Oregon State Standards for Language Arts: Grade 11

OR.1. Reading: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

1.1. Decoding and Word Recognition: Read at an independent and instructional reading level appropriate to grade level.

OR.2. Reading: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

2.1. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

2.2. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Make connections to text, within text, and among texts across the subject areas.

2.3. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.

2.4. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Match reading to purpose--location of information, full comprehension, and personal enjoyment.

2.5. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand and draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

2.6. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.

OR.3. Reading: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

3.1. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.

3.2. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas.

3.3. Vocabulary: Determine meanings of words using contextual and structural clues.

3.4. Vocabulary: Identify and use the literal and figurative meanings of words and phrases.

3.5. Vocabulary: Distinguish between the denotative and connotative meanings of words, and interpret the connotative power of words.

3.6. Vocabulary: Use general dictionaries, specialized dictionaries, glossaries, thesauruses, or related references to increase vocabulary.

3.7. Vocabulary: Understand technical vocabulary in subject area reading.

OR.4. Reading: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

4.1. Read to Perform a Task: Read textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents.

4.2. Read to Perform a Task: Synthesize information found in various parts of charts, tables, diagrams, glossaries, or related grade-level text to reach supported conclusions.

4.3. Read to Perform a Task: Analyze the structure and format of job and consumer-related materials, including the graphics and headers, and explain how the features support the intended purposes.

4.4. Read to Perform a Task: Demonstrate sophisticated use of technology by following directions in technical manuals (e.g., those found with graphing calculators and specialized software programs and in access guides to World Wide Web sites on the Internet).

OR.5. Reading: Demonstrate general understanding of grade-level informational text across the subject areas.

5.1. Informational Text: Demonstrate General Understanding: Clarify understanding of informational texts by creating sophisticated outlines, graphic organizers, diagrams, logical notes, or summaries.

5.2. Informational Text: Demonstrate General Understanding: Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections.

OR.6. Reading: Develop an interpretation of grade-level informational text across the subject areas.

6.1. Informational Text: Develop an Interpretation: Predict probable future outcomes supported by the text, including foreshadowing clues.

6.2. Informational Text: Develop an Interpretation: Infer an author's unstated meaning and draw conclusions about an author's stated meaning based on facts, events, images, patterns or symbols found in text.

6.3. Informational Text: Develop an Interpretation: Make reasoned assertions about an author's arguments by using elements of the text to defend and clarify interpretations.

6.4. Informational Text: Develop an Interpretation: Analyze implicit relationships, such as cause-and-effect, sequence-time relationships, comparisons, classifications, and generalizations.

6.5. Informational Text: Develop an Interpretation: Infer the main idea when it is not explicitly stated, and support with evidence from the text.

OR.7. Reading: Examine content and structure of grade-level informational text across the subject areas.

7.1. Informational Text: Examine Content and Structure: Draw conclusions about the author's purpose based on evidence in the text.

7.2. Informational Text: Examine Content and Structure: Differentiate among reasoning based on fact versus reasoning based on opinions, emotional appeals, or other persuasive techniques.

7.3. Informational Text: Examine Content and Structure: Evaluate if and how the author uses authoritative sources to establish credibility for arguments, proposed actions, or policies.

7.4. Informational Text: Examine Content and Structure: Compare and contrast information on the same topic after reading several passages or articles.

7.5. Informational Text: Examine Content and Structure: Evaluate the logic, unity, and consistency of text.

7.6. Informational Text: Examine Content and Structure: Evaluate an author's argument or defense of a claim by evaluating the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent or bias affects the structure and tone of the text (e.g., in professional journals, sports journals, editorials, political speeches, primary source material).

7.7. Informational Text: Examine Content and Structure: Evaluate the logic of documents (e.g., directions for assembly of an item, applications), examining the sequence of information and procedures in anticipation of possible reader misunderstandings.

7.8. Informational Text: Examine Content and Structure: Generate relevant questions about readings on issues that can be researched.

7.9. Informational Text: Examine Content and Structure: Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.

7.10. Informational Text: Examine Content and Structure: Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

1.2. Listen to and Read Literary Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex literary text through class and/or small group interpretive discussions.

4.5. Literary Text: Examine Content and Structure: Evaluate the impact of word choice and figurative language on tone, mood, and theme.

