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Taxonomy Level43 Student knows... and is able to do...21
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Graduation Standard 1 (ELA): Reading Comprehension: Read and comprehend appropriately complex literary and informational texts independently and proficiently.
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A. Provide an objective summary of the text.I can demonstrate a sophisticated understanding of the text, including numerous detailsI can demonstrate a solid understanding of the elements of the text, including correct and sufficient detailsI can demonstrate an understanding of the most obvious elements of the text but may include minor misreadings or only some detailsI have included serious misreadings of the text in question or included few relevant details
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C. Determine a theme or central idea of a complex fiction or nonfiction text and analyze its development over the course of the text. (RL.2, RI2)I can evaluate the effectiveness of the development of the theme over the course of the text.I can identify a theme that is evidenced within the text.

I can also provide relevant details that contribute to the development of the theme.		I can identify a theme that is evidenced within the text.

I can also provide relevant details that contribute to the development of the theme.		I can summarize
the text.
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D. 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. (RL and RI.3)My analysis is a sophisticated and insightful integration of the individuals, ideas and events within the text.My analysis is a sophisticated and insightful integration of the individuals, ideas and events within the text.I can identify individuals, ideas or events and point out the relationship between them. I can identify individuals, ideas or events and point out the relationship between them.
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E. Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone. (RL and RI.4, L 4, 5, 6)I can evaluate the effectiveness of the use of figurative, connotative, and technical words and phrases in the text. I can demonstrate an understanding of the meaning of words and phrases as they are used in the text.

I can analyze the impact of these word choices on meaning and tone.		I can demonstrate an understanding of the meaning of words and phrases as they are used in the text.I can identify examples of figurative, connotative, and technical words and phrases in the text.
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Graduation Standard 2 (ELA): Reading Interpretation: Interpret, analyze, and evaluate appropriately complex literary and informational texts.
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A. Cite strong and thorough textual evidence to support an analysis of the text, including any applicable primary or secondary 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. (RL+RI.1)I can also make and defend inferences based on the evidence I’ve used. I can find strong and thorough evidence from the text to support my analysis.I can find evidence from the text that supports my analysis.I can find evidence from the text that supports my analysis.
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C. Determine an author’s point of view and purpose in a text, analyzing how style and rhetorical strategies contribute to the power and persuasiveness of the text. (RL+RI.6)I can analyze the author's point of view in a sophisticated way and provide a variety of examples that show how style and rhetoric contribute to the power and persuasiveness of the text.I can identify the author’s point of view and purpose in the text, and analyze examples of how style and rhetorical strategies contribute to the power and persuasiveness of the text.I can identify the author’s point of view and provide a few basic examples of how style and rhetorical strategies contribute to the effect of the text.I can summarize briefly the author's point of view or how style and rhetoric affect the impact of the text.
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D. Evaluate content and multiple sources of information presented in diverse media and formats to interpret literature, address a question or solve a problem. (RL + RI7)I can evaluate information from a variety of media in an insightful manner to interpret literature, address a specific question, or solve a problem in a sophisticated manner.I can sufficiently evaluate information from multiple, diverse sources to successfully interpret literature, address a specific question, or solves a problem.I can evaluate one or multiple similar sources of information to interpret literature, address a question or solve a problem.I can summarize one or fewer sources of information to interpret literature, address a question or solve a problem.
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E. Delineate 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. (RI.8)I can create a response which demonstrates full understanding of the arguments and claims made in the text, and accurately assesses the relevance and validity of them.I can create a response which demonstrates an understanding of the arguments and claims made in the text, and a sensible assessment of the relevance and validity of the statements.I can create a response which demonstrates only limited understanding of the arguments and claims made in the text and can develop only an incomplete assessment of the relevance and validity of the statements.I can create a response which shows only a rudimentary understanding of the arguments and claims made in the text and can assess relevance and validity of statements and reasoning only basically.
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F. Integrate (synthesize) information from diverse sources into a coherent understanding of an idea or event. (RL+RI.9)I can demonstrate a compelling grasp of sources; am able to differentiate between source material, and able to coordinate the sources into an insightful, compelling analysis
I can demonstrate a sufficient understanding of source material; can combine information into a coherent whole.I can demonstrate a basic understanding of the use of sources from a variety of materials; ideas’ coherency is not fully developed.I can provide a basic summary that demonstrates soome understanding of the source material; do not implement any sources into text in explaining an idea or event.
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Graduation Standard 3 (ELA): Writing Arguments: Write clear and coherent arguments for a range of tasks, purposes, and audiences.
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A. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), and distinguish the claim(s) from alternate or opposing claims. (W.1a)I can provide insightful analysis of major claims and counterclaims; I am able to elaborate in a compelling manner to differentiate between the claims. I am able to integrate the claims into a comprehensive whole.
I can provide reasonable use of claims and counterclaims and am able to list concepts and sufficiently elaborate on them.I can provide a superficial understanding of opposing claims; I can elaborate on some differences but not fully. I can provide a limited understanding of the claim itself and am able to establish a claim and counterclaim without the necessary relationship between them.
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B. Develop claim(s) and counterclaims fairly and thoroughly using valid reasoning and relevant and sufficient evidence. (W.1b)I can craft my argument insightfully and with authority by use of appeals to reason and emotion. I can write a thesis that takes a clear stance on an issue.

