Vermont State Standards for Language Arts: Grade 11
VT.1.1. Reading: Reading Strategies: Students use a variety of strategies to help them read.
RHS.3. Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/decoding strategies by:
RHS.3.1. Identifying multisyllabic words by using knowledge of sounds, syllables, derivational roots and affixes, including foreign language derivations.
RHS.4. Grade Level Expectation: Context and Self-Correction Strategies: Applies context and self-correction strategies by:
RHS.4.1. Demonstrating the use of syntax/language structure (e.g., passive voice, pronoun referents), semantics/meaning, or other context cues to predict, adjust/self-correct as necessary, and confirm what is being read.
RHS.5. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Identifies the meaning of unfamiliar words by:
RHS.5.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, common roots, or word origins; context clues; other resources, such as dictionaries, glossaries, thesauruses; or prior knowledge).
RHS.6. Grade Level Expectation: Vocabulary Strategies and Breadth of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by:
RHS.6.1. Identifying synonyms, antonyms, homonyms/homophones, shades of meaning, analogies, idioms, literary allusions, or word origins, including words from dialects and other languages that have been adopted into English.
RHS.6.2. Selecting appropriate words or explaining the use of words in context, including connotation and denotation; or use of precise or technical vocabulary, including content-specific vocabulary; or use of words with multiple meanings.
RHS.7. Grade Level Expectation: Comprehension Strategies: Uses comprehension strategies (flexibly and as needed) while reading literary and informational text.
RHS.7.1. Examples of reading-comprehension strategies might include: using prior knowledge; summarizing; predicting and making text-based inferences; determining importance; generating literal, clarifying, inferential, analysis, synthesis, and evaluative questions; constructing sensory images (e.g., making pictures in one's mind); making connections (text to self, text to text, and text to world); taking notes; locating and using text discourse features and elements to support inferences and generalizations about information (e.g., vocabulary, structure, evidence, expository structure, format, use of language, arguments used); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support).
RHS.8. Grade Level Expectation: Monitoring and Adjusting Strategies: Demonstrates ability to monitor comprehension and adjust reading rate and strategy use for different types of text and purposes during reading by:
RHS.8.1. Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, subvocalizing, consulting resources, questioning, flexible note taking/ mapping systems, skimming, scanning, etc.).
VT.1.2. Reading: Reading Accuracy: Students read grade-appropriate material, with 90%+ accuracy, in a way that makes meaning clear.
RHS.9. Grade Level Expectation: Accuracy and Fluency: Reads material appropriate to high school with:
RHS.9.1. Accuracy: reading material appropriate for high school with at least 90-94% accuracy (See Appendix for sample titles.).
RHS.9.2. Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose for reading..
RHS.9.3. Fluency: reading with phrasing and expression, and with attention to text features such as punctuation, italics, and dialogue.
VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.
RHS.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of elements of literary text by:
RHS.10.1. Identifying, describing, or making logical predictions about character, setting, problem/solution, or plot/subplots; identifying any significant changes in character over time; identifying where action rises and falls; identifying protagonist or antagonist.
RHS.10.2. Paraphrasing or summarizing, with major events sequenced, as appropriate to text.
RHS.10.3. Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, legends, myths, short stories, epics [poems, novels, dramas], adventure myths, comedies, tragedies, satires, parodies).
RHS.11. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of author's craft used in literary text by:
RHS.11.1. Identifying literary devices as appropriate to genre: rhyme schemes, dialogue, imagery, metaphors, personification, hyperbole, symbolism, foreshadowing, or soliloquy.
RHS.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts 12 (expository and practical texts) by:
RHS.12.1. Obtaining information from text features (e.g., transitional devices, table of contents, glossary, index, bold or italicized text, headings, graphic organizers, charts and graphs, illustrations, or subheadings).
RHS.12.2. Using information from the text to answer questions or to state the central idea or provide supporting key details.
RHS.12.3. Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing/ contrasting, or outlining).
