ELA21.10.RL
Research Literacy
Research Literacy
ELA21.10.RL
ELA21.10.RL.A
Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
ELA21.10.RL.A.R
Reception
Reception
ELA21.10.RL.A.R.R
Reading
Reading
ELA21.10.21
Locate and determine the usefulness of relevant and credible information to answer a question, solve a problem, or defend a position.
Locate and determine the usefulness of relevant and credible information to answer a question, solve a problem, or defend a position.
Unpacked Content
Knowledge
Students know:
- Strategies to locate relevant and credible information.
- Credible information is accurate and reliable.
- Criteria to determine the usefulness, relevance, and credibility of a research source.
- Information learned through reading can be used to answer a question, solve a problem, or defend a position.
Skills
Students are able to:
- Locate useful, relevant, and credible information in the research process.
- Determine the usefulness, relevance, and credibility of a research source.
- Use research findings to answer a question, solve a problem, or defend a position.
Understanding
Students understand that:
- It is necessary to determine the relevance and credibility of a source before using it as evidence to answer a question, solve a problem, or defend a position.
Vocabulary
- Relevant information
- Credible information
ELA21.10.22
Use a variety of search tools and research strategies to locate credible sources.
COS Examples
Examples: library databases, search engines; keyword search, boolean search
Use a variety of search tools and research strategies to locate credible sources.
COS Examples
Examples: library databases, search engines; keyword search, boolean search
Unpacked Content
Knowledge
Students know:
- Methods to use search tools, such as library databases and search engines.
- Research strategies, such as keyword search and boolean search.
- Strategies to locate credible information that is accurate and reliable.
Skills
Students are able to:
- Use various search tools and research strategies to find credible information.
Understanding
Students understand that:
- There are multiple strategies and tools to use when researching a topic.
Vocabulary
- Search tools
- Research strategies
- Credible sources
ELA21.10.RL.A.R.L
Listening
Listening
ELA21.10.23
Use audio sources to obtain useful and credible information to answer a question, solve a problem, or defend a position.
Use audio sources to obtain useful and credible information to answer a question, solve a problem, or defend a position.
Unpacked Content
Knowledge
Students know:
- Active listening skills.
- Credible information is accurate and reliable.
- Information learned through listening can be used to answer a question, solve a problem, or defend a position.
Skills
Students are able to:
- Assess the credibility of information from an audio source.
- Respond to information obtained through listening by answering a question, solving a problem, or defending a position.
Understanding
Students understand that:
- Listening actively can help them determine if the speaker's ideas are useful and credible to the given occasion.
- They can use the information they learn from listening to others speak for a variety of purposes.
Vocabulary
- Audio sources
- Useful information
- Credible information
ELA21.10.RL.A.E
Expression
Expression
ELA21.10.RL.A.E.W
Writing
Writing
ELA21.10.24
Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.
Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.
Unpacked Content
Knowledge
Students know:
- Responsible and ethical research practices.
- Writing skills.
- The conventions of standard, formal English.
- Strategies to modify writing for a particular audience and purpose.
Skills
Students are able to:
- Write clear, coherent documents using responsible and ethical research practices.
- Incorporate conventions of formal, standard English into clear, coherent writing products.
- Modify writing to be suitable for a particular audience and purpose.
Understanding
Students understand that:
- Ethical and responsible research practices are necessary when writing academic and workplace documents.
- The conventions of standard, formal English are necessary for effective academic and workplace communication.
- Written language should be adapted, depending on the audience and purpose.
Vocabulary
- Responsible research practices
- Ethical research practices
- Command of language
- Target audience
- Purpose
ELA21.10.25
Integrate information from at least two kinds of sources into writing, using quotations, paraphrases, and summaries that consistently follow a particular style guide.
COS Examples
Examples: MLA, APA
Integrate information from at least two kinds of sources into writing, using quotations, paraphrases, and summaries that consistently follow a particular style guide.
COS Examples
Examples: MLA, APA
Unpacked Content
Knowledge
Students know:
- Strategies to quote, paraphrase, and summarize information from research sources.
- Writing skills to integrate research findings from at least two kinds of sources.
- Recognized citation style guides, such as MLA and APA.
