sample high school ela learning targets · sample high school ela learning targets graduation...

SAMPLE High School ELA Learning Targets

Graduation Competency 1: Read closely to analyze and evaluate all forms of (i.e. complex literary and informational)

texts.

Performance Indicator:

1a Cite strong and thorough textual evidence to support an analysis of the text, including any applicable primary or High School sources, and determine both explicit and

implicit meanings, such as inferences that can be drawn from the text and where the text leaves matters uncertain.

Ultimate Target Type (Classify the type of learning

target indicated by the performance indicator.):

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9-10 Grade Learning Targets 11-12 Grade Learning Targets

Standard(s): RL1 Cite strong and thorough textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the text.

RI1 Cite strong and thorough textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the text.

Standard(s): RL1 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. RI1 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 a text leaves matters uncertain.

Standard Target Type:

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Knowledge

Identify how to create in-text citations.

Identify how to create a Works Cited list. Using grade level appropriate texts:

Identify strong and thorough textual evidence from the

text.

Knowledge

Define ambiguity.

Identify places where the text leaves matters uncertain. Using grade-level appropriate texts:

Identify strong and thorough textual evidence from the

text.

Reasoning

Using grade level appropriate texts:

Analyze what the text says explicitly, using details from the text to support key ideas.

Draw inferences from the text, using details from the text to support those inferences.

Cite textual evidence using in-text citations.

Cite textual evidence using a Works Cited List.

Reasoning

Interpret how the text uses ambiguity or leaves

matters uncertain.


Analyze what the text says explicitly, using details from the text to support key ideas.

Draw inferences from the text, using details from the text to support those inferences.

Cite textual evidence using in-text citations.

Cite textual evidence using a Works Cited List.

Skill

Skill

Product

Product



texts.

Performance Indicator: 1b Determine the central ideas of

the text and provide an objective summary.





Standard(s): RL2 Determine a theme or central idea of a text and analyze in detail its development over the course of a text,

including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI2 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.

Standard(s): RL2 Determine two or more themes or central ideas of a text and analyze their development over the course of a

text, including how they interact and build on one another to produce a complex account; provide an objective

summary of the text. RI2 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.


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Knowledge

Define theme and/or central idea.

Explain the difference between theme and main

(central) idea.

Explain how to write an objective summary.

Knowledge

Explain how multiple themes or central ideas interact

and build on one another to produce a complex text.

Reasoning


Determine the central idea or theme within a text.

Reasoning


Determine two or more themes or central ideas of a

text.

Determine specific details that reveal, shape, or refine

the theme.

Analyze how the theme or central idea of a text

emerges, is shaped, and is refined by specific details in the text.

Provide an objective summary of the text.

Analyze how the text develops two or more central

ideas or themes in a text, using specific details from the text.

Analyze how multiple themes or central ideas interact

and build on one another to produce a complex text.

Provide an objective summary of the text.

Skill

Skill

Product

Product

High School ELA Learning Targets


texts.

Performance Indicator: 1c 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.





Standard(s): RL3 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.

RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points

are made, how they are introduced and developed, and the connections that are drawn between them.

Standard(s): RL3 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).

RI3 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


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Knowledge

Considering fiction texts:

Describe the elements of characterization (direct,

indirect, character’s speech, thoughts, effect on others, appearances, and thoughts/feelings).

Describe the different types of characters (static, dynamic, flat, round).

Describe “conflicting motivations.”

Knowledge

Using grade-level appropriate fiction texts:

Identify different types of characters, including

complex characters, in a text.

Identify complex characters in a text.

Identify evidence in a text that makes a character

complex.

Identify plot elements of a text.

Considering non-fiction texts:

Identify different informational text structures that may be used (i.e. abstract, lab notebook, diary,

editorial, etc.).

Identify different organizational patterns an author

may use (cause/effect, chronological, sequential, order of importance, compare and contrast, logical order, etc.)

Identify the different ways an author may develop ideas (i.e. facts, statistics, examples, anecdotes, etc.).

Using grade-level appropriate non-fiction texts:

Identify a series of ideas and related/supporting

details in a text.

Using grade-level appropriate fiction texts:

Identify key plot elements (setting, order of events, characters) of a story or drama.