I can support that thesis by backing it up with multiple pieces of diverse evidence.

I can avoid bias by recognizing a counterargument that I then refute with a specific piece of evidence.		I can write a thesis that takes a clear stance on an issue.

I can support that thesis by backing it up with evidence that addresses a similar point.

I can avoid bias by recognizing a counterclaim.		I can identify different points of view within a topic or argument.
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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. (W.1c)I can craft a response which demonstrates a mastery of the topic and the argument; I can demonstrate an accurate and clear syntax and vocabulary link and clarify relations between evidence and reasons, claims and counterclaims.I can craft a response which utilizes a variety of vocabulary and syntax to establish clear, cohesive links between and among the sections of the argument.I can craft a response which demonstrates some mastery of topic and varied syntax I can craft a response which includes few or no transitions that link sections of the text
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Graduation Standard 4 (ELA): Writing Process: Develop & strengthen writing. (CCWA 5) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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A. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information. (W.2; L.3)I can demonstrate a sophisticated understanding of the text and its concepts. It exceeds the norm.I can demonstrates a solid understanding of an informative, non-fiction text. It shows understanding of complex ideas and concepts.I can demonstrate a partial understanding of an informative text and the inherent complex ideas and concepts.I can recognize simple ideas in a text.
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B. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. I can write effectively and clearly over various time frames and demonstrate a command of task, purpose, and audience. I can write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. I can write over various time frames for a specific task, purpose, or audience.I can write over various time frames.
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C. In informative/explanatory essays, 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. (W.2a)I can also demonstrate my use of sophisticated writing techniques, such as:
Transition sentences
Quote integration
I can write an essay that supports a thesis statement built around a complex idea.

My evidence is organized in such a way that it builds upon and strengthens the previous point. 		I can write an essay that supports a basic thesis statement.

My evidence is used as examples of the thesis statement. 		I can write a summary of the text.


