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Massachusetts English Language Arts and Literacy Framework

K–12 Standards

Grades 11, 12
Other Massachusetts English Language Arts and Literacy sets
Grade Pre-K
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grades 9, 10

Reading Standards for Literature

Key Ideas and Details
1. 1.
  Cite strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.1
2. 2.
  Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of a text.RL.11-12.2
3. 3.
  Analyze the impact of the author's choices regarding how to develop and relate elements of a story, poem, or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11-12.3
Craft and Structure
1. 4.
  Determine the figurative or connotative meaning(s) of words and phrases as they are used in a text; analyze the impact of specific words or rhetorical patterns (e.g., how the language evokes a sense of time and place, how shifts in rhetorical patterns signal new perspectives).RL.11-12.4
2. 5.
  Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution, the choice to introduce a new tone or point of view) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.5
3. 6.
  Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, understatement, notable omission).RL.11-12.6
Integration of Knowledge and Ideas
1. 7.
  Analyze one or more critical responses to a work or body of literature, including how the critical lens (e.g., formal, historical, feminist, sociological, psychological) influences the interpretation.RL.11-12.7
2. 8.
  Not applicable.RL.11-12.8
3. 9.
  Demonstrate knowledge of eighteenth, nineteenth and early-twentieth century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.RL.11-12.9
Range of Reading and Level of Text Complexity
1. 10.
  Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for the grade/course.RL.11-12.10

Reading Standards for Informational Text

Key Ideas and Details
1. 1.
  Cite strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.1
2. 2.
  Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of a text.RI.11-12.2
3. 3.
  Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.3
Craft and Structure
1. 4.
  Determine the meaning(s) of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines or revises the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).RI.11-12.4
2. 5.
  Analyze and evaluate the effectiveness of the structure an author uses in an exposition or argument, including whether the structure makes points clear, coherent, convincing, and engaging.RI.11-12.5
3. 6.
  Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.RI.11-12.6
Integration of Knowledge and Ideas
1. 7.
  Integrate and evaluate multiple sources of information presented in different media or formats (e.g., charts, graphs, photographs, videos, maps) as well as in words in order to address a question or solve a problem.RI.11-12.7
2. 8.
  Delineate and evaluate the reasoning in seminal historical texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).RI.11-12.8
3. 9.
  Analyze pre-twentieth-century documents of historical and literary significance (e.g., the Magna Carta, the Declaration of Independence, the Declaration of the Rights of Man, the Preamble to the Constitution, the Bill of Rights) for their themes, purposes, and rhetorical features.RI.11-12.9
Range of Reading and Level of Text Complexity
1. 10.
  Independently and proficiently read and comprehend literary nonfiction representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for the grade/course.RI.11-12.10

Writing

Text Types and Purposes
1. 1.
  Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.1
  a.
  Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.W.11-12.1.a
  b.
  Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.W.11-12.1.b
  c.
  Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.W.11-12.1.c
  d.
  Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1.d
  e.
  Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.1.e
2. 2.
  Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.2
  a.
  Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include text features (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.11-12.2.a
  b.
  Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.11-12.2.b
  c.
  Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.W.11-12.2.c
  d.
  Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.W.11-12.2.d
  e.
  Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.W.11-12.2.e
  f.
  Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).W.11-12.2.f
3. 3.
  Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences.W.11-12.3
  a.
  Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create an appropriate progression of experiences or events.W.11-12.3.a
  b.
  Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.11-12.3.b
  c.
  Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, resolution).W.11-12.3.c
  d.
  Use precise words and phrases, telling details, and figurative and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.11-12.3.d
  e.
  Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.W.11-12.3.e
Production and Distribution of Writing
1. 4.
  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W.11-12.4
2. 5.
  Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.W.11-12.5
  a.
  Demonstrate command of standard English conventions.W.11-12.5.a
  b.
  Demonstrate the ability to select accurate vocabulary appropriate for audience, purpose, and style.W.11-12.5.b
3. 6.
  Use technology, including current web-based communication platforms, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.W.11-12.6
Research to Build and Present Knowledge
1. 7.
  Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.11-12.7
2. 8.
  When conducting research, gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.W.11-12.8
3. 9.
  Draw evidence from literary or informational texts to support written analysis, interpretation, reflection, and research, applying one or more grades 11–12 standards for Reading Literature or Reading Informational Text as needed.W.11-12.9
Range of Writing
1. 10.
  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.11.12.10

Speaking and Listening

Comprehension and Collaboration
1. 1.
  Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.1
  a.
  Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SL.11-12.1.a
  b.
  Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1.b
  c.
  Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1.c
  d.
  Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.SL.11-12.1.d
2. 2.
  Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.11-12.2
3. 3.
  Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.3
Presentation of Knowledge and Ideas
1. 4.
  Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, vocabulary, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.SL.11-12.4
2. 5.
  Make strategic use of digital media (e.g., audio, visual, interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.11-12.5
3. 6.
  Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.SL.11-12.6

