Competency Statement

Read and comprehend appropriately complex literary texts independently and proficiently.

Anchor Standard CCSS.ELA-LITERACY.CCRA.R.10

I can read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

I can determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas

I can analyze how and why individuals, events, or ideas develop and interact over the course of a text.

I can interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and I can analyze how specific word choices shape meaning or tone.

I can analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

I can analyze how content in different formats address similar themes or topics in order to build my knowledge or to compare the approaches the authors take.

I can acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; I can demonstrate independence in gathering vocabulary knowledge when I encounter an unknown term important to comprehension or expression.

Competency Statement

Read and comprehend appropriately complex informational texts independently and proficiently.

Anchor Standard CCSS.ELA-LITERACY.CCRA.R.10

I can read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

I can determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas

I can analyze how and why individuals, events, or ideas develop and interact over the course of a text.

I can interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and I can analyze how specific word choices shape meaning or tone.

I can analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

I can analyze how content in different formats addresses similar themes or topics in order to build my knowledge or to compare the approaches the authors take.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

I can acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; I can demonstrate independence in gathering vocabulary knowledge when I encounter an unknown term important to comprehension or expression.

Competency Statement

Write evidence-based arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

I can 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.

Use evidence to develop claims and counterclaims

I can develop claim(s) and critique 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.

I can 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.

I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

I can provide a concluding statement or section that follows from and supports the argument presented.

I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)

I can use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

I can acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; I can demonstrate independence in gathering vocabulary knowledge when I encounter an unknown term important to comprehension or expression.

Competency Statement

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.CCRA.W.2

I can 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; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

I can develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

I can use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

Use precise language, vocabulary, and relevant techniques

I can use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

I can establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

I can provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)

I can use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

I can acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression.

Competency Statement

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Anchor Standard: CCSS.ELA-LITERACY.CCRA.W.3

I can engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

I can use narrative techniques to develop experiences, events, and/or characters and to sequence events so that they build toward a particular tone and outcome.

Use words and phrases, details, and sensory language

I can use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

I can use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

I can provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)

I can use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

I can acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression.

Competency Statement

Initiate and participate in collaborative discussions, listen critically, and respond appropriately as individuals or in a group setting.

I can initiate and participate effectively in a range of collaborative discussions on different topics, texts, and issues, and I can build on others’ ideas and express my own ideas clearly and persuasively.

I can come to discussions prepared, having read and researched the topic of discussion, and I can refer to evidence from research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas (SL.1.a).

Promote shared decision-making and responsibility

I can work with my peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

I can propel conversations by posing and responding to questions that challenge all participants to use sound reasoning and evidence in order to clarify, verify, or carefully examine ideas and conclusions (SL.1.c).

I can respond thoughtfully to diverse perspectives, synthesize comments, claims, and evidence made on all sides of an issue, resolve contradictions when possible, and determine what additional information or research is needed or helpful to complete the task (SL.1.d).

I can integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

I can 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.

I can acquire and use accurately a range of 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 encountering an unknown term important to comprehension or expression.

Competency Statement

Give effective presentations in formal settings, making purposeful decisions about content, language use, and discourse style based on the audience, venue, and topic.

I can hook the audience using a powerful story, provocative question, or interesting reference that engages the audience both emotionally and intellectually, leaving them eager to hear and learn more.

I can present a central message that is compelling, precisely stated, and memorable, using transition words effectively and integrating strong supporting evidence in varied formats and from diverse sources (explanations, examples, illustrations, statistics, analogies, quotations from relevant sources).

Customize the presentation for the specific purpose, context, and audience

I can adapt my presentation by anticipating audience interests, perspectives, and background knowledge and making purposeful choices about language, content, and structure.

I can strategically use digital media in my presentations to enhance my audience's understanding, illustrate my most important points, and keep my audience actively engaged.

CCSS.ELA-LITERACY.CCRA.SL.5, C3.D4.3.9-12

I can demonstrate command of formal English and present myself in a poised and confident manner, making eye contact with the audience, using gestures and body movement effectively, and speaking at an appropriate pace, tone and volume.

I can provide a succinct and compelling synthesis of my central message(s) or claim(s) and supporting ideas or evidence, and I can explain the connections between the topic, my central message(s), and a current local or global issue, universal theme or essential question.

I can acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening

Competency Statement

Frame and advance an inquiry to investigate topics, build knowledge, and analyze and integrate information.

I can define a compelling, knowledgeable, and focused research question that reflects an enduring issue in the field and that requires challenging and/or provocative research.

I can create and revise a list of several specific, insightful secondary questions that will guide my research and that are critical to helping me fully investigate my primary question.

I can identify and evaluate diverse sources, assessing the credibility and accuracy of each source by considering a broad range of important factors.

Use systems to organize information gathered

I have a specific and efficient system for note-taking, citing sources, and organizing all of my research materials.

I can synthesize my research findings and draw logical, evidence-based conclusions about my primary research question drawing on multiple, diverse and credible sources.