Identify key choices the author made (setting, order of events, character motivations, character changes, and

character interactions) related to elements of the story.


Identify a complex set of ideas or sequence of events in a text.

Reasoning Using grade-level appropriate fiction texts:

Describe a character’s conflicts and motivations.

Analyze how complex characters change over the

course of a text.

Explain how a character’s motivations or traits affect

the plot. Using grade-level appropriate non-fiction texts:

Determine the main ideas or events in a text.

Explain the strategies an author uses to introduce and

develop his points.

Reasoning Using grade-level appropriate fiction texts:

Explain how the author’s choices develop and relate the elements of a story or drama.

Analyze how the decisions the author made impacted the story.


Explain how specific individuals, ideas, or events

interact and develop over the course of a text.

Analyze a complex set of ideas or sequence of events.

Analyze how an author’s organizational pattern and

techniques support ideas in the text and communicate an overall message.

Skill

Skill

Product

Product


Graduation Competency 2: Construct task-appropriate writing for diverse purposes and audiences.

Performance Indicator: 2a Write arguments to support

claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.





Standard(s): W1 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 and 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 among 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.

Standard(s): W1 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.

e. Provide a concluding statement or section that follows from and supports the argument presented.


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Knowledge

Considering grade-level appropriate topics, texts, and level of writing sophistication expected:

Define and generate substantive topics for writing.

Define and locate substantive texts to support argumentative writing.

Define precise claim, counter claim, reasons, and

evidence.

Explain what constitutes relevant and sufficient

evidence.

Identify common organization patterns for

argumentative writing.

Identify rhetorical strategies appropriate for


Define rhetorical audience.

Explain the difference between fair and unfair claims and counterclaims.

Identify transitional words, phrases, and clauses.

Define formal style and objective tone.

Identify norms and conventions of argumentative writing.

Identify characteristics of concluding statements or sections that support the argument presented.

Knowledge

Identify ways to vary syntax.


Define and generate substantive topics for writing.

Define and locate substantive texts to support


Define precise claim, counter claim, reasons, and

evidence.

Explain what constitutes relevant and sufficient

evidence.

Identify common organization patterns for


Identify rhetorical strategies appropriate for


Define rhetorical audience.

Explain the difference between fair and unfair claims and counterclaims.

Identify transitional words, phrases, and clauses.

Define formal style and objective tone.

Identify norms and conventions of argumentative

writing.

Identify characteristics of concluding statements or

sections that support the argument presented.

Reasoning


Analyze a substantive text to determine if it is suitable

for a written argument.

Reasoning


Analyze a substantive text to determine if it is suitable

for a written argument.

Determine a method to introduce a precise claim(s)

and distinguish the claim(s) from alternate or opposing claims.

Determine the relationships between claims and counterclaims.

Select an appropriate organizational structure to establish clear relationships among claim(s),

counterclaims, reasons, and evidence.

Develop claims and counterclaims fairly.

Determine the knowledge level and concerns of the

rhetorical audience.

Determine appropriate rhetorical strategies to use.

Evaluate the strengths and limitations of claims and

counterclaims.

Link major sections of the text and create cohesion

using transition words, phrases, and clauses.

Use transition words, phrases, and clauses to clarify

the relationships among claims and reasons, between reasons and evidence, and between claims and

counterclaims.

Develop formal writing style and objective tone while

attending to the norms and conventions of the discipline.

Plan a concluding statement that follows from and supports the argument presented.

Determine a method to introduce a precise claim(s),

establish the significance of the claim, and distinguish the claim(s) from alternate or opposing claims.

Determine the relationships between claims and counterclaims.

Select an appropriate organizational structure to logically sequence claim(s), counterclaims, reasons,

and evidence.

Develop claims and counterclaims fairly by supplying

the most relevant evidence for each.

Determine the knowledge level, concerns, values, and

possible biases of the rhetorical audience.

Determine appropriate rhetorical strategies to use.

Evaluate the strengths and limitations of claims and

counterclaims.

Link major sections of the text and create cohesion

using transition words, phrases, clauses, and varied syntax.

Use transition words, phrases, clauses, and varied

syntax to clarify the relationships among claims and reasons, between reasons and evidence, and between

claims and counterclaims.

