Colorado State Standards for Language Arts: Grade 11

CO.1. Oral Expression and Listening

1.1. Verbal and nonverbal cues impact the intent of communication. Students can:

1.1.a. Give informal talks using an appropriate level of formality of verbal language and nonverbal interaction with audience

1.1.b. Deliver formal oral presentations for intended purpose and audience, using effective verbal and nonverbal communication

1.1.c. Deliver oral talks with clear enunciation, vocabulary, and appropriate organization; nonverbal gestures; and tone

1.1.d. Analyze audience responses to evaluate how effectively the talk or presentation met the purpose

1.1.e. Identify, explain, and use content-specific vocabulary, terminology, dialect, or jargon unique to particular groups, perspectives, or contexts (such as social, professional, political, cultural, historical or geographical)

1.2. Validity of a message is determined by its accuracy and relevance. Students can:

1.2.a. Critique the accuracy, relevance, and organization of evidence of a presentation

1.2.b. Critique the clarity and effectiveness of delivery

1.2.c. Evaluate effectiveness of oral delivery techniques

1.2.d. Listen critically to evaluate the overall effectiveness of the presentation

1.2.e. Analyze the resources cited for validity

CO.2. Reading for All Purposes

2.1. Complex literary texts require critical reading approaches to effectively interpret and evaluate meaning. Students can:

2.1.a. Analyze literary components (e.g., tone, symbolism, irony, extended metaphor, satire, hyperbole) to interpret theme

2.1.b. Explain the influence of historical context on the form, style, and point of view of a written work

2.1.c. Interpret and synthesize themes across multiple literary texts, providing support for interpretations

2.1.d. Demonstrate knowledge of classical foundational works of American literature

2.2. Ideas synthesized from informational texts serve a specific purpose. Students can:

2.2.a. Designate a purpose for reading expository texts and use new learning to complete a specific task (such as convince an audience, shape a personal opinion or decision, or perform an activity)

2.2.b. Make generalizations and draw conclusions from persuasive texts, citing text-based evidence as support

2.2.c. Predict the impact an informational text will have on an audience and justify the prediction

2.2.d. Use text features and graphical representations to complement comprehension and enhance critical analysis of a text

2.2.e. Explain nuances and connotations of particular words and sentences, and draw conclusions about author's intent as well as potential impact on an audience

CO.3. Writing and Composition

3.1. Stylistic and thematic elements of literary or narrative texts can be refined to engage or entertain an audience. Students can:

3.1.a. Organize events, details, ideas and reflections or observations strategically to influence the audience's emotions and understanding of the implicit or explicit theme

3.1.b. Write literary and narrative texts using a range of stylistic devices (poetic techniques, figurative language, symbolism, graphic or visual components) to support the presentation of implicit or explicit theme

3.1.c. Enhance the expression of voice, tone, and point of view in a text by strategically using precise diction (considering denotation, connotation, and audience associations); diverse syntax; varied sentence patterns; and punctuation for stylistic effect

3.1.d. Use a range of strategies to evaluate whether the writing is presented in a clear and engaging manner (such as reading the text from the perspective of the intended audience, seeking feedback from a reviewer)

3.1.e. Evaluate and revise text to eliminate unnecessary details, ineffective stylistic devices, and vague or confusing language

3.2. Elements of informational and persuasive texts can be refined to inform or influence an audience. Students can:

3.2.a. Articulate a position through a concise and focused claim or thesis statement, and advance it using evidence, examples, and counterarguments

3.2.b. Locate and select appropriate information that clearly supports a definite purpose, topic, or position

3.2.c. Choose, develop, and refine appeals for desired effect on audience

3.2.d. Evaluate and revise own text as needed to eliminate logical fallacies and to enhance credibility of ideas and information

3.2.e. Use vocabulary for intentional development of voice and tone for a specific audience, purpose, or situation

3.2.f. Clarify and order ideas for best possible effect

3.3. Writing demands ongoing revisions and refinements for grammar, usage, mechanics, and clarity. Students can:

3.3.a. Apply punctuation correctly and articulate stylistic choices

3.3.b. Use a variety of phrases (absolute, appositive) accurately and purposefully to improve writing

