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English II
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Key ConceptStandardDescriptionQ1Q2Q3Q4
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Inquiry-Based Literacy Standards (I)Standard 11.1 Use a recursive process to develop, evaluate, and refine, questions to
broaden thinking on a specific idea that directs inquiry for new learning
and deeper understanding.
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Standard 22.1 Analyze ideas and information from text and multimedia by formulating
questions, proposing interpretations and explanations, and considering
alternative views and multiple perspectives.
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Standard 33.1 Develop a plan of action by using appropriate discipline specific
strategies.
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3.2 Examine historical, social, cultural, or political context to broaden
inquiry and create questions.
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3.3 Gather information from a variety of primary and secondary sources and evaluate for perspective, validity, and bias
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3.4 Organize and categorize important information; synthesize relevant ideas to build a deeper understanding; communicate new learning; identify implications for future inquiry.
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Standard 44.1 Employ a critical stance to analyze relationships and patterns of evidence to confirm conclusions.
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4.2 Evaluate findings; address conflicting information; identify
misconceptions; and revise
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4.3 Determine appropriate disciplinary tools to communicate findings and/or
take informed action.
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Standard 55.1 Acknowledge and consider individual and collective thinking; use
feedback to guide the inquiry process
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5.2 Analyze and evaluate previous assumptions; test claims; predict
outcomes; and justify results to guide future action.
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5.3 Analyze the process to evaluate and revise plan and strategies; address
successes and misconceptions; and apply learning to future inquiry.
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Reading - Literary Text (RL)Standard 1Demonstrate understanding of the organization and basic
features of print.
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Standard 2Demonstrate understanding of spoken words, syllables, and
sounds.
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Standard 3Know and apply grade-level phonics and word analysis
skills in decoding words.
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Standard 4Read with sufficient accuracy and fluency to support
comprehension.
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Standard 55.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text; identify
multiple supported interpretations
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Standard 66.1 Determine a theme 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.
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Standard 77.1 Trace the development of a common theme in two different artistic
mediums.
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7.2 Explain how literary texts and related media allude to themes and
archetypes from historical and cultural traditions.
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Standard 88.1 Analyze how characters or a series of ideas or events is introduced,
connected, and developed within a particular context.
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Standard 99.1 Determine the figurative and connotative meanings of words and phrases;
analyze the impact of specific word choices on meaning and tone.
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Standard 1010.1 Use context clues to determine meanings of words and phrases.
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Standard 1111.1 Analyze and provide evidence of how the author’s choice of point of
view, perspective, and purpose shape content, meaning, and style.
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Standard 1212.1 Analyze how the relationships among structure, plot, and manipulation
of time create the effects of mystery, tension, or surprise citing support
from the text.
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12.2 Analyze how an author’s choices concerning how to structure a text,
order events within the text, and manipulate time create different
effects.
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Standard 1313.1 Engage in whole and small group reading with purpose and
understanding
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13.2 Read independently for sustained periods of time to build stamina.
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13.3 Read and respond to grade level text to become self-directed, critical
readers and thinkers.
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Reading - Informational Text (RI)Standard 1Demonstrate understanding of the organization and basic features of print.
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Standard 2Demonstrate understanding of spoken words, syllables, and
sounds.
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Standard 3Know and apply grade-level phonics and word analysis
skills in decoding words.
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Standard 4Read with sufficient accuracy and fluency to support
comprehension.
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Standard 55.1 Cite significant textual evidence in order to articulate explicit meanings
and meanings that can be inferred from the text; identify multiple
supported interpretations.
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Standard 66.1 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.
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Standard 77.1 Explain how the use of different mediums, modalities, or formats impacts
the reader’s understanding of events, topics, concepts, and ideas in
argument or informative texts.
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Standard 88.1 Determine figurative, connotative, or technical meanings of words and
phrases; analyze the cumulative impact of specific words, phrases on
meaning and tone..
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8.2 Explain how the author’s meaning and tone are developed and refined by
text features and structures.
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Standard 99.1 Use context clues to determine meanings of words and phrases.
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Standard 1010.1 Determine an author’s point of view or purpose in a text and analyze
how an author uses rhetoric to advance that point of view or purpose.
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Standard 1111.1 Analyze in detail how the author’s ideas or claims are supported through
the use of text features and structures.
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11.2 Analyze and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious reasoning.
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Standard 1212.1 Analyze how the relationships among structure, plot, and manipulation
of time create the effects of mystery, tension, or surprise citing support
from the text.
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12.2 Analyze how an author’s choices concerning how to structure a text, order events within the text, and manipulate time create different effects.
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Standard 1313.1 Engage in whole and small group reading with purpose and
understanding.
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13.2 Read independently for sustained periods of time to build stamina
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13.3 Read and respond to grade level text to become self-directed, critical
readers and thinkers.
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Writing (W)Standard 1Write arguments to support claims with clear reasons and
relevant evidence.
