Foundational Standards (Overview), Grades 11-12
Note: Shading indicates advanced expectations for grades 11 and 12 over the requirements in grades 9 and 10.
Reading:
RL1/RIT1: 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.

RL2/RIT2: 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/analysis; provide objective summary of the text.

RL4/RIT4: Determine the meaning of the 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, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Informational Text: 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).)

Writing
W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant 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 establishes clear relationship(s) among 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 the claim(s) and the 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.

W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
a.	Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b.	Develop the topic thoroughly by selecting the most significant and relevant 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 and syntax 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 and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

e.	Establish and maintain a format 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).

W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

Speaking and Listening
SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, topics, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a.	Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b.	Work with peers to promote civil, democratic discussions and decision-making to set rules for collegial discussions and decision-making, set clear goals and deadlines, and individual roles as needed.

c.	Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions, and promote divergent and creative perspectives.

d.	Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible  and determine what additional information or research is required to deepen the investigation or complete the task.

Language
L1: Demonstrate a command of the conventions of standard English grammar and usage when writing or speaking.

a.	Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

b.	Resolve issues of contested usage, consulting references as needed.

L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a.	Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

b.	Analyze nuances in the meaning of words with similar denotations.