My evidence is used as examples of plot points.
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D. In narratives, engage and orient the reader by setting out a problem, situation or observation and its significance, and introducing a narrator and/ characters; creating a smooth progression of experiences or events. (W.3a)I can engage and orient the reader by introducing a narrator and/or characters that set out a problem, situation, or observation in a compelling manner that creates a sophisticated progression of experiences or events.I can engage and orient the reader by introducing a narrator and/or characters that clearly set out a problem, situation, or observation; I can demonstrate a smooth progression of experiences or events.I can introduce a narrator or character to the reader and can introduce a problem, situation, or observation. I can introduce a character or situation without conflict.
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E. Use narrative techniques such as dialogue and description to develop experiences, events, and/ or characters. (W3.b)I can utllize effective narrative techniques such as dialogue and description in ways that create an engaging narrative experience.I can develop and communicate experiences, events and/or characters through the use of narrative techniques such as dialogue and description.I can craft a narrative which includes techniques such as dialogue and description.I can write a narrative which includes limited techniques.
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F. Use appropriate and varied techniques, transitions, and syntax to link the major sections of the text, create cohesion, clarify the relationships among complex ideas and concepts, and build toward a particular outcome. (W.2c; W.3c)Sections of the text are organized in sophisticated ways to create cohesion, and to clarify the relationships among complex ideas and evidence, using a variety of transitionsAll sections of the text are organized to create cohesion, and clarify the relationships among complex ideas and evidence using sufficient and varied transitionsSections of the text are organized, but do not help clarify the relationships among complex ideas and evidence and use limited transitionsSections of the text are organized, but do not help to clarify the relationships among complex ideas and evident with limited transitions.
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G. Demonstrate command of the conventions of standard English grammar and usage when writing. (L.1; L.2).I can write with few to no errors in spelling, punctuation and grammar. I can spell, punctuate, and use grammar effectively in my writing. There are several errors in spelling, punctuation and grammar in my writing but they don’t hinder comprehension.There are many errors in spelling, punctuation and grammar in my writing that do hinder comprehension.
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H. Vocabulary--Accurately acquire, comprehend, and use grade-appropriate general academic and domain-specific words and phrasesAll of my sentences are well developed; using each of my vocabulary words appropriately and include context clues to demonstrate I can use the words appropriately.I use each of my vocabulary words in a sentence that appropriately uses context clues to demonstrate I can use the words appropriately.Most of my sentences appropriately use context clues to demonstrate I can use the words appropriately.I write sentences that do not use context clues to demonstrate I can appropriately use my vocabulary words.
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Graduation Standard 5 (ELA): Writing Research: Conduct short and sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
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A. Collect relevant information from multiple sources. (W.8)I can collect evidence from a variety of sources. I can collect evidence from multiple sources of the same type.I can collect evidence from only one source. I can locate potential sources of information.
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B. Integrate accurate information into the text selectively and purposefully to maintain the flow of ideas, while following a standard citation format and avoiding plagiarism and overreliance on any one source. (W.9)I can also make use of effective transition sentences between paragraphs.

My Works Cited Page is flawlessly formatted and my parenthetical citations match up perfectly. 		I can logically organize the information so that each paragraph builds upon the one that came before it.

I can list my sources on a correctly formatted Works Cited Page and connect to each source within my paper using parenthetical citations. 		I can place my research in my paper in an order that makes sense.


I can list my sources on a Works Cited Page.		I can copy facts or information into my paper without citation.
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C. Draw evidence from literary or informational texts to support analysis, reflection and research, integrating (synthesizing) information from diverse sources into a coherent understanding of an idea or event. (W.9)I can find additional secondary sources beyond the requirement.

My secondary sources offer critical analysis of my primary sources.		I can find and use effective secondary sources.

My secondary sources offer additional insight into my primary sources.		I can find effective secondary sources.I can find secondary sources
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Graduation Standard 6 (ELA): Speaking and Listening:
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A. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (CCSS SL.9-10.3)I can also evaluate the effectiveness and intent (rhetoric) of the speaker's point of view, reasoning and evidence. I can listen attentively and evaluate whether or not the speaker's point of view, reasoning and use of evidence is unbiased. I can identify where the speaker uses biased reasoning or false evidence.I can listen attentively and identify the speaker's point of view and use of evidence.I can listen attentively and identify the speaker's point of view.
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B. Present information, findings, and 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. (CCSS SL.9-10.4)I can clearly, concisely, and logically present information so that listeners can follow the line of reasoning. I can also organize information in a style that is appropriate to audience, purpose and task. I can engage the audience in a review to determine if my presentation was concise, logical, and easy to follow.I can clearly present information so that listeners can follow the line of reasoning.I can also organize information in a style that is appropriate to audience, purpose and task.I can present information so that listeners can follow the line of reasoning.I can present information.
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