New York State Standards for Language Arts: Grade 11

NY.1. Reading: Students will read, write, listen, and speak for information and understanding.

1.1. Locate and use school, public, and academic library resources for information and research

1.2. Read and follow written directions and procedures to solve problems and accomplish tasks (use workplace documents and technical manuals)

1.3. Identify and evaluate the reliability and validity of informational sources

1.4. Check the consistency of hypothesis with given information and assumption

1.5. Analyze and synthesize information from different sources, making connections and showing relationships to other texts, ideas, and subjects and to the world at large

NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.

2.1. Read, view, and interpret texts and performances in every medium (e.g., short stories, novels, plays, film and video productions, poems, and essays) from a wide variety of authors, subjects, and genres (build background by activating prior knowledge through questioning what they already know about the form in which the story is presented and the period in which it was written)

2.2. Read, view, and respond independently to literary works that represent a range of social, historical, and cultural perspectives (monitor their own comprehension by questioning, reviewing, revising, and rereading to enhance overall comprehension)

2.3. Read literary criticism to increase comprehension and appreciation of literary texts (use a variety of written responses, such as double-entry journals and reading logs, to integrate new concepts with existing knowledge)

2.4. Compare a film, video, or stage version of a literary work with the written version

2.5. Read literary texts aloud to convey an interpretation of the work

2.6. Interpret multiple levels of meaning and subtleties in text (engage in a variety of collaborative conversations, such as peer-led discussions, paired reading and responding, and cooperative group discussions, to construct meaning)

2.7. Recognize and analyze the relevance of literature to contemporary and/or personal events and situations

NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.

3.1. Form opinions and make judgments about the validity of interpretive texts

3.2. Analyze and evaluate nonfiction (identify text structure, using supports such as graphic organizers)

3.3. Analyze and evaluate nonfiction (preview a text (e.g., in order to build a schema), noticing structural markers, such as headings and subheadings)

3.4. Analyze and evaluate nonfiction (identify the particular kinds of language used in particular texts)

3.5. Analyze and evaluate fiction, including the effect of diction and figurative language (use a variety of written responses, such as double-entry journals and reading logs, to identify literary elements and evaluate their effectiveness)

3.6. Form opinions and make judgments about literary works, by analyzing and evaluating texts from more than one critical perspective, such as psychological

3.7. Select, reject, and reconcile ideas and information in light of biases

3.8. Make judgments about the quality of literary texts and performances by applying personal and academic criteria, such as that found in literary criticism and in political, historical, and scientific analysis

NY.4. Reading: Students will read, write, listen, and speak for social interaction.

4.1. Share reading experiences with a peer or adult; for example, read together silently or aloud and discuss reactions to texts

4.2. Consider the age, gender, social position, and cultural traditions of the writer

4.3. Recognize the types of language (e.g., informal vocabulary, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication

2.8. Write interpretive and responsive essays of approximately three to five pages to engage in a variety of prewriting experiences, such as using a variety of visual representations, to express interpretations, feelings, and new insights

2.9. Use resources, such as personal experience, knowledge from other content areas, and independent reading, to create literary, interpretive, and responsive texts

2.10. Maintain a portfolio that includes literary, interpretive, and responsive writing

4.4. Encourage the speaker with appropriate facial expressions and gestures

4.5. Withhold judgment

4.6. Appreciate the speaker's uniqueness