and join many kinds of discussions on grades 11–12 topics and texts, building on others' ideas and making a clear case.
  • a. Come prepared, having researched the material, and refer to evidence to stimulate a thoughtful exchange.
  • b. Work with classmates to keep discussion and decisions respectful and democratic, with clear goals, deadlines and roles.
  • c. Answer other views with questions that test reasoning and evidence, make sure every view is heard and invite fresh thinking.
  • d. Respond thoughtfully to different perspectives, synthesize comments and claims, resolve contradictions where possible and find what needs more research.
• 11-12.SL.2 Combine several sources of information in different media to make informed decisions and solve problems, judging credibility and accuracy.
• 11-12.SL.3 Judge a speaker's viewpoint, reasoning, evidence and rhetoric, including stance, assumptions, connections, word choice and tone.
• 11-12.SL.4 Present information and evidence with a clear perspective so listeners can follow the reasoning and see alternative views.
• 11-12.SL.5 Use digital media strategically in presentations to add understanding, reasoning and evidence and to add interest.
• 11-12.SL.6 Adapt speech to different contexts and tasks, using formal English when suitable.

Language Standards

• 11-12.L.1 Use correct standard English grammar when speaking and writing.
  • a. Know that correct usage is set by custom, shifts over time and is sometimes disputed.
  • b. Resolve complex or contested usage questions by consulting references (e.g. usage dictionaries).
• 11-12.L.2 Show command of capitalization, punctuation and spelling when writing.
  • a. Follow conventions of hyphenation.
  • b. Spell correctly.
• 11-12.L.3 Use knowledge of language to understand how it works in different contexts and to make effective style choices.
  • a. Vary syntax for effect, consulting references as needed, and use knowledge of syntax to study complex texts.
• 11-12.L.4 Work out unknown and multiple-meaning words using a range of strategies.
  • a. Spot and use the ways word forms change for meaning or part of speech (e.g. conceive, conception).
  • b. Use context (sentence or paragraph meaning, a word's position or function) as a clue to meaning.
  • c. Use general and specialized references to find pronunciation, precise meaning, part of speech, etymology or usage.
  • d. Check a first guess at a word's meaning.
• 11-12.L.5 Understand figurative language, how words relate and fine shades of meaning.
  • a. Explain figures of speech such as hyperbole and paradox in context and the job they do.
  • b. Analyze small differences between words whose dictionary meanings are close.
• 11-12.L.6 Learn and use general academic and subject-specific words for college and career readiness, gathering vocabulary knowledge independently.