3.3.c. Use idioms correctly, particularly prepositions that follow verbs

3.3.d. Ensure that a verb agrees with its subject in complex constructions (such as inverted subject/verb order, indefinite pronoun as subject, intervening phrases or clauses)

3.3.e. Use a style guide to follow the conventions of Modern Language Association (MLA) or American Psychological Association (APA) format

3.3.f. Use resources (print and electronic) and feedback to edit and enhance writing for purpose and audience

CO.4. Research and Reasoning

4.1. Self-designed research provides insightful information, conclusions, and possible solutions. Students can:

4.1.a. Define and narrow a topic for research (thesis statement, hypothesis, research question) to address a specific purpose and audience

4.1.b. Evaluate and revise research questions for precision and clarity

4.1.c. Evaluate quality, accuracy, and completeness of information and the bias, credibility and reliability of the sources

4.1.d. Use a variety of strategies (e.g. technical reading, direct observation, survey development) to collect relevant information to support the thesis/research question and explain why specific strategies were used instead of others

4.1.e. Evaluate and select appropriate types of evidence to support a particular research purpose

4.1.f. Document sources of quotations, paraphrases, and other information, using a style sheet, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA)

4.2. Complex situations require critical thinking across multiple disciplines. Students can:

4.2.a. Analyze the logic of complex situations by questioning the purpose, question at issue, information, points of view, implications and consequences inferences, assumptions and concepts

4.2.b. Evaluate strengths and weaknesses of their logic and logic of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision

4.2.c. Determine the extent to which they entered empathetically into competing points of view, exercised confidence in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility), and were open to constructive critique (intellectual open-mindedness)

4.2.d. Analyze and assess the logic of the interdisciplinary domains inherent in reasoning through complex situations

4.2.e. Monitor and assess the extent to which their own beliefs and biases influenced their reactions to the viewpoints and logic of others

4.3. Evaluating quality reasoning includes the value of intellectual character such as humility, empathy, and confidence. Students can:

4.3.a. Analyze the purpose, question at issue, information, points of view, implications and consequences, inferences, assumptions, and concepts inherent in thinking

4.3.b. Assess strengths and weaknesses of thinking and thinking of others by using criteria including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision

4.3.c. Determine the extent to which they entered empathetically into competing points of view, exercised confidence in reason, recognized the limits of their knowledge on the topic (intellectual humility), explored alternative approaches to solving or addressing complex problems (intellectual flexibility), were open to constructive critique (intellectual open-mindedness)

4.3.d. Evaluate the reasoning of self and others for quality, strong-sense thinking

CO.5. Prepared Graduate Competencies in Reading, Writing, and Communicating: The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

5.1. Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group's attainment of an objective

5.2. Deliver organized and effective oral presentations for diverse audiences and varied purposes

5.3. Use language appropriate for purpose and audience

5.4. Demonstrate skill in inferential and evaluative listening

5.5. Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary

5.6. Demonstrate comprehension of a variety of informational, literary, and persuasive texts

5.7. Evaluate how an author uses words to create mental imagery, suggest mood, and set tone

5.8. Read a wide range of literature (American and world literature) to understand important universal themes and the human experience

5.9. Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts

5.10. Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks

5.11. Write with a clear focus, coherent organization, sufficient elaboration, and detail

5.12. Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for different audiences and purposes

5.13. Apply standard English conventions to effectively communicate with written language

5.14. Implement the writing process successfully to plan, revise, and edit written work

5.15. Master the techniques of effective informational, literary, and persuasive writing

5.16. Discriminate and justify a position using traditional lines of rhetorical argument and reasoning

5.17. Articulate the position of self and others using experiential and material logic

5.18. Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions

5.19. Use primary, secondary, and tertiary written sources to generate and answer research questions

5.20. Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration

5.21. Demonstrate the use of a range of strategies, research techniques, and persistence when engaging with difficult texts or examining complex problems or issues

5.22. Exercise ethical conduct when writing, researching, and documenting sources