RHS.12.4. Identifying the characteristics of a variety of types of text (e.g., reference: reports, textbooks, newspapers, public documents /discourse, technical manuals, biographies, autobiographies, essays, articles, editorials, primary source historical documents, periodicals, job-related materials, speeches, online reading; and practical/functional: schedules, procedures, instructions, announcements, invitations, advertisements, pamphlets, schedules, memos).
RHS.13. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret elements of literary texts, 13 citing evidence where appropriate by:
RHS.13.1. Explaining and supporting logical predictions.
RHS.13.2. Analyzing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters' personalities or their changes over time.
RHS.13.3. Making inferences about cause/effect, internal and/or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction between characters and evolving plots).
RHS.13.4. Explaining how the narrator's point of view or style affects the reader's interpretation.
RHS.13.5. Determining how the author's purpose (e.g., to entertain, inform, persuade), message/theme, or underlying beliefs are supported within the text.
RHS.14. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Analyze and interpret author's craft (citing evidence where appropriate) by:
RHS.14.1. Demonstrating knowledge of use of author's style or use of literary elements and devices (i.e., imagery, repetition, foreshadowing, personification, hyperbole, symbolism, analogy, allusion, rhyme scheme, soliloquy, dialogue, or use of punctuation) to analyze literary works.
RHS.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a well-developed and grounded 15 personal response to what is read through a variety of means and through:
RHS.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other texts or ideas.
RHS.15.2. Making thematic connections between literary or other texts and the broader world of ideas.
RHS.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:
RHS.16.1. Explaining connections about information within a text, across texts, or to related ideas.
RHS.16.2. Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas).
RHS.16.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message; explaining how purpose may affect the interpretation of the text; or forming and supporting warranted opinions/ judgments and assertions about the text that are relevant.
RHS.16.4. Evaluating the clarity and accuracy of information (e.g., author's bias, use of persuasive strategies, consistency, effectiveness of organizational pattern, logic of arguments, expertise of author, propaganda techniques, authenticity, appeal to friendly or hostile audience, or faulty modes of persuasion).
RHS.16.5. Making inferences about causes or effects.
VT.1.4. Reading: Reading Range of Text: Students comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise).
RHS.17. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading extensively by:
RHS.17.1. Reading the equivalent of at least two books a month, including in-school, out-of-school, and summer reading.
RHS.18. Grade Level Expectation: Reading Extensively: Demonstrates the habit of reading widely and in depth by:
RHS.18.1. Reading from at least three different genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary texts: poetry, plays, fantasy, fables, realistic fiction, folktales, myths, historical fiction, science fiction, mysteries, short stories, legends, adventure myths, epics, comedy, tragedy, satires, parodies; informational: biography, autobiography, reports, newspapers, Internet Web sites, public documents and discourse, essays, articles, editorials, political cartoons, textbooks, technical manuals, primary source historical documents, periodicals, job-related materials, speeches, online reading; and practical/functional texts: schedules, procedures, pamphlets, announcements, memos, invitations).
RHS.18.2. Reading at least the equivalent of four books by an author, about a subject, on one theme, or in one genre.
RHS.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:
RHS.19.1. Self-selecting reading materials in line with reading ability and personal interests.
RHS.19.2. Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others.
VT.1.5. Writing: Writing Dimensions: Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:
WHS.1. Grade Level Expectation: Writing Process: Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products.
VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.
WHS.2. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of appropriate English conventions by:
WHS.2.1. Applying rules of standard English usage to correct grammatical errors.
WHS.2.2. Applying capitalization rules.
WHS.2.3. Applying appropriate punctuation rules to various sentence patterns.
WHS.3. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of conventional English spelling by:
WHS.3.1. Independently applying spelling knowledge in proofreading and editing of writing.
WHS.3.2. Applying conventional and word-derivative spelling patterns/ rules, to new situations, including syllable division, stressed/ unstressed syllables, and correct spelling of content-area vocabulary.
