Arizona State Standards for Language Arts: Grade 11

AZ.R11-S1. Reading Process

R11-S1C1. Print Concepts: Demonstrate understanding of print concepts.

R11-S1C2. Phonemic Awareness: Identify and manipulate the sounds of speech.

R11-S1C3. Phonics: Decode words, using knowledge of phonics, syllabication, and word parts.

R11-S1C4. Vocabulary: Acquire and use new vocabulary in relevant contexts.

R11-S1C4-01. Draw inferences about meaning of new vocabulary, based on knowledge of linguistic roots and affixes (e.g., Latin, Greek, Anglo-Saxon).

R11-S1C4-02. Identify the meaning of metaphors based on literary allusions and conceits.

R11-S1C5. Fluency: Read fluently.

R11-S1C5-01. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression).

R11-S1C6. Comprehension Strategies: Employ strategies to comprehend text.

R11-S1C6-01. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).

R11-S1C6-02. Generate clarifying questions in order to comprehend text.

R11-S1C6-03. Use graphic organizers in order to clarify the meaning of the text.

R11-S1C6-04. Connect information and events in text to experience and to related text and sources.

R11-S1C6-05. Apply knowledge of organizational structures (e.g., chronological order, sequence-time order, cause and effect relationships, logical order, classification schemes, problem-solution) of text to aid comprehension.

AZ.R11-S2. Comprehending Literary Text

R11-S2C1. Elements of Literature: Identify, analyze, and apply knowledge of the structures and elements of literature.

R11-S2C1-01. Evaluate the author's use of literary elements:

R11-S2C1-01-a. Theme (moral, lesson, meaning, message, view or comment on life),

R11-S2C1-01-b. Point of view (e.g., first vs. third, limited vs. omniscient),

R11-S2C1-01-c. Characterization (qualities, motives, actions, thoughts, dialogue, development, interactions),

R11-S2C1-01-d. Setting (time of day or year, historical period, place, situation), and

R11-S2C1-01-e. Plot (exposition, major and minor conflicts, rising action, climax, falling action, and resolution).

R11-S2C1-02. Interpret figurative language, including, personification, hyperbole, symbolism, allusion, imagery, extended metaphor/conceit, and allegory with emphasis upon how the writer uses language to evoke readers' emotions.

R11-S2C1-03. Analyze the way in which the theme or meaning of a selection represents a view or comment on life, providing textual evidence for the identified theme.

R11-S2C1-04. Explain the writer's use of irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selection.

R11-S2C1-05. Analyze an author's development of time and sequence through the use of complex literary devices such as foreshadowing and flashbacks.

R11-S2C1-06. Explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position

R11-S2C2. Historical and Cultural Aspects of Literature: Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.

R11-S2C2-01. Describe the historical and cultural aspects found in cross-cultural works of literature.

R11-S2C2-02. Relate literary works to the traditions, themes, and issues of their eras.

R11-S2C2-03. Analyze culturally or historically significant literary works of American literature that reflect our major literary periods and traditions.

AZ.R11-S3. Comprehending Informational Text

R11-S3C1. Expository Text: Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.

R11-S3C1-01. Critique the consistency and clarity of the text's purposes.

R11-S3C1-02. Distinguish among different kinds of evidence used to support conclusions (e.g., logical, empirical, anecdotal).

R11-S3C1-03. Make relevant inferences by synthesizing concepts and ideas from a single reading selection.

R11-S3C1-04. Compare (and contrast) readings on the same topic, by explaining how authors reach the same or different conclusions based upon differences in evidence, reasoning, assumptions, purposes, beliefs, or biases.

R11-S3C2. Functional Text: Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.

R11-S3C2-01. Analyze the structures of functional text (e.g., their format, graphics and headers) to determine how authors use these features to achieve their purposes.

R11-S3C3. Persuasive Text: Explain basic elements of argument in text and their relationship to the author's purpose and use of persuasive strategies.

R11-S3C3-01. Analyze the power, validity, and truthfulness of the arguments advanced in persuasive text.

R11-S3C3-02. Evaluate the arguments an author uses in a document to refute opposing arguments and address reader concerns.

R11-S3C3-03. Identify unsupported inferences or fallacious reasoning in arguments advanced in persuasive text.

