Grade 11

Other Oklahoma English Language Arts sets

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Summarize the main ideas and paraphrase significant parts of increasingly complex texts.11.2.R.1

Identify characteristics of genres and analyze how they enhance comprehension of fiction, poetry, drama, and nonfiction.11.2.R.2

Routinely and recursively prewrite (e.g., develop and organize ideas).11.2.W.1

Routinely and recursively develop drafts, applying organizational structure(s) (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.).11.2.W.2

Routinely and recursively revise drafts for organization, transitions, sentence variety, and consistent tone and point of view in order to improve coherence and meaning.11.2.W.3

Routinely and recursively use resources to edit for grammar, usage, mechanics, and format in order to finalize drafts for publication.11.2.W.4

Routinely and recursively publish final drafts for an authentic audience (e.g., publishing digitally, community and professional audiences, newspapers and magazines, entering contests).11.2.W.5

Analyze the extent to which historical, cultural, and/or global perspectives affect authors' stylistic choices in grade-level literary and informational texts.11.3.R.1

Evaluate authors' perspectives and explain how those perspectives contribute to the meanings of texts.11.3.R.2

Evaluate how literary elements impact theme, mood, and/or tone, using textual evidence:- setting- plot structure (e.g., foreshadowing, flashback, in media res)- conflict (i.e., internal, external)- characters (e.g., protagonist, antagonist)- characterization (i.e., direct, indirect)- point of view (e.g., narrator reliability)- archetypes11.3.R.3

Evaluate how literary devices impact theme, mood, and/or tone, using textual evidence:- figurative language (i.e., simile, metaphor, personification, hyperbole, imagery, symbolism)- sound devices (i.e., onomatopoeia, alliteration, assonance)- irony (i.e., verbal, situational, dramatic)11.3.R.4

Evaluate how authors writing on the same issue reached different conclusions because of differences in assumptions, evidence, reasoning, and viewpoints, including examining rhetorical appeals, bias, and use of logical fallacies.11.3.R.5

Analyze how informational text structures support the author's purpose.11.3.R.6

Evaluate how two or more texts address similar themes or topics, using textual evidence to support their claims and inferences.11.3.R.7

Compose narratives reflecting real or imagined experiences that:- include engaging plots involving well-developed, complex characters resolving conflicts- establish narrator(s) that enhance(s) the narrative- are intentionally sequenced in a way to achieve a specific effect (e.g., create suspense, establish mood, reflect theme)- provide clear descriptions, using precise language, sensory details, and dialogue- include varied syntax to enhance readability- emulate literary elements and/or literary devices from mentor texts11.3.W.1

Compose informative essays, reports, or technical writing that:- objectively introduce and develop topics- include a defensible thesis- incorporate evidence (e.g., specific facts, details, charts and graphs, data)- maintain an organized structure- use sentence variety and word choice to create clarity and concision- establish and maintain a formal style- emulate literary devices from mentor texts11.3.W.2

Compose argumentative essays, reviews, or op-eds that:- introduce precise, informed claims- include a defensible thesis- acknowledge counterclaims or alternate perspectives- organize claims, counterclaims, and evidence in a logical sequence- provide the most relevant evidence to develop balanced arguments, using credible sources- use sentence variety and word choice to create clarity and concision- use style and tone that suits the audience and purpose11.3.W.3

Blend narrative, informative, and argumentative writing to suit their audience and purpose.11.3.W.4

Analyze the relationships among synonyms, antonyms, and analogies.11.4.R.1

Use context clues, connotation, and denotation to determine or clarify the meaning of words or distinguish among multiple-meaning words.11.4.R.2

Use word parts (e.g., affixes, Anglo-Saxon, Greek, and Latin roots, stems) to define and determine the meaning of increasingly complex words.11.4.R.3

Use resources (e.g., dictionary, glossary, thesaurus, etc.) to determine or clarify the meanings, syllabication, pronunciation, synonyms, parts of speech, and etymology of words or phrases.11.4.R.4

Use precise, grade-level vocabulary in writing to clearly communicate complex ideas.11.4.W.1

Select language to create a specific effect in writing according to purpose and audience.11.4.W.2

Apply their knowledge of syntax (e.g., parallel structure, active and passive voice, and phrases/clauses) to analyze and evaluate a variety of texts, understanding that usage and convention change over time.11.5.R.1

Recognize noun, verb, adjectival, and adverbial phrases and explain their effect in particular sentences.11.5.R.2

Add clarity, variety, and/or style to their writing and presentations with parts of speech and various types of phrases and clauses, intentionally breaking the rules for effect when appropriate.11.5.W.1

Demonstrate command of Standard American English (i.e., grammar, mechanics, and usage) in writing, presentations, and/or multimodal literacies to convey specific meanings and ideas, intentionally departing from standard usage to achieve a specific effect.11.5.W.2

Write using correct capitalization mechanics.11.5.W.3

Write using correct end mark mechanics.11.5.W.4

Write using correct apostrophe mechanics.11.5.W.5

Write using correct comma mechanics.11.5.W.6

Use a colon or dash to reveal information in a sentence.11.5.W.7

Use an ellipsis to indicate omission from quoted material and brackets to indicate an addition or clarification to quoted material.11.5.W.8

Write using correct italics mechanics.11.5.W.9

Write using correct semicolon mechanics.11.5.W.10

Find and comprehend information about a topic, using their own viable research questions.11.6.R.1

Synthesize relevant information from a variety of primary and secondary sources, following ethical and legal citation guidelines.11.6.R.2

Evaluate the relevance, reliability, and validity of the information gathered.11.6.R.3

Formulate and refine a viable research question.11.6.W.1

Develop a clear, concise, defensible thesis statement.11.6.W.2

Integrate quotes, paraphrases, and summaries from research, following a consistent citation style (e.g., MLA, APA) to avoid plagiarism.11.6.W.3

Present research in longer formats (e.g., sustained research projects, process essays) and shorter, informal formats (e.g., single-day research projects, informal discussion) to a variety of audiences.11.6.W.4

Analyze and evaluate the techniques used in a variety of multimodal content and how they contribute to meaning.11.7.R

Create engaging multimodal content that intentionally enhances understanding of findings, reasoning, and evidence for diverse audiences.11.7.W

Select texts for specific purposes and read independently for extended periods of time.11.8.R

Write independently using print, cursive, and/or typing for various lengths of time, intentionally selecting and combining modes and genres to suit their audiences and purposes.11.8.W