WHS.3.3. Correctly spelling grade-appropriate word groups that share a common root (e.g., 'hydroplane,' 'hydrometer,' 'dehydrated'; or 'transfer,' 'inference,' 'conference,' 'deferred,' 'refer').
WHS.3.4. Using a variety of resources to correct spelling.
VT.1.7. Writing: Responses to Literature: In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text.
WHS.5. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:
WHS.5.1. Selecting key ideas to set context appropriate to audience.
WHS.5.2. Making thematic connections between texts, prior knowledge, or the broader world of ideas.
WHS.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students make and support analytical judgments about text by:
WHS.6.1. Establishing an interpretative claim in the form of a focus/thesis statement when given a prompt.
WHS.6.2. Using specific details and references to text or specific citations to support interpretative claims.
WHS.6.3. Supporting interpretative claims with references to critical sources about text.
WHS.6.4. Interpreting the author's decisions regarding elements of the text.
WHS.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:
WHS.7.1. Organizing ideas so that the reader can easily follow the writer's line of thinking, using effective transitions, and drawing a conclusion by synthesizing information.
WHS.7.2. Addressing readers' possible questions.
WHS.7.3. Using effective voice and tone (word choice and sentence patterns) for desired effect on reader.
WHS.7.4. Excluding loosely related or extraneous information.
VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.
WHS.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information/concepts by:
WHS.8.1. Using an organizational text structure appropriate to focus/ controlling idea.
WHS.8.2. Selecting appropriate information to set context throughout the report; may include a lead/hook.
WHS.8.3. Using transition words or phrases appropriate to organizational text structure.
WHS.8.4. Drawing a conclusion by synthesizing information from report and relating it to broader ideas/concepts.
WHS.8.5. Obtaining information from multiple locations or sources when appropriate.
WHS.8.6. Listing and citing sources, using accepted format, if appropriate.
WHS.9. Grade Level Expectation: Informational Writing: Reports: In reports, students effectively convey a perspective on a subject by:
WHS.9.1. Stating and maintaining a focus/controlling idea/thesis (purpose).
WHS.9.2. Writing with a sense of audience, if appropriate.
WHS.9.3. Establishing an authoritative stance, when appropriate.
WHS.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:
WHS.10.1. Including facts and details relevant to focus/controlling idea, and excluding extraneous information.
WHS.10.2. Including sufficient details or facts for appropriate depth: naming, describing, explaining, comparing, use of visual images.
WHS.10.3. Addressing readers' concerns.
WHS.10.4. Commenting on the significance of the information throughout the report.
VT.1.9. Writing: Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole.
WHS.11. Grade Level Expectation: Expressive Writing: Narratives: In written narratives, students organize and relate a story line plot/series of events by:
WHS.11.1. Engaging readers by creating context relevant to central idea and/or tension.
WHS.11.2. Creating a clear and coherent (logically consistent) story line.
WHS.11.3. Using a variety of techniques to dramatize events.
WHS.11.4. Establishing character motivation, problem/conflict/challenge, and resolution, and maintaining point of view.
WHS.12. Grade Level Expectation: Expressive Writing: Narratives: Students demonstrate use of narrative strategies by:
WHS.12.1. Creating images, using relevant and descriptive details and sensory language to advance the story line (purpose).
WHS.12.2. Using dialogue to advance action.
WHS.12.3. Developing characters through description, speech and actions, and relationships with other characters, when appropriate.
WHS.12.4. Using voice appropriate to purpose.
WHS.12.5. Maintaining focus or theme.
WHS.12.6. Controlling the pace of the story.
VT.1.10. Writing: Procedures: In written procedures, students organize and relate a series of events, fictional or actual, into a coherent whole.
WHS.13 Grade Level Expectation: Informational Writing: Procedures: In written procedures, students organize steps of procedures by:
WHS.13.1. Providing a purpose by giving context to let the reader know when the procedure is appropriate.
