New Jersey State Standards for Language Arts: Grade 11

NJ.3.1. Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.

3.1.D.1. Fluency: Read developmentally appropriate materials at an independent level with accuracy and speed.

3.1.D.2. Fluency: Use appropriate rhythm, flow, meter, and pronunciation when reading.

3.1.D.3. Fluency: Read a variety of genres and types of text with fluency and comprehension.

3.1.E.1. Reading Strategies: Identify, assess, and apply personal reading strategies that were most effective in previous learning from a variety of texts.

3.1.E.2. Reading Strategies: Practice visualizing techniques before, during, and after reading to aid in comprehension.

3.1.E.3. Reading Strategies: Judge the most effective graphic organizers to use with various text types for memory retention and monitoring comprehension.

3.1.F.1. Vocabulary and Concept Development: Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.

3.1.F.2. Vocabulary and Concept Development: Use knowledge of root words to understand new words.

3.1.F.3. Vocabulary and Concept Development: Apply reading vocabulary in different content areas.

3.1.G.1. Comprehension Skills and Response to Text: Identify, describe, evaluate, and synthesize the central ideas in informational texts.

3.1.G.2. Comprehension Skills and Response to Text: Understand the study of literature and theories of literary criticism.

3.1.G.3. Comprehension Skills and Response to Text: Understand that our literary heritage is marked by distinct literary movements and is part of a global literary tradition.

3.1.G.4. Comprehension Skills and Response to Text: Compare and evaluate the relationship between past literary traditions and contemporary writing.

3.1.G.5. Comprehension Skills and Response to Text: Analyze how works of a given period reflect historical and social events and conditions.

3.1.G.6. Comprehension Skills and Response to Text: Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning.

3.1.G.7. Comprehension Skills and Response to Text: Interpret how literary devices affect reading emotions and understanding.

3.1.G.8. Comprehension Skills and Response to Text: Analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox).

3.1.G.9. Comprehension Skills and Response to Text: Distinguish between essential and nonessential information, identifying the use of proper references and propaganda techniques where present.

3.1.G.10. Comprehension Skills and Response to Text: Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view.

3.1.G.11. Comprehension Skills and Response to Text: Analyze how an author's use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.

3.1.G.12. Comprehension Skills and Response to Text: Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms, and contracts.

3.1.G.13. Comprehension Skills and Response to Text: Read, comprehend, and be able to follow information gained from technical and instructional manuals (e.g., how-to books, computer manuals, or instructional manuals).

3.1.H.1. Inquiry and Research: Select appropriate electronic media for research and evaluate the quality of the information received.

3.1.H.2. Inquiry and Research: Develop materials for a portfolio that reflect a specific career choice.

3.1.H.3. Inquiry and Research: Develop increased ability to critically select works to support a research topic.

3.1.H.4. Inquiry and Research: Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading.

3.1.H.5. Inquiry and Research: Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position.

3.1.H.6. Inquiry and Research: Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns.

NJ.3.2. Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

3.2.A.1. Writing as a Process: Engage in the full writing process by writing daily and for sustained amounts of time.

3.2.A.2. Writing as a Process: Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.

3.2.A.3. Writing as a Process: Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought, sophisticated word choice and sentence variety, and subtlety of meaning.

3.2.A.4. Writing as a Process: Review and edit work for spelling, usage, clarity, and fluency.

3.2.A.5. Writing as a Process: Use the computer and word-processing software to compose, revise, edit, and publish a piece.

3.2.A.6. Writing as a Process: Use a scoring rubric to evaluate and improve own writing and the writing of others.

3.2.A.7. Writing as a Process: Reflect on own writing and establish goals for growth and improvement.

3.2.B.1. Writing as a Product: Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.

3.2.B.2. Writing as a Product: Critique published works for authenticity and credibility.

3.2.B.3. Writing as a Product: Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development.

3.2.B.4. Writing as a Product: Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism).

3.2.B.5. Writing as a Product: Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper.

3.2.B.6. Writing as a Product: Write a literary research paper that synthesizes and cites data using researched information and technology to support writing.

3.2.B.7. Writing as a Product: Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources, such as periodicals, interviews, discourse, and electronic media.

3.2.B.8. Writing as a Product: Foresee readers' needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position.

3.2.B.9. Writing as a Product: Provide compelling openings and strong closure to written pieces.

3.2.B.10. Writing as a Product: Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures, computer-generated presentation).

3.2.B.11. Writing as a Product: Use the responses of others to review content, organization, and usage for publication.

3.2.B.12. Writing as a Product: Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.

3.2.C.1. Mechanics, Spelling, and Handwriting: Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.

3.2.C.2. Mechanics, Spelling, and Handwriting: Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective personal style.

3.2.C.3. Mechanics, Spelling, and Handwriting: Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas.

3.2.C.4. Mechanics, Spelling, and Handwriting: Use transition words to reinforce a logical progression of ideas.