- Different disciplines have different style guides.
Skills
Students are able to:
- Integrate research information from at least two kinds of sources into a writing product.
- Quote, paraphrase, and summarize information from research sources.
- Cite sources by using an appropriate use style guide.
Understanding
Students understand that:
- Particular citation styles exist to support the integration of outside information into one's writing.
- There are different ways to use outside information, from quoting directly, to summarizing and paraphrasing ideas.
- Following a style guide to incorporate research data is necessary for effective academic and workplace texts.
Vocabulary
- Quotations
- Paraphrases
- Summaries
- Style guide
ELA21.10.26
Compose clear, coherent writing that incorporates information from at least one scholarly and at least one non-scholarly source and demonstrates a clear position on a topic, answers a research question, or presents a solution to a problem.
Compose clear, coherent writing that incorporates information from at least one scholarly and at least one non-scholarly source and demonstrates a clear position on a topic, answers a research question, or presents a solution to a problem.
Unpacked Content
Knowledge
Students know:
- The difference between a scholarly and non-scholarly source.
- Research skills.
- Formal, academic writing skills.
Skills
Students are able to:
- Incorporate information from at least one scholarly source and at least one non-scholarly source into a written document.
- Compose clear and coherent writing to defend a position, answer a question, or present a solution to a problem by using evidence from source documents.
Understanding
Students understand that:
- A combination of scholarly and non-scholarly sources can be utilized in writing.
- Scholarly sources can give credibility to academic and workplace documents.
Vocabulary
- Scholarly source
- Non-scholarly source
ELA21.10.RL.A.E.S
Speaking
Speaking
ELA21.10.27
Utilize responsible and ethical research practices to present clear, coherent products with a command of language suitable for a target audience and purpose.
Utilize responsible and ethical research practices to present clear, coherent products with a command of language suitable for a target audience and purpose.
Unpacked Content
Knowledge
Students know:
- Responsible and ethical research practices.
- Presentation skills.
- The conventions of standard, formal English.
- Strategies to modify spoken language for a particular audience and purpose.
Skills
Students are able to:
- Present clear, coherent products using responsible and ethical research practices.
- Incorporate conventions of formal, standard English into clear, coherent presentations.
- Modify spoken language to be suitable for a particular audience and purpose.
Understanding
Students understand that:
- Ethical and responsible research practices are necessary when creating academic and workplace presentations.
- The conventions of standard, formal English are necessary for effective academic and workplace communication.
- Spoken language should be adapted, depending on the audience and purpose.
Vocabulary
- Responsible research practices
- Ethical research practices
- Command of language
- Target audience
- Purpose
ELA21.11
Grade 11
Grade 11
ELA21.11.R
Recurring Standards
Recurring Standards
ELA21.11.R.R
Reception
Reception
ELA21.11.R1
Read a variety of print and nonprint documents to acquire new information and respond to the needs and demands of society and the workplace.
COS Examples
Examples: emails, directions, diagrams, charts, other common workplace documents
Read a variety of print and nonprint documents to acquire new information and respond to the needs and demands of society and the workplace.
COS Examples
Examples: emails, directions, diagrams, charts, other common workplace documents
Unpacked Content
Knowledge
Students know:
- Necessary skills to read a variety of informational print and nonprint documents.
- Strategies to acquire and utilize information learned through print and nonprint documents.
Skills
Students are able to:
- Read a variety of print and nonprint documents.
- Acquire information from print and nonprint documents.
- Utilize information learned from print and nonprint documents to respond to the needs and demands of society and the workplace.
Understanding
Students understand that:
- Reading different types of documents and information are essential for finding information and for success in the workplace.
Vocabulary
- Print documents
- Nonprint documents
- Society
- Workplace
ELA21.11.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.
COS Examples
Examples: short and long prose texts, poetry, dramas
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.
COS Examples
Examples: short and long prose texts, poetry, dramas
Unpacked Content
Knowledge
Students know:
- Necessary skills to read and comprehend a variety of literary texts.
- Strategies to analyze literary text to develop a literal and figurative understanding.
- Literary texts have different intended meanings depending on the genre, purpose, and situation.
Skills
Students are able to:
- Read and comprehend a variety of literary texts.
- Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.
Understanding
Students understand that:
- Literary texts can be understood on both a literal and figurative level.
Vocabulary
- Literary texts
- Literal understanding
- Figurative understanding
- Text
- Purpose
- Situation
ELA21.11.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.
Utilize active listening skills in formal and informal conversations, following predetermined norms.
Unpacked Content
Knowledge
Students know:
- Active listening skills.
- Strategies to identify formal and informal settings.
- Engage in formal and informal conversations.
- Predetermined norms for formal and informal discussions.
Skills
Students are able to:
- Demonstrate active listening skills during formal and informal discussions.
- Practice predetermined norms for formal and informal discussions.
Understanding
Students understand that:
- Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
Vocabulary
- Active listening
- Formal conversations
- Informal conversations
- Predetermined norms
ELA21.11.R.E
Expression
Expression
ELA21.11.R4
Use digital and electronic tools appropriately, safely, and ethically.
Use digital and electronic tools appropriately, safely, and ethically.
Unpacked Content
Knowledge
Students know:
- Digital and electronic tools must be used appropriately, safely, and ethically.
Skills
Students are able to:
- Engage in safe and ethical behavior when using digital and electronic tools.
Understanding
Students understand that:
- Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
- Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
Vocabulary
- Digital tools
- Electronic tools
- Appropriately
- Safely
- Ethically
ELA21.11.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.
Unpacked Content
Knowledge
Students know:
- The writing process steps are to plan, revise, edit, and rewrite.
- Editing can be completed by the writer or by a peer.
- Peer-editing skills.
- Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.
Skills
Students are able to:
- Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
- Compose a writing piece for a specific purpose and intended audience.
- Engage in the peer-editing process.
Understanding
Students understand that:
- Writing is a process that requires multiple drafts, edits, and versions.
Vocabulary
- Writing process
- Plan
- Revise
- Edit
- Peer-edit
- Rewrite
- Focused
- Organized
- Coherent
- Purpose
- Audience
ELA21.11.R6
Employ conventions of grammar, mechanics, and usage in order to communicate effectively with a target audience.
COS Examples
Examples: punctuation, capitalization, spelling, effective sentence structure, appropriate formality of language
Employ conventions of grammar, mechanics, and usage in order to communicate effectively with a target audience.
COS Examples
Examples: punctuation, capitalization, spelling, effective sentence structure, appropriate formality of language
Unpacked Content
Knowledge
Students know:
- Grammar, mechanics, and usage conventions.
- Effective communication strategies.
- Methods to identify a target audience.
Skills
Students are able to:
- Employ the conventions of grammar, mechanics, and usage.
- Communicate effectively with a target audience.
Understanding
Students understand that:
- To communicate effectively, they must use the conventions of standard English grammar, mechanics, and usage.
- There are situations and audiences when formal language should be used, while in other situations, informal language is acceptable.
Vocabulary
- Conventions
- Grammar
- Mechanics
- Usage
- Target audience
- Punctuation
- Capitalization
- Spelling
- Effective sentence structure
- Appropriate formality of language
ELA21.11.R7
Use context clues to determine meanings of unfamiliar spoken or written words.
Use context clues to determine meanings of unfamiliar spoken or written words.
Unpacked Content
Knowledge
Students know:
- Context clues in speech or text can provide the meaning of unfamiliar words.
- There are different types of context clues, including: inference/general clues, definition/explanation clues, restatement/synonym clues, and contrast/antonym clues.
- Context clues in text are often indicated by punctuation marks.
Skills
Students are able to:
- Use context clues to determine the meanings of unfamiliar words in speech.
- Use context clues to determine the meanings of unfamiliar words in text.
Understanding
Students understand that:
- An author or a speaker use context clues to explain the meaning of unusual words or academic, domain-specific vocabulary.
Vocabulary
- Context clues
- Determine
- Unfamiliar spoken words
- Unfamiliar written words
ELA21.11.CL
Critical Literacy
Critical Literacy
ELA21.11.CL.A
Process and employ information for a variety of academic, occupational, and personal purposes.
Process and employ information for a variety of academic, occupational, and personal purposes.