WHS.13.2. Using and defining specific technical vocabulary, appropriate to audience and purpose.
WHS.13.3. Using a variety of transitions to arrange the steps in a logical manner.
WHS.13.4. Using details and examples to help the reader understand and visualize the process.
WHS.13.5. Providing a list of specific materials/equipment, if appropriate.
WHS.13.6. Providing a conclusion that advances the reader's understanding or appreciation of the process.
WHS.14. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students anticipate the readers' needs by:
WHS.14.1. Addressing problems that might arise for the reader.
WHS.14.2. Creating a format that is easy to follow.
WHS.14.3. Using a variety of strategies and technology to ensure the procedure is user-friendly.
VT.1.11. Writing: Persuasive Writing: In persuasive writing, students judge, propose, and persuade.
WHS.15. Grade Level Expectation: Informational Writing: Persuasive Writing: In persuasive writing, students define a significant problem, issue, topic, or concern by:
WHS.15.1. Establishing necessary context, taking audience into account, as needed.
WHS.15.2. Stating and maintaining a clear position on the problem or issue (purpose).
WHS.15.3. Taking an authoritative stance.
WHS.16. Grade Level Expectation: Informational Writing: Persuasive Writing: In persuasive writing, students present and coherently support judgments or solution(s) by:
WHS.16.1. Providing a hook.
WHS.16.2. Arranging supporting evidence persuasively with effective use of transitional words and phrases.
WHS.16.3. Providing convincing and relevant arguments and/or reasons.
WHS.16.4. Using a range of strategies to elaborate and persuade.
WHS.16.5. Addressing the reader's potential concerns or counterarguments.
WHS.16.6. Writing an effective conclusion.
VT.1.12. Writing: Personal Essays: In personal essays, students write effectively.
WHS.17. Grade Level Expectation: Expressive Writing: Reflective Essay: In reflective writing, students make connections between personal experiences and ideas by:
WHS.17.1. Using concrete details and sensory language to establish context/occasion (purpose).
WHS.17.2. Establishing or evolving focus/purpose.
WHS.17.3. Establishing individual, thoughtful voice and style.
WHS.17.4. Using a variety of techniques for reflecting on thoughts and feelings: questioning, comparing, connecting, interpreting the experience, analyzing, or using figurative language.
WHS.17.5. Having coherent organization through a natural progression of ideas.
WHS.17.6. Leaving reader with something to think about.
VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).
VT.1.23. Writing: Poetry: In writing poetry, students use a variety of forms.
WHS.18. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, demonstrate awareness of purpose by:
WHS.18.1. Writing poems in a variety of voices for a variety of audiences (purpose).
WHS.18.2. Writing poems that express mood, thought, or feeling.
WHS.18.3. Choosing conventional or alternative text structures to achieve impact.
WHS.19. Grade Level Expectation: Expressive Writing: Poetry: In writing poetry, use language effectively by:
WHS.19.1. Selecting vocabulary according to purpose or for effect on audience.
WHS.19.2. Using rhyme, rhythm, literary elements, or figurative language.
WHS.19.3. Selecting and manipulating words, phrases, or clauses, for their shades of meaning and impact.
WHS.19.4. Using a variety of poetic forms.
VT.5.11. Literature and Media: Literary Elements and Devices: Students use literary elements and devices including theme, plot, style, imagery, and metaphor to analyze, compare, interpret, and create literature.
VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.
VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.
VT.5.18. The English Language: Structures: Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).
WHS.4. Grade Level Expectation: Structures of Language: Students demonstrate command of the structures of the English language by:
WHS.4.1. Writing a variety of correct sentences, using embedded phrases and clauses.
WHS.4.2. Using the paragraph form: indenting, main idea, supporting details.
WHS.4.3. Identifying organizational structures within paragraphs or within texts.
WHS.4.4. Using a format and text structure appropriate to the purpose of the writing.