Develop formal writing style and objective tone while

attending to the norms and conventions of the discipline.

Plan a concluding statement that follows from and supports the argument presented.

Skill

Skill

Product Considering grade-level appropriate topics, texts, and level of writing sophistication expected:

Product Considering grade-level appropriate topics, texts, and level of writing sophistication expected:

Write an argument to support claims in an analysis of substantive texts, using valid reasoning and relevant and

sufficient evidence which:

Introduces a precise claim(s)

Distinguishes claims from alternate or opposing claims

Creates an organization that establishes clear relationships among claim(s), counterclaims, reasons

and evidence.

Develops claim(s) and counterclaims fairly, with

evidence

Points out strengths and limitations of claims and

counterclaims

Anticipates the audience’s knowledge level and

concerns.

Uses words, phrases, and clauses to link sections of

text, create cohesion, and clarify relationships

Establishes and maintains formal style and objective tone

Attends to the norms and conventions of the discipline

Provides a concluding statement that follows from and

supports the argument presented

Write an argument to support claims in an analysis of substantive texts, using valid reasoning and relevant and

sufficient evidence which:

Introduces a precise, knowledgeable claim(s)

Establishes the significance of the claim

Distinguishes claims from alternate or opposing

claims

Creates an organization that logically sequences

claim(s), counterclaims, reasons and evidence.

Develops claim(s) and counterclaims fairly, with the most relevant evidence for each

Points out strengths and limitations of claims and counterclaims

Anticipates the audience’s knowledge level, values, possible biases, and concerns.

Uses words, phrases, clauses, and varied syntax, to link sections of text, create cohesion, and clarify

relationships

Establishes and maintains formal style and objective

tone

Attends to the norms and conventions of the discipline

Provides a concluding statement that follows from and supports the argument presented


Graduation Competency 3: Design and implement concise and sustained research tasks focused by questions and

understandings of rigorous and relevant topics.

Performance Indicator: 3a Compile relevant information

from multiple print and digital sources, using effective research and online-search methods, and determine the credibility and accuracy of the sources while assessing the

strengths and limitations of each source for the specific task, purpose, and audience.





Standard(s):

W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source

in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for

citation.

Standard(s):

W8 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.


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Knowledge

Define and identify plagiarism.

Identify how to create in-text citations.

Identify how to create a Works Cited list.

Considering grade-level appropriate topics, texts, and level of research sophistication expected:

Identify the characteristics of relevant authoritative digital and print sources.

Identify how to perform an advanced search.

Perform an advanced search.

Knowledge

Identify overreliance on a source.

Considering grade-level appropriate topics, texts, and level of research sophistication expected:

Identify the characteristics of relevant authoritative

digital and print sources.

Identify how to perform an advanced search.

Perform an advanced search.

Identify strategies for assessing the usefulness of each

source in answering the research question.

Identify different strategies for integrating research into

a text (paraphrase, quote, etc.).

Identify strategies for assessing the strengths, and

weaknesses of a source based on the task, purpose, and audience.

Identify different strategies for integrating research into

a text (paraphrase, quote, etc.).

Reasoning Considering grade-level appropriate topics, texts, and level of research sophistication expected:

Gather relevant information from multiple authoritative print and digital sources.

Assess the usefulness of each source in answering the research question.

Integrate information into text to maintain flow of ideas and avoid plagiarism

Cite research using in-text citations.

Cite research using a Works Cited List.

Reasoning Considering grade-level appropriate topics, texts, and level of research sophistication expected:

Gather relevant information from multiple authoritative print and digital sources.

Assess the strengths and weaknesses of each source in terms of task, purpose, and audience.

Integrate information into text to maintain flow of ideas, avoid plagiarism, and avoid overreliance on any

one source.

Cite research using in-text citations.

Cite research using a Works Cited List.

Skill

Skill

Product

Product


Graduation Competency 4: Collaborate and communicate effectively in a range of discussions, responding

appropriately to diverse perspectives.

Performance Indicator: 4d Evaluate a speaker’s point of

view, reasoning, and use of evidence and rhetoric.