ELA21.11.CL.A.R
Reception
Reception
ELA21.11.CL.A.R.R
Reading
Reading
ELA21.11.1
Read, analyze, and evaluate complex literary and informational texts written from various points of view and cultural perspectives, with an emphasis on works of American literature.
Read, analyze, and evaluate complex literary and informational texts written from various points of view and cultural perspectives, with an emphasis on works of American literature.
Unpacked Content
Knowledge
Students know:
- Necessary skills to read, analyze, and evaluate complex literary and informational texts.
- Strategies to identify and describe various points of view and cultural perspectives.
Skills
Students are able to:
- Read complex texts.
- Analyze elements within complex texts.
- Evaluate text based on specific criteria provided by teacher.
Understanding
Students understand that:
- Texts written from various cultural perspectives and viewpoints can provide them with valuable information about the thoughts, opinions, and experiences of others.
Vocabulary
- Analyze
- Evaluate
- Complex literary text
- Complex informational texts
- Points of view
- Cultural perspectives
- American literature
ELA21.11.2
Synthesize information from two or more graphic texts to draw conclusions, defend claims, and make decisions.
COS Examples
Examples: tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, blueprints
Synthesize information from two or more graphic texts to draw conclusions, defend claims, and make decisions.
COS Examples
Examples: tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, blueprints
Unpacked Content
Knowledge
Students know:
- Graphic texts include information like tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, and blueprints, that can be used to draw conclusions, defend argumentative claims, and make decisions.
- Skills to synthesize information from multiple sources.
Skills
Students are able to:
- Identify and analyze information presented in graphic texts.
- Synthesize information from two or more graphic sources to draw conclusions, defend claims, and make decisions.
Understanding
Students understand that:
- Graphic texts can be "read" and analyzed using the same skills used to analyze printed texts.
- Information learned from two or more graphic sources can be combined and used to draw conclusions, defend claims, and make decisions.
Vocabulary
- Synthesize
- Graphic texts
- Draw conclusions
- Defend claims
- Make decisions
ELA21.11.3
Analyze how an author explicitly exhibits his/her cultural perspective in developing style and meaning.
Analyze how an author explicitly exhibits his/her cultural perspective in developing style and meaning.
Unpacked Content
Knowledge
Students know:
- An author's cultural perspective influences the style and meaning of their work.
Skills
Students are able to:
- Identify the style and meaning of text.
- Analyze how an author explicitly exhibits his/her cultural perspective in a text.
Understanding
Students understand that:
- An author's cultural perspective affects word choice, style, theme, and the overall meaning of a text.
Vocabulary
- Analyze
- Cultural perspective
- Style
- Meaning
ELA21.11.4
Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey meaning.
Analyze how an author uses characterization, figurative language, literary elements, and point of view to create and convey meaning.
Unpacked Content
Knowledge
Students know:
- Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.
- Methods to analyze characterization, figurative language, literary elements, and point of view.
Skills
Students are able to:
- Identify characterization, figurative language, literary elements, and point of view in a variety of texts.
- Analyze how characterization, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.
Understanding
Students understand that:
- Authors select particular literary elements and devices to create and convey meaning within their written work.
Vocabulary
- Analyze
- Characterization
- Figurative language
- Literary elements
- Point of view
- Create
- Convey
ELA21.11.5
Evaluate structural and organizational details in literary, nonfiction/informational, digital, and multimodal texts to determine how genre supports the author’s purpose.
Evaluate structural and organizational details in literary, nonfiction/informational, digital, and multimodal texts to determine how genre supports the author’s purpose.
Unpacked Content
Knowledge
Students know:
- Strategies to evaluate the structure and organization of various texts.
- Authors choose to write in different genres to support their purpose for writing.
Skills
Students are able to:
- Identify and evaluate structural and organizational details in texts from multiple genres.
- Determine how the genre of a text supports the author's purpose.
Understanding
Students understand that:
- There are a variety of genres of text, and authors choose to write in a particular genre to support their purpose for writing.
- Different genres of text have different structures and organizations.
Vocabulary
- Evaluate
- Structural details
- Organizational details
- Literary text
- Nonfiction/informational text
- Digital text
- Multimodal texts
- Genre
- Author's purpose