AZ.W11-S1. Writing Process

W11-S1C1. Prewriting: Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

W11-S1C1-01. Generate ideas through a variety of activities (e.g., brainstorming, notes and logs, graphic organizers, record of writing ideas and discussion, printed material or other sources).

W11-S1C1-02. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing piece.

W11-S1C1-03. Determine the intended audience of a writing piece.

W11-S1C1-04. Establish a controlling idea appropriate to the type of writing.

W11-S1C1-05. Use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to plan writing.

W11-S1C1-06. Maintain a record (e.g., lists, journals, folders, notebooks) of writing ideas.

W11-S1C1-07. Use time management strategies, when appropriate, to produce a writing product within a set time period.

W11-S1C2. Drafting: Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.

W11-S1C2-01. Use a prewriting plan to develop the main idea(s) with supporting details.

W11-S1C2-02. Sequence ideas into a cohesive, meaningful order.

W11-S1C3. Revising: Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)

W11-S1C3-01. Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency.

W11-S1C3-02. Add details to the draft to more effectively accomplish the purpose.

W11-S1C3-03. Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose.

W11-S1C3-04. Rearrange words, sentences, and paragraphs in the draft in order to clarify the meaning or to enhance the writing style.

W11-S1C3-05. Add transitional words and phrases to the draft in order to clarify meaning or enhance the writing style.

W11-S1C3-06. Use a variety of sentence structures (i.e., simple, compound, complex) to improve sentence fluency in the draft.

W11-S1C3-07. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.

W11-S1C3-08. Use resources and reference materials (e.g., thesaurus, dictionary) to select more effective and precise language.

W11-S1C4. Editing: Editing includes proofreading and correcting the draft for conventions.

W11-S1C4-01. Identify punctuation, spelling, and grammar and usage errors in the draft.

W11-S1C4-02. Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.

W11-S1C4-03. Apply proofreading marks to indicate errors in conventions.

W11-S1C4-04. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft.

W11-S1C5. Publishing: Publishing involves formatting and presenting a final product for the intended audience.

W11-S1C5-01. Prepare writing that follows a format appropriate for the purpose (e.g., for display, sharing with others, submitting to a publication).

W11-S1C5-02. Include such techniques as principles of design (e.g., margins, tabs, spacing, columns) and graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product.

W11-S1C5-03. Write legibly.

AZ.W11-S2. Writing Components

W11-S2C1. Ideas and Content: Writing is clear and focused, holding the reader's attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

W11-S2C1-01. Maintain a clear, narrow focus to support the topic.

W11-S2C1-02. Write with an identifiable purpose and for a specific audience.

W11-S2C1-03. Provide sufficient, relevant, and carefully selected details for support.

W11-S2C1-04. Demonstrate a thorough, balanced explanation of the topic.

W11-S2C1-05. Include ideas and details that show original perspective and insights.

W11-S2C2. Organization: Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

W11-S2C2-01. Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).

W11-S2C2-02. Include a strong beginning or introduction that draws in the reader.

W11-S2C2-03. Place details appropriately to support the main idea.

W11-S2C2-04. Use effective transitions among all elements (sentences, paragraphs, and ideas).

W11-S2C2-05. Employ a variety of paragraphing strategies (e.g., topical, chronological, spatial) appropriate to application and purpose.

W11-S2C2-06. Create an ending that provides a sense of resolution or closure.

W11-S2C3. Voice: Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.

W11-S2C3-01. Show awareness of the audience through word choice, style, and an appropriate connection with, or distance from, the audience.

W11-S2C3-02. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to topic and type of writing.

W11-S2C3-03. Choose appropriate voice (e.g., formal, informal, academic discourse) for the application.

W11-S2C3-04. Use engaging and expressive language that shows a commitment to the topic.

W11-S2C3-05. Use language appropriate to purpose, topic, and audience.

W11-S2C4. Word Choice: Word choice reflects the writer's use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

W11-S2C4-01. Use accurate, specific, powerful words and phrases that effectively convey the intended message.

W11-S2C4-02. Use vocabulary that is original, varied, and natural.

W11-S2C4-03. Use words that evoke clear images.

W11-S2C4-04. Use literal and figurative language intentionally when appropriate.

W11-S2C4-05. Use cliches only when appropriate to purpose.

W11-S2C5. Sentence Fluency: Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.

W11-S2C5-01. Use a variety of sentence structures (simple, compound, complex, and compound-complex) and lengths to reinforce relationships among ideas and to enhance the flow of the writing.