1.1 Write arguments that:
a. introduce a precise claim and differentiate between the claim and
counterclaims;
b. use relevant information from multiple print and multimedia sources;
c. assess the credibility and accuracy of each source;
d. use an organizational structure that logically sequences and
establishes clear relationships among claims, counterclaims, reasons,
warrants, and evidence;
e. develop the claim and counterclaims ethically without bias,
providing credible evidence and accurate interpretation of data for
each while delineating the strengths and limitations of the claim and
counterclaims;
f. develop and strengthen writing as needed by planning, revising,
editing, rewriting;
g. quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation;
h. avoid logical fallacies and demonstrate an understanding of
objectivity and subjectivity;
i. provide a concluding statement or section that follows from and
supports the argument presented; and
j. include a call to action.
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Standard 2Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
2.1 Write informative/explanatory texts that:
a. introduce a topic;
b. use relevant information from multiple print and multimedia sources;
c. organize complex ideas, concepts, and information to make connections and distinctions;
d. assess the credibility and accuracy of each source;
e. include formatting, graphics, and multimedia to aid comprehension
as needed;
f. develop the topic with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic;
g. quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation;
h. develop and strengthen writing as needed by planning, revising,
editing, rewriting;
i. use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts;
j. use precise language and domain-specific vocabulary to manage the
complexity of the topic;
k. establish and maintain a consistent style and objective tone while attending to the norms and conventions of the discipline; and
l. provide a concluding statement or section that follows from and
supports the information or explanation presented.
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Standard 33.1 Gather ideas from texts, multimedia, and personal experience to write
narratives that:
a. develop real or imagined experiences or events using effective
techniques, well-chosen details, and well-structured event sequences;
b. engage and orient the reader by setting out a problem, situation, or
observation, establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a smooth progression
of experiences or events;
c. use narrative techniques of dialogue, pacing, description, reflection,
and multiple plot lines to develop experiences, events, and/or characters;
d. use a variety of techniques to sequence events so that they build on
one another to create a coherent whole;
e. develop and strengthen writing as needed by planning, revising,
editing, rewriting;
f. use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters; and
g. provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
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Standard 44.1 When writing:
a. use parallel structure;
b. identify and use gerunds, infinitives, and participles;
c. identify and use active and passive verbs;
d. explain and use indicative, imperative, subjunctive, conditional verb
moods to communicate different messages; and
e. use noun, verb, adjectival, adverbial, participial, prepositional, and
absolute phrases and independent, dependent, noun relative, and
adverbial clauses to convey specific meanings and add variety and
interest to writing.
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Standard 55.2 Use:
a. a semicolon or a conjunctive adverb to link two or more closely
related independent clauses;
b. a colon to introduce a list or quotation; and
c. commas to separate adjacent, parallel structures.
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Standard 66.1 Write routinely and persevere in writing tasks over short and extended
time frames, for a range of domain-specific tasks, and for a variety of
purposes and audiences.
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6.4 Demonstrate effective keyboarding skills
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Communication (C)Standard 11.1 Gather information from print and multimedia sources to prepare for
discussions; draw on evidence that supports the topic, text, or issue being
discussed; and develop logical interpretations of new findings
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1.2 Initiate and participate effectively in a range of collaborative discussionswith diverse partners; build on the ideas of others and express own ideasclearly and persuasively.
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1.3 Develop, apply, and adjust reciprocal communication skills and
techniques with other students and adults
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1.4 Engage in dialogue with peers and adults to explore meaning and
interaction of ideas, concepts, and elements of text, reflecting,
constructing, and articulating new understandings
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1.5 Synthesize areas of agreement and disagreement including justification
for personal perspective; revise conclusions based on new evidence
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1.6 Utilize various modes of communication to present a clear, unique interpretation of diverse perspectives.
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Standard 22.1 Present information and findings from multiple authoritative sources;
assess the usefulness of each source in answering the research question,
citing supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning, and the organization,
development, substance, and style are appropriate to purpose, audience,
and task.
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2.2 Distinguish between credible and non-credible sources of information.
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2.3 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation
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2.4 Adapt speech to a variety of contexts and tasks, using standard English
when indicated or appropriate
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Standard 33.1 Analyze how context influences the mode of communication used by the
presenter in a given situation.
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3.2 Create visual and/or multimedia presentations, using a variety of media
forms to enhance understanding of findings, reasoning, and evidence for
diverse audiences.
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Standard 4:4.1 Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacies in reasoning or exaggerated or distorted
evidence.
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4.2 Determine if the speaker develops well-organized messages that use
logical, emotional, and ethical appeals
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4.3 Analyze the speaker’s use of repetition, rhetorical questions, and delivery style to convey the message and impact the audience
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Standard 55.1 Remain conscious of the audience and anticipate possible misconceptions
or objections.
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5.2 Employ effective repetition, rhetorical questions, and delivery style to convey message to impact the audience
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5.3 Develop messages that use logical, emotional, and ethical appeals.
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