Language

Conventions of Standard English
1. 1.
  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades.L.11-12.1
  a.
  Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.L.11-12.1.a
  b.
  Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.L.11-12.1.b
2. 2.
  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.2
  a.
  Observe hyphenation conventions.L.11-12.2.a
  b.
  Spell correctly, recognizing that some words have commonly accepted variations (e.g., catalog/catalogue).L.11-12.2.b
Knowledge of Language
1. 3.
  Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.11-12.3
  a.
  Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.L.11-12.3.a
  b.
  Revise and edit to make work more concise and cohesive.L.11-12.3.b
Vocabulary Acquisition and Use
1. 4.
  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.4
  a.
  Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.4.a
  b.
  Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).L.11-12.4.b
  c.
  Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.L.11-12.4.c
  d.
  Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.11-12.4.d
2. 5.
  Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.5
  a.
  Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.L.11-12.5.a
  b.
  Analyze nuances in the meaning of words with similar denotations.L.11-12.5.b
3. 6.
  Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; independently research words and gather vocabulary knowledge.L.11-12.6

Reading Standards for Literacy in the Content Areas: History/Social Studies

Key Ideas and Details
1. 1.
  Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.RCA-H.11-12.1
2. 2.
  Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.RCA-H.11-12.2
3. 3.
  Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where a text leaves matters uncertain.RCA-H.11-12.3
Craft and Structure
1. 4.
  Determine the meaning of general academic and domain-specific words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).RCA-H.11-12.4
2. 5.
  Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.RCA-H.11-12.5
3. 6.
  Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.]RCA-H.11-12.6
Integration of Knowledge and Ideas
1. 7.
  Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.RCA-H.11-12.7
2. 8.
  Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.RCA-H.11-12.8
3. 9.
  Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.RCA-H.11-12.9
Range of Reading and Level of Text Complexity
1. 10.
  Independently and proficiently read and comprehend history/social studies texts exhibiting complexity appropriate for the grade/course.RCA-H.11-12.10

Reading Standards for Literacy in the Content Areas: Science and Career and Technical Subjects

Key Ideas and Details
1. 3.
  Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks.RCA-ST.6-8.3
2. 1.
  Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.RCA-ST.11-12.1
3. 2.
  Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.RCA-ST.11-12.2
4. 3.
  Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.RCA-ST.11-12.3
Craft and Structure
1. 4.
  Determine the meaning of general academic vocabulary as well as symbols, notation, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.RCA-ST.11-12.4
2. 5.
  Analyze how a text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.RCA-ST.11-12.5
3. 6.
  Analyze an author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.RCA-ST.11-12.6
Integration of Knowledge and Ideas
1. 7.
  Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.RCA-ST.11-12.7
2. 8.
  Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.RCA-ST.11-12.8
3. 9.
  Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.RCA-ST.11-12.9
Range of Reading and Level of Text Complexity
1. 10.
  Independently and proficiently read and comprehend science/technical texts exhibiting complexity appropriate for the grade/course.RCA-ST.11-12.10

Writing Standards for Literacy in the Content Areas

Text Types and Purposes
1. 1.
  Write arguments focused on discipline-specific content.WCA.11-12.1
  a.
  Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims/critiques, reasons, and evidence.WCA.11-12.1.a
  b.
  Develop claim(s) and counterclaims/critiques fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims/critiques in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.WCA.11-12.1.b
  c.
  Use words, phrases, and clauses with precision as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims/critiques.WCA.11-12.1.c
  d.
  Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.WCA.11-12.1.d
  e.
  Provide a concluding statement or section that follows from or supports the argument presented.WCA.11-12.1.e
2. 2.
  Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.WCA.11-12.2
  a.
  Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include text features (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.WCA.11-12.2.a
  b.
  Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.WCA.11-12.2.b
  c.
  Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas, concepts, or procedures.WCA.11-12.2.c
  d.
  Use precise language, domain-specific vocabulary and techniques to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.WCA.11-12.2.d
  e.
  Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.WCA.11-12.2.e
  f.
  Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).WCA.11-12.2.f
3. 3.
  Not applicable as a separate requirement.WCA.11-12.3
Production and Distribution of Writing
1. 4.
  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WCA.11-12.4
2. 5.
  Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.WCA.11-12.5
3. 6.
  Use technology, including current Web-based communication platforms, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.WCA.11-12.6
Research to Build and Present Knowledge
1. 7.
  Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.WCA.11-12.7
2. 8.
  When conducting research, gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.WCA.11-12.8
3. 9.
  Draw evidence from informational texts to support analysis, interpretation, reflection, and research.WCA.11-12.9
Range of Writing
1. 10.
  Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.WCA.11-12.10

Speaking and Listening Standards for Literacy in the Content Areas

Comprehension and Collaboration
1. 1.
  Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on discipline-specific topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SLCA.11-12.1
  a.
  Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.SLCA.11-12.1.a
  b.
  Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.SLCA.11-12.1.b
  c.
  Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SLCA.11-12.1.c
  d.
  Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions and critiques when possible; and determine what additional information or research is required to deepen the investigation or complete the task.SLCA.11-12.1.d
2. 2.
  Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SLCA.11-12.2
3. 3.
  Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SLCA.11-12.3
Presentation of Knowledge and Ideas
1. 4.
  Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, vocabulary, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.SLCA.11-12.4
2. 5.
  Make strategic use of digital media (e.g., audio, visual, and interactive elements) in presentations to enhance understanding of findings, claims, reasoning, and evidence and to add interest.SLCA.11-12.5
3. 6.
  Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.SLCA.11-12.6

Frequently asked questions

What grade levels do these standards cover?: Grade 11 and Grade 12
When were these standards adopted?: 2017
Where can I read the official document?: Massachusetts English Language Arts and Literacy Framework

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