W11-S2C5-02. Show extensive variation in sentence beginnings, lengths, and patterns to enhance the flow of the writing.

W11-S2C5-03. Demonstrate a flow that is natural and powerful when read aloud.

W11-S2C6. Conventions: Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

W11-S2C6-01. Use capitals correctly for:

W11-S2C6-01-a. Proper nouns: holidays; place/regional names; languages; historical events; organizations; academic courses (e.g., algebra/Algebra I); product names

W11-S2C6-01-b. Words used as names (e.g., Grandpa, Aunt Lyn)

W11-S2C6-01-c. Literary titles (book, story, poem, play, song)

W11-S2C6-01-d. Titles

W11-S2C6-01-e. Abbreviations

W11-S2C6-01-f. Proper adjectives (e.g., German shepherd, Chinese restaurant)

W11-S2C6-02. Use commas to correctly punctuate:

W11-S2C6-02-a. Items in a series

W11-S2C6-02-b. Greetings and closings of letters

W11-S2C6-02-c. Introductory words, phrases and clauses

W11-S2C6-02-d. Direct address

W11-S2C6-02-e. Interruptors

W11-S2C6-02-f. Compound sentences

W11-S2C6-02-g. Appositives

W11-S2C6-02-h. Dialogue

W11-S2C6-03. Use quotation marks to punctuate:

W11-S2C6-03-a. Dialogue

W11-S2C6-03-b. Titles

W11-S2C6-03-c. Exact words from sources

W11-S2C6-04. Use underlining or italics to correctly identify titles and vessels (e.g., ships, spacecrafts, planes, trains).

W11-S2C6-05. Use colons to punctuate business letter salutations and sentences introducing lists.

W11-S2C6-06. Use semicolons to punctuate compound and compound-complex sentences when appropriate.

W11-S2C6-07. Use apostrophes to punctuate:

W11-S2C6-07-a. Contractions

W11-S2C6-07-b. Singular possessives

W11-S2C6-07-c. Plural possessives

W11-S2C6-08. Use hyphens, dashes, parentheses, ellipses, and brackets correctly.

W11-S2C6-09. Spell words correctly.

W11-S2C6-10. Use paragraph breaks to reinforce the organizational structure, including dialogue.

W11-S2C6-11. Demonstrate control of grammar and usage in writing:

W11-S2C6-11-a. Parts of speech

W11-S2C6-11-b. Verb forms and tenses

W11-S2C6-11-c. Subject/verb agreement

W11-S2C6-11-d. Pronoun/antecedent agreement

W11-S2C6-11-e. Parallel structure

W11-S2C6-11-f. Comparative and superlative degrees of adjectives

W11-S2C6-11-g. Modifier placement

W11-S2C6-11-h. Homonyms

W11-S2C6-12. Use appropriate format, according to type of writing, to cite sources (e.g., Chicago, APA, MLA, UPI, any other recognized style manual).

AZ.W11-S3. Writing Applications

W11-S3C1. Expressive: Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.

W11-S3C1-01. Write in a variety of expressive forms (e.g. poetry, short story, and/or drama) that:

W11-S3C1-01-a. Use voice and style appropriate to audience and purpose

W11-S3C1-01-b. Organize ideas in writing to ensure coherence, logical progression, and support

W11-S3C1-01-c. Employ literary devices (e.g., irony, conceit, foreshadowing, symbolism) to enhance style and voice

W11-S3C2. Expository: Expository writing includes non-fiction writing that describes, explains, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.

W11-S3C2-01. Write a multi-paragraph essay (e.g., compare/contrast, cause/effect, process) that:

W11-S3C2-01-a. Includes background information to establish the thesis (hypothesis, essential question), as appropriate

W11-S3C2-01-b. States a thesis (hypothesis, essential question) with a narrow focus

W11-S3C2-01-c. Includes evidence in support of a thesis (hypothesis, essential question) in the form of details, facts, examples, or reasons

W11-S3C2-01-d. Communicates information and ideas from primary and/or secondary sources accurately and coherently, as appropriate

W11-S3C2-01-e. Attributes sources of information, as appropriate

W11-S3C2-01-f. Includes a topic sentence for each body paragraph

W11-S3C2-01-g. Includes relevant factors and variables that need to be considered

W11-S3C2-01-h. Includes visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate

W11-S3C2-01-i. Includes an effective conclusion

W11-S3C3. Functional: Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.

