Utah State Standards for Language Arts: Grade 11

UT.1. Reading: Students will use vocabulary development and an understanding of text elements and structures to comprehend literary and informational grade level text.

1.1. Word Analysis, Vocabulary Development: Determine word meaning through word parts, definitions, and context clues.

1.1.a. Analyze the meaning of words using knowledge of roots.

1.1.b. Evaluate how words from various cultural origins impact text (e.g., Latin- and Greek based words, street slang, dialects, ethnic terms).

1.1.c. Determine word meaning through contextual inference. (e.g., combine prior knowledge and text clues to define 'trucks' used in an article on skateboarding and an article on transportation).

1.1.d. Distinguish between commonly confused words (i.e., allusion /illusion; complement/compliment; imply/infer).

1.2. Comprehension of Informational Text: Comprehend and evaluate informational text (i.e., commentary, interviews, primary documents, speeches, essays).

1.2.a. Analyze the purpose of external text features and structures in a variety of printed texts (e.g., books, newspapers, magazines).

1.2.b. Evaluate the effectiveness of multiple internal text structures in a single text.

1.2.c. Synthesize information from a variety of sources.

1.2.d. Analyze multiple texts on the same topic for conflicting information.

1.3. Comprehension of Literary Text: Comprehend literature by analyzing the use of literary elements across genres and cultures.

1.3.a. Compare plot structures in works of literature (e.g., plot within a plot, multiple points of view, stream of consciousness).

1.3.b. Explore universal character traits across cultures in literature.

1.3.c. Compare recurring and universal themes in literary works.

1.3.d. Analyze how culture - the shared beliefs, values, and behaviors of a particular society at a particular time and place - is an element of setting.

1.3.e. Analyze the use of irony, tone, and/or mood.

1.3.f. Identify the speaker in a poetic text.

UT.2. Writing: Students will write informational and literary text to reflect on and recreate experiences, report observations, and persuade others.

2.1. Writing to Learn: Analyze and synthesize ideas and information to refine thinking through writing.

2.1.a. Form conclusions and recommend action.

2.1.b. Integrate facts, events, or ideas to create new ideas.

2.1.c. Consolidate and synthesize connections between texts, between texts and self, and between texts and different world connections.

2.2. Extended Writing: Write to analyze literary text and explain informational text.

2.2.a. Select an organizational pattern that suits the topic.

2.2.b. Provide detailed evidence and examples to substantiate arguments.

2.2.c. Support arguments with logic and text references.

2.3. Revision and Editing: Revise and edit to strengthen ideas, organization, voice, word choice, sentence fluency and conventions.

2.3.a. Traits of Writing.

2.3.a.1. Ideas: Evaluate and revise for sufficiently developed key ideas and specific details that directly support and advance the thesis statement.

2.3.a.2. Organization: Evaluate and revise for control of organizational elements in multiple paragraph texts (e.g., thesis, details, leads, conclusions, and transitions).

2.3.a.3. Voice: Evaluate and revise for correct use of active and passive voice. Evaluate and revise for consistent, appropriate voice.

2.3.a.4. Word Choice: Evaluate and revise for words intentionally and skillfully used.

2.3.a.5. Sentence Variety: Evaluate and revise for rhythm created through sentence construction (i.e., parallel sentence structure).

2.3.b. Editing.

2.3.b.1. Edit for correct grade level spelling.

2.3.b.2. Edit for commas with introductory phrases and clauses.

2.3.b.3. Edit for correct use of relative pronouns.

2.3.b.4. Edit for capitalization of the first word in a sentence enclosed in parentheses (e.g., 'She grinned again. (That grin!)').

2.3.b.5. Edit for agreement of pronouns and antecedents.

UT.3. Inquiry/Research/Oral Presentation: Students will understand the process of seeking and giving information in conversations, group discussions, written reports, and oral presentations.

3.1. Processes of Inquiry: Use the process of inquiry to draw conclusions.

3.1.a. Formulate questions that direct inquiry.

3.1.b. Analyze information to determine relevance to essential question.

3.1.c. Evaluate the accuracy and relevance of information that reflects multiple points of view.

3.1.d. Evaluate, use, and cite primary and secondary sources.

3.2. Written Communication of Inquiry: Write to evaluate information and to make recommendations.

3.2.a. Select an appropriate format to evaluate and report research results.

3.2.b. Gather, evaluate, and organize evidence to support a position.

3.2.c. Support evaluations and recommendations using paraphrase, summary, and/or quotations.

3.2.d. Use informal and formal citations, where appropriate, to support inquiry.

3.3. Oral Communication of Inquiry: Make informative and persuasive presentations using visual aids/technology.

3.3.a. Determine the purpose for informative and persuasive presentations.

3.3.b. Identify questions to be addressed in refutations.

3.3.c. Refute counter-arguments.