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G.11-12 – Language Standards Map

This text resource illustrates the Standards Map for the Grades 11 and 12 Language domain in the Common Core State Standards.

Standards

  4. Common Core English Language Arts: G.11-12 > L > A.1 > S.1

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

    1. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
    2. 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.
    Content Skills Learning Targets Big Ideas Essential Questions
    Grammar Usage
    2 - Demonstrate (Command of conventions of English grammar)
    3 - Apply (Understanding of usage [a])
    4 - Resolve (Issues in usage [b])
    2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    3 - I can apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. [a]
    4 - I can resolve issues of complex or contested usage, consulting references as needed. [b]
    A. Language is living and changes as new words and meanings are adapted.
    B. Contested usage issues can be resolved consulting references and considering changes over time.
    A.1 Why does usage change over time?
    B.1 How do I resolve grammar usage issues?
  5. Common Core English Language Arts: G.11-12 > L > A.1 > S.2

    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    1. Observe hyphenation conventions.
    2. Spell correctly.
    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Demonstrate (Command of conventions)
    1 - Observe (Hyphenation conventions [a])
    1 - Spell (Correctly [b])
    3 - I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    1 - I can observe hyphenation conventions. [a]
    1 - I can spell correctly. [b]
    A. Correct capitalization, punctuation, spelling and hyphenating demonstrate command of the conventions of standard English.
    B. English requires correct spelling for correct transmission of meaning and ideas.
    C. Hyphens are used for joining compound modifiers, syllabification and spelling, object-verbal noun compounds and to represent hidden letters.
    A.1 How is command of English demonstrated at twelfth grade?
    B.1 Why is spelling important?
    C.1 How varied is hyphen use?
  7. Common Core English Language Arts: G.11-12 > L > A.2 > S.3

    Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

    1. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Apply (Knowledge of language)
    3 - Vary (Syntax [a])
    2 - Consult (References [a])
    3 - Apply (Understanding of syntax [a])
    3 - I can apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
    3 - I can vary syntax for effect [a]
    2 - I can consult references for guidance as needed [a]
    3 - I can apply an understanding of syntax to the study of complex texts when reading. [a]
    A. Readers/listeners make choices for meaning or style to comprehend more fully.
    B. Sentence variation demonstrates higher writing skill, keeps audiences from boredom and reflects mood.
    C. Simple sentences with powerful verbs are appealing.
    A.1 How do I make choices while reading or listening?
    B.1 How does variation in sentences affect readers and listeners?
    C.1 How do simple sentences with powerful verbs affect the reader or listener?
  9. Common Core English Language Arts: G.11-12 > L > A.3 > S.4

    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

    1. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
    2. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
    3. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
    4. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
    Content Skills Learning Targets Big Ideas Essential Questions
    Patterns of Word Changes [b]
    Preliminary determination [d]
    4 - Determine (Meanings of words)
    2 - Clarify (Meanings of words)
    3 - Choose (Array of strategies)
    3 - Use (Context [a])
    2 - Identify (Patterns of word changes [b])
    3 - Use (Patterns of word changes [b])
    2 - Consult (Reference materials [c])
    5 - Verify (Preliminary determination [d])
    4 - I can determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
    3 - I can use context as a clue to the meaning of a word or phrase. [a]
    2 - I can identify patterns of word changes that indicate different meanings or parts of speech. [b]
    3 - I can correctly use patterns of word changes that indicate different meanings or parts of speech. [b]
    2 - I can consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. [c]
    5 - I can verify the preliminary determination of the meaning of a word or phrase. [d]
    A. Word meaning is determined by context, etymology and part of speech.
    B. Just as you cannot interpret a picture by just a piece, you look at the whole.
    C. Patterns of word changes help reveal the root and therefore meaning.
    D. References provide the origin, etymology, usage, part of speech, synonyms, antonyms, pronunciation and more.
    E. By starting at the context, I attempt to get inferred meaning before verifying in a dictionary.
    A.1 How is word meaning determined?
    B.1 Why might position within context influence the meaning of a word?
    C.1 How do patterns of word change help in indicating meaning?
    D.1 How can a dictionary or specialized reference help in getting full meaning?
    E.1 Why is my preliminary determination of meaning a good indicator?
  10. Common Core English Language Arts: G.11-12 > L > A.3 > S.5

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

    1. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
    2. Analyze nuances in the meaning of words with similar denotations.
    Content Skills Learning Targets Big Ideas Essential Questions
    Figures of Speech [a] e.g.
    Text [a]
    Words [b]
    2 - Demonstrate (Understandings)
    3 - Interpret (Figures of speech [a])
    4 - Analyze (Role [a])
    4 - Analyze (Nuances [b])
    2 - I can demonstrate understanding of figurative language in word meanings.
    2 - I can demonstrate understanding of word relationships in word meanings.
    2 - I can demonstrate understanding of nuances in word meanings.
    3 - I can interpret figures of speech in context found within a given text. [a]
    4 - I can analyze role of a figure of speech found within a given text. [a]
    4 - I can analyze nuances in the meaning of words with similar denotations. [b]
    A. Analyzing context helps determine figurative speech, nuances in meanings and similar denotations.
    B. Although valued in creative writing, hyperboles are avoided in concise, formal, or business writing.
    C. Writings include hyperbole to create an impact and are not intended to be interpreted literally.
    D. Paradox arrests attention and provokes fresh thought.
    E. Nuance is used to create a subtle difference in color, meaning, or tone.
    A.1 How are words with similar denotations understood?
    B.1 What is hyperbole?
    C.1 Why is hyperbole included in literature?
    D.1 Why is paradox included in literature?
    E.1 Why is nuance used in writing?
  11. Common Core English Language Arts: G.11-12 > L > A.3 > S.6

    Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Acquire (General academic words and phrases)
    3 - Use (General academic words and phrases)
    3 - Demonstrate (Independence)
    3 - I can acquire academic and domain-specific words or phrases when reading at the college and career readiness level.
    3 - I can acquire academic and domain-specific words or phrases for writing at the college and career readiness level.
    3 - I can acquire academic and domain-specific words or phrases when speaking at the college and career readiness level.
    3 - I can acquire academic and domain-specific words or phrases while listening at the college and career readiness level.
    3 - I can use academic and domain-specific words or phrases when reading at the college and career readiness level.
    3 - I can use academic and domain-specific words or phrases for writing at the college and career readiness level.
    3 - I can use academic and domain-specific words or phrases when speaking at the college and career readiness level.
    3 - I can use academic and domain-specific words or phrases while listening at the college and career readiness level.
    3 - I can demonstrate independence in gathering vocabulary knowledge when considering a word important to comprehension or expression.
    3 - I can demonstrate independence in gathering vocabulary knowledge when considering a phrase important to comprehension or expression.
    A. Previously acquired vocabulary skills are independently practiced for comprehension.
    B. Lifelong learners are constantly acquiring and practicing vocabulary comprehension and use.
    C. Words most likely used within a specific context are domain-specific and are key for comprehension.
    A.1 How do I learn vocabulary for college and career readiness?
    B.1 How can I demonstrate independence in gathering vocabulary knowledge?
    C.1 How do I recognize vocabulary that is important to comprehension or expression?

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