Standard(s): SL3 Evaluate and/or reflect on a speaker’s point of view,

reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Standard(s): SL3 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.


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Knowledge

Define a speaker’s point of view, reasoning, use of

evidence, and use of rhetoric (rhetorical strategies).

Define fallacious reasoning, exaggerated evidence, and

distorted evidence.

Considering grade-appropriate topics, texts, and level of speaking/listening sophistication expected:

Identify a speaker’s point of view, reasoning, use of

rhetoric (rhetorical strategies), and use of evidence.

Identify fallacious reasoning, exaggerated evidence, and

distorted evidence in a text.

Knowledge

Define a speaker’s stance, premises, links among ideas,

word choice, points of emphasis, and tone used. Considering grade-appropriate topics, texts, and level of speaking/listening sophistication expected:

Identify a speaker’s point of view, reasoning, use of

rhetoric (rhetorical strategies), and use of evidence.

Identify the stance the speaker takes, the premises

used to develop the stance, and links among ideas.

Identify specific words the speaker chooses, points the

speaker emphasizes, and the tone the speaker uses.

Reasoning Considering grade-appropriate topics, texts, and level of speaking/listening sophistication expected:

Reflect on a speaker’s point of view, reasoning, use of evidence, and use of rhetoric.

Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric.

Reasoning Considering grade-appropriate topics, texts, and level of speaking/listening sophistication expected:

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric by assessing: speaker’s stance,

premises, links among ideas, word choice, points of emphasis, and tone used.

Skill

Skill

Product

Product


Graduation Competency 5: Communicate information, reasoning, and supporting evidence that conveys a clear and

distinct perspective.

Performance Indicator: 5b Make strategic use of digital

media to enhance presentations.





Standard(s): SL5 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.

Standard(s) SL5 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


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Knowledge

Considering grade-appropriate topics, texts, and level of presentation sophistication expected:

Identify digital media.

Identify strategies for evaluating the usefulness of

digital media to enhance understanding of findings, reasoning, and evidence and to add interest.

Knowledge

Considering grade-appropriate topics, texts, and level of presentation sophistication expected:

Identify digital media.

Identify strategies for evaluating the usefulness of

digital media to enhance understanding of findings, reasoning, and evidence and to add interest.

Reasoning

Assess the usefulness of digital media in presentations to enhance understanding of findings, reasoning, and

evidence and to add interest.

Reasoning

Assess the usefulness of digital media in presentations to enhance understanding of findings, reasoning, and


Skill

Use digital media strategically in presentations to enhance understanding of findings, reasoning, and


Skill

Use digital media strategically in presentations to enhance understanding of findings, reasoning, and


Product

Product


Graduation Competency 6: Employ the components of language (including conventions and word choice) effectively in written or spoken form.

Performance Indicator: 6a Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

Ultimate Target Type (Classify the type of learning target indicated by the performance indicator.):



Standard(s):

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

a. Use parallel structure.

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative,

adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Standard(s):

L1 Demonstrate 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 complex or contested usage,

consulting references (e.g., Merriam‐Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.


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Knowledge

Define and identify parallel structure.

Identify various types of phrases (noun, verb, adjectival,

adverbial, participial, prepositional, absolute).

Identify types of clauses (independent, dependent,

noun, relative, adverbial).

Knowledge

Describe how usage is a matter of convention, can change over time, and is sometimes contested.

Identify specific examples of complex or contested usage.

Reasoning

Incorporate parallel structure.

Explain how an author’s use of various phrases and

clauses adds variety and interest to writing or conveys specific meanings.

Reasoning

Resolve issues of complex or contested usage by consulting references (Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed

Skill Considering grade-level appropriate level of writing/speaking sophistication expected:

Use parallel structure when writing or speaking.

Use various types of phrases and clauses to convey

specific meanings and add variety and interest to writing or presentation.

Demonstrate command of the conventions of Standard

English grammar and usage when writing or speaking.

Skill Considering grade-level appropriate level of writing/speaking sophistication expected:

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Product

Product


Graduation Competency:

Performance Indicator: Ultimate Target Type (Classify the type of learning




Standard(s):

Standard(s):


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Knowledge

Knowledge

Reasoning

Reasoning

Skill

Skill

Product

Product

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