W11-S3C3-01. Write a work-related document (e.g., application, minutes, memo, cover letter, letter of application, speaker introduction, letter of recommendation, technical manual) that:

W11-S3C3-01-a. Presents information purposefully and succinctly to meet the needs of the intended audience

W11-S3C3-01-b. Follows a conventional format

W11-S3C4. Persuasive: Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action.

W11-S3C4-01. Write a persuasive composition (e.g. speech, editorial, letter to the editor, public service announcement) that:

W11-S3C4-01-a. States a position or claim

W11-S3C4-01-b. Presents detailed evidence, examples, and reasoning to support effective arguments and emotional appeals

W11-S3C4-01-c. Attributes sources of information when appropriate

W11-S3C4-01-d. Structures ideas

W11-S3C4-01-e. Acknowledges and refutes opposing arguments

W11-S3C5. Literary Response: Literary response is the writer's reaction to a literary selection. The response includes the writer's interpretation, analysis, opinion, and/or feelings about the piece of literature.

W11-S3C5-01. Write a literary analysis that:

W11-S3C5-01-a. Evaluates the author's use of literary elements (i.e., theme, point of view, characterization, setting, plot)

W11-S3C5-01-b. Interprets different elements of figurative language (i.e., simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery, extended metaphor/conceit) with emphasis on how the author's use of language evokes readers' emotions

W11-S3C5-01-c. Analyzes the way in which the theme, or meaning of a selection, represents a view or comment on life, providing textual evidence for the identified theme

W11-S3C5-01-d. Explains the writer's use of irony, contradictions, paradoxes, incongruities, and ambiguities in a literary selection

W11-S3C5-01-e. Analyzes an author's development of time and sequence through the use of complex literary devices such as foreshadowing and flashbacks

W11-S3C5-01-f. Explains how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word positio

W11-S3C6. Research: Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a fin

W11-S3C6-01. Write a research product that:

W11-S3C6-01-a. Incorporates evidence in support of a thesis or claim

W11-S3C6-01-b. Integrates information and ideas from multiple primary and secondary sources

W11-S3C6-01-c. Makes distinctions between the relative value and significance of specific data, facts, and ideas

W11-S3C6-01-d. Includes visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate

W11-S3C6-01-e. Integrates direct quotes

W11-S3C6-01-f. Uses internal citations

W11-S3C6-01-g. Includes a works cited, bibliography, or reference page

AZ.LS3. Listening and Speaking

LS-P/D. Students effectively listen and speak in situations that serve different purposes and involve a variety of audiences.

LS-P1. Proficiency: Deliver a polished speech that is organized and well suited to the audience and that uses resource materials to clarify and defend positions

LS-P2. Proficiency: Deliver an impromptu speech that is organized, addresses a particular subject and is tailored to the audience

LS-P3. Proficiency: Deliver oral interpretations of literary or original works

LS-P4. Proficiency: Conduct an interview, taking appropriate notes and summarizing the information learned

LS-P5. Proficiency: Evaluate the effectiveness of informal and formal presentations that use illustrations, statistics, comparisons and analogies

LS-D1. Distinction (Honors): Use clear and concise language when presenting analytical responses to literature, conveying technical information, and explaining complex concepts and procedures

LS-D2. Distinction (Honors): Deliver creative and dramatic interpretations of literary or original works

LS-D3. Distinction (Honors): Communicate information expressively, informatively and analytically through a variety of media to audiences inside or outside of school

LS-D4. Distinction (Honors): Evaluate and improve personal communication skills

AZ.VP4. Viewing and Presenting

VP-P/D. Students use a variety of visual media and resources to gather, evaluate and synthesize information and to communicate with others.

VP-P1. Proficiency: Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

VP-P2. Proficiency: Plan, organize, develop, produce and evaluate an effective multimedia presentation, using tools such as charts, photographs, maps, tables, posters, transparencies, slides and electronic media

VP-P3. Proficiency: Analyze and evaluate the impact of visual media on the intended audience

VP-D1. Distinction (Honors): Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

VP-D2. Distinction (Honors): Expand abilities in developing multimedia presentations

VP-D3. Distinction (Honors): Research ethnical issues related to the laws, rules and regulations for the use of media