4.6. Literary Text: Examine Content and Structure: Identify and describe the function of dialogue, soliloquies, asides, character foils, and stage directions in dramatic literature.

4.7. Literary Text: Examine Content and Structure: Analyze the impact the choice of literary form has on the author's message or purpose.

4.8. Literary Text: Examine Content and Structure: Analyze the way in which a work of literature is related to the themes and issues of its historical period.

4.9. Literary Text: Examine Content and Structure: Compare works that express a universal theme, and provide evidence to support the ideas expressed in each work.

4.10. Literary Text: Examine Content and Structure: Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.

4.11. Literary Text: Examine Content and Structure: Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author.

1.3. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Identify audience and purpose.

1.4. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Choose the form of writing that best suits the intended purpose--personal letter, letter to the editor, review, poem, report, or narrative.

1.5. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Use the writing process--prewriting, drafting, revising, editing, and publishing successive versions.

1.6. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Focus on a central idea, excluding loosely related, extraneous, and repetitious information.

1.7. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Use a scoring guide to review, evaluate, and revise writing for meaning and clarity.

1.8. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Revise drafts to improve the logic and coherence of the organization and controlling idea, the precision of word choice, and the tone--by taking into consideration the audience, purpose, and formality of the context.

1.9. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Edit and proofread one's own writing, as well as that of others, using the writing conventions, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors.

4.12. Writing Applications: Narrative Writing: Write analytical essays and research reports: Make distinctions between the relative value and significance of specific data, facts, and ideas.

4.13. Writing Applications: Narrative Writing: Write analytical essays and research reports: Include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs.

4.14. Writing Applications: Narrative Writing: Write analytical essays and research reports: Anticipate and address readers' potential misunderstandings, biases, and expectations.

4.15. Writing Applications: Narrative Writing: Write analytical essays and research reports: Use technical terms and notations accurately.

4.16. Writing Applications: Narrative Writing: Write analytical essays and research reports: Document sources.

4.17. Writing Applications: Narrative Writing: Write persuasive compositions: Structure ideas and arguments in a sustained and logical fashion.

4.18. Writing Applications: Narrative Writing: Write persuasive compositions: Use specific rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical beliefs; or relating a personal anecdote, case study, or analogy.

4.19. Writing Applications: Narrative Writing: Write persuasive compositions: Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.

4.20. Writing Applications: Narrative Writing: Write persuasive compositions: Address readers' concerns, counter-claims, biases, and expectations.

4.21. Writing Applications: Narrative Writing: Write business letters: Provide clear and purposeful information and address the intended audience appropriately.

4.22. Writing Applications: Narrative Writing: Write business letters: Use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the intended audience.

4.23. Writing Applications: Narrative Writing: Write business letters: Emphasize central ideas or images.

4.24. Writing Applications: Narrative Writing: Write business letters: Follow a conventional style with page formats, fonts, and spacing that contributes to the document's readability and impact.

4.25. Writing Applications: Narrative Writing: Write technical documents, such as a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, or minutes of a meeting: Report information and convey ideas logically and correctly.

4.26. Writing Applications: Narrative Writing: Write technical documents, such as a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, or minutes of a meeting: Offer detailed and accurate specifications.

4.27. Writing Applications: Narrative Writing: Write technical documents, such as a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, or minutes of a meeting: Include scenarios, definitions, and examples to aid comprehension.

4.28. Writing Applications: Narrative Writing: Write technical documents, such as a manual on rules of behavior for conflict resolution, procedures for conducting a meeting, or minutes of a meeting: Anticipate readers' problems, mistakes, and misunderstandings.

5.3. Research Report Writing: Develop the main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.

5.4. Research Report Writing: Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents.

5.5. Research Report Writing: Integrate quotations and citations into a written text while maintaining the flow of ideas.

5.6. Research Report Writing: Use appropriate conventions for documentation in text, notes, and works cited, following the formats in specific style manuals (e.g., Works Cited Entries - MLA, Reference Entries - APA).

5.7. Research Report Writing: Design and publish documents by using publishing software and graphics programs.

5.8. Research Report Writing: Reflect manuscript requirements, including title page presentation, pagination, spacing and margins, and integration of source and support material, such as citing sources within the text, using direct quotations, and paraphrasing.