3.2.C.5. Mechanics, Spelling, and Handwriting: Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.

3.2.C.6. Mechanics, Spelling, and Handwriting: Use knowledge of Standard English conventions to edit own writing and the writing of others for correctness.

3.2.C.7. Mechanics, Spelling, and Handwriting: Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

3.2.C.8. Mechanics, Spelling, and Handwriting: Write legibly in manuscript or cursive to meet district standards.

3.2.D.1. Writing Forms, Audiences, and Purposes: Employ the most effective writing formats and strategies for the purpose and audience.

3.2.D.2. Writing Forms, Audiences, and Purposes: Demonstrate command of a variety of writing genres, such as: Persuasive essay, Personal narrative, Research report, Literary research paper, Descriptive essay, Critique, Response to literature, Parody of a particular narrative style (fable, myth, short story), Poetry.

3.2.D.3. Writing Forms, Audiences, and Purposes: Evaluate the impact of an author's decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.

3.2.D.4. Writing Forms, Audiences, and Purposes: Apply all copyright laws to information used in written work.

3.2.D.5. Writing Forms, Audiences, and Purposes: When writing, employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles.

3.2.D.6. Writing Forms, Audiences, and Purposes: Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters, and college applications.

3.2.D.7. Writing Forms, Audiences, and Purposes: Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.

3.2.D.8. Writing Forms, Audiences, and Purposes: Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.

NJ.3.3. Speaking: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.

3.3.A.1. Discussion: Support a position integrating multiple perspectives.

3.3.A.2. Discussion: Support, modify, or refute a position in small or large-group discussions.

3.3.A.3. Discussion: Assume leadership roles in student-directed discussions, projects, and forums.

3.3.A.4. Discussion: Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next stage.

3.3.B.1. Questioning (Inquiry) and Contributing: Ask prepared and follow-up questions in interviews and other discussions.

3.3.B.2. Questioning (Inquiry) and Contributing: Extend peer contributions by elaboration and illustration.

3.3.B.3. Questioning (Inquiry) and Contributing: Analyze, evaluate, and modify group processes.

3.3.B.4. Questioning (Inquiry) and Contributing: Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.

3.3.B.5. Questioning (Inquiry) and Contributing: Question critically the position or viewpoint of an author.

3.3.B.6. Questioning (Inquiry) and Contributing: Respond to audience questions by providing clarification, illustration, definition, and elaboration.

3.3.B.7. Questioning (Inquiry) and Contributing: Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore a question and consider perspectives).

3.3.C.1. Word Choice: Modulate tone and clarify thoughts through word choice.

3.3.C.2. Word Choice: Improve word choice by focusing on rhetorical devices (e.g., puns, parallelism, allusion, alliteration).

3.3.D.1. Oral Presentation: Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).

3.3.D.2. Oral Presentation: Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition, transition words).

3.3.D.3. Oral Presentation: Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, articulation) when speaking.

3.3.D.4. Oral Presentation: Edit drafts of speeches independently and in peer discussions.

3.3.D.5. Oral Presentation: Modify oral communications through sensing audience confusion, and make impromptu revisions in oral presentation (e.g., summarizing, restating, adding illustrations/details).

3.3.D.6. Oral Presentation: Use a rubric to self-assess and improve oral presentations.

NJ.3.4. Listening: All students will listen actively to information from a variety of sources in a variety of situations.

3.4.A.1. Active Listening: Explore and reflect on ideas while hearing and focusing attentively.

3.4.A.2. Active Listening: Listen skillfully to distinguish emotive and persuasive rhetoric.

3.4.A.3. Active Listening: Demonstrate appropriate listener response to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.

3.4.B.1. Listening Comprehension: Listen to summarize, make judgments, and evaluate.

3.4.B.2. Listening Comprehension: Evaluate the credibility of a speaker.

3.4.B.3. Listening Comprehension: Determine when propaganda and argument are used in oral forms.

3.4.B.4. Listening Comprehension: Listen and respond appropriately to a debate.

NJ.3.5. Viewing and Media Literacy: All students will access, view, evaluate, and respond to print, non print, and electronic texts and resources.

3.5.A.1. Constructing Meaning from Media: Understand that messages are representations of social reality and vary by historic time periods and parts of the world.

3.5.A.2. Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.

3.5.A.3. Constructing Meaning from Media: Identify and select media forms appropriate for the viewer's purpose.

3.5.B.1. Visual and Verbal Messages: Analyze media for stereotyping (e.g., gender, ethnicity).

3.5.B.2. Visual and Verbal Messages: Compare and contrast three or more media sources.

3.5.C.1. Living with Media: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).

3.5.C.2. Living with Media: Determine influences on news media based on existing political, historical, economical, and social contexts (e.g., importance of audience feedback).

3.5.C.3. Living with Media: Recognize that creators of media and performances use a number of forms, techniques